英语论文网

y and fluently in English. For many years, the teacher or the students have always considered listening, reading, and writing more important and should develop firstly. With the development of the teaching methodology, more attention should be focused on spoken language. And only by integrating four language skills into lessons, will the students really begin to understand the English language. [20] Besides, Chinese second language class is the teacher—centered class whose emphasis is placed on teaching instead of learning. “For decades, Chinese teachers have been quite used to the traditional way of teaching foreign language, in which the teacher is regarded as authority who dominates the whole class. The teacher indulged in being the center of attention, explaining the text in a more traditional grammar translation way, trying to put everything into students’ heads and pays scant notice of the feeling reactions of students. Students are just an ‘ignorant audience,’ waiting to be filled up with knowledge by the teacher. There is little co—operation between the teacher and students and the productive skills such as speaking and writing are almost ignored. Students have no opportunity to apply what they have learnt to practical communication. As a result, their communicative ability cannot be developed.”[21] 3.3 Roles of the teacher and the students 3.3.1 The role of the teacher In traditional classroom, the class is teacher/book-centered. In such a classroom, the teacher analyses the text and explains new language points from the beginning of the class. On the other hand, what the students do in most time is to take mechanical drills and imitation practice. As a result, the students are very quiet, they just listen to the teacher and absorb new knowledge passively and the whole class atmosphere is very oppressive. All these are not good for the students to master and apply new knowledge in real life. So, it is essential to exchange the roles of the teacher and the students. In communicative classroom, the roles of the teacher and the students are very different from that in traditional classroom. In communicative classroom, the teaching should be student—centered, not teacher /book—centered. In such a class, the teacher should act as a motivator, an informant, an organizer, an assessor, a guide, etc. (i) Selecting teaching materials In middle school, the teaching materials are changed every year. Today, the linguists and the teachers are more concerned with the teaching materials for the middle school foreign language teaching, because they want to choose the right materials for the students to learn. To the students, the teaching materials should not be too hard or too boring. If the teaching materials are too difficult, the students would feel tired of learning English; if it is too boring, the students would have no interest in learning English, even hate it. Besides, the activities included in the teaching materials should be relevant to our real life, which will help the students learn English easily. “Teaching materials with CA often are: . It is assumed that the goal of language teaching is learner ability to communicate in the target language. . It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures; they are based on a notional syllabus or some other communicatively organized syllabus. . Students regularly work in groups or pairs to