My third-year English teaching experiments at different levels.docVIP

My third-year English teaching experiments at different levels 1, of the problem The beginning of the year when the students began to learn English enthusiasm for high-performance generally good, but long after some students left behind on the behind Those who fail to give up more and more non-academics. This polarization in general who started the second semester began, after more serious. The following table is the author of the award two classes of students who started last semester mid-term examinations and two days of last semester mid-term examination results compare list. Should be recognized, students learning English intellectual is different; the same class of students learning English is mixed, there is not the level of the distance is also normal, but the polarization can not be too large. How to overcome the polarization phenomenon? In the training process on how to individualized? How do different students, so that they have the progress? I believe that this requires the teachers to break the routine, using different levels of teaching. 2, experimental program 1, theoretical basis. 2, experimental directory. (1) through different levels of teaching, faster classes based on the original emphasis on cultivating students to use voice, vocabulary, grammar for listening, speaking, reading and writing for the initial use of communicative language ability to raise the rate of test quality. (2) slow students in the class-based difference in the original case, continue to cultivate their interest in learning English and intrinsic motivation, eliminating the “wanted me to study” a passive and negative psychological, through listening, speaking, reading and writing training to enable students basic knowledge of English and for the initial use of English communicative ability, resulting in the comprehensive examinations to obtain better results, a large area to improve the passing rate. 3, characterized by different lev