活动教学法在初中英语口语教学中的应用 [11]
论文作者:www.51lunwen.org论文属性:学术文章 Scholarship Essay登出时间:2014-05-26编辑:lzm点击率:14665
论文字数:6163论文编号:org201405252200505186语种:英语 English地区:中国价格:免费论文
关键词:活动教学法初中英语口语教学Oral English TeachingJunior Middle School
摘要:This paper aims to provide a way of educational method for the reform of oral English by the application of activities in the oral English class. Activity-based approach is an effective teaching method to the improvement of students’ oral competence in junior middle school, because it caters for the nature of language by providing chances for students to live the language.
sp; Most young people like watching movies, especially those famous foreign films. Nowadays, English movies are very popular and available everywhere. But to most students, what they watch are just the scenarios of movies, and they’d like to listen to the translated lines and watch Chinese words.
However, listening to English lines of movies can help students improve their listening, and they can acquaint themselves with native English dialogues. Most of the lines in movies are spoken English in style, they are very useful in daily life and easy to comprehend and remember. Students can imitate the pronunciation of actors or actress and mark down those useful sentences and idioms.
There is no need to talk about how popular songs are in the people’s daily life, especially to young people. Pop songs have become one part of their life and can bring them happiness and joy and also make their nerves relaxed. In fact, English songs are important and useful for students to learn spoken English through singing songs. English songs can be divided into several kinds. To those who want to follow the famous songs nominated in Grammy, Billboard would be the best choice, for they are very beautiful and easy to follow, and most of their lyrics are in line with the formal grammar. All the practice must be very interesting to young people. Besides enjoying wonderful movies and songs, their English learning can also be improved greatly. At last, good results can be realized by killing two birds with one stone.
4.3 Class Survey and
Assessment
A survey activity can be adapted to almost any level of language and allows both teachers and students to adopt a variety of different classroom roles. Students can design their own surveys with only minimal guidance. During a survey the teacher frequently changes roles. The teacher sets up the activity from the front of the class, takes part in the class-circulation activity just like a student, assists students to plan their reports, provides examples to imitate and orchestrates a reporting back stage. Students also adopt a variety of roles and have more speaking time.
A class surrey provides practice in free but purposeful interaction with both the teacher and with other students, encouraging socialisation and active participation in a lesson. The ability to initiate and structure short conversations is also central. The survey can also provide practice of a more structured nature in important language such as the language of direct and indirect questions and in important skills such as report writing. Above all, it can provide students with personal experience in using a simple form of a common academic tool.
After the activity, teachers should make a complete, objective assessment accoruing to the standards set in the syllabus, prasing the excellent individual or groups, and pointing out the existing problems. Evaluating the students’ performance is necessary. Only by giving students an accurate overview of their strengths and weakness can students know how to better their performance. Teachers do remember not to stop the students’ performance and make a comment while they are talking, which will interrupt communication
Students’ self-assessment is helpful for students to know themselves clearly, and can adjust themselves to activ
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