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esl作文范文

篇1：Experience ESL teachers Resume

Experience ESL teachers Resume

Hi there， If you are looking for an experience ESL teacher who knows the needs of Chinese students and what they expect of a foreign teacher， then here I am。 Twenty—eight years of age， I’m an outgoing English teacher with two and half years of ESL teaching experience in China。 I have got all the teaching credentials。 Im currently teaching in N2 Middle school Panzhihua， Sichuan province。 I have taught in the following schools viz：

Sept。—Jan 2005： Taught English language in Kindergarten and Primary in WanZhou， Chongqing。

—April —April 2005：Taught English language in N 6 Middle school Pingxiang， Jiangxi Province （ one year contract）。While in Pingxiang， I also taught High School and college students in Liyany Crazy English training Center Pingxiang。（part—time）

—：Taught English language and History in Government Bilingual High School Fontem—Cameroon

—： Taught English language and History in Unity Bilingual College Bafoussam—Cameroon

Im currently looking for a SUMMER CAMP or a full time teaching position。

Im a British—Cameroonian。 English is my mother language。 My Dad is from Cameroon and my mom is from Chelsea， England。 My parents live and work in the USA。

I like teaching and have been teaching for roughly four years。 Im good at making my students learn and better their English in a fun and practical ways。 I have got great communication skills and great abilities in managing and controlling my class。 A key element in pedagogy。

Fast in adapting to new tasks， my target in class is always to make my lessons interesting and fascinating。 As such， Im one of those friendly and lovely teachers students wont afford to miss。 I above all， my four years of teaching experience in my country and abroad gives me an added ability in planning and delivery my lessons。

I like discovering new cultures and meeting new peoples。 This explained why I have been to many countries especially in Europe and North America。

A vivid presentation of my personal information， academic career as well as professional career will be yours on request。

Sincerely，

Denis

N。B。 Any school or company that cant give me a working Visa for full time position dont need to contact me， except for summer camp

联络信息

Email： international@（国际部）

International Personal Employment Business Commission in China

Business Consultant：

International Department

篇2：Assessment Approaches in ESL Teaching

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慸 better find suitable ways for our own students., Here I抎 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抰 mastered and why they have or haven抰 mastered it. Here we have a checklist (See Appendix: Checklist One), 搕he 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 厰. 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 搇et bygones be bygones? So we抎 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抰 just teach for tests, we抳e 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抳e 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抰 mastered. As a result, we have changed 揼rading appraisal?into 揹iagnosing encouragement?(Chen Yukun, 2001, p2). No wonder American people insist on the belief 揘ever 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抎 like teachers to assess their children authentically and encouragingly. Then I interviewed some students, they抎 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抎 like them to be a very honorable person in the future. They can抰 imagine an American parent may feel happy when his / her child says he / she would like to be a barber. It抯 almost the same with teachers and school administrators. So don抰 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抯 accurate to give students scores, but it exaggerates the differences among the individuals. It抣l make some students feel no enthusiasm for their study, while for grading, though it抯 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 揂mbiguity 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抰 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抳e 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 搑eal world?outside the classroom (Tomlinson Brian 1998). 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, 揑 have tried many kinds of teaching methods, and I抳e 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 搒tudy?but 揼rowth? And 揼rowth?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抎 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 揈xamples? 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?l How often do you speak English?l Do you often listen to the radio? How often?l Can you play games in English?l Sing some English songs.l Tell a story in English. l Introduce yourself, your friends...l Have a dictation of letters and words.l Tell some differences between English and Chinese.

Grade 2 ??br>???br>Grade 9 ??br>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抯 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抰 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抯 a kind of qualitative assessment but not quantitative one. For example, at the very beginning of the students?English learning, We抎 like them to write down anything they抳e 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抣l 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抳e 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抳e found it抯 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抣l divide the whole class into groups of four, and ask them to assess with each other by adding 5 scores for each item for 揺xcellent? 4 for 揼ood? 3 for 搉ot bad? 2 for 搒o-so? 1 for 搉ot good enough? 0 for 搉eeding improving? It抯 the same with the checklist at home, but it抣l 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抯 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抳e 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抰 like

Teachers?self-reflection: __________________________________________________________

__________________________________________________________.

Students?self-reflection: __________________________________________________________

__________________________________________________________.

( the Education Department of PRC 2001)

Checklist Two:

Non-testing Assessment

Class:_________ Name:__________

TimeScoresItems the situation for the first half term the targets for 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. mediumC. low

ReadingandReciting A. oftenB. so-soC. seldom

ClassroomParticipation A. activeB. passiveC. unable

Assignments A. independentlyB. referring to othersC. not completing

Raising Problems A. very oftenB. seldom C. never

PlanningandImplementation A. bothB. planning but notimplementingC. no plan

Reading outside Textbooks A. read and make notesB. seldomC. no reading

Listening andSpeakingoutside classroom A. oftenB. seldomC. never

Efficiency In Class A. highB. so-so C. Low

Efficiencyafter class A. highB. so-so C. low

Progress A. large B. littleC. no progress

Total Grade

Teachers?comments:

Parents?comments:

Checklist Three.

unitgradeitems 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- roomobserva- tion) Presenta- tion Reading notes Co-Opera- tion

Monday

Tuesday

Wednesday

Thursday

Friday

Total Scores

Checklist Five:

Behaviors At Home

Class_______ Name_________-

Items GradesTime 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3：Experience ESL teachers Resume

Experience ESL teachers Resume

Hi there, If you are looking for an experience ESL teacher who knows the needs of Chinese students and what they expect of a foreign teacher, then here I am. Twenty-eight years of age, I’m an outgoing English teacher with two and half years of ESL teaching experience in China. I have got all the teaching credentials. I'm currently teaching in N2 Middle school Panzhihua, Sichuan province. I have taught in the following schools viz:

Sept.-Jan 2005: Taught English language in Kindergarten and Primary in WanZhou, Chongqing.

-April -April 2005:Taught English language in N 6 Middle school Pingxiang, Jiangxi Province ( one year contract).While in Pingxiang, I also taught High School and college students in Liyany Crazy English training Center Pingxiang.(part-time)

-:Taught English language and History in Government Bilingual High School Fontem-Cameroon

-: Taught English language and History in Unity Bilingual College Bafoussam-Cameroon

I'm currently looking for a SUMMER CAMP or a full time teaching position.

I'm a British-Cameroonian. English is my mother language. My Dad is from Cameroon and my mom is from Chelsea, England. My parents live and work in the USA.

I like teaching and have been teaching for roughly four years. I'm good at making my students learn and better their English in a fun and practical ways. I have got great communication skills and great abilities in managing and controlling my class. A key element in pedagogy.

Fast in adapting to new tasks, my target in class is always to make my lessons interesting and fascinating. As such, I'm one of those friendly and lovely teachers students won't afford to miss. I above all, my four years of teaching experience in my country and abroad gives me an added ability in planning and delivery my lessons.

I like discovering new cultures and meeting new peoples. This explained why I have been to many countries especially in Europe and North America.

A vivid presentation of my personal information, academic career as well as professional career will be yours on request.

Sincerely,

Denis

N.B. Any school or company that can't give me a working Visa for full time position don't need to contact me, except for summer camp

联络信息

Email: international@jianli-sky.com（国际部）

International Personal Employment Business Commission in China

Business Consultant:

International Department

篇4：加拿大留学 ESL课程详解

加拿大留学 ESL课程详解

什么是ESL课程？

ESL指的是English as a Second Language.是加拿大和北美地区院校针对母语非英语的外国留学生开设的语言培训课程。ESL课程分等级教学，一般有A~E级。其中A级为最低级，E级为最高级。ESL是加拿大皇桥教育集团和加拿大Abbotsford教育局联合开发的教学项目。ESL英语课程以加拿大公立学校教学大纲为蓝本，旨在从听、说、读、写等方面全面提高学生的英语应用能力。使母语为非英语的学生在英语听说读写等方面达到加拿大本地高中学生同等水平，使非英语国家学生迅速与北美大学课程接轨

ESL课程有什么用？

ESL课程对于准备去加拿大高中留学的学生有着非常重要意义。主要体现在以下几个方面：

北美大学必修的语言课程

ESL英语是国际学生进入北美大学必修的语言课程，是世界公认的语言课程。学习ESL课程后可以顺利进入专业课程的学习。所以在加拿大的大学，达到ESL高等级别后，可以免试托福（TOEFL）、雅思（IELTS）等英语水平考试。加拿大政府对新移民提供免费的ESL课程学习，以提高他们的英语能力

中国学生加拿大留学必须参加的课程

目前北美国家对来自东欧、南美、印度、中国等地的其母语皆非英语新移民要求必修ESL课程。ESL课程各级的`学生在每一期的学习结束进行考试，达到标准后再升到下一级。并获得该级别的国际认证的合格证书。一般来说，大多数ESL学校的入学要求和入学时间都很灵活。

以上是ESL课程的介绍，希望能对有意赴加拿大留学的学生有所帮助。如有更多加拿大留学问题，欢迎咨询育路出国留学专家。

篇5：Helping ESL Students Become Better R

Schema theory is based on the belief that “every act of comprehension involves one's knowledge of the world as well” (Anderson et al. in Carrell and Eisterhold 1983:73). Thus, readers develop a coherent interpretation of text through the interactive process of “combining textual information with the information a reader brings to a text” (Widdowson in Grabe 1988:56). Readers' mental stores are termed 'schemata' (after Bartlett in Cook :86) and are divided (following Carrell 1983a) into two main types: 'content schemata' (background knowledge of the world) and 'formal schemata' (background knowledge of rhetorical structure). Theories on the contribution of schemata to the reading process are discussed in the next section.

Schema-theoretic research highlights reader problems related to absent or alternate (often culture-specific) schemata, as well as non-activation of schemata, and even overuse of background knowledge. Carrell, Devine and Eskey (1988:4) claim that schema theory has provided numerous benefits to ESL teaching and, indeed, most current ESL textbooks attempt schema activation through prereading activities. However, there may be limits to the effectiveness of such activities and there may even have been some over-emphasis of the schema perspective and neglect of other areas (see Eskey 1988:93; McCarthy 1991:168). Consideration is given in the latter part of the paper to the limitations of schema-theoretic applications and to the importance of 'extensive reading'.

篇6：Helping ESL Students Become Better R

In the process of reading, “comprehension of a message entails drawing information from both the message and the internal schemata until sets are reconciled as a single schema or message” (Anderson et al. in Hudson 1982:187). It is also claimed that “the first part of a text activates a schema... which is either confirmed or disconfirmed by what follows” (Wallace 1992:33) but the process begins much earlier than this: “The environment sets up powerful expectations: we are already prepared for certain genres but not for others before we open a newspaper, a scholarly journal or the box containing some machine we have just bought.” (Swales 1990:88)

The reading process, therefore, involves identification of genre, formal structure and topic, all of which activate schemata and allow readers to comprehend the text (Swales 1990:89). In this, it is assumed that readers not only possess all the relevant schemata, but also that these schemata actually are activated. Where this is not the case, then some disruption of comprehension may occur. In fact, it is likely that “there will never be a total coincidence of schemas between writer and reader” (Wallace 1992:82) such that coherence is the property of individual readers. The following section describes some of these differences in interpretation.

篇7：Helping ESL Students Become Better R

Differences between writer intention and reader comprehension is most obvious where readers have had different life experiences to the writer's 'model reader'. Readers sometimes also feel that they comprehend a text, but have a different interpretation to the author (see Hudson 1982:187). Humour is particularly vulnerable to misinterpretation as was discovered when a text entitled 'It's a mugger's game in Manhattan' (Greenall and Swan 1986:197-8) was given to advanced L2 readers (Japanese). Although the text appeared humorous to the native-speaker teacher, it was found “scary” and “shocking” by the Japanese students.

As Carrell and Eisterhold (1983:80) point out, “one of the most obvious reasons why a particular content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a particular reader's cultural background.” It is thought that readers' cultures can affect everything from the way readers view reading itself, the content and formal schemata they hold, right down to their understanding of individual concepts. Some key concepts may be absent in the schemata of some non-native readers (such as 'lottery' in Carrell and Eisterhold 1983:87) or they may carry alternate interpretations. The concept of 'full moon', for instance, in Europe is linked to schemata that include horror stories and madness, whereas in Japan it activates schemata for beauty and moon-viewing parties (for ordinary people not werewolves!). Some alternates may be attitudinal: 'gun' activates both shared schemata on the nature of guns and culturally distinct attitudinal attachments to those schemata (Wallace 1992:35-6).

For learners reading at the limits of their linguistic abilities, “if the topic... is outside of their experience or base of knowledge, they are adrift on an unknown sea” (Aebersold and Field :41). When faced with such unfamiliar topics, some students may overcompensate for absent schemata by reading in a slow, text-bound manner; other students may overcompensate by wild guessing (Carrell 1988a:101). Both strategies inevitably result in comprehension difficulties. Research by Johnson (in Carrell and Eisterhold 1983:80) suggested that a text on a familiar topic is better recalled than a similar text on an unfamiliar topic. Swales (1990:87) believes that this and other research “supports the common sense expectancies that when content and form are familiar the texts will be relatively accessible.”

Some of the applications of schema theory to the teaching of reading are summarised next.

篇8：Helping ESL Students Become Better R

As described in the previous section, “some students' apparent reading problems may be problems of insufficient background knowledge” (Carrell 1988b:245). Where this is thought to be topic-related, it has been suggested that 'narrow reading' within the student's area of knowledge or interest may improve the situation (see Carrell and Eisterhold 1983:86). Similarly, where schema deficiencies are culture-specific, it could be useful to provide local texts or texts which are developed from the readers' own experiences (op.cit.:85).

On the other hand, Carrell and Eisterhold (1983:89) also suggest that “every culture-specific interference problem dealt with in the classroom presents an opportunity to build new culture-specific schemata that will be available to the EFL/ESL student outside the classroom.” Thus, rather than attempting to neutralise texts, it would seem more suitable to prepare students by “helping them build background knowledge on the topic prior to reading, through appropriate prereading activities” (Carrell 1988b:245).

Carrell (1988b:245) lists numerous ways in which relevant schemata may be constructed,including lectures, visual aids, demonstrations, real-life experiences, discussion, role-play, text previewing, introduction and discussion of key vocabulary, and key-word/key-concept association activities. Examples of such contextualisation include,

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for example, showing pictures of a city before asking the students to read a text about that city, or playing a video clip from a film adaptation of the novel the class is about to study. Although helpful, these prereading activities are probably not sufficient alone and teachers will need to supply additional information.

Reading problems are not just caused by schema deficiencies, and the “relevant schemata must be activated” (Carrell 1988a:105). In other words, readers may come to a text with prior knowledge but their schemata are not necessarily activated while reading so “prereading activities must accomplish both goals: building new background knowledge as well as activating existing background knowledge” (Carrell 1988b:248). Particularly useful and popular here are questioning and 'brainstorming', where learners generate information on the topic based on their own experience and knowledge (Aebersold and Field 1997: 71). For example:

Example One

You are going to read a passage about a woman's encounter with a bear while hiking in an American national park.

Before reading, answer the following questions:

(a) Do bears live in the wild in your country? What kind of bears?

(b) How would you feel if you met a bear while hiking?

Previewing the text (particularly the title, subheadings and figures) also “helps readers predict what they are going to read” and this, hopefully, activates their schemata (Aebersold and Field 1997:73). For example:

Example Two

You are going to read a passage about a man's bad experience on a camping trip in the north of England.

Before reading, do the following exercises:

(a) Write down five problems the man could have had when he was camping.

(b) Look at the title of the passage and the list of words. What do you think might have happened?

TITLE: 'Our Terrible New Year'

WORDS (in order): holiday, happy, drove, far, camped, beautiful, night, freezing, snow, morning, engine trouble, help, no phone, ran, ice, slipped, cut, disaster

Another relevant point is that, because lower level students may have the schemata but not the linguistic skills to discuss them in the L2, the first language could be used to access prior knowledge but teachers must introduce the relevant vocabulary during the discussion, otherwise a “schema has been activated but learning the L2 has not been facilitated” (Aebersold and Field 1997:77).

Although prereading activities, such as those above, are potentially beneficial, there is evidence that their usefulness is limited. This is discussed in more detail below.

篇9：Helping ESL Students Become Better R

It has been seen that schema-theoretic applications do not always result in improvements in comprehension, particularly where they result in insufficient attention to textual detail, or where there is an increase in schema-interference by, for example, the activation of dominant or negative schemata. Also, there is some evidence that the contextual and background information provided may not always even be utilised by the learners. However, there can be little doubt that schema theory has also positively influenced the teaching of reading and that prereading activities - building up absent schemata and activating resident schemata - can improve L2 reader comprehension in many situations. Therefore, it would seem sensible for teachers to employ such activities but not to blindly assume that the expected effect is actually occurring. In other words, teachers should take the time to verify the usefulness of the activities they use

and pay attention to possible schema-interference or non-activation.

Finally, basic bottom-up processing must not be ignored and the importance of a lexico-grammatical focus, particularly in the early stages of learning, needs to be recognised. L2 readers require training in the skill of rapid recognition of large numbers of words and structures in order to accomplish the objective of reading extensively enough to build and improve the schemata they need for fuller enjoyment of the texts they read.

篇10：Helping ESL Students Become Better R

Aebersold, J.A. and Field, M.L. From Reader to Reading Teacher. Cambridge: CUP.Anderson, R.C. and Pearson, P.D. (1984) “A Schema-Theoretic View of Basic Processes in Reading Comprehension”, in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Bamford, J. and Day, R.R. (1997) “Extensive Reading: What is it? Why bother?” The Language Teacher, 21(5):6-8,12Carrell, P.L. (1983a) “Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension.” Reading in a Foreign Language, 1:81-92.Carrell, P.L. (1988a) “Some Causes of Text-boundedness and Schema Interference in ESL Reading,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Carrell, P.L. (1988b) “Interactive Text Processing: Implications for ESL/Second Language Reading Classrooms”, in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Carrell,P.L., Devine,J. and Eskey,D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Carrell, P.L. and Eisterhold, J.C. (1983) “Schema Theory and ESL Reading Pedagogy”, in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Cook, G. (1997) “Key Concepts in ELT: Schemas.” ELT Journal, 51(1):86.Coulthard, M. (ed) (1994) Advances in Written Text Analysis. London: Routledge.Eskey, D.E. (1988) “Holding in the Bottom: an Interactive Approach to the Language Problems of Second Language Readers,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds)(1988) Interactive Approaches to Second Language Reading. Cambridge:CUP.Eskey, D.E. and Grabe, W. (1988) “Interactive Models for Second Language Reading: Perspectives on Instruction,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Goodman, K. (1975) “The Reading Process,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Grabe, W. (1988) “Reassessing the Term 'Interactive'”, in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.Hudson, T. (1982) “The Effects of Induced Schemata on the 'Short Circuit' in L2 Reading: Non-decoding Factors in L2 Reading Performance,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.McCarthy, M. (1991) Discourse Analysis for Language Teachers. Cambridge: CUP.McCarthy, M. and Carter, R. (1994) Language as Discourse: Perspectives for Language Teaching. London: Longman.Sinclair, J.M. (1990) “Trust the Text”, in Coulthard, M. (ed) (1994) Advances in Written Text Analysis. London: Routledge.Swales, J.M. (1990) Genre Analysis. Cambridge: CUP.Wallace, C. (1992) Reading. Oxford: OUP.

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篇11：Helping ESL Students Become Better R

Problems with Schema Theory Applications

Despite the current popularity of prereading activities, there may be limits to their use in ESL teaching and they may not always function as intended. Carrell & Wallace (in Carrell 1988a:105-6) found that giving context did not improve recall even for advanced ESL readers suggesting that their schemata were not activated. Hudson (1982:186) claims that, by encouraging students to use the good reader strategy of “touching as few bases as necessary,” they may “apply meaning to a text regardless of the degree to which they successfully utilize syntactic, semantic or discourse constraints.”

The reading process has famously been described as a “psycholinguistic guessing game” (Goodman in Carrell and Eisterhold 1983:74) in which “efficient readers minimize dependence on visual detail” by utilising background knowledge to make predictions and checking these against the text (Goodman 1975:12). Such top-down models have unfortunately given the misleading message to teachers that ESL reading tuition is “mostly just a matter of providing [learners] with the right background knowledge... and encouraging them to make full use of that knowledge in decoding... texts” (Eskey 1988:97). It is now recognised that “language is a major problem in second language reading” (op.cit.:97).

ESL readers need “a massive receptive vocabulary that is rapidly, accurately and automatically accessed” (Grabe 1988:63). Carrell (1988b:244) suggests a “parallel” approach in which vocabulary and schemata are developed by “preteaching vocabulary and background knowledge concurrently for sets of passages to be read at some later time.” Furthermore, since learners “need to see a word many times in different contexts before it is learned” (Aebersold and Field 1997:139), they may need to read a great many more texts than is usually the case in reading courses. This so-called 'extensive' reading (after Palmer in Bamford and Day 1997:6) is discussed next.

Extensive Reading and Intertextuality

Encouraging students to read for pleasure is advocated by several authors (Bamford and Day 1997; Carrell and Eisterhold 1983:85-6; Wallace 1992:68-9) and will hopefully lead to the kind of extensive reading learners need to do if they are to gain any 'automaticity' in their word and phrase recognition abilities (see Eskey and Grabe 1988:235). As Bamford and Day (1997:7) state, “until students read in quantity, they will not become fluent readers.” Learners may be motivated to read extensively by being allowed to choose their own texts based on their own interests in such approaches as the reading lab approach (Stoller in Eskey and Grabe 1988:230).

Another reason for extensive reading is related to the concept of 'intertextuality' where “all texts contain traces of other texts, and frequently they cannot be readily interpreted - or at least fully appreciated - without reference to other texts” (Wallace 1992:47). McCarthy and Carter (1994:114) point out that “many common, everyday texts assume that the receiver will be able to pick up... allusions and perceive the cultural references [to deep-rooted common cultural stores of allusions, sayings, idioms etc.].” For example, an article on the death of Princess Diana (by Roxanne Roberts in The Washington Post, 14 September 1997) refers to Diana as “the face that launched a thousand tabloids” alluding to the line about the beauty of Helen of Troy from Marlowe's 'Faust' (1588): “Is this the face that launched a thousand ships?”

Sinclair (1990:16) claims that “in general people forget the actual language but remember the message.” The fact remains, though, that textual memory is important because texts do carry references to other texts and, although not always crucial to the overall message, these references enhance the enjoyment of the text and are often points where L2 readers' knowledge breaks down. It is therefore vital for non-native readers to try to accomplish as much reading as possible in order to try to capture some of what native readers carry to a text: both schemata and textual memory.

篇12：Helping ESL Students Become Better R

Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations

Nigel Stott

nrstott@teacher.email.ne.jp

(Fukuoka, Japan)

Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and prereading tasks are often designed to build or activate the learner's schemata. This paper summarises some of the research into schema theory and its applications to ESL reading. The author also highlights some of the limitations of the use of the schema-theoretic approach and points out the importance both of developing the learner's vocabulary and of encouraging extensive reading.

Introduction

Schema-theoretic research highlights re

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篇13：我喜欢上ESL课300字优秀作文

我喜欢上ESL课300字优秀作文

上星期五张老师发给每个小朋友一张《福山ESL英语冬令营报名通知》单，本以为爸爸、妈妈一看到通知单会马上同意我参加的，可没想到他们看了通知后竟然一口同声的说：“这次不参加了，难得放假，这么冷的天就在家睡睡懒觉、做做作业、玩玩不是很开心吗？”可我不愿意在家做一只小懒虫，我喜欢上学、喜欢上ESL。于是，我非常认真的对爸爸、妈妈说：“我喜欢上课，我要读书，在学校一样可以玩又能学到知识，这样才开心呢，我真的很想去。”看着我这么认真的.表情，爸爸想了想说：“让我们想一想在决定吧”。

就这样一个星期过去了，今天是最后一天冬令营交费，一大早起床，我就跑到爸爸面前问：“爸爸，今天是最后一天报名了，我可以去参加吗，我真的很想去呀”，这时，妈妈在一旁笑着说：“还以为你忘了呢！”爸爸说：“看你这星期表现比较好，就让你参加吧，不过，学费要用你的五角星换，怎么样？”“好”我想都不想就一口答应了。耶，好棒哦！我要努力学习，多得五角星，加油！

篇14：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)

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]

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

[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15：关于ESL课堂中的文化适应能力的可行性研究报告

在当今的ESL课堂中，单一的“英语学习”已经不再是老师和学生追求的目标。全球化进程的加快和多元文化的混合，学者们越来越多地意识到学习和适应另外一种文化是何等重要，它远远超越了语言学习本身。本文首先就ESL课堂中的文化适应问题做简单介绍，接着以问卷调查的方式，揭示ESL课堂中实际面临的文化适应方面的众多问题，最后提出有效的解决方法。

Bryram认为，跨文化交际并不能够简单地理解成为“双文化交际”，但是“双文化交际能力”势必会影响“跨文化交际”。相应地，跨文化交际经历，也可以加强跨文化交际能力，但我们不应该把两者混为一谈。Bryram认为，Along with knowledge of one’s own and other cultures，interculturality involves attitudes of curiosity and openness，skills in interpretation and mediation，and a critical awareness of conflicting value systems(Byram ).

Kumaravadivelu提出，亚洲ESL学生普遍存在的三个问题是：以服从规矩和老师为基准，缺少质疑和创新的能力，在课堂表现中较为被动(Kumaravadivelu 710)。以下通过一个问卷调查，揭示存在于多元文化课堂中老师和学生双方面的问题。

研究目的：

通过对老师和学生的问卷调查表，寻找当今ESL课堂中老师和学生面临的多文化沟通的问题。

研究手段和方法：

问卷调查更有效，适当地找到问题所在，并对特殊问题作出细致的回答。并且此方法的结果明了易懂。此次调查的对象为印第安纳州立大学ESL班级的国际学生，ESL班级老师，写作中心的辅导老师及语言学系的教授。调查问卷分为两部分(问卷A和问卷B)，都分别包含基本信息(年龄、国籍)和文化背景问题。问卷A适用于ESL国际学生，问卷B适用于ESL老师。在问卷A中，第2、4、5题都是针对亚洲学生“服从属性”展开设计的。第6题则是针对学生的质疑创新能力设计的。问卷B中的大部分问题都是针对ESL老师面临的真实情景设计的。

预期得到的成果：

如何提高ESL课堂中的文化适应能力?对于众多国际学生来说，理解目标语言背后的文化至关重要。Laura Stachowski提出，印第安纳大学的文化项目包括美国文化的动机、历史、革新。这对国际学生来说是一个了解英语背后的美国文化的绝佳机会(StachowskiP91-94)。Warwick的研究也旨在鼓励TESOL教育者在课堂上多多分享众多学生的文化背景(Warwick)。除了文化项目以外，ESL学生和老师也可以通过其他资源提高自身的文化适应能力。例如，CTL(Center for Teaching and Learning)培训中心会给国际学生提供很多类似跨文化交际的讲座，还可以通过具体的培训方案提高文化适应能力。

研究意义与重要性：

全球化并没有将世界变成一个平面，而是将世界变得越来越多维。因此，如何与其他文化中的人群沟通便成了当今人们首要的考虑。语言教育早已不再是简单的“语言”教育，它更多结合了社会行为、文化背景及文化变通性，形成一个全新的观察世界的方式。在此基础上，提高ESL学生和老师在多元文化课堂中的文化适应能力显得尤其重要。这也是本研究实施的根本目的。

附录(问卷A)：

一、背景信息

年龄：国籍：

二、回答下列问题(必要时请简短地举例)

1.在国际课堂中，让你感到困惑的文化难题是什么?

2.假设在国际课堂中，你不理解老师的讲解，你会怎么做?立刻举手提问，或者等到课后去找老师提问，还是干脆不提问?

3.假设在一次小组完成的作业中，你会积极提问参与还是尽量保持安静，听取其他组员的意见?

4.假设你迟到了，你会在得到老师的允许后再进入课堂?还是不打断老师的讲解，直接进入课堂?

5.如果你因为某些原因，不能来上课，你会使用：

(1)直接告诉老师你不能来的原因，还是使用一些“我有些个人事务要处理”等表达?

(2)直接跟老师面谈不能来的原因，还是采用发电子邮件的方式?

6.同学不同的学习习惯会影响你的英语学习吗?如果会，请举例。

7.你认为这些文化差异所导致的问题会影响你的学习吗?

8.对于以上这些问题，你有何建议解决?

附录(问卷B)：

一、背景信息

年龄：国籍：

二、回答下列问题(必要时请简短地举例)

1.在国际课堂中，你遇到过什么和文化差异相关的问题?

2.如果学生遇到问题也不提出疑问，你会怎么做?在班级中你会遇到不同种类的学生吗?比如说有的学生会不停发问，有的学生却从来不打断课堂，提出问题，你是如何平衡这两种情况的?

3.凡是小组作业或者讨论时，你注意到不同学生的不同回答了吗?

4.基于国际课堂中的国际学生，他们在写作或口语中有与自己国家文化背景相关联的特定回答方式或错误吗?你会对此给出一个较为统一的回答标准吗?

5.如果学生请假，你更倾向于哪种请假方式：

(1)直接来到办公室面谈请假缘由的?还是发电子邮件的?

(2)直接告诉你具体请假原因的?还是给出大概缘由的?

6.这些与文化相关的难题有没有影响到你的教学?

7.对以上这些问题，你有何建议?

篇16：ESL课堂中的文化适应能力的可行性研究报告

关于ESL课堂中的文化适应能力的可行性研究报告

研究目的：

通过对老师和学生的`问卷调查表，寻找当今ESL课堂中老师和学生面临的多文化沟通的问题。

研究手段和方法：

预期得到的成果：

研究意义与重要性：

附录(问卷A)：

一、背景信息

年龄：xxx国籍：

二、回答下列问题(必要时请简短地举例)

1.在国际课堂中，让你感到困惑的文化难题是什么?

2.假设在国际课堂中，你不理解老师的讲解，你会怎么做?立刻举手提问，或者等到课后去找老师提问，还是干脆不提问?

3.假设在一次小组完成的作业中，你会积极提问参与还是尽量保持安静，听取其他组员的意见?

4.假设你迟到了，你会在得到老师的允许后再进入课堂?还是不打断老师的讲解，直接进入课堂?

5.如果你因为某些原因，不能来上课，你会使用：

篇17：ESL课堂中的文化适应能力的可行性研究报告

关于ESL课堂中的文化适应能力的可行性研究报告

研究目的：

通过对老师和学生的问卷调查表，寻找当今ESL课堂中老师和学生面临的.多文化沟通的问题。

研究手段和方法：

预期得到的成果：

研究意义与重要性：

附录(问卷A)：

一、背景信息

年龄：xxx国籍：

二、回答下列问题(必要时请简短地举例)

1.在国际课堂中，让你感到困惑的文化难题是什么?

2.假设在国际课堂中，你不理解老师的讲解，你会怎么做?立刻举手提问，或者等到课后去找老师提问，还是干脆不提问?

3.假设在一次小组完成的作业中，你会积极提问参与还是尽量保持安静，听取其他组员的意见?

4.假设你迟到了，你会在得到老师的允许后再进入课堂?还是不打断老师的讲解，直接进入课堂?

5.如果你因为某些原因，不能来上课，你会使用：

(1)直接告诉老师你不能来的原因，还是使用一些“我有些个人事务要处理”等表达?

(2)直接跟老师面谈不能来的原因，还是采用发电子邮件的方式?

6.同学不同的学习习惯会影响你的英语学习吗?如果会，请举例。

7.你认为这些文化差异所导致的问题会影响你的学习吗?

8.对于以上这些问题，你有何建议解决?

附录(问卷B)：

一、背景信息

年龄：xxx国籍：

二、回答下列问题(必要时请简短地举例)

1.在国际课堂中，你遇到过什么和文化差异相关的问题?

3.凡是小组作业或者讨论时，你注意到不同学生的不同回答了吗?

4.基于国际课堂中的国际学生，他们在写作或口语中有与自己国家文化背景相关联的特定回答方式或错误吗?你会对此给出一个较为统一的回答标准吗?

5.如果学生请假，你更倾向于哪种请假方式：

(1)直接来到办公室面谈请假缘由的?还是发电子邮件的?

(2)直接告诉你具体请假原因的?还是给出大概缘由的?

6.这些与文化相关的难题有没有影响到你的教学?

7.对以上这些问题，你有何建议?

篇18：以学习者为中心的语言课程-美国ESL语言课程综述

以学习者为中心的语言课程-美国ESL语言课程综述

本文对英语国家ESL语言培训课程的'历史背景、教学理念和教学特点进行了介绍,提出作为一种有着丰富实践经验和成功教学案例的英语教学课程体系,它有值得在中国从事英语教学的教师和研究者学习和进行推广的价值.

作者：张迅 ZHANG Xun 作者单位：浙江财经学院,浙江,杭州,310018 刊名：宁波工程学院学报英文刊名：JOURNAL OF NINGBO UNIVERSITY OF TECHNOLOGY 年，卷(期)： 20(3) 分类号：H319.3 关键词：ESL 学习者为中心英语教学课程结构教学理念

篇19：作文

近了近了，春的脚步声近了。

多么迷人的春呀，看，春天的脚步正在向咱们走来，向咱们正在展示春的美。小草偷偷的冒出它那尖尖的头，正在探视着春天的脚步到了哪里。柳树随着春风妹妹的到来，它那纤细的小手臂也随之迎风飘扬，好象在告诉咱们春天的脚步近了。冰冻的河水随春天的到来融化了，一条条溪流向东而去……看，这充满生机的一切都在告诉咱们春天的脚步近了，春天已经到咱们身边了。

多么悦耳的春呀，听，春天的脚步近了，她迈着轻碎的小步伐向咱们走来，同时她也带来了滋润万物的春雨弟弟。淅淅沥沥，淅淅沥沥……有节奏的下着小雨，竹笋弟弟妹妹们听见雨弟弟的脚步声都不约而同的探出脑袋好奇的望着周围的一切，听那节奏般的音乐吸引着他们努力向上生长着。冬眠的动物听见雨弟弟的呼唤声，都睁开那明亮的眼睛，随着雨弟弟的到来去寻找春天的脚步声。听，一曲美妙的声音，向咱们宣示春天的脚步近了，春天到了。

多么香浓的春呀，闻，便可以得到沁人心脾的香，那种香是多么令人心醉，春天脚步带来了芳香。桃树开了花，嗅一嗅，满鼻飘香，香的让咱们感受到春天为咱们的生活带来了欢笑和快乐。躺在开满花香的草地上，使劲用鼻子嗅一嗅，便猛然间觉得清新的空气中弥漫着花香的味道，让咱们沉醉于鸟语花香的世界，让咱们感受到春天的脚步近了，让咱们感受到春天带来温暖和安慰。

近了近了，春天真的近了，广阔的农田里有了农民伯伯们那忙碌的身影，燕子们纷纷从南方飞回来了，麦苗泛青了，河水唱起悦耳的步伐向前冲了。

春天是人们所向往的季节，人们总是在这个季节做好了自己的打算。俗话说得好：一年之计在于春，每一日之计在于晨。春天的脚步近了，春天的到来就已经暗示了咱们应该从今天做起，从现在做起，从一年中春的到来做起，好好学习，发挥自己最好的潜力，取得一个好的成绩，长大后成为祖国的栋梁之才，努力建设祖国的美好未来。

篇20：假如作文

啊，终于可以睡觉了，但愿做一个好梦。

星期三，我坐在办公室里，边喝着咖啡，边翻着电子书。突然，电话响了，我连忙跑过去。只见里面传来了低沉的男中音：节能大使，你到环保局一趟，有急事！说完，就挂掉了电话。我心里一阵窃喜：自从上次整顿白色污染工作结束，几个月都没事干，今天总算有事干了！于是，我坐着一架飞艇，赶往环保局。

来到了环保局门前，只见几个暗淡无光的塑料大字：泰州市环保局。下面还写着一行小字：环境污染、能源等各种环保问题俱能解决。看到这儿，我感到有一点儿好笑：连制作金子招牌的材料都没了，环保问题怎么能解决？

到了局里，局长林聪先生对我十分热情，可当我问起他什么能源不够了，他却尴尬极了，吞吞吐吐地说：是是是。到底是什么能源？我既着急又有些不耐烦地问道，纸！站在一旁的副局长韩建平说道。听到这个消息，我暴跳如雷，大吼道：几个月前你们就找过我谈论纸的问题，怎么今天又是纸？韩建平见我发怒，连忙说：人民需要纸呀，虽然现在科技十分发达，但生活中的许多地方还是得用到纸，可树却是个很严峻的问题。这事不能全怪我们，现在的树是供不应求，我们每一个月就种一次树，可往往才不到半个月，树就被造纸厂的工人们砍了。我们已经竭尽全力了！我仔细一想，说的也是。于是态度平和了许多，说：二位局长，你们为什么不执行《节纸法》呢？林聪的脸上顿时露出了瞧不起我的神色，洪节能使，您也太天真了吧！说完随意拿起一张草稿纸，我们已经执行了让市民们每天只用3张纸的法律。我面露愧色，苦思冥想，突然想出了一个好点子，于是对他们说：恕吾失陪，在下回家画张草图。

我坐着飞艇回到了办公室，忙活了半个小时左右，又回到环保局。手上带着3份资料：草图、草稿以及备注。

林聪展平草图，摊在桌子上。只见第一幅草图上，画着一条繁华的大街上，有一堆纸；第二幅图上，画着一个大大的机器；第三个图上，有一个男人，他把那些废纸都投进了再生纸回收器里面；第四幅图上，男人拿出几张崭新的大白纸，高兴地回家了。大街都看不明白，韩建平连忙拿起草稿，上面写着林韩二位先生及环保局所有人：

最近树少，纸需求量又大，不得已造出再生纸回收器，这种机器可以将普通白纸变成再生纸。再生纸使用过后，投入再生纸回收器，它就会变成一张新的再生纸。

洪节能使

林聪又拿起备注，大声念出内容备注

给半猜半懂者：

从前的再生纸设计存在缺陷，我这种再生纸，可以无数次循环使用。

林聪和韩建平看完十分高兴，说：这才是长远之计，真心感谢你帮助我们解决了这个棘手的问题。

要想练就绝世功，就要忍受常人难忍受的痛我正准备接电话，突然，我惊醒了，原来这是南柯一梦啊！但是我会为这个目标努力下去的。

篇21：假如作文

世界上有各种各样的力，弹力、回力、引力、吸引力、……可是我最喜欢的还是巧克力。

假如我来到巧克力世界我会，我该怎么办？

我有一次在睡觉时，突然，我到了巧克力世界，我还穿着衣服口带里的5元钱还在呢！我看见那里的人都像地球人他们什么都东西都是巧克力做的，房子、车子都发出阵阵香气，我在也经不起这样的诱惑了，看到一个补胎场，抱起一个轮胎就吃，那个老板说：“小朋友我的轮胎有那么好吃吗？快赔钱，不然我要叫警察。”我把5元给了他，他看了又看说：“这是什么东西呀？”我看到一个人拿出了钱才知道他们的钱是巧克力做的，那个人掉了五块钱我就捡起来给了他我发现一个牌子上面写着“自动参加环保卫生，”我去参加了，他给了我一个扫把我想着这些垃圾也是巧克力做的那么，也就可以吃呀！我没有要扫把自己把那垃圾狼吞虎咽的吃掉了，后来我告诉他们我是地球人，他们说：“地球人怎么喜欢吃我们的垃圾啊？”

突然，我醒来了，原来这是梦，但我觉的，巧克力世界很有意思，希望下次还有机再次进入巧克力世界！

【精选假如作文汇总10篇】

篇22：作文

快乐与他人分享，就2份快乐；痛苦与他人承担，便减轻1份痛苦。分享是美丽的，分享是爱的包容。学会分享，是心灵的寄语。

学会分享美景，是情操的陶冶。古时陶弘景就与友人分享“晓雾将歇”，“沉鳞竞跃”的山中美景；苏轼也与张怀民分享“水中藻、荇交横，盖竹柏影也”的月下之色；“飞流直下三千尺，疑是银河落九天”，磅礴的气势，不正是李白在与他人分享这天之绝色吗？学会分享美景，是对心的洗礼，是对境界的提升，让人生对生命有不同的感悟。

学会分享最珍贵的礼物，是爱的传播。东南亚海啸时期，英国小毅然捐献出最爱的小布娃娃。她说：“它让我感到快乐，也灾孩子感到快乐的！”纯洁的童心！布娃娃在灾区眼中，连一滴水都，但它身上却承载了无私而纯洁的爱！我，娃娃落在哪个孩子手上，她能感受到大洋彼岸的亲切问候，春日的阳光温暖而充满甜蜜。学会分享最珍贵的礼物，是分享着真诚与炙热的爱，像阳光雨露般撒入心田。

学会分享生命，是的高尚。你可曾，当你的鲜血被注入垂死的病人身体里时，你就与他分享了你的生命！邓小平老人至死都将角膜捐献，又是何等的高尚？他与别人分享了光明，更分享了光辉灿烂生。

分享是美丽的。，与他人分享快乐，是跳动的音符，叮叮咚咚，组成悦耳的乐章；是五彩斑斓的颜色，跳动着，在人与人心间搭起爱的彩虹。学会分享，学真诚的爱撒满于地间。

【分享作文汇总十篇】

篇23：假如作文

有一天，我正在大街上走着，看见大人们正在吵闹，因为一点儿小事，吵得不可开交。我在旁边看着，喃喃自语：“假如大人都消失了那该多好啊！”当我真在想象那个画面的时候，一阵奇怪的风吹俩，耳边也清净了，抬头一看，身边竟然一个大人都没有，都是些小孩。他们和我都愣住了，但没过几秒，又变得热闹起来，因为不会再有大人管着我们了。

会到家中，我高兴极了，连忙邀请同学到家里“做客”。于是，大家开始疯玩，有的站在电视机前面唱歌，有的在客厅里手舞足蹈，大家都高兴地唱啊、跳啊！有几个男生，围成一团玩扑克牌，不争个你输我赢决不罢休。还有的坐在电脑前面目不转睛地玩着游戏。客厅、房间等地都挤满了人，热闹极了，就算在隔壁，也能听到我们的欢呼声、笑声。

同学走后，家里变得乱七八糟，没人收拾。“咕噜”我的肚子饿了，我又不会做饭，只好去买些东西解饿了。在面包店门口，一大群小孩在抢面包，谁也不让着谁，有的甚至打起来了。在超市里，东西全被抢完了，空空的，一点也不剩。

总而言之，大街上全是吵闹的声音，根本不会停歇似的，没完没了。我实在受不了了，大声喊到：“还是大人在的好啊！”

那阵风又吹来了，一切都恢复了原样，我走回家，看到妈妈在做饭，爸爸在看电视，一切都没变。

还是有大人在的日子好啊！

篇24：假如作文

假如我是一位语文老师，我就不会在下课的时候，还在那里拖课。我会让他们下课，好好去休息。这样下节课才有精神听课。

假如我是老师，就会让每一个同学当上运动员，去参加运动会。而不会让他们觉得自己没有希望，感到自己十分没用，而只有在那里羡慕的分。我不会让他们感到孤独，要让他们融入到我们这个大家庭中。

假如我是老师，我就不会没收他们那些十分心爱的玩具。我会讲道理给他们听，让他们更加珍惜玩具，可是也得遵守纪律，孝顺父母。

假如我是老师。我就会把家庭作业布置得少一些，减轻他们的负担，让他们每天快乐地成长。

假如我是老师我就会这样做。

篇25：假如作文

话说当年西楚霸王骑着乌骓马来到了乌江边上。下面的场景不是《项羽本纪》中的自刎，而是西楚霸王想通，过了乌江，骑着他的乌骓马，来到了乌江对面……

项羽是个性情至极的人，望着江对面的刘邦和他的红衣汉军。以及自己的几百名黑衣楚军。伤感至极。这时，史书中的乌江亭长冒出来说：“大王，他们为国殉职，死得其所。咱们还是快回楚地，等我们东山再起之时再祭奠他们也不迟啊。”项羽想了想，还是扬鞭而去。

项羽回到楚地，对众江东父老大喊：“现天下，已被汉贼夺去，我欲东山再起，众江东父老，可肯助我一臂之力？”

这史书中所说的江东人民，自然是一堆正常人。暴秦刚亡，天下想修生养息，谁会与你一起造反？你是项羽又怎么样？就算你是朱棣，我也不会舍命陪君子。

江东人民中自然少不了代表，这代表也不能没有个名字，就给他路人甲的光荣称号吧。这路人甲就对着这西楚霸王大喊：“我们凭什么相信你，当初你也说会带领我们夺得天下，结果怎么样？八千人就换你了你胯下的那匹马！？”话音刚落，大笑声四起。当然霸王有霸王的风范。立刻回道：“要不是当初我轻信刘邦那小人，我怎么会落到如此田地？”

路人甲说：“几句话就让你交出了几千人的性命，我们又凭什么相信你的话呢？你的命值钱，我们的命就不值钱吗？”霸王无言。在他所信任、相信的楚人没想到这么无义。

这就是乌江亭长所说的江东人才。项羽想要东山再起，可惜西山不准他的小伙伴被一个人所操控。其实现在想想也释然，谁会在太平盛世的时候为了一个“义”而丢掉自己的性命，不是所有的人都是孟圣人，舍生取义者只有乱世才有，舍生取义者是乱世的特产。

霸王再次来到了乌江边上。提刀自刎。苟延残喘几年又有什么意义？换来的只是史书上的一个较大的数字和“霸王于乌江自刎之。”而不是“霸王不肯过江东，自刎之。”

【【精华】假如作文汇总5篇】