海外英语教学研究期刊最新论文摘要(21827)-英语教育-(21)-21英语网

本文作者： 21ST

为了让广大读者及时了解最新的英语教学科研动态和学术成果，《21世纪英语教学周刊》在每月最后一期选登国内外主要教学期刊近期发表的优秀论文摘要，以满足广大英语教师加强业务学习和交流、改进教学技能的需要。 --------------------------------- EL Gazette All on Board the Whiteboard 摘要交互式电子白板是高科技电子教育产品。通过与计算机相连，电子白板利用投影仪可以将计算机上的内容投影到其屏幕上。在应用程序的支持下，教师可利用特定的定位笔代替鼠标在白板上进行操作，运行任何应用程序，从而构成交互式的协作教学环境。本文作者结合自身的教学实践，围绕英语教师如何在教学中应用交互式电子白板提高教学效果提出了切实可行的建议。 THE article gives advice to teachers who are only just acquainting themselves with the latest technological innovationInteractive Whiteboard (IWB), a fancy computer screen teachers can write on while giving lessons. *DOs 1. Do make a note of what IWB features work for youtry them again and improve on them. 2. Do keep a personal record of how you found your way around the whiteboard. It will help you to remember how you did something when you start back at the whiteboard after a few days away. 3. Do talk to your colleagues about what works and what doesn't; share knowledge and experience. 4. Do remember to recalibrate the pen regularly, otherwise when you write your words rather disconcertingly appear somewhere else on the board. 5. Do take screen shots and make illustrated records of how to find your way around the IWB. For example, how to recalibrate the pen and transfer documents and pictures to the whiteboard from the computer. *STEPS 1. Take in pictures from the Internet to generate the topic for the day. 2.Prepare screens with tips on how to: read better...listen better...write better... 3. Keep these language learning tips handy, either on your computer, or on a memory stick to beam into class before students take on a challenging reading text or grammar point. 4. Reading texts can be beamed into class; this is great for feedback. Use highlighter facility on the pen to identify key language in the text. Don't put too much text on the screen. 5. Grammar explanations are much easier to follow when they are presented colourfully and visually on the screen. 6. Use the stop watch facility. Negotiate with the students how long a task will take to complete, set the timer, and a huge stop watch appears on the screen. 7. Put as much as you can on the big screen. Discussion activities work brilliantly on the big screen and encourage students to get on with the activity rather than hide behind the worksheet. *DON'Ts 1. Don't try to learn how the IWB works in one day. 2. Don't forget to switch everything on. 3. Don't worry if the screen goes into hibernation mode. Click the computer button or move the computer mouse about to reignite the screen. 4. Don't write too much on one screen. You can click from screen to screen and move between them. 5. Don't be afraid to ask your students what they think about this new classroom animal. Get regular feedback.

Taken from Issue NR 305

ESL Magazine The Moral of the Story: Language, Culture and Content through Teaching Tales 摘要适合学生语言水平、寓意绵长的民间故事能够激发学生讨论的热情，启发学生反思自身行为，引导学生领悟故事本身蕴含的文化知识。本文作者通过向读者介绍自身的教实学践，说明了教师精心选择故事，结合网络多媒体设备辅助教学，不仅能丰富学生的语言知识，还能拓宽学生的文化视野，进而提高他们的语言综合素质。 FOLKTALES, especially those that convey a moral or lesson at the end, are perfectly suited for English language learning. In this article, the author, after much consideration, deliberately chooses "The Monkey and the Crocodile" from the Jatakas and "The Tiger and the Brahmin" from the Panchatantra, for three main reasons: Firstly, the author plans to re-write the stories in language more easily accessible to his English language learners. He happens to have several versions of each tale in different print sources, which can help him know which details are elements of the original tale, or which are added by the author of the particular version. Secondly, he chooses these tales based on the trickster elements in "The Monkey and the Crocodile", and the moral dilemmas posed in "The Tiger and the Brahmin". Finally, he chooses these two stories for their visual appeal. The inclusion of richly coloured visuals and illustrations is crucial in conveying both plot and cultural information. The two stories, with their animal characters, lend themselves well to illustration. After re-writing and illustrating the stories, the author designs a webpage. The two stories are presented as "virtual picturebooks" in which students click through web-based "pages" to read the tale. Each page is accompanied by an illustration and contains a hyperlinked glossary for specific vocabulary words. The tales are prefaced by a brief introduction for the students that situates the stories in a geographic and cultural context. Lesson and activity suggestions are offered for teachers as well. Educational theorist Emily Stiles proposes that teachers provide students with "windows" and "mirrors" in the curriculum. In other words, we should allow students to peer out through windows at other cultures as well as provide them with mirrors so that they can see their own culture reflected in the curriculum. By using folktales from a variety of world philosophical traditions, the ESL teacher can provide a combination of windows and mirrors. There are a countless number of teaching tales to be found in every world culture. Morality and character building has long been a job for the griot or the storyteller of the village. Children not only learn appropriate behaviour from characters in folktales, but also can learn a lot about cultural norms and traditions. Through teaching tales, students can develop language skills while discussing important ethical questions.

Taken from Issue 45

Using Movies in the EFL Classroom 摘要在当今的信息时代，人们学习英语的渠道越来越多。英文原版电影作为提高学生听说能力、帮助学生了解异国风情的教学辅助资料，开始越来越多地走进课堂。本文作者在客观评价电影辅助英语教学的优点和局限性的同时，分三个步骤举例说明了遵循科学有序的步骤开展英语电影教学是提高学生英语水平的有效教学手段。 TODAY many teachers are using movies in their EFL classrooms. This practice has turned out to be an effective way to teach English. The following steps should be followed when using movies in the EFL classroom. *Pre-classroom Activities 1. Choosing the right movie Choosing the right type of movie for your students is the first step to success in using a movie in the EFL classroom. There are, at least, three factors to bear in mind. First, do a survey among your students to find out what kind of movies they like. Secondly, choose a movie with more dialogue than action, so students can get more opportunities to listen to the language. Thirdly, avoid movie with difficult language or where characters speak with very strong local accents. 2. Designing comprehension questions Designing comprehension questions on the movie will help your students understand the movie better. Comprehension questions can be divided into two kinds: outlined questions and detailed questions. 3. Listening to new words and expressions Your students will find it easier to understand a movie if they are familiar with the words and expressions they will encounter. *In-class Activities 1. Warm-up activities Give students some well-chosen topics to discuss which are relevant to the content of the movie. 2.Explaining the new words and expressions This not only helps the students understand the movie better, but it also increases their vocabulary. 3. Showing a movie Some teachers let their students see the entire movie first so that they can have a general idea of what they have seen. Then they show the movie clip-by-clip. Others show the movie clip by clip first, and then show the entire movie. *After-class Activities This is usually written work. Ask students to write a review of the characters or the movie plot. In this way, the students can improve their writing skills. *Conclusion As a coin has its two sides, using movies in the EFL classroom also has its advantages and disadvantages. Advantages: 1. Choosing the right type of movie can motivate and interest your students. 2. Students can sharpen their ears for understanding what native speakers say in authentic situations. 3. Students can increase their vocabulary. 4. Students can improve their spoken English. 5. Students can learn more about the cultural background of the language. Disadvantages: 1. Teachers have to spend a lot of time making pre-class preparations. 2. It's difficult to find a movie which suits the language level of all the students. 3. Sometimes students pay more attention to the plot of a movie than to the language itself. 4. Movies don't provide much in-class interaction between teachers and students. 10 Movies recommended for classroom teaching 1. The 39 Steps 2. Notting Hill 3. The English Patent 4. Pretty Woman 5.Saving Private Ryan 6. Titanic 7. Air Force One 8. Ghost 9. The Fugitive 10. Entrapment

Taken from Issue 43

Talking About Writing: Collaborative Writing for Young ELLs 摘要小组合作学习是同学之间互教互学、彼此交流信息、协作完成教学任务的过程。本文作者在教学中采用协同写作教学法，整个过程通过小组合作和讨论的方式分步骤进行，不仅有效地培养了学生主动探究的意识，激发了他们的创造潜能，获得了解决问题和社会交往的技巧，而且帮助学生高质量地完成了写作任务，提高了他们用英文写作的技能。 WRITING collaboratively not only allows students to rehearse ideas at all stages of the writing process, but also offers practice on academic skills such as taking notes, researching, paraphrasing, summarizing and writing a report. Have students select their own partners, but not necessarily those at their own proficiency level. Select an interesting theme that has several topics and can be researched from a variety of sources. Explain to students that their writing partner is actually a "talking" partner. Day 1: Talking in the Prewriting/ Brainstorming Stage — Writing What They Know and Don't Know Activity 1: brainstorming Have each pair investigate what they already know about their topic. Set the timer for two minutes and ask students to list words or phrases about their topics. Activity 2: brainstorming ideas in pairs When the timer sounds, ask students to compare their lists. Activity 3: dialogue on paperwriting research questions Instruct students to take out a set of index cards and write one question about their topic on each card. Writers can use their brainstorm lists to generate questions. Throughout the writing process, remind students that writing is dialogic process of answering questions that the written word may generate in the mind of the reader. A sentence naturally generates a question in the mind of the reader that the writer must answer for the reader in order to maintain the flow and development of ideas. One way for teachers to keep the dialogic process going is to cycle among groups and offer ideas for possible follow-up questions. Day 2: Talking in the Pre-writing Stage: Research and Free Writing Learning centres, such as a computer centre and a library centre set for the purpose of research, allow students to rotate to various locations around the classroom and enhance a classroom atmosphere that nurtures dialogue. Activity 4: Research Direct students to take out the "Don't Know" pile of index cards and also the second set of blank index cards to record additional information. Instruct students to write the answers they find on the back of their cards. Limit research time at each centre to 15 to 20 minutes to keep the rotation moving and maintain students interest. Activity 5: Free Write Free writing is talking on the paper. It is an easy, fast way to help students review what they've learned thus far to help them solidify ideas. Set the timer for 10 minutes. Ask each student to write what he/she has learned about the topic from today's research. Day 3: Talking in the Prewriting Stage: Organizing Ideas With a Map Activity 6: Writing Maps To get students started, explain that a writing map helps them organize their index cards by grouping similar ideas around a category of research. Tell students to leave space around the index cards to write additional information that they can use in their reports. They can revisit the research stage at any time. Day 4: Talking in the Writing Stage The writing map lays out the content of student reports. However, before students commit ideas to paper, they need several opportunities to rehearse their ideas. Activity 7: Round Robin Rehearsing Display writing maps around the room. Station one partner at the writing map and the other as the traveller. Set the timer for 2 minutes or enough time for the stationary partner to explain the research categories to the traveller. When the timer rings, all the travellers rotate. Encourage the traveler to ask the stationary author questions for clarification when necessary. The activity continues until each traveller has visited all of the other writing maps of their classmates. Then, partners switch roles and repeat. Activity 8: Rough Draft in Three Parts Part Ⅰ: The Body The research categories now become the basis for topic sentences, and index card notes now become paragraph content. Part Ⅱ. Writing the Introduction One way to begin the introduction, consistent with the dialogic approach, is with a question. The writer poses a question that introduces the topic to the reader. The writer should always conclude the introductory paragraph with the key words from each topic sentence. This summary sentence forecasts the points of the piece, giving the reader a brief overall view of the piece. Part Ⅲ. Writing the Conclusion Summarizing ideas is always an effective strategy for concluding. Encourage writers to go a step beyond, however, and draw a conclusion for the reader. Day 5: Talking in the Revision Stage Activity 9: Peer Edit Interview Pass out a list of interview questions. Explain that this peer edit interview is a two-step process. First, the editor answers a list of questions in writing about the author's paper. Then, the author orally asks the editor these same questions to gather the editor's feedback. Day 6: The Final Draft Activity 10: Revising the draft Below is a short list of effective revision guidelines: (1) Make correction to your draft based on your peer edit interview. (2) Add sentences. (3) Take away sentences that don't fit. (4) Move ideas around. (5) Add transitions between paragraphs. Day 7: Talking in the Publishing Stage Activity 11: Oral Publishing Pair students with different topics. Have each read the final draft aloud. Instruct the listener to say at least one thing about his/her partner's topic that she/he didn't know before.

Taken from Issue 43

Language magazine Freedom to Speak 摘要随着网络技术的发展，越来越多的人开始选择通过在线的方式来学习英语。本文作者指出，学习者通过网上用英语聊天或参加网络口语课培训不仅能帮助学生找到适合自己水平的学习团体，还能让他们鼓起勇气畅所欲言，在不断运用和实践语言的过程中，养成用英语进行自我表达的习惯。 ALTHOUGH the behaviour of some students may fit the stereotypical role of the "quiet spoon-fed Asian student," this is not necessarily the way they would like to behave in the classroom. They may want to be more active and independent in the classroom, and to have the opportunity to speak. One way you can get your students to practise speaking without fear of losing face is by getting them to chat online. In the chat room, classes may be levelled or there may be sessions for all levels. There is often material that is prepared on a virtual whiteboard by the teacher, or there may be free practice. Everyone uses a headset with a built-in microphone, and the teacher has control over who speaks and when. Students can simply wait their turn to sp eak, write a message to the teacher indicating that they want the microphone, or can press a button to "raise their hand." The students are free to come and go as they please, but are encouraged to go to the most appropriate level for them. In the chat room, the teacher does not know the students' real names, where they are located, or what they look like. More importantly, if students make mistakes and feel terrible about it, it's easy for them to hide that from the teacher and the other students, because no one can see their faces. No one can see if they have turned beetroot red. In addition, online students have the power to decide how much the classmates know about their true identity. They can change their name, gender, age or social status, along with appearance, occupation and even personality. Anonymity makes students equal with everyone else, with only their contributions being what others judge them upon. By constructing a new identity, shy students cannot only maintain their privacy, but also take risks, let go of their inhibitions and behaviour in a way different from normal. Besides, students can participate whenever and however much they want in the chat room. It should also be mentioned that many students are learning English to pass exams, to go to college or to get a promotion. The loosely-structured online conversation classes are not test-oriented, and so give the students a place to practise their speaking skills without feeling the pressure to be correct all the time. The chat room is not flawless though, and it should be noted that "the unnecessary harsh criticism" by the teacher or other students, which would not happen in a face-to-face setting, could make students more anxious or de-motivate them. Also, the chat room has a distinct culture, and students can become a part of this unique community, with a strong feeling of belonging and ownership. However, some students may find it difficult to communicate with total strangers and to build a relationship with them.

Taken from March 2005

Academic Writing and Speaking 摘要本文首先从微观的角度入手，分析了学术论文具备的六大基本特点，之后作者概括指出了学术界人士发表讲话时的语法和句法特征，旨在点明教师在教学中应立足实际，允许学生在课堂上或参加学术活动时采用生活化语言，避免对学生提出理想化要求。此外，文章中还提到了芝加哥学术化英语口语语料库，值得广大英语教育者借鉴。 WRITING is necessary for all students in higher education. Academic writing is clearly defined by having a clear purpose, either an exam question to answer or a research project to report on. Most academic writing in English is linear. There are 6 things we should know about English academic writing: 1. It overwhelmingly consists of declarative sentences. Exclamations are almost non-existent, direct questions are rare, and imperatives have restricted and specialized uses. 2. These declarative sentences average around 25 words in length, and given this length, it is not surprising that most contain more than one clause. If there is a single clause, it is likely to contain highly complex noun phrases. 3. Because of this complexity, in addition to the common comma and period, the colon and semi-colon are quite frequently employed in modern English academic prose. 4. Around 20 per cent of the verbs are in the passive. 5. Most of the technical vocabulary derives from Ancient Greek, Latin, or from later Roman Languages. 6. Finally, the composition process is typically a long, drawn out and complex affair, often involving other people in addition to the originating author, as drafts go through revisions in response to peer-tutors, instructors, colleagues, reviewers, copy-editors and the like. The end result is a prose that is highly polished linguistically as well as conceptually. It is only recently that we have begun to understand the structure and organization of academic speech. One powerful tool for this has been the Michigan Corpus of Academic Spoken English (or MICASE), which is available to everybody in the world at www.hti.umich.edu/m/miscase. This electronic database consists of 1.7 million transcribed words of University of Michigan speech collected between 1997 to 2002. More evidence has been collected and shown that basic utterance in academic speech is fragmented, and contains insertions, repetitions and deletions that armchair grammarians do not easily foresee. We see, on the one hand, the bittiness and disjoined character of university talk. On the other hand, we see the heavy deployment of pre-fabricated and semi-fabricated phrases, such as you might wanna..., I was just wondering if...and it turns out that...So, if we don't often speak in full sentences, or if we rarely talk like books, then we should not be expecting our ESL students to do so.

Taken from April 2005

Guardian Weekly Preparing for Despair is the key to Motivation 摘要学生学习的积极性是课堂教学的生命力，也是提高教学质量的重要保障。本文从如何防止学生降低学习热情，如何帮助学生树立学习信念和如何运用必要的课堂活动调动学生的学习积极性三个方面来说明教师应帮助学生关注自己的进步，采取正确学习策略，实现可行性的预设目标。 TEACHERS often doubt their teaching ability when classes lose motivation. But teachers should never forget that motivation, particularly of an exam preparation class, is a complex issue shared between student and teacher and affected by extrinsic and intrinsic forces. The following steps will hold demotivation. Some are preventive strategies, some recovery strategies and some motivational activities. First explain to students at the outset of the course that they will become demotivated and that this is neither unusual nor permanent. Let students know that they must talk to you if they start to feel low, and that this will be a common emotion. This means the teacher has to have a more pastoral role and be more aware of classroom dynamics. Encourage students to work together out of class to avoid becoming isolated and to allow them to share strengths. It is vital that students keep their work organized, so that they can keep track of their progress. Students can look back at their work and not only note the improvements in terms of time and correct answers but also see the overall improvements regarding types of mistakes and the steps taken to correct recurrent errors. When the class first starts to show signs of demoralization, teachers can use any grammar point that is to come up next and ask the students to teach how the concept works in their language (English is used as the language of explanation). As this homework is announced before the weekend, there is plenty of time to prepare. The task consolidates their grammatical knowledge and shows them how much they know, as well as giving them the opportunity to show off their ability and language. A second motivational drop later in the course can be triggered by taking a practice exam under real exam conditions. Results from this practice give students quite an accurate guide as to how they will perform in the real exam. By tracking student progress, teachers should be aware of who is going to fail at an early stage. This gives the opportunity to predict who will need support with motivation. This is the time to sit down with those students and draw up a strategy for the final part of the course and to set achievable goals. Look through their folder together and decide what areas to work on to consolidate or raise their final scores. Find the Right Way to Right the Wrongs 摘要熟练掌握语言学知识是教师帮助学生打好语言“基本功”的必要前提。因为只有这样，教师才能正确理解学生错误表达的根源，使用恰当的策略适时纠正学生的错误，并帮助他们今后避免发生类似的错误。同时，作者还指出，在教学过程中，教师要注意激发学生的积极性，帮助学生形成健全的学习和使用英语的心理素质，这其实比纠错本身更为重要。 NEW teachers are particularly challenged by the "what""why" "how" and "when" of error correction because effective correction of errors draws together a number of skills all at once. First of all, what do we teachers correct? If a student makes an error our first reaction is that something doesn't sound right. Such errors often fall into the category of a "slip" or moment when the learner has made a mistake, not because of any lack of knowledge but simply because of a momentary lapse of concentration. However, if more complex errors fall into categories, teachers will need to draw attention to the reason(s) for the errors. Knowing why an error occurs will also help you to decide whether to correct it all. For example, it may be inappropriate to correct a language point that has no connection with the aim of your lesson and it would be totally ingenuous to correct something that has not yet been taught. When preparing for the "why" of error correction, it's also important to look at the nationalities of the students and understand why their first language will affect their English. It may be that the word order in their own language is different from English or that they can't produce certain sounds. Once you've decided what the error is and why it's happened you're in a position to decide "how" you're going to respond. At its basic level error correction is the teacher stopping the student and pointing out a problem. How we correct will depend on the seriousness of the error and whether we think it can be dealt with quickly. Many teachers encourage students to correct each other. This works well in pair or group work. It encourages team spirit and has the benefit of reinforcing the language in the other students' own minds as well. There is a danger that a student may be getting incorrect information from a peer, but careful monitoring on your part can resolve this. Finally, deciding "when" to correct in a lesson will depend on how much teaching time you can spare. Very complex errors might even be put to one side to be formally taught as part of another lesson. With written errors it's often the case that these are spotted at the marking stage. Spoken errors, on the other hand, can be corrected on the spot. In a fluency activity such as a role play you won't want to spoil the flow so note down common errors that you hear and write them up on the board. At the end talk through the errors either explaining the problem or eliciting suggestions from the class. The one thing you can be sure of in any part of the world is that, while views on approaches to error correction may vary, the need to balance mistake-spotting with words and phrases like "Well done, Great, That's really good, You did very well", is universally popular. Always remember that complementing students on successes and positive reinforcement of what they do well should be very much part and parcel of any approach to error correction. It may even have greater benefits than the tireless pursuit of what went wrong. Internet TESL Journal How Can a Chinese Teacher of English Succeed in Oral English Classes?2005-11-28 摘要优秀的英语口语教师除了具有良好的语言表达能力之外，还必须熟悉教学大纲，掌握教学目标，运用正确的教学方法。为了帮助中国英语教师树立自信，出色地进行口语教学，本文作者在比较和分析中、外教师在中国教授口语的各自优势和不足的基础上，重点讨论了中国英语教师应如何加强自身素养，提高口语教学。 IN educational evaluation, the following items may be taken into consideration for the evaluation of a teacher of second language teaching. They are proficiency at the target language， teaching effectiveness， presentation of foreign culture， classroom management， psychological elements and personality. Many native English speakers are successful teachers of oral English. The reasons for their success may be summarized as follows: 1. A native English speaker himself is foreign, new and different and thus interesting in every way to the student. 2. He/She is the best model set for the students to learn the language he/she speaks and the culture he/she comes from. 3. He/She gives the students a natural language environment as well as a chance to talk with a native speaker, which gives them a feeling of accomplishment when they can, by and large, get their ideas across to him. 4. He/She can talk about his/her country, his/her life and everything that is new and interesting. So the students are interested in what he/she talks about. 5. He/She is able to discard those useless, less-than-effective things in the textbook. Instead, they would talk about something useful, everyday affairs or current news, through which the students feel that they have acquired the ability to talk about them too. 6. There are some other reasons that account for a native English speaker's success in oral English class, e.g. the teacher's personalitybeing humorous, friendly, etc. Unfortunately, there have been cases in which native English speakers have turned out to be poor teachers in oral English classes because they have no teaching experience or teaching training. In comparison with a native English speaker, a Chinese teacher of English in oral English classes may have some disadvantages in language proficiency and in familiarity with western culture. In teaching, a Chinese teacher of English may encounter some of these problems: 1. He/She may find there is almost nothing new for the students in the textbooks. 2. He/She consults some information for something about foreign culture and brings it to the classroom, which changes the oral English class into listening practice. And the teacher himself/herself makes great progress in speaking English but is usually over-exhausted because of the long time the teacher speaks in class. 3. He/She asks the students to read or recite dialogues, but they make little improvement in expressing themselves appropriately in interaction activities. 4. He/She tries some classroom activities, e.g. pair work or group discussion, only to find that some students remain silent or speak in Chinese or are constantly looking for some new words in the dictionary. These problems emerge because Chinese teachers of English have been accustomed to teaching English by telling students the uses of new words, expressions and grammar points, and by asking students to recite or memorize something, so oral English, which cannot be "taught" at all, becomes a difficult course for them to handle. To succeed in oral English classes, a Chinese teacher of English should first change his/her concept of "teaching" oral English. This is to say, the use of language is more important than knowing about the usage of language. Students should be given enough time to communicate with each other in authentic situations. Here are some techniques and methods that are essential for a Chinese teacher of English to employ in successful classroom activities: 1. Chinese teachers should try to get to know about students' interests to find some interesting topics for discussion. 2. Chinese teachers should learn from native English speakers: just ask the students to go through textbooks by themselves before class so that they can do some situation practice or role-play in class. 3. Chinese teachers should encourage students to form small groups according to their different interests to do some extracurricular activities. 4. Chinese teachers need to create some situational contexts or employ role-play games for the students to experience western culture and know its difference in comparison with their own. 5. It's necessary for Chinese teachers of English to make good use of audio and visual aids. 6. To help students speak accurately, it's important for the teacher to correct students' errors. If they are common problems, the teacher can present them as language points and ask the students to do some practice; if they are mistakes committed by an individual student, just point them out at the completion of the individual performance or give the student a note with the corrections. 7. To help students speak fluent English, paraphrasing and retelling have been proven effective. 8. It is necessary to change the activities of pair works or group activities so that the students do not get bored. Sometimes, a drama, a game, or simply an English song may cheer up the students and make them work more efficiently. Overcoming Chinese-English Colloquial Habits in Writing 摘要中国人在用英语写作时，习惯在句末交待关键信息、将时间状语和类比副词置于句首或采用第一人称视角等等。为帮助英语学习者在写作中摆脱母语思维的束缚，避免使用典型的中式英语，从而写出地道英文，本文作者提出了如下八条建议。 IN addition to grammatical and writing style errors, Chinese-English colloquial habits often prevent Chinese authors from expressing their intended meaning concisely. This article summarizes the efforts to incorporate awareness of Chinese-English colloquial habits in the tutorial process. The following tutorial writing suggestions can help the language instructor and tutor in making the Chinese writer aware of his or her colloquial habits during composition. 1.Maintain a direct English conversational flow in your manuscript while maintaining the logical approach of the manuscript. Traditional writing approaches have sometimes placed an unrealistic demand on the Chinese writer to produce compositions of the same quality as those of native English speakers. Both the unrealistic expectation for a manuscript of native English quality as well as the overemphasis on relying on sentence phrases and structures taken from foreign journals and publications as a writing source have unfortunately led towards random copying and sometimes, even plagiarism. 2. Place the most important subject and/or clause at the front of the sentence so as to make the primary idea or emphasis more visually accessible. 3. Avoid the over tendency of placing prepositional and other phrases which indicate time (or even adverbs which indicate time) at the front of the sentence. 4. Avoid the over tendency of placing prepositional and other phrases that indicate comparison at the front of the sentence. Consider the following example of this Chinese-English colloquial habit: "Compared to dogs, cats are nice." Instead, one should say "Cats are nicer than dogs." 5. Avoid prefacing the main idea all the time by stating the purpose, condition, location or reason first. Chinese writers often preface the main idea by first stating the purpose, condition, location or reason first. Such an introduction before every main idea (or prefacing the fact) may leave the reader with the impression that the author is indirect, as this tendency pushes the main idea towards the back of the sentence. 6. Use transitional phrases to connect two sentences or two paragraphs. Chinese writers often rely on conjunctive adverbs (thus, therefore, consequently and so) to connect sentences. In addition to these, the Chinese writer needs to develop the tendency of placing prepositional and other phrases that indicate transition at the front of the sentence. A transitional effect is desirable when attempting to make a connection with the previous sentence or paragraph. 7. Avoid long sentences by limiting each sentence to preferably one or two primary ideas and using semi-colons. 8. Prevent overuse of First Person; Third Person is more objective. Teaching English Find the Gap: Increasing Speaking in Class 摘要学生的个体差异决定了他们在知识储备、生活阅历、评判事物标准等方面的不同。教师巧妙地将这些信息差、经验差、观点差融入到英语课堂教学中，将有效促使学生进行有目的、有意义的交流。本文在探讨教师应如何利用这些不同信息进行口语教学的基础上，围绕如何让学生支配课堂时间、提高交际质量提出了可行性建议。 THE communicative approach to language learning stresses the need for meaningful communication, emphasizing that if students have a genuine reason or motivation to talk then they will learn to use the language more effectively. This article looks at how the notion of a gap between speakers can be used to provide a reason for communication. Finding ways to create gaps between students, gaps which need closing, creates speaking opportunities and prompts the creation of new activities. *The Information Gap The information gap is ideally suited to pair and small group work and usually relies upon pre-prepared information cards. *The Experience Gap The experience gap is easily exploited in questionnaires particularly those that aim to practice past forms *The Opinion Gap The increase in personalised activities that is evident in many textbooks is testament to the value of this gap. *The Knowledge Gap Students know different things about the world. This gap can be exploited in brainstorms and general knowledge style quizzes. As teachers we can try to increase the amount of speaking which serves a purpose, to close a gap. Below are the ways to raise the overall quantity of speaking throughout a lesson. *Giving Answers Half the class are given one half of the answers (perhaps on a slip of paper, or perhaps from the board, while the others look away), the other half of the class are given the remaining answers. Then the students talk to each other to check their work. This can be particularly effective when dealing with reading comprehension activities. *Vocabulary based speaking activities After extensive vocabulary study, the teacher can come up with a simple activity that allows students to use the vocabulary when speaking. *Personalized Introductions to Topics Exploiting the experience or opinion gap is a good way to lead in to a topic. Such exercises usually don't require any materials and need not last a long time. The intention is to create plenty of opportunities for meaningful communication and to develop a familiarity with speaking amongst the students. Teacher Positioning in the Classroom 摘要在教学过程中，教师的言行举止往往与教学目标紧密相关，对学生的学习效果也会产生较大的影响。本文从教师如何出现在学生面前的姿态谈起，运用具体实例着重分析了课堂教学环节不良运行与教师参与学生课堂活动之间的关系。 WHERE we decide to position ourselves at various stages of the lesson is important if we take into account the effect it has on our learners. Whether we are standing, seated or crouching in front of, to the side of or behind learners sends out a message with regard to what we want them to do. Our choice will depend on the aim of the activity in progress. Wherever we stand in the class, students will see us, therefore standing is important when we want the attention of the whole class, for clarifying language or giving instructions. Some experienced teachers know how to hold the attention of a large group while seated, but there is definitely a greater possibility of losing some learners' attention if we are seated. Whilst sitting down in front of students at the beginning of a class can create a welcoming, cosy atmosphere, if we are not careful, remaining seated throughout the class can give students the impression of a lack of interest and motivation on our part. However, sitting in a place which is easily accessible to all students while they are working, which may be in the middle of the class as opposed to at the front, has the advantage of not distracting them whilst leaving us available to answer any questions. Crouching in, around or behind pairs and groups has several advantages. First, we are giving the group the message that we are mobile, and not going to stay with one student, pair or group for longer than is necessary. Second, we are physically at the same height as the students, making interaction more personal and less threatening, which in turn leads to a more communicative atmosphere. It also should be pointed out that, for obvious reasons, female students can feel uncomfortable with a male teacher standing over them. And finally, crouching allows us to position ourselves near pairs or groups without constantly moving furniture around with us, which can be very distracting. Here are some common problems I have encountered with positioning and how I have attempted to resolve them. *Teacher to Whole Class Problem: Students not following the class, not paying attention, missing instructions, etc. Cause: Teacher being seated, or standing to one side where not all students can see them. Solution: Stand at the front of the class or where all students can see you and create eye contact with everyone before speaking. *During Pair or Group Work Problem: Impeding student-to-student communication due to too much teacher control. Cause: Teacher sitting in with the group or pair, or remaining too long with one group or pair; teacher towering over students as they work. Solution: Remain accessible but outside student-to-student interaction, seated in the middle of the class or at the front, or move around the class and crouch to attend to students. Problem: Students over-reliant on teacher and not completing task Cause: Teacher being continually available Solution: There are times when the aim of the activity is for students to be working together and yet one of the pair or group constantly asks for the teacher's help simply because they are there. In this case, it is wise to position yourself near another group or pair to encourage the "needy" student to work with their partner(s). Onestop Magazine Using Newspapers in the Classroom 摘要英语报刊的内容大多鲜活而真实，是学生学习英文的重要资源，也是教师教学中不可或缺的助手。本文作者以全新的视角探讨了教师应如何利用英语报刊辅助语言教学，并针对教师具体实施报刊教学提出了建设性意见。 IF you are going to use a newspaper, the task itself should be authentic wherever possible, not merely the material. One aim of reading newspapers should be to encourage their reading outside the classroom as well. The following is a list of six Dos and five Don'ts that teachers can adhere to when using newspapers in class. *DOs 1. Use English language newspapers produced for the local community. The topics within these papers are likely to have more of an impact on the learners than topics that are specific to the British or American press. 2. Allow learners to select an article that interests them, work on it and report back to other learners. 3. Be clear on aims. Is it reading or speaking you want to practise? Or both? 4. Get learners to read outside class as much as possible. 5. Make your tasks as authentic as the material. Tasks like "underline all the verbs in the past" are of limited value and should be used sparingly. 6. Help learners to become better learners. If you can get your learners to regularly dip into English newspapers then their reading skills, writing skills and vocabulary will improve. Talk about reading and comprehension of English texts with your learners as well, and share strategies that they use when reading. *DON'Ts 1. Make a game to teach words like headline, editorial, column, etc. 2. Assume learners are interested in British, American, Canadian or Australian culture, particularly tabloid gossip. The British tabloids, for example, are a culturally specific type of newspaper and are not universal. 3. Dwell on comparative style and discourse features of tabloid papers versus broadsheets. These are often either obvious or of interest only to journalists and media students. 4. Assume what you find interesting in a newspaper will interest your learners. 5. Set simple tasks for lower level learners with a very difficult piece of text.Unless these tasks are followed up with an opportunity to comprehend and interact with the text, they're condescending and (almost) pointless.