宁夏电大开放教育英语本科论文项目设计报告鉴定表Word格式文档下载.docx
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宁夏电大开放教育英语本科论文项目设计报告鉴定表Word格式文档下载.docx
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∙作者:
M玉巧(初中英语
甘肃定西初中英语一班)
∙评论数/浏览数:
0/927
∙发表日期:
2009-08-1411:
17:
35
DesignandOrganizationofEnglishListeningClassActivities[Abstract]AsthereformationoftraditionalELTisadvancing,andtheELTconceptischanginggraduallyfromteacher-centeredpatterntostudent-centeredpattern,theroleofeducatorsandlearnersshouldbeaccordinglyrenewed.Thecommunicativelanguageteaching(CLT)shouldbeusedmore.InthetraditionalEnglishclass,teachersoftenusethe“jug-and-mug”teachingmethod,andstudentsjustlistenandtakenotespassively.Itlacksofacommunicationbetweenteacherandstudent.Englishclassactivityisthemainusefulwaywhichcantransformthetraditionalpattern.Aneffectiveclassactivitycanarousestudents’interest,encouragethemtotakepartintheactivityactively,anddeveloptheircommunicativecompetence,andimprovetheEnglishclassteachingresult.IntheEnglishteaching,listeningisoftenunderestimated.Furthermore,thetypesoflisteningclassactivitiesaresimpleanddull.However,listeningisthebasisofEnglishstudy.Listeningclassactivitiesarerelatedcloselytospeaking,reading,andwriting.Somoreattentionshouldbepaidtolisteningclassactivities.First,thispapermakesageneralizationofthetwomaintypesofEnglishclassactivities—thewhole-classactivityandgrouping,andanalyzestheiradvantagesanddisadvantages,andpresentssomesolutionstotheproblems,whichariseintheoperationprocess.ThenthepaperanalyzesthethreemainfactorsthatinfluenceEnglishclassactivities,whicharetheteacher,students,andthetypesandcontentofactivity.Finally,itexpoundsthedesignandorganizationoflisteningclassactivitiesindetail.[KeyWords]Englishlisteningcompetence。
classactivities。
design。
organization英语听力课堂活动设计与组织[摘要]随着英语教案改革的不断深入,英语教案思想逐渐从以教师为主体转变为以学生为主体,教育者和受教育者的地位也应该重新定位,交际法教案应该更多地应用于英语的课堂教案中。
在传统的英语课堂中,教师“满堂灌”,学生被动地听讲、做笔记,师生之间缺少交流。
英语课堂活动是改变这一传统模式的主要有效手段。
英语课堂活动可以激发学生的学习兴趣,鼓励他们主动参与,培养学生应用语言的能力,提高英语课堂的教案效果。
在英语课堂教案中,听力教案经常被忽略,听力课堂活动形式单一、枯燥。
但是听力是学好英语的基础,听力课堂活动与说、读、写紧密相关。
因此听力课堂活动更应该受到关注。
本文先总结了两大类英语课堂活动——全班活动和分组活动,分析了他们的优、缺点,并对其实施过程中所产生的问题提出解决方法。
然后分析了影响英语课堂活动的三大因素——教师、学生、活动的类型和内容。
最后,详细阐述了英语听力课堂活动的组织与设计。
[关键词]英语听力;
课堂活动;
设计;
组织1.IntroductionAsanimportantinternationallanguage,EnglishhasgainedincreasingattentionfromChinese.InthetraditionalELT,teachersalwaysactasabsolutecontrollers.Theyalwaysteachnewwordsorgrammars,explaintexts,andassignexercisesonebyone.Ontheotherhand,studentsonlylistenpassively,andtakenotesmechanically,butseldomtakepartinthelanguagepractice.Inreallife,Englishisacommunicativelanguage.ThegoalofEnglishlanguageteachingistoenablethestudentstouseEnglishintherealworldwhennecessary.InthetraditionalELT,teachersalwaysusesomekindsofclassroomactivitiestodevelopstudents’writingskillbutignorelistening,speakingskills.However,Englishlanguageteachingpracticeshoulddevelopstudents’overalllanguageskills,namely:
listening,speaking,writing,readingandtranslating.Listeningistheabilitytoidentifyandunderstandwhatothersaresaying,whichisanimportantlanguageskillinEnglishclassroom.Becauselisteningisacriticalfactortoone’slanguageacquisition.Ifonecan’tunderstandtheteacher’ssayingwellenough,he/shewillunabletocarryoutclassroominstructionsandtoperformallclassactivities.2.ThetypesofEnglishclassactivitiesEnglishclassactivitiesaremainlydividedintowhole-classactivitiesandgroupingactivities.2.1Thewhole-classactivitiesThewholeclassactivitiesarethatstudentsaredoingpracticetogether.Theywriteorsaytogetherunderthesameorderoftheteacher.“Themostcommonformsofwhole-classactivitiesarecompetition,game,guess,discussion,debateandsoon.”[1]Forexample,whenteachinglistening,mostteachersprefertoadoptthisactivitythatstudentsareaskedtolistentothesamematerialtogetheranddothesameexercises.Languagelearningisanemotionalandpsychologicalexperience.“AccordingtoKrashen,theaffectivefilterofthestudentorsomepsychologicalfactors,canobstructlanguageacquisitiontosomedegree.”[2]Soifastudenthaslittermotivation,lacksofself-confidenceandsoon,he/shewillbenotgoodatlanguageacquisition,especially,tothekindofstudentswhoareafraidofmakingerrorsor“losingface”inpublic.Forexample,whenateacherasksseveralpointedstudentstoanswerthesamequestion.English-proficientstudentsalwaysanswerconfidentlyeventhoughtheydonotknowthecorrectanswer.Onthecontrary,lesscompetentstudentsinEnglishbehavewithlittleconfidence,becausetheyareafraidthattheiransweriswrong.However,thebestadvantageofwhole-classactivitiesisjustitcanhelptoovercomestudents’obstructivepsychologicalfactors,motivatestudents’learninginterest.Thoughwhole-classactivitycanmakearelaxedclass,italwaysgivesrisetonoise.Moreover,somehowitismechanical.Ittakesthewholeclassatthesamelanguagelevel,butignoresthattherearemanydifferencesexistinginaclass.Forexample,afterlisteningatext,allstudentsdothesameexercisesatthesamespeed.Butlimited-English-proficientstudentsmaynotfinishwithinthetimelimitorEnglish-proficientstudentsmayfinishearlierandfeelboring.Obviously,whole-classactivitiesarenotagoodkindofactivityintoday’sEnglishclass.AnEnglishclassnotonlyneedsarelaxedatmosphereforoptimallearning,butalsoneedstoconsiderthedifferencesbetweenstudents.Sowellorganizedgroupworkisveryneeded.2.2GroupingIntoday’slanguageclassroom,muchoftheclasstime,studentsarebrokendownintogroupsofdifferentsizes.AccordingtoWangQiang,themostcommongroupingsarelockstep,pairwork,groupworkandindividualstudy.2.2.1LockstepLockstepiswhereallthestudentsarealldoingthesameactivityatthesamerhythmandpace,andunderthecontroloftheteacher.Teachersprefertoadoptlockstepwhenmakingapresentation,checkingexerciseanswers,ordoingaccuracyreproduction.Whentheteacherasksquestions,thestudentsspeakeithertogetheroronebyone,inturnsorindicatedbytheteacher.Forexample,whenateacherisgoingtoteachanewlisteninglesson,he/shemakesapresentationandexplainsomenewwordsofthelessonatfirst.Sothewholeclasslistenstotheteacherunderthesameorder.Ontheonehand,alltheclassisconcentratinginlockstep.Thewholeclassismoreorderlyandeasierfortheteachertocontrol.Studentscangetgoodmodelsfromteacherespeciallyinoral.Andteacher’swordscanpracticestudents’listeningatanytime.Ontheotherhand,lockstephassomedisadvantages.Suchas,teachermaysaymorethanstudents,asaresult,studentshavelittlechancestospeak.Someoftheteacher’sunprepared、illogicalandirrelevantwordswillgivestudentsunauthenticinput.Sowhendoinglockstep,theteachershouldavoidspeakingtoomuch,otherwise,he/sheisrunningtheriskyof“jug-and-mud”method.Forexample,beforeteachinganewlisteninglesson,itisunnecessarytoexplainthematerialtoodetail,butitisbetterforthestudentstolistenandfindthedifficultpointsbythemselves.Itisadvisedthatteachersshouldpaymoreattentiononelicitrepliesoranswersfromstudentsratherthanspeakoutbythemselves.2.2.2PairworkPairworkiswheretwostudentsworktogetheronacertaintask.Itisaverycommonmethodwhichisusedinthecommunicativemethodology.“Itcouldbeacompetitionoveragameorco-operationinataskorprojectbetweenthetwostudents.Theycouldalsodocertainexercisestogetherororalpractice.”[3]Forexample,studentsworkinginpairstolistentotwodifferentbutconnectedpartsofthesamelisteningmaterial,thentheytelleachotherwhat’she/shehaslistened.Inpairwork,studentsaregivenmorechancestopractice,especiallyinoral.Italsoencouragesco-operationwhichstudentsshouldsupporteachother.Themostimportantoneisthatitcreatesarelaxedandnon–threateningatmosphere.Itseemseasierforstudentstohavelesspsychologicalpressurewhenthinkingandspeakingwithoutbeingwatchedbytheteacherorthewholeclass.Sotheirproficiencylevelwillbecomehigherandhigher.However,becausestudentsalwaysthinkandspeakwithoutbeingwatched,theymaystrayawayfromthetaskeasier.Andcreatenoiseandindiscipline.Sobeforedoingpairwork,theteachershouldexplainthetaskclearlysothatstudentsaresurewhattheyaresupportedtodo.Ifnecessary,theteachermaygiveinstructionsinthenativelanguageordemonstratewithonestudentfirst.Theteachershouldmakesureeverystudenthasapartner.Whiletheyaredoingpairwork,theteachershouldwalkaroundtheclassroomtomakesureeverypairisworkingonthetask,andgivenecessaryhelptothem.Ifnoiseorindisciplinerisestoanexcessivelevel,theteachercanstoptheactivitysimply,solvetheproblemwithstudentsandaskstudentstocontinuemorequietly.Ifsomepairsfinishthetaskearlierthanothers,theteachermaygivethemanothertasksothattheywillnotmakenoiseorloseinterest.2.2.3Groupwork“Groupworkisalearningactivitywhichinvolvesasmallgroupoflearnersworkingtogether.Likepairwork,groupworkisalsoanintegralpartofcommunicativemethodology.Thesizeofgroupsusuallyragesfromthreetoeightstudents.Thegroupmayworkonasingletask,orondifferentpartsofalargertask.Tasksforgroupmembersareoftenselectedbythemembersofthegroup.”[4]Therearemanyadvantagesofgroupwork.First,itprovidesapsychologica
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