冰山原则在《老人与海》中的体现.docx

冰山原则在《老人与海》中的体现.docx

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冰山原则在《老人与海》中的体现

攀枝花学院本科毕业论文

高中英语课堂教学中的口语教学

学生姓名：

席雪姣

学生学号：

200210201067

院（系）：

外国语学院

年级专业：

2002级英语

指导教师：

孙鹏副教授

二〇〇六年五月

OntheInstructionofOralEnglishin

MiddleSchoolEnglish

ClassroomTeaching

XiXuejiao

UndertheSupervisionof

SunPeng

SchoolofForeignLanguagesandCultures

PanzhihuaUniversity

May2006

Contents

摘要…………………………………………………………………………………I

关键词……………………………………………………………............................I

Abstract.....................................................................................................................II

KeyWords………………………………………………………………………….II

Introduction................................................................................................................1

Ⅰ.TheproblemsintheteachingoforalEnglish…………………………………...............2

Ⅱ.ReasonsfortheStudents'PoorOralEnglish…………………………………3

A.TheReasonsRelatedtoTeachers’Aspect……………………………………3

1.TheNeglectofOralEnglishInstruction……………………………….3

2.ThelackofMethodstoTeachOralEnglish…………………………...3

3.TheInsufficientWaystoTeachOralEnglish………………………….4

4.NothavingFlexibleWaystoTeachOralEnglish……………………..4

B.TheReasonsRelatedtotheStudents’Aspects………………………………5

Ⅲ.WaystoInstructOralEnglishinClassroomTeaching………………………6

A.IncreaseStudents’InterestsandMotivation…………………………………6

B.CultivateStudents’CorrectreadingHabitsintheClassroom……………….6

C.CreateSuitableSituation…………………………………………………….8

D.CultivateStudents’AbilitytoAskQuestions………………………………..9

E.CultivateStudents’AbilitytoRetellaStory……………………………11

F.EncourageMeaningful,AppropriateandNaturalUseofLanguage………11

G.EncourageOralReports……………………………………..........................12

H.TakeStudentAttitudesintoConsiderationinOralPractice………………..14

I.CultivateGoodPsychologicalQualities……………………………………15

J.UseVisualAids…………………………………………………………..16

K.MakeaRadioProgram……………………………………………………17

L.EnsureEnoughEffectiveInput……………………………………………17

M.MaketheStudentsPracticetheSpokenEnglishinMultipleWays……….18

Conclusion………………………………………………………………………..19

Bibliography…………………………………………………………………........21

Acknowledgement………………………………….……………………………..22

ABSTRACT

Asacommunicativetool,languageisvocalundermanysituations.Theultimatepurposeoflanguagelearningistocultivatetheabilityofcommunication.Speakingisthefundamentalneedofcommunication.SospeakingisoneofthemostimportantskillsinEnglishlanguageTeaching.Inthe21stcentury,withtherapiddevelopmentofoursociety,scienceandtechnology,especiallywithChina’sentryintoWTO,Chinaandothercountrieswillhavemoreandmoreco-operation.Inaddition,Chinawillholdthe2008OlympicGames,andthisrequiresourcountrytohavemorepeoplewhohavewealthyspecialtyknowledge,higheraccomplishmentofinformationandhigherEnglishlevel.Amongthem,oralEnglishisveryimportant.ButthepresentEnglishteachinginmiddleschoolsisfarawayfromrealizingthisgoal.Thehighschoolisthemostimportantperiodforstudentstocultivatetheirspeakingability,aswellasanimprovableperiod.So,howtoinstructoralEnglishinhighschoolisaveryimportantproblemthatneedstobesolved.Inthisessay,theauthorwillgivesomesuggestionsontheinstructionoforalEnglishinmiddleschoolEnglishclassroomteaching.

KeyWord

English；oralEnglish；classroomteaching；skills

摘要

语言作为一种交流工具，多数情况下是有声的。

语言学习的最终目标是培养交流的能力，而说的能力是语言交流的基本要求。

所以，在英语学习中，说是英语教学的重要技巧之一。

在21世纪，随着社会与科学技术的发展，特别是中国加入世贸组织以后，中国与其他国家的交流越来越多。

另外，中国将在2008年举行奥运会，这就要求我国必须有更多的人拥有更丰富的专业知识、更高的信息获取能力以及更高的英语水平。

在他们之间，英语口语是非常重要的，但现在的高中英语教学中却远远没有意识到这一重要性，高中阶段是培养学生说的能力的重要阶段，更是容易提高能力的阶段。

因此，如何实施英语口语教学，成了高中英语教学需要解决的问题。

在本文中，作者将就高中英语教学中的口语教学作些初步的探讨。

关键词

英语；口语；课堂教学；方法

Introduction

Oralcommunicationisaspecialsocialactivity.Thefinalpurposeofforeignlanguagelearningistocommunicatewiththenativespeakers.Speakingisthefundamentalneedofcommunication.SospeakingisoneofthemostimportantskillsinEnglishlanguageteaching.Inthe21stcentury,withtherapiddevelopmentofoursociety,scienceandtechnology,especiallywithChina’sentryintoWTO,Chinaandothercountrieswillhavemoreandmoreco-operation.Inaddition,Chinawillholdthe2008OlympicGames;thisrequiresourcountrytohavemorepeoplewhohavewealthyspecialtyknowledge,higheraccomplishmentofinformationandhigherEnglishlevel.Amongthem,oralEnglishisveryimportant.Butthepresent Englishteachinginmiddleschoolsisfarawayfromrealizingthisgoal.InChina,mostmiddleschoolstudentshavepoororalcommunicativeability.“DumbEnglish”isperplexingmostEnglishteachersandstudentsofhighschool.

Ⅰ.TheProblemsintheTeachingofOralEnglish

TheproblemsintheteachingoforalEnglishisnotconcernedwiththestudents,butalsotheteachersourselves.First,manyinvestigationsindicatethatmostoftheteachersthinkitbothunrealisticandunnecessarytoteachspeakinginChineseschools,andanoverwhelmingmajorityofstudentscannotspeakEnglish,thoughmostofthemshowaninterestinspeaking.Teachers,ofcourse,havetheirreasons.“Ourmainobjectiveisreading,notspeaking.”Somesay,“speakingisnotaskillworthcultivatingbecauseChinesestudentshavefewopportunitiestocommunicatewithnativespeakers,”othersmaintain.AndmorereadilytheyadmitthattheythemselvesarenotfluentinspeakingEnglish,nordotheyknowhowtoteachit.

Apartfromtheproblemsteachershave,theenvironmentisalsoanimportantproblem,becauseoftheunawarenessoftheimportanceofspeaking,studentsdon’thaveenoughchancestopracticetheiroralEnglish.ThelackofatmosphereisthemostimportantreasonoftheirpoororalEnglish.Aseveryoneknows,“Practicemakesperfect!

”Withoutpractice,howcantheybecomeperfect?

Becauseofthat,studentsdon’thavethehabitofspeaking.Whentheyareacquiredtospeak,manyproblemsappear,suchas:

theirhandsandfeetaretrembling,thetuneoftheirvoiceischanging,thesentencesareindisorder.Manyofthemjustreciteinsteadofspeak.

Ⅱ.ReasonsfortheStudents’PoorOralEnglish

Asfarasstudents’poororalEnglishisconcerned,therearemanyreasons.Butinmyopinion,itismainlyteachersourselvesandstudentsthemselveswhoaretoblame.Thefollowingwillbefocusedonthetwoaspects.

A．TheReasonsRelatedtoTeachers’Aspect

1．TheNeglectofOralEnglishInstruction

Inlanguageteaching,ateacheroughttobeafacilitatorofhisstudents’learning.Hismajorresponsibilityistoorganizeclassroomworkandtoestablishappropriatesituations.MostofEnglishteachersthinkoralcommunicationmeanstheabilitytodealwithwords.AndbecausetherequirementoralEnglishinUniversityEntranceExaminationislowerthanthatofotherskills,manyteachersignoretheimportanceofit.Someteachersthinktheyshouldtrainstudents’abilitiesinlistening, reading,writingandanalyzing. Theyalwaysneglecttrainingstudents’speakingability.So,theydon’twanttowastetimetrainingstudents’oralEnglish.Forexample,whenateacherstartsteachinganewtext,healwayspaysmoreattentiontothegrammar,exercises,listeningandanalyzingthemainpart,buthardlyasksthestudentstoreadthetextorhaveafreeconversationaboutit.Thisphenomenonshowsthatteacherspaylittleattentiontotrainstudents’oralcommunicativeabilityinclassroomteaching.

2.TheLackofMethodstoTeachOralEnglish

Teachersdon’tknowhowtoimprovestudents’oralEnglishinclassroomteaching.ItisimportanttocreateagoodenvironmentforstudentstostudyEnglish.Makinggooduseofclasstimeisanefficientwaytoimprovestudents’oralEnglish.Butaseverybodyknows,middleschoolstudentsareverybusy.Teachersdon’twanttospendmuchtimepracticingsomethingwhichhasnothingtodowiththeUniversityEntranceExamination.AsfarasIknow,fewteachersorganizetheirclassesinEnglish, whichis,infact,veryusefulforstudentstolearnnewwordsandimprovetheiroralcommunicativeabilities. Instead,manyteachersjustuseEnglishtoaskstudentssomesimplequestions.Itshowsthatthewaysofteachingstudents’oralEnglishareincorrect, and theyhindertheimprovementofstudents’oralEnglish.

3.TheInsufficientWaystoTeachOralEnglish

Theteachingmethodsweuseinclassarenothelpfultoimprovestudents’English.Forexample,inthepastseveralyears,oralEnglishteachinghasbeenmainly concernedwith soundteaching.Thestudentsspentmuchtimestudyingandreadingphoneticsymbols,andthenlearningtoreadsentences.ManyteacherspreparedStandardEnglishvernacularspeechdemonstrationwithmeticulouscare,oraskedthestudentsjusttolistenandreadafterthetape-recorderwithoutanydiscussion.Thisresultsinstudents’beingunabletoexpressthemselvesfreely.Foranotherexample,teachersplacetoomuchemphasisonaccuracyinclassroomteaching.AlthoughmanyteachersspeakEnglishinclass,theyusethetraditionalmethodtohavetheirclasses.Thatmeanstheyaskthestudentstopracticetheoldteachingmodeagainandagain,which makesthestudentsignorethecontentandmeaningoflanguage,thereby,can’timprovethestudents’abilitytousethelanguagecorrectly.Andsometeachersareverystrictand attachgreatimportancetotheformsoflanguageinclassroomteaching,andtherefore,theyask studentstopracticesomefixedsentence patternsagainandagain.Andmanyotherteacherscorrectstudents’errorsfrequentlyandtimely.Consequently,manystudentskeepsilencemostofthetime.Theydon’twanttobecorrectedfrequentlyinthepresenceofthewholeclassandtheydon’twa