****大学
英语教学实践理论课程论文
题目Teaching Strategies of English Reading in Junior Middle Schools
Teaching Strategies of English Reading in Junior Middle Schools
Abstract: The thesis intends to find out effective strategies of teaching English reading in junior middle schools so as to improve their reading achievements. Reading is one of the five skills of English learning. Reading comprehension is not a mechanical and passive process but a complex, dynamic cognitive-psychological process. This essay mainly analyzes some strategies of teaching English reading, among which the commonly used ones are collaborative strategic reading, head start, reciprocal reading, learning logs, peer tutoring, pair reading, self-access reading, questioning the author and pictures story. It also discusses how to employ most of the strategies effectively into different stages in junior middle school classes. Besides, this paper explains how a teacher should use the strategies individually in the class. Only if a teacher understands how to employ each strategy in different stages, can he or she stimulate students’ interests in learning English and thus improve their reading comprehension skills.
Key Words: Strategies; English reading; Junior Middle School students
中学英语阅读教学策略的研究
摘要：本文旨在探究中学英语阅读教学的有效策略，以便提高中学生的阅读能力。阅读是英语学习者必须掌握的五种学习技巧之一。阅读理解不是机械、被动的过程,而是一个复杂、动态的认知心理过程。本文主要就英语阅读教学中常用的教学策略做了介绍，其中有合作阅读、先行组织、互惠阅读、学习日志、同伴指导、同伴阅读、自选阅读,质疑作者以及图片故事。本文也讨论了如何在中学英语阅读课上最有效地将这些策略运用于不同的阶段。本文中，我以初中一年级第12模块第一单元的课文为例，介绍了应如何分别使用以上的策略。只有教师了解如何有效地在课堂上很好地使用这些策略，才能激发学生学习英语和进行英语阅读的兴趣，并提高学生的阅读理解能力。
关键词：策略；英语阅读；初中生
1. Introduction
All of us began reading materials in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books. Reading is one of the five skills of English learning that learners must grasp. It is a necessary task for English teachers to improve their students’ English reading ability, especially the junior middle schools students. The purpose of reading teaching is to make students able to use the language to communicate. Reading, as a basic skill to understand the world, should be mastered. Reading comprehension is not a mechanical and passive process but a complex, dynamic cognitive-psychological process. Therefore, it is necessary for students to employ some cognitive strategies in their English reading to help their comprehension based on their present knowledge and experiences.
By reviewing literature study at home and abroad, this paper analyzes some teaching strategies that can be used to improve middle school students' reading ability. Based on the author’s personal experience of teaching 30students in junior middle school, the paper analyzes those strategies used before-reading, while-reading, and after-reading.
2 Literature Review
In this part, previous studies abroad and at home on teaching strategies of English reading will be reviewed historically to lay a solid foundation for this paper.
2.1 Teaching strategies of English reading
In this chapter, I am going to introduce nine strategies which should be effective if used properly during the whole reading process. Only if the teacher is familiar with the nine strategies, he or she can employ them separately during the whole teaching process and can help cultivate students’ comprehension skills more effectively.
One of the strategies of English reading is collaborative strategic reading(CSR). In junior middle schools, there are always many students of different levels in one class. CSR cultivates the techniques of reading comprehension by letting students participate collaborative activities (Pollincsar and Brown, 1984, Johnson, 1989). CSR is an effective strategies that could cultivate reading comprehension skill, enlarge vocabulary and prompt the collaboration between students. It has been proved by experiments that the reading comprehension skill can get improved, the vocabulary is enlarged and the collaboration skill gets developed and therefore, the learning content becomes enriched (Klinger and Vaughn, 1998:3). This strategy consists four stages: previewing, clicking and clunking, getting the gist and wrapping up.
These four stages aim to cultivate students’ reading strategies. When students master the effective reading comp rehension strategies under the teacher’s guidance, they can begin with the collaborative study. Each collaborative group can be organized with six students and each performs different roles. They will perform as leader, clunk expert, announcer, encourager, reporter and time keeper. ( Klingner and Vaughn, 1998:3).
There are also other strategies like head start, reciprocal reading, learning logs, peer tutoring, pair reading, self-access reading, questioning the author, pictured story and so on. Head start st rategy is used before teaching reading. By stimulating students’ background knowledge, it triggers students’ thought and stirs up students’ interest and curiosity. Reciprocal reading means putting students in the dominant position, and thus is an effective teaching strategy. This strategy is mainly concerned with the four skills involved in the reading process: summarizing, questioning, clarifying and predicting. The teacher explains the four skills by taking turns to ask students questions. Learning logs are for students to separate one paper into two columns and write down the concepts of the text on the left column while their own understanding of the concepts on the right column d uring the reading process. This strategy can enhance students’ awareness of the article’s structure and therefore, they will be more pleasant to take part in the discussion in class. What is peer tutoring? One student of a group will perform as a teacher and give his or her group members instructions to help solve their problems. T his strategy cultivates students’ reading ability through the mutual instructions from each other and at the same time increases students’ confidence and esteem. It has received widely approval and is performed as a very effective strategy of teaching English reading (Mathes and Fuchs, 1994:38; Swanson, Hoskyn and Lee, 1999:127). Pair reading is a very effective way of training reading comprehension. Students do activities in a group, one stating out questions and the other answering them. It can improve students’ reading skill while training their questioning skill and answering ability. It could not only improve reading skill but also help students practice their oral expression. (Wang Duqin, 1999:110) Self-access reading is that the teacher assigns reading tasks and asks students to finish reading alone by employing some effective strategies. This strategy guides students to choose the reading materials that they are interested and read them in their own way. By doing this, the ability of comprehensively employing the reading strategies of students can be improved (Wang Duqin, 1999:111). Questioning the author does not simply means challenging the author. It means that the
teacher encourages students to understand the author’s writing intension and the st ructure of the article in a better way. Therefore, they can give adequate assessment towards the article and at the same time, find out the inadequate points in the article (McKeown, Beck and Worthy, 1993:97). Pictured story strategy stimulates students’ E nglish reading interests and promotes the way of comprehension towards the reading materials by letting them predict according to the pictures. This strategy can be employed according to the students’ condition and characteristic of the story. For example, display the beginning and ending pictures of the story and students can make predictions to the details according to them; or give the first and last pictures and organize students to predict the whole story.
2.2 Researches of the relationship between study strategy and scores
Many experimental studies discuss the effect of learning strategies on learning of the second language from all aspects, and the findings show learners' levels of academic achievements are associated with the use of learning strategies. Wen Qiufang compares two English majors who have the same initial academic scores. Although they are almost under the same learning conditions, different learning methods lead to the gap between their scores in Band Four Exam. Thus she concludes that learning method has a direct impact on the result.
However, there were some studies in which researchers found strategies had nothing to do with the academic performances of the second language. For example, Politzer and Mc Groarty (Wen Qiufang, 2002) make a survey 37 foreign students studying in the United States. These students enter into the graduate phase of learning after 8 weeks of intensive training of English and the study result showed that their English scores weren’t related to the three types of strategies, i.e., classroom behavior, self-learning behavior, and interpersonal behavior. Wen Qiufang thinks one reasons for the different findings may be that researchers use different materials to measure students’ academic performances and the other re ason is that the contents of the questionnaire used for investigate strategies are varied. However, from domestic studies, academic performances of the second language mostly come from the results of standardized tests, and the contents of the strategy questionnaire are designed according to the characteristics of English learning for Chinese students, which has certain creditability. Therefore, this paper considers the appropriate use of learning strategies will promote the learning of English.
3. Application of strategies in teaching English reading
We have talked about nine strategies which can effectively help to improve students’ reading skills. And also know that there should be three stages in a reading process, which is pre-reading, reading and after-reading. Therefore, the teacher is to combine the nine strategies with practical teaching and see how they are employed by teachers in the three stages of Junior Middle School students’ reading process in class.
3.1 Strategies employed before reading
Pre-reading is a leading stage of English reading. There are two main tasks in this period: one is to activate students’ background knowledge; and the other is to learn new words in advance. Our teachers should select proper strategies in this period according to the practical situation of students and the reading materials. The main goals of this period are stimulating students’ reading motivation, activating and provide with essential background knowledge, lead to the subject and clearing out the language barriers of understanding for further reading. Before reading, students need to do some warm ups and acknowledge some background information so that it could be easier for them to understand the text during reading. It is a preparing stage during the whole
reading procession.
The text that the teacher is going to teach is a letter from Gran to his friend Betty about his holiday in London. As an English teacher, the author uses some methods from the head start as the first step before reading, and then chooses a topic that is similar to the reading material to organize discussion between students to arouse the students’ reading interests. As the text is about Gran’s holiday to London, a discussion which is about the students’first travel experience can be organized. Students can talk freely about their first travel in life with families or friends and make conclusion about the discussing result.
After they finish their casual discussion about the topic assigned, brainstorming will be the second step. Here, the following words will be given such as Big Ben, British Museum, Buckingham Palace, Chinese restaurant, Hyde Park and Tower Bridge. And then, ask some of them what they know about the above places. After they give out their answers, I give brief introduction of these places, for example, the location, the characteristics, reasons for their popularity and so on.
Until now, the students should have some vague idea about what the text is about. Then, as the third step, pictured story will be employed to organize students to make predictions to the topic. Firstly, there will be some corresponding pictures according to the story. For example, a map of British, some scenery pictures of Big Ben, British Museum, Buckingham Palace, Hyde Park and Tower Bridge, a supermarket in which many people are shopping. Secondly, students will be divided into groups of four. Thirdly, the first picture will be displayed and students will make predictions to the progress according to it. Fourthly, the second picture will be displayed and students will make changes of their prediction and further predictions of the following parts according to it. At last, I continue displaying pictures in this way until the story is over.
As the four step, some methods of head start will be displayed in this way again. The students have already predicted about the text and now students will be used to make contrast with the similar topic that was just discussed to see the difference. They take record of the prediction and the discussion content of the first step in order to make contrast.
And here comes the end of the before reading stage. Through these above activities, students have known many background knowledge about the text the teacher is going to teach and most of their reading interests have been triggered. So the next step is to the while-reading period.
3.2 Strategies employed while reading
The second stage is reading, in which student s’ reading becomes the leading part. To make sure the effectiveness of reading, our teachers must explain clearly the reading tasks. All the activities in this stage are aimed to improve students’ reading skills. And students should do every step as the teacher assigned to learn to grasp some reading strategies for further complex reading. Teachers can lead students to do such activities as reading thoroughly to get the main idea, capturing some specific information, making charts of the information to make it more vivid, taking record of the gist or important information of the text, picturing the structure of the text, answering some factual questions and some speculative questions, arranging all the events according to some particular orders;and guessing words meaning according to the context.
This stage is the most important stage in which students can improve their reading skill to the largest extent, and most of the strategies should be employed in this period. For example, a teacher can use collaborative strategic reading to help them understand the hard paragraphs better, and use reciprocal reading strategy to introduce some skills during the reading process. They will do pair
reading to understand the material. And by questioning the author, students can consolidate their understanding.
3.3 Strategies employed after reading
The third stage has two aims. One is conducting with some mind activities according to the reading materials; the other one is encouraging students to contact the reading materials to their own experiences, interests and viewpoints. It mainly includes checking and evaluation of the reading quality ( through posing questions or paper check), evaluation of students’behavior during the reading process ( through students’ self reporting), evaluation of employing strategies (organize students to discuss their own reading methods or through questionnaires and reading motes), some oral or written practice according to the reading materials (role play, stating the gist or some interviewing activities) and connection of the reading information and some information outside the material (change roles to tell stories, introduce their own experiences or imitate the material and write a similar one by themselves). This stage is different from the while reading period and students do all the activities after reading so that they can recall the content of the material or new vocabularies and grammars. Therefore, their understanding towards the text will last longer and could be transformed into their own knowledge.
Firstly, some methods from the learning logs should be used now. The students have already taken records of the concepts and their understanding of the concepts occurred in the text on the paper. Students will organized to have discussion on their own study notes. While discussing, they will understand the text better by acknowledging others’ concepts and responses.
Secondly, self-access reading strategy can be employed. The teacher should conclude the story at first and introduce some details that are concerning to the topic. Let students choose the reading materials that they are interested in. And then, the students will be organized to share some information of the reading materials that they choose and by asking students to report orally or conclude in written form, the teacher can check students’ free reading conditions. At last, the students will be organized to make discussion of their own reading strategy and improve their sense of using reading strategies. This period is finished by assigning tasks to the students and ask them to finish the tasks alone to practice their reading comprehension skills.
4. Conclusion
In our analysis of teaching English reading in junior middle schools, we introduced some effective strategies in teaching English reading. As it is known to us all, there are three stages during the teaching process, and they are pre-reading, during reading and after reading. In order to teach English reading in junior middle school effectively, a teacher must use the above strategies reasonably for each stage combing with the students’ level in the classroom. Therefore, students’reading comprehension skills will get improved to the largest extent and their potential can be stimulated.Through these strategies, a teacher can stir up students’interest in learning English. Therefore, it could be very essential for a teacher to employ the above strategies effectively in the classroom of Junior Middle Schools.
By using the strategies of English reading, most students’interests of reading have been stirred up and more students are interested in English reading. Hopefully, this kind of research will contributes to the English teaching in Junior Middle Schools and to the education of China.
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浅谈商务英语的特点及英译汉翻译技巧 摘要：随着世界经济一体化的不断深化和扩展，国际商务活动日益频繁，商务英语的作用也变得日益显著，本文以商务英语作为实用英语语言工具的角度，对其显著的特点以及对应的英译汉翻译技巧进行简要分析，这有助于人们更好地学习商务英语，更好地进行商务沟通，取得国际经济贸易的成功。 关键词:商务英语；特点；英译汉；翻译技巧
On the Study of the Characteristic of Business English and Its E-C Translation Skills Abstract:As the world continues to deepen economic integration and expansion of international business having become increasingly frequent, the role of Business English is becoming increasingly significant, the paper business English as a practical tool for English language point of view.Its significant features, as well as the English translation of the corresponding Chinese translation skills to carry out a brief analysis, which helps business people to learn better English, better for business communication, international economic and trade success. Key words: business English; features; English-Chinese translation; translation skills
英语教学论文 高铁中学吕新莲 一、更新教学思想 教学班就是一个学生组织，教师和学生都是这个组织的成员，互相支持， 互相学习。教师的任务在于帮助学生认识学习对象，明确学习任务，确立学生目标；组织学习活动，创设学习环境；传授获取知识的方法。在教学过程中，我重视师生认知领域里的思维活动，能力领域里的训练活动，情感领域里的心理活动，并且注意三者的结合，以创造在学生年龄段上堪称高水平的影响深远的学习活动。 二、探索教学方法 1．激趣法。 教学心理学告诉我们，只有学生感兴趣的东西，学生才会积极地开动脑 筋认真思考，并以最简捷、最有效的方法去获得最必要的知识，这就是求知欲。可以说，没有兴趣就没有求知欲。当学生初学英语时，兴趣都很浓厚。 但随着学习难度的增加，逐渐遇到一些困难，如单词记不住，语音、语 调掌握不准等，就会产生畏难情绪，学习成绩也随之降低。在这个关键时刻，一方面，我帮助学生在认知领域里学会动脑，传授可供思考的知识，避免死记硬背。比如在引导学生读、记单词时，就教给拼读规则。同时，继续采用新奇而具“刺激”的教学手段，如放录像，挂图配合录音，开展“默写单词、首诵句型”的竞赛，等等，以帮助学生维持兴趣。另一方面，在情意领域里，我帮助学生了解学习材料，明确学习目的，以提高学英语的理性认识。同时，帮助学生建立英语学习的目标体系，指导他们寻求达成 一个个目标的途径和方法，鼓励他们在达成目标的过程中克服困难，磨 练意志。如此不断努力，一个个目标实现了，积小胜，成大胜，学生的学习兴趣就更大、更持久。 2．创设情境法。 任何人的学习活动总是从特定的背景中走出来进入学习状态的。这个背 景就是学习者和周围的环境、人群之间的关系。初中生年龄小，活泼好动，影响他们进入学习状态的因素更是多种多样。因此，我在课堂教学中注意创设情景，创设语境，吸引学生很快进入学习状态，同时保证他们在课堂上始终保持
Firstly, a good language teacher should have ethic devotion. The teacher should be a model and set a good ex ample to his students because most students would be influenced by their teacher’s behavior unconsciously. A teacher with extreme high level of morality often has a potent and positive effect on his students, rather than those with high teaching standard. So a good language teacher should show their moral quality as well as their knowledge. To be specific, a good language teacher should be fair, not only should he be fair to his students, such as treats them equally, and “partiality” is forbidden, but he sh ould properly regard the conflicts between different cultures. Besides, he should be kind and ready to help his students both in study and life. What’s more, he should be enthusiastic to his students, and has full passion for his teaching; he should be caring to his students, sometimes, only a caring look, a trusting encouragement, or a mild smile from the teacher is enough to touch the students’ hearts. In addition, hard-working and attentive are necessary for a good language teacher. We should recognize the great value of the teachers who have ethic devotion during the students’ development. Secondly, a good teacher should have personal styles. A good teacher makes learning not a dull thing but a great joy. Many teachers always keep talking about the textbook all the time so that the students feel it difficult to focus their attentions on what the teacher are saying. As a result, the gap between teachers and students enlarges. Supposing the language teacher has distinct personal style during the teaching, this problem can be solved. For example, he can make his teaching dynamic by body languages, or demonstrating performance; he can be patient enough and never give up any student, even though some of them are really mischievous and indocile; he can be creative, teaches in creative ways and encourage his students to be creative and open-minded. Meanwhile, a good language teacher can be discipline and authoritative, he should be strict with students when it’s necessary. It’s important to find his unique person al styles when a teacher is teaching. Last but not least, a good language teacher should have professional qualities. A professional language teacher should be capable enough in your own language ability. He should obtain the capability to have language usage well in hand, and an excellent command of western culture. If so, he can be more knowledgeable and informed. What’s more, a good language teacher should be versatile, especially in the four skills: listening, speaking, reading, and writing. It can help students to enhance the focus on realistic communication. Moreover, a good language teacher should be equipped with profession and armed with a range of skills, strategies and information. Before he gives his students a glass of water, he should have a barrel of it. He should grasp a large scope of knowledge of language and take the essence of it, then transfer it to his students. Besides, a good language teacher should be skilled in lesson planning and class management. He should be reflective and keep on reflecting on his classes and his methods of teaching, and in this way he could make progress quickly; he should be resourceful, and have a quick response to the emergency. In addition, I think the most important duty of a teacher is get experience about teaching, which is called the experiential knowledge, and after a long period of practice and reflection, he would be able to develop his professional competence, which is the most important and difficult part of being a good language teacher. In addition, a good teacher should be a life-long learner, and make sure that he keeps improving himself in his professional field, and he should always test himself by the feedback from his students, and reflect on his work. As the society develops at an amazing speed now, the students today are quite different: they are more independent, and demand a higher standard for teachers, which is a challenge for us. So we should try our best to improve ourselves, and try to be as good a teacher as we can. As the students of an normal university, besides learning the knowledge of being a good language teacher, we should have our own mind, practice our teaching skills and methods. For this part, I’d like to share my opinion about my plan for language teaching profession. So, what we expect from our language teachers? Capable, humorous, responsible, kind and so on.
英语教育中小组合作学习与友爱精神 摘要 新课标英语提倡学生进行小组合作式学习活动。小组合作学习内容丰富、形式多样，在学习过程中，可以使教师和学生的作用相得益彰，对英语教学大有裨益。同时，小组合作学习在实际应用中也存在诸多不足，原因之一在于友爱精神的缺乏。友爱精神，是情感教育的一部分，在学习活动中，体现为一种积极关怀的心态，对促进英语学习有重要意义。因此，把小组合作学习与友爱精神相结合具有可行性和必要性。本文主要论述了小组合作学习与友爱精神在英语教育中的重要作用及两者相结合的建议，以利于英语学习。 关键词：小组合作学习；友爱精神；英语教育
Group Cooperation and Friendly Spirit in English Education Abstract New Standard English promotes cooperative learning activities. Group cooperation contains various contents and forms. In the process of learning, it can complement the role of teachers and students, greatly benefitting for English teaching. Meanwhile, there are also many disadvantages in application; one of the reasons is the lack of brotherhood. Friendly spirit is the emotional part of education, which reflected in a positive and caring attitude in learning activities. It can facilitate English teaching. Therefore, it is feasible and necessary to combine group cooperation and friendly spirit. This paper discusses the important role of group cooperation and friendly spirit in English education, suggests the combination of the two proposals, so as to facilitate the learning of English. Key words: group cooperation; friendly spirit; English education
医学论文英语摘要的写作及难句翻译 [摘要] 2.1 文章标题文章标题具备信息功能（提供文章的主要内容）、祈使功能（吸引读者阅读和购买）、美感功能（简单明了、新颖、醒目）和检索功能（方便读者和科技工作者检索、查阅及引用）。 2.2 语态在英语中却常常采用第三人称的被动语态。 2.3 时态：一般现在时和一般过去时，偶尔也会出现完成时。 结论”中的一句，是论文作者对研究工作进行的总结，并指出其对当前实际工作的指导意义，因此使用的是一般现在时。当然，使用何种时态不能一概而论。在翻译时，要根据原文中所要表达的意思来最后确定。 3 长、难句的翻译 不管是英语还是汉语医学文章，都有一个共同的特点，即它们的句子通常较长，结构较复杂，有时，长长的一段文字仅由一句话组成。在医学论文摘要中更是如此，要做好它们的互译还真不容易。这是因为汉语句子建构在意念主轴(thought?pivot)上'英语句子建构在形式（或主谓）主轴(form?pivot or subject? predict?pivot)上。也就是说，虽然句子是表达完整意义的语言单位，汉语强调的是意义，不太强调句子结构，许多句子没有主语，还有的句子主语不明显，但意义是明确的；而英语句子特别强调句子结构，绝大多数句子需要主语和谓语。这就要求在汉译英过程中注意句意的转换，学会抓找中心词和使用英语中的各个关联词。请看下列例子 例1：“以BPDE诱导恶性转化的人支气管上皮细胞株16HBE为模型，采用cDNA代表性差异分析方法，比较转化细胞及正常对照细胞间基因表达的差异，分离恶变细胞中差异表达的cDNA片段。”翻译：The malignant transformation of human bronchial cell line 16HBE induced by BPDE was used as a m odel for comparing gene expression between the transformed cells and controls. cDNA representational difference analysis was performed to isolate differentially expressed cDNA fragment in transformed cell s.分析：在中文原句中，出现了“以……”、“采用……”以及“比较……”、“分离……”这两个看似并列的机构'如果按照原文翻译'就会不知所云。因此，根据句意和英语的句子结构，将原文分成两层意思，按照两个句子去翻译。在第一层意思中，“上皮细胞株”在句中是中心词，但在实际翻译中，应通过所有格形式将“恶性转化”处理为中心词。翻译时，将它们的位置颠倒过来，并且为了保持和中文“以…”结构相一致，使用了被动语态。第二层意思中，“c DNA代表性差异分析方法”是中心词。其他结构按照英文习惯出现，层次分明，出落自然，毫无累赘之感。 例2：“这些感受器是神经末梢，它们嵌入血管壁，根据该血管扩张的程度发出冲动。”翻译：These r eceptors are nerve endings that discharge impulses according to the extent of stretch in the wall of the vessels in which they are imbedded.分析：原文虽然不是太长'但如果按照中文结构去译'就显得很幼稚。因此'就应使用英语中的各个关联词及关联结构。本句中采用的是定语分译法'即用一个主句带上一个定语从句'该定语从句又带上它自己的定语从句'这不仅符合英文习惯'而且逻辑性很强。整个译文层次明晰、流畅自然。以上是笔者在工作中的一些探索'希望能对进行医学论文英语摘要写作的医务工作者有所启发。 翻译的等效性和灵活性 1. 正确理解“等效翻译”
第二讲 原句：I seized the largest brush and fell upon my wretched victim with wild fury. 译文：我抓起那支最大的画笔，势不可挡扑向那全无招架之力的画布。 原文：There is a definite link between smoking and lung cancer. But this doesn’t make you too uncomfortable because you are in good company. 译文：吸烟肯定与肺癌有关，但这并不能使你感到太不舒服，因为吸烟的人不止你一个。 原文：Derek fancies himself as a ladies' man, but he spends too much time admiring himself in the mirror for my liking. 译文：德里克自以为是个讨女人喜欢的人，可是我不喜欢他花那么多的时间在镜子面前自我欣赏。 He is the last man to come. He is the last man to do it. He is the last person for such a job. He should be the last (man) to blame. 原文：John can be relied on. He eats no fish and plays the game. 译文：约翰为人可靠，他既忠诚又正直。 Literal translation takes sentences as its basic units and the whole text into consideration at the same time in the course of translation. It strives to reproduce both the ideological content and the style of the entire literary work and retain as much as possible the figures of speech. 死译：one-to-one translation: each SL word has a corresponding TL word. 硬译：word-for-word translation: Transfers SL grammar and word order, as well as the primary meanings of all the SL words, into translation. It is normally effective only for brief simple neutral sentences. Literal translation goes beyond one-to-one translation, ranges from one word to one word, through group to group, collocation to collocation, clause to clause, to sentence to sentence. Literal translation is the basic translation procedure both in communicative and semantic translation, in that translation starts from there. ---by Newmark Liberal Translation mainly conveys the meaning and spirit of the original without trying to reproduce its sentence pattern or figures of speech. 原文：我们的朋友遍天下。 错译：Our friends are all over the world. 译文: We have friends all over the world. 单词
英语教育教学论文 导读：关于英语教育教学论文1 《语言操练提高小学英语教学研究》 摘要：英语教学的总体目标是使学生形成初步的综合语言运用能力，这一目标的实现并不是教师可以直接传授的，而是需要学生在丰富的语言实践活动中不断内化与提升。我们的小学英语教学要为学生设计丰富的语言操练活动，让学生在实践中运用，这样才能促进学生语言水平的提高，实现课堂教学效益的最大化。 关键词：小学英语;语言操练;教学效益 英语是一门语言，是一门工具课，听说读写是英语的四项基本技能，而要提高学生的听说读写技能，让学生真正地掌握这门语言，最重要的途径就是操练。只有为学生提供更多语言操练的机会，让学生有更多运用的空间，学生才能不断地将所学过的词汇与语法用于日常的交流与交际之中，这样才能促进学生听说读写技能的全面发展。那么如何在有效的时间内开展多样的语言操练，以此来激发学生参与交流的主动性，促进学生语言水平的整体提高呢?在具体的教学中我主要从以下几个方面着手展开： 一、朗读短文 朗读是英语学习的重要内容与方法，是以模仿与记忆为主的控制性反复练习，利于学生形成正确的语言习惯，适用于低段英语教学。 1.齐声朗读。
在新授知识后让学生跟着教师或是跟着录音进行齐声朗读，在全班展开，这样可以形成相对活跃与宽松的教学氛围，实现全体学生的全员参与。为了让学生更加积极地参与其中，教师要善于运用新的教学方法，如可以利用现代信息技术来图文并茂地展现短文，再配以标准而优美的音频，让学生可以深刻地体会到语言的变化，这样更能激起学生参与朗读的积极性。缺点在于会使部分学生混于其中。 2.个别朗读。 即实现教学面对学生个体。这样可以做到教学无遗漏，让每个学生都有语言操练的机会，教师可以具体地了解每个学生的发音情况，以便于纠正，便于展开有针对性的指导。如可以让学生在同桌之间或前后桌之间展开，也可以开火车的形式展开，即让学生按照座位的顺序逐个朗读。 二、即兴发言 小学生虽小，但是有着不同的生活经验，有着独立的思想与不同的看法，要真正实现以学生为中心，就必须要改变以往快节奏的灌输，而是要适当放慢脚步，利用教学的间隙时间来引导学生进行即兴发言，这样才能让教学处于不断的动态生成中，使之成为学生自己的学堂，同时这也正是进行语言操练的重要活动。例如，课堂导入可以由教师指定话题，然后让学生来进行即兴发言，围绕着特定的主题展开自由而轻松的会话，从而将教学引向具体的.教学内容。这样就可以改变 直接进入新知学习的枯燥性与突兀性，让学生在轻松活跃的氛围下进
英语系毕业论文选题参考 以下选题包括语言及语言学、英美文学、翻译理论及实践等方面。所有选题仅作参考。 Part One LANGUAGE AND LINGUISTICS 语言及语言学 1． On Attitude and Motivation in Second Language Learning论第二语言学习的态度及动机 2． Needs Analysis of English Language learners英语语言学习者的需求分析 3． On Teacher-Learner Classroom Communication论教师——学习者课堂交流 4． Influence of Science and Technology on English Vocabulary科学技术对英语词汇的影响 5． A study of English Transitional Words and Expressions英语过渡词及表达法的研究 6.Sex Differentiation and Sexism in English Language英语中的性别及性别歧视 7. Pragmatic Failures in Communication交际中的语用失误探析 8.Euphemistic Expressions in English Language 英语中的委婉语表达 9..On the Functions of Ambiguity in English论英语歧义的功能 10.On Chinese-English Linguistic Taboos论汉英语言禁忌 11.On Cultural Context and its influence toward English learning 论文化语境及其对英语学习的影响 12.Symbolism in Idiomatic Expressions论习语中的象征意义 13.Linguistic Features of Abraham Lincoln’s Address论林肯演说的语言特征 14.A Study of student-Centered English Vocabulary Teaching以学生为中心的英语词汇教学 15.Application of English Idioms in Daily Life英语习语在日常生活中的运用
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英语笔译实务（二级）外文出版社 英汉翻译简明教程庄译传外研社 高级英汉翻译理论与实践叶子南清华大学出版社 英汉翻译教程(修订本)张培基外教社 星火英语.英语专业考研名校全真试题精解（英汉互译） 法语： 法语1.2.3马晓红外研社 1800个最有用的法语词汇东华大学出版社 大学法语考研必备世界图书出版社 圣才全国名校外国语学院二外法语考研真题详解中石化出版社 法语语法系统解读张德富外研社 法语语法练习800东华大学出版社 一般性备考：总结常见热门话题 无论参加哪种形式的口语考试，说一口流利、准确的英语都是通过考试的关键所在。因此，语言的基本功与长期的口语素材积累至关重要。一般性备考可以分为以下几部分： 1.应试材料的准备：为了准备口语考试，可以准备一些材料，如《英语中级口语教程》、《四、六级英语口语应试》等。当然如果确定参加哪种英语口试，又了解其口语考试的形式与内容，选择针对其考试的口语材料更为有效，如雅思口语、托福口语等。 除一般性备考外还要注意：关注与自己专业相关的热点问题，注意阅读报纸或杂志上相关的文章，适当积累一些专业词汇；如果学过英文原版教材，注意其中的专业词汇。 考研复试面试导师常问问题及对策考研复试中，面试不仅考查专业知识，还涉及相关的语言表达、修养和谈吐。有的考生在笔试中很占上风，但是遇到面试就偃旗息鼓，如何克服这尴尬的
英语教学论文教学方法论文：在中学英语教学中如何实施素 质教育 摘要：英语教学是实施素质教育的关键环节。它有利于激发学生学习英语的兴趣和积极性，提高英语整体素质。要实现中学英语教学的目的和要求必须通过素质教育来实现，本文从转变教育观念，改进教学方法，创设交际情境，培养学生交际能力，提高教师的综合素质，提高学生人文素质，加强德育渗透和加强课外活动几个方面就如何在中学英语教学中实施素质教育进行了粗略的阐述。 关键词：英语教学素质教育教学方法因材施教 中学英语教学的目的是使学生获得运用英语的能力，激发学生的学习兴趣，培养学生的自学能力，发展学生的思维能力和创新能力，使学生受到思想品德，爱国主义和社会主义方面的教育。而要达到上述目的和要求就必须通过素质教育来实现。如何在英语课堂中实施素质教育从而提高学生的整体素质，这是摆在我们每一位中学英语教师面前的一个重大课题，需要我们去研究，思考和解决。 一、转变教育观念是在中学英语教学中实施素质教育的前提 我国现代化建设在很大程度上取决于国民素质的提高和人才资源的开发，国民素质的提高必须依靠教育来实现，这就要求我们必须依靠发展教育尤其是素质教育才能完成
这个任务。当今世界科学技术突飞猛进，国力竞争日趋激烈，只有实施素质教育才能迎接科技的挑战。教育观念对教育工作具有总体的指导意义，因此我们必须转变教育观念。长期以来，我国的中学英语教学一直受到“应试教育”的影响，课堂教学中“注入式”，“填鸭式”现象普遍，严重存在“重知识传授，轻能力培养”的倾向，因此我们要树立现代教育观念，特别是树立与素质教育相适应的教训观，师生观，人才观，教育质量观。 二、提高教师的综合素质是在中学英语教学中实施素质教育的关键 素质教育对教师的素质提出了新的要求，教师素质的高低直接影响着教育质量，教师要勇于革故鼎新,不断更新教学理念,改进教学方法。课堂上尽量用英语组织教学,不用或少用母语,为学生学习创设较为真实的语言环境。教师要认真钻研教材,设计和组织课堂教学时,尽量采用任务型教学 方法,注意突出学生的主体地位,让学生自己把握学习的主 动权,充分发挥学生的潜在能力,全面提高他们运用英语进 行交际的能力,增强他们的语言素质。 在英语教学中，教师的语言素质，尤其是口语的能力要求愈来愈高，所以教师必须具有准确的语音语调和良好的运用英语组织课堂教训的能力。要能够时刻为学生创造运用英语的氛围，积极培养学生的应用学习兴趣和英语语感。教师
初中英语课堂教学理论与实践 【摘要】 我们都知道，教学方法的恰当选择是成功进行课程改革保障条件之一，新的国家《英语课程标准》明确指出：提倡任务型教育模式，把综合语言运用能力的培养落实到教学过程中，倡导体验、参与、交流和合作的学习方式，实现任务的目标。我认为，任务型教学不但是一种教学思想，教学方式，而是一种教学模式；任务性教学法与传统教学法之间差异在于它注意信息沟通任务，活动具有真实性而且活动量大。英语课堂教学应具有“变化性互动”的各项活动一任务；学生在完成任务过程中进行对话性互动，从而学习语言。 【关键词】 变换互动兴趣交流 【正文】 通过国家组织的国培学习，我受益匪浅，从中学到了以前没有学到过的理论知识，有了新的理论知识做支撑，自己对教学过程的设计有了很大的改进，并对教学过程也有了一定的深刻认识。下面是我的一点思考： 任务型语言教学以学生为主体，教师从学生“学”的角度设计出各种教学活动，使学生的学习具有明确的目标，并构建一个有层次的连续活动，并在完成各种任务的过程中逐步形成运用语言的能力。其特点在于： （一）极大激发了学生的学习兴趣 实施“任务型教学模式”后，初步调整了学生认知结构，学生参与课堂教学的程度提高了，他们不再是学习的“被动客体”，而开始成为学习的“主人”，并由此产生了内在的推动力。通过多次问卷调查表明学生学习英语的积极性不同程度地调动了起来，极大地激发了学生的学习兴趣，改变了以往“硬着头皮学”“索然无味”的局面，初步实现了“厌学”到“乐学”，从“学会”到“会学”的转变 （二）既关注语言本身，也关注学习过程 任务型语言课堂把整个教学目标设计成符合本目标的若干个任务,让学生在教师指导下 完成各项任务，进而按步骤完成课堂的总体目标。学生在具体目标下完成任务的过程既是对
2005 SHANGHAI JOURNALISM Septem ber 新闻记者 在 国际新闻报道中,英语新闻翻译占了相当大的 比重。在英语新闻中,“标题被视作报道全文的 缩写”,为了尽量吸引读者,编辑往往运用各种修辞手段,力争使新闻标题更具吸引力。这为英语新闻翻译带来挑战。翻译者需调动各种翻译手段,力争把原标题的意义和风格以汉语形式再现出来。为此,翻译时应兼顾三个方面:准确理解标题意义,尤其是要透过字面理解其深层意义;在不曲解原意的情况下发挥汉语特点,以增强译文可读性;在文化背景缺失的情况下,注意译文的可接受性。 一、直译或基本直译新闻标题 直译和意译孰是孰非在我国译界争论不休,迄今 未有定论。笔者以为,两种译法各有长短,翻译中需视实际情况而定,扬长避短。但无论直译还是意译,都应把忠实于原文内容放在首位。就英语新闻标题翻译而言,笔者以为,如果英语标题的含义明白,译成汉语以 后中国读者不至于产生理解上的困难,可考虑采用直 译或基本直译。比如: Putin facesharsh presscriticism overterror 普京因恐怖事件受媒体严厉批评 O lym picsBegin in Style;Sw im m erTakes1stG old 奥运盛妆开幕泳将喜夺首金 U K!soldestperson diesat115 英国第一寿星谢世,享天年百岁又十五 以上三则新闻标题属于直译或基本直译,没有洋 腔洋调,显得很自然流畅。又如: U gly D uckling N-Ship atLastG etsH appy H om e 丑小鸭核动力船终于找到安乐窝 这则新闻讲述的是某国一艘核动力船,因许多国 家担心核污染而拒绝让其靠岸,所以只得在海上到处 漂泊,历经周折之后最终被获准在一港口停泊。原标题中以调侃的语气将这艘核动力船比喻成安徒生笔下的“an uglyduckling”(丑小鸭),这也是广大中国读者早已熟悉的典故,故译文采用了“拿来主义”的直译手法,读者一看也就明白怎么回事了。 二、翻译中添加注释性词语 英语报刊的新闻标题往往迎合本国读者的阅读需 要,而且由于思维习惯与中国人不同,英语新闻标题的表达方式也与中文有所不同。因此,翻译过程中必须充