【正文】 skills and word addition to the vital importance of vocabulary for success in life, a large vocabulary is more specifically predictive and reflective of high levels of reading achievement. The Report of the NationalReading Panel (2021), for example, concluded, ―The importance of vocabulary knowledge has long been recognized in the development of reading skills. As early as 1924, researchers noted that growth in reading power relies on continuous growth in word knowledge‖ (pp. 4–15). Reading Vocabulary Young children naturally learn to municate through listening and speaking. In order to make the transition to municating through reading and writing, they need a large meaning vocabulary and effective decoding skills. There is an abundance of research evidence to show that an effective decoding strategy allows students not only to identify printed words accurately but to do so rapidly and automatically (Pikulski and Chard,2021). Given the focus of this paper, we will not attempt to review the rather plex topic of developing fluency. However, we do feel it is important to briefly address one aspect of decoding that is crucial for beginning readers: highfrequency vocabulary. Highfrequency vocabulary refers to those words that are used over and over again in our munications—they are important to both our meaning and literate vocabularies. Amere 100 words make up about 50% of most English texts。當(dāng)這個(gè)詞是學(xué)生所不熟悉的，而它又頻繁在上下文中出現(xiàn)的時(shí)候，教師就必須花時(shí)間通過(guò)某種方式讓學(xué)生獲得這個(gè)詞的概念。 2 詞匯教學(xué) 必教的詞匯 當(dāng)我們明確哪些單詞要教的時(shí)候， 不管 從教的效率 還是從 內(nèi)容決策上都會(huì) 對(duì) 我們的教學(xué)有 很大的幫助。最后，當(dāng)兒童和青少年豐富詞匯的同 時(shí)，他們的學(xué)術(shù)和社會(huì)自信心也會(huì)大大提高。 很多教師可能會(huì)困惑為什么詞匯教學(xué)如此重要？很顯然有一個(gè)明確的回答就是詞匯是成功閱讀三個(gè)因素之一。有限的詞匯 量對(duì)于閱讀能力較薄弱的讀者而言是最常見(jiàn)的難題。 隨著跟單詞多次的接觸和碰面中，這個(gè)詞和它的傳統(tǒng)的意義通常就會(huì)在讀者頭腦 中牢固確立。這個(gè)驚人的增長(zhǎng) 將繼續(xù)增加通過(guò)年復(fù)一年的訓(xùn)練和積累，因?yàn)閾?jù)了解孩子們?cè)诿繉W(xué)年平均能獲得 3000到 4000的新詞 匯。 在教學(xué)詞匯的時(shí)候，能用已知的概念代替所學(xué)的單詞這樣的教學(xué)能讓學(xué)生 更好地記憶和掌握。一個(gè)學(xué)生可能懂得一個(gè)詞語(yǔ)背后的概念，但是不一定知道這個(gè)詞本身的意義。同時(shí)使用直接和間接的教學(xué)方法，幫助學(xué)生建立口語(yǔ)和閱讀詞匯應(yīng)該是一個(gè) 合理 閱讀計(jì)劃 中 的一部分。最大的困難就在于如果一個(gè)人在還不會(huì)說(shuō)的時(shí)候就去學(xué)習(xí)英語(yǔ)的聽(tīng)力和寫作技能，這樣一來(lái)就會(huì)造成學(xué)生學(xué)習(xí)上的難點(diǎn)。 they should be encouraged to bee actively involved in selecting words. 6 I will shortly mention a practical guide that helps teachers to remember the types of words that they should teach explicitly. First of all, there areType A words belong toacademiclanguage and the language describes the language of schooling, words used across disciplines like genre and glossary. Content area words are specific to the discipline, words like anization in social studies and anism in science. Then there areType B Wordswhich are are hundreds of highfrequency words. The basics make up a large percentage of students180。 interest. Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading outside class. Longo agrees that students need to put new words to use in writing and conversation as well as reading. For vocabulary instruction to increase prehension, says Longo, you have to see those words over and over again ( When Adolescents Can180。s job to build context by activating students39。外文翻譯一： The Teaching of Vocabulary in the Primary School Foreign Language Classroom Excerpt words to more and more plex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to develop English reading and writing skills before children can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabulary that enables students to construct a rich vocabulary bank. Guiding methods are introduced and sample activities are provided. II. Main Part 1. The Importance of Teaching Vocabulary . Vocabulary Development in the Primary Grades The findings of the ―National Reading Panel‖ indicate that vocabulary instruction does lead to gains in prehension, but that methods must be appropriate to the age and ability of the reader. Using both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include readalouds, shared reading and writing experiences, and independent reading. Direct teaching of vocabulary should respond to the needs of the students and should actively engage them in the process(NationalReading Panel, 2021). All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know the word itself. For example, the wordceaserepresents a known concept to most children。s the teacher39。s worked with. Longo begins with indirect instruction in words and their meanings and then provides highinterest opportunities to use the words. Vocabulary expert Isabel Beck of the University of Pittsburgh embraces both approaches. For her, there are 3 four ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct instruction in words and gimmicks to boost students39。s listening vocabulary, it may be taught though writing experiences and activities. Focus should be on helping students bee independent learners。而這樣的規(guī)律同樣適用于學(xué)校的教學(xué)。 主要內(nèi)容： 1 詞匯教學(xué)的重