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      英語環境

      前言:本站為你精心整理了英語環境范文,希望能為你的創作提供參考價值,我們的客服老師可以幫助你提供個性化的參考范文,歡迎咨詢。

      英語環境

      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,municationcompetenceincludesknowledgeofwhattosay,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.

      T:Whatisthis?Doyouknow?

      S:Sorry,Idon’tknow./Ithinkit’satomato.

      T:Good!Itisatomato.

      ThenItakeouttwoormoretomatoes.

      T:HowmanytomatoesdoIhave?(WritedowntomatoesontheblackboardandRed“es”)

      S:Two.

      T:Good.Pleasedon’tforget“es”whenyouusepluralnumber.

      Atlast,Iputallofmythingsontheteacher’sdeskandwritedownthepricesontheobjects.Itellthemthisisashop;itsellsmanykindsofthings.Thenasksomestudentsindividually:

      T:What’sthis?

      S:It’satomato.

      T:Howmucharethetomatoes?

      S:TheyareoneYuanakilo.

      T:Isitcheaporexpensive?

      S:Itischeap.

      T:Whatarethose?

      S:Theyareapples.

      T:Howmucharethey?

      S:Theyaretendollarsakilo.

      T:Isitcheap,too?

      S:No,theyareexpensive.

      Finally,Iaskthemtomakeupasimilardialoguebyusingthethingstheytake,supposetheyaresellersorbuyers.Becauseoftherealobjects,theycanbeeasytounderstand.

      Whileteachingsomeverbswecanusebodylanguagetohelptheirunderstanding.

      Forexample,whenweteach“run”,wecanpretendtorun,andaskthestudents:“WhatamIdoing?”“Youarerunning.”

      Andalso,whenweteach“jump”,wecanjumpandask:“WhatamIdoing?”“Youarejumping.”“Yes,youareright.Canyoujump?”“Yes.”

      2.3Givethemmorechancetospeakandlisten.

      TheGreekphilosopherEpictetuseverwittilysaid:“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.”Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.About45%oftimeofanadultconcernstolisteningtootherpeople,totheradio,tothemusic.Inlinguistic,givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.

      Sointheclass,weshouldgivemorechanceandtimetoletthestudentslisten.Therearemanyways:

      2.3.1Listenandsequence

      Showthemmanypictures.Thestudentsshouldfindouttherightorderofthepicturesbasedonwhattheyhear.Studentscansuccessfullycompletethistypeoftaskevenwhentheydonotunderstandeverywordtheyhear.Thisbuildsuptheirconfidenceandhelpspreparethemfortherealworldwheretheycertainlywillnotbeabletounderstandeverythingtheyhear.

      Example:

      123456

      Therearesixpictures;youshouldgivetherightorderafteryourlisteningtothetape.

      1、Chinesepeopleliketoeatriceforlunch.

      2、Doyoulikepotatochips?

      3、EverymorningIdrinkmilk.

      4、Myfavoritefoodishamburger.

      5、I’mthirsty.Pleasegivemeabottleofapplejuice.

      6、Themeatlooksdelicious.Doyouwanttoeat?

      Theansweris6,2,4,1,5,3

      2.3.2Listenandact

      ThereisawholemethodofteachingcalledTotalPhysicalResponse,whichconcentratesonlearninglanguagebylisteningandrespondingphysicallytocommandsordirections.Therearemanyvariationsofhowthiscanbecarriedoutinaclassroom.Withbeginners,itiseasytostartwithsimplecommandssuchas“standup”,”sitdown”,“walktothedoor”,“open/closethedoor”,“pointtothewindow”,“holdupyourpencilbox”,“putyourrighthandonyourleftear.”etc.Atintermediatelevels,thecommandscanbecomemorecomplex.Forexample,“Pretendyouarewalkingthroughmud.”“Pretendyouarewalkingthroughsand.”“Pretendyouarewashingyourface.”“Pretendyouaretyingyourshoes.”“Pretendyouareeatingwatermelon.”

      2.3.3Listenanddraw

      Awholerangeofactivitiescanbedesignedaroundthisway.Makesomeorders,like“drawahillonthepaper,drawsometreesonthehill,drawabirdonthetree,drawahousenearthetrees,drawarivernearthehill……”

      Thespokenlanguageisoneoftheimportantwaystocommunicate,too.Soweshouldtrytodevelopthestudents’abilityofspeaking.

      2.3.4Freetalk

      Givethemfiveminutestogiveadutyreporteveryclass.Example:“Hello,everybody.I’mondutytoday.TodayisMonday,May15th.Everyoneisheretoday.”

      Whenlearnsomethingnew,givethemsometimetotalkaboutthesubject.

      T:“Todaywewilllearnsomethingaboutfood.Canyoutellmesomethingwhatyouknewaboutfood?Forexample,whatkindoffooddoyouknow?”

      S:“Coke,hamburger……”

      T:“Whatdoyoulike?”

      S:“Ilikenoodlesandmilk.”

      2.3.5“Changethestory”

      Studentsworkinsmallgroupsof3~5.Eachwritesashortstoryordescriptionandthenunderlinesalltheverbsinthestory.Thegrouptogetherthenmakesalistofabout20randomverbs.Eachgroupmemberreadshis/herstorybutpausesateveryverb.Thegroupthensuppliesoneoftherandomverbsintothatslot.Theresultscanbefunny.”5

      3.EnglishBroadcast

      Withoutquestion,itisdifficultofamiddleschoolstudenttounderstandthelisteningmaterial,ifhehasn''''tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon''''tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofwhattheyhaveheard.Inanotherinvestigation,studentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.But80%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,Ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.

      Itisclearthatthereadingspeedofamaterialalsoaffects.About43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn''''tfollow.

      Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentrytounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly.TheyoftentranslatetheEnglishintoChineseintheirheart,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.

      Thenhowtoimprovethestudents''''listeningskill?Listenmoreisveryimportant.

      Wecanspend20or30minutesatnooneverydayinbroadcastingsomenews,storiesorarticles,whichmeasureuptothestandardsofthestudentsoncampusbroadcast.Thatwillmakethestudentslistenmore.Andifbroadcastsomenewsaboutthesingerstarsormoviestars,likeZhouJielunorF.I.R,thestudentswillbehappyandinteresting.Andaskthemtotakenoteswhilelisteningandtotellthemainideaofwhattheyhavejustlistened.

      Thereisapieceofshortnews:

      Yesterday,weheldthesportsmeeting.At9o’clockTomwonthe100mrace.Heranveryfast.Jackcanjumpveryhigh,sohewonthehighjumprace.Doyouknowwhoswamfast?OfcourseshewasAnn.Congratulations!

      Afterlistening,thestudentsshouldtakesomeshortnoteslike“whowonthe100mrace?”

      Bydoingthis,thestudents’listeningabilitywillimprove.

      4.EnglishCorner

      FoundEnglishCorneratschool.Makemorestudentstojoininandspeakoutloudly.IfthestudentscantakepartintheEnglishCornerconstantly,theywillbesuretoreapalotandsuretobecomesuccessful.

      InourschoolweorganizedEnglishcorner.Divideintotwolargegroups:GradeOneandGradeTwo.WeorganizedeveryMondaynoon.Wearrangemanydifferentproceedings.

      4.1Topictalking

      Givethematopic,letthemtalkinsmallgroupof3~5.Theycanmakeupastoryoradialogue,thentelloractitbeforethegroupof20~30students.

      Forexample,thetopicis“MySunday”.Somestudentstellashortpassage:

      MySunday

      It''''sSundaytoday.AfterbreakfastIdomyhomework.ThenIhelpmyfatherworkinthegarden.I''''mtired,butIfeelhappy.IntheafternoonIgotovisitoneofmyclassmates.Weplayfootballuntil5:00.Wehaveagoodtimetogether.IwatchTVforanhourintheevening.Atabout8:30Idosomereading.Igotobedatabout10o''''clock.IhaveahappySunday

      Somemakesupdialoguesaboutaskeachother“whatdoyouoftendoonyourSundays.

      4.2Storytelling

      AskeachofthestudentstoprepareashortstoryandtellittothemembersoftheEnglishcorner.Otherstudentsshouldlistencarefully.Whenthestoryisfinished,thetellershouldasksomequestions,othermembersshouldanswerthem.

      WhatDoAnimalsEat?

      Theratsmellsthecheeseonthetable.

      Hewilleatitinhishole.

      Thedogburiestheboneintheyard.

      Hewilleatitlater.

      Thebirdpullsthewormfromthesoil.

      Shewillfeedittoherbabies.

      Therabbitpullsthecarrotfromtheground.

      Hewillshareitwithhisfriend.

      Thesquirrelstoresthenutsinthetreetrunk.

      Shewilleatthemthiswinter.

      Thebearcatchesthefishinthestream.

      Shewilltakethemtohercub.

      Thefrogeatstheflyintheair.

      Thefrogisstillhungry.

      Yummy!

      Whatwillyoueatnow?

      Questions:Whatdoesthedogeat?

      Whatdoesthebeareat?

      4.3Guessingriddles

      Eachstudentprepares3~5riddlesandaskhis/herpartnerorgroupmemberstoguess.Examples:

      Whatisthesmallestroomintheworld?TheanswerisaMushroom。

      Whattableisinthefield?TheanswerisVegetable

      Whatistheonlythingyoucanbreakwhenyousayitsname?TheanswerisSilence.

      Whatisthat,whichyouhaveneverseen,heardorfeltwhichneverexistedandstillhasaname?TheanswerisNothing.

      Whatchangesapearintoapearl?Theansweris“l”

      Whatquestioncanneverbeansweredby''''Yes''''?Theansweris“Areyousleeping?”

      4.4Others

      Besides,wesometimesgivethemmorechancetoread.WeteachthemEnglishstories,like:

      Theman,hisSonandtheirDonkey

      Amanandhissonweredrivingtheirdonkeyalongacountryroad.Theysawsomegirlsdrawingwateratawell.

      Oneofthegirlssaid,“Oh,look!Howsillytheyare!Amanandaboyarewalkingalongbesidetheirdonkey,andnobodyisridingit.”

      Themanheardthisandsaidtohisson,“Youhadbetterrideourdonkey.Youarelight,soyouwillnottireourdonkey.”Inalittlewhiletheymetthreeoldmen.Oneofthemsaid,“Lookhere!Theboyisridingadonkeyandhisoldfatheriswalkingbyhisside.Theyoungboydoesnottakecareofhisoldfather.”

      Andthemangotonthedonkeyandhissonwalkedalongbesideit.Nowtheywereveryhappy.Butsoonafterwardtheymetthreewomen.Fastenedittoapole.Theyliftedittotheirshouldersandcarrieditalongtothetown.Whentheycametoabridge,everyonelaughedatthem.Andthedonkeydidnotlikethenoiseandbegantokick.Itbroketherope,fellintothewaterandwasdrowned.Sotheoldmanhadtotakehissonandgohome,“Hewhotriestopleaseeverybodypleasesnobodyafterall.”

      Afterreadingaskthemsomequestionstoseeiftheyunderstandlike“whorodethedonkeyatfirst?””whorodethedonkeyatlast?””Whatdoyouthinkaboutthestory?”

      WesometimesteachthemEnglishpoems,like:

      Life

      Lifecanbegood,

      Lifecanbebad;

      Lifeismostlycheerful,

      Butsometimessad.

      Lifecanbedreams,

      Lifecanbegreatthoughts;

      Lifecanmeanaperson,

      Sittingincourt.

      Lifecanbedirty,

      Lifecanevenbepainful;

      Butlifeiswhatyoumakeit,

      Sotrytomakeitbeautiful.

      Afterreadingthepoem,doyouthinkwhatlifeis?

      WealsouseotherwayslikewatchingEnglishmovie,teachingEnglishsongsandsoon.Wecreateagoodlanguagecircumstanceforthem,sotheyarewillingtojoinintheEnglishcorner.

      5.SongsandMovie

      InEnglishcornerweoftenletthestudentswatchEnglishmovieandteachthemEnglishsongs.Becauselearningwhileplaying,thisisthebestwaytolearnandthemostpopularwaytothestudents.WecandothisbywatchingsomeEnglishmovies,especiallycartoonsandEnglishsongs.SterlingspokenEnglishisimportantandusefultoeducatethestudents’pronunciationandintonation.

      5.1Englishsongs

      Mostofpeoplelikemusic.Musichassuperbmelody;itiseuphonicandeasytoremember.Sowhenteachingsomenewvocabularyorsentences,weteachsomepertinentEnglishsongs.Thestudentswillbehappyandeasytoremember.

      Whileteachingthenameofthefingers,weteachthesongcalled“fingerfamily”

      WhileteachingthenamefromSundaytoMonday,weteachthemthesong“Sunday”.

      OnChristmasDay,weteachthem“jinglebells”,thewordsarenotverydifficult:

      jinglebells

      dashingthroughthesnow

      onaone-horseopensleigh

      overthefieldswego

      laughingalltheway

      bellsonbob-tailring

      makingspiritsbright

      whatfunitistorideandsing

      asleighingsongtonight

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaone-horseopensleigh

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaonehorseopensleigh

      adayortwoago

      IthoughtI''''dtakearide

      andsoonmissfannybright

      wasseatedbymyside

      thehorsewasleanandlank

      misfortuneseemedhislot

      hegotintoadriftedbank

      andwe,wegotupsot

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaone-horseopensleigh

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaonehorseopensleigh

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaonehorseopensleigh

      jinglebells,jinglebells

      jinglealltheway

      ohwhatfunitistoride

      inaonehorseopensleigh

      5.2Englishmovies

      ThestudentslikewatchingTV.Theyalsolikewatchingmovies,especiallycartoons.TherearemanyEnglishmovies,andtheyareinterestinganduseful.Maybethestudentscannotunderstandeverysentence,butIonlyaskthemtolistencarefully.Theyneednotcatcheveryword,butonlythewordsorsentencestheyhavelearnedinclass.That’swhatIwant.

      ThereisalessoninJuniorEnglishforChinaStudents’Book2B(PEP)calledMissEvans.It’sastoryabouttheaccidentoftitanic.Whentheylearnthislesson,IletthemwatchingthemovieTitanic.

      Iaskthemtowritedownatleasttensentencestheyheardinthemovie.Thisstimulatesthemtolistenintently.Andthisisalsonotveryhard.Mostofthemcanwritedownmorethantensentences.Soitcanmakethemmoreconfident.

      Mostofthetime,weletthemwatchcartoons.Becausetheyarechildren,cartoonsaremoresuitableforthem.Wehavewatched“SnowWhite”,“BeautyandBeast”,“TheIncredibles”,“SharkTells”andsoon.Throughthosemovies,weincreasedthestudents’Englishlevels,fosteredtheirinterest,andperfectedtheirintonation.

      anizationofvariousofcompetitions

      WelearnEnglish,petitionisagoodway.Wecanholdsomecompetitionslikehandwriting,speechstorytelling,shortplayperformanceandhandwritingnewspaperandsoon.

      6.1Handwritingandhandwritingnewspaper

      Copying,writingisthefirststepoflearningEnglish,andthehandwritingnewspaperwillcultivatetheirgiftofdesign.WeheldthiskindofcompetitioninGradeOne.Theirdesignedgeniussatisfiedusverymuch.

      6.2Speechcompetition.

      SpokenEnglishisimportantincommunication.Soweshouldimprovethestudents’spokenEnglish.Speechcompetitionisagoodway.Inthecourseofthecompetition,thestudentswilltrytheirbesttoshowthemselves.SotheycanimprovetheirspokenEnglisheasierthanintheclass.

      Furthermore,sinceitisacompetition,theremustbemanyrivals,sothestudentswillworkharderandlearnmore.

      6.3Shortplayperformance

      Everychildisabornactor.Theirnaturalperformance,innocentlanguageandrichimaginationareallprecioustreasure.Thoroughcompetition,theycannotonlyusethelanguagetheylearned,butalsoimproveit.Anditcanenhancetheirinterest.

      Istillrememberwhenweheldtheperformancematchlastterm.Thestudentsperformedmanyshortplays:TheHareandTheTortoise,FrogPrince,RomeoandJuliet,WuSongandTheTigerandsoon.

      Someoftheseareaccordingtotheplaysorstoriesinthebooks,likeTheHareandTheTortoise;someofthemareadaptedbythemselves,likeFrogPrince.Othersarecreatedbythemselves,likeWuSongandTheTiger.

      Weallknowthestoryin“Shuihu”.ItsaysWuSongbeatthetigerindrunken.Butourstudentstelltherevengeofthetiger.WuSongwasindrinkagainandlostinaforest.Thenhemetthetiger,whichwasbeatenbyhim.Ofcoursehewasnotafraidofit.Butthetigerhasaguninitshand.ItkilledWuSongwiththegunatlast.Thethemeofthestoryis“Scientificispower.”Bythisplay,theyaresurprisedalloftheteachersfortheiroriginality.

      Andalsootherplaysareverygood,too.Foxexample,RomeoandJuliet.Ittellsalovestorybetweenacleanerandaprettygirl.Attheverybeginning,thegirldidn’tknowtheboywasacleaner.Sosheagreedtohavedinnerwithhim.Whentheywerewaitingforthedinner,theytalked.Atlast,thegirlknewthattheboywasacleaner,soshelefthimsoon.Thestorysatirizedmanypeopleonlylovethemoney.Andinthestorytheyalsoaddsomethingaboutorderingthefoodandaskingjobs,whattheyhavejustlearned.

      Bythosekindsofcompetitions,wetraintheircourage,fostertheirinterest,andimprovetheirability.

      TherearemanyotherwaystocreateagoodEnglishlanguagecircumstance.Like“disposaloftheclassroomandschool”

      IfyouwanttoletthestudentsknowtheusingofEnglishlanguageandenlargetheirvocabulary.SomeEnglishbanners,sayings,ormottoswillwork.Youcanstickthemonthewalloftheclassroomorsomewhereelseintheschool.YoucanalsowritethemontheblackboardandchangeiteverydayoreveryweekinordertoletthestudentsseeEnglishwordsandfeeltheexistenceofEnglishwhenevertheyraisetheirhead.

      Ididitinmyclass.EverydayIwriteaphraseoridiomonthecorneroftheblackboard.Justlike”theappleofone’seye”“blacksheep”“hotpotato”“smallpotato”“Wherethereisawill,thereisaway.”Thestudentsareinterestedinthem.Inthisway,wecannotonlyinitiatetheirinterest,butalsoenlargetheirvocabulary.

      7.Conclusion

      Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadygoodlistenerandspeaker.Hehasspokenandcommunicatedwithhisparentsorfriendsformanyyears.

      Butforaforeignlanguage,wecanmeetonlyinformalplaces,classes,forexample;otherwise,wecanhardlyhaveachancetomeetit.Soweshouldtrytoletthestudentsbeinalanguagecircumstance.

      Creatingtheclassroomcircumstance,buildingupEnglishcorner,watchingEnglishfilms,listeningtoEnglishsongsandsoonarejustpartoftheways.Wehavetoinsisttodothis,toletthestudentsinagoodlanguagecircumstance,tolearnEnglishwell.

      Aboveall,wemustcreateagoodEnglishlanguagecircumstanceforthestudentsinChina.Onlyinagoodcircumstance,thattheycanlearnEnglishwell.

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