浙江工业大学外国语学院 浙江工业大学外国语学院毕业论文开题报告学生姓名： 班级学号： 200309300207 专 业： 英语二专 论文题目： Teaching Spoken English by Films 英文电影与英语口语教学 指导教师： 2010 年 2 月 28 日开题报告（含文献综述）填写要求1. 开题报告（含“文献综述”）作为毕业设计（论文）答辩委员会对学生答辩资格审查的依据材料之一。此报告应在指导教师指导下，由学生在毕业论文工作前期完成，经指导教师签署意见及所在专业审查后生效。2. 开题报告必须按学校或者学院统一设计的电子文档打印，具体内容用Times New Roman或宋体五号字打印。3. 日期填写应当按照国标GB/T 740894数据元和交换格式、信息交换、日期和时间表示法规定的要求，一律用阿拉伯数字书写，如“2006年1月18日”或“2006-01-18”。4.“指导教师意见”是指辅导教师对文献综述的评价（如所收集的资料与论文内容有无关联性和对应性；资料是否新颖和代表前沿性；学生对资料的消化、归纳、评价、驾驭和运用能力等）以及根据学生掌握资料的深度和广度、工作量和研究方法预测论文能否完成的意见。5. 开题报告的长度视个人情况而定，但文献综述要求不能少于1500单词。毕 业 论 文 开 题 报 告1. Research objectives and significance/ issues to be discussed and relevant means to be employed, etc.More and more efforts have been made to enhance language abilities of college students than ever before since China joined the WTO. Language is the means for exchanging ideas between people. And language abilities, especially spoken English, play important roles in various aspects, largely deciding whether or not a job-hunter can be regarded as a potential qualified worker and therefore can be hired. But, in such circumstances, so many college graduates cannot express their ideas freely in oral English and thus lose their opportunities. One of the important reasons is that the traditional methods of teaching oral English are out of date. To improve spoken English of college students and find the new methods to teach are urgent tasks right now. The development of technology brings us a lot of effective ways of teaching oral English. The original English films are very nice resources for English learners. Teaching oral English by films is a practical way that actually widens studentscommunicative abilities.This paper will not only offer a general idea of the relationship between oral English learning and films, but also do a survey on the developing situation of teaching oral English by films. It will also discuss the necessary processes of teaching spoken English, such as preparing films, appreciating and understanding, analyzing different characters, acquainting language, imitating sentences and developing social skills, etc. In all these parts, examples from films are cited and analyzed to support the authors points. The difficulties teachers have in dealing with in teaching oral English are analyzed. These difficulties include language-related difficulties and cultural-related ones. Finally some popular films are provided.2. Research schedule起 止 时 间阶 段 任 务 要 点09年11月确定论文题目09年12月填写论文申报表，任务书09年12月-1月31日撰写并上交开题报告和文献综述10年2月- 3月15日撰写并上交初稿10年3月16日- 31日修改初稿和二稿10年4月1日-10日修改三稿并定稿 10年4月中旬答辩3. OutlineTeaching Spoken English by FilmsAbstract内容摘要Introduction 1. General Survey of Oral English Teaching1.1 Traditional Ways of Oral English Teaching 1.11 General Features1.12 Weaknesses1.2 Theories and Researches on Oral English teaching 2. New Methods of Learning English-Films2.1 Reasons of Teaching Spoken English by Films 2.1.1 Improvement of Communicative Abilities 2.1.2 Awareness of Different Cultures2.2 Processes of Teaching Spoken English by Films 2.2.1Chioce of Films 2.2.2 Appreciation and Understanding2.2.3 Analysis of Different Characters2.2.4 Language Acquisition2.2.5 Imitation of Sentences 2.2.6 Social SkillsConclusion Bibliography4. Literature reviewMore and more efforts have been made to enhance language abilities of college students than ever before since China joined the WTO. Language is the means for exchanging ideas between people. To improve spoken English of college students and find the new methods to teach are urgent tasks right now.This article discusses the strategies about teaching Chinese college students to learn spoken English by English films and suggests a practical way that actually widens studentscommunicative abilities. 1. 英美影视欣赏Viewing Western MoviesStarting with providing some excerpts from the classical movies, this book gives us a detailed description of the process of teaching spoken English by films: 1.Culural notes: providing the background and the music in the film. 2. Before viewing: asking some questions, to make students have an idea about this film. Before the class, students must find some information about this film by themselves. 3. Viewing: after the watching, to ask students to analyze some classical sentences or parts of the film. 4. Role-play: choosing the most wonderful part of the film, to ask students to imitate. 5. Post-viewing: to ask students to think the topic and make a contract with the reality. Specifically, this book links the relationship among the various skills of lea