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毕业论文范文英语教育Abstract:This paper explores the influence of technological advancements on the field of English language education. It examines how technology has transformed the teaching and learning processes, the benefits and challenges associated with its integration, and the potential for future development in this area.Introduction:The integration of technology in education has been a topic of interest for educators, researchers, and policymakers alike. In the context of English language education, technology has opened up new avenues for teaching and learning, creating a more dynamic and interactive environment for students and teachers.Literature Review:A comprehensive review of existing literature reveals that the use of technology in English language education has been widely recognized for its potential to enhance learner engagement, personalize learning experiences, and facilitate access to a wealth of educational resources. However, the literature also highlights concerns regarding the digital divide, the need for teacher training, and the challenge of maintaining the human element in education.Methodology:This study employs a mixed-methods approach, combining quantitative data from surveys of English language educators and students with qualitative data from interviews and classroom observations. The aim is to gain a holistic understanding of the impact of technology on English language education.Results:The findings indicate that technology has significantly improved the accessibility and efficiency of English language instruction. Students reported increased motivation and engagement due to the interactive nature of digital learning tools. However, the results also point to a need for ongoing professional development for educators to effectively integrate technology into their teaching practices.Discussion:The discussion section delves into the implications of the findings, considering the balance between leveraging technology and preserving the interpersonal aspects of language learning. It also addresses the challenges of ensuring equitable access to technology for all learners.Conclusion:In conclusion, the study underscores the positive impact of technology on English language education while acknowledging the need for careful implementation and ongoing support. As technology continues to evolve, it is imperative for educators to stay abreast of new developments and adapt their teaching strategies accordingly.Recommendations:Based on the study's findings, several recommendations are made. These include the need for increased investment in digital infrastructure, the provision of regular training for educators in the use of educational technology, and the development of policies that promote inclusive access to technology for all students.References:A comprehensive list of references is provided, citing the works of scholars and researchers who have contributed to the understanding of technology's role in English language education.Appendix:The appendix includes supplementary materials such as survey questionnaires, interview protocols, and classroom observation guidelines used in the study.。
英语专业毕业论文范文AbstractThis paper aims to explore the importance of English language education in today's globalized world. The research was conducted by reviewing literature on the subject and analyzing the current state of English language education in both developed and developing countries. The findings indicate that English language education plays a crucial role in promoting communication, fostering cultural understanding, and enhancing international cooperation. However, there are challenges that need to be addressed, such as the lack of qualified teachers and resources, as well as the unequal distribution of educational opportunities. The paper concludes by highlighting the need for concerted efforts from both policymakers and educators to promote English language education and ensure equal access to quality education for all.IntroductionAs the world becomes increasingly interconnected, proficiency in English has become a key asset for individuals and societies. English is considered the lingua franca of the modern world, with more than 1.5 billion people speaking it as a second language (Crystal, 2018). Therefore, English language education plays a crucial role in facilitating cross-cultural communication and promoting international cooperation. This paper aims to examine the importance of English language education in today's globalized world and discuss the challenges and strategies for its effective implementation.Importance of English Language EducationEnglish language education is instrumental in promoting communication and understanding among individuals from different linguistic and cultural backgrounds. In a globalized world, effective communication is essential for personal, academic, and professional growth. English enables individuals to access a wealth of knowledge, literature, and information that is predominantly available in English. Moreover, English language education helps develop critical thinking, analytical, and problem-solving skills, which are essential for success in the 21st-century job market (McKay, 2018).Furthermore, English language education fosters cultural understanding and appreciation. It exposes learners to different cultures, traditions, and perspectives, thereby promoting tolerance and respect for diversity. In today's multicultural societies, the ability to understand and embrace cultural differences is crucial for social cohesion and peaceful coexistence. English language education also acts as a bridge between communities and nations, facilitating international cooperation in various fields, such as trade, science, and diplomacy.Challenges and Strategies for Effective English Language EducationDespite the numerous benefits of English language education, there are several challenges that need to be addressed. One major challenge is the lack of qualified English language teachers andresources, particularly in developing countries. Inadequate teacher training and limited access to teaching materials hinder the quality of language instruction. To overcome this challenge, governments and educational institutions should invest more in training and professional development programs for English language teachers. Additionally, the availability of appropriate teaching materials, such as textbooks, audiovisual resources, and digital tools, should be ensured to enhance the learning experience.Another challenge is the unequal distribution of educational opportunities. In many countries, English language education is primarily available to urban, privileged students, while those in rural or marginalized areas have limited access. This exacerbates social inequalities and hampers national development. To address this issue, governments should focus on providing equal educational opportunities to all learners, regardless of their socio-economic background. This includes expanding English language education in rural areas, providing scholarships to underprivileged students, and adopting inclusive teaching methods that cater to diverse learning needs.ConclusionEnglish language education plays a vital role in today's globalized world. It promotes communication, fosters cultural understanding, and enhances international cooperation. However, there are challenges that need to be tackled, such as the shortage of qualified teachers and resources, as well as the unequal distribution of educational opportunities. To ensure the effective implementation of English language education, policymakers and educators mustwork together to invest in teacher training, provide adequate teaching materials, and ensure equal access to quality education for all. Only through such efforts can societies fully harness the benefits of English language education and thrive in an increasingly connected world.ReferencesCrystal, D. (2018). English as a global language. Cambridge University Press.McKay, S. L. (2018). Teaching English as an international language: Paradigm shifts and pedagogical implications. Routledge.。
教英语的英语作文Title: The Art of Teaching English Composition。
Teaching English composition is a multifaceted endeavor that requires a delicate balance of fostering creativity, honing language skills, and nurturing critical thinking. In this essay, we delve into the nuances of this craft, exploring effective strategies and methodologies that can enhance the learning experience for both students and educators alike.At the heart of teaching English composition lies the cultivation of writing proficiency. To achieve this, instructors must create a supportive environment that encourages students to express themselves freely while providing constructive feedback to aid in their development. One approach is to employ a variety of writing exercisesthat cater to different learning styles and skill levels. From brainstorming sessions to peer reviews, each activity serves to engage students actively in the writing processand refine their abilities.Furthermore, integrating technology into the curriculum can offer new avenues for exploration and creativity. Online platforms and digital tools provide opportunitiesfor collaborative writing, multimedia projects, and real-time feedback, enriching the learning experience and preparing students for the demands of the digital age.However, teaching English composition extends beyond the mechanics of writing; it also encompasses the cultivation of critical thinking and analytical skills. Through close reading and textual analysis, students learn to deconstruct complex texts, identify rhetorical strategies, and articulate their interpretations effectively. Socratic seminars, literature circles, and debate exercises facilitate meaningful discussions and foster a deeper understanding of language and literature.Moreover, incorporating interdisciplinary connections can enhance the relevance and applicability of English composition. By exploring connections between literatureand history, science, or current events, students gain a broader perspective on the world and develop a richer understanding of the human experience. For example, analyzing historical documents or scientific articles can inspire students to explore diverse perspectives and make connections across disciplines.In addition to academic skills, teaching English composition also involves nurturing creativity andfostering a love for language. Creative writing exercises, such as storytelling, poetry writing, and narrative essays, provide opportunities for self-expression and imaginative exploration. By encouraging students to tap into their creativity, educators empower them to find their unique voice and express themselves authentically.Furthermore, exposing students to a diverse range of voices and perspectives is essential for cultivating empathy and cultural awareness. Incorporating literature from different cultures, time periods, and genres exposes students to diverse experiences and perspectives, fostering a more inclusive and interconnected classroom community.Ultimately, teaching English composition is a dynamic and evolving process that requires flexibility, creativity, and a commitment to lifelong learning. By embracing innovative strategies, fostering critical thinking, and nurturing creativity, educators can empower students to become effective communicators, critical thinkers, and lifelong learners.In conclusion, teaching English composition is a multifaceted endeavor that requires a holistic approach encompassing writing proficiency, critical thinking skills, creativity, and cultural awareness. By employing innovative strategies, integrating technology, and fostering a supportive learning environment, educators can inspire students to become confident writers, critical thinkers, and engaged global citizens. As we continue to adapt to the evolving landscape of education, let us remain steadfast in our commitment to empowering students to unlock their full potential through the art of English composition.。
英语教学论文范文English Teaching Methods in Elementary SchoolsEnglish teaching in elementary schools is crucial for laying a solid foundation for students' language learning. In this paper, I will discuss the importance of English teaching in elementary schools, analyze the current situation of English teaching in China, and propose some effective teaching methods to improve students' English learning outcomes.First and foremost, English teaching in elementary schools is essential for students to develop their language skills at an early age. Research has shown that young children have a natural ability to learn languages, and starting English education at an early age can greatly benefit their language acquisition. Therefore, it is important for elementary schools to provide high-quality English education to help students build a strong language foundation.Currently, the situation of English teaching in elementary schools in China is facing some challenges. Many schools lack qualified English teachers, and the teaching materials are often outdated and notsuitable for young learners. As a result, students may struggle to engage with the English language and fail to develop a solid understanding of the language.To address these challenges, it is important to implement effective English teaching methods in elementary schools. One of the most effective methods is to use immersive language learning techniques, such as incorporating English into daily activities and creating a language-rich environment in the classroom. This can help students to naturally pick up the language and improve their language skills.In addition, using interactive teaching methods, such as games, songs, and role-playing activities, can make English learning more engaging and enjoyable for young learners. These activities can help students to practice their language skills in a fun and interactive way, leading to better retention of the language.Furthermore, integrating technology into English teaching can also be beneficial for students. With the use of educational apps, online resources, and interactive whiteboards, students can have access to a variety of learning materials and practice opportunities, which can enhance their language learning experience.In conclusion, English teaching in elementary schools plays a crucial role in students' language development. By implementing effective teaching methods, such as immersive language learning, interactive activities, and technology integration, we can improve the quality of English education in elementary schools and help students to develop strong language skills from an early age.Overall, it is important for educators to recognize the significance of English teaching in elementary schools and strive to create a positive and effective learning environment for young learners. By doing so, we can ensure that students have the necessary language skills to succeed in their future academic and professional endeavors.。
独立英文老师作文素材英文：As an independent English teacher, I am often asked about my teaching methods and the materials I use. I believe that a combination of different approaches is essential to cater to the individual needs of each student. Therefore, I use a variety of materials, such as textbooks, online resources, and authentic materials like newsarticles and videos.I also believe that incorporating real-life situations and examples into the lessons is crucial to help students understand and apply the language in practical situations. For instance, when teaching vocabulary related to food, I might take my students to a local restaurant and practice ordering food in English. This not only helps them learn the vocabulary but also improves their confidence in speaking the language.Another important aspect of my teaching is creating a comfortable and supportive learning environment. I encourage my students to ask questions, make mistakes, and participate actively in the lessons. I also provide constructive feedback and praise to help them improve their language skills.Overall, my teaching approach is student-centered, and I strive to adapt my methods to the individual needs and learning styles of each student.中文：作为一名独立英语老师，我经常被问及我的教学方法和所使用的教材。
用英文描述语数英老师作文英文：As an English teacher, I have always been passionate about helping my students improve their writing skills. I believe that writing is a crucial aspect of language learning, as it allows students to express themselves and communicate effectively. When it comes to teaching writing, I often emphasize the importance of clarity, coherence, and creativity.One of the challenges I often encounter is helping students transition from writing in their native language to writing in English. Many students struggle with grammar and sentence structure, and it can be difficult for them to convey their ideas in a clear and organized manner. In order to address this issue, I often provide my students with plenty of examples and exercises to help them understand the differences between English and their native language.I also encourage my students to read extensively in English, as I believe that exposure to well-written texts can greatly improve their writing skills. By reading a variety of materials, such as novels, essays, and news articles, students can learn different writing styles and expand their vocabulary. Additionally, I often assign writing prompts that are relevant to my students' interests and experiences, as I find that they are more motivated to write when the topic is personally meaningful to them.In terms of feedback, I strive to provide constructive criticism that helps my students identify their strengths and weaknesses. I often use a combination of praise and suggestions for improvement to encourage my students to continue developing their writing skills. I also make sure to address common errors that students make, such as punctuation mistakes, word choice, and sentence structure.Overall, I find great satisfaction in helping my students become more confident and proficient writers. Seeing their progress and witnessing their ability toexpress themselves more effectively in English is truly rewarding for me as a teacher.中文：作为一名英语老师，我一直热衷于帮助我的学生提高他们的写作技能。
英语论文英语教师教学英语教学论文第一篇：英语论文英语教师教学英语教学论文英语论文英语教师教学英语教学论文摘要：教学反思能力是一个高素质的现代英语教师所应具备的重要能力之一。
本文这种能力需要教师在实际的教学过程中有意识、有计划、有步骤地进行积累和发展。
本文从作者自身实践出发，论述了英语教师应清楚地认识并确定反思内容，在实际的反思过程中不断提高自身反思水平和教学水平，同时运用正确的方法进行反思活动。
关键词：英语；教学反思；教学过程；语言学教师是决定教学效果的关键因素之一。
英语教师不能仅凭所学的语言知识和基本教学技能从事教学,教师只有在具体的教学环境中不断地进行反思,才能把理论和实践有效地结合起来,成为问题的解决者和决策的制定者。
由此才能不断推动自己的从教生涯迈上一个又一个新的成功发展的台阶。
而关于反思，《现代汉语词典》中是这样定义的：反思是思考过去的事情，从中总结经验教训。
推及到教学中，反思有着更为深厚的内涵。
教学反思是教师以自己的教学活动过程为思考对象，来对自己所做出的行为、决策以及由此所产生的结果进行审视和分析的过程，是一种通过提高参与者的自我觉察水平来促进能力发展的途径。
反思是一个复杂的心理过程，是教师对以往的言论和行为做出重新价值判断和选择的过程。
在这个过程中，有新旧观念的激烈交锋，有对与错、优与劣的价值判断，有为与不为的重要抉择，有自我评价与他人评价的矛盾冲突，有习惯行为与现实需要行为或理想行为的行为选择，这些都是在心灵深处展开的，看不见摸不着，他人也无法窥视和描摹。
反思是一种积极的心态，自觉的行为。
当教师取得成就时会认真总结经验，对自己经常作出积极的评价；反思同时具有对比性原则。
教师在反思中只有综合运用纵向比较与横向比较的方法，才能使自己立足自我，在同事的关怀和帮助下得到某种启示而打开思路，获得新的发展，荀子所说的“吾尝终日之所思矣，不如须臾之所学也”，就是说的这个道理。
可以看出，英语教学的反思，已不简单是教学经验的总结，它是伴随着整个英语教学过程的监视、分析和解决问题的活动。
王老师谈英语专业英语作文As an English teacher, I have been teaching English writing for many years. English writing is an essentialskill for English majors, and it is also a crucial aspect of English language learning. In this essay, I will discuss the importance of English writing for English majors and provide some tips on how to improve English writing skills.Firstly, English writing is important for English majors because it is a way to express their thoughts and ideas in English. English majors need to be able to communicate effectively in English, and writing is one of the most effective ways to do so. English writing allows English majors to organize their thoughts and ideas in a clear and concise manner, which is essential for academic writing.Secondly, English writing is important for English majors because it is a way to develop critical thinking skills. When writing in English, English majors need toanalyze and evaluate information, and then present their findings in a logical and coherent manner. This process helps English majors to develop critical thinking skills, which are essential for academic success.Now, let me provide some tips on how to improve English writing skills.Firstly, English majors need to read extensively in English. Reading is an excellent way to improve English writing skills because it exposes English majors to different writing styles and techniques. English majors should read a variety of materials, including academic articles, newspapers, and novels.Secondly, English majors need to practice writing in English regularly. The more English majors write, thebetter they will become. English majors should set aside time each day to practice writing in English. They canstart by writing short paragraphs or essays and gradually increase the length and complexity of their writing.Thirdly, English majors need to seek feedback on their writing. Feedback is essential for improving Englishwriting skills because it helps English majors to identify their strengths and weaknesses. English majors can seek feedback from their teachers, peers, or online writing communities.In conclusion, English writing is an essential skillfor English majors. English majors need to be able to express their thoughts and ideas in English and develop critical thinking skills. To improve English writing skills, English majors should read extensively in English, practice writing in English regularly, and seek feedback on their writing. With practice and dedication, English majors can improve their English writing skills and achieve academic success.。
A Brief Analysis of Students’ Error in English Teaching and LearningIntroductionIn the teaching of English, two different opinions exist among linguists and language teachers on how treat the errors that students make in there studies. Some people insist that a teacher should correct student s’ errors extensively and timely before they become habits, others emphasize that errors are unnecessarily mean a failure on the parts of the students; on the contrary, they prove that student who commits errors in using his mind to think in the target language. The errors will be sure to disappear gradually in the end when the students have a good command of a target language. Since students’errors are definite phenomenon in the process of language learning, language teacher should find a proper way to correct students’errors and encourage students’learning ability and potential. This paper shows an effort to find the answer to the problem of students’ errors through the discussion theories and analysis of living examples.1Common Features of ErrorsIn order to set up a theoretical framework to support the study on errors, more detailed theories in inter-language, language transfer, and the first language and the second language are presented separately in the following parts.1.1Inter LanguageOn 1967, Corer first expounded “that a better understanding of language learning would come from systematic investigation of learner s’ error by discovering the built-in syllabus’ of the language learner.”Many of the efforts were made to discover the natural sequences of second-language learning。
英语教招作文Title: The Significance of English Teaching Methods。
English teaching methods play a pivotal role in shaping students' language proficiency and fostering their interest in learning. In this essay, we delve into the importance of effective English teaching methods and explore various strategies to enhance language acquisition.Firstly, it is crucial to acknowledge the diverse needs and learning styles of students. A one-size-fits-all approach may not suffice in catering to the individual requirements of learners. Hence, employing a variety of teaching methods such as auditory, visual, and kinesthetic techniques can accommodate different learning preferences. For instance, incorporating multimedia resources, interactive activities, and real-life scenarios can make the learning experience more engaging and meaningful for students.Secondly, the communicative approach stands out as an effective method to develop students' language skills. Unlike traditional grammar-focused approaches, the communicative approach emphasizes meaningful communication and interaction in the target language. Through authentic tasks, role-plays, and group discussions, students can practice using English in practical contexts, thereby enhancing their speaking and listening abilities. Moreover, integrating language skills such as reading, writing, speaking, and listening fosters holistic language development.Furthermore, incorporating technology into English teaching can enhance learning outcomes and promote digital literacy. With the advent of digital tools and platforms, educators can leverage various resources such as online learning platforms, educational apps, and virtual reality simulations to supplement traditional teaching methods. For instance, utilizing language learning apps with interactive exercises and multimedia content can make learning more accessible and enjoyable for students. Additionally, online collaboration tools facilitate communication andcollaboration among students, enabling them to engage in collaborative projects and discussions beyond the confinesof the classroom.In addition to modern teaching approaches, it is essential to create a supportive and inclusive learning environment. Cultivating a positive classroom atmosphere where students feel comfortable expressing themselves and making mistakes fosters language acquisition and confidence. Encouraging peer collaboration and providing constructive feedback can further enhance students' language learning experience. Moreover, incorporating cultural elements and global perspectives into English teaching promotes intercultural understanding and appreciation.Effective assessment practices are also integral to English language teaching. Instead of relying solely on traditional exams and quizzes, incorporating varied assessment methods such as portfolios, presentations, and project-based assessments can provide a more comprehensive evaluation of students' language proficiency. Moreover, formative assessment strategies such as peer assessment andself-assessment empower students to take ownership of their learning and monitor their progress over time.In conclusion, effective English teaching methods play a vital role in fostering students' language proficiency and promoting a lifelong love for learning. By embracing diverse teaching approaches, integrating technology, creating inclusive learning environments, and implementing effective assessment practices, educators can empower students to become confident and proficient English language learners. As we continue to explore innovative teaching strategies, let us strive to create enriching learning experiences that inspire and empower students to reach their full potential in English language acquisition.。
英语教学内容分析范文英文回答：1. Content Analysis of English Language Teaching Materials.Content analysis is a research technique used to systematically analyze and interpret the content of communication, such as text, speech, or images. In the context of English language teaching (ELT), content analysis can be employed to investigate the linguistic, thematic, and pedagogical features of teaching materials, such as textbooks, lesson plans, and other resources.The primary aim of content analysis in ELT is to identify and describe the key elements and patterns within the materials, and to draw inferences about the underlying principles and objectives of the curriculum. This information can be valuable for researchers, educators, and policymakers in assessing the effectiveness and alignmentof teaching materials with desired learning outcomes.2. Methodological Approaches to Content Analysis.There are various methodological approaches to content analysis, each with its own strengths and limitations. Some of the most commonly employed methods in ELT include:Quantitative content analysis focuses on numerical data, such as the frequency and distribution of specific linguistic features or thematic elements. This type of analysis is often used to identify patterns and trends in the materials.Qualitative content analysis involves a more in-depth examination of the content, focusing on the interpretation and understanding of the underlying meanings and values conveyed. This approach aims to uncover the hidden messages and assumptions embedded within the materials.Mixed methods content analysis combines quantitative and qualitative approaches, providing a more comprehensiveanalysis of the materials. This approach can help to triangulate findings and provide a more nuanced understanding of the content.3. Applications of Content Analysis in ELT.Content analysis has a wide range of applications in ELT, including:Evaluating the linguistic complexity and appropriateness of teaching materials.Identifying the cultural and social perspectives represented in the materials.Assessing the alignment of materials with curriculum objectives and learner needs.Developing new teaching materials and resources.Informing teacher training and professional development.4. Benefits and Limitations of Content Analysis.Content analysis offers several benefits for ELT research and practice:Provides objective and systematic data on teaching materials.Identifies areas for improvement and refinement.Contributes to the development of more effective and engaging materials.Facilitates cross-cultural understanding and comparison.Assists in the evaluation of curriculum and assessment practices.However, content analysis also has some limitations:Can be time-consuming and resource-intensive.May be influenced by researcher bias and subjectivity.May not fully capture the dynamic and interactive nature of classroom teaching.中文回答：1. 英语教学内容分析。
english teacher 英语作文As an English teacher, I believe that writing is an essential skill that students need to develop in order to succeed academically and professionally. Writing enables students to express their thoughts and ideas clearly, logically, and persuasively. It also helps them to organize their thoughts cohesively and develop critical thinking skills.When teaching writing, I focus on the process ratherthan just the final product. I encourage my students to brainstorm ideas, outline their thoughts, and revise their drafts multiple times. I emphasize the importance of structure, coherence, and clarity in writing, and provide constructive feedback to help students improve theirwriting skills.In addition to teaching the technical aspects of writing, such as grammar, punctuation, and vocabulary, I also encourage creativity and originality in my students' writing. I often assign open-ended writing prompts thatallow students to explore their interests and express their unique perspectives. I believe that giving students thefreedom to write creatively helps them develop their own voice and style as writers.Incorporating technology into writing instruction isalso important in today's digital age. I encourage my students to use online tools and resources to enhance their writing, such as grammar checkers, writing prompts, and collaborative writing platforms. I also teach them how to cite sources properly and avoid plagiarism when conducting research for their writing assignments.Overall, my goal as an English teacher is to help students become confident and proficient writers who can effectively communicate their ideas in writing. Byproviding them with the necessary skills, feedback, and support, I aim to empower my students to succeed not onlyin their academic pursuits but also in their future careers.作为一名英语老师，我相信写作是学生需要培养的基本技能，以便在学术和职业上取得成功。
english teacher 英语作文English:As an English teacher, I believe that writing essays is a valuable skill for students to develop. Essays allow students to express their thoughts and ideas in a structured and coherent manner, helping them to improve their communication skills. Moreover, writing essays encourages critical thinking and analytical skills, as students must organize their thoughts and arguments logically. Through the process of writing essays, students also learn to research and gather information, which are essential skills in today's information age. Additionally, essays provide students with an opportunity to explore a wide range of topics, allowing them to broaden their knowledge and perspective on various issues. Overall, writing essays is an important part of the learning process that helps students to develop essential skills that will benefit them in their academic and professional lives.中文翻译：作为一名英语教师，我认为写作是学生们应该培养的一项宝贵技能。
英语教育论文范文参考(共9篇)浅谈小学英语教育论文社会生活的信息化和经济的全球化，使英语的重要性日益突出、语言专家发现给孩子多教一种语言，不仅使孩子会说该语言，而且能给孩子更多的智慧。
普通小学应该搞好“双语教育”。
小学英语目标正确内容科学活动丰富人才齐备语言专家发现，给孩子教一种语言，不仅使孩子会说该语言，而且能给孩子更多的智慧。
因此，各地普通小学从三年级开始设置英语课，有条件的小学一年经开始设置了英语课，一时间“英语热”高涨，成了各学校的办学特色。
小学阶段教育的对象是6～12岁的儿童，我们的“双语教育”应该怎样进行呢我认为一般普通小学的教学设备、基础条件比较薄弱，要搞好“双语教育”，必须做到以下几点。
一、确定目标1.培养小学生学习英语的兴趣，这是首要目标。
兴趣，对于学习英语是非常重要的，它贯穿于整个英语学习过程的始终，也是学习英语成功与否的关键。
如果一开始学生就没有学习兴趣，在以后的学习中就很难有所改善。
根据新课程标准提出的小学阶段英语学习要达到二级目标。
为了达到目标，我们英语老师应当有一个明确的教学目标和教学理念，兴趣在英语教学中和英语学习中起着重要的作用。
教学中我总是运用一切有效的教学手段激发儿童对英语学习的兴趣和自愿参与学习的能力，我们充分利用现代教育技术，开发英语教学资源，制作课件，拓宽学生的学习渠道改进教学方法，提高教学效果、通过一些实际活动使学生通过思考讨论，小组合作，共同完成学习任务。
同时，注重形成性评价，使学生获得成就感，增强自信心，从而调动学生的学习积极性，使学生“学中有乐，乐中来学”。
2.培养小学生初步的英语口语交际能力。
语言是交际工具，学会一种语言不仅要掌握其语言的形式和使用规则，还要学会如何具体运用，学习中要注意让学生领会跟谁说，在什么场合，用什么样的语言，并培养学生在大量不同的情景和不同的语言环境中初步习得英语的能力，为今后英语学习打下良好的基础。
例如：初次见面可以说：How do you do Glad to meet you等等，熟人见面就可以问：How are you Glad to see you again.等等。
A Brief History of English Teaching in ChinaA Brief History of English Teaching in ChinaPart I. IntroductionThe learning of English in China, however, has a longer history and now occupies the attention of millions of it s people. How many million is hard to say, since much depends on the level of proficiency one takes as the norm. But there are probably three hundred million actively engaged in the job of learning English.This paper includes four big parts, the beginning is a brief introduction for china English learning. Part two is the actuality of English learning in china. Part three is the reason that English introduction and learning widely in china. Last one part is a brief introduction of English teaching in china from Ching dynasty until now.Part II. The Actuality of English Learning in Resent China2.1 China Originally Felt No Need of The WestChina originally felt no need of the West, in fact deliberately avoided all contact, for fear of cultural contamination. The bombing of the Chinese embassy during the Kosovo war was a terrible setback in relations which had been steadily improving.2.2 Formal Training in Interpretation Began as the Desire for Joining WTOHowever, despite this, partly because of its desire to join the World Trade Organization (WTO),China has welcomed and listened politely to leaders of Western countries as they gave their views on democracy and human rights. The language in which President Clinton spoke, during his Visit to China, was of courseEnglish. President Jiang Zemin made his replies in Chinese. But each was backed up by a team of first-class interpreters, who made smooth communication possible.Formal training in interpretation is comparatively recent in China. It was only in 1978 that the first object for Translators and Interpreters started at the Beijing Foreign Language Institute. The object subsequently developed into the prestigious school of translation in the Beijing Foreign Studies University.Part III. The Reason that Why We Learn EnglishChina’s reasons for learning English were well summed up twenty years ago by a team from the U.S. International Communication Agency after visiting five cities and many educational institutions in China: \Chinese view English primarily as an ecessary tool which can facilitate access to modem scientific and technological advances, and secondarily as a vehicle to promote commerce and understanding between the People’s Republic of China and countries where English is a major language\This basic motivation has not changed, as can be seen from the report of the English ____ Conference in Beijing, sponsored jointly by the British Council and the State Education Commission of the People’s Republic of China, in which reasons for the learning of English by Chinese were summarised:\learn English because it is the language of science, specifically perhaps of the majority of research journals. They learn it because it is the neutral language of commerce, the standard currency of international travel and communication. They learn it because you find more software in English than in all other languages put together\Part IV. Brief Introduction of English Teaching in China from Ching Dynasty until Now.4.1 English Language Learning Is Not Uniform Throughout ChinaThe story of English language learning is not uniform throughout China. Maley warns anyone embarking on a study of contemporary China about the difficulty of \geographically, But many\near Tibet is very different from the way it is studied in the cities of Nanjing, Shanghai or Beijing. Nevertheless, there are sufficient general characteristics about the history of the learning of English in different parts of China to justify a brief review, if only to remind us of the pendulum swings of China’s history this century. Those who wish to find the story more fully told may consult Dzau and Cortazzi and Jin. 4.2 English Teaching First Figured in 1902 and Learned from JapanAlthough there is mention of English language teaching (ELT) in China in the mid nineteenth century during the Ching Dynasty, it first figured in the syllabus of schools in 1902 in \Institutions\The method of ELT was traditional, with emphasis on reading and translation. There was much grammar and vocabulary learning, with pronunciation learned by imitation and repetition. This was the norm for about the first twenty years of the century.4.3 Change of Direction and More towards Western ModelsIn 1922 there was a change of direction, with a swing away from the Japanese system of education, and towards more Western models. Schools were obliged to follow the \more emphasis on listening and speaking skills.There was more use of the target language and of the new teaching resources offered by the mass media. The best schools tended to be Christian missionary schools, which gave more class-hours to English than other schools. 4.3 China-the Founding Stop English Teaching in There1949 was a crucial date in the history of China-the founding of the People’s Republic of China. Education had now to serve the proletarian purpose. All te_tbooks became vehicles for government propaganda, loaded with messages of service to the people and the mother land. The Ministry of Education issued a new\Scheme for English Instruction in Secondary Schools\language learning was clearly stated as being to serve the New Republic.All capitalist thinking, especially educational ideas from the United States and Britain, were condemned as unpatriotic.The place of English was taken in school syllabuses（大纲） by Russian and by 1954 Russian had become the only foreign language taught in Chinese schools. This phase did not last long, however, since China was already trying to e_tend her markets throughout the world and immediately felt its lack of English. 4.4 English Teaching Restarted in Secondary Schools. Accordingly, in 1955 the Ministry of Education announced that English teaching should be restarted in secondary schools. In big cities, like Shanghai, it was also reintroduced at primary level. Initially thete_tbooks were based on the former Russian models, which, like their Japanese predecessors, were very traditional. Methodology too was backward: the teacher was seen as the provider of knowledge and the students dutifully as similated the teacher’s words of wisdom, working their way ploddingly through the te_tbook.However, in the late 1950s and early 1960s,a minor revolution in education took place in China, as the need to open up to the international scene became moreurgent. The importance of English was accepted and a significant step was taken in 1962 when English became part of the entrance e_amination forcolleges and universities.New teaching materials appeared, with listening and speaking again given prominence. The Ministry of Education issued guidelines for te_tbook writers, recommending that English te_t books should include material on the culture of the English speaking countries. It began to look as though better days had come for ELT in China.4.5 Swept Aside by the Cultural RevolutionBut it was not to be. With distressing inevitability. The Chinese pendulum swung, and the progress made in the early 1960s was swept aside by the Cultural Revolution, which began in 1966 and lasted for ten dreadful years. English was. again banned from schools. Foreign language teachers were branded as spies. Some universities were closed, others were subjected to re-education visits. Dow describes the situation thus:\the Cultural Revolution, when workers ‘propaganda teams for the spreading of MaoTse-Tung’s thoughts came to China’s colleges, classes were stopped altogether, and the students travelled instead all over the country in order to take part in criticism and debate and to e_change revolutionarye_periences\4.6 Happier Times were Ahead for China and for ELT in China After the Cultural RevolutionBy 1977 the Cultural Revolution had e_hausted itself and the country with it. There is an old York shire saying:\who lived through the Cultural Revolution in China would challenge that saying ,maintaining that distorted political ideology can be much worse than bent religion.However, happier times were ahead for China and for ELT in China. In 1978。
A Brief Analysis on source of English allusion1 IntroductionAs a particular kind of language, allusion is indicating the distinctive features of culture. Allusion is defined as an indirect reference according to Oxford Concise Companion to the English Language. In English learning, allusion is very important. To get to know an allusion, we should explore the sources. There are mainly 4 sources, such as religion, literature, sports, historical events and so on.. The process of exploring the source of allusion would show the development of language and culture flavor.2 Sources of allusionWhat are the chief sources of allusions then? As one would expect, they would come mostly from what are either familiar to the majority of the people, on the one hand, or familiar to most educated people on the other. Those sources, therefore, can be chiefly divided into legends(containing religion factors),literature, sports and historical events or figures.2.1Classical legendsA common source of allusion in English and American speech and writing is legends and mythology. Western literature and art as a whole, in fact, show the strong influence of Greek and Roman mythic stories. Moreover, they have permeated through every aspect of life such as politics, culture, language, journalism, religions, science technology, business and everyday life, etc. For example, Uranus, Jupiter, Pluto, Neptune, Venus, Mars, etc, are terms of stars originated from the names of gods and goddesses. Paris (the capital of France) is the name of the Prince of Troy in Greek mythic stories. So Greek and Roman mythology is the main source of English allusions. Below are some examples:Herculean task: Hercules was a man of great strength. This allusion now means anything that is hard and difficult to carry outOedipus: Oedipus, without knowing it, killed his father and married his mother.A son’s psychological attachment to his mother and jealousy of father is now called Oedipus complex.Achilles’ heel: a weak and vulnerable point of a p erson(organization, country, etc.) Because, in classical legends, Achilles’s heel couldn’t touch the earth. In battle,it is his most serious weak-point.2.2The BibleReligions have played a very important role in the development of human history. It is especially true with the western societies .IIn the west, stories in the Bible are known to almost everybody. The figures, objects, events, even the animals and plants mentioned in the Bible can be cited as allusions. Eg:1.Bush’s decision to lay his party’s holy tax grail on the table was not so much the product of an epiphany as it was incremental dawning that something must be done. (Gloria Borger) (Holy Grail: the cup or platter used by Jesus at the Last Supper, and by Josoph of Arimathea to collect drops of Jesus’ blood at the Crucifixion; symbolized the truth and knowledge needed to achieve the experience of salvation. It became the quest for the knights. In this example, the tax policy of Bush government is compared to the Holy Grail.)。
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 techniquesIntroduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t 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 readingI. Why teach readingThere are many reasons why getting students to read English texts is an important part of th e teacher’s 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 auth entic 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 offertheir 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 ReadNo 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 predictReaders’ 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 topicOnce a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the 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 eachother questions following the reading. The teacher may ask, “ What is the significance of the character’s 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---I’m 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) SelectivityRather 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 teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined whenmaking 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-analysisAnother 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 WritingThe 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 lear n 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, 龚雅芳&张连忠&李静军（编辑），英语教学基本讲座，北京师范学院出版社，1991。
