最新英语论文How to Improve English Listening and Speaking Ability of Middle School Studentsdoc文档格式.docx
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最新英语论文How to Improve English Listening and Speaking Ability of Middle School Studentsdoc文档格式.docx
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Keywords:
characteristics;
Englishreading;
makenotes;
fostertheEnglishreadinghabits.
Contents
Ⅰ.Introduction………………………………………………………………………4
Ⅱ.Theprinciplesofthe?
mode……………………………………………………4
2.1Creatreacisticscenarionsdomonetrainingscenariosexercise………………4
2.2Summedprinciplecanbeonthebacisofperceptcalknowledge………………6
2.3Ontheporncipleofmechaincaldrilling,meaningdrillsandcommunicationlanguagecombining……………………………………………………………………6
Ⅲ.Teachingprocessinclass…………………………………………………………7
3.1Shockfun…………………………………………………………………………7
Novelpirimersoriginalact……………………………………………………7
Usesharpangletosimplifythedifficulty,sothatstudentsovercomedifficultiessuccessful.…………………………………………………………………7
Usetheteachinginstrumenttoencouragethestudenttospesk.……………8
Usegramestoreducethespycologicalofnervous……………………………8
3.2Raceexcitationmethod……………………………………………………………8
Differencetraining………………………………………………………………8
Boysandgirls'
competition……………………………………………………8
Ⅳ.Createthescence……………………………………………………………………8
Ⅵ.Conclsion……………………………………………………………………………11
References:
……………………………………………………………………………12
ⅠIntroduction
Innowadays,peoplethoughtthatthepurposeofmiddleschoolEnglishteachingistoimprovethestudents’fourskillsoflistening,speaking,readingandwritingwiththebaseofnecessaryphonetics,largevocabularyandgoodgrammar.ButthisisnotthefinalpurposeofEnglishTeaching.Accordingtotheindicationwhichwaspointedoutbythe“Full-timesystemoutlineofmiddleschoolEnglishTeaching”thefinalpurposeofmiddleschoolEnglishTeachingistoletstudentsobtainthebasicEnglishknowledgeandtheabilityof?
basiccommunicationthroughthetrainingoflistening,speaking,readingandwriting.Namely,theabilityofcommunicationandEnglishusing.
ⅡTheproblemsappearedinmiddleschoolEnglishteachingandtheanalysis
IntheactualconditionofmiddleschoolEnglishteachingmostteachersoftenadopttraditionalmethodoftranslating-writingandthegrammarteachingstrucure.Forexample,mostofalltheteachersliketeachingthestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon.Especiallythegrammar.Wemustadmitthatthestudentsdoneedthese,butmanyteachersforgetthatthepurposeofEnglishteachingistoteachthemhowtostudyEnlishandhowtouseit.So,theyonlyemplasizestudents'
mechanicallymasterwrittenknowledgebutneglectthepracticeoflisteningandspeaking.TherebytheycannotsufficientlyachievethepurposeofMiddleSchoolEnglishTeaching.Aimdirectlyatthisphenomenon,howtoimproveEnglishlisteningandspeakingabilityofmiddleschoolstudentsbecomesthemostimportanttaskinfrontofus.
Firstly,let'
sanalyzethelisteningandspeakingpsychologicalmechanism.
2.1Listeningpsychologicalmechanism
Analysisandsynthesis
Listeningactivitycanbemodularlydividedintosevenparts.
1.Soundperceptionandidentification.Thatistheactivityjustatthebeginningwhenthesound-wavearriveatourears.
2Initiallyunderstandthemeaningofspecificandbriefmaterials.
3Storethematerialsintoshort-termmemory.
4Linkthematerialwhichwasjuststoredintoanothermaterialwhichhadbeenalreadystoredinshort-termmemory.
5Connectthematerialwhichwasjuststroredintotheonewhichbeingstoredintoshort-termmemory.
6Comprehendthemeaningofthematerialandcarryoutalong-termmemory.
7Reviewthegistandmainidea.
Allaboveactivitiesareanalytialandsyntheticfunctionoftheseniornervousactivitiesinbrain,whicharereflectedinspeechsignalacceptance.Atthistimewehavealreadysummeduptheperceptionofpronunciation,andanalysisandsynthesisactivitiesareintegrated.
Duringthewholelisteningactivity,fromstep1tostep6arefinishedquickly.Thefourthstepandfifthsteparecarriedoutsynchronally,andfromsecondsteptofifthsteparetheunderstandingtolisteningmaterials,itisn'
tonlytounderstandeachmeaningofawordbutalsotounderstandwordsorder,tense,grammar,relationshipandsoon,andtounderstandeverywordandthesubstitutionalformofthem.Forexample,whenlisteningthefollowingexample,wemustunderstandthesubstitutionalformrelatedwhichcomponentinasentence.Whatdo“he,that,this,”replace?
Eg:
Tomhadpromisedtogivemeaticket,butlastnightheranguptosaythathecouldn'
tdothat.Thismademefeelverydisappionted.
Predictionandfiltration
Inpeople'
slisteningactivity,theworkofpredictionandfiltrationiscarriedoutallthetime.
Predictionreferstoknowingsomethingbeforehandaccordingtocertaincontext,speakerandthebackgroundofthecontentwhich?
thespeakersaid.Andinadditiontotheobservationandfamiliaritytothenon-verbalmeansofthespeker,suchasaction,expression,toneactionandsoon.Becausestudents'
knowledgeismoresuperficial,andtheirvocabularyarelimited,thismethodistheirmainmethodofprediction,wecanaccordtothepriorhalfpartofthesetencetopredictthegeneralideawhichwillbesaidinanotherhalfpartofthesetence.Afterhearingtheaboveparagraphknowthefollowingcontent.Forexample,forapersonwhoisfamiliarwiththeenvironmentofChina,itisveryeasytopredicttheomittedpartinthefollowingexamples.
Aswehadn'
teatenalldaywewererealy_hungry.Fortunately,therestaurantwasstillopen.Sowe_wentinandboughtabowlof_noodle
Thefiltrationreferstopayingattentiontothemostcrucialpartandscreenoutextraparts.Forexample,sheputonherglovestokeepherselfwarm.Whilelisteningtothissentenceaboveyoucanfilterthe“she,her,herself”andstillunderstandtheoriginalmeaning.Tofilterthecontentofthecontextcanmakepeoplecarryonthefiltrationsmoothly.Whilelistening,payattentiontothetopicwhichyouareinterestedinandconcerned,andespeciallypayparticularattentiontothistopicintherelevantpartoftheactivities.Thesearealsotheverycommonfiltrationinlisteningactivity.
Confirmationandrevise
Listeningactivityislinearandisalsocirculativeandrepeated.Tounderstandwordsorsentencesarerightornotusuallyneedconfirmationofthecontext.Theunderstandingwhichwasprovedtoberightbytheconfirmationwillbekept,andbecometheadvantagedconditionofcontinuingtolisten.Iftheundertandingwhichwasprovedtobewrongbytheconfirmationshouldberevised.Andthecorrectunderstandingwhichhadbeenalreadyrevisedwillalsobecometheadvantagedconditionofcontinuningtolisten.
Allaboveispsychologicalmechanismoflisteningwe'
llfundamentallyandscietificlyunderstandthepsychologicalmechanismofstudents.InTeaching,teachersshouldintroducebasicknowledgeofittostudentssimply,summarily,commonlyandclearly.SocanmakethemmastercorrectmethodoflisteningfundamentallyandimproveEnglishlisteningability.
2.2Speakingpsychologicalmechanism
Fromlisteningtospeaking
Natural-borndeafmustbeamute.whethermotherlanguageorforeignlanguagetheylearnedbeforelearningtospeaktheremustbelisteningasaforerunner.Listeningisthepreparationofspeaking.If?
thepreparationoflisteningisverysufficient,speakinglearningcanbecarriedoutmoresmoothly.InEnglishteachingofsecondaryschoolshouldpayattentiontotheobjectivelawsthatfromlisteningtospeaking,andthelisteningpracticebeforestartingtospeakmustbearrangedwellinthewholeprocessandeachlisteningandspeakingpracticeactivity.SothebasicrequirementoforalEnglishclassistoleadspeakingwithlistening,andpromotespeakingwithlistening,andcombinelisteningtospeaking.
Frominvoluntaryfeelingtovoluntaryfeeling
InlearningandusingEnglish,thereisadevelopprocessfrominvoluntarytovoluntary.Thisprocessperformsthemostobviouslyinspeakingpsychologicalmechansism.voluntaryfeelingandinvoluntaryfeelingfirstarewholepsychologicalconditionsandthenarethelanguagelevel.voluntaryandinvoluntarybasicallyarethequestionsthatenteringornotenteringtheroleofforeignlanguagespeaking.Ifenteringtherole,youmaynottakeEnlishasaforeignlanguageduringspeaking.Thatisnotregardingforeignlanguageasforeignlanguageinpsychology.Soyoucanspeakforeignlanguagerelaxedlyandfreely.Butthismaycauseaphonomenonthatonlywanttoclearlysaythemeainghowevernottoconsiderwhetherthewordsorsentenceswhichweresaidmathchtherulesofgrammarornot.Inthissensevoluntaryfeelingalsohasrelativenature.Involuntaryconditionscanbetransformedintovoluntaryconditions.Thekeysoftransformationareaccumulatingofspeakingexperience,adaptingoftalkingenvironmentand
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