On Improving students’ English level 高中获奖英语论文

On Improving students’ English level

温岭市之江高级中学 王根荣

Abstract: With the development of the society and the reform of new course education, as China has entered the WTO. English is becoming more and more important. But the students have some difficulty in learning English, which impede the students’ further development. Certainly these problems have their own causes both from internal and external aspects. Therefore , to solve them, we must resort to all kinds of methods to improve the students’ English learning. If we want to improve it, we should keep learning and teaching it.

Key words: the reform of new course education, resort to all kinds of methods, improve English level

Ⅰ. Introduction

       It is more serious that the students’ English marks in Grade Two split into two extremes—the best and the worst. It is one of the most difficult problems for most of the teachers. Even someone says, “The students are interested in English in Grade one, but in Grade Two some of them aren’t interested in it at all and they will fall behind others. In Grade Three, those, who aren’t interested in English.” What caused it? -- teaching and learning.In the following part ,the writer will resort to some methods in the course of  teaching.

Ⅱ. Methods

1. Following the principle of “Teaching According to Different Students.”

(1) Raising the teachers’ own attainments.

       In the course of teaching, the teachers’ task is to guide and help the students to learn English. So the teachers should not only raise their own language attainments, but also do well in using the scientific and effective teaching method according to the students’ age and character to move their psychological problems away and mobilize the students’ initiative. The teacher must face all the students, teach them to bring their ability and intelligence into full play and help those who are poor in learing English patiently.

(2) Classifying the students according to their English level.

       Teachers may adopt “Teaching by classifying the students according to their English level in the same class.” That is to say, teachers may divide the students into three groups of A.B.C in their minds and give different students different requirements to make sure that all the students will meet success at first. In addition, this kind of division is changeable and developing. For example, in answering “How do you usually come to school?”

       Group C: “By bike”.

       Group B: “I usually come to school by bike”.

Group A: “I usually come to school by bike”.

If they answer well, the other students clap hands. And Group C students also feel “ I can do if” and “I know a little”. This builds up their confidence of learning English. Another example, in teaching a dialogue, there will be different requirements among the three groups.

       Group C: to make a dialogue using one or two simple sentences.

       Group B: The dialogue must be made by using five sentences at least.

       Group A: The dialogue must be made not only by using the drills they have learned in the text, but also the students must create moving scene according to daily life. And there should be no mistakes in grammar. The sentences must be influent.

       After this kind of teaching, the students’ interest in learning English will be raised, their confidence will be built up and an active atmosphere will be formed. In this way, the students can learn English with a light heart and the teacher can teach them light-heartedly. So this kind of teaching is one of the the most effective methods to face all the students and avoid their splitting into two extremes—the best and the worst.

2. Encouraging the students to participate in the process of teaching.

(1)Bruno(an American scholar)advanced the theory of cognition and discovery. In this theory, the mind is viewed as an active agent in the thinking and learning process.

       Knowledge is acquired, not implanted(by the teacher). There are no passive learners. By definition, conscious learning requires the learners’ mental participation. So the individual becomes an active participant in the language acquisition process.

       This theory emphasizes the internal mental processes of the individuals and their contribution to what they learn and how they use what they have learned.

(2)When the students learn English, they will show the following characteristics:1)They are active in class. They are firstly interested in any question that the teacher gives.2)They have the intention to excel others in studying.3)They are full of feelings and hopes that they can get the teacher’s attention and admission. They also hope that they will be respected and praised by other students.

       According to these, the teachers must regard the students as the body of learning and encourage them to participate in the course of teaching English.

(3)Interest is the best teacher. “No interest, no memory.” Interest plays an important part in learning languages. If the students have some interest, they will feel it isn’t a mental burden to learn English. They will study it willingly and actively. Therefore, when the teachers give new knowledge to the students, they should let the students participate in the course of teaching in order to raise their interest and acquire knowledge in the activities. For instance, when teachers teach the new words“panda”, “elephant”, “tiger”, etc., they may let the students imitate the sound of these animals. Thus, they will gain new knowledge in the merry laughing. Besides, let the students act as a teacher. The students have the character of challenge and the loving to excel others. They want to show their capability in class and never want to fall behind others. With this thought in their minds, they would find out reference materials before class. Also they revise every lesson they have learned and prepare for every unit they will learn. Meanwhile, they do as a teacher does before the class. After this kind of activity, the students will understand the “five—step teaching process” more deeply. They will taste the teachers’ hardship and pleasure. As a result, they’ll work harder at their lessons. Their interest in learning English will be turned into their consciousness. The phenomenon that he is forced to learn English is changed into that he wants to learn it. As a result, the phenomenon that the students fall behind the others will be controlled.

3. Making good use of electric audio—visual education programme to create moving scene.

       If there are no circumstances of language and atmosphere of learning English, the students, who are active and changeable in feeling, will feel learning English is dull and boring.

       If the tape record and slide show are used together and other multi—aids are used, too, they will make English class more interesting and lively. The students will show love to English. For instance, before the teachers teach “Ann’s birthday,” they may give the song “Happy birthday” to the students, then let the students applaud and sing together. Thus, the atmosphere of birthday is created. When some students act it, the teacher may record it at once, then let the students listen to their own dialogues. After this, those who speak English well will be more interested in English, and those who are poor in English will work harder at it because they are afraid that they will make a show next time. In this way, the more the students learn English, the more they are interested in it. Those who are poor in English previously are becoming better and better. Therefore, the number of the poor students is becoming smaller and smaller.

4. Strengthening the feeling interchange between the teachers and the students, enhancing the backward students’ confidence.

       Usually, it is easy to respect the good students, but ignorant to respect the backward students. As we know, backward students also have self—respect. If a teacher looks down upon them and often criticizes them, they will feel themselves inferior. For example, there is a backward student, his teacher never asks him to answer some questions, the student thinks the teacher looks down upon him and gives up learning English later. Some teachers always like and praise good students. They can forgive good students even when they make small mistakes. On the contrary, they seldom take notice of the backward students. They are impatient and easily angry with them. When those backward ones make mistakes, the teachers show unhappiness or criticize them obviously. Thus, these backward students lose their interest in English as a result of their hatred to their English teachers. So the teachers must care much for and encourage them; they should also talk with them warmly and treat them more kindly than those good students.

5.Combining the knowledge of textbooks and outside reading with classroom teaching.

 It is the necessary supplement of classroom teaching. It can deepen the students’ knowledge learnt in class. It can make the students know more things about the outside world. It can make the students get satisfaction and development in the field of all kinds of knowledge. Also it can foster their ability and habit to study on their own and put what they have learned into practice. It can arouse the students’ spirit of hard work. For this reason, let Group A subscribe to “English pictorial”, Group B subscribe to “School Garden of English”, and Group C subscribe freely. At the same time, encourage the students to read some magazines and books on English in the reading-room and encourage them to borrow outside reading-books from library and so on. The students may be asked to work for the blackboard newspaper about English by turns, and hold a knowledge competition about outside reading regularly. At last, the students feel it very interesting and they will become ones who set their minds on it for learning English.

Ⅲ.Conclusion

       By the practice of teaching English in the past few years, the writer understands if you want to make the students learn English happily, you have to let them understand it is important to learn English, and you have to manage to activate the atmosphere of class, arouse their interest in learning English, As a result, the whole course of teaching will become vivid. In this way, the students’ results of learning English will be better.

Bibliography:

[1]朱萍主编的《英语教学活动设计与应用》，华东师范大学出版社出版，2008年。

[2]杭定期主编的《中学英语教学法》，华东师范大学出版社出版，1997年。