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A Talking Class: from Manipulation to Communication

0 Introduction第7-10页
    0.1 Usage and Use as aspects of performance第7-8页
    0.2 What I want to do in this thesis第8-10页
1 The Experimental Class第10-12页
2 Research Findings from the Study of Explicit and Implicit Memory第12-16页
    2.1 Implicit and explicit competence第12-15页
    2.2 The necessity for setting a talking class for Chinese adult students第15-16页
3 Teaching, Practicing and Communicating第16-23页
    3.1 How should an English teacher look at teaching第16-18页
    3.2 Drilling is not communicating第18-20页
    3.3 From manipulation to communication第20-23页
4 Teaching Experience in A Talking Class第23-37页
    4.1 Establishing an atmosphere for talking第23-25页
        4.1.1 The physical atmosphere第23-24页
        4.1.2 The psychological atmosphere第24-25页
    4.2 Starting a talking classroom at the first stage第25-30页
        4.2.1 Teaching steps at the first stage第26页
        4.2.2 Teaching examples for an expanded text第26-29页
        4.2.3 Several questions should be noted第29-30页
    4.3 The second stage: providing meaningful contexts第30-33页
        4.3.1 Establish autonomous interaction between students第30-31页
        4.3.2 Conversation transfer第31-32页
        4.3.3 The teacher's function第32-33页
    4.4 The third stage: activity classroom第33-37页
        4.4.1 Time and content control of activities第34-36页
            4.4.1.1 Time control第34-35页
            4.4.1.2 Content control第35-36页
        4.4.2 The teacher is active in the activities第36-37页
5 The Oral Test and Homework第37-42页
    5.1 Several problems about the oral test第37-39页
    5.2 What is easy to test in a talking class第39页
    5.3 Conversational exchanges and pattern manipulation第39-40页
    5.4 Oral tests for advanced students第40-41页
    5.5 The oral homework第41-42页
6 Conclusion第42-45页
Bibliography第45-46页

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