染雾小学英语英文论文提纲 篇一
标题：The Benefits of Learning English in Primary School
提纲：
I. Introduction
- Importance of learning English in today's globalized world
- Purpose of the paper
II. Developing Communication Skills
- Learning basic vocabulary and phrases
- Practicing pronunciation and intonation
- Engaging in conversations and role plays
III. Building a Strong Foundation
- Learning grammar and sentence structure
- Developing reading and writing skills
- Expanding vocabulary through reading and writing exercises
IV. Enhancing Cognitive Abilities
- Improving problem-solving skills through language activities
- Enhancing memory and concentration through language learning
- Boosting critical thinking and analytical skills
V. Fostering Cultural Understanding
- Introducing students to different cultures and traditions through English materials
- Promoting tolerance and appreciation for diversity
- Encouraging global awareness and empathy
VI. Facilitating Future Opportunities
- Giving students a head start in their academic and professional careers
- Increasing job prospects and opportunities for international connections
- Enabling students to become global citizens
VII. Conclusion
- Recap of the benefits of learning English in primary school
- Encouragement for schools and parents to prioritize English education for young learners
小学英语英文论文提纲 篇二
标题：Effective Strategies for Teaching English to Primary School Students
提纲：
I. Introduction
- Importance of effective teaching strategies in English education
- Purpose of the paper
II. Creating a Positive Learning Environment
- Establishing clear expectations and routines
- Encouraging active participation and engagement
- Providing a supportive and inclusive classroom atmosphere
III. Utilizing Interactive and Multi-sensory Approaches
- Incorporating games, songs, and gestures to make learning fun and engaging
- Using visual aids and props to facilitate understanding
- Incorporating technology and online resources for interactive learning
IV. Differentiating Instruction
- Assessing students' individual needs and abilities
- Adapting teaching methods to cater to different learning styles
- Providing additional support or challenges as needed
V. Incorporating Authentic Materials and Real-life Situations
- Using real-life examples, scenarios, and materials to make learning relevant
- Creating opportunities for students to practice English in authentic contexts
- Providing exposure to English through books, videos, and cultural activities
VI. Regular Assessment and Feedback
- Implementing formative and summative assessments to monitor progress
- Providing timely and constructive feedback to guide students' learning
- Encouraging self-reflection and goal-setting
VII. Collaboration with Parents and Colleagues
- Involving parents in their child's language development
- Collaborating with colleagues to share best practices and resources
- Seeking support and professional development opportunities
VIII. Conclusion
- Recap of effective teaching strategies for English education in primary schools
- Encouragement for teachers to continuously improve their teaching approaches
小学英语英文论文提纲 篇三
小学英语英文论文提纲
论文提纲是作者构思谋篇的具体体现。便于作者有条理地安排材料、展开论证。下面是小编整理的几篇关于小学英语的英文论文提纲范文，欢迎阅读参考。
英语论文提纲范文【1】
摘要 5-6
ABSTRACT 6
1. Introduction 9-23
1.1 The Author and His Works 9-12
1.2 Research Objectives and Significance 12-13
1.3 Literature Review 13-23
1.3.1 Research Abroad 13-17
1.3.1.1 Research on Malamud 13-15
1.3.1.2 Research on The Assistant 15-17
1.3.2 Research at Home 17-23
1.3.2.1 Research on Malamud 17-19
1.3.2.2 Research on The Assistant 19-23
2. Theoretical Framework 23-27
2.1 Freud’s Personality Theory 23-26
2.2 Application of Personality Theory in The Assistant 26-27
3. Personality of Frank Alpine 27-38
3.1 The Id – Degeneration 27-31
3.2 The Ego – Ultimate Awakening 31-35
3.3 The Super-ego –“Saint Francis” 35-38
4. Personality of Morris Bober 38-44
4.1 The Id - Aversion and Jealousy 38-40
4.2 The Ego – Upholding principle of Goodness 40-42
4.3 The Super-ego - Saint Morris 42-44
5. Personality of Helen Bober 44-51
5.1 The Id – Libido and Jealousy 44-45
5.2 The Ego – Persistent Pursuit 45-47
5.3 The Super-ego – Forgiveness 47-51
6. Conclusion 51-54
6.1 Summary 51-53
6.2 Limitations and Suggestions for Further Study 53-54
Acknowledgements 54-55
References 55-59
Appendix 59
英语论文提纲范文【2】
Abstract 6-8
摘要 9-17
Chapter One Introduction 17-26
1.1 Background of the study 17-22
1.2 Objectives of the study 22-24
1.3 Organization of the dissertation 24-26
Chapter Two Review of the Literature 26-80
2.1 Task and task-based language teaching 26-31
2.1.1 Introduction to TBLT 26-28
2.1.2 Defining tasks 28-31
2.2 Task complexity and task performance 31-70
2.2.1 Early constructs of task complexity 31-34
2.2.2 The current competing theories of task complexity 34-51
2.2.2.1 The Limited Attentional Capacity Model 36-41
2.2.2.2 Multiple Attentional Resource Model 41-49
2.2.2.3 Evaluation of the competing theories of task complexity 49-51
2.2.3 Cognitive factors and task performance 51-70
2.2.3.1 Reasoning demands and task performance 52-64
2.2.3.2 Contextual support as task complexity 64-70
2.3 Working memory in SLA 70-80
2.3.1 Models of working memory 72-75
2.3.2 Measurement for working memory 75-77
2.3.3 Working memory and task performance 77-80
Chapter Three Research Methodology 80-106
3.1 Research justifications, questions and hypotheses 80-85
3.2 Operationalization 85-87
3.2.1 Task complexity 85-86
3.2.2 Working memory capacity 86-87
3.3 Research Design 87-89
3.4 Participants 89-90
3.5 Instruments 90-94
3.5.1 C-Test 90-91
3.5.2 Background and bio-data questionnaire 91-92
3.5.3 Working memory test 92
3.5.4 Oral narrative test 92-94
3.5.5 Affective variable questionnaire 94
3.6 Research procedures 94-97
3.7 Production measures 97-104
3.7.1 Complexity measures 100-101
3.7.2 Accuracy measures 101-103
3.7.3 Fluency measures 103-104
3.8 Interrater reliability 104-106
Chapter Four Results 106-149
4.1 Across-task comparisons 106-133
4.1.1 Higher working memory capacity group 107-120
4.1.1.1 Results related to hypothesis 1.1 114-117
4.1.1.1.1 Reasoning demand under+contextual support condition 114-115
4.1.1.1.2 Reasoning demand under-contextual support condition 115-117
4.1.1.2 Results related to hypothesis 1.2 117-120
4.1.1.2.1 Contextual support under-reasoning demand condition 117-119
4.1.1.2.2 Contextual support under+reasoning demand condition 119-120
4.1.2 Lower working memory capacity gr
4.1.2.1 Results related to hypothesis 1.3 127-130
4.1.2.1.1 Reasoning demand under+contextual support condition 127-129
4.1.2.1.2 Reasoning demand under-contextual support condition 129-130
4.1.2.2 Results related to hypothesis 1.4 130-133
4.1.2.2.1 Contextual support under-reasoning demand condition 130-132
4.1.2.2.2 Contextual support under+reasoning demand condition 132-133
4.2 Between-groups comparisons 133-145
4.2.1 Results related to hypothesis 2.1 134-136
4.2.2 Results related to hypothesis 2.2 136-142
4.2.3 Results related to hypothesis 2.3 142-145
4.3 Affective perception results 145-149
Chapter Five Discussion and Conclusion 149-171
5.1 spoken productions across tasks 149-158
5.2 Between-groups comparisons 158-160
5.3 Major findings of present study 160-165
5.4 Theoretical implications 165-167
5.5 Pedagogical implications 167-168
5.6 Limitations and suggestions for future research 168-170
5.7 Conclusion 170-171
Bibliography 171-193
Appendix A participants' profiles 193-194
Appendix B Cloze Test 194-196 <
英语论文提纲范文【3】
Contents
I. Introduction -------------------------------------------------------------------------------1
II. Several kinds of the origin of festivals in English-speaking Countries--------1
1. Religious and Customary-------------------------------------------------------------1
1.1 Christmas----------------------------------------------------------------------------2
1.2 Boxing Day--------------------------------------------------------------------------2
1.3 Easter Sunday ----------------------------------------------------------------------2
1.4 Halloween----------------------------------------------------------------------------3
1.5 New Year's Day -------------------------------------------------------------------4
1.6 All fool's day------------------------------------------------------------------------5
1.7 Thanksgiving Day------------------------------------------------------------------5
2. Memorial--------------------------------------------------------------------------------7
2.1 For great peoples-------------------------------------------------------------------8
2.2 For great events--------------------------------------------------------------------10
3. Brought in by immigrant------------------------------------------------------------11
Ⅲ.The festivals’ influence on people’s daily life in English-speaking countries.-------------------------------------------------------------------------------------12
1.Activities on the festivals' day. ---------------------------------------------------12
1.1 Christmas party, songs and Christmas Eve dinner --------------------------12
1.2 Boxing Day sporting events-----------------------------------------------------13
1.3 Lent during Easter Day ----------------------------------------------------------13
1.4 Parties and religious observances on New Year's Day ----------------------14
1.5 Activities associated with Halloween Day ------------------------------------14
2. Various gifts on festivals -----------------------------------------------------------15
3. Decorations on festivals ------------------------------------------------------------16
4. Family gatherings and holiday meals--------------------------------------------17
Ⅳ The western culture features from the point view of the festivals of English-speaking countries.--------------------------------------------------------------18
1.The heavy influence on people’s daily life from religion.----------------------18
2.The culture has an obvious special feature of city-originality-------------------18
Ⅴ.Conclusion--------------------------------------------------------------------------------18
