On English Classroom TeachingWord文档下载推荐.docx

On English Classroom TeachingWord文档下载推荐.docx

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InanEnglishclass,differentstudentshavetheirdifferentwaystostudy,sothesecondpart,itgeneralizesthreedifferenttypesofEnglishlearners:

flexiblelearnersandless-flexiblelearners,left-braindominantlearnersandright-braindominantlearners,field-independentlearnersandfield-dependentlearners.

Facingdifferentlearners,teachermustexertsuitablemethods.Thethirdpart,putsforwardthefollowingapproaches:

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1>

audio-visualapproachandimitationandanalogy

2>

situationsimulationandvisualapproach

3>

questionandanswerpracticeapproachandintuitionalapproach

Keywords:

teachingandlearning;

teachingmethod;

typesofEnglishlearners

摘要:

在过去的半个世纪中，英语学习是很有益的，但其今后的前景会更令人满意。

在英语教学过程中，教学这个词包括两方面，即教师的教和学生的学，在英语课中采用了以学生为主体，以教师为主导，以训练为主线，突出能力培养的教学方法，适应这种现状。

因此，我们要改变教学模式。

本文根据课堂中出现的不同学习现状，提出了相应的教学方法，以便激起学生的兴趣，从而提高他们的学习成绩。

第一部分,阐述了课堂教学中的三种主要关系:

学生与教师,讲解与练习,理解与表达.这些关系都影响着英语教学,老师们必须知道这些从而提高教学效率.

第二部分，归纳了三种不同类型的学习者:

他们是灵活的学习者和不灵活的学习者,左脑占支配地位的学习者和右脑占支配地位的学习者,自主学习者和非自主学习者。

根据不同的学习者，教师必须实施合适的方法,第三部分提出了下面的几种方法:

视听法和模仿类推法

设置情景法和视觉法

问答法和直观法。

关键词：

教与学;

教学方法;

不同类型的学习者

Contents

Abstract……………………………………………………………………i

Contents…………………………………………………………………iii

Introduction………………………………………………………………1

1.ThethreerelationinEnglishclassroom………………………………1

1.1Student—teacher…………………………………………………1

1.2Teacher’sPresentationandStudents’Practice……………………2

1.3ComprehensionandExpression…………………………………4

2.ThedifferenttypesofEnglishlearnersinEnglishclassroom……6

2.1Flexiblelearnersandless-flexiblelearners……………………6

2.2Left-braindominantlearnersandless-flexibledominantlearners……………………………………………………………8

2.3Field-independenceandField-dependence…………………9

3.TheMethodsinClassroomEnglishTeaching……………………10

3.1Audio—visualapproachandimitationandAnalogize………10

3.1.1Audio—visualapproach………………………………………10

3.1.2ImitationandAnalogy……………………………………11

3.2SituationSimulationandtheVisualApproach……………………12

3.2.1SituationSimulation………………………………………12

3.2.2Thevisualapproach……………………………………………13

3.3QuestionandAnswerpracticeapproachandIntuitionalapproach…14

3.3.1QuestionandAnswerpractice………………………………14

3.3.2Intuitionalapproach……………………………………………16

Conclusion………………………………………………………………18

Bibliography……………………………………………………………19

Acknowledgement………………………………………………………20

Introduction

Asthedevelopmentofthetechnology,therequirementsforeducationbecomehigh,thereexistsomeshortcomingsinpresentclassroomteaching.Sowemustchangetheoldteachingpatterns.Inordertoimprovethequalityofteaching,studyingonEnglishclassroomteachingisverynecessary.

1.ThethreerelationsinEnglishclassroom

DuringEnglishteachingprocess,teachingwillbeimpactedbymanyequations,suchassomerelationsinEnglishclassroom.Inthemodernclassroomteaching,thereareimportantrelations:

Student-Teacher,Teacher’spresentationandStudents’practice,ComprehensionandExpression.

1.1Student-teacher

InEnglishclassroom,whethertheteachingandlearningtaskisaccomplishedornotdependslargelyonstudent—teacherrelationship.ToacertaindegreeEnglishteachingisaprocessofinteractionbetweenteacherandstudent,theyinfluenceeachotherwithconfidence,accomplishment,successorfailure,enjoymentorsorrowbothinteachingandlearning.Thestudents’personalityfactors,suchastheirvariedaptitude,motivation,personaltasteoreventheirchoiceoflearningmethodsaredecisiveanddetrimentaltostudent—teacherrelationship.[1]

Interactionmeansfromthepointofperceptualprojectiononwhichtheteacherbasedhispersonalexperienceandwhathelikesordislikes.Teachersclassifystudentsintogroupsofpromisingornon-promising,emotionalorindifferentandnon-enthusiastic.Ontheotherhandstudentsgrouptheteacherintorespected,beloved,ordetested.PracticallyEnglishteachingrequirestheteachertoobser