Discourse of teaching high school English.docVIP

Discourse of teaching high school English Has been teaching the college entrance examination is the baton, the baton in this root, although the materials, syllabus changes again and again, many English teachers still follow the traditional teaching mode, Jingjiang words, phrases and grammar account for most of the time in English class. These patterns have emerged along under some strange phenomenon: Many students learn English for many years and master after a certain amount of vocabulary but do not know how to express their own ideas; not be able to link words and their meaning; and even some students No words to get an article but can not understand the meaning of the article and so on. After all these strange phenomena in the learning process of students did not words, phrases, sentences, grammar and discourse linked, but the fragmented understanding of the results of the language. The new curriculum, the traditional mode of teaching ideas and teaching of English to show some of the limitations of teaching under the guidance of the original English teaching is not well adapted to train the learners in the context of the integrated use of real language capacity of the teaching objectives. In recent years, discourse linguistics developed rapidly in the West, and its results are widely used in all aspects of EFL teaching practice, and validates the discourse strategies in language communicative ability in the key role. First, through the discourse of teaching, training analysis Discourse refers to the actual use of language units, is a continuous process of communication, then a series of paragraphs or sentences that constitute the language as a whole. It can be a dialogue, can also be a monologue, which includes written language, including speaking. Materials although We provide a lot of discourse to practice project, but we are still relatively current focus on teaching high school English “sentence” rather than “articles”, stressed that “grammar” instead