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1、A Study and Application of Emotional Factors in English Teaching in Rural Junior Middle School 1 A Study and Application of Emotional Factors in English Teaching in Rural Junior Middle School Thesis statement: Emotional factor is key to the growth of the students in rural junior middle school Outlin
2、e I. The introduction to the emotional teaching II. We should put the emotional factors into English teaching in rural junior middle school A. The present situation of emotional teaching in rural junior middle school B. The function of emotional teaching a. Exploring students learning goals b. Stimu
3、lating students learning motivation c. Realizing the importance of learning 2 C. The application of emotional factors in rural junior middle school a. loving students b. Creating friendly and harmonious atmosphere in English III. conclusion A Study and Application of Emotional Factors in English Tea
4、ching in Rural Junior Middle School I. The background and introduction to the emotional teaching The 21 century is the age when comprehensive national power competes with high quality talents. When we come into 21century we face a permanent challenge. With the development of the globalization of the
5、 world economy and trade, English language has become more important all over the world, and each day there are millions of people learning English as the foreign language in China, ranging from big city to rural area. Now, focusing on emotional 3 teaching is one of important characteristics in the
6、innovation of basic education project, emotional education is a key point in teaching process, which means teachers should help students explore their own feelings or values and functions of the emotional and psychological factors in English teaching. A. The present situation of emotional factors in
7、 rural junior middle school Compared with the highly educated, highly quality and standardized English teachers in city, rural junior teachers have problems in number ,age and quality. It is common that in the rural junior middle school the constitution of teachers is very complex, most of them are
8、lack in teaching experience. They dont care about emotional factors in teaching , all they care is the mark which students get. It is reported that only one percent of teachers in rural junior middle school know the concept of emotional teaching. However, the less emotional education they get, the m
9、ore timid they 4 become. The condition of emotional education is bad in rural junior middle school, therefore, we must improve it. B. The necessities of emotional education a. Emotional education can Explore students learning goals Goals of learning English are to communicate with foreigners and kno
10、w foreign culture and history. Teacher should help students know the importance of learning English in 21 century. Teachers can express some experience to students to enhance the status of learning English in their heart. With the development of China, English has become more important all over the
11、world, each day there are millions of people learning English as second language. In class, teacher can show some pictures of foreign countries to let students know more about English culture, especially for rural junior students who have little possibility to study abroad. We teachers should let st
12、udents know the importance of English, then they will learn English harder. English is taught in most of the schools of our country, but many rural students dont know why they should learn it. For the first English class, Teachers can show some things ,a watch ,a mobile phone ,a bottle etc. It is ea
13、sy to find English words are printed 5 everywhere. The students see these things every day,but they perhaps cant open the bottle cap if they dont know the word“push”. At this time ,the teacher tells the goals of learning English,“As you can see,English isnt very far from us. There is no doubt that E
14、nglish is one of the worlds most widely used languages. It also influents our rural life . The teacher tells some jokes about people who cant speak English when they communicate with the foreigners, “If you know English, you can understand people from other countries better. Today most of the valuab
15、le science books are written in English. In order to improve your knowledge, improve your life level, get more chances to have good jobs,you should be able to read and speak English.” emotional education can Stimulate students learning motivation Motivation is the factor that effects the direction ,
16、intensity and persistence of behavior. Teachers must link students experience and create appropriate condition to stimulate students motivation and reach the the class learning goals. Interest is the best teacher. Interest in English is necessary for students. A good student must find something inte
17、resting everywhere and at all times the diversity of teaching methods. Interesting and meaningful contents of learning can stimulate simulate students interest and motivation in learning English. Teacher should speak the encouraging world, such as good 6 and good job, which can give students courage
18、 to continue the learning of English. For students in rural junior middle school, courage is the most important thing to them. For example, the conversation “A:Are you free this Sunday ? B: No, Im afraid I have no time . A: How about tomorrow? B: OK, I have time then .Whats up? A: Lets go to the zoo
19、. B: Sounds great. A: What animals do you like best? B: I like lions. They are strong. A: How about you ? B: I like pandas , they are cute.“,as not many children in rural area have ever been to the zoo, the conversation may be taught after the teacher shows their the pictures of the animals or the s
20、tudents draw the pictures of their favorite animals in groups. Most children like painting.It can help the students know more about the new words and they can describe the animals much better using the description words in this unit. If they find it easier to finish the task in class,they will take
21、more interest in learning English. Emotional teaching can help students realize the importance of learning Today is a time full of explosive knowledge: people should master more skills, and learn more knowledge. Only when people gain enough knowledge, can they meet the needs of China development. Al
22、l the people hope they can get success, but few of them can reach it. 7 That is because they are not only outstanding in knowledge but also splendid in spirit, because of emotional education students get in middle school, they have the perfect personality, it is good for their learning after middle
23、school. The teacher can design a game called“Job wanted”,the students imagine they are looking for jobs ten years later,they have to fill the charts about their skills, their qualification. After the job interview, they can see the importance of learning. They can draw the conclusion like below: Fir
24、stly, if you can speak English well, you can do business with foreigners or work in a foreign company. Secondly, you can make more outstanding friends if you can graduate from a famous university. That will bring you more help and happiness. Thirdly, if you study hard,you can get high scores in your
25、 English exams, which will please your parents and teachers. Youll feel relaxed in senior high school. Finally,English is not only a foreign language but also a life skill. if you learn English well, you can get a better job and a higher salary. That means you can enjoy a better quality of life,even
26、 you have the ability to help your hometown. 8 The application of emotional factors in rural junior middle school loving students As a teacher who does not love students can never become a outstanding teacher, so as the teachers in rural junior middle school, the expectation and love of a teacher wi
27、ll have a tremendous influence on motivation and inspiration of students” spirit of learning. On one hand, teacher should love ,understand, trust and respect students. On the other hand, teachers are required to treat students strictly, guide students in the right direction and maintain their dignit
28、y in any case. In the class, teacher should adjust their emotions, but in life, things do not go this way and teachers will meet many troubles. Therefore, teacher should exam their own emotion listen to the students carefully. Especially in the rural junior school, students parents may go to town to
29、 have a job, they are alone and lack of caring, they are easy to feel unsafe and lacking confidence, teachers should play a role both as their parents and their teachers to listen to them not only in usual life but also in students views about teaching, teachers should try to become students friends
30、, which is a good way to promote emotional education in rural junior middle school. Creating friendly and harmonious atmosphere in English English as a second language is lack of communicative environment in China. This requires teachers to give full scope to their exemplary 9 role in the classroom
31、as much as possible to use English , which can be formed in the classroom atmosphere. But even some simple terms, are still difficult for beginners. Therefore, non-verbal communication becomes an indispensable teaching technique in English teaching, teachers should make full use of silent languages.
32、 Through this, teachers can easily convey their ideas. For example, teachers: who can answer this question ,please ? put up your hands, and then raise their hands. This easy atmosphere can make students feel ease and comfortable. This feeling is especially important for students in the rural junior
33、middle school, who are afraid of English. Such behaviors can increase their unfamiliar with English learning. III. conclusion Emotional education is part of the educational process, it is concerned about the attitude of students educational process, emotions, feelings and beliefs, to promote the ind
34、ividual development of students and the community health development. That emotional education is to make students feel good mental and physical education. Through the emotional education, students will respect the emotional quality of the social, emotional self-regulation of the development of thei
35、r ability They are eager to promote their learning, life and everything around a positive emotional experience. Emotional education is still in the preliminary stage, there are still 10 some gaps between theory and real practice,. all aspects need to cause concern and attention especially in rural j
36、unior schools ,But I strongly believe we can make great progress after we teachers do our best to promote emotional education in rural junior middle school. Endnotes 1. Roma Gill. The Merchant of Venice: Oxford School Shakespeare. Oxford University Press, 1997, 14. 2. Gill, 15. 3. Gill, 12-14. 4. Gi
37、ll, 14. 5. Gill, 14. 6. Gill, 15. 7. Gill, 16. 8. Gill, 16. 9. Gill, 45. 10. Gill, 17. 11. Gill, 17. 12. Gill, 17. 13. Gill, 17. 11 14. Gill, 18. 15. Gill, 44. 16. H. B. Charlton. Shakespearian Comedy: Shakespeares Jew. Barnes and Noble Inc, 1978, 150. 17. Gill, 44. 18. Gill, 30. 19. Gill, 31. 20. G
38、ill, 33. 21. Gill, 34. 22. Gill, 46. 23. Gill, 38. 24. Gill, 45. 25. Gill, 64. 12 Bibliography Bulman, James C. The Merchant of Venice: Shakespeare in Performance. Manchester and New York: Manchester University Press, 1991. Chute, Marchette. Shakespeare of London. New York: E. P. Dutton Co., Inc., 1
39、949. Durant, Will and Ariel. The Story of Civilization, VII: The Age of Reason Begins. New York: Simon and Schuster, 1961. Gill, Roma. The Merchant of Venice: Oxford School Shakespeare. Oxford University Press, 1997. Gross, John. Shylock: A Legend and Its Legacy. New York: Simon and Schuster, 1992.
40、H. B. Charlton. Shakespearian Comedy: Shakespeares Jew. Barnes and Noble Inc, 1978. Lippman, Laura. William Shakespeares The Merchant of VeniceM. Beijing: Foreign Language Teaching and Research Press, 1996. 13 Overton, Bill. The Merchant of Venice: Text and Performance. Atlantic Highlands, NJ: Human
41、ities Press International, Inc., 1987. Shakespeare, William. The Merchant of Venice: The New Folger Library Shakespeare. New York: Washington Square Press, 1992. Shapiro, James. Shakespeare and the Jews. New York: Columbia University, 1978. Zhang Wenting. The Merchant of Venice. Beijing: The Commercial Press, 1998.