on-improving-students-spoken-english-ability-in-middle-school-英语专业本科毕业设计论文

PAGEIOnImprovingStudents‘SpokenEnglishAbilityinMiddleSchoolAbstractEnglish,asauniversallanguageintheworld,isbecomingmoreandmoreimportantwiththedevelopmentofinternationalpolitics,economicsandculturalcommunicationsandco-operations.Especiallynowadaysinthe21stcentury,oralcommunicationsbetweennationsarebecomingmoreandmorecommonwiththequickeningofChina’sreformandopendoorpoliciesandwideningofinternationalcommunications,thusitisverypressingtodevelopmiddleschoolstudents’oralEnglishcommunicativepowereffectively.Fromtheliteraturereview,itisnecessaryforteachersandstudentstorealizetheimportanceofimprovingspokenEnglish.Throughanalysingthecurrentsituation,itcanbeconcludedthattherearetwoproblems.Onecomesfromstudents,anothercomesfromteachers.Accordingtotheproblems,therelevantcountermeasurescanberaised.Oneisimprovingteachers’teachingspokenEnglish,itincludesstimulatingstudents’interest,creatinggoodatmosphere,moreencouragementandsomepracticalmethodsforimprovingspokenEnglish.Anothercountermeasuresisimprovingstudents’spokenEnglish,itincludesimitationofstandardpronunciation,cultivatingtheinterestinEnglish,thinkinginEnglish,retellinginEnglish,wideningEnglishdailyword.KeyWords：spokenEnglishability;improvement;middleschool摘要英语作为当今国际通用语言,其市场价值随着国际政治、经济、文化交流与合作的不断发展与日俱增。在21世纪的今天,随着我国改革开放步伐的加快以及国际交流的日益扩大,以口头形式进行国际交流变得越来越重要,特别是近年来我国颁布了中学英语新课程标准,因此,如何有效地培养中学生的英语口语表达能力变得异常紧迫。通过分析国内外现状,得出结论:有两个问题。一个来自学生,另一个来自老师的。针对以上问题,相应的对策。一是提高教师英语口语的教学,它包括激发学生的兴趣,创造良好的气氛,对学生更多的鼓励和一些实用的方法,以达到提高英语口语。另一个对策是提高学生的英语口语,它包括模仿标准发音,培养说英语的兴趣,让学生以英语的思维方式思考,用英语复述,拓宽英语日常词。关键词：英语口语能力；提高；中学PAGEIIContents.IIntroduction11.1LiteratureReview11.2TheImportanceofImprovingSpokenEnglish21.2.1ImproveTheChanceofEmployment…..……………21.2.2GetMoreAccesstoKnowledge……….…2=2\*ROMANIITheProblemsofImprovingSpokenEnglishinMiddleSchool…….22.1TheProblemsofStudents’LearningSpokenEnglish………32.1.1LackofInterest32.1.2ChineseSpokenAtomosphere…...…32.1.3LessAttentiontoOralEnglish32.2TheProblemsofTeachers’TeachingSpokenEnglish………42.2.1LackofAtomosphere42.2.2LackofEncouragement42.2.3LackofMethods4ⅢTheCountermeasuresofImprovingTeachers’TeachingSpokenEnglish43.1StimulatingStudents’Interest…………53.2CreatingGoodAtmosphere…………….………………53.2.1CultivatingHarmoniousAtmosphereinClass53.2.2EstablishingGoodRelationshipsbetweenTeachersandStudents63.3MoreEncouragement……...…63.4PracticalMethodsforImprovingTeaching73.3.1EncouragingStudentstoAskQuestion73.3.2MinorDebates………83.3.3Role-play………………93.3.4EnglishDailyReport………10ⅣTheCountermeasuresofImprovingStudents’SpokenEnglish…104.1ImitationofStandardPronunciation114.2CultivatingtheInterestinSpeakingEnglish……...……………124.2.1EnglishMovies………..……………124.2.2EnglishSongs………124.3ThinkinginEnglish…………………134.4RetellinginEnglish…………144.5WideningEnglishDailyWord…………………15VConclusion………16VIWorksCited…………………18=7\*ROMANVIIAcknowledgements…………19第19页第1页共17页IIntroductionNowadays,it’sverypopularandnecessaryforcommonpeopletolearnEnglishinChina.Inthemiddleschooleducation,Englishisanobligatorycourseandthescoresofthiscoursehavebeenconsideredasanimportantpartinthenationalentranceexamination.It’snaturalthatteachersandstudentspaymoreattentiontoEnglishlearningandteachingthaneverbefore,andtheaveragelevelofEnglishlearninghasbeenimprovedgreatly.However,inmostcases,thestudentswhocanpassquiteafewEnglishtestscouldnotexpressthemselveswellinoralEnglish.TheycanwriteEnglishessays,understandwhatpeoplesayinEnglish,andcanevenreadEnglisharticles,buttheycannotcommunicatewithothersinEnglishfluently.Sothe“DumbEnglish”hasbecomethecommonprobleminEnglishlearning.1.1LiteratureReviewInInfluencingFactorsofTechingSpokenEnglish,thefamousexpertLiuJinlanmetions,“IntraditionalteachingofspokenEnglish,thestudentsdonotbringthesubjectivityintofullplay,theteachingeffectisnotveryidea.刘金兰.试论影响英语口语教学效果的相关因素[J].教育实践与研究2006,(9)”Newsituation,andthetraditionalmethodsofteachingspokenenglishmustbecompletelychanged,intendtoimprovetheoralcommunicationskillsofstudents.Inordertoachievethegoal,wemustrecognize刘金兰.试论影响英语口语教学效果的相关因素[J].教育实践与研究2006,(9)Incultivationofstudents’spokenEnglishability,thewell-knownexpertFangHuijuanconsiders,“ThepurposeoflearnigEnglishisproficientinoralcommunication.SpokenEnglish,alsooralexpressingabilityisthekeyfactorofinfluencingoralcommunication.方惠娟.学生英语口语能力培养[J].教学与管理：理论版，2002,(8).方惠娟.学生英语口语能力培养[J].教学与管理：理论版，2002,(8).InSecondLanguageTeachingandLearningNunun,David.believes,“TheinterestaffectsefficiencyofimprovingspokenEnglish.Nunun,David.SecondLanguageTeachingandLearning[M].Boston,MA:HeinleandHeinle,1999.”Nunun,David.SecondLanguageTeachingandLearning[M].Boston,MA:HeinleandHeinle,1999.1.2TheImportanceofLearningSpokenEnglishNowadaysEnglishhasbecometheworldlanguage,itisverynecessaryandimportanttomasterEnglishnomatterinyourlifeorcareer,especiallyspokenEnglish.Intoday'smodernworld,learningspokenEnglishhasmanyadvantages.Englishisfastbecomingtheinternationallanguageofmanyfields,includingpolitics,businessandeducation.1.2.1ImproveTheChanceofEmploymentHavingagoodgraspofspokenEnglishhelpsyoutoimproveyourchancesofemployment.Thesedays,therearemanyforeigncompaniesoperatingfromChina,andmanyChinese-ownedcompanieshavetradelinkswithforeignpartners.ThesecompaniesrequirespeakersofEnglishwithsufficientlanguageskillstoensuresmoothbusinesstransactions.

1.2.2GetMoreAccesstoKnowledgeIfyouaregoodatspokenEnglish,youwillhavemoreaccesstoknowledge.Forinstance,makingfriendswithforeignersbecauseyoucancommunicatefreelywiththeminEnglish,travelingabroadtoknowmorewesterncustomsandculturepersonally,enjoyingmoreclassicwesternplays,filmsandliteratures.IITheproblemsofSpokenEnglishinMiddleschoolItisobviouslythattherearetwofactorsinimprovingspokenEnglishinMiddleschool.Onecomesfromstudents,anothercomesfromteachers.2.1TheProblemsofStudents’ImprovingSpokenEnglishAlthoughtherearesomeproblemsaffectthestudents’improvingspokenEnglish,studentsshouldrecognizethemandtakesomeeffectiveactiontoovercomethesedifficulties.2.1.1LackofInterestMoststudentsinprimaryschoolbeginlearningEnglishaseagerlearners.Theyenjoylearningaboutanimalwords,greetingphrases,andalmostanythingelse.ButbeginninginMiddleschool,however,learningbecomesdifficultforsomestudents.Sotheygraduallydecreasetheirinterestandevengiveuplearningit.2.1.2ChineseSpokenAtmosphereInfact,studentsaresurroundedbytheChinesespokenlanguageatmosphere,andthereislittlechanceforthemtopractisetheiroralEnglish,sotheymayfeelshytospeakEnglishpublicly.EveninEnglishcorner,mostofthemarenotveryactive,andwhattheyhavelearnedaresomesimpleEnglishsentencesjustlike“Hello,howareyou”,“What’syourname”,“Howoldareyou”andsoon.LetalonethosestudentswhonevergotoEnglishcorner.2.1.3LessAttentiontoOralEnglishAtpresent,therearefewcompulsiveexaminationsoforalEnglish,thusstudentsdon’tgiveenoughattentiontospokenEnglish.Teachersoftenjudgestudents’Englishresultsthroughtheirwrittenexaminations.Especiallyinmiddleschools,thecommonpurposeofteachersandstudentsistogethighgradestopassthenationalentranceexamination.Nowadays,thepressureofenteringthehighereducationweighsheavilydownonshouldersofteachersandstudents.TheypaymuchattentiontotheteachingandlearningoftheEnglishvocabulary,sentencestructures,readingcomprehensionandwriting,whicharerequiredintheexamination.StudentsalsodonotwanttospendmuchtimeonspokenEnglishwhichtheymightconsideritaswastingtheirvaluabletime.2.2TheProblemsofTeachers’TeachingSpokenEnglishTeachersaretheguidesofstudents,theproblemsofteacherswillalsoaffectstudents’spokenEnglish.2.2.1LackofAtomosphereInclass,itisdifficultforstudentstofindsuitablewordstoexpressthemselves.Outofclass,theyareafraidofmakingmistakeswhentheywanttospeak.Andusually,theymaymakemistakeswhentheyarespeakingbecausetheyareshyandnervous.2.2.2LackofEncouragementsDuringpracticespokenEnglish,teachersseldomgivestudentsconfidenceandmotivation,sostudentsusuallyholdanegetiveattitudeinspeakinginEnglish.Becausestudentsneedteachers’recognitionandrespect,it’snecessaryandimportantthatteachersshouldhavethetasktoencouragestudentstospeakEnglishmorebothinandoutofclass.2.2.3LackofMethodsNeedlesstosay,ateacherhasstronginfluencesonhisstudents’thinkingandlearning.Studentsusuallycaremuchabouthowteachersperforminclass.Theteacherwhocandrawmoreattentionofstudents,andhisorherstudentsmayimitatehisorherlanguageexpressionmode.Therefore,teachersshouldgropesomenewwaystomelioratetheirteaching,whichwilldogoodtostimulatestudents’desireforlearningEnglish.=3\*ROMANIII.TheImprovementofTeachers’TeachingSpokenEnglishItisnaturalthatteachersplayaveryimportantroleinEnglishlearning.Theirjobsarenotonlytoimpartknowledgetostudents,andhelpstudentspassexaminations,butalsotolightupstudents’waysintheirlearning.Astheguideofstudy,theteacher’srolecanaffectstudentsdeeply.First,theyneedtoupgradetheirownspokenEnglish,andsecond,theyshouldpaymoreattentiontotheteachingandlearningofspokenEnglishseriously.3.1StimulatingStudents’InterestItiscertainthatinterestisthebestteacherofstudy.DingZhaozhong,whowasawardedtheNobelPricein1976,said“Interestismoreimportantthangenius”.Psychologistshavedrawntheconclusionthatthedesireforlearningistheinsidemotiveofstudents’learning.Andinterestisthepreconditiontoformthedesireforlearning.InthefiveskillsinEnglishlearning,speakingisusuallythepoorestforstudentstolearnEnglishinChina.Itresultsfromthelackofspeakingpracticeandgoodteachingatmosphere.Students,especiallyAsianstudentstendtobereluctanttospeakEnglishinclassaswellasafterclass.Asaforeignlanguage,EnglishisunfamiliaranddifferenttoChinesestudents.ThusitisimportantforteacherstoencourageandmotivatetheirstudentstospeakEnglishmorebothinandoutofclass.3.2CreatingGoodAtmosphereInthefiveskillsinEnglishlearning,speakingisusuallythepoorestforstudentstolearnEnglishinChina.Itresultsfromthelackofspeakingpracticeandgoodteachingatmosphere.Students,especiallyAsianstudentstendtobereluctanttospeakEnglishinclassaswellasafterclass.Asaforeignlanguage,EnglishisunfamiliaranddifferenttoChinesestudents.ThusitisimportantforteacherstoencourageandmotivatetheirstudentstospeakEnglishmorebothinandoutofclass.3.2.1CultivatingHarmoniousAtmosphereinClassTheefficiencyofEnglishlearningandteachingisrelatedcloselytotheatmospherebothinandoutofclass.Generallyspeaking,therearetwofactorsthatmayaffectstudents'spokenEnglishinclass.Oneisthattheyfailtofindsuitablewordstoexpressthemselvesandtheotheristhattheyareafraidofmakingmistakeswhentheywanttospeak.Sometimestheymaymakemistakeswhentheyarespeakingbecausetheyareshyandnervous.Sothegoodenvironmentcanhelpstudentstospeakactivelyandcorrectly.Teachersshouldworkhardtoactivatetheatmosphereandcreatesuitableenvironmentstoerasethestudents’tension.Therearesomesuggestionsasfollows.1).LetstudentsspeakEnglishsittingintheirseats,sothattheywillnotfeeluneasy.2).Trytoarrangetheseatsofclassroominacircleoringroups,withthestudentsfacingeachother,notinrowsorlines.3).SometimesstudentscanhavetheirEnglishlessonsoutoftheclassroomwithsuchactivitiesasabarbecue,picnicandparty.4).OrganizeEnglishcornerattheschoolandletstudentstalkfreelywiththosewhoareinterestedinlearningEnglish.Itisessentialtotrytobuildagoodatmospherethatstudentsnolongerfeelshy,andtheywillvoluntarilyraisetheirhandstoaskquestionsandthattheywillfreelygivetheirownopinionstoexpressthemselves.3.2.2EstablishingGoodRelationshipsbetweenTeachersandStudentsThegoodrelationsbetweenteachersandstudentsarethefootstonesinEnglishteachingandlearning.Tostudents,teachersareinstructorsandguidesintheirstudies,andalsostudentsusuallyrelyontheirteachers.Teachersshouldspendmoretimetakingcareoftheirstudents,observingwhatstudentsneedandaccept,andrespectingtheirideasandchoices.Inclass,teachersshouldberespectableandresponsiblesothattheirteachingandinstructingwouldbeappreciatedbystudents.Andafterclass,teachersarealwayseasy-goingandconsideratetostudents,andhelpandcarefortheirstudentslikeonespecialkindoffriendsinlife.Thestudentswhotrustintheirteachersusuallycandobetterintheirstudiesthanthosewhodonotliketheirteachers.3.3MoreEncouragementIt’snecessaryandimportantthatteachersshouldhaveanothertasktoencouragestudentstospeakEnglishmorebothinandoutofclass.DuringlearningEnglish,studentsneedteachers’recognitionandrespect,whichwillgivestudentsmoreconfidenceandmotivationtodobetter.Afterstudentsfinishtheirspeakinginclass,teachersshouldletstudentsfeeltheyhavemadesomeprogresswithasenseofsuccess.Itisnecessaryforteacherstopaymoreattentiontothefollowing.1).LetstudentsbefirminagentlewayandgivethempraisewhenevertheyarespeakingalittleEnglish.2).BesincereandlookforopportunitiestoletstudentsspeakEnglishfreely,andnevergetthemshy,frustratedandnervous.3).Beakind,sensitive,andapproachablepersontoallthestudents,andneverletasinglestudentoutorputhimonthespot.4).Treatallthestudentswiththesameattitude,respectthem,andconsidertheiropinionsfully.Neverembarrassanyofthemandlaughatthem.5).Allowstudentstohavemorefreedomratherthanexpectthemtoconformtothepreconceivedideasabouthowtheyshouldbehave.Letthemhaveconfidence,andwaitforthemtofollowyou.Ofcourse,teachersshouldpointoutsomeapparentmistakesintheirspeakingkindly,forexample,somewordsinwrongpronunciationorsomeseriousgrammarmistakesaftertheyfinishtheirspeech.3.3PracticalMethodsforImprovingTeachingPracticemakesperfect.Teachersshouldaskstudentstodomorepracticeinthestudents’spokenEnglishlearning,anditisveryimportantforteacherstochoosetherightteachingmethods.3.3.1EncouragingStudentstoAskQuestionTeachersusuallygivestudentsmorereadingmaterialsandaskthemtoraisequestionsaboutthecontentwithsuchwh-wordsaswhat,when,where,whichandhow,thenteachersshouldanswerthesequestionsindetail.ThereisanEnglishmaterialforexample:KobeisanAmericanprofessorincomputerscience.HegotmarriedaChinesewoman,Ying.Today,theyinvitedaChineseyoungcouple,MingandDandan,togotothebarSleeplessinSeattle.TheydroveupinthebigwagonofKobe’s.Afteracoupleofdrinks,theystartedtodance.YinginvitedMing,andKobehadadancewithDandan.Student:WhoisKobe?Teacher:HeisanAmericanprofessorinComputerScience.Student:Whatdidhedotoday?Teacher:Heinvitedsomefriendstoabar.Student:Whichbardidhechoose?Teacher:Sleepless.Student:Whereisthebar?Teacher:It’sinSeattle.Student:HowdidMingandDandangotothebar?Teacher:TheydroveKobe’sbigwagon.StudentswillbemoreacquaintedwiththosebasicEnglishsentencepatternsthroughdoingthiskindofpractice.3.3.2MinorDebatesTeacherscandividethewholeclassintosmallgroupsoffourorsix,andgivestudentsseveralsensitiveorhottopicstodiscuss.Eachgroupgetsadifferenttopicandhasaboutfifteenminutestochoosesides,formulatearguments,andholdthedebate.Thenthegroupscanchangetheirtopics.Someidealtopicsareasfollows:-Istruelovepossibleontheinternet?-Shouldboysdomoredutiesthangirlsinclass?-Whoismoreimportantinafamily,motherorfather?-CanChineseandforeignersbemarried?-Whatareyouropinionsaboutobeyingyourparentsorfollowingyourownideas?Thesetopicsareveryclosetothestudents’dailylife,andstudentswillbeveryactiveinstatingtheirownopinions.Nobodywantstolosechancesindebates,sotheycandotheirbesttohelptheirteamswinthegame.3.3.4Role-playTostimulatethestudents’interestinlearning,Role-playisasuitableway,anditneedsthegoodcorporationbetweenstudentsandtheteachers.Thiskindofpracticecannotonlydrawstudents’attention,butalsoconsolidatetheirknowledgeandskillsofdailywordsandexpressions.Beforetherole-play,theteachercandividestudentsintoseveralgroupsandhelpthemchoosesometopicswhichareinterestingandusuallynew,suchtopicsaboutsomethingoncampuses,athome,onroadsoramongfriends.Allthesecanattractstudents’attentionandneverpuzzlethem.Lookatthefollowingexampleofmakingaphonecall.(StudentA):3370574.ThisisTracy.Whoisthat?(StudentB):ThisisDaniel,canItalktoJames?(StudentA):Pleasewaitaminuteandholdon.(StudentC):Daniel,thisisJamesspeaking.(StudentB):Hi,James.……Thisisatypicalexampleofmakingacallalmosteveryday.Afterthispractice,studentswillbeimpressedmoredeeplybytheuseof“Thisis…”“Whoisthat”,whichtakeplaceinthecommonconversationof“I’m…”“Whoareyou”.Thereisanotherkindofrole-playgameanditrequiresstudentstoberatherfamiliarwithcommonlyuseddailyexpressions.Therearethreestudentsinonegroup.Theteachercangiveeverygroupadifferentbackgroundinclass,butnotbeforehand.OnestudentactsasaChinese,anotherasanEnglishorAmerican,andtheotheroneasaninterpreter.Lookatexample:(StudentA):你好，欢迎你来北京。我叫李明。(StudentB):Hello,welcometoPeking.I’mLiMing(StudentC):Hello,I’mUsher.Nicetomeetyou.(StudentB):你好，我是亚瑟。很高兴见到你。Thestudentscanchangetheirroleswitheachothersoastopractiseindifferentways.Itisappropriateforteacherstoputthosestudentswhoareactiveandthosewhoareinactiveintoonegroupandthatwillworkmoreeffectively.3.3.5EnglishDailyReportTeachersshouldaskstudentstogivedailyreportinEnglishbeforeclass,andtopicscouldnotbeconfined.StudentsshouldsaysomethinginplainEnglishthathappenedaroundthem,includingsomenewsorjokes,whatevertheyarewillingtosay,for3～5minutes.Inordertogetgoodresults,teacherscanaskstudentstopreparereportsbeforehand.Atbeginning,studentscanchoosesomesimpletopicsandtellitinsimpleEnglish,forexample:“Hello,everyone!MynameisTracy,I’m14yearsold.TodayisMonday,Maythe11.Theweatherisfineandit’sagooddayforpicnic.AndIwillgotoKunmingthisweekendwithmyparents.Iwishyouagoodday.Thankyou.”Later,theycangoonwithsomecomplicatedtopicsorevensomeimportantpoliticaloreconomicnewswhichhasabundantinformation.Therefore,studentscanstartwithaspeechwithoutmuchdifficultytoimprovetheiroralEnglishgraduallyandeffectively.Itisveryusefulthatthiskindofpracticeshouldbegiventostudents.However,itmustbefairforeveryonetohaveachancetopractise,becauseit’sveryimportantandnecessarytothosestudentswhoaretimidandnotactiveinclass.Itdoesnottakemuchtimeinclass,andit’sadirect,simplebutusefulwayforstudentstoimprovetheiroralEnglish.ⅣCountermeasuresofImprovingStudents’SpokenEnglishWhatateachercandoistogivestudentsalotofhelp,butwhatastudentshoulddoistotryhisbesttogetgoodresultsinlearning.Ofcourse,practicemakesperfect.Firstofall,studentsshouldbeawareoftheimportanceoflearningspokenEnglish.SomestudentswanttoimprovetheirspokenEnglish,butitseemstothemthatitisverydifficult,andtheydon’tknowhowandwhattodo.Andevensomestudentshavespentmuchtimeandenergyindoinglotsofpractice,butthereislittleornoeffect.Theyshouldfindoutproperlearningmethods,butnotkeeponpracticingblindlyandaimlessly.4.1ImitationofStandardPronunciation.SomestudentsarewillingtoopentheirmouthsandspeakEnglishveryfluently,butusuallytheirspeechcannotbeunderstoodbyothers,fortheirpronunciationispoorandobscure.AndsomestudentsspeakEnglishwiththelocalChinesedialect,fortheyhavebeenimitatingtheirteacher’saccent.Itisnaturalthatimitationisabasicskillforstudentstolearnlanguages.Asweknow,babiesimitatetheirparents’pronunciationandlatertheycanspeakbythemselves.Butitdoesnotmeanthatimitationwillsurelybringthemwhatisconsideredasthestandardpronunciation.Astostudents,thefinalpurposeofimitatingistorefinetheirpronunciationsoastospeakEnglishfreelyandconfidently.Ofcourse,studentscanchoosetheAmericanEnglishortheBritishEnglishpronunciationiftheycanpronouncethebasicwordscorrectly.ListeningtoEnglishtapesandradiosareimmortalgoodwaysforimitating.Studentcannotonlyimitatethecorrectpronunciationofwordsorphrases,butalsothewholesentences.Theyshouldpaymoreattentiontopracticingstopconsonantsandliaisons,etc.Forexample:1).Thatisarightanswer.Inthissentence,thatandis,isanda,rightandanswershouldbereadinliaison.2).Hehasaba(d)col(d)today.Inthissentence,theletter"d"cannotbereadoutinarightwayaccordingtotheruleofincompleteplosion.4.2CultivatingtheInterestinSpeakingEnglishStudentswhoareinterestedinspeakingEnglishcangettwicetheresultswithhalftheeffort.TothosewhoarenotveryinterestedinspeakingEnglish,theynotonlywaitfortheteachertoteachthemEnglishpassively,butalsousuallyareaskedtoopentheirmouthstospeakEnglish.Asamatteroffact,theirspokenEnglishisratherpoor.4.2.1EnglishMoviesMostyoungpeoplelikewatchingmovies,especiallythosefamousforeignfilms.Nowadays,Englishmoviesareverypopularandavailableeverywhere.Buttomoststudents,whattheywatcharejustthescenariosofmovies,andthey’dliketolistentothetranslatedlinesandwatchChinesewords.However,listeningtoEnglishlinesofmoviescanhelpstudentsimprovetheirlistening,andtheycanacquaintthemselveswithnativeEnglishdialogues.MostofthelinesinmoviesarespokenEnglishinstyle,theyareveryusefulindailylifeandeasytocomprehendandremember.Studentscanimitatethepronunciationofactorsoractressandmarkdownthoseusefulsentencesandidioms.4.2.2EnglishSongsThereisnoneedtotalkabouthowpopularsongsareinthepeople’sdailylife,especiallytoyoungpeople.Popsongshavebecomeonepartoftheirlifeandcanbringthemhappinessandjoyandalsomaketheirnervesrelaxed.Infact,EnglishsongsareimportantandusefulforstudentstolearnspokenEnglishthroughsingingsongs.Englishsongscanbedividedintoseveralkinds.TothosewhowanttofollowthefamoussongsnominatedinGrammy,Billboardwouldbethebestchoice,fortheyareverybeautifulandeasytofollow,andmostoftheirlyricsareinlinewiththeformalgrammar.Allthepracticemustbeveryinterestingtoyoungpeople.Besidesenjoyingwonderfulmoviesandsongs,theirEnglishlearningcanalsobeimprovedgreatly.Atlast,goodresultscanberealizedbykillingtwobirdswithonestone.4.3ThinkinginEnglishChinese-EnglishspeakingstyleisacommonproblemthatpuzzlesChinesestudents.Evenifsomestudentscancommunicatewiththeirpartnersfluentlyandsometimesgivewonderfulperformancesinclass,theystillmakesomeseriousmistakesinconstructingtheirspeech.ItisbecausethestyleofChinesetranslationgivesstudentshowtoexpressEnglishwithaChinesestyle,butnotwitharealEnglishexpression.Thefollowingisanexample:SomestudentsliketotranslateChineseintoEnglishwordbyword.TheytranslatetheChineseidiom“狐朋狗友”intoEnglishas“foxanddogfriends”,Butinfact,theexpressionshouldbe“agangofscoundrels”inEnglish.SuchatranslationsoundsveryabsurdandcannotbeunderstoodbylotsofChinese,nottomentionforeigners.Therefore,whatstudentsshouldunderstandisthattherearegreatdifferencesbetweenChineseandEnglishexpressionbecauseofthedifferentthinkingmode.PerhapsitmustbeamostdifficultandcomplicatedpartoflearningEnglish.InChineselanguage,peopleoftenputenoughforeshadowandmodifiersbeforethecentralwordinonesentence.ButinEnglishlanguage,peoplealwaysputthemostimportantwordsbeforeandthenmodifiersinone’sspeech.Taketwosimplesentencesasexamples:1)Chinese:我1995年在休斯敦见到了史密斯先生。English:IsawMr.SmithinHoustonin1995.2)Chinese:小明今晚要给我们讲一些有趣的事情。English:Xiaomingisgoingtotellussomethinginterestingtonight.Chinesepeoplethinkthatit’sverycrucialtomakethemuchforeshadowbeforewhattheyreallywanttosay.Intheiropinions,keepingsomeoneinsuspenseandmiserycouldfascinatehimorhertokeeponlisteningorreadingtilltheveryend.However,English-speakingpeopledon’tthinkso.Theythinkthatitwouldbebetterforpeopletoconveytheirviewsinadirectway,otherwise,theywillfeelboredandimpatient.Accordingly,studentsshouldpaymuchattentiontotheverypoint.Butit’snotenoughatall.It’simportantandnecessarythatstud