活动教学法在初中英语口语教学中的应用 [4]
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:14661
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.
get bored when they are involved in activity. If teachers want to make the learners in high spirits and have competence to develop their interest in learning, they should try their best to design some interesting and challenging activities for students to do. For it is impossible for students to concentrate on knowledge for a long time. Activities in oral course will benefit students a lot in junior middle school, the students are tend to think a lot. Their abilities like expressing, analyzing, generalizing and inferring are to be further developed, activities will promote thought development. Study shows that progress in language ability will accelerate thinking progress greatly. In order to complete an activity, students have to exchange ideas and negotiate meaning. As a result, the ability to think in English is sure to get rapid improvement. And activities can also build up student’s confidence in language. In activities, someone has something to share with someone else who is interested and attentive. And then, communication occurs naturally. Words slip out or pour out unconsciously. And the learners will maintain a lively attention and active participation.
Ⅲ. Principles for Designing Activities in Oral English Class
According to James M. Banner, Jr. and Harold C. Cannon (1997), “with pedagogical expertise and technical knowledge essential to it ultimately, teaching is an art; it makes something fresh from existing knowledge in spontaneous, improvised efforts of mind and spirit, disciplined by education and experience...and teachers use the components of their own art to teach in ways as distinctive as each teacher is unique”. And Ellis (1992) has pointed out that foreign language teachers should get over the idea that the key point in foreign language teaching is no longer “what we should teach?” but “what condition can accelerate the foreign language acquisition? And how can we create the best environment for foreign language teaching class”. In order to create an active and vivid atmosphere for an oral English teaching class, there are so many challenges the teachers face.
3.1 Planning Activities for Students of Different Level
No two learners are the same. Every learner is unique. Each has difference background, attitude, interest, learning level, motivation. All these may in return affect their mastery of the target language.
In China, most of students study in a big class. It’s known to all that large classes are almost invariably heterogeneous. It’s important for teachers to lay emphasis on the heterogeneous learners, because heterogeneous learners affect both learning and teaching. Teachers may find it difficult to face problems arising from large heterogeneous class, we should consider promoting participation, providing suitable exercises, arousing interest and stimulating motivation.
For example, when talking about skiing, the student who’s never heard about it may find it hard to say something about it, so the teacher had better ask those who has seen or experience this sport to say something about it first. Those who know something may be eager to share their ideals with others. For those who know nothing about it have a chance to learn something new. All these can be done by students themselves; it’s no
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