语言文化论文-How to improve the ability of listening, speaking, reading and writing .doc语言文化论文-How to improve the ability of listening, speaking, reading and writing .doc

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语言文化论文HOWTOIMPROVETHEABILITYOFLISTENING,SPEAKING,READINGANDWRITINGIINTRODUCTIONTHEPURPOSEOFMIDDLESCHOOLENGLISHTEACHINGISTOIMPROVETHESTUDENTSFOURSKILLSOFLISTENING,SPEAKING,READINGANDWRITING,WITHTHEBASEOFNECESSARYPHONETICS,LARGEVOCABULARYANDGOODGRAMMAR,BUTTHISISNOTTHEFINALPURPOSETHEFINALPURPOSEISTOLOTLETSTUDENTSBEABLETOUSETHELANGUAGEWHYDOWESTUDYENGLISHIFAMANISONLYGOODATLISTENINGANDSPEAKING,CANWESAYTHATHEISGOODATENGLISHNO,IFAMANISONLYGOODATREADINGANDWRITING,CANWESAYTHATHEISGOODATTHELANGUAGENO,IFASTUDENTISGOODATENGLISH,HESHOULDBEABLETOUSETHELANGUAGE,BOTHINSPOKINGANDWRITINGNOWMOSTOFTHESTUDENTSDOBETTERINREADINGANDWRITINGENGLISHTHANINLISTENINGANDSPEAKINGTHEYCANREADANDWRITE,BUTTHEYCANHARDLYCOMMUNICATETHEYCANHARDLYEXPRESSTHEMSELVESWITHTHEIROWNWORDSTHISISPARTIALLYBECAUSEOFOUREXAMINATIONSYSTEM,ANDPARTIALLYOFTHETEACHINGMETHODWEARENOTABLETOCHANGETHEEXAMINATIONSYSTEM,BUTWECANIMPROVEOURTEACHINGMETHODMOSTOFALLTHETEACHERSLIKETOPROVIDETHESTUDENTSWITHALOTOFKNOWLEDGEWORDS,PHRASES,GRAMMAR,USAGESANDSOON,THEYAREFOCUSINGTHESETHING,ESPECIALLYONTHEGRAMMARYES,THESTUDENTSDONEEDTHESE,BUTMANYTEACHERSFORGETTOTEACHTHEMHOWTOSTUDYENGLISH,ANDHOWTOUSEITSOWHENYOUAREGIVINGTHEKNOWLEDGETOTHESTUDENTS,DONTFORGETTOTEACHTHEMALLTHEABILITIESOFTHEFOURSKILLSIIWAYSONDEVELOPINGTHEFOURABILITIES1LISTENINGTHETEACHERSOFTENSPEAKOFTHEFOURSKILLSLISTENING,SPEAKING,READINGANDWRITINGTHATMEANSEACHOFTHEMISIMPORTANTYOUCANTSAYTHATYOUHAVEMASTEREDTHELANGUAGEWITHOUTANYONEOFTHEM,LISTENING,ONEOFTHEMEANSOFLANGUAGECOMMUNICATION,ISUSEDMOSTWIDELYINPEOPLESDAILYLIVESABOUT45OFANADULTSTIMECONCERNSLISTENINGTOOTHERPEOPLE,LISTENINGTOTHERADIO,LISTENINGTOTHEMUSICINLINGUISTICS,GIVINGTHESTUDENTSALOTOFLISTENINGACTIVITIESISAGOODWAYOFENLARGINGTHEIRVOCABULARYONTHEOTHERHAND,ITALSOHELPSTHESTUDENTSIMPROVETHEIRLISTENINGCOMPREHENSIONIHAVEDONEANINVESTIGATIONABOUT432OFTHESTUDENTSTHINKTHATTHEMOSTBOTHERINGANDMOSTDIFFICULTISLISTENINGCOMPREHENSION,ANDEVENSOMEOFTHEMHAVEDIFFICULTYINUNDERSTANDINGTHEIRTEACHERWHOGIVESLESSONSINENGLISHWITHOUTQUESTION,ITISDIFFICULTOFAMIDDLESCHOOLSTUDENTTOUNDERSTANDTHELISTENINGMATERIAL,IFHEHASNTENOUGHVOCABULARYANDTHEABILITYOFTELLINGTHEGRAMMARCONSTRUCTIONINMYINVESTIGATION,ABOUT35OFTHESTUDENTSWITHLOWLISTENINGCOMPREHENSIONTHINGTHISISBECAUSETHEYDONTUNDERSTANDORKNOWTHEKNOWLEDGEABOUTLINGUISTIC,THEYARENOTABLETOTELLTHEMEANSOFAWHATTHEYHAVEHEARDINMYANOTHERINVESTIGATION,STUDENTSWEREASKEDTOLISTENTOADIALOGUEOF244WORDS,INWHICHTHEWORDSANDGRAMMARHAVEALREADYBEENLEARNEDBUT80OFTHEMTHOUGHTITWASTOODIFFICULTTHEN,USINGTHESAMEDIALOGUEASAREADINGCOMPREHENSIONMATERIAL,IFOUNDONLY5OFTHEMTHOUGHTITWASALITTLEDIFFICULT,ONTHEOTHERHANDTHERESPONSEABILITYISALSOANOTHERREASONITISCLEARTHATTHEREADINGSPEEDOFAMATERIALALSOAFFECTSABOUT43OFTHESTUDENTSTHOUGHTTHATTHEMATERIALWASREADTOOFASTANDTHEYCOULDNTFOLLOWALOTOFSTUDENTSHAVETHEIROWNLISTENINGHABITSSOMESTUDENTSOFTENTRIESTOUNDERSTANDEACHWORDOREACHSENTENCETHEYWILLTHINKHARDWHENTHEYMEETSOMEDIFFICULTWORDSORSENTENCES,ANDAGREATMANYSTUDENTSCOULDUNDERSTANDTHEMATERIALDIRECTLY,THEYOFTENTRANSLATETHEENGLISHINTOCHINESEINTHEIRHEART,THINKINGTHATONLYINTHISWAYCANTHESENTENCEBEUNDERSTOODTHISISALSOAREASON,TRYINGTOUNDERSTANDEACHWORDISDIFFICULT,ANDITISNOTNECESSARYATALLYOUSHOULDCATCHTHEMOSTIMPORTANTPOINTSTHENHOWTOIMPROVETHESTUDENTSLISTENINGSKILLWEKNOWTHELARGESTDIFFERENCEBETWEENMOTHERLANGUAGELEARNINGANDFOREIGNLANGUAGELEARNINGISTHEENVIRONMENTACHILDCANSOONLEARNHISMOTHERLANGUAGEWELLHEHASHEARDALOTBEFOREHECANSAYSOMETHINGANDWALKTHENAFTERHEISABLETOWALKANDSAY,HEHASACHANCEOFLISTENINGTOMOREBEFOREHEGOESTOSCHOOL,HEHASALREADYBEENAGOODLISTENERANDSPEAKERBUTFORAFOREIGNLANGUAGE,YOUCANMEETITONLYINFORMALPLACES,CLASSES,FOREXAMPLE,OTHERWISE,YOUCANHARDLYHAVEACHANCETOMEETITSOITHINKYOUSHOULDTRYTOLETTHESTUDENTSBEINALANGUAGEENVIRONMENTLETTHESTUDENTSGRASPTHEPHONETICSYMBOLITHINKTHEPHONETICSYMBOLISTHEBASEAGOODINTONATIONANDPHONETICDEPENDSONTHEBASEORALREADINGAFTERARADIOORATEACHERISAGOODWAYATTHEBEGINNING,STUDENTSSHOULDDOMUCHABOUTITPAYATTENTIONTOTHEORALREADINGSKILL,ITINCLUDESSTRESS,STRONGFORM,WEAKFORM,INTONATIONINCOMPLETEPLOSIVECONSONANT,AFFRICATECONSONANT,SYLLABLEANDSOONTRAININGANDPRACTICINGTHEORALREADINGISNOTADAYSWORDTHETEACHERMUSTGIVECORRECTINFORMATIONABOUTITTHEREISNOEASYWAYENLARGETHESTUDENTSKNOWLEDGEABOUTENGLISHENCOURAGETHESTUDENTSTOREADSOMETHINGINTHEIRSPARETIMEABOUTGEOGRAPHY,HISTORY,CULTURE,STORIESANDSOONFOREXAMPLE,THEREARETWOMATERIALSOFTHESAMEDIFFICULTYONEEXPLAINSSOMETHINGABOUTCHINASSPRINGFESTIVAL,THEOTHERISABOUTTHANKSGIVINGDAYOFTHEWESTERNCOUNTRIESTHEFORMERISEASYTOUNDERSTANDBUTTHELATTERISMOREDIFFICULTWHYITISCLEARLYBECAUSETHESTUDENTSKNOWLITTLEABOUTTHELATTERBOTHLISTENINGTESTANDLISTENINGPRACTICEARENECESSARY,BUTPRACTICEISMOREIMPORTANTYOUCANUNDERSTANDYOURSTUDENTSTHROUGHLISTENINGTESTSONLYTHROUGHTHEPRACTICECANTHESTUDENTSIMPROVETHEIRLISTENINGCOMPREHENSION2SPEAKINGSPEAKINGCANTBETAUGHTSEPARATELYITISOFTENCONNECTEDWITHLISTENINGSOWEOFTENSPEAKOFLISTENINGANDSPEAKINGTHETRADITIONALWAYOFLISTENINGANDSPEAKINGISAURALORALMETHODNOW,THENEWMETHODOFTWOWAYCOMMUNICATIONISVERYPOPULARASYOUKNOWTHATANYTEACHINGMETHODHASITSPSYCHOLOGICALBASETHEAURALORALMETHODBEGANINTHE1940SITISBASEDONBEHAVIOURISMONEOFITSPSYCHOLOGICALTHEORYISTHATLEARNINGALANGUAGEISFORMINGASETOFNEWLANGUAGEHABITTHISISITSUSUALPROCESSSTIMULUSRESPONSEREINFORCEMENTTHEAURALORALMETHODISFITFORTHETEACHINGOFBEGINNINGSTAGEITFOCUSESONTHEPRACTICEOFORALENGLISHDRILLSBUTTOOMANYDRILLSAREBEINGPRACTICEDWITHOUTANYCONTEXTORGIVENCONDITIONSSOWHATISLEARNEDISISOLATEDCLAUSESANDITHASFEWCOMMUNICATIVEFUNCTIONSTHETWOWAYCOMMUNICATIONMAKESUPFORTHEDEFECTINCOMMUNICATIVEABILITYINTHETRADITIONALTEACHINGTWOWAYMEANSTHERELATIONSHIPOFTHECOMMUNICATIONBETWEENTHETEACHERANDTHESTUDENTSTHISRELATIONSHIPISCONNECTEDWITHTHECOMMUNICATIVEACTIVITIESBETWEENTWOPEOPLETHISMETHODISDIFFERENTFROMTHETRADITIONALAURALORALMETHODBUTITALSOBASESONTHEPROCESSOFSRRSOWECALLITAMEWTYPEOFAURALORALMETHODHASSOMEPECULIARITIESITCANCREATEAFRESHENVIRONMENTFORSPEAKINGENGLISHITNEEDSSOMENECESSARYEXPLANATIONSOFGRAMMAR,INCLUDINGSOMESENTENCESTRUCTURESHINTSARETHEMAJORWAYOFPRACTICETEACHERSCANCONTROLTHEPRACTICEWHOLLYORPARTLYTHEPRACTICECANALSOBECONTROLEDBYSTUDENTSFREELYTHEINTERNALFORCEOFSTUDYISNOTDUETOTHEINSTERESTSINPHONETICSTRUCTURE,BUTTHECONTENTOFTHEMATERIALTOMAKETHECORRECTRESPONSE,THESTUDENTSAREASKEDTOPAYMOREATTENTIONEXAMPLETEACHERASKMEIFIAMASTUDENTSTUDENTAREYOUASTUDENTTTELLMENO,YOUREATEACHERSNO,IMATEACHERINTHISEXAMPLE,ASKMEMEANSTHATTHESTUDENTMUSTSAYAQUESTIONSENTENCEWHILETELLMESHOWSTHATTHESTUDENTMUSTSAYADECARATIVESENTENCEBUTBEFOREDOINGTHIS,THETEACHERMUSTEXPLAINSOMETHINGABOUTTHEEXCHANGEOFINTERROGATIVESENTENCEANDDECLARATIVESENTENCETHETWOWAYCOMMUNICATIONCANLENGTHENTHEDIALOGUELIMITLESSLYTHISISITSADVANTAGEATTHESAMETIME,IFTHESTUDENTWANTSTOGIVETHECORRECTRESPONSE,HEHASTOTHINKITHARD,THESENTENCEISNOTEASILYFORGOTTENWHICHISEREATEDBYTHEMSELVESTHROUGHTHINKING,SOMETIMESWITHTHETEACHERSHINTYOUCANTALKFREELYYOUCANEXPRESSYOURSELFASWELLASYOUCANFOREXAMPLETASKMEHOWMANGPEOPLETHEREAREINMYFAMILYSHOWMANYPEOPLEARETHEREINYOURFAMILYTTELLMETHEREAREFIVESTHEREAREFIVETASKMEWHATMYPRREUTSDOSWHATDOYOURPARENTSDOTTELLMEYOURFATHERISATEACHERANDYOURMOTHERWORKSINACOMPANYSMYFATHERISATEACHERANDMYMOTHERWORDSINACOMPANYTASKMEIFMYFATHERLIKESHISJOBSDOESYOURFATHERLIKEHISJOBTTELLMESURE,HELIKESTEACHINGVERYMUCHSSURE,HELIKESTEACHINGVERYMUCHALLTHESERESPONSESFORMACOMPLETEDIALOGUEAHOWMANYPEOPLEARETHEREINYOURFAMILYBTHEREAREFIVEAWHATDOYOURPARENTSDOBMYFATHERISATEACHERANDMYMOTHERWORKSINACOMPANYADOESYOURFATHERLIKEHISJOBBSURE,HELIKESTEACHINGVERYMUCHIFYOUWANTTOASKMOREABOUTFATHEROROTHERFAMILYMEMBERS,THEDIALOGUECANGOONASFARAPOSSIBLESO,INAWORD,THEAURALORALMETHODISNOTAOUTOFDATEONE,BUTAUSEFULONEESPECIALLYITISFITFORTHEBEGINNINGSTAGEITATTACHESTHEIMPORTANCETOTHEORALDRILLS,ANDHASABADCOMMUNICATIVEFUNCTIONITISONLYUSEDTOAPHONETICBASEAFTERALL,THEAIMOFTHELANGUAGELEARNINGISTOCOMMUNICATESOTHETWOWAYCOMUNICATIONISMOREEFFECTIVEANDDIRECT,BUTITISALSOFITFORTHEBEGINNINGSTAGE3READINGREADINGISANIMPORTANTWAYOFGAININGINFORMATIONINFOREIGNLANGUAGELEARNING,ITISABASICSKILLFORAFOREIGNLANGUAGELEARNERTHEREISALOTOFREADINGEXERCISESINANEXAMINATIONTODAYBUTALLTHESEREADINGSMUSTBEDONEINLIMITEDTIMESOSTUDENTSAREASKEDTOREADTHEMCORRECTLYANDWITHACERTAINSPEEDTODOTHIS,YOUSHOULDCHANGEYOURBADREADINGHABITANDRAISEYOURREADINGEFFICIENCYNEWWORDSPREVENTYOUFROMREADINGFASTONEWAYTOOVERCOMETHISPROBLEMISTOGUESSTHEREAREMANYWAYSTOGUESSTHEMEANINGOFANEWWORDFIRSTYOUSHOULDFINDSOMEHINTSCONTEXT,SOMEPHRASES,SUCHASMEANS,REFERTO,INOTHERWORDS,THATISTOSAG;AREALLTHEHINTSMODEL1AMIDDLEAGEDPROFESSORSAIDTHATHISWIFEWASTOOEXTRAVANT,BECAUSENOMATTERHOWMUCHHEGIVEHERFORTHEHOUSEHOLDEXPENSES,SHEALWAYSRANSHORTINTHISSENTENCE,THEMEANINGOFTHEWORDEXTRAVAGANTCANBEEASILYGUESSEDMODEL2PROMETHEUSSTAYEDCHAIEDTOTHELOCKFORMANYYEARS,THENATLASTTHEMIGHTYHERCULESCAMEFORTHANDBROKETHEBONDSBUTTHATISANOTHEROFTHEWONDERFULSTORIESOFTHEGREEKSINTHISPARGRAPH,THEWORDSSTAYEDCHAINEDISTHEHINT,SOYOUCANGUESSWHATBONDSMEANSMODEL3THETINYDROPLETSTHATFORMONDUSTPARTICLESVERYSMALLPIECESOFDUST,TOPRODUCEACLOUDAREFARAPARTFROMEACHOTHERINTHISSENTENCE,THEWORDSAFTERTHEDASHSHOWSTHEMEANINGOFTHEWORDPARTIDES微粒BESIDESTHEWAYSMENTIONEDABOVE,YOUCANGUESSACCORDINGTOTHEWORDFORMATION,FOREXAMPLECHILDCHILDLESS,MARXMARXISMLARGEENLARGE,TELLFORETELLAUSTRALIANSATELLITE→AUSSATE
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