A Brief Analysis of English Teaching in Countryside Middle Schools How to improve skills of Listening ,Speaking ,Reading and Writing 英语专业毕业论文.doc

A Brief Analysis of English Teaching in Countryside Middle Schools : How to improve skills of Listening ,Speaking ,Reading and Writing 1.????? Introduction As we know that the aims of English teaching in Middle Schools are fourfold :to stimulate and cultivate an interest in learning English ;to lay a good foundation for pronunciation and intonation ; to encourage beginners to communicate in simple sentences ; and to do some simple reading and writing practices step by step . However , in most countryside Middle Schools , there are many problems still existing in practicing those basic skills in actual English Teaching. 2. Problems Which Are Existing in English Teaching in Countryside Middle Schools With regard to the teaching of the four main language skills (listening , speaking , reading and writing ) there is a marked lack of integration , with literacy skills ( reading and writing ) generally being ignored in Middle School classroom in Countryside . In particular , there were no or few writing activities of any kind in the classes (Cortazzi,2006:18). Moreover , the majority of teachers did not write anything on the board during lessons , nor did they ask learners to write anything down language notebooks were not used , either for recording new language or for consultation during practice activities. As regards the other literacy skill , reading , many teachers asked their students to read aloud as a class , but , generally , no time was devoted to individual reading , silently or aloud , and there was little explicit focus on grammar or vocabulary , and very little checking of comprehension . Often , teachers read aloud with the class , without first providing a model for learners to imitate (Ellis,1999:75). There was no monitoring of reading output . In terms of oral communication skills , there was a strong dominance of speaking over listening . Most of the time spent on oral work involved highly controlled speaking practice , with learners having few oppor