The Application Of Pad Class In Junior High School English Vocabulary Teaching

English vocabulary plays an important role in English learning and teaching.Although junior high school English vocabulary teaching has made some progress,there are still some unsolved problems.For example: in the classroom,students seem to be set a certain thinking boundary.Teachers should take various methods to help students consolidate the English words they have learned.Professor Zhang Xuexin’s PAD teaching model combines the advantages of teachers’ teaching and students’ expressing their ideas and discussing them.This mode is highly innovative and worthy of being put into practice by teachers and researchers.This teaching mode can ensure that students use sufficient time to digest and absorb the new content taught by teachers.Not only the students’ independent initiative in English has been enhanced,but also the students’ communication and discussion ability has been enhanced,and the improvement in performance will be expected soon.This study conducted a one-semester practice on the English vocabulary teaching model of junior middle school in a key middle school in Harbin,Class 5 and Class 8 of Grade 2.At the beginning of the semester,the first test paper will be distributed to the students of the two classes and the vocabulary test will be conducted.The teacher will let the students of the experimental class know the basic process of class classification and group the experimental class.At the end of the semester,the teacher will test the two classes and give out questionnaires to the experimental class.In this study,the author uses three research methods,namely classroom observation,experiment and questionnaire survey.Students in the experimental class use the divided classroom teaching mode to teach,and finally analyze the data obtained by SPSS.This study involves two core issues:(1)How should the PAD class be applied in junior high school vocabulary teaching?(2)Is the PAD class effective for junior middle school students’ vocabulary learning?By comparing the experimental data before and after the study and the results of the questionnaire survey,the author draws a conclusion: After the implementation of the PAD class,the score of the experimental class in the post-test was significantly improved after the implementation of the divided classroom mode.The students in the experimental class are more active in learning words.They are more willing to discuss the learned words with their classmates,communicate and discuss their learning experiences,and memorize words in their spare time.The students in the experimental class are more active and dare to express their own opinions.Able to solve group problems with enthusiasm,clearer classroom learning objectives.Under the existing vocabulary teaching,students in the control class will be somewhat lazy,not so interested in word learning,less willing to communicate with classmates and help others solve problems.That is to say,the classroom teaching mode is effective for junior high school students learn English vocabulary.Of course,there are some shortcomings in this study.In the future teaching research,the author will conduct further research on this model.