2006年江苏地区英语教学论文 牛津英语

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1、2006年江苏地区英语教学论文TEACHERSROLE IN LANGUAGE TEACHINGTeachers and students are two parts in language teaching. While students are the main body, teachers play a predominant role, because of students ages, character, psychology and lack of English knowledgeThe latest Course Standards for middle school Eng

2、lish teaching stipulate that teachers work is to motivate students interest in English, cultivate students sense of success, guide students to form good learning habit, enable them to communicate smoothly and develop sound value towards learning and living. Teachers guidance is the basis and premise

3、 for students to realize the goalIn English language teaching，teachers should work hard to guide students, so as to get them to be involved into learning process，learn to probe, be interested in studies, and learn to learn on their own, and at last turn the still knowledge from books into dynamic ab

4、ilityTeachers play multiple roles in English language teaching: They are knowledge conveyers, supplying students language knowledge and skills; they are helpers, helping students get English information and analyze it, and helping students to learn, and solve problems; They are companions，staying by

5、 students side; they are organizers，organizing activities for students; And they are controllers, making sure students are disciplined in the classroomIve been a teacher of English with Wuxi Foreign Language School, which is characterized with unique language teaching approach. Ive been able to take

6、 advantage to successfully guide students to not only cope with tests, but also use English skillfully. The following are part of my thoughts on how to play teachers role.IGiving Students GuidanceTeaching starts with guiding. Only under scientific and effective guidance, can students be organized ef

7、fectively to take part into their learning process. Guidance is to be carried on in three steps:AGuidingEver since students are enrolled into schools, students are trained in learning methods and habits. In this way, they will switch from the passive position to the initiative position, so as to lay

8、 a solid foundation for further studies. Learning to use dictionaries is one of the most basic skills in English studies. Teachers should guide students to learn to look up new words in the dictionary. Different dictionaries are designed with different purposes. Students are guided to choose the sui

9、table ones. Out of dictionaries，students can learn pure English, because lots of language items are from original books, newspapers of magazines. Students need guidance on how to preview new lessons. The purpose to preview is to get to know new words, language items and the content preliminarily wit

10、h the help of dictionaries and reference books. Students may feel it too difficult or not be used to it at the very beginning, but day after day, if they insist on using the method, they will enjoy the happiness of previewing new lessons. This is one way to probe. Based on their own preliminary prev

11、iew, they are able to study with problems and to raise higher rank questions in class. So teachers can organize lessons at a higher level. At the stage of introducing new lessons, teachers should try every means to arouse students interest, motivate their desire to take part in the study process. Du

12、ring this procedure, teachers design situations for teaching of either a language item or a sentence pattern, present tasks, make students realize their lack of knowledge, students motivation to learn will be generated in this way, so they will be eager to get involved into the learning process. Tea

13、chers guiding role is necessary for English new learners. At the stage of guiding, teachers work as guiders, guiding students to from good learning habits; as a promoter, promoting students to love learning English.BInducingTeachers can by no means neglect students interest in probing when cultivati

14、ng their probe spirit. Inducing is a state in which teachers guide students naturally to study and think, is a harmonious and democratic relationship between teachers and students. English is difficult for beginners and different form the mother language, because therere a great many language phenom

15、ena, such as number (singular and plural), aux.verbs, tenses, gender (masculine, feminine and neuter) and so on. Students are not above mistakes in their English studies. As teachers of English, we should tolerate them for making mistakes, as making mistakes is part of learning process, or we can sa

16、y that students are growing up with mistakes. The point is teachers try to guide them to overcome mistakes and induce them to be aware 0f language rules by themselves through practice. The theory of inter-language can help US face students mistakes. For example, when learning verbs, students may wri

17、te “John study harder than the other students in his class”. John is the third person, the verb “study should take the form “studies”. Students may also write “John must study hard to catch up with his classmates”. Here “must” is an aux. verb; “studies” should take its original form. Its not strange

18、 to meet such kind of mistake. In the process to change from mother tongue to the target language, there exists an intermediate language. Through further practice, students will reach the target language. During the teaching of tenses of verbs, Ive been trying to induce students to realize the relat

19、ing rules with real life situations. For example, when teaching the past continuous tense, I present a picture of a family of three, in which the father is reading a newspaper, the mother is doing some cooking and the child is working on his homework. Suppose it was last Sunday, what were the family

20、 doing? Students can conclude automatically that the father was reading, the mother was cooking and the child was doing his homework, the whole families were having a good time at home. On the teaching of the past perfect tense, I give students a situation. After a days study and work, the students

21、have had different classes, have played happily, some of them have just cleaned up the classroom and the head teacher has checked to make everything is ok before they leave school. Suppose this happened three days before, it wont be difficult for students themselves to and out the rule of the past p

22、erfect tense.Mistakes can be served as a resource in English teaching and learning. Teachers should face students mistakes correctly and induce students to correct their mistakes so as to learn English smoothly.CLeadingIn everyday teaching, teachers should make sure students learn to solve problems

23、by themselves. Its teachers job to lead them to do so instead of taking students place. For example, when asking students to do translation, they are required to translate both correctly and gracefully. When students write compositions, they are able to not only write they are asked to, but convey t

24、heir thoughts and feelings. Led to practice like this, students can form the habit of pursuing perfect. For years, Ive been leading my students to translate sentences in as many different ways as students can. When translating sentence“我爸爸已经入党五年了, students can come up with the following English tran

25、slations: 1My father joined the Party five years ago.2My father has been in the Party for five years.3My father has been in the Party since five years ago.4My father has been a Party member for five years since five years ago.5Five years has passed since my father joined the Party.6Its been five yea

26、rs since my father joined the Party.Difficulty index increases as students vocabulary enlarges. As a result, their writing ability improves greatly. The same is true of the training of listening, speaking and reading. Ive been training their language skills from different angles. Students improve th

27、eir listening through listening to the tape attached to the text, listening to English songs, watching English movies. For speaking, Ive tried to encourage students to speak to native English speakers they meet anywhere, to foreign English teachers in our school, and to be confident to speak English

28、 in English classes. When assigning homework, I ask students to record what they have learned in English classes, and I find out its an effective way to consolidate their language knowledge as well as speaking ability, because students feel freer to speak to the recorder the to people. In the traini

29、ng of reading, Ive led students to read frequently and extensively. Text books, English newspapers, magazines which are suitable for middle school students are all rich materials, whats more, these materials are in different styles. At this stage, teachers serve as leaders, leading students to devel

30、op their language skills，so as to lay a solid foundation for further communications in English. Giving students guidance is the basic condition for students to foster language ability, is also a necessary means in English teaching.IIMutual Aid and Classroom InteractionThe purpose of learning English

31、 is mainly to communicate in English，to obtain, process and convey information of science and technology, to experience different cultures. Students can reach the level of all-round communications through helping each other in classroom interaction.Small class is a trend for English teaching; this m

32、ode has brought about beneficial condition for communicating between and among students. Communication happens at any time in small English classes. Our school has the advantage to teach English in small classes with only about 24 students in each class. In order to tap the students potential of com

33、munication, Ive built up mutual aid teams. It works like this; the class is divided into two big teams with 12 students in each team, and a leader to hold responsibility. Every big team is then divided into two groups, with 6 members and one of them is chosen as the leader for each group. So an Engl

34、ish class contains a representative on behalf of the teacher, two team leaders and another two group leaders, each responsible for either a team or a group respectively. The structure is just like a “pyramid”. For daily tasks, such as recitation, retelling texts, students fulfill them in the “pyrami

35、d”, individual student facing the group leader, the group leader facing the team leader, the team leader facing the representative and finally the latter facing delivering a report to the teacher. Usual problems are also solved within students themselves within the structure. So, on one hand, studen

36、ts develop their initiative through helping each other and on the other hand, teachers are able to have more time doing research work. Small classes can also help a lot for classroom interaction. Pair-work and group work are popular forms for classroom interaction, which offer students opportunities

37、 to practice sentence patterns, to exchange ideas face to face. Doing pair-work, students can use English freely and independently. With exchange of information, students can get-feedback immediately from their partners, so as to correct mistakes in time. Students interest in learning English increa

38、ses through pair-work. This interaction is designated for acting out dialogues between two, for simple ask-answer questions and sentence patter practice. For higher rank of interaction, such as playing games, role play etcGroup-work functions better. For JEFC Book IB Unit19 Food and Drink, I used to

39、 teach new words of food and drink with game playing. Students worked in group of six to speak out the items in turn. The class assessed which group worked out the most and chose the best group as the winner. Usually role-play is arranged in group-work, for which, teachers need to analyze each chara

40、cter 0f the role students arc going to play. The purpose is to consolidate students ability to use those language points and language skills to communicate, expressing their ideas and exchanging thoughts. Its possible that students make some mistakes during communication, either grammar or logic one

41、s Its not wise to correct their mistakes too often. If teachers always focus on these mistakes, students will be likely shut their mouths，afraid to use English. At this time, teachers should walk around to help those in trouble. When needed, teachers may join students to play a role, students are ha

42、ppy about teachers involvement, and this will greatly increase students enthusiasm.The structure of small English classes is very useful for students to form an atmosphere to help each Other and for interaction between teachers and students, and among students themselves.IIICreating Situations and o

43、rganizing ActivitiesThe English language should be learned in real life situations. The meaning and charm of English are presented in situations. Students should be made to understand this point during learning. Situation teaching mainly focuses on meaningful practice. Teachers job is to take time a

44、nd imagination to create relating real life situations, through task-based English teaching mode, offering students a language environment. With necessary activities, students enjoy using English, so that their English knowledge can be internalized. Situation teaching often goes with tasks for stude

45、nts. For JEFC Book IB Unit 17 “Could you help me? I used it give my students a lesson as the following:Tasks: offering and requesting helpAims: train students to ask help when meeting difficulty, and give help to those in trouble; develop their spirit to corporate with others.Language points: words

46、relating the topicLanguage skills: listening and speakingForm of activity: pair-workLanguage tips： Let me help youCould you help me, please?Certainly.Procedures: I design some situation happening inside or outside the school, such as borrowing or lending school things from or to Others, offering hel

47、p to teachers, giving help to the Old or the crippled in a bus, asking the way to somewhere etcStudents work with their partners in pairs, and I pick some pairs to perform in the front of the class. For JEFC Book3 Unit 4“Travel”, I designed a debate task for my students about the good and bad points

48、 of traveling. Students worked in group of six, coming up with these good points: increasing knowledge, tasting different food, enjoying beautiful scenery and meeting people; Bad points included: wasting time and money, doing badly to the nature, making people tired and so on.Real life situations mo

49、tivate students desire to learn and use English. They are so immersed into these situations that they often forget the existence of themselves. All the interest is to communicate in the target language. Their listening, speaking reading and writing ability are for sure to be improved. But teachers s

50、hould still keep one thing on mind. While adopting communicative language approach, on one hand, we should encourage students to communicate in English bravely, on the other hand, we shouldnt overlook their mistakesWithout accuracy, communication doesnt make too mach sense. So we should keep an eye

51、on their mistakes, paying attention to their intonation, stress, and grammar mistakes. Meanwhile, without fluency, however good your intonation and grammar are, yon cant effective communication. Its important to keep a balance between accuracy and fluency.For situation teaching, teachers play roles

52、as a designer, designing real life situations for students to internct, as a conductor, conducting students like performing an orchestra. Through activities in situations, students have realized a knowledge shift from books to real practical ability.IVClassroom Management Classroom management is ano

53、ther important factor to achieve desirable teaching effect besides teaching skills. Without effective management, all teachers and students efforts wont pay off. Classroom management is about the relationships between teachers and students, and among students, as well as students discipline. Teacher

54、s play the role of a controller to ensure all the activities are under control.ARelationships in the ClassroomA classroom is regarded as a society with students and teachers as its citizens. A harmonious learning atmosphere enables students to learn and live inside the classroom happily and healthil

55、y. First, therere three kinds of relationships between students and teacher: One is Superior-inferior relationship, in which teachers dominate the class, while students appear passive, only listening to teachers; Another is totally equal relationship, in which teachers are not authorized, and studen

56、ts dont need to listen to teachers, so that teaching effect cant be guaranteed; The third is corporative relationship, in which the atmosphere is democratic, active and dynamic. In English classes, teachers should take the third mode, guiding students to corporate with teachers and the other student

57、s. It is also a goal for middle school English teaching. Then comes the relationship among students. The first is students help and learn from each other, sharing good learning materials or methods with the others，as a result，the whole class makes progress simultaneously; The second is competitive r

58、elationship, in which students compete with each other, trying to catch up with others. Teachers should guide students to compete in the right directions; the third is some students take preserved attitude, not willing sharing good experiences with others, so its harmful for long-run development.Tea

59、chers should encourage healthy relationship and overcome passive relationship in the classroom.BStudents DisciplineDiscipline has been proved a guarantee for successful teaching effect. Troubled students exist in the classroom. How to educate them is indeed a tough task for teachers, English teacher

60、s are no exceptional. Troubled students make noise, take loud, or disturb others to interrupt teaching. There are some ways to deal with these circumstances. Teachers just stare at the trouble students for seconds, or walk towards them; they may stop their wrong doing. Its also a good way to have pr

61、ivate talks after class. We can educate them together with their families and the school leaders. Teachers dont necessarily need to stop to reason with them. It takes time, skills and patience to turn these troubled students into the right track.The above is part of my thoughts about teachers role i

62、n language teaching. Whatever role teachers play, we should respect students, treat students kindly and equally, coordinate relationships in the classroom, and try to build up harmonious environment for students to study and live. Students are the main party of the classroom, but they also need teachers guidance. Its teachers duty to lead them to learn English in practicing develop their language ability and tap their synthetic potential.