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In junior middle schools， English is one of the important courses. Vocabulary plays an indispensable role in English teaching. In practical teaching， the proper application of vocabulary teaching strategies determines the improvement of students’ English ability and academic performance.
The subjects of this survey are four English teachers in junior high school affiliated to Hainan Normal University. Through classroom observation， teachers use the following teaching strategies to teach vocabulary.
①The mind mapping strategy
Mind mapping is a kind of divergent thinking mode， which takes the central word as the object of development to conduct radioactive development. This can help students to build a logical knowledge structure and present a concise and understandable knowledge context.
Homework
After explaining the new words through vivid pictures， teachers assign the task of drawing a mind map with the center word of job position. Due to the careful explanation of the teacher and the change of the homework， most of the students are motivated to complete the homework.
②The song introduction strategy
Using songs to introduce new units can stimulate students’ interest and lay a good foundation for students to learn new lessons.
This song has played a lot of roles in this class. Be What You Wanna Be contains many jobs， which can educate students to realize their dreams and do what they want to do through hard work. However， from the perspective of students’ performance in class， most of them have heard this song and do not show strong interest. Facing such a situation， teachers Liang should constantly improve their ability to adapt to the situation.
③The cooperative learning strategy
Work in groups to learn vocabulary can enhance the friendship among students， and internalize knowledge.
After teacher Zhong explains the vocabulary， students work in groups to complete the family tree in the book， and check whether the members in the group can read and spell the words， which is conducive to improving students’ enthusiasm and promoting the growth of friendship. Students can write down the words they have mastered by themselves and learn the unfamiliar words through working in groups.
④The strategy of combining initial letters of each word in sentence
Teacher Pan teach a certain word---family， which can be combined with the theme of this lesson to design theme sentences to cultivate students’ emotion， so as to express their love for their parents. Such as， father and mother I love you. This can tell the students to join the first letter of this sentence together to form the word family. Most students say the sentence loudly to express their love to their family when they know what is the meaning of family. The following are the problems found in the teaching and corresponding suggestions.
Firstly， some teachers do not design the tasks for vocabulary practice. Teachers can create tasks to practice the vocabulary that students have learned in order to improve the vocabulary recurrence rate. The tasks， such as labelling with pictures， can have a time limit. What’s more， before the task begins， teacher should explain the rules of task clearly and demonstrate in front of class.
Secondly， some teachers lack awareness of explaining the rules of pronunciation. If students can follow teacher correctly， teacher cannot explain the pronunciation rules. If not， explain them. Teacher should go around the class in order to check whether students pronounce rightly.
Finally， teacher’s ability to cope with emergency situations is weak. Because teachers are not in an era with their students， they cannot have a common topic with their students. Teachers can imagine what problems will appear in the classroom， give the corresponding solutions， and design related activities.
Vocabulary teaching in junior high school is the key and difficult point in English teaching. How to carry out vocabulary teaching in a scientific and effective way is a key research topic for teachers.
The subjects of this survey are four English teachers in junior high school affiliated to Hainan Normal University. Through classroom observation， teachers use the following teaching strategies to teach vocabulary.
①The mind mapping strategy
Mind mapping is a kind of divergent thinking mode， which takes the central word as the object of development to conduct radioactive development. This can help students to build a logical knowledge structure and present a concise and understandable knowledge context.
Homework
After explaining the new words through vivid pictures， teachers assign the task of drawing a mind map with the center word of job position. Due to the careful explanation of the teacher and the change of the homework， most of the students are motivated to complete the homework.
②The song introduction strategy
Using songs to introduce new units can stimulate students’ interest and lay a good foundation for students to learn new lessons.
This song has played a lot of roles in this class. Be What You Wanna Be contains many jobs， which can educate students to realize their dreams and do what they want to do through hard work. However， from the perspective of students’ performance in class， most of them have heard this song and do not show strong interest. Facing such a situation， teachers Liang should constantly improve their ability to adapt to the situation.
③The cooperative learning strategy
Work in groups to learn vocabulary can enhance the friendship among students， and internalize knowledge.
After teacher Zhong explains the vocabulary， students work in groups to complete the family tree in the book， and check whether the members in the group can read and spell the words， which is conducive to improving students’ enthusiasm and promoting the growth of friendship. Students can write down the words they have mastered by themselves and learn the unfamiliar words through working in groups.
④The strategy of combining initial letters of each word in sentence
Teacher Pan teach a certain word---family， which can be combined with the theme of this lesson to design theme sentences to cultivate students’ emotion， so as to express their love for their parents. Such as， father and mother I love you. This can tell the students to join the first letter of this sentence together to form the word family. Most students say the sentence loudly to express their love to their family when they know what is the meaning of family. The following are the problems found in the teaching and corresponding suggestions.
Firstly， some teachers do not design the tasks for vocabulary practice. Teachers can create tasks to practice the vocabulary that students have learned in order to improve the vocabulary recurrence rate. The tasks， such as labelling with pictures， can have a time limit. What’s more， before the task begins， teacher should explain the rules of task clearly and demonstrate in front of class.
Secondly， some teachers lack awareness of explaining the rules of pronunciation. If students can follow teacher correctly， teacher cannot explain the pronunciation rules. If not， explain them. Teacher should go around the class in order to check whether students pronounce rightly.
Finally， teacher’s ability to cope with emergency situations is weak. Because teachers are not in an era with their students， they cannot have a common topic with their students. Teachers can imagine what problems will appear in the classroom， give the corresponding solutions， and design related activities.
Vocabulary teaching in junior high school is the key and difficult point in English teaching. How to carry out vocabulary teaching in a scientific and effective way is a key research topic for teachers.