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1、Different means and measures to stimulate student interest in learning English Different means and measures to stimulate student interest in learning English毕业生姓名：所属院系： 牡丹江师范学院外语系所属专业： 英语专业所属年级： 2004级导师评语：成 绩：指导教师：职 称：职 务：Abstract Sub-level, sub-goals classroom reforms tests positive effect and brin
2、g influence far beyond its own value because of the students I have the confidence and enthusiasm, coupled with the pressure of competition objective environment, supporting teachers in their care and help, adding to the rich English extracurricular activities, Almost every student to have English a
3、s their favourite subjects. Despite the implementation of education reform less than a semester, the students have a clear improve examination results. Keyword : Classroom Teaching Reform testContentsIntroduction1. The scope and level of education2 1.1 The purpose of middle school English 21.2 Now m
4、ost of the students do better21.3 Ways on developing the four abilities4II. Phased goals and requirements at all levels4 2.1 Strive to further tap5 2.2 C-level classes lower starting point5III. Teaching, counselling, testing and assessment6 3.1 In testing may be based on the levels progress7Iv. Clas
5、ses, but regardless of the division of labour6 Conclusion 7 References9 Different means and measures to stimulate student interest in learning English IntroductionFrom the specific situation, there are some good English proficiency students, but have a certain potential and adaptable. However, there
6、 are many students in junior middle schools was not a basis for English language learning, coupled with the high school curriculum more difficult, they almost lost interest in the learning of English or confidence. A considerable part of the hearing and oral communication skills of students poor, fa
7、r from being able to meet the requirements of the English teachers, it is difficult in the fast pace, high-density classroom with the teacher or other students to meet simultaneously raising, thus bringing great difficulties for teachers teaching. If it fails to carry out fundamental reform of teach
8、ing to compensate for past mistakes caused by the study, it is difficult to further develop and enhance the capabilities of the students. Therefore, in view of the special nature of English subjects, in a spirit of taught according to their teaching principle, we repeated deliberation, appraisal and
9、 examination period from the first semester, one in six high for the sub-sub-classes and sub-goals of teaching reform experiments. The scope and level of education reform experiments division Six classes for a high-class experiments, other classes for comparison. According to the interim results for
10、 the examination and testing of each class in the first 20 a-level composition class; 20, B-grade composition classes; After 20 C-level composition class. These classes are divided into a-class A1 and A2 grade classes are divided into classes ;B ;C class B1 and B2 classes are divided into classes C1
11、 and C2 classes. To ensure the smooth progress of reform and credibility, in strict accordance with the ranking assigned school. 1.2 The purpose of middle school English Teaching is to improve the students four skills of listening, speaking, reading and writing, with the base of necessary phonetics,
12、 large vocabulary and good grammar, But this is not the final purpose. The final purpose is to lot let students be able to use the language.Why do we study English? If a man is only good at listening and speaking, can we say that he is good at English? No, If a man is only good at reading and writin
13、g, can we say that he is good at the language? No, If a student is good at English, he should be able to use the language, both in spoking and writing.1.2 Now most of the students do betterNow most of the students do better in reading and writing English than in listening and speaking. They can read
14、 and write, but they can hardly communicate. They can hardly express themselves with their own words. This is partially because of our examination system, and partially of the teaching method . We are not able to change the examination system, but we can improve our teaching method. Most of all the
15、teachers like to provide the students with a lot of knowledge-words, phrases, grammar, usages and so on, They are focusing these thing, especially on the grammar. Yes, the students do need these, but many teachers forget to teach them how to study English, and how to use it. So when you are giving t
16、he knowledge to the students, dont forget to teach them all the abilities of the four skills.1.3 Ways on developing the four abilitiesListening the teachers often speak of the four skills- listening, speaking, reading and writing. That means each of them is important. You cant say that you have mast
17、ered the language without any one of them, Listening, one of the means of language communication, is used most widely in peoples daily lives. About 45%of an adults time concerns listening to other people , listening to the radio, listening to the music. In linguistics ，giving the students a lot of l
18、istening activities is a good way of enlarging their vocabulary. On the other hand, it als o helps the students improve their listening comprehension.I have done an investigation. About 43.2% of the students think that the most bothering and most difficult is listening comprehension, and even some o
19、f them have difficulty in understanding their teacher who gives lessons in English.Without question, it is difficult of a middle school student to understand the listening material, if he hasnt enough vocabulary and the ability of telling the grammar construction. In my investigation, about 35% of t
20、he students with low listening comprehension thing this is because they dont understand or know the knowledge about linguistic, they are not able to tell the means of a what they have heard. In my another investigation, students were asked to listen to a dialogue of 244 words, in which the words and
21、 grammar have already been learned. ;But 80% of them thought it was too difficult. Then, using the same dialogue as a reading comprehension material, I found only 5% of them thought it was a little difficult, on the other hand the response ability is also another reason.It is clear that the reading
22、speed of a material also affects. About 43% of the students thought that the material was read too fast and they couldnt follow.A lot of students have their own listening habits. Some students often tries to understand each word or each sentence. They will think hard when they meet some difficult wo
23、rds or sentences, and a great many students could understand the material directly, They often translate the English into Chinese in their heart, thinking that only in this way can the sentence be understood. This is also a reason, trying to understand each word is difficult, and it is not necessary
24、 at all. You should catch the most important points. II. Phased goals and requirements at all levels A level classes based on students basic knowledge relatively well, a strong ability to accept, the larger the potential of combining the characteristics of English subjects in the current study on th
25、e basis of new materials, the curriculum is divided into about a week, reading, Fandou, four types of writing, the proportion into 1:2:2:1. 2.1 Strive to further tap The potential of students, to develop their learning ability and ability to apply it. To enable them to acquire more knowledge, expand
26、ing the volume of reading, and on the basis of their English proficiency development at different stages to add different learning difficulty that the fields of study and practice materials to advance to the program level the goal for most of the English proficiency of students has increased even fu
27、rther lay a solid foundation. B-grade classes on the basis of the actual extent of the students, step by step study existing new materials, and strive to improve all aspects of student ability, focus on cultivating their reading ability, the successful completion of the syllabus for the goals and ta
28、sks. Particularly against those better overall performance but relatively weak English students to take corresponding measures to energetically implement the double-base so that the students Constant After Winter, the results for some students to have more substantial increase in the college entranc
29、e examination, to the future overall level will not be affected. 2.2 C-level classes lower starting pointC-level classes lower starting point, a variety of means and measures to develop the non-intellectual factors students, motivate students to learn English interest and enthusiasm to help them mas
30、ter English establish confidence in learning foreign language classes, form a thick atmosphere. III. Teaching, counselling, testing and assessment After class, English classes in accordance with the experimental class A, B, C grades three separate classes at the same time. Class, the students in eac
31、h class to fixed good seats and were elected class representative to the school for classes and learning. Study by oneself classes in counselling students to return to the original classes. At least one teacher in every week aggregation and collective lesson preparation, do A, B, C levels of teachin
32、g materials and more familiar with the progress to facilitate the timely and effective counselling to students. 3.1 In testing may be based on the levels progressIn testing may be based on the levels progress, a proposition difficult without reunification. But to end unified examination papers for s
33、tudents with the knowledge of one phase of the teachers teaching can be evaluated. For teachers and students to assess the achievements can be divided into two parts : First, the A, B, C levels of progress margins, the overall situation with the two original classes with classes for comparison.Iv. C
34、lasses, but regardless of the division of labour Experiments three grade teachers, cooperate and work together, the collective optimization. In the original class of students to each other, and seek common progress. Students will also keep under its examination results were adjusted or (promotion or
35、 lower) to the corresponding class attendance (not consistent system). This aims to fully mobilize the enthusiasm of students so that they feel pressure to compete, thereby enhancing the educational results. Conclusion Through nearly a semester of education tests, students learning English enthusias
36、m increased significantly, the majority of students feel that school has obtained preliminary Gangkaixue changed the passive situation. Because the same level of the students were at the same starting line, and therefore overcome his inferiority complex in the past, re-establish a good English coura
37、ge and confidence, class, the teacher answered each question, the classroom atmosphere was warm and carefully complete classes of operations and become proactive, because taken off class system between different levels of students compete, the whole atmosphere is very keen to learn English grade. In
38、 actual process of teaching teachers face the same level of students in preparing lessons, teaching, can also handy in developing teaching plans, teaching, the teaching major and difficult issues such as density and rhythm of the classroom more relevant. Therefore, sub-level, sub-goals classroom ref
39、orm pilot from the positive effects and impact far beyond its own value because of the students I have the confidence and enthusiasm, coupled with the objective of the competition environment, supporting teachers in their care and help, adding to the rich English extracurricular activities, Almost e
40、very student to have English as their favourite subjects. Despite the implementation of education reform less than a semester, the students have a clear improve examination results. References1.SocietyHeinemann Educational Books.P410 2.Krashen,S(1982).PrinciplesandPracticeinSecondLanguageAcquisition
41、.Oxford:pergamon. (1985).The Input Hypothesis: Issues and implications. Longman Group Limited 3.Sack, A and Yourman,J.(1983) 100 Passages to Develop Reading Comprehension”. College Skill s Center Baltimore, Maryland P 30,55,284.Nuttall,Christine,(1985),Teaching Reading Skills in a Foreign Language”. English Language Book5.Smith.F.(1976).Understanding ReadingA Psycholinguistic Analysis of Reading and Learning to Read”. Second Edition, Holt,Rinehartand Winston. 12牡丹江师范学院外语系2006届英语专业函授本科学士学位毕业论文