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大学生英语论文

大学生英语论文
大学生英语论文

Contents Abstract (1)

Key word (1)

Ⅰ.Lesson preparation and the development of the habit of previewing (2)

1.1 Lesson preparation (2)

1.2 Development of the habits of previewing (3)

Ⅱ. Useful ways to learn English (4)

2.1 Word memorization (5)

2.2 Text memorization (6)

Ⅲ. Homework innovation (7)

3.1 Activity-focused assignments (8)

3.2 Independence of choice-making of students (9)

3.3 Embodi ment of diversity and layer (11)

Ⅳ. Establishment of good relationship between students and teacher (11)

4.1 Communication---the base for the emotional resonance (12)

4.2 Care---the bridge of the harmonious relationship (13)

4.3 Respect----the way to equal teacher-student relationship (15)

Ⅴ. Conclusion (16)

Ⅵ. Bibliography (18)

How to improve the English classroom efficiency

of primary school

如何提高小学英语的课堂效率

摘要

随着英语教育改革的发展,课堂教学的效率越来越受到重视。前苏联教育家、教育论专家,最优化教学理论的代表巴班斯基说:“教学最优化可以说是从解决教学的有效性和师生时间消费的合理性着眼,有科学根据地选择和实施该条件下最好的教学方案。”要提高教学效率,就必须实现教学内容和教学方法的优化结合,同时优化教学方法与教学手段。只有选择好正确适当的教学方法,才能充分调动学生的学习兴趣和积极性,主动性,从而提高课堂教学效率。总之,只有把优化教学内容和优化教学方法恰到好处地结合起来,才能大大提高教学效率。如何提高课堂教学效率,也是每一位英语老师都值得思考的问题。尤其是在农村学校里,大部分学生都是外地务工子女和本地村民子弟,家长们的文化水平有限,95%的家长们无法在家辅导自己孩子的英语学习。因此,英语课堂效率就显得尤为重要。本文从以下四方面介绍如何提高小学英语的课堂效率。第一,老师认真备课,让学生们养成预习的良好习惯;第二,老师指导学生们如何学习英语的一些方法;第三,老师精心布置作业,培养学生们学习英语的兴趣;第四,搞好师生之间的关系。

关键词:小学英语;课堂效率;教学实践

Abstract: With the development of English education reform, more and more people

have already attached great importance to the efficiency of classroom teaching. How to

improve the efficiency of classroom teaching , is also a question needs to be considered

by every English teacher. Especially in rural schools, most of my students are the children

of migrant workers and local villagers, and educational level of them is not high, so 95%

of parents can not tutor their children. Therefore, the efficiency of English classroom is

particularly important. This thesis will introduce how to improve the English classroom

efficiency of primary school from four aspects. First, teachers should prepare their

lessons carefully and help students develop good habits of previewing. Second, the

teacher should direct students to learn English with useful ways. Third, the teacher should

assign homework carefully so as to cultivate students' interest in learning English. Fourth,

teachers should build good relationship with students.

Key words: Primary school English;classroom efficiency;teaching practice

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Ⅰ. Preparing their lessons and develop good habits .

1.1 Preparing lessons

It has been proved that preparation of the lessons is the foundation of teaching. Preparing the lessons reasonably can lay the foundation of improving the classroom efficiency. This requires the teachers to study teaching materials in depth and design classroom teaching procedure carefully. Thus the teachers can act freely in the teaching process and achieve the ideal effect. Specifically, teachers should firstly determine the teaching objects and requirements in the preparation of lessons, and properly design the teaching key points according to the actual situation of students. The teacher should choose appropriate teaching aids in the teaching process so as to teach students vividly. The teacher should prepare teaching materials and teaching aids well and know something about the students in a nutshell.

Take Grade Six Lesson9: Mr. Wood Teaches a Science Lesson as an example. I studied t he teacher’s books teaching materials seriously, extracted the key words and sentences . I concluded that the classroom atmosphere in Grade Six were relatively boring and students participate in a small degree. In order to improve students' interest in learning . I specially prepared teaching aids: thermometer a cup, thermograph and a cup of hot water. In the beginning, I let the students look at the thermometer in my hand.

I asked them about the usage of the thermometer. Then the classroom atmosphere suddenly became active. The students raised their hands to answer questions eagerly. I gave the thermometer to a student randomly and let him measure his temperature at this

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moment. His temperature is 36.8 ℃. I t’s the normal body temperature.

Then I asked the students if they knew what the temperature of fever was. The students raised their hands to answer: 37 ℃is a low-grade fever, above 38 ℃is high-grade fever. The atmosphere of this lesson was active. Then I got a thermometer to measure the temperature of a cup of hot water . Let a student tell others: 86 ℃. By the way, I asked the students how many degrees the temperature of boiling water. The students answered in unison: 100 ℃. This lesson have reached my expectation through my fully preparation. The atmosphere of this lesson is good. Two classes of sixth-grade can actively participate in it. I think the English class is successful. I am satisfied with it.

I will prepare the lessons carefully to make every class significant in the future. I help students contact English lessons to real life. So that students can use English in real life.

1.2 Developing good habits of previewing.

In the actual teaching practice, if the teacher let students preview text in the class. The results will be unsatisfactory because of the limited time. In order to make the 40-minute English class more effective . Teachers can arrange students to preview the text before class. Let them make marks about the knowledge they do not understand. They will focus on them in class. It will be much easier for students to learn when they already have an overall impression on their text. For example, there are sometimes not too much new syntax items and new words in English textbooks. Its purpose is to let students review the knowledge they have learned before. Teachers can guide students to prepare before class and help them absorb the knowledge in this situation.

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They have learned and explained the difficult knowledge that they have not mastered. T his kind of teaching practice will not only enhance students’ mas tery of knowledge effectively, but also save classroom time and improve classroom efficiency. Take the sixth grade Lesson9: Mr. Wood Teaches a Science Lesson for example. I prepared this lesson seriously. I want the students to learn English on the basis of real life,. Thus I have arranged a meaningful prep homework: Listen Forecast of five cities. Including ShiJiazhuang City’s weather forcast. The students are more interested in this kind of preview. In the next day class, 95% of students have finished the job on time. They have listened to weather forecast and have made a record. This lesson was about the indoor temperature, temperature of glass water, body temperature, temperature of chicken. Our homework which extended to several cities temperatures (weather forecast). Serious prep homework was done by the students to make the students learn knowledge effectively. The students understood them quickly and thereby improve the efficiency of the classroom. I will continue to arrange some meaningful prep work to really improve the efficiency of the classroom and let students learn English in real life in the future.

Ⅱ. Learning English in some useful ways.

China has an old saying "Give a man a fish is no better than teach how to fish." It means telling people a good way to learn is better than just telling them knowledge. The reason is very simple. Fish is the goal, fishing is a means. A fish can solve hunger for a moment but can not solve a long-term hunger. If you want to always have fish, you will have to learn fishing methods. English teaching works in the same way. Teacher is the

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person who is responsible for imparting knowledge to the students in the teaching process . Therefore, teachers should teach students to learn scientific methods of learning English. To help students to learn . To improve the classroom efficiency . I summarize the following main aspects in practical teaching.

2.1 Memorizing words

When guiding students to remember English words, we can properly make use of homophonic memory or classification of memory. Such as sub-syllable memory, (com-pu-ter, computer), homophones (two, to and too), antonyms (tall, short), similar words (tomato, potato), context association and etc. These rules can effectively help students master the words and it will be much easier to remember. Thus our teaching will achieve more with less effort. Put the new word in a sentence or a paragraph. Then associate the meaning of the word according to context and collocation. This method is much more effective and interesting than rote learning.

For example: blight, callous, futile, salient, withers. These five words are difficult to remember. But when they are put into sentences, the meaning is obvious.

--Lack of education blighted his chance of success.

--Even the most callous observer would be moved by the report about the war.

--It was so late that it was futile to try to catch the train.

--I notice d her blue eyes immediately, they were her most salient features

--You had better water the flowers, or they will wither.

Suppose we need to memorize the pair of words "trowel" and "cake". We may associate such a sentence “a little girl walks up to a table which you are seated at, carrying a trowel. Smiling, she lifts it up and shoves it right into your beautiful birthday

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cake!” Obviously this association is easier to remember because it is more vivid.

We can also use interesting sentence-making to link a group of words. For example: baby, bachelor, badge, bacon, badly, bacteria, and balance. These several words have no relation in spelling and meaning. But such a sentence can link them together. A bachelor without a baby lost his balance and fell ill badly because he has some bad bacon with bacteria and was awarded a badge.

This technique works well for items that need to be remembered in sequence. E.g. "My very elegant mother just served us nine pancakes" stands for the nine planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto).

This seemingly fantastic sentence ingeniously connects all those words together. It has also reflected the usage of each words. Sentence-making is very crucial in the application of this method. If the sentence does not have a sound effect and not very beneficial for memorizing . It should be further improved.

2.2 Memorizing the text

For memorizing the English text, we can choose to create a vivid teaching situation to encourage students to participate. We can help students change the memorization from the mechanical to understanding. As in teaching English words related to food . In order to allowed students to better memorize the various English words about food. I drew a

variety of food on the blackboard and wrote the corresponding English words below the food. Then I would use a special questions (What's your favorite food?) to lead in. Then I further guided students to design scenarios skit: Invited students to go to their house and

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asked their favorite food. Finally, before the end of the teaching . I guided the students to recall the knowledge they have learned. The students had a good memory due to the interesting teaching situation. I ultimately achieved the ideal teaching effect. Take the sixth grade Lesson13: Seasons for example. I asked the students to repeat the text for the four seasons: “Winter,spring, summer and autumn are seasons. There are four seasons in a year. This is ____, _____is _____. ________.” I hope d that the students repeat the text according to our daily life to repeat these four seasons flexibly. In English lesson, I wrote the sentences about four seasons and draw the pictures about four seasons on the blackboard. In order to make the students repeat the text flexibly. I taught the students to talk about the weather and clothes of four seasons in English. Next I asked the students talk about these four seasons in groups. Let them talk about four seasons in English. Then I asked them to talk about their favorite season in English in groups and drew four seasons, and wrote the composition.

Ⅲ. Innovating homework.

the assignment arranged are mostly written in traditional English teaching. The content is too monotonous and uniform. The students have no choice but to do the job which is harmful to improve students' personality development and language competence. In order to further improve teaching efficiency, the majority of English teachers must be

fully aware of the importance of English homework and innovate it actively. I think the effective homework form should include the following two aspects.

3.1 Putting interest in assignments.

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Psychologists say that interest is the best teacher. So compared with the traditional assignments which are dull and tedium. Activity-focused assignments are more vivid, attractive and interesting. Different from the monotony type of transcribing, activity-focused assignments pay attention to listening, speaking, reading and writing with the combination of singing, painting, games, hand-made articles and collecting things that students are interested in. By doing so, we can combine the knowledge, the skills, and the cultivation and development of innovation capacity and intelligence with activities so as to make assignments more interesting and appealing.

3.1.1. Finding. This way is good to overcome the closeness of English homework, leading the students to study English from the daily life. There are a lot of ways to study English in the Information age. Parents and teachers should encourage students to look for rich resources from the TV, radio and the Internet, and use the daily life English to serve for the purpose of English study.

3.1.2. Checking.We should lead students to pay attention to the social circumstances, and actively attend the social practices. Teachers should let students do some homework which relates closely to students’ life or practice. Leading students to experience the joy of “using what you have learnt”. For instance, let students check the

prices of fruits in the market. Arrange a contest in the class which makes students compare whose fruits kinds are the most and whose price is the cheapest.

3.1.3. Drawing.This way can turn the homework to a platform which can make students to display their talents and improve their personality. For example, after learning

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the word of lion, tiger and elephant. Teachers can organize the students to draw these animals to remember these words and compete that whose drawings are the best. Meanwhile, teachers can direct the students to talk about their hobbies to practice what they have learnt to improve their oral ability. Take the words of color as another example. When we learn the color words, teachers can lead students to investigate the colorful things in life, draw them down and share with their classmates. For example “The flower is red. Th e star is yellow. The sky is blue.…”This way can stimulate students’ will and interest to learn. And encourage them to try their best to express what’s in their mind. When they do such interesting homework, they can not only review what they have learnt, but also cultivate their ability of imagination and innovation.

On the contrary, the machinery writing and dull repeated practices only make students bored. And can not stimulate nor cultivate students’ interest of English study, nor experience the joy of study, which will seriously affect their active attitude.

3.2 Having the right of independent choice.

What the teacher faces is an individual student with different knowledge foundation, various ability, different personality and habits. When teachers assign homework, they need to consider the specific circumstances of students in different levels and give the

students specific practices. Using one standard to evaluate all students is a traditional evaluation standard. If the teacher does not pay attention to the differences among students, ignores students’ need and interest and the development of personality. And evaluates the quality of students’ homework by the same criteria . The students will lose

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their interest to study by themselves as well as the passion to study.

So teachers should change their traditional teaching pattern, quitting their role as “leaders” to “conductor or director”. Teachers should let students desig n their homework independently .Which will sti mulate students’ independence, develop their ability of study and the awareness of innovation. In the process of designing, choosing and completing their homework . The awareness of independent study will be strengthened. Since students are enthusiast to do their homework, they will be very concentrated and addicted in finishing the homework. As a result, the quality of homework will surely be improved. One thing should be payed attention to, is that letting students choose homework does not mean teachers do nothing, on the contrary, teachers should provide students the choices, like the various buffet meals.

In order to take all the students into account, teachers can divide the whole class into three groups: A represents the students who are in the bottom in the class. Teachers can give them easy tasks such as copying words and sentences to enforce what they have learnt. B represents the students in the middle. They can do a more difficult work such as dialogue practices. C refers to the excellent students. Whose homework should be harder and requires the ability of designing and applying. Such as creating and performing a

dialogue. Students can choose homework as the practical circumstance. The more cable, the harder work they can choose. This kind of homework design can make students in every level gain a lot and enjoy the feeling of success.

3.3 Embodiment of diversity and layer.

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In primary school, the training of students’ ability of listening and speaking can be various. Listening is not the simple follow and imitation of the tape. It can be written work of the dialogue between two students, one speaking and one listening. This kind of work improves students’ speaking ability. Teachers can also arrange cosplay self-designing dialogue, free talk, duty report etc. To check studen ts’ ability of listening and speaking, meanwhile to stimulate students’ interest to study and help them erupt the cooperate spirit and attitude.

Take the homework of situation performance of the cosplay for intence. Students can design some situation by using what they have learnt. Which not only enables students to be familiar with the text through cosplay, but also strengthens their ability to use language creatively. Thus their ability of communicating, thinking and creating can be cultivated. For exampl e, when I explain the word “shopping”, I give my students homework like this: Allow them to design many situations such as the fruit shop, toy shop or the stationary shop to display the dialogue. The students are very interested in this. They design and play all by themselves, experiencing the roles in the cosplay and using flexibly the language.

Ⅳ. Developing a good relationship .

Gorky said: “children love people who love them, the person who love s children can educate students.” As teachers, if we want to truly improve teaching efficiency. We must let the students like us, so on that basis we c an improve students’ interests in learning the course. This requires teachers to give students more concern and encouragement to help

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them build self-confidence. At the same time, teachers should be fair and impartial in the teaching process, not favoring any student. Only in this way can the teacher reach the hearts of students, make friends with students. T hus stimulate students’ interests in learning, and constantly improve teaching efficiency.

4.1 Communication---the base for the emotional resonance .

Whithin students’ growth , they especially students in higher grades, have the basic ability to judge and analyze. They do not admire their teachers blindly. They have their judgment about the teachers’ words and actions and the ir requirements to the teachers are various. What can touch a heart is the true and sincere feelings. Involving feelings and making feelings touch students is the most common teaching way in middle schools. Teaching is a bilateral activity. As well as a communication in emotion , interest and ability between teachers and students.

I did a little research of the students in Grade Six. After a period of observation and reflection, I sent every student a piece of paper and let them write down. Such answers: Do you like English? What’s you opinion or suggestion to the teacher? On that class, all the students were concentrated on writing their answers, no one talked or moved. After class, I read their notes carefully and gained a lot.

They had so many feelings. Some said that they liked English but had no confidence to learn it well; Some said that the pressure in grade six was too much to bear, and all the teachers payed much attention to Maths and Chinese; Some said that the teacher was too hush, and her eyesight was too bad to concentrate; Other said that teacher never stayed in

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the class for a while after class, never communicated with them.

I was moved by their sincere feelings. So I also wrote down my feelings, telling them that learning English well was very important. I loved everyone very much. I was too eager to wish them to learn it well so I looked hush. I also told them that I didn’t mean not to talk with them but I had to prepare for the next class. And I also reflected on my own shortcomings. The students understood my feelings and after that, all of them listened to the class carefully.

4.2 Care---the bridge of the harmonious relationship.

Love connects teachers and students. Only in an inter-care and equal atmosphere can students communicate with teachers, devote themselves into study and experience, and finish their learning task. In order to build such relationship, teachers should use all means to communicate with students. Such as praising and critizing , talking to them, caring for them.

At the mean time, teachers should make use of the advantage of direct emotion. Such as gestures. Body gestures can make teachers and students closer without noticing. Eyes are the windows of heart. Eye contact can make the silent communication to an amazing effect and bridge harmonious teacher-student relationship.

On the other hand, gestures can not only express thought but also improve the convincing power of words. Facial expressions is the reflection of inner feelings and purposes. Only when teachers are enthusiastic can students be active and stimulated. In this way can teachers and students build a harmonious relationship and do good to

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students’ knowledge and skills.

This term I taught a boy from Grade four. He was naughty and isolated, not active in class and was critized for many times. I noticed him for a period and found something gloomy in his eyes. One day I tried talk to him and he told me that his mom passed away last year. Whenever he saw other students stay with their moms he is envious, thinking of his own mom. Hearing this I felt sorry. Children without mom’s care should be cared more. So I told him that actually we all love him. As long as he tried hard to study well, mom from the heaven would be happy and protect him. In the following days, whenever he got a little progress. I always praised and encouraged him, which pulled a potential falling child back to the normal life with a confident heart.

Admittedly, a child whose mother had passed away was poor . So I told him that we all loved and cared about him. His mother would feel happy and praied for him in heaven. If he could overcome the difficulties and study hard . So in the following days, I took every opportunity to praise him whenever he did well in the class or after the class. I also told other students to make friends with him. Through our caring and encouragement, it changed the once down-hearted student to a confident and courageous one in his study

and even in life. More smiles, more praise and more true love in teaching can touch the students. Teachers should set themselves as good examples. On the basis of a new equal teacher-student relationship. There will be a forever harmonious relationship. In turn, in such relationship can students be stimulated to study independently and actively and realize the whole development.

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4.3 Respect----equal teacher-student relationship.

Respect every student and warm them by the power of personality. Only in this way can students dare to come close to the teacher, pleased to come and really love the teacher.

The core spirit of respect is to fulfill the development of the students’ personality on the basis of independence. Students should fully develop themselves in the inter-respecting, cooperating and inter-trusting relationship with their teachers. And gain the sense of achievement and experience the value of life. They should take part in the practical communication with others. Gradually cultivate their own free characters and healthy personalities. Teachers should lead the teaching activities, ensure that every student can feel respect and help them erupt self-esteem. Let them experience the joy of study.

In the construction of a new type of teacher-student relationship, teachers play the leading role. So as a teacher, we should change our traditional conception and free ourselves from the “Teacher is the big brother” th ought. We should listen to our students

and know what they are thinking and expecting and change our role from a commander to a participant. From telling what they should do to cooperating with them.

Though they are students, they are independent individuals, potential and subjective. We need to get rid of “Teacher is right” thinking pattern, to study them, to help them, to be in the same position with them and to cooperate with them. As a teacher, we should erase all prejudices and create all kinds of opportunities to let students show themselves.

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Let them realize their own value.

The difference between teachers and students only lies in the teaching position, not in the value of personality. Teachers should and must treat every student fairly and respect their differences. Respecting students means respecting ourselves and education. As long as we emphasis the subjectivity of students, a new type of teacher-student relationship can be built, and a harmonious, equal and democratic relationship can be realized.

I often reflect my own teaching method. In my opinion, teachers should adjust their roles in the education. Make themselves an expert of interpersonal relationship, changing the traditional conception “Teacher is the big brother” to the modern type “Teacher is a friend”. Soviet educator Sukhomlin skii once said, “The r elationship between teacher and student should be mutual considerate, mutual respected and harmonious, which does good to the fulfillment of teaching task”.

Ⅴ.Conclusion

In a word, the so-called classroom teaching efficiency means in a certain time. The quantity and quality of teaching tasks that the teachers can finish. To improve the classroom teaching efficiency means to help students gain more knowledge and skills. Let them use what they have learned to solve the same type of question in shorter time. The success of a class relies on the efficiency. There are a lot of ways to improve the English class efficiency but to touch the bottom. The students are the real masters of a

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class what the teacher does is just to lead. To improve the efficiency, except for the well-prepared class and refined organization. Teachers should try their best to stimulate students’ interest.

This requires teachers to improve their own ability to refine the teaching process, methods and ways. Teachers should create a harmonious. Pleasant atmosphere to arouse students’ interest and develop their personality . Which can make the class more practical and efficient . Forty minutes a class is limited. As a teacher we should make full use of it.

There is a lot of work that can be done to improve primary school English teaching. Among which the most important perspectives are self-improvement and flexibility of the teaching method. We need to make full use of the two aspects and improve the efficiency in practical teaching.

Then, how to gain the best learning effects in the limited time. How to improve the class efficiency are the most important questions worthy of considering. Teaching is a discipline, an art. The age calls for efficiency. The way is reform. Improving the scientific quality of teaching and efficiency is the most important task which the age has

given us. As long as a teaching method is reasonable and suitable to the students . It can surely be used in the class. Only in this way can we step further in the reform of teaching Methods. Then the socialism modernization education can get a farsighted development.

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初中英语教学论文 求初中英语口语练习文章

求初中英语口语练习文章! 全国知明英语培训学校 _不懂晨的明普特英语听力网的学习方法谢谢大侠们了求初 中英语口语练习文章! 可以去买《新概念英语》第二册,连同光盘,自己就可以在家练口语了英语口语主要是关于发音的,还有日常的习惯用语来说的!不用照书本上的东西来硬性记忆! 上网 全国知明英语培训学校 _不懂晨的明普特英语听力网的学习方法谢谢大侠们了 求初中英语口语练习文章! 可以去买《新概念英语》第二册,连同光盘,自己就可以在家练口语了 英语口语主要是关于发音的,还有日常的习惯用语来说的!不用照书本上的东西来硬性记忆! 上网看剑桥的走遍美国跟着他学发音! 那个不错的! 还有场听听voa慢速英语简单版的! 一遍听一遍模仿他们说! 但是你一定要坚持住不是一天两天就能练成的我都说了4年了现在才能跟外国人交流明白! 加油哦在线英语听力室! 这个文章开始时得比较容易读的,如果一开始就搞得一读就掉链的话,就没有什么意义了你可以到那个“上学吧资料分享中心'看看,那里有 宜昌企业英语团训 比较多的文章,应该可以找到适合你的希望对你有帮助 可以去买《新概念英语》第二册,连同光盘,自己就可以在家练口语了 英语口语主要是关于发音的,还有日常的习惯用语来说的!不用照书本上的东西来硬性记忆! 上网看剑桥的走遍美国跟着他学发音! 那个不错在线学习英语口语的! 还有场听听voa 慢速英语简单版的! 一遍听一遍模仿他们说! 但是你一定要坚持住不是一天两天就能练成的我都说了4年了现在才能跟外国人交流明白! 加油哦! 这个文章开始时得比较容易读的,如果一开始就搞得一读就掉链的话,就没有什么意义了你可以到那个“上学吧资料分享中心'看看,那里有比较多的文章,应该可以找到适合你的希望对你有帮助 用心爱心专心 1

商务英语导论结课论文1

Business English and Its Learning Strategies What is business English Business English is English language especially related to international trade. It is a part of English for Specific Purposes and can be considered a specialism within English language learning and teaching. According to Tan Wenru , business English is based on the adaptation to the languages in business life. It contains all aspects that concern business events. It also teaches how to communicate and cooperate with foreigners and studies their lifestyles. Much of the English communication that takes place within business circles all over the world occurs between non-native speakers. Business English means different things to different people. For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relations. For others, it refers to the communication skills used in the workplace, and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and so on. In both of these cases it can be taught to native speakers of English.

大学英语口语论文

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出发分析外语学习, 把外语学习看作社会心理现象, 强调学习态 度和学习情景对学习者行为的影响, 并把外语学习动机归纳两大类: 工具型动机(instrumental motivation)和溶合型动机(integrative motivation), 工具型动机是指语言学习者为通过考试、就业。溶合型动机是指学习者希望与目的语言的人群和文化交流融合, 对语言学习采取积极的态度。 3.激发大学生英语口语学习动机的途径 3.1 改变传统的教学模式, 创建以学习者为中心的教学模式, 充分调动学习者的主动性和积极性 在以学习者为中心的教学模式中, 教师在选择教学内容时, 可以充分考虑到学习者的实际需要, 用多种教学手段如演讲、话题讨论、主题辩论、角色扮演、讲故事等多种教学方式来促进学生的英语口语学习。例如: 在以话题讨论为形式的英语口语教学过程中, 教师给学生提供一个话题“marriage”以供他们讨论, 教师准备好几个问题帮助学生拓展讨论思路。“what’s your ideal marriage?”“why do you think so?”“should students marry in university?”“support your idea with detailed information.” 3.2 减轻学生的焦虑心理, 构建和谐的师生关系, 营造良好 的课堂气氛 焦虑是影响语言学习的较大情感障碍。语言学习中的焦虑主 要是指学习需要用外语或第二语言进行表达时产生的恐惧或不安。

英语专业课程论文

《学术论文写作》 课程论文 题目:与“羊”相关的中英文习语 专业:英语 学生姓名:学号: 课程序号:3245 编号:36 完成时间:2011 年 6 月 成绩: 教师签名:

Idioms Related to Sheep in English and Chinese Abstract: Language and culture are interwoven with each other, as an important part in idioms, animal idioms reflect the cultural characters distinctively in both Chinese and English, and have rich expressiveness. This paper focuses on sheep related idioms, and discuss sheep’s image, economic, religion, and history reflecting in idioms. The purpose is to better understand cultural elements and meanings of idioms and improve intercultural communicative competence. Key words: Animal Idioms; Sheep; Cultural Characters 与“羊”相关的中英文习语 摘要:语言和文化是密不可分的,作为习语中的一个重要组成部分,动物习语鲜明地体现了汉语与英语语言的文化特色,并具有丰富的表现力。本文从与羊有关的习语入手,探讨羊的形象、经济、宗教和历史在习语中的映射,更好地了解其文化因素及意义,提高跨文化交际能力。 关键词:动物习语;羊;文化特色

当代大学生英语口语现状存在的问题及对策

摘要:本文通过对当代大学生英语口语现状存在的问题进行分析,探讨了口语教学与学生的情感因素,文化背景以及课堂规模设置都有着密切关系。并讨论了在口语练习和考试中相应的应试策略。 关键词:英语口语;情感因素;文化背景;应试策略;大学英语教学;英语论文范文 根据国家的教学大纲指出,英语教学必须以培养学生的语言运用能力为目标,突出教学内容的实用性和针对性。并且其明确提出了“以实用为主,以应用为目的”的教学思想,英语课程的教学目标是培养学生的语言应用能力(席连俊n.d.)。然而,由于大学生缺乏语言环境,口语课程设置较少,因此在日常教学过程中很难贯彻教学大纲中所提出的要求。我们要研究在校大学生的现状,理解他们的学习需要,设计符合他们的实际情况的口语课教学。 一、英语口语水平低下的原因分析 1. 评估标准的单一性 如今,对非英语专业学生的评估标准就是大学英语的四,六级考试,而对英语专业学生的评估标准就是英语专业四级,八级考试。各机构对院校的评价也是以考级通过率为主要标准。因此,中国大学生学习英语始终没有摆脱应付考试的负担。对于毕业生来说,要想进入外企,一口流利的英语是一块好的敲门砖。然而,对于大多数学生来说,这是很难做到的。 2. 学习者认知特征的多元性 笔者在教学实践中发现,大部分学生不愿意或不敢开口说英语,甚至于有些学生只有在面对老外的时 候才敢说英文。 2.1心理/情感因素 由于性格和学习方式的不同,每个学生个体认知的表现方式就不同:对口头解说没有视像辅助的学习内容则难于理解;听觉型的学生喜欢通过谈话交流、课堂表演、听唱歌曲、磁带来学习英语;而动觉型的学生则喜欢通过读和写,动手操作学习(蔡苏勤2004)。但是很多学习者并不了解自己的性格特质,而盲目地运用别人认为正确的学习策略,无法形成适合自己的学习策略,故而学习效果也是事倍功半。如果教师无视学生的学习风格和个性特质,用一个模式和一种要求来教学,那效果肯定会大打折扣。 2.2学习者原有语言能力的局限性 高校中的大班化教学使学生口头表达的机会严重受到限制,同时也不适合教师安排课堂活动(黄辉2008)。因此,大多数学生缺少口语训练的机会。而这种现状在大学英语口语课教学时直接表现为学生底气不足,不敢开口,间接表现为对英语学习兴趣不大,期望值不高。故而,导致学习者个体的学习动机低下,学习态度被动,课堂参与度不高,遇到困难迂回绕道,学习持久性难以保持等种种现象。 3. 班级规模大,缺乏师生沟通 由于人数过多、规模膨胀,大班英语教学中仅有的师生间的一对一交流活动也只限于教师和个别学生,而绝大部分学生的课堂行为则大大受到限制,他们只能被动地输入,而不能主动地输出(席连俊2000)。由于缺乏师生交流,教师往往对学生的学习情况了解不够,不能针对每个学生的实际情况进行有效的个别指导,使许多学生的英语语言学习处于一种被动的、盲目的状态,学习效率低下。这种教学模式在一定程度上动摇了许多学生学习英语语言的信心,因此教学质量也就无从保证 二、提高口语应试策略 1. 养成良好的心理素质 一直以来,中国学生重视的是语法和阅读的练习。由于缺少语言环境,课堂训练少,不重视听说能力的培养,很多学生对于开口说外语存在着恐惧感。一些学生不具备良好的心理素质,过分紧张,这都严重影响了他们实际语言能力的发挥,也影响了他们的考试成绩。事实上,心理负担是自信心不足的表现,只要在平时学习中踊跃参与各项口语活动,不怕出错,大胆表达,自信心就会逐渐增强,心理负担也会在自信心倍增的情况下逐渐得到克服,心理素质也会得到提高(薛伟中2005)。 2. 增强学习的主动性

[英语论文]中学英语口语教学思考

中学英语口语教学思考 传统的英语教学,沿用的是以语法翻译法为主的教学模式。该模式以教师为中心,注重讲解和传授语言。即使间或开展口语教学,亦偏重于只听不说或只说不听的单一畸形训练模式,不利于学生口语能力的全面发展。学生熟知语法、词汇和语言材料,口语发展能力却相当滞后,很可能除了能用最简单的应答和招呼语之外,难以用得体的语言来直接表达思想和进行交际,即学生所接受的是“哑巴式英语”。八十年代后,各种在现代语言学、心理学、教育学等相关学科理论指导下的新兴教学方法不断生成和发展,促使了学生交际能力、语用能力的培养和形成。现代口语教学注重以语言功能意念为纲,着眼于实际生活中的交际,侧重于说什么而不是怎么说。教师主要引导学生进行真实的言语交际活动,并将其与学生的实际需要密切联系,通过课内外言语实践发展口语。这种模式体现交际法教学原则,学以致用,是广大教师正在探求的英语口语教学途径。围绕这一模式,结合亲身体验,笔者现就口语教学中应注意的问题,谈谈以下几个方面的体会和思考。1.阶段侧重,稳步发展 口语分主动口语(active oral speech)和被动口语(passive oral speech)。主动口语指的是“说”,是理解言语的吸收或输入过程,属于领会式掌握语言;被动口语指的是“听”,是理解言语的吸收或输入过程,属于领会式掌握语言。主动口语是在被动口语的基础上发展起来的,它们是口语交际中密切相关而形式上截然不同的行为过程。由于口语能力呈阶段性渐进发展,因此,在一定阶段必须采用与其发展要求相适应的技能训练手段,通过训练培养学生的口语技能并逐渐发展学生的口语能力。初始阶段的活动主要在于提供可理解的输入去发展听能; 到了高中,学生大都基本达到言语形成阶段,此时的口头表达则更为重要。学生的表达能力形成之后,教师的输入难度也应相应提高。单就肯定评价而言,对于高中生可以多采用Very good/OK以外的其它表达。如:Well said/done/written! Marvelous! Excellent!等等。在教学的各个环节,教师应给予学生足够的机会运用他们已有的能力。譬如,新生刚入校,一方面对周围环境感到陌生和好奇,同时还可能受自我展示的驱使,出现英语口语交际中想说而不敢说、想说好而说不好等矛盾心理。此时此刻,正是师生融洽交流的良好时机。利用寒暄、介绍、道歉、赞扬等技巧启发学生开口说话,鼓励他们该出“口”时就出口,可以尽早摆脱外语学习中的“沉默期”,促使口语能力的形成。事实上,掌握了一定的词汇之后,如果能有效地运用交际策略(communication strategy),多数情况下可以保持交际的持续进行。当学生越来越多地生成外语时,他们的口头表达对其他同学也形成了自然的、可理解的输入。 2.变换方式,趣化课堂 外语口语不能一听即通,流利说话的能力同样不可能与生俱来,也很难在教学中立竿见影、一蹴而就,它需要通过一系列的输入、模仿、分析、记忆等各方面习得之后而自然形成,继而启动流利的话语。习得(Acquisition)即无意中获得,是口语教学的核心,它不同于自觉的语法学习或认知学习。因此,口语教学中的每项活动、每个话题都必须有意义、有兴趣,使学生的注意集中在活动的内容而不是形式上。口语其中一个常用的教学模式是课堂提问。提问本身不是目的,而是启发学生思维的手段,应当变换方式、适可而止; 提出的关键问题应给学生一定时间思考、准备和讨论。除了“教师问、学生答”之外,还可采用“学生问、

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