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关于语用学的英语毕业论文

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关于语用学的英语毕业论文

论文选题是按一定价值标准或条件对可供选择的课题进行评价和比较并对研究方向、目标、领域和范围作出抉择的过程,是决定论文内容和价值的关键环节。这里学术堂整理了十五个论文选题供大家进行参考:1、从语用学视角看汉英口译中的语用失误2、英语心智谓词的模糊性及其语际语用发展研究3、英语科技术语的词汇特征及翻译4、Moment in Peking中异国形象之汉译5、中医典籍中“气”的源流与翻译探析6、女性主义视角下张爱玲的翻译观--以英译《海上花列传》为中心7、二语习得视觉化研究的几个关键问题8、晚清以降的中国佛典英译高潮9、基于降维法的译者风格研究10、中国英语口音研究述评11、口译中视角转换的语用原则12、模因理论指导下的汉语歇后语英译13、本土英语教学法:流派、体系与特色14、《骆驼祥子》三个英译本中叙述话语的翻译--译者风格的语料库考察15、基于语料库的“人生”隐喻英汉对比研究

.好.多学习讥构比如:ABC天卞英语中心 都会先让你做个英语测试,很喜欢这里的老师,客服都很热心,我觉得在线的方式性介比较高,你也可以找几个了解一下吧..

关于英语专业的论文题目,学术堂整理了十五个好写的,供大家参考:1.《红字》中海丝特 白兰不理智的一面(The Irrational Side of Hester Prynne of The Scarlet Letter)2. 《董贝父子》中的矛盾冲突(The Conflict in Donbey and Son)3. 论文化不同对联想意义及翻译的影响(On Influence of Cultural Differences on Associative Meanings and Translation)4. 美国教育的衰弱(The Drop of American Education)5. 19世纪欧洲移民对美国工业化的积极影响(The Positive Impacts of European Immigration on American Industrialization in the 19th Century。6. 朱丽叶之人物分析(Character Studies in Juliet)7. 主述理论在文学中的运用(The Application of the Thematic Theory in Literature)8. 语用学中的会话含义理论(Conversational Implicature Theory in Pragmatics)9. 英语语音简析及对提高初学者口语的指导(A Brief Analysis of English Phonetics as well as a Guide to Improve Learners’ Oral English)10. 比较两种对于哈姆雷特复仇的评论(Comparison on Two Kinds of Comments on Hamlet’s Revenge)11. 英语语言中的性别歧视 (Sexism in English Language)12. 英语的学与教 (English Learning and Teaching)13. 由美国2004年总统选举所想到的 (More than 2004 Presidential Election)14. 论腐朽世界中的纯洁品质——关于《雾都孤儿》的赏析 (The Purity in a Corrupt World—An Analysis of Oliver Twister)15. 论理智与情感之关系——对《理智与情感》的人物分析

随着对 英语 文化 学习的不断深入,随着英语重要地位的不断确立,英语语言学的研究工作也越来越深入。下文是我为大家整理的关于英语语言学论文 范文 参考的内容,欢迎大家阅读参考! 关于英语语言学论文范文参考篇1 浅探英语语言学中的幽默话语 幽默是指在人类交际的过程中,能够引人发笑的话语、动作和表情等,其内容丰富多彩,表现形式多种多样,比例幽默话语、幽默动作、幽默音乐等等。因为人们的交际活动多依赖于语言,所以幽默也多来源于话语当中。 一、英语语言学中的幽默话语 在繁忙的生活中,幽默是一剂强力润滑剂。幽默话语是借助于语言手段来表述幽默的。它是以语言为媒介,根据特定的情境下,以轻松诙谐的语调,机智、风趣、戏谑的话语风格,通过讽刺、夸张、映射、双关等手法,来表达话语者自己的思想和观点,并使受话者不知不觉地接受,达到“随风潜入夜,润物细无声”的效果和境界。幽默话语往往带有一些意味深长的色彩,对揭露生活中的丑恶或不公平现象,还可以起到发人深省的作用。而对于受话者来说,要把话语和当时具体的语境线索结合起来,利用自己既有的语言知识和社会认知,去发现说话者的言外之意和要表达的真实意图,才能真正的理解幽默,并从中获得愉悦。 例如,“Mr Zhou have a sharp tongue,look out,it doesn’t cut your throat.”这句话看起来是像是在说舌头,但是,我们把这句话放到语境中,就可以想到,这里的“a sharp tongue”并不是什么锋利的舌头,而是牙尖嘴利、毒舌的意思,是发话者幽默、含蓄、间接的表达方式。 二、幽默话语与合作原则 (一)合作原则 胡范畴认为,所谓幽默话语是语言的各要素通过变异和创造而出来的。而美国语言哲学家Grice则认为,幽默话语的作用是为了确保交际活动顺利进行。Grice认为,在人们运用语言进行交际时,交际的双方(发话者和受话者)还要遵守一些先决条件和原则,例如使用双方都能熟练运用的语言、交谈内容是双方都熟悉的话题,还有最重要的合作原则(cooperative principle,CP)。合作原则包括四个范畴,即数量准则、质量准则、关联准则和方式准则。在合作原则下,要求发话者和受话者者要端正态度,在谈话中做到“一唱一和”,避免造成“鸡同鸭讲”“话不投机半句多”的情况。 (二)合作原则与幽默话语的关系 如果说要遵循“数量准则、质量准则、关联准则和方式准则”的合作原则是一位西装革履、步态稳健的中年人,那么幽默话语就是一位穿着休闲时尚、语态随意轻松的新新人类。合作原则与幽默话语的结合,就是传统沉稳美与时尚活力没的结合,在这种结合中,传统的合作原则难免要接受新的挑战,甚至在一定程度上被打破。以下,本文以数量准则和质量准则为例,对合作原则与幽默话语进行举例分析。 (1)幽默话语与数量准则 合作原则之质量准则要求说话者和听话者之间交谈的内容要包含适当的信息量。但是在实际的语言环境中,我们常常需要打破这一数量原则,来起到幽默话语的喜剧效果。例如: Jack:I saw Mr Green having lunch with a woman the day before yesterday. Eason:Oh my god!Is she beautiful? Jack:Yes,she is not only beautiful,but also young. Eason:Dose Mrs Green know about it? Jack:Of was the young and beautiful woman. 在这段对话中,Eason理解的和Mr Green共进午餐的年轻貌美的女人应该是除了Mrs Green以外的其他女人,同时也不是Mr Green家里的其他女性亲戚。而Jack如果不想引起误会的话,应该直接说他前天看到Mr Green和Mrs Green共进午餐,但是为了引起Eason的好奇心,促使他进一步追问,就在第一句话中只说看到Mr Green与一位女性共进午餐,这虽然是违反了数量准则的,但也就此产生体现了幽默话语的有趣、逗乐原则。而Eason心理期待与实际情况之间的落差导致其认知的突然重构,给交谈双方带来乐趣,达到愉悦和反讽的效果。 (2)幽默话语与质量准则 合作原则之质量准则要求说话者不说自知是虚假的话,不说无稽之谈,但是在幽默话语中,说话者经常会采用诸如反语、夸张的休息手法。这样虽然会打破“质量准则”,但是带来的幽默效果也是非常显著的。在上世纪90年代即被引入中国并风靡十几年的美国NBC情景剧《老友记》中就存在很多这样的例子。例如: Phoebe:You do not want to wine the lottery? Rose:Uh surely I do,and I want to be the king of my own country. 通过思考并分析这段对话,我们得出Phoebe问Rose,你是否对有意买彩票,有没有兴趣去试一下自己的运气,通过片中的特点情景和人物关系,我们可以看出Rose对彩票不感兴趣,但是她没有直接了当的说“没兴趣”,而是采用了幽默话语说“想啊,我当然想,我还想当国家元首呢。”因为一个平民是几乎没有可能成为国家元首的,所以Rose的话语是违背了质量准则的。但是,这种“有意违背”和“夸大其词”正是这段对话的笑点所在。 三、幽默话语与指称语 指称语(indexicals)就是具有指称功能的语言结构形式,是日常生活中常见的语言现象。是发话人与受话人,在共同的知识环境、语言环境下,可以彼此理解的,映射出话语的,潜在的指称义和指称关系。当指称语所指示的信息不明确或者出现谬误,发话人的意思就是变得令人费解,幽默话语很可能就此产生。同时,指称语还受到人文背景、社会文化、交际距离、环境等多种因素的影响。指称语可以分为人称指称语、时间指称语、地点指称语等等,其中以人称指称语最为常见。我本文就以人称指称语为例,幽默话语和指称语之间的关系。 人称指称语可以分为第一人称、第二人称和第三人称,是对话参与者角色关系的客观体现。第一人称是发话人、第二人称是受话人、第三人称是话语谈及的对象。在话语中,如果这种规则被打破,就会出现人称指称语不相对应的现象,可能会起到幽默效果。例如: Jim was down the local pub with his mate Mark. Jim:Do you know,Mark,I never kissed my wife before we were about you?” Mark:I don’t know,What was her maiden name?” 这段对话是Jim与Mark之间的酒后之言。Jim的提问,真正的意思是“Have you ever kissed your wife before you were married?” 在指称语中,第二人称是针对受话人而言的,谈及的是隐私或伤痛,所以受话人Mark就采用了幽默话语来回避问题,轻描淡写地将这一问题带过去了,其机智幽默值得我们参照和学习。 四、关联理论与幽默话语 从关联理论的角度来看,受话者会故意曲解发话者的意图,到处与发话者截然相反的信息,产生意外的幽默效果。例如: Teacher:Tom,there were three peaches,ate one,how many would you have? Tom:Three,tow outside and one inside. Tom作为孩子,其对事物的思考方式不同于成人,因为无法认清老师出题的意图,而给出出人意料的答案,起到了幽默的效果。 结语: 从上述讨论中,我们可以看出,在不同语境中,人们会对对话意义、指称语、 语言意义等的理解产生偏差或者错位。幽默话语具有深层次的、含蓄的、深沉的、巧妙的作用,避免交际中的尴尬或难堪,增强语言表达的效果,可以起到愉悦交流、点缀生活的作用。 关于英语语言学论文范文参考篇2 浅谈从建构主义角度探析英语语言学教学 21 世纪 教育 的基点是终身学习,是不断提出问题、解决问题的学习,是敢于打破狭隘的专业界限面向真实复杂任务的学习。在英语课程学习过程中,学生普遍认为英语语言学这门课更加的枯燥,无味和吃力。英语语言学课程涉及面广、内容多、概念多、理论多,理论性和实践性都很强;同时英语语言学课时少,而语言学的发展引起的教学内容不断扩充,暴露出和教学时数有限之间日益严重的矛盾。因而继续沿用传统的教学理念和教学模式进行教学已经不能适应新形势下的教学过程,必须用一种更好的教学方式,使学生和老师尽快适应新形势的要求。 随着建构主义学习理论的出现,提出了建构主义的教学设计。建构主义强调情境、协作、会话和意义建构四大要素,倡导以“学”为中心的理念。将建构主义的教学理论引入到英语语言学教学过程中,进行了许多有益的尝试,取得了显著的效果。 1 建构主义的四大要素 在 学习 方法 上建构主义提倡的是教师指导下的以学生为主体的学习,在学习环境上要求是开放的、充满意义解释和建构性的,理想的学习环境主要有情境、协作、会话和意义建构四大要素构成。 “情境”:学习环境中的情境必须有利于学习者对所学内容的意义建构。这就意味着在建构主义学习环境下,要把为学生创设建构意义的情境问题看作是教学设计的主要内容之一。“在课堂教学中播放有助于理解教学内容的录像、录音、参与 社会实践 、向学生提供网络的丰富的学习资源等等,凡是有助于学习者理解掌握学习内容的情境,都属于情境创设的范畴。” “协作”:协作发生在学习过程的始终。协作在一定意义上是协商的意思。协商主要有自我协商和相互协商。 “会话”:会话是协作过程中的不可缺少环节。学习小组成员之间通过会话来商讨如何完成规定的学习任务达到意义建构的目标,怎样更多地获得教师或他人的指导和帮助等等,推进学习进程。在会话的过程中,每个学习者的思维成果(智慧)为整个学习群体所共享 ,因此会话是达到意义建构的重要手段之一。 “意义建构”:这是整个学习过程的最终目标。在学习过程中帮助学生建构意义就要帮助学生对当前学习的内容所反映事物的性质、规律以及该事物与其他事物之间的内在联系达到较深刻的理解。 2 建构主义环境下对英语语言学教学启示 强调以学为中心的设计 在建构主义学习环境下,师生的地位、作用与传统的教学发生了很大的变化。学生由知识的被动接受者转变为信息加工的主体、知识意义的主动建构者。教师也不再是知识的灌输者,而是教学环境的设计者、学生学习的组织者和指导者、知识的管理者,是学生的学术顾问。因此,教师要从前台退到幕后,从“演员”转变为“导演”。在建构主义的语言学教学中,学习环境中要充分发挥学生的主动性,教师要为学生创设尽可能真实的情境去应用他们所学的知识。具体来说,英语英语语言学课程教学应该激发教学主体的主动性和积极性,强调教学任务的适合性和针对性,注重教学环境的互动性和趣味性。 强调学习环境的设计 建构主义教学设计的重心便是学习环境的设计。这里的学习环境是一个支持和促进学习者自主探索、自主学习的场所。学习环境的设计应围绕支持学习者开展有意义的学习来创设支持条件。它主要包括基于问题的学习环境的设计、合作学习环境的设计、真实情境的设计等。建构主义学习环境的设计的宗旨是通过支持学习者的有意义学习,促进学习者的发展。 例如,在讲授语言的任意性时,不少学生对于语言中音和义之间没有必然的联系这一属性存在疑惑,原因是在语言中的确存在一些音和义有一定联系的语言现象,如拟声词,对于这种问题,教师可以在深入讲解之前,给学生布置一些任务,让他们课前收集英语中的拟声词,并让其与汉语中对应的拟声词相比较,然后以 报告 的形式在课上做出来,教师则在这一过程中起着引导、监督、组织的作用,在学生做完报告后,教师做出归纳 总结 。 教学任务的适合性和针对性 语言教学中任务的设置必须以学生的实际情况为前提,任务太困难或太容易都不利于学生主动建构知识。在选择英语语言学课程教学内容时,应适当减少课堂教学内容的广度和深度。所选课堂教学内容如下:语言、语言学、语音学、音系学、句法学、语义学、语用学、二语习得、语言与文化。明确学习任务,选择训练方式,使学生有足够的机会进行练习。教师应懂得如何控制自己的情绪,并通过积极的语言来激励学生。应及时地对正确回答问题,出色完成学习任务的学生进行表扬。如:Well done!Very good!Good job! Excel lent!这些词语看似简单,却能给学生以信心和动力。同时,对学生的缺点和不足要多指导,少批评少责备。 3 建构主义的教学评价 建构主义评价观具有几个方面的特征。首先,诊断性和 反思 性是建构主义学习评价的重要组成部分。这就意味着,学习者必须从事自我监控、自我测试、自我检查等活动,以诊断和判断他们在学习中所追求的是否是自己设置的目标。其次,建构主义评价观认为评价是评价者和被评价者“协商”进行的共同心理建构过程,评价受“多元主义”价值观所支配。因此,建构主义注重评价主体的多元化和评价方式的多样化。再次,建构主义认为,评价是学习者活动过程中的一个必然组成部分,而不是教学后的评价,它是一个持续性和实时性的镶嵌过程。因此,建构主义强调过程性评价,倡导“质性”的方法。所谓过程性评价是在某项教学活动的过程中,为使活动效果更好而不断进行的评价,它能及时了解阶段教学的结果和学生学习的进展情况、存在问题等,以便及时反馈,及时调整和改进教学工作。可见,建构主义评价观提倡以学为中心的理念,更加关注学生的发展。 4 结束语 建构主义教学观为课堂教学提供了新模式,为习惯于被动式接受的学生阐释了学习的新理念,从而为英语语言学课堂的教与学带来了新的启示和体验。在英语语言学课堂教学中教授学习策略,引导学生自主学习及改进 教学方法 。这些方面有助于学生建构知识,形成能力。 参考文献 [1]陈莉.社会建构主义与外语教学[J].外语论坛, 2003(1). [2]胡壮麟.对中国英语教育的若干思考[J].外语研究, 2002(3). [3]盛群力、__强.现代教学设计论[M].浙江教育出版社,2000

关于英语语言学的毕业论文

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随着对 英语 文化 学习的不断深入,随着英语重要地位的不断确立,英语语言学的研究工作也越来越深入。下文是我为大家整理的关于英语语言学论文 范文 参考的内容,欢迎大家阅读参考! 关于英语语言学论文范文参考篇1 浅探英语语言学中的幽默话语 幽默是指在人类交际的过程中,能够引人发笑的话语、动作和表情等,其内容丰富多彩,表现形式多种多样,比例幽默话语、幽默动作、幽默音乐等等。因为人们的交际活动多依赖于语言,所以幽默也多来源于话语当中。 一、英语语言学中的幽默话语 在繁忙的生活中,幽默是一剂强力润滑剂。幽默话语是借助于语言手段来表述幽默的。它是以语言为媒介,根据特定的情境下,以轻松诙谐的语调,机智、风趣、戏谑的话语风格,通过讽刺、夸张、映射、双关等手法,来表达话语者自己的思想和观点,并使受话者不知不觉地接受,达到“随风潜入夜,润物细无声”的效果和境界。幽默话语往往带有一些意味深长的色彩,对揭露生活中的丑恶或不公平现象,还可以起到发人深省的作用。而对于受话者来说,要把话语和当时具体的语境线索结合起来,利用自己既有的语言知识和社会认知,去发现说话者的言外之意和要表达的真实意图,才能真正的理解幽默,并从中获得愉悦。 例如,“Mr Zhou have a sharp tongue,look out,it doesn’t cut your throat.”这句话看起来是像是在说舌头,但是,我们把这句话放到语境中,就可以想到,这里的“a sharp tongue”并不是什么锋利的舌头,而是牙尖嘴利、毒舌的意思,是发话者幽默、含蓄、间接的表达方式。 二、幽默话语与合作原则 (一)合作原则 胡范畴认为,所谓幽默话语是语言的各要素通过变异和创造而出来的。而美国语言哲学家Grice则认为,幽默话语的作用是为了确保交际活动顺利进行。Grice认为,在人们运用语言进行交际时,交际的双方(发话者和受话者)还要遵守一些先决条件和原则,例如使用双方都能熟练运用的语言、交谈内容是双方都熟悉的话题,还有最重要的合作原则(cooperative principle,CP)。合作原则包括四个范畴,即数量准则、质量准则、关联准则和方式准则。在合作原则下,要求发话者和受话者者要端正态度,在谈话中做到“一唱一和”,避免造成“鸡同鸭讲”“话不投机半句多”的情况。 (二)合作原则与幽默话语的关系 如果说要遵循“数量准则、质量准则、关联准则和方式准则”的合作原则是一位西装革履、步态稳健的中年人,那么幽默话语就是一位穿着休闲时尚、语态随意轻松的新新人类。合作原则与幽默话语的结合,就是传统沉稳美与时尚活力没的结合,在这种结合中,传统的合作原则难免要接受新的挑战,甚至在一定程度上被打破。以下,本文以数量准则和质量准则为例,对合作原则与幽默话语进行举例分析。 (1)幽默话语与数量准则 合作原则之质量准则要求说话者和听话者之间交谈的内容要包含适当的信息量。但是在实际的语言环境中,我们常常需要打破这一数量原则,来起到幽默话语的喜剧效果。例如: Jack:I saw Mr Green having lunch with a woman the day before yesterday. Eason:Oh my god!Is she beautiful? Jack:Yes,she is not only beautiful,but also young. Eason:Dose Mrs Green know about it? Jack:Of was the young and beautiful woman. 在这段对话中,Eason理解的和Mr Green共进午餐的年轻貌美的女人应该是除了Mrs Green以外的其他女人,同时也不是Mr Green家里的其他女性亲戚。而Jack如果不想引起误会的话,应该直接说他前天看到Mr Green和Mrs Green共进午餐,但是为了引起Eason的好奇心,促使他进一步追问,就在第一句话中只说看到Mr Green与一位女性共进午餐,这虽然是违反了数量准则的,但也就此产生体现了幽默话语的有趣、逗乐原则。而Eason心理期待与实际情况之间的落差导致其认知的突然重构,给交谈双方带来乐趣,达到愉悦和反讽的效果。 (2)幽默话语与质量准则 合作原则之质量准则要求说话者不说自知是虚假的话,不说无稽之谈,但是在幽默话语中,说话者经常会采用诸如反语、夸张的休息手法。这样虽然会打破“质量准则”,但是带来的幽默效果也是非常显著的。在上世纪90年代即被引入中国并风靡十几年的美国NBC情景剧《老友记》中就存在很多这样的例子。例如: Phoebe:You do not want to wine the lottery? Rose:Uh surely I do,and I want to be the king of my own country. 通过思考并分析这段对话,我们得出Phoebe问Rose,你是否对有意买彩票,有没有兴趣去试一下自己的运气,通过片中的特点情景和人物关系,我们可以看出Rose对彩票不感兴趣,但是她没有直接了当的说“没兴趣”,而是采用了幽默话语说“想啊,我当然想,我还想当国家元首呢。”因为一个平民是几乎没有可能成为国家元首的,所以Rose的话语是违背了质量准则的。但是,这种“有意违背”和“夸大其词”正是这段对话的笑点所在。 三、幽默话语与指称语 指称语(indexicals)就是具有指称功能的语言结构形式,是日常生活中常见的语言现象。是发话人与受话人,在共同的知识环境、语言环境下,可以彼此理解的,映射出话语的,潜在的指称义和指称关系。当指称语所指示的信息不明确或者出现谬误,发话人的意思就是变得令人费解,幽默话语很可能就此产生。同时,指称语还受到人文背景、社会文化、交际距离、环境等多种因素的影响。指称语可以分为人称指称语、时间指称语、地点指称语等等,其中以人称指称语最为常见。我本文就以人称指称语为例,幽默话语和指称语之间的关系。 人称指称语可以分为第一人称、第二人称和第三人称,是对话参与者角色关系的客观体现。第一人称是发话人、第二人称是受话人、第三人称是话语谈及的对象。在话语中,如果这种规则被打破,就会出现人称指称语不相对应的现象,可能会起到幽默效果。例如: Jim was down the local pub with his mate Mark. Jim:Do you know,Mark,I never kissed my wife before we were about you?” Mark:I don’t know,What was her maiden name?” 这段对话是Jim与Mark之间的酒后之言。Jim的提问,真正的意思是“Have you ever kissed your wife before you were married?” 在指称语中,第二人称是针对受话人而言的,谈及的是隐私或伤痛,所以受话人Mark就采用了幽默话语来回避问题,轻描淡写地将这一问题带过去了,其机智幽默值得我们参照和学习。 四、关联理论与幽默话语 从关联理论的角度来看,受话者会故意曲解发话者的意图,到处与发话者截然相反的信息,产生意外的幽默效果。例如: Teacher:Tom,there were three peaches,ate one,how many would you have? Tom:Three,tow outside and one inside. Tom作为孩子,其对事物的思考方式不同于成人,因为无法认清老师出题的意图,而给出出人意料的答案,起到了幽默的效果。 结语: 从上述讨论中,我们可以看出,在不同语境中,人们会对对话意义、指称语、 语言意义等的理解产生偏差或者错位。幽默话语具有深层次的、含蓄的、深沉的、巧妙的作用,避免交际中的尴尬或难堪,增强语言表达的效果,可以起到愉悦交流、点缀生活的作用。 关于英语语言学论文范文参考篇2 浅谈从建构主义角度探析英语语言学教学 21 世纪 教育 的基点是终身学习,是不断提出问题、解决问题的学习,是敢于打破狭隘的专业界限面向真实复杂任务的学习。在英语课程学习过程中,学生普遍认为英语语言学这门课更加的枯燥,无味和吃力。英语语言学课程涉及面广、内容多、概念多、理论多,理论性和实践性都很强;同时英语语言学课时少,而语言学的发展引起的教学内容不断扩充,暴露出和教学时数有限之间日益严重的矛盾。因而继续沿用传统的教学理念和教学模式进行教学已经不能适应新形势下的教学过程,必须用一种更好的教学方式,使学生和老师尽快适应新形势的要求。 随着建构主义学习理论的出现,提出了建构主义的教学设计。建构主义强调情境、协作、会话和意义建构四大要素,倡导以“学”为中心的理念。将建构主义的教学理论引入到英语语言学教学过程中,进行了许多有益的尝试,取得了显著的效果。 1 建构主义的四大要素 在 学习 方法 上建构主义提倡的是教师指导下的以学生为主体的学习,在学习环境上要求是开放的、充满意义解释和建构性的,理想的学习环境主要有情境、协作、会话和意义建构四大要素构成。 “情境”:学习环境中的情境必须有利于学习者对所学内容的意义建构。这就意味着在建构主义学习环境下,要把为学生创设建构意义的情境问题看作是教学设计的主要内容之一。“在课堂教学中播放有助于理解教学内容的录像、录音、参与 社会实践 、向学生提供网络的丰富的学习资源等等,凡是有助于学习者理解掌握学习内容的情境,都属于情境创设的范畴。” “协作”:协作发生在学习过程的始终。协作在一定意义上是协商的意思。协商主要有自我协商和相互协商。 “会话”:会话是协作过程中的不可缺少环节。学习小组成员之间通过会话来商讨如何完成规定的学习任务达到意义建构的目标,怎样更多地获得教师或他人的指导和帮助等等,推进学习进程。在会话的过程中,每个学习者的思维成果(智慧)为整个学习群体所共享 ,因此会话是达到意义建构的重要手段之一。 “意义建构”:这是整个学习过程的最终目标。在学习过程中帮助学生建构意义就要帮助学生对当前学习的内容所反映事物的性质、规律以及该事物与其他事物之间的内在联系达到较深刻的理解。 2 建构主义环境下对英语语言学教学启示 强调以学为中心的设计 在建构主义学习环境下,师生的地位、作用与传统的教学发生了很大的变化。学生由知识的被动接受者转变为信息加工的主体、知识意义的主动建构者。教师也不再是知识的灌输者,而是教学环境的设计者、学生学习的组织者和指导者、知识的管理者,是学生的学术顾问。因此,教师要从前台退到幕后,从“演员”转变为“导演”。在建构主义的语言学教学中,学习环境中要充分发挥学生的主动性,教师要为学生创设尽可能真实的情境去应用他们所学的知识。具体来说,英语英语语言学课程教学应该激发教学主体的主动性和积极性,强调教学任务的适合性和针对性,注重教学环境的互动性和趣味性。 强调学习环境的设计 建构主义教学设计的重心便是学习环境的设计。这里的学习环境是一个支持和促进学习者自主探索、自主学习的场所。学习环境的设计应围绕支持学习者开展有意义的学习来创设支持条件。它主要包括基于问题的学习环境的设计、合作学习环境的设计、真实情境的设计等。建构主义学习环境的设计的宗旨是通过支持学习者的有意义学习,促进学习者的发展。 例如,在讲授语言的任意性时,不少学生对于语言中音和义之间没有必然的联系这一属性存在疑惑,原因是在语言中的确存在一些音和义有一定联系的语言现象,如拟声词,对于这种问题,教师可以在深入讲解之前,给学生布置一些任务,让他们课前收集英语中的拟声词,并让其与汉语中对应的拟声词相比较,然后以 报告 的形式在课上做出来,教师则在这一过程中起着引导、监督、组织的作用,在学生做完报告后,教师做出归纳 总结 。 教学任务的适合性和针对性 语言教学中任务的设置必须以学生的实际情况为前提,任务太困难或太容易都不利于学生主动建构知识。在选择英语语言学课程教学内容时,应适当减少课堂教学内容的广度和深度。所选课堂教学内容如下:语言、语言学、语音学、音系学、句法学、语义学、语用学、二语习得、语言与文化。明确学习任务,选择训练方式,使学生有足够的机会进行练习。教师应懂得如何控制自己的情绪,并通过积极的语言来激励学生。应及时地对正确回答问题,出色完成学习任务的学生进行表扬。如:Well done!Very good!Good job! Excel lent!这些词语看似简单,却能给学生以信心和动力。同时,对学生的缺点和不足要多指导,少批评少责备。 3 建构主义的教学评价 建构主义评价观具有几个方面的特征。首先,诊断性和 反思 性是建构主义学习评价的重要组成部分。这就意味着,学习者必须从事自我监控、自我测试、自我检查等活动,以诊断和判断他们在学习中所追求的是否是自己设置的目标。其次,建构主义评价观认为评价是评价者和被评价者“协商”进行的共同心理建构过程,评价受“多元主义”价值观所支配。因此,建构主义注重评价主体的多元化和评价方式的多样化。再次,建构主义认为,评价是学习者活动过程中的一个必然组成部分,而不是教学后的评价,它是一个持续性和实时性的镶嵌过程。因此,建构主义强调过程性评价,倡导“质性”的方法。所谓过程性评价是在某项教学活动的过程中,为使活动效果更好而不断进行的评价,它能及时了解阶段教学的结果和学生学习的进展情况、存在问题等,以便及时反馈,及时调整和改进教学工作。可见,建构主义评价观提倡以学为中心的理念,更加关注学生的发展。 4 结束语 建构主义教学观为课堂教学提供了新模式,为习惯于被动式接受的学生阐释了学习的新理念,从而为英语语言学课堂的教与学带来了新的启示和体验。在英语语言学课堂教学中教授学习策略,引导学生自主学习及改进 教学方法 。这些方面有助于学生建构知识,形成能力。 参考文献 [1]陈莉.社会建构主义与外语教学[J].外语论坛, 2003(1). [2]胡壮麟.对中国英语教育的若干思考[J].外语研究, 2002(3). [3]盛群力、__强.现代教学设计论[M].浙江教育出版社,2000

一、英语语言学毕业论文题目: 1、中西语言方式对比 2、 词汇学 3、 近代英语语言的衍变 二、 英语语言学课程由三个知识模块组成:理论启蒙、基础理论、研究方法。理论启蒙模块内容涉及英语的词汇知识、语音知识、语法知识、修辞知识、语体知识

题目:

1、中西人名文化对比:Comparison of Chinese and Western name culture

2、近代英美关系及其文化基础:Modern Anglo-American relations and their cultural foundation

3、中学生英语学习策略研究:Research on English learning strategies of middle school students

4、中英非语言交际的文化差异及对比: Cultural differences and contrast between Chinese and English non-verbal communication

5、中英恭维语对比研究:A comparative study of Chinese and English compliments

6、中英广告中语言使用对比研究:A comparative study of language use in Chinese and English advertisements

7、中英两种语言中的颜色词及其象征意义:Color words and their symbolic meanings in English and Chinese

8、中英亲属词的文化内涵分析:Cultural connotation analysis of Chinese and English kinship words

9、中英请求言语行为策略选择之比较:A comparison of speech act strategy choice between Chinese and English requests

关于英语口语的毕业论文

毕业 论文是高校人才培养方案中不可或缺的重要组成部分,是高校英语专业的大学生毕业前必须完成的教学任务,而论文的题目确定工作则是毕业论文管理中的首要环节。下面是我带来的关于本科英语专业毕业论文题目的内容,欢迎阅读!英语专业毕业论文题目(一) 1. 浅析 广告 翻译中的 文化 顺应处理 2. 从文化角度分析中美房地产广告的差异 3. 浅析动画《加菲猫》和《加菲猫之双猫记》中的享乐主义和利己主义 4. 圣经原型解读《弗洛斯河上的磨坊》 5. 论《卡斯特桥市长》中哈代的进化向善论思想 6. 顺从的女人——分析《荒凉山庄》中埃斯特的形象 7. 从中美传统节日对比看节日的文化内涵 8. 成人的童话——《爱丽丝漫游奇境记》中象征主义的体现 9. 简析网络时代英语全球化 10. 《查泰莱夫人的情人》的生态女性主义解读 11. 从社会文化价值方面比较中美情景喜剧差异 12. 论《喧哗与骚动》中昆丁的宿命 13. 《蝇王》的启示:理性的呼唤 14. 中文旅游文本英译中的歧义现象分析 15. 从中美婚宴差异看集体主义和个人主义 16. 影响非英语专业大一新生口语输出的因素 17. 《走出非洲》:走出迪内森的矛盾态度 18. 旅游宣传资料中的误译与解决 方法 19. 从女性主义角度解读华顿《纯真年代》中的埃伦 20. 电子词典与 英语学习 英语专业毕业论文题目(二) 1. 英语习语与 ____ 2. 《伤心咖啡馆之歌》中爱米利亚性别身份分析 3. 从关联理论的角度欣赏幽默翻译 4. 英语缩略语及其语用功能 5. 英专和非英专学生 英语 作文 中错误的对比研究 6. 武汉方言对英语语音的影响及其对教学的启示 7. 中西行星命名的文化探源 8. 英语新闻中的新词 9. 中国古典诗歌英译中对“三美”理论的探索 10. 从电影《七宗罪》浅析原罪 11. 浅论体态语的社会功能 12. 中西 思维方式 差异对中英语篇的影响 13. 中国和西方国家婚俗的比较 14. 浅析合作原则的违背在广告语言中的运用 15. 浅析电影《推手》中中美家庭的文化冲突 16. 从广告语言看中美文化价值观差异 17. 用言语行为理论浅析英语广告中的双关语 18. 论新闻英语汉译中的归化与异化策略 19. 以Of Study(《论读书》)的两个中译本为例浅析译者主体性 英语专业毕业论文题目(三) 1. 广告语言模糊性的语用研究 2. 利用美剧进行 英语听力 自主学习 3. 大学生 英语口语 学习动机研究 4. 从文化视角看中国白酒广告 5. 从功能翻译看《围城》英译本中文化信息的传递 6. 对《达罗卫夫人》中克莱丽莎和塞普提默斯形象的研究 7. 公示语汉译英错误及对策探析 8. 探究美国安利公司的 企业文化 :基于其网站内容的文本分析 9. 运用写长法促进 英语写作 能力的提高 10. 中美“面子文化”对比分析 11. 英汉恭维语和告别语的对比分析 12. 英汉爱情隐喻的对比研究 13. 新闻英语汉译的翻译技巧浅析 14. 中美家庭文化比较 15. 从文化的角度浅析中美企业 人力资源管理 的差异 16. 华中农业大学英语专业学生高级英语学习状况调查 17. 跨文化交际中中西方馈赠礼仪刍议 18. 解读《双城记》中的人道主义思想 19. 论《了不起的盖茨比》中的消费主义 20. 从戴姆勒克莱斯勒事件看文化因素对跨国企业合并的影响 21. 对中美离岸外包过程中跨文化交际案例的分析 22. 从"老友记"中看合作原则在英语称赞语及其回应语中的应用 23. 浅论美国文化与美语词汇 24. 英汉植物词语联想意义的跨文化对比 25. 一个被忽视的“准则英雄”——论《永别了,武器》中的女主人公凯瑟琳 英语专业毕业论文题目(四) 1. 美国二十世纪六十年代反战文化研究 2. 中国英语热的真相——文化帝国主义 3. 中美恭维语对比研究 4. 论民族中心主义与美国媒体近年来涉华报道 5. 从弗大枪击案看美国的枪支问题 6. 《推销员之死》中威利与比夫的父子关系 7. 从拉康的镜像理论看杨克的悲剧根源 8. 从正负值面子理论简析中美面子差异 9. 中国菜名翻译中的文化翻译策略 10. 从旧南方到新南方——斯佳丽·奥哈拉在内战前后的成长历程 11. 探究家乐福公司的企业文化:基于其网站内容的文本分析 12. 汉语对英语写作词汇的负迁移作用 13. 《美国悲剧》的消费文化分析 14. 从二语习得角度对比分析英语习语学习中的翻译导向模式与文化导向模式 15. 礼貌原则在英文商务信函中的应用 16. 南方哥特式小说特征在《心是孤独的猎手》中的体现 17. 城市公示语的汉译英探索 18. 归化与异化理论在汉语 歇后语 翻译中的应用 19. 《婚礼的成员》中弗兰淇·亚当斯双性同体现象的研究 20. 论《喜福会》中的文化冲突与共存 猜你喜欢: 1. 英语系文化类毕业论文 2. 本科英语专业毕业论文题目 3. 英语专业毕业论文选题文化 4. 翻译英语专业毕业论文选题 5. 英语语言学论文题目参考大全

听力和口语写一方面就可以了,我写的口语研究的毕业论文,最开始也不懂,还是学长给的莫文网,有高手就是快啊初中英语口语教学的行动研究对外汉语口语教学探析——以戏剧化教学法为例情境教学与小学口语交际研究——以鄂尔多斯小学为例原版英文电影在大学英语口语教学中的应用研究论对外汉语口语教材编写的实用性原则——以《中级汉语口语提高篇》为例情景学习在初中英语口语教学中的实验研究人教版高中语文教材“口语交际”部分编写思路及教学对策研究高中英语口语教学问题分析及解决策略——以滁州市某中学为例任务型教学法在高中英语口语教学中的应用调查研究高考英语口语考试对高中英语教学的反拨作用研究人教版小学《语文》口语交际教材内容研究中学口语交际教学与设计策略任务型教学法在初中英语口语教学中的应用研究英语专业学生口语自主学习能力影响因素的研究留学生初级口语课教学设计探究高中生英语学习策略对口语焦虑的影响与对策研究——以湖北省恩施市4所高中为例高中语文口语交际教学研究浅谈对外汉语初级口语教学的启发与建议——结合初级口语课程的观摩与实践对外汉语口语教材交际性练习考察研究——以《汉语口语》和《汉语口语速成》为例信息技术环境下的初中英语口语任务型教学模式研究合作学习对英语口语教学的研究影视资源辅助高中英语口语教学的应用研究对外汉语口语教材和国内英语口语教材对比研究留学生汉语能愿动词偏误研究——以《汉语桥》和《世界大不同》口语语料库为中心多元智能理论在大学英语口语教学中应用的实证研究农村小学语文口语交际教学现状调查研究——以石门县N所小学为例对外汉语初级阶段口语教材练习设置的研究——以《发展汉语—初级口语》为例越南汉语口语教学顺序性问题研究农村小学高年级学生英语口语能力存在的问题及培养的研究语境在大学英语口语教学中的应用研究

写自己熟悉的题材,比如如果是吃货,可以写下小吃美食,如果是球迷,可以写自己喜欢的球队球星。good luck~

自我设置语言环境学习一种语言,需要在自己大脑里建立这种语言的意识,用这种语言思考和表达,而不是用中文思考,再转换成外文。自我设置一种语言环境,就是自我充当由自己设定的语言环境中的某一角色,有声地完成其语言任务。 比如,假定要召开一个英语演讲会,自己是演讲会的主持人,那么就应该设想如何约稿、如何布置会尝大会主席该如何致词等,让自己进入这一角色,有声地完成整个过程。每个人可以根据自己的需要有目的地选择“环境主题和角色”。在这样一种口语环境下使用外语,有如音乐家在演奏时见到音符就出声,拳击手见对方的破绽就出击,反应必须及时到位,要求的是一种“技能”,而不仅是“知识”,要求一定程度的“熟练”,而不仅是“知道”。这就需要我们在日常生活中经常地、有针对性地对自己进行这样的思维和训练。要在自己的大脑中建立起外语语境,需要一个阶段用一定的强度、用相当的数量对自己的大脑施以相当的“强制”来进行。过了这个阶段,才是对新建立的语言体系进行补充,使其日臻完整。单靠平平常常的积累很难达到这个境界。 过好口语三关发音关: 发音的正确清晰,是口语的第一关。生活在中文环境里的人,要准确掌握一门外语的发音,需要经过一个刻意追求的过程。学发音要有一个阶段狠劲地注意口形和部位。不妨“勉强”一些,“夸大”一些,像京剧道白那样“过分”地咬准。正确的发音习惯之后,会逐渐变得自然。我们听外国人说中国话,只会对他们的发音准确而惊叹,而不会对他们不像中国人那样省力而认为不好。没有经过刻意准确的阶段就追求“自然”,这样发出的音只是一种不三不四,大体上有点像,却谈不上正确的声音。 有的音发得不准确,主要是口形和部位不到位。如th〔�〕〔δ〕是英语的一个特殊发音,许多人把它读作〔s〕,自认为比较接近了,其实是错了。甚至有的中国老师这样教:“读这个音本应该将舌头伸出来,但不伸出来也可以,外国人也能听懂。”这不是在教学生“中国式英语吗?”如果自己发音不准,就很难分辨别人发音的正确与否。过发音关必须严格要求,一丝不苟地去练,只想顺顺当当听其自然,常常最后学到的只是模棱两可的声音,谈不上正确。 句型关: 句型是在自己脑海中建立外语语境的重要一环。掌握句型的要求是不但在大脑“贮存”足够的句型,而且要在使用时灵活“调取”。英语中有许多与特定场景、气氛等相应的特定句型。用这些句型可以表达建议、请求、命令、安慰、指责、兴奋、愤怒等不同要求和情感。这类句型一般都很短,大都是简单句,却能表达出各种情形下的各种说法。要做到口语流利,就必须熟悉并掌握各种特定条件下的特定句型,形成对特定场景作出快速的语言反应能力。 掌握句型的方法是背诵和即席发言。学习外语的人一定要背诵好文章、好句子,一条好句子可以创造出许多好句子。背诵五十条句子,你的口语会好起来;再背五十条句子,你的口语会上一个台阶;如果再继续背诵五十条句子,你的口语会进入一个新的境界。不是要求学生细微地捉摸、详尽地分析每一课每一句,而是要求背诵到滚瓜烂熟的程度。其实并不是完全背诵,常常背到了一定的课数就在脑海中形成了外语的语境,建立了语感。熟读是说的前题,只要读得通畅,才会说得流利。古话说,“熟读唐诗三百首,不会作诗也会吟”,就是这个道理。 熟练句型的第二个方法是即席讲话。讲话的题目应稍为广一点,不要老是“Myfamily”“Myschool”。比如谈论北京的话题,有的同学只说一句“北京是中国的首都”,下面就不知要谈些什么。实际上,有许多话题可以谈论。例如:北京的历史、气候、大学、公园、交通、街道、建筑以及现代化建设等方面,还可以将话题引入自己感兴趣的体育比赛、电视剧、文艺或小说中去谈论一番。有的学生自尊心较强,害怕出错,不敢张嘴。即席讲话就是要求学生克服自卑与羞怯,大胆张口,在轻松愉快的气氛中用英语进行交谈,将所学句型用于谈话当中,将话题引入自己所熟悉的话题和表达法中。 词汇关: 提高口语能力的第三关是“词汇”。词汇量是解决表达“好不好”的关键。在掌握句型的基础上扩大词汇才有意义。在扩大词汇方面,需要记一些常用词、急用词。按使用频率、使用范围,大约5000左右的词汇就足以进行日常口语交流了。口语体不同于书面体,口语体中所常用的词汇,大都拼写简单,发音流畅,多是小词、简单词、常用词。有一些“万能词”,像go,make,do等,这些词在口语中的用法非常活跃,表达生动活泼,简明扼要,内涵异常丰富。掌握十来个这类词,就能套用各种句型,轻松自如地进行口语交流了。因此,教师要尽量用一些小词、短句和教过的英语教英语、解释难句和课文意思。学生用学过的英语学英语,听得清楚,理解得准确,这样学生运用英语的实际能力必将有所提高。 其它途径提高学生的口语能力除以上谈到的几点外,还有许多颇见成效的方法。例如:组织课外英语演讲会、英语歌曲比赛、英语故事会、英语角、英语诗歌朗诵会等各种形式的活动。这些活动大大刺激了学生的求知欲,提高了学生学习英语的兴趣,拓展了英语视野。聘用外籍教师来校讲学、授课,更是提高学生口语能力的大好时机。外国人讲英语语音、语调比较地道,谈话轻松、自然。经常与外国人一起聊天,口语能力将会有很大提高。希望对你有用!

关于初中英语教学的英语文章

编写教案要依据教学大纲和教科书。从学生实际情况出发,精心设计。下面是我给大家整理的初中英语教学案例范文,供大家参阅!

Language focus:

expressions

on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies

2. Present Perfect Tense

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

Ⅰ. Showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions

2. Practise the Present perfect Tense

3. Practise speaking English

Ⅱ. Revision

1. Check the homework.

2. Revise the passage "surfing". Ask one or two students to retell the story in front of the class.

3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.

III. Presentation

Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class.

Note: such great fun; Time flies; on business. They may be explained in Chinese.

Explain the difference between "such" and "so" (such + nouns, so + adjectives)

IV. Practice

Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"

V. Practice

Each student interviews a student or a teacher by asking the following questions:

What places have you been to in China?

Have you ever been to…?

How many times have you been there?

When did you go there?

How did you go there?

What interesting things did you do there?

Do you want to go there again?

Then ask the students to write a short passage about the interview, get one or two students to read for the class.

VI. Practice

Have the students give their own answers to the questions in the book.

Ask the students to ask and answer in pairs.

VII. Workbook

Do Exercise I with the class. First have the students do it individually, then check with the whole class.

The answers are: have got; Have been; went; gave; Have taken; took; be; has gone

Do Exercise 3 with the whole class. And get the students to learn the sentences.

VIII. Summary

Exercises for class

Translate the following sciences into Chinese.

1. 他在哪儿?他已经去了北京。

2. 他去过北京几次?

3. 不管他说什么,我都不会相信。

4. 你刚才做家庭作业了吗?还没有。

5. 他已经到美国去旅游了。

6. 不管你走到哪儿,我都会记得你。

IX. Homework

Finish off the exercises in the workbook.

Language Focus:

Useful expressions:

a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.

Properties:

Recorder; Overhead Projector; Pictures

Teaching procedures:

I. showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To revise all the contents of Unit 2.

3. To go through Checkpoint 2.

4. To train their listening ability.

5. To train their writing ability.

II. Revision

1. Revise "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .

S1: He has gone to the office.

S2: He has gone to the hospital. .

S3: He has gone to Beijing.

Then ask: How many times have you been to Beijing?

S1: I've never been there.

S2: I've been there twice.

S3: I've been there three times.

Make sure the students can ask and answer correctly.

2. Revise the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words.

III. Listen

Listening Casette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class.

IV. Word Puzzle

Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.

V. Presentation

Part 3. Speech Cassette. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions:

1. Who was the youngest swimmer to cross channel?

2. Which channel did he cross first?

3. When did he first cross the channel?

4. Where was the channel?

5. Why did he slow down?

6. How many hours did it take him to cross the channel?

7. Did he cross the channel alone?

8. How did his parents feel when he arrived the beach?

Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story.

VI .Writing

Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:

1. Do you like swimming?

2. When did you swim?

3. Do you often swim?

4. Were you afraid while you were crossing the channel?

5. Do your parents like you to swim?

6. How do you like when your dream comes true?

VII. A poem

Speech Cassette. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart.

VIII. Checkpoint 2

Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes.

IX. Workbook

Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B

Do Exercise 4 individually and practise the dialogue in pairs.

Work on Exercise 5 as homework.

X. Summary

Exercise in class

Fill in the blanks with "so" and "such"

1. He was ________ tired that he can't climb the hill.

2. She is __________ a kind girl that everyone likes her.

3. The classroom is ___________ beautiful.

4. There is ___________ a clever monkey in the tree.

5. My mother is - busy, she can't go with you.

6. There are __________ many books here, I like them very much.

have ___________ an honest daughter. I like her very much.

8. The flowers are __________ beautiful, don't pick them.

Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so

XI. Homework

Finish off the exercises in the workbook.

教学目标

教学目标与要点

1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始,与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇,且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态,特别是它的时间状语的表达法:for…或since…

4.归纳总结哪些动词是延续性动词,哪些是非延续性动词,以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识,养成良好的行为举止,能运用所学知识来报道周边的环境问题。

素质教育目标

1. 完成本单元语法现在完成时的学习,注意for与since的用法。

2. 熟练掌握本单元相关词组和短语的用法。

3. 引导学生了解优美的环境对人类健康的重要性,以养成宣传及保护我们生活、工作、学习环境的良好习惯。

4. 通过学习本单元,能使学生理解过去时与完成时,并能灵活运用相关知识。

5. 通过各种教学手段,如声音、图片、动画、电视、网络等,让学生在了解环境保护知识的基础上,提高表述、思考、总结相关此类知识的能力。

6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

Language Focus:

1. some useful expressions:

waste water; Greener China; Good idea; be afraid; a member of; a book on the environment

2. some useful sentences:

How long have you been a member of Greener China?

I've been with Greener China for a year.

How many English words have you learned since you came here?

About one thousand.

Properties: Pictures:TV; Overhead Projector; Recorder

Teaching Procedures:

I. Showing amis

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To learn the grammar: the Present Perfect Tense.

3. To make the similar dialogues freely.

4. To know that they should protect the environment and make our world more beautiful.

II . Revision

Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues.

III. Presentation

Present this dialogue:

A: Where have you been?

B: I've been to a paper factory.

A: What did you do there?

B: I saw the worker making paper there.

Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.

IV. Practice

Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.

V. Read and say

Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:

1. Where has Hu Lan just been to?

2. Why has the river near the factory become dirty?

3. What has happened to the fish in the river?

4. What does Greener China want to do?

5. Why are they going to write to the TV station and the newspaper?

6. Do you take care of the environment? Why or why not?

7. What can you do to improve the environment?

VI. Ask and answer

Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.

VII. Write

Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.

For example: How long have you been in this school?

What subject have you studied?

How many friends have you made?

What's your fathers job?

How long has he been a … ?

What has he done since … ?

Then get the students write a report, have some students read their reports to share with the whole class.

VIII. Workbook

Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books.

IX. Summary

Exercises for class

Rewrite the following sentences using the Present Perfect Tense:

Model: He went to Nanjing two days ago.

He has been in Nanjing for two days.

1. They began to study English in 2000.

2. He became a teacher ten years ago.

3. Jim came to China one year ago.

4. He joined Greener China one year ago.

5. My sister bought this book last week.

X. Homework

Talk something about the environment.

在初中阶段进行英语阅读教学很重要,教师不仅要让学生学会语言知识,获取文章提供的资讯,领悟文章内涵,更要采取适当的阅读教学策略,使学生掌握阅读方法和技能,逐步培养其阅读能力。本文是关于初中英语美文,希望对大家有帮助! 关于初中英语美文篇一 A lifetime friendship Thomas Jefferson and James Madison met in 1776. Could it have been any other year? They worked together starting then to further American Revolution and later to shape the new scheme of government. From the work sprang a friendship perhaps inparable in intimacy and the trustfulness of collaboration and induration. It lasted 50 years. It included pleasure and utility but over and above them, there were shared purpose, a mon end and an enduring goodness on both sides. Four and a half months before he died, when he was ailing, debt-ridden, and worried about his impoverished family, Jefferson wrote to his longtime friend. His words and Madison's reply remind us that friends are friends until death. They also remind us that sometimes a friendship has a bearing on things larger than the friendship itself, for has there ever been a friendship of greater public consequence than this one? "The friendship which has subsisted between us now half a century, the harmony of our po1itical principles and pursuits have been sources of constant happiness to me through that long period. It's also been a great solace to me to believe that you're engaged in vindicating to posterity the course that we've pursued for preserving to them, in all their purity, their blessings of self-government, which we had assisted in acquiring for them. If ever the earth has beheld a system of administration conducted with a single and steadfast eye to the general interest and happiness of those mitted to it, one which, protected by truth, can never known reproach, it is that to which our lives have been devoted. To myself you have been a pillar of support throughout life. Take care of me when dead and be assured that I should leave with you my last affections." A week later Madison replied- "You cannot look back to the long period of our private friendship and political harmony with more affecting recollections than I do. If they are a source of pleasure to you, what aren’t they not to be to me? We cannot be deprived of the happy consciousness of the pure devotion to the public good with Which we discharge the trust mitted to us and I indulge a confidence that sufficient evidence will find in its way to another generation to ensure, after we are gone, whatever of justice may be withheld whilst we are here. " 关于初中英语美文篇二 Bee a Better Listener I strongly believe that it is rather important to be a good listener. And although I have bee a better listener than I was ten years ago, I have to admit I'm still only an adequate listener. Effective listening is more than simply avoiding the bad habit of interrupting others while they are speaking or finishing their sentences. It's being content to listen to the entire thought of someone rather than waiting impatiently for your chance to respond. In some ways, the way we fail to listen is symbolic of the way we live. We often treat munication as if it were a race. It's almost like our goal is to have no time gaps between the conclusion of the sentence of the person we are speaking with and the beginning of our own. My wife and I were recently at a cafe having lunch, eavesdropping on the conversations around us. It seemed that no one was really listening to one another, instead they were taking turns not listening to one asked my wife if I still did the same thing. With a *** ile on her face she said, "Only sometimes." Slowing down your responses and being a better listener aids you in being a more peaceful person. It takes pressure from you. If you think about it, you'll notice that it takes an enormous amount of energy and is very stressful to be sitting at the edge of your seat trying to guess what the person in front of you or on the telephone is going to say so that you can fire back your response. But as you wait for the person you are municating with to finish, as you simply listen more intently to what is being said, you'll notice that the pressure you feel is off. You'll immediately feel more relaxed, and so will the people you are talking to. They will feel safe in slowing down their own responses because they won't feel in petition with you for "air time"! Not only will being a better listener make you a more patient person, it will also enhance the quality of your relationships. Everyone loves to talk to someone who truly listens to what they are saying. 关于初中英语美文篇三 Teachers are People Today, more than ever before, education is playing an important role in the teaching of children. The school has bee a vital part of every munity, drawing children from every walk of life. The children are eager to take advantage of its opportunities, emerging from their sheltered confines, dipping easily into the habits of the student. They are ing from far and near, struggling towards an education, whetting their appetites for knowledge, forming friendships for the future. Childish energy lets nothing stand in its way. In their tiny hands, they hold the future. The person upon whose capable shoulders rests the responsibility for their education is that unsung hero, the teacher. He must be fair, honest, understanding, and intelligent. He must handle every situation with the utmost dignity. With a plete understanding of his pupils, the experienced teacher equips himself for the classroom. The students eagerly return to the classroom. Youthful minds are encouraged to develop their latent talents. Ah, yes, the creative outlets of the arts and the crafts. Tests and examinations fill out the day, as bright little minds gather knowledge form their teacher. But the little hands make the time pass quickly. Contrary to popular belief, the teacher's work is not through at the end of the school day. Oh, no. There’re many unfinished chores -- blackboards to be cleaned, erasers dusted, and of course the ever-present parent-teacher relationship. So it's to this great profession and its halls of learning that we dedicate this. When the occasion arises, there’re times when disciplinary actions must be taken.

英语是世界上普遍使用的语言,许多国家都在强化和改革基础教育阶段的英语教学,下面就是我给大家整理的,希望大家喜欢。 :Parenthood If it was going to be easy, it never would have started with something called labor! Shouting to make your children obey is like using the horn to steer your car, and you get about the same results. To be in your children's memories tomorrow, you have to be in their lives today. The *** artest advice on raising children is to enjoy them while they are still on your side. The best way to keep kids at home is to give it a loving atmosphere - and hide the keys to the car. The right temperature in a home is maintained by warm hearts, not by hot heads. Parents: People who bare infants, bore teenagers, and board newlyweds. The joy of motherhood: What a woman experiences when all the children are finally in bed. Life’s golden age is when the kids are too old to need baby-sitters and too young to borrow the family car. Grandparents are similar to a piece of string - handy to have around and easily wrapped around the fingers of grandchildren. A child outgrows your lap, but never outgrows your heart. God gave you two ears and one mouth.... so you should listen twice as much as you talk. There are three ways to get something done: Do it yourself, hire someone to do it, or forbid your children to do it. Adolescence is the age when children try to bring up their parents. Cleaning your house while your kids are at home is like trying to shovel the driveway during a snowstorm. Oh, to be only half as wonderful as my child thought I was when he was *** all, and half as stupid as my teenager now thinks I am. There are only two things a child will share willingly: municable diseases and his mother’s age. Money isn't everything, but it sure keeps the kids in touch. Adolescence is the age at which children stop asking questions because they know all the answers. A alarm clock is a device for awakening people who don't have *** all children. No wonder kids are confused today. Half the *** s tell them to find themselves; the other half tell them to get lost. People hardest to convince that it's time for retirement are children at bedtime. Kids really brighten a household; they never turn off any lights. :After A Long Winter Up earlier than usual. The air is calling. Spring air is different from winter air. Tree branches are serrated with red bud teeth. Later, they grow chartreuse fuzz, making pale green auras in the sun. Summer leaves will be dark, shading, but spring leaves let the light through. Spring trees glow in the daytime, spreading translucent canopies. The birds are out, racketing their news from bush to branch. Cats are still curled up on fire escapes. They are in no hurry to get up in the cool morning air and they know it will warm up later. They are watching the birds. They can wait. The air is clear, clean cool. The *** ells are tiny *** ells, little whiffs of green, a ribbon of brown mud, the blue *** ell of the sky. Midday is mild enough for short sleeves. I eat my lunch outsider, sitting on a warm brick wall. The breeze lifts my hair and riffles the edge of my skirt. I have to squint. Everything tastes better. Until today I had been too huddled in my winter coat to notice the quiet ing of flowers. Suddenly, daffodils *** ile in my face, parrot tulips wave their beaky petals, and fragrant white blossoms are pinned to dogwood trees like bows in a young girl's hair. The evening is soft. I need my thin jacket. It's still light out when I walk home from the Metro. I could walk for hours. Like a kid playing street games with her friends, I don't want to go in. When I went to work this morning, I left my windows open. Spring came in through the screens while I was gone. It's as if I had used a big sliver key and rolled back the roof like a lid on a sardine can. The indoors *** ell like the outdoors. It will be like lying down in the grass to sleep. The sheets are cool. The quilt is warm. The light fades outside my windows. This weekend, I think I'll wash my car. :Never Judge A Book by Its Cover A lady in a faded gingham dress and her hu *** and, dressed in a homespun threadbare suit, stepped off the train in Boston, and walked timidly without an appointment into the president of Harvard's outer office .The secretary could tell in a moment that such backwoods country folk had not business at Harvard, and probably didn't even deserve to be in Cambridge .She frowned. "We want to see the president," the man said softly. "He'll be busy all day," the secretary snapped. "We'll wait," the lady replied. For hours, the secretary ignored them, hoping that the couple would finally bee discouraged and go away. They didn't. And the secretary grew frustrated and finally decided to disturb the president. "Maybe if they just see you for a few minutes, they'll leave," she told him. He signed in exasperation and nodded. Someone of his importance obviously didn't have the time to spend with nobodies, but he detested gingham and homespun suits cluttering his office. The president, stern-faced with dignity, strutted toward the couple .The lady told him, "We had a son that attended Harvard for one year .He loved Harvard, and was very happy here. But he was accidentally killed. And my hu *** and and I would like to erect a memorial to him somewhere on campus. "The president wasn't touched, and she was shocked, "Madam," he said gruffly, "we can't put up a statue for every person who attended Harvard and died, this place would look like a cemetery." "Oh, no" the lady explained quickly, "we don't want to erect a statue .We thought we would give a building to Harvard." The president rolled his eyes. He glanced at the gingham dress and homespun suit, and then exclaimed, "A building! Do you have and earthly idea how much a building costs? We have over seven and a half million dollars in the physical plant at Harvard. For a moment the lady was silent. The president was pleased .He could get rid of them now. The lady turned to her hu *** and and said quietly. "Is that all it costs to start a university?" Her hu *** and nodded. The president's face wilted in confusion and bewilderment. Mr. and Mrs. Leland Stanford walked away, traveling to Palo Alto, California where they established the university that bears their name -- a memorial to a son that Harvard no longer cared about. You can easily judge the character of others by how they treat those who can do nothing for them or to them.

英语口语关于毕业论文的话题

标题1:如何利用辞典学习英语 目的:找到利用辞典学习英语的方法。 内容:1、调查;2、查资料;3、写作;4、修改。 参考资料:1、国内期刊:《现代外语》、《外语教学》、《外语研究》;2、书籍;3、互联网。 标题2:英语口语练习中的语音训练 目的:探索语音训练的方法以提高英语口语。 内容:1、调查;2、查资料;3、写作;4、修改。 参考资料:1、国内主要期刊:《中小学英语教学》、《中国教育》、《外语界》、《外语教学》等;2、书籍;3、互联网。 标题3:英汉翻译中的“信”的原则 目的:了解英汉翻译练习的“信”的本质并遵循此原则。 内容:1、调查;2、查资料;3、写作;4、修改。 参考资料:1、国内期刊:《现代外语》、《外语教学》、《外语研究》;2、书籍;3、互联网。 标题4:幼儿英语教学中的智力开发 目的:探索幼儿学习英语与智力开发的关系。 内容:1、调查;2、查资料;3、写作;4、修改。 参考资料:1、国内主要期刊:《中小学英语教学》、《中国教育》;2、书籍;3、互联网。 标题5:新时代报刊阅读的特点 目的:了解新时代报刊的新特点并探讨如何更好地阅读报刊。 内容:1、调查;2、查资料;3、写作;4、修改。 参考资料:1、国内期刊:《现代外语》、《外语教学》、《外语研究》;2、书籍;3、互联网

毕业论文的题目必须简洁、明确,引人注目,不仅代表论文,高度概括全文的主题思想。下面我将为你推荐商务英语毕业论文题目的内容,希望能够帮到你!

1. xx市街头告示英译调查

2. xx市英语人才需求调查

3. 毕业生如何面对择业形势

4. 不同文化中的非言语行为

5. 产品中文商标的翻译

6. 大学生手机通信消费行为的调查与分析(问卷调查)

7. 单证员跟单员等资格证书现状思考

8. 单证员在国际贸易中的地位

9. 当代xx市网络文化调查

10. 当前外贸谈判人员存在的语言问题和对策

11. 得体的社交礼仪在商务活动中的重要性

12. 电子商务对国际贸易的影响及对策

13. 对于xx市信用消费状况的调查(问卷)

14. 对于xx市英语人才的需求和供给调查(问卷调查+报告)

15. 对于消费品行业销售渠道的调查报告

16. 对于中学生家教市场的需求和供给分析(问卷调查)

17. 翻译好日常商务文书

18. 反译法在商务英语中的应用

19. 高职高专院校商务英语专业学生在人才市场竞争中的优势和劣势

20. 沟通语言在商务谈判中的作用与功能

1. 例析论网络环境下商务英语的拓展学习模式

2. 论各种职业资格证书的优缺点

3. 论跨文化因素对商业广告英语翻译的影响

4. 论你对商务英语专业设置的看法

5. 论商务英语广告语言的特征与表达

6. 论商务英语教学创新与学生能力的培养

7. 论商务英语与文化的关系

8. 论商务英语专业各种职业资格证书的取向

9. 论商务英语专业学生的综合素质

10. 论文化因素对英汉翻译的影响

11. 论英语课外活动的开展

12. 论撰写商务信函的礼貌原则

13. 美国英语习语与文化

14. 目前商务信用体系建设中存在的问题及对策

15. 奈达“等值”理论于商务英语翻译中的理解和应用

16. 浅论商务沟通技巧

17. 浅论商务面试中的注意事项

18. 浅谈国际商务背景下文化因素的重要性

19. 浅谈国际商务谈判中的策略与技巧对价格的影响

20. 浅谈商务信函的文体特征

21. 浅谈商务英语口语的学习方法

1、xx市街头告示英译调查

2、xx市英语人才需求调查

3、毕业生如何面对择业形势

4、不同文化中的非言语行为

5、产品中文商标的翻译

6、大学生手机通信消费行为的调查与分析(问卷调查)

7、单证员跟单员等资格证书现状思考

8、单证员在国际贸易中的地位

9、当代xx市网络文化调查

10、当前外贸谈判人员存在的语言问题和对策

11、得体的社交礼仪在商务活动中的重要性

12、电子商务对国际贸易的影响及对策

13、对于xx市信用消费状况的调查(问卷)

14、对于xx市英语人才的需求和供给调查(问卷调查+报告)

15、对于消费品行业销售渠道的调查报告

16、对于中学生家教市场的需求和供给分析(问卷调查)

17、翻译好日常商务文书

18、反译法在商务英语中的应用

19、高职高专院校商务英语专业学生在人才市场竞争中的优势和劣势

20、沟通语言在商务谈判中的作用与功能

175. 教师的态度对初中学生英语学习的影响 (字数:4830,页数:19 ) 详&细&的加+Q+Q:893.........后面输入....628..........接着输入......136Q+Q空间里有很多英语专业的论文题目及所有内容。

1、激发学生学习兴趣,提高学生学习能力 2、中学外语教学:问题与思考 3、谈交际法与中学英语课堂教学 4、论Internet对我国外语教学的影响 5、试谈简笔画教学法 6、试论英语教学的情景创设 7、谈如何建立一个轻松活跃的英语课堂 8、重视语篇结构分析,提高高中英语阅读课的教学质量 9、如何在英语教学中培养学生的学习兴趣 10、双重活动教学法中跨文化教学 11、高中生心理特征与英语教学 12、外语教学的和谐气氛与有效交际 13、第二语言习得与幼儿英语教育 14、试谈提高初中英语课堂教学效率 15、在英语教学中如何培养学生的创新意识和能力 16、完善教学艺术,激发学生学习英语的兴趣 17、搞好语篇教学,培养阅读能力 18、谈谈如何激发学生学习英语的兴趣问题 19、兴趣活动交际 --- 浅谈交际教学法在中学英语口语教学中的应用 20、论英语课外活动的开展 21、论中学英语教学中的动机因素 22、中学英语情景教学法初探 23、浅谈如何使用新编英语教材,搞好农村初中英语口语教学 24、中西方文化差异—中学英语教学中不可忽视的问题 另外 据很多前辈介绍,文学确实比较好写 能写的东西很多 可是写的人也很多 我也是英语专业 也正在愁我的论文 祝你早点找到合适的

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