第一篇：怎樣修改畢業論文才能一次性通過

估計是最近學術抄襲的現象過于嚴重了，現在一大部分高校整了一個論文反抄襲檢測系統，用的是CNKI知網的論文庫，只要你的畢業論文存在抄襲現象，它就會給你檢測出來，嚴重影響了廣大學生畢業論文的順利通過，破壞了社會的和諧。

要對付這個系統，首先要了解它的運行原理。通過分析我砸銀子得出的檢驗報告，可以了解到這個檢測系統，不是簡單的把你的文章和他論文庫進行對比，現在的學生也不傻，抄完文章，都是改句話，改個詞，加幾個字什么的，單用word查找似的對比方法，肯定查不出來。這個系統缺德帶冒煙的地方就在于它是把你的文章按一定字數分段，然后把每段里面的漢字統計下來，跟論文庫里的文章進行對比，只要相同的漢字達到一定的比率，就在你文章與庫里文章連續重復較多的位置給你畫出紅線算抄襲了。根本不在乎你文字的順序，就比如說你把你抄的一個段落整個打散了，每句話分別放在不同的段落里，也全都能給查出來。

但這個系統也是有弱點的，首先它有一定的查找范圍，也就是它的論文庫有限。去年這個系統還只能檢測到CNKI知網里的抄襲內容，對從書上和網上抄的內容根本檢測不出來。不過今年變化了，根據最新的檢測報告，這缺德系統現在連書上的文章也可以檢測出來了，網上的東西也有相當一部分可以檢測的到。但是從外國網站dnowload來的英文文章在翻譯成漢語后，還是檢測不出來。

所以對付這個系統，如果你的學科在自然科學領域，那就簡單了，直接去外國的網站找論文，然后自己或者找人翻譯過來，把作者名字換成自己，抄上就OK了。但是社科類學科，尤其是我這個專業的就倒了血霉了，萬惡的資本主義國家沒有研究這個的，朝鮮估計可能研究這個，但是棒子文我看不懂。這就需要一定的技巧了，在抄文章時，最好從不同的文章里抄取（在檢測系統里這叫多元抄取），然后記好自己每短話抄襲的文章，例如1段抄自A文章，2段抄自B文章，C段.......然后在論文整體抄襲完畢后，去學校或者從網上找人花錢檢測一下。如果這個檢測系統是真的話，你大部分抄襲段落就會被檢測出來，但是要注意不是全部，由于上段提到的那個論文庫的問題，很可能你的某段從書上或者網上抄來的文章中的一段就沒有被檢測出來，那么恭喜你，趕緊把那本書或者網上的那篇文章找出來，盡情的抄吧。而對于已經被檢測出來，畫了紅線的段落，如果受到論文寫作需要的制約，無法用其他安全的抄襲文章段落來進行合理更換的話，我們只能是自己改。笨方法就是逐字逐句的改，大面積的更換原句的原有漢字，盡可能降低漢字的重復比。例如這句話：“近幾年中央政府相繼出臺了一系列惠農政策，在減輕農民負擔、刺激糧食生產等方面效果明顯。”絕對不能簡單的更換幾個字，調整一下刺激糧食生產和減輕農民負擔的順序，那樣改還不如不改，勞時費力還起不到一點的效果。必須得類似這樣改成“近些年來，黨中央國務院連續頒布了一系列扶農政策，對提高糧食產量、增加農民收入等方面卓有成效。”這么改安全是安全，不過有個缺點，就是太耗費心力了，你要是不多看幾本書，還真改不出來，不過話說回來，書要是看的夠多，論文誰他媽還抄啊。

還有個更簡單的方法，不過我沒做個試驗，還只在理論階段，這就是把你文章抄襲段落全都換成繁體字，不過這樣就算能通過學校的論文檢測系統，自己導師那里好像也不好交代。

如果是引用，在引用標號后，不要輕易使用句號，如果寫了句號，句號后面的就是剽竊了（盡管自已認為是引用），所以，引用沒有結束前，盡量使用分號，大凡碩士論文，第一章一般都是綜述，肯定都是別人的東西，自已要承認，最關鍵的是：也要讓大家承認，所以，一定要大量的引用，絕對做好引用的標記，在WORD中使用尾注，注意句號的結束位置。

計算機查重時，如果你做了正確的引用，不會給你顏色的（重復標記），最讓人痛恨的是，明明引用了，卻不注明，也不說明，好像是自己寫的一樣，這就是道德的問題，所以會使重復率升高。小到一句話，大道一段話，如果是別人的就不要吝嗇，一定要尾注的。有兩種方式，直接用引號或句號，根據情況。訣竅：如果大概知道本校的答辯成員的名單，就有意無意引用他們的東西，讓他們高興一點，答辯順利點，但一定要看懂。讓答辯組成員真的認為你真的認真拜讀過他的文章！

訣竅二：以上是對于中文的資料的引用的問題，如果你看的外文的多，由外文自己翻譯過來引用的，個人認為，不需要尾注，就可以當做自己的，因為查重的數據庫只是字符的匹配，無法做到中文和英文的匹配。另一方面，你自己找到的外文資料，你付出了勞動，你自己翻譯的，你也付出了勞動，基本可以算你自己的勞動了。你自己的東西了，洋為中用，自古就是這樣，總之，碩士學位論文的第一章，肯定引用了很多論文，將一個問題徹底描述出來，后面才引出自己的觀點、方法、策略等等。如果第一段的引用少，這樣的論文質量是沒有站在偉人的肩膀上的，是膚淺的。比如封面：

各個學校都有自己的固定的封面，建議不要用復制的辦法，而是用插入，文件，封面文件的方式導入。比如頁碼：

封面不能有頁碼（在頁面設置，首頁不同），目錄前事羅馬頁碼，目錄頁是沒有頁碼，正文是阿拉伯頁碼。這幾個頁碼的區分，是分節符、分頁符區分的。比如字符的字體，建議使用菜單的格式的字體，一次可以將中文、西文字體定義完，否者版面很亂的。很多本科生都是手機輸入法的高手，現在很而漏于WORD排版。

查重是一個匹配的過程，是以句為單位，如果一句話重復了，就很容易判定重復了，所以： 的確是經典的句子，就用上標的尾注的方式，在參考文獻中表達出來，或者是用：原文章作者《名字》和引號的方式，將引用的內容框出來。

如果是一般的引用，就采用羅嗦法，將原句中省略的主語、謂語、等等添加全，反正哪怕多一個字，就是勝利，也可以采用橫刀法，將一些句子的成分，去除，用一些代詞替代。或者是用洋鬼子法，將原文中的洋名，是中文的，就直接用英文，是英文的直接用中文，或是哦中文的全姓名，就用中文的名，如果是中文的名，就找齊了，替換成中文的姓名。

故意在一些縮寫的英文邊上，加上（注釋）(畫蛇添足法），總之，將每句話都可以變化一下，哪怕增加一個字或減少一個字，都是勝利了。特別注意標點符號，變化變化，將英文的復合句，變成兩個或多個單句，等等，自己靈活掌握。因為真正寫一篇論文，很罕見地都是自己的，幾乎不可能，但大量引用別人的東西，說明你的綜合能力強，你已經閱讀了大量的資料，這就是一個過程，一個學習、總結的過程。

所有的一切，千萬別在版面上讓導師責難，這是最劃不來的。導師最討厭版面不規范的，因為他只負責內容，但又不忍心因為版面問題自己的弟子被轟出來。肯定軟件不會識別圖片中的文字，其實有非常簡單的辦法，將別人的東西，先打字到你版面中來，確定好位置、格式，最好是從行頭開始，即整塊（四邊形）的，那么在你的版面中就確定了位置，完后，復制你的文件，將別人的東西留下，其余的全部刪除，存盤為另一個文件，在桌面上，將只包含別人的文本的文件，用右鍵復制（記住是圖標），可別進去，完后打開你的論文，在插入的地方，黏貼就可以了，這個方法可以保證，別人的東西時圖片，而版面上，你壓根看不出來已經是圖片了，和你的文字一模一樣，不能編輯了，這個方法估計你在任何書上也看不到的，絕對是絕學，簡單的復制黏貼學問大得很。（吹牛），結果是插入的地方，如果用鼠標點，會出框子的。至于說引號內的東西，系統會識別為引用，但字數肯定不能占總量的太多，有些人將引用的上標放在了句號后面，這是不對的，應該在句號之前。別人的東西，肯定要注明引用，難道就不注明，當讓老是引用一個人也沒關系，計算機程序不會認為咋老引用一個人的，是死腦筋。就自己當成引用不同人的吧，另一方面，你引用的老先生難道就這么牛，他也一定有上家，你就引到上家吧，這樣就不尷尬了，難道你沒上過中國期刊網，知識是鏈的結構，分好幾級的。查重是一個匹配的過程，是以句為單位，如果一句話重復了，就很容易判定重復了，所以：

1）如果的確是經典的句子，就用上標的尾注的方式，在參考文獻中表達出來。2）如果是一般的引用，就采用羅嗦法，將原句中省略的主語、謂語、等等添加全，反正哪怕多一個字，就是勝利。

3）也可以采用橫刀法，將一些句子的成分，去除，用一些代詞替代。4）或者是用洋鬼子法，將原文中的洋名，是中文的，就直接用英文，是英文的直接用中文，或是哦中文的全姓名，就用中文的名，如果是中文的名，就找齊了，替換成中文的姓名。

5）故意在一些縮寫的英文邊上，加上（注釋）(畫蛇添足法），總之，將每句話都可以變化一下，哪怕增加一個字或減少一個字，都是勝利了。

6）如果是引用，在引用標號后，不要輕易使用句號，如果寫了句號，句號后面的就是剽竊了（盡管自已認為是引用），所以，引用沒有結束前，盡量使用分號。有些人將引用的上標放在了句號后面，這是不對的，應該在句號之前。7）可以將文字轉換為表格、表格基本是查重不了的，文字變成圖形、表格變成圖形，一目了然，絕對不會檢查出是重復剽竊了。

第二篇：畢業論文一次性修改所有字母和數字的字體

1、上學那會，約了妹子喝酒唱歌，妹子說喝多了，不敢回家，于是我送她去小旅館開了房。等她躺下打鼾時，我解開她的衣衫，瞧著她誘人的雙峰入迷，結果她動了下，我趕忙把她衣服穿好。如此三次后，妹子突然從床上坐起，扇了我一巴掌說:要脫趕快脫，墨跡。

2、老婆和閨蜜小麗醫院孕檢，檢查懷孕以兩個月了。急于給老公報喜，由于手機沒電，于是拿小麗手機給老公發短信:老公，我懷孕了。發送后才想起沒注名，剛想重發。沒想到老公發了條短信過來:真的懷孕了嗎？小麗，你在哪里，我來接你。

3、一天朋友被警察罵了，回家就是一頓抱怨。他媳婦聽見了就去安慰。:“別生氣了，沒事，以后咱孩子就叫警察，你一生氣就打警察，實在不行就草警察他媽。”

4、中午回家，在樓道里看到一孩子端著碗吃飯，我無聊地說了一句，“你碗漏了！”結果那熊孩子把碗一翻，然后和我說，“沒漏啊！”我永遠忘不了她媽媽的表情。

5、女兒哭著跑回娘家，其母問她為什么哭，她說，“老公說我啰嗦，打了我兩耳光。” 其母大怒，敢打我女兒！剛說完就給了女兒兩耳光，說，你回去告訴他，他再敢打我女兒我就還打他老婆，這是親媽嗎？

6、記得小學二年級的時候，聽童鞋說美女老師沒穿內褲，于是一天趁老師課堂打盹的時候，從最后一排爬到老師講桌下。掀開裙子發現美女老師內褲上沾了兩根頭發，于是好心的給揪了下來??然后??然后??我就成了全班的典范！

7、昨日晚上在麥當勞等個哥們，身邊有6、7個13、4歲的初中生一邊啃著漢堡一邊寫作業，深感孩子也挺可憐的，父母工作忙，晚飯只能吃垃圾食品。突然其中一個男孩對另個說：“咱拿班費吃麥當勞咋跟老師交代。

8、和一朋友去釣魚，不知道水里被誰丟了一胸罩被那朋友給釣起來了。那貨直接丟了句，尼瑪，剛剛釣到一只美人魚，不過魚跑掉了，胸罩被我勾住了！

9、今天看同事王尼瑪坐那垂頭喪氣的問咋滴回事，他說昨天晚上終于鼓起勇氣跟他女神說：“我喜歡上你了！”結果女神生氣的甩了他一巴掌：“你敢跟我耍流氓，想上我還竟然這么直接，你以為老娘是那么隨便的嗎?好歹得先追求討好下我！”然后揚長而去，留下王尼瑪站那凌亂！

10、一次和二貨女友在河邊散步，她蹲在河邊問我:老公，你會游泳嗎？我說會。她又問，你有魚兒游的快嗎？我說你猜。這貨竟然一腳把我踢到了河里，還喊到:老公，加油！尼瑪，這算不算謀殺親夫呢！

第三篇：畢業論文修改

分類號

UDC

單位代碼

1166

1密 級

公開

學

號

2009402034

四川民族學院

學士學位論文

高中英語詞匯教學的探析

(初稿)

論文作者：

周均梅 指導教師：

學科專業：

研究方向：

提交日期：

2013年

月

日

中 國 ? 康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英語詞匯教學的探析

摘要

愛瑪在高中英語詞匯教學中，傳統的教學模式給老師的授課和學生的學習帶來很多問題。致力于語言教學的國內外學者普遍認為詞匯知識在語言運用和篇章理解方面有著至關重要的作用。自新課改以來，大多數中學都采用了新思路和新的教學方法，就本文的問卷調查來看，其成果不可忽視。該文章意在遵循新課改的要求，探析英語詞匯教學中的規律和方法，主要從三個方面進行闡述：其一，新課改下,英語詞匯教學的現狀，從正反兩方面分析，提出問題。其二，.英語詞匯教學應遵循的規律，著重研究詞匯教學中應注意的單詞固有規律、學生生理與心理特點以及學生的記憶規律。其三，針對英語詞匯教學探究的教學方法，具體有語境記單詞教學法，以及對所學單詞的復現和運用。

關鍵詞：語詞匯教學;注意因素;有效方法

i

Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

ii

Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

ii

Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

? To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space.? To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them.? To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features.? To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that: ? They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively.? They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system.? Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks: ? The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate.? The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension.? The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use.? The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students.? Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries.? Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams.? Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―頭部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔剛，孔憲遂，《英語教學十六講》，北京:清華大學出版社，2009。

王晶，《詞匯深度知識及其在教學上的運用》，遼寧：沈陽航空工業學院外國語學院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英語詞匯及起源》，北京: 清華大學出版社，2002。

李觀義，《具有中國特色的外語教學法》，上海：上海外語教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍謙光，《語義學導論》，長沙：湖南教育出版社，1998。

李森，陳曉瑞，《現代教育學基礎》，上海：華東師范大學出版社,2009。陽紅，吳天武，王呈祥：《心理學新編》，武漢：華中師范大學出版社，2006。藍純，《語言學概論》，北京：外語教學與研究出版社，2009。

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Appendix A 新課改下高中學生對英語學習和英語單詞記憶問卷調查

調查對象：西南石油大學2012屆成都籍新生

調查人數：100人 調查時間：2012年9月1日~2012年9月9日

調查人：周均梅

1.你在做英語試卷的時候，覺得哪部分是最難的？（）

A．聽力（40％）B.單項選擇（4％）C.完形填空（32％）D.閱讀理解（12％）

E.書面表達

（8％）

F.短文改錯（4％）2.你一周上英語課的節數（不含晚自習）（）

A.14節（20％）B.12節（28％）C.11節（16％）

D.10節（8％）

E.9節（4％）F.8節（0%）

G.7節（0%）

H.6節（24%）3.你有沒有制定自己的記憶單詞的計劃？為什么？（）

A.有，這樣可以幫助我更好地鞏固單詞，形成單詞記憶的系統。（12％）B.沒有，感覺沒必要，平時要考試或者聽寫的時候再臨時記憶。（32％）C.有時，但是不能堅持，缺乏毅力。（48％）D.從未，我不喜歡學習英語，覺得記憶單詞非常枯燥。（8％）4.在英語課堂上，你喜歡―老師努力講解，學生認真聽和記筆記‖這種教學方法嗎？（）

A.非常喜歡（8％）B.喜歡（12％）C.還可以（48％）

D.不喜歡（32％）5．你會對學過的單詞做及時的復習嗎？（）

A.會復習（28％）B.不會復習（24％）

C.有時復習（44％）

D.大部分時間會復習（4％）

6.到目前為止，你認為記憶單詞最有效的方法是？（）

A.老師指導的方法（20％）

B.自己總結的方法（44％）

C.同學介紹的方法（20％）D.其他方面的方法（16％）

7.你在讀英語文章碰到生詞時，會查字典嗎 ？（）

A.讀完文章后推測該詞的含義，再查字典（28％）B.先停下來查字典，確定其含義后再繼續讀。（28％）

C.只要了解文章大意，推斷出文章的大意即可（8％）

D.知道文章的大意就好，沒必要追究每個單詞的含義（36％）

8.你平時記憶單詞的時候，會把拼寫相似、含義相近或相反、發音相似等詞進行聯系記憶嗎？（）

A.經常會(16％)

B.偶爾會（64％）C.一般不會（8％）

D.從不（12％）9.你記憶生詞時會將該詞的名詞形式、動詞形式、形容詞形式、副詞形式以及其基本用法綜合記憶嗎？（）

A.經常會（12％）B.偶爾會（48％）

C.一般不會（28％）

D.從不（12％）10.你認為標準發音和單詞記憶有聯系嗎？（）

A.完全無關（20％）

B.正確發音能增強學生語感，幫助正確拼寫單詞（40％）

C.有一定聯系，但不大（20％）

D.不清楚（20％）

11.你是喜歡老師以―單詞讀音—單詞含義—單詞運用‖的教學方法一個人講解，還是喜歡參與小組討論、與同學合作學習的方法來記憶單詞？（）

A.老師一個人講解，學生做筆記（12％）

B.兩種方法都用會比較好（32％）

C.比較喜歡與同學討論，合作性學習（48％）

D.用任何一種都行（8％）12.學習新單詞的時候，老師會提供一定的語境進行練習嗎？（）

A.經常（44％）

B.偶爾（28％）

C.很少（16％）

D.基本沒有（12％）13.你所在的學校，已經使用多媒體對英語進行教學了嗎？（）

A.是的，全多媒體教學（32％）

B.是的，偶爾使用（24％）

C.有在用，但是很少（20％）

D.基本沒有（24％）

14.通常你的英語老師會用一些有趣的方法幫你記單詞嗎？（例如：編順口溜、玩游戲、講故事）（）

A.經常（14％）

B.偶爾（32％）

C.很少（24％）

D.基本沒有（32％）15.你認為老師應著重哪些方面的講解（）（可多選）

A、語法（20％）

B、詞匯（28％）C、翻譯（44％）

D、語篇分析

（28％）

E、做題技巧（16％）

16.你認為大學英語教學的重心應該是（）（可多選）

A、語法（16％）

B、聽力（48％）

C、閱讀（20％）

D、口語（44%）

E、寫作（8％）

17.你認為在英語課堂中，最有利于提高你的英語能力的活動是：（）（可多選）

A、兩人對話（12％）B、小組討論（28％）C、個人發言（36％）D、其他（24％）18．每天你課外學習英語多長時間？（）

A．2小時以上

（8％）

B、1小時左右（40％）C.一個半小時左右（16%）D、少于1小時（36％）

19． 你閱讀除課文以外的其它英語讀物嗎？（）

A、經常（20％）

B、偶爾

（20％）

C、從不（40％）20.在聽英語時，碰到生詞我會跳過生詞繼續聽下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、無所謂（28％）21.在英語課上，我注意老師在口語表達中常用的詞語（）。

A、經常注意（12％）B、有時注意（52％）C、沒注意過（20％）

D、他用什么詞語與我無關（16％）

22．我會有選擇的記憶課外閱讀材料中碰到的生詞和未學過的短語。（）

A：非常同意（18％）

B：同意（30％）C：有點同意（18％）

D：有點不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在聽力時碰到生詞，我會盡量記住生詞的發音，然后根據發音在字典上查找它的拼寫及相關意思。（）

A：非常同意（20％）B：同意（20％）C：有點同意（36％）D：有點不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．寫作文時我盡量使用剛學過的生詞和短語。（）

A：非常同意（32％）B：同意（40％）C：有點同意（12％）D：有點不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重復念和重復拼寫的方法來記生詞。（）

A：非常同意（28％）B：同意（48％）

C：有點同意（8％）D：有點不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．記單詞時，我會聯想有關的同義詞或反義詞。（）

A：非常同意（20％）

B：同意（28％）C：有點同意（16％）

D：有點不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．記單詞時，我經常聯想同詞根的詞。.（）

A：非常同意（8％）B：同意（40％）C：有點同意（44％）D：有點不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．學習單詞時，我只記憶精讀課本詞匯表上列出的詞。（）

A：非常同意（20％）B：同意（28％）C：有點同意（12％）D：有點不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不僅學習詞匯在課文中的意思，而且學習詞匯在課文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有點同意（12％）

D：有點不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我課外主動看英語電視和電影。（）

A：非常同意（12％）B：同意（44％）C：有點同意（28％）D：有點不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我堅持每星期用英語寫一篇日記。（）

A：非常同意（8％）B：同意（28％）C：有點同意（24％）D:有點不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我經常去英語角和別人交談。（）

A：非常同意（24％）

B：同意（24％）

C：有點同意（12％）

D：有點不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主動通過生詞的漢語意思來記住所學的生詞。（）

A：非常同意（4％）B：同意（32％）C：有點同意（24％）D：有點不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ?:st /（離婚）when I was two, and the repercussions/、ri:p ? ｀k ? ? ? n/(影響)of their split /split/lasted long after it was final.My mother was a parochial /p ?｀r?uki? l/school teacher who earned just enough to stay off welfare/｀welfε? /, but not enough for us to live comfortably/｀k ? mf ? t ? bli/.Utilities /ju:｀tiliti/in our home were shut off（不夠用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ?:dr ?u b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀? u?r?ns /.My parents' divorce caused hardships/｀ha:d?ip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂縫)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(戰利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教區)；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(滿足的)state of being happy, healthy and prosperous(繁榮的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒適);without stress.B.In physical comfort.C.In financial(經濟的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 煩惱)persistently（不斷地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(儲存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服飾)belonging to a theatrical（劇院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延長);B Great in rang(范圍)or scope(視野)C Became large in material(物質)rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退還，償還)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分開、分裂、斷裂、分擔‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―聯合、團結、聯系、結合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安寧、幸福‖.And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加強‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒適的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒適的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛圍巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒適地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政區、選區）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、擴大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―給予、捐贈、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持續)*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(發出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保險);What’s more it also refers to some measures done to make up great loss in future（保險措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(確

定)；one promises somebody something(保證);one safeguards somebody/something（保護）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第四篇：如何才能寫好畢業論文？

如何才能寫好畢業論文？

如何才能寫好畢業論文？是我們很多在職或非在職研究生朋友們比較頭疼的一件事。畢竟有些朋友們更擅長實際應用，而非擅長寫作措詞。實際中可能做得來，但未必寫得來，更未必能寫得好。看著別人的一篇論文能夠成為畢業論文范文，心里那個羨慕啊。凡事都要講究方法、技巧。寫畢業論文也是一樣。你掌握方法、技巧的前提自然是熟悉、熟知原尾、掌握規則。試想如果連畢業論文的寫作要求、畢業論文的格式規范都不清楚，我們該從何下手呢？我們的論文又從何做起呢？ 很多做論文的同學有個常見的毛病，把做本科論文的方法用到了做碩士論文，最典型的錯誤就是寫一個某某系統的設計與實現（例如，某電子商務網站的設計與實現）。

其實碩士畢業論文不是貪大求全，只求正確的研究方法、必要的深度、若干創新以及實驗數據的支持。碩士論文就是要求大家集中精力把一個點給寫透徹就達到了研究的目的，如 果寫透徹了也就達到研究生的要求：具有一定的學術研究能力。專家建議碩士畢業論文寫作4要點：

一、搞清楚論文的研究方法

論文一定要先搞清楚研究方法，研究方法就是研究問題的角度。學校里面流行這樣的說法：本科生是做有問題有答案的題目，研究生是做有問題沒有答案的題目，博士生是做沒有 問題沒有答案的題目，碩士論文研究方向往往是導師定的，大的研究方向是不會錯的（導師把好方向舵，大政方針不會錯）。由于對于同一個研究方向，往往有很多種研究方法，剛開始研究時往往有些摸不著頭腦，腦袋里面是漿糊，人云亦云，天天換方法。我有段時間就是不知道用什么方法好，總是換方法，到頭來自己都頭暈而且研究工作沒有太大的進 展。

二、掌握論文創作的深度

論文一定要有必要的深度，沒有必要深度也就泛泛而談，空乏無物。論文的深度決定于你研究的深度，只有先通讀盡可能多的相關研究方向的文章，搞懂這些論文所用的方法，記 得摘錄這些文章中提到了研究方法、研究的結論與不足之處。（這些摘錄的內容可以直接體現在自己的論文的“研究現狀綜述”）通過比對目前已有的研究問題的方法與不足之處，選擇合適的研究點進行重點研究，以求有些突破。在職研究生真正能夠投入做論文的時間比較少，不求面的突破只求若干點的突破可能比較客觀與實際。如果實在沒有相當的深 度，至少要做一個本科生不能完成的工作應該是最低的要求。

三、論文要有創新點

論文一定要有些創新點，說到創新大家都覺得很為難，因為平日的工作往往都應用的是成熟的技術，工作中積累的是經驗而不是理論的突破性的進步。其實創新點，我覺得倒是可 是換位思考，不求理論突破可以求算法改進，比如你可以修改一些算法讓新的算法比已有算法更貼近工作的實際需求；不求技術的完全創新，可以找到技術的改良與改進，改良與 改進同樣也是創新；不求技術的改良與改進，但可以換一個思路或方法來實現，新的思路和方法不也是體現了創新。

四、實驗數據的重要性

實驗數據的整理是不能忽視的一環，因為在論文中必須用實驗數據說話，必須證明新的思路比已有思路要好，新的軟件算法比已有軟件算法在時間、空間上有更多的優勢。沒有實 驗數據證明的理論其說服力非常的空洞，實驗數據的整理可以包括以下幾項：

1、與已有軟件產品或算法的橫向對比；

2、多角度證明新的方法具有推廣意義與實踐價值。

3、應用一 個可以直觀比較的衡量標準，讓比較更加顯而易見。

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第一，最重要，不管復習的怎么樣，一定一定要去考試。我三次考試每次都覺得復習不到位，考之前完全沒想過自己能過。我一級抱著見世面的心態考的，二級抱著別浪費報名費的心態考的，三級考前一晚都想放棄了，轉天早晨跟一起去的朋友說要不別考了去海邊轉轉吧，后來還是硬著頭皮去考了，甚至中午休息時都有放棄的念頭，沒想到竟然過了。

第二，不要盲目和別人比較，適合自己的學習方法才是最好的。我沒有做筆記的習慣，甚至在書上劃重點的情況都很少，甚至三級都沒有做筆記。對比我認識的其他幾個人: 一個還在讀博士的同學筆記非常厚，尤其三級幾乎把所有重點都抄下來了，每天背，最后三級過了。另兩個和我一樣在職考的同事筆記做的也都很漂亮，二級還沒過呢。當時每次我看到他們的筆記就覺得自己沒戲了。

第三，每級考試考察的能力都不一樣，對癥下藥的復習才能事半功倍。我的理解是，一級就是科普，看兩遍notes就沒什么問題了。二級側重在細節的理解和記憶，尤其是各種亂七八糟的公式和計算方法，看書看得細一些，公式記得牢一些就好了。三級是全面的理解，難點在上午的essay，下午的題考過一二級的人都不會覺得有難度。很多人說復習三級需要背很多，我因為時間問題一點沒背，就是看了一遍書，兩遍notes，把看到的都理解了，寫essay的時候用自己的話有邏輯的寫出來就好。

第四，做題因人而異。我一到三級的復習過程中，模擬題只在復習一級的時候做過半套題，書后題和notes的題都認真做。不是說我不想做模擬題，實在是沒時間做。考二級的時候我是到考場看到試卷才知道半天只有60題。好在CFA考試除了essay以外的其他部分時間都非常充裕，三次考試除了考一級的上午和essay以外都差不多提前一小時交卷。

各位考生，CFA備考已經開始，為了方便各位考生能更加系統地掌握考試大綱的重點知識，幫助大家充分備考，體驗實戰，高頓網校開通了全免費的CFA題庫（包括精題真題和全真模考系統），題庫里附有詳細的答案解析，學員可以通過多種題型加強練習，通過針對性地訓練與模考，對學習過程進行全面總結。

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