外語(yǔ)學(xué)習(xí)理論與方法

1、 復(fù)述在初中英語(yǔ)閱讀教學(xué)中的意義摘要 如何能讓學(xué)生在閱讀課上真正學(xué)到有用的知識(shí)，這是我一直思考的問(wèn)題。對(duì)英語(yǔ)初學(xué)者來(lái)說(shuō)，閱讀是一種重要的語(yǔ)言輸入。但是，只是單純的輸入，而沒(méi)有一定的語(yǔ)言輸出，就無(wú)法達(dá)到英語(yǔ)作為語(yǔ)言的交際功能。復(fù)述文章，既能讓學(xué)生掌握文章的重要信息，又可以鍛煉學(xué)生的語(yǔ)言口頭表達(dá)能力，真正將讀與說(shuō)有機(jī)結(jié)合。Abstract I always have a question, “how can we make the students actually learm some usuful things for from the reading class?” For the new

2、english learners, reading an important language input. But if we only regard it as a way of language input, we can not reach the communicative function of English as a language. Retelling an article is a way that the students not only get the important information from the article but also train the

3、ir language verbal skills.It combines reading and speaking.Reading for doing I always have a question, “how can we make the students actually learm some usuful things for from the reading class?” And this question troubled me all the time until I have this class. This class is prepared for a competi

4、tion in Chongqing, and I have prepared this class for three weeks. In the three weeks, I almost have watched all the videos about reading classes. The most important thing I have got from the classes is that reading for doing. In my opinion, “ doing” reders to speaking and writing. How can we read f

5、or doing? In general, I divide the class into two parts. The first part is reading. That is to say, students can understand this passage when there are some new words for the them. Any good ways for teaching vocabulaies? In the old days, some teachers just told the students the Chinese meaning. The

6、result was that the students thought it too boring to read the passages. Everytime when they knew there would be an English class, they couldnt find any fun from the classes. To solve the problem, I prepared a cartoon named Tom and Jerry, which was funny and most of studens enjoyed it during their c

7、hildhood. In the cartoon , there are some same scenes as in the reading material. I make these scenes as pictures and let them try to describe them with some sentences. To my surprise,they could use some words they learned before. But here comes a problem, they couldnt know how to read the past tens

8、e of some verbs. That is exactly the task I need to help the students to finish. So I showed them the right answers and include phonetic spellings for every new word to make sure they know how to correctly pronounce those words. Then I taught them for several

9、times until I made sure that they knew how to read. There are some unexpections when you put the plans into the reality. When we taught them to read those words like bought, made, they pronounce /t/, /d/ with stress because of their old habits. Even though I tried my best to help them change the way

10、s of their pronunciation, some of them couldnt change it right away. I had to go on my teaching to finish my whole class,. Because these words are not easy for the students to remember. I asked them to find these words in the passage when they read the passage for the first time so as to in order to

11、 strengthen their memories. From the number of their right answers, I could know that they didnt have any difficulties in undering the following past forms of the verbs and some hard phrases: bought lots of food and drinks, made the cards by hand and gave them to friends, sat around the cake, made a

12、 wish. The second step of understanding is that students is able to get some importants information from the passage. For example, this passage is a narration. The five elements of a narration is when, who, where, what, how. I decided this table to help the students discover the structure of the pas

13、sage. Kangkangs Birthday PartyWhen Who Where WhatWe had a birthdayHis parents_We_Kangkang_HowJudging from their answers, most students could find the five elements of the passage. So I think that this table is a great success for the teaching.The second part of the class, at the same

14、time the most important part of the whole class, is doing. As far as I am concerned, doing means speaking and writing. For this class, doing means speaking. Retelling the passage is a form of speaking. Retelling training is one of the effective methods for

15、0;foreign language study,It mainly  concludes sound materials retelling training and reading materials retelling training. The former usually helps the learners acquire standard pronunc

16、iation by imitation and cultivate good language sense by retelling long sentences and films. The latter involves retelling what you have read or made up, and giving 

17、recitations.Retelling has huge comprehensiveness.Its also full of creation and has many different ways of training.It plays an important part in the whole Middle School English.Wit

18、h the help of the table they have finished and a picture, the class is successful if the students could tell what happened in a birthday party by correctly using the past forms of some verbs and some useful sentences. Their manifestations show that it is not difficult for most of them to do that. Th

19、e downside of the design is, of course, not associated with their own birthday. They would take a more active part in the class if they could discuiss their own birthday party with their classmates. When I designed the teaching plan, I was ready to put this step in the

20、class. However, inconsideration of time, I have to make it as a writing task. The question, how to make the students learn as much as they can in 40 minutes, is worthy of attention.Reading, is not only about understand but also for using. Everyday, we read some newspaper, some magazines, even some b

21、ooks and so on. Why do we need to read every day? Because it is helpful for our life. Sometimes we read for fun. When we feel sad, some jokes from a book will make us have a good mood. Sometimes we read for our jobs. For example, as a teacher, it's a good way to improve our teaching skilles by reading some professional books. But most of the time, we read for the communicative function. if we re