【正文】 rategy and culture awareness. English learning should be modernized, linking scientific theories with practice in real life to strengthen teaching practice, cultivating students’ interest to learn English. Teachers should try to find ways to improve their teaching, however, relying on the text books, pictures, cards, radios only can not plete their goals. The grammar in textbooks is fixed, students just can use these sentence patterns to municate。 teachers only can choose some films that fit for the content in the textbook. What’s more, the time for class teaching is limited, but the films chosen for textbook teaching always take long time to be finished. So, it is hard to select a suitable film for teaching. A 1997 study by Corporation for Public Broadcasting (19961997)showed that just under 40percent of English language arts and literature teachers used television and video in the classroom at the time of the study. At that time, less than half of all teachers were receiving training in the use of film and video in the classroom, and reasons for not including film or television included a lack of appropriate programming, a lack of encouragement—or a discouragement—from the administration, as well as difficulties using or obtaining equipment. The other problem to the use of film in the classroom is the resistance from parents and administrators. They may not attend class teaching, in their mind, teachers and students should be their own positions, teachers use blackboard and chalk to feed knowledge. At the time of teaching, let students watch films is so unbelievable even terrible. Film censorship and questions of appropriateness often deter teachers from showing films in school . Professor Edward Kearns recognizes the controversial nature of many films and stresses that teacher preparation programs have not given teachers the necessary training to determine whether elements such as nudity, violence, and language are being used purposefully and effectively, or whether they are 13 Anticensorship literature is written primary about printed texts, not films, and teachers have few places to turn help in integrating film into the English curriculum. Also, films can’t satisfy different levels of students. According to their level of proficiency of English, students can be divided into three groups: elementary, intermediate, Teachers should think twice to decide which film is the most suitable that it spends more time and power to make teachers face more pressure. Another problem is the difference in different regions. In big cities, English is a very important subject. School will equip multimedia to create fortable atmosphere. So, English subtitle films can be used as an effective teaching tool, while in villages, especially in the remote western area of China, people struggle for the basic survival problems, English learning is quite difficult thing for them because they have no spare money to equip schools with multimedia. Consequently, there is no chance for them to watch films and gain useful knowledge from it. 6 Kearns, Edward A.“ Words Worth 1000 Pictures: Corfornting Film Censorship”, English Journal 2(1997), pp5154. 7 胡素芬 .“ On Teaching NonEnglish Majors Listerning and Speaking Through Videos”, 中國期刊網(wǎng)， 20xx，pp34. 14 Bibliography [1] Arcario. “Criteria for selecting video materials,” S. Stempleski amp。 senior high school。此篇論文在調(diào)查研究前人專家所做的實驗分析，探討了其作為英語教學(xué)手段的發(fā)展歷程及最新成果，利用英語字幕電影多重 功效和作用，研究其選擇的標(biāo)準(zhǔn)以適應(yīng)不同英語學(xué)習(xí)者的層次需求。s Capability Level… ...26 The Length of Films……………………………… .…… ...……… ...26 4. Concrete Teaching Procedure....… .……………………………… ...27 Before Watching…………………………………………………… .30 While Watching…………………………………………………… ..31 Blank Filling………………… …………………………………… 31 Note Taking……………………………………………………… .31 After Watching……………………………………………………… 32 Multiple Choice…………………………………………………...3 2 Translation……………………………………………………… ...32 Discussion……………………………………………………… ...33 Dub Activity………… …………………………………………… 33 5. Conclusion………………………………………………………… ...35 18 Notes…………………………………………………………………… .36 Bibliography…………………………………………………………… 37 19 The Use of English Subtitled Films in EFL Class 論英語字幕電影在英語課堂中的運用 1. Introduction The English education in our country has acquired great achievements since the opendoor policy has been implemented, however, it still can’t adapt to the demands of economic construction and social development. So, the revolution of English curriculum was carried out in 20xx which emphasizes that it’s necessary to change the situation that the teaching of grammar and vocabulary are overweight in EFL class and it should pay more attention to develop students’ prehensive language skills. As the municative approach is gradually valued by the people, films not only provide a form of entertainment to people, but also are used as a good way to teach or learn English. According to new standard of English curriculum1, in senior high schools, students should distinguish different attitudes expressed by different tones, understand the main ideas of radios, films, news. On the other hand, students should know cultural meanings of idioms, slang happened in English societies. English subtitled films naturally integrate texts, voice, images and other media, which are more and more widely used in English language teaching. Using English subtitled films as a teaching resource can not only offer students learning authentic English by exposing an environment which full of real vivid language, but also give more prehensive understanding of language culture and the customs in Western societies. It creates a relaxing atmosphere and stimul