How to Develop Students’ Communicative Competence
1. Preparing lessons
投宿
I think lesson preparation is the most important. A good lesson preparation is the basis of teaching a lesson well. Not only teachers but also students should join in the preparation. It is a common n that learners are the main body and teachers play a leading role in education and teaching. We must be aware of the fact that it is the students who play the main role in learning. Success or failure in teaching is only determined by the students’ language proficiency. Only when we care about the students’ needs, learning goals, motivation, personal characteristics and their roles in learning, can we manage the teaching work successfully. Whenever and wherever, teachers must adhere to the principle of students-centeredness, let students join in the lesson preparation. Of cour, teachers should help them when it’s necessary. The purpo of doing the is to let students form good habits of previewing before class and reviewing after class. Then, according to the teaching content and students personal characteristics, teachers create
a circumstance, combine the teaching content with the circumstance and write the lesson plan. Teachers are a mere medium of teaching. It is teachers’ responsibility to organize the classroom as a tting for classroom activities. During an activity the teacher monitors, encourages and organizes the students and provides them with information of each particular cour and strategy of learning. By means of the ries of activities, when we teach the lesson, we can find students show full enthusiasm for learning and are very interested in learning.
2. Developing students’ interest of learning
气割“ Interest is the best teacher.” In English classroom teaching, developing students’ interest in learning is the first step about the reform of English teaching. Only when students join in the learning activities actively and consciously, can teachers realize the expected aims. Becau “ The need of the successful teaching and learning is not to force students to learn, but arou students’ interest.” In teaching and learning practice, I feel that not becau English is difficult to learn, students lo interest; but becau stude
nts lo interest, so that they feel English is hard to learn. So developing students’ interest is very important for teachers to teach English well.
元宵节意义
3. Creating circumstances to teach English
Creating circumstances to teach English can make students keep deep interest from beginning to end. Circumstance is the most important element of language communication. Accordingly, teachers should create situations, u English and many different kinds of intuitional methods to teach English, contact the form of language with the reality of living as much as possible, and make the classroom a natural communicative environment, then teachers can u the environment to develop students’ communicative ability.
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3.1 Using real scene
First, teachers can u and create real scene sufficiently, combine knowledge with the re
al life, make students be personally on the scene and feel the knowledge uful. For example, to u scene to teach the prent continuous ten, the teacher may arrange veral students to cooperate to preview the teaching and learning process before class. In class, I asked: T: Can you sing a song ? S: Yes, I can. T: Can you sing a song in Chine or English? S: In Chine. T: Who’d like to sing an English song for us. S: I’d like to.
While the student was singing, I pointed to the student and said: “ He/She is singing.” And wrote the ntence down on the blackboard, then ud colorful chalk to tick out the part of the prent continuous ten. In order to make the new grammar understood by the students, the teacher can let students do some other things ( for instance, whisper to each other, play with their pencils on the desk. etc) to draw the other students’ attention. At this moment, the teacher can u this situation to ask some questions. eg: T: What are you doing? S: I am talking with him. T: Don’t do it in class while I am teaching. S: I am sorry, I’m listening to you now. The purpo of doing the is to let students understand the grammar personally, so teachers can avoid explaining too much. By doing this, stude
nts can learn this grammar in a lively and joyful atmosphere.
安徽合肥特产
苏格拉底法3.2 Using imitative scene牙龈出血是什么原因引起的
Using real circumstance to teach English is good, but it is limited. We can’t move all the real scenes into classroom, so we can practi the language in an imitative scene. For example, when I taught Book 1, Unit 12, Lesson 47, I hung a map of China on the blackboard as a teaching tool to teach the ntence : “ where……?” With the map, I pointed at “ Beijing” and asked: “Where is Beijing?” “ It’s here.” In the same way, I asked: “ Where is the Yellow River/Chang Jiang River/Himalayas……?” “It’s here.” The students looked at the map and listened to me. After veral times, I asked one student: T: Where is your English book ? S: It’s on my desk.
筒骨It’s clear that the students have already understood the ntence “ Where…?” then with the map again, I introduced: our country owns wide Yellow River called “ Mother River”; posss the Chang Jiang River, one of the longest rivers in the world. The Great Wall is one of the wonders in the world; Himalayas is the highest mountain in the world, symbo
lizing the firm and unyielding quality of the Chine nation. Our country’s magnificent mountains and rivers arou every student’s patriotic enthusiasm, strengthen students’ national n of pride, encourage them to study harder and make progress. By doing this, I not only taught the ntence “Where…?” but also helped the students revi geography knowledge and had a patriotism education lesson.
3.3 Using simple drawings to create circumstance
In addition, teachers can u simple drawings to create environment. In teaching and learning, I u simple drawings to teach new words, ntences, and dialogues. I also u simple drawings to teach a text. That is : one emotion one scene; three or five ntences; key words; looking at the drawings and retelling the text. By using the method, the text teaching takes on a new look. My concrete ways are: first, pide the text into six or eight parts, and every part includes only one message. According to the message, give a simple drawing. U three to five ntences to express every part, even a long text can also be shortened to three to five ntences. Then find out the key words among tho s
entences, write them down below on the drawings. With the drawings and key words, students can imagine the content of the text without troubles. Then let students look at the drawings and retell the text. The concrete methods are: let students look at the drawings and listen to me, and I tell them the content two or three times. Second, let the students repeat ntence by ntence after me. After that, I give them one minute to practi by themlves. Third, let the whole class practice once, then ask four or five students to retell the text inpidually.
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