英语系毕业论文关于中学英语的(编辑修改稿)

英语系毕业论文关于中学英语的(编辑修改稿)内容摘要：

xhibiting their talents for drawing, acting and so on g. Pay attention to design various forms of activities Students will feel tired if teachers apply only one form of activity for a long time. According to practice, English teaching based on colorful humanistic activities has a great effect on students’ studies. Therefore, teachers should form proper rules and rhythms in English class teaching and design various forms of activities. 7 Practical strategies: a. Choose the content of activities Humanistic activities serve teaching contents, which decides what kind of activities should be adopted in English teaching. Teachers must master the teaching materials, prehend inherent relation between teaching contents, grasp the key point and difficult point of the text and design humanistic activities according to the crucial point of English teaching. b. Set situations of activities Set questionary situations and motivate students’ desires of learning. In the teaching process, teachers must try their best to set questionary situations. They can ask students enlightening or practical questions according to the text in order to motivate their interests and activate their mind. When teaching “The English Language”, Teache rs have students show their watches, and ask, “What can you see on the back of your watch? Why?” Then ask questions according to the text “English isn’t spoken by the largest number of people in the world, but why is it the most widely spoken in the world?” Such questions motivate students’ curiosity and begin a debate. Therefore, the whole class bees lively. Giving another example, when teachers teach a text about ocean (SEFC2BUn16L62), they can use a terrestrial globe and have a dialogue with students, which is as follows: T: What39。 s this? Ss: It is a globe. T: What color is it? Ss: It is blue. T: Why is it blue? Ss: Because it is covered by water. T: Yes, because 2/3 of the outside is covered by water. Two thirds of the earth 8 surface is covered by water. What is the other name of sea? Ss: Ocean. T: Yes. How many oceans are there on the earth? Ss: Four. T: What are they? Ss: They are„ (Teacher help students to tell the names of the four oceans.) T: What do you think of oceans? Ss: Big, wide„ T: Yes, they are vast, what else? Ss: Salty„ T: Yes. It is because there are many minerals in the sea„ In this humanistic activity, teachers introduce “ surface, salty, vast, minerals” to students and help them to realize the text. By asking and answering questions, teachers help students to express the knowledge they have learned in English. Such kind of humanistic activities not only review the knowledge they have learned but also motivate their interests of learning new knowledge. Moreover, it bines students’ old knowledge with new one. In middle school English teaching, teachers should set enlightening queationary situations and let students have humanistic activities on their own initiative. Moreover, it provides students with a chance of cooperation and munication. Bring real life into class and shorten the distance between class teaching and real life. Communication is the basic function of language. The objective of English teaching is to develop students’ abilities of applying English to munication. Exhibiting the real life in class is to provide a chance for students to practice their language in emulational situations. Teachers can use this approach to teach dialogues. For example, when teaching “ how to ask for directions and give 9 directions”, humanis tic activity can be designed as follows: Ask one student to act as a policeman and the other to act as a passerby who asks for directions. Compare students’ seats to buildings, such as cinema, school, shop and so on. Let both students perform it on the platform. It motivates students’ interest s and makes the whole class lively. Moreover, it helps students’ to easily master the important sentences such as “Excuse me, which is the way to„ ?”“How can I get to„。 ”“Can you tell me the way to„ ?” “Where is„。 ”“Go down„ .”“Turn left (right).”“How far is„。 ” Give another example: Teachers say, “ I like to travel. Last month I was in Shanghai. I had to pack my bags myself.” and ask, “ What would you like me to pack?” The n teachers have students give their suggestions and write them on the blackboard. If they can’t say a word in English, have them tell in Chinese and write the English on the blackboard. If they don’t suggest umbrella, teachers should add it to the list and tell students the meaning. Then teachers say, “ I packed everything I needed.” , and help students to guess the meaning of everything. Teachers can have students work in pairs and tell each other about a time they traveled. They should talk about where they went and what they packed. See the example: A: Two years ago I went to Hong Kong. B: What did you pack? A: My mom packed for me. B: What did she pack? A: She packed everything, like socks, clothes and an umbrella. 10 Use games to set situations Playing games in English class is one of the most effective approaches to motivate students’ interests. The proper arrangement of games can help students to gain English in the active, pleasant and fortable ambience, which has a great impact on students’ studies. For example, when teaching some words about human body such as “nose ， eye， face， ear ” and so on, students can play such a game as “touch (or don’t touch) your nose (eye， ear， etc.) ”. In this way, students can memorize words in the happy games and develop their reaction and ideation. Give another example: when teaching some indefinite pronouns such as “something ， anything， nothing” and so on, teachers can design a guessing game, a。