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论文

TheConvergenceIssuesandStrategiesofPrimaryandSecondarySchoolinEnglishTeaching

Thesisstatement:

ItisimminenttodealwiththeconvergenceissuesofprimaryandsecondaryschoolinEnglishteaching

Outline

1.Introduction…………………………………………………………………………….2

1.1.ThePopularityofEnglishinPrimarySchool………………………………2

1.2.TheIssuesArise…………………………………………………………….2

2.TheProblems…………………………………………………………………….3

2.1.UnevenLevelofFirstGradeStudentsinEnglish…………………………..3

2.2.ManyStudentsareLackofConfidence………………………………………3

3.TheReasons………………………………………………………………………..3

3.1.TheTeachingTargetisDifferent………………………………………………3

3.3.TheTeachingStrategyisDifferent……………………………………………..4

4.TheStrategiesofSolvingtheProblems…………………………………………….4

4.1.ToStrengthentheUnderstandingoftheMaterials……………………………..4

4.2AnalysisoftheStudents’Characters……………………………………………4

4.3.UsingaVarietyofTeachingMethodsFlexibly………………………………..5

4.3.1.VocabularyTeaching……………………………………………………...5

4.3.2GrammarTeaching………………………………………………………..6

4.3.3.SentenceTeaching………………………………………………………..7

4.4.BeStricttoPhonetics………………………………………………………….7

4.5.ToMotivatetheStudentsandEnhanceStudentsSelf-confidence……………8

4.6ToCreateChancesforStudentstoDisplayTheirTalents……………………..9

5.Conclusion……………………………………………………………………..10

Bibliography………………………………………………………………………11

TheConvergenceIssuesandStrategiesofPrimaryandSecondarySchoolinEnglishTeaching

1.Introduction

1.1.ThePopularityofEnglishinPrimarySchool

Withthedevelopmentofqualityeducationandnewcurriculumreform,ourcountrygraduallyopenedtheprimaryschoolEnglishcourses.Anditpresentsadynamicscene.Inthisway,theyhavelearnedEnglishforafewyearsbeforetheyenterthejuniorhighschool.Sotheywouldhaveacertainunderstandinginthesimplecommunicationpatternsandthepronunciation,whichisthenecessaryfoundationforthejuniormiddleschoolEnglishlearning.

1.1.ThePopularityofEnglishinPrimarySchool

“Outline”ofthecurriculumreformofthebasiceducationclearlypointedoutthattheaimoftheEnglishteachingintheprimaryschoolistocultivatestudents’interestwhileteachingthestudents’methodsofEnglishlearninginjuniorschool.Therefore,thedisconnectionbetweentheprimaryschoolandthejuniormiddleschoolinEnglishteachingappearedinmanyplaces.ThisphenomenonhasseriouslyhinderedthedevelopmentofEnglishteachingandinfluencetheimprovementoftheteachingquality.TheprimaryschoolEnglishteachingisthefoundationofEnglishteachinginjuniormiddleschool.WhileEnglishteachinginmiddleschoolisthedeepeningandextensionoftheprimaryschoolEnglishteaching.Theybothsupplementeachotherandarerelativelyindependent.Therefore,theprimaryandsecondaryconvergenceisthekeytotheimprovementofthestudents’learningability.

2．TheProblems

2.1.UnevenLevelofFirstGradeStudentsinEnglish.

Manystudentsarestillunclearonthealphabetandspelling.Andthereisahigherrateofforgettingwords.Besides,manyofthemcanreadthesentencesbutcan’twritethemverywell.Theyevencanneitherreadnorwrite.Therearemanystudentsthatcan’tunderstandthegrammar.Theyalsolackofthehabitofpreviewingoftheclassandreviewing.

2.2.ManyStudentsLackofConfidenceinEnglishLearning.

Asurveyshowsthatmorethanhalfofthestudents’interestinEnglishlearninghasbeendecreasedordisappearedinthejuniormiddleschool.ThedifficultiesandsetbacksintheprimaryschoolstagemakemanystudentsloseinterestinEnglishandfearofEnglishlearning.Inaddition,theteachingcontentismore,thepaceisfasterandtherequirementsarehigher.That’swhatissaidabovemakingsomanystudentslackofconfidence.

3.TheReasons

3.1.TheTeachingTargetisDifferent

TheaimofEnglishteachingintheprimaryschoolistocultivatethestudents’interestandperformsimpleoralcommunication.Buttheaimofthemiddleschoolistodevelopthestudents’comprehensiveabilityofusinglanguage.

3.2.DifferentTeachingStrategies

TheteachersinprimaryschooloftenusevisualmeansandgameactivitiesinEnglishclass.Theclassroomteachingisrichandcolorful.Butitiseasilyleadingtotoomuchattentiontoformwhileignoringtheeffect.

Teachersdon’tletthestudentsgraspthekeysentencesandwords.Asaresult,manystudentscan’treadwhattheylearnedaccuratelyandusethelanguagetocommunicatewitheachotherproperly.Teachersoftenadoptthewayofexplanation,practiceandtaskinthemiddleschoolEnglishteaching.However,someteacherscan’tuseacombinationofthesemethodsandsinglyusesomemethod,suchasteachingallthetime,whichwilloccupyalargeamountoftime.Bydoingsofaralongtime,theclassroomisfilledwithdullatmosphere.

4.TheStrategiesofSolvingtheProblems.

4.1.ToStrengthentheUnderstandingoftheMaterials

Althoughthetextbookversionisdifferent,the compilation oftheprimaryschoolEnglish（PEP）andEnglish（New）isthesame.Topic-Function-Structure-Mission:

takingthetopicasthekeylink,thecommunicativefunctionandlanguagestructureasthemainline,andgraduallyguidestudentstouseEnglishtoperformmeaningfullanguagetasks.Bothofthemfocuson cultivatingthestudents'interestsoflearningEnglish.And theyall highlightthetask-basedteaching,emphasisonabilitytrainingandlanguageuse.However,thedifficultyofprimaryschoolEnglishteachingofGradeSixismuchgreaterthanGradeSeven.ThefirstthreeunitsofGradeSevenEnglishtextbooks ascohesivematerialsofjuniormiddleschoolstudents startteachingEnglishfromABC.Thepurposeofdoingsoisnotonlytotakecareofthefreshmen,butalsototakeintoaccountof theprimaryschoolgraduateswhodidn'tlearnEnglishwell.

TheEnglishtextbooksofGradeSixandGradeSeven didnotfollowtheprincipleofgradualandorderlyprogress.Theylostthewayofadoptingthestraightlineandspiralarrangementcombination,whichleddirectlytoprimaryschoolteachingcontentandjuniorschoolteachingcontentsdisjointed.

TheEnglishteachersoftheprimaryandsecondaryschoolsshouldbefamiliarwiththeEnglishteachingmaterialstoeachother.AndtheyshouldunderstandthefocusineachlessonoftheteachingmaterialssothattheycandesignthefeasibilityofEnglishteachingplan.ThemiddleschoolEnglishteachersshouldreadprimaryschooltextbookandbefamiliarwiththeprimaryschoolEnglishteachingsothattheprimaryteacherscanmastertherulesofteachingandfindoutthejoiningpoint.

4.2.AnalysisoftheStudents’Characters

Thestudentswhohavejustbeenfromtheprimaryschooltojuniorhighschoolstillmaintainthecharacteristicsofprimaryschoolstudents,suchasnaive,lively,goodperformance,strongthirstforknowledgeandastrongsenseofteachers.Themiddleschoolteachersshouldbeinthelightofitsgeneraltrendtodesigntheclassroomactivitieswhichthestudentsareinterestedinandthestudentscanusethelanguageaccordingtothepsychologicalcharacteristicsofstudents,agecharacteristics,teachingcontentandthecurriculumtheory.

4.3.UsingaVarietyofTeachingMethodsFlexibly

4.3.1.VocabularyTeaching

Teacherscanmakeuseoftheprimaryschoolteachingmethodsproperly，suchasvisualmeansandgameactivities.Increasingthetrainingofreadingandwritingisnecessary.Andtheycanteachstudentsscienceresearchofvocabularylearningstrategies.Teacherscanletstudentsusethevocabularystrategiestostudyandrememberwords.Itcanhelpstudentsreducethestudyburdenofstudentsandfosterself-confidence.

Teacherscanpresentthematerialsobjecttothestudentswhentheyareteachingthestationerycategorywords,suchaspen,book,pencilorthefruitwords,suchas,apple,bananaandsoon.Itishelpfulforthememory.Usingpicturescanmakestudentshaveadirectunderstandingtothethingswhicharedifficulttoimagine.Withthedevelopmentofthemoderneducationtechnology,themultimediadeviceprovidesanewvisualexperienceforstudents.Andstudentscanformgoodpronunciationandintonationbyit.Moreover,thecoursewarecanbeusedtoscreenbystaticmovement,whichenablestheunderstandingofthelanguageandsceneofstudents.

Teacherscanshowthemeaningofthewordsbyactions,expressionsandvoices.Theteachers’everyactandeverymoveattracttheattentionofstudents.Andthevividbodylanguageandabundantfacialexpressionscanmaketheboringvocabularyteachingyieldtwicetheresultwithhalftheeffort.

Thesamewordsmayhavedifferentmeaningsindifferentcontextsowingtothedifferentculturalbackground.Let’stake“water”forexample,theliteralmeaningofitis.Butifsomeonesaid:

“Water!

”Itmightmeanthathewasthirstyandhewantedsomewater.Similarly,means“白色”,whileitcanbeusedas“pure”.

Althoughthevocabularyisenormous,thereisinherentregularityinitself.Itisusefultoovercomethedifficultthingsofmemorizingwordsbymasteringthebasicword-formation.Firstly,usingthecognatevocabularytoenlargethemeaningofthewords:

“useful”,“useless”and“user”whenyouhavelearnedtheword“use”bymorphologicalanalysis.Secondly,usingthemethodofanalysisofaffixes.Forexample,ifthestudentshavemasteredthewords“tell”and“write”whentheymeetthewords“retell”and“rewrite”,theywillguesstheirmeaningsbybeingtoldthemeaningsofthefix“re”is“again”.Thirdly,usingtheanalysismethodofcompoundwords:

forinstance,thestudentscanguessthemeaningof“waitingroom”easilyonthebasisofthelearningofthewords“wait”and“room”.

4.3.2．GrammarTeac