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Brief Discussion on Specific Grading of Teaching Objectives In Implementing Grade English Teaching
——Take Section A，Unit 6（Go for it! SB for Grade Eight，Volume A，by Peopole’s Education Press and Thomson Learning，2004， 2nded)
Abstract:With the reform booming in teaching fields， the author carried out Graded English teaching in her teaching classroom and achieved favorable efficiency. In this paper， the author mainly discusses the specific grading of teaching objectives in implementing graded teaching.
Key words:graded teaching； teaching objectives； comprehend
一、 Introduction
The psychological features of middle school students determine that there is always great blindness in their learning process. So clear， specific， of pertinence and of point objectives can make them produce an inner enthusiasm of learning and cause learning motivation so that learning is not a load of spirit but a kind of interest. Generally speaking， if the things are what people are willing to do or they decide to do， they will show greater interest and enthusiasm and have higher motivation［1］. “How to apply the incentive mechanism of objectives” is a very important strategy of objectives. So when designing teaching objectives， teachers should first try their best to know better about the objective difficulties of different levels and the gap between them so that students of each level can achieve corresponding objectives with their efforts and fulfill learning task. Secondly， in teaching process teachers should ask students to decide on their own objectives. Especially for ones in lower levels， they should choose learning objectives suitable for their own according to their separated ability conditions by discussing with their teacher. In this way， the students can clear their parts， their learning tasks or contents so as to really exploit their subjective consciousness in learning.
二、Grading objectives
Teaching objectives will be graded in preparation for teaching［2］. Preparation for teaching is the key in graded teaching mode. Graded objectives refer to that the teacher decides on different objectives for students in different levels according to their different performances on English learning. Therefore， students can learn with definite purposes. Suppose in implementing graded teaching， students are divided into three levels: Level A， Level B and Level C， and so should the teaching objectives. For students in Level A， teachers can properly lower down the demands according to curriculum syllabus. On the base， teachers require them to develop further towards Level B to meet the demands of English syllabus. For students in Level B， teachers require them to achieve teaching objectives of English syllabus and to go all out so as to achieve continuing progress up to Level C. For students in Level C， teachers can properly enhance the demands according to teaching syllabus on the base of the mastery of basic knowledge and skills. Deciding on learning objectives according to different levels is the key of implementing graded teaching. We should make students clear their learning objectives of each unit and even of each class， and make them actively strive for the objectives on their own initiative.
Here the author mainly discusses the specific grading of teaching objectives in implementing graded teaching， taking for example Section A， Unit 6（Go for it! SB for Grade Eight， Volume A， by People’s Education Press and Thomson Learning， 2004， 2nded).
1)When teaching Section A， Unit 6， teachers can give objectives to all of the students:
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives;
● comprehend and master the usage of the word “both” and the pattern “A… comparative form of an adjective than B”;
● comprehend the short passages and finish the T or F exercises about it.
2) And at the same time teachers can give different objectives to different students of different levels:
(1) to students in Level A (with others’ help):
● learn the new words and expressions by heart;
● comprehend and master the general
rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● read the passage fluently， comprehend it and finish the T or F exercises about it.
(2) to students in Level B (with their own efforts， if necessary， turn to others):
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● comprehend the passage， read it fluently， if possible， recite it; and finish the T or F exercises about it.
(3) to students in Level C (all by themselves):
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● recite the passage and try your best to retell it with your own words;
● try to write a letter to one of your friends comparing yourself before and now using the knowledge you have learned in this section
Note: Here， because students and teachers are all live in school at night on weekdays， “others” refer to their classmates and teachers. If students have some difficulties， they may turn to them. Most of the written assignments can be done in school. And on weekends， they only have one day free (Saturday afternoon and Sunday morning). Even if they have assignments， it may be some recitation work or review.
三、Conclusion
In conclusion， graded teaching focuses teaching on students. It has been proved favorable in achieving complete and harmonized development of students’ knowledge， skills， mentalities and abilities， in progressing students in levels， improving classroom teaching efficiency， impelling students’ complete development and individuality development. If teachers want to apply graded teaching successfully， they must carefully grade teaching objectives， exercises of every unit according to students’ real situations together with proper teaching incentive mechanism and graded evaluation. At the same time， they must be very patient to overcome any possible difficulties to help their students. Because there are difficulties in this way and that， educators still need to probe into the practical ways to carry out graded teaching. The author hopes that more and more teachers will work better in more effective ways to improve classroom teaching of English in China ［3］.
References:
［1］ 张大均.教育心理学（第2版）［M］.北京：人民教育出版社，2004.
［2］ 薛国平.初中英语分层教学实验研究［J］.渭南师范学院学报，2010(3)：83—84，87.
——Take Section A，Unit 6（Go for it! SB for Grade Eight，Volume A，by Peopole’s Education Press and Thomson Learning，2004， 2nded)
Abstract:With the reform booming in teaching fields， the author carried out Graded English teaching in her teaching classroom and achieved favorable efficiency. In this paper， the author mainly discusses the specific grading of teaching objectives in implementing graded teaching.
Key words:graded teaching； teaching objectives； comprehend
一、 Introduction
The psychological features of middle school students determine that there is always great blindness in their learning process. So clear， specific， of pertinence and of point objectives can make them produce an inner enthusiasm of learning and cause learning motivation so that learning is not a load of spirit but a kind of interest. Generally speaking， if the things are what people are willing to do or they decide to do， they will show greater interest and enthusiasm and have higher motivation［1］. “How to apply the incentive mechanism of objectives” is a very important strategy of objectives. So when designing teaching objectives， teachers should first try their best to know better about the objective difficulties of different levels and the gap between them so that students of each level can achieve corresponding objectives with their efforts and fulfill learning task. Secondly， in teaching process teachers should ask students to decide on their own objectives. Especially for ones in lower levels， they should choose learning objectives suitable for their own according to their separated ability conditions by discussing with their teacher. In this way， the students can clear their parts， their learning tasks or contents so as to really exploit their subjective consciousness in learning.
二、Grading objectives
Teaching objectives will be graded in preparation for teaching［2］. Preparation for teaching is the key in graded teaching mode. Graded objectives refer to that the teacher decides on different objectives for students in different levels according to their different performances on English learning. Therefore， students can learn with definite purposes. Suppose in implementing graded teaching， students are divided into three levels: Level A， Level B and Level C， and so should the teaching objectives. For students in Level A， teachers can properly lower down the demands according to curriculum syllabus. On the base， teachers require them to develop further towards Level B to meet the demands of English syllabus. For students in Level B， teachers require them to achieve teaching objectives of English syllabus and to go all out so as to achieve continuing progress up to Level C. For students in Level C， teachers can properly enhance the demands according to teaching syllabus on the base of the mastery of basic knowledge and skills. Deciding on learning objectives according to different levels is the key of implementing graded teaching. We should make students clear their learning objectives of each unit and even of each class， and make them actively strive for the objectives on their own initiative.
Here the author mainly discusses the specific grading of teaching objectives in implementing graded teaching， taking for example Section A， Unit 6（Go for it! SB for Grade Eight， Volume A， by People’s Education Press and Thomson Learning， 2004， 2nded).
1)When teaching Section A， Unit 6， teachers can give objectives to all of the students:
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives;
● comprehend and master the usage of the word “both” and the pattern “A… comparative form of an adjective than B”;
● comprehend the short passages and finish the T or F exercises about it.
2) And at the same time teachers can give different objectives to different students of different levels:
(1) to students in Level A (with others’ help):
● learn the new words and expressions by heart;
● comprehend and master the general
rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● read the passage fluently， comprehend it and finish the T or F exercises about it.
(2) to students in Level B (with their own efforts， if necessary， turn to others):
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● comprehend the passage， read it fluently， if possible， recite it; and finish the T or F exercises about it.
(3) to students in Level C (all by themselves):
● learn the new words and expressions by heart;
● comprehend and master the general rules of changing adjectives into comparatives， and correctly change familiar adjectives into comparatives;
● comprehend and master the usage of the word “both” and the sentence pattern mentioned in the same objectives; learn to use the word “both” and the pattern to make simple sentences;
● recite the passage and try your best to retell it with your own words;
● try to write a letter to one of your friends comparing yourself before and now using the knowledge you have learned in this section
Note: Here， because students and teachers are all live in school at night on weekdays， “others” refer to their classmates and teachers. If students have some difficulties， they may turn to them. Most of the written assignments can be done in school. And on weekends， they only have one day free (Saturday afternoon and Sunday morning). Even if they have assignments， it may be some recitation work or review.
三、Conclusion
In conclusion， graded teaching focuses teaching on students. It has been proved favorable in achieving complete and harmonized development of students’ knowledge， skills， mentalities and abilities， in progressing students in levels， improving classroom teaching efficiency， impelling students’ complete development and individuality development. If teachers want to apply graded teaching successfully， they must carefully grade teaching objectives， exercises of every unit according to students’ real situations together with proper teaching incentive mechanism and graded evaluation. At the same time， they must be very patient to overcome any possible difficulties to help their students. Because there are difficulties in this way and that， educators still need to probe into the practical ways to carry out graded teaching. The author hopes that more and more teachers will work better in more effective ways to improve classroom teaching of English in China ［3］.
References:
［1］ 张大均.教育心理学（第2版）［M］.北京：人民教育出版社，2004.
［2］ 薛国平.初中英语分层教学实验研究［J］.渭南师范学院学报，2010(3)：83—84，87.