英語(yǔ)環(huán)境

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1.Introduction

AsacompulsorycourseforjuniorandprimarystudentsinChina,Englishisbecomingmoreandmoreimportant.SomepeoplesaythatEnglishisoneofthethreekeysof21stcentury（withothertwoarecomputerandcar）.ButtheproblemishowtolearnEnglishefficiently.LearnersathomeusuallyhavelittletimetolistentoorspeakEnglish.ExceptthattheycanspeakEnglishintheirEnglishclassesfor40or45minutesonly,theyhavenochancetospeakEnglish,nochancetolistentoEnglish,evennochancetofeeltheexistenceofEnglish.

Butasweallknow,accordingtothescientifictheory,ifwedon’tusewhatwehavelearned,wewillforgetthemquickly,especiallylanguage.Thenlearningwillbeinterrupted,andtheinitiativewillbeweakened.So,asteachers,themostimportantthingtodoistosolvetheproblem,bycreatingalanguagecircumstance,stimulatingtheirinitiativeinlearningEnglish.

Iwilldiscussabouthowtocreatealanguagecircumstanceforthestudents.

Asweallknow,circumstanceisveryimportantininfluencingpeople’slifeandpersonality.Andalso,itisimportantinlearninglanguage.Manyscholars,expertsandteachersholdthesameview.Welearnourmotherlanguagemostlybyfeeling,imitatingandusing.First,wefeeltheexistenceofthemotherlanguage,andthenimitatethepronunciationandintonationfromourparentsorotherpeople.Weimitatehowtousedifferentsentencesindifferentsituations.Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.Soafterimitatingwelearned,thenwebegintouseitinreallife.Wecommunicatewithothersinourmothertongue;weuseittoexpressourselves,tounderstandothers.Thus,wecontrolthelanguage.Itisobviousthat,languagecircumstanceisveryimportant.Learningsecondlanguageisnotexceptive.Sosomepeoplethinkthattolearnforeignlanguagemustgoabroad.Stayattheforeigncountryforoneorhalf-year,youcansurespeaktheirlanguage.Ofcoursethat’sright.Butpractically,wefinditunfeasible,atleastcannotbecomecommon.Becausethereisonlyafewpeoplehavethechancetogoaboard.Sothemostimportantthingtodoistocreatealanguagecircumstanceforthelearnersathome.

Inchina,mostoftheforeignlanguagelearnersarestudentsinprimaryormiddleschool.Therefore，asteachersweshouldcreateagoodEnglishlanguagecircumstanceforthestudents.Itbecomesthemostimportantthing.

Inlightofmanyresearchworksandalotofbooksanddocuments,therearemanyscholarsandteacherswhohavestartedtoworkoveronthesubject,amongwhichsomeacquiredachievements.

ThecreationofEnglishlanguagecircumstanceisveryusefultothelearnersofsecondlanguage.Thoughthesecondlanguageisdifferentwiththeirmothertongues,theywillcertainlylearniteasilyiftheycanread,listentoorspeakitmore.Andyet,thewaytocreatingalanguagecircumstanceisvariousbutnotstatic.

2.TheCreationofClassCircumstance

Aswejustsaid,theonlytimeforthestudentstocontactEnglishisthe40or45minutesintheirEnglishclass.Sotheclassroommanagementisveryimportant.Theefficiencyofaclasswilldecidethestudents’Englishlevelsomewayorother.Consequently,agoodteacherwilltryhis/herbesttoimprovetheefficiencyofhis/herclass.Then,howtocreatethecircumstanceintheclass?ManypeoplethinkthebestwaytolearnEnglishistospeakEnglishasoftenasonecan.Butwedon''''thavesuchEnglishcircumstance,whatshallwedo?SomelistentoEnglishradioseverydaytoimprovetheirlisteningability.AndsometimestheywatchAmericanfilmsthattheyareinterestedin.Intheclass,wealsotryourbesttogivethemagoodcircumstancetoimprovetheirspeakingandlisteningtoEnglish,sothattheycancommunicatefluently.

2.1Communicativefunctionsoflanguage.

“Theultimategoaloflanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.”1Thepurposeoflearningalanguageistocommunicatewithothers.Itistosaythemainfunctionofalanguageistocommunicate.Soweshouldalwaysputthisfunctionintheimportantposition.Andinourteachingweshouldletourstudentsknowhowtousethelanguagetoexpresstheirownfeelingsandtounderstandothers.That’simportant.

“Onepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreallifelanguageuseistheadoptionofcommunicativelanguageteaching,whichhasinrecentyearsbecomeafashionabletermtocoveravarietyofdevelopmentsinsyllabusdesignandinthemethodologyofforeignlanguageteaching.”2Thegoalofteachingistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

“Communicativecompetenceincludesfouraspects:

1)Knowingwhetherornotsomethingisformallypossible(grammaticallyacceptable)

2)Knowingwhethersomethingisunderstandabletohumanbeings

3)Knowingwhethersomethingisintinewithsocialnorms

4)Knowingwhetherornotsomethingisinfactdone:Dopeopleactuallyuselanguagethisway?”3

Inotherwords,communicativecompetenceentailsknowingnotonlythelanguagecodeortheformoflanguage,municationcompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.

2.2“SettingtheScene”4

Makearealorsimilarsituationforthestudentstohelpthemtounderstand.Wecanusebodylanguage、pictures、realobjectsandsoon.

Forexample,listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackofcontext.Sotheteachercanhelpprovidethebackgroundinformationtoactivatelearners’schema,sotheywillbebetterpreparedtounderstandwhattheyhear.

Also,whileteachingnewwords,newphrases,newsentencesornewtexts,wecansetthesceneforthem,sotheycaneasytounderstandandremember.

Example:

WhenIteachthenewwords:tomato,newsentences:Howmuchis/are……,please?Andthat’scheap/expensive.

BeforetheclassIpreparesomeobjectsliketomatoes,apples,somebagsofmilkandsoon.AndIaskmystudentstotakesomething,too.

Intheclass,Ifirsttakeoutanapple,thenask:

T:What’this?

S:It’sanapple.

ThenIshowthemthetomato.

T:Whatisthis?Doyouknow?

S:Sorry,Idon’tknow./Ithinkit’satomato.

T:Good!Itisatomato.

ThenItakeouttwoormoretomatoes.

T:HowmanytomatoesdoIhave?(WritedowntomatoesontheblackboardandRed“es”)

S:Two.

T:Good.Pleasedon’tforget“es”whenyouusepluralnumber.

Atlast,Iputallofmythingsontheteacher’sdeskandwritedownthepricesontheobjects.Itellthemthisisashop;itsellsmanykindsofthings.Thenasksomestudentsindividually:

T:What’sthis?

S:It’satomato.

T:Howmucharethetomatoes?

S:TheyareoneYuanakilo.

T:Isitcheaporexpensive?

S:Itischeap.

T:Whatarethose?

S:Theyareapples.

T:Howmucharethey?

S:Theyaretendollarsakilo.

T:Isitcheap,too?

S:No,theyareexpensive.

Finally,Iaskthemtomakeupasimilardialoguebyusingthethingstheytake,supposetheyaresellersorbuyers.Becauseoftherealobjects,theycanbeeasytounderstand.

Whileteachingsomeverbswecanusebodylanguagetohelptheirunderstanding.

Forexample,whenweteach“run”,wecanpretendtorun,andaskthestudents:“WhatamIdoing?”“Youarerunning.”

Andalso,whenweteach“jump”,wecanjumpandask:“WhatamIdoing?”“Youarejumping.”“Yes,youareright.Canyoujump?”“Yes.”

2.3Givethemmorechancetospeakandlisten.

TheGreekphilosopherEpictetuseverwittilysaid:“Naturehasgivenmanonetongueandtwoearsthathemayheartwiceasmuchashespeaks.”Fromthesayingwecanlearnhowimportantthelisteningisinourdailylife.About45%oftimeofanadultconcernstolisteningtootherpeople,totheradio,tothemusic.Inlinguistic,givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.

Sointheclass,weshouldgivemorechanceandtimetoletthestudentslisten.Therearemanyways:

2.3.1Listenandsequence

Showthemmanypictures.Thestudentsshouldfindouttherightorderofthepicturesbasedonwhattheyhear.Studentscansuccessfullycompletethistypeoftaskevenwhentheydonotunderstandeverywordtheyhear.Thisbuildsuptheirconfidenceandhelpspreparethemfortherealworldwheretheycertainlywillnotbeabletounderstandeverythingtheyhear.

Example:

123456

Therearesixpictures;youshouldgivetherightorderafteryourlisteningtothetape.

1、Chinesepeopleliketoeatriceforlunch.

2、Doyoulikepotatochips?

3、EverymorningIdrinkmilk.

4、Myfavoritefoodishamburger.

5、I’mthirsty.Pleasegivemeabottleofapplejuice.

6、Themeatlooksdelicious.Doyouwanttoeat?

Theansweris6,2,4,1,5,3

2.3.2Listenandact

ThereisawholemethodofteachingcalledTotalPhysicalResponse,whichconcentratesonlearninglanguagebylisteningandrespondingphysicallytocommandsordirections.Therearemanyvariationsofhowthiscanbecarriedoutinaclassroom.Withbeginners,itiseasytostartwithsimplecommandssuchas“standup”,”sitdown”,“walktothedoor”,“open/closethedoor”,“pointtothewindow”,“holdupyourpencilbox”,“putyourrighthandonyourleftear.”etc.Atintermediatelevels,thecommandscanbecomemorecomplex.Forexample,“Pretendyouarewalkingthroughmud.”“Pretendyouarewalkingthroughsand.”“Pretendyouarewashingyourface.”“Pretendyouaretyingyourshoes.”“Pretendyouareeatingwatermelon.”

2.3.3Listenanddraw

Awholerangeofactivitiescanbedesignedaroundthisway.Makesomeorders,like“drawahillonthepaper,drawsometreesonthehill,drawabirdonthetree,drawahousenearthetrees,drawarivernearthehill……”

Thespokenlanguageisoneoftheimportantwaystocommunicate,too.Soweshouldtrytodevelopthestudents’abilityofspeaking.

2.3.4Freetalk

Givethemfiveminutestogiveadutyreporteveryclass.Example:“Hello,everybody.I’mondutytoday.TodayisMonday,May15th.Everyoneisheretoday.”

Whenlearnsomethingnew,givethemsometimetotalkaboutthesubject.

T:“Todaywewilllearnsomethingaboutfood.Canyoutellmesomethingwhatyouknewaboutfood?Forexample,whatkindoffooddoyouknow?”

S:“Coke,hamburger……”

T:“Whatdoyoulike?”

S:“Ilikenoodlesandmilk.”

2.3.5“Changethestory”

Studentsworkinsmallgroupsof3~5.Eachwritesashortstoryordescriptionandthenunderlinesalltheverbsinthestory.Thegrouptogetherthenmakesalistofabout20randomverbs.Eachgroupmemberreadshis/herstorybutpausesateveryverb.Thegroupthensuppliesoneoftherandomverbsintothatslot.Theresultscanbefunny.”5

3.EnglishBroadcast

Withoutquestion,itisdifficultofamiddleschoolstudenttounderstandthelisteningmaterial,ifhehasn''''tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon''''tunderstandorknowtheknowledgeaboutlinguistic，theyarenotabletotellthemeansofwhattheyhaveheard.Inanotherinvestigation,studentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.But80%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,Ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.

Itisclearthatthereadingspeedofamaterialalsoaffects.About43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn''''tfollow.

Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentrytounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly.TheyoftentranslatetheEnglishintoChineseintheirheart,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.

Thenhowtoimprovethestudents''''listeningskill?Listenmoreisveryimportant.

Wecanspend20or30minutesatnooneverydayinbroadcastingsomenews,storiesorarticles,whichmeasureuptothestandardsofthestudentsoncampusbroadcast.Thatwillmakethestudentslistenmore.Andifbroadcastsomenewsaboutthesingerstarsormoviestars,likeZhouJielunorF.I.R,thestudentswillbehappyandinteresting.Andaskthemtotakenoteswhilelisteningandtotellthemainideaofwhattheyhavejustlistened.

Thereisapieceofshortnews:

Yesterday,weheldthesportsmeeting.At9o’clockTomwonthe100mrace.Heranveryfast.Jackcanjumpveryhigh,sohewonthehighjumprace.Doyouknowwhoswamfast?OfcourseshewasAnn.Congratulations!

Afterlistening,thestudentsshouldtakesomeshortnoteslike“whowonthe100mrace?”

Bydoingthis,thestudents’listeningabilitywillimprove.

4.EnglishCorner

FoundEnglishCorneratschool.Makemorestudentstojoininandspeakoutloudly.IfthestudentscantakepartintheEnglishCornerconstantly,theywillbesuretoreapalotandsuretobecomesuccessful.

InourschoolweorganizedEnglishcorner.Divideintotwolargegroups:GradeOneandGradeTwo.WeorganizedeveryMondaynoon.Wearrangemanydifferentproceedings.

4.1Topictalking

Givethematopic,letthemtalkinsmallgroupof3~5.Theycanmakeupastoryoradialogue,thentelloractitbeforethegroupof20~30students.

Forexample,thetopicis“MySunday”.Somestudentstellashortpassage:

MySunday

It''''sSundaytoday.AfterbreakfastIdomyhomework.ThenIhelpmyfatherworkinthegarden.I''''mtired,butIfeelhappy.IntheafternoonIgotovisitoneofmyclassmates.Weplayfootballuntil5:00.Wehaveagoodtimetogether.IwatchTVforanhourintheevening.Atabout8:30Idosomereading.Igotobedatabout10o''''clock.IhaveahappySunday

Somemakesupdialoguesaboutaskeachother“whatdoyouoftendoonyourSundays.

4.2Storytelling

AskeachofthestudentstoprepareashortstoryandtellittothemembersoftheEnglishcorner.Otherstudentsshouldlistencarefully.Whenthestoryisfinished,thetellershouldasksomequestions,othermembersshouldanswerthem.

WhatDoAnimalsEat?

Theratsmellsthecheeseonthetable.

Hewilleatitinhishole.

Thedogburiestheboneintheyard.

Hewilleatitlater.

Thebirdpullsthewormfromthesoil.

Shewillfeedittoherbabies.

Therabbitpullsthecarrotfromtheground.

Hewillshareitwithhisfriend.

Thesquirrelstoresthenutsinthetreetrunk.

Shewilleatthemthiswinter.

Thebearcatchesthefishinthestream.

Shewilltakethemtohercub.

Thefrogeatstheflyintheair.

Thefrogisstillhungry.

Yummy!

Whatwillyoueatnow?

Questions:Whatdoesthedogeat?

Whatdoesthebeareat?

4.3Guessingriddles

Eachstudentprepares3~5riddlesandaskhis/herpartnerorgroupmemberstoguess.Examples:

Whatisthesmallestroomintheworld?TheanswerisaMushroom。

Whattableisinthefield?TheanswerisVegetable

Whatistheonlythingyoucanbreakwhenyousayitsname?TheanswerisSilence.

Whatisthat,whichyouhaveneverseen,heardorfeltwhichneverexistedandstillhasaname?TheanswerisNothing.

Whatchangesapearintoapearl?Theansweris“l(fā)”

Whatquestioncanneverbeansweredby''''Yes''''?Theansweris“Areyousleeping?”

4.4Others

Besides,wesometimesgivethemmorechancetoread.WeteachthemEnglishstories,like:

Theman,hisSonandtheirDonkey

Amanandhissonweredrivingtheirdonkeyalongacountryroad.Theysawsomegirlsdrawingwateratawell.

Oneofthegirlssaid,“Oh,look!Howsillytheyare!Amanandaboyarewalkingalongbesidetheirdonkey,andnobodyisridingit.”

Themanheardthisandsaidtohisson,“Youhadbetterrideourdonkey.Youarelight,soyouwillnottireourdonkey.”Inalittlewhiletheymetthreeoldmen.Oneofthemsaid,“Lookhere!Theboyisridingadonkeyandhisoldfatheriswalkingbyhisside.Theyoungboydoesnottakecareofhisoldfather.”

Andthemangotonthedonkeyandhissonwalkedalongbesideit.Nowtheywereveryhappy.Butsoonafterwardtheymetthreewomen.Fastenedittoapole.Theyliftedittotheirshouldersandcarrieditalongtothetown.Whentheycametoabridge,everyonelaughedatthem.Andthedonkeydidnotlikethenoiseandbegantokick.Itbroketherope,fellintothewaterandwasdrowned.Sotheoldmanhadtotakehissonandgohome,“Hewhotriestopleaseeverybodypleasesnobodyafterall.”

Afterreadingaskthemsomequestionstoseeiftheyunderstandlike“whorodethedonkeyatfirst?””whorodethedonkeyatlast?””Whatdoyouthinkaboutthestory?”

WesometimesteachthemEnglishpoems,like:

Life

Lifecanbegood,

Lifecanbebad;

Lifeismostlycheerful,

Butsometimessad.

Lifecanbedreams,

Lifecanbegreatthoughts;

Lifecanmeanaperson,

Sittingincourt.

Lifecanbedirty,

Lifecanevenbepainful;

Butlifeiswhatyoumakeit,

Sotrytomakeitbeautiful.

Afterreadingthepoem,doyouthinkwhatlifeis?

WealsouseotherwayslikewatchingEnglishmovie,teachingEnglishsongsandsoon.Wecreateagoodlanguagecircumstanceforthem,sotheyarewillingtojoinintheEnglishcorner.

5.SongsandMovie

InEnglishcornerweoftenletthestudentswatchEnglishmovieandteachthemEnglishsongs.Becauselearningwhileplaying,thisisthebestwaytolearnandthemostpopularwaytothestudents.WecandothisbywatchingsomeEnglishmovies,especiallycartoonsandEnglishsongs.SterlingspokenEnglishisimportantandusefultoeducatethestudents’pronunciationandintonation.

5.1Englishsongs

Mostofpeoplelikemusic.Musichassuperbmelody;itiseuphonicandeasytoremember.Sowhenteachingsomenewvocabularyorsentences,weteachsomepertinentEnglishsongs.Thestudentswillbehappyandeasytoremember.

Whileteachingthenameofthefingers,weteachthesongcalled“fingerfamily”

WhileteachingthenamefromSundaytoMonday,weteachthemthesong“Sunday”.

OnChristmasDay,weteachthem“jinglebells”,thewordsarenotverydifficult:

jinglebells

dashingthroughthesnow

onaone-horseopensleigh

overthefieldswego

laughingalltheway

bellsonbob-tailring

makingspiritsbright

whatfunitistorideandsing

asleighingsongtonight

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaone-horseopensleigh

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaonehorseopensleigh

adayortwoago

IthoughtI''''dtakearide

andsoonmissfannybright

wasseatedbymyside

thehorsewasleanandlank

misfortuneseemedhislot

hegotintoadriftedbank

andwe,wegotupsot

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaone-horseopensleigh

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaonehorseopensleigh

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaonehorseopensleigh

jinglebells,jinglebells

jinglealltheway

ohwhatfunitistoride

inaonehorseopensleigh

5.2Englishmovies

ThestudentslikewatchingTV.Theyalsolikewatchingmovies,especiallycartoons.TherearemanyEnglishmovies,andtheyareinterestinganduseful.Maybethestudentscannotunderstandeverysentence,butIonlyaskthemtolistencarefully.Theyneednotcatcheveryword,butonlythewordsorsentencestheyhavelearnedinclass.That’swhatIwant.

ThereisalessoninJuniorEnglishforChinaStudents’Book2B(PEP)calledMissEvans.It’sastoryabouttheaccidentoftitanic.Whentheylearnthislesson,IletthemwatchingthemovieTitanic.

Iaskthemtowritedownatleasttensentencestheyheardinthemovie.Thisstimulatesthemtolistenintently.Andthisisalsonotveryhard.Mostofthemcanwritedownmorethantensentences.Soitcanmakethemmoreconfident.

Mostofthetime,weletthemwatchcartoons.Becausetheyarechildren,cartoonsaremoresuitableforthem.Wehavewatched“SnowWhite”,“BeautyandBeast”,“TheIncredibles”,“SharkTells”andsoon.Throughthosemovies,weincreasedthestudents’Englishlevels,fosteredtheirinterest,andperfectedtheirintonation.

anizationofvariousofcompetitions

WelearnEnglish,petitionisagoodway.Wecanholdsomecompetitionslikehandwriting,speechstorytelling,shortplayperformanceandhandwritingnewspaperandsoon.

6.1Handwritingandhandwritingnewspaper

Copying,writingisthefirststepoflearningEnglish,andthehandwritingnewspaperwillcultivatetheirgiftofdesign.WeheldthiskindofcompetitioninGradeOne.Theirdesignedgeniussatisfiedusverymuch.

6.2Speechcompetition.

SpokenEnglishisimportantincommunication.Soweshouldimprovethestudents’spokenEnglish.Speechcompetitionisagoodway.Inthecourseofthecompetition,thestudentswilltrytheirbesttoshowthemselves.SotheycanimprovetheirspokenEnglisheasierthanintheclass.

Furthermore,sinceitisacompetition,theremustbemanyrivals,sothestudentswillworkharderandlearnmore.

6.3Shortplayperformance

Everychildisabornactor.Theirnaturalperformance,innocentlanguageandrichimaginationareallprecioustreasure.Thoroughcompetition,theycannotonlyusethelanguagetheylearned,butalsoimproveit.Anditcanenhancetheirinterest.

Istillrememberwhenweheldtheperformancematchlastterm.Thestudentsperformedmanyshortplays:TheHareandTheTortoise,FrogPrince,RomeoandJuliet,WuSongandTheTigerandsoon.

Someoftheseareaccordingtotheplaysorstoriesinthebooks,likeTheHareandTheTortoise;someofthemareadaptedbythemselves,likeFrogPrince.Othersarecreatedbythemselves,likeWuSongandTheTiger.

Weallknowthestoryin“Shuihu”.ItsaysWuSongbeatthetigerindrunken.Butourstudentstelltherevengeofthetiger.WuSongwasindrinkagainandlostinaforest.Thenhemetthetiger,whichwasbeatenbyhim.Ofcoursehewasnotafraidofit.Butthetigerhasaguninitshand.ItkilledWuSongwiththegunatlast.Thethemeofthestoryis“Scientificispower.”Bythisplay,theyaresurprisedalloftheteachersfortheiroriginality.

Andalsootherplaysareverygood,too.Foxexample,RomeoandJuliet.Ittellsalovestorybetweenacleanerandaprettygirl.Attheverybeginning,thegirldidn’tknowtheboywasacleaner.Sosheagreedtohavedinnerwithhim.Whentheywerewaitingforthedinner,theytalked.Atlast,thegirlknewthattheboywasacleaner,soshelefthimsoon.Thestorysatirizedmanypeopleonlylovethemoney.Andinthestorytheyalsoaddsomethingaboutorderingthefoodandaskingjobs,whattheyhavejustlearned.

Bythosekindsofcompetitions,wetraintheircourage,fostertheirinterest,andimprovetheirability.

TherearemanyotherwaystocreateagoodEnglishlanguagecircumstance.Like“disposaloftheclassroomandschool”

IfyouwanttoletthestudentsknowtheusingofEnglishlanguageandenlargetheirvocabulary.SomeEnglishbanners,sayings,ormottoswillwork.Youcanstickthemonthewalloftheclassroomorsomewhereelseintheschool.YoucanalsowritethemontheblackboardandchangeiteverydayoreveryweekinordertoletthestudentsseeEnglishwordsandfeeltheexistenceofEnglishwhenevertheyraisetheirhead.

Ididitinmyclass.EverydayIwriteaphraseoridiomonthecorneroftheblackboard.Justlike”theappleofone’seye”“blacksheep”“hotpotato”“smallpotato”“Wherethereisawill,thereisaway.”Thestudentsareinterestedinthem.Inthisway,wecannotonlyinitiatetheirinterest,butalsoenlargetheirvocabulary.

7.Conclusion

Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadygoodlistenerandspeaker.Hehasspokenandcommunicatedwithhisparentsorfriendsformanyyears.

Butforaforeignlanguage,wecanmeetonlyinformalplaces,classes,forexample;otherwise,wecanhardlyhaveachancetomeetit.Soweshouldtrytoletthestudentsbeinalanguagecircumstance.

Creatingtheclassroomcircumstance,buildingupEnglishcorner,watchingEnglishfilms,listeningtoEnglishsongsandsoonarejustpartoftheways.Wehavetoinsisttodothis,toletthestudentsinagoodlanguagecircumstance,tolearnEnglishwell.

Aboveall,wemustcreateagoodEnglishlanguagecircumstanceforthestudentsinChina.Onlyinagoodcircumstance,thattheycanlearnEnglishwell.