Analysis of oral English teaching in middle schools论文 定稿.docx
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AnalysisoforalEnglishteachinginmiddleschools论文定稿
ProjectTitle:
AnalysisoforalEnglishteachinginmiddleschools
Investigator:
DongYuhua
PuyangRadio&TVUniversity
SubmittedonNovember20,2012
Infulfillmentofthecourse“PracticalProjectDesign”
Thanks
IamverygratefultomysupervisorMissHanwithoutwhosesupportandpatience,thisprojectwouldnothaveresult.
IamalsogratefultomyclassmateLiWeiying、ChengMinghuiandWangJiangtaofortheirtimespentonderectionanddiscussionswithme.
Thankswillnotbeenoughformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldnothaveanyachievement.
Lastthanksgotomyparentswhohavegivenmegreatencouragementandhavesharedwithmemyworriesandhappinessintheprocessofthisproject.
summary
Summaryofthecontents:
InthecourseofEnglishteaching,therewassomemisunderstandingonoralEnglishteachinginmiddleschoolsandcountermeasures,resultinginaverydifficultsituationimprovingoralEnglishteaching.WiththecontinuousimprovementofteachingmethodofEnglishandimprovementofteachinglevel,Thetraditionalteachingformshavebeenunabletoadapttothenewteachingmode.Atpresent,Englishoralapplicationinthemiddleschool,wecansee,somestudentswrittenresultsisquitegoodbutoralEnglishisverypoor.indailycommunicationactivities,somestudentswantstospeakverywell,butifyouwantthemtoexpressthemeaning,theywillnotknowwhattodo.Andalsosomestudentsusuallytalklanguagesmooth,thinkingagile,butatanofficialstatement,theywillbehesitantandstumbling,Thephenomenonofthingslikethatiseverywhere.Onlystimulatestudents'stronginterestinlanguage,wecanmakeanimprovementinteachingandtrainingofteachers.
Sointhisarticle,ImakeanumberofcommentsonsecondaryschooloralEnglishteaching,byidentifyingthefactorsundertheinfluenceoforalEnglishteachinginmiddleschool.Forexample:
lightlyspokenEnglish,learningEnglishedificationoffear,lackofEnglish-languageenvironment,andsoon.Adoptproperandeffectiveteachingmethods,thatistosay,Iwilltakethenecessarymeasurestopromoteafter-schoolpractice,implementation"afterclassrecordings"oraljob,timelyfeedbackinformationtoimprovestudents'learninginterests,andcorrecterrorsoforaljob,improvingtheaccuracyofwrittenwork,changethetraditionalassessmentmethods,raiseconsciousnessinlearningtoimprovespokenlanguagewidely.
Inotherwords,toimprovestudents'oralEnglish,teachersandstudentsneedtoworktogether,totrulyrealizethetransformationfromexamination-orientededucationtoqualityeducation,Wemustreflectinpeacetimeintheteachingprocesslearningofnewconcepts,throughlong-termunremittingeffortstoimprovestudents'Englishspeakingability.
Directory
Introduction------------------------------------------------------------------1
Executivesummary--------------------------------------------------------2
一、InfluencefactorsoforalEnglishteachinginmiddleschools--------------------2
(一)、ThethoughtofdespisingEnglishspokenlanguage-------------2
(二)、ThedreadofstudyEnglish----------------------------------------3
(三)、LackofEnglishlanguageenvironmentinfluence--------------3
二、SecondaryschooloralEnglishclassteachingmethod-------------------4
(一)、Takethenecessarymeasurestopromoteafter-schoolpractice-----------4
(二)、Implementationofthe"after-schoolrecording"oraljob----------------4
(三)、Timelyfeedbackinformationtoimprovestudents'learninginterest-----4
(四)、Correctedoraljoberrors,improvingwrittenworkcorrectly-------------5
(五)、Changingthewayoftraditionalassessmenttoraiseconsciousness
inlearning------------------------------------------------------------------6
三、RulerecommendationsoforalEnglishteachinginmiddleschools--------------6
(一)、Initiative---------------------------------------------------------6
(二)、Encouragestudentstospeak---------------------------------------6
(三)、ProvidingopportunitiestolearnEnglish------------------------------6
(四)、Stressingthecultivationofinnovationability--------------------------7
(五)、Createaclassroomatmosphere---------------------------------------7
四、Concludingremarks------------------------------------------------------7
Bibliography---------------------------------------------------------------8
[Executivesummary]:
communicationistheessenceoftheteachingofEnglish(communication),whichisbetweenteacherandstudent,communicationbetweenthestudents,notthatIteachyoutolearn,Englishteachingisthroughthesecommunicationactivities,enablestudentstoformEnglishcapability.Inthecommunicationprocess,teacher-studentinteractionisbetweenawarenessactivitiesonbothsides.Studentscannotprogresswithoutteachers'awarenessofteachinglaw,teachers'awarenessofteachinglawmustdependonstudents’theobjectiveeffectofteacher-directedlearning.Teachingistopromotesuchexchanges,wecansayinEnglish“Teachingisofconmmunicationbyconmmunicationandforconmmunication.Inordertodevelopstudents'communicativecompetence,Ifocusonthelearningandcommunicationstrategiesdepartments.ThisarticledescribesmethodsoforalEnglishteachinginmiddleschools,throughinterferenceencounteredinoralEnglishteachinginmiddleschools,taketherightteachingmethods,feasibilityofteachingrulesrecommendationsadopted,sothatstudentslearnEnglishnotmuteEnglishinEnglishcommunication,soastoenhancestudents'practicaluseofEnglishstandards.
[Keywords]:
communicativecompetence;interference;methodsofteaching;teachingrules
AnalysisoforalEnglishteachinginmiddleschools
Introduction
Languageisthecarrierofculture,isatoolforcommunication.Associalofcontinuedhigh-speeddevelopment,Theincreasingapplicationoftheworldofthings,aswellaslinguisticdiversity,Englishasaworldgenerallanguage,andaswellastheofficiallanguageoftheUSandEuropeancountries,manynationalhasregardedEnglishassecondlanguagetolearn,thishasacceleratedoralusingofEnglishoral;ontheotherhand.AsChinajoinedWTO,moreandmoreofforeignerscametoChina,andChinesealsolargebulktoabroadorbusinesslearning,Whenexchanginginformation,expresstheemotionandmeaning,peoplefirstneedtobetalkingIfyoucannotspeakaforeignlanguage,onecannotsmoothcommunication,andevenmakesomepeopleintoagreaterdifficulties.Therefore,fosteringmiddleschoolstudents'oralEnglishcommunicativecompetenceisbecomemoreandmoreimportant.However,intoday'srapidlychangingofeducationreform.Stillinmiddleschool,EnglishteachingtoreadandwritetotheCenter,Competewiththewrittenstage.Withtheresultthat,mostofourstudentshavebecomeexpertsofEnglishquestions,butsaidinsomeoccasionsbecomemute.Moststudents'oralcommunicationiseitherstutteringorinarticulate,It’sdifficulttoexpresstheirownthoughtsusingspokenEnglishthattheyhadlearned.Therefore,wesaythatthesestudentslearnEnglishisincomplete,eventheywillhavesometroubleusingEnglishtoexpress.PreciselybecausesomeuniversitygraduatescannotspeakfluentEnglishandlosethechancetofindasatisfactoryjob.
一、InfluencefactorsoforalEnglishteachinginmiddleschools
(一)ThethoughtofdespisingEnglishspokenlanguage
Manystudents'motivationtolearnEnglishistotheexam,howevertherewasnooraltestitems,sotheythinkoralEnglishtrainingisawasteoftime.Notonlytheteacher’sbutalsothestudents'oralEnglishtraining,whethertheyhavepaidsufficientattentionornot,inthenewtextbooks,itstillfollowthebeatentrack,nearlyhavinganynewthings".Teachingfocusisstillstuckontheexplainthelanguagepoints,neglectoforaltraining,resultingina"dumb"Englishphenomenon;Thestudentcanonlyread,notspeak.Butjudgingfromthelanguageofthelaw,inanylanguage,spokenlanguageisthefirstaspect,languageisthesecondaspect.Communicationfrompersontopersonmainlythroughlisteningandsaying,seldomthroughread-write.Newcurriculumrequirements,purposeoftheoutlineis:
"developmentofbasicskillsoflistening,speaking,readingandwriting,traininginoralandwrittenEnglishcommunicationabilityoninitialapplication."Allthisamplydemonstrates,qualityeducationintheteachingofEnglish,islearningandimprovethecomprehensiveEnglishlanguageability.Therefore,strengtheningtheteachingofEnglishlisteninginmiddleschool,wefocusonliteracy,andgivefullplaytothecommunicativefunctionofEnglish,wewillimplementthepartyspiritofeducationoutlineintoteaching,therebywecanimprovetheoverallqualityofmiddleschoolstudents'English.
(二)ThedreadofstudyEnglish
WhenmanystudentsspeakEnglish,theyalwayshaveapsychologicalfear.Theyareafraidtomakemistakes,tobeblamedbytheteachers,andtobeafraidofbeingmadefunof.Thiskindoffearoftenleadsstudentsinoralexpressionofemotiontobeanxietyandnervous,affecttheirthinkingandnormalcommunication.Highanxietystudentstobequestionedinclassisoftenextremelytense.Somakingmistakesisfrequently,andtheydeclineinlanguageproficiency,thestudentnotreluctanttospeak.Fearisthemainpsychologicalfactorsaffectingoral.However,thestrengthofstudents'languageanxietyisconnectedwiththeteachers’treatmentoflanguageerrorsinstudents'learningandthestudents’learningexperiencesinthepast.Thestudentstherehavebeensetbacksandfailuresinlearningareafraidofteacherscri