陈志静

【摘 要】大学英语改革在全国各地引起了讨论和辩论，目的是为了提高提高学生的综合英语技能。本文主要针对本国的教学新模式进行简要的介绍，以提高学生的综合英语技能。对于新教材应用的分析可能会有一些有益的建议。

Abstract： Reform in college English teaching are discussed and debated in many parts of China， which aims to strengthen comprehensive ability in students. This paper is to give a brief introduction to new models of China， which aims to strengthen comprehensive ability in students. The analysis of application of the new textbook material may give some suggestion to college English teachers in China.

【关键词】方法；综合；教学；能力

Key Word： approach； integrated； teaching； competence

Introduction： In order to catch up with the economic development of our country， college students are expected to acquire higher foreign language competence， so English teachers are meeting with great challenge to find an effective way of teaching. In history， linguists and language specialists have sought to improve the quality of language teaching in the nineteenth century. Various approaches to the design of language teaching program have been put forward.

Approach：Foreign language learners competence in using the language is actually the combination of the learners receptive skills which include listening and reading and productive skills which include speaking and writing. Individual approach applied to teaching and individual skill developed in teaching will be one-dimensional. Therefore integrated teaching will be introduced. Integrated teaching aims to improve overall competence of English， taking the advance of different approaches. The teacher is expected to use different methods at different stages of teaching process.

Multiple Roles of Teacher and Student

In traditional way， the teacher is regarded as an authority who dominates the whole class. There is little co-operation between the teacher and students and teacher gets little feedback from his or her listeners. While the purpose of language teaching is to enable students to use the target language in real life， teacher is not only to offer a description of the language， but also， through our materials， create conditions in classroom that would help our students learn through active involvement in activities and tasks. The teacher is not an instructor， a lecturer， a knowledge transmitter， but rather controller， assessor， prompter， director， facilitator， organizer， and a creator of environment in which learners learn and learn how to learn.

Procedure

1 Reading and Writing

1.1 Pre-reading activities： various warm-up activities are held with the purpose of motivating students interest and leading to the following passages in a certain theme. Teacher raises questions that students are interested in and provoke thinking which make the reading practice following easier and more efficient and can also ensure the students preview before class. The activities may include： presentation making， music playing， situational dialogue， news reporting， story telling， person or picture describing， performance making and so on.

1.2 Reading： analyze the writing style， structure， main idea， profound idea of the passage in section A. Only complicated sentence and important grammar points and language points are explained in class. Different tasks are devised for students according to the characteristic of different passages such as reading， translating， answering comprehension questions， paraphrasing， filling in the table. Reading task aims to improve the ability of reading comprehension and also train the students ability of thinking， analysis and problem solving and lay a solid foundation for other abilities of language learning.

2 Listening and Speaking

2.1 Listening： train students listening skill with material based the on the same theme.

Teacher chooses the listening material which is suited to the level of the students.

2.2 Speaking： conducting various activities include reciting， retelling， group discussing， debating， role playing based on the topic of the unit or other activities beyond the material such as word-guessing game or hot-topic discussion related to current issue. During the process of transforming input to output， the students improve their communicative and oral ability.

Conclusion

The purpose of learning English as a foreign language for Chinese students is to acquire practical ability in the skills of speaking， reading， writing and listening in English. Since there is no perfect method of teaching， we need to find appropriate method to meet the need of the new century learners. In the paper， we adopted the integrated teaching approach---the combination of the student-oriented and the teacher-oriented. The teacher and the students shift roles at different stage in the teaching process to achieve the harmonious and co-operative relationship with each other for the purpose of improvement of overall competence.

References

Jeremy H. 1991. The Practice of English Language Teaching. London： Longman Group Ltd.

Zheng Shutang， 2003. New Horizon College English. Foreign Language Teaching and Research Press.