多媒体在英语教学中的应用
多媒体在英语教学中的应用Abstract] With the development of society and economy, more and more talents capable of mastering English are badly needed in the world. Under the influence of traditional English teaching mode, most English learners can only read and write. They are usually called "deaf-mutes". Therefore, traditional English teaching mode is greatly challenged. With the continuous development of modern technology,multimedia is applied to teaching more and more widely. This is of special significance to English teaching. Because applying multimedia to English teaching could create more and more authentic language environment for the learners, which enables them to communicate in English in real-life situations. So does the Communicative Language Teaching approach (CLT). At present, the CLT approach is the most popular language teaching method in the world. It emphasizes learning English during the process of communication and for communication. So, the authentic environment and communicative purposes make it possible to combine multimedia as an English teaching assistance and the CLT approach. But, because applying multimedia to teaching is a new thing at present, there is a misunderstanding that using multimedia is pointing and clicking the mouse. Then, how to use multimedia effectively? It is an effective way to combine multimedia with the CLT approach, though it needs a long time to combine them perfectly.[Key words] traditional English teaching mode; multimedia teaching; theCommunicative Language Teaching approach[摘要] 随着社会和经济的发展，世界对于英语人才的需求越来越大，而且所要求的水平也越来越高。
而在传统的外语教学模式下所培养出来的人大都只会读与写，这样的英语被称作“哑巴英语”。
因此，传统的英语教学模式受到挑战。
随着现代科学技术的不断进步，多媒体被越来越广泛的应用于教学，而对于英语教学而言，多媒体具有尤为重要的意义。
因为运用多媒体进行英语教学可以为学习者创建更多更真实的语言环境，让他们在真实的语境中用英语进行交际。
中华教育资源网这点符合交际法的理念。
交际法是目前最盛行的一种语言教学方式，它强调在交际的过程中学语言和学语言是为了交际。
因此，真实的语言环境和交际目的为二者的结合提供了基点。
目前，由于运用多媒体进行教学是一种新兴的事物，所以在使用中存在着播放课件就是使用多媒体的误区。
那么，在英语教学中要如何有效得使用多媒体呢？虽然要将多媒体教学与交际法进行完美的结合还需要很长的时间，但是它是一种和有效的方法。
[关键字] 传统的英语教学模式;多媒体教学;交际法1. IntroductionThe twenty-first century is an age of information explosion, in which the speed, the amount and the extent of knowledge spreading are unparalleled in history. The relationship among countries and among people is becoming much closer. In other words, the world is much smaller than before. Therefore, it is nicknamed "the Earth Village". People's activities are not only performed in their own countries, but also in the world. So, the importance of English as an international language is obvious. The persons who can listen and speak as well as can read and write are badly needed inour society. But under the influence of traditional English teaching mode, the students can only read and write. They are called "deaf-mutes". So traditional English teaching mode is difficult to meet the needs of society. It is challenged by multimedia as a new English teaching assistance. Multimedia results from the development of society and modern technology and is a breakthrough of the computer assisted teachingtechnology.2. The differences between traditional English teaching and the English teaching ofusing multimedia as assistance2.1 What is multimedia?Then, what is multimedia? According to the webpage Webopedia (), multimedia is "the use of computers to present text, graphics, video, animation, and sound in an integrated way."[1] It is based on computers and the Internet. When a student receives new information through multimedia, he/she can use his/her eyes, ears, mouth, hands ect., which would make the student get twice the result with half the effort at the same time. Treicher, an experimental psychologist, has ever done two famous psychological experiments: one is about the channels of human's getting information. That is, how human beings get information. By a large number of experiments, he has proved that of the information human beings received, 83% is by sight sense, 11% by hearing sense, and 94% by combining listening with seeing. Besides, 3.5% is by smell sense, 1.5% by touch sense, and 1% by taste sense. The other experiment is about maintaining information. In other words, how much Man will store the received information. The result is as follows: generally speaking, Man can remember 10% of what he/she just read, 20% of what he/she heard, 30% of what he/she saw, 50% of what he/she saw and heard. And if he/she was talking with others, he/she would remember 70% of what he himself/she herself just said. [2] Another investigation shows the same result. According to the result of it that is provided by France, a student can only maintain 15% of all the given information only by hearing sense and 25% only by sight sense. But if by combining hearing with seeing, the percentage will increase to 64%. [3] Thus it can be seen that multimedia is clearly superior to traditional English teaching and if it is used in English teaching, the efficiency of teaching and learning will be greatly raised.2.2 The definition of traditional English teaching mode and its characters Then, what is traditional English teaching mode? The traditional English teaching mode is called "cramming method of teaching". That is, teachers treat students like ducks, "force-feeding" them with boring grammar points and "important" phrases and sentences and paying no attention to the fact whether they understand them or not. So most of the students who are learning English feel that English is a trouble and a burden so that they dislike and even fear and hate it.Traditional English teaching mode is of the following characters: Firstly, teacher-centeredness. In traditional English teaching mode, the teacher is at the center of the class, regarded as the authority, the director of the learning process and the model for students to follow. The primary role of the teacher is thought to spoonfeed knowledge, to teach language skills and to answer questions for thelearners, that is, "to transmit the target language". [4]Secondly, product-oriented evaluation. The traditional evaluation system is based on product, to be more exact, on the students' marks. The vital, even the only criterion to judge the teacher and the students is what the students "achieve", not how the students "achieve" it. In other words, the criterion is product-oriented, not process-oriented.Thirdly, the academic purposes. The traditional English teaching focuses on the grammatical explanation. "It values what people know about the language rather than what they comprehend or produce." [5] The teaching style is called "the academic teaching style", sometimes known as "the grammatical-translation method" and characterized by "teaching techniques of grammatical explanation and translation".[6]Fourthly, focus only on two language skills: reading and writing. It is well known that "the teacher's teaching strengths and teaching style preference influences the character of learning climate or environment". [7] Under the influence of the traditional English teaching method--- the grammatical-translation method, "the students tend to prefer the information be presented visually rather than in spoken form". [8] They often find that it is easy to read and write but quite difficult to listen and speak.Fifthly, limited learning resources. In traditional English teaching, textbooks and tapes are the only resources for students to learn English. But most of time, only textbooks are available for the sake of examinations.2.3 The definition of multimedia as a teaching assistance and its characters Under this mode, English cannot be used for communication. Multimedia, as a new technology, can provide "text, graphics, audio, video, etc."[9] and "combine reading, writing, speaking in a single activity ". [10] It is a remedy for the defects of traditional English teaching mode. Compared with traditional English teaching mode,multimedia, as a new teaching form, has the following obvious advantages. First of all, learner-centeredness. The relationship between teachers and students is no longer subordinative. The class is planned and organized according to the students' need, that is, what to teach, when to teach and how to teach are made with reference to the learners. "Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown, 1991)."[11] They can actively choose what to learn and learn them in their own way and at their own pace. The role of the teacher is also changed. He\She is not a director or a dominator but a facilitator who assists the learner to develop a naturalcapacity to communicate in English.Secondly, comprehensive input. Multimedia, as an advanced educational technology, provides more audio-visual-text information. That is, people can get the information by different senses, such as by sight sense and hearing sense at the same time. The relative data is given above: when we receive the information by the two senses, we can remember 64% of it. Moreover, multimedia is good for long-term memory. Thirdly, the communicative purposes. Multimedia provides the possibility of creating more authentic language situations, for "listening is combined with seeing, just likethe real world."[12]Fourthly, varieties of learning resources. Besides the traditional learningresources---textbooks and tapes, videotapes, CDs, etc. are available. Fifthly, integration of four skills. "The variety of media make it natural to combine reading, writing, speaking and listening in a single activity."[13] Finally, a major advantage of multimedia is that "it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learningstrategies". [14]2.4 The major differences between traditional English teaching mode and the Englishteaching of using multimedia as assistanceTake Unit 18 New Zealand in Senior English for China Student's Book 1B for example. This unit mainly introduces the nature and the culture of New Zealand.Under the mode of traditional English teaching, what teachers focus on is the language form (grammar) rather than the content, such as, making a list of the functions of the word "it", for example, "to use 'it' as subject". [15] Oppositely, using multimedia as a teaching tool, the content is the focus. By using multimedia, more background knowledge can be given. Then, a world map, a New Zealand map and even a short film about New Zealand can be provided, and students are asked to discuss in groups. Thus, they can have a general idea of the real situations in New Zealand. Moreover, their interest is aroused. Einstein ever said, "Interest is the best teacher". [16] So even the important grammar points seem to be not so boring andintolerable.And the table below summarizes the major differences between traditional English teaching mode and multimedia as a new teaching tool (Experiential Model). It isadapted from Nunan, 2001.Table: Teacher’s role and view of knowledge in traditional and experientialeducational models compared [17]The role of language teacher has changed from a dominator and a director in traditional language teaching to a facilitator in the teaching of using multimedia as assistance. In traditional language teaching, the teacher is at the center of the class and teaches language with academic purposes. In contrast, in the teaching of using multimedia as assistance, the teacher is a facilitator, "monitor, counselor, consultant, or orchestrator, and initiator".[18] By using multimedia he/she creates more authentic language environment to facilitate his/her students' learning."The teacher also works with very different kinds of teaching materials if he is to encourage learners to communicate in order to develop their own language learning --- rather than to learn language in order to communicate. In other words, the teacher will teach a 'living language' through the textbook instead of teaching the textbook. In traditional English teaching mode, the book often reigns alone, and the teacher often teaches the book, neglecting the language which lives around us. By using multimedia as an English teaching tool, the teacher will use of every source possible to facilitate learning."[19] He will use audiotapes, videotapes, CDs and so on to supplement the textbook.3. Some misunderstandings in using multimediaBut in fact there are some misunderstandings in using multimedia. Some teachers think that using multimedia is pointing and clicking the mouse. They know that chalk and blackboard are out-of-date. They type the content of the textbooks into the computer. In the whole class, they still thoroughly explain the grammar and the words that would bring difficulties and translate the important and difficult sentences to students or ask the students themselves to translate them. Even some teachers read aloud the content on the screen from the beginning to the end to the students. They ignore that "teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning (Douglas Brown, 1983)".[20] As for students, they are busier with copying the script than before, because with the help of multimedia, everything to be taught has beentyped into computers before class, so a lot of time can be saved and therefore, more things can be crammed into them. Therefore, there is no time left for them to think or to communicate. English is still learned for examination not for communication. So, for them English is still a burden and a nuisance.中华教育资源网4. How to use multimedia in English teaching effectively?4.1 What is language?Then, how to use multimedia effectively in English teaching? Before answering this question, we should gain a clear idea of what language is. It seems to be very easy to answer this question. But, in fact, it has always been difficult for linguists and philologists to give a concise definition of language. "Although there has been an enormous amount of research in language in the past half century, no authoritative answer has been given to 'what is language?' Rather, people talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a)". [21]Here are some sample definitions of "language" found in dictionaries and linguistics books:"Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture' to communicate or to interact (Finocchiaro, 1964:8).Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another (Random House Dictionary of the English Language 1996:806)Language is a system of arbitrary vocal symbols used for human communication (Wardhaugh, 1972:3).[Language is] a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings (Webster's Third New International Dictionary of the English Language 1961:1270).[Language is] a system of communication consisting of a set of small parts and a set of rules which these parts can be combined to produce messages that have meaning (Cambridge International Dictionary of English1995:795)"[22]As the above definitions show, language is a tool for human communication. English is a kind of language, so it is also a communicative tool. And the essence of English teaching is also communication. "Teaching is of communication. … Teaching is by communication. … Teaching is for communication. "[23] That is to say, teaching is an activity which should be performed by teachers and students together. It needs them to communicate with each other and to exchange their ideas and thoughts. Without whichever aspect of the two, teaching activity cannot be carried on smoothly, and even cannot be done. And it should integrate all kinds of skills which are required in real life communication: reading, writing, listening and speaking. So, evidently the purpose of language teaching is for communication. And English is taught as "a second language" in most non-English countries. A second language, "also known as foreign language, or non-native language, refers to a language which is not a country. It is often learned either for communication with foreigners who speak the language or for readin g printed materials in the language". [24] So, People learn foreign languages with the primary purpose of communicating with foreigners. If foreign languages are taught or learned without or out of real situations, they would be useless and senseless.We should keep in mind that the ultimate goal of our learning a foreign language is to communicate efficiently with foreigners. So we not only learn the language knowledge but also improve our language abilities. "There are rules of use without the rules of syntax are meaningless. (Hymes, 1972)"[25] This is the essence of Communicative Language Teaching Approach (CLT).4.2 What is Communicative Language Teaching Approach?What is Communicative Language Teaching Approach? Before giving the definition of the CLT approach, we should know what communicative competence is, because it is "the underlying theory of the CLT approach. (Hymes, 1972)"[26] Communicative competence is proposed by Hymes. According to him, "communicative competence includes not only the grammatical rules, but also the appropriateness to the context."[27] So it is no enough for students to know only the linguistic structures and grammar rules. They have to learn how to use the language properly. That is, they have to know whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, besides the necessary grammars, they have to learn the sentences' functions in order to use them in different speech contexts. So, in 1981, Littlewood described the CLT approach as "one of the most characteristic features of communicative language teaching"[28]. And "it pays systematic attention to functional as well as structural aspects of language."[29] To be more specific, thecommunicative approach can be summarized from the following four aspects:First, "the goal of the CLT is to have one's students become communicatively competent."[30] It is obvious that only to remember the grammar points and useful expressions is not enough. Because, communicative competence requires being able to use the language appropriate in a given context. So it is very important for students to have the knowledge of the linguistic forms, meanings, and functions. "They have to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions."[31] For example, they should know how to make an invitation, and know that the two expressions: "Would you like to have a swim?" and "What/How about having a swim?"[32] serve the same function---invitation.Second, "the role of the teacher is facilitator (including a manager, advisor, and co-communicator) of his students' learning."[33] According to the theory of the CLT approach, the role of the teacher has been changed.He/She is no longer the dominator of the class. That is, the teacher would not "force-feed" the students, and it depends on the students themselves to make full use of the classroom. What the teacher should do is to help the students develop their communicative abilities with the foreign language. Third, "the most obvious characteristic of teaching/learning process is that almost everything that is done with a communicative intent. Activities (such as games, role-plays and problem-solving tasks) have three features: information gap, choice (a choice of what he will say and how he will say it), and feedback (evaluation). Another characteristic of the communicative approach is the use of authentic materials. Finally, the activities are often carried out by students in small groups."[34]Fourth, "language functions are emphasized over forms. Typically a functional syllabus is used."[35] In the book Standards of English Lessons, eleven language functions are listed: 1) social communications; 2) attitudes;3) emotions; 4) time; 5) space; 6) existence; 7) features; 8) measurement; 9) comparison; 10) logical relations; and 11) occupation. [36]4.3 The effective way to use multimedia in English teaching4.3.1 The possibility of combining CLT with multimedia used in English teachingEvidently, multimedia as an English teaching tool and communicative language teaching approach have something in common. The major one is authentic language environment. Multimedia creates more authentic English environment and Communicative Language Teaching approach is based on communication. So it is possible to combine the two of them together in English teaching.4.3.2 Two ideal samples of the combination of CLT and multimedia used inEnglish teachingHere are two examples which are ideal samples of the combination of Communicative Language Teaching approach and multimedia used in English teaching.The first example was made by Huang, Shih-Jen and Liu, Hsiao-Fang in Fooin Institute of Technology in Taiwan, "conducted in the spring semester of 1998. The subjects were 45 second-year students in the five-year program of the Department of Foreign Languages at Fooyin Institute of Technology, Taiwan. The study took place in the setting of the students'Oral Practice' course. The aim of the course in the second semester was to further expand students' English oral skills to a more composition-like style. The teacher and students met for one 2 hour session every week."[37] The stages are as follows:"The subjects were paired in groups. Students were assigned a to pic for every meeting in the class. First, students began to play a computer simulation software, Sim Town, and designed a simulated town on the computer. Next, they had to work on the assignment based on the assigned topic and the created city."[38] (Sim Town is "a computer simulation program created by Maxis/Flectronic Arts. It is designed for children at the age of 3 to 10". [39])Huang and Liu even give the detailed description of the stages:"To be more specific, each session consisted of five stages. First, the teacher oriented students to the basic operation of computers again. Then, the teacher needed to present the simulation software. Second, after students learned how to play Sim Town, they must build their own simulation town. Students were required to build the town in collaboration with the partner. They played the role of mayor of the simulated town. ... They were allowed to build the city in whichever way they desired. Third, after students finished building their city, the city itself then be came the simulation world as students' learning materials. Students were required to practice an assigned topic. Fourth, students presented their simulated town to the class based on the assigned topic. The presentation was oral and in English. The student presentations could be given either individually or in groups. This presentation stage includes two parts: presentation and interaction. In addition to the presentation itself, the other class members might ask questions."[40]The other ideal sample is "the program Dustin which is being developed by the Institute for Learning Sciences at Northwestern University (Schank & Cleary, 1995). The program is a simulation of a student arriving at a U.S. airport. The student must go through customs, find transportat ion to the city, and check in at a hotel. The language learner using the program assumes the role of the arriving student by interacting with simulatedpeople who appear in video clips and responding to what they say by typing in responses. If the responses are correct, the student is sent off to do other things, such as meeting a roommate. If the responses are incorrect, the program takes remedial action by showing examples or breaking down the task into smaller parts. At any time the student can control t he situation by asking what to do, asking what to say, asking to hear again what was just said, requesting for a translation, or controlling the level of difficulty of the lesson."[41]4.3.3 LimitationsIn the way of entertainment, the students achieve the goal of communication. It not only provides the opportunities for students to practice their English but also arouses and keeps their interest in learning English. But, at present, it is quite difficult to put it into use widely. There are some reasons as follows:First, teachers and students are not very good at controlling computers at such level. Using multimedia in this way demands a good command of computer technology. Though, today, computers are quite prevalent in the world, it is not so easy to use multimedia as a teaching tool like this, at least, in our country. Furthermore, a large amount of money is required. The following data provides good evidence. Kazunori Nozawa in Toyohashi University of Technology wrote in his paper---Looking for an ideal CALLS(Computer Assisted Language Laboratory System) that "the normal cost for setting up an ideal 54 CALLS booths is more than 100 million yen in retail prices (approximately A $1.33 million) and the actual budget was far below it. Actually the budget given by the Ministry of Education was about the half."[42] It is hard for Japan, the second developed country, so it is even harder for such a developing country as China. There is another problem --- the quality of available programs. "While teachers themselves can conceivably develop their own multimedia programs using authoring software such as Hypercard (for the Macintosh) or Toolbok (for the PC), the fact is that most classroom teachers lack the training or the time to make even simple programs, let alon e more complex and sophisticated ones such as Dustin. This has left the field to commercial developers, who often fail to base their programs on sound pedagogical principles. In addition, the cost involved in developing quality programs can put them out of the market of most English teaching programs. "[43] Besides, computer programs with that degree of intelligence do not exit, and are not expected to exist for quite a long time. "Today's computer programs are not yet intelligent enough to be truly interactive. A program like Dustin should ideally be able to understand a user's spoken input and evaluate it not just for correctness but also for appropriateness. It should be able to diagnose a student's problems with pronunciation, syntax, orusage and then intelligently decide among a rang of options (e.g., repeating, paraphrasing, slowing down, correcting, or directing the student to background explanations) "[44]5. ConclusionIn conclusion, according to the present situation, there is a long way for us to cover to realize the ideal model of using multimedia as a teaching assistance. But, at least, we have a clear idea that only pointing and clicking the mouse is not equivalent to using multimedia. Teachers should create real situations for students to learn English as much as possible by using multimedia, and provide them more chances to practice their English and to improve their communicative abilities in English. So when teac hers use multimedia as a teaching assistance, they should follow the Communicative Language Teaching approach, that is, combining Communicative Language Teaching approach with multimedia.Bibliography[1] /TERM/m/multimedia.html-51k-2006年5月7日[2]万青. 浅谈多媒体在英语教学中的运用[J] . 湖南科技学院学报第26卷7期. 2005. 7. P159[3]常林. 中国大学外语教学中的命题教学与素质教育[A]. 中国大学英语教学论丛1999年上册[C]. 北京: 外语教学与研究出版社. 1999, P540 [4] Liu Shunlin, Liu Chunyan, Lin Yuewu. New Concept for English Language Teaching and Technology and Learning[M]. China: University of Science and Technology of China Press. 2004, P97[5] 同[4],P75[6] 同[4],P75[7] 同[4],P73[8] 同[4],P82[9] /glossary/definition.php?multimedia[10] 同[4],P222[11] 同[4],P97[12] 同[4],P222[13] 同[4],P222[14] 同[4],P222[15] Senior English for China Student's Book 1B[M]. 北京:人民教育出版社. 2005. 11. 第3版. P36[16] 同[2],P159[17] 同[4],P98[18] 同[4],P99[19] 同[4],P99。
多媒体在外语教学中的运用
多媒体在外语教学中的运用随着科技的发展，多媒体在外语教学中的应用越来越普遍。
它不仅可以增加学生的兴趣和参与度，还可以提高他们的听说读写能力。
下面是本文对多媒体在外语教学中的应用进行探讨的详细内容。
1.视听教学多媒体可以提供真实的语言环境，让学生在听、说、读、写四个方面都得到练习。
通过多种多样的视频、相片、音频等教材，可以帮助学生模仿口音、学习配音、理解语言文化。
例如，当我们学习英语时可以通过播放纪录片、MV、电影等改善听力技能，同时借此学习美国文化，加强自己对英语表达的理解。
2.网络学习多媒体可以在网络环境下为学生提供更多的学习资源。
比如，通过观看与所学课程相关的视频、访问学习网站、使用学习APP等，可以扩展学生的词汇量、拓展语言知识、注意音素对比。
网络课程提供了自主学习的机会，增加了外语学习的趣味性。
3.互动式学习多媒体教学可以增加课堂互动性。
包括播放游戏、互动式PPT、电子白板、语音聊天等。
运用互动式多媒体教学能够让学生更加积极参与，增进了学生与老师之间的沟通和互动。
一方面，学生在小组活动和个人分组练习中可以快捷的学习到外语知识，表达和理解能力得以提升，更有利于是学生能够熟练掌握口语和听力方面的技巧。
另一方面，多媒体也为其他不具备外语背景的同学提供了学习机会，其中还包括一些孤岛少儿、下岗再就业人员等人群，在互动式学习中与老师互动，获得更多学习机会。
4.创新的评估方法多媒体可以提供更加全面的评估机制。
在不同形式的作业中，跑步机、托福听力等评估方式比传统的评估方法更能评估到学生的语言技能和语言应用能力。
此外，学生的反馈也可以通过多媒体进行，从而了解学生的掌握情况、关注学生的思考、对话和沟通，提高教学效果和学习成果。
5.在外语学习中，多媒体也有很多限制，比如学生必须具备一定的多媒体技能，学习效果会因学生的兴趣变化而产生变化，以及使用多媒体还需要花费大量的时间、精力等等。
此外，多媒体学习也需要防止盲目跟从，要根据自己的情况和学习目标，选择实现针对性的多媒体课程，充分理解外语的本质和语言规律。
多媒体在英语教学中应用
多媒体在英语教学中的应用英语教学本身是一个长期、复杂而又枯燥的过程，新课标、新理念对每位英语教师提出了严峻的考验，教学手段与教学方法的改革已势在必行。
当代信息技术的发展使多媒体走进了校园。
多媒体具有形象性、直观性、大容量等特点，这无疑为英语课堂增添了活力，激发了学生学习英语的兴趣。
那么在教学中如何使多媒体真正起到作用呢?笔者在此结合实践经验谈谈利用多媒体教学时的感受：一、巧用电教手段，优化课堂结构几年前，多媒体教学设施对于农村中学来说还是一种奢望，如今大多数学校都配备了先进的教学设施。
虽然合理地利用电教手段可以优化课堂结构，但对于一般的教师而言熟练地利用多媒体还是一种挑战。
九年级英语课本中，在进行unit 6 i like music that i candance to单元教学时，教师可以选择一些著名歌手的图片，如周杰伦、蔡依林、张韶涵等，当雪水看到这些崇拜的偶像时，一定非常激动，兴趣十足。
这时教师可以顺势引出要学习的句型：ilike music that…然后让学生根据句型造句。
如：i like music that has great 1yrics.i prefer music that i’gentle.i like music that has great lyrics.i prefer music that is very moving有的学生甚至想起了touch people deeply，remind one ofone’schildhood，singers sing the words clearly等等。
通过套用基本句型，对定语从句的结构有了一定的了解，然后利用大屏幕对定语从句进行归纳。
先行词为人时，引导词为that，who；先行词为物时引导词为that，which。
最后，利用大屏幕给出充足的习题，帮助学生进一步正确地掌握引导词的应用。
这是以往用黑板授课所不能达到的容量，通过这种手段大大提高了课堂的效率。
多媒体在小学英语教学中的应用
小学英语教学中多媒体的应用概述:随着科技的快速发展，多媒体在教育领域的应用越来越广泛。
特别是在小学英语教学中，多媒体的应用不仅能够提高学生的学习兴趣和参与度，还能够帮助他们更好地理解和记忆英语知识。
本文将详细介绍多媒体在小学英语教学中的应用，包括听力、口语、阅读和写作等方面。
一、多媒体在英语听力教学中的应用在小学英语教学中，听力是一个重要的学习环节。
多媒体可以通过播放音频和视频材料来帮助学生提高英语听力能力。
教师可以选择一些生动有趣的英语歌曲、对话和故事，让学生通过多媒体设备进行听力训练。
此外，多媒体还可以提供丰富的听力材料，如录音、广播节目和英语电影等，帮助学生更好地理解和掌握英语语音、语调和语速。
二、多媒体在英语口语教学中的应用口语是英语学习的重要组成部分，而多媒体在英语口语教学中起到了积极的作用。
教师可以通过多媒体设备播放一些地道的英语口语对话，让学生模仿并进行口语练习。
此外，多媒体还可以提供一些实景视频和互动游戏，让学生进行情境对话，提高他们的口语表达能力和交流能力。
同时，多媒体还可以帮助学生学习正确的发音和语调，提高口语流利度。
三、多媒体在英语阅读和写作教学中的应用阅读和写作是培养学生英语思维和表达能力的关键环节，而多媒体在这方面也起到了重要的作用。
教师可以通过多媒体设备展示一些英文绘本、课文和文章，让学生进行阅读理解训练。
同时，多媒体还可以提供一些写作范例和写作指导，帮助学生提高写作技巧和写作水平。
此外，多媒体还可以通过图像、音频和视频等方式激发学生的创造力，促进他们更好地表达自己的想法和观点。
总结:综上所述，多媒体在小学英语教学中有着广泛的应用。
它不仅能够提高学生的学习兴趣和参与度，还能够帮助他们更好地理解和记忆英语知识。
通过多媒体设备，学生可以进行听力、口语、阅读和写作等方面的训练，从而全面提升他们的英语能力。
因此，教育工作者应积极引入多媒体教学手段，充分利用科技的力量，为学生创造一个更加丰富、多样化的学习环境，促进他们的英语学习效果。
多媒体在英语教学中的作用
多媒体在英语教学中的作用随着科技的发展，多媒体已经成为现代教学中的重要工具之一。
在英语教学中，多媒体的应用已经成为越来越普遍的现象。
那么多媒体在英语教学中具体的作用是什么呢？本文将从几个方面阐述多媒体在英语教学中的作用。
一、提高教学效果传统的教学方法主要是老师讲课、学生听课、课后完成作业。
然而，这种方法过于单一，学生在听课过程中很容易产生疲倦感，视听感受不佳，而且对于一些生动、具体的语言知识点无法生动形象地展现。
与此相比，多媒体教学则可以通过音、视、图相结合的方式，充分地激发学生的学习兴趣，将英语知识点形象地表现出来，从而提高学生的学习效果。
另外，多媒体教学能充分利用图片、声音、视频等素材，使学生通过视觉、听觉更直观地掌握英语知识。
二、增强学生参与度在传统教学中，老师往往负责几乎全部的讲课工作，而学生只负责听讲和完成作业。
这种单向传播的方式很难激发学生对学习的热情和积极性，但使用多媒体教学可以改变这种情况。
多媒体教学注重互动性，能让学生们主动参与学习中的各个环节，例如多媒体播放音视频、图片等资料，学生可以自己判断并给予评价，通过这种方式可以增加他们对英语学习的兴趣。
同时，可以利用多媒体教学的互动性来增强学生的参与度，激发学生的思考，就会让他们更加主动地去探究、思考、合作和分享，从而更有效地掌握英语知识。
三、创造良好的学习环境在多媒体教学中，一部视觉精美的动画或一段音乐都能让学生陷入完全的沉浸感，从而达到最佳的学习效果。
同时多媒体教学的设计灵活多样，教学资料可以实时更新，可以随时增加或删除教学素材。
相比传统教学，这种变化对于开展英语教学也是有好处的。
教师可以适时地更新自己的教学理念，并利用最新最适合的音视频、图片等素材来支持教学，为学生营造一个新的、动态的学习环境。
四、提高教师教育能力多媒体教学不仅可以提高学生的学习效果，还可以提高教师的教育能力。
多媒体教学使得教师可以更加灵活的支持学生的学习。
例如，教师能够根据具体的教学理念及对学生的理解，选择最适合的教学内容，为学生提供个性化的英语学习体验。
多媒体在英语课堂教学中的应用
多媒体在英语课堂教学中的应用随着科技的不断进步，多媒体在教育领域扮演着越来越重要的角色。
在英语课堂教学中，多媒体的应用可以帮助学生更好地理解和学习语言知识，提高他们的学习兴趣和参与度。
本文将从多媒体在英语教学中的应用方法、优势和挑战等方面展开探讨。
1. 网络资源的利用随着互联网的普及和发展，学生可以通过各种在线资源来学习英语。
教师可以利用英语网站、英语学习软件、教育应用程序等多种渠道，为学生提供语言学习的材料和资源。
通过优质的网络资源，学生可以接触到更加地道的英语表达，拓展英语的应用领域，提高语言的实际运用能力。
2. 多媒体课件的设计教师可以利用多媒体课件来设计课堂教学，比如使用PPT、视频、音频等形式来展示英语知识点、语法规则、听力材料等内容。
多媒体课件可以使教学内容更加生动形象，有利于学生的理解和接受。
教师还可以将图片、图表、动画等元素融入课件中，帮助学生更好地理解和记忆知识点。
3. 互动式教学利用多媒体技术进行互动式教学，可以激发学生的学习兴趣和积极性。
教师可以结合多媒体技术设计各种形式的互动教学活动，比如利用投影仪展示英语游戏、在线问答、闭卷测试等，激发学生的参与意识和学习动力。
二、多媒体在英语教学中的优势1. 提高学习效率多媒体技术可以使教学内容更加生动直观，有利于学生的理解和记忆。
比如利用视频和音频资料进行听力训练，可以使学生更快地掌握地道的语音和语调，提高英语听力水平。
2. 丰富教学内容多媒体技术提供了丰富的教学资源和形式，可以使教学内容更加多样化。
教师可以利用各种形式的多媒体材料，如影视剧片段、英文歌曲、英语动画等，来拓展学生的语言学习视野，提供更加丰富的语言输入。
3. 激发学习兴趣多媒体技术的生动性和趣味性可以激发学生的兴趣，增强他们的学习动力。
比如通过丰富多彩的图片、动画和视频资料，可以吸引学生的注意力，使他们更加专注地学习英语知识。
4. 个性化学习多媒体教学技术可以帮助学生进行个性化学习。
多媒体让英语教学“so easy”
多媒体让英语教学“so easy”多媒体技术近年来在教育领域得到了广泛应用，尤其在英语教学中，多媒体技术已成为一种不可或缺的辅助手段。
借助多媒体技术，教师可以更加生动、直观的向学生传达知识，并提高学生的学习兴趣和自主能力。
本文将探讨多媒体在英语教学中的应用，以及如何让英语教学变得“so easy”。
多媒体在英语教学中的应用1.图片英语教学中，图片可以被用于词汇教学、句型教学、语音教学等多个方面。
例如，在词汇教学中，用图片来帮助学生理解单词的意思，可以使学生更快速地掌握单词。
在句型教学中，图片可以被用于演示句子的语义、语法等多个方面。
在语音教学中，图片可以被用于向学生展示口型、发音等方面。
2.音频英语教学中，音频可以被用于多个方面，例如听力训练、语音训练等。
通过音频，学生可以更加真实地模拟语言环境，培养自己的语感。
同时，音频可以用于在教学中播放英文歌曲、英文电影、英文广播等，帮助学生更好地理解英语语言和文化。
3.视频英语教学中，视频可以被用于听力训练、口语训练、语法教学等多个方面。
通过视频，学生可以更加真实地模拟语言环境，听到不同的英语发音、语调、语速等。
同时，视频可以被用于向学生演示英语口语技巧、英语表达方法等，帮助学生更好地掌握英语语言和文化。
4.PPT英语教学中，PPT可以被用于多个方面，例如单词教学、句型教学、语法教学等。
通过PPT，教师可以制作出生动、直观的教学课件，帮助学生更好地理解词汇、句型、语法等内容。
同时，PPT还可以被用于播放音频、视频等，增加教学的趣味性和生动性。
如何让英语教学变得“so easy”1.多媒体教学内容要简洁在使用多媒体技术进行英语教学的时候，应注意教学内容要简洁、明了，让学生更容易理解，避免内容过于繁琐、复杂，导致学生无法理解。
2.多媒体教学要注重趣味性在使用多媒体技术进行英语教学的时候，可以适当加入一些趣味性的元素，例如英语搞笑视频、英语歌曲、英语游戏等，增加学生的兴趣，激发学生的学习热情。
浅谈小学英语教学中多媒体技术的应用
浅谈小学英语教学中多媒体技术的应用一、多媒体技术在小学英语教学中的应用多媒体技术在小学英语教学中的应用是通过音频、视频、图像等多种媒体形式来辅助教学和学习。
在教学中，教师可以利用多媒体课件进行语音教学、图片展示、视频播放等操作，以丰富教学内容，激发学生学习兴趣，提高学习效果。
学生也可以通过多媒体设备进行互动学习，如通过语音识别、听力训练等方式进行学习。
二、应用效果多媒体技术的应用在小学英语教学中能够取得良好的应用效果。
多媒体技术可以丰富教学内容，使得学生在学习过程中不再是单一的文字和书本，而是通过声音、图片和视频等多种形式来接触和理解知识，从而更好地理解和掌握英语知识。
多媒体技术能够激发学生学习兴趣，提高学习积极性。
通过生动有趣的课件展示和有声有色的多媒体形式，学生会更加主动地去接触和学习知识，从而提高学习效果。
多媒体技术还可以促进学生的听说能力的提高。
通过听力训练、口语表达等方式，学生可以更好地获取英语输入和加强口语输出，进而提高语言能力。
三、存在的问题及解决方法在多媒体技术在小学英语教学中的应用过程中，也存在着一些问题。
教师对多媒体技术的掌握和应用还存在不足。
由于多媒体技术的更新换代较快，教师需要不断地学习和更新知识，才能更好地应用在教学中。
多媒体课件的制作和使用成本较高。
对于一些基础薄弱的学校和地区来说，难以有足够的资源来进行多媒体教学，导致多媒体技术无法得到充分的应用。
多媒体技术的故障和使用问题也会影响教学效果。
有时由于多媒体设备出现问题或者操作失误，会导致教学的中断和效果的降低。
针对这些问题，我们可以采取一些解决方法来提高多媒体技术在小学英语教学中的应用效果。
教师需要不断地提高自己的多媒体技术能力，可以通过专业培训、自主学习等方式来提高技术水平，从而更好地应用在教学中。
学校和政府可以加大对多媒体技术的投入，提供更多的资源和设备支持，以帮助学校和教师更好地开展多媒体教学。
学校和教师需要加强多媒体技术的维护和管理，定期进行设备的检查和维护，确保在教学中能够顺利运行。
多媒体技术在小学英语教学课堂中的运用
多媒体技术在小学英语教学课堂中的运用随着科技的不断发展，多媒体技术已经成为小学教学中不可或缺的一部分。
尤其是在英语教学课堂中，多媒体技术的应用更是具有重要意义。
本文将探讨多媒体技术在小学英语教学课堂中的运用，并阐述其在教学中的重要性和优势。
1. 提高教学效果多媒体技术能够生动直观地呈现英语教学内容，通过图像、声音、动画等方式激发学生的学习兴趣，使教学内容更加生动和形象化，从而提高教学效果。
2. 增加互动性多媒体技术能够增加教学内容的互动性，可通过多媒体课件设计游戏、小测验等互动环节，促进学生积极参与，提高学习动机，加强学生的语言表达能力和交流能力。
3. 丰富教学手段多媒体技术丰富了教学手段，可通过视频、音频等多种形式呈现教学内容，使教学过程更加多样化，满足不同学生的学习需求，提高教学的灵活性和趣味性。
4. 培养综合能力多媒体技术在英语教学中的运用能够促进学生在语言、听力、阅读、书写等方面的综合能力的培养，帮助学生更好地掌握英语知识和技能。
1. 多媒体课件教师可以利用多媒体技术制作丰富多彩的课件，通过图片、音频、视频等方式呈现教学内容，使学生在观看课件的同时更好地理解和记忆英语知识。
利用多媒体资源如英语动画片、英语歌曲、英语游戏等，丰富英语教学内容，激发学生学习英语的兴趣，提高学习效率。
3. 电子白板教师可以利用电子白板在课堂上展示多媒体课件，通过电子白板的功能进行即时标注、演示，提高课堂教学的互动性和生动性。
4. 语音识别技术利用语音识别技术进行听力、口语训练，让学生通过多媒体设备进行英语听力练习和口语表达，提高学生的语言能力。
5. 在线教学平台利用在线教学平台进行多媒体教学，通过网络资源进行英语知识的教学和学习，增加线上学习资源的丰富性和多样性。
三、多媒体技术在小学英语教学中的优势1. 生动形象3. 多样性4. 提高自主学习能力通过多媒体技术的应用，学生可以在课堂之外通过多媒体设备进行英语学习，提高了学生的自主学习能力和学习兴趣。
多媒体在英语课堂教学中的作用
多媒体在英语课堂教学中的作用在科学技术迅猛发展。
教学手段日趋现代化的今天，多媒体已经迈入了普通课堂教学阵地。
多媒体的普遍应用和高科技在教育领域中的普及，给英语课堂教学提供了逼真的情景模拟和想象空间。
作为英语教师，要积极主动地学习和使用这一先进的教育教学手段，同时也要清楚地认识到多媒体教学存在的局限，要善于扬长避短，勇于实践钻研，合理利用，最大限度地发挥多媒体在英语课堂的作用，真正做到利用多媒体教学提高课堂教学效率。
一、多媒体在英语课堂教学中表现出其优越性1．多媒体教学能激发学生的学习兴趣运用多媒体这一现代化的教学手段，可以让教学形式多样化。
例如人教版高二(上)册Unit5The British Isles(不列颠群岛)一课，要求学生以英国(UK)为话题，谈论和熟悉、了解英国的历史、地理、文化、名胜古迹及其风土人情等等。
学生没有亲身经历，仅有的知识只局限于从历史、地理课本得到，比较抽象、模糊。
教师通过预先制作好的课件，向学生展示不列颠群岛版图，引导学生了解the British Isles，Great Britain，the UnitedKingdom，Endland，Scotland，Wales，Northern Ire-land的地理名称及其行政区域。
这样，学生就先从地理位置上对这个国家有了整体的认识。
然后教师继续展示并引导学生了解其本国的运动(sport)、艺术(art)、建筑(architecture)、文化(1iterature)、食物(food)、生活(1ife)等，让学生置身于逼真的环境，领略英国的各种文化生活和风土人情。
“百闻不如一见”，学生就会滔滔不绝侃起话题来，教学任务就会轻松地完成。
教师根据不同的教学内容和学生的实际情况，制作出不同的教学课件。
得当的内容，清晰的画面，配以教师的精讲启发，这些就会大大激发学生的学习兴趣，调动学生积极参与教学实践活动，从而提高课堂教学质量。
2．多媒体教学可以活化教材，语言教学呈现情景化语言教学最显著的特点就是使其能交际化。
多媒体在小学英语课堂教学中的有效运用
多媒体在小学英语课堂教学中的有效运用
多媒体技术在小学英语教学中是一个非常有效的教学手段。
它可以帮助学生更加深入地理解英语知识，使课堂更加生动有趣，激发学生的学习兴趣和积极性。
具体来说，以下是多媒体在小学英语课堂中的有效运用方法。
首先，多媒体可以用来呈现图片和图表，帮助学生更直观地理解英语单词或语句的含义。
图像对学生来说更具吸引力和印象力，尤其是对于视觉学习者，这种视觉刺激可以更好地激发他们的学习兴趣和记忆力。
其次，多媒体还可用作动画和视频展示，它可以通过形象的场景和动画形象来引导学生，使他们更好地理解课堂知识。
这种方法可以增强学生的记忆力，激发他们的学习积极性，在课堂上起到调动学生积极性和注意力的作用，使整个课堂更加生动有趣。
第三，多媒体还可用于声音播放，如歌曲、对话、故事等。
英语是一门语言，有时更加强调语音和语调的学习，通过多媒体技术播放英语原声或英语歌曲等方式，无疑对学生的英语语音和语调有更好的启发作用。
最后，多媒体还可以用于交互式学习。
多媒体布置的游戏和测试可以使学生以更有趣的方式学习英语知识和技能。
这种互动方式可以迅速地评价学生的学习效果，并为学生提供锻炼语言运用能力的机会。
在小学英语教育教学过程中，教师应通过多媒体技术有效地引导学生，因为它显然是一种激发学生学习兴趣、提高课堂教学效率和能力的方式。