试论中学英语教学中的素质教育

s’ confidence in learning and cultivate their  independence. 2. Make the task of the activity clear to the learners at the very  beginning. 3. Adjust the degree of difficulty: it should suit the level of the  learners’ ability. 4. Offer reasonable and encouraging comments on the learners’ activity.

Even if the task is somewhat difficult, the teacher should interfere as  little as possible, for the teacher’s interference may confuse the  learners’ enthu

siasm. But this doesn’t mean that the teacher should just  stand by and do nothing. If the learners meet some difficulty or have  differing opinions, the teacher can help them resolve their dispute. At  this time, the teacher is a psychological support for the learners,  especially for those who are not so independent. And while commenting on  their results, the teacher should pay attention to the strengths and  weakness for later analysis and improvement.

In a word, the teacher is not a judge, but an organizer, a co-operator and  a supervisor. A language teacher should mainly try to stimulate the  learners’ non-intellectual factors and their interest in the process of  English learning and encourage timely reflection from the learners. But  the question remains is that requirements can’t be too high, for their  linguistic knowledge is limited. If the requirements are suitable, the  learners could make good progress step by step. And at first, progress or  success, even if it is very little in English learning, can stimulate  great interest, enthusiasm and motivation. (Liu Daoyi).

Let’s take as an example - SEFC BOOK 3B, Lesson90 In preparation for the lesson, we can try to find pictures of some ancient  sights like the picture in the textbook, which is a place called Lascause  in France. We can then make good course ware appropriate to the text and  as well, use some material from the Internet. Also we can talk some local  (Chinese) places of interest and make a revision of the previous lesson to  create an easy, harmonious environment suitable for communicative  practice.

Then comes listening, reading and comprehension of the whole text. During  a discussion of comprehensive problems, we can have the students do  pair/group work. Some keywords, details and discourse markers from the  text can help the students easily comprehend the text.

In the paraphrasing period, we can use interesting pictures or/and music  for the 11 phrases and sentences in the text. Now the students will feel a  real atmosphere of English.

During the practicing period, the teacher can walk through the classroom  and guide the students’ communication. The students watch, listen, read,  speak and think throughout the entire process, so they will have a greater  involvement in the lesson. The students’ participation takes the greater  part of the lesson time and in this way, the students’ communicative  ability of the language can be strengthened and widened.

VIII Conclusion. In a word, adapting and improving the existing quality-oriented education  is urgent within the TEFL context. It should be based on the learners’  present physical and psychological condition. The school and the teacher  should have an accurate concept of quality-oriented education. Thus  allowing the learners to develop their English linguistic competence and  to develop their ideal and psychological qualities. Communicative  competence will develop through the practice of listening, speaking,  reading, writing and translating. Further more, the teacher should make  good use of advanced teaching means and methods to create a good  communicative atmosphere, thus helping the learners broaden their  knowledge and in this way, the learners can develop towards a sound  English language competency. 

     

《试论中学英语教学中的素质教育(第4页)》