留学生英语教学毕业论文 [17]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2014-11-08编辑:zcm84984点击率:28620
论文字数:13245论文编号:org201411062241185962语种:英语 English地区:加拿大价格:免费论文
关键词:英语教学Education EssayEnglish Language Teaching英语教学
摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
ow student knowledge relate to articles. Then
teacher let students to read the article. Teacher asks questions related to
articles and answer within the article and other questions need more thinking
in order to find the answers in order to encourage students more understanding
on the article (normally those questions within the books and article). For
questions related to article – group discussion (give clear instruction).
Teacher walks around to see whether all students actively participate and
support for any challenges happened at that time as well. Teacher then check
groups’ answers through each presentation and correct its answers through
re-check or peer-review or by teachers.
Some
teachers define this step to mainly focus on accuracy rather than fluency
because the main purposes for this step to introduce students how to use
correctly after instruction.
Post-task:
Some
teachers also call this step as production or pre-practice activities or less
control. This step is allowed teachers to follow up students’ understanding on
what they have learned and encouraged them to adopt some contents from lecture
to real situation and local context. For example, please summary or describe
about your schools or rice fields at your villages. At this step, teachers can
provide homework to students related to local activities, as well.
It is
time for students do activities by themselves, students give examples by
themselves without any prompt or clues by teacher anymore. Teacher correct at
that time while see any group give wrong examples or difference from
instructions or correct in whole class after end of this step or sum up by
teachers for some lessons or some instructions;
If
lecturing related to “introduce”, teacher needs to introduce new grammar or
“practice” teachers ask students practice old grammar. Techniques including
read article and select sentences related to old or introduce grammars. Then
teach write those sentences on white board, highlight the target items (subject
+ verb + objective + objectives). Next step, teacher checks the meaning of
sentences, check the use of the target items – take around 15 minutes.
Teachers
tell some clues or key words and let students give examples, as volunteering or
teacher can point any students, teacher writes those examples on the board – mostly
individual. Less control: teacher lets students provide some examples with
general broad for students to thinking without provide clues – to check their
level of understanding with lecturing.
Time
for students to do exercise, i.e. Joint the sentences by consideration about
grammar. Teachers can provide a several minutes for free-activities, let
students to do free without thinking accuracy, but thinking about fluency
instead of. i.e. students can talk and do activities without thinking their
mistakes.
For
writing skills, students are encouraged to answer with full answers, usually
considering about grammar structures and sentence structure plus encourage
using conjunction, adverbs and adjectives to improve their part of speeches.
At end
of each teaching session, all teachers agreed together to give some homework
related to lectures to students, revise all lectures for further concrete
understanding and provide some recomme
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