情景教学法在中学英语口语教学上的应用-毕业论文
情景教学法在中学英语口语教学上的应用-毕业
论文
本科生毕业论文（设计）册
学院 XXX学院专业英语教育
班级 XXX级英语教育X班学生 XXX 指导教师 XXX
XXXX大学本科毕业论文（设计）任务书
编号：
论文（设计）
题目：情景教学法在中学英语口语教学上的应用
学院： XXX学院专业：英语教育班级： XXX级英语教育X班学生姓名：XXX 学号： XXXXXXXX 指导教师：XXX 职称：教授
1、论文（设计）研究目标及主要任务
本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学法的作用指导中学英语口语教学。
2、论文（设计）的主要内容
本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学
法的国内外研究，最后一章讨论了情景教学法在中学英语口语教
学上的应用。
3、论文（设计）的基础条件及研究路线
本论文的基础条件是不同的语言学家及教育学家对情景教学
法的研究结果。
研究路线是对情景教学法的应用从不同的角度进行阐述，并
将其分别应用在中学英语口语教学实践中。
4、主要参考文献
Krashen, S.D. 1982. Principles and Practice of Second Language Acquisition. Oxford: Pergamon Press.
Nunan, D. 1989. Designing Tasks of the municative Classroom. Cambridge:
Cambridge University Press. 杭理. 2021. 初中英语口语
教学现状与研究策略.《考试周刊》第40期, 123-25. 龙文珍. 2003.《中学英语情景教学的设计与运用》. 上海: 华东师范大学. 李吉林. 20xx.《情境教学实验与研究》. 北京: 人民教育出版社.
5、计划进度
阶段起止日期 1 确定初步论文
题目 3月16日前与导师见面，确定大致范围，填开题报告
和2 3月16日-3月23日任务书，导师签字 3 提交论文提纲 3
月23日-3月30日 4 交初稿和文献综述 3月30日-4月20日 5 交终稿和评议书 5月8日前指导教师：
年月日教研室主任：
年月日
注：一式三份，学院（系）、指导教师、学生各一份
XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院英语教育专业 2XXX 届
学生姓名 XXX 论文（设计）
题目情景教学法在中学英语口语教学上的应用指导专业所属教英语高年研究方XXX XX 英语教学法教师职称研室级教研室向课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。方案设计：第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，第四章讨论了情景教学法在中学英语口语教学上的应用。进度计划：3月16日前确定初步论文
题目 3月23日前写开题报告、任务书 3月30日前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿和评议书指导教师意见：
指导教师签名：
年月日教研室意见：
教研室主任签名：
年月日
XXXX大学本科生毕业论文（设计）文献综述
Literature Review Spoken language was the most frequently used munication tool for humans. Teachers in middle schools should attach importance to oral English teaching and improve the students’ municative ability (Zhu Minghui, 2021). Oral English has some features. Firstly, external language expression and internal language thinking are synchronous. Secondly, spoken language is situational. Even for the same topic and content, there are different expressions. Thirdly, spoken language is loose. In order to make the listener understand easily, people tend to use simple structure (Zhou Xiaoqing, 2021). Oral English teaching is a curriculum which let students learn spoken knowledge and skills. Oral English teaching is an element of English teaching. Through the teaching students can municate with others in English (Guan Xulan, 2021). Oral English teaching has some theoretical bases. Firstly, cognitive learning theory is to explore the law of learning theory through studying the cognitive process. It insists that human is the subject of studying and learn actively. At first, activity is the medium of people’s knowledge of the external world. The purpose of education is to make
students create not repeat. (Jean Piaget, 1970) Secondly, second language acquisition is also the basis of oral English teaching. S.D.Krashen’s language acquisition theory includes five hypotheses: the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis and the nature order hypothesis. In S.D.Krachen’s mind, only when learners
get prehensive input which is a little higher than his or her present language level and learners can focus his or her attention on
prehension of meaning not form, can the learner gain language acquisition. If the present level of learners is called “i”, the input “i + 1” can improve the learners’ acquisi tion. Thirdly, the theory of constructivism is of instructional effect to oral English teaching. Constructivism is a branch of cognitive psychology school. One of its key concepts is schematism which refers to perception of understanding and ways of thinking. Schematism is the origin and core of cognitive structure or the foundation of people getting knowledge
of events. In recent years, scholars in China have done a lot of researches in oral English. In the 1990s, the
scholars have explored the situation and problems of oral English teaching from the perspectives of culture shock, teachers’ quality, emphasis degree and students’ psychological barriers, etc ( Kang & Lu, 1998). Wen (2001) and Liu (2002) have carried out surveys and gave suggestions for the theory and practice of oral English teaching from the backwash effect of the National Spoken Test. Yang (2002) has called for the evaluation of oral proficiency, careful actions in the design of tasks and
the application of municative strategies as well as for
the balance between the time distribution of peer talk
and teacher talk, between the center on form and on meaning. Actually listening, speaking, reading and
writing are inextricably linked. One of the main teaching principles of municative teaching methodology is to
regard the skills of listening, speaking, reading and writing as prehensive language activity and put speaking and reading and writing in the equally important places (Zhao, 2021). American social linguists Hymes have put forward the concep t of “municative petence” according
to Chomsky’s linguistics petence. municative petence
could be understood as the application of potential language knowledge and ability. In Hymes’ mind,
中学英语教学法(1)
1．第1题 In meaningful practice the focus is on the production, comprehension or exchange of ___. A.structures B.sentences C.form D.meaning 您的答案：D 题目分数：2.0 此题得分：2.0 2．第2题 In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills. A.linguistic competence B.linguistic knowledge https://www.wendangku.net/doc/c58854054.html,nguage use https://www.wendangku.net/doc/c58854054.html,nguage functions 您的答案：B 题目分数：2.0 此题得分：2.0 3．第3题 One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___. A.keep motivation high B.de-motivate students C.memorise the speech D.learn the dialogues by heart 您的答案：A 题目分数：2.0 此题得分：2.0 4．第4题 PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.
英语教学法方向毕业论文
英语教学法方向毕业论文 浅议英语文化在英语教学中的渗透 语言是什么，据《辞海·语言·文字》讲：“语言是人类社会最重要的交际工具，它跟思维有密切联系，是思维工具，是人区别于其他动物的本质特征之一。没有语言，人类的社会生活无法维持。从它的结构看，语言是以语音为物质外壳，以词汇为建筑材料，以语法为结构规律而构成的体系。” 语言承载着文化，是交际工具，体现不同民族的思维方式 文化是什么，概括地讲，文化是指人类在社会历史实践过程中所创造的精神文明和物质文明的总和。它包括知识、信仰、宗教、艺术、道德、法律、习俗等内容。 语言与文化的关系可谓你中有我，我中有你，不可分离。那么，我们的语言学习不也一样吗?在高中英语教学过程中，如果能适时地加入文化背景知识，对激发学生的积极性将是大有裨益的。2001年国家出台英语新课标，首次把培养学生的文化意识列入教学目标当中。由此可见，文化意识的培养对应于学习的重要性。 在开学伊始，为了激发学生学习英语的积极性，我找来了CCTV5 《天下足球》栏目中经常播放的一首英文歌曲因为我们班男生多，好多学生喜欢看这个节目，群众基础广泛 YOU RAISE ME UP，在开学的第一节课播放，并把歌词用投影放给他们看： You raise me up, 你激励了我， so I can stand on mountains; 故我能立足于群山之巅; You raise me up, 你鼓舞了我， to walk on stormy seas; 故我能行进于暴风雨的洋面; I am strong, 在你坚实的臂膀上， when I am on your shoulders. 我变得坚韧强壮。ou raise me up: 你的鼓励， To more than I can be. 使我超越了自我。 在播放过程中，我向他们介绍这是一首英语流行歌曲中少有的立志加感恩的歌曲，刚开始的内心独白式的唱法打动人心，最后的合唱则气势磅礴，坚定有力，鼓舞人心。 仅仅播放两遍，有的学生们已经在下面 跟着小声哼唱了，配合音乐，我适时地激励他们，学生们听得津津有味，在进入正常的英语课堂教学环节前，他们已经打起了精神，卯足了劲，在这样的课堂氛围中学习，效率明显好于以往。
中学英语教学法全部作业答案
第一次作业 [论述题] 4. What is a successful speaking activity? 答案： 1) Students talk a lot in English. 2) Students’ participation is even. The class is not dominated by a few talkative participants. 3) Students’ motivation is high. Students are interested in the topic, eager to speak and share their own information with others. 4) Language use is of an acceptable level. Students speak with appropriate accuracy and fluency, new language is comprehended and incorporated in their production. 3. How to develop your self-evaluation? 答案： Self-evaluation is not something that can be taught. It can be gradually developed by teachers themselves as they become more aware of their own teaching and of all the different factors that affect learning. In order to evaluate themselves, teachers must learn to observe themselves. Obviously, teachers cannot normally observe themselves directly, but there are ways in which they can observe themselves indirectly: ― By careful planning before the lesson, followed by careful reflection after the lesson on what actually took place. ― By observing other teachers’ lessons and comparing them with what happens in your own classes. ―By inviting other teachers to observe your classes, and discussing the lesson with them afterwards. 2. How could you write something onto the blackboard but still keep the attention of the class?答案： A. To talk as you write, saying the words and making any necessary comments ― Talk to the students as you are writing and turn round frequently to face them. ― Ask the stu dents what to write as often as possible and get examples from them. ― Ask them what they think this word or picture is going to be. ― Get them to read things as you write them. B. To stand in a way that does not hide the board 1. What does ‘knowin g a word' mean? 答案： Knowing a word means that you know word meaning, word use, word formation and word grammar.
广东中学英语教学法真题(08.7)
2008年7月广东省高等教育自学考试 中学英语教学法试卷 一、单项选择题（在每小题的备选答案中选出一个正确的答案，并将正确的号码填在题干的括号内。每小题1分，共30分） 1．第二语言习得了理论中对待语言输入有三种观点。其中强调外部条件，视语言为一种人类行为，并认为语言行为与其他行为一样是通过习惯养成而获得的观点属于（） A、先天论 B、行为主义(P223) C、相互作用 D、发生认识论 2、如果一个人懂得如何结合一定的上下文来理解句子之间的关系和句子的意义，那么，根据卡南尔和斯温纳（Canale&Swain）的交际能力理论，我们可以认为这个人具有（） A、交际能力 B、语言能力 C、社交能力 D、篇章能力P97 3、根据美国语言学家克拉申（S.Krashen）的观点，就语言习得而言，人们在接触大量的语言输入之后，说的能力就可以（） A、通过反复练习获得 B、自然产生P101 C、暂时不产生 D、通过有意识的推理获得 4、美国语言学家拉多（https://www.wendangku.net/doc/c58854054.html,do）认为在外语学习时，学习者出现困难和发生错误的原因是（） A、对语言规则的过度概括 B、母语的干扰 C、应用规则不完全 D、教学不当 5、相互作用的模式认为，在阅读或聆听时，必须调用（） A、语言功能、语言知识和语言技能 B、语言图式、内容图式和形式图式(P112) C、语言规则、语言理解和语言运用 D、学习策略、交际策略和认知策略 6、下列属于控制性语言活动的是（） A、角色扮演 B、语言游戏 C、线索反应操练(P233) D、辩论 7、美国语言学家克拉申（S.Krashen）在谈到情感过滤假设时，提到的概念是（）
A、临界期 B、认知结构 C、顺化 D、忧虑程度(P102) 8、美国语言学家乔姆斯基（Norm Chomsky0认为,人们能够学习和使用语言，而动物不能学习和使用语言，是因为（） A、人类通过习惯养成而获得语言 B、学习者心理能力与语言环境相互作用的结果 C、人类具有天赋的学习语言能力(P91) D、人类能通过模仿和重复学习语言 9、认知法的理论基础之一是（） A、图式理论 B、输出理论 C、二语习得理论 D、转换生成语法 10、按照海姆斯的观点，如果一个人知道对什么人在什么场合以及在什么时间用什么方式讲些什么话和不讲什么话，我们可以认为他获得了（） A、语言能力 B、语法能力 C、交际能力(P95) D、篇章能力 11、下列属于描写非交际性语言活动特点的是（） A语言材料不受控制 B、在活动过程中教师不纠正错误 C、多种语言形式运用 D、强调语言形式的掌握和逐个语言项目的训练(P223) 12、根据“自上而下”的信息加工的原理，在语言理解过程中起非常重要的作用的是（） A、学习策略 B、交际策略 C、语言知识 D、背景知识(P109) 13、根据韩礼德所描述的语言的七种基本功能，当一位父亲对儿子说：“Do as I tell you..”时，该话语实施的功能为（） A、工具功能 B、规章功能(P98) C、相互关系功能 D、个人功能 14、有一种理论认为，语言是一套习惯。根据此理论，这套理论的形成必须经过（） A、生成的过程 B、刺激的作用 C、学习语法规则 D、强化训练
英语教学法(中文)
Grammar-translation approach 语法翻译法 语言观 语法翻译法起源于历史比较语言学（机械语言学理论），认为语言都起源于一种共同的原始语言，语言规律是相同的，词汇的所代表的概念也是相同的，不同的只是书写和语音形式。习得观 学习者通过互译和语法关系的替换，就能够掌握另一种语言。 教学观 1.为了完成互译和语法关系的转换，母语所起的翻译能力很重要。因此，重视母语在教学 中的使用。 2.注重语言规则的学习，认为语言教学就是规则的理解和教学。 代表教学步骤 1.教师在教学中需使用“规”的语言书面语 2.教师在课堂上积极使用母语 3.教学式以母语的外语的互相翻译为主，并通过大量的书面翻译及写作来巩固和检验语法 知识 4.重视语法教学，强调词与词之间的组合规则，讲词的形态和曲折变化，对复杂的语法现 象做详尽的解释 5.注重书面语练习，不注重听说练习 语法教学法的典型教学流程 Tasks: 1. Share with your experiences that you were taught in this grammar-translation approach? 2. Sum up the advantage of this approach. 3. Sum up the disadvantage of this approach. 语法翻译法的优势 1. 充分利用母语的优势，协助学习者理解目的语 2. 语法教学作为中心，有利于学习者掌握语言“规”，理解语言的结构框架知识。 3. 注重阅读能力的培养，翻译能力能得以锻炼。
4. 教学式安全，简便易行，可操作性强。 语法翻译法的劣势 1. 过分依赖母语和翻译法，容易造成学习者依赖母语。 2. 把语言更多当做知识而不是交际技能来锻炼 3. 过分重视学习者阅读写作能力，轻视学习者的听说能力 4. 机械翻译，大量阅读等法较死板，容易使学习者失去主动性和兴趣，学习气氛沉闷。 Task: When and how can we apply this approach properly?
自考英语教学法知识点总结
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
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英语教学法论文
Brief analysis on English Teaching for Kids 1.Introduction As an important part of pedagogy, the research on teaching methods has never stopped. Changes in language teaching methods have reflected changes in theories of the nature of language and of language learning. Here in this thesis the author introduces several teaching methods and, with the help of the personal working experience in a kids’ English teaching institution----LeXue, analyses the application of these methods and their effectiveness. 2.The Communicative Approach The Communicative Approach is an approach to foreign or second language teaching which empathizes that the goal of language learning is communicative competence. Teaching materials used with the Communicative approach often teach the language needed to express and understand different kinds of function. 2.1 Features of the Communicative Approach Five points to characterize the Communicative Approach: ①Emphasis on learning to communicate in the target language ②The introduction of authentic texts into learning situations ③Focus not only on language but also on the learning process itself ④making use of learner’s own personal experiences ⑤Creating real communication situations in the classroom; linking classroom language learning with language activation outside the classroom The most obvious characteristics of the Communicative Approach is that almost everything that is done with a communicative intent. The teacher is concerned
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中学英语教学法作业90分
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此题得分： 4．第4题 As far as language learning is concerned, the ___emphasize the nature of the human ａnd physical context in which language learning takes place, such as the number of students, the kind of input learners receive, ａnd the atmosphere. theories theories theories theories 您的答案：A 题目分数： 此题得分： 5．第5题 As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, ａnd ___. efficiency 您的答案：A 题目分数： 此题得分： 6．第6题 According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___. A.“listen ａnd repeat” ａnd “listen ａnd tick” B. “checking” ａnd “trying it out” C.“listen ａnd circle” ａnd “listen ａnd write” D.“listen ａnd correct” ａnd “listen ａnd fill” 您的答案：B
【西南●最新版】[0161]《中学英语教学法》网上作业及课程考试复习资料(有答案)
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西南大学《中学英语教学法》复习思考题及答案
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