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engling

By Ellen Hughes,2014-09-04 16:18
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engling

Abstract:

     In our country, English teaching connect the whole education course, students study English for many years. They study and pass a lot of examinations. But children’s English is very poor. Reasons are so many, Unreasonable system of educations, school’s manage, families, and so on.

    As a English teacher, we can’t change those. So we can perfect our teaching skills, find out the studying weakness and class’s insufficiention and improve our abilities. You should make them love you, love your class love studying English and learn more in schools. the matter is of great importance to us all.

Key words: sage stuffing ducks dynamic inhibitions anxiety

摘要?在我们国家;英语贯穿整个教学过程。学生学习英语许多年。他们要通过学习;还要

    通过许多的考试。但是孩子的英语还是很差;原因是很多的;不和理的教育制度;学校的管

    理;家庭;-------。作为一名英语教师;我们不能改变这些。因此我们能够完善教学技能;

    找出学生的学习弱点;课堂的缺陷;提高我们的自身能力。让学生喜欢上我们;喜欢上我们

    的课;喜欢学习英语;在学校学地更多。这些对我们来说是相当重要的。

关键词 : 圣人 填鸭 有生气的 阻止 不安

English Learning and Teaching in the Middle School’s Class

    Even after studying English for many years, many people in China feel their English is still not very good. So a frequently asked question is: Why?

    Part of the problem is that is simply takes a long time to learn any foreign language. you have to learn a new grammar system, and thousands of new words. It also takes a lot of practice to develop speaking, egenerally takes years.

    This is especially true if you are learning a language that is very different from your own. German people can learn English relatively quickly because German grammar is similar to English grammar in some ways, and also because the two languages share much of the same vocabulary. However, the grammar and vocabulary of Chinese is quite different from that of English, and this makes it harder for Chinese people to learn English.

    However, the bigger problem lies more in the way Chinese students study English. Actually the real goal of many students in China is not to learn English-instead, their real goal is to pass English examinations. So most of their time and attention is focused on doing well on exams

    rather than on learning. When the examination is over, students often promptly forget what they learned, and then they ignore their English study until the next test comes along.(Students in Western countries who study Chinese or other foreign languages often have exactly the same problem.)

    While studying for tests may help students learn English, passing tests is not the something as learning English. In fact, it is possible to get good test scores without ever actually developing many usable skills in English. If students are to actually learn English well, their focus needs to be on building English language skills(such as the ability to speak or read English),not just on passing tests.

    Perhaps even more important, students who actually want to learn English and need to take charge of their own language learning. Instead of just passively doing what their teachers tell them to do. They must decide for themselves what skills they want to master, and then actively carry out a plan for developing those skills-whether there is any test or not.

    Students in China often ask, “What is the best way to learn English?” This is an important question, but there is no single answer because “English” is not just one thing-it is a combination

    of different thing.

    In part,” English ”consists of knowledge. For example, learning English requires knowing vocabulary words and grammar rules. Even more important,” English ”also consists of a variety of different skills, such as the ability to speak in English or to understand a book written in English. So, there is no single best way to learn English. Instead, there are different ways to develop each of the English skills students need.

    While there is no single best way to learn English. There are two basic rules that will help students decide what the best way is to develop each of the English language skills:

    Rule#1:Skills are built through practice. Mastering a skill requires learning to do several different things smoothly and fluently, often within a limited time. For example, in order to read in English, you need to do several different things at once:

Recognize English vocabulary words

Understand English grammar

Use background knowledge; for example, things you know about Western culture

Understand and remember the ideas of the text.

    Learning to read certainly requires knowledge of English grammar, vocabulary, and even knowledge of Western culture, But the skill of reading requires being able to put all of this together at the same time, and this can only be learned through practice.

    Rule#2: You learn to do what you do. In other words, students who spend a lot of time reading newspaper articles will get better at reading newspaper articles. Students who practice speaking English will get better at speaking English.(And students who practice answering multiple choice questions on tests will get better at answering multiple choice test questions.)So the best way to develop a skill is to practice in a way that is as similar as possible to the skill you want to develop.

    Often students think of English teachers mainly as people who know everything about English and explain it all to students. In this way of thinking, the English teacher is a “sage” more or less like Confucius-and the main role of the teacher is to give her/his knowledge to students.

    This view of English teachers is not entirely wrong; after all, English teachers do know more about English than their students do, and part of the job of English teachers is to teach students what they know about English. However, in many ways, an English teacher is more like a “coach” or a “piano teacher” than a “sage. ”Why?

    The main reason is that learning English doesn’t just involve gaining knowledge An equally important part of learning English is developing skills, and skill can only be developed by practice. just as a coach can’t make someone a good runner just by explaining how to run, an English teacher can’t make students good speakers (readers, writers ,etc.)of English just by explaining

    English to them. Instead, like a coach, a teacher must help students learn how to practice effectively, and also encourage them to practice a lot-eve when the teacher is not around.

Sometimes people criticize the traditional teaching method in China, saying it is too much like”

    stuffing ducks” (tianya) (teachers stuff students with knowledge).Perhaps this to stuff a duck quite nicely as long as 1 )there are not too many ducks;2)stuffing a duck doesn’t take very long. However, if there are lots of ducks and not enough time, the cook can’t stuff them all one by one. Instead, the cook has to provide the ducks with attractive food and train them all to feed themselves.(Of course, the ducks also still need to be alive.)

    Likewise, English teachers can’t just stuff students with English, one student at a time, one word at a time, one grammar structure at a time, and so forth, They also need to do three things:

    They need to make English study as interesting and attractive as possible-so that students will want to” feed” themselves.

    They need to teach students how to study English effectively-so that students will know how to feed themselves.

    They need to help students’ develop their own plan for studying English, and help students keep their plans-and their interest-alive. Students need to know it is up to them to feed themselves-and not always wait for a teacher to stuff them.

    Good language learners’, according to Rubin in her 1975 study, will be those who, whenever

possible ,do the following:

    1) respond to the group dynamic(atmosphere)of the classroom situation so as not to develop inhibitions and anxiety.

2) Use all opportunities to use the L2.

    3) Make use of opportunities to practice listening to and responding to speech in the L2 that is addressed to them or to others focusing on meaning not on form.

    4) Supplement learning from direct contact with L2 native speakers, by also learning form formal study of form.

    5) Are adult or adolescent rather than children, during the early stages of learning grammar.

    6) Have enough analytical skills to perceive, categorise and store L2 linguisitc features and use them to monitor output.

7) Have strong reasons for learning t

莲山课件 原文地址?http://web.5ykj.com/yingyu/15319.htm

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