on the high school language teaching methods（在高中的语言教学方法）.docVIP

On the high school language teaching methods Abstract: language learning requires a process of accumulation of long-term training and as long as the macro level to understand the language what to teach, why to teach, how to teach problem, teachers will track into the progress of language teaching and learning abilities so that students understand what Why learn how to learn the issues, ability to make language learning students onto the broad road, then add more feasible approach, progress in the quality of language teaching is no longer distant. Keywords: high school language imagination innovation Language lessons on making life difficult! Many language teachers often lament such its performance is the finished article, the students still can not answer thinking questions after the text, to a similar article for students to read, students will know what to do. Is this the class teacher did not speak the language right? In fact, many language teachers in the classroom is spent on the effort. To talk about a good text, many language teachers in the class had prepared before, for the text to explain the elaborate arrangements made. Some teachers even succinctly: Ming style, in the final content, analysis of structure, try to figure out the language, always in place, worthy of great perfection. can text finished, students still remember the main points still in the “half-comprehended,” the critical state, which in the end Why? Language learning requires a long-term training and the process of accumulation of the student in a “half-comprehended,” the “critical” state, perhaps inevitable in language learning, the process does require a leap! Taught high school language courses is to help students cross this process. To cross this process, we must develop students interest in reading, strengthen the guidance, so that students learn to read, expand their horizons and enrich knowledge, the accumulation of language, to improve writing skills, and to improv