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应《英语教学论坛》编辑之邀,我特为这期周年纪念专刊撰写这篇述评,综述二十五年来英语教学法的沿变。为了正确地表述这些变化,首先让我们将时间后推,回顾一下二十五年前的情形,这将大有裨益。 一九六二年我们曾应邀观摩一堂作为外语的初级英语课。任课教师是一位年轻人;全班约有四十名十五岁上下的学生;所教内容是一篇对话。该教师开头先用英语重述对话一遍,让学生留心听;然后朗读对话,并运用模拟表演、图画讲解该对话。接着,由教师和学生,学生和学生分别扮演对话中的人物,练习朗读对话。待教师满意地看到学生已学会该对话,便带领学生进行操练。先做单字替换练习;然后做转换性练习、问答、链锁式练习;最后再复习一遍该对话,这堂课便圆满地结束了。
At the invitation of the editors of the English Teaching Forum, I wrote this commentary on this anniversary special, summarizing the changes in the English teaching method for the past 25 years. In order to correctly state these changes, it will be of great benefit to first let us push back the time and review the situation of twenty-five years ago. In 1962 we were invited to observe a basic English class as a foreign language. The instructor is a young person; there are about 40 students in the class who are under the age of fifteen; the content taught is a dialogue. The teacher begins by restating the conversation in English first and letting the students listen carefully; reading aloud the conversation and using the simulated performances and pictures to explain the conversation. Then, teachers and students, students and students play the role of dialogues and practice reading aloud. When the teacher is satisfied that the student has learned the conversation, he will lead the students to practice. First do word replacement exercises; then do conversion exercises, question and answer, chain exercises; and finally review the conversation again, the class concludes successfully.