英語畢業(yè)論文-The-Creation-of-English-Language-Ciircumstance

英語畢業(yè)論文：The

Creation

of

English

Language

CiircumstanceABSTRACT

Circumstance

is

very

important

in

influencing

people’s

life

and

personality.

And

also,

it

is

important

in

learning

language.

As

a

compulsory

course

for

junior

and

primary

students

in

China,

English

is

becoming

more

and

more

important.

But

the

problem

is

how

to

learn

English

efficiently.

Learners

at

home

usually

have

little

time

to

listen

to

or

speak

English.

Except

that

they

can

speak

English

in

their

English

classes

for

40

or

45

minutes

only,

they

have

no

chance

to

speak

English,

no

chance

to

listen

to

English,

even

no

chance

to

feel

the

existence

of

English.

So,

as

teachers,

the

most

impotent

thing

to

do

is

to

solve

the

problem,

by

creating

a

language

circumstance,

stimulating

their

initiative

in

learning

English.

The

paper

will

try

to

describe

about

how

to

create

a

circumstance

for

English

learners

at

home.

There

are

many

ways,

for

example,

creating

the

classroom

circumstance,

which

including

setting

the

scene

for

the

students,

giving

them

more

chance

to

speak

and

listen

,

in

order

to

improve

the

ability

of

listening

and

speaking.

And

also

we

can

use

English

corner,

English

broadcast

or

letting

them

listen

to

English

songs,

watching

e

movies

and

so

on.

Key

words:

English

Language

Circumstance

create

interest

Class

circumstance

English

corner

English

movie摘

要

環(huán)境對影響人的個(gè)性和生活非常重要，同樣對學(xué)習(xí)語言也很重要。在中國，作為中小學(xué)的一門必修課，英語已顯得越來越重要。所以我們很關(guān)注怎樣才能有效地學(xué)好英語。國內(nèi)的學(xué)習(xí)者通常很少有機(jī)會聽或者說英語。除了課堂上短短的

40

或

45

分鐘之外，他們幾乎沒有機(jī)會接觸英語了。所以作為英語老師，我們的首要任務(wù)就是為學(xué)生創(chuàng)設(shè)一個(gè)英語語言環(huán)境，激發(fā)他們學(xué)習(xí)英語的興趣。

筆者將在本文中論述如何創(chuàng)設(shè)一個(gè)良好的英語語言環(huán)境。創(chuàng)設(shè)英語語言環(huán)境的方法很多，比如說創(chuàng)設(shè)課堂環(huán)境，其中包括創(chuàng)設(shè)對話情境，讓學(xué)生多說多聽，以提高他們的口語和聽力能力。同樣，我們還可以通過英語角、英語廣播、聽英文歌曲、看英語原聲電影以及開展各類英語競賽，如書法、手抄報(bào)、講故事、演講及英語小短劇表演比賽等等。我們以此來營造一個(gè)良好的語言環(huán)境，以供我們的學(xué)生學(xué)習(xí)，在一個(gè)輕松、愉快的環(huán)境下學(xué)習(xí)，效果遠(yuǎn)勝于死讀書，遠(yuǎn)勝于沒有這樣的環(huán)境。關(guān)鍵詞：英語語言環(huán)境

課堂環(huán)境

興趣

英語原聲電影

英語角

創(chuàng)設(shè)

1.

Introduction

As

a

compulsory

course

for

junior

and

primary

students

in

China,

English

is

becoming

more

and

more

important.

Some

people

say

that

English

is

one

of

the

three

keys

of

21st

century

（with

other

two

are

computer

and

car）.

But

the

problem

is

how

to

learn

English

efficiently.

Learners

at

home

usually

have

little

time

to

listen

to

or

speak

English.

Except

that

they

can

speak

English

in

their

English

classes

for

40

or

45

minutes

only,

they

have

no

chance

to

speak

English,

no

chance

to

listen

to

English,

even

no

chance

to

feel

the

existence

of

English.

But

as

we

all

know,

according

to

the

scientific

theory,

if

we

don’t

use

what

we

have

learned,

we

will

forget

them

quickly,

especially

language.

Then

learning

will

be

interrupted,

and

the

initiative

will

be

weakened.

So,

as

teachers,

the

most

important

thing

to

do

is

to

solve

the

problem,

by

creating

a

language

circumstance,

stimulating

their

initiative

in

learning

English.

I

will

discuss

about

how

to

create

a

language

circumstance

for

the

students.

As

we

all

know,

circumstance

is

very

important

in

influencing

people’s

life

and

personality.

And

also,

it

is

important

in

learning

language.

Many

scholars,

experts

and

teachers

hold

the

same

view.

We

learn

our

mother

language

mostly

by

feeling,

imitating

and

using.

First,

we

feel

the

existence

of

the

mother

language,

and

then

imitate

the

pronunciation

and

intonation

from

our

parents

or

other

people.

We

imitate

how

to

use

different

sentences

in

different

situations.

The

ultimate

goal

of

language

teaching

is

to

enable

the

students

to

use

the

foreign

language

in

work

or

life

when

necessary.

So

after

imitating

we

learned,

then

we

begin

to

use

it

in

real

life.

We

communicate

with

others

in

our

mother

tongue;

we

use

it

to

express

ourselves,

to

understand

others.

Thus,

we

control

the

language.

It

is

obvious

that,

language

circumstance

is

very

important.

Learning

second

language

is

not

exceptive.

So

some

people

think

that

to

learn

foreign

language

must

go

abroad.

Stay

at

the

foreign

country

for

one

or

half-year,

you

can

sure

speak

their

language.

Of

course

that’s

right.

But

practically,

we

find

it

unfeasible,

at

least

cannot

become

common.

Because

there

is

only

a

few

people

have

the

chance

to

go

aboard.

So

the

most

important

thing

to

do

is

to

create

a

language

circumstance

for

the

learners

at

home.

In

china,

most

of

the

foreign

language

learners

are

students

in

primary

or

middle

school.

Therefore，as

teachers

we

should

create

a

good

English

language

circumstance

for

the

students.

It

becomes

the

most

important

thing.

In

light

of

many

research

works

and

a

lot

of

books

and

documents,

there

are

many

scholars

and

teachers

who

have

started

to

work

over

on

the

subject,

among

which

some

acquired

achievements.

The

creation

of

English

language

circumstance

is

very

useful

to

the

learners

of

second

language.

Though

the

second

language

is

different

with

their

mother

tongues,

they

will

certainly

learn

it

easily

if

they

can

read,

listen

to

or

speak

it

more.

And

yet,

the

way

to

creating

a

language

circumstance

is

various

but

not

static.2.

The

Creation

of

Class

CircumstanceAs

we

just

said,

the

only

time

for

the

students

to

contact

English

is

the

40

or

45

minutes

in

their

English

class.

So

the

classroom

management

is

very

important.

The

efficiency

of

a

class

will

decide

the

students’

English

level

someway

or

other.

Consequently,

a

good

teacher

will

try

his

/her

best

to

improve

the

efficiency

of

his/her

class.

Then,

how

to

create

the

circumstance

in

the

class?

Many

people

think

the

best

way

to

learn

English

is

to

speak

English

as

often

as

one

can.

But

we

don#39;t

have

such

English

circumstance,

what

shall

we

do?

Some

listen

to

English

radios

every

day

to

improve

their

listening

ability.

And

sometimes

they

watch

American

films

that

they

are

interested

in.

In

the

class,

we

also

try

our

best

to

give

them

a

good

circumstance

to

improve

their

speaking

and

listening

to

English,

so

that

they

can

communicate

fluently.2.1

Communicative

functions

of

language.

“The

ultimate

goal

of

language

teaching

is

to

enable

the

students

to

use

the

foreign

language

in

work

or

life

when

necessary.”1

The

purpose

of

learning

a

language

is

to

communicate

with

others.

It

is

to

say

the

main

function

of

a

language

is

to

communicate.

So

we

should

always

put

this

function

in

the

important

position.

And

in

our

teaching

we

should

let

our

students

know

how

to

use

the

language

to

express

their

own

feelings

and

to

understand

others.

That’s

important.

“One

possible

solution

to

bridge

the

gap

between

classroom

language

teaching

and

real

life

language

use

is

the

adoption

of

communicative

language

teaching,

which

has

in

recent

years

become

a

fashionable

term

to

cover

a

variety

of

developments

in

syllabus

design

and

in

the

methodology

of

foreign

language

teaching.”2

The

goal

of

teaching

is

to

develop

students’

communicative

competence,

which

includes

both

the

knowledge

about

the

language

and

the

knowledge

about

how

to

use

the

language

appropriately

in

communicative

situations.

“Communicative

competence

includes

four

aspects:

1)

Knowing

whether

or

not

something

is

formally

possible

(grammatically

acceptable)

2)

Knowing

whether

something

is

understandable

to

human

beings

3)

Knowing

whether

something

is

in

tine

with

social

norms

4)

Knowing

whether

or

not

something

is

in

fact

done:

Do

people

actually

use

language

this

way?”3

In

other

words,

communicative

competence

entails

knowing

not

only

the

language

code

or

the

form

of

language,

but

also

what

to

say

to

whom

and

how

to

say

it

appropriately

in

any

given

situation.

Communication

competence

includes

knowledge

of

what

to

say,

when,

how,

where,

and

to

whom.2.2

“Setting

the

Scene”4

Make

a

real

or

similar

situation

for

the

students

to

help

them

to

understand.

We

can

use

body

language、pictures、real

objects

and

so

on.

For

example,

listening

to

passages

in

the

classroom

can

be

more

difficult

than

listening

in

real

life,

because

of

the

lack

of

context.

So

the

teacher

can

help

provide

the

background

information

to

activate

learners’

schema,

so

they

will

be

better

prepared

to

understand

what

they

hear.

Also,

while

teaching

new

words,

new

phrases,

new

sentences

or

new

texts,

we

can

set

the

scene

for

them,

so

they

can

easy

to

understand

and

remember.

Example:

When

I

teach

the

new

words:

tomato,

new

sentences:

How

much

is

/are……,

please?

And

that’s

cheap/expensive.

Before

the

class

I

prepare

some

objects

like

tomatoes,

apples,

some

bags

of

milk

and

so

on.

And

I

ask

my

students

to

take

something,

too.

In

the

class,

I

first

take

out

an

apple,

then

ask:

T:

What’

this?

S:

It’s

an

apple.

Then

I

show

them

the

tomato.

T:

What

is

this?

Do

you

know?

S:

Sorry,

I

don’t

know.

/

I

think

it’s

a

tomato.

T:

Good!

It

is

a

tomato.

Then

I

take

out

two

or

more

tomatoes.

T:

How

many

tomatoes

do

I

have?

(Write

down

tomatoes

on

the

blackboard

and

Red

“es”)

S:

Two.

T:

Good.

Please

don’t

forget

“es”

when

you

use

plural

number.

At

last,

I

put

all

of

my

things

on

the

teacher’s

desk

and

write

down

the

prices

on

the

objects.

I

tell

them

this

is

a

shop;

it

sells

many

kinds

of

things.

Then

ask

some

students

individually:

T:

What’s

this?

S:

It’s

a

tomato.

T:

How

much

are

the

tomatoes?

S:

They

are

one

Yuan

a

kilo.

T:

Is

it

cheap

or

expensive?

S:

It

is

cheap.

T:

What

are

those?

S:

They

are

apples.

T:

How

much

are

they?

S:

They

are

ten

dollars

a

kilo.

T:

Is

it

cheap,

too?

S:

No,

they

are

expensive.

Finally,

I

ask

them

to

make

up

a

similar

dialogue

by

using

the

things

they

take,

suppose

they

are

sellers

or

buyers.

Because

of

the

real

objects,

they

can

be

easy

to

understand.

While

teaching

some

verbs

we

can

use

body

language

to

help

their

understanding.

For

example,

when

we

teach

“run”,

we

can

pretend

to

run,

and

ask

the

students:

“What

am

I

doing?”

“You

are

running.”

And

also,

when

we

teach

“jump”,

we

can

jump

and

ask:

“What

am

I

doing?”

“You

are

jumping.”

“Yes,

you

are

right.

Can

you

jump?”

“Yes.”2.3

Give

them

more

chance

to

speak

and

listen.

The

Greek

philosopher

Epictetus

ever

wittily

said:

“Nature

has

given

man

one

tongue

and

two

ears

that

he

may

hear

twice

as

much

as

he

speaks.”

From

the

saying

we

can

learn

how

important

the

listening

is

in

our

daily

life.

About

45%

of

time

of

an

adult

concerns

to

listening

to

other

people,

to

the

radio,

to

the

music.

In

linguistic,

giving

the

students

a

lot

of

listening

activities

is

a

good

way

of

enlarging

their

vocabulary.

On

the

other

hand,

it

also

helps

the

students

improve

their

listening

comprehension.

So

in

the

class,

we

should

give

more

chance

and

time

to

let

the

students

listen.

There

are

many

ways:2.3.1

Listen

and

sequenceShow

them

many

pictures.

The

students

should

find

out

the

right

order

of

the

pictures

based

on

what

they

hear.

Students

can

successfully

complete

this

type

of

task

even

when

they

do

not

understand

every

word

they

hear.

This

builds

up

their

confidence

and

helps

prepare

them

for

the

real

world

where

they

certainly

will

not

be

able

to

understand

everything

they

hear.

Example:

1

2

3

4

5

6

There

are

six

pictures;

you

should

give

the

right

order

after

your

listening

to

the

tape.

1、Chinese

people

like

to

eat

rice

for

lunch.

2、Do

you

like

potato

chips?

3、Every

morning

I

drink

milk.

4、My

favorite

food

is

hamburger.

5、I’m

thirsty.

Please

give

me

a

bottle

of

apple

juice.

6、The

meat

looks

delicious.

Do

you

want

to

eat?

The

answer

is

6,

2,

4,

1,

5,

32.3.2

Listen

and

actThere

is

a

whole

method

of

teaching

called

Total

Physical

Response,

which

concentrates

on

learning

language

by

listening

and

responding

physically

to

commands

or

directions.

There

are

many

variations

of

how

this

can

be

carried

out

in

a

classroom.

With

beginners,

it

is

easy

to

start

with

simple

commands

such

as

“stand

up”,

”sit

down”,

“walk

to

the

door”,

“open/close

the

door”,

“point

to

the

window”,

“hold

up

your

pencil

box”,

“put

your

right

hand

on

your

left

ear.”

etc.

At

intermediate

levels,

the

commands

can

become

more

complex.

For

example,

“Pretend

you

are

walking

through

mud.”

“Pretend

you

are

walking

through

sand.”

“Pretend

you

are

washing

your

face.”

“Pretend

you

are

tying

your

shoes.”

“Pretend

you

are

eating

watermelon.”2.3.3

Listen

and

draw

A

whole

range

of

activities

can

be

designed

around

this

way.

Make

some

orders,

like

“draw

a

hill

on

the

paper,

draw

some

trees

on

the

hill,

draw

a

bird

on

the

tree,

draw

a

house

near

the

trees,

draw

a

river

near

the

hill……”

The

spoken

language

is

one

of

the

important

ways

to

communicate,

too.

So

we

should

try

to

develop

the

students’

ability

of

speaking.2.3.4Free

talk

Give

them

five

minutes

to

give

a

duty

report

every

class.

Example:

“Hello,

everybody.

I’m

on

duty

today.

Today

is

Monday,

May

15th.

Everyone

is

here

today.”

When

learn

something

new,

give

them

some

time

to

talk

about

the

subject.

T:

“Today

we

will

learn

something

about

food.

Can

you

tell

me

something

what

you

knew

about

food?

For

example,

what

kind

of

food

do

you

know?”

S:

“

Coke,

hamburger……”

T:

“What

do

you

like?”

S:

“I

like

noodles

and

milk.”2.3.5“Change

the

story”Students

work

in

small

groups

of

3~5.

Each

writes

a

short

story

or

description

and

then

under

lines

all

the

verbs

in

the

story.

The

group

together

then

makes

a

list

of

about

20

random

verbs.

Each

group

member

reads

his/her

story

but

pauses

at

every

verb.

The

group

then

supplies

one

of

the

random

verbs

into

that

slot.

The

results

can

be

funny.”53.

English

BroadcastWithout

question,

it

is

difficult

of

a

middle

school

student

to

understand

the

listening

material,

if

he

hasn#39;t

enough

vocabulary

and

the

ability

of

telling

the

grammar

construction.

In

my

investigation,

about

35%

of

the

students

with

low

listening

comprehension

thing

this

is

because

they

don#39;t

understand

or

know

the

knowledge

about

linguistic，they

are

not

able

to

tell

the

means

of

what

they

have

heard.

In

another

investigation,

students

were

asked

to

listen

to

a

dialogue

of

244

words,

in

which

the

words

and

grammar

have

already

been

learned.

But

80%

of

them

thought

it

was

too

difficult.

Then,

using

the

same

dialogue

as

a

reading

comprehension

material,

I

found

only

5%

of

them

thought

it

was

a

little

difficult,

on

the

other

hand

the

response

ability

is

also

another

reason.

It

is

clear

that

the

reading

speed

of

a

material

also

affects.

About

43%

of

the

students

thought

that

the

material

was

read

too

fast

and

they

couldn#39;t

follow.

A

lot

of

students

have

their

own

listening

habits.

Some

students

often

try

to

understand

each

word

or

each

sentence.

They

will

think

hard

when

they

meet

some

difficult

words

or

sentences,

and

a

great

many

students

could

understand

the

material

directly.

They

often

translate

the

English

into

Chinese

in

their

heart,

thinking

that

only

in

this

way

can

the

sentence

be

understood.

This

is

also

a

reason,

trying

to

understand

each

word

is

difficult,

and

it

is

not

necessary

at

all.

You

should

catch

the

most

important

points.

Then

how

to

improve

the

students#39;

listening

skill?

Listen

more

is

very

important.

We

can

spend

20

or

30

minutes

at

noon

everyday

in

broadcasting

some

news,

stories

or

articles,

which

measure

up

to

the

standards

of

the

students

on

campus

broadcast.

That

will

make

the

students

listen

more.

And

if

broadcast

some

news

about

the

singer

stars

or

movie

stars,

like

ZhouJielun

or

F.I.R,

the

students

will

be

happy

and

interesting.

And

ask

them

to

take

notes

while

listening

and

to

tell

the

main

idea

of

what

they

have

just

listened.

There

is

a

piece

of

short

news:

Yesterday,

we

held

the

sports

meeting.

At

9

o’clock

Tom

won

the

100m

race.

He

ran

very

fast.

Jack

can

jump

very

high,

so

he

won

the

high

jump

race.

Do

you

know

who

swam

fast?

Of

course

she

was

Ann.

Congratulations!

After

listening,

the

students

should

take

some

short

notes

like

“who

won

the

100m

race?”

By

doing

this,

the

students’

listening

ability

will

improve.

4.

English

CornerFound

English

Corner

at

school.

Make

more

students

to

join

in

and

speak

out

loudly.

If

the

students

can

take

part

in

the

English

Corner

constantly,

they

will

be

sure

to

reap

a

lot

and

sure

to

become

successful.

In

our

school

we

organized

English

corner.

Divide

into

two

large

groups:

Grade

One

and

Grade

Two.

We

organized

every

Monday

noon.

We

arrange

many

different

proceedings.4.1

Topic

talkingGive

them

a

topic,

let

them

talk

in

small

group

of

3~5.

They

can

make

up

a

story

or

a

dialogue,

then

tell

or

act

it

before

the

group

of

20~30

students.

For

example,

the

topic

is

“My

Sunday”.

Some

students

tell

a

short

passage:

My

Sunday

It#39;s

Sunday

today.

After

breakfast

I

do

my

homework.

Then

I

help

my

father

work

in

the

garden.

I#39;m

tired,

but

I

feel

happy.

In

the

afternoon

I

go

to

visit

one

of

my

classmates.

We

play

football

until

5:00.

We

have

a

good

time

together.

I

watch

TV

for

an

hour

in

the

evening.

At

about

8:30

I

do

some

reading.

I

go

to

bed

at

about

10

o#39;clock.

I

have

a

happy

Sunday

Some

makes

up

dialogues

about

ask

each

other

“what

do

you

often

do

on

your

Sundays.4.2

Story

tellingAsk

each

of

the

students

to

prepare

a

short

story

and

tell

it

to

the

members

of

the

English

What

Do

Animals

Eat?

The

rat

smells

the

cheese

on

the

table.

He

will

eat

it

in

his

hole.

The

dog

buries

the

bone

in

the

yard.

He

will

eat

it

later.

The

bird

pulls

the

worm

from

the

soil.

She

will

feed

it

to

her

babies.

The

rabbit

pulls

the

carrot

from

the

ground.

He

will

share

it

with

his

friend.

The

squirrel

stores

the

nuts

in

the

tree

trunk.

She

will

eat

them

this

winter.

The

bear

catches

the

fish

in

the

stream.

She

will

take

them

to

her

cub.

The

frog

eats

the

fly

in

the

air.

The

frog

is

still

hungry.

Yummy!

What

will

you

eat

now?

Questions:

What

does

the

dog

eat?

What

does

the

bear

eat?4.3

Guessing

riddlesEach

student

prepares

3~5

riddles

and

ask

his

/

her

partner

or

group

members

to

guess.

Examples:

What

is

the

smallest

room

in

the

world?

The

answer

is

a

Mushroom。

What

table

is

in

the

field?

The

answer

is

Vegetable

What

is

the

only

thing

you

can

break

when

you

say

its

name?

The

answer

is

Silence.

What

is

that,

which

you

have

never

seen,

heard

or

felt

which

never

existed

and

still

has

a

name?

The

answer

is

Nothing.

What

changes

a

pear

into

a

pearl?

The

answer

is

“l(fā)”

What

question

can

never

be

answered

by

#39;Yes#39;?

The

answer

is

“Are

you

sleeping?”

4.4

Others

Besides,

we

sometimes

give

them

more

chance

to

read.

We

teach

them

English

stories,

like:

The

man,

his

Son

and

their

Donkey

A

man

and

his

son

were

driving

their

donkey

along

a

country

road.

They

saw

some

girls

drawing

water

at

a

well.

One

of

the

girls

said,

“Oh,

look!

How

silly

they

are!

A

man

and

a

boy

are

walking

along

beside

their

donkey,

and

nobody

is

riding

it.”

The

man

heard

this

and

said

to

his

son,

“You

had

better

ride

our

donkey.

You

are

light,

so

you

will

not

tire

our

donkey.”

In

a

little

while

they

met

three

old

men.

One

of

them

said,

“Look

here!

The

boy

is

riding

a

donkey

and

his

old

father

is

walking

by

his

side.

The

young

boy

does

not

take

care

of

his

old

father.”

And

the

man

got

on

the

donkey

and

his

son

walked

along

beside

it.

Now

they

were

very

happy.

But

soon

afterward

they

met

three

women.

Fastened

it

to

a

pole.

They

lifted

it

to

their

shoulders

and

carried

it

along

to

the

town.

When

they

came

to

a

bridge,

everyone

laughed

at

them.

And

the

donkey

did

not

like

the

noise

and

began

to

kick.

It

broke

the

rope,

fell

into

the

water

and

was

drowned.

So

the

old

man

had

to

take

his

son

and

go

home,

“He

who

tries

to

please

everybody

pleases

nobody

after

all.”

After

reading

ask

them

some

questions

to

see

if

they

understand

like

“who

rode

the

donkey

at

first?””

who

rode

the

donkey

at

last?”

”What

do

you

think

about

the

story?”

We

sometimes

teach

them

English

poems,

like:

Life

Life

can

be

good,

Life

can

be

bad;

Life

is

mostly

cheerful,

But

sometimes

sad.Life

can

be

dreams,

Life

can

be

great

thoughts;

Life

can

mean

a

person,

Sitting

in

court.Life

can

be

dirty,

Life

can

even

be

painful;

But

life

is

what

you

make

it,

So

try

to

make

it

beautiful.

After

reading

the

poem,

do

you

think

what

life

is?

We

also

use

other

ways

like

watching

English

movie,

teaching

English

songs

and

so

on.

We

create

a

good

language

circumstance

for

them,

so

they

are

willing

to

join

in

the

English

corner.

5.

Songs

and

MovieIn

English

corner

we

often

let

the

students

watch

English

movie

and

teach

them

English

songs.

Because

learning

while

playing,

this

is

the

best

way

to

learn

and

the

most

popular

way

to

the

students.

We

can

do

this

by

watching

some

English

movies,

especially

cartoons

and

English

songs.

Sterling

spoken

English

is

important

and

useful

to

educate

the

students’

pronunciation

and

intonation.5.1

English

songsMost

of

people

like

music.

Music

has

superb

melody;

it

is

euphonic

and

easy

to

remember.

So

when

teaching

some

new

vocabulary

or

sentences,

we

teach

some

pertinent

English

songs.

The

students

will

be

happy

and

easy

to

remember.

While

teaching

the

name

of

the

fingers,

we

teach

the

song

called

“finger

family”

While

teaching

the

name

from

Sunday

to

Monday,

we

teach

them

the

song

“Sunday”.

On

Christmas

Day,

we

teach

them

“jingle

bells”,

the

words

are

not

very

difficult:

jingle

bells

dashing

through

the

snow

on

a

one-horse

open

sleigh

over

the

fields

we

go

laughing

all

the

way

bells

on

bob-tail

ring

making

spirits

bright

what

fun

it

is

to

ride

and

sing

a

sleighing

song

tonight

jingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one-horse

open

sleigh

jingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one

horse

open

sleigh

a

day

or

two

ago

I

thought

I

#39;d

take

a

ride

and

soon

miss

fanny

bright

was

seated

by

my

side

the

horse

was

lean

and

lank

misfortune

seemed

his

lot

he

got

into

a

drifted

bank

and

we,

we

got

up

sot

jingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one-horse

open

sleighjingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one

horse

open

sleigh

jingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one

horse

open

sleigh

jingle

bells,

jingle

bells

jingle

all

the

way

oh

what

fun

it

is

to

ride

in

a

one

horse

open

sleigh

5.2

English

moviesThe

students

like

watching

TV.

They

also

like

watching

movies,

especially

cartoons.

There

are

many

English

movies,

and

they

are

interesting

and

useful.

Maybe

the

students

cannot

understand

every

sentence,

but

I

only

ask

them

to

listen

carefully.

They

need

not

catch

every

word,

but

only

the

words

or

sentences

they

have

learned

in

class.

That’s

what

I

want.

There

is

a

lesson

in

Junior

English

for

China

Students’

Book

2B

(PEP)

called

Miss

Evans.

It’s

a

story

about

the

accident

of

titanic.

When

they

learn

this

lesson,

I

let

them

watching

the

movie

Titanic.

I

ask

them

to

write

down

at

least

ten

sentences

they

heard

in

the

movie.

This

stimulates

them

to

listen

intently.

And

this

is

also

not

very

hard.

Most

of

them

can

write

down

more

than

ten

sentences.

So

it

can

make

them

more

confident.

Most

of

the

time,

we

let

them

watch

cartoons.

Because

they

are

children,

cartoons

are

more

suitable

for

them.

We

have

watched

“Snow

White”,

“Beauty

and

Beast”,

“The

Incredibles”,

“Shark

Tells”

and

so

on.

Through

those

movies,

we

increased

the

students’

English

levels,

fostered

their

interest,

and

perfected

their

intonation.

6.

Organization

of

various

of

competitionsWe

learn

English,

and

then

we

must

use

it.

So

we

must

give

the

students

the

chance

to

represent

their

English.

Competition

is

a

good

way.

We

can

hold

some

competitions

like

handwriting,

speech

story

telling,

short

play

performance

and

handwriting

newspaper

and

so

on.6.1

Handwriting

and

handwriting

newspaperCopying,

writing

is

the

first

step

of

learning

English,

and

the

handwriting

newspaper

will

cultivate

their

gift

of

design.

We

held

this

kind

of

competition

in

Grade

One.

Their

designed

genius

satisfied

us

very

much.6.2

Speech

competition.Spoken

English

is

important

in

communication.

So

we

should

improve

the

students’

spoken

English.

Speech

competition

is

a

good

way.

In

the

course

of

the

competition,

the

students

will

try

their

best

to

show

themselves.

So

they

can

improve

their

spoken

English

easier

than

in

the

class.

Furthermore,

since

it

is

a

competition,

there

must

be

many

rivals,

so

the

students

will

work

harder

and

learn

more.6.3

Short

play

performance

Every

child

is

a

born

actor.

Their

natural

performance,

innocent

language

and

rich

imagination

are

all

precious

treasure.

Thorough

competition,

they

cannot

only

use

the

language

they

learned,

but

also

improve

it.

And

it

can

enhance

their

interest.

I

still

remember

when

we

held

the

performance

match

last

term.

The

students

performed

many

short

plays:

The

Hare

and

The

Tortoise,

Frog

Prince,

Romeo

and

Juliet,

WuSong

and

The

Tiger

and

so

on.

Some

of

these

are

according

to

the

plays

or

stories

in

the

books,

like

The

Hare

and

The

Tortoise;

some

of

them

are

adapted

by

themselves,

like

Frog

Prince.

Others

are

created

by

themselves,

like

WuSong

and

The

Tiger.

We

all

know

the

story

in

“Shuihu”.

It

says

WuSong

beat

the

tiger

in

drunken.

But

our

students

tell

the

revenge

of

the

tiger.

WuSong

was

in

drink

again

and

lost

in

a

forest.

Then

he

met

the

tiger,

which

was

beaten

by

him.

Of

course

he

was

not

afraid

of

it.

But

the

tiger

has

a

gun

in

its

hand.

It

killed

WuSong

with

the

gun

at

last.

The

theme

of

the

story

is

“Scientific

is

power.”

By

this

play,

they

are

surprised

all

of

the

teachers

for

their

originality.

And

also

other

plays

are

very

good,

too.

Fox

example,

Romeo

and

Juliet.

It

tells

a

love

story

between

a

cleaner

and

a

pretty

girl.

At

the

very

beginning,

the

girl

didn’t

know

the

boy

was

a

cleaner.

So

she

agreed

to

have

dinner

with

him.

When

they

were

waiting

for

the

dinner,

they

talked.

At

last,

the

girl

knew

that

the

boy

was

a

cleaner,

so

she

left

him

soon.

The

story

satirized

many

people

only

love

the

money.

And

in

the

story

they

also

add

something

about

ordering

the

food

and

asking

jobs,

what

they

have

just

learned.

By

those

kinds

of

competitions,

we

train

their

courage,

foster

their

interest,

and

improve

their

ability.There

are

many

other

ways

to

create

a

good

English

language

circumstance.

Like

“disposal

of

the

classroom

and

school”

If

you

want

to

let

the

students

know

the

using

of

English

language

and

enlarge

their

vocabulary.

Some

English

banners,

sayings,

or

mottos

will

work.

You

can

stick

them

on

the

wall

of

the

classroom

or

somewhere

else

in

the

school.

You

can

also

write

them

on

the

blackboard

and

change

it

everyday

or

every

week

in

order

to

let

the

students

see

English

words

and

feel

the

existence

of

English

whenever

they

raise

their

head.

I

did

it

in

my

class.

Every

day

I

write

a

phrase

or

idiom

on

the

corner

of

the

blackboard.

Just

like”

the

apple

of

one’s

eye”

“black

sheep”

“hot

potato”

“small

potato”

“Where

there

is

a

will,

there

is

a

way.”

The

students

are

interested

in

them.

In

this

way,

we

can

not

only

initiate

their

interest,

but

also

enlarge

their

vocabulary.7.ConclusionWe

know

the

largest

difference

between

mother

language

learning

and

foreign

language

learning

is

the

environment.

A

child

can

soon

learn

his

mother

language

well.

He

has

heard

a

lot

before

he

can

say

something

and