毕业设计analysis of oral english teaching in middle schools论文 定稿Word文档格式.docx

毕业设计analysis of oral english teaching in middle schools论文 定稿Word文档格式.docx

《毕业设计analysis of oral english teaching in middle schools论文 定稿Word文档格式.docx》由会员分享，可在线阅读，更多相关《毕业设计analysis of oral english teaching in middle schools论文 定稿Word文档格式.docx（8页珍藏版）》请在冰豆网上搜索。

TVUniversity

SubmittedonNovember20,2012

Infulfillmentofthecourse“PracticalProjectDesign”

Thanks

IamverygratefultomysupervisorMissHanwithoutwhosesupportandpatience，thisprojectwouldnothaveresult.

IamalsogratefultomyclassmateLiWeiying、ChengMinghuiandWangJiangtaofortheirtimespentonderectionanddiscussionswithme.

Thankswillnotbeenoughformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldnothaveanyachievement.

Lastthanksgotomyparentswhohavegivenmegreatencouragementandhavesharedwithmemyworriesandhappinessintheprocessofthisproject.

summary

Summaryofthecontents:

InthecourseofEnglishteaching,therewassomemisunderstandingonoralEnglishteachinginmiddleschoolsandcountermeasures,resultinginaverydifficultsituationimprovingoralEnglishteaching.WiththecontinuousimprovementofteachingmethodofEnglishandimprovementofteachinglevel,Thetraditionalteachingformshavebeenunabletoadapttothenewteachingmode.Atpresent,Englishoralapplicationinthemiddleschool,wecansee,somestudentswrittenresultsisquitegoodbutoralEnglishisverypoor.indailycommunicationactivities,somestudentswantstospeakverywell,butifyouwantthemtoexpressthemeaning,theywillnotknowwhattodo.Andalsosomestudentsusuallytalklanguagesmooth,thinkingagile,butatanofficialstatement,theywillbehesitantandstumbling,Thephenomenonofthingslikethatiseverywhere.Onlystimulatestudents'

stronginterestinlanguage,wecanmakeanimprovementinteachingandtrainingofteachers.

Sointhisarticle,ImakeanumberofcommentsonsecondaryschooloralEnglishteaching,byidentifyingthefactorsundertheinfluenceoforalEnglishteachinginmiddleschool.Forexample:

lightlyspokenEnglish,learningEnglishedificationoffear,lackofEnglish-languageenvironment,andsoon.Adoptproperandeffectiveteachingmethods,thatistosay,Iwilltakethenecessarymeasurestopromoteafter-schoolpractice,implementation"

afterclassrecordings"

oraljob,timelyfeedbackinformationtoimprovestudents'

learninginterests,andcorrecterrorsoforaljob,improvingtheaccuracyofwrittenwork,changethetraditionalassessmentmethods,raiseconsciousnessinlearningtoimprovespokenlanguagewidely.

Inotherwords,toimprovestudents'

oralEnglish,teachersandstudentsneedtoworktogether,totrulyrealizethetransformationfromexamination-orientededucationtoqualityeducation,Wemustreflectinpeacetimeintheteachingprocesslearningofnewconcepts,throughlong-termunremittingeffortstoimprovestudents'

Englishspeakingability.

Directory

Introduction------------------------------------------------------------------1

Executivesummary--------------------------------------------------------2

一、InfluencefactorsoforalEnglishteachinginmiddleschools--------------------2

（一）、ThethoughtofdespisingEnglishspokenlanguage-------------2

（二）、ThedreadofstudyEnglish----------------------------------------3

（三）、LackofEnglishlanguageenvironmentinfluence--------------3

二、SecondaryschooloralEnglishclassteachingmethod-------------------4

（一）、Takethenecessarymeasurestopromoteafter-schoolpractice-----------4

（二）、Implementationofthe"

after-schoolrecording"

oraljob----------------4

（三）、Timelyfeedbackinformationtoimprovestudents'

learninginterest-----4

（四）、Correctedoraljoberrors,improvingwrittenworkcorrectly-------------5

（五）、Changingthewayoftraditionalassessmenttoraiseconsciousness

inlearning------------------------------------------------------------------6

三、RulerecommendationsoforalEnglishteachinginmiddleschools--------------6

（一）、Initiative---------------------------------------------------------6

（二）、Encouragestudentstospeak---------------------------------------6

（三）、ProvidingopportunitiestolearnEnglish------------------------------6

（四）、Stressingthecultivationofinnovationability--------------------------7

（五）、Createaclassroomatmosphere---------------------------------------7

四、Concludingremarks------------------------------------------------------7

Bibliography---------------------------------------------------------------8

[Executivesummary]:

communicationistheessenceoftheteachingofEnglish（communication）,whichisbetweenteacherandstudent,communicationbetweenthestudents,notthatIteachyoutolearn,Englishteachingisthroughthesecommunicationactivities,enablestudentstoformEnglishcapability.Inthecommunicationprocess,teacher-studentinteractionisbetweenawarenessactivitiesonbothsides.Studentscannotprogresswithoutteachers'

awarenessofteachinglaw,teachers'

awarenessofteachinglawmustdependonstudents’theobjectiveeffectofteacher-directedlearning.Teachingistopromotesuchexchanges,wecansayinEnglish“Teachingisofconmmunicationbyconmmunicationandforconmmunication.Inordertodevelopstudents'

communicativecompetence,Ifocusonthelearningandcommunicationstrategiesdepartments.ThisarticledescribesmethodsoforalEnglishteachinginmiddleschools,throughinterferenceencounteredinoralEnglishteachinginmiddleschools,taketherightteachingmethods,feasibilityofteachingrulesrecommendationsadopted,sothatstudentslearnEnglishnotmuteEnglishinEnglishcommunication,soastoenhancestudents'

practicaluseofEnglishstandards.

[Keywords]:

communicativecompetence;

interference;

methodsofteaching;

teachingrules

Introduction

Languageisthecarrierofculture,isatoolforcommunication.Associalofcontinuedhigh-speeddevelopment,Theincreasingapplicationoftheworldofthings,aswellaslinguisticdiversity,Englishasaworldgenerallanguage,andaswellastheofficiallanguageoftheUSandEuropeancountries,manynationalhasregardedEnglishassecondlanguagetolearn,thishasacceleratedoralusingofEnglishoral;

ontheotherhand.AsChinajoinedWTO,moreandmoreofforeignerscametoChina,andChinesealsolargebulktoabroadorbusinesslearning,Whenexchanginginformation,expresstheemotionandmeaning,peoplefirstneedtobetalkingIfyoucannotspeakaforeignlanguage,onecannotsmoothcommunication,andevenmakesomepeopleintoagreaterdifficulties.Therefore,fosteringmiddleschoolstudents'

oralEnglishcommunicativecompetenceisbecomemoreandmoreimportant.However,intoday'

srapidlychangingofeducationreform.Stillinmiddleschool,EnglishteachingtoreadandwritetotheCenter,Competewiththewrittenstage.Withtheresultthat,mostofourstudentshavebecomeexpertsofEnglishquestions,butsaidinsomeoccasionsbecomemute.Moststudents'

oralcommunicationiseitherstutteringorinarticulate,It’sdifficulttoexpresstheirownthoughtsusingspokenEnglishthattheyhadlearned.Therefore,wesaythatthesestudentslearnEnglishisincomplete,eventheywillhavesometroubleusingEnglishtoexpress.PreciselybecausesomeuniversitygraduatescannotspeakfluentEnglishandlosethechancetofindasatisfactoryjob.

一、InfluencefactorsoforalEnglishteachinginmiddleschools

（一）ThethoughtofdespisingEnglishspokenlanguage

Manystudents'

motivationtolearnEnglishistotheexam,howevertherewasnooraltestitems,sotheythinkoralEnglishtrainingisawasteoftime.Notonlytheteacher’sbutalsothestudents'

oralEnglishtraining,whethertheyhavepaidsufficientattentionornot,inthenewtextbooks,itstillfollowthebeatentrack,nearlyhavinganynewthings"

.Teachingfocusisstillstuckontheexplainthelanguagepoints,neglectoforaltraining,resultingina"

dumb"

Englishphenomenon;

Thestudentcanonlyread,notspeak.Butjudgingfromthelanguageofthelaw,inanylanguage,spokenlanguageisthefirstaspect,languageisthesecondaspect.Communicationfrompersontopersonmainlythroughlisteningandsaying,seldomthroughread-write.Newcurriculumrequirements,purposeoftheoutlineis:

"

developmentofbasicskillsoflistening,speaking,readingandwriting,traininginoralandwrittenEnglishcommunicationabilityoninitialapplication."

Allthisamplydemonstrates,qualityeducationintheteachingofEnglish,islearningandimprovethecomprehensiveEnglishlanguageability.Therefore,strengtheningtheteachingofEnglishlisteninginmiddleschool,wefocusonliteracy,andgivefullplaytothecommunicativefunctionofEnglish,wewillimplementthepartyspiritofeducationoutlineintoteaching,therebywecanimprovetheoverallqualityofmiddleschoolstudents'

English.

（二）ThedreadofstudyEnglish

WhenmanystudentsspeakEnglish,theyalwayshaveapsychologicalfear.Theyareafraidtomakemistakes,tobeblamedbytheteachers,andtobeafraidofbeingmadefunof.Thiskindoffearoftenleadsstudentsinoralexpressionofemotiontobeanxietyandnervous,affecttheirthinkingandnormalcommunication.Highanxietystudentstobequestionedinclassisoftenextremelytense.Somakingmistakesisfrequently,andtheydeclineinlanguageproficiency,thestudentnotreluctanttospeak.Fearisthemainpsychologicalfactorsaffectingoral.However,thestrengthofstudents'

languageanxietyisconnectedwiththeteachers’treatmentoflanguageerrorsinstudents'

learningandthestudents’learningexperiencesinthepast.Thestudentstherehavebeensetbacksandfailuresinlearningareafraidofteachers