The Creation of English Language CircumstanceWord下载.docx

The Creation of English Language CircumstanceWord下载.docx

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所以我们很关注怎样才能有效地学好英语。

国内的学习者通常很少有机会听或者说英语。

除了课堂上短短的40或45分钟之外，他们几乎没有机会接触英语了。

所以作为英语老师，我们的首要任务就是为学生创设一个英语语言环境，激发他们学习英语的兴趣。

笔者将在本文中论述如何创设一个良好的英语语言环境。

创设英语语言环境的方法很多，比如说创设课堂环境，其中包括创设对话情境，让学生多说多听，以提高他们的口语和听力能力。

同样，我们还可以通过英语角、英语广播、听英文歌曲、看英语原声电影以及开展各类英语竞赛，如书法、手抄报、讲故事、演讲及英语小短剧表演比赛等等。

我们以此来营造一个良好的语言环境，以供我们的学生学习，在一个轻松、愉快的环境下学习，效果远胜于死读书，远胜于没有这样的环境。

关键词：

英语语言环境课堂环境兴趣英语原声电影英语角创设

1.Introduction

AsacompulsorycourseforjuniorandprimarystudentsinChina,Englishisbecomingmoreandmoreimportant.SomepeoplesaythatEnglishisoneofthethreekeysof21stcentury（withothertwoarecomputerandcar）.ButtheproblemishowtolearnEnglishefficiently.LearnersathomeusuallyhavelittletimetolistentoorspeakEnglish.ExceptthattheycanspeakEnglishintheirEnglishclassesfor40or45minutesonly,theyhavenochancetospeakEnglish,nochancetolistentoEnglish,evennochancetofeeltheexistenceofEnglish.

Butasweallknow,accordingtothescientifictheory,ifwedon’tusewhatwehavelearned,wewillforgetthemquickly,especiallylanguage.Thenlearningwillbeinterrupted,andtheinitiativewillbeweakened.So,asteachers,themostimportantthingtodoistosolvetheproblem,bycreatingalanguagecircumstance,stimulatingtheirinitiativeinlearningEnglish.

Iwilldiscussabouthowtocreatealanguagecircumstanceforthestudents.

Asweallknow,circumstanceisveryimportantininfluencingpeople’slifeandpersonality.Andalso,itisimportantinlearninglanguage.Manyscholars,expertsandteachersholdthesameview.Welearnourmotherlanguagemostlybyfeeling,imitatingandusing.First,wefeeltheexistenceofthemotherlanguage,andthenimitatethepronunciationandintonationfromourparentsorotherpeople.Weimitatehowtousedifferentsentencesindifferentsituations.Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.Soafterimitatingwelearned,thenwebegintouseitinreallife.Wecommunicatewithothersinourmothertongue;

weuseittoexpressourselves,tounderstandothers.Thus,wecontrolthelanguage.Itisobviousthat,languagecircumstanceisveryimportant.Learningsecondlanguageisnotexceptive.Sosomepeoplethinkthattolearnforeignlanguagemustgoabroad.Stayattheforeigncountryforoneorhalf-year,youcansurespeaktheirlanguage.Ofcoursethat’sright.Butpractically,wefinditunfeasible,atleastcannotbecomecommon.Becausethereisonlyafewpeoplehavethechancetogoaboard.Sothemostimportantthingtodoistocreatealanguagecircumstanceforthelearnersathome.

Inchina,mostoftheforeignlanguagelearnersarestudentsinprimaryormiddleschool.Therefore，asteachersweshouldcreateagoodEnglishlanguagecircumstanceforthestudents.Itbecomesthemostimportantthing.

Inlightofmanyresearchworksandalotofbooksanddocuments,therearemanyscholarsandteacherswhohavestartedtoworkoveronthesubject,amongwhichsomeacquiredachievements.

ThecreationofEnglishlanguagecircumstanceisveryusefultothelearnersofsecondlanguage.Thoughthesecondlanguageisdifferentwiththeirmothertongues,theywillcertainlylearniteasilyiftheycanread,listentoorspeakitmore.Andyet,thewaytocreatingalanguagecircumstanceisvariousbutnotstatic.

2.TheCreationofClassCircumstance

Aswejustsaid,theonlytimeforthestudentstocontactEnglishisthe40or45minutesintheirEnglishclass.Sotheclassroommanagementisveryimportant.Theefficiencyofaclasswilldecidethestudents’Englishlevelsomewayorother.Consequently,agoodteacherwilltryhis/herbesttoimprovetheefficiencyofhis/herclass.Then,howtocreatethecircumstanceintheclass?

ManypeoplethinkthebestwaytolearnEnglishistospeakEnglishasoftenasonecan.Butwedon'

thavesuchEnglishcircumstance,whatshallwedo?

SomelistentoEnglishradioseverydaytoimprovetheirlisteningability.AndsometimestheywatchAmericanfilmsthattheyareinterestedin.Intheclass,wealsotryourbesttogivethemagoodcircumstancetoimprovetheirspeakingandlisteningtoEnglish,sothattheycancommunicatefluently.

2.1Communicativefunctionsoflanguage.

“Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.”1Thepurposeoflearningalanguageistocommunicatewithothers.Itistosaythemainfunctionofalanguageistocommunicate.Soweshouldalwaysputthisfunctionintheimportantposition.Andinourteachingweshouldletourstudentsknowhowtousethelanguagetoexpresstheirownfeelingsandtounderstandothers.That’simportant.

“Onepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofcommunicativelanguageteaching,whichhasinrecentyearsbecomeafashionabletermtocoveravarietyofdevelopmentsinsyllabusdesignandinthemethodologyofforeignlanguageteaching.”2Thegoalofteachingistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

“Communicativecompetenceincludesfouraspects:

1）Knowingwhetherornotsomethingisformallypossible（grammaticallyacceptable）

2）Knowingwhethersomethingisunderstandabletohumanbeings

3）Knowingwhethersomethingisintinewithsocialnorms

4）Knowingwhetherornotsomethingisinfactdone:

Dopeopleactuallyuselanguagethisway?

”3

Inotherwords,communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Communicationcompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.

2.2“SettingtheScene”4

Makearealorsimilarsituationforthestudentstohelpthemtounderstand.Wecanusebodylanguage、pictures、realobjectsandsoon.

Forexample,listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackofcontext.Sotheteachercanhelpprovidethebackgroundinformationtoactivatelearners’schema,sotheywillbebetterpreparedtounderstandwhattheyhear.

Also,whileteachingnewwords,newphrases,newsentencesornewtexts,wecansetthesceneforthem,sotheycaneasytounderstandandremember.

Example:

WhenIteachthenewwords:

tomato,newsentences:

Howmuchis/are……,please?

Andthat’scheap/expensive.

BeforetheclassIpreparesomeobjectsliketomatoes,apples,somebagsofmilkandsoon.AndIaskmystudentstotakesomething,too.

Intheclass,Ifirsttakeoutanapple,thenask:

T:

What’this?

S:

It’sanapple.

ThenIshowthemthetomato.

Whatisthis?

Doyouknow?

Sorry,Idon’tknow./Ithinkit’satomato.

Good!

Itisatomato.

ThenItakeouttwoormoretomatoes.

HowmanytomatoesdoIhave?

（WritedowntomatoesontheblackboardandRed“es”）

Two.

Good.Pleasedon’tforget“es”whenyouusepluralnumber.

Atlast,Iputallofmythingsontheteacher’sdeskandwritedownthepricesontheobjects.Itellthemthisisashop;

itsellsmanykindsofthings.Thenasksomestudentsindividually:

What’sthis?

It’satomato.

Howmucharethetomatoes?

TheyareoneYuanakilo.

Isitcheaporexpensive?

Itischeap.

Whatarethose?

Theyareapples.

Howmucharethey?

Theyaretendollarsakilo.

Isitcheap,too?

No,theyareexpensive.

Finally,Iaskthemtomakeupasimilardialoguebyusingthethingstheytake,supposetheyaresellersorbuyers.Becauseoftherealobjects,theycanbeeasytounderstand.

Whileteachingsomeverbswecanusebodylanguagetohelptheirunderstanding.

Forexample,whenweteach“run”,wecanpretendtorun,andaskthestudents:

“WhatamIdoing?

”“Youarerunning.”

Andalso,whenweteach“jump”,wecanjumpandask:

”“Youarejumping.”“Yes,youareright.Canyoujump?

”“Yes.”

2.3Givethemmorechancetospeakandlisten.

TheGreekphilosopherEpictetuseverwittilysaid:

“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.”Fromthesayingwecanlearnhowimportantthe