不经常使用 英语 我如何能使他们经常使用英语呢

不经常使用 我如何能使他们经常使用英语呢 我如何能使他们经常使用英语呢? Keeping the students in English is a problem. Whenever I try to do an activity, the students do it in Chinese. I tell them to use English, but they won?t. Anyway, how can I keep them in English? 使学生经常使用英语是一个难题。每当我试图组织一项活 动时，学生们都使用汉语。尽管我多次告诉他们要用英语， 但他们不愿意。那么，我如何能使他们经常使用英语呢? The students? mother tongue should be used for three purposes only: 1) maintaining class discipline; 2) explaining a tricky point of grammar and comparing and contrasting it with a structure in Chinese; 3) when you are explaining the meaning in English of a difficult vocabulary item, it is always advisable to ask one of your best students to give you 1 a „confirmatory translation?. Everything else you do should be entirely in English. Don?t conduct translation exercises with beginners as this encourages them to think bilingually and invites interference from the mother tongue. Remember, the best translators are people who are fluent in a foreign language, not those who have used grammar-translation methods during their learning careers. So why do your students insist on using Chinese even though you tell them not to? One possible reason is that you are setting them tasks which are too difficult for them, so they resort to Chinese. For example, you can?t conduct a conversation lesson in English if your students are barely capable of answering or asking questions, or of formulating simple statements. In the same way, you can?t expect your students to write essays in English if they can?t even write a single sentence correctly. Students need to be trained in productive skills until they are ready to conduct them. This means that you give them plenty of structured exercises in English before giving them open-ended activities. For example, you train them to speak by providing them with question and answer practice, re-telling stories in their own 2 words by referring to pictures or notes. In structured activities of this kind, your students just won?t be able to avoid using English. A planned lesson begins in a highly structured way and becomes freer at the end, so students get used to using English all the time. 学生们的母语通常应被用于以下三个目的:1)保持课堂纪 律;2)用来解释棘手的语法点，把它与汉语中的语言结构作 对比;3)当你用英语解释一个比较难的英语词汇的意思时， 你可以请一位素质最好的学生给一个“验证性的翻译”，这是 很可取的。 课堂中其他的活动都应该在英语环境中进行。不要让英语 初学者做翻译练习，因为这会引导他们用双语思考，进而会 招致来自母语的干扰。请记住，最出色的翻译家，是那些能 够熟练运用外国语的人，而不是那些在学习过程中使用语法 —翻译法的人。 那么为什么会出现那种学生不顾你的再三督促而坚持使用 汉语的情况呢?一种可能的原因是你给他们布置的作业太难 了，以至于他们不得不借助自己的母语——汉语的帮助。例 如，如果你的学生还不能用英语回答或提出问题，或作简单 的陈述，你就不能用英语来组织会话课。同样道理，如果你 的学生连一个英语句子都不能正确地写下来，那么你也就不 3 可能指望他们能用英语写文章了。学生们应受到造句技巧的训练，才能做到。这就意味着在让学生们做自由发挥的练习前，你应首先让他们做大量的格式练习。例如，你可以通过问答练习这一 方式训练他们的口语能力，让他们根据图画或笔记用自己的话复述故事。通过这些格式练习，你的学生们就不得不接触英语。一次有的课堂教学通常以一种结构严密的方式开始，以宽松活跃的气氛结束，使学生习惯于使用英语。 百度搜索“就爱阅读”,专业资料,生活学习,尽在就爱阅读网92to.com,您的在线图馆 4