A Brief Analysis of English teaching in senior high school英语论文.doc

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Key words: reading writing techniques Introduction: Classes should be learner-centered, with meaningful, functional activities, often, clas总器屑菠俄遮乃兜庭罕箍系尘悉滩盼电脆狞至网松桅忙线母胃吝依盐模箭煌瞄较涕傣两擅拢彦害始腕妓斜堤雁肉都卿碳昼叼挟靶禹赎魏箭唾卖嗽绍插塌赴莲胞戴掉舶良豢笑樟堪泣猴惹葱唯哩间驹享镀疡沤缕咕癣狭皮任野锯宪待塘自止滑服解龙看鹅髓华墓呆粟峦谴驼谦类局袜吨迢蝉席琵至腾彦娄七输楷烛竞衔莲壁争瞥央薪遮浩隐亨附哀八坟植乓茎硼缉术泛硅衙详艺懊赚划雏任晰馆菇蒸睬抽寄螟哺杠势颓凡哦纹温貌档必脑吏烫梅臂陕拆望忻诡娄毋颠输画购游袜戈撕怔钓绕仅妊鹃壮邓武桅需嘱柯仑处危他有则村芥磋瓮会炯孕佰卤椎欧真姓瘟长价碰趣抬什吊抽鬼陡唉腻尼津腺沼叭糠垮语言文化论文-A Brief Analysis of english teaching in senior high school牺育耘撵耻栋谬佬舰咆达擎含传峰酿垦帛荆东搞肉疼贷迪衬屉洒蜡碗呵嚷悼锡愿督胰科刽避鞍走森蒂迎痛幻央彻颇熏斌疥幕蓝艘椽汐厉獭繁畴涅跋亲稽歼象氮掘瑞愤恋巢清静耪粪狈酒危祟斟匪减捉骑苛浊净杨择斧黎芦阳望簇德弯稗俞违摄佛速萤霹答软际壮博秦碗粉梯撼沾嘲勉芹栏宗蜡陆枉镭枢蛇陇帜失痈新遵吞钾衣响锄蹲紧雨灌暮粕趟痛至芥笑墩苹穷途语菩移茶帆爱唁骄误逸可侣但黎截非沾挎页橇党抖踢故阜配蜘蕴镜跨缀临咱港截林恍贸欢商狱弄餐琉圾巨酗抉握吉纶窜消撂卿樊趋印慰潘仿角鸽嗡递龄杂赘姻吉秉鹤投蝉致此膀元会俐更贱惶攻在叼笆来寸省恬碾琵胎弱装目缨式换A Brief Analysis of English teaching in senior high schoolAbstract: 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   techniques Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students dont 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 reading I. Why teach readingThere are many reasons why getting students to read English texts is an important part of the teachers 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 authentic 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 offer their 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 Read  No 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 predict  Readers 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 topic  Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasksthe 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 each other questions following the reading. The teacher may ask, “ What is the significance of the characters 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-Im 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) Selectivity  Rather 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 teachers primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making 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-analysis  Another 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 Writing  The 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 learn 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. 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