英語教育專業(yè)畢業(yè)論文

1、<p>　　英語教育專業(yè)畢業(yè)論文 </p><p>　　怎樣讓英語課堂“活”起來</p><p>　　Acknowledgement</p><p>　　I really appreciate my tutor Sun Yanghai, whose help and patience made this project get off the ground

2、 and come to a close smoothly.</p><p>　　I am also grateful to my colleagues for their time spent on brainstorming and panel discussions with me.</p><p>　　No amount of thanks will be adequate for

3、 my students, without whose willing participation in the project implementation it would have remained on paper.</p><p>　　Last but not least, thanks are given to my husband, who has shared with me my worries

4、, frustrations, and hopefully my ultimate happiness in eventually finishing this project.</p><p><b>　　摘 要</b></p><p>　　“興趣是最好的老師”，學(xué)生只有有了興趣，他才會樂于學(xué)、主動學(xué)，所以教師應(yīng)努力創(chuàng)造一種輕松、愉快、和諧、平等的課堂學(xué)習(xí)氛圍。課

5、堂活動教學(xué)在吸收了傳統(tǒng)教學(xué)的優(yōu)點的同時，還應(yīng)融入任務(wù)型教學(xué)活動，來進(jìn)一步完善英語學(xué)科教學(xué)體系，使英語學(xué)科課堂教學(xué)更能體現(xiàn)學(xué)生學(xué)習(xí)的主體性和創(chuàng)造性，并且也自然而然地融入了新課程的理念。</p><p>　　關(guān)鍵詞：活;學(xué)習(xí)興趣;英語課堂活動教學(xué)</p><p><b>　　Abstract</b></p><p>　　Interest is th

6、e best teacher. Only when we have students interested, he will be happy to learn, take the initiative to learn. So teachers should strive to create a relaxed, happy, harmonious, equal classroom learning atmosphere. Class

7、room teaching activities should absorb the merits of traditional teaching, and at the same time introduce the task-based teaching activities to further improve the system of teaching English .Therefore students can learn

8、 more, independent and creative. Meanwhile the</p><p>　　Key words: Lively, Interest, Classroom teaching activities. </p><p><b>　　Contents</b></p><p>　　How to Make t

9、he English Classes </p><p><b>　　Lively</b></p><p>　　1. Introduction</p><p>　　I have been teaching the students who are in their first year of a junior middle school in m

10、y teaching. I’ve found there are some problems. Now I’ll finish my study in Anyang Radio & TV University. I have learned from my work that I hope I can solve the problems.</p><p>　　This part of my study

11、was conducted during March, 2008-April, 2008</p><p>　　2. Problem</p><p>　　The problem I have in my teaching is how to organize students to participate actively in, first of all to help students

12、overcome timid, shy of the psychological.</p><p>　　3. Problem analysis </p><p>　　To learn English well, must be "listening, speaking, reading, writing and translation of" all-round dev

13、elopment, but the lack of Chinese students learning English in English language environment in the classes, can always find such students, written first-rate skills, written test results in the distance leading, but the

14、implementation of the mouth, the office immediately blushed, stammered a few words in English can not speak both timidity and inferiority. Some school students to answer questio</p><p>　　3.1 Analytical metho

15、d</p><p>　　The division of teaching materials, teaching content live up to face a good English education in the form of development, in order for English education in line with international standards, the r

16、eal world, for the past years, toward modernization, in order to establish with the fear into the concept of foster student-oriented in order to develop student-centered education thinking, seek the best way. The existin

17、g English teaching that there are an imbalance between. Some teachers on the basis o</p><p>　　3.2 Questionnaire</p><p>　　Prepared to live up classroom teaching and learning process, the actual a

18、bility to impart knowledge, transformation process, is the teachers teach and students learn the unity of activities by teachers, students, teaching materials, composed of a variety of factors, such as Cayman miscellaneo

19、us process . In the teaching process, the elements of composition, arrangement, it relates to how to design the structure of the teaching process, that is the problem of teaching mode. Different teaching str</p>&

20、lt;p>　　3.3 Brainstorming</p><p>　　In a lesson, sometimes not linked to the two parts of that convergence on the non-conforming, non-natural conditions, can be fully prepared teachers big (the whole unit,

21、the entire books, or integrate the content of the three grades), students prepare a lesson (the entire unit) by means of the faculty, the learning content of a better understanding of the use of a flexible approach.</

22、p><p>　　4. Project objective</p><p>　　In view of this status quo, I took a number of the corresponding feasible measures to resolve this issue, to inspire students to learn English, English-speakin

23、g interest, so that students learn English in a happy and make the students feel sincerely to learn English is a happy thing.</p><p>　　5. Project hypothesis</p><p>　　Each student has its own adv

24、antages intelligence field, have their own learning style and methods, the school does not exist "poor students." Every person is unique, at the same time, each person and both are excellent. Our education shou

25、ld be multifaceted, multi-angle to a variety of ways to find students, students. Fully mechanized, due to changes in teaching methods, students heard that habits developed gradually, active classroom learning atmosp

26、here, which has shortened the distance bet</p><p>　　6. Project rational</p><p>　　Gradually so that classroom teaching English, the teaching of expression, movement of students learning English a

27、 lack of English language environment, which requires teachers in English as far as possible the organization and conduct of teaching, to provide students with strong English language learning atmosphere. Each lesson I h

28、ave the use of English teaching, from simple terms the beginning of the classroom, and a gradual increase in the number sentence. After a long-term, students are basic</p><p>　　Duty to give talks and insist

29、on a conventional daily activities for students to adhere to every day I do Duty speech content from the simple to the complex, a wide range of topics, diversity, there is a quiz, storytelling, singing, joke, sketch and

30、so on. A vivid image, but also has fun. Over time, students experience the communicative power a speech after the success of a sense of purpose and a sense of pleasure, and further stimulate the students’ interest in lea

31、rning English, and enhance the</p><p>　　The use of inquiry-based learning methods, students returned to class by students in the classroom is not just to listen to, recipients, have been trained, or as an ac

32、tive participant, experimenter, joined the Explorers. To allow students to enter the real role as classroom activities in the real one is to play a key initiative of students. Therefore, I advise their student to the use

33、 of research-based learning methods, through group activities, active cooperation, learn from each other, by the </p><p>　　Well-designed classroom teaching, the introduction of a variety of teaching methods

34、of English teaching materials new novel, is closely check with the times, covers a wide range, there are biographies, landscape, the biological sciences, drama, novels and so on, human sciences thick atmosphere. On the o

35、ther hand, as a result of attention to keep short-term students, teachers in English teaching should be good at using a variety of teaching methods to mobilize the student's attention. In teaching</p><p>

36、;　　Application of Emotion in English teaching strategies, so that students and parents believe the division between teachers and students of modern Road should not have just teacher-student relationship, at the same time

37、, the dual relationship with a friend. Teachers through words and deeds, to establish the personality of the students an example, students will worship him, will be happy with the exchanges. Is the so-called "pro-hi

38、s teacher and letter of its Road", will be on the teaching of subjec</p><p>　　7. Project design </p><p>　　Throughout the teaching, how to organize students to participate actively in, first

39、 of all to help students overcome timid, shy of the psychological, require students to speak or a question session at the big voice, so that students can exercise the ability to respond and oral communication skills, can

40、 exercise whole class of hearing and analysis. A person is speaking, the entire class moving ears, minds, moving mouth, asked the whole class with "Yes" or "No" to give the students to speak to pos<

41、;/p><p>　　I have designed five activities to be tried out in five weeks.</p><p><b>　　Week 1:</b></p><p>　　Activity 1</p><p>　　In the first day of teaching mate

42、rials, there is a unit is about the animals. I always feel more attracted some of the students do things, therefore, in teaching materials, the arrangements for such a period of dialogue: T: Do you like watching TV? Norm

43、al circumstances, students will answer: S: Yes, I do. I like watching TV very much. I will follow, said: so do I. Then T: Which TV program (learn a new word) do you like? S: I like ... ... when emotions are running high

44、as students, racing to rais</p><p><b>　　Week 2:</b></p><p>　　Activity 2</p><p>　　There a dialogue about "Kite" in the first part of Lesson 79 in the English bo

45、ok of grade 1 C PEP Relatively simple, there is no teacher's help, students can understand. Then can seize the opportunity to add relevant content. For example: can be made available to the students to read "K D

46、ay" of the essay. Not because of its length, words and more complex sentence structure and so on, afraid of students can not read on the end of the story, we can often be through the design of simple and practic<

47、/p><p><b>　　Week 3:</b></p><p>　　Activity 3</p><p>　　If the first book in teaching the forty-third class, the focus of teaching the part of speech is a noun possessive pron

48、oun use. The crucial breakthrough in this difficult is the pupil of the adjective possessive pronoun must correctly grasp of skilled, talented area from the adjectives and nouns possessive pronoun possessive pronoun part

49、 of speech of the similarities and differences. First of all, I will be prepared before students pronoun again now, the use of ask, answer, translate, and other </p><p>　　T——This ruler is my ruler.S1——This

50、ruler is mine. T——That ruler is your ruler.S2——That ruler is yours.T——Whose ruler are there?S3——They are his and hers.T——Whose are there rulers?S4——They are ours and theirs.</p><p><b>　　Week 4:&l

51、t;/b></p><p>　　Activity 4</p><p>　　It is difficult to simplify the use of formula, so that students overcome difficulties well. When the students on a few of the images and the use of the ter

52、m, as well as some, any use of daunting when teachers and students of foreign internship after the completion of the course I would like to use the formula of Health Summary not the number of terms and some, any of the u

53、sage, So there: No way a few terms in mind that three meals a day to recuperate under medical treatment, breakfast bread, te</p><p><b>　　Week5:</b></p><p>　　Activity 5</p><

54、;p>　　Students interested in neural Once triggered, they will naturally vivid situations, see the emotion intended. Further enrich the use of audio-visual means, visual aids, and often from wearing masks and change all

55、 sorts of characters foot color, the number of specific things vividly Today Show students eyes, even if done only visible, touch, taste can be heard, to play a substantial number of students The role of the senses, enco

56、uraging the creative spirit of students. Analogy: In order to e</p><p>　　8. Project implementation</p><p>　　Teachers in the teaching process on the eclectic, integrated students, teaching m

57、aterials, methods and its own characteristics, a creative manner and teaching activities, to activate the enthusiasm of students, and strengthen self-confidence of students and cultivate interest in learning, to awaken t

58、he potential of students. Teachers should fully prepare lessons - prepared by students, preparing materials, preparation methods, teaching methods should reflect the diversity, innovation, and keep a</p><p>

59、　　Give full play to the main body of students, and establish "religion is not taught to" the idea of changing the mechanical rote learning in line with the laws of language learning and student age, physiologic

60、al and psychological characteristics of autonomous learning and "self-directed, self-motivation , Department grams monitoring "of learning, so that eyes, ears, nose, tongue, body, intended to full participation

61、, alternating interaction; the development of listening, speaking, reading, writin</p><p>　　Respect for the individual, so that operations live up teaching students pay no attention to stimulate interest and

62、 mobilize students emotion, do not consider mental age students understand the characteristics and laws simply require students to rote, arranged a large number of repetitive mechanical copying operations, and sometimes

63、punitive operations, so that English becomes rote subjects. In the English learning process, it is inevitable that a small number of students in learning difficultie</p><p>　　Process-oriented, so that the ev

64、aluation of living together inspired by evaluating students so that they can see from the evaluation of results, see the light, and enhance confidence, so that they can create a psychological "sense of achievement&q

65、uot;, and thus have a "sense of momentum", the formation of a good cycle. At the same time allow students to discover problems with the continuous improvement of learning methods, summing up, "the study of

66、 law," the experience and laws of the enhancement of </p><p>　　9. Data analysis</p><p>　　Communicative activities, so that language teachers should strive to live up to students to particip

67、ate in classroom language to create opportunities for communicative activities, organizations are suitable for students at various levels and age characteristics of the language of English extra-curricular activities, tr

68、uly student-centered, activity-means teaching activities, the activities of communication. Between teachers and students, and there is cooperation between life and life is particul</p><p>　　2. The formation

69、of the correct standard voice tone; </p><p>　　3. Have a certain amount of vocabulary; </p><p>　　4. to simple communication and expression;</p><p>　　5. Preliminary understanding of t

70、he Sino-British differences between different cultures and English cultural characteristics;</p><p>　　6. for further learning English to lay a solid foundation.</p><p>　　Teachers in the teaching

71、 process on the eclectic, integrated students, teaching materials, methods and its own characteristics, a creative manner and teaching activities, to activate the enthusiasm of students, and strengthen self-confidence of

72、 students and cultivate interest in learning, to awaken the potential of students. Teachers should fully prepare lessons - prepared by students, preparing materials, preparation methods, teaching methods should reflect t

73、he diversity, innovation, and keep a</p><p>　　When I teach the words of transport category, through the chat-style leads to the teaching content Q & A: You take what means of transport, the students from

74、 starting their own personal experience, each other's speech. Education and occupational groups of words let the students say that they are family members of the occupation, relative’s career, your own ideals and occ

75、upation, but also test students understanding and performance edge. Power module to allow students the characteristics of a par</p><p>　　10. Problem unsolved</p><p>　　In the new spelling words,

76、the first test requires students to spelling, and then talk to the teacher spelling. So students can find out about aspects of their own spelling mistakes. After comparing the right answers and their own answers which is

77、 often impressive.</p><p>　　In the analysis of the difficult sentences, do not indulge in on teachers to guide students to analyze their own. The following examples, many students began to feel at a loss ove

78、rall.</p><p>　　The increased resistance to colds comes from better skin circulation.</p><p>　　At this time, teachers can continue to raise questions, that everyone will work together Analysis: F

79、irst of all, look for the subject. Students will naturally look for the term, some students think it is "colds", which requires asked "to" What part of speech here, "come" plus "s"

80、 What does that indicate? At this time students clearly "to colds is a prepositional phrase, can not be the subject, it" increased ", in the sentence for" resistance "of the phrase, subject of co

81、urse, is" resistance ". T</p><p>　　11. Conclusion</p><p>　　In Activity Course, we must make students feel that they are not boring to simply drill in English, but in the use of English

82、 exchange. An education expert has said: "Classroom Teaching Implication enormous vitality, only the lives of teachers and students in classroom teaching vitality to function effectively, can really contribute

83、 to the cultivation of students and teachers in the growth of the classroom there would be real life.” It can be convinced that, through our concerted efforts, </p><p>　　References</p><p>　　1. T

84、he Interpretation of English curriculum standards, part 11 about “Teaching principles”, Jiangsu Education Publishing Press.</p><p>　　2. Ding Liyun, Thoughts about Several Issues on the Teaching Reform. </

85、p><p>　　3. The Theory of Multiple Intelligences Continuing education learning materials.</p><p>　　4. Sui Mingcai, English teaching theory, Guangxi Education Publishing Press.</p><p>