英语论文How to Improve English Listening and Speaking Ability of Middle School Students.docx

英语论文How to Improve English Listening and Speaking Ability of Middle School Students.docx

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英语论文HowtoImproveEnglishListeningandSpeakingAbilityofMiddleSchoolStudents

【英语论文】HowtoImproveEnglishListeningandSpeakingAbilityofMiddleSchoolStudents

HowtoImproveEnglishListeningandSpeakingAbilityofMiddleSchoolStudents

Abstract

ReadingisoneoftheimportantskillinEnglish.Asthesecondforeignlanguage,itisalsoaskillthatthestudentneedtopossesstosupportidependentandself-directedlearning.WiththeInformationAge'sarrival,theEnglishmaterialsgraduallychangfrompapermaterialstoelectronicones.Therefore,itbecomesmoreandmoreimportantforEnglishmajorstospeeduptheirreadinginordertoacquireasmuchinformationaspossible.Thus,fosteringagoodEnglishreadinghabitisessentialforstudents.Beingabletoadoptdifferentreadingskillsfordifferentreadingmaterialsandpurposeswillalsohelpthestudentsreadmoreeffectively.ThepapermainlyconcernssomeEnglishreadingskillsanddiscusseshowtofostergoodEnglishhabitsforcollegestudents.

Keywords:

characteristics;Englishreading;makenotes;fostertheEnglishreadinghabits.

Contents

Abstract

Ⅰ.Introduction………………………………………………………………………4

Ⅱ.Theprinciplesofthe?

mode……………………………………………………4

2.1Creatreacisticscenarionsdomonetrainingscenariosexercise………………4

2.2Summedprinciplecanbeonthebacisofperceptcalknowledge………………6

2.3Ontheporncipleofmechaincaldrilling,meaningdrillsandcommunicationlanguagecombining……………………………………………………………………6

Ⅲ.Teachingprocessinclass…………………………………………………………7

3.1Shockfun…………………………………………………………………………7

Novelpirimersoriginalact……………………………………………………7

Usesharpangletosimplifythedifficulty,sothatstudentsovercomedifficultiessuccessful.…………………………………………………………………7

Usetheteachinginstrumenttoencouragethestudenttospesk.……………8

Usegramestoreducethespycologicalofnervous……………………………8

3.2Raceexcitationmethod……………………………………………………………8

Differencetraining………………………………………………………………8

Boysandgirls'competition……………………………………………………8

Ⅳ.Createthescence……………………………………………………………………8

Ⅵ.Conclsion……………………………………………………………………………11

References:

……………………………………………………………………………12

ⅠIntroduction

Innowadays,peoplethoughtthatthepurposeofmiddleschoolEnglishteachingistoimprovethestudents’fourskillsoflistening,speaking,readingandwritingwiththebaseofnecessaryphonetics,largevocabularyandgoodgrammar.ButthisisnotthefinalpurposeofEnglishTeaching.Accordingtotheindicationwhichwaspointedoutbythe“Full-timesystemoutlineofmiddleschoolEnglishTeaching”thefinalpurposeofmiddleschoolEnglishTeachingistoletstudentsobtainthebasicEnglishknowledgeandtheabilityof?

basiccommunicationthroughthetrainingoflistening,speaking,readingandwriting.Namely,theabilityofcommunicationandEnglishusing.

ⅡTheproblemsappearedinmiddleschoolEnglishteachingandtheanalysis

IntheactualconditionofmiddleschoolEnglishteachingmostteachersoftenadopttraditionalmethodoftranslating-writingandthegrammarteachingstrucure.Forexample,mostofalltheteachersliketeachingthestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon.Especiallythegrammar.Wemustadmitthatthestudentsdoneedthese,butmanyteachersforgetthatthepurposeofEnglishteachingistoteachthemhowtostudyEnlishandhowtouseit.So,theyonlyemplasizestudents'mechanicallymasterwrittenknowledgebutneglectthepracticeoflisteningandspeaking.TherebytheycannotsufficientlyachievethepurposeofMiddleSchoolEnglishTeaching.Aimdirectlyatthisphenomenon,howtoimproveEnglishlisteningandspeakingabilityofmiddleschoolstudentsbecomesthemostimportanttaskinfrontofus.

Firstly,let'sanalyzethelisteningandspeakingpsychologicalmechanism.

2.1Listeningpsychologicalmechanism

Analysisandsynthesis

Listeningactivitycanbemodularlydividedintosevenparts.

1.Soundperceptionandidentification.Thatistheactivityjustatthebeginningwhenthesound-wavearriveatourears.

2Initiallyunderstandthemeaningofspecificandbriefmaterials.

3Storethematerialsintoshort-termmemory.

4Linkthematerialwhichwasjuststoredintoanothermaterialwhichhadbeenalreadystoredinshort-termmemory.

5Connectthematerialwhichwasjuststroredintotheonewhichbeingstoredintoshort-termmemory.

6Comprehendthemeaningofthematerialandcarryoutalong-termmemory.

7Reviewthegistandmainidea.

Allaboveactivitiesareanalytialandsyntheticfunctionoftheseniornervousactivitiesinbrain,whicharereflectedinspeechsignalacceptance.Atthistimewehavealreadysummeduptheperceptionofpronunciation,andanalysisandsynthesisactivitiesareintegrated.

Duringthewholelisteningactivity,fromstep1tostep6arefinishedquickly.Thefourthstepandfifthsteparecarriedoutsynchronally,andfromsecondsteptofifthsteparetheunderstandingtolisteningmaterials,itisn'tonlytounderstandeachmeaningofawordbutalsotounderstandwordsorder,tense,grammar,relationshipandsoon,andtounderstandeverywordandthesubstitutionalformofthem.Forexample,whenlisteningthefollowingexample,wemustunderstandthesubstitutionalformrelatedwhichcomponentinasentence.Whatdo“he,that,this,”replace?

Eg:

Tomhadpromisedtogivemeaticket,butlastnightheranguptosaythathecouldn'tdothat.Thismademefeelverydisappionted.

Predictionandfiltration

Inpeople'slisteningactivity,theworkofpredictionandfiltrationiscarriedoutallthetime.

Predictionreferstoknowingsomethingbeforehandaccordingtocertaincontext,speakerandthebackgroundofthecontentwhich?

thespeakersaid.Andinadditiontotheobservationandfamiliaritytothenon-verbalmeansofthespeker,suchasaction,expression,toneactionandsoon.Becausestudents'knowledgeismoresuperficial,andtheirvocabularyarelimited,thismethodistheirmainmethodofprediction,wecanaccordtothepriorhalfpartofthesetencetopredictthegeneralideawhichwillbesaidinanotherhalfpartofthesetence.Afterhearingtheaboveparagraphknowthefollowingcontent.Forexample,forapersonwhoisfamiliarwiththeenvironmentofChina,itisveryeasytopredicttheomittedpartinthefollowingexamples.

Eg:

Aswehadn'teatenalldaywewererealy_hungry.Fortunately,therestaurantwasstillopen.Sowe_wentinandboughtabowlof_noodle

Thefiltrationreferstopayingattentiontothemostcrucialpartandscreenoutextraparts.Forexample,sheputonherglovestokeepherselfwarm.Whilelisteningtothissentenceaboveyoucanfilterthe“she,her,herself”andstillunderstandtheoriginalmeaning.Tofilterthecontentofthecontextcanmakepeoplecarryonthefiltrationsmoothly.Whilelistening,payattentiontothetopicwhichyouareinterestedinandconcerned,andespeciallypayparticularattentiontothistopicintherelevantpartoftheactivities.Thesearealsotheverycommonfiltrationinlisteningactivity.

Confirmationandrevise

Listeningactivityislinearandisalsocirculativeandrepeated.Tounderstandwordsorsentencesarerightornotusuallyneedconfirmationofthecontext.Theunderstandingwhichwasprovedtoberightbytheconfirmationwillbekept,andbecometheadvantagedconditionofcontinuingtolisten.Iftheundertandingwhichwasprovedtobewrongbytheconfirmationshouldberevised.Andthecorrectunderstandingwhichhadbeenalreadyrevisedwillalsobecometheadvantagedconditionofcontinuningtolisten.

Allaboveispsychologicalmechanismoflisteningwe'llfundamentallyandscietificlyunderstandthepsychologicalmechanismofstudents.InTeaching,teachersshouldintroducebasicknowledgeofittostudentssimply,summarily,commonlyandclearly.SocanmakethemmastercorrectmethodoflisteningfundamentallyandimproveEnglishlisteningability.

2.2Speakingpsychologicalmechanism

Fromlisteningtospeaking

Natural-borndeafmustbeamute.whethermotherlanguageorforeignlanguagetheylearnedbeforelearningtospeaktheremustbelisteningasaforerunner.Listeningisthepreparationofspeaking.If?

thepreparationoflisteningisverysufficient,speakinglearningcanbecarriedoutmoresmoothly.InEnglishteachingofsecondaryschoolshouldpayattentiontotheobjectivelawsthatfromlisteningtospeaking,andthelisteningpracticebeforestartingtospeakmustbearrangedwellinthewholeprocessandeachlisteningandspeakingpracticeactivity.SothebasicrequirementoforalEnglishclassistoleadspeakingwithlistening,andpromotespeakingwithlistening,andcombinelisteningtospeaking.

Frominvoluntaryfeelingtovoluntaryfeeling

InlearningandusingEnglish,thereisadevelopprocessfrominvoluntarytovoluntary.Thisprocessperformsthemostobviouslyinspeakingpsychologicalmechansism.voluntaryfeelingandinvoluntaryfeelingfirstarewholepsychologicalconditionsandthenarethelanguagelevel.voluntaryandinvoluntarybasicallyarethequestionsthatenteringornotenteringtheroleofforeignlanguagespeaking.Ifenteringtherole,youmaynottakeEnlishasaforeignlanguageduringspeaking.Thatisnotregardingforeignlanguageasforeignlanguageinpsychology.Soyoucanspeakforeignlanguagerelaxedlyandfreely.Butthismaycauseaphonomenonthatonlywanttoclearlysaythemeainghowevernottoconsiderwhetherthewordsorsentenceswhichweresaidmathchtherulesofgrammarornot.Inthissensevoluntaryfeelingalsohasrelativenature.Involuntaryconditionscanbetransformedintovoluntaryconditions.Thekeysoftransformationareaccumulatingofspeakingexperience,adaptingoftalkingenvironmentandthe