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| 2.2.2 Grammar Study In China, grammar teaching is traditionally the most important part of the process of English teaching in middle school. The teachers lecture, while the students listen and make notes. In our opinions, grammar is, of course, very important, but it is not worth spending so much time on it. We insist on the proverbs “Let’s learn by doing.”and “Practice makes perfect.”Thus, we devote only two weeks to grammar study. First, we make the students know the grammar rules. For example: the attributive clause is the most important and the most difficult session for high school students. In order to help students understand and master the attributive clause, we first wrote some sentences on the blackboard. Then we asked students to figure out the basic rule that an attributive clause usually follows a noun or a pronoun. Third, we arranged appropriate exercises related to what has been learned to facilitate the students further understanding of the rules, and help them to use them more accurately. It is possible for the students to remember the grammar rules for a short time, but it might not last long. As a result, if we expect to have the students reach the aim of remembering grammar rules and using English not only fluently but also correctly, the vital way is to create a real atmosphere for them, where their listening, speaking, reading and writing can be involved. Drama can achieve this. 2.2.3 Dialogues and Stories Learning In the Chinese national curriculum, the textbook for English is mostly made up of dialogues and stories, covering three-fourths of the whole contents. Thus, drama class is the main core of our English teaching, taking up over three-fourths of the time schedule. In this process, we firstly organized the students to comprehend the stories. Next, we divide them into groups to have discussions of the text. Then the students make up dramas based on what they have learned. Drama can be explored or added through the students?experience and their study levels. The modes can be in varied ways, such as narration, short plays, mimes, dialogues and poems as well. Students enjoy such teaching methods and the special atmosphere. They can learn knowledge in an enjoyable atmosphere without any pressure. In drama class, students?feelings, touch, motivation, thinking and verbal skills are all involved. 2.3 Drama Instruction Practice Observed in Canada 2.3.1 Class 1 — Drama for Learning Time: October 5. Place: Room 127, International Building Teacher: Jane Powell, a drama teacher of the University College of the Cariboo First, she narrated a story, which happened in Chinatown in Vancouver more than 100 years ago. Moy, a Chinese-Canadian, was the main character of the story. He was a successful and serious businessman, but he didn’t live a happy life, for his wife gave birth to twin daughters, not sons. He was sad. One day he returned to China with his servant carrying his two baby daughters. Instead of going back directly to see his parents, he first went to a remote village. He then left the village with a mixed mood. One month later, he came back to Chinatown with two baby sons. Looking at the two babies, his wife sobbed loudly. |
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