2023年宁夏电大开放教育英语本科论文项目设计报告鉴定表.doc
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1、Design and Organization of English Listening Class 米玉巧 (初中英语 甘肃定西初中英语一班 ) 评论数/浏览数: 0 / 927 刊登日期: 2023-08-14 11:17:35 Design and Organization of English Listening Class Activities Abstract As the reformation of traditional ELT is advancing, and the ELT concept is changing gradually from teacher-cente
2、red pattern to student-centered pattern, the role of educators and learners should be accordingly renewed. The communicative language teaching (CLT) should be used more. In the traditional English class, teachers often use the “jug-and-mug” teaching method, and students just listen and take notes pa
3、ssively. It lacks of a communication between teacher and student. English class activity is the main useful way which can transform the traditional pattern. An effective class activity can arouse students interest, encourage them to take part in the activity actively, and develop their communicative
4、 competence, and improve the English class teaching result. In the English teaching, listening is often underestimated. Furthermore, the types of listening class activities are simple and dull. However, listening is the basis of English study. Listening class activities are related closely to speaki
5、ng, reading, and writing. So more attention should be paid to listening class activities. First, this paper makes a generalization of the two main types of English class activitiesthe whole-class activity and grouping, and analyzes their advantages and disadvantages, and presents some solutions to t
6、he problems, which arise in the operation process. Then the paper analyzes the three main factors that influence English class activities, which are the teacher, students, and the types and content of activity. Finally, it expounds the design and organization of listening class activities in detail.
7、 Key Words English listening competence; class activities; design; organization 英语听力课堂活动设计与组织 摘 要 伴随英语教学改革旳不停深入,英语教学思想逐渐从以教师为主体转变为以学生为主体,教育者和受教育者旳地位也应当重新定位,交际法教学应当更多地应用于英语旳课堂教学中。在老式旳英语课堂中,教师“满堂灌”,学生被动地听讲、做笔记,师生之间缺乏交流。英语课堂活动是变化这一老式模式旳重要有效手段。英语课堂活动可以激发学生旳学习爱好,鼓励他们积极参与,培养学生应用语言旳能力,提高英语课堂旳教学效果。在英语课堂教学中,
8、听力教学常常被忽视,听力课堂活动形式单一、枯燥。不过听力是学好英语旳基础,听力课堂活动与说、读、写紧密有关。因此听力课堂活动更应当受到关注。本文先总结了两大类英语课堂活动全班活动和分组活动,分析了他们旳优、缺陷,并对其实行过程中所产生旳问题提出处理措施。然后分析了影响英语课堂活动旳三大原因教师、学生、活动旳类型和内容。最终,详细论述了英语听力课堂活动旳组织与设计。 关键词 英语听力;课堂活动;设计;组织 1.Introduction As an important international language, English has gained increasing attention f
9、rom Chinese. In the traditional ELT, teachers always act as absolute controllers. They always teach new words or grammars, explain texts, and assign exercises one by one. On the other hand, students only listen passively, and take notes mechanically, but seldom take part in the language practice. In
10、 real life, English is a communicative language. The goal of English language teaching is to enable the students to use English in the real world when necessary. In the traditional ELT, teachers always use some kinds of classroom activities to develop students writing skill but ignore listening, spe
11、aking skills. However, English language teaching practice should develop students overall language skills, namely: listening, speaking, writing, reading and translating. Listening is the ability to identify and understand what others are saying, which is an important language skill in English classr
12、oom. Because listening is a critical factor to ones language acquisition. If one cant understand the teachers saying well enough, he/she will unable to carry out classroom instructions and to perform all class activities. 2. The types of English class activities English class activities are mainly d
13、ivided into whole-class activities and grouping activities. 2.1 The whole-class activities The whole class activities are that students are doing practice together. They write or say together under the same order of the teacher. “The most common forms of whole-class activities are competition, game,
14、 guess, discussion, debate and so on.”1 For example, when teaching listening, most teachers prefer to adopt this activity that students are asked to listen to the same material together and do the same exercises. Language learning is an emotional and psychological experience. “According to Krashen,
15、the affective filter of the student or some psychological factors, can obstruct language acquisition to some degree.” 2 So if a student has litter motivation, lacks of self-confidence and so on, he/she will be not good at language acquisition, especially, to the kind of students who are afraid of ma
16、king errors or “losing face” in public. For example, when a teacher asks several pointed students to answer the same question. English-proficient students always answer confidently even though they do not know the correct answer. On the contrary, less competent students in English behave with little
17、 confidence, because they are afraid that their answer is wrong. However, the best advantage of whole-class activities is just it can help to overcome students obstructive psychological factors, motivate students learning interest. Though whole-class activity can make a relaxed class, it always give
18、s rise to noise. Moreover, somehow it is mechanical. It takes the whole class at the same language level, but ignores that there are many differences existing in a class. For example, after listening a text, all students do the same exercises at the same speed. But limited-English-proficient student
19、s may not finish within the time limit or English-proficient students may finish earlier and feel boring. Obviously, whole-class activities are not a good kind of activity in todays English class. An English class not only needs a relaxed atmosphere for optimal learning, but also needs to consider t
20、he differences between students. So well organized group work is very needed. 2.2 Grouping In todays language classroom, much of the class time, students are broken down into groups of different sizes. According to Wang Qiang, the most common groupings are lockstep, pair work, group work and individ
21、ual study. 2.2.1 Lockstep Lockstep is where all the students are all doing the same activity at the same rhythm and pace, and under the control of the teacher. Teachers prefer to adopt lockstep when making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher as
22、ks questions, the students speak either together or one by one, in turns or indicated by the teacher. For example, when a teacher is going to teach a new listening lesson, he/she makes a presentation and explain some new words of the lesson at first. So the whole class listens to the teacher under t
23、he same order. On the one hand, all the class is concentrating in lockstep. The whole class is more orderly and easier for the teacher to control. Students can get good models from teacher especially in oral. And teachers words can practice students listening at any time. On the other hand, lockstep
24、 has some disadvantages. Such as, teacher may say more than students, as a result, students have little chances to speak. Some of the teachers unprepared、illogical and irrelevant words will give students unauthentic input. So when doing lockstep, the teacher should avoid speaking too much, otherwise
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