Using Posters in College English Teaching论文

Abstract： By providing more visually stimulating input （cues and captions） than a textbook， using posters in CET classrooms allows teachers to increase the amount of English output from students encourage participation， and give students more control and autonomy in class. Posters are simply one more effective tool that a CET teacher can use to address classroom challenges facing us.
　　Key words： posters using； College English Teaching
　　

1 Introduction

　　Posters， as discussed in this article， are collected pictures or photographs suitable to use to encourage student participation and provide controlled practice in a given English structure or context. They are usually accompanied by textual cues or captions. Posters are tools that can be used in a variety of ways to overcome challenges and problems of the college English teaching classroom. The particular way they are used will depend on the teacher’s experience and the students’ needs.
　　The photographs or pictures can be from the teacher’s collections or they can be downloaded from websites. The captions would differ depending upon the focus of the lesson and the level of the students. The back of a poster can show additional information e.g. a grammar practice.
　　2 The benefits of posters
　　By using a cyclical process of observation， reading， reflection， and trial， posters respond in many ways to the challenges in College English Teaching.
　　2.1 Posters foster oral practice
　　Using posters at the beginning of class serves as a warming-up for students， telling them that it’s time to switch to English. This is essential in a CET classroom， where learners are immersed in English in their daily lives. However， the key benefit of using posters is the significant opportunity for oral practice that they offer students.
　　In the first ten minutes of class， the teacher can use posters to guide student to practice several common English language structures and vocabulary. Even before the learning goal is presented， the students practice a few affirmative， negative， and interrogative sentences in English. Cooperative learnings he stressed the importance of all group interactions in CET because they allow for a significant increase in opportunities to create output.
　　Moreover， because posters enable students to experience language learning actively， rather than receptively， student interest grows. Oral practice using posters seems to build students’ confidence； students notice that they become more effective to practice in English with a particular poster.