Educational Reform in China's Middle School English.

Autor/in	Jian-zhang, Zhang
Titel	Educational Reform in China's Middle School English.
Quelle	(1980), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Audiolingual Skills; Audiovisual Aids; Educational Change; Educational Experiments; English (Second Language); Independent Study; Instructional Materials; Intonation; Listening Comprehension; Middle Schools; Morphology (Languages); Oral Reading; Pattern Drills (Language); Pronunciation Instruction; Questioning Techniques; Reading Comprehension; Reading Skills; Speech Skills; Syntax; Teaching Methods; Translation; Vocabulary Development; Writing Skills; China + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Audiovisuelles Medium; Bildungsreform; Schulversuch; English as second language; English; Second Language; Englisch als Zweitsprache; Selbststudium; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hörverständnis; Middle school; Mittelschule; Mittelstufenschule; Morphology; Morphologie; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Pattern-Drill; Ausspracheübung; Befragungstechnik; Fragetechnik; Leseverstehen; Reading skill; Lesefertigkeit; Mündliche Leistung; Sprachfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Writing skill; Schreibfertigkeit
Abstract	A program designed to provide students with a fairly good command of English, including some knowledge of scientific and technical English, upon completing the five year middle school is discussed. The five year period is divided into three stages. In the first stage, first and second year students receive training in listening comprehension, speaking, reading, and writing with special emphasis on the former two skills. Listening and speaking training should not be undertaken without subsequent training in reading and writing for the acquisition and development of these skills is interdependent. The second stage concerns individual study and independent work by third year students. Individual study provides basic training and is compulsory for the development of reading skills. The development of skills during independent work improves the effectiveness of classroom teaching. The third stage, undertaken in the fourth and fifth years, provides special training in reading while continuing training in other skills. To train students to read and comprehend scientific English, a series of lessons on electricity was assigned. Students were to read the texts silently and aloud, describe selected passages, memorize technical items, and grammatically analyze sentences. Progress in the development of all four skills is noted. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC