江南大学成人学历教育.docx

江南大学成人学历教育.docx

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江南大学成人学历教育

江南大学成人学历教育

毕业设计（论文）说明书

专业：

英语教育

姓名：

题目：

立足课堂培养口语

日期：

2010年4月9日

目录

1.目录………………………………………………………………

2.毕业论文（设计）任务书………………………………………

3.毕业论文的中文摘要……………………………………………

4.毕业论文的正文…………………………………………………

5.参考文献…………………………………………………………

江南大学成人学历教育

江南大学英语学院（系）英语教育专业

毕业

任务书

一、题目及专题

1、题目立足课堂培养口语

2、专题英语教育

二、课题来源及选题依据：

一、本设计（论文或其他）应达到的要求：

四、接受任务学生：

班姓名

五、开始及完成日期：

自年月日至年月日

六、开始（论文）指导（或顾问）

指导教师签名

签名

签名

教研室主任签名

院长（系主任）签名年月日

毕业论文的英文摘要

Abstract:

ModernEnglish,moreandmoreemphasisonstudentsuseofEnglishandcommunication,itisparticularlyimportantspoken,middleschoolEnglishteachingpurposeistoenablestudentstomastersomebasicknowledgeofEnglish,studentsinitiallyusetheEnglishlanguage.Toachievethisobjective,wehavetochangetheteacher-centeredteaching,emphasisongrammaticalstructureoftheanalysis,explanation,andthemachineryofthesentenceofteachingpractice.Thisteachinggoesagainstthequalityofeducation"tostudentsasthemain"principle,butalsoadeparturefromthebasicrulesofEnglishteaching.Therefore,teachersmustbestudent-centered,toenhancetrainingguide,increasestudentself-activity,

Todevelopstudentsself-learningability.

Keywords:

oralEnglishtrainingplatformtostrengthen

Teachingguidetoimproveoral

Englishasalanguage,learningprimarilyforuse,suchuseisincreasinglyreflectedintheoralcommunication.So,asEnglish,usuallyspeakingonthetrainingofstudentsshouldbestrengthened,focusingonoralcommunication,whichallowsstudentstouseEnglishbetter.AllowthemtogettheusualoralcommunicationinEnglishusinganintuitive,thatis,accesstolanguagesense,therebychangingtheexam-orientededucationhaslongbeenunderthe"dumb"Englishconditions.Iamonhowtoimplementthenewcurriculum,studentswithproficiencyinEnglish,totalkabouttheirownpracticepoints.I,toowellspokenthreeteststhatcreatetheconditionsforthespokenlanguagetraining.

First,soundoff.Thecorrectpronunciationclear,isspokenofthefirstoff.LivingenvironmentintheChinesepeople,toaccuratelygraspthepronunciationofaforeignlanguage,requiresadeliberateprocessofpursuing.Learntohaveapronouncedlipandpartofstageattention.Maywishto"reluctantly"some"exaggerated"some,likethePekingOperaasacharacterasks,"excessive"tonippotential.Thecorrectpronunciationhabits,willgraduallybecomenatural.WehearforeignersspeakChinese,onlytheirpronunciationandwonder,wouldtheynotwithouteffortandthattheChinesepeopleaswell.Withoutaccuratestagedeliberatelyseek"natural"

Thisissueisonlyadubioussound,somewhatlikeingeneral,butfarfromthecorrectsound.Somesoundmadeinaccurate,mainlylipandpartnotinplace.Ifyourinpronunciation,itisdifficulttodistinguishthecorrectpronunciationornototherpeople.Toopronouncedtobestrictlyrelatedrequirementstopracticescrupulous,justShunshundangdangLefttoitself,oftenthelasttolearntheonlyambiguousvoice,notaright.Englishpronunciationmainlybyimitationandrepeatedlistening,youcanlistentotheteacher'spronunciation,itisbesttolistentotapesofpronunciation,andonlycorrectpronunciationisthefirststepinlearningEnglish.

Second,therelevantsentence:

Sentenceisintheirmindtoestablishanimportantpartofforeignlanguagecontext.Mastersentencerequirementisnotonlyinthebrain,"store"enoughsentence,butalsoflexibleinuse"forthetransfer."Englishhasmanyspecificscenes,atmosphereandthecorrespondingspecificsentence.Usethesephrasestoexpressrecommendation,request,order,comfort,blaming,excitement,angerandfeelingsofdifferentrequirements.Suchsentencesaregenerallyshort,mostlysimplesentences,theyexpressavarietyofclaimsunderallcircumstances.Toachievefluency,theymustbefamiliarwithandmasteravarietyofspecificconditionsofaparticularsentence,

Rapidformationofaspecificscenetothelanguageofresponsecapability.

Controlmethodistomemorizethesentenceandimpromptuspeeches.Learningaforeignlanguagemustreciteagoodarticle,goodsentence,agoodsentencecancreatemanygoodsentences.Memorize50sentences,youwillgetbetteroral;thenback50sentences,spokenatalevelyou;Ifwecontinuetomemorize50sentences,youwillenteraneworalrealm.Notrequirestudentstofathomfine,detailedanalysisofeachlessonforeachone,buttoremembertheextenttoinverse.Infact,notentirelyrecited,oftenbacktoacertainnumberofclassesformedinmymindaforeignlanguagecontext,theestablishmentofasenseoflanguage.

Familiarwithisthatthefirstquestion,aslongasthereadingwasclear,onlytobecomefluent.Oldsaying,"astiffcurrent,notwriteitaloud,"isthetruth.

Skilledsecondsentenceisanimpromptuspeech.Thesubjectofthespeechshouldbeabitwide,insteadofalways"Myclassroom""Myfamily",suchastalkingaboutthetopicofBeijing,somestudentsjustsay"BeijingisthecapitalofChina",thefollowinghavenoideagoingtosay.Infact,therearemanytopicstotalkabout.Forexample:

thehistoryofBeijing,universities,parks,transportation,streets,buildingsandmodernconstruction,butalsocanintroducetheirowntopicsofinteresttosports,drama,literatureorthenoveltotalkabout.Somestudentsstrongself-esteem,fearofmistakes,notmouth.

Impromptuspeechistoaskstudentstoovercometheirinferiorityandshyness,aboldmouth,usedinarelaxedatmospheretotalkinEnglish,willlearnthesentencefortheconversation,thetopicintotheirownfamiliartopicsandexpresslaw.

Finally,therelevantvocabulary:

toimprovespeakingabilityinthethird,the"vocabulary."Vocabularytosolvetheexpression"goodbad"key.Sentenceonthebasisofthemasteritmakessensetoexpandvocabulary.Expandingvocabulary,theneedtoremembersomecommonwords,emergencywords.Byusingfrequency,usingtherange,about5000orsodailyoralvocabularyisenoughtoexchange.Oralvocabularyisdifferentfromthewrittenwords,spokenwordsinthevocabularyusedbythemajorityofsimplespelling,pronunciationsmooth,mostlyshortwords,simplewords,commonwords.Therearesome"universalwords",suchasgo,makedoandsoon,thesewordsinspokenusageofaveryactive

Expressionlively,concise,contentrichexception.Tomasteradozensuchwords,youcanapplyavarietyofsentencepatterns,theeaseofexchangeinspokenlanguage.Therefore,teachersshouldtrytousesomeshortwords,shortsentences,andtaughtEnglishtoteachEnglishtoexplainthemeaningofdifficultsentencesandtexts.EnglishstudentsstudiedEnglish,hearclearly,understandandaccurate,sotheactualcapacityofstudentstouseEnglishwillbeincreased.

Second,theEnglish-speakingstudentsusedtoenhancespokenlanguagetraining.Intheclassroom,toencouragestudentstotrainwellinavarietyofsentencepatterns,languageteachersshouldcreatetheenvironment,payattentiontosituationaldialogue,notisolationofteachingtheword,andstrivetocultivategoodhabitsoftheEnglish-speakingstudents.

（1）forvarioustraining.Sentenceinthetrainingofstudents,eachschoolofasentencemustbeachievedthroughrepetition,imitation,substitution,conversion,expansionandothertraining,toachieveproficiencyforstudentsspeakingEnglishatfirstusedtolaythefoundationshouldbeveryeasyJinchusentencestart.Suchas:

"Sitdown,please","Goodmorning,Hanmeimei","Howareyou?

".Thenplayaroleinthedialogue.

Withtheclearlanguageteachersintroducedtothestudents,andtellthesignificanceofthisnewstructureandsyntaxoftheform.

（2）makerepeatedexchanges.Hadfinishedsentence,ifthestudentsreachedthelevelofunderstanding,teachersshouldgraduallycreatethecontextofsomeexchangeactivities,suchastheintroductionsceneactivities:

"goshopping"（goShopprng）,toallowastudenttoplaysalesman,toanotheraplaycustomer,"CanIhelpyou""Howmuchare......"letthetwostudentstouseeverydaylanguagetospeechcommunicationorinternshipbuyingandsellingtheevent.Throughthisexchange,sothatstudentstrulymastertheEnglishlanguagedailycommunication

Usage.Thisschoolused,intheuseofsecondaryschools,willmakeuseoflinguisticformsassociatedwiththelanguage,isusedtotrainstudentstospeakEnglishgoodway.

Third,studentsinterestedinoralcommunication.

Inthenormalcourseofclassroomteaching,whenwelearnanewphraseandsentencewhengiventhetypicallistenin,shallsupportandencouragestudentstomakesentences.Studentswilllistenaslongasthereadthesentenceswillbeveryhappyscrambling.Somesentencesoreventhewonderfulsurprise.Thiswouldnotonlyenablestudentstoeasilyandeffectivelylearnnewphrases,newsentence,butalsofortheformationoforallaidasolidfoundation.

Onthisbasis,toencouragestudentstoapplywhattheymadesentencesfordialogueandexchange,notonlyagoodgraspofthelanguagelearningmaterials,butalsogreatlyinterestedindevelopingtheiroralcommunication.

4,fororalcommunicationtraining.IntheEnglishstudy,usingwhatwelearninthetext,sothatstudentstrytoadapttheirorallanguage,repeatingsomeofthelongertext.Incarryingoutthisactivitybeforethefirstdaytoallowstudentstomakeadequatepreparations.Withoutlimitingthestudentstowriteanoutline,oreventoallowpre-written.Asoralandwrittenexpressionarecloselylinked.Aslongasstudentsdonotseeverballyrepeatawrittenoutlin