英语本科毕业论文开题报告范文(推荐5篇)_开题报告

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第一篇：Reference

Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998.

Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978

Smith F. Understanding Reading (2d ed), New York: Holt, Rinehart and Winston, 1978

David Freeman&Yvome S. Freeman, 龚雅芳&张连忠&李静军(编辑)，英语教学基本讲座，北京师范学院出版社，1991

第二篇：SectionTwo------HowtoteachwritingDevelopingcorrectnessinstudents’writing

“Students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. So, the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write, let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers’ decisions, though, should based on how much language the students know, what their interests are.

第三篇：II.Whatkindofreadingshouldstudentsdo?

When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.

第四篇：iPermitStudentsToRead

No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.

第五篇：iSelectivity

Rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the individual student is making than to point out every error in the paper. The teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. It is always worth writing a comment at the end of a piece of written work -----anything from “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”