On the Importance of the Interaction Between Teachers and St

On the Importance of the Interaction Between Teachers and Students in the English Classroom Teachin
作为一篇论文,提纲应该是怎么样的?

Free talk is nearly like topic talk. Students are not given a topic in this part. They should choose a topic to begin. So teachers’ main responsibility is to teach them how to choose a topic. Tell them what is worth talking and what is not. Topics are usually something hot spots. Such as the war in Iraq, Sars, some famous sports stars and singers are all enjoyed by students. If they choose a right topic, they will be active to talk.
4. An important teaching method— task-based teaching
Shortly speaking, task is an action, in the process of doing something, learners are always in the active psychological state .It is a process of interaction. In order to complete the task, learners regard ‘meaning’ as the center, drawing upon verbal and non-verbal resources to construct meanings in order to solve a certain communicative problem. In the process of completing tasks, learners actively participate in the task and interact with both teachers and classmates, building a supportive environment for language acquisition and internalization, which can be of great benefit to the students’ spoken English. According to David Nunan, the structure of tasks and the other factors is :
Goals Teacher role
Input TASKS Learner role
Activities Settings⑤
So here I propose the following five tasks. These tasks are usually suitable for rural junior middle school students.
⑴ Jigsaw tasks
The students work in groups or pairs. They are given a chain of four pictures. They each tell a story about their own pictures which make up a whole story. Jigsaw tasks are just like multiple pictures describing.
⑵Information-gap tasks
Information-gap tasks are real communication. Students have different characters, families and experiences. They want to know each other. They need to exchange personal information. Then teachers can organize different kinds of information exchanging tasks according to what the students are assigned to learn at each stage. Then students can make full use of what they have learnt to communicative and express their own ideas. The tasks can be like the following:
①Get students to draw their own family trees. Then ask and answer questions like: What does your father do? Where does your mother work?
②Get students to draw a map of their own living area. Then ask each other places and directions.
⑶Comparison-making tasks
there are no two completely same leaves in the world. Things are different from each other. So teachers can design tasks like the following:
The differences between Chinese food and western food
The weather in china and in Australia
The differences between two twin brothers or sisters
The students can be divided into two team. And they can have a competition. If one team can say more differences than the other they are winners.
⑷Opinion exchange tasks
Students work in groups or pairs. They can ask others questions like:
What’s your favourite season?
What’s your favourite subject?
Then the student who answers the questions should give three or four reasons.
⑸problem-solving tasks
Teachers should be adept to find some problems and get the students to think about them and solve them. The process of solving and expressing is using English. It is a good approach to study English and speak English. The problems can be the following.
①What should we do if chairs are broken?
②How to create good surroundings for studying
③Why are the animals in zoos not happy today?
Here I choose the third as a model. Teachers ask the students to collect some information about animals. eg. Animals like tigers and lions usually live in forests or mountains.
They can run and play freely and happily.
Now the animals live in the cages.
They have nothing to do.
The only thing is to walk round and round.
So they are not happy.
After they find some reasons, ask them “Can we help them?” Then get them to discuss and propose some methods to solve the problem. That will be a great incentive.
Some intelligence games are good problem solving tasks too. Such as weighing and elephant and carrying things across the river are both good tasks. These tasks can improve the students’ thinking abilities and speaking abilities. Here I give the example for carrying things across the river:
a) Teachers divide the students into small groups;
b) Teachers tell the student: An old man travels with a wolf, a sheep and a basket of cabbage. He wants to go across a river. But he has a problem, because his boat is very small. Each time he can take only one of the three things to the other side of the river. If he leaves the wolf together with the sheep, the wolf may eat the sheep. If he leaves the sheep together with the cabbage, the sheep may eat the cabbage. He does not know what to do. Can you help him?
c) Give the students a certain time to discuss and think about it ( to express the idea clearly);
d) The group which can find a good method and express it clearly will be the winner
5. Other factors
⑴ Emotional teaching and classroom interaction
Speaking activities are probably the most demanding for students and teachers in terms of the affective factors involved. Trying to produce language in front of other students can generate high levels of anxiety. Students may feel that they are presenting themselves at a much lower level of cognitive ability than they really possess; they may have a natural anxiety about being incomprehensible; they may have cultural inhibitions about loosing face, or they may simply be shy personalities who do not speak very much in their first language. It is therefore a major responsibility for the teacher to create a reassuring classroom environment in which students are prepared to take risks and experiment with the language.
Students’ spoken English is intimately bound up with emotional teaching. Teachers’ positive words, affirmative looks, or even their careless smiles will all give students great encouragement and incentive, which may make students speak English in class with confidence. What’s more, students can express themselves freely with no doubt. To those who have difficulties to speak English in class, English teachers should forgive their mistakes, too. And teachers should show more love to them, speak to them more skillfully and give them more encouragement. The following sentences are all good examples for emotional teaching:
OK.
It doesn’t matter.
All right.
Take it easy.
Go on.
Come on.
Here we’d better say…
You’d better…
Any volunteer?
Have a try!
Teachers’ roles are also multiple. They are mainly directors, judges, leading actors. They can also be advisors, audiences and supporting actors. Teachers play a variety of roles in different types of classes, different scenes or at different levels. They sometimes speak freely and frankly and lead the students skillfully by orderly method; they sometimes give the students incisive comments and devote all their attention to guide the students; they sometimes listen to the students silently. The final aim is to let the students play the part of the main role and be active to pracitse speaking and communicate in English. Then the students become the main body of learning naturally, which is the final target of the ninth curriculum innovation.
At the same time, teachers should also let the students understand: what they have learnt from listening to lessons passively and taking notes is nothing but theories and they haven’t done any practice yet; if they want to improve their spoken English, they ought to take an active part in all activities in class every day from the beginning of studying of English; and they ought to help each other and learn from each other. Then the interaction between teachers and students can be really put into effect and makes a perfect classroom environment. It is confirmed that harmonious classroom atmosphere can help students study English pleasantly and their body and mind are developed healthily because of teachers’ emotional investment and classroom interaction.
⑵ Activities are incentives to work hard and chances for students to get feelings of successes
One of teachers’ jobs is to ensure students a variety of activities. By presenting students with a variety of activities teachers can ensure their continuing interest in the language learning programme. Classes which continually have the same activities are not likely to sustain interest, particularly where the students have no extrinsic motivation and do not perceive clear long-term goals. A programme, however, that presents a variety is far more likely continually to engage the students’ interest. Through English activities, students can have more chances to speak English as well as use English in the semi true English surroundings. They can have more chances to get feelings of success. Accomplishment is the assurance of their progress in study.
Therefore activities should be flexible. In class, teachers can provide students with text play acting, sketch acting and dialogue acting according to the contents of texts and their English levels. By working in groups of four or three, helping each other and cooperating with each other, the students can feel at ease while speaking English and they become to enjoy speaking English. Outside class, English corner, reading competition, English songs competition and English party etc. are all good activities which always attract the students and impel them to speak more English. And debates relevant to hot issues in the world seems to be the most popular activities. Teachers can organize the students to argue about some current affairs, which links what they learn with practice and helps them to express their real thoughts. The propositions can be: Wars in Iraq, Are you afraid of SARS? In a word, all activities are determined by teachers. So teachers’ ability should be both adaptable and flexible.
6 Results
To improve spoken English ability is an important aim of studying English. In different ways, spoken English teaching goes through the whole English teaching. English teaching is linked together with Knowledge in class and outside class, which highlights the students’ main body role in class and enhances English teachers’ guiding role. And students are active to speak English and study English, which is the aim of spoken English teaching.
It is evident that the students have not only improved their spoken English in great progress but also developed their reading and wrting abilities after two years’ practice. The students have grasped daily English systematically and their ability of thinking in English have been formed and strengthened. And their ability of analyzing questions and coming up with opinions have been enhanced, too. What’s important, the students’ role has been great changed. They are never those passive listeners but active participants in class. Their main body role has been heightened and respected, which makes them study positively and helps to develop their ability of studying. At the same time their pioneering spirit has been enhanced and their ability of creating has been trained. That is the core of quality education.
Though there is no formal spoken English test in Chinese rural middle school. There are many ways to see the good effects of the above teaching methods. A great quantity of practice speaking English helps to improve the students’ whole English level as well as their spoken English, which is reflected in the result of their final test in every term. As a result, the score of the students in my classes is at least five points higher per person than the one of the students in other classes. And twenty five per cent students who I teach can be at the first rate. However the percentage of first rate is ten points lower.
Introduction 1
I. The Improper Classroom Interaction in Present English Teaching 2
A. The Influence of Teacher-centered Model 2
B. Aimless Classroom Interaction 4
C. The Disordered Classroom Interaction 4
D. Imbalanced Teacher-Students Interaction and Student-Student Interaction 4
E. Disintegrated and Unsystematic Classroom Activities 5
II.Introduction about Language Features and Classroom Interaction 5
A. The Characteristics of Language 5
B. The Role of Classroom Interaction 6
1. Developing the Intrinsic Motivation of the Students 7
2. Changing the Traditional Roles 7
3. Improving theTeaching Efficiency 8
III. Possible Strategies for Meaningful Classroom Interaction 8
A. Equal-Dialogue Strategies between Teachers and Students 9
B. Curiosity Leading Strategies 9
C. Cooperation Strategies 11
D. Question-Raising Strategies 13
E. Resource-Utilizing Strategies 14
Conclusion 16
Acknowledgements 17
Bibliography 18
Abstract
The ultimate aim of English teaching is to cultivate students’ ability of using English. And in China, the realization of the English teaching goal depends mainly on classroom instruction. English classroom has special features, because it is the most important place for many students to learn English. Language course is a course which is more practical, so good classroom interaction is the best opportunity for students to practice using language, that is to say, classroom interaction is the real process of language classroom teaching. In the process of teaching, a good teacher-learner relationship and a comfortable interactive environment are helpful to the language learning. However, the present language teaching is far from realizing this goal, the effect of classroom interaction is not so ideal. Therefore, how to make the classroom interaction function effectively is a very big problem that needs to be solved. In this essay, the author analyzes the improper interact phenomenon and gives some suggestions on the strategies for the significant classroom interaction.
Key Words
English language teaching; classroom interaction; strategies