第一篇：大玲小學(xué)英語(yǔ)教學(xué)法論文

簡(jiǎn)約不簡(jiǎn)單 忙碌不盲目

-------小學(xué)英語(yǔ)教學(xué)之我見(jiàn)

從教近二十年來(lái)，一線的教學(xué)工作讓我積累總結(jié)出了自己的一些教學(xué)經(jīng)驗(yàn)，下面我將從兩個(gè)角度展開(kāi)。第一，在提高學(xué)生英語(yǔ)口語(yǔ)教學(xué)實(shí)踐中我進(jìn)行了一些有益的嘗試。有效提高外語(yǔ)口語(yǔ)能力的訓(xùn)練方式：以教材的文本為依托，以學(xué)生靈活運(yùn)用口語(yǔ)進(jìn)行對(duì)話的方式，以提高學(xué)生學(xué)習(xí)英語(yǔ)的主動(dòng)參與性為目的，增強(qiáng)學(xué)生口語(yǔ)能力。第二，我在課堂教學(xué)過(guò)程中努力做到教學(xué)情趣化和教學(xué)評(píng)價(jià)多元化。作為站在講臺(tái)上的一線教師，我們要探求正確的方法，因勢(shì)利導(dǎo)，激發(fā)學(xué)生的求知欲，正確引導(dǎo)，不能使孩子們失去學(xué)習(xí)英語(yǔ)的興趣，要盡可能的開(kāi)展愉快教學(xué)，有屬于自己的方法和技巧。

其實(shí)我們小學(xué)階段的英語(yǔ)教學(xué)，目的就是為了培養(yǎng)學(xué)生的口語(yǔ)交際能力。為了發(fā)展學(xué)生的語(yǔ)言能力，首先要發(fā)展他的思維能力，擷取身邊的平凡小事，通過(guò)學(xué)生自身實(shí)踐來(lái)表達(dá)周圍事物。再者，課堂上組織活動(dòng)引發(fā)學(xué)生感受新知識(shí)進(jìn)行口語(yǔ)對(duì)話，巧借適度拓展；最后放大創(chuàng)造空間為學(xué)生提供口語(yǔ)訓(xùn)練的機(jī)會(huì)。教師只有不斷為學(xué)生搭建訓(xùn)練平臺(tái)，學(xué)生的口語(yǔ)表達(dá)能力才會(huì)不斷提升，不斷豐富。這就需要教師的精到的示范，更要求教師善于激發(fā)學(xué)生的學(xué)習(xí)興趣，尤其是開(kāi)口表達(dá)的欲望。為此我不斷摸索有效提高外語(yǔ)口語(yǔ)能力的訓(xùn)練方式：以教材的文本為依托，以學(xué)生靈活運(yùn)用口語(yǔ)進(jìn)行對(duì)話的方式，以提高學(xué)生學(xué)習(xí)英語(yǔ)的主動(dòng)參與性為目的，增強(qiáng)學(xué)生口語(yǔ)能力。就此，我在教學(xué)實(shí)踐中進(jìn)行了一些有益的嘗試。

一

豐富口語(yǔ)訓(xùn)練策略，“簡(jiǎn)約而不簡(jiǎn)單”。

課堂教學(xué)不只滿足于“傳道、授業(yè)、解惑”的傳統(tǒng)功能和作用，努力探索真正以學(xué)生為主體、教師為主導(dǎo)，多采用討論、交流、表演、活動(dòng)、讀寫(xiě)等教學(xué)方法，充分挖掘?qū)W生的語(yǔ)言潛能。教師應(yīng)把“說(shuō)”的機(jī)會(huì)留給學(xué)生，從而將學(xué)生由被動(dòng)接受知識(shí)推向自主學(xué)習(xí)，讓學(xué)生真正成為學(xué)習(xí)的主人。

1、對(duì)話表演---口語(yǔ)學(xué)習(xí)的催化劑

課堂對(duì)話表演是指學(xué)生在課堂上用各種表演形式而進(jìn)行語(yǔ)言學(xué)習(xí)的一種有效載體。課堂對(duì)話表演具有較強(qiáng)的綜合性，它集認(rèn)知領(lǐng)域、情感領(lǐng)域和身體領(lǐng)域于一體，有利于教育目標(biāo)的達(dá)成。我們的英語(yǔ)課堂，不僅是聽(tīng)和說(shuō)的課堂，更是表演的舞臺(tái)?；旧厦總€(gè)模塊，我們都要求學(xué)生在第二節(jié)課上給老師和同學(xué)們做匯報(bào)表演。當(dāng)然，一些簡(jiǎn)單的對(duì)話基本上當(dāng)堂課孩子們就會(huì)完成。

我也鼓勵(lì)學(xué)生自編對(duì)話，表演出來(lái)，如在表演英語(yǔ)課本劇的初始階段，學(xué)生先會(huì)對(duì)所學(xué)的小故事進(jìn)行改編，為自己喜歡的角色配上對(duì)話。

學(xué)生從 “說(shuō)英文”中感受樂(lè)趣，以至自然而然把知識(shí)運(yùn)用于日常生活中。增加語(yǔ)言輸入量，使學(xué)生之間的交流內(nèi)容更豐富，不局限于教材。

2、游戲----口語(yǔ)提升的潤(rùn)滑劑

在小學(xué)英語(yǔ)教學(xué)中，課堂活動(dòng)和游戲獨(dú)具魅力，它是教學(xué)獲得成功的一條捷徑。它是學(xué)習(xí)者對(duì)語(yǔ)言深一層次內(nèi)化，需要以理解為前提，通過(guò)某種形式再現(xiàn)出來(lái)。小學(xué)英語(yǔ)實(shí)驗(yàn)教材提供了大量的活動(dòng)設(shè)計(jì)素材，使口語(yǔ)訓(xùn)練能孕育在肥沃的語(yǔ)言土壤里，也能馳騁在廣闊的語(yǔ)言學(xué)習(xí)天地里，它既符合小學(xué)生身心特點(diǎn)，又符合語(yǔ)言學(xué)習(xí)規(guī)律，也深受孩子們的喜愛(ài)。以字母的學(xué)習(xí)為例，可以開(kāi)展貼膏藥或者找鄰居的游戲形式進(jìn)行教學(xué)。因此在教學(xué)中，挖掘教材，靈活地處理所學(xué)語(yǔ)言材料，讓學(xué)生用真摯的感情、生動(dòng)的語(yǔ)言、形象的動(dòng)作來(lái)感知、模仿、交流，上臺(tái)進(jìn)行精彩的游戲活動(dòng)、成功的展示。那么，毫無(wú)疑問(wèn)，活動(dòng)讓英語(yǔ)課堂注入了活力。

3、讀寫(xiě)---口語(yǔ)鞏固的防腐劑

書(shū)寫(xiě)是英語(yǔ)口語(yǔ)學(xué)習(xí)的一種防腐劑。因?yàn)橛⒄Z(yǔ)學(xué)習(xí)過(guò)程需要不斷地與遺忘作斗爭(zhēng)。小學(xué)階段學(xué)寫(xiě)英語(yǔ)句子和短小語(yǔ)篇，學(xué)生錯(cuò)誤率較高。他們課后糾錯(cuò)、訂正、教師重批可謂是勞民傷財(cái)，弄得兩敗俱傷。我就定期的給學(xué)生發(fā)英語(yǔ)書(shū)寫(xiě)紙，然后把他們完成的活頁(yè)紙以小組為單位張貼在教室四周墻壁上，向全體同學(xué)展示，讓其他的學(xué)社當(dāng)“偵察員”，仔細(xì)檢查。他們精神抖擻，斗志昂揚(yáng)，迅速高質(zhì)量地完成“偵察”任務(wù)，并予以指正。漸漸地，學(xué)生們的書(shū)寫(xiě)正確率和美觀性都上了一個(gè)臺(tái)階。

二 課堂學(xué)習(xí)豐富多彩“忙碌而不盲目”

（一）課課都講情趣化，英語(yǔ)學(xué)習(xí)很high。

俗話說(shuō)，“興趣是最好的老師”。一節(jié)課，學(xué)生愛(ài)不愛(ài)上，關(guān)鍵看它能否激起學(xué)生的學(xué)習(xí)興趣。在教學(xué)過(guò)程中，老師應(yīng)該安排一些興趣活動(dòng)。如：唱歌、游戲、繞口令等，運(yùn)用這些靈活的教學(xué)方法，讓學(xué)生在“樂(lè)中學(xué)”又在“學(xué)中樂(lè)”。在我們的日常生活中，成功總是結(jié)伴而行的。那么教師就應(yīng)該在教育中運(yùn)用好表現(xiàn)——成功——快樂(lè)三部曲法，調(diào)動(dòng)學(xué)生的情緒，讓他們?cè)诤堋癶igh”的氣氛既學(xué)到了知識(shí)又娛樂(lè)了心情。

1、用簡(jiǎn)潔、明快、風(fēng)趣的言語(yǔ)創(chuàng)造輕松愉快的課堂。

課堂上，教師精力充沛，情緒飽滿，講課時(shí)面帶微笑，對(duì)學(xué)生熱情而有耐心。學(xué)生答對(duì)時(shí)，老師記得常說(shuō)“Good.Yes.Ok.Well-done.Thank you.You are great.Wonderful”如果學(xué)生說(shuō)錯(cuò)了，老師要說(shuō)“Try again.Don't worry.”學(xué)生覺(jué)得很難表達(dá)而想放棄時(shí)，教師會(huì)鼓勵(lì)說(shuō)“Try your best.”所以學(xué)生回答問(wèn)題時(shí)就無(wú)后顧之憂，課堂發(fā)言會(huì)積極踴躍。

2、多鼓勵(lì)學(xué)生。

成年人在工作和生活中需要領(lǐng)導(dǎo)的鼓勵(lì)，上司的欣賞，更何況是未成年的小學(xué)生，教師對(duì)學(xué)生的表?yè)P(yáng)能提高學(xué)生學(xué)習(xí)的積極性，在學(xué)生的心里發(fā)展過(guò)程中將會(huì)逐步轉(zhuǎn)化為學(xué)習(xí)的動(dòng)力，產(chǎn)生意想不到的學(xué)習(xí)效果。鼓勵(lì)和表?yè)P(yáng)的方式有很多，對(duì)單個(gè)回答問(wèn)題好的學(xué)生，我會(huì)說(shuō)“very good”，“It is right”?；蛘呤侨w學(xué)生為某個(gè)學(xué)生答對(duì)了問(wèn)題而集體鼓掌或齊聲說(shuō)“right”，“great”等。

通過(guò)靈活多變的教學(xué)方法來(lái)保持學(xué)生的情緒。靈活多樣的教學(xué)方法能夠刺激學(xué)生，使之處于興奮狀態(tài)，也能保持良好的學(xué)習(xí)情緒。例如，在學(xué)習(xí)“cat,dog,dragon”等動(dòng)物單詞時(shí)，我讓學(xué)生在讀完單詞后，做一個(gè)有關(guān)動(dòng)物的動(dòng)作，在讀完cat后，我自己會(huì)做一個(gè)“喵”的動(dòng)作，學(xué)生看了，情緒高漲，全都開(kāi)始模仿，也很快記住了cat這個(gè)單詞，學(xué)習(xí)dog這個(gè)單詞時(shí)，我也利用這一種方法，做了一個(gè)“汪汪”的動(dòng)作，學(xué)生聽(tīng)了樂(lè)不可支，學(xué)起來(lái)很高興，記起來(lái)自然也輕松多了；還有，在講授頭部各器官時(shí)，我讓學(xué)生動(dòng)起手來(lái)，做起了“touch your eyes , touch your nose”的游戲，在游戲中孩子們很快掌握了各個(gè)器官的英文單詞，并能很快的脫口而出這些單詞。

3、模擬語(yǔ)言情境，再現(xiàn)真實(shí)生活樂(lè)趣。

小學(xué)英語(yǔ)新課程理念之一就是體現(xiàn)真實(shí)動(dòng)態(tài)原則，形成用英語(yǔ)參加綜合運(yùn)用活動(dòng)的興趣。傳統(tǒng)教育只注重照本宣科，學(xué)了十幾年英語(yǔ)，面對(duì)用英語(yǔ)進(jìn)行生產(chǎn)勞動(dòng)實(shí)踐卻顯得茫然無(wú)助。這種怪圈現(xiàn)象就是忽視了“學(xué)以致用”這一學(xué)習(xí)目的，以至于造就了眾多的高分低能的“人才”。知識(shí)來(lái)源于生活，只有將知識(shí)融入到生活中，才不會(huì)死讀書(shū)，讀死書(shū)。生活是五彩繽紛的，取材于生活的課堂活動(dòng)更富有鮮活氣息。如：打電話、買東西、看電影、過(guò)生日、上班、上學(xué)、爬山、游泳、逛超市等等。學(xué)生在任務(wù)活動(dòng)中交流學(xué)習(xí)，從而學(xué)會(huì)如何在實(shí)際生活中去運(yùn)用，培養(yǎng)了學(xué)生綜合運(yùn)用語(yǔ)言的能力。

英語(yǔ)教學(xué)是一個(gè)常學(xué)常新的課題。每一次上課，都會(huì)有新的問(wèn)題，新的收獲，新的心得體會(huì)，這些都會(huì)督促我們?nèi)フ页鰡?wèn)題的關(guān)鍵所在，不斷地探索出新的教學(xué)方法。只有自己不斷的發(fā)現(xiàn)問(wèn)題、解決問(wèn)題，才能進(jìn)步，這樣我的學(xué)生們也會(huì)多多受益。

（二）設(shè)計(jì)靈活多樣的教學(xué)方法，促進(jìn)課堂紀(jì)律。

教師的課堂設(shè)計(jì)也會(huì)影響到課堂紀(jì)律，老師如果備課不充分，教學(xué)方法設(shè)計(jì)不靈活，也不能吸引學(xué)生的注意力，導(dǎo)致課堂紀(jì)律不良行為的發(fā)生，因此教師要精心設(shè)計(jì)教學(xué)方法，充分吸引學(xué)生的注意力，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。

1、面向全體學(xué)生

良好的課堂紀(jì)律還跟學(xué)生在課堂上的投入程度，取得的成就感直接掛鉤。有的學(xué)生并不是不想說(shuō)好英語(yǔ),而是由于沒(méi)有聯(lián)系的機(jī)會(huì),久而久之,說(shuō)的英語(yǔ)就越不倫不類,膽量越來(lái)越小,越不敢開(kāi)口說(shuō)英語(yǔ)。課堂培養(yǎng)了部分尖子生,成了極少一部分學(xué)生展示才華的舞臺(tái),扼殺了注意里不集中，不愛(ài)說(shuō)話,內(nèi)向的學(xué)生的積極性。也給這部分學(xué)生造就了分散注意力，說(shuō)話，做小動(dòng)作的機(jī)會(huì)。

因此在小學(xué)英語(yǔ)教學(xué)中要充分調(diào)動(dòng)每一個(gè)學(xué)生的積極性。面向全體,著眼基礎(chǔ),縮小差距，努力創(chuàng)設(shè)良好的課堂教學(xué)環(huán)境，使每個(gè)學(xué)生都能參與各種操練活動(dòng)。如學(xué)習(xí)新單詞和新句型時(shí)的連鎖操練法、兩人小組、4人小組操練等，要力爭(zhēng)讓每位同學(xué)都有開(kāi)口講英語(yǔ)的機(jī)會(huì)。在教學(xué)中應(yīng)堅(jiān)持因材施教的教學(xué)原則，注意學(xué)生的個(gè)體差異，課堂活動(dòng)要注意學(xué)生的能力層次。比較難的問(wèn)題讓好學(xué)生回答，以點(diǎn)帶面，起到火車頭的示范引導(dǎo)作用，發(fā)揮他們的特長(zhǎng)，培養(yǎng)尖子生。簡(jiǎn)單的問(wèn)題讓給程度差一點(diǎn)的學(xué)生，老師感覺(jué)他們能回答出來(lái)，并及時(shí)的給予肯定和表?yè)P(yáng)，讓他們找到成就感，幫助他們?cè)鰪?qiáng)自信心，激發(fā)他們的學(xué)習(xí)興趣。使他們?cè)谠械幕A(chǔ)上逐步提高，最終達(dá)到教學(xué)基本要求。維持長(zhǎng)久的英語(yǔ)學(xué)習(xí)興趣，形成良好的課堂紀(jì)律。

2、游戲教學(xué)

小學(xué)英語(yǔ)是入門教學(xué)，應(yīng)把培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣放在首位，寓教于樂(lè)。組織課堂教學(xué)時(shí)，要注意結(jié)合兒童好動(dòng)、愛(ài)說(shuō)、愛(ài)唱、善于模仿等特點(diǎn)，通過(guò)說(shuō)唱、游戲等方式使學(xué)生主動(dòng)、大膽、愉快地參與教學(xué)活動(dòng)。

游戲滿足了兒童的天性，在游戲中激發(fā)他們的思維是他們最愿意接受的。游戲解決了兒童“學(xué)與玩”的矛盾，它可以滿足兒童自我表現(xiàn)欲望強(qiáng)烈的需求。若能將知識(shí)融于游戲中，在課堂教學(xué)中把游戲和教學(xué)結(jié)合起來(lái)，使教學(xué)游戲化，讓學(xué)生在情趣盎然的游戲中練習(xí)所學(xué)的知識(shí)，在蹦蹦跳跳中學(xué)英語(yǔ)，那么學(xué)生就會(huì)學(xué)得快，記得牢，也不會(huì)覺(jué)得學(xué)習(xí)內(nèi)容枯燥，樂(lè)于參與，自然也樂(lè)于學(xué)習(xí)，不再有多余的精力去做一些與學(xué)習(xí)無(wú)關(guān)的事情。

3、小組合作學(xué)習(xí)

合作學(xué)習(xí)是小組或團(tuán)隊(duì)為了共同的任務(wù)，既有明確分工又有相互協(xié)作的互助性學(xué)習(xí)，是教師引導(dǎo)學(xué)生自主學(xué)習(xí)的重要組織形式，它有利于培養(yǎng)學(xué)生合作意識(shí)和合作技能，有利于學(xué)生之間的交流與溝通，有利于培養(yǎng)學(xué)生的團(tuán)隊(duì)精神。

在我的教學(xué)生活中，小組合作有三種組織形式，第一種組織形式是四人一組的合作學(xué)習(xí)，第二種組織形式是兩人小組的合作學(xué)習(xí)。第三種就是全班性的合作學(xué)校。

小組的人員應(yīng)該是相對(duì)固定的，不能朝定夕改。當(dāng)然，也不是說(shuō)小組人員一經(jīng)確定，就不能改變了，也允許有合理的調(diào)整，但最好是在學(xué)期初。小組內(nèi)發(fā)生矛盾和鬧意見(jiàn)時(shí),教師要做好協(xié)調(diào)工作。

小組合作學(xué)習(xí)能發(fā)揮學(xué)生的學(xué)習(xí)的主動(dòng)性，讓人人都能親身經(jīng)歷知識(shí)的獲得過(guò)程。而不單調(diào)的教師講學(xué)生聽(tīng)的被動(dòng)接受。.在小組中盡可能的盡情玩耍、好奇、活動(dòng),也活躍了課堂氣氛。學(xué)生愉快的消化新知，老師輕松的指導(dǎo)學(xué)習(xí)。課堂活而不亂。

4、競(jìng)賽促教學(xué)

小學(xué)生集體榮譽(yù)感強(qiáng)，好勝心切，教師要因勢(shì)利導(dǎo)運(yùn)用這種心理特征。競(jìng)賽不僅能促進(jìn)小學(xué)英語(yǔ)教學(xué)質(zhì)量的大幅度提高，還能加強(qiáng)小學(xué)生對(duì)英語(yǔ)基礎(chǔ)知識(shí)和基本技能的掌握,并在此基礎(chǔ)上培養(yǎng)學(xué)生初步運(yùn)用英語(yǔ)的能力,將小學(xué)英語(yǔ)教學(xué)提高到一個(gè)新的水平。還能形成良好的課堂紀(jì)律。在課堂上進(jìn)行小的競(jìng)賽，如比賽記憶單詞，小組比賽，男女生比賽，表演對(duì)話，書(shū)寫(xiě)比賽，英語(yǔ)短劇比賽，講故事比賽等，參加過(guò)比賽的同學(xué)明顯的優(yōu)越于其他同學(xué)，起到了榜樣的力量。

無(wú)論是怎樣的一堂課，都有出彩和缺憾的地方，只要我們肯于鉆研，勤于學(xué)習(xí)，能把學(xué)生的注意力牢牢抓在手里，我們的課堂就是成功的，教學(xué)路漫漫且修遠(yuǎn)，我將會(huì)一如既往的堅(jiān)持不懈。

山東省濰坊市寒亭外國(guó)語(yǔ)小學(xué)英語(yǔ)組張曉玲 張曉靜

郵編261100

郵箱 daling963@163.com

電話***

第二篇：小學(xué)英語(yǔ)教學(xué)法論文

小學(xué)英語(yǔ)教學(xué)法論文

在小學(xué)英語(yǔ)教學(xué)中，常見(jiàn)的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。本人就自己從事小學(xué)英語(yǔ)幾年以來(lái)的經(jīng)驗(yàn)，總結(jié)小學(xué)英語(yǔ)教學(xué)中的一些常用方法，以下就是對(duì)這些常用方法的簡(jiǎn)樸歸納。

在小學(xué)英語(yǔ)教學(xué)中，常見(jiàn)的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。本人就自己從事小學(xué)英語(yǔ)幾年以來(lái)的經(jīng)驗(yàn)，總結(jié)小學(xué)英語(yǔ)教學(xué)中的一些常用方法，以下就是對(duì)這些常用方法的簡(jiǎn)樸歸納。

一、聽(tīng):英語(yǔ)教學(xué)不僅要教學(xué)生英文的語(yǔ)言知識(shí)，更重要的是教學(xué)生把握英語(yǔ)的言語(yǔ)技能，因此，眾多英語(yǔ)專家都強(qiáng)調(diào)“聽(tīng)說(shuō)領(lǐng)先”的重要性。詳細(xì)到小學(xué)英語(yǔ)的“聽(tīng)”的教學(xué)，就是：“從學(xué)生學(xué)的方面來(lái)說(shuō)，要多聽(tīng)老師、磁帶或其他聲音媒體的范讀，也要有針對(duì)性地對(duì)比著聽(tīng)聽(tīng)同學(xué)、自己的讀音與范讀的異同；從教師教的方面來(lái)說(shuō)，不僅要多聽(tīng)學(xué)生（尤其要多聽(tīng)單個(gè)學(xué)生）的發(fā)音，以檢驗(yàn)自己的教學(xué)成果，而且自己也要多聽(tīng)標(biāo)準(zhǔn)語(yǔ)音，不斷提高自身的語(yǔ)音水平?！?/p>

二、說(shuō):此處所指的“說(shuō)”不僅包括“說(shuō)話”，包括“朗讀”。聽(tīng)了范讀之后，經(jīng)過(guò)內(nèi)部消化，再用“說(shuō)”的方式將學(xué)習(xí)的成果表達(dá)出來(lái)，這才是學(xué)習(xí)英語(yǔ)的一大目的。詳細(xì)說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，認(rèn)真模仿和跟讀范讀者所讀的字母、音素、單詞、句子等，并常常朗讀所學(xué)內(nèi)容，在盡可能的情況下，多運(yùn)用英語(yǔ)與他人交際；從老師教的方面說(shuō)，在課堂上要堅(jiān)持用英語(yǔ)教英語(yǔ)，在課外也要盡可能用英語(yǔ)與學(xué)生交流?！?/p>

三、讀:這里所指的“讀”專指“閱讀”，而不包括“朗讀”。小學(xué)階段學(xué)生由于所學(xué)英語(yǔ)詞匯量少，閱讀能力一般較差。但應(yīng)盡量創(chuàng)造機(jī)會(huì)，讓學(xué)生從開(kāi)始學(xué)英語(yǔ)就培養(yǎng)閱讀的習(xí)慣、多找一些與自己所學(xué)英語(yǔ)水平相匹配的英語(yǔ)讀物來(lái)閱讀，以鞏固和發(fā)展所學(xué)英語(yǔ)知識(shí)。詳細(xì)說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，要常常閱讀已學(xué)過(guò)的課文、對(duì)話和教師自編的小短文、小話劇、現(xiàn)有的簡(jiǎn)易英語(yǔ)讀物等；從老師教的方面說(shuō)，要多多閱讀有關(guān)本專業(yè)和教學(xué)方面的書(shū)籍，增強(qiáng)自身素質(zhì)，提高自編短文的水平，多看學(xué)生的習(xí)作?！?/p>

四、寫(xiě)：與“讀”相似，小學(xué)生“寫(xiě)”的水平有限，但又不能完全不寫(xiě)。要本著學(xué)以致用、邊學(xué)邊用、用以促學(xué)的原則，從一開(kāi)始就加緊“寫(xiě)”的訓(xùn)練。詳細(xì)說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，要多做連詞成句、修改病句、翻譯、看圖寫(xiě)話、小日記、小短文等訓(xùn)練；從老師教的方面說(shuō)，要常常給學(xué)生撰寫(xiě)可供閱讀的短文、可供表演的短劇等?！?/p>

五、畫(huà)：畫(huà)畫(huà)不僅能提高學(xué)生學(xué)習(xí)的積極性、展現(xiàn)部分學(xué)生特長(zhǎng)，而且能盡可能避免本族語(yǔ)的干擾、讓學(xué)生把英語(yǔ)直接與事物的形象結(jié)合起來(lái)。在教學(xué)過(guò)程中，不管學(xué)生畫(huà)得象還是不象，教師都應(yīng)該多表?yè)P(yáng)他，讓學(xué)生大膽聯(lián)想、大膽畫(huà)，因?yàn)榇颂幃?huà)畫(huà)的目的只是表達(dá)學(xué)生的思想，即使不象，只要能讓人看懂就行了。詳細(xì)說(shuō)就是：“從學(xué)的方面說(shuō)，可以用圖畫(huà)表達(dá)所學(xué)詞的意思，或用連環(huán)畫(huà)的形式表達(dá)一個(gè)句子的意思；從教的方面說(shuō)，要多用簡(jiǎn)筆畫(huà)來(lái)輔助教學(xué)，幫助學(xué)生理解。”

六、思：雖然小學(xué)生的認(rèn)識(shí)活動(dòng)以感性認(rèn)識(shí)為主，但若不從一開(kāi)始就加以理性認(rèn)識(shí)方面的指導(dǎo)，學(xué)生往往學(xué)得很膚淺，甚至與教師的期望大有差異。因此，充分給予學(xué)生以思索的機(jī)會(huì)將對(duì)學(xué)生學(xué)習(xí)起到“畫(huà)龍點(diǎn)睛”的作用。具體說(shuō)就是：“從學(xué)的方面說(shuō)，要常常思索‘教師所教知識(shí)自己是否已聽(tīng)懂？’、‘自己的發(fā)音與標(biāo)準(zhǔn)音有多少差別？’、‘現(xiàn)在所學(xué)的知識(shí)與以前所學(xué)的知識(shí)有什么聯(lián)系？’、‘怎樣讓學(xué)習(xí)的效果更好？’等問(wèn)題；從教的方面說(shuō)，要常常思索‘自己教學(xué)的方法是否得當(dāng)？’‘學(xué)生的學(xué)習(xí)效果如何？’‘怎樣用更好的方法達(dá)到效果？’等問(wèn)題。

七、演：現(xiàn)行小學(xué)英語(yǔ)教材中每課都有情景對(duì)話，因此每一課都可以設(shè)計(jì)出一個(gè)小短劇讓學(xué)生去表演。這樣，可以大大提高學(xué)生上課時(shí)的愛(ài)好。具體說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，每學(xué)一課對(duì)話之時(shí)，就要

第三篇：英語(yǔ)教學(xué)法論文

“授人以魚(yú)，不如授人以漁”。讓學(xué)生學(xué)會(huì)學(xué)習(xí)，學(xué)會(huì)考慮已成為當(dāng)前中國(guó)教育研討的熱點(diǎn)。國(guó)家教委最新頒布的《九年義務(wù)教育全日制初級(jí)中學(xué)英語(yǔ)教學(xué)大綱》（下簡(jiǎn)稱新大綱）對(duì)中學(xué)英語(yǔ)教學(xué)目的、要求等方面問(wèn)題作了明確的規(guī)定，培育學(xué)生的綜合應(yīng)用才能、加強(qiáng)學(xué)生的自主學(xué)習(xí)才能歸入了教學(xué)目的之中，這就請(qǐng)求廣闊的英語(yǔ)教育工作者改動(dòng)原來(lái)注重教師“如何教”轉(zhuǎn)為注重學(xué)生“如何學(xué)”這一層面上來(lái)，使學(xué)生變?cè)瓉?lái)被動(dòng)的“承受性”學(xué)習(xí)為主動(dòng)的“發(fā)現(xiàn)性”學(xué)習(xí)或”探求性”學(xué)習(xí)——自主學(xué)習(xí)。

（一）講授是學(xué)校教學(xué)最重要的傳授辦法。

學(xué)生學(xué)習(xí)主要是快速承受已有的文化學(xué)問(wèn)，因而，講授法最重要。但是，學(xué)習(xí)是一種被能動(dòng)性的肉體活動(dòng)，不能無(wú)視其心理學(xué)根底，并要催生出學(xué)習(xí)的快樂(lè)心境，所謂“知之者不如好之者，好之者不如樂(lè)知者”。否則，講授必然招致學(xué)生的融會(huì)貫通，學(xué)習(xí)變得單調(diào)乏味?！皩殑︿h從磨礪出，梅花香自苦寒來(lái)”，制度化教育同樣無(wú)法逃避和超越的；學(xué)習(xí)是“被動(dòng)催生能動(dòng)，磨礪衍生快樂(lè)”、“并在磨礪中走向解放”的理論，它依賴教學(xué)辦法的教育性。“教育性教學(xué)的辦法的根本問(wèn)題不是教會(huì)學(xué)習(xí)者他還不會(huì)的東西，而是如何請(qǐng)求學(xué)習(xí)者對(duì)學(xué)習(xí)對(duì)象停止討論，以使這種請(qǐng)求的作用不是直接從這種請(qǐng)求中產(chǎn)生，而是經(jīng)過(guò)這種請(qǐng)求所激起的對(duì)學(xué)習(xí)對(duì)象的討論而構(gòu)成的。”換言之，教師要擅長(zhǎng)引導(dǎo)學(xué)生將學(xué)問(wèn)探究與生成轉(zhuǎn)化為學(xué)生自己的愿望意志，從“要我學(xué)”變?yōu)椤拔乙獙W(xué)”。

（二）角色扮演法

在教學(xué)過(guò)程中，變以教師為中心為以學(xué)生為中心。在課堂活動(dòng)中，以學(xué)生為中心，是指解說(shuō)由大家一同講，改錯(cuò)時(shí)大家一同改，而教師則是這一活動(dòng)的組織者、指導(dǎo)者、參與者、協(xié)助者、諧和者和評(píng)判者。言語(yǔ)不是“教會(huì)”的，而是“練會(huì)”的，因而，必需強(qiáng)調(diào)學(xué)生的客觀能動(dòng)性。教師既要想方設(shè)法地調(diào)動(dòng)學(xué)生的積極性，鼓舞學(xué)生參與教學(xué)，發(fā)揮他們的客觀能動(dòng)性，也要給予正確的指導(dǎo)和協(xié)助。在課堂上，教師停止必要的解說(shuō)之后，能夠請(qǐng)學(xué)生們自在組合朗誦對(duì)話，并依據(jù)所學(xué)對(duì)話的典型句型，讓學(xué)生本人盤繞本單元話題編寫(xiě)內(nèi)容類似的小對(duì)話上臺(tái)扮演，再由學(xué)生選出本節(jié)課的優(yōu)秀拍檔，予以褒揚(yáng)和鼓舞，這種做法能使他們?cè)獾焦奈瑁瑫?huì)有一種成就感，這樣他們很快就會(huì)克制畏難、羞怯等心理障礙，大膽地用英語(yǔ)表達(dá)，促進(jìn)英語(yǔ)學(xué)習(xí)興味，進(jìn)步運(yùn)用言語(yǔ)的才能。

中學(xué)英語(yǔ)教學(xué)要給學(xué)生打好口頭、筆頭的方面的基礎(chǔ)。學(xué)好語(yǔ)法有助于打好這兩方面的基礎(chǔ)。對(duì)學(xué)生進(jìn)行聽(tīng)說(shuō)訓(xùn)練不應(yīng)視為只能聽(tīng)懂、會(huì)說(shuō)現(xiàn)成的套句，要培養(yǎng)學(xué)生舉一反三的能力。交際能力是一項(xiàng)包含 多方面、多層次的知識(shí)和能力在內(nèi)的綜合能力，在中學(xué)英語(yǔ)教學(xué)中不宜提倡培養(yǎng)學(xué)生的交際能力，應(yīng)大力提倡 培養(yǎng)為交際初步運(yùn)用英語(yǔ)的能力這一教學(xué)要求。我國(guó)的英語(yǔ)教學(xué)受制于我們的社會(huì)制度、英語(yǔ)的特點(diǎn)、教學(xué)目的、學(xué)生特點(diǎn)等因素。這些因素決定了我們 英語(yǔ)教學(xué)的特點(diǎn)。一 對(duì)中學(xué)英語(yǔ)教學(xué)目的的認(rèn)識(shí)

（一）打好初步的基礎(chǔ)新大綱對(duì)義務(wù)教育全日制初級(jí)中學(xué)英語(yǔ)教學(xué)目的規(guī)定為：通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用

英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，為進(jìn)一步學(xué)習(xí)打好初步 的基礎(chǔ)；使學(xué)生受到思想品德、愛(ài)國(guó)主義和社會(huì)主義等方面的教育；發(fā)展學(xué)生的思維能力和自學(xué)能力。對(duì)學(xué)生進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)訓(xùn)練，培養(yǎng)學(xué)生為交際初步運(yùn)用英語(yǔ)的能力都是為了打好初步的基礎(chǔ)。打好初步的基礎(chǔ)，應(yīng)包括打好口語(yǔ)和書(shū)面語(yǔ)兩方面的基礎(chǔ)。為此，要求學(xué)生要切實(shí)掌握英語(yǔ)的語(yǔ)音、語(yǔ)調(diào)和拼讀技巧；掌握基本句型和習(xí)語(yǔ)；掌握基本語(yǔ)法知識(shí)和一定量詞匯及其用法；掌握詞的變化規(guī)律和一般構(gòu)成 規(guī)律；掌握閱讀技巧以形成語(yǔ)言能力(linguistie competence)和言語(yǔ)能力(speechcompetence)。打好初步的基礎(chǔ)不能簡(jiǎn)單地理解為只會(huì)說(shuō)幾句裝配好的現(xiàn)成的套話這樣一個(gè)簡(jiǎn)單概念上。英漢兩種語(yǔ)言不是同族同宗語(yǔ)言，有各自的發(fā)生發(fā)展過(guò)程，有各自的特點(diǎn)。兩種語(yǔ)言在語(yǔ)音、語(yǔ)法、詞匯三方面相差甚遠(yuǎn)，兩種語(yǔ)言的形態(tài)、結(jié)構(gòu)有很大差異。這導(dǎo)致學(xué)生在學(xué)習(xí)英語(yǔ)過(guò)程中難點(diǎn)多，形成語(yǔ)言能 力和言語(yǔ)能力的困難多。所以，為了打好初步的基礎(chǔ)，對(duì)中國(guó)學(xué)生來(lái)說(shuō)，必須學(xué)好英語(yǔ)的語(yǔ)言結(jié)構(gòu)，這樣才能 形成組詞成句組句成篇的能力，這樣才能形成舉一反三觸類旁通的能力。當(dāng)前初中學(xué)生學(xué)英語(yǔ)，由于使用新教材，學(xué)生的聽(tīng)說(shuō)能力有很大增強(qiáng)。但這種增強(qiáng)，似有些虛假成分。如有的學(xué)生的聽(tīng)說(shuō)能力范圍只限于書(shū)本上的話，把書(shū)上的話稍加變動(dòng)便聽(tīng)不懂說(shuō)不出來(lái)。產(chǎn)生這種現(xiàn)象的原因是語(yǔ)法問(wèn)題沒(méi)有解決。語(yǔ)言能力源于語(yǔ)法知識(shí)。語(yǔ)言能力包括理解和表達(dá)兩個(gè)層次的內(nèi)容。理解在先，表達(dá)在后。語(yǔ)言的理解能力是語(yǔ)言表達(dá)能力的先決條件。沒(méi)有充分的理解，便不可能產(chǎn)生有效的表達(dá)。掌握一

門外語(yǔ)的關(guān)鍵是弄通和 內(nèi)化這門外語(yǔ)的結(jié)構(gòu)，而掌握語(yǔ)法是通向這一目標(biāo)的最佳途徑。

聽(tīng)、說(shuō)、讀、寫(xiě)全面訓(xùn)練，不同階段略有側(cè)重。在中學(xué)英語(yǔ)教學(xué)過(guò)程中，既要重視口頭訓(xùn)練，又要重視筆頭訓(xùn)練，二者應(yīng)有機(jī)結(jié)合，綜合訓(xùn)練，互相促進(jìn)，不可偏廢。學(xué)生在學(xué)英語(yǔ)時(shí)，口語(yǔ)和書(shū)面語(yǔ)符合幾乎同時(shí)出現(xiàn)。這對(duì)培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四種能力的均衡、協(xié)調(diào)發(fā)展很有好處。語(yǔ)言能力和言語(yǔ)能力的綜合訓(xùn)練，口語(yǔ)能力和書(shū)面能力的綜合訓(xùn)練，是語(yǔ)言教學(xué)成功的關(guān)鍵。我們的中學(xué)生一般在11-12歲間上中學(xué)，17-18歲間高中畢業(yè)。在這六個(gè)年級(jí)三個(gè)階段里，學(xué)英語(yǔ)的特點(diǎn)各不相同。在初級(jí)階段（初中1-2年級(jí)）學(xué)生年齡較小，模仿力強(qiáng)，語(yǔ)言的羞恥感差，是重點(diǎn)進(jìn)行聽(tīng)說(shuō)訓(xùn)練的好機(jī)會(huì)。在這個(gè)階段把聽(tīng)說(shuō)技能培養(yǎng)出來(lái)，就為進(jìn)入中、高級(jí)階段打下較好的基礎(chǔ)。反之，在這個(gè)階段如果放棄了聽(tīng)說(shuō) 訓(xùn)練，在中、高級(jí)級(jí)階段便不容易學(xué)下去。中級(jí)階段（初中2年級(jí)——高中1年級(jí)）是過(guò)渡階段。這個(gè)階段除要繼續(xù)抓好聽(tīng)說(shuō)訓(xùn)練外，還要引導(dǎo)學(xué)生開(kāi) 展閱讀訓(xùn)練。與此同時(shí)還要逐漸完善語(yǔ)法教學(xué)內(nèi)容，豐富學(xué)生的詞匯量為進(jìn)入以培養(yǎng)閱讀能力為主的高級(jí)階段打下基礎(chǔ)。高級(jí)階段（高中2-3年級(jí)），由于學(xué)生心理方面的微妙變化，他們非常重視語(yǔ)言的客觀評(píng)價(jià)，不大愿意開(kāi)口，怕說(shuō)錯(cuò)讓別人笑話。經(jīng)驗(yàn)證明，在這個(gè)階段才開(kāi)始抓聽(tīng)說(shuō)訓(xùn)練為時(shí)已晚，其效果往往不完全令人滿意。這個(gè)階段的重點(diǎn)應(yīng)放在抓閱讀訓(xùn)練和綜合技能提高這兩個(gè)方面，但也要注意學(xué)生的口語(yǔ)訓(xùn)練。二 盡量使用英語(yǔ)，適當(dāng)利用母語(yǔ)。在英語(yǔ)課堂上師生要盡量多用英語(yǔ)。

教師說(shuō)英語(yǔ)即為學(xué)生提供了聽(tīng)的機(jī)會(huì)；師生對(duì)話、學(xué)生之間對(duì)話，也 為學(xué)生創(chuàng)造了聽(tīng)說(shuō)的條件。但在教學(xué)過(guò)程中并不排除必要時(shí)可以使用漢語(yǔ)。有時(shí)還可以采用英漢夾雜的辦法講課。如講抽象詞、復(fù)雜 的語(yǔ)法規(guī)則，用英語(yǔ)講學(xué)生就很難接受，用漢語(yǔ)講既可節(jié)省時(shí)間、分散難點(diǎn)，又有助于提高教學(xué)效果。為了實(shí)現(xiàn)原則上用英語(yǔ)講課的要求，教師可以采用非語(yǔ)言手段引導(dǎo)學(xué)生聽(tīng)懂英語(yǔ)。在學(xué)生整個(gè)學(xué)英語(yǔ)過(guò)程中，母語(yǔ)對(duì)英語(yǔ)的干擾和促進(jìn)作用是極為明顯的。排除其干擾作用，發(fā)揮其促進(jìn)作用，這是教師的經(jīng)常性工作。三 發(fā)揮教師的指導(dǎo)作用，充分調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性。在教學(xué)過(guò)程中，教師是時(shí)刻都在起作用的因素。教師的指導(dǎo)作用體現(xiàn)在對(duì)教學(xué)內(nèi)容的安排，重點(diǎn)、關(guān)鍵的 確定，教學(xué)活動(dòng)的組織與實(shí)施等方面。教師本人的品德、素質(zhì)，如語(yǔ)音語(yǔ)調(diào)、語(yǔ)言的流利程度、書(shū)寫(xiě)的規(guī)范程 度等方面，對(duì)學(xué)生來(lái)說(shuō)就是最有說(shuō)服力的教材。課堂上教師要面向全體學(xué)生，關(guān)心全體學(xué)生的全面發(fā)展，培養(yǎng)學(xué)生學(xué)英語(yǔ)的興趣，做到既教書(shū)又育人。教師要調(diào)動(dòng)學(xué)生學(xué)英語(yǔ)的主動(dòng)性和積極權(quán)性，使學(xué)生樂(lè)于參加言語(yǔ)實(shí)踐活動(dòng)，在教師指導(dǎo)下積極操練語(yǔ)言，成為課堂的主人。

認(rèn)識(shí)中學(xué)英語(yǔ)教學(xué)的目的和特點(diǎn)，會(huì)使教師在教學(xué)過(guò)程中目標(biāo)更加明確，行為更加自覺(jué)，操作過(guò)程更加合理，從而促進(jìn)教學(xué)質(zhì)量的不斷提高，對(duì)形成有中國(guó)特色的英語(yǔ)教學(xué)體系，有十分重要的意義。

第四篇：論文英語(yǔ)教學(xué)法

任務(wù)型英語(yǔ)教學(xué)法探析

關(guān)鍵詞：任務(wù)型教學(xué)法英語(yǔ)教學(xué)法

摘要：任務(wù)型教學(xué)法是一種優(yōu)勢(shì)明顯的教學(xué)方法，根據(jù)筆者的調(diào)研，它的實(shí)施情況因?qū)W校差異而有不同，附中的教學(xué)方式較陳舊，一中的教學(xué)方式相對(duì)先進(jìn)。同時(shí)，本文根據(jù)具體情況提出了四點(diǎn)改進(jìn)意見(jiàn)。

《英語(yǔ)課程標(biāo)準(zhǔn)》指出，教師應(yīng)該避免單純傳授語(yǔ)言知識(shí)的教學(xué)方法，盡量采用“任務(wù)型”的教學(xué)途徑。當(dāng)前所倡導(dǎo)的任務(wù)型教學(xué)途徑是在交際教學(xué)法的基礎(chǔ)上發(fā)展起來(lái)的，是以“語(yǔ)言習(xí)得和學(xué)習(xí)策略”為理論基礎(chǔ)，以學(xué)生活動(dòng)為課堂主體，以學(xué)生發(fā)展為教學(xué)目的的先進(jìn)教學(xué)模式。由于任務(wù)型教學(xué)法是以二語(yǔ)習(xí)得為背景而創(chuàng)設(shè)的，英語(yǔ)在中國(guó)屬于外語(yǔ)，非第二語(yǔ)言，學(xué)生除了在課堂上有機(jī)會(huì)接觸，在課堂外根本沒(méi)有使用環(huán)境，所以在使用任務(wù)型教學(xué)法時(shí)應(yīng)根據(jù)中國(guó)的實(shí)際國(guó)情來(lái)加以改編。任務(wù)型教學(xué)法使用現(xiàn)狀及其分析

1.1 課堂觀摩時(shí)間和對(duì)象

為了中學(xué)任務(wù)型教學(xué)法的使用情況，本人對(duì)本市兩所具有代表性的中學(xué)進(jìn)行了為期30課時(shí)的課堂觀摩，觀摩對(duì)象包括初一至高三各個(gè)年級(jí)。在課堂觀摩后還和任課教師進(jìn)行了深入的交談，以進(jìn)一步了解班級(jí)學(xué)生水平和教師上課情況。

1.2 課堂觀摩事項(xiàng)

在課堂觀摩中主要從以下五個(gè)方面進(jìn)行觀察：（1）教師的教學(xué)

方法；（2）教師話語(yǔ)；（3）教學(xué)設(shè)計(jì)；（4）學(xué)生參與情況；（5）教學(xué)目標(biāo)（包括語(yǔ)言知識(shí)、技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面）。

1.3 現(xiàn)狀分析

附中高中教師的教學(xué)方法屬于傳統(tǒng)的語(yǔ)法翻譯法，整堂課中教師80%是使用母語(yǔ)進(jìn)行教學(xué)，基本上是照本宣科式教學(xué)。在教學(xué)目標(biāo)完成情況方面，語(yǔ)言知識(shí)目標(biāo)實(shí)現(xiàn)較好，而語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)這四個(gè)方面不合格?？傮w來(lái)講，附中高中英語(yǔ)教學(xué)沒(méi)有較好地應(yīng)用《標(biāo)準(zhǔn)》所倡導(dǎo)的“任務(wù)型”教學(xué)。

附中初中教師的教學(xué)方法比高中教師的教學(xué)方法更靈活一些，以聽(tīng)說(shuō)法為主，以傳統(tǒng)的語(yǔ)法翻譯法為輔，課中教師30%是使用母語(yǔ)進(jìn)行教學(xué)。教學(xué)設(shè)計(jì)基本上是以鍛煉學(xué)生的語(yǔ)言技能和語(yǔ)言知識(shí)為主的對(duì)話式教學(xué)，形成“教師為主導(dǎo)、學(xué)生為主體”的教學(xué)模式。雖然學(xué)習(xí)興趣被激發(fā)，大部分學(xué)生積極參與其中，但未發(fā)現(xiàn)有關(guān) “任務(wù)”的設(shè)計(jì)與實(shí)施的痕跡。從教學(xué)目標(biāo)完成情況來(lái)看，語(yǔ)言技能、語(yǔ)言知識(shí)和情感態(tài)度這三方面實(shí)現(xiàn)較好，但學(xué)習(xí)策略和文化意識(shí)這兩個(gè)方面尚有欠缺?？傮w來(lái)講，附中初中英語(yǔ)教學(xué)基本體現(xiàn)《標(biāo)準(zhǔn)》所倡導(dǎo)的教育理念和內(nèi)容標(biāo)準(zhǔn)，但是“任務(wù)型”教學(xué)法有待提高。同時(shí)，筆者對(duì)初高中英語(yǔ)教學(xué)中任務(wù)型教學(xué)法使用情況進(jìn)行調(diào)研。高中教師的教學(xué)方法傾向于任務(wù)型教學(xué)法，整堂課中教師95%的時(shí)間使用英語(yǔ)進(jìn)行教學(xué)。教學(xué)設(shè)計(jì)基本上符合任務(wù)型教學(xué)法的設(shè)計(jì)思路，以任務(wù)為中心，學(xué)生用英語(yǔ)來(lái)完成任務(wù)，在潛移默化中習(xí)得外語(yǔ)。以學(xué)生為中心的課

堂模式，學(xué)生是主動(dòng)的任務(wù)完成者，教師相當(dāng)于組織者和輔導(dǎo)者，大部分時(shí)間是師生和生生進(jìn)行互動(dòng)，教學(xué)內(nèi)容廣泛，多媒體教學(xué)生動(dòng)形象，具有很強(qiáng)的趣味性，幾乎每個(gè)人都沉浸在學(xué)習(xí)的愉悅之中。在教學(xué)目標(biāo)完成方面，五個(gè)方面基本上合格。總體來(lái)講，贛一中高中英語(yǔ)教學(xué)較好地體現(xiàn)了《標(biāo)準(zhǔn)》所倡導(dǎo)的教育理念、內(nèi)容標(biāo)準(zhǔn)和“任務(wù)型”教學(xué)。

初中教師的教學(xué)方法則比高中教師的教學(xué)方法略為遜色，初中教學(xué)沒(méi)有多媒體其初中英語(yǔ)教學(xué)水平與附中初中英語(yǔ)教學(xué)無(wú)太大差異。解決方案

現(xiàn)在，初中屬于義務(wù)教育，在招生時(shí)都無(wú)權(quán)分級(jí)，都是通過(guò)搖號(hào)分學(xué)校分班級(jí)，故初中學(xué)生總體水平無(wú)太大差異，所以在兩所中學(xué)的初中進(jìn)行課堂觀摩時(shí)并無(wú)發(fā)現(xiàn)其英語(yǔ)教學(xué)有太大差異。由于高中暫不屬于義務(wù)教育，能否進(jìn)高中或進(jìn)重點(diǎn)高中，都由其中考分?jǐn)?shù)決定的，所以在生源方面附中就已經(jīng)不如一中；加之，附中不屬于市重點(diǎn)學(xué)校，政府的經(jīng)費(fèi)投入大大少于一中，故師資力量遜色于一中。因此，附中高中英語(yǔ)教學(xué)方式陳舊落后是由多方面因素造成的。筆者根據(jù)以上因素提出以下解決方案：

（1）國(guó)家政府機(jī)構(gòu)應(yīng)加大欠發(fā)達(dá)城市的教育投資力度，并督促其有效實(shí)施新課程標(biāo)準(zhǔn)，使教育實(shí)現(xiàn)真正的公平，讓欠發(fā)達(dá)城市的學(xué)生也能接受素質(zhì)教育，體會(huì)新課改帶來(lái)的益處。

（2）市教育局應(yīng)加大對(duì)贛南師院附中的教育經(jīng)費(fèi)投入比重，改善

教學(xué)環(huán)境，提高師資力量。加強(qiáng)普通中學(xué)教師的在職培訓(xùn)，更新教師的教學(xué)理念。定期派教育研究人員指導(dǎo)附中教學(xué)工作，督促其盡早實(shí)現(xiàn)由傳統(tǒng)的語(yǔ)法翻譯法向任務(wù)型教學(xué)法的轉(zhuǎn)變。

（3）學(xué)校應(yīng)積極配合政府的要求，對(duì)教師實(shí)施不同的教育手段（如會(huì)議、座談會(huì)、培訓(xùn)、定期教研活動(dòng)等等），以提高教師素質(zhì)，轉(zhuǎn)變教師陳舊的教學(xué)觀念，使之向新課標(biāo)教學(xué)理念靠攏。

（4）教師應(yīng)不斷學(xué)習(xí)新的教育理念，以在職培訓(xùn)或繼續(xù)深造的方式，不斷充電，及早實(shí)現(xiàn)自我素養(yǎng)提升。在教學(xué)中，不斷向?qū)W生灌輸新的教學(xué)理念，培養(yǎng)學(xué)生終身學(xué)習(xí)和獨(dú)立思考的能力，發(fā)掘?qū)W生的內(nèi)在潛能，發(fā)揮學(xué)生的不同優(yōu)勢(shì)。

參考文獻(xiàn)

[1]Numan, D.Designing Tasks for the Communicative Classroom, Cambridge University Press 1999.[2]程曉堂.任務(wù)型語(yǔ)言教學(xué)[M].北京:高等教育出版社,2004.7.[3]魯子問(wèn).任務(wù)型教學(xué)的課堂教學(xué)程序探討[J].中小學(xué)外語(yǔ)教學(xué),2002(2)

第五篇：英語(yǔ)教學(xué)法論文

通過(guò)拓展知識(shí)提高閱讀理解能力

學(xué)生姓名： 指導(dǎo)老師：

摘 要：隨著語(yǔ)言教學(xué)技術(shù)的進(jìn)步，老師逐漸把教學(xué)的重點(diǎn)都轉(zhuǎn)移到語(yǔ)言技能上。這是語(yǔ)言教學(xué)的一次銳變，正因?yàn)槿绱耍鱾€(gè)技能的教學(xué)上都存在不足還有很大的提升空間。英語(yǔ)教學(xué)的四個(gè)技能分別是聽(tīng)、說(shuō)、讀、寫(xiě)。閱讀理解是英語(yǔ)技能教學(xué)中的一個(gè)重要部分。因此，本文的主要內(nèi)容就是如何提高閱讀理解能力。在文中筆者將分析如何通過(guò)知識(shí)拓展來(lái)提高閱讀能力。文章共有五個(gè)部分。第一部分中筆者將對(duì)文章進(jìn)行簡(jiǎn)單介紹。筆者在第二部分重點(diǎn)分析了閱讀理解能力的兩個(gè)組成部分--非知識(shí)技能和知識(shí)性技能。第三部分中，筆者闡述了知識(shí)拓展的意義、方法、以及如何運(yùn)用到具體教學(xué)中去。第四部分，筆者分析了在提高閱讀理解能力的過(guò)程中可能會(huì)遇到的一些問(wèn)題，以及相應(yīng)的解決措施。最后一部分，筆者對(duì)文章進(jìn)行了總結(jié)，并再次強(qiáng)調(diào)知識(shí)拓展對(duì)閱讀能力提高的意義。

關(guān)鍵詞：閱讀理解能力；知識(shí)的拓展；

Improving Reading Comprehension Ability by

Expanding Knowledge

Undergraduate: Supervisor:

Abstract: With the advances in technology of language teaching, teachers’ teaching focus gradually has shifted to language skills.This is a sharp change in language teaching, because of this, there exist inadequacies and there is still much room for improvement of these skills.The four skills of English language teaching are respectively listening, speaking, reading and writing.Reading comprehension is an important part in them.Therefore, the main content of this paper is to improve reading comprehension skills.In this paper the author analyzes how to expand knowledge to improve reading ability.The article consists of five parts.In the first part, the author makes a brief introduction of this paper.The second part focuses on the analysis of the reading comprehension ability------non-knowledge skills and knowledge skills.In the third part, the author expounds the meaning of expanding knowledge, the methods of expanding knowledge, and how to apply to specific teaching.The fourth part, the author analyzes some problems that students may encounter in the process of improving reading comprehension ability, as well as the corresponding solutions.In the last part, the author makes a summary of the article and re-emphasizes the meaning of expanding knowledge to improve reading ability.Key words: reading comprehension ability;expansion of knowledge;

Contents

1.Introduction................................................................................................................5 2.Brief introduction of reading comprehension ability.................................................5 2.1 Basic skills of reading..........................................................................................5 2.1.1 Skimming and scanning..............................................................................6 2.1.2 Extensive reading and intensive reading.....................................................6 2.1.3 Choosing a proper skill...............................................................................7 2.1.3.1 According to reading purpose...................................................................7 2.1.3.2 According to style of reading materials....................................................7 2.2 Knowledge skills of reading.................................................................................8 2.2.1 Vocabulary and basic knowledge of grammar.............................................8 2.2.2 Psychological feelings and cognitive psychological processes...................8 2.2.3 Cultural differences and background knowledge........................................9 3.Expending knowledge..............................................................................................10 3.1 Signification of broadening knowledge.............................................................10 3.2 Expending knowledge from the teachers’ part...................................................10 3.2.1 Choosing suitable materials for students...................................................10 3.2.1.1 Materials from magazines, newspapers and novels...............................10 3.2.1.2 Materials from Internet, radios and movies............................................11 3.2.2 Cultivating students’ awareness of expanding knowledge........................12 3.2.2.1 Cultivating this kind of awareness by testing.........................................12 3.2.2.2 Cultivating this kind of awareness by knowledge contests....................12 3.2.2.3 Cultivating this kind of awareness by playing games............................13 3.2.3 Cultivating students’ good habits during expending knowledge...............13 3.2.3.1 The habit of making notes......................................................................13 3.2.3.2 The habit of asking and answering questions.........................................14 3.3.3.3 The habit of summarizing.......................................................................14 3.3 Expending knowledge from the students’ part...................................................15 3.3.1 Learning to find useful information..........................................................15 3.3.1.1 According to the style of reading materials............................................15 3.3.1.2 According to the current events..............................................................15 3.3.1.3 According to the history of English countries........................................15 3.3.2 Respecting the individual characteristics..................................................16 3.3.2.1 Choosing a suitable way.........................................................................16 3.3.2.2 Finding an interesting point....................................................................16 3.3.3 Cooperating with others............................................................................17 3.3.3.1 Sharing resource.....................................................................................17 3.3.3.2 Reciting the key points...........................................................................17 3.3.3.3 Checking the results by testing...............................................................18 4.Possible deficiencies and solutions during improving reading ability.....................18 4.1 Some possible problems.....................................................................................18 4.1.1 Lack of perseverance.................................................................................18 4.1.2 Lack of doing exercises.............................................................................19 4.1.3 Lack of knowledge in vocabulary and grammar.......................................19 4.2 Some proposals to solve these problems............................................................19 4.2.1 Helping students to learn...........................................................................19 4.2.2 Arranging practice tasks............................................................................20 4.2.3 Strengthening basic knowledge.................................................................20 5.Conclusion...............................................................................................................20 Bibliography................................................................................................................22 Acknowledgment.........................................................................................................23

1.Introduction Language is a necessary tool of human communication.There are about 200 languages.English is an official language in 52 countries as well as many small colonies and territories.It has become the most useful language to learn for international travel and is now the language of diplomacy.English is also the dominant language in electronic communication.English is necessary for us.The best way to improve English is to improve English skills---listening, speaking, reading, and writing.In this paper, the author will analyze the improvement of reading comprehension ability.Reading is a very important part among them and reading is very difficult for students.Firstly, this part is very important and difficult in testing.Meanwhile, the cloze also has close links with reading.When people are learning to read, many teachers or students will focus on vocabulary and grammars, ignoring the relationship among reading and knowledge.Therefore, in this paper, the author will analyze the improvement of reading comprehension ability and the expansion of knowledge.Reading comprehension ability can be divided into two parts.One is the basic reading skills.The other is knowledge skills.The knowledge is indispensable to reading.The expansion of knowledge is necessary.Sometimes, some people have enough vocabulary and a good knowledge of grammar, but they can not read smoothly and finish their exercises correctly.The reason is the lack of knowledge.The expansion of knowledge and English learning can not be separated.What’s more, when people are broadening their knowledge, they will think English learning is interesting, and they won’t feel bored.The point of the paper is how to expand knowledge to improve the reading comprehension ability.The author intends to expand knowledge from two aspects.The first one is on the teachers’ part.Teachers should help students to choose materials, and train the students reading interests, and let them develop good reading habits.The second part is on the students’ part.Students should learn to select reading materials, and to find a suitable way, and to cooperate with classmates.Then the author will analyze the possible problems during expanding knowledge.At last, the author will make a conclusion.2.Brief introduction of reading comprehension ability 2.1 Basic skills of reading Reading is to extract the required information from a written text as efficiently as possible(Zou Shen，Yang Rensheng 2005).There are different styles of reading according to different situations.The technique you choose will depend on the purpose for reading.For example, you might read for enjoyment, information, or completion for a task.If you are exploring or reviewing, you might skim a document.If you’re searching for information, you might scan for a particular word.You need to adjust your reading speed and technique depending on your purposes.In the following we will introduce four ways of reading and how to choose a reading way according to the reading purposes and the style of reading materials.2.1.1 Skimming and scanning Skimming is used to quickly identify the main ideas of a text.When you read newspapers, you’re probably not reading it word-by-word, and you will scan the text.Skimming is done at a speed three to four times faster than normal reading.People often skim when they have lots of material to read in a limited amount of time.Use skimming when you want to see if an article may be of interest in your research.There are many strategies that can be used when skimming.Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen.You might read the title, subtitles, subheading, and illustrations.Consider reading the first sentence of each paragraph.This technique is useful when you’re seeking specific information rather than reading for comprehension.Skimming works well to find dates, names, and places.It might be used to review graphs, tables, and charts.Scanning is a technique you often use when looking up a word in the telephone book or dictionary.You search for key words or ideas.In most cases, you know what you’re looking for, so you’re concentrating on finding a particular answer.Scanning involves moving your eyes quickly down the page seeking specific words and phrases.Scanning is also used when you first find a resource to determine whether it will answer your questions.Once you’ve scanned the document, you might go back and skim it.When scanning, look for the author’s use of organizers such as numbers, letters, steps, or the words, first, second, or next.Look for words that are bold faced, italics, or in a different font size, style, or color.Sometimes the author will put key ideas in the margin.2.1.2 Extensive reading and intensive reading

Extensive reading is a kind of reading skill which emphasizes the speed of reading and is in order to understand the main idea of the paper.Extensive reading is used for reading a long piece of paper, or for leisure reading.This approach does not require a thorough understanding of the material, only emphasizes browsing effect, and pays attention to reading fluency.For example, when people read detective novels, they are usually employed in this way of reading.Compared with extensive reading, intensive reading, which is slow, careful reading of a small amount of difficult text – it is one focusing on the language rather than the text.Intensive reading is used for reading more esoteric material.It is not the pursuit of fluency speed, but the understanding of details or comprehension accuracy.For example, when people read the argumentative, they learn to use precise manner in order to understand the point of view, arguments and conclusions；When people comment on the style of literary works, people also need to read the works by precision, in order to accurately understand the essence of works.2.1.3 Choosing a proper skill 2.1.3.1 According to reading purpose Reading is regarded to be important because it can be entertaining and educational, can open up new worlds and enrich people’s life, and can improve hand-eye co-ordination and enhance social skills.People read for different purposes.Skimming and Scanning help students pick out specific information quickly, training them to tailor their reading rate depending on their purpose.(Edward B.Fry 1989)In this part, the author will introduce three purposes of reading and how to choose a suitable skill according to these purposes.1.Reading for survival.The type of reading is to satisfy a certain demand.For example, read the product price list, in order to make purchase decisions;read the road signs, in order to find the nearest metro station.In this kind of reading people need to find out some useful information, so we can scan.2.Reading for pleasure---reading relaxation in one’s spare time.For example, reading a novel on weekends.This kind of reading is just for fun or to pass the time.Therefore, people can skim or use intensive reading skill and extensive reading skill.3.Reading for learning.This type of reading is aimed at obtaining information and knowledge, broadening one’s vision, and enlarging one’s knowledge scales.This type of reading material can be professional or mass style.The purpose of reading is recent or long-term.Such reading is also included in order to master a foreign language.So this kind of reading needs intensive reading.2.1.3.2 According to style of reading materials There are three kinds of reading materials and they are expository, narrative, argumentative.Now the author will introduce how to choose a skill to analyze them.Firstly, Narration refers to the way that a story is told, and so belongs to the level of discourse.Different kinds of narration are categorized by each one’s primary grammatical stance.People should find out the narrator is in the story or not.What’s more, the narrative is the article which is used to describe things.Time, characters, locations, causes, through, the result is six elements of narrative.Therefore, people should scan when they are reading narratives.Secondly, the function of an argumentative essay is to show that one’s assertion(opinion, theory, and hypothesis)about some phenomenon or phenomena is correct or more truthful than others’.Argumentative writing is the act of forming reasons, making inductions, drawing conclusions, and applying them to the case in discussion.It clearly explains the process of one’s reasoning from the known or assumed to the unknown.Therefore, people can use intensive reading skill to read them.Thirdly, the expository essay is a genre of essay that requires people to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner.It needs a clear, concise, and defined thesis statement that appears at the beginning of the essay.Expository writing aims to tell the reader something.The reader should scan to find detailed information.2.2 Knowledge skills of reading 2.2.1 Vocabulary and the basic knowledge of grammar If the sentences, paragraphs, articles are buildings, vocabulary is the building bricks.Therefore, vocabulary plays an important role in the construction of the language system.For a foreign language learner, the lack of vocabulary will not only affect the communication with others, but also restricts the further improvement of reading ability.From the long-term teaching, small vocabulary is one of the main obstacles to students’ English learning in China.In general, the vocabulary size of students is in proportion to reading speed.If the vocabulary size of students is larger, their reading speed will be faster.Solid knowledge of language is the basis of the various language skills.Therefore, it is also important to improve reading ability.Although grammars have been taught by teachers in the classroom, but the mastery of them often varies from person to person.Especially, we can find these phenomena in reading.When some students encounter some long, difficult sentences or sentences with complex insert ingredients, they can not analyze them correctly, resulting in misunderstanding, which affects the correct rate of the reading comprehension.Conversely, if they can master the sentences, syntactic structure during reading, even meet some new words, but they can also achieve a good understanding of the materials.Therefore, to lay a good language knowledge basis is to improve reading ability.Reading practice has proved that the language factor is the fundamental obstacles in reading, and only a solid knowledge of the language can improve the reading ability.2.2.2 Psychological feelings and cognitive psychological processes Psychological emotional differences will have an important impact on reading.There are many psychological emotional factors, such as learners’ motivation, interest, self-confidence and sense of anxiety, etc.Interest is the best motivation of learners.Psychologists believe that interest can make people’s psychological activities active, so that people’s thinking is more active.Therefore, interesting reading will have the best results.In the selection of reading material, you should strive for a selection of fun, novelty and diversity.Teachers by introducing knowledge in actual teaching can arouse students’ curiosity and interest in reading, and improve their reading comprehension ability.In short, a variety of content, a variety of genres and interesting reading exercises help to avoid the generation of the weary, to maintain and enhance students’ learning enthusiasm.Reading is a process of information processing, namely the acceptance, storage, conversion, extraction and use of information process.There are many different cognitive styles, leading to differences in cognitive strategies.“Bottom-up model” strategy has always been the traditional teaching of reading in China.The focus of its teaching is the smallest of the discourse composition.“Top-down mode is used in the United States.The pattern focuses on using known information to infer unknown information.Emphasis is placed on the interaction of language and thought, and the selection of the representative linguistic cues, such as the title and the main idea of the article.With the progressively understanding, these hypothesized be confirmed, denied or corrected, and finally readers understand the main idea.Practice has proved that the common defect performance of these two models of information transmission is unidirectional rather than bidirectional.Therefore, combination of these two modes can correctly understand the cognitive and is beneficial to improve the efficiency of reading.2.2.3 Cultural difference and background knowledge Language is living, is the carrier of culture.Every language has its development of soil.Reading comprehension should not only know the language itself, but also understand the development and change in the language transfer information and the implication of its deep meaning.Cultural differences between English and Chinese words mainly refer to the corresponding sense of cultural differences.The first one is the surface meaning of cultural differences;the second one is the deep meaning and background knowledge.These differences are due to cultural and historical influences.Therefore, if people want to improve the reading efficiency, they need to know the knowledge of English national history, society, culture and science.In addition, the East-West cultural psychological differences also exist.The two languages are different, so the psychological strategy taken by in reading process may be different.Chinese readers in the reading process prefer to use a decomposition strategy, while the English readers prefer to use centralized strategy.So foreign language reading teaching not only teaches a kind of knowledge and skills of communication, but also teaches a kind of deep cross-cultural language thinking training.Background knowledge and text production are related to socio-cultural and situational factors.Separated from background knowledge, foreign language teaching of reading has become a river without water.Of course, the impact of background knowledge on reading comprehension is multifaceted and multi-layered.It may affect individual expressions of understanding and may also affect on the overall understanding.Being not familiar with the background knowledge often leads to difficulties in understanding the main argument or central idea of the whole article or the whole book.3.Expending knowledge

3.1 Signification of broadening knowledge Language is tool which is used to communicate and each kind of language has his survival environment.For example, when a teacher teaches his/her students to learn some sentences, he/she must put these sentences in a particular situation.We call this situational teaching method.However, some people can’t make good use of this method.There are many complex words which have kinds of meanings.Such as, “compound”.Vocabulary and grammars and other important essentials of language can not leave its survival environment.The knowledge is the survival environment of language.Knowledge is a familiarity with someone or something, which includes information, facts, descriptions, or skills acquired through experience or education.If a gentle man meets a beautiful lady, and he wants to get married with her.He must be familiar with her, and then he can marry her.If people want to learn English well, he must have a good knowledge of English and English countries.We can know from above that when someone’s knowledge is extended, at the same time his reading ability will be improved.3.2 Expending knowledge from the teachers’ part 3.2.1 Choosing suitable materials for students Nowadays, it is easy to find something to read but teachers should choose suitable reading materials for students.These materials can be English and Chinese, but they should have relationship with English and English countries.The school is a good place for language learning.At school, students have access to more useful learning materials, and have a better learning atmosphere.What’s more, the teacher can ask several students to buy a kind of magazine, so some students can reduce the economic pressure, and this approach can enrich the reading material.Proper extracurricular reading not only increases students’ knowledge, but also strengthens the students’ learning interest.It creates a good atmosphere for language learning.Now, the author will introduce six kinds of materials.All of them have different effects on students.3.2.1.1 Materials from magazines, newspapers and novels The three kinds of materials are made of papers and are easy to find them.However, each of them has different characteristics.Magazine: academic or professional publications that are not peer-reviewed are generally professional magazines.It generally published on a regular schedule, containing a variety of articles.Its sales models are various.Magazines are more interesting.They are easier to be accepted by students.Each issue of magazine has different themes.Their contents are useful.There are many useful magazines, such as Crazy English, New Oriental English and so on.A newspaper is a scheduled publication containing news of current events, informative articles, diverse features and advertising.A wide variety of materials have been published in newspapers, including editorial opinions, criticism, persuasion, entertainment features.The newspaper’s effectiveness is very strong.Most of its contents are about life.They can strengthen students’ knowledge of society, and expand the horizons of students.21st century and China Daily are good newspapers.A novel is a book of long narrative in literary prose.The genre has historical roots both in the fields of the medieval and early modern romance and in the tradition of the novella.The background of the novel has strong historical characteristics.People can understand the cultural differences between English-speaking countries and China through the novel.They can enhance the students’ cultural awareness and promote their transposition thinking.3.2.1.2 Materials from Internet, radios and movies With the development of communication technology, the network has gradually become part of people’s lives.But the network is a double-edged sword.Therefore, the teacher will play his due role, to provide students with the information site, to help students to avoid the adverse effects of bad information.The information on the internet has three benefits.First, the network information updates at a fast speed, so that students can know English national events quickly and adapt to the changes.Second, the content of network information is rich, which can broaden students’ understanding of English speaking countries.Third, the network information is easy to store.Radio is also one way for us to get information, for example, listening to air English, English night, listening to English songs.Listening to the radio has many advantages.First, students can alleviate visual fatigue and develop a variety of learning styles.Then, students can get relaxed and enjoy their learning, increasing students’ interest in learning.Thirdly, these English columns combine English learning with life, making learning closer to life Good movies are also useful to the students.Each film has a distinct theme, no matter it is the desire for freedom, or the courage to struggle, different people will have different views and harvests.Students can know more about life from movies.English films have taken their country as the background, students can learn from these films about the state of knowledge.Many movies have been made through the classic story which can increase students’ cultural accomplishment and improve the students’ ability of appreciation.The movies combine learning with amusement which is easier for students to accept.3.2.2 Cultivating students’ awareness of expending knowledge There is an old saying in China: Teachers open the door while students study by themselves.Education is not only teacher’s teaching responsibility, but also students’ learning objective.Students should be active to read.Interest is the starting point of knowledge, is thoughts and the ability to improve the inherent power.Teachers should stimulate students’ interest of expanding knowledge, and then they will actively expand their knowledge.Therefore the teacher should train them awareness of expanding knowledge.3.2.2.1 Cultivating this kind of awareness by testing The first method which can be used by the teachers is testing.Testing is the basic method for teachers or the schools to test students’ learning outcomes in the learning process.Teachers can find the problems of students in the learning process, and then teachers can change their methods in order to improve student’s ability.What’s more, students will try their best to get a better evaluation making a good atmosphere for study.The exam is also conducive for the students themselves to stimulate motivation to learn.The teacher may arrange the content of the examination according to needs.Teachers based on students’ level arrange difficult levels.First of all, teachers can arrange some questions about the English common sense.For example, “Shakespeare is a playwright or not?”

“Empire the sun never sets means the United States or United Kingdom?” “Big Ben is in London or Paris?”

Secondly, Teachers select a number of famous sentences and let students judge where the sentences come from.Such as, “To be or not to be, that’s a question?”

A Hamlet;B Uncle Tom’s Cabin;“Genius is one percent inspiration and 99 percent perspiration.”

A Edison;B Bacon Thirdly, teachers choose some English-speaking countries’ reading and ask students to finish them, so that students can expand their knowledge and improve their reading skills together.3.2.2.2 Cultivating this kind of awareness by knowledge contest In the process of teacher training students to expand knowledge awareness, English knowledge contest is a good way.Knowledge competition mainly refers to the activity whose main content is knowledge competition.Knowledge competition can make students more active in learning and increase their interest of expanding knowledge.In the teaching of reading preparation activities teachers can arrange several English knowledge contests, so that students can know their shortcomings.Therefore, in the process of learning, students will have the awareness to make up for this.In the following the author will introduce an example.If teachers want to talk about Charles Dickens and his work Oliver Twist, so they can carry out a contest about the author and his works.Firstly, students were divided into two groups, and then they can start to answer the questions.The teacher can arrange appropriate reward and punishment.The teacher can make the following questions: 1, Charles Dickens’ works? 2, What are the characteristics of Charles Dickens’ works? 3 What is the theme of Oliver Twist? Then the teacher expands the reading class based on the answers of these questions, and students will have a better understanding of the content.The students will have the awareness to expand their understanding of these writers and their works.3.2.2.3 Cultivating this kind of awareness by playing games Interest is the best teacher, and games activities are good ways to promote and stimulate the interest.By playing games, teachers can train students’ consciousness of broadening knowledge.What’s more, the games can stimulate students’ interest in learning.The teacher can arrange games according to the elements of reading.Here the author will introduce several games.The word Solitaire: each student say a word and the behind word’ first letter should be the last letter of the front word.The game can let the students learn more words.This game has some difficulty, so there may be some students who can not answer the word.Some students may fail in the game, but they will not lose their interest in learning, instead it will stimulate their competitiveness.They will study harder.Storytelling: each classmate tells a custom in western countries, for example, in the western countries, the brides will wear white, because it is a symbol of purity.Guess！Guess！Guess！: One student makes gesture and another person guesses the word.Thus, students can be more familiar with the words.3.2.3 Cultivating students’ good habits during expending knowledge In process of knowledge expansion, teachers provide students with a lot of useful materials for students to read.In fact, some students do as teachers’ require, but there is little success, and the reading speed of students is not accelerating, and their comprehensive ability has not been improved.So we can know that there is a problem in reading habits.Only to develop good reading habits can ultimately improve the reading speed and quality(Chen Shenghua.Cultivate good reading habits to improve reading efficiency 2007).3.2.3.1 The habit of making notes During the process of broadening knowledge, taking notes is essential, and taking notes is to explore new knowledge.There are a lot of benefits to take notes.(1)Taking notes can help make up for the lack of memory and effectively improve the reading efficiency.(2)Making notes can exercise the ability to think.When someone is reading a book, he/she should make notes which can exercise rational thinking, logic and analysis capacity.(3)Taking note can accumulate useful materials and broaden their horizons, and improve the language expression ability.(4)The notes will make people generate new thinking to study new problems.(5)Taking notes helps to expand knowledge.The process of taking notes is also an active process of thinking, which can mobilize the eye, brain, hand, promoting the understanding of the expanding content.(6)Taking notes helps review and memories the expanding knowledge.If you do not take notes, you will quickly forget the knowledge that you have learned.If students take notes in their own words, they can understand the knowledge better.3.2.3.2 The habit of asking and answering questions When people read an article, they will ask themselves some questions about this article.This is the purpose of reading.Increasing the purpose of reading, you will know what you want to find in the article.You will not read just for read.You will be more clearly structured.Extended knowledge also needs the direction and purpose.With a clear goal, we will not get lost.When we are broadening knowledge, asking question is the best way to help us sort out our thinking.What’s more, these problems are the important points.In the process of expanding knowledge, first of all, we have to ask ourselves some questions, “What is the main content of this knowledge?”

“What features do they have?” “What do I want to know?” Then we will solve these problems one by one.We need compare the final answer with our original idea, and then we will harvest more.In the following authors will introduce an example.Students read Jane Austen’s Pride and Prejudice, they can ask these questions: What do the pride and arrogance referring for? Does the hero finally find happiness? The questions they raised will help them to find the important points.3.3.3.3 The habit of summarizing To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out everything that is not essential.Summarizing is more than retelling;it involves analyzing information, distinguishing important elements from the unimportant and translating large chunks of information into a few short cohesive sentences.Fiction and nonfiction texts, media, conversations, meetings, and events can all be summarized.For example, to summarize the movie Memento, you might state: The movie Memento is a backward chronology of a man who tries to find his wife’s killer, but has short-term memory loss.He keeps track of facts by taking pictures of events and tattooing facts onto himself.Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way.Teaching students to summarize improves their memory for what is read.Summarization strategies can be used in almost every area.Why do students need to summarize? It helps students learn to determine essential ideas and consolidate important details that support them.It enables students to focus on key words and phrases of an assigned text that are worth noting and remembering.It teaches students how to take a large selection of text and reduces it to the main points for more concise understanding.3.3 Expending knowledge from the students’ part 3.3.1 Learning to find useful information 3.3.1.1 According to the style of reading materials In daily life, our reading material can be divided into several kinds, such as newspapers, magazines, public notices, novels, and so on.However, they can be divided into three categories in accordance with the literary style.They are expository, narrative, argumentative.What’s more, the three classifications and the reading material of examination have a close contact.So it is useful for students to collect materials according to their literary styles.The narrative is the article which is used to describe things.Time, characters, locations, causes, processes and the result is six elements of narrative.The function of an argumentative essay is to show that one’s assertion.Each argumentative essay has an argument.And the author should find some numbers, some theory, some tables… to support his/her argument.If people want to analyze an expository, they should know what the author says.Expository writing aims to tell the reader something.The authors convey the knowledge by explanation, which is the central idea of expository writing.According to the literary styles, most of the materials belong to the three categories.When a reader is familiar with the structure of the text, he/she can analyze it efficiently.3.3.1.2 According to the current events Current events refer to some important things which happened in our lives recently.With the development of communication technology, every area becomes more closely linked, and to understand current events help students be familiar with Western society.To understand current events can broaden our horizons and increase our knowledge.And current events are closely linked with reading.First of all, the reading materials of examination are related to these current problems.If students learn more about current affairs, they will improve the reading speed and increase the effectiveness of the answers.Secondly, in reading materials, the author may be combined with social practice to talk about his/her feelings.In fact, when students know the events, they has digested these materials.In the exam, we may encounter reading about the following event.Whitney Houston is one of the world’s most famous singers.Her death is the loss of the world.Although her halo shining, but her drug using experience is bad, so the author can expand the article on this point, to express their ideas.If the reader is familiar with Whitney Houston, he can easily complete the reading.3.3.1.3 According to the history of English countries The history of a country is a nation’s growing experience.To understand a person, you have to know the person about his past.To learn a foreign language you need to understand the history of this country.A country’s history not only deeply impacts the development of a country, but also impacts people psychological emotion of this country.When the students are learning English, they must understand the history of Western countries.First of all, the historical stories are very interesting, so they can increase students’ learning motivation.For example, The World’s Greatest Swordsman, The Old Cat, The City Mouse and the Country Mouse.Secondly, history creates the current culture.A country’s language and culture are based on the history of the country.Some proverbs come from the history.Such as, Like father, like son;New wine in old bottles;A fox may grow grey, but never good.Last but not the least, reading material also has a great relationship with history.The United States President Lincoln often appears in the historical theme.The Emancipation Proclamation issued by Lincoln changed the position of slaves.Reading materials often appear on this event.3.3.2 Respecting the individual characteristics 3.3.2.1 Choosing a suitable way In the learning process, we should pay attention to individuality.Good learning method can improve the efficiency of learning.It not only can deepen the understanding of knowledge, but also improve the test scores.What’s more, our study method also established the self-confidence of learning.This shows the importance of the learning method.The way which suits the characteristics of the student is a good method of learning!Group teaching method has neglected the students’ personality.Everyone’s learning relies on memory to complete.Each person has a different type of memory.Only according to its own characteristics to expand knowledge can achieve a multiplier effect.Memory types are divided into three kinds, auditory type, intermediate type and visual type.The advantage of the first type is that they can remember the things which they hear well than what they see.Therefore, this kind of person can broaden knowledge by listening to the radio, listening to stories.Intermediate type is between the auditory and visual type.This type can use many methods to expand knowledge.Such as, reading books, watching TV, listening to the radio etc.The third person can remember the things what they see well than what they hear.This kind of person will need to learn by seeing, for example, watching movies, reading books.3.3.2.2 Finding an interesting point Interest in learning is the most realistic and most active ingredients to learning.It is an internal power which directly promotes active learning.It is the love of learning, resulting in a strong curiosity.Only when students have a strong interest in learning, they will feel excited in learning and be inspired to pursue knowledge, to explore the mysteries of science.Therefore, students who want to undertake effective learning must enhance the interest in learning.Students who find a topic of interest can be more effective to expand knowledge.This point is the starting point where students start their way to expand knowledge.Knowledge is relevant.As long as students have a correct starting point and insisting on this point for a long-term, they will be able to expand it into a surface.For example, when a student likes the lovely Cupid, then he would go back and find some of the myths, and then he would find a charm Athena in these stories, and then he might be fascinated by Greek mythology.When he knows these stories, he will find different points between the myths of the East and West.Through comparing, he would get his own opinions.He may also change the points of interest, and like food of West.But the first point opens the door for him to expand their knowledge.3.3.3 Cooperating with others 3.3.3.1 Sharing resource The 21st century is the era of information explosion and people can easily find types of information, but it requires a lot of time to sort these data.Therefore, we need to learn to share information..Resource sharing is that somebody shares his/her information which he/she collects through a number of ways with others.Resource sharing allows students to learn more things and it is more convenient and efficient to access knowledge.For students, information sharing has 3 major benefits.First of all, it can enable students to save time.Students only have a few extra-curricular times, except for college students.Resource sharing is conducive to student to arrange time, and to have enough time to relax.Secondly, the sharing of resources is conducive to the diversification of resources.Students have different interests, hobbies, so they will expand their knowledge from different angles.Even though some students have the same hobby, they may look for different information.Therefore, resource sharing is helpful to enrich materials.Thirdly, the sharing of resources can help students to save money.Students are simply the consumer class, so resource sharing can reduce waste and strengthen cooperation between the students.3.3.3.2 Reciting the key points Recitation is an effective method of learning English and is an effective way of knowledge input.It not only helps students to master some English basic knowledge, but also can cultivate students’ sense of language.In the learning process, students must master the scientific methods to improve the efficiency of English text.Reciting by cooperation is an effective method.This method has five advantages.First of all, reciting can help students to increase the sense of language and to expand the knowledge and can indirectly improve the students’ ability of reading comprehension ability.Secondly, reciting with other students avoid rote recitation.We can share the recitation of tips which make the recitation more interesting.Thirdly, students can find errors by themselves.Each people recites in accordance with his own ideas, therefore, he will ignore some mistakes.Fourth, reciting the focus of knowledge is helpful for students to master the syntactic structure and to improve the students’ reading ability and is helpful for students to deepen understanding of the article.Fifth, the students’ cooperation is conducive to the diversification of the reciting.3.3.3.3 Checking the results by testing Strengthening cooperation between students is conducive to expanding knowledge, but they also need an effective way to test their learning achievements.On above, the author introduces the teacher to test their learning outcomes and find students’ inadequacies by testing.Now the author will introduce the student test methods as well as the benefits of them.First of all, the author will introduce three methods of testing.（1）Students recite the expanded knowledge with each other;（2）To do a simple speech about this knowledge;（3）To make a summary about the expanded knowledge.Then, the author will introduce the benefits of these testing.First of all, the teachers usually take testing by doing exercise;however students have many methods to test their learning outcomes.These ways change tests and make the test more interesting.Secondly, these tests are not only the recognition of knowledge, also the representation of knowledge.The students can have a better understanding of knowledge and these ways are conducive to the further expansion of knowledge.Last but not the least, these tests have less pressure which creates a relaxed learning atmosphere for students.4.Possible deficiencies and solutions during improving read-ing ability

4.1 Some possible problems

4.1.1 Lack of perseverance There is an old saying in China: “l(fā)earning needs persistence”.In the process of learning English, students need to continue to adhere.The expanding of Knowledge also requires long-term adherence to achieve a certain effect.However, many students lack the perseverance.Through summarizing, the author finds the following questions.First of all, there are many ways to broaden knowledge, such as, watching films, listening to music.However, in the process of learning, students will meet many problems which they can not solve, and then the students will lose confidence, and patience.Secondly, the process of learning is very hard.A lot of students don’t have enough perseverance to study.They often spend three days fishing nets, while two days drying.Last but not the least, the students’ schoolwork burden is very heavy, so they spend little time on English, or spend no time on English learning.4.1.2 Lack of doing exercise Learning is a long and complicated process.Broadening knowledge is good for improving reading ability, but there are still some problems.When some students do as teachers require, but their reading comprehension ability doesn’t get improved.In the author’s opinion, these students are lack of doing exercises.Edison said, genius is ninety-nine percent perspiration and one percent inspiration.There are two reasons why students lack doing exercise.First of all, the consciousness of students to practice is not enough.The junior middle school and the high school students are not adult, they needs teacher’s supervision.Secondly, unified teaching materials are not suitable for all regions of the students.Students can find suitable materials for doing exercise.These books are not too difficult or too simple for students.4.1.3 Lack of the knowledge of vocabulary and grammar The lack of basic knowledge is a significant problem in process of expanding knowledge.And this issue makes a great deal of influence on the expanding of knowledge.When students are expanding their knowledge, they often encounter unfamiliar words or unfamiliar sentence structures, and many students will become frustrated after repeatedly blocked and then lose their interest in the expansion of knowledge.A lot of students are lack of the basic knowledge from the beginning, so they are lack of interest in expanding knowledge.They do not expand their knowledge.What’s worse, they will stay in a place for a long time, and their reading comprehension ability will not get improve, and finally they have to give up learning English.There are three reasons for these phenomena.First, students don’t start to learn English with a serious attitude, so learning loses balance.Secondly, the students do not spend enough time on the study of basic knowledge.They ignore the importance of fundamentals.Thirdly, they do not have a scientific way to learn the words and grammars.For example, they do not know how to put the words and grammar structures into a language environment.4.2 Some proposals to solve these problems

4.2.1 Helping students to learn In order to let the students to expand their knowledge, the authors propose some solutions for the problems above.In the English learning process, you will feel dull and lack confidence.At that time, you shouldn’t force yourself to learn, because your mood begin to conflict with the English learning.Then the students can relax to see some very familiar knowledge, which can train self-confidence for them.On the other hand, they can choose one thing you like to do.When you meet some problem, do not give up easily.Because you can learn from others’ experience, and through their successful experience, you can support and encourage yourself.Keep a good state of mind.Learn to learn in a proper way.Nowadays, the students’ burden is very heavy, if they want to learn each branch well, they need to arrange a reasonable learning plan for themselves.Please pay attention to cross learning, and do not put too much time on a subject.Allow the brain to relax.Learn to think and you will have a deep understanding of knowledge.4.2.2 Arranging practice tasks According to the problems, the author suggests that, teachers should give students suitable pressure to make progress.Therefore, the authors hope that teachers assign the students learning task.The task can be divided into two types.The first is the class task.The second is extracurricular task.Class task is concentrated, which is helpful for teachers to know the students’ overall situation.The teacher can be targeted for teaching, so that it can effectively improve the students’ ability of fast reading.Extracurricular task can let the students be more familiar with reading skills.Extracurricular task is not very difficult, but it is helpful for students to practice reading skills.The students also need some books to do exercises.The book which is not suitable for students’ level is an outstanding problem.Teachers should pay more attention on the problem.4.2.3 Strengthening basic knowledge If people want to build a skyscraper, he must get enough bricks and good construction techniques.If people want to have a good harvest in language learning, he must know the basic knowledge language.Basic knowledge is the foundation of language learning.However, there is a problem about the basic knowledge.Therefore, The authors identified a number of ways to solve these problems.First, learn to infer the meanings of words through context.Learn to understand the meaning of the word without a dictionary.Learn to reduce the difficult, and sometimes you can choose to read Chinese materials, and then read English materials.Second, learn to recite the basic knowledge and lay a good foundation for future learning.Third, look for some scientific approaches to learn, for example, Situational teaching method, cooperative learning, and so on.5.Conclusion With the rapid development of economy, foreign language learning is becoming more and more important.In the foreign language learning，Reading is an important part.Reading has a very important role in many exams, such as, TOEFL, IELTS, CET4, MET4, MET8 and other professional testing.Nowadays, in the examinations, reading essay number is increasing.This is a higher demand for English teaching.However, all levels of students have similar problems that reading speed is too slow, and unable to adapt to these examinations.Meanwhile, the cloze also has close links with reading.Therefore, in this paper, the author chooses reading comprehension ability to analyze.So far, there are many studies about reading, such as the speed of reading, reading methods and so on.However, people pay little attention to the improvement of reading ability and the expending of knowledge.So the author chooses this topic.From this paper, we can know the importance of expanding knowledge and the close relationship between the reading ability and the broadening of knowledge.In the paper, the author makes a little research about the improvement of reading comprehension ability by expanding knowledge.The author analyzes the theme from three parts.First of all, the author makes a brief introduce about the reading comprehension ability.Only when a person knows his enemies very well, he can defeat them.Only when a person knows reading ability very well, he can improve his reading ability.The reading ability is demanded by non-knowledge skills and knowledge skills.Secondly, the significations of expanding knowledge are shown.Reading and the expending of knowledge are inseparable.Knowledge skills have a close relationship with the knowledge which the students have mastered about English countries.When the students are more familiar with the knowledge, they can use less time to finish their reading efficiently.What’s more, the most important part of the paper is how to expand knowledge to improve the reading ability.The author analyzes the point from two parts--the teachers’ part and the students’ part.The students’ part is the key point.Third, the author proposes some possible problems and methods to solve them.Reading is not only important to students, but also important to teachers.The purpose of this article is to inspire people’s interest of learning through expending knowledge, and finally improve people’s English.Through the paper, the author hopes teachers should pay more attention to the expanding of knowledge and student’s reading ability can get improved.Bibliography

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At the point of finishing this paper, I’d like to express my sincere thanks to all those who have lent me hands in the course of my writing this paper.First of all, I’d like to take this opportunity to show my sincere gratitude to my supervisor,...who has given me so much useful advices on my writing, and has tried her best to improve my paper.Secondly, I’d like to express my gratitude to my friends who offered me references and information on time.Last but not the least, I’d like to thank those who help me.Without their help, it would be much harder for me to finish my study and this paper.論文工作時(shí)間：2011年07月至2012年04月