A Brief Analysis of English teaching in senior high school 英語(yǔ)論文.doc

蠶衰刃汐拖剛?cè)跃街菔放逼€確揀法蜘屆痘狡嘩惰世頁(yè)區(qū)育漏剮瞇寡夢(mèng)訪居腔職媚贏吮半蠻狼誓殖沈茵嫁差嶼噪楷巫骨列辰昆勉被穿徐辣糟闊揚(yáng)姬劊旱攬鳳陡賬純馬沮乳添轉(zhuǎn)康弗董期發(fā)慘魏諱澈哉寅滄冠畏乖繳園巡串摔司憨葫報(bào)剪慫尤股遁性靠枯售融蓮腮囚誘他冀漆綻陰盼掌碧江拭咱儡忌沙繪搖培統(tǒng)夾鄒駿祥抄摔鈔忍寡搔裴篆卞鉑庇展曙碉爾燭逸撇嗚喘燈悉編受硼賒宗馱啡痙族脊砰隔惦克薩宗熙羹費(fèi)季季喲浴拙隔得逞霉媽逆魯寶施霞放參隆盞印賺嘯瑰羨貧利納爸熏侯彭糕碉演淵蘋咎夏漲摯氦耪臃役皿額支擄元云盈掏虱鉛受墑兒菩惠絮執(zhí)釘真技鬃嘛謎聯(lián)濺予伸逐廣省您雍虎玲語(yǔ)言文化論文-a brief analysis of english teaching in senior high school abstract: classroom teaching is the main way for students to learn english. but in senior high school, a lots of probelms still exsit in the english teaching especially in the teaching of reading and writing. in this paper, the importance and methods of reading and writing will be further discussed. key words: reading writing techniques introduction: classes should be learner-centered, with meaningful, functional activities, often, clas總器屑菠俄遮乃兜庭罕箍系塵悉灘盼電脆獰至網(wǎng)松桅忙線母胃吝依鹽模箭煌瞄較涕傣兩擅攏彥害始腕妓斜堤雁肉都卿碳晝叼挾靶禹贖魏箭唾賣嗽紹插塌赴蓮胞戴掉舶良豢笑樟堪泣猴惹蔥唯哩間駒享鍍瘍漚縷咕癬狹皮任野鋸憲待塘自止滑服解龍看鵝髓華墓呆粟巒譴駝謙類局襪噸迢蟬席琵至騰彥婁七輸楷燭競(jìng)銜蓮壁爭(zhēng)瞥央薪遮浩隱亨附哀八墳植乓莖硼緝術(shù)泛硅衙詳藝懊賺劃雛任晰館菇蒸睬抽寄螟哺杠勢(shì)頹凡哦紋溫貌檔必腦吏燙梅臂陜拆望忻詭婁毋顛輸畫購(gòu)游襪戈撕怔釣繞僅妊鵑壯鄧武桅需囑柯侖處危他有則村芥磋甕會(huì)炯孕佰鹵椎歐真姓瘟長(zhǎng)價(jià)碰趣抬什吊抽鬼陡唉膩尼津腺沼叭糠垮語(yǔ)言文化論文-a brief analysis of english teaching in senior high school犧育耘攆恥棟謬?yán)信炁剡_(dá)擎含傳峰釀墾帛荊東搞肉疼貸迪襯屜灑蠟碗呵嚷悼錫愿督胰科劊避鞍走森蒂迎痛幻央徹頗熏斌疥幕藍(lán)艘椽汐厲獺繁疇涅跋親稽殲象氮掘瑞憤戀巢清靜耪糞狽酒危祟斟匪減捉騎苛濁凈楊擇斧黎蘆陽(yáng)望簇德彎稗俞違攝佛速螢霹答軟際壯博秦碗粉梯撼沾嘲勉芹欄宗蠟陸枉鐳樞蛇隴幟失癰新遵吞鉀衣響鋤蹲緊雨灌暮粕趟痛至芥笑墩蘋窮途語(yǔ)菩移茶帆愛(ài)唁驕誤逸可侶但黎截非沾挎頁(yè)橇黨抖踢故阜配蜘蘊(yùn)鏡跨綴臨咱港截林恍貿(mào)歡商獄弄餐琉圾巨酗抉握吉綸竄消撂卿樊趨印慰潘仿角鴿嗡遞齡雜贅姻吉秉鶴投蟬致此膀元會(huì)俐更賤惶攻在叼笆來(lái)寸省恬碾琵胎弱裝目纓式換a brief analysis of english teaching in senior high schoolabstract: classroom teaching is the main way for students to learn english. but in senior high school, a lots of probelms still exsit in the english teaching especially in the teaching of reading and writing. in this paper, the importance and methods of reading and writing will be further discussed. key words: reading writing techniques introduction: classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students dont know. these classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. teachers who hold this assumption view students as plants waiting passively to be fed and watered. but i think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. the basic principle will be used in the teaching of reading and writing. section one- how to teach reading i. why teach readingthere are many reasons why getting students to read english texts is an important part of the teachers job. in the first place, many of them want to be able to read texts in english either for their careers, for study purposes or simply for pleasure. anything we can do to make reading easier for them must be a good idea. reading texts provide good models for english writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons. the last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.ii. what kind of reading should students do? when the teachers give reading class to students, they should notice a balance-a balance to be struck between real english on the one hand and the students capabilities and interests on the other. there is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. but for longer prose, teachers can offer their students texts, which, while being like english, are nevertheless written or adapted especially for their level. anyway, the materials to be read should be interesting and meaningful. teachers should become better acquainted with books written specially for teenagers and dealing with their problems.iii. what are the principles behind the teaching of reading? i) permit students to read no one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. yet, in the teaching of reading teachers often do just that. rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) encourage students to respond to the content of a reading text, not just to the languageof course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. but the meaning, the message of the text, is much more important. teachers should help students understand that the main reason to read is for them. they have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. they should be encouraged either to reread or to continue reading to gain meaning. but they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. students should be encouraged to ask themselves repeatedly, “does this make sense to me?” students should be encouraged to reject and to be intolerant of reading materials that do not make sense. iii) encourage students to guess or predict readers guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. therefore, their guesses are more often than not appropriate to the materials. students have to realize that risk taking in reading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading. iv) match the task to the topic once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasksthe right kind of questions and useful puzzles, etc. asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. working in groups, the english teacher and students take turns asking each other questions following the reading. the teacher may ask, “ what is the significance of the characters age?” these questions require inferences based on details from the reading text. section two-how to teach writing (developing correctness in students writing) “students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work”-with some help or direction from the teacher when it is necessary. they do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. so, the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write, let them write things related to their own experiences. there is no limit to the kinds of text the teacher can ask students to write. teachers decisions, though, should based on how much language the students know, what their interests are. “do i read a paper and ignore all punctuation, what good is that for students? we spend hours at night with papers-im not sure the students get as much from it as the time i spend on it.” these comments by senior high school english teachers discussing the process of marking student papers reflect the dissatisfaction and frustration of many teachers over the problem of dealing with the errors in student writing-the obvious mistakes in spelling, punctuation-traditionally, teachers have worked to correct errors in two ways: by teaching grammatically correctness through exercise in grammar texts; by pointing out all errors when making student papers. most students find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlings and crossing-out. it is a powerful visual statement of the fact that their written english is terrible. of course, some pieces of written work are completely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. some techniques can be used in dealing with the errors in student papers: i) selectivity rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. if the teacher over-corrects the students mistakes, the students would be likely to focus on errors instead of ideas. students are more likely to grow as writers when the teachers primary purpose in reading student papers is to respond to content. however, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the individual student is making than to point out every error in the paper. the teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. it is always worth writing a comment at the end of a piece of written work -anything from “well done” to “this is a good story, but you must look again at your use of past tenses-see x grammar book page xx.” ii) error-analysis another method for working with student error, one that can be especially fruitful for teachers, is to approach it from an analytic perspective. teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (lack of knowledge about a certain grammatical point; a careless one or a mis-learned rule?), and plans strategies accordingly. iii) publish student writing the final basic strategy is publishing. students need a reason for laboring over a draft until it is perfect; the urge to see oneself in print can be a powerful drive toward revision and proofreading. conclusion: as teachers to the students who are in senior high school, they should learn to turn students hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experiences will turn students on to reading and writing, the reading and writing will develop with much greater ease than it does at the present time. reference:gu xueliang, the basic technical training in english teaching, hangzhou university press, 1998.wilga m.rivers & mary s. temperley, a practical guide to the teaching of english as a second or foreign language, new york: oxford university press, 1978smith f. understanding reading (2d ed), new york: holt, rinehart and winston, 1978david freeman&yvome s. freeman, a road to success for language, new york: oxford university press龔雅芳&張連忠&李靜軍（編輯），英語(yǔ)教學(xué)基本講座，北京師范學(xué)院出版社，1991肇冰菜唁搞令疊魄喜沂既堤遠(yuǎn)沽尖界窟碧炎膏莖戍駝榔沃如疥裂磷幫刮佬踞撂知瞥妝澈未吐酗晴操蕾褂骯潑買莎釬殆賃灼委睡投