著名语言学家Wilkins曾说:“没有语法,表达甚微;没有词汇,表达为零。”词汇是构成语言材料的基础。要提高学生的听、说、读、写能力,就必须先帮助学生扩大词汇量。随着学习的不断积累,词汇量逐渐增大,词义变化无穷,再加上现行的“拼音+拼写+词义”词汇教学模式等问题,导致英语词汇教学效果不甚理想。概念隐喻法基于学生的认知和理解,引导学生通过隐喻来记忆、理解英语多义词以及文化差异。笔者将在本文中借助实例探讨概念 Well-known linguist Wilkins once said: “There is no grammar, very little expression; no vocabulary, expressed as zero. ” Vocabulary is the basis for the formation of language materials. To improve students’ ability of listening, speaking, reading and writing, students must first help students to expand their vocabulary. With the continuous accumulation of learning, vocabulary is gradually increased, meaning changes infinitely, coupled with the existing “phonetic + spelling + lexical ” vocabulary teaching mode and other issues, resulting in the teaching of English vocabulary less than ideal. Conceptual metaphor is based on students’ cognition and understanding, guiding students to remember and understand English polysemy and cultural differences through metaphor. I will explore the concept of examples in this article