英語專業(yè)本科畢業(yè)論文

1、on application of activities-based approach in english teaching abstract：in today's rapid economic development, and the impact of globalization on the world, english as a language of communication has become an indispensable part of many of our official, governmental activities, documents, commu

2、nication methods are the use of english;. foreign trade also english as a common language, foreign exchange, international etiquette, letter correspondence, import and export documents, bank documents as well as the language and so on, all in english as standard common language; higher education in

3、most countries, universities have opened english language literature, only in china, there are more than one hundred universities in english or english with a relevant professional; computers and the internet, is built on the basis of english, the language of the industry, is in english. in this con

4、text, developing countries need to cultivate people who have capabilities of listening, speaking, reading and writing .therefore, english teaching position is increasingly important in today's society, it is related to the students' english learning, and the use of english learning level of

5、the whole society. activities-based approach, with the center of activity, develop students' ability to use language and communication skills for the purpose of the use of active teaching in english teaching, the use of language can provide a classroom environment for students to enhance their l

6、istening and speaking skills and self-learning ability, so as to improve students' english language proficiency. it makes activities-based approach absorbed educators and psychologists more and more attention.key words：activities-based approach, english teaching, knowledge; skill摘要：在經(jīng)濟(jì)飛速發(fā)展的今天，以及

7、全球化對于世界各國的影響，英語作為一門交際語言已經(jīng)成為我們不可缺少的一部分.很多官方的、政府性質(zhì)的活動(dòng)、文件、交流方式都使用英語；外貿(mào)行業(yè)也把英語作為通用語言，外貿(mào)交往、國際禮儀、書信函電、進(jìn)出口文件、還有銀行文件語言等等，統(tǒng)統(tǒng)以英語作為標(biāo)準(zhǔn)通用語言；大多數(shù)國家的高等學(xué)府，大學(xué)院校，都開設(shè)英語語言文學(xué)專業(yè)，僅在中國，就有一百多所大學(xué)設(shè)有英語專業(yè)或英語相關(guān)專業(yè);電腦和互聯(lián)網(wǎng)，也是建立在英語的基礎(chǔ)上，這個(gè)行業(yè)的語言，就是英語。在這個(gè)背景下，國家的發(fā)展需要聽、說、讀、寫四會(huì)能力的人。因此，英語教學(xué)在當(dāng)今社會(huì)的地位越來越重要，它關(guān)系到學(xué)生的英語學(xué)習(xí)，運(yùn)用以及整個(gè)社會(huì)的英語學(xué)習(xí)水平?；顒?dòng)教育法以活動(dòng)為中

8、心，以培養(yǎng)學(xué)生的語言運(yùn)用能力和交際能力為目的，在英語教學(xué)中運(yùn)用活動(dòng)教學(xué)法，可以為學(xué)生提供運(yùn)用語言的課堂環(huán)境，增強(qiáng)其聽說能力和自主學(xué)習(xí)能力，從而全面提高學(xué)生的英語綜合運(yùn)用能力。這使活動(dòng)教育法越來越得到教育家、心理學(xué)家的重視。關(guān)鍵詞：活動(dòng)教育法 英語教學(xué) 知識(shí) 技能 contents introduction1ii definition12.1 activity approach12.2 the development of activities-based approach22.3 learning activities3iii. the main content of the activity

9、 approach33.1 a theoretical integrated33.2 activity-centered43. 3. activities balance5iv the application of activities-based approach in english teaching64.1the examples of the activities-based approach74.2 the pattern of activities-based approach74.3 suggestion for teaching problems in the activity

10、 approach10v. conclusion11notes12bibliography13acknowledgements14 introductionenglish is the international language of the common. in order to learn advanced scientific knowledge in developing countries, to strengthen economic trade with all countries, the importance of english is easily obvious. ho

11、wever, the teaching methods and teaching effectiveness of our school in china are worrisome. in the recent years people usually think the english condition of chinese students as “mute english” or “deaf english”. their english learning starts from the primary school, with a long period of seven year

12、s, eight years, or even 10 years, they still can not use english to make dialogue, can not understand when the britain and americans speak. the reason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. activities-

13、based approach may enable them related knowledge, further their skill in my opinions, language is a tool of communication; a learners mastery of a foreign language is ultimately measured not by how much he knows about it, but how well he can use it .therefore, classroom teaching should design class

14、activities to facilitate practice in various communicative functions of language and to get students really engaged in the meaningful use of the target language. ii definition2.1 activity approachactivity approach, also known as activity-based teaching, is a new teaching method, generally refers to

15、the teachers and students to gain knowledge of the process according to the teaching requirement to provide appropriate teaching environment for students, based on students' physical and mental development of the extent and characteristics of settings, let the students according to their ability

16、 to participate in reading, discussion, games, learning tools operation to learn teaching methods or process knowledge. characteristics of this teaching method is that students participate in activities, through auditory, visual, spatial perception, tactile and other collaborative activities under t

17、he command of the brain and access to knowledge. activity-based teaching methods, teaching effect is significant classroom model called active teaching mode, also referred to as "active teaching." 2.2 the development of activities-based approach in the past two decades, the international f

18、oreign language teaching and research flourish, a variety of teaching modes coexist, different peaks protruding, contests, and all show. after a period of mutual collisions, compare, pick, began in earnest in functional communicative teaching ideas formed the outline of a movement of international c

19、ommunication, and the emergence of communicative approaches diversified situation. communicative activity approach is a rising star in the family, it is a-coming, it caused watched foreign sector; today, it has become more commonly used in the teaching mode, this is no accident. the activity-based a

20、pproach has a long history in education. as spain says: “ the principle of educating children through participation in life situation is as old as civilization itself.” john duwey, the america educator is the forefather who brings “activities” into education. as early in 1897, duwey stated that: “ed

21、ucation is life, a social process, and a continuing reconstruction of experience.” it demands that education provides opportunities for the information through a series of activities that make them actually function. many educators recognize that the individual lives not only mentally but also socia

22、lly, spiritually, physically, recreationally and so on. they also realize that the activities of the school offer most excellent, real, vital and natural opportunities for this practical training. all effective education is concerned about the meaningful and real activities. since the emergence of a

23、ctivity approach in english teaching, a lot of researches have been conducted. in 1973, prator elaborates on activities, classifying them into “manipulative activities” and “communicative activities”. later holliday(1976), alan maley and alan duff(1978) ,also give further explanation of the activiti

24、es. and j.harmer(1983) makes a synthetic study of the activity, putting forward “the balanced activity approach”, in which non-communicative activities are transferred into communicative activities and language output. australia outline design center also published in 1988. the book, australia langu

25、age guidelines, greatly advocates the activity-based approach. it has drawn some lessons from the communicative approach, raising the importance the opportunities for learners to use language. at home, zhang qianzhong offers “context, structure, rules and communicative approach” in 1983.li guanyi ex

26、pounds and proves it feasible to combine the tradition approaches and the communicative approach in english teaching in 1989.wang cairen (1995,1996) appraises the activity approach and creates “the dual-activity approach”.2.3 learning activitiesin general, our students are engaged in school and clas

27、sroom and learn about things that are called learning activities. we are talking here of two "active" is specific to teachers based on english teaching content and language requirements designed learning activities. it is to enable all students to participate directly in english learning a

28、ctivities designed by the teacher, the experience, cooperation and exchange. it can be a collective activity, it can be group activities. events can either review the old knowledge, can also be used to elicit new knowledge. develop ping good study habits, developing independent learning skills and s

29、pirit of cooperation, and maintaining a positive attitude towards learning english are the keys to success in english learning.iii. the main content of the activity approach3.1 a theoretical integratedactivities-based approach integrates its diverse theoretical subject. for example: 1) learning (lea

30、rning) and acquisition (acquisition) synthesis. foreign language teaching is both a conscious learning process, but also a certain language environment continues acquisition process. their language input must include two aspects: finely-tuned of inputs and coarse nature input to expand input languag

31、e. its relevance lies in changing the course content concise and students are always in a passive situation. 2) activities-based approach integrates speaking and writing. by speaking and writing skills into the receptive skills and productive skills. activities-based approach considers training outp

32、uts (ie, speaking, writing) as the main line, simultaneously receiving (i.e, listening, reading) skills training. content of the training is to fine-tune the output capacity of requiring learned will be used. during speaking and writing (productive) ability to carry out the training process listenin

33、g, reading (acceptability) activities, but these activities are to achieve the output of the service. reception to individual training, training should be synchronized with the output capacity, but its content is coarse, that is slightly higher than that written content. this is because in a real la

34、nguage communication, listening, reading content is always higher than that written content. read a real article, listen to a news can not be without words, to start the formation of listening, reading the correct understanding, develop essential listening and reading skills. its relevance lies in s

35、peaking and writing to correct grabbed, real tendency to grasp at. 3) integrated language activities and communicative activities. its relevance is clear: not only stay in the foreign language classroom language training in the form of stage, should pay attention to communicative use.3.2 activity-ce

36、ntered activity approach is the key word "activity ". activity approach factions theory summarized from this understanding: 1) the language is active. language is a communication tool, any tool has a feature: activity; tool is operated by a person go, people want to learn the language must

37、 be operational activities; socially active people learn through active communication. 2) the language is specified constraints by purposeful activity. language itself has rules, norms of social communication have to master these rules is a specification from the inside to the outside of the process

38、 technology in the learning process of thinking and action must be combined. 3) teaching activities. to activate the student teachers, the students have the knowledge to be good activation to receive new knowledge and activate itself into communicative role.in a nutshell, the main point of the activ

39、ity approach is that: the original activation communicative teaching materials in their classroom, the formation of different levels and the nature of different forms of activities for teachers and students put together in consultation with each other, interact with each other, to help students grad

40、ually this communication tool to master a foreign language.for a long time, foreign language teachers agree that teaching is to learn, so that the students themselves to learn, to student-centered teaching. but often do in the classroom student-centered, and this is because there is no "active&

41、quot;, i do not know how to organize activities. activity approach argued for activities center, is to be students. a similar argument is: teaching is the script, the director of teachers and students is the protagonist, so will implement student-centered.3. 3. activities balance activities should b

42、e carried out gradually. events can be classified according to their nature plain language activities, quasi-communicative activities and communication activities. 1) plain language activities, also known as the teacher control activities, which is characterized by: 1 for a particular language proje

43、ct, focusing on master form; 2 based materials; 3 the main activity is to recognize the process of imitation memorizing; 4 under the control of teachers, requiring proper; 5 activity no communicative purpose. 2) quasi-communicative activities, also known as semi-control activities, which is characte

44、rized by: 1 to consolidate the new knowledge as the main purpose, but can play the creativity of students; 2 around the textbook, but not limited to textbooks; 3 on the right determined on the basis of expertise; 4 teacher gradually let go; 5 properties of multi-communication with the analog. 3) com

45、munication activities, also known as non-control activities, which is characterized as follows: 1 have the desire and purpose of communication; 2 focuses on the exchange of information and ideas; 3 no language restrictions projects; 4 focuses on fluency; 5 teachers do not intervene.activities balanc

46、e refers to the above three types of activities should be carried out, can not be neglected. activities aimed at balancing the balance between language input and output languages, both oppose foreign language teaching classroom only stay on the language in the form of drills, neglect communicative a

47、bility; do not advocate undue emphasis on the natural environment in high school, not textbooks neglect of grammar, language skills training neglect.iv the application of activities-based approach in english teaching this part will introduce how activities-based approach works in english teaching. a

48、ctivities-based approach has accumulated rich experience, can only do a brief introduction here.activity approach, under the guidance of an activity teaching ideas, designed to overcome the traditional teaching of a single symbol in the form of abstract learning disadvantages, to fully mobilize the

49、students a variety of senses and interest in learning, the integration of perceptual learning and practical operation teaching methods together. activity approach thought long history, the concept of a democratic and open education teaching activities, teaching activities in the form of a variety of

50、 events, activities, orderly and flexible teaching methods teaching mode, meaning the value of major activity approach. primary and secondary schools should actively promote the activity approach, in order to change the traditional pedagogical old model, re-building a modern classroom teaching new m

51、odel for a new round of reform of basic education contribute forces.4.1the examples of the activities-based approachfor example, learning 8 +5, the teacher asks students to remove the 8 small red cube learning tools and put them together, took out five yellow school with small cubes and put them tog

52、ether to fight, on the desktop.under the inspired guidance of teachers, students comprehend minato ten methods, separation from five yellow boxes in two and eight red box makes up 10, then 10 and the three combined to get 13. students with hands-on learning process, teachers guide students while doi

53、ng his mouth, and thus, the students quickly mastered 20 added within the binary way of thinking. allow students to learn through activities that can arouse students 'interest in learning to mobilize students' learning initiative; students in learning activities, hands and brain, and promoti

54、ng the comprehensive development of students 'physical and mental development of students' personality; student learning activities , help teachers find learning problems in a timely manner counseling, regulating the teaching process.information: building activity teaching modeactive teachin

55、g mode should be composed of six parts:stage activities teaching goals, types, teaching activities, events teaching principles, teaching methods of teaching activities, teaching evaluation activitiestarget activities of teaching: teaching goal setting activities based on three aspects: educational o

56、bjectives of this stage of basic education; goals of the curriculum; education courses have the advantage of the activities. specifically, the structure of the target's course of events may include: attitude (cognitive, emotional, behavioral) capacity (various general ability: the ability to thi

57、nk independently and to complete the task, interpersonal skills, language skills, leadership and the leadership ability, the ability to collect and process information, the ability to hands-on); knowledge.4.2 the pattern of activities-based approachmusic lesson activity approach (case study)design o

58、f teaching activities:"active teaching", mainly refers to the teacher carefully designed with exploration, educational and creative activity as the main form of the student body, student active participation, exploration, and innovation as the basic characteristics, in order to promote stu

59、dents' cognitive, emotional, personality and so the overall quality of the harmonious development of a concept of education and teaching in the form of purposes. "active teaching" thinking in other disciplines have been very good use, along with the development of mutual penetration of modern science and all disciplines, disciplines become the intersection of music multidisciplinary convergence, inclusive of the natural sciences, social scien