外国语高中英语课堂教学中的口语教学.docx
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外国语高中英语课堂教学中的口语教学
高中英语课堂教学中的口语教学
OntheInstructionofOralEnglishin
MiddleSchoolEnglish
ClassroomTeaching
XiXuejiao
UndertheSupervisionof
SunPeng
SchoolofForeignLanguagesandCultures
PanzhihuaUniversity
May2006
Contents
摘要…………………………………………………………………………………I
关键词……………………………………………………………............................I
Abstract.....................................................................................................................II
KeyWords………………………………………………………………………….II
Introduction................................................................................................................1
Ⅰ.TheproblemsintheteachingoforalEnglish…………………………………...............2
Ⅱ.ReasonsfortheStudents'PoorOralEnglish…………………………………3
A.TheReasonsRelatedtoTeachers’Aspect……………………………………3
1.TheNeglectofOralEnglishInstruction……………………………….3
2.ThelackofMethodstoTeachOralEnglish…………………………...3
3.TheInsufficientWaystoTeachOralEnglish………………………….4
4.NothavingFlexibleWaystoTeachOralEnglish……………………..4
B.TheReasonsRelatedtotheStudents’Aspects………………………………5
Ⅲ.WaystoInstructOralEnglishinClassroomTeaching………………………6
A.IncreaseStudents’InterestsandMotivation…………………………………6
B.CultivateStudents’CorrectreadingHabitsintheClassroom……………….6
C.CreateSuitableSituation…………………………………………………….8
D.CultivateStudents’AbilitytoAskQuestions………………………………..9
E.CultivateStudents’AbilitytoRetellaStory……………………………11
F.EncourageMeaningful,AppropriateandNaturalUseofLanguage………11
G.EncourageOralReports……………………………………..........................12
H.TakeStudentAttitudesintoConsiderationinOralPractice………………..14
I.CultivateGoodPsychologicalQualities……………………………………15
J.UseVisualAids…………………………………………………………..16
K.MakeaRadioProgram……………………………………………………17
L.EnsureEnoughEffectiveInput……………………………………………17
M.MaketheStudentsPracticetheSpokenEnglishinMultipleWays……….18
Conclusion………………………………………………………………………..19
Bibliography…………………………………………………………………........21
Acknowledgement………………………………….……………………………..22
ABSTRACT
Asacommunicativetool,languageisvocalundermanysituations.Theultimatepurposeoflanguagelearningistocultivatetheabilityofcommunication.Speakingisthefundamentalneedofcommunication.SospeakingisoneofthemostimportantskillsinEnglishlanguageTeaching.Inthe21stcentury,withtherapiddevelopmentofoursociety,scienceandtechnology,especiallywithChina’sentryintoWTO,Chinaandothercountrieswillhavemoreandmoreco-operation.Inaddition,Chinawillholdthe2008OlympicGames,andthisrequiresourcountrytohavemorepeoplewhohavewealthyspecialtyknowledge,higheraccomplishmentofinformationandhigherEnglishlevel.Amongthem,oralEnglishisveryimportant.ButthepresentEnglishteachinginmiddleschoolsisfarawayfromrealizingthisgoal.Thehighschoolisthemostimportantperiodforstudentstocultivatetheirspeakingability,aswellasanimprovableperiod.So,howtoinstructoralEnglishinhighschoolisaveryimportantproblemthatneedstobesolved.Inthisessay,theauthorwillgivesomesuggestionsontheinstructionoforalEnglishinmiddleschoolEnglishclassroomteaching.
KeyWord
English;oralEnglish;classroomteaching;skills
摘要
语言作为一种交流工具,多数情况下是有声的。
语言学习的最终目标是培养交流的能力,而说的能力是语言交流的基本要求。
所以,在英语学习中,说是英语教学的重要技巧之一。
在21世纪,随着社会与科学技术的发展,特别是中国加入世贸组织以后,中国与其他国家的交流越来越多。
另外,中国将在2008年举行奥运会,这就要求我国必须有更多的人拥有更丰富的专业知识、更高的信息获取能力以及更高的英语水平。
在他们之间,英语口语是非常重要的,但现在的高中英语教学中却远远没有意识到这一重要性,高中阶段是培养学生说的能力的重要阶段,更是容易提高能力的阶段。
因此,如何实施英语口语教学,成了高中英语教学需要解决的问题。
在本文中,作者将就高中英语教学中的口语教学作些初步的探讨。
关键词
英语;口语;课堂教学;方法
Introduction
Oralcommunicationisaspecialsocialactivity.Thefinalpurposeofforeignlanguagelearningistocommunicatewiththenativespeakers.Speakingisthefundamentalneedofcommunication.SospeakingisoneofthemostimportantskillsinEnglishlanguageteaching.Inthe21stcentury,withtherapiddevelopmentofoursociety,scienceandtechnology,especiallywithChina’sentryintoWTO,Chinaandothercountrieswillhavemoreandmoreco-operation.Inaddition,Chinawillholdthe2008OlympicGames;thisrequiresourcountrytohavemorepeoplewhohavewealthyspecialtyknowledge,higheraccomplishmentofinformationandhigherEnglishlevel.Amongthem,oralEnglishisveryimportant.Butthepresent Englishteachinginmiddleschoolsisfarawayfromrealizingthisgoal.InChina,mostmiddleschoolstudentshavepoororalcommunicativeability.“DumbEnglish”isperplexingmostEnglishteachersandstudentsofhighschool.
Ⅰ.TheProblemsintheTeachingofOralEnglish
TheproblemsintheteachingoforalEnglishisnotconcernedwiththestudents,butalsotheteachersourselves.First,manyinvestigationsindicatethatmostoftheteachersthinkitbothunrealisticandunnecessarytoteachspeakinginChineseschools,andanoverwhelmingmajorityofstudentscannotspeakEnglish,thoughmostofthemshowaninterestinspeaking.Teachers,ofcourse,havetheirreasons.“Ourmainobjectiveisreading,notspeaking.”Somesay,“speakingisnotaskillworthcultivatingbecauseChinesestudentshavefewopportunitiestocommunicatewithnativespeakers,”othersmaintain.AndmorereadilytheyadmitthattheythemselvesarenotfluentinspeakingEnglish,nordotheyknowhowtoteachit.
Apartfromtheproblemsteachershave,theenvironmentisalsoanimportantproblem,becauseoftheunawarenessoftheimportanceofspeaking,studentsdon’thaveenoughchancestopracticetheiroralEnglish.ThelackofatmosphereisthemostimportantreasonoftheirpoororalEnglish.Aseveryoneknows,“Practicemakesperfect!
”Withoutpractice,howcantheybecomeperfect?
Becauseofthat,studentsdon’thavethehabitofspeaking.Whentheyareacquiredtospeak,manyproblemsappear,suchas:
theirhandsandfeetaretrembling,thetuneoftheirvoiceischanging,thesentencesareindisorder.Manyofthemjustreciteinsteadofspeak.
Ⅱ.ReasonsfortheStudents’PoorOralEnglish
Asfarasstudents’poororalEnglishisconcerned,therearemanyreasons.Butinmyopinion,itismainlyteachersourselvesandstudentsthemselveswhoaretoblame.Thefollowingwillbefocusedonthetwoaspects.
A.TheReasonsRelatedtoTeachers’Aspect
1.TheNeglectofOralEnglishInstruction
Inlanguageteaching,ateacheroughttobeafacilitatorofhisstudents’learning.Hismajorresponsibilityistoorganizeclassroomworkandtoestablishappropriatesituations.MostofEnglishteachersthinkoralcommunicationmeanstheabilitytodealwithwords.AndbecausetherequirementoralEnglishinUniversityEntranceExaminationislowerthanthatofotherskills,manyteachersignoretheimportanceofit.Someteachersthinktheyshouldtrainstudents’abilitiesinlistening, reading,writingandanalyzing. Theyalwaysneglecttrainingstudents’speakingability.So,theydon’twanttowastetimetrainingstudents’oralEnglish.Forexample,whenateacherstartsteachinganewtext,healwayspaysmoreattentiontothegrammar,exercises,listeningandanalyzingthemainpart,buthardlyasksthestudentstoreadthetextorhaveafreeconversationaboutit.Thisphenomenonshowsthatteacherspaylittleattentiontotrainstudents’oralcommunicativeabilityinclassroomteaching.
2.TheLackofMethodstoTeachOralEnglish
Teachersdon’tknowhowtoimprovestudents’oralEnglishinclassroomteaching.ItisimportanttocreateagoodenvironmentforstudentstostudyEnglish.Makinggooduseofclasstimeisanefficientwaytoimprovestudents’oralEnglish.Butaseverybodyknows,middleschoolstudentsareverybusy.Teachersdon’twanttospendmuchtimepracticingsomethingwhichhasnothingtodowiththeUniversityEntranceExamination.AsfarasIknow,fewteachersorganizetheirclassesinEnglish, whichis,infact,veryusefulforstudentstolearnnewwordsandimprovetheiroralcommunicativeabilities. Instead,manyteachersjustuseEnglishtoaskstudentssomesimplequestions.Itshowsthatthewaysofteachingstudents’oralEnglishareincorrect, and theyhindertheimprovementofstudents’oralEnglish.
3.TheInsufficientWaystoTeachOralEnglish
Theteachingmethodsweuseinclassarenothelpfultoimprovestudents’English.Forexample,inthepastseveralyears,oralEnglishteachinghasbeenmainly concernedwith soundteaching.Thestudentsspentmuchtimestudyingandreadingphoneticsymbols,andthenlearningtoreadsentences.ManyteacherspreparedStandardEnglishvernacularspeechdemonstrationwithmeticulouscare,oraskedthestudentsjusttolistenandreadafterthetape-recorderwithoutanydiscussion.Thisresultsinstudents’beingunabletoexpressthemselvesfreely.Foranotherexample,teachersplacetoomuchemphasisonaccuracyinclassroomteaching.AlthoughmanyteachersspeakEnglishinclass,theyusethetraditionalmethodtohavetheirclasses.Thatmeanstheyaskthestudentstopracticetheoldteachingmodeagainandagain,which makesthestudentsignorethecontentandmeaningoflanguage,thereby,can’timprovethestudents’abilitytousethelanguagecorrectly.Andsometeachersareverystrictand attachgreatimportancetotheformsoflanguageinclassroomteaching,andtherefore,theyask studentstopracticesomefixedsentence patternsagainandagain.Andmanyotherteacherscorrectstudents’errorsfrequentlyandtimely.Consequently,manystudentskeepsilencemostofthetime.Theydon’twanttobecorrectedfrequentlyinthepresenceofthewholeclassandtheydon’twanttobecomethelaughingstockofothers.Thatiswhyalthoughmanystudentscanmakegrammaticallycorrectsentences,theycann