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篇1：The Teaching of Listening (中学英语教学论文)
By Arif Saricoban
Listening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning (Howatt and Dakin). An able listener is capable of doing these four things simultaneously. Willis (1981:134) lists a series of micro-skills of listening, which she calls enabling skills. They are:
?predicting what people are going to talk about
?guessing at unknown words or phrases without panic
?using one's own knowledge of the subject to help one understand
?identifying relevant points; rejecting irrelevant information
?retaining relevant points (note-taking, summarizing)
?recognizing discourse markers, e. g. , Well; Oh, another thing is; Now, finally; etc.
recognizing cohesive devices, e. g. , such as and which, including linking words, pronouns, references, etc.
?understanding different intonation patterns and uses of stress, etc. , which give clues to meaning and social setting
?understanding inferred information, e. g. , speakers' attitude or intentions.
According to Bulletin (1952), listening is one of the fundamental language skills. It's a medium through which children, young people and adults gain a large portion of their education--their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. In this day of mass communication (much of it oral), it is of vital importance that our pupils be taught to listen effectively and critically, he says.
Listening to and understanding speech involves a number of basic processes, some depending upon linguistic competence, some depending upon previous knowledge that is not necessarily of a purely linguistic nature, and some depending upon psychological variables that affect the mobilization of these competence and knowledge in the particular task situation. The listener must have a continuous set to listen and understand, and as he hears the utterance, he may be helped by some kind of set to process and remember the information transmitted. His linguistic competence enables him, presumably, to recognize the formatives of the heard utterance, i. e. , to dissect out of the wave form of the morphemes, words, and other meaning-bearing elements of the utterance.
Listening is a receptive skill, and receptive skills give way to productive skills. If we have our students produce something, the teaching will be more communicative. This brings us to the must of integrating language skills. There are two reasons for using integrating activities in language classrooms:
1. To practice and extend the learners' use of a certain language structure or function
2. To develop the learners' ability in the use of two or more of the skills within real contexts and communicative frame work.
Integrated activities, on the other hand, provide a variety in the classroom and thus maintain motivation and allow the recycling and revision of language which has already been taught separately in each skill.
How can we be certain that listening experiences will become more productive? Wittich tells us to distinguish the four levels existing in listening to radio or recordings:
?Level 1. This mood is listening. Here, the sound remains in the background - there is usually limited comprehension, and, indeed, limited attention. One becomes directly aware of sounds only when they stop. Nevertheless, a certain amount of learning may take place.
?Level 2. Here the purpose is relaxation, escape, getting your mind off something rather than on it. The material is comprehended but usually not analyzed for its value. This listening may result in useful ideas, but they are usually peripheral and/or accidental.
?Level 3. On this level, answers are sought as a key to action. One listens to weather reports, traffic information from a plane-temporarily useful but what we might call forgettable transient information. This form of listening does not require long, sustained concentration.
?Level 4. This is the stage of analytical and critical listening. The listener not only seeks a serious answer to a serious question but evaluates the quality of the answer. Round-table discussions, serious listening to talks, spirited conversation, symphonic music are at the fourth level. At this stage, listening to music is in the foreground of attention not in the background as on previous levels (Wittich and Schuller, 1962).
It is listening on the fourth level that primarily concerns us in our teaching. Such listening may add an emotional and dramatic quality. Radio and recordings highlight the importance of listening. Listening is as active as speaking (the other receptive skill), and in some ways even more difficult. It well requires attention, thought, interpretation, and imagination. To improve our learners' listening skills we should let them (Austin Shrope, 1970):
1. Adopt a positive attitude.
2. Be responsive.
3. Shut out distractions.
4. Listen for the speaker's purpose.
5. Look for the signals of what is to come.
6. Look for summaries of what has gone before.
7. Evaluate the supporting materials.
8. Look for non-verbal clues.
We can call listening a decoding -making sense of the message process. Each short stretch of meaningful material which is read or heard has to be;
?(I) recognised as meaningful and understood on perception
?(II) held in the short term memory long enough to be decoded
?(III) related to what has gone before and /or what follows.
Out of this process come pieces of information which can be stored in the long term memory for recall later. We can show the whole process in the form of a model (Abbott and Wingard, 1985).
1. Perception of sounds, letter shapes, etc.
2. Initial recognition of meaning of short stretches
3. Material held in short term memory
4. Related to material already held in short term memory
5. Related to material arriving in short-term memory
6. Meaning extracted from message and retained in long-term memory
7. Gist recalled later
We can divide the listening process into 3 stages;
1. Pre-listening (purpose must be given at this stage),
2. During (in-while) listening,
3. Post -listening (speaking).
There is an association between expectation, purpose, and comprehension, therefore a purpose should be given to our learners. We should train students to understand what is being said in conversations to get them to disregard redundancy, hesitation, and ungrammaticality. The major problem is the actual way listening material is presented to the students. We should give a clear lead in what they are going to hear; use some kind of visual back up for them to understand; give questions and tasks in order to clarify the things in their minds; and be sure that these tasks help in learning, not confusing. Students should learn how use the environmental clues; the speaker's facial expression, posture, eye direction, proximity, gesture, tone of voice, and that general surroundings contribute information.
In listening activities, we listen for a purpose. We make an immediate response to what we hear. There are some visual or environmental clues as to the meaning of what is heard. Stretches of heard discourse come in short chunks, and most heard discourse is spontaneous, therefore differs from formal spoken prose in the amount of redundancy 'noise' and colloquialisms, and its auditory character.
In listening to English as a foreign language, the most important features can be defined as:
1. Coping with the sounds,
2. Understanding intonation and stress,
3. Coping with redundancy and noise,
4. Predicting,
5. Understanding colloquial vocabulary,
6. Fatigue,
7. Understanding different accents,
8. Using visual and environmental clues.
This brings us to the thought that, while planning exercises, listening materials, task and visual materials should be taken into consideration. The teacher should produce a suitable discourse while using recordings. A preset purpose, ongoing learner response, motivation, success, simplicity, and feedback should be the things considered while preparing the task. Visual materials are useful for contextualization. We can also categorize the goals of listening as listening for enjoyment, for information, for persuation, for perception and lastly for comprehension and lastly to solve problems.
We can divide listening for comprehension into three stages;
1. Listening and making no response (following a written text, informal teacher talk)
2. Listening and making short responses (obeying instructions - physical movement, building models, picture dictation. etc.), true- false exercises, noting specific information, etc.
3. Listening and making longer response (repetition and dictation, paraphrasing, answering questions, answering comprehension questions on texts, predictions, filling gaps, summarizing, etc)
The purposes that should be in a listening activity are giving/providing:
1. General information (understanding of the main points)
2. Specific information (understanding of the particular items)
3. Cultural interest (generally informing about the target language culture)
4. Information about people's attitudes and opinions
5. The organization of ideas
6. Sequence of events
7. Lexical items (words expressing noise / movement)
8. Structural items (their use and meaning)
9. Functional items (their form and use)
Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to listening comprehension. In his Language and Language Learning (1960), Brooks discusses vital points for the student to be aware of, such as contradictions and omissions -aspects of sandhi-variation (the changes occur in natural speech as a result of environment, stress, intonation, rate of speed and so forth). Though Brook does not specially refer to the term “ sandhi-variation ”, he does refer to the phenomenon of sadhi in his examples: Jeet jet? (Did you eat yet?) (p. 50) . According to Brooks, native speakers in an informal situation “habitually reduce the clarity of speech signals to the minimum required for comprehension. ”Brooks believes that it is necessary to give consideration also to the interdependence of language and culture; for example, register, expletives, verbal taboos, culture-bound vocabulary. He also mentions that there is a need to clarify and point out the differences between written and spoken English.
In order to teach listening skills, a teacher should firstly state the difficulties. For a student of a foreign language, accurate and intelligent listening is a necessity, and the teacher is responsible to help his / her learners to acquire this skill which provides the very foundation for learning and functioning in a language. That the teacher can observe and isolate the errors in speaking, but could not in listening is a difficulty. In listening, the learner can exercise no controls over the structural and lexical range of the speaker to whom he is listening. Nevertheless, any listener can learn to focus on significant content items, to explain in another way he can learn to listen selectively.
Helping the learners to distinguish sounds, teaching to isolate significant content and informational items for concentration may be provided by controlled listening exercises. One exercise is to give him certain performance objectives -to give him general informational questions that he should be able to answer after he listens the material for the first time. These questions should require only the isolation of facts clearly revealed in the material. Questions that require application or inference from the information contained in the listening exercise are best used at later stages or more advanced students.
More controls are necessary at less advanced levels. Sheets containing sequentially organized and significant questions on context and content -questions that call for one-word answers -serve as useful guides for the student. Such questions help him filter out and listen for significant information. The questions themselves suggest the content and provide the student with an organizational frame for selective listening.
For listening comprehension exercises, we tend to read passages, record news or broadcasts, or prepare lectures. All of them have value, but they are extremely difficult sources for early practice in selective listening. This type of listening exercises does not present the redundancies, the colloquialisms, the hesitations, the gestures and the facial expressions that are an inseparable part of the spoken language. They emphasize informational content and fail to provide the signals used to communicate information and meaning.
Since most of the actual listening the student will be exposed to outside of the class is likely to be real-life conversation, it seems wisest to use materials cast in real-life situations for listening comprehension exercises -at least at the beginning level. If the oral instruction of the course is contextualized -set into a “ situation ” - it should be easy enough to contextualize the aural practice as well. The teacher can easily adapt to listening exercises those situations through which the text presents oral drills and communicative activities, just by giving them a slightly different twist. Listening exercises should be as natural as the situations from which they grow. In other words, an exercise in listening comprehension must be as close as possible to a “slice of life” -neither a contrived situation nor an artificially delivered discourse. By means of this, a teacher has a great work to do, and has to be a very creative person in order to teach listening communicatively.
Lesson Plan
Topic: Beauty Contest
Duration: 20 minutes
Level: Upper Intermediate
Materials: Pictures, blackboard, tape, tape-recorder
Goals: Students are asked to understand when they listen to a speech. This lesson will at least make the students take one step to get accustomed to hearing and understanding what they hear. Objectives: By the end of the lesson the students will understand the significance of listening.
ACTIVITIES
Pre-listening Activities: The teacher asks the students what they are going to listen to. A discussion atmosphere is tried to be created. At this stage pictures are used effectively.
During Listening Activities: While students are listening to the tape the teacher asks them to take some notes.
Post-listening Activities: The teacher writes some questions on the board and asks them to answer the questions. They are also stimulated to talk and participate in the activity dominantly.
I. PRE-LISTENIG ACTIVITIES
The teacher hangs the pictures on the board and tries to make the students talk about the subjects.
T: Do you think that they are beautiful?
S:. . .
T: Can you guess the name of the first competitor?
S:. . .
T: Can you guess the height of the second competitor?
S:. . .
T: What nationality does the third girl belong to? What is your opinion?
S:. . .
II. DURING LISTENING ACTIVITIES
The teacher asks the students to listen to the tape very carefully. And he gives information lists to the students. While they are listening to the tape they try to fill the blanks with appropriate information. If no information appears for any blank on the list, students are asked to put a cross on the blank provided for the required information.
III. POST-LISTENING ACTIVITY
The teacher writes on the board some questions. Students answer these questions to test whether they understood what they have listened or not.
1. Whose name is the best? Why do you think so?
2. Who is the tallest one of all?
3. Who is the oldest one of all?
4. Who is the heaviest one of all?
5. What nationality does the first one belong to?
6. What nationality does the second one belong to?
7. What nationality does the third one belong to?
8. Who can speak two languages?
9. What are those languages?
10. Whose favorite film star is Leonardo Di Caprio?
11. What does Suzanne Kerrigan mean by saying“ I hope the political situation of my country will not effect this kind of a contest?”
IV. ASSIGNMENT
At home listen to the information about the people whose names are in the chart below and copmlete the missing information.
Elizabeth Mccornick Alexandra Bellomonti Suzanne Kerrigan
Nationality: Canadian Nationality: Italian Nationality:
Weight: 53 Weight: 51 Weight: 56
Age: 21 Age: 20 years old Age: 22
Languages: Languages: Languages:
Hobbies: Hobbies: Hobbies:
Profession: Profession: Profession:
Height:: Height: Height:1. 73
Her mother's name:
TRANSCRIPT
?I'm Elizabeth Mccornick. I'm participating from Canada. I'm 21 years old and I weigh 53 kilos. I am a girl of 90-60-90. I am a bilingual person; that means I can speak two languages fluently and accurately: English and French. I prefer going to movies than enjoying theatrical acts. My favorite film star is Leonardo Di Caprio. My friends say that I am a good cook as well. I admit I like cooking traditional dishes in my spare time. I wish my best wishes to the other contestants. Thanks.
?Good evening! I would like to greet all the people watching and participating this contest. My name is Alexandra Bellomonti and I'm from Italy. I am 20 years old and 51 kilos I weigh. I like going out with my friends at the weekends. I can also say that I'm studying really hard and I am expecting to be accepted to the Massachusetts Institute of Technology. I really have a great desire for being a genetic engineer in the future. Thank you!
?Hello everybody! I am Suzanne Kerrigan from the USA. I was born in 1976, in LA, California. I confess I weigh 56 kilos but I'm 1. 73 cm tall and that subdues my weight I think. I like skating on ice and I'm an amateur figure skater. I also like foreign and strange meals if they prove to be delicious, of course. Finally, I hope the political situation of my country will not effect this kind of a contest
References
1. Abbott, G. & P. Wingard. (1985). The Teaching of English as an International Language: A Practical Guide. Great Britain.
2. Austin S. . (1970). Speaking & Listening:A Contemporary Approach. Harcourt, Brace & World, Inc. USA
3. Carroll E. R. (1969). The Learning of Language. National Council of Teachers of English Publication. New York.
4. Celce 臷Murcia, M. & L. mcIntosh. (1979). Teaching English as a Second or Foreign Language. Newbury House Publishers, Inc. Massachusetts.
5. Fox J. W. (1974). Teaching Listening Skills. English Teaching Forum. October -- December, 12, pp. 42-45
6. Joiner, E. (1977). Communicative Activities for Beginning Language Students. English Teaching Forum, April, 15, pp. 8-9.
7. Yagang, F. (1993). Listening: Problems and Solutions, , English Teaching Forum, January 31, pp. 16-19.
篇2：A Brief Talk on English Listening Teaching (中学英语教学论文)
Abstract :
Nowadays there are many obstacles to English learning ,especially listening English at college .Many traditional methods have many disadvantages , so our students' listening English level is not good on average .Here ,I will give some suggestions on it :preparatory measures , replenishing appropriately relevant phonetics knowledge ,listening more , and change and adjust the forms and demands of listening usually , the social and cultural background of western countries , campus audio-visual network’s using , the motivation of learning .I hope my suggestions helpful to our English listening teaching .
Key Words :
College English teaching; English listening; suggestion
摘要 ：
现在英语学习中存在着很多障碍，尤其是大学英语听力的学习。由于我们的传统教学法
存在着很多弊端，因此学生的平均听力水平不高。这里，我将就此谈谈我的建议：准备工作适当补充有关语音知识，多听，同时经常交换和调整听的形式和要求，介绍英美等西方国家的社会文化背景知识，利用校园视听网络，培养学生的学习动机。希望这些建议对我们英语听力的教学有帮助。
关键词 ：
大学英语教学；英语听力；建议
1. Introduction
American psycholinguistic professor Krash considers that the only way to learn language is to understand information, or to accept understandable input. It can reflect the importance of English listening teaching, though it’s probably a little extreme to some degree. Well, we all know when anyone learns a kind of language, if he just can read and write, but can not listen well and speak out, he will not able to express himself, because he can not understand the speaker .So even though having read a lot of books, and translated some works, he still can not extricate himself from deaf and dumb, for he can not understand the speaker, how can he express himself?
2. Importance of college English listening teaching
Byrns thinks listening comprehension should be given top priority over any other things in language learning, and if we didn’t accept language input through listening and still can understand them, we won’t have the input of the language, consequently, English listening teaching is the crucial and unneglectable step in language teaching.
3. Analysis of some universal English listening teaching methods
3.1 Analysis of factors that influence our listening comprehension
Generally speaking, freshmen’s scores of English are usually high, but later most of them become deaf and dumb when we communicate with them in English. Why? What’s the matter? From today’s system of education’s aspect : First , for a long time , language teaching in middle school is influenced by the proportion of students entering schools of a higher grade , and traditional teaching methods , so what the teachers pay attention to is passing on knowledge , just passing on knowledge , not training the students’ learning abilities . They take the examines as batons , asking students to sit in the middle of exercises all day long , and finally make their students struggling in the invisible prison hour by hour , day by day . Secondly, schools and families didn’t create such good conditions that students can listen more and exercise more. Thirdly, teaching materials are always out-dated, and the scope is limited .From the students’ aspect, there are two main factors which affect their English listening. First, poor elementary phonetic knowledge, weak grammar and poor background knowledge influence badly their listening comprehension. Secondly, students didn’t pay enough attention to English listening, nowadays many many students use walkmans; however, just a few of them listen to English with these devices. Thirdly, the students haven't enough vocabulary. I have done an investigation. About 43.2% of the students think that the most bothering and most difficult thing is listening comprehension, and even some of them have difficulty in understanding their teacher who gives lessons in English.
Without question, it is difficult for a Chinese student, especially a freshman, to understand the listening material, if he hasn't enough vocabulary and the ability of telling the grammar construction. In my investigation, about 35% of the students with low listening comprehension this is because they don't understand or don’t know the knowledge about linguistic; they are not able to tell the means of what they have heard. In another investigation, students were asked to listen to a dialogue of 244 words, in which the words and grammar have already been learned. But 80% of them thought it was too difficult. Then, using the same dialogue as a reading comprehension material, I found only 5% of them thought it’s a little difficult. On the other hand, the response ability is also another reason. Besides, there is an indispensable aspect: the training of students’ learning language’s psychological factor. American psycholinguistic professor Krash points out: There are two problems to solve concentrately when learning language, one is input understandingly, and the other is solving psychological problems. Let’s analyse the psychological problems that affect students’ listening. (1) When facing high- speech listening materials, students always can not understand, and if there are new words at this time, they’ll become anxious, and then lose heart. (2) The atmosphere of the class also affects students’ psychology directly. When teachers do high-rhythm and high-efficiency exercise, if they didn’t prepare enough and didn’t explain or guide their students timely on difficult points at that time, students surely turn to be nervous psychologically. However, many teachers think English listening teaching is an easy job; it isn’t beyond the scope of listening to the records and answering questions. They are definitely wrong! It’s not an easy job, there are many factors influencing students’ listening results, such as students’ feedback and the length of the time of their every-time listening.
3.2 Examples of universal English listening teaching methods at present and their advantages and disadvantages
Following are some universal English listening teaching methods at present: Top-down Listening Teaching Method , which uses forecasting , deducing and guessing after understanding the main points , is popular nowadays ,But some questionnaire statistics show that low-level students often rely on this one , while the results are not good ,For they are always wrong when they do the guesswork , New Eastern famous professor’s ¨M7〃Audio-Visual Teaching Method : Maintain your composure and your confidence , Make pictures and images ,Model everything we heard Before , Multiply the meaning and usage of the words and patterns , Mine the cultural background and the way of English thinking behind the language , Memorize them , Just like a Miracle ! From above, we can see that the seven steps are linked together, and supplement and complement each other. Next , let’s see another one , ¨4L〃 Listening Teaching Method , ¨4L〃 stands for :Pre-Listening, listen attentively, Post-Listening and Re-Listening. Through this method, teachers set the aims and tasks according to the content of listening, and then create proper situations, introduce ingeniously, lead students to participate actively and try something on their own initiative, guide them according to their oral and written feedbacks, and finally make the students finish relevant listening tasks. The practice of the ¨4L〃 Listening Teaching Method , achieved good results . Take the creator’s two classes as an example, after one-year training, students became interested in listening learning, i.e. they really turned passive into active, so the atmosphere of the two classes enlived, the students could try boldly on their own initiative, and judged and even solved the problems independently which appeared during the listening process, responded quickly, judged precisely and finally their abilities of listening improved obviously. But there is an important problem, whether or not every teacher can do this job so successfully, The Answer is negative.
4. Suggestions about modern English teaching methods
Following are some suggestions about modern English Teaching Methods.
4.1 Preparatory measures
It includes two steps. One is choosing proper methods according to the level of students. Since our college students come form different areas, the education of their middle schools are certainly different form each other, it’s not abnormal that the basis of their English Listening are not the same, so we teachers can not pick up a method at random. We consider that we teachers should make some investigations on our students during the first class to know well students’ actual situations, and then choose a proper teaching method, which is suitable for most of students, to practise, in the light of the average level. The other is the choice of teaching materials is also an unneglectable problem .It’s important to decide what kind of materials should be chosen , and this even influence students’ enthusiasm and the students will lose heart . It’s not an easy job. The dry and dull listening materials just can turn into lullabies; even students could understand them, so it’s our responsibilities to choose such materials that are interesting and humorous but not lacking depth of culture, and to make our students gain something. What kind of materials should we choose on earth? Well , when we choose the materials , we should give consideration to all the various knowledge and choose the popularized ones to satisfy all kinds of learners and researchers , and the length and degree of difficulty should be taken into consideration , especially the following three aspects : vocabulary , form and content , the level of vocabulary should be appropriate : the low level of vocabulary is a barrier in listening comprehension , it’s necessary to heighten the level of the vocabulary in order to develop listening comprehension . But during a short time, especially as to the beginners, it’s impossible to enrich their vocabulary substantially, so we need to start from simple sentence patterns, simple sentences to uncomplicated conversations. At the very beginning, there should be few new words and no complicated sentences, in order to make it easy to learn, and the most important thing is train learner’s language abilities. Then conversations, passages, from the elementary to the profound, increase vocabulary gradually. During this time, we should avoid two or more new words appearing in the same sentences, let students know there are knowledge to learn, but not so difficult. Besides , form should be variety .For the sake of making the listening drilling not too drab , we should choose various teaching materials as possible as we can .For example , from simple sentences and conversations in preliminary stage to many people’s conversations , then news abstract , brief stories and so on , and also , we should use real materials as soon as possible ,such as on-the-spot recording , making a live broadcast of interview and similar programs such as Speaking the Plain Truth in TV or radio station ,to enrich students’ feelings for the language . And finally, content should be interesting, readability and not tasteless. As to the beginners, form is important, and so is subject if we want to stir the students’ interests, for wonderful content can promote the listening‘s development positively. In addition, the chosen content should relevant to our everyday life. For instance, somebody is inquired by customs officers when come out from airport, or talks to waiter when dining, bargains with landlord when renting an apartment, is interviewed by the officers of Ministry of personnel when applying for a job, because all the above make students feeling that they can put what they have learned into practice, they will work much harder.
4.2 Replenishing appropriately relevant phonetics
Replenishing appropriately relevant phonetics knowledge. I think the phonetic symbol is the base. A good intonation and phonetic depends on the base. Oral reading after a radio or a teacher is a good way at the beginning, Students should do much about it. Pay attention to the oral reading skill, It includes stress, strong form, weak form, intonation incomplete plosive consonant, affricate consonant, syllable and so on. Training and practicing the oral reading is not a day's word. The teacher must give correct information about it. There is no easy way .For instance; we can help our students’ master strong form and weak Form in pronunciation. Generally speaking , many function words have no sentence stress , most of which have two kinds of pronunciation usually , one is called strong form , the other is called weak form , which is used much frequently than the former , the rate of appearance , achieves are not used to this pronunciation , so they can’t understand the meanings of the sentences usually their listening process , especially those high-speech sentences . For example: The guests have arrived. Most students aren’t able to know its present perfect tense. Another example is, you should have gone. Many students don’t understand what it means. So it’s really necessary to introduce the weak forms of Auxiliary Verb , Linking Verb , Modal Verb , Pronoun , Preposition and Conjunction , in this way , we can help students improve the degree of understanding the meaning of the sentence , and write down the whole sentences during dictations .For instance , I hope he will come . The students will not write down a wrong sentence after the rules of weak forms: I hope he come .And also, they will write down one a two year. Instead of one or two years.
4.3 Listening more and more often, and change and adjust the forms and demands of listening
During the teaching process, the teachers often emphasize that students ought to listen, listen, and listen and listen .So some students listen to the radio or tapes for one or two hours a time ,and the second time they listen to the radio or tapes is one week or two later . The result is listening comprehension isn’t developed while time is already wasted. As a matter of fact, what the teachers mean is listen every day and a quarter to half an hour is ok. Besides , we should often change and adjust the forms and demands of listening .If the students listen with a clear aim , they will gain more information , this activity asks listeners to pay high attention to it ,remember more and response instantly . And of course, it shouldn’t continuously go on for a long time, but insert some entertaining and pleasant stories, music, or songs.
4.4 The introduction of the social and cultural background of western countries
According to the Feature of top-down information processing, the background knowledge we’re already known is the key to deal with the exercises. If this kind of knowledge is rich and correct, the students’ prediction will accord with the actual situations, the abilities of identity will be accelerated and the understanding will be enhanced. On the contrary, if their knowledge is poor and wrong, the ability of society will became sluggish; the understanding will not be smoothly. As we all know, the differences of society and culture between eastern and western countries are great, and it’s these differences that lead to the difference of language, behaviors, habits and customs .So students can’t develop their listening comprehension efficiently without knowing the western countries’ society, culture and knowledge, it’s one of the keys to break through the barriers of listening comprehension. In fact , there are many students in the university who lack this kind of knowledge badly , didn’t master the associated meaning ,social meaning or pragmatic meaning of some vocabulary , so they often don’t know what’s the words or the sentences’ meaning even they have already written down the words or the sentences correctly ,
For instance:
Little girl: I’m thirsty, I’m thirsty.
Father : OK, you go out and got a drink of water at the fountain.
“fountain” here means drinking-fountain , not the fountain in a pool . In America, people seldom drink hot water---There are these kinds of machine in office building or parks. If the students don’t know what’s the real meaning of “fountain” here or don’t know this situation , they’ll be puzzled . So the social culture and background knowledge have something to do with listening comprehension. In order to develop the listening comprehension , we teachers should help the students surmount obstacles caused by the cultural differences , acquaint themselves purposely with Britain ,America even the western culture , master westerners’ everyday behaviors and customs of speech , foster intentionally the ability of thinking in English , and work hard to eliminate interference of their native language . For example , when prepare our lessons , we can use all kinds of English dictionaries frequently , use the Internet , prepare to research western countries’ social culture or background knowledge at the same time , and find out the differences of culture ,habits and customs between eastern and western , then help students take the knowledge in , and really know the differences when we are teaching during the classes , deliberately create some information gap to encourage students to find out the answers by themselves , gradually get into the habit of accumulating and learning consciously and initiatively the cultural knowledge of different peoples and countries .And we can encourage the students to read something in their spare time about geography, history, culture, stories and so on. For example, there are two materials of the same difficulty. One explains something about China's Spring Festival; the other is about Thanks giving Day of the western countries. The former is easy to understand but the latter is more difficult. Why? It is clearly because the students know little about the latter.
4.5 Using of campus audio-visual network’
Here, we have at least five channels. (1) We can offer English audio-visual teaching which just lasts a quarter in the morning. For instance, broadcast Campus English Broadcasting and The Family Album of USA, to help students achieve a thorough understanding of language learning and knowledge gaining, help them know more about modern western society and culture, and make them grasping how to communicate in English properly and flexibly. (2)Encourage students to use Internet to know current affairs promptly, and drill and improve their listening comprehension at the same time. (3)Teach them using all kinds of information resource, because all kinds of mass media are resources of information, and have their own advantages .such as TV -choose their favourite programs and make regular appointments with them. Since familiarity with what is being talked about facilitates understanding, a good practice would be to watch news broadcasts on the English Channel after viewing the Chinese version. In so doing, they can pay maximum attention to how the news items are presented in English. Radio - even more handy than TV, particularly on campus. Listen to the Voice Of American. Internet-there is a lot listening materials on the internet. You can listen to them and also you can download them and practice them. You can enter some chat room to have the talk with others. Or go to Red candle English Web (red-candle .home.sohu.com/)21century English Listening Web (http: //www.tingli. com/) or Everyday English Web (english.chinaschool .net /), listen To the VOA Special English Program, VOA Standard English Program .BBC English Program or CCTV English Program on the Internet, or listen to English story, English Conversation, English Song, participate interesting English listening game, or enjoy English classical film. Films-select some English films from tapes and VCD and try to understand them. If there are Chinese subtitles, don't look at them first. Then you watch them again and scan those words on the screen.
4.6 Developing the motivation of learning
Teachers’ duty is not just passing on knowledge and fostering language skills, and also bringing out students’ desire and interests for knowledge, and enhancing their confidence, because their motivations for knowledge have the value of development, they can promote efficiently students to learn. Generally speaking, we should start with the following aspects. First, enhance the education of learning motivations, the right and clear-cut learning goals are the essential conditions to form and improve learning motivations. So we ought to teach students modern science and our country-development, making them connecting foreign language learning with country-development and welcoming the new challenges of new century, to stir students’ motivations for foreign language learning. Secondly, stir the knowledge for knowledge .During our foreign language teaching, our chosen materials ought to be vivid, interesting and fitted in with the reality, so we should deal with the materials and teach artistically, create strong teaching situations, and offer some simple exercises to low-level students to avoid the losing of their confidence. So we should often begin the listening classes with some simple but funny stories, poems, jokes, plays and so on. For example ,use a short poem Chess from the newly produced magazine Crazy English , which is so quite a good short poem that there is no new word , but beautiful music all the time , read by a lovely British child . After listening twice, let them repeat. Nobody would think it was a hard job. So they imitated and contend for speaking out to show that they had understood. Therefore, their interest was greatly aroused and their self-confidence increased. They are in such a cheerful mood that everybody can accept the harder listening materials going with SEFC. Step by step, their listening comprehension will be better and better. Or listening to English songs and let them write the words down, we type out the words of this song at first, leaving some newly studied or hard to write. While listening, they must write out these words as quickly as they can. Students will have great interest, and they will do it very carefully .After they finish filling these blanks. we let them listen and learn to sing it .They certainly feel that lesson was a good value .They will like this kind of teaching .After school, they may begin to stay in the bookstores ,in search of all kinds of English types ,which are necessary for good listening comprehension .You see, in this way ,listening was practiced . Thirdly, give expression to students’ status of a sovereign during the learning activities. Obviously, students’ motivations for knowledge belong to typical motivation, and internal motivation will be increased when the learners’ self-controlling and self-decision developed, so it demands teachers guide their students based on the premise of having enough consideration for students’ learning habits and aims, and assuring students’ decision-making power. Fourthly, the success of English listening classes has direct relation with teachers’ professional qualities and teaching methods. We teachers ought to be well prepared, then we can organize and control our teaching process with ease, and this will help foster and develop students’ language abilities.
5. Conclusion
The hearers accept information is not a passive mechanical process, but a complex psychological and active. Process. So we teachers can’t follow those traditional methods , our task is to organize and help students to prepare in all kinds of aspects , e.g. phonetic backgrounds knowledge and motivation , via all kinds of effective channels , for instance , Internet , to develop the level of students’ listening English .
References
侯毅凌 主编 1-6期合定本 English language learning foreign language teaching and research press
上海外国语大学主办 2月20日出版 《外语电化教学》 上海外国语大学
上海外国语大学主办 204月20日出版 《外语电化教学》 上海外国语大学
徐君 主编 年4月1日出版 《外语与外语教学》 大连外国语学院主办
篇3：About teaching techniques (中学英语教学论文)
江苏省武进高级中学 张中华
一、引言
教育部新颁布的英语课程标准明确提倡“任务型”教学思想，并主张把学生综合能力的培养落实在教学过程中。近几年来，任务型教学作为一种新的教学理念和教学活动方式，逐步被广大英语教育工作者认识和接受。这一新的教学理念强调以学生为主体，提倡“意义至上，使用至上”的教学原则，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标规定的要求，使学生能在这种教学方式下感受成功，并在学习过程中获得情感体验和调整学习策略，形成积极的学习态度，从而促进学生在真实语境中运用英语能力的提高。笔者基于这一理念，在高中英语课堂教学实践中，就任务型教学模式的探索作了一些尝试。
二、任务型教学理论的基本特点
1．任务型教学注意真实场景下的、以明确目标为导向的语言教学活动。它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。
2．任务型教学提倡以教师为主导，以学生为主体的教学活动；它倡导体验、实践、参与、交流和合作的学习方式。学生在参与教师或教材精心设计的任务型学习活动中认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功。
3．任务型教学将英语教学中常用的“3P”(presentation, practice, production) 教学模式颠倒过来了。在“3P”教学模式中，任务通常体现为production中综合运用式练习，用来巩固所学的语法结构、语言功能或词汇。而在任务型教学模式中，学生通常以完成任务的活动开始学习，待任务完成后，教师再把学生的注意力引到活动中所使用的语言上，并对学生使用的语言进行纠正和调整。
4. 任务型教学模式对教师的教学，教材的编写和学生的学习都具有挑战性，它要求教师从知识的传授者转变为课堂活动的设计者、组织者和倡导者；它要求教材的编写以话题为主、提倡真实的语言环境，设计能引导学生完成语言目标的任务或活动；它要求学生从被动的听众变成主动的参与者。
三、任务型教学的任务设计
在任务型语言教学中，教师要从学生学的角度来设计教学活动，使学生的学习具有明确的目标，并构成一个有梯度的连续系列。根据其教学特点，笔者在实际教学中，将任务设计成以下四种：
1、预测性的任务
在教授新课时，不直接了当地把一切交代给学生，可以让他们根据课文的标题，所选的课文片段或图片所提供的情景对课文内容进行预测。例如：SEFC Book 2A Lesson 46 Escape from the Zoo 一文的开头是一则广播：“This is Radio Two. Here is the o’clock news “ A young lion has escaped from Green Park Zoo in southeast London.” 根据新闻的前三句话，教师可以给学生布置如下任务：What questions can you think of when you read the opening? 学生根据所给的信息提出以下几个问题：
When did the young lion escape from the zoo?
How could the young lion escape from the zoo? Where did he go?
What did the radio ask people to do if they saw the lion?
教师先让学生考虑如何回答这些问题，然后再让其通读全文，看一看课文是否回答了自己提出的问题；或者让学生预测课文的结局，比如，文章中提到狮子从动物园逃走的事实，据此教师可以让学生预测狮子逃走后会发生什么事。学生会给出各种各样的答案，这样做可以在一定程度上培养学生的想象力和发散思维能力。
2． 对比性的任务
对比就是从不同的材料或叙述中找出它们的异同点。例如：在学习SEFC Book 2B Lesson 66 Life in the Future 时，教师可以让学生与SEFC Book 1A Lesson 34 Computer 进行比较，让学生找出两篇文章主题方面的异同点。通过比较，学生可以发现：两篇文章都谈论computer 的用途，所不同的是高一的那篇课文只涉及计算机在民航部门的运用，高二的课文中则介绍了计算机在农业、银行、居家、运输、太空旅行、教育、卫生和科研等领域的广泛运用。对比的另一种方法是教师把多余或错误的单词加在原文中或删除原文中的个别词句，让学生找出不要或错误之处，然后与原文进行比较，通过对比，可以锻炼学生的口头表达能力和判断能力，并使其口、笔头表达更为准确。
3.学以至用的任务
教师在运用任务型教学模式设计教学任务时，应使所设计的教学任务一方面能贴近学生的日常生活，使学生学会运用英语进行解决生活中的实际问题；另一方面也能满足学生在将来社会生活中运用语言的需要，为其未来发展作好准备。例如在教SEFC Book 1B Unit 16 Fire 时，围绕“制定一个家庭火灾计划”（make a home fire escape plan）这一主题，笔者为学生设计了下列任务：
1） Find the five hazards of the rooms of the house.
2） Correct the five hazards.
3） Safety tips to make a house safe.
4） How to respond to home fires.
具体任务实施步骤简略分述如下：
在完成任务之前，笔者先让学生看一段介绍Michelle所住房屋的录像片段，让学生观察Michelle的各个房间所存在的火灾隐患，从而为完成任务打下基础。为更好地完成任务二，笔者让学生4人一组进行有针对性的讨论。学生在讨论的基础上，结合录像内容围绕smoke alarms, fire extinguisher, doors and other things that easily catch fire, cooking safety, heating safety, electrical safety等方面进行讨论，从而完成任务三。在处理第四个任务时，让学生结合课文所学到的知识和一般性的常识找出应对的措施。通过完成此项任务，学生能够清楚地了解火灾发生时应该做什么、不应该做什么、如何才能安全逃脱火灾现场。笔者整理了学生讨论的结果：
1） Cover your face or body with something wet to avoid being wet.
2） Stay low on the floor because smoke rises.
3） Never take time to take your belongings.
4） Use the stairs instead of the fire.
5） Call 119 for help.
…
笔者在该单元设计上述任务，其目的在于使学生能够运用英语解决生活中所存在的实际问题，从而达到“为用而学，用中学，学中用”的目的。
4、促进学生全面发展的任务
高中英语教学在教授学生学习英语知识和基本技能的同时，还发展学生的学习能力。学生的学习能力包括想象能力、思维能力、创新能力、合作能力、和协调能力等。学生只有具备这些能力才能适应社会发展的需要。另外在英语教学过程中，教师还要使学生的听、说、读、写四种语言技能得到发展。语言技能是通过语言学习和语言实践培养起来的，两者构成了一个互为支撑、互为发展的有机整体。任务型教学模式在发展学生的语言技能和提高其学习能力方面有明显的优势。笔者在教学SEFC Book 2A Unit 4 Newspaper 之后，为学生设计了下列任务：
1） Find English names of newspapers you often read. 该任务旨在了解学生的生活世界。从调查中可以得知学生常看的报纸有：China Youth Daily, Youth Reference, 21st Century, English Coaching Paper 等。
2）Find out sections a newspaper usually includes. 该项任务旨在训练学生的阅读和归纳能力。学生通过对比和分析上述几种报纸的内容，概括出一份报纸通常应涵盖的版面：News, Business, Society, People, Sports, Entertainment和Advertisement等。
3） The most useful information you have got from the newspaper. 该项任务旨在训练学生的语言思维和表达能力。笔者要求学生先从报纸上获取信息，并进行文字组合和信息加工，然后用英语进行口头表达。
4） Your favorite newspaper. 学生首先要总结出自己喜爱的报纸的特点（这是以仔细阅读为前提的），然后用英语来表述自己所喜爱的报纸。教师可以从报纸的信息量、可信度、趣味性和实用性等方面论述自己喜爱这种报纸的原因。
5） The difference between newspapers and television.该项任务具有一定的难度。学生完成此项需要一定的分析能力思维能力和综合能力。教师可以从form, influence, efficiency, content 等几个方面进行引导。
6） Design a newspaper of your own. 此项任务难度最大。它需要学生之间进行多次交流、磋商及合作才能完成。教师在组织学生完成此项任务时，要注意分工的科学性，既要确保每个学生有事可做，又要确保他们相互协作、共同完成任务。教师应该允许学生有充分的准备时间，同时也要规定任务完成的期限、任务展示的形式和要求。
四、设计任务时应注意的几个要点
1．设置语境，努力营造跨文化交际氛围
语境是指用英语进行听、说、读、写交际活动的社会环境。任何有意义的语言交际活动都是在特定的语境中进行的；语境作用与学生的感官，可使学生产生交际的动机和运用语言进行交际的心智活动。教师在教学中应利用多种语言或非语言的形式和手段创设语境，让学生在语境中理解语言知识和内容，并相互交流，提高学生的阅读理解能力以及口头表达的正确性和流利性。
2．定好目标，尽量让学生运用好英语
任务目标是通过让学生完成某项任务而达到的目标。英语教学的目标是培养学生的语言交际能力，这不仅指听、说、读、写的能力，还包括社会语言能力、语篇能力和策略能力。一项任务并不总是明确显示自己的目标，任务与目标也并非一一对应。一项复杂的任务可能同时具有几个目标，而且这些目标并不互相排斥。教师所设计的每一项任务必须有明确的目标。学生只有根据目标有目的地运用英语进行交流才能完成任务，即用英语解决实际问题。
3．确定结果，重视评价
教师所设计的每一项任务必须有一个明确结果。评价任务完成得好坏关键看结果。结果可以用墙报、黑板报、报纸、口头报告、书面报告的形式展示出来，使完成任务的学生产生成就感。
教师在设计任务时应注意一篇文章的不同阶段可以有几个分任务。除此之外，还应注意：① 活动要具有可操作性；②以学生的生活经验和兴趣为出发点，任务的内容和方式应尽量真实；③活动要有助于学生英语知识的学习、语言技能的掌握和语言运用能力的提高；④活动应积极促进英语学科和其他学科知识的相互渗透，使学生的想象力、审美情趣、艺术感受、协作能力和创造能力等综合素质得到发展。
五、结束语
任务型教学要求学生运用所学语言完成某项具体任务，并强调交际的过程和语言的功能，注重发展学生的学习策略，因而有利于提高学生的创新精神和语言运用能力。然而任务型教学模式作为一种新型的教学模式，它也有其自身的局限性。因此需要广大教师在教学中大胆实践，积极探索，并不断反思自己的教学，使任务型教学模式在提高课堂教学效率上发挥最大的效应。
参考文献:
《普通高中英语课程标准（实验）》 20。
佘广安：“任务型教学：定位与思考” 《中小学外语教学》，第六期。
袁昌寰：《21世纪英语教学理论与实践》，北京广播学院出版社， 年。
篇4：Increase the Teaching Efficiency (中学英语教学论文)
湖南冷水江七中 袁蓉 王志平
The teaching purpose of senior middle school is to train the ability of the social intercourse in oral and written English, to train the reading ability and to make the students get some self-educated ability.
As a teacher of English, one must teach language points in the teaching process, and above all, one must train students’ technical ability of learning languages. If we want to increase the teaching efficiency and improve the ability of learning English for students, we teachers must change from‘regarding teachers as the center’to‘students as the corpus and teachers as directors ’.
In traditional education, teachers are always the center and they often teach knowledge to students. They don’t teach the way of learning English. So students are always placed in the passive position and they don’t have the active power of learning. Teachers explain the language points and grammar in detail, they don’t train students’ abilities of listening, speaking，reading and writing. This goes against the regulations of language learning and the purposes of English teaching.
In the teaching process of education, we should make good use of the role of students under the guidance of teachers. The student is the study’s corpus, and is also the corpus of developing himself. In class teaching we should teach students to form the consciousness of participation, the consciousness of active speech, the consciousness of being good at listening, the consciousness of accepting knowledge and the consciousness of comprehension. As long as students take active part in the class teaching process, they can improve the ability of speaking languages, form a good habit of studying and gain the self-educated ability.
Without students’ participation or equal, harmonious atmosphere, it is impossible for students to improve the language ability and technical ability and it is also impossible for them to educate the creative ability.
In the teaching process, we teachers must change “from teachers as the center to teachers as the predominance”. We must make full use of the leading function and we must let the students take an active part in their studies. Thus, it can be good for training the students’ consciousness of active learning, the language ability and the creative ability and it can be good for developing the studying potential of the students.
We teachers must start with the mental and physiological characteristics of the students to stir up the students’ learning desire. And we must try our best to build positive, harmonious and relaxed communication atmosphere in order to promote the intercourse of the language.
We teachers must continuously change the role in class teaching according to the contents and demands of the language. In the revision, we teachers are advisers. In the led-in of the new lesson, we teachers are actors. In organizing the teaching and stabling the scene, we teachers are organizers. In the consolidation, we teachers are supporters. Only in this way can we finish the predominant function of the teachers and then stir up the positive and creative actions of the students.
In the English teaching process, teachers must not only teach the knowledge, but also teach the knowledge construction, and still we must teach the method of learning this knowledge. Teachers must tell students how to obtain the knowledge, how to consolidate the knowledge and how to make use of the knowledge, etc. and then we can develop the students’ ability of using English to obtain the information and handle the information. We can still develop the English language application ability of the students, instruct the students to study by themselves and guide the students to using their knowledge to do research in other fields, which makes the students become the real corpus in studying.
Practice proves that instruction in learning methods is the basic path to increase the students’ creative ability.
The students’ creative ability is not the result of the teaching, but primarily it is the result of the students’ learning. Teaching is just the outer factor for the formation and development of the students’ creative ability. The active learning of the students is the inner factor for the formation and development of the students’ creative ability. Only when we pay more attention to our teaching method and the students’ learning method, have them form into a good habit of learning and let them learn to study, learn to consider and learn to create, can we educate the real creative persons.
On the teaching target, we must teach from teaching pure language knowledge to the social intercourse ability of the language. The traditional English class considers the teaching of the phonetics, grammar, vocabulary and so on as the teaching target. Teachers spend much time and energy in explaining the details of knowledge and analysis of sentences. In class the students receive the education passively. They remember points of the language one by one. Their abilities of listening, speaking, reading and writing have not been trained. Once the students want to communicate with others, they may face many difficulties and they will make lots of mistakes.
These problems lie in the teaching process, during which teachers only teach the students pure language, but neglect the educating of language technical ability and social intercourse ability. The facts prove that knowledge is the basis of the ability, but not the same as the ability.
Language is a tool of delivering information, exchanging thought and expressing emotion. In the studying of English, the knowledge of the language is a means of learning and mastering English. In the teaching process, teachers must teach the basic knowledge, such as phonetics, vocabulary, grammar and expressions. We must also enhance the basic training to make the students master the basic construction of the English language and yet the basic technical abilities of listening, speaking, reading and writing.
However, the purpose of the English teaching is not just to make the students master the knowledge of the language in the textbook, most of all, it is to let the students use the knowledge they have learned from the textbook. in their daily lives. So long as we teach the students the English language as a social intercourse tool, we can make the students really learn to use English.
First, in the teaching process, teachers must be good at stirring up the students’ thinking and put forward some interesting and valuable talks for the students to discuss, which can stir up the students’ thinking and desire for knowledge. The desire for knowledge is motive and it is the origin of invention of creation. The ability can’t be improved without the desire for knowledge.
Then, we must make a proper language environment for the students, which is good for the students’ language ability. In this process we can combine the sight, hearing and speaking together. If we want to enlarge the outer environment of the English language teaching, we can extend the English language training. This kind of form is more vivid, active and imaginative, which is liked by the students. It is helpful for the students to imitate, comprehend and memorize.
Finally, teachers should pay attention to the language construction in the teaching process and use English in class as much as possible. And we should ask the students to communicate with each other as much as possible. In class, we should explain the words, grammar and the texts in English accurately and fluently. We teachers should teach English as a tool of social intercourse and the students should learn English as a tool of social intercourse, master it as a tool of social intercourse and then use it as a tool of social intercourse. Then we can improve the students’ language ability and social intercourse ability.
While strengthening the basic knowledge and basic training, we should enhance the training of the language in order to improve the students’ ability of the social intercourse.
The teaching purpose is to improve the ability of the social intercourse in English. The control of the knowledge and the exaltation of the ability is indivisible, and the knowledge is a foundation to increase the ability. And the ability can further promote the control of the knowledge.
In the teaching process, teachers must think out all kinds of ways to make the students learn more knowledge and improve the language ability, which can help the students in further study. We must give the students a lot of practice of listening, speaking, reading and writing, which can improve the students’ ability of using the language.
Mr Ye Shengtao once said, “The teachers’ teaching should aim at the ability of the students. Only by doing so, can we teachers solve the problem of one’s life.”
In the teaching process, teachers must make full of all kinds of teaching means, such as slide, multi-media and so on, to make the students more positive and active. Only if we stir up the students’ interest of learning English and teach them how to learn English can we increase the teaching efficiency as much as possible. As we all know, interest is the best teacher of learning.
篇5：Assessment Approaches in ESL Teaching (中学英语教学论文)
Xiamen Haicang Experimental Middle School Chen Huirong
[Key words] assessment, approaches, make-up exams, checklists, multi- intelligence, learning styles
[Abstract]
The situation of assessment here in China is that,, up to now ,we have already assessed our students mainly by testing them. We accept students in senior grades and even in colleges according to their total scores of English and other subjects, unless they major in English. But people have found that this approach is not scientific. So we are undertaking a national program to find better ways to assess our students. We divide the English levels into 9 grades. And when you want to graduate from middle school and go to college, you should pass a certain degree, that is, Grade 8. In this way, I am sure the students’ English will really be improved a lot. And their English learning will become more active. But we are short of concrete ways of implementation. So we‘d better find suitable ways for our own students., Here I’d like to present some assessment approaches in ESL Teaching according to what we have done here in Xiamen. China in the New Curriculum Innovation.
[Projects]
1). Nowadays we mainly assess our students in summative assessment, but if we try to use more formative assessment, we can get to know what the students have or haven’t mastered and why they have or haven’t mastered it. Here we have a checklist (See Appendix: Checklist One), “the Report of Achievement” on analyzing students’ examination paper. It is designed by the Curriculum Development Center of the Assessment Program in China. With its help, teachers can assess students by giving descriptive comments, pointing out achievements or problems and grading their abilities on language knowledge, communicative competence and creativeness. At the same time, students can assess themselves by writing down “ I am good at …, I feel difficult in …, I like …”. At last, teachers and students can write down their self-reflection. Also we can design checklists on assessing students for a period. (See Appendix: Checklist Two) we design the checklist for non-testing assessment. We use this checklist every month to remind our students on their learning styles and strategies. And report these items to their parents at the parents’ meetings or home visit. Then the teachers and the parents write down some comments to encourage the students or children to make further progress, and make the students do self-reflection. So we can assess our students in specific descriptive appraisal while they are learning, not just for scores.
In formative assessment, students have several chances to present themselves. Not just like summative assessment “let bygones be bygones”. So we’d better set up make-up examinations. In this way, students can have chances to improve themselves, and learn something new gradually instead of giving up English learning. Since we can’t just teach for tests, we’ve tried to give our students the same paper to do it once again or make a similar one to check our students. This facilitates the students’ learning, for different students have different intelligence. So in the end they also mastered what they are learning. Shanghai Nanyang Model Middle School has also done the same with us. Here we’ve incorporated assessment in classroom learning. For students, the process of testing is a process of learning. They may fail sometimes, but in the end they make up what they haven’t mastered. As a result, we have changed “grading appraisal” into “diagnosing encouragement” (Chen Yukun, , p2). No wonder American people insist on the belief “Never let a child lag behind” in Year Education Strategies. It is the same in British education. People assess a school not according to its final results, but the progress each student has made. So as soon as each of their students enters the school, the school will help him / her to build up a general ability development database, this is the so-called placement assessment, then the school will record and observe his progress by formative and summative assessment (Zhu. L. China Youth Daily, ).
At the same time, students and parents can help with the designs of assessment. We can often interview them and communicate with them how to assess our students. I have interviewed some parents on how to assess their children. Of course, they can never forget testing, but at the same time, they’d like teachers to assess their children authentically and encouragingly. Then I interviewed some students, they’d like to be assessed on different aspects. One of my instructors in the Assessment Program, Ms. Guo, went to New Zealand this summer holiday, she lived in a house of a native there, when she saw many certificates of merit on the wall, she asked the child how he was getting along with his study. He said it was so-so. Then he took out more certificates. How happy he was! He felt proud of himself. And a self-confident child will be a happy child, and a happy child will be a creative child. While for some Chinese parents, their expectations run too high, even since their children were born, they’d like them to be a very honorable person in the future. They can’t imagine an American parent may feel happy when his / her child says he / she would like to be a barber. It’s almost the same with teachers and school administrators. So don’t always put students in trouble for the sake of scores. We should try our best to help them finish tasks through different channels, For example, give different students different requirements. In the classroom we teachers should reduce competition and increase cooperation. In this way, the students can get along with each other very well, learn from each other and improve themselves gradually with others’ help. And a wise teacher never contrasts his students in public. This, on the other hand, protects the students’ self-esteem and gives the students chances to develop themselves. It’s accurate to give students scores, but it exaggerates the differences among the individuals. It’ll make some students feel no enthusiasm for their study, while for grading, though it’s vague, it reduce the comparability among students. It helps to build up students’ self-confidence and push them to make more efforts. And these two emotions (self-esteem and self-confidence) are the indispensable motivation for students’ further study. This concerns the term “Ambiguity Tolerance”. A person who is tolerant of ambiguity is free to entertain a number of innovative and creative possibilities and not be cognitively or affectively disturbed by ambiguity and uncertainty. (H. Dovglas Brown, 2000, p120)
2). According to the principles of assessment, we should not ignore the importance of assessment in both teaching and learning. Without it we don’t know how much students have mastered, and how our teaching is going on. But the ways should be variable, some summative, some formative, some after class, some involves in classroom activities. And the teachers should be fair to the students. The purpose of our assessment is to help and encourage our students to develop their abilities. This is included in the new system of assessment. The new system also includes the development of teachers themselves by means of self-reflection, and further development of the New Curriculum Innovation. (Li, 2001) So we can assess our students according to the following 7 requirements.
a) Students can learn how to learn: They can consult the materials, ask questions and choose reference materials independently. Most of the process is student-centered.
b) Students can do things in English actively with the help of teachers’ to incorporate English learning in the study of other subjects.
c) Students can use English in a communicative way. For inquiry study refers to the task-based approach and emphasizes on real communication in English.
d) The affection elements like interest, attitudes, motivations and students’ needs should be involved in the assessment.
e) In group learning, we should assess their presentation of individual role play and co-operation with one another.
f) The ability of problem-solving: A learning process is a process of problem-solving. This motivates students a lot.
g) Learn to self-reflect. According to cognitive theories, assessment can help students to self-reflect and improve themselves. (Li, J and Li, Y. 2001)
3). For the New Curriculum Innovation, teachers had better learn more about teaching methodologies and the theories on learning styles and strategies to meet the needs of our students and concern more about their multi-intelligence.
In the past, people thought learning was to get familiar with all kinds of objective information, like dates, procedures, figures, etc. while for the new assessment system, people think learning is totally subjective. Students change, enlarge, question, further, renew and develop their knowledge towards the world and themselves by means of learning. So a successful teaching is to help students get ready for their meaningful life in the future, use what they’ve learned in the real world (David Lazear, 2000, p27). And with the development of the New Curricula, the students’ learning styles should be changed a lot. The way of inquiry learning is quite suitable. For inquiry and creativity are the most precious in learning. In English that is mainly the task- based approach. This refers to materials or courses which are designed around a series of authentic tasks which give the learners experience of using the language in ways that it is used in the “real world” outside the classroom (Tomlinson Brian ). This will help to incorporate the knowledge of other subjects in our English learning. The students will be able to use English more widely and authentically. This kind of learning will be interesting and meaningful. Very often some teachers may complain, “I have tried many kinds of teaching methods, and I’ve been very kind to the students. But why are they still poor in English learning?” At this time, have you ever thought about if your teaching methods are suitable for the students and their learning strategies, both in learning and communication? Have you ever developed multiple intelligence approaches to assessment? Our summative assessment just emphasizes mainly on linguistic intelligence and logical-mathematical intelligence, ignoring the other intelligence (Musical, Bodily-Kinesthetic, Spatial, Interpersonal Intelligence) that are needed in the society, preventing the potential on students from being confirmed and developed. This is somehow a waste of talent (Xu. Y, Gong, XH, 2001 p26). And according to the constructivism, the New Curriculum Innovation is implemented by the students’ motivation in constructing their knowledge (Xu.Y, Gong, XH, 2001 p31). And the targets for education are to teach students how to study, how to think and how to develop intelligence as much as possible. (David Lazear, 2000,p26) Dr. Peng Siqing says, “ The main task for high school students is not “study” but “growth”. And “growth” should include the development of intelligence, the improvement of study, the healthiness of body, psychological factors and moral character, spiritual richness and perfection of personality. (Peng Siqing, China Youth Daily. June 13, 2002)
4). According to the New Curriculum Standards of English, we’d better set up a series of assessment plans according to the general descriptions for the curriculum targets. The more detailed assessment approaches we have, the more accurate achievements the students will get. (see appendices “Examples”) So here we should take teaching objectives, resources and assessment together into consideration. They interact with each other.
Grades General Descriptions for the Targets Assessment Plans
Grade 1 (omitted)
or see
“ the New Curriculum
Standards” How often do you speak English?
Do you often listen to the radio?
How often?
Can you play games in English?
Sing some English songs.
Tell a story in English.
Introduce yourself, your friends...
Have a dictation of letters and words.
Tell some differences between
English and Chinese.
Grade 2 … …
… … …
Grade 9 … …
5). (A) As the experts have mentioned that we should be student-centered in classroom teaching. We designed a form to measure the students’ presentation in class .At the same time, We ask our students to be the judges, in this way they can know the items of assessment better and perform their tasks better. Also, they will take classroom presentation more serious. For it’s one part of their formative assessment. For about one year, our students have already used the checklist tactfully enough. They assess with each other either in class or right after class. In this way, they improve their English a lot. Of course, we can make more communication-based checklist. For communication is the outcome of language learning. And the checklists will help students self-reflect and monitor their learning procedures.
(B) As you know, we can use portfolios to assess our students. But we don’t mean to put everything in it to make it become a dustbin. Everyone may put different things in them to measure our students. These things stand for their process of learning. It’s a kind of qualitative assessment but not quantitative one. For example, at the very beginning of the students’ English learning, We’d like them to write down anything they’ve mastered in English. In this way, they can present themselves to their teachers and parents what they have learned in their portfolios. The teachers and the parents can also easily get to know how the children are going on with their studies. At the same time, the students can have their self-reflection. With the help of portfolios, we can pay close attention to each individual student. For the descriptive assessment, it’ll help us to communicate with our students and their parents. Usually it is the head teachers who give the students descriptive assessment, and the students would take what the head teachers say the most serious. So we’ve told our students we English teachers would like to give them comments, too. On the other hand, I often talk with their parents by phone or pay a visit to their houses. But by and by we’ve found it’s very necessary to give the students some regular checklists to assess their behaviors in school and at home and be assessed by their classmates, teachers and parents. That is the authentic assessment. In this way, we can see how well and in what ways students are able to do requisite tasks. (see Appendix: Checklist Four and Five)From the forms above, we can know our students better both in class and after class. At the same time, parents can know their children better, too. First we’ll divide the whole class into groups of four, and ask them to assess with each other by adding 5 scores for each item for “excellent”, 4 for “good”, 3 for “not bad”, 2 for “so-so”, 1 for “not good enough”. 0 for “needing improving”. It’s the same with the checklist at home, but it’ll be filled by parents.
But different students have different characteristic. If you try to use the same measure to assess different students, it may lead to failure. So we divide the students in the two classes into Class A and Class B. For Class A, we have higher requirements, and for Class B, lower ones. All the outcomes stand for their usual behaviors. This encourages Class B a lot, and also pushes Class A to fly higher and higher. In these two checklists, we have comments on the students, right here we can focus on their progress to develop the varieties and flexibility of assessment.
After all, the students care a lot about how the teachers and the parents assess them.
[Conclusions and Recommendations]
1). The person who assess the students should not only be the teachers but also the students themselves, their parents, other students and even the administrators of the school. In this way, we can develop multi-dimensional assessment.
2). For each individual student is different, we should assess them in multiple intelligences and as specifically as possible, such as summative assessment, formative assessment, testing assessment and non-testing assessment, etc. And each assessment method has its own limitations, so combine these methods with each other.
3). Make full use of the encouraging and diagnosing functions of assessment to develop the students’ English level, build up their self-confidence, raise their interest, lower their anxiety, learn to self-reflect.
4). It’s important to develop suitable assessment instruments / tools to assess our students. Such as checklists, portfolios, descriptive assessment, anecdotal records, feed back rating scales tasks and presentations multimedia, cartoons and other creative ones, interviews, conference questionnaires, observations. And remember to give students chances to develop themselves on their growth, not just on study.
The above is what we’ve got in the trial. We hope it will somehow help ESL teachers to assess students.
References:
[1] Chen. Y (2001) The Research and Exploration for Basic Education English Teaching Assessment. Beijing: the Beijing Educational Publishing House
[2] David Lazear (2000) Multiple Intelligence Approaches to Assessment. Copyright by Zephy Press. Translation copyright 2000 by Yuan-Lou Publishing Co., Ltd.
[3] H.Douglas Brown (2000) Principles of Language Learning and Teaching. Fourth Edition New York: Addison Wesley Longman, Inc.
[4] Li. J and Li. Y (2001) Assessment Today (TV Broadcasting VCD) Beijing: Beijing Electronic Audiovisual Press.
[5] Tomlinson, Brian. (Ed) (1998) Materials Development in language Teaching. Cambridge: Cambridge University Press.
[6] Xu Y, Gong XH. (2001) The Assessment Reform for New Curricula. Beijing: the Capital Normal University Press.11). Zhu, L. (2002) China Youth Daily, April 17th , 2002 . (WWW.CYD.COM.CN) Beijing.
Appendix
Checklist One
Report of Achievement
Student Name__________ Month _________ Date_______ Year_________
For teachers
Total Score General Comments
Language Knowledge Grade Achievements and Problems
Communicative Competence Grade
Creativeness Grade
For students
I am good at
I find difficulty in
I like
I don’t like
Teachers’ self-reflection: __________________________________________________________
__________________________________________________________.
Students’ self-reflection: __________________________________________________________
__________________________________________________________.
( the Education Department of PRC 2001)
Checklist Two:
Non-testing Assessment
Class:_________ Name:__________
Time
Scores
Items the situation
for the first half term the targets f
or the next half term
self-assess be assessed self-plan be assessed
Attitudes A. Diligent B. so-so
C. not diligent enough
Interest A. high B. medium
C. low
Reading
and
Reciting A. often
B. so-so
C. seldom
Classroom
Participation A. active
B. passive
C. unable
Assignments A. independently
B. referring to others
C. not completing
Raising Problems A. very often
B. seldom C. never
Planning
and
Implementation A. both
B. planning but not
implementing
C. no plan
Reading outside Textbooks A. read and make notes
B. seldom
C. no reading
Listening and
Speaking
outside classroom A. often
B. seldom
C. never
Efficiency
In Class A. high
B. so-so C. Low
Efficiency
after class A. high
B. so-so C. low
Progress A. large B. little
C. no progress
Total Grade
Teachers’ comments:
Parents’ comments:
Checklist Three.
unit
grade
items Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
pronunciation
volume
fluency
body movements
clothing
props
Total Scores
Checklist Four:
Students’ Behaviors in School
Class_______ Name_________
Items
Scores
Time
Classroom Participation
Reciting
Reading
Testing
Homework
Progress
Listening
(Class- room
observa- tion) Presenta- tion Reading
notes Co-
Opera- tion
Monday
Tuesday
Wednesday
Thursday
Friday
Total
Scores
Checklist Five:
Behaviors At Home
Class_______ Name_________-
Items
Grades
Time Reading aloud (half an hour each day) Listening
(half an hour each day) Homework
(diligent or not) Comments
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Total Scores
篇6：Student-centred English Vocabulary Teaching (中学英语教学论文)
作 者 杨晓春
4月10日
A Study of Student-Centered English Vocabulary Teaching
I. Introduction
A. Vocabulary
If language structures make up the skeleton of language, it is vocabulary that provides the vital organs and the flesh. Vocabulary is one of the most important essentials of language, and it is also the basis of language communication. In vocabulary researches, vocabulary refers to not only the single words, but also the “chunks” such as phrases and idioms (1). And in Oxford Advanced Learner’s English-Chinese Dictionary, the definition of the vocabulary is a total number of the words that make up a language .It is the basic meaningful unit in language communication.
B. English vocabulary teaching
English vocabulary teaching is the primary and essential part of English teaching. This is because we cannot express anything perfect without vocabulary; we cannot carry on the basic language communication such as listening, speaking, reading, writing and translation if there has no vocabulary. We need to have a store of vocabulary, which we can select from freely when we wish to express our thoughts. For students, mastering a certain number of vocabularies is the key to learning English. As everyone knows, the greater vocabulary one masters, the stronger skill in applying language he/she will have. But to our Chinese students, the vocabulary learning is a great difficulty in English learning. What is more, many of the students always consider that “vocabulary learning” is to recite the words which are appeared in the text. They think that if they can remember all those words, they will finish their vocabulary learning. As a matter of fact, their vocabulary learning still stays in the combination of “pronunciation, spelling and meaning”, and almost all their time and energy are used in these three parts. This will bring failures to them in learning and communication. Thus, the teacher’s vocabulary teaching becomes especially important.
C. Purpose of teaching vocabulary
The purpose of teaching vocabulary is to make the students master the vocabulary, use the vocabulary freely and lay the base for their English learning. In order to achieve this purpose, educators from home and abroad have been researching the approaches of English teaching. No matter what kind of approach they adopt, they must make sure that their teaching is based on the students. Because the student is the body of the teaching, the teacher just plays a leading role. All teaching activities must focus on the students.
II. The student-centered vocabulary teaching
A. Some factors which affect the students’ vocabulary learning
There is a fact that the students should take notice. That is, some students are successful in vocabulary learning while others are not. If we know the reason, the job of teaching vocabulary would be easy. We don’t, of course. But we can point out a number of factors which seem to have some effect on the students’ success in vocabulary learning.
Firstly, it is motivation in learning vocabulary. People involved in English teaching often say that students who really want to learn will succeed. This is their motivation. Motivation refers to the intensity of intention regarding the students’ learning behavior (2). In other words, motivation stands for how much effort the students are ready to put into the learning activity. It is some kind of the internal drive that encourages students to study. The internal drive here may be the parents’ hope, the teacher’s appreciation or the students’ eager for study, and so on. Such phenomenon suggests that the motivation the students bring to class is the biggest factor affecting their success.
Secondly, method for learning vocabulary is an extremely important factor. We know that if a teacher’s method for teaching vocabulary is deadly boring, the students will probably become uninterested in learning. Therefore, teachers must adjust themselves so as to meet the various situations. Teaching method also has some effect on the students’ learning motivation. Good method can easily rouse students’ learning interests.
Finally, the factor affect the students’ vocabulary learning is the teacher himself/herself. Whether the students like the teacher or not may be a problem. Almost all people in their students’ time had this kind of feelings. So, this requires the teacher is not only a deliver of the knowledge, but also a good friend of the students.
B. The traditional teaching
The traditional English vocabulary teaching is a “Duck-stuffing” way. It only needs teachers’ mouths and pieces of chalk. The students just act as receivers of knowledge. This kind of teaching greatly prevents the students’ initiative in learning. And this is not what the teaching aims. What the teacher should do is try his/her best to wake up the students’ initiative and interests in learning. First, a teacher should know his/her role in teaching. He/she is not only the deliver of the knowledge, but also the director, conductor and organizer. He/she must be a facilitator for the students. Then, a teacher should teach according to the students’ characteristic and nature, change the traditional method. Last, and most important, we know that “teaching” should serve for “learning”. In fact, the effect of English learning depends on the students’ subjective initiative and participation. We should change “teacher-bodied” into “student-centered”.
C. Student-centered teaching
Student-centered teaching takes the students as the body part in class, all the teaching activities must center on the students. This kind of teaching is quite opposite to the traditional teaching. And , the student-centered teaching has a lot of good effects on both teacher and students.
1). Student-centered teaching can improve the teacher’s teaching skills. Maybe someone will think that student-centered teaching will lower the teacher’s avail, and it cannot smooth the teacher’s teaching skill. The author thinks that it is no need to be worried about it. Student-centered teaching doesn’t mean that the teacher is superfluous, or the teacher will give up the control to the teaching. On the contrary, this kind of teaching puts a high demand for the teacher. And the whole class needs the teacher’s organization and management. At the same time, the teacher will help the students recognize and tap the latent of their study power. This is also a challenge for the teacher. They must be proficient in their teaching, and above all, they must design a set of student-centered teaching plans supplying the students with real condition. In student-centered vocabulary teaching, the teacher should adjust the relation between a teacher and students, teach them skill about input and output of the knowledge, forecast the difficulties which the students will meet in learning vocabulary, and so on. All of these need the teachers to plan and manage. During this procedure, the teacher’s teaching skill will get progressed and improved.
2). Student-centered teaching can attract the students’ attention and rouse the students’ learning interests. Through this approach, the students’ being eager to study will be raised, and their motivation will become stronger. Student-centered teaching is so far an ideal circumstance in English teaching (3). It can greatly meet the students’ needs and give free rein to their capabilities. Thus, the vocabulary teaching will be no longer boring. It will lead to an excellent result. And there is also a fact that in four principles of English teaching, the first one is student-centered principle (4). The students’ ability get a full play in the class, their learning interests will also become strong.
3) Student-centered teaching is a challenge to both the teacher and the students. It breaks out the teacher-centered stage, and it does create the students’ studying motivation and open a new space for English teaching. During the whole teaching process, the students play a body role. After all, it is the teacher who builds up the key of student-centered teaching. If a teacher changes his/her teaching idea timely, applying a flexible teaching method, the students will be benefited a lot in vocabulary learning. But if the teacher overlooks the students’ body part in teaching, the students will naturally fall into a passive role in class. They will just listen and copy mechanically and receive the knowledge ineffectively. Thus, neither the teacher nor the students will be satisfactory. So, the teacher should pay more attention to the students, arouse their enthusiasm for the study and lead them to a correct and scientific study method.
III. The method of student-centered vocabulary teaching
We know the student-centered teaching is effective from the words above, but how to carry on ? There are several suggestions.
A. Role exchange
Obviously, this method refers that the students change their student role into teacher. They will act as teacher and teach the vocabulary to others. Very often, we read, watch, listen and do something because it interests us, or at least we think it will interest us. This is the same to the teaching and learning. If teaching can interest the students, they will be willing to learn. Let the students act as teacher, they will try their best to have an enough and active preparations. What is more, they will put into a great energy in organizing the teaching. Thus, the students who are listening will feel very fresh and interesting, and they will also listen carefully. Although teaching vocabulary is a rather boring job, we can change this bad situation by exchanging the role in class. With the development of the science and technology, the way of getting knowledge becomes wider and wider. Maybe to some extent, the students’ knowledge is larger than the teacher’s. If make them act as teacher, they will study careful at first. Then, they will have a good preparation and be very familiar with the vocabulary which they will teach. They will use all kinds of mean to gain the related knowledge. Maybe they will look up the dictionary to make sure their own pronunciation and usage is correct. Maybe they will think how to make other students understand easily. They will use the network, magazines and some other materials. All these attempts can improve their vocabulary learning. The whole class will be in an active and vivid atmosphere. It is good for the students, and it will also highly interest the students in vocabulary learning. Outside the class, the teacher can spend spare time pointing out the shortcomings of the lesson, helping the students analysis the reason of their mistakes. During such procedure, the students’ interests in learning vocabulary will become stronger and stronger, and at the same time, the boring vocabulary teaching will be changed into interesting one.
But this method is not fit for the English learning beginners. It needs the students who will act as teachers have rich knowledge about vocabulary. The beginners are lack of this kind of skill.
B. Graphic presentation
In teaching vocabulary the teacher can use some pictures. The pictures can be the board drawings, wall pictures, and charts, and so on . This method can especially be used for teaching a series of words which are close each other in meaning. It has an extremely effect on the beginners. For example, when teaching the preposition “on”, “over”, “above” and “beneath”, “under”, “below”, the teacher can draw a simple picture like this:
( on ) ( over ) ( above )
( beneath ) ( under ) ( below )
It is very clear for the students to understand and remember. If teacher just uses Chinese to explain those words, the students will only know the surface meaning of those words. And they will make mistakes or get mixture of them when using these words.
This method is very easy for the students to adopt . And it will attract the students’ attention in class, too. By using this method, both the teacher’s teaching and the students’ learning will become relaxing and joyful. Thus, the teaching will get a good effect.
C. Association
Association is a psychological procedure of connecting one thing with another. This kind of method makes a good use of human being’s rich association , so the students’ interests in learning vocabulary will be woke up easily. Association can be brought into reality by these two ways. First, we know some letters’ pronunciation is different in different words. Lots of students will get confusion especially when the pronunciation is very similar. For example, the letters “oo” in the word “foot” pronounces [u], but in the word “boot”, it pronounces [u:]. In order to make the students distinguish and remember, the teacher can tell the students to imagine it like this: “Because the boot is longer than the foot, we can get our boots on.” In Chinese we say “ 靴子比脚长，我们才能把靴子穿上.” Another example, in the word “food”, ”oo” pronounces [u:], in order to avoid to pronounce it [u], the teacher can teach like this: “We know a small stream flows long, it is the same as food.”(我们知道细水长流，食物也当如此.) Second, some English words’ pronunciation is like Chinese characters, we can take advantage of this characteristic. For example, the pronunciation of the word “barber [ba:b ]” (理发师) is like Chinese character “爸爸(baba)”, so, “爸爸是位理发师(Father is a barber.)”; “Vase [va:z]”(花瓶) pronounces like Chinese character “袜子(wazi)”, so, “袜子藏在花瓶中(The sock was hidden in the vase.)”. Examples of this kind are so many. All the two ways of association method are convenience for remember. And it will produce the students’ initiation and interests in learning vocabulary. Because the association is very rich and vivid, the students’ vocabulary learning will become more active and effective.
D. Role play
This kind of method is using the simulative scene. Generally speaking, this simulative scene is special and interesting. In the classroom, the students will get a deep impression. Of course, the scene is not a really one, it needs the teacher and the students create in the classroom. Teacher can ask them to pretend that they are at a special place, such as at an airport, in a telephone call, or organize them to get together to play an imaginary reunion, and so on. In this simulated situation, the students must not think themselves as language students, but as the people in the simulation. Of course, we do not take the students to a real airport---that would no longer be a simulation, it would be a real thing. For example, if the teacher will teach some vocabulary about telephone and want his/her students to master that, he/she can ask the students to play a role like this: first, asking them recall a telephone call which they did before. Then, asking them show that out. The students will be very active because that role-play is rather interesting and like real daily life. After their performances, teacher should help them summarize the phrases and expressions which are often used in telephone. Thus, the students will understand all these phrases and expressions easily and well.
Sometimes the students act as themselves (if we ask them to organize a party, for example, we are not asking them to pretend to someone else) and sometimes we ask them to play a role, pretending someone they are not. In the latter case, we are taking about role-plays. And the role-play method can be not only used in teaching vocabulary, but also in teaching sentence structure.
After those simulative scene, the teacher should conduct feedback with the students. The object here is to discuss with them whether the activity was successful. This will also be a good opportunity to practice the students’ oral English.
E. Vocabulary network
When a teacher teaches a new word, he/she often gives several words which have a close relation with the new word. This is a better way to enlarge the students’ vocabulary. For example, when teaching the word “house”, the teacher can use “mind map” technique to help the students to recall a series of words around the house. This method can also put a list of words into different groups. Here is a “vocabulary network” about the word “house”:
Television cupboard
Audio apron refrigerator
Carpe sofa pot gas oven
Parlor kitchen
House
Bedroom bathroom
Quilt towel bathtub
Blanket pillow water heater
Clothes horse shampoo
This method will give the students a clear vocabulary map in their minds and allow the students more involvement than a presentation led by the teacher. Thus , out of the class , the students will have strong interests in learning vocabulary by this way. When they see the word “doctor”, they will remember the word “nurse”, “hospital”, “sick” and so on. Also, this method is more convenience for enriches the students’ vocabulary though some of the vocabulary may be known by them already.
F. Other methods
There are hundreds of methods in English teaching. Of course the word formation in vocabulary teaching is also important and necessary. Teacher can add some knowledge about the word formation during the vocabulary teaching. If the students master more knowledge about the word formation, their skill in learning vocabulary will be stronger. For example, if the students know the prefix “re-” means “again”, they will know the word “replay” means “play again”; “rebuilt” means “build again”, and so on. Thus, the students can not only remember the new words soon, but also solidify the old words. Further more, they can change the limited vocabulary into limitless skill of producing the vocabulary.
IV. Summary
During the whole procedure of the vocabulary teaching, the students are the body part from beginning to the end. They play a very important role in the teaching. They will absorb the new vocabulary from the teaching and use those vocabulary continuously in order to understand and master them. There are thousands of methods in teaching vocabulary in teaching area. But there is no best plan or proposal. Maybe a better way lies in the students themselves. Every teacher should teach according to the students’ level. The vocabulary learning is the business of the students and the teacher. The teacher should lead them and organize them correctly. So one of the teacher’s tasks is design all kinds of good practice, create good and suitable scene of using vocabulary and make the students raise their vocabulary level. However, the students are the body and the vocabulary learning is the students’ task. So, we should base on the students and establish the students’ learning motivation and interesting.
Student-centered English vocabulary teaching makes entertainment a medium of teaching. It is a challenge for the teacher and a good opportunity for the students. The students will learn, understand and master the vocabulary in an active and vivid atmosphere by the student-centered teaching approach. And the teacher’s teaching will be changed from boring to interesting. The author hopes all these will have some useful implications for the English vocabulary teaching.
篇7：Effective Way for Language Teaching (中学英语教学论文)
Abstract:
This paper discusses how to reform the traditional teaching rules. In the traditional English lessons, most of the teachers are traditional enough but no creative. The teacher taught all the new words in the text .Then the text sentence by sentence .They spent most of the time in translating text and explaining grammar . The students had no opportunity to practice and develop listening ,reading and other abilities. Language teachers should achieve language teaching approach to situate their teaching. How to embody our new concept in teaching today? Today ,under the vigorous initiation of quality education, it is the teaching concept that should be transformed first. That is to say, transform the traditional teaching into the modern teaching .As an English teacher, we should be sober and ask ourselves whether object of today’s lesson is to make students remember some words and structures or is to let them know which words can be used to communicate under some special situations. How to create an environment for students in teaching today? A classroom ,that’s what is needed for test education, in order to meet demands of knowledge education. However, it can absolutely not meet the demands of quality education. We must remind ourselves every day that we should create a colorful sense environment as possible as we can. The sense environment which including seeing, hearing, touching is designed to develop students’ sense. Also, we should create an abundant activity environment, like TV station, English corner and so on. Besides, in order to develop students’ abilities, we should create a vast social environment. They can make groups of two or three to make daily talk, situation dialogues or free talk, which will improve their English abilities.
Contents
I Introduction
II Interest,love,openatmosphere,confidence,self-taught
2.1 Focus on arousing students
2.2 Teachers’ love in teaching
2.3 Form open atmosphere for classroom interaction
2.4 Build up the students’ confidence
2.5 Teach the students how to studyIII Conclusion
III References
Key words:interest,love,open atmosphere, confidence, self-taught.
Over the last century ,second and foreign language teachers have experienced a variety of language teaching methods and approaches ranging from The Grammar Translation to the Natural Approach, and to the Communicative Language Teaching .While some have achieved wide recognition and acceptance at different time, others faded away soon after they came into existence .What kind of method is better and more effective?
In traditional English lessons ,mostly in the countryside, teachers used to follow a procedure as the following: They taught all the new words in the text in isolation, went through the text sentence by sentence ,phrase by phrase, pausing to explain and translate ,asked individual students questions as a check of their understanding ,then let students listen to the tape and read the text . They had spent too much attention to grammar, and the students had never practiced or developed reading or listening. Although they have learnt English for quite a few years, even more than ten years, when they met some foreigners with English as their native language, they will feel puzzled and they can’t speak a word. For example, in such a context, you went to a shop center. You need some help. You say, “ Excuse me,” but the response you got is “Yes?” In such situation ,they felt confused . They thought, “what does “yes” mean?”
What is language for? Some people seem to think it for practicing grammar rules and learning lists of words---the longer the words the better. That’s wrong. Language is for the exchange of ideas, for communication. It’s no good knowing all about a language if you can’t use it. Many students I have taught know hundreds of grammar rules but they can’t speak correctly or fluently. They’re afraid of making mistakes too. And we break the rules. Bernard Shaw wrote: “ foreigners often speak English too correctly.”
How to imply the better arrangement of process in teaching today? In order to improve student’s quality, we should ask ourselves the following questions now and then. What problems can be placed first to make student willing to explore? What effective information can be provided next to let the students learn to absorb, deal with and gain? Finally how to design activities to transform the students’ knowledge into the language abilities.
What kind of new method can be taken in teaching today?
I. Focus on Arousing Students ’interest
A successful English class is one which doesn’t simply pass on knowledge, but arouse students ’enthusiasm for knowledge. Interest is the best teacher. It can urge the students to take an active role in study. If students enjoy the English language ,they will show great interest.
In English class ,the teachers can use material objects, models, cards, pictures, sketches, recorders and slides to create communicational situations to arouse the students ’interest of learning English and to develop the students ’thinking, listening and speaking abilities.
Some class activities are helpful to the students. Singing songs, reading texts, telling stories and playing games etc, are interesting. All these activities make the students change “ want me to study” into “ I want to study” and “ I love study”.
The students are usually very excited about learning English when they’re first introduced to the subject during their first year at middle school because it is a totally new subject, and the textbook is very well written, full of pictures and interesting activities. But the excitement and freshness fade as days and weeks by.
How can teachers keep students in English and even transform their initial interest into motivation.
(1)Conquering Shyness
Chinese students are usually very shy about opening their mouth to speak English , especially those from the countryside . To help them open up ,creating a relaxed, lighthearted class atmosphere will ease their fear of speaking English . The teachers can employ language and gesture, playing games and singing English songs and acting in different roles. If only the students ’interest and eagerness are aroused, they can certainly concentrate on learning and forget their fear of speaking English and even about themselves.
(2)Taste of Success
Everyone class has advanced students and also has students who lag behind. The teachers should give a praise to weaker students as soon as they make even a little progress. This experience of tasting the fruits of their success stimulates their interest in studying English and builds their confidence at the same time . Of course, the best way of giving opportunities to different kids for displaying their own talents is adopted in accordance with their aptitude.
(3)Tolerant –minded
The students aren’t willing to speak English in the class or out of class, the one of the main reasons is to fear of making mistakes. How to deal with this problem without losing enthusiasm of learning is strategic. The teachers needn’t correct immediately when the students are speaking. If not, it affects their fluent expression. The teachers should choose an appropriate chance to discuss with them. This also helps them build up confidence and encourage them to strive forward.
II. Teachers’ Love in Teaching
Teachers’ love is the catalyst in the teaching field, the keys to the students’ heart and soul, and the bridge leading to the inside of the students.
Teachers’ love to the students is different from others’ love. For example ,mothers’ love is easy to spoil a child ,while teaches’ love is an intellect and scientific love with strict. Friends’ love needs rewards while teachers ’love is selfless offer and an active love. Sweet-hearts are constant and selfish in love, while teachers’ love is widely spread and great.
(1)Teachers ’love can help students to change and even cure their hearts.
A greater once said, “what does a good teacher mean? At first it means he loves his students, cares for their happiness and sorrow, and always knows what the students think. Above all, thought all the excellent teachers have different teaching methods, they have one thing in common, that is to love their students.” To love students means to understand them first. But it’s not very easy to understand the students today, especially the senior middle school students . As they grow up, they have rather independent characters. They don’t like have a heart-to- talk with adults. So we hardly know what are their really thoughts. Only the good teachers can touch their hearts by love and make them become good students. That is why most of those “slow” students can remember their teachers and often call on them after they graduate. Maybe it is because the teachers spent more time and energy on them than on the other students, usually criticized them at when they did something wrong. Once they knew their wrongs, they realized how good the teachers were and how hard they worked , they certainly felt grateful to their teachers.
(2)Teachers’ love can improve the quality of teaching.
Teachers and students are just like mothers and sons. But teaching and learning is not just a kind of simple and boring machinery labor. It’s a spirit activity . The feelings of teachers and students in classes have a great effect on the results of the teaching . In classes if the teachers always have smiling faces, friendly eyesight and sweet voice with some acting, the students may feel how kind the teachers are and what hard work they do. Especially when the teachers praise the encourage them for their progress, they will be very excited and study even harder. On the contrary , if the teachers only teach the students knowledge ,don’t care whether the students can accept it, and never encourage the students in class, I think this is not good for teaching. As the result, it makes the students hate to go to school and fail to learn all the subjects. It is well known to all that only when the students like their teachers, they can learn their lessons well, and they put their hearts in learning by themselves. That’s to say they can make rapid progresses. So teachers ’love is very important in teaching.
The best method of teaching English is one that arouses in a pupil a love of learning English . Everyone in the class is like a member of a big family. The teachers should give their love to each member , especially to those who lag behind in study. Fewer exams and more exercises make the students love English .The teachers should always smile to them and speak gently to make students feel confident. The teachers need encourage them and care for them by saying the following: OK. Very good. Wonderful. Excellent. You are clever. You are a good boy/girl. I’m very pleased with you. Let me give you a star. Let me give you a red flower. Try again. I believe that you can do it well.
A good teacher-student relationship makes learning interesting and enjoyable and makes a teacher’s job worthwhile. In such a relationship, the teachers don’t force the students to learn as the students learns of his own accord. Such a relationship is a prerequisite for an effective education.
(3)Teachers’ love for students is the soul of education , as is said by Mr.Youkuang Ding, “Where there is no love there is no education.” Education takes effect when the teachers love the students and the students look forward to the teachers’ love. The teachers’ love brings the students close to the teachers a feeling of confidence of hope and value in themselves and therefore is a motive force in their process of learning.
The teachers should give loving care to the students in their daily life and studies .Making friends with them, sharing their laughter and tear. When anyone is in trouble, the teachers comfort him and lend him a helping hand . The teachers should take the students to be part and parcels for granted.
III. Form Open Atmosphere for Classroom Interaction
To obtain better interaction, the social style encourages students to be more self-reliant. In the atmosphere, students can have more room to consult with their teacher instead of just obeying orders or being left alone. First of all, to encourage students is basic in teachers’ minds. As a teacher, never desert any student no matter how slow they are. Every student has some advantages in some ways. Teachers try to catch her or his good aspects, encourage them to do better and better . Praise acts as encouragement to the young all the time. The better result is that teachers build up learners’ confidence and interest in their study and bring about affection for their teachers. If their enthusiasm can be aroused ,everything seems quite easy for kids to learn. What is more, to keep students active in class, teachers never make them depressed all the time. Let them talk in pairs. Let them debate among boys and girls. Let them argue with the teacher. Let them play games in class. Let them feel that the teacher is always the sunshine in the morning. In the last place, to make the class more lively and interactive, teachers must have a wide range of knowledge and the ability to create any kinds of learning activities in order that teachers might freely communicate with the class. Teachers must be quick-witted to give response in time, they must be up-to –date about the current affairs as well especially about the hot topics that everyone is keenly concerned (Olympic Games, WTO). Teachers have to learn some pop songs that students are fond of . It is the best way that teachers encourage students to add music to play even re-write song lyrics to teach a concept ,or play mood music in order to set the emotional atmosphere for a lesson. In that case, students will show more interests on what teachers teach.
Besides, as a teacher, he or she must pick up a bit sense of humor to melt away the embarrassment if students or teachers get into. Most importantly teachers are good at using a variety of learning activities , so that pupils high in a certain learning style are not consistently exposed to having to learn in a non-preferred approach, because students learning styles are as different as colors of the rainbow. Variation by the teachers in learning activities ensures that all pupils will be taught in their favorite style at least some of the time. Teachers play roles as friends , motivators and film directors. Above all, teachers treat students like a human being, not just a container into which teachers keep on pouring patterns and usage day after day. Teachers should try to keep them in high spirits ,in happiness, in glory, so that they can easily get rid of barrier and produce more in return for teachers’ hard work. All the mentioned are the foundation of active classroom interaction. .
IV. Build up the students’ confidence
We know, self-confidence holds a key to anything you do. Have you had any experience of forgetting the words you tried to memorize a moment ago? Someone used to keep forgetting the words that one learned the day before, or even a moment ago At the beginning they hit their scull with the fist. They lost confidence in themselves. But they soon realized that it would not help them at all. Frustration will be no solution to the problem, and no one is free from frustrations . Never let difficulties and frustrations hurt the students’ confidence. On the contrary, what one should do is do one’s best to overcome them.
Help students to set up a series of realistic goals, short ones as well as long-term ones. Short-term goals will give the students a sense of achievement week by week. As for long-term goal, try to achieve them at a time, step by step, and year by year. Don’t fail to see the daily achievement. There will never be any big achievement without a bit of this one day and a bit of that the other day.
V. Teach the students how to study
A teacher must be a scholar ,a guider, an instructor, but not a driver, a governor, even an officer. Give a man a fish and he’ll eat for a day, teach a man to fish and he’ll eat for ever. The teachers not only teach the students the English language, communicational skills and abilities, but also guide them to study and train their self-taught ability. For example, guiding the students to learn words and sentence patterns through context , to make notes in class ,to revise their lessons in time and to do more practice in listening, speaking, reading and writing. Thus ,the students can grasp the English language effectively.
The teachers will get a great deal of happiness from teaching ,and take great pride in the progress and success of the students.
L.G. Alexander says, “The teacher is just a facilitor, teachers can not teach anybody anything. The student is not an empty glass that will be filled with liquid, with knowledge and with wisdom. The teacher can only facilitate, make it possible to motivate students.”
So the teachers must teach the students how to learn. Such as good learning habits, go over what they studied, correct mistakes carefully, do more reading, speaking, writing, listening , recite important language points. Tell them to spend much more time on English study, etc.
We know ,English in China, is still a foreign language, but not a second language. That’s to say ,we have no atmosphere, we have no language sense. How to resolve these problems? The first thing is that we should give students more opportunities to practice in class and after class. The students are sensitive to their environments. So the students should used English as much as possible ,as often as possible. Secondly ,fluency is the primary goals. So the teacher should be tolerant of students’ mistakes. Otherwise, they will not say anything, and they will feel too shame to go on speaking. So the teachers should encourage student as to communicate from the very beginning, the teachers should encourage students to express themselves by gesture or facial expressions. In a word, effective communication is sought everywhere.
To develop and train the linguistic sense is very important. The teachers should teach the students to do more reading, listening. The students can listen to the radio, watch TV, and read the books that they can understand . Taking any chance to learn English . Furthermore, the students should do more recitation . recitation is one of the best ways of English study. Third, the students should speak English as much as possible.
Though the ways we involved play a vital role in teaching, there are still a lot of things to do. Many advanced methods are rising, such as the methods of Zhang Daozhong ’s , LiYang ’s crazy English ,etc. Language capacity includes listening, speaking, reading , writing and interpreting. How to resolve these problems? Lin Yutang, a well-known linguistist, said, “The only way of learning English is imitation and recitation .In another word, that means the teachers teach the students to spend more time on reading. They read not only words, sentences, but also articles, stories, prose, poems and so on. So that the students develop their linguistic sense as soon as possible.
References:
Ju Liu. Re-conceptualizing methods in the post-methods era. Foreign Language Teaching in School
Liang Yi A Research into English Didactics Beijing Press, .
Zhang Ying English Teaching Method for Primary School. Northeast Normal University Press.
Chen Jun How to Improve English Classroom Teaching Efficency English Weekly .7
刘世沐: <<怎样学英语>>.北京出版社.1979年.
邓良平,汪佳奇: <<中国人学英语的困境思索及解决之道>>.
篇8：Co-operative learning: a good teaching strategy (中学英语教学论文)
In China almost everyone knows the allusion: “ When a monk lives alone, he never worries about having water to drink as he himself has to solve the problem. When two monks live together, they help each other to carry water. But when three monks live together there is no water to drink.” And why is this? Because they don't co-operate.
I hate to admit it, but we Chinese do not excel at co-operating with each other. One of the reasons is that, from the beginning to the end of our schooling, our teachers have not paid enough attention to developing this trait. Year in, year out, we slowly get the bad habit of relying only on ourselves. Yet in real life, we encounter work that demands co-operating with others. We simply cannot function if we are unable to co-operate.
How can teachers rectify this situation in the classroom? I think co-operative learning is one of the best teaching strategies in developing the student's co-operative ability.
This is where co-operative learning comes in. This is a set of instructional methods in which students work in small mixed ability learning teams. The students in each group are responsible not only for learning the material that has been taught in the class but also for helping their teammates learn.
These groups require a lot of teamwork and interaction among students: there should be a mix of boys and girls; this way, students learn to work with one another, to listen to one another carefully and to respect each other’s ideas; students in their own groups have the opportunity to talk about subject content, to articulate their ideas and ask questions of one another; Everyone in the group is responsible for learning the material at hand. No one can just just sit and watch, everyone is involved and responsible for learning.
One of the major purposes of co-operative learning teams is to help students, younger students especially, work collaboratively with their peers, to share ideas, to listen to others ideas, to begin to see the joys of sharing a task with another person, to understand how assigning a number of people to a task sometimes makes accomplishing it a little bit faster and easier.
When teachers put students into co-operative learning groups, they constantly monitor their progress. She must stop by and say, “How are you getting along with your work?” “What’s new?” “Have you found anything different?” The teacher must be constantly walking around the classroom.
How to carry out a co-operative learning lesson
First, the teacher has to select a topic. Then he has to decide how big the groups should be and who should belong to which group. He is also responsible for deciding what the room is going to look like.
Then neccessary materials for each group are chosen and distributed. This is very important when planning for co-operative learning activity.
The groups should have a goal. It should be very specific and require positive interdependence.
Finally the teacher must determine whether the group is successful or not.
Here is an example. One possible topic can be“Draw a person and create a story about him or her.”Set the criteria as follows:
① Finish in 15 minutes.(10 points)
② Everyone participates in the work.(10 points)
③ The picture looks like a real person.(30 points)
④ The story contains no less than 15 sentences.(15 points)
⑤ There are no major mistakes.(10 points)
⑥ The content of the story is meaningful and logical.(25 points)
Each group has four members and. If possible, each group has two boys and two girls.
After that the teacher lets the students in each group vote for a leader. Let every students know that they have to stay in their groups. They must participate. They have to use good listening skills. It is their responsibility to work with others, to help each other, to co-operate with each other.
The students can not only build the co-operative ability, but also creativity through co-operative learning. Give it a try; you will be amazed by the benifits of this technique.
篇9：On Reading Teaching in Senior High Schools (中学英语教学论文)
Abstract
As is known to all, learning English well is very important today. But it is not easy to make it, especially for the middle school students. One of the most important skills to master for senior students is reading. However, how to obtain the ability for reading comprehension largely depends on methods of teaching. So, as a senior high school teacher, a variety of teaching methods are required in the detailed process of teaching. If the guide of teachers is properly used, much can be derived from the teaching of reading passages. Once we can improve their enthusiasm in studying English, they will have greater tendency to learn it better. Then the efficiency will be better. In the writer’s opinion, texts in the Senior English For China ( SEFC ) books must be used fully and properly.
In this article, the writer emphasizes the importance on reading teaching in senior high schools, and regards reading to be the center in English teaching. In the following chapters, the writer tells from the exact contents in reading and the ways of teaching. And last of all, he talks about the National Matriculation English Test (NMET), some tips on revision for reading practice. The writer advocates reading revision should go well with the reading tendencies shown in the recent NMET examinations.
Key words: SEFC NMET extensive reading intensive reading
Contents
Introduction----------------------------------------------------------------------------------------3
ChapterⅠ The importance of teaching on reading
ChapterⅡ What is to teach in reading
ChapterⅢ How to organize a reading lesson
Conclusion
Bibliography
Introduction
The stage of reading is a process of recognition of language. Reading is helpful to strengthen and enlarge vocabulary，enrich cultural knowledge and improve ability of using a foreign language. Reading can train the ability of thinking, comprehending and generalize the ability of reading. To emphasize reading teaching is necessary. “Laying emphasis to promote the ability of reading" is one of English teaching purpose of the syllabus in senior high schools. A basic method that makes use of the English material is to train the students’ comprehending ability. And also, reading is a good way of fulfilling the practical social intercourse. Strengthening reading training can help students pursue more chances to gain language knowledge and understand the proper use of them. The ability of analyzing and gaining knowledge from in and out of class can be fulfilled. Meanwhile, reading also provides the students opportunities to seek beauty from enjoyment of different literature.
Chapter Ⅰ The Importance of Teaching on Reading
As is known to us all, reading is one of the four essential skills in English language learning. Since most students in our country have more opportunity to read English matters than to converse with an English speaker, it's of great importance for secondary school students to have sufficient training to develop their ability to read. But numerous facts have proved that most of secondary school graduates don't really know how to read. To many of them, only reading aloud is reading. This is because many teachers only emphasize the importance of reading aloud. They neglect the far more useful and important skill of reading silently. Thus how to teach reading widely and effectively has become a problem of great importance.
Reading is important not only because it is the main access to knowledge but also because it is one of the four useful skills in learning a foreign language. Reading teaching plays a very important part in the whole of English teaching in senior high schools, also it is a key means to train the students' capacity for reading comprehension. For Chinese people, reading is not only the purpose of English study, but also the important and chief way of studying English. Undoubtedly, whether the students have obtained the capacity for reading comprehension will greatly affect their further study of the language in the future.
In senior high school, text is the center and also the best teaching form and integrated teaching material in which the students learn phonetic, vocabulary and grammar and gain the skills of listening, speaking, reading and writing. Text is used to have reading comprehension training and keep the student constantly interested in learning English. According to contents of the textbook, two periods of reading teaching are required for each unit. The reading materials contain so much information and they are rich in various of useful knowledge. So reading is the teaching emphasis in each unit. In fact, it greatly affects the teaching process of English. So, reading comprehension of the text is put special emphasis on.
I talk about reading teaching in senior high school because I personally regard reading to be very important. For Chinese students, most of the children begin to learn English in primary school and continue the study with sentence drills and patterns as main work. In this period, listening and speaking are paid more attention to. While in senior high school, students are eager to gain more knowledge to enrich their knowledge on the second language. The main task for teachers is help the students form a good habit of reading, seek and clear up useful information. The Senior English For China (SEFC) textbook provides a variety of reading materials ranging from history, geography, culture, customs and inhabitants in English-speaking countries. So making full use of the reading materials is one of the most import tasks during the fundamental stage in English teaching. What’s more, reading test is occupying a large part in the National Matriculation English Test (NMET) year by year, with the score taking up 1/3 of the whole. In NMET, five reading passages composed the reading comprehension part with a total number of words, 2,193. So without systematic and regular reading training, students will surely get lost in the final stage of English revision, especially in the year of grade 3. Reading teaching goes with reading training well will lead to success of English revision.
I highlight reading not only it is the most important task in class but also it is the most useful and important skill in learning English out of class. The time as well as the reading material is much too limited in class. So making full use of time out of class is of great importance. The teacher should help the students choose reading materials which are helpful to foster the students’ ability to study on their own. The amount of reading out of class should reach a level of 200,000 words according to the requirement in the syllabus.
“ Reading makes a full man”(Francis Bacon), however, I want to say extensive reading makes a well-formed man. Due to constant-changing knowledge and fast-paced modern life, we should keep well informed if we really want to keep pace with fast-developing society. We can get to know a lot of things hardly to be known form the social circle we live in. At this point, reading extensively can really help us. Because of the reasons of money, time and so on, we may not be able to travel all the time. But reading extensively can solve this problem. When you are reading, you feel that you are witnessing something real.
Taking into account of all these factors, we can easily find out that reading is really a good way of learning, and is an effective method to solve the problems we have met.
Chapter Ⅱ What Is to Teach in Reading
As we mentioned above, reading teaching is so important that it is necessary to talk about what should be taught in a reading class. The teacher should encourage the students to read more, to practice more. In order to improve the students’ reading ability, much work needs to be dealt with, which ranges from the language knowledge (vocabulary, sentence patterns, grammar, and some idiomatic expressions) to the contents and some cultural background of the text. In this way, abilities on reading methods, reading speed, reading skill, accuracy and depth will surely be promoted. Meanwhile as a teacher, during the process of teaching, he has the responsibility to teach the students ways of reading.
Generally speaking, there are two types of reading. They are intensive reading and extensive reading. Both intensive reading and extensive reading are very important in English study. But each of them is stressed in different stages. Firstly the students should learn to do extensive reading. In this step, the main task is to get the general idea of the text, which is helpful to analyze the structure of the text and find out the topics of each paragraph. In the second stage, the students need to read the text carefully and exactly and deal with some detailed information such as vocabulary, sentence structure, grammar, some idiomatic expressions even the inner thoughts of the writer. So intensive reading is more complicated than extensive reading. For a reading text, the readers require both intensive and extensive reading according to the aims of reading.
In text teaching, students not only have to learn language knowledge but also communicate and read in English, which require us to deal with the relationship between structure and content. During the process of text teaching, try to get the students understand that content decides structure while structure serves for content. When learning language knowledge itself instead of putting it into certain contexts, we can’t learn English well and use it freely. Sentences show their communication function only in certain contexts. Using sentence structure correctly doesn’t always mean sentences are properly arranged in a suitable situation. We can’t grasp the spirit of the language without considering its background and its contextual function.
In the process of reading teaching we should change the traditional habit that a text is taught just in order to learn the language itself. We have the responsibility to show the students the inner thoughts of the writer. With true understanding of the series of sentence patterns, enable the students to analyze the general and main ideas of the text, learn more about the writer and the background, abbreviate and even retell it without much difficulty. Sentence patters don’t make sense without certain context which fulfills its communication function. So the teacher ought to use the reading passages in the SEFC carefully. It will be a very effective way to help master a foreign language. We will never be able to catch up with the spirit of the foreign language when we go against the natural process of learning the language.
To get reading ability is one of the most important tasks in English teaching, especially during the period of senior grade 1 and grade 2. We should consider the fact that the students always understand something from outside into inside. As the students come to a higher grade, reading teaching is strengthened, there are more and more treading texts, and the length of them grow longer. The number of reading comprehension practice is increasing, which is more complex. It’s a good way to put the practice in proper order and lead the students to think actively and cultivate the ability to understand the writer’s purpose and the theme of the article. For example, the questions asked in reading lessons can show and nourish different understanding levels. After the students finish reading a text the first time, a teacher should offer some questions on surface understanding, such as facts mentioned in the text, who, when, where, what, why and some simple comparison and so on. Such questions just require the students understand what the text itself tells you and reproduce the main idea of the text mechanically, which cause the students to be familiar with the main content of the context and improve the communication between a teacher and the students. We can take it as the base to have the deeper logical thinking and the writer’s inner thoughts.
To understand deeply needs the students read much, they have to learn to judge and understand the writer’s purpose, the theme of the text and predict the possible following events by making use of information provided by the writer, the existed background (knowledge on social and cultural background and social experience) by looking through information lying in the text surface. Such questions include 1. The facts not mentioned by the writer, 2. Summing the main idea, 3. Predicting a possible activity caused by a series of activities mentioned in the text, 4. Telling about the characters, time and place, 5. Conjecturing the purpose of the character’ activities and feature of the characters, 6. Conjecturing the actual meaning of the metaphorical language by the writer. And also it is important for the students to do comparison work in the similar type of reading material. In this way, the students acquire experience in reading step by step.
ChapterⅢ How to Organize A Reading Lesson
To attain the request of “laying emphasis on reading comprehension”, the text must be the main tool. At the same time, the role that a teacher plays in traditional class must be changed greatly. The traditional teaching method wants changing in which the students receive knowledge passively.
“Guide- reading- consolidation” is strongly proposed to lead the students to participate in the reading activity actively. The teacher is required to accomplish the teaching task by using proper method. And then according to the students' response, the teacher can help the students do more work for consolidation. Guide is regarded as very important for the teacher predominates in the whole of teaching .The teacher needs to do careful preparation before reading which we call pre-reading. With the information they attain in pre-reading, the students can read the text through more easily. And after that much consolidation work is needed. So, in reading teaching, guide is necessary, reading is central, and consolidation is emphatic.
At present English teaching demands teaching while practicing. I insist on training the students’ reading skill through interaction. In a reading class the students need to take part in the reading activity enthusiastically and actively. What a teacher must do is not only carry out intercourse successfully, but also show the students the correct reading methods. Get the students into the habit of reading actively. Encourage the students to tell and exchange their reading experience. In the ways above, the students can read with mobility, methods, creation, and character. Finally the students can do reading independently.
To achieve the goals above, the teacher must improve the students’ reading habit, get rid of the barrier, and create good conditions. Good habit can help improve reading speed and ability, considering the fact that the students in senior high grade one read slowly and can’t understand the reading material easily on their own. The teacher must direct them on reading methods. The students should get into the habit of silent reading from loud reading, which help the students grasp the general idea much faster. The following ways can be taken to make the students do silent reading: 1. Read the text silently, making no noise while reading 2. Avoid looking backward 3. Try not to translate everything into one’s native language 4. Try to finish reading the text within limited time. This is the valid method of improving one’s speed on reading, which will successfully draw students’ attention to the contents for further understanding.
Text is good reading materials but not good enough. If analyzing the NMET reading comprehension section. We can see that the students should deal with the information by using reading methods at the level of discourse. The testing points include the aspects as follows: understanding the surface information, distinguishing the discourse purpose, generalizing the theme, sieving the facts and the opinions, analyzing the function of the paragraphs In the discourse and understanding some vocabulary, sentence patterns and paragraphs as well. So the structure of the text is as important as the information carried by the language itself. The topics, in 2003NMET and NMET, suggest reading teaching cover as many topics as possible and learn to sieve information from a variety of reading materials. The teacher should study the NMET carefully and exactly. In this way, he can choose reading materials suitable for the students.
What can be done to strengthen the students’ reading capability? The teacher should explore some effective methods in teaching. The teacher should try to enable the students to deal with the new words without referring to the dictionary. Materials that arouse the students’ attention and enthusiasm can help the students know about new vocabulary on their own. Meanwhile it is up to guide the students to seek proper ways for overcoming the difficulty when they come across some new words. The teacher must make the students know some knowledge on word-formation such as affixation (prefixes and suffixes), composition, conversion, blending, shortening and acronyms and their practical functions. Making good use of the context is helpful. And last of all, the teacher must make sure the students are confident and active in actual reading practice. A good teacher is always keen to develop the student's potential, Strengthen reading capacity and improve the interest in reading.
Since the students have formed the correct reading habit and acquire some experience in grade1and grade2, we should make an overall plan to make the revision systematic. The teacher should grasp the NMET tendency so that they can know what to do and how to do in the reading training Don’t take it for granted that it is the most effective way to do a great deal of reading comprehension practice. It’s not proper only to pay attention to the problems after the reading materials and not to analyze the discourse structure.
So, there should be proper methods for reading training in senior grade3. First of all, we should make good use of the reading materials in the selected textbooks, enriching the students’ vocabulary, strengthening their sense of language. The contradiction between reading speed and reading accurate level must be well settled. The students should learn to deal with the redundant information and get effective information quickly. They should also learn to make an integrated use of the information. And the students’ emotional factor must be considered. The students should not think that the purpose of reading is only to finish the questions following the reading materials and lose their interest of reading. Besides, the materials selected and the ways of training should be various and attractive so that the students are willing to participate in the reading activity. The teachers should know exactly about the students’ reading activity so that they can regulate and improve when necessary. In order to make the students confident and determined, teachers should provide the students more opportunities to simulate the real NMET by giving proper and regular reading training.
Conclusion
In a word, reading teaching occupies the whole of English study in senior high schools. The English teacher has responsibility to help the students gain capacity for reading comprehension. Reading training is a means for English teaching. Strengthening reading capability is the aim of teaching in senior high schools. Capacities for writing, listening and speaking will be improved with the improvement of reading ability. At the same time, the English teacher is just like an officer who is in charge of command. So the teacher needs to be enthusiastic, needs to be professional and surely needs to be flexible in the complex process of teaching. After that the students’ integrated abilities will be surely promoted.
Bibliography
1.王文渊：《中小学英语教学与研究》2003.5
2 李岳秋：《中小学外语教学》2003.4
3 陈东红：《中学生英语》2003.5
4.陈新妹：《中小学英语与研究》2004.6
5 李基安：《现代英语语法》P7-15
6.《高考语文、数学、英语、文理综合科试题分析》 P388, 2004
篇10：unit 13 teaching plan listening
UNIT13 THE WATER PLANET ------ Listening part
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲学家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧师). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神学的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情诗) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (学派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (内在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
III Part 1
1. First listening
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
3. Understanding of the passage
Time:
Poet:
Poem:
Story:
IV Part 2
1. Vocabulary
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
2. Listening
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
V Activities
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
Listening practice in workbook
I Part1
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
II Part2
1. Listening text
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Advice Explanation
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
篇11：浅谈中学英语教学论文
浅谈中学英语教学论文
[论文关键词]中学英语教学 教学和谐统一律 三序和谐统一律 知识与智力
[论文摘要]教学是师生共同的双边活动，掌握运用教、学和谐统一规律，充分发挥教、学两个积极性；将教材学科体系知识结构的序、学生认识规律的序和教学结构程序三序统一，循序渐进，教学才能高质量高效率；教思路、教方法，进一步培养学生的能力、发展学生的智力、开发学生的创造力，使学生的知识和智力相互促进，协调发展。
笔者通过对《中学英语教学法》和《英语新课程标准》的进一步学习和研究，以及几年的中学英语教学实践，从理论和实践两个方面，探索出如下一些中学英语教学规律，供同仁们参考，如有不妥之处，请批评指正。
一、教学和谐统一律
教学是师生共同的双边活动，教学中，教是为了学，受制约于学；学需要教，受指导于教。教和学相辅相成，缺一都构不成教学过程的额有机整体，都不能圆满完成教学任务。所以，教、学和谐统一是教学过程的一条基本规律，它是对立统一的规律在英语教学关系上的体现。
英语课是一门实践性很强的语言技能课程。至少在最初阶段，教英语不像教学历史或化学那样主要是由教师把知识传授给学生。英语教学中当然有该学到的知识，如语言学、音位学等知识，但这些并不是我们在教学初期阶段所要教给学生的。同样，对于英语教学，毫无疑问，模仿是成功的钥匙之一。语言学习在很大程度上取决于听准教师发音的能力，取决于准确模仿教师语音的技能，取决于反复练习同样的语音和句型的耐心和恒心，取决于掌握它们的牢固的记忆力。当然，这首先要求教师要有良好的精神风貌、较高的业务水平和教学艺术，因为这些对学生的学习信念，学习习惯和学习质量起着重要的作用，直接影响到英语教学的质量。
既然英语课是一门实践性很强的课程，那么，无论是语言知识还是言语技能，都要靠学生自己学得主动、练得积极才能有所长进，教师只能主导而不能包办代替。“君子之教，喻也。道而弗牵，强而弗抑，开而弗达。道而弗牵则和，强而弗抑则易，开而弗则思。和易以思，可谓善喻矣。”教师在教学中莫“硬灌”，应启发诱导。《礼记・学记》批评了当时教学中违反教学方法和原则的弊端：“今之教者，呻其占毕，多其讯言，及于教进，而不顾其安，使人不由其诚，教人不尽其材细细品味，正是今天教学中不懂教学艺术，“满堂灌”的活写照。因此，英语课堂教学中要革除教师“一言堂”、“满堂灌”的弊端，成为学生从不会到会，积极学习、逐步提高运用英语能力的过程。在这过程中，教师犹如导演，学生犹如演员，也就是说，教师的主导作用体现在以学生为主题的课堂教学中。只有这样，学生才能学得快，用得快，用得活，才能迅速提高他们运用英语的能力。
在英语课堂教学过程中，教态也直接影响学生的学习情绪和学习信心。在示范和组织学生进行操练时，必须特别注意保持和蔼可亲的态度，表现出对学生的信任与体谅。如，当学生相互间进行课堂操练时，教师来往于之间，仔细倾听他们的操练；学生语塞时，帮助提示一下；听到语误时，轻声纠正，态度亲切自然当课堂操练一时达不到要求时，教师要特别注意不随意呵斥学生，不要伤害他们的自尊心和积极性，而应耐心地加以引导，鼓励学生重新操练。教师正确的教态有利于建立融洽的师生关系，达到课堂上的和谐与默切。
作为教师，都应热爱学生，这也是使教学达到和谐统一的基本途径之一。教师对学生更深层次的'爱应该是理解与尊重。只有理解才能更好地尊重，只有尊重才会有更进一步的理解；二者结合才能实现对学生更深层次的爱，也才能做到教、学的和谐统一。尊重、理解学生并不排斥对学生的严格要求。“爱之深，则求之切”，没有严格的要求，就没有成功的教育。严格要求的本身，就体现着对学生的热爱与尊重。“施之以尊重，报之以爱戴；加之以威，只能报之以怨。”过分的苛求，不堪接受的批评，有辱人格的谴责，会给学生带来心理负担，激发起学生的反感和对抗情绪，因而也就达不到教、学的和谐统一。掌握和运用教、学和谐统一律，充分发挥教、学两个积极性，使教学过程中教师的主导作用和学生的主体地位有机完美地结合，是教师时刻都要考虑的，永远创造不完的教学艺术主题。
二、三序和谐统一、循序渐进
教学中使教材科学体系知识结构的序（内容）、学生认识规律----感知、理解、巩固、应用的序（方法）、教学结构程序（形式），三序和谐统一、循序渐进的教学，教学才能高质量高效率。三序和谐统一、循序渐进是教学的一条基本规律。
中学英语课本是中学英语教学使用的教材，其依据是中学英语教学大纲。既然教学大纲对教学目的、内容、原则、方法等都有原则性的规定，课本就是这些规定的具体化，就是说，课本的编写要经过编者们的大量创造性劳动，使语音、词汇、语法、课文和练习的挑选、安排、组织等方面符合学习的规律，编得即便于教师教、又便于学生学。
一般来说，在初中英语教学的入门阶段，教材内容很简单，每课的句型和单词都是有限的，学生可以直接经过反复练习达到熟练掌握，这时教师就不需要讲授过多的语音知识和语法规则。但随着学生学习的语言项目增多和语言现象变复杂，就有需要和可能从一些语言材料里总结和归纳出必要的语法规则。不这样，就不可能使学生理解较复杂或变得繁杂的语言现象和掌握更多的语言项目。即使在这个时候，也还要坚持精讲多练。至于那些对实际运用语言影响不大的语法现象，可少讲，只要学生理解了就行。
一本好教科书能大大有助于减轻教师的劳动强度，它循序渐进、举例说明并提供了新材料的练习。但是，书不是教师，它不会教、不会听、不会纠错，也不会鼓励学生，不管课本编写得如何好，指导还必须来自教师而不是课本。新教师、负担过重的教师和对自己缺乏信心的教师有时候回陷入所谓的“教科书的圈套”。他们先用“Good morning， class. Open your books to page”问候学生，然后整节课时间都花费在朗读和做书上的练习上。教师和学生完全依赖课本，成为书面文字即印刷符号的奴隶。教师不是在教，而学生也没有达到掌握英语句型的目的。要创造性地使用教科书，通过各种不同的方式使用课本中的材料。许多教科书的练习本身就给出了许多用法：打开书或合上书做、口头或笔头做、有个别学生或有一组学生来做。总之，要记住教科书仅仅是一个帮助达到目的的非常有用的工具。不要把它当作拐杖或教师的替身，因为语言的实质是双方相互交流。
英语是一门实践性很强的工具学科，用英语进行交际的能力主要是在语言实践中培养起来的，英语课要上成实践课，课堂上大部分时间要用于实践，使学生得到充分的听、说、读、写的训练。初中阶段年级越低，练习时间应越多。对语言知识必须精讲，讲授知识为了知道实践。语言知识讲授的范围、深度、方法和时机要由语言实践和教学需要来决定。
前苏联教育科学院副院长巴班斯基说：“教学内容必须具有明确的方向性；要分清主次，并引导学生把精力集中到主要内容方面，并通过这些主要内容去促进学生智力、能力的发展。”作为教师，必须合理地安排教学内容。英语课堂教学的质量是基于每一节课的教学，合理安排每一节课的教学内容。如果每一节课都能使学生学有所获，就能使学生对英语学习产生兴趣，充满信心；反之，如果教师有一节课上不好，学生学得不扎实，就会产生学习上的“空白点”；这种如果经常出现，久而久之，就会产生人们常说的“夹生饭”，影响学生的学习兴趣和信心，造成学生大面积掉队的严重后果。教学中，只有将知识的序、学生认识过程的序、教师安排课堂结构程序的序和谐统一，循序渐进，才能产生教学的最佳效果。
三、知识与智力相辅相成
在加强基础知识教学和基本技能训练的基础上，在激发学生兴趣获得知识和运用知识的过程中，教思路、教方法，进一步培养学生的能力、发展学生的智力、开发学生的创造力，使学生的知识和智力相互促进、协调发展，学生能把学到的知识和技能运用到相似的和不同的情境中去，知识迁移，提高效益。所以，知识与智力相辅相成是教学的又一规律。
十几年的教学实践使我体会到教改的根本出路还在于提高课堂效率，向课堂45分钟要质量。要在有限的课堂时间提高教学质量关键在于教学过程中要紧紧抓住培养学生学习能力。而培养学习能力，核心又在于让学生掌握正确的学习方法，选择合理的思路，形成有序的逻辑思维形式，以达到培养能力、发展智力、开发创造力这一根本目的，从而提高学习效益。比如在介词教学中，我们可采用直观的教学法来帮助学生选择介词，以达到激发兴趣、加强理解、增强记忆，有效地进行知识迁移。我们可以用一个箭头、圆点、方框来表示方向介词；我们还可以在黑板上画几个直观图，利用教室里熟悉的实物，通过对每副图的重复或替换练习来演示它们的用法。
英语教学过程不仅是传授知识、训练技能的过程，同时也是发展学生智力、培养辨证唯物主义观点、提高思想认识的过程。英语教学要注意培育学生的智力，尤其是创造力。这不仅有助于学习英语、学习其他学科，也有助于将来从事任何工作。英语知识的内在规律是人们经过长期总结、归纳出来的。学生在学习过程中通过从感知到认知，从具体到抽象，从感性认识发展到理性认识的认识活动，可以提高认识能力。学生所学的英语是外国语言，许多语言现象对学生来说是陌生的。例如，在汉语中，“我有一本书”和“桌上有一本书”都是一个“有”字，而英语中相对应的“有”则有表示“所有”(have)和表示“存在”(there be)的差别。又如，在汉语中修饰名词的动词词组和主谓结构是放在受修饰词的前面。如：昨天来的那个人是我的叔叔。而在英语中，定语从句则应置于受修饰词的后面，如The man who came yesterday is my uncle. 学生在学习这些英语知识时，通过英汉分析对比，可以学会全面看问题的本领和防止思想僵化。在英语教学中，通过看图说话，问答，对话，按指定情景写作、自由作文，改写课文或课文的结局，对课文里人物、行为多问几个“why，if”之类的问题等等，对提高和培养学生的想象力、创造力和表达力都是大有好处的。
教、学知识与发展智力是同时进行的，统一实现的。因为知识是智力活动的凭借，智力是用知识来呈现的。知识是智力发展的基础，智力是知识结晶。二者相互为用，互为因果。所以应把掌握双基知识和培养能力，发展智力、开发创造力统一起来，相互促进，知识与能力同步，相得益彰，协调发展，教学中不仅让学生懂得知识本身是什么，同时教给学生怎样正确获得知识、创造性地应用知识，学会学习的方法，养成良好的学习习惯，这就给了学生点石成金的指头，打开知识宝库的钥匙，捕获“猎物”的措施，这样学生才会越学越聪明，解决学习中的各种矛盾。
教学归根结底主要是为了培养学生的自学能力，即“教是为了不教”。一个好教师不仅要善于传授知识，更主要的是要逐渐教会学生主动地猎取知识、运用知识，因为一个学生在校学习的时间有限，不可能跟着老师学一辈子，同时，自学能力是一种高层次的综合学习能力。在全部教学过程中，如果教师抓了自学能力的培养，就可以把其他许多智能的培养带动起来，在这种条件下，学生的思维就会处于一种积极的活跃的状态，学生获得知识信息的过程就会永远伴随着智能的发展，这就为发展学生的创造力开辟广阔的天地，学生获得的知识信息就不但容易接受而且会转化为长期的记忆。
篇12：分析中学英语教学论文
分析中学英语教学论文
随着改革开放的深入和发展， 我国对人才素质的要求越来越高，作为人类重要的交际工具之一的英语， 也越来越被人们所重视。 很多学生从小学就开始接触外语，外语也是升学必不可少的重要科目，学生想在外语考试中考个好分数，家长期待孩子有个好成绩。 当然这就会让我们的教师有这样一个思考，怎样教好学生，让他们真正把外语学好，取得理想的成绩。 这就要求我们教师要在教学上下工夫，不断努力，找到适合自己的教学方法。
一、英语教学中的合理分层教学法
分层教学就是根据学生现有的知识、能力水平和潜力把学生科学地分成几组各自水平相近的的群体并区分对待， 这些组合在教师恰当的分层策略和相互作用中得到最好的发展和提高。 作为我们初中的一线教师，在我们平时的教学中， 也应该适当运用分层教学法，并在日常的教学中适当改进，使之更适合自己的教学和学生的学习， 更好地为我们的教学服务。
我们教师在分层教学之前， 要充分研读教学大纲，对各个阶段的知识进行系统梳理，针对学生的不同个性特征和心理倾向， 对不同知识掌握的水平和对新知识的接受能力，然后将学生分为不同的层次， 并设计不同层次下的教学目标， 运用不同的教学方法进行适当的分层教学， 并充分调动学生的学习积极性和回答问题完成作业的主动性， 力求每个层次的学生都能在各自的“领域”充分得到发展，达到教学目的。 学生的归类分层绝不是教师一接班马上去实施归类的。 教师要经过一段时间的教学工作， 深入了解全班每个学生的情况，包括学生的智力因素，课堂表现，课下完成作业的质量， 书面字迹是否清晰工整，考试成绩等众多因素。 我们教师充分考虑过这些因素后， 就可按班上学生的人数和实际情况来进行归类分层。 可以分为 A、B、C 三层。 A 层为班上前 30%的学生，B 层为班上中等学生，C 层可为班上后 20%的学生。 每一层的所有学生我们教师又可以分成几个不同的组，让组与组之间竞争学习，同时还可以合作学习。 但实施此教学法也要尊重学生，最好不要在班上公布分层， 对于 A、B 两层学生还好，C 层学生就会觉得教师对他们不够重视，容易让他们产生消极情绪， 不利于分层的实施及教学成绩的提高。
二、教学中词汇部分的讲解
单词是外语学习的基础，单词组成短语，短语组成句子，句子组成文章。 一般我们教师在正式讲解单元课文前先要讲解一下本单元的单词。 那么第一步就是通过领读的方式先要教学生读会每一个单词， 接下来再细致讲解。在多媒体技术高速发展的今天，我们可以通过幻灯片来讲解单词， 但我们也不应该完全依赖于多媒体， 传统教学也有传统教学的优势，我们要利用好黑板的板书，有效讲解单词并要求学生记好笔记。 每一单元的单词讲解结束后，当我们教师再去领读单词的时候，就可以把单词通过变换而来的词形也加入到领读的词汇当中，如是动词，那么它所能涉及短语都可以加入到领读中， 这会加深学生对单词的巩固， 学生也会慢慢接受并喜欢这种领读方式。 经过一段时间的训练，学生完全可以自己去扩充词汇、短语。 我们教师可以找出突出者，让他充当教师的角色去领读，学生都很有表现欲，他们都会积极配合老师，这也让我们的课堂教学变得更轻松。
三、教师适当超前教学法
(一)教师个人知识文化素养作为合格的人民教师， 我们除了具备较强的专业知识， 还应该更多涉猎专业以外的其他知识。 这样在我们教师的教育教学中游刃有余。 在占有较大比重的阅读理解上来看，文章段落内容涉及天文、地理、政治、自然等等，这就要求我们教师要多看书籍。 教师知道的内容越多，越能在课堂上淋漓尽致地展现，同时也更能得到学生的敬仰、认可。 教师自身素质的提高也为今后教育奠定了基础。
(二)适当超前教学法的设计这种适当超前教学大多要体现在教师的备课中，要想学生学得好，那么教师就要在教授前做大量的准备工作。 这种设定适当的超前教学可以在“天”上超前，也可以在“星期 ”，“ 月 ”上超前 ，甚至是在 “年 ”上的超前。 其实在我们教师教学中，这种适当的超前教学一直在用，关键是否把这种超前教学系统化，是否一直坚持在用，是否贯穿教师的整个教学计划。 在我们平时的教学中，在每一单元正式教学前， 可能都会先讲讲单词，讲讲语法，这也是一种超前教学，使学生在学时能理解得更好。备课是超前教学法的一个重要环节。 在我们讲第一课时， 整个第一单元是否都准备了，是否浏览了第二单元的内容，或者说是否浏览了一册书的.全部内容， 在讲课时做到心中有数。
我们熟悉教材，教过了一次初一的内容， 就知道七年级下册的第五单元， 标题为Why do you like pandas? 在这一单元里会出现较多动物的单词， 那么在我们讲授 1-4 单元时碰到有关动物的词汇， 是不是能提前把这类词汇总结下来，先以例句给出，学生既会对动物的词汇感兴趣，在学第五单元时，这些生词又能提前掌握，学得也就会轻松些。 这就涉及了适当超前教学法中的月的超前。每一项工作都会有其独特性， 我们教师也是在教学中不断总结经验，总结教学方法，但我们初中教师从初一开始教起的那一天开始，我们平时可以抽出时间看完初二、初三的教材，了解整个初中的语法知识点，适当进行年的超前教学法。 我们教师同时也可以把这种适当的超前教学法教给学生， 让学生学会适当超前学习法， 也就是我们所说的提前预习，这样，我们教师会教的轻松，学生也会学的轻松。总之，教学是一个漫长的过程，我们教师在长期的教学工作中应不断努力，总结经验，无论是分层教学还是超前教学， 在上每一节课前都需要我们做充分的准备， 尽量让课堂的知识容量大一些。 为了提高学生的学习兴趣，我们应给学生介绍英语国家的文化常识，提高学生自身的文化修养， 在教育教学中我们教师要不断实现我们的价值， 也要让学生们慢慢丰富自己。
构建素质教育的重点就是要求教师设定好教学目标， 每节课下来能让学生对知识的掌握能达到什么程度， 这也要求教师必须了解，熟悉掌握教学内容，明确教学大纲，通过分层次教学，分步骤教学，真正使教学内容落到实处。中学生在强大的母语包围下， 听说外语的机会受到很大限制， 但学生大学毕业后会走向社会， 外语将会成为他们生活中的一部分， 这就要求我们教师要尽可能地给学生创设外语学习得情境， 通过我们的教学方法切实提高学生学习外语的能力， 让他们对英语产生浓厚兴趣，领会外语学习的美妙。
篇13：中学英语教学刍议 论文
中学英语教学刍议 论文
［内容提要］在中学英语教学中，要正确认识语言知识与语言运用能力的辩证关系，以高素质的教师为中间媒介，促进学生在掌握语言知识的前提下，向语言运用能力转化。同时，要克服听说读写脱节的问题，加强听说读写技能各个环节的训练，发挥最大的整体效应。［关键词］语言知识 语言能力 教学环节培养学生初步运用英语交际的能力是中学英语教学的最终目的，在使用九年义务教育英语新教材的过程中，许多中学教师遇到一些问题，如语言知识与语言运用能力到底是一种什么关系，知识向能力的转化，关键因素是什么，如何克服听说与读写脱节的问题，等等。本文试图通过对这些问题的探讨，能从理论上和实践方面提出一些解决问题的途径。
一、语言知识与运用语言的关系
对语言知识和语言运用的不同侧重，实际上是体现了两种不同的语言本质观。如果把语言看成是一个知识性系统，那么掌握语言的知识（语音、词汇、语法等）则成了外语教学的最高目标；如果把语言看成是一个交际系统，那么在教学中则会注意对学生进行听说读写的技能训练和能力培养。前一种知识性系统语言观左右了我国中学外语教学许多年，它的影响渗透到了语言教育的许多方面，其影响是深远的。“聋哑脖和“高分低能”症均是这种语言教学观的产物。尽管一些学校经过努力，在教学中对学生进行听说读写的基本训练，较全面地提高了学生的语言运用能力，然而毕竟是曲高和寡，影响不大。再者由于测试的反拔作用，外语教学仍旧停留在语言知识的传授和操练上。后一种语言教学观在教学实践中因许多教师不了解语言知识在能力形成中的作用，虽然也注重对学生进行听说读写能力的培养，但是效果并不太理想。如果辩证地来看语言知识和语言运用能力的关系，它们实际是一种相辅相成的统一体。语言知识是进行听说读写能力培养的基础和前提，没有这个基础，运用语言进行交际活动的过程就难以实现。外语交际能力的培养是建立在牢固掌握语言基础知识和灵活运用知识之上的。然而知识不等于能力。那种认为掌握了语言知识就等于掌握了语言的'观点是错误的。
衡量一个人外语水平的高低，其标准是看他运用外语进行交际的能力如何。语言知识是为交际能力服务的，语言知识也只有通过言语交际活动才能得到巩固和被牢固地掌握。语音、词汇、语法等知识中只要缺一，语言的信息交际就会中断。语言知识的重要性，由此可见。另外，语言知识的掌握不是靠讲，而是靠练，它只有进行言语操练，在情景中加以运用才能被理解和掌握。英语课是实践课，它必须要通过听说读写的反复操练才能形成自动化的习惯。语言形成习惯，也仅仅是掌握运用外语的一个条件，并不等于掌握了语言运用能力。掌握语言知识是外围，形成语言习惯是中围，培养创造性的言语交际能力是核心。
二、语言知识向语言运用能力转化的关键因素―――教师
如果从事物发生发展的内部规律看，从语言知识向语言运用能力转化有
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篇14：中学职业英语教学论文
中学职业英语教学论文
1中职学校英语教学当前存在的问题
1.1硬件设施和学校重心方面
教学配备条件落后，缺少多媒体等设施的配备，应当添置投影仪等先进教学设备，创造影音环境让学生们感受英语文化环境，提高对英语的兴趣。中职学校对英语的重视程度不够，只专注于职业技术人才的培养，各部门将工作和学习重心都只置于专业课上，将绝大部分资源放在专业课的学习上，中职学校的英语学习被视为辅助科目，国家规定不得不开的一门课程，所以导致重专业而忽视英语教学，使得中职学校培养教育出来的学生满足不了当今社会日益变化增长的需求。
1.2师资力量方面
（1）教学方法老旧。教师受传统教学的灌输即水桶理念，“要给学生一碗水，教师得有一桶水”。学生常被误以为是“装知识的容器”，被动地接受知识，影响了学生的学习积极主动性。（2）教学评价方式单一，只注重结果而忽视过程。大部分中职学生英语基础差，词汇量少，语法掌握量极少，而单一的考核方式使成绩差的学生对英语的态度越来越消极，教师对其的批评也使得学生越来越惧怕英语考试，如果依旧采取考试这种单一的评价方法，只看结果不注重过程，学生的英语学习成效将会每况愈下，教学质量必然不理想。（3）教师缺乏教学热情。教师在年复一年的教学活动中，由于各种原因热情不断下降，比如学生问题较多，知识面狭窄，大多数学生思想落后等，导致部分教师也丧失教学积极性，认为学生基础差，再努力也枉然，缺乏激情，从而逐渐懈怠下来，得过且过，这些消极思想滞怠了英语教学。
1.3学生自身存在的问题
（1）英语基础差，学习兴趣缺乏。随着大学和普通高中的扩招，中职学校为了扩大生源，放低了入学标准，使得大部分学生都是因为学习基础较差，无法进入高中才选择中职学校，而对于英语课程的学习更是有一种畏惧感，甚至产生厌学、抵触情绪，从而让英语教学困难重重。（2）英语成绩差，对英语衍生出惧怕心理。中职学生之前学习成绩差，经常受到老师的批评，打击了学习的积极性，开始逃避作业，害怕老师提问，抗拒记单词，即使听不懂也不敢问老师，最后恶性循环，英语成绩越来越差，也越来越怕学习英语。（3）对英语学习缺乏信心。因为一直以来英语差，考试经常不如人意，词汇量的要求增加和麻烦的语法进一步加重了他们的.负担，又使一部分学生失去了学习英语的信心，甚至放弃了英语学习。
2应对存在问题的措施
2.1硬件设施和学校重心方面
增加机房、多媒体等的建设投入，不断为英语学习增添新的科技力量，使学生们接受英语学习的方式更趋向于全面。学校重心方面不能完全专注于学生专业方面的学习，更应该分摊一些重点，加强学生文化课的学习上，要看到未来社会的发展趋势和对英语的需求，树立正确的教育观，为英语教学打下坚实的政策基础。
2.2师资力量方面
（1）提高教师素质，更新教育观念。高素质的师资队伍是实行素质教育的基础和保障。教师是教育的最直接实施者，教师的思想、学识和能力都深深影响着教学成果。所以教师必须有为人师表的意识、教书育人的责任心和不断前进的敬业精神，面对在中职环境里英语教学的尴尬局面，应用一种积极的心态，不断找寻最有效的教学方法，学校也应鼓励教师不断提高自身修养，并组织培训学习，使教师能及时掌握学科资讯等。既要承认英语教师的主导地位，又得承认学生的主体身份，鼓励学生积极主动学习，让学生自主发展。（2）英语教学动态结合专业学习，服务于学生的专业学习。部分学生对英语的懈怠态度是由于他们认为进入中职学校只是为了学习专业知识和技能，而英语对其毫无帮助。这种思想是片面的，英语的教学有利于提高学生的素质水平，为学生的发展打下基础。而且有些专业要求必须有较高的英语水平，例如国际与经济贸易、计算机等专业。所以为了提高学生们的英语水平，首先得纠正“英语无用论”的思想；再而英语教学要与专业学习动态结合，将英语融入到学生的专业学习当中去。（3）以学生为主体进行教学。学生作为教学和学习活动的主体，能够能动地发掘自己的潜能，学校的一切学习活动都应为学生服务，学生在各种教学活动中应为主要角色，教师不应盲目灌输知识，而应该指引学生自主学习。调动学习者的积极性很重要，学生应明确英语学习目的，正确认识自己在学习中应发挥怎样的作用，积极调动自己的学习主动性；教师则应让英语课生动起来，增加学生在英语课堂的活跃性，提高对英语的学习兴趣。教师要善于肯定和鼓励学生的进步，兴趣是最好的老师，只有学生有了学习英语的兴趣，才能变被动为主动，有利于英语水平的不断提高。
2.3学生自身
（1）从基础开始学习，培养英语学习兴趣。提高学生的学习基础，有利于后续更深层次的英语学习，积极创造学习的主动性和积极性，克服英语学习的无力感，减少英语学习的阻碍。当看到自己英语水平有提高时得到激励，正面作用不断衍生，从而促使英语的进步。（2）克服对英语的惧怕心理。主动与老师沟通自己目前存在的问题，让老师给予相关建议，并努力实行，在课堂上直面老师的提问，积极思考问题，课下主动记单词，听不懂要勇于问老师，及时解决疑难问题，久而久之，英语水平必定会得到提升。（3）在平时生活中多运用英语，培养自己学习英语的信心。在英语原声或字幕电影中体会英语的发音及其魅力，感受英语氛围，积极主动地在生活中培养英语学习的兴趣。在平时中多与伙伴进行英语口语交流，敢于发声，锻炼自己的英语口语能力，慢慢从生活中发现学习英语的乐趣，从而提高英语学习的兴趣。
3结论
当今社会的发展对英语的要求逐步提高，虽然目前在中职学校中英语教学受重视的程度偏低，但是在加强中职学校建设、改革教师观念、提高学生英语学习主动性等之后，学生的英语水平将会得到一定程度的提升，为其以后的工作增添筹码，打下一定的基础。改革之路虽然漫长，但是通过各方面的共同努力，中职学校的英语教学终将迎来希望的曙光。
篇15：it用法 (中学英语教学论文)
04-4-2 It is/was ….that 及相关句型归纳
1． It i/was +序数词+that从句。意为“是第几次-----”
It is the first time that I have written to a foreign pen friend.
It was the second week that he had been in China.
考例：
----Do you know our town at all?
-----No,this is the first time I--------here.(NMET 1992).
A.was B.have been C.came D.am coming
此句型中可以用this/that来代替it，当主句是is时，从句用现在完成时，当主句是was时，
从句用过去完成时。
2.It is/was+形容词/名词+that。其中,ti是形式主语,that从句是真正的主语。
It is quite important that China becomes an official member of WTO.
考例：-----------is a fact that English is being accepted as an international language.
A.There B.This C.That D.It (NMET !995)
3.It is/was +过去分词 +that从句。这一句型中常用的过去分词有said,reported,kmown,believed,suggested等等。通常译为“据说-----”。同样it是形式主语，从句是真正的主语。
It kmown that Taiwan is part of China.
It is generally believed that teaching is_____it is a science.NMET
A.as art much as B.much an art as C.as an art much as D.as much an art as
4.It is/was+ 强调部分+that 这一句型可以强调除谓语以外的任何成分。
I saw her in the post office when I was walking by.
It isI that/who saw her in the post office when I was walking by.
It is her that/who I saw in the post office when I was walking byl
It is in the post office that I saw her when I was walking by.
It is when I was walking by that I saw her in the post offce.
注意，在这一句型中，如果被强调部分是人，可用 ，也可用，其余的全用。同是这一句型要注意其句型变化，像一般疑问句，否定句，特殊疑问句等。Eg.
Is it farming that he likes to take up?
Who is it that won the first in the long jump?
Why is it that he came late?
Is is the ability to do the job--------matters not where you come from or what you are.(NMET )
A.it B.that C.one D.this
It was about 6,000 years ago-------the first clock with a face and an hour hand was made.(NMET)
A.that B.until C.then D.so
5.It is/was +一般时间+since .在这一句型中，如果since从句的谓语动词是非延续的，则意为“自从----有多长时间了”。
Eg.It is two years since he joined the army.
注意：如果 从句中的动词是延续性的，则意为“自从不-----有多长时间了。”如：
It is ten years since she married.
It is ten years since she was married.（她离婚有十年了）。
另外，在这一句型中，如用It was,since从句则通常用过去完成时。
It was only ten years since he had left here.
-----What was the party like?
------Wonderful.It has been years-----I enjoyed myself so much..(NMET1993)
A.after B.before C.when D.since
6.It is/was/will be+一段时间+before从句。这一句型意为“还有多少时间就-------”。
It won’t be long before you reach your goal.
It won’t be too long ------she finds a suitable job.(上海1992高考)
A.that B.since C.before D.for
7.It+系动词（look,seem,appear）+that 从句。
It look that he has been there before.
It looked that they-----their task before.(上海1992高考)
A.finished B.would finish C.was finishing D.had finishe
8.It+ 动词
+that/whether/what/who/when/where/why.
It has been decided whether the project would be given up.
Does--------matter if he can’t finish the job on time?(NMET1991)
A.this B.that C.he D.it
篇16：农村中学英语教学论文
农村中学英语教学论文
摘 要：英语写作在高考试卷中占有很大比重，从农村地区中学生英语写作中存在的常见问题为突破口，寻求如何加强英语写作教学和提高学生英语写作水平的途径。
关键词：农村中学；写作现状；教学策略
《普通高中英语课程标准》指出：“基础阶段英语课程的总体目标是培养学生综合语言运用能力。”英语写作是体现英语应用能力的一个重要方面。因而书面表达一直是高考英语试题的重要组成部分。然而我国目前的英语教学中，写作是教学中最为薄弱的环节，尤其是山区学校。本文就农村中学写作教学的现状及写作训练的策略进行剖析阐述。
一、写作教学现状
1。词汇、短语运用能力差，无法准确表意
受词汇量和阅读量的限制，学生掌握的英文词汇、短语、句式匮乏，未形成正确的英语思维习惯，这些都限制了学生用英文准确表意。
2。运用母语思维，Chinglish屡见不鲜
学生用英语写作时受汉语思维影响把汉语中的一些词汇或表达方式生搬硬套到英语作文中。显然这是在二语习得中出现的母语对英语学习的负迁移。这就要求教师在写作教学中有意识地把这种负迁移减到最低限度。
3。写作内容匮乏，语篇生涩，段落、文章的逻辑性差
传统的英语教学把语言知识放在首位，忽视了文章的篇章结构，因而学生的作文大多内容空洞贫乏、信息感不强、逻辑性差，不能完整、连贯地刻画主要细节，深刻地表达主题思想。
4。只注重写作结果，忽视写作过程
由于受课时的限制，课堂留给学生写作的时间很少甚至没有，教师大多布置学生课后完成。教师在批改讲评作文时只注意语言的准确性而忽视对写作技能的指导，忽视对学生写作过程的评价，由此导致许多学生的写作训练流于形式。
5。书写不规范问题普遍存在
目前，学生中有相当一部分作文书写不规范、字迹潦草、标点使用不当、大小写混乱，从而导致考试时扣卷面分和感官分。因此教师必须在学生平时的写作过程中重视学生的书写问题，及时提醒、指正，慢慢改变学生的书写。
针对以上学生英语书面表达中的错误和困难，笔者结合多年的英语教学实践，探寻出了一些提高写作教学的途径和方法。
二、写作训练途径
1。强化基本功训练
（1）从词汇教学入手，抓好语言基本功
在教学中注意把词义、词性及词的用法结合起来，既注重语言的信息性，又注意语言的使用性。
（2）加强英语基本句型的训练
无论多么复杂的句子，都有能表达该句中心意思的“主句”，其余则是起修饰、补充作用的定语、状语以及各种类型的“从句”。几乎所有的英语句型都是六种基本句型的扩大、延伸或变化。针对这一特点，训练学生“写”就要抓住六种基本句型的训练，牢记句型，不断运用。六种基本句型是：主语+系动词+表语；主语+谓语+宾语；主语+谓语；主语+谓语+间接宾语+直接宾语；主语+谓语+宾语+宾语补足语；There+be结构。其次，加强句型教学，要对一些句子进行结构分析，增强他们利用各种句子进行一意多种表达的训练。再次，充分利用新教材中巩固语言的练习，对学生进行基本语感的训练。
2。从日常教学抓起，注重写作材料的积累
写作能力的培养不是一蹴而就的，必须经过“阅读—积累—模仿—自主表达”四个阶段。在日常教学中，要求学生能熟读或背诵一定量的.范文，充分积累写作材料，积累一定量的短语、习惯表达和精彩句式，强化正确意识和语感。多次感受语言、模仿语言、内化语言，最终写出自己的文章。
3。关注写作训练的规范性
（1）规范写作步骤
高中写作训练应以高考写作题型为指导，严格规范学生的写作步骤，培养学生的良好写作习惯。学生应遵循以下5个步骤：认真审题，拟好提纲（确定题材、人称、时态）—确定要点、遣词造句（列举细节要点）—连句成文、突出主题—及时复查、修改润色—规范誊写。
（2）规范书写和文体格式
高考英语写作常涉及的文体有说明文、应用文、提纲作文和开放作文。对各种文体特点、格式要清楚，熟悉规范的书面表达形式，养成良好的书写习惯，熟练而清晰地书写，格式、连笔、词距、标点要正确。
（3）加强仿写训练
书写的心理活动是由观察到临摹，由临摹到自主，由自主到熟练的过程。借助范文加强仿写训练是有效提高学生习作的方法之一，仿写既可以是局部的，也可以是整体的。范文不仅要在格式、内容要点、语法修辞与语言习惯上给学生树立样板，而且要注意英语的多种表达方法。学生要在仿照范文写作中，学会语言、章法和表达技巧。
4。高效、有针对性地批改作文
作文批改是最能体现教师在写作教学中指导作用的一个环节。在批改过程中，教师的指导作用就在于肯定学生的成绩，指出错误的同时也指出闪光点，给学生恰当的评价。
（1）用赏识的眼光看学生作文
赏识是激发学生兴趣、让学生思维灵活的良药。在作文评改中，尽可能地发现他们习作中的闪光点，多鼓励、多表扬，把他们写得好的、表达贴切的句子指出来，在旁边加批注，让他们更有信心地去写作，最大限度地激发其写作欲望。
（2）注重语句的地道、行文的流畅
语句是否地道，行文是否连贯决定着一篇习作能否成为一篇好的文章，这一切取决于学生是否会使用合适的连接词与过渡语。
习作评价中要多鼓励学生使用过渡语，为文章增色添彩。
写作能力的提高是循序渐进的过程，因此必须把写作训练贯穿在整个教学过程中，日积月累才能有所突破。教师在平时的教学过程中应对学生进行多方面的写作训练，每次作文要及时批改，以激发和保持学生的写作兴趣。优化评改，灵活使用多种方式，多面批、多表扬、多鼓励，学生才能逐渐不怕写作文，进而提高英语写作水平。
参考文献：
［1］傅瑞屏。评一节高中英语优质写作课。中小学英语教学与研究，。
［2］贾冠杰，马寅初，姜宁。中学英语教学心理研究［M］。湖南师范大学出版社，—05。
篇17：Improving the Teaching of Listening(人教版高考复习11)
Abstract: With more and more emphasis being shifted to communicative competence, both teachers and students have become aware of the importance of listening as a language skill for communication. However, traditional listening classroom seems to have failed to help learners become effective listeners. Many students often complain that they don’t benefit much from listening lessons. This partly explains the unsatisfactory listening ability of the listeners. This article examines the problems of the traditional listening class and puts forward suggestions to improve the teaching of listening.
Introduction
English is learned as a foreign language and opportunities for authentic oral practice and listening are few. As a result students are poor in listening and speaking. When they meet native speakers, they find themselves unprepared for the variety of accents(Cortazzi & Jin, ). They find it difficult to understand English if it is spoken at natural , normal speed. They lack confidence about their language competence because they have had inadequate practice in listening and speaking. Recently listening has been giving much attention. However, in reality, many teachers often tend to “test” listening rather than “teach” it. Those teachers usually begin with the listening of some passage by introducing some difficult vocabularies. Then they play the tape and ask learners to listen carefully. After that, students are asked to finish comprehension exercises. When learners finish the exercises, teachers check the answers and if they find that students get the wrong answer, they will let the students listen again without any explanation. Students easily get tired of such listening exercises. They are not motivated. What’s worse, learners are very likely to get into bad and harmful listening habits.
From the above discussion, we can easily tell how serious the problems are confronting listening teachers. Teachers should reorganize their listening class. And a three-stage format for the listening lesson can be designed: pre-listening, while-listening and post-listening.
Pre-listening
Pre-listening is the preparation stage for while-listening. The most important thing in this stage is to provide sufficient context to match what would be available in real life and to create motivation. This can be realized by helping learners become conscious of the purpose of the upcoming listening input. As some researchers claim, listening is always with a purpose or some reason, because listeners are “limited processors” (Anderson & Lynch, 1988; Brown, 1990). Therefore, teachers should help listeners narrow down their attention for the upcoming input and focus their attention on the relevant part so as to lessen the load of listening. Pre-listening activities can be brainstorming, discussing the topic of the listening text, predicting and pre-teaching vocabulary. This stage should be restricted to a few minutes. Excessive discussion of the topic may mean that too much of the content of the listening passage has been anticipated. Concerning pre-teaching some vocabulary, it may only be necessary for the teacher to present two or three key words without which understanding of the text would be impossible, This will match real life situation, where learners cannot expect to have unknown words explained in advance. [
Another important function of pre-listening is to give full play to learners’ initiatives by activating their background knowledge. Learners are not passive in their listening, rather, they are active “mental builders”, always ready to draw inferences and make predictions with the help of their “ internal resources” (Anderson & Lynch, 1988). Teachers can divide learners into groups to discuss and predict what they are going to listen to with certain clues. In doing so , learners can be motivated and activated to take part in the classroom activities and consequently can stand more chance of becoming active and successful listeners.
While-listening
While-listening should be a stage at which listening is accompanied by carefully designed activities and experience the pleasure of success. Task-based activities are encouraged. Learners are required to finish some tasks with the information they have extracted from the text. Tasks can be labeling, selecting, form-filling or completing a grid. Students are thus expressing agreement and disagreement, taking notes, making a picture or a diagram according to instructions. Compared with traditional multiple choice questions, task-based exercises can encourage students to use different kinds of listening skills and strategies to achieve understanding in an active way. Task-based activities of this kind reflect much more closely the type of response that might be given to a listening experience in real life. They also provide a more reliable way of checking understanding and the task of filling forms, labelling diagrams on making choices oblige every learner to try to make something of what they are hearing.
Afterwards teachers should provide necessary clues such as contextual information of the speakers of the relationship among speakers, etc to help learners to cope with their problems they come across in the process of listening.
While-listening is not only a stage to encourage listeners to demonstrate their comprehension and to make their problems plain to the teacher rather than hide them, but also a stage for teachers to teach and help learners build up their listening skills and strategies so as to increase listeners’ chances of success in listening tasks.
Post-listening
Post-listening is a part that is often neglected by many teachers in China. Actually, there is a lot to do after listening. Activities such as problem solving, summarizing, group discussion and writing as follow-up are necessary. Instead of spending time examining the grammar of the listening text, we take post-listening as a means of reinforcing recently learned material. If necessary, the teacher can play the while text again and ask the students to compare their understanding of it in pairs or in groups, encourage them to disagree with each other, and increase their motivation for a second listening. After playing the text for the second time, students can revise their views. Instead of telling them who is right and who is wrong, the teacher can ask students to provide evidence to support their views. In this way listening becomes a much more interactive activity. We can also take the chance to let students practice speaking and writing. First they can have discussion and presentation, which at the same time can serve as a pre-writing activity. After sharing ideas, they can write something related to the passage.
At the end of the stage, teachers should make sure that necessary feedback to learners’ performance is offered and received. Learners’ problems are summarized and tackled by reviewing the difficult parts, and newly taught skills and strategies will be reinforced by encouraging learners to apply them in their out-of-class listening practice.
Conclusion
In teaching listening, there are many things that need to be explored. Teaching listening is more than just playing tapes and testing students’ comprehension. We must realize the ultimate goal of teaching of listening is to help our students to become competent listeners. And the new approach with a combination of pre-listening, while-listening and post-listening is very helpful to contriute to such a goal. Therefore, introduction of such an approach with the three as integrated parts should be made into our listening class. In doing so, we can help our students develop their listening competence along with other abilities and become effective and successful listener both in and out of the classroom.
References
Cortazzi, M. & Jin, L. 1996. State of the Art: English teaching in
China. Language Teaching 29: 61-80
Anderson, A & Lynch, T. 1988. Listening. Cambridge: CUP
Brown, G. 1990. Listening to Spoken Language. London: Longman
篇18：浅谈现代英语教学理念 (中学英语教学论文)
太仓市沙溪高级中学 臧健
现在世界上说英语的人越来越多。作为国际交往的语言，英语的作用很大。在联合国，英语是几种通用语言之一，而且使用得最多。在国际航空、航海和体育界，英语是不可缺少的交际工具。在国际贸易中，英语也是最重要的媒介；在科技界，英语又是国际性语言。说英语的人遍及五大洲。如果说当今生活在这个“地球村”大家庭的人们有什么共同语言的话，那么“英语”是理所当然的。外语学习、外语教学特别是英语教学越来越受到人们的普遍重视，正如不少已经考入大学的学子们所说，他们在整个大学的学习过程中百分之七十的精力不是用在自己的专业上而是在外语上。外语已从一种工具变为一种思想，一种知识库。没有掌握外语犹如缺乏一种思想，缺少了一个重要的知识源泉一样。多学一种外国语，等于在本来没有窗的墙上开了一排窗，你可以领略到前所未有的另外一面风光。从学习者的认知角度来看，因为语言是人类思维的工具、认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯，而学习另外一种语言就意味着学习另外一种观察和认识世界的方法和习惯。在当前人们津津乐道于素质教育的话题时，我们更应当看到，外语教学对学生世界观、人生观的形成必然产生重大影响。
当前世界发达国家纷纷涌入中国开办各种各样的外语培训学校，打出各种各样的诱人广告鼓励中国学生到国外去留学，这决不是简单的“培养外语人才”几个字所能解释清楚的。令人不安的是，有相当一部分从事外语教学实践的外语教师对语言理论和外语教学理论表现出相当程度的冷漠和无知。这对素质教育的贯彻落实，对提高我国外语教学的整体水平是极其不利的。一位大学毕业生到一家公司求职，公司主管问他懂什么语言，他一本正经地回答道，“I know English, Japanese and C plus plus”。显然语言的定义在现代网络时代有了变化，它的内涵由于电脑技术的高速发展而扩大了。下面是一封用E-mail在互联网上发送的英文信。
ok, redden
u got my reply now.kady is my english name, but i'm not sure if i will continue to use it in the future. i used to be called celia,
as celia has a similar sound to... my friends played tricks on me, i changed it at last.
thank u for bringing me ‘brave heart’, but i don't have time to see it this week,cuz i went to a barbeque in the forest park and i feel extremely exhausted now.
here are my phone numbers: home tel:62151540 and my grandma's tel: 64083518.if u can't find me in one of the two numbers, try the other one.
wish u pleasant dreams.
CUL （See you later）
只要是英文教师都会发现这封英文信中有许多不符合英文语法和词法之处，但这恰恰是现代网络通讯中常出现的英文chart方法，它体现了网络交流简单、明了、快捷以及用符号和缩写字母表达意思的特点，是现代人快节奏生活的写照，更是当今青年们在网上交流的“时髦”英语，这些年轻人大多是大学里的高才生，英语并非“三脚猫”，或许这也就是现代英语变化的方向，你能说这种英语是错的吗？
当我们的英语教师还在用一支粉笔、一本书在课堂上一遍又一遍教学生读单词的时候，当我们的英语教师还在费力地批改学生作业的时候，当我们的英语教师还在吃力地翻看字典编写教案的时候，他们中多数人没见过“金山词霸”能如此轻松的查找英文单词，自动给出发音，中英文对照的例句及同义词和反义词；他们中多数人没见过“Word”能如此奇妙的编辑文章，它可以自动查出你的英文拼写错误和语法错误，帮助你自动修改错误。在你写完一篇英文作文之后，可以自动为你计算字数，自动显示你的作文等级；他们中多数人没见过“听霸”中如此丰富的英语听力教学功能，它能让学生听道地的名人演说，观看原版好莱坞电影片段，进行有趣的听力游戏，在电脑上和老外面对面练习英语对话；我们的英文教师中更有相当一批人没见过国际互联网上如此众多的英语教学网站和如此丰富的英语教学资料。信息时代的到来对我国的外语教师提出了怎样的挑战。国际互联网在全球的普及使得网络英语成为现代英语的一个极其重要的组成部分。英语教师观念落后，知识老化，教学手段陈旧是摆在教育战线面前的严峻现实。
谈起英语教学的实际效果，我们英语教师都有深切的体会。中国城市的孩子们常常从小学五年级就开始学习英语，直到大学，学习英语的时间近十年，而最终大多数收效甚微。原因到底是什么？可能一个非常重要的原因就是，英语在中国只能算是foreign language（外语）而不是second language（第二语言）。这是长期以来，一直被我国中、小学教师所忽视的一个问题。首先，在语言环境方面，第二语言与外语有着根本的差别。第二语言学习者一般都有一个比较自然的语言环境。周围有众多的该语言的本族语使用者，而“外语”学习者一般来说则很难有这样的语言环境。其次，从语言输入来看，第二语言学习者一方面有自然的语言环境，另一方面，如果他通过课堂教学学习该语言，教师的语言程度、同学的语言程度等都给他提供了较理想的“可理解性输入”（comprehensible input），其中包括“针对外国人的谈话”（foreigner talk），“教师语”（teacher talk）、“同伴语”（peer talk）等；而外语学习者则不同，他一般不可能得到foreigner talk之类的输入，由于外语教师语言水平总体上不能与第二语言教师相比，teacher ta1k的质量和数量都不如第二语言教学课堂， peer talk在很大程度上也受到限制。再者，第二语言学习者和外语学习考在影响学习过程的情感因素方面也有着本质的区别。在第二语言学习环境中，由于第二语言在本语言社团的特殊地位，学习者往往有强烈的学习愿望和动机。有这些人与中国学生在本国学习外语有根本的差别。这并不是说中国学生缺乏学习外语的动机，但中国学生很少会有对外语学习有更大促进作用的综合性动机，而且就整体而言，中国学生学习外语的工具性动机也不十分明确。这不能不说是中国外语教学的一个严重的缺陷。一周有4--6节的外语课，总数加起来，不过4--5个小时，这点时间的外语接触够吗？在45分钟的英语课上，老师用外语授课的时间到底有多少，学生能开口说外语的时间又有多少？有多少学生的家庭有外语环境，有多少学生父母懂外语，学生在课余时间主动或被动接触外语的机会又有多少？学生在初、高中阶段6年中只学习12本英语教材，而他们课外英语阅读量又有多少？我们尽可以看到一些十分成功的外语教学观摩课，在这些观摩课上英语教师和学生配合的天衣无缝，听说读写的操练样样俱全，加上朗诵，短剧，多媒体演示，教学者为之兴奋，听课者为之激动。然而，在一年365天的外语教学中，这样的课又有多少呢？这本帐，从事英语教学的一线教师心中应该是明白的，说到底，我们中、小学的英语教学至今大多数仍随着升学考试指挥棒在转，跳不出“应试教育”的模式。
我们如何在外语教学课堂中创造这些条件？
教师的职责一是教给学生知识，二是教给学生如何获取知识的知识，即培养学生获取知识的能力。一是“鱼”，二是“渔”，授之于鱼，不如教之于渔，外语教学的过程中，“渔”就是发挥学生的主体作用，调动学生学习外语的主观能动性，培养学习者的学习策略和学习方法，这远比简单地“授之于鱼”要重要的多，对学生也有用的多。
★ 英语教学
★ 初中英语教学论文
★ 初中英语论文
★ 英语教学调查报告
★ 浅谈在牛津英语教学中如何加强学生的文化意识 (中学英语教学论文)
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