本科毕业论文英语教学

随着时代的发展和进步，英语作为一种国际通用语在贸易往来和文化交流过程中发挥着不可替代的作用。下文是小编为大家整理的关于本科毕业论文英语教学的范文，欢迎大家阅读参考!

本科毕业论文英语教学篇1

农村中学论文英语教学论文

摘要：我国农村中学的英语教学质量一直以来较差，特别是农村初中的英语。加上现在又是课改阶段，如何稳步提高农村初中英语教学的质量，是个十分艰巨的任务。对此我国近年来在英语教学法方面，特别是在中小学英语教学方面进行了较大的改革，取得了可观的成绩。

关键词：语音教学;写作教学;提高学习英语的兴趣

我国农村中学的英语教学质量一直以来较差。加上现在又是课改阶段，如何稳步提高农村初中英语教学的质量，是个十分艰巨的任务。主要原因如下：其一，在小学阶段没有上英语课，或由非专业教师上英语课，所以初中英语教师只得从字母教起;其二，学生总是认为语文、数学是主科，因为小学上的基本上是语文、数学。其三，学生的学习方法不得当，科目多，又不主动学习。

一、问题的提出

1、语音教学

农村中学里几乎没有外籍教师，缺乏必要的教学设备，更没有专门的听力、语音设备。硬件上的落后致使学生缺少了很多英语学习的辅助条件。但对农村中学英语语音教学影响更大的因素是“软环境”的不足：师资匮乏;教师自身水平不高，口语不标准，甚至很多教师仍在使用方言进行课堂教学;加之，大部分农村中学生少有机会接触到英语，却少一个良好的语言环境。

2、写作教学

写作教学中师生互动性不强，内容或话题往往由教师决定，较少关注情感因素对学生写作的促进作用，以致无法激发学生的表达欲望。写作前与学生讨论题目相关的信息，语言知识，框架等不够充分，教师的语篇题材意识不强，未能采用“过程式写作教学”对学生进行具体指导和分析。大多限于“布置任务――学生写作――教师批改――点评”这一单调形式，未能使用多种活动和练习形式来组织写作教学，没有有机结合基本的语言知识和技能，以致学生无法创造性运用所学语言进行书面表达。安排写作训练的量和度不够，未能使学生养成以写作来书面交际的习惯。

3、传统教学方法

观察我们当前英语课堂教学，不难发现，受“应试教育”、“升学率”的影响，教师把持课堂的现象仍很普遍。这应该说是一种以教师为中心的传统教学模式。而传统的英语教学基本上是依据行为主义理论，强调的是刺激反应，教师只是起到一个外部刺激作用，教学中忽视了学生内在的心理反应，其根源就在于忽视了学生的极具潜力的主体作用。以教师为中心的根深蒂固的教学模式使学生在学习过程中始终处于被动位置，这种状况既阻碍英语教学的开展，更阻碍素质教育的实施。

二、解决办法

1、激发学生的学习兴

教师在加强学法指导的同时，还要注意不断激发学生的学习兴趣，努力使学生保持高昂的学习热情，这是学生今后的英语学习能否顺利发展下去的前提之一。在外语学习环境较差的中国，学生要想追求自我发展，把英语学习卓有成效地进行下去，没有强烈的学习动机，浓厚的学习兴趣,学习能力再强也很难取得理想的学习效果。因此，英语教师一个重要任务就是在教会学生掌握英语的同时，还要培养出学生的“爱学英语”的兴趣和乐趣。

2、提高教师自身素质

素质教育的直接实施者是教师。英语教师的思想素质、英语水平素质、英语教学能力素质和身心素质，特别是英语水平素质的好坏，是决定外语教学质量高低的一个极为重要的因素。人们常说，教师要给学生一杯水，自己首先要备一桶水。外语教师要熟练地掌握教材，驾驶教材，超越教材，不仅要掌握所授学科的基础知识、基本理论，而且对这门学科的历史、现状、未来发展、社会功能以及与邻近学科的关系等等都要有较多的了解和相当的研究。并在教学过程中不断对自己的教学进行反思，要运用其它行之有效的教学方法、手段、技能、技巧，最大限度的引导帮助学生逐渐掌握外语，使其学会如何学习英语，并努力使自己成为具有创新精神的研究型教师。

3、时俱进，面向全体，培优补差，争取大面积提高

众所周知，影响学生学习成绩差的原因是多方面的。有些是由于智力因素，绝大部分是由于非智力因素的影响所致。不管是哪种因素，在学生学习上存在着困难，作为教师的我们应该满怀热情地关怀爱护他们，决不能嫌弃排斥。我们的常言道：“没有教不好的学生，只有不会教的老师”。所以我们要主动去关心他们，去亲近他们，深入到他们中间去，使他们对老师产生亲近感、信任感，消除师生间的心理隔阂。在我教初二时，有一个学生在课堂上问我：老师，我不想出国，我不想与外国人交朋友，我为何要学习英语?我为何要听你说英语?所以，我对英语课很不感兴趣，无心学习，上课总是经常睡觉，平时很少完成作业。考试当然就没有及格过。当时我就在课堂上直接回答他的问题。只有与外国人交朋友才学习英语吗?试问：在中国能有多少人能出国?中国人学习英语是为了提高自己的文化知识，是为了学习国外优秀先进的技术，是为了更好地为国为社会贡献自己的一份力量，把祖国建设得更美好。特别是当今时代，我们年轻人更要学习英语。就算你没有机会出国，可外国人有机会来中国，也许就在你的家乡建厂，你就有机会与外国人交谈或做生意。

4、优化组合多媒体，拓宽学生视野，创设口语交际情景

多媒体能通过图文并茂、动静皆宜的表现形式，生动形象地展示农村学生不熟悉的信息化、时尚化的教学内容，帮助学生获得感性认识，拓宽视野，增长知识，为学生学习语言创设真实情景，使学生在活动中有话可说。

中国学生英语开口能力差是我们每一位英语教育工作者必须正视的一个现实问题。改革传统英语口语教学模式，提高英语口语教学水平，增强英语口语教学的实效性，是解决这一问题的必经之路。而要想做到这一点，仅有努力是不够的，只有用科学的理论来为英语口语教学导航，解决“哑巴英语”问题才不致于成为空话。

本科毕业论文英语教学篇2

英语听力教学论文范文

[Abstract] Modern language teaching theory highly emphasizes the effect of “listening” on the learning and the use of language. The teaching of English listening isn’t only a teaching of language, also a training of ability. In the four skills: listening, speaking, reading and writing, listening is the basic, and the most important skill. It isn’t only the main way of acquiring language information, but the base of improving other skills. Many Chinese students regard the listening test as the most difficult part of a whole test. In this article, we start with the conditions of the middle school listening teaching, point out some problems and design some activities in the beginning of the class. Then we focus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening, rather than the result of listening. How can students improve their listening and get good mark, become the subject that junior middle school teachers care. During the English teaching, it is important for teachers to master the skill of designing the listening activities

[Key Word] listening; middle school; English teaching; barrier; teaching activity designing;

【摘 要】随着时代的发展和进步，英语作为一种国际通用语在贸易往来和文化交流过程中发挥着不可替代的作用。掌握好英语这种交际工具，对学生将来的发展有着深远的影响。现代语言教育理论高度重视“听”在语言学习和语言使用中的作用。听力教学既是一种语言教学，也是一种技能的培养。在听，说，读，写四项技能中，听是最基础的，最重要的技能。它不仅是获取语言信息的主要途径，还是提高其他技能的基础。许多中国学生认为听力能力的测试是所有测试中最难的部分。在本篇论文中，开篇介绍了现在中学听力教学的情况，指出当中存在的一些问题，针对课前的一些较短的时间设计了一些教学活动。然后集中介绍了听力教学活动的设计，强调听力教学活动应将目光集中在听力的过程上，而非其结果上。如何提高学生英语听力水平，使他们能取得好的成绩，成为广大初中教师所共同关注的问题。在英语教学中，教师如何进行听力教学，精心设计教学活动，如何掌握听力教学的各种技巧显得十分重要。

【关键词】听力;初中;英语教学;障碍;设计教学活动

1. Introduction

It is true that listening, speaking, reading, and writing are four basic skills in language teaching and learning. Developmentally, these skills are acquired in a certain sequence. Listening is essential for developing other skills and provides a basis for language learning. But it is also the most difficult of all the learning skills for learners to master. When listening, listeners follow the speaker, thinking about what the speaker is saying and what is going on in the mind of the speaker, guessing the speaker’s opinions and attitudes and catching the true meaning of the speaker’s words. Listening itself accounts for almost half of the commutative activities in one’s daily life. In addition, learners should have the knowledge of phonetics, vocabulary and grammar. Many learners are afraid of listening, looking on it as more difficult than any other skills and pay much attention to training their ability to speak, read and write. Improving listening ability is not in a short time, it is a long time work.

2. Background study

Listening is important in junior students’ English learning. A child first listens for a long time before he is able to speak, so listening plays the first and the most important role in learning a foreign language. Listening is an important means of language. “It is one of the important ways in English language communication. According to Rivers study indications, listening occupies 45% of the whole social interactions. From this, we can see that a good listening can help to improve students’ ability of language understanding. And some statistics show that nearly 50% students regard listening comprehension as the most difficult part among all kinds of examinations.” [1] ( p1-2) . We must admit that there is no short cut in our life, so as the English learning. It finds that the original initiative to learn listening is very important, which can lead the way to success.

Now have a look at our junior schools. What most teachers do in class is merely to play the recorder and check answers to listening exercises. So most students can hardly learn anything in class, and listening comprehension gives much headache. Hence, in teaching listening comprehension, it is very important for teachers to find the problems students have and suitable ways to solve the problems. English teaching and learning asks for quite some challenges. The challenges are the lack of adequate linguistic environment, the strong interference from their mother tongue, the overcrowded classrooms and the lack of sufficient time for English study on the students' side. And students are having quite a few subjects on hand and shouldering the great task of all-respect full development in schools. And, in many junior school， it is true that Chinese students are not so influent as those in Western countries mainly because they lack self-confidence and they are afraid of making mistakes .In addition, teachers are quite used to the old teaching method, which lays more emphasis on grammar. In order to make themselves understood by all the students, some teachers would explain the grammar rulers or even the texts in Chinese rather than in English in class. Thus, students get fewer opportunities to improve their listening skills.

3. What are the factors influencing the listening comprehension in Chinese middle school classrooms?

Listening is an important mean of language learning. It is one of the significant ways in English language communication. But so many students regard listening comprehension as the most difficult one among all kinds of examinations. Where are their barriers? How to train some tactics for them? That’s what I am going to talk about here.

3.1 The analysis of the reasons for students’ poor listening ability

3.1.1.About the teacher aspect

There is a shortage of English teachers in China. It is usually difficult for English teachers in China to go to English-speaking countries to study or work. Most of them don’t have the experience of going abroad. They have learned their English only in China. So we may say they have certain shortage.

3.1.2.The English environment

The English environment in China is different from other countries e.g. Canada. In China, English is a foreign language (EFL), not a second language (ESL). Both students and teachers are doing their jobs under this condition which is quite different from that such as in the US. For example, Chinese immigrant students in Canada can learn English more quickly than those in China. Why? Because in Canada, English is regarded as their second language. They enjoy a much better English environment as well as have English high motivations. This is what is needed in China. What those students in China need is this authentic language environment which isn’t easy to be created in China.

3.1.3. The learning aspect

Listening comprehension is the summation of hearing and understanding. If you have a better level about English knowledge, you may be capable of understanding very well in listening to the materials, and may have an excellent response to any questions asked by the speakers on the tapes.

(ⅰ)Barriers on Phonetics and Phonology

It is clear that “Phonetics is defined as the study of the phonetic medium of language, and Phonology studies how speech sounds system in a language form pattern.” [2] (p22) English, as a new language for Chinese students, usually appears some problems exactly on Phonetics and Phonology, such as the mistakes on pronunciation, intonation, and all kinds of skills like word stress, sentence stress, motion of sound, assimilation, sound---linking and incomplete explosion, etc. Therefore some basic knowledge about English Phonetics and Phonology will directly influence students’ listening comprehension. So designing activities must be aimed at point. So designing some interesting game is to let students discriminate the different pronunciation. The key point is guiding students to find the difference themselves. For example, most Chinese students find the discrimination of some sounds is a problem in listening comprehension, especially, some vowels. E.g., they can hardly distinguish the words like “sit—sea” and “bed--bad”. In a sentence like “He saw a thief steal into the palace”, steal /sti:l/ is very important in understanding the sentence, but some students just recognize it as still/stil/.

(ⅱ) Barriers on tempo

Tempo means the speed of speaking. It can be controlled by an actor who is good at tongue twisters. Some people enjoy more variation in tempo than others, but everyone has a norm which in characteristic of his usual conversational style. One who tends to use a rapid tempo in everyday speech in English, but Chinese students usually don’t have such a tempo in listening. Although sometimes they can speak very fast, they may not catch up with the materials on normal tempo while they’re listening to a tape, especially to a longer conversation or a passage, that’s their problems. Because they only used to listen to teachers who always read under the average speed in daily life, or used to slow conversations with their partners while practicing oral English, that’s why Chinese students can not suit the need of normal speed listening materials or native speakers. Teachers can help students to form a good sensation. Students can train the tempo through reading, because there are many skills on it. English teachers should take efforts to teach students how to learn some knowledge about sentence stress, rhythm, sound and intonation, etc. So, during in the class, or at the beginning of the class, teacher can design a game or completion about reading. The student who is the winner can give him/her a present. Through insisting on doing so, students’s sensation can be improved.

(ⅲ) Barriers on lexicology and grammar

During the process of listening comprehension, listeners should not only do the exercises of sound recognition, but also learn more vocabulary. If a new word appeared while they’re listening, they’ll find it difficult for them to understand the whole meaning, even some students stop to listen and think about over and over the new word they met before while the material are going on. So does the grammar. Grammar can help us to catch the implication of the vocal sounds, and understand them well, and it is also the essential condition of a whole passage comprehension. It gives us a basis for judging when the action happens, who is the operator or supporter? What is the factual evidence? Whether it is the subjunctive mood? Etc. If you don’t have a solid foundation on grammar it’ll directly influence your achieving good results while you are listening.

(ⅳ) Barriers on listening habits

The main purpose of listening is to understand the general idea of the materials. During the listening process, they should try to catch the major content, which’s the key point. But many Chinese students have some bad habits while listening. For example, they always try their best to get the meaning of each words, each sentences. Once they meet a new word or a difficulty sentence, they will stop to think. It is doubtless they can’t catch up with the speed any more. Still some students can’t directly understand materials in English, but with the help of Chinese, experienced the process of a heart translation. These bad habits are the main factors influencing their listening comprehension. In fact, it is unnecessary to know every word, every sentence, only should catch the main idea and grasp the major point, that’s enough. If you concentrate to think, you can’t catch up with the materials, and also that’s why you have no time to attend to the main content, let alone seize the implication of it.

Therefore, it is necessary for the teacher to point out the bad habits and then help the students form good habits. Here are some bad listening habits on Listening, which are paraphrased below.

“(1) A poor listener will/ turnoff his or her ears as soon as he or she decides a listening task is going to be dull.

(2). A poor listener listens to only facts and ignores the ideas, the general picture.

(3). A poor listener will fix his or her eyes on the teacher or blackboard, then relax, or Do some thing else, expecting to get the information out of the tape scripts later.

(4).A poor listener will use very little distraction --footsteps, a door opening or closing, a cough, a dropped book—as an excuse to stop listening to the recording or the teacher.”[3] ( p1-2)

(ⅴ) Barriers on cultural background

Language is a kind of cultural expression. It is necessary for students to know some background about the English-speaking countries, such as the history, culture, customs and habits, even life styles. Many students lack of these kinds of knowledge, no wonder they are always making mistakes about them. For example, if teachers give two pieces of passage for them to understand the former, because Spring Festival is the traditional festival in China, everybody knows it very well, that’s helpful for their understanding, however the latter about the Thanksgiving day, students know little about it, it is not easy for them to understand, even very difficult for them to answer some questions about it. Listeners should base on their background knowledge about the topic and their experience of how talks on such themes are structured (as in the case of listening to news or weather reports) besides their understanding of language forms related to the subject area.

(ⅵ) Barriers on psychological factors

It is very important of students to have a good state while listening. Students should get clear that listening is the first step of any language learning, they should pay attention to learn it well at the very beginning.

The process of listening comprehension is a very complicated psychological one. Linguists tell us that it is easy for one to produce frightens when he is at his nervousness. If students meet some words or sentences they don’t understand by chance, they’ll have the fidgets, even some students are afraid of listening at the very beginning. It have placed all sorts of obstacles on the important information invisibly and make them less effective, this lowered the degrees of listening comprehension. On the other hand, eternal links, such as the noise made by inside or outside factors, the quality of the recorders, the loudness and the articulation of the sounds, etc, may all become obstructions influencing the students’ listening well. “Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception. The process of the language perception is an activity of the short--time memorization .”[4] (p1)

Training and improving students’ ability in listening comprehension should combine daily teaching with following points. First of all, in English class, teachers should try to organize their classes in English, which’s the most effective way, students can concentrate their attention while listening to English. Teachers can also know from the expressions in students’ eyes if they understand. Second, using the first five minutes efficiently before the class, or the revision time, ask students to listen to the radios, television programmers in English. Never be afraid of it. Psychological quality is quite important to do everything, so does listening comprehension.

4.How to improve students’ listening ability---designing effective classroom activities

Among the four skills (listening, speaking, reading, writing), foreign language learners often complain that listening is the most difficult one to acquire. Teaching listening should focus on process.

There are three stages in listening activities for language learners: pre—listening, while—listening, post—listening, which will discuss in detail as follow:

4.1 Pre—listening activities

“Research points out that listening activity in general should consist of a pre—listening phase, which should make the context for listening explicit, clarify the purposes for listening, and establish goals, procedures and roles for listening. So a pre—listening activity can involve listeners in the following ways:

(1).By posing the tasks before the students listen to the topic, they are given a purpose for listening, which forces them to focus on selected information.

(2).The listener brings an orientation to a listening event. By opening up the topic, it arouses certain expectations and mentally prepares the students for the topic, it may also activate latest knowledge of vocabulary associated with the topic.

(3).Activating learner’s scripts and tuning in their prior knowledge about the topic helps to relate their background knowledge to the topic to be heard, thus enhancing the comprehension and interpretation of the received message.

(4).By brainstorming what they know about the topic before listening, learners will be able to compare what they know with what they are going to hear, and listen selectively.” [5] (p10)

4.1.1 Purpose

No less than in speaking, the listening process means that the learner must be motivated by a communicative purpose .This purpose determines to a large extent what meanings they must listen for and which parts of the text are most important to them. For example, there may be parts where he does not need to understand every detail, but only to listen for the general gist. There may be other parts where a topic of special significant arises, requiring them to listen for more detailed information—for example, so that they can report about the topic to other members of a group. At other times, a task may require them to listen for specific pieces of information distributed throughout the text.

“The activities will be grouped according to the kind of response that the learner must produce:

(1)Performing physical tasks (e.g. selecting pictures)

(2)Transferring information (e.g. into tabular form)

(3)Reformulating and evaluating information” [6] (p67-68)

4.1.2Choose the appropriate materials

Before having the class, teachers must choose and analysis the materials. “Teacher need to listen the tape all the way through .That way, they will be prepared for any problems, noises, accents etc. That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” [7] ( p100) By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go on with the teaching in class. Of course, it is a demand for teachers if all other courses. But some teachers do believe that they can teach listening course without any preparation so long as they have the tapes and reference books. So some researchers would like to emphasize the importance of preparations for a class: it is the basic need and also a basic insurance of an effective listening teaching. And the role of analyst, which means that teachers should analyze the functional patterns of the language used in the listening materials that students are to hear. The functions of a language can be simply divided into two patterns: the communication of emotion and the conveying of information. Communication of emotion means that the purpose of using a language is mainly for the establishment of harmonious relationship among the participants of social interaction.

4.1.3 Skills

(ⅰ)Prediction.

Research on speech processing and interpretation suggests that the listener’s ability to make intelligent guesses about what will come next plays a crucial role in their understanding of speech, and prediction is regarded by many researchers as on of the most powerful factors in comprehension. Therefore, a good listener is a good predictor. “By helping our students become better predictors, we are helping them become better listeners.”[8] ( p86)

Prediction also involves asking questions and answering them. According to Fisher and Terry active comprehension is process of generating questions while reading and searching for answers to them. Questioning helps to establish the purpose and causes the listener to interact with the speech, confirming or rejecting expectations.

“Penny Ur summarizes five types of cues that listeners depend on for making predictions about continuation of an utterance:

(1) The stock formula of the language, such as clichés, idioms, quotations and proverbs.

(2). Stress on a particular word in the first part of an utterance is often explained or clarified by a comment in the second.

(3). The logical relationship between the first part of an utterance and the second is often signaled by a conjunction.

(4.) There is construction where the speaker proclaims in advance the kind of thing he is going to say.

(5). Rhetorical questions or bold, brief statements, particularly in the negative, are often followed by answers or amplification in the form of reasons, examples or explanations.” [9] (p11)

(ⅱ)Setting the scene

Another type of pre-listening activity is to set the scene for the students, for example: picture, video, TV etc. Listening to passages in the classroom can be more difficult than listening in real life, because of the lack of context .So the teacher can help provide the background information to activate learners’ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.

(ⅲ)Listening for the gist

This type of the pre-listening activity is listening for the gist. It is very important to give students practice in this area, because in real life, they can not listen to the materials several times. Therefore, it will be impossible for them to catch all the information, so they need to be fit with some ambiguity in listening and realize that they can still learn even when they do not understand every word. Listening for the gist is familiar with skimming a passage in reading. The key point lays in let students some questions that focus on the main idea or the tone or the mood of the passage. Find whether students can answer the questions even though they can not understand each word or phrase in the passage.

(ⅳ)Listening for specific information

There are situations in real life where they listen only for some specific details and ignore the rest of the entire message. For example, when they listen to the weather report on TV, they are only interested in the temperature in the city where they live or where we plan to go on the holiday, or when they are sitting in a train station or an air port, they do not listen to the details of all the announcements. It is important to expose our students to a variety of type of listening texts for a variety of purpose so that they will develop a variety of listening strategies to use for different situations.

4.2 While - listening activity

This stage is the most difficult for the teacher to control, because this is where a student should pay attention and get the information actively. However, if the teacher can provide a reason, goal, or task for the learner, this should encourage and help students to focus their attention.

In daily class, students must use all aspects of personal listening ability. At the beginning of this article, we have discussed the problems on students’ listening ability.

According to these problems, we must train the comprehensive listening ability in daily time.

Following are some special training

4.2.1 Listen and tick

A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the materials. If what students all need to do just is tick as they hear them, the task will be much easier. What you need to tick, you can hear them clearly. Because it is quite easy, ticking is very fit for the students who are in grade 7. It can encourage them to listen to the dialogue or passage carefully.

4.2.2 Listen and act

These activities relate to a method of teaching called Total Physical Response, which concentrates on learning language by listening and responding physical to commands or directions. Here is an example:

“Beginning TPR

Procedure:

(1.) Have two students positioned to two chairs.

Commands supporting vocabulary

Stand up fast slowly

Sit down table chair

Walk head stomach

Stop door blackboard

Turn around

Touch

(2)pick two other students and add more vocabulary that are in the classroom--- such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch..

(3)use the following type of commands repeatedly in random order, rotating pairs of students from time to time, until you can see that all the students clearly understand what these commands and actions mean.

For example:

Put the pencil on the book.

Scratch your head.

Scratch your stomach.

Put the paper in the box.

Put your hand on your head.

Place the box on the teacher’s head.

Scratch your head and stomach. ” [10] (p11)

4.2.3 Listen and draw

This is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper. “This type of activity works very well as an information gap activity between pairs of students.” [11] (p90) One example: one student draws a simple picture and then tells his/her partner how to draw it in English .Neither partner can look at each other’s drawing during the task. After they have completed the task, they can compare their pictures to see how similar they are.

Other way: according to last example.

“Introduce the word draw. This opens up a rich network of things you can ask your students to do. Start very simply with the familiar items that the students have already internalized through TPR.

For example:

Draw a table

Draw a chair

Draw a hand

Draw a box

Draw a hand on a door

Draw a window and a hand and book. ”[12] (p11)

4.3 post --- listening activity

Post--- listening, teachers can determine how well the students have understood what they listened to, but it is important to design the tasks well. “One important point to keep in mind is whether we are testing the students’ listening comprehension or their memory. In fact, in real life, listener can remember the gist of the conversation, but cannot remember exactly what words were said. It is more natural to select and interpret what we hear rather than repeat everything we have heard.” [13] ( p187) .Here are some types of post—listening activity: multiple choice questions, answering questions, note-taking, gap—filling and dictogloss.

“It is important to remember when designing activities not to demand that students remember more details the native-speaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember.” [14] ( p117)

5. Conclusion

As teachers change their practice activity they gain new insights about the learning potentials of their students. “These successes have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students.” [15] ( p290-297)

During the exercitation in middle school, in fact, teachers did not teach the phonetics and phonology. Main practice on listening is just about the textbook. For example, GO FOR IT, the book has a small part for training listening. but the listening teaching is limited. It must add some activities. In the listening activities, according to the certain purpose, it can choose different skills: listen and act, listen and draw, and so on. These types of activities can be designed into games, which are popular for students.

Bibliography

1. Ren Xiaoping . Listening Barriers Among Chinese Students And Training Tactics [J].延安教育学院学报，2001 . p1-2

2. 戴炜冻 A New Concise Course on Linguistics for Students of English [Z].上海: 上海外语教育出版社 p22

3. Liu Yangchun . How to increase students’ listening comprehension [J].开封教育学院学报，1996.10. p1-2

4. Zhang Qi . Psychological analysis in listening teaching and radio programs teaching [J]. 云南教育学院学报，1996.10. p1

5. Zhao Jianqun . Introducing an interactive component into listening instruction [J].曲靖师专学报，1993.3. p10

6. William Littlewood .Communicative Language Teaching. [M].北京:外语教学与研究出版社，2000.6. p67-68

7. Jeremy Harmer. How to teach English [M].北京:外语教学与研究出版社，2000.8. p100

8. 王蔷 A course in English language teaching [Z].上海:高等教育出版社，2002.5. p86

9. 同2. p11

10. 同 1. p11

11. 同8. p90

12. 同 1 p11

13. 朱纯 外语教育心理学 [Z].上海:上海外语教育出版，1998.3. p187

14.王笃勤 英语教学策略论 [Z].北京:外语教学与研究出版社，2000.8. p117

15. 章兼中 外语教育学 [Z].浙江:浙江教育出版社，1999. p290-297