The Arrangement and Implementing of Classroom Activities to ELT in Chinese Middle Schools
ABSTRACT
As we all know，learning of the English language in China takes place mainly in classrooms and is usually done under the guidance and supervision of teachers. Under the circumstances, students are constrained to be listeners, they cannot improve their communicate competence well. As a student, I think that well-designed classroom activities can reinforce students’ previous knowledge and help them to link isolated verbal and phrasal words into sentences conveying a stream of thought.
However, ELT in Chinese Middle Schools always stress on the way of teachers’ teaching and students’ learning recently. In fact, the arrangement and implementing of classroom activity is also an important factor that influences students’ learning. Whether the arrangement and implementing of classroom activity is proper, it will directly influence the complementary of the students, the materials and the teachers.
In order to cultivate students’ communicative competence，the appropriate classroom activity is essential. Recent research proves that the interpersonal nature of students’ success and satisfaction appear in cooperative learning (son) and group work (Brown). They can promote significant increases in student motivation, achievement and participation.
Based on the present principles and my own experiences as a student, I do some researches and analyze the present classroom practicalities in order to promote students’ communicative competence. Therefore, this article presents two classifications of classroom activities that are very practical and useful; moreover, it analyzes the benefits of cooperative learning and group work in the arrangement and implementing of classroom activities. With the analysis of classroom activities, it intends to arrange appropriate classroom activities so as to improve the efficiency of English teaching and learning.
Key words: activity； cooperative learning； characteristic； essence； classroom
practicality； group work； pair work
摘 要
眾所周知，在我國，中學英語教學主要在課堂中進行，並且在教師的指導和監督下開展，在這種情形下,學生基本上處於被動接收的地位,而不能很好的提高他們的交際能力。作為1名學習英語10幾年的學生，我認為組織適當的課堂活動能啟用和強化學生已有的知識，消除學生對說與寫的恐懼，有助於學生表達能力的提高。
然而，近幾年，中學英語教學重點關注的是教師的.教法和學生的學法問題。事實上，英語教學活動的組織也是影響學生學習的1個重要因素。課堂教學活動組織是否得當，就會直接影響到教師、學生及教材3者的結合程度。
為了培養學生的交際能力，組織適當的課堂活動是10分必要的。研究表明：學生成功和滿足的個人潛質通常在合作學習與小組活動中得以體現。它們能顯著提高學生的學習積極性、成就感與參與度。
在理論學習的基礎上，筆者結合現存的課堂例項對課堂活動的組織與實施進行了1定的分析。本文詳細介紹了在中學英語教學中課堂活動的兩種分類方法，研究了英語課堂活動中小組活動與合作學習的優越性，目的在於通過對這個課題的研究，尋找學生們樂於參加的，有實效的課堂活動，使得學生們能發揮其個性和特長，寓教於樂，從而達到教與學高度、和諧的統1，提高英語課堂教學效率。
關鍵詞：活動； 合作學習； 特徵； 本質； 課堂例項； 小組活動； 結對活動
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