如何激发学生学习英语的兴趣毕业论文.doc 19页

'如何激发学生学习英语的兴趣毕业论文ContentsAbstract...............................................................................................................…..IAbstractinChinese………………………………………………………...….......IVIntroduction…………………………………………………………………..……..1ChapterITheImportanceoftheInteresttotheEnglishLearning…….….…3ChapterIITheMethodstoStimulateStudents"Interest.………………………42.1PromoteRelationshipbetweenTeachersandStudents…………………….…42.1.1TheCooperativeRelationship……………………………………………42.1.2TheHarmoniousRelationship………………………………………….52.1.3TheInteractiveRelationship……………………………………….….….52.1.4TeachStudentsinAccordancewithTheirAptitude………………….…..62.1.5SolicitudeandEncouragement……………………………………..……62.2StimulateStudents"InterestintheProcessofTeaching…………….…….……72.2.1CommunicativeApproach………………………………………….……72.2.2Game…………………………………………………………………….7.2.2.3.Jingle…………………………………………………………………….92.2.4Competition……………………………………………………………..92.3EnglishExtracurricularActivities………………………………………….....112.3.1EnglishParties………………………………………………………….122.3.2EnglishCorner………………………………………………………….12ChapterⅢProblemstoBeNoticed……………………………………….……133.1TheStudents’Anxiety………………………………………………………..133.2BuilduptheSenseofTheirEnglishLanguage………………………………133.3BuildupHarmoniousRelationship……………………………………..14Conclusion………………………………………………………………………….15、II Notes…………………………………………………………………………….…..16Bibliography…………………………………………………………….….………17、II IntroductionItiswell-knownthatEnglishisoneofthemostwidelyusedlanguagesintheworld.Theuseoflanguageisnothingmorethantwokindsofsituationwhenpeopleusingit:initially,peopleusethemotherlanguagewhichisalsothefirstlanguage;andthesecondisthatpeopleusethelanguageasaforeignlanguagewhichisalsothesecondlanguage.Therearemorethan300millionpeopleintheworldwhoareusingtheEnglishastheirmotherlanguage.Fromthis,itshowsthatEnglishplaysaveryimportantroleinthewholeworld.Englishisvitaltoeverybodyintheprocessofthemodernizationintoday"ssociety.Inthelearningprocess,interestisthebiggestmotivationforstudentstolearnandisalsothebestinstructorforthestudents.Therefore,thekeyofobtainingagoodteachingeffectliesinstimulatingthestudentstolearn,inordertomakethestudentshavegoodattitudetolearningandacorrectmotivationtolearning.Itrequiresteachersoptimizingtheteachinganddesigningagoodstartinordertostimulatethethirstforknowledge.Also,itrequiresteachersemphasizingtheaffectiveeducationwhicheducatespeoplebyaffectingthem.Besides,teachersaresupposedtoaddmultipleelementsintheprocessofteachingwhichcanmakemorefun.What"smore,teacherscanholdsomeEnglishextracurricularactivitieswithawidewide-rangingcontentandinvariousforms,inordertoguidethestudentstomasterthelearningmethodsandusethelearningresultstokeeptheinterestoflearning.TheEnglishclassisthemainplaceforstudentslearningandusingEnglish.Asophisticatededucatorputsit,"ThebestmethodforteachingEnglishistostimulatestudentstoloveEnglish."“Interestreferstoastateoflongitudeandemotionalwhichleadstoaconsciousdecisiontoact,andwhichgiverisetoapriedofsustainedintellectualandphysicaleffortinordertoattainapreviouslysetgoal,interestisoneofthemostimportantfactorsinlearningaforeignlanguage.Asprawnsaidjustaseatingwithoutlikingdoesharmtoone’shealth,learningwithoutlikingharmsmemoryandretainsnothingittakesinformerexperimentsshowthatamongthe17 factorscontributingtosuccessofstudents.Interestaccountsforabout50%.ThispaperwilldiscusshowtostimulatetheinterestoflearningEnglishforthestudentsinthreeaspects.First,buildupanewtypeoftherelationbetweenthestudentsandtheteachers.Itisfundamentaltopaymoreattentiontotheaffectivecommunicationbetweenthestudentsandtheteachers.Second,stimulatetheinterestoflearningEnglishforthestudentsintheprocessofteaching.Finally,holdvariousEnglishextracurricularactivities,tostimulateandkeeptheinterestoflearningEnglishforthestudentsagain.Atlastitmentionsabouttheproblemstobenoticedwhilestimulatestudents’interestinlearningEnglish17 ChapterITheImportanceoftheInteresttotheEnglishLearningItiswellknownthatEnglishisoneofthemostwidelyusedlanguagesintheworld.Beingasthetalentsinthenewcentury,Englishwillbetherequiredcourseforeverybodyofus.However,intheprocessoflearningEnglish,interestisthebestguiderandmediumtolearnit.Theinterest,sentimentandtheteachingareconnectedwitheachother.Agoodmood,apeacefulmind,optimisticandconfidentattitudesaswellasotherpositiveemotionscanintensifytheintellectualactivities.Tothecontrary,abadmood,adepressedemotionandapsychologicalaversionandothernegativeemotionscanrestraintheintellectualactivities.Theinterestoflearningisthemostradicalinnerdrivingforce.Stimulatingthestudentsisanimportantwaytolearnandmakethemlearnandmastertheknowledgebetter.Onceaneducationistputit,"ifthestudentshadnointerestsinlearningbutarestillforcedtolearn,thewillingnessanddesiretolearnwillbesignificant."Fromtheautumnof2001,theEnglishclassesaresetfromgradethreeintheprimaryschoolinourcountry.Atfirst,whenthestudentsarelearningEnglish,probablytheythinkitisnewandinterestingandtheyhaveahighenthusiasmandadeepinterestoflearning.Butasthelearningcontentsenlarge,atthesametime,Englishlearningtaskbecomeheavier,itgoeswithoutsayingthatmanystudentsmayhavelowerinterestinlearningEnglishwhichcandirectlyinfluencethelearningeffect.Therefore,itisnecessarytopulloutallstopstostimulatetheinterestoflearningforthestudentsbyeverymeans,tohelpstudentssetupproperattitudestowardlearningandachievethelearninggoalsmoreeffectively.17 ChapterIITheMethodstoStimulateStudents"Interest2.1PromoteRelationshipbetweenTeachersandStudentsTherelationshipbetweenstudentsandteachersisbasedontheelementalanthroposophy.Iftheteachersthinkthatthehumansareintrinsicallysluggishandnegative,oronlystrictinstructioncantheyinspireconscience,theauthoritativerelationshipbetweenstudentsandteachersistheeffectualone.Thetraditionalseriouseducationshowstheauthoritativerelationshipbetweenthem.Oppositely,moderneducationalviewsfigurethattheinbornnatureofhumanshouldbeaggressiveandpotential,astheaimofeducationistodevelopthehumanbeings’capacityandhastenthebettergrowthofhumanbeings,thereisnodoubtthattheauthoritativerelationshipwillhavethenegativeeffectongiftsandcreativitiesofstudents".Asaresult,wemustbuildupanewrelationshipbetweenstudentsandteachers.2.1.1TheCooperativeRelationshipThiskindofrelationshipdemandsthatteachersshouldnotposeasapedagogue;what"smore,theyshouldnotadoptthecoercivenessmethods,suchasdroppingonthestudents,humiliatingthestudentsandbringingalawsuitagainstthestudentsandsooninordertomakethestudentssubmittedtothem.Thecoercivenesseducationnotonlycanruintheinterestofstudents",butalsohurttheirself-esteemandconfidenceeasily.Alloftheseleadthedistasteofstudents"totheirteachers.However,thesynergicrelationshipmeansthatthestudentsandteachersareequalinpersonality.Althoughthepastviewsthoughtthatifthestudentcannotstudy,theteacherwillteachhim;ifthestudentisnotwillingtostudy,theteacherwillforcehimtostudy.Nowviewschanged,whicharelikelythatifthestudentdoesnotknowhowtostudy,theteacherwillteachthem;ifthestudentisn"twillingtostudy,theteacherwillattracthimtostudy.Theimportantword"attract"meansthestudentsarehappytostudy,and17 theyarewillingtojointheeducationalgame,whichareheldbybothofteachersandstudents.2.1.2TheHarmoniousRelationshipTheharmoniousrelationshipmeanstheemotionalcontactbetweenteachersandstudents,inwhichloveisthemostimportantelement.Tolovemeansteacherscareforthestudentsandoffernecessaryguidance,helpandencouragementtothem,especiallythosewhopourslovetothestudents,thenteachersarelinkedclosertostudentswhichenablestheteacherstoknowbetterabouttheirstudentsthroughheartycommunicationandsharing.Accordingtoseveralresearches,thestudentstendtobemorewillingtolistentotheteachersthattheylikeandmoreinvolvedinthoseteachers"class.Andtolovethestudentsinthekeytobelovedandtoknowthemwellisessentialforteacherstofindoutthesuitablewaytosolvetheproblemsthestudentsmeetintheirstudy.2.1.3TheInteractiveRelationshipTeachingisnotonlyasimplematterthatreferstotherelationsbetweenteachingandlearning,alsotheprocessofemotionalaswellasmentalcommunicationbetweenteachersandstudents.Therelationsbetweenthemdirectlyinfluencestudents"sensibilityaswellastheirwill.Atlast,thecognitionabilitiesofstudents"areaffectedgradually.Generallyspeaking,supposingsomestudentsliketheirteachers,so,thereisnodoubtthattheatmospherearoundtheclasswouldfillwithvigor,atthesametime,thestudents"learninginterestarousingspontaneously.Therefore,teachersmustpaymuchattentiononsentimentaldevotion.Evokestudents"emotionalsympathybymeansoftheirempressement.Inaddition,teachersshouldtrytheirbesttotransfertheamiable,hortative,valuedemotionalinformationthroughtheirexpression,wordsanddeeds.OnlyinthiswaycanstudentsbenotafraidofmakingamistakeandbesureofthemselvestolearnEnglish.Attachinggreatimportancetojustthestudentswhoareoverwhelmedbytheaffectionofemotionalfactor.Leavingnostoneunturnedtokeepthestudentsundersuchafavorablestateofmind;leavingnostoneunturnedtoprotecttheirself-confidence.Allthosecanhaveafavorableeffectuponthemwhile17 makethemgraduallycultivateandstimulatetheirstudyinterest.ItisknowntoallthatsomestudentsareveryinterestedinEnglishstudyingmerelyatthebeginner"sstage.Yet,astimegoesby,withthetremendousincreaseofknowledgequantityaswellasthelevelofstudyingdifficulty,thedegreeofmaintainingtheirinterestdiffersfrompersontoperson.What"stheworst,somestudentsmaytotallyloseinterest.Inviewofsuchasituation,wecannotkeepturningablindeyeonit;onthecontrary,itisessentialthateffectivemeasuresbetakenwithoutanyhesitation.2.1.4TeachStudentsinAccordancewithTheirAptitudeDuringthepastdecades,teachersalwaysusetheinvariablewaystoteachthestudentsinclassthatcannotreceiveprogressiveachievements.Accordingtosomerecentprofessionalstatisticsshowthatteachingstudentsinaccordancetotheiraptitudecanachievegreateffectiveness.Theinferioronescannotcatchupwiththesuperioronesthatledtotheirsicknessoflearning.Incontrast,thesuperioronesmayfiguredthatthestudyistooeasyforthemtodigintosomefurtherexercisebeyondtheirtextbook,whatisworse,theycannotconcentrateonwhattheteacherinstructsintheclassthatgraduallytheylosepassionandenthusiasm.Inviewofthisdilemma,IhavecollectedsomeconsultationwhichgivenbysomeEnglishteacherfromjuniorschool.Firstandforemost,dividestudentsintodifferentgroupsonthebasisoftheirlevels.Asfortheinferiorstudentsteachershouldputupaneasierprograms,thatistosay,theinterlocutionandsentencediversion,atthesametimekeeptheirenthusiasmbymeansofleavesomesimplequestiontothem.Thuscanattracttheirattention,cultivatetheirideationandprepareforafurtherquestiontotheinferiorones.Asforthesuperiorlevelstudents,theyshouldbeassignedtosomehardworkwhileteachershouldmakethemdosomeexerciseaboutreadingandillation.2.1.5SolicitudeandEncouragementThestudents"motivitycanbekeptsolongastheteachersencouragingandsolicitationtheformtimetotime.Meanwhile,thestudentsmayfillwithself-confidenceandmakeaccomplishmenteffectivelyifteachersdonotscanttheirpraiseandencouragement,especiallytojustthestudentswhoarenotgoodatEnglish.Forinstance,inordertoencouragetheinferiorlevelstudents"participationsaswellas17 addtheirclassscoring,weshouldcarryoutascoringmethodwhichdependingonthestudents"behaviorsatclass.2.2StimulateStudents"InterestintheProcessofTeaching2.2.1CommunicativeApproachSceneteachingmeansthattheteachersmusthaveasenseofflexibilityaswellasplaytothescoretomakegooduseofexistingscenetoteach.Forinstance,thereisasentence:"LucyandLilyaretwins."inlesson"TheNewStudent".Suppose,wehavetwinsinourclassroomandherecomesthegoodopportunitytointroducethetwinstudentsintheclass,usingexpressioninthetextbook:"look!ThisisChristyandthisisAshley.Theyaretwins.Theylookthesame."Thestudentsaresofamiliarwiththetwinsthattheymayseemexcited.Intheactiveatmospherethestudentsimmediatelyrememberthewordsandexpressions-"twins"and"lookthesame".Thiscancastaprofoundimpressiononthem.Introducingthereallifesceneintoclassandshorteningthedistancebetweenteachingandreallifehasbeenacceptedasaneffectivewayforstudents"Englishstudy.Forinstance,whentheteachersteachingthecommunicationaboutcallingonsomebody.Theycouldadorntheclassroomwithsomeprops.letonestudentoutsideandknockatthedoor.Tiffany:"MayIcomein?"(ThenChristyopensthedoor)Christy:"Hey,itisyou!Wehavenotseeneachotherforsuchalongtime!Iamsogladtoseeyou!Comein,please."(AtthemomentChristyletTiffanyinandsmile)"Sitdown,please.Well...Wouldyoulikecoffeeortea?"Tiffany:"Well…Iwouldlikeacupofcoffee."(ChristyfetchesthecoffeeandgiveittoTiffany)Christy:"Hereyouare.Enjoying!"(Withsmileonherface)Tiffany:"Thankyou."(Drinkingthecoffeeandsay)Thankstothecontentandtheformofthisvividdialogveryclosetoourdailylife.So,thestudentsarestronglyfondofit,atthesametimetheywouldstrivetobethefirsttodemandthedialogexerciseoutofquestion.17 2.2.2GameGameisoneoftheactivitiesthatthestudentslikemost.OnaccountoftheEnglishgameisfullofcompetitionsotheparticipantsalwaysyearnforwinningthegame.Ontheonehand,playinggamehelpsthestudentstoimprovetheirspokenEnglishaswellasenlargingtheirvocabularyinanactiveandinterestway.Ontheotherhand,itmakestheteachingprocessfillwithdiversificationaswellasadministeringtorelaxthetenseandtediousstudyatmosphere.Suchacompetitivegamenotonlycanbroadenthestudents"mindalsoovercometheirmentalobstacleofshyness.Atthesametime,oursentimentnurtured;ouraspirationsexcited;ouroralEnglishpromotedintheprocessofplayinggames.Allthosemobilizethestudents"learninggo-aheadismaswellasenthusiasmstothefurthestextent2.2.2.1WorldbyWorldIntheprocessofclassteaching,weshouldusuallyusethisgame-thesinglephraseconnectsadragonwhilereviewingthewordswhatwehadlearned.Therulesarelistedasfollowing:Firstly,takinggroupastheunitwhencarryingonthegame.Secondly,astudentofthefirstgroupsaysaword.Then,astudentofthesecondgroupsaysanotherwordwhichbeginningwiththelastletterofthefirstgroups"wordandtherestcanbededucedaccordingly.(Somebrilliantaswellasexcellentexamplescanbelistedasfollowing:ear-rabbit-time-equal-location-net-try-yellow-white-eazy-yes-slight...)Thegamedidnotenduntilasetofthemembercouldnotsayaword.AtlastThewinnergoestothegroupwhichsaysthemostaccuratewords.2.2.2.2WhispersDividethestudentsintoseveralrows.Thelastmemberofeachrowistakenoutoftheclassroomortakentothebackoftheclassroom.A"key"letter,wordorsentenceiscarefullydesignedbytheteacher.Thestudentsgobacktotheirrows,andwhisperthe"key"tothestudentnexttothemtheir.Itiswhispereddownthroughtherowuntilthelastmemberwritesitontheboard.Therowofwhichthefirststudentwriteitcorrectlyontheblackboardisthewinner.17 2.2.2.3GuessingSuchagameiswidelyusedWhenweteachsomestrongmovementwords,thephraseorthesentences.Letoneofthestudentscometothefrontoftheclassroomtoperformcreativelyandvividlybymeansofhisorherfacialexpression,gestureandactionsaccordingtothecontentofthecardinteachers"hand.Thenotherstudentstrytoguessoutwordsorphraseorsentencessuchas-"run"，"shout"，"laugh","cry","movie","playbasketball",or"You"relisteningtothemusic."Allofthatcanbecarriedouteasily.2.2.3JingleWemayfacesomeintractableproblemsintheprocessofteaching,therulesofEnglishgrammar,thedistinctionofwords"usageaswellastheregulationofpronunciation.Allofthosealwayspuzzlethestudentsalot.WhatisworseitcanmakethemoststudentslosetheinterestofstudyEnglish.Inviewofthisintractablesituation,itiscriticalthateffectivemeasuresbetakenwithoutanyhesitationinordertohelptheirmemory,reducethestudyingdifficultiesandstimulatetheirinterest.Forinstance,whenweteachingtheusageof"be"verb,thepithyformulagoesto:"I"use"am","you"use"are","is"wasfollowedby"he","she","it".Whatisthepluralform?Alluse"are".(I用am,you用are;Is跟着他，她，它。要问复数用什么？其后全部都用are)Anotherusefulexampleslistedasfollows,confirmingthepronunciationofdouble"o",thepithyformulagoesto:烧羊毛，看好书，脚送，立后屋。除之外，读长音|u:|.Thesevenwordsarecook,wool,would,look,good,book,footandplusthepasttensewords-took(take),stood(stand).Inaddition,“后屋”-classroom,bedroom,meetingroomandsoon.Putapluralformbehindletter"o",thepithyformulagoesto-“英雄吃西红柿马铃薯”andthewordsarehero,tomatopotato.Aslongaswecollecttheinformationandtallyupfrequently,thepithyformulawillflowoutcontinuously,aswellastheteachingalsosettlesmeetingtheinterestishorizontaltoliving.2.2.4Competition“Competitionisalsoakindofmeanstoexcitestudents’enthusiasm.”Inthecompetition,whenstudentsgetachievements,theyareveryhappyto17 learnEnglish,atthesametimetheywillovercomeallkindsofdifficulties.Theteachercanutilizemodernstudents’characteristicneedstogivethemvariouskindsofcompetitions  whichcannotonlypromotethemtostudyknowledgebutalsogiveperformancesinclassroom.Andcontestscandividethewholeclassintooneortwogroupstocarryperformancematch,theteacherandthestudentsarejudges,thewinnercanbegivenaphraseoragift.Theclassroomatmospherewillbeactive,theteachingresultwillbebetter.   DividingstudentsintogroupsisaneffectivewayforthecompetitionduringlearningEnglish;itcannotonlyarousestudents’interestbutalsoraisetheteachers’teachingqualityandmakeseveryonegetgoodeffect.Duringteaching,teachersshouldpayattentiontoseveralkeypointsforconstructingtheatmosphereofcompetition,whichlistedasfollows:2.2.4.1FocusonMakingSelf-learningandCooperativeLearningCombinedStudentsareindependentunities,ifthereisnostudents’self-involvinglearning,teachingactivitiescannotbecarriedout.Studyisakindofblendingofcollectivewisdom,therewouldbenointrinsicstudywithoutcooperation.Therefore,teachersshouldpayattentiontomakingstudents’independentthinkingandmutualassistancecombined.Duringclasstimeteachersshouldprovidestudentscondigntimetothinkabouttheproblemsandsolvetheseproblems,givestudentsthechancetoraiseaquestionandcomprehenditwithcooperativecommunication,soastoachievethattheycanlearnconsciously,cooperateeffectively.Basedonthese,competitiveatmospherecouldbemade.2.2.4.2MakeStudentsGetProgressTogetherintheCompetitionCompetitionandcooperationaremutuallypromoting,thepressureofcompetitionwillnotonlytempertheirperseverance,butalsopromotemotivationtolearn.Studentslearnfromeachotherincompetitionandgetdevelopmentincompetition,what’smore,itfostertheirsenseofself-confidence,self-reliance,self-improvement.Therefore,todoagoodjobofteaching,itisquitenecessarytodesignavarietyofcompetitiveactivities.2.2.4.3FocusontheIncentiveEvaluationtoEverygroup17 Suitableencouragementwillbegiveninclass,thusitcouldcreateacooperative,competitivelearningatmosphere.Suchas"yourteamgotatacitunderstandinginthecooperation,""yourteamaddedareallykeyopinion,""theideaofyourteamisreallyspecial,thisisyourwisdom,itisreallyterrific."Suchkindofwordscanfullymobilizestudents’enthusiasmandenhancethecollectiveconsciousnesswhenlearningEnglish.Asakindofability,group-cooperatelearningneedteacherstobepatienttotrain,teachersshouldcreateafullydemocratic,equal,respectfullearningenvironment,givefullplaytotheroleoftheorganizationandguide,accordingtotheteachingreality,updatetheteachingmethods,applyingthegroup-cooperatelearningactivitiesintoteachingpractice.2.3EnglishExtracurricularActivitiesItiswellknowntoallthattheextracurricularactivitiesarenotonlytheextensionofteachingprocess,butalsotoalargedegreestimulatethestudents"studyinginterest.WecaninductEnglishteachingbymeansofEnglishdebate,speech,recitation,variouspartiesandvisitationtocertainplacesandsoon.Englishteaching,asIseeit,istheprocessofsolvingproblemsaswellasstimulatingtheinterest.NottomentionnewEnglishteachingmaterialattachesgreatimportancetothestudentstohandleaffairesinEnglish,atthesametimedeveloptheirgiftoftongues,ideationaswellasthecapabilityofcommunicationandcooperation.Theteachingprocessnotonlyprovidesconsiderableopportunityoflanguagepractice,butalsocreatesthefavorableenvironmentofEnglishlearning.Andthatmakethemcometobeingasentimentbetweenreallifeandclass.Inthereal,well-designedandcolorfulextracurricularactivities,thestudentsinevitablykeepcontactwiththeinformationwhichisclosetotheirstudy,theirdailylifeandthesocietytheylivein.Furthermore,theirawarenessofparticipancestrengthenfromtimetotime.Meanwhile,theircommunicationismorenatural,utilizedinvariousformsandoffunctions.Intheprocessoftheactivities,thestudentsareabletomakefulluseoftheirgo-aheadism,independenceandchangetheirlearningintoapositivemindneedsintheirdeephearts.17 Fromwhathavebeensaidabove,wemaysafelydrawtheconclusionthatinsucharelaxaswellaspleasantatmosphere,thestudentsnotonlyacquireknowledgeeffectively,positively,butalsotastethedelightofEnglishlearningsufficiently,moreover,exploretheirpotential,nottomentionstimulatetheirinteresttolargeextent2.3.1EnglishPartiesInourdailylife,therearesomanystudentsholdtheirbirthdayparties,classmates"parties,andEnglisheveningparties,allkindsofthemeparitiesfromtimetotime.MeanwhiletheyareverygladtotalkwiththeirclassmatesandfriendsinEnglishintheprocessofthejustparties.Bydoingso,itmakesgreatstridetostimulatetheirinterestsunconsciouslytosomeextent.Whentheyareinvitedtotheirfriend"sbirthdayparty,itgoeswithoutsayingthattheyalwaysusethisphrase"Happybitthday"tocongratulateaswellassingthesong"Happybirthdaytoyou!"attheirfriend"sbirthdayparty.So,thestudentscan’thelpspeakingEnglishinidiographiccircumstance.2.3.2EnglishCornerEncouragestudentstoparticipateinEnglishcorneractivelytocommunicateanddiscussthewaysofEnglishlearning.Duringtheprocessoftheircommunications,theyarerequiredtosticktotalkinEnglish,thus,thatmakestheEnglishcornerbeanamplitudecircumstanceofEnglishlearning.Atthesametime,notonlyeveryoneisunrestrainedtospeakwithoutanyinhibition,butalsofeeltheiroatstogabbleaboutthematterswhichhappenedintheboundlessuniverse.Ofcourse,atfirst,thereisnoneedtotalkentirelyaccurateandpure.Theyarepromotingmutually,encouragingcommonlyintheprocessofcommunicating.Accumulatingoveralongperiod,itisnodoubtthattheyhavethebrilliantcapabilitytospeakEnglishfluentlyaswellasnormativelyoftheirown.Asforteachers,itiscriticalthattheyconsidertherightplaceasabigstagewhichthestudentsareabletoshowtheirEnglishtalentincisivelyandvividly.Atthesametime,stimulatingandcultivatingtheirinterestbymeansofactingasifthereisnooneelsepresent.17 ChapterⅢProblemstoBeNoticed3.1TheStudents’AnxietyAnxietyduringthestudyprocessiscausedbythefearsandupsetswhenstudentsdoingEnglishexpressing.Theappearanceofanxietyisconcernedwiththethreatstopeoplethemselvesortheirself-respects,Englishlearningisalwaysinaspecialcircumstancewhichinvolvesself-threateningandchallenging,apparentlyitiseasytocausetoanxiety.What’smore,mistakescanbefrequentlycausedwhenpeopleuseanewlanguage,andsuchkindofactivitiesisalwaysunderthecoverofpeople’sevaluation,thusthelanguagelearnersareoftenconfusedwiththis,blush,panting,coldsweat,shiver,stammering…,allkindsofsymptomswillappearinthiscircumstance.Facingthis,teachersshouldpaymoreattentiontostudentspsychologicalfeaturesandtakespecialmeasurestomakestudentsactwithoutanxiety,suchas,buildupharmoniousrelationshipbetweenteachersthemselvesandthestudents,andmaketheatmospheregetquiteeasy;donotpointoutthemistakeswhenstudentspracticewithEnglish,andexpoundthekeynotesanddifficultpartsincominglessons;usecooperativelearningtoreducestudents’senseofanxiety.Thesemaybeusefultosolvetheproblemsofstudents’psychologicalbars.3.2BuilduptheSenseofTheirEnglishLanguageStudyingEnglishforseveralyears,studentswillprobablywonderhowtofurtherimprovetheirEnglish.“Whenyouspeak,don"talwaystranslatewhatyouwanttosayfromChineseintoEnglish.Ifyoudo,you"llgetmixedupinsomeusages.Forinstance,you"llconsider"wait"asatransitiveverb,youwillneveradd"to"after"listen",butyoumightwrite"sheep’s"forthepluralform.Thoughyouknowyouarewrongwhenthemistakesarepointedout”.Therefore,toimprovestudents"English,buildingupthesenseofEnglishisimportant.TeachersshouldaskstudentstoreadallkindofEnglishmaterialsasmanyas17 theycan,whichtheyareinterestedin.Byalong-timereading,studentscouldgetasensetospeakEnglishimmediately,withoutthinkingoverthecontentswithChinesebeforespeakingout.3.3BuildupHarmoniousRelationshipStudentswillfeelhopelessaboutthestudyofEnglishwhenfailingintheEnglishexams,.AsEnglishteachers，theyshouldmakeagoodrelationshipwiththemandtryourbesttoarousetheirconfidenceinlearningEnglish.MakingthemrealizethatfailureintheEnglishexamsisanormalthing,theystillhavealongwaytogo,andwillbesuccessinthefutureonconditionofovercomingpresentdifficulties.Wealsohavetobepatientwithstudentsandhelpthemwiththecorrectionofmistakesinadiscreteway.17 ConclusionInterestisthebestteacher,guiderforintroductionandthemediaforthememory.Theinterestoflearningisthemostradicalinnerdrivingforce.Stimulatingthestudentsisanimportantwaytolearnandmakethemlearnandmastertheknowledgebetter.AsuccessfulEnglishteachermustconsciouslyhelpthestudentstokeeplong-terminterestinEnglishandstimulatethestudentstoalwaysbepassionateoflearning,inordertomakethemlearnEnglishhappily,well,andinitiatively.Therefore,theteachingmethodsintheclassmustbeupdatedallthetime.Useflexibleandmultipleteachingmethods,andpaymoreattentiontotheemotionaleducationwhicheducatespeoplebyaffectingthem.Besides,teachersaresupposedtoaddmultipleelementsintheprocessofteachingwhichcanmakemorefun.What’smore,teacherscanholdsomeEnglishextracurricularactivitieswithawide-rangingcontentandinvariousforms,inordertoguidethestudentstomasterthelearningmethodsandusethelearningresultstokeeptheinterestoflearning.ByvariousmeansofstimulatingthepassionoflearningEnglishforstudents,theywillbewillingandeagertotakepartinthepractice.Also,theywillalwayskeepthisinterestinthelongcourseoftheEnglishlearning,providingthemotivationsforthepracticalactivities.17 Notes1.Albert.L.Isitadirtyword?Learning,Vol.24,No.2,pp.43-61995.Discipline.2.Auerbach.E.R.Whichwayforfamilyliteracy:interventionorempowerment?1995.3.JeremyHarmer..ThepracticeofEnglishLanguage.TeachingPearsonEducationLimited.ThirdEdition（2001）.4.GeneseeF&J.AupShur.ClassroomBasedEvaluationsinsecondLanguageEducation,CambridgeUniversity（2001）.5.WilliamsM,&R.Burden，1997:1256.龚春燕林允舒，杨勇《魏书生教育教学艺术》第一卷（课堂教学）漓江出版社2004.47.《中学生知识报》1994.9.2117 Bibliography1.Albert.L.Isitadirtyword?Learning,Vol.24,No.2,pp.43-61995.Discipline.2.Auerbach.E.R.Whichwayforfamilyliteracy:interventionorempowerment?1995.3.JeremyHarmer.ThepracticeofEnglishLanguage.TeachingPearsonEducationLimited.ThirdEdition（2001）.4.GeneseeF&J.AupShur.ClassroomBasedEvaluationsinsecondLanguageEducation,CambridgeUniversity（2001）.5.龚春燕林允舒，杨勇《魏书生教育教学艺术》第一卷（课堂教学）漓江出版社2004.46.《中学生知识报》1994.9.217.丁家永《现代教育心理学》广东高等教育出版社.2003.108.傅建明《教育原理与教学技术》广东教育出版社2005.117'