英语作文i

英语作文i（共8篇）

英语作文i 篇1

I’m Smiling. I am eleven. I am a student in a school. I’m in Class Five, Grade Four. I have two long arms and two long feet. I have a small mouth. I often get up at six o’clock. I have breakfast at six thirty. I go to school on foot at seven thirty. I have lunch at eleven fifty. It’s five o’clock in the afternoon. Class is over. We go home together. I have dinner at five thirty. I go to bed at nine twenty.

I have an elder sister. She is clever like me. My parents love us. We love them very much, too. I like my home. It’s very beautiful. I have a happy family t，too.

英语作文i 篇2

1.1 词汇量有限, 语法使用不恰当

我们都知道, 学好英语的基础前提就是学生有一定的词汇量, 然而电大学生自身存在一个非常关键的问题就是缺乏一定的词汇量, 教师在平时教学中总能看到学生在预习的时候会查阅相关辅助资料, 比如字典、词汇表等。有些学生在遇到词汇、语法应用方面的问题的时候, 找不到有效的办法去解决在预习过程中碰到的问题, 究其根源就是因为学生在平时学习的过程中只是仅仅记住了单词的意思, 在语法、句型、形态和造句方面也不知道举一反三, 触类旁通, 这样会让学生学习非常吃力。

1.2 听力水平较低

在中学阶段, 有很大一部分学生学习重点放在了词汇、语法、阅读上面, 在英语听说上面学习相对较少, 导致长时间下来他们上课时很难听懂英语教师用英语教授课程, 更别提用英语来回答老师提出的问题了。

1.3 阅读理解能力较差

电大的学生即使之前有大专学习的经验, 但是还有很多学生没有掌握真正的阅读理解能力, 并且还保留着中学一些不良的学习习惯, 比如学生在阅读一篇文章的时候会经常一句一句地去阅读, 碰到不认识的单词马上去大量查阅词典去了解单词、句子的意思, 并没有根据上下文去猜测单词的意思, 然后再去查阅相关资料。长时间下来这些不好的学习习惯会影响他们的阅读理解速度, 最终影响对文章的理解, 因为在查阅单个单词的时候已经渐渐失去了对整篇文章理解的能力了, 他们只是当时记住了单词的意思, 没有及时理解和运用, 会很快忘记单词的意思。

1.4 写不出正确的英语句子

上文提到学生缺乏一定的词汇量及语法使用不清楚的问题, 这些因素都会在一定程度上影响学生选择合适的词汇或者短语去组织语句, 最终导致学生写出一些中式语法的句子。比如, 一些学生在翻译“我非常感谢你的帮助”时, 有的学生会翻译成:I very much thank you for your help, 正确的应该是“I am so grateful for your help”。

2 提高教师教学水平

2.1 充分调动学生积极性

(1) 教师要尽量用通俗易懂的英语组织教学, 这样学生上课才不会觉得无趣, 在帮助学生提高本身英语能力的同时也完成了教学目标。

(2) 教师要创造良好的英语学习氛围。教师在课堂上要尽量用英语教授课程, 如果学校有硬性条件的话, 教师可以采用多媒体进行教学, 发挥多媒体教学的优势。同时要求学生在课堂多操练词汇和句子并且在课后作业中做相关题目进行巩固和消化。在课堂进行讨论的时候尽可能使用日常生活中的情景, 这样学生才会有积极性, 觉得他们学习英语口语是有用的, 这样也就激发了他们学习英语的内在动机。

(3) 教师要创造一个轻松的课堂环境。教师要用正常的语速进行授课, 举例要生动、形象, 可使用一些形体语言。教师要尽量减少学生的心理压力, 提高他们的自主学习能力。在学生学习有困难时, 教师要耐心地帮助他们, 但是同时要善于发现学生的优点, 提高学生的积极性, 切记不能打击学生的积极性。

2.2 提高学生听说读写能力

2.2.1 提高词汇和语法能力

教师在讲解“question和problem”区别的时候, 可用以下句子来分析理解:

(1) Who has a question?Please tell me.

(2) My teacher often helps me to solve my problems by answering my questions.

在32单元的“Activity 8 Extract2”中出现了很多次被动语态的用法, 教师在让学生听这一听力材料之前, 要特别提醒学生注意对话的语言环境, 在学生听完之后让他们思考一下对话中为什么要频繁多次使用被动语态, 这样最终才能达到让学生加深对这一语态理解的教学目的, 更好地完成教学目标。

2.2.2 提高学生听说读能力

英语发音是学生在实际交际中非常关键的部分, 但有些学生的发音还不是特别标准, 所以教师在教授词汇句子之前首先要纠正发音错误, 这样不仅对学生日后的英语学习有帮助, 同时也可以纠正他们以前在发音上面存在的一些问题。学生在上听说课之前, 在课堂上教师可以先花时间让学生跟读《开放英语综合练习》的语音练习磁带, 通过跟读来练习英语中的辅音和元音的基本发音, 以及重音、节奏等, 纠正学生原有的语音、语调, 最终提高他们的辩音综合能力。

2.2.3 提高学生阅读能力

《开放英语》系列教材是中央电视大学与英国开放大学合作的, 为我国英语学习者编写的一套适合于自学者的多媒体英语教材。《开放英语I》是该系列教材的起点课程, 此课程在听、说、读、写综合训练的基础上, 结合了中国特色的外语教学方法, 同时结合成人学习外语的特点, 更加注重学生的阅读理解技巧方面的综合能力的培养。

2.2.4 引导学生写出地道的英语句

学生要真正提高写作能力, 学会正确的组句是前提, 教师在讲解一篇课文的时候, 教师可以在分析课文时, 重点指出文中出现的强调句、倒装句等典型的英语句型。例如:在Unit 11中出现了许多So am I、So do I、Neither do I这类句型。笔者在讲到这种句型时, 首先会讲解它的构成、用法, 然后要求学生找出文中所用这种句型的句子, 最后做大量的巩固练习。这种承上启下的教学方法对提高学生的衔接能力有一定的帮助。当然不可忽视的是还要学生特别注意每个单元中的句型结构的练习题, 因为这些练习题包括了根据例子重写句子、用某种句型或短语完成句子、用所给的词或短语来造句, 以及用提供的材料来写短文等, 学生通过大量的练习能加深对这一句型的理解及巩固, 也达到了完成教学目标的目的。

3 结语

总而言之, 电大《开放英语I》是电大系统非英语专业的初步教材, 该教材提供了真实情景的英语训练, 通过听、说、读、写技能的综合练习, 能有效提高学生在实际生活中使用英语进行口语交际能力。为了更好地帮助《开放英语I》的学生在今后的英语学习有良好扎实的学习基础, 教师要结合自己的教学经验在教学中摸索出一套行之有效的教学方法, 因材施教, 真正提高电大学生的英语能力, 实现教学相长的目标。

摘要：文章首先根据笔者实际教学经验探讨《开放英语I》的学生在学习过程中存在的一些问题, 然后提出教师提高教学方法, 提高学生能力的措施。

关键词：电大,英语教师,学生,《开放英语I》

参考文献

[1]Duncan, Sidwell&刘黛琳.开放教育I[M].北京:中央广播电视大学出版社, 2003.

[2]孙建华, 刘黛琳.“以学生为中心”进行课程资源建设[M].中国远程教育, 2003 (9) :46-49.

英语作文i 篇3

(编者注：2008年高考英语全国卷I真题及参考答案见本期赠卷，听力音频见本期提供的免费MP3下载)

听力

2008年高考英语全国卷I听力部分的题型大体可归纳如下表：

(说明：第7小题看似是考数字，但实际要靠推断才能得出答案，所以归入了推断题中)

从左表中我们可以看出，今年高考英语听力还是以细节信息题为主，数字题比例继续下降，但推理题的比例却大幅度上升。由此可以看出，高考英语听力的趋势是增加推理题的数量，这要求大家在备考时除了要重点培养捕捉细节的能力外，还需要进行一定的推理能力训练——这些能力实际上也是对阅读能力的一种提升。平时练习听力时，大家一定要着重培养对重要信息的敏感性，听录音前一定要先阅读题目，这样，把握细节题应该就没有什么问题了。对细节掌握后，再进行拓展，搞定推理题。

单项选择

单项选择一直是考查语法项目的代表题型之一，那高考英语的单项选择题一般都考哪些语法项目呢？大家不妨一起看看下面这个近三年高考英语全国卷I所考查语法项目的列表。

从这个列表我们可以看出，单项选择基本上涵盖了高中阶段所学的所有语法点，而动词时态和语态、非谓语动词、情景交际等语法项目几乎每年必考，是热点所在。从这一点来看，大家在复习的时候，必须把语法基础打扎实，还要特别重视对一些重点语法项目的掌握。比如今年高考英语全国卷I的第29题：

29. The wet weather will continue tomorrow when a cold front ______ to arrive.

A. is expectedB. is expecting

C. expectsD. will be expected

【解析】A。考查时态及语态。从句的主语“a cold front”与“expect”之间存在着动宾关系，故应该用被动语态，排除B、C两项。再者，when引导的从句中需用现在时态表将来，而不是用将来时态表将来，所以A项正确。

【方向解读】时态和语态都是现在高考的重点语法考点，每年的难题也大都会出在时态和语态上，所以，把这类题型学会、弄懂是相当重要的。

另外，今年的高考英语单项选择部分还出现了一个新动向，即词汇题的考查力度有所增强。全国有部分省市专门在单项选择中设置了多达5个的词汇题。这就意味着，大家备考时，还应对词汇，特别是同义、近义词的辨析特别注意。比如今年高考英语全国卷I的第34题：

34. After studying in a medical college for five years, Jane ______ her job as a doctor in the countryside.

A. set outB. took over

C. took up D. set up

【解析】C。考查动词短语辨析。先来辨析四个选项：set out表“出门，出发；着手……”之意，为不及物动词短语；take over表“接收，接管”之意；set up表“建立，创建”之意；take up表“从事；占据空间”之意。再结合题干给定的语境：简在医学院学习5年后，开始在乡村当医生。四个选项中只有“take up”可以表示从事某个职业。所以选C。

【方向解读】这类题型是近年中考、高考英语单项选择和完形填空中的热点问题。对大家来说，应对这类题型，应该从归纳总结形近、义近的词着手，然后对其进行分类对比记忆，以达到最好的辨析效果，从容应对辨析题。

完形填空

全国卷I的完形填空文章一直采用的是记叙文，今年也不例外。作者讲述了自己在一家餐馆做服务生的经历，由其间经历的一件事情，吸取教训：要时刻小心仔细，不应该太相信自己。文章整体比较容易读懂。在题目设置上面，大部分题目均为细节理解题，即完全可以通过一句话或者空格周围的两三句话找到答案，顺利解题。

完形填空题主要考查考生的语法、词汇知识以及理解文章的能力。语法，主要考查对固定搭配的掌握；词汇，则主要考查近义词的辨析；而理解文章，则主要考查结合语境对文章的理解。下面，我们就选取今年全国卷I完形填空中的一部分，做一下分析。

Before I knew it, the41was full of people. I moved slowly, 42every step. I remember how43 I was when I saw the tray stand near the tables, it looked different from the one I was44 on. It had nice handles (手柄), which made it45 to move around. I was pleased with everything and began to46I was a natural at this job.

41.A. kitchenB. street

C. restaurantD. table

42.A. mindingB. changing

C. takingD. saving

43.A. angryB. calm

C. sadD. happy

44.A. fixedB. trained

C. loadedD. waited

45.A. slowerB. lighter

C. quieterD. easier

46.A. believeB. agree

C. regretD. pretend

【解析】

41. C。由第一段叙述可知，“我”在餐馆工作，当然应该是来了很多客人，餐馆很快挤满了人，其他答案均不符合逻辑。

42. A。该处描述“我”在为客人服务的时候小心翼翼的样子：慢慢地走，小心自己的每一步，唯恐出错。Change表变化；take表挪动；save表节约；只有A项与后面的step搭配“mind one's step”才能表示留意自己的脚步，与该语境符合。

43. D。由这一段叙述及“I was pleased with everything and....”以及上文提及的“I still felt a little hard to carry the heavy trays”可知，“我”很高兴看到桌旁边有托盘架，因为这可以让自己的服务更轻松。

44. B。由第一段叙述可知，“我”在正式上岗之前，经过了几天的培训，这里提及的托盘架较以前的托盘架不一样，显然该托盘架是以前培训和练习时用的托盘架。其他答案均不符合。

45. D。由该句话的叙述可知，该托盘架有手柄，这理应让“我”在服务的时候来回走动更容易，故用easier。

46. A。由后文的“I was a natural at this job”以及文章结尾最后一句“不要太相信自己”可知，此时“我”非常自信能够做好自己的工作。

阅读理解

今年全国卷I的阅读理解与往年相比，在词汇量、选材、题型设置上都没有太大的变化。题目设置仍是以细节题、推理题、主旨题等常规题型为主。不过，整体上来说，今年推理题的比例有所增加。文章选材还是以记叙文、说明文、议论文为主，同时也出现了应用文等其他文体。可以说，今年高考英语全国卷I的阅读理解题没有特别的变化，一切保持稳定。

A篇： 一篇记叙文，作者讲述自己多年以后再见到自己的父亲的情形。文章用对比的手法，描述了现在作者发现父亲较以前相比，变化非常大。多年以后，作者终于看到了父亲容易相处的一面，自己现在跟父亲的关系更像朋友了。56、57、58是细节题，59是词汇题。

56. Why did the author feel bitter about her father as a young adult?

A. He was silent most of the time.

B. He was too proud of himself.

C. He did not love his children.

D. He expected too much of her.

【解析】D。细节理解题。依据文章第二段“As a child I loved him; as a school girl and young adult (成年人) I feared him and felt bitter about him”及后文的“He seemed unhappy with me unless I got straight A's and unhappy with my boyfriends if their fathers were not as 'successful' as he was”可知，作者的父亲对自己期望太高，D项正确。这类题型在高考中是出现最多的一种题型，而做题的关键在于忠实原文。

B篇： 本文讲述了现在非常常见的一种水果——菠萝。讲述了其经过Del Monte Gold公司的改良，产生了新的品种，口感很好，而且还有保健功能，一上市就十分畅销的过程。又讲了其他公司看到该品种的菠萝市场广阔，纷纷开发类似的菠萝，Del Monte Gold公司为了维护其自身的利益，将其他公司告上了法庭，但没有胜诉的经历。四个小题均为推理题。

60. We learn from the text that the new type of pineapple is __________.

A. green outside and sweet inside

B. good-looking outside and soft inside

C. yellowy-gold outside and hard inside

D. a little soft outside and sweet inside

【解析】D。推理判断题。依据文章第二段中的“The new type of pineapple looked more yellowy-gold than green. It was slightly softer on the outside and had a lot of juice inside. But the most important thing about this new type of pineapple was that it was twice as sweet as the hit-and-miss pineapples we had known.”可知，该品种的菠萝与原来的菠萝相比，外面略软，里面更甜。故D项正确。

C篇： 这篇文章的题目主要为细节理解题。语篇大意为：抓到了或钓到了鱼，如果不是我们想要的或不想带回去吃掉，该怎么办呢？当然应该放掉。但为了保证放掉的鱼能够存活下来，我们又该怎么办呢？应该注意哪些方面的东西呢？本文就针对这些问题给出了一些建议。

D篇： 这是一篇应用文，介绍了几种好的度假方式，并阐述了各自的好处及特色，题目大都要求进行信息查找。

E篇： 这篇是对一本书的内容及作者的介绍。Edward Wilson写了一本关于生物物种多样性的书，书中介绍了Edward Wilson对于物种多样性的重要性的看法，并号召我们人类保护环境，保护物种多样性。

短文改错

今年全国卷I的短文改错还是传统的类似学生习作的文章，考点还是那些经典的考点：固定搭配、代词、时态、单复数、连词、介词、冠词等。不过今年考查固定搭配、习惯用法的数量有所增加，同时，有部分题目还需要理解全文的意思后才能做出解答。

书面表达

今年全国卷I的书面表达延续去年的风格，还是一篇提供要点式的作文，难度可以说和去年持平。不同的是，今年的书面表达虽然是提供要点式的，但要点的内容并没有给出，而是需要考生自己发挥的。因而，今年的书面表达也可以说是一篇半开放形式的作文。下面，我们就结合一篇范文，看看如何在高考英语写作中取得高分。

分析题意，我们可以归纳出文章必须包含的几个要点：

1．自我介绍2．信息来源 3．祝贺生日 4．感谢照顾 5．索取照片 6．合适的结尾

下面来看参考范文：

Dear Sir/ Madam,

Greetings from China!

1I'm Li Hua, a student in Sichuan. I've been a panda lover since I was a child. 2About three years ago, I was delighted to learn that Baiyun gave birth to her daughter Sulin. And I've been watching her grow on your website. Now she's going to be three years old. 3I'd like to wish her a happy birthday and 4to express my thanks to you for your hard work, because of which Sulin and her parents are living a happy and healthy life in the US.

5By the way, could I have a photo of Sulin taken on her third birthday? 6Thank you very much in advance.

truly,

很明显，首先范文中六个要点一个不少(见范文中的数字标示)，做到了要点齐备——这保证了写作得分的档次不会太低。在这个基础上，这篇参考范文还具有以下优点：

1. 文章结构层次分明，使用了过渡连接词，如：and、now、by the way；

2. 句型多样化，没有出现句式相同的短句，过多的简单句或者简单句的并列；

3. 使用了较为高级的词语和语态，如“was delighted to”、“have been watching”；

4. 使用了一些比较复杂的句型：比如宾语从句、定语从句等。

没有语法错误和单词拼写错误、要点齐备且具备以上这些优点，这篇范文的得分能低吗？

大家在备考书面表达时，如果已经做到以上几点，还希望分数有所提高，不妨试着适当使用一些倒装、强调、感叹等强势句式，为文章增添一些亮点。

英语作文i 篇4

Computer and I

The computer is a must in my life.I can play computer games in my spare time.I can listen to online songs to ease pressure.And I can send e-mail s at the speed of light.What’s more, I can study with the help of the computer.For, example, once my teacher asked us to do some research on World War II on the Internet..I tried Yahoo, Google and Baidu, and got some information about famous battles in World War II.I wrote a report on it and got an A.I prefer using the computer.

英语作文i 篇5

Today, my father and I went to the swimming pool to learn how to swim.

As soon as we entered the swimming pool, we saw that it was very crowded. I can swim the breaststroke. I can swim 50 meters. My father can swim the freestyle. I can swim 30 meters. My father cant swim the breaststroke. Ill teach my father the breaststroke. My father will learn it in 50 minutes. I cant swim freestyle. Dad taught me freestyle. It took me an hour to learn it. I went swimming with my father. I swam 100 meters and came back. I couldnt stand up when I was tired, but my father said I wasnt tired.

Today, I learned freestyle. I was very happy. I swam 200 meters. Although I was very tired, I was very happy!

英语作文i 篇6

I Like Travelling小学英语作文

My name is Zhao Han. I am a girl of twelve. My parents are both doctors. They like travelling, and so do I. I have a two-month holiday every summer. My parents often take me to visit many places of interest, such as the West Lake, the Great Wall, and the Palace Museum. We have a good time in a train, a ship or a plane. I have seen so many big rivers, famous mountains and cities with a long history. We have taken many beautiful photos. I have learned a lot by travelling. And I am becoming interested in history, literature and art.

英语作文i 篇7

In recent years,how to reform college English teaching and create a new teaching ideology and how to design an effective teaching mode and cultivate the students'linguistic comprehensive application ability have become the themes of college English teaching and exploration.With enrollment expansion annually,their English levels vary a lot when students are admitted by the colleges and universities.Facing with the situation,many colleges and universities have adapted graded college English teaching as the reform.The graded college English teaching reflects current situation of college English teaching and is also the outcome of many schools'experience for years.It is beneficial to organize the teaching scientifically and mobilize the students'enthusiasm.Krashen's"i+1"theory has two important dimensions:the first is comprehensible input containing i+1-a bit beyond the learner's current level and second,a low or weak affective filter to allow the input"in".The theory is the most important theoretical basis of the graded college English teaching.This paper is trying to combine the graded college English teaching with the"i+1"theory.

2"i+1"Theory and Graded College English Teaching

2.1 Krashen'theory of"i+1"

In the early 1980s,Stephen D.Krashen,a famous American linguist,proposed a Second Language Acquisition(SLA)Model namely,the Monitor Model.Since it came out,it drew much attention from other linguists and became one of the most influential theories in the Second Language Acquisition field.

As Krashen claims,every scientific theory is made up of a series of hypotheses.As a part of linguistic theory,Krashen's SLA theory consists of five parts:the acquisition-learning hypothesis,the natural order hypothesis,the monitor hypothesis,the input hypothesis and the affective-filter hypothesis.Among the five hypotheses the input hypothesis is the core of the theory.It attempts to answer the crucial theoretical question of how we acquire language.It is also important because it may hold the answer to many of our everyday problems in second language instruction at all levels.

In Krashen's opinion,input is the essential precondition of language acquisition.And ideal input should be comprehensible,relevant or interesting.In short,Krashen put forward a new term:"i+1""i"stands for a learner's current level,and"i+1"means a little bi beyond the learner's current level.So acquisition will happen naturally when input is comprehensible,in good quantity and it is a little bit beyond the current level.

The input hypothesis is made up of four parts:

1)The input hypothesis relates to acquisition,not learning.

2)We acquire by understanding language that contains structure a bit beyond our current level of competence(i+1).This is done with the help of context and extra-linguistic information.

3)When communications is successful,when the input is understood and there is enough of it,"i+1"will be provided automatically.

4)Production ability emerges,it is not taught directly.

The"i+1"theory is the essence of the Input hypothesis.In Krashen's view,the most fundamental approach for a learner to acquire a language is to understand the language input.Only when the language input is absorbed or internalized by the learner,acquisition can take place."Comprehensible input"is formulized by Krashen as"i+1".If it only covers what the learner have learnt(i+0),the material is of no significance for language acquirer.Similarly,if the input is too complicated(i+2),acquisition will not take place either.

2.2 Relationships between the"i+1"theory and graded college English teaching

From the perspective of the course theory,Krashen's theory of"i+1"not only shows classical humanism,which stresses the outcome of teaching and attainment of the goal,but also reflects progressivism,which emphasizes the steps and method of learning or process of learning.In other words,it not only attaches importance to acquisition or"knowing that",but also stresses the way of acquisition or"knowing how",which is the essence and theoretical basis of the graded college English teaching.The Syllabus of College English Teaching(modified edition)specifies that the graded teaching turns out to be beneficial for students of different levels to improve their English through years of teaching practice,and it shows the principle of"teaching students according to their aptitude".

On the other hand,from the teaching practice,the principle of"teaching students according to their levels"is to arrange different teaching goals,methods and patterns according to the individual differences of the learner's competence,style,motivation,attitude and personality,which is in accord with the implication of"i+1"theory.Krashen pointed out that the only way to acquire language is to get comprehensible input that is at the level of i+1.Only in this way that is a little beyond the learner's current level can he get desirable input.If the input is too difficult,which is far beyond their level,i.e.i+2,they will be less self-confident and feel anxious,which makes a heavier layer of filter of the affective factors,so the input cannot enter the Language Acquisition Device to be internalized and eventually causes the failure of acquisition.And if the input is too simple or below their level,i.e.i+0,the student cannot get now knowledge and skill,they can also feel anxious and tired of it,which makes the teaching inefficient.The graded college English teaching can solve the problem,which is decided by the characteristics of the pattern:first of all,it classifies the students according to a sensible and scientific standard.Students are divided into three grades,which makes most of the students get comprehensible input at the level of i+1;secondly,the graded teaching secures the execution of the system of promoting and demoting,which greatly stimulates the learners'initiation and vigor and builds up their confidence to ensure the implement of the principle of"Teaching Accordingly".The"i+1"theory is the theoretical basis for graded teaching.

3 Benefits of Graded College English Teaching

We carried out graded teaching in Yunyang Teachers'College in 2003.It showed that the mode of the graded teaching stimulated greatly students'initiatives and participation in study,and realized individualized learning and met the needs of students'different levels and learning styles.The teachers and students benefited from it.The rates of passing the Practical English Test for Colleges(PRET-CO)and CET(Band-4)are higher than before.The following chart is the passing rate in the PRETCO of some majors.

students'passing rates in the PRETCO(from 2002.1 to2004.6)

In the chart,students of 2001 and 2002 were not graded,while students of 2003 were graded in college English teaching.The result demonstrates that students of Grade 2003 had a better performance in PRETCO than Grade 2001 and Grade 2002.The passing rates of Grade 2003 are higher than Grade 2001 and 2002.It turned out that the graded teaching was successful.It was in accord with the real situation of college English teaching and conforming to the rule of"step by step".It helped the teachers and students to get more achievements in less time.It ensured the teachers'goal of teaching and students'goal of learning and added competitive atmosphere to teaching.And it made the students get motivated and confident to make their potential into full play and thus created a good studying environment.

4"i+1"Theory and its Implications for Graded College English Teaching

4.1 Improving the quantity of input

In his Input Hypothesis,Krashen states that there are two types of input in language teaching:finely tuned input and roughly tuned input.The first type advocates one structure for each time,while the second type advocates more than one structure at a time.And according to Krashen,we should adopt the second type in the practice teaching.Roughly tuned input expands the students'horizon.The more input there are,the more comprehensible input the learners can receive.Therefore in an English class,the teacher should try their best to provide the students with as much as possible input in the limited 45 minutes.Since comprehensible input is the critical key to lead to a successful second language acquisition,we can improve the learners'study by increasing the quantities of language input as well as providing roughly tuned input.When there are large amount of input exposed to them,they will move from"i"to"i+1"subconsciously.

4.2 Improving the quality of input

Krashen believes that language input should be comprehensible and sufficient.So in addition to a good quantity,input given in the classroom teaching should also have a good quality.Of course,it is the teacher's responsibility to provide comprehensible input in a good quality.

1)The teachers should clearly know the current level of the students.Neither"i+2"nor"i-1"is comprehensible for any learners.As for the measurements of"i"and"1",we should combine the learners'performance in examination with their learning competence as well as their learning abilities.

2)The teacher should try to provide more cultural information in the input,which helps the students to get a much better understanding.This cultural information can not only help the students to enlarge their vocabulary,but also can arouse their interest to learn more.

3)The given input by the teacher should not be too obvious or too clear.That is to say,input should not carry with all the information the learners want to know,there must be something that they need to figure out on their own thinking or analysis.

4.3 Removing the students'mental block in learning

According to Krashen,learners'emotional states or attitudes as an adjustable filter promote impetus or block input necessary to acquisition.There are many affective factors,including motivation self-confidence,attitude and anxiety.Krashen claims that lack o motivation,low self-esteem,anxiety and so on can combine to raise the"filter",to from a mental"block",which prevents comprehensible input from being used for acquisition,so in order to make acquisition successful,we should get over learners'fear or embarrassment to lower the affective filter,and so contribute to a relaxed classroom to guarantee a real success with comprehensible input There are some ways to do in our teaching.

1)We should help the students to establish a right attitude towards English.Many college students consider English as a compulsory course but not as a language to communicate.If they have the right attitude,they are willing to learn the language in order to communicate with others or use this language to know more about the world.

2)We can use games and songs as learning materials because they can make our learning atmosphere more vivid and relaxing.

5 Conclusion

As shown in this paper,graded teaching is not only in accordance with the principle of"Teaching According to Students'Levels",but also is practical and scientific.The mode of graded teaching stimulated greatly students'initiatives and participation in study,and realized individualized learning and met the needs of students'different levels and learning styles.The teachers and students benefited from it.

At the same time,there are some negative effects:the rearrangement of the English class caused a problem of management for the teacher;the students of Level C will have a sense of inferiority which will negatively affect their motivation.If some students are not satisfied with the classification,they attend the class at will,so this will bring disorder to the teacher's evaluation;on the other hand,teachers who teach students of Level C have more responsibility and pressure than other teachers;sometimes it is difficult to teach those students so the teacher has to work harder than before.

In general,graded teaching has been adopted in most universi-ties and colleges.As long as some problems can be tackled proper-ly,the graded teaching is sure to promote the college English teach-ing.

参考文献

[1] Diane Larsen-Freeman,Michael H Long.An Introduction to Second Language Acquisition[M]. 北京 :外语教学与研究出版社 ,2000.

[2] Lixiong,Hu Chunqin.College English Graded Teaching Research and Practice[J].CELEA Journal,2005(3).

[3] Krashen S,Terrell T.The Natural Approach:Language Acquisition in the Classroom[M].Oxford Pergamon Press Ltd,1983.

[4] Krashen S D.Language Acquisition and Language Education[M]. Oxford Pergamon Press Ltd,1989.

[5] Rod Ellis.The Study of Second Language Acquisition[M]. 上海 :上 海外语教育出版社 ,1999.

[6] 程丽 ,明树杰 .大学英语分级教学中存在的问题及对策 [J]. 郧阳师范高等专科学校学报 ,2007(1).

[7] 教育部高等教育司 .大学英语课程教学要求 (试行 )[M]. 上海 :上海外语教育出版社 ,2004.

[8] 教育部高等教育司 .高职高专教育英语课程教学基本要求 [M]. 北京 :高等教育出版社 ,2006.

[9] 明安云 .对大学英语分级教学的思考 [J]. 郧阳师范高等专科学 校学报 ,2005(6).

英语作文i 篇8

课题来源：承德市社会科学发展研究课题，项目编号：20142031

【摘要】大学英语分层教学是现在大学英语教学一个新的模式，也是一种新的趋势，基于“i+1”理论上的分层教学更为合理化，只有充分了解学生的现有水平，并在现在水平的基础上稍加难度，制定相应的教学方案，学生才能达到理想的学习效果，由于在一个大班里面，学生的基础和水平不尽相同，所以分层教学也是当今大学教育的一种新的需求，为了达到更好的教学效果，分层教学势在必行，同时，分层教学在实施的过程中也存在了很多问题，本文针对大学英语分层教学的常见问题，提出了相应对策。

【中图分类号】H319

1.引言

近年来，随着高等教育从精英教育向大众教育转型，使得更多的孩子有了接受高等教育的机会，但同时学生水平的参差不齐也使得教师在上课的时候面临着前所未有的困难和问题，尤其是在英语学习上，在一个班级里，有的学生高考英语能达到100多分，而有的学生都没有达到及格，差距太大，在这样的前提和客观条件下，利用分层教学是符合要求的，并能够提高学习者的学习效果，笔者认为克拉申的‘i+1理论对于解决这个问题，并为学生带来更好的学习效果有着深远的意义。

2. i+1 理论的内容

克拉申假说认为：人们在习得语言的过程中，输入的内容必须略高于学习者的现有水平，即i+1，只有这样，学习者才能够有效的习得语言，也就是说输入内容对于学习者来说必须是可理解性的，如果远远高出学习者现有水平，即i+2，学习者不能够利用自己现有的知识联系到准备习得的新知识，所以這样的输入内容对于学习者来说是无效的，另一方面，如果输入内容对于学习者来说过于简单，即i+0，也就是说输入的内容对于学习者而言都是已经掌握的知识，并不能为学习者提供新的知识网络，所以这种情况下，学习者同样也不能有效的习得语言。

所以，学习者如果在学习过程中大量接触可理解性的输入，学习者就可以在理解语言的同时，习得新的语言知识。

克拉申在提出i+1理论的同时，也谈到了如何满足i+1这个输入内容的基本条件。

第一，语言输入必须是可理解性的，这是克拉申在提出首先要满足的条件，因为只有语言学习者把输入（input）完全被吸收理解，才能够顺利的把输入（input）转化为吸入（intake），只有这样，语言学习者才能够利用这次输入完备自己的知识，提高自己的语言水平，从而达到运用自如的效果。

第二，语言输入必须是大量的，因为对于语言学习者来说，没有特定的语言环境，很难掌握或者学好一门语言，语言学习有别于其他学科的学习，它需要有特定的语言环境，这在学习语言的过程中时至关重要的，所以学习者需要自己营造一个语言学习环境，大量的输入对于学习者来说是一种营造语言环境的一种方式和手段。

第三，输入应该是有趣的，相关联的。对于语言学习者而言，学习的过程是很枯燥，乏味的，所以教师在提供输入的过程中，应把重点放在输入的内容，而不是形式，这样做，能够有效的提高学习者的兴趣，有了学习兴趣，减少了学习过程中出现的焦虑情绪，就容易建立自信心，并且有动力去学，兴趣是最好的老师，使得学习者在趣味中，顺其自然的学到知识。

第四，输入不应该遵从语法顺序安排，专家通过对儿童学习语言过程的观察发现，儿童在很小时候，不懂语法，却可以说出没有语法问题的句子，这一点可以利用到二语习得领域，教师在输入的过程中，不必刻意讲求语法的问题，输入的量达到了，内化程度不断提高，语法问题自然迎刃而解。

3.大学英语分级教学的理论基础

《大学英语教学大纲》明确提出“分级教学经过多年的教学实践证明有利于不同基础的学生提高英语水平，是因材施教原则的具体体现。”这里面所提到的因材施教在实质上是和克拉申所提出的“i+1”输入理论相一致的，都是针对学习者的语言能力，认知风格，动机，性格等个体差异采取不同的教学策略和教学模式，以便达到理想的学习效果。如果教师在教学过程中向学生的“输入”太难，远远超出他们的现有水平，即为i+2，他们在接收输入内容的同时，会产生焦虑的情绪，失去自信心，加大情感因素的过滤层，使得输入难以完成，达不到语言内化的处理，不能够达到有效的学习状态。相反，如果教师向学生的“输入”太过于简单，以至于远远低于他们的现有水平，即为i+0，也就是说输入的内容全部为学生的已有的知识储备，并且不能够根据这些现有知识得到一些新的知识，所以这样的学习过程，或者说是输入的过程是不理想的。

3.大学英语分层教学中存在的问题

在大学英语课堂上，对于学生进行分层教学是根据“分类指导，因材施教”的原则，也是大学教育一种势在必行的教育模式，但是在进行分层教学的过程中也存在了一些问题。

第一，班级过大，分层标准不科学

近些年来，由于高等教育扩大招生数量的缘故，在一个班级里的学生水平参差不齐，有的学生能够达到优秀的水平，有的学生只能达到及格甚至以下的水平，如果只是根据学生的成绩分层教学可能不会很科学，同一个成绩段的学生也存在不同的问题，如果只是把一个成绩段的学生放在一起教学，教学效果也许不会很明显，每个学生薄弱的地方不同，老师设计的教学环节应该有目的性，所以有的学生并没有在老师的教学中弥补自己的不足。

第二，评价方式的不合理

对于不同水平，不同层次的学生，有着同一个标准，也是不合理的，虽然现在教学过程中，对于不同专业，不同水平的学生制定了不同的教学方案，在各种考试中也给予了不同的标准，对于在校大学生来说，英语四六级证书是必需的，也是很多用人单位衡量一个学生的标准，但是在这样的国家考试中，没办法制定两套标准，对于艺术生或者是成绩较差的学生来说，达到425是很困难的，而且在教学过程中，也不适宜用这样的要求来指导教学。

4.大学英语分层教学的对策及实践endprint

第一，教材的分层

对于非英语专业来说，大学英语是增强学生听、说、读、写、译等综合能力的实践教学，而且自从国家实行扩招政策以来，学生水平参差不齐，尤其表现在英语方面，所以采取统一的教材是不科学的，采用不同的英语教材对不同专业授课也是分层教学的一个基本要求，我院已经对接受能力不同的专业采用了不同的教材，比如音体美等艺术专业，他们虽然也是经历了高考，但是他们的文化课成绩都很低，所以我院对于音体美专科的学生，采用了《零起点大学英语教程》，重点在于教授他们英语的基本知识，同时培养他们的英语语感，在学习完这套教材后，希冀他们能够进行简单的交流，能够正确表达自己的想法，有一定的词汇量，对于音体美的本科，采用的教材是《E英语教程》，从内容和难度上来说，这套说比《零起点大学英语教程》上了一个层次，重点培养他们具有较强的英语实践能力和交际能力。教材的分层是分层教学的第一步，也是基础，只有选择合适于学生的教材才能够有利于学生的进步。

第二，教学对象的分层

把教学对象进行分层，主要有两种形式，显性分层和隐形分层，显性分层，顾名思义，就是把处于同一水平的学生重新组合并放在一个自然班里，然后对于这些学生进行同一目标的教学，隐形分层是指处于同一个班里，学生处于不同的水平，但是不做显性分层，只是对于不同水平的学生给予不同的指导和教学任务。

第三，教学设计的分层

针对不同层次的学生，必须制定不同的教学方案，根据他们的水平和需求修改和完善教学方案，在刚接触一个大班的时候，每个老师对于学生的水平都是不了解的，唯一能够获得一点信息的就是高考成绩了，但是根据高考成绩对学生进行分层教学过于片面，所以在最开始的时候需要先了解学生，对学生进行摸底，不断的制定和修改方案，以求适应他们的要求，他们能够在教学过程中学到东西，且不觉得难，而不愿意学，这就是所谓的“i+1”模式，了解他们的现有水平是必要的前提。

5.结语

在当今教育领域，有很多教学模式，无非都是根据“因材施教”的原则制定更为合理的教学方案，以便得到理想的教學效果，但是在每一个教学模式的背后都会有很多影响因素，分层教学也是在这样的一个背景下产生的，“i+1”的模式是分层教学的前提，只有充分了解学习者的当前水平，才能够制定出合理有效的教学模式，分层教学虽然是现在教学领域一个热点问题，但是也存在很多问题，若想把分层教学进行的好，得到更好的效果，学习者有了更多的收益，还是需要更进一步的研究。

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