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1、A Study and Application of Emotional Factors in English Teaching in Rural Junior Middle SchoolThesis statement: Emotional factor is key to the growth of the students in rural junior middle school Outline I. The introduction to the emotional teachingII. We should put the emotional factors into Englis
2、h teaching in rural junior middle schoolA. The present situation of emotional teaching in rural junior middle schoolB. The function of emotional teachinga. Exploring students learning goalsb. Stimulating students learning motivation c. Realizing the importance of learningC. The application of emotio
3、nal factors in rural junior middle schoola. loving studentsb. Creating friendly and harmonious atmosphere in English III. conclusion I. The background and introduction to the emotional teachingThe 21 century is the age when comprehensive national power competes with high quality talents. When we com
4、e into 21century we face a permanent challenge. With the development of the globalization of the 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
5、to rural area. Now, focusing on emotional teaching is one of important characteristics in the 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 a
6、nd psychological factors in English teaching. A. The present situation of emotional factors in 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
7、the rural junior middle school the constitution of teachers is very complex, most of them are 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
8、 know the concept of emotional teaching. However, the less emotional education they get, the more timid they become. The condition of emotional education is bad in rural junior middle school, therefore, we must improve it.B. The necessities of emotional educationa. Emotional education can Explore st
9、udents learning goalsGoals of learning English are to communicate with foreigners and know 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 th
10、eir heart. With the development of China, English has become more important all over the 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 rur
11、al junior students who have little possibility to study abroad. We teachers should let students 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 Engli
12、sh class, Teachers can show some things ,a watch ,a mobile phone ,a bottle etc. It is easy to find English words are printed 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 le
13、arning English,“As you can see,English isnt very far from us. There is no doubt that English 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 Eng
14、lish, you can understand people from other countries better. Today most of the valuable 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 Stimula
15、te students learning motivation Motivation is the factor that effects the direction ,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. I
16、nterest in English is necessary for students. A good student must find something interesting 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 spea
17、k the encouraging world, such as good and good job, which can give students courage 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
18、. A: How about tomorrow? B: OK, I have time then .Whats up? A: Lets go to the zoo. 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
19、may be taught after the teacher shows their the pictures of the animals or the students 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
20、in this unit. If they find it easier to finish the task in class,they will take more interest in learning English.Emotional teaching can help students realize the importance of learningToday is a time full of explosive knowledge: people should master more skills, and learn more knowledge. Only when
21、people gain enough knowledge, can they meet the needs of China development. All the people hope they can get success, but few of them can reach it. That is because they are not only outstanding in knowledge but also splendid in spirit, because of emotional education students get in middle school, th
22、ey have the perfect personality, it is good for their learning after middle 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 s
23、ee the importance of learning. They can draw the conclusion like below:Firstly, 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
24、 and happiness. Thirdly, if you study hard,you can get high scores in your 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 an
25、d a higher salary. That means you can enjoy a better quality of life,even you have the ability to help your hometown.The application of emotional factors in rural junior middle schoolLoving studentsAs a teacher who does not love students can never become a outstanding teacher, so as the teachers in
26、rural junior middle school, the expectation and love of a teacher will 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 stric
27、tly, guide students in the right direction and maintain their dignity 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. Espec
28、ially in the rural junior school, students parents may go to town to 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
29、views about teaching, teachers should try to become students friends, 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 teac
30、hers to give full scope to their exemplary role in the classroom 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 Eng
31、lish teaching, teachers should make full use of silent languages. 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
32、feeling is especially important for students in the rural junior middle school, who are afraid of English. Such behaviors can increase their unfamiliar with English learning.III. conclusionEmotional education is part of the educational process, it is concerned about the attitude of students educatio
33、nal process, emotions, feelings and beliefs, to promote the individual 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 t
34、he social, emotional self-regulation of the development of their 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 some gaps between theory and real practice,. all aspec
35、ts need to cause concern and attention especially in rural junior 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. Endnotes1. Roma Gill. The Merchant of Venice: Oxford School Shakespeare. Oxford Uni
36、versity Press, 1997, 14.2. Gill, 15.3. Gill, 12-14.4. Gill, 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, 17.14. Gill, 18.15. Gill, 44.16. H. B. Charlton. Shakespearian Comedy: Shakespeares Jew. Barnes and Noble Inc, 1978, 150. 17. Gi
37、ll, 44.18. Gill, 30.19. Gill, 31.20. Gill, 33.21. Gill, 34.22. Gill, 46.23. Gill, 38.24. Gill, 45.25. Gill, 64.BibliographyBulman, James C. The Merchant of Venice: Shakespeare in Performance. Manchester and New York: Manchester University Press, 1991.Chute, Marchette. Shakespeare of London. New York
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40、ighlands, NJ: Humanities 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, 1998.11