Application of Leading-Subject Teaching Method in Class Teaching of Landscape Type of Public Elective Course

For concrete situation of class teaching of landscape type of public elective course,the application situation of leading-subject teaching method in specific landscape type of course is explored. Teaching method transforms from "teaching as the center" to "learning as the center". By improving student's learning interest and efficiency,student's whole development and creativity are promoted.

On Effective Class Teaching

Teaching is the effective practical activity,discovering people’s potential and promoting people’s overall development.Teachers are the key factor of teaching and class teaching is the emphasis of teaching.But some obvious problems exist in it,such as old content,boring methods and so on.In order to solve the problems,effective class teaching should be implemented in daily teaching and living.In this essay,effective class teaching will be analyzed from three aspects,namely,the basic concept,the main characteristics and the demands.After the analysis,a brief conclusion and some concise suggestions will be provided to the con⁃crete implementation.

The Application of Goal-Setting Theory in the Second Classroom Teaching Activities of College English

Interest is the precondition and motivation for people's accomplishment.However,due to the exam-oriented system,millions of parents and teachers neglect the interests of children,and our children nearly forget their interests or hobbies.Based on different interests of children,the thesis analyzes how to apply the goal-setting theory in the second classroom teaching activities of College English,using the example of Lushan College of Guangxi University of Technology.

TOWARDS A REALIZATION OF AN HOLISTIC MODEL OF TEACHING READING IN THE EFL CLASS IN CHINA

The teaching of reading in the EFL class in China is supposed to be the most important course forEnglish learners in colleges and universities because it is expected to fulfil two tasks:the develop-ment of reading skills and the development of language skills.The former set of skills is assigned tothe course called Extensive Reading,which is top-down oriented,and,like the top-down model be-fore 1980’s,its emphasis on the language competence such as syntax and vocabulary often leads to"wild guessing"and misunderstanding.Another reading course,Intensive Reading,is supposed to beresponsible for the latter set of skills.This bottom-up manner of reading often results in word-to-word reading and also causes miscomprehension.The Holistic Model of Reading,as developed on thebasis of interactive models with particular concern over the Chinese learning environment,attemptsto combine the two courses into one and the result,as our studies show,turns out to be promising.

CULTURE: WHAT TO TEACH AND HOW TO TEACH IT IN AN EFL CLASS

This paper discusses the question of the teaching of culturein a EFL class. With the open door policy, more and morepeople in China are learning English or some other language forvarious purposes. However, they often experience the frustrationof failure in communication with foreigners which can sourrelationships or business due to their ignorance of the targetculture associated with the language they are learning or havelearned. Therefore, Teach culture in foreign language classesand Learn a second culture while learning a second languagehave become new slogans, or to be exact, new tasks in the fieldof English language teaching in China. But how to teach andwhat to teach remain problematic. I hold that "central code" ofa culture i. e. people’s way of life should be the focus in EFLteaching. Then choosing appropriate and authentic materialcontaining aspects of culture is of great importance. We shouldtake full advantage of mass media and multimedia materials andapproaches. At the same time we should also pay attention tothe cultural behaviour or belief of EFL teachers so as to makemore effective teaching.