简介:formative assessment makes students feel more comfortable and motivated. Formative assessment is an assessment causing less anxiety.Formative assessment implies many ways and methods to evaluate students. The most practical ways of formative assessment in oral English teaching are teacher’s assessment,anxiety and it is preferred by students.Nearly half of the students answering the questionnaire wish that their teacher could correct the mistakes they make with encouragement and smile and they wish to be assessed in various ways. They in fact prefer formative assessment.The main feature of formative assessment is that it implies evaluation based on a collection of information about what students know and can do. This involves many ways and methods of information gathering,said that assessment with only tests or examinations was often conducted to find out the students’ weaknesses and it damaged the students’ motivation and confidence in language learning. Theory of Multiple Intelligence advanced by Gardner believes that assessment must be done in many ways. [20] Varying assessment methods according to assessment purposes and contexts helps to make assessment fairer and more reliable.[21] [22]So
简介:we did an informal survey on the situation of students’ learning of oral English. The questionnaire was designed to get a rough idea of the oral English learning of the students and particularly the difficulties students meet in speaking English (see appendix.)[4].According to the analysis (see appendix),teaching them speaking English will be a huge problem for the teacher. So,culture teaching is supposed to be an important part in a successful teaching plan. While teaching oral English
简介:英语是实践性较强的学科,比较注重语言的交际性。因此,教师上课以口语为先、为主,呈现出如下教学特点:第一,从口语人手,用英语组织课堂教学,能活跃课堂气氛;第二,从口语特点来看,口语相对来说比较简单、便捷,与现实生活的距离较近,易记忆理解,实用性较强;第三,从学生的年龄特点来看,他们大多爱说好动,不怕羞,胆子大,善模仿,记忆力强,喜欢把学到的语言材料随时随地进行对话、叙述、表演。这样的教学,便于边讲边练,边学边用,学以致用,使学生能运用所学知识随时随地进行对话、提高、巩固。总结多年的教学实践,兹就如何提高学生的口语能力谈几点个人的看法。
简介:在英语教学中,口语教学在系统培养和迅速提高学生的口语实践能力和交际能力方面有着自己独特的特点及规律。综观英语教学的历史,口语教学也是由传统语言教学发展为现代语文教学的产物,它更加注重了发挥学生在语言学习中的主动性和创造性。实践证明,要真正上好口语课绝非易事,它除了要求口语教师本身具有较高语言素质和较高语言表达能力外,还要求教师在对行为心理学和现代法教育研究中不断探索一套符合我国学生实际的教学方法。目前在普通中等专业学校里,不少学生对口语课重视不够,甚至有厌倦情绪。学生在初学阶段往往简单地认为口语只不过是要求自己完成对于某些日常用语句子的反复操练和机械记忆。学生这种忽视自身主动性