On the Methods to Improve Oral English in Middle School15.docx

On the Methods to Improve Oral English in Middle School15.docx

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OntheMethodstoImproveOralEnglishinMiddleSchool15

OntheMethodstoImproveOralEnglishinMiddleSchool

ChapterOne

Introduction

Whatislanguagefor?

Itseemsthatmostpeoplethinkit’sforpracticinggrammarrulesandlearninglistsofwords——thelongerthewordsthebetter.That’swrong.Languageisfortheexchangeofideas,forcommunicationandunderstanding.Then,what’stheroleofteacher?

Generallyspeaking,theroleofteacheristohelpthelearnermastertheforeignlanguageintheshortestpossibletimesothatheisabletohavesuccessfulcommunicationswithothersinthetargetlanguage.Inordertoreachthegoal,foreignlanguageteachersshouldtryveryhardtofindoutthemostefficientandeffectivewaysinforeignlanguageteaching.

Sofarasweknow,Englishhasbeendividedinto4mainpointswhicharelistening、speaking、readingandwritingaswell.Amongthem,accordingtofrequencyofuseindailylife,oralEnglishseemstobeonthetopofall.

Withthedevelopmentofmodernsociety,eachcountryintheworldisconnectedlikeanearthvillage.Peoplecontactbymeansofinternet，telephone，facetofaceandsoon.Anyway,themorechancewehave,themoreoralEnglishcommunicationweuse.Inordertojointhecontactofmultinationaltrend,wearefocusingonEnglisheducationmorethaneverbefore.Fromelementaryschool,evenfromgradeone,studentsarerequiredtolearnEnglish.Fromthat,wecanrealizehowimportanttheEnglishis,especiallyoralEnglish.

Accordingtomysurvey,however,manyteacherspayattentiontohowtoimprovetheirstudents'writingskillinsteadofspokenEnglishskill.Infact,asakindofmostusefulmethodofcommunication,notonlyitshouldn'tbeignored,butbepriortoothers.Moreover,oralEnglishnotonlycanreflectlearners'levelofEnglish,italsocanactivateinterest,heightenscoreandmotivatepassion.So,theattentionshouldbepaidontheproblemofhowtoenablechildrentogainagoodcommandoforalEnglish.

ChapterTwo

Inmostelementaryschools,asfarasIknow,oralEnglishhasn’tbeenvalued,evenmanyschoolsdon’thaveoralEnglishcurriculum.Why?

Manyteachersthinkit’snotapttoletchildrentospeakEnglishbecauseoftheiryoungageandlowknowledge,oreventheirinfantskillwhichcan’tenablethemtostudyforeignlanguagewell.Therefore,thependulumhasswungtoofarinthedirectionoftrainingwritingskillsandwhetherstudentscanrememberandcompletevocabularyandsentencesisteachers’mostconcern,studentsarerequiredtopayaplentyoftimeandattentiononwritinginsteadofotherskills.Mostproblems,accordingly,emergesintermsofEnglishasfollow:

1:

problemofreading

2:

problemofmentality

3:

problemofinterest

2.1.TheProblemofReading

Theproblemofreadingalwaysbelongstoincorrectintonationandpronunciation:

suchaswrongslowunclearandstammeringpronunciationresultedfromlackofreadinginparticularlyphoneticsymboltraining,whichisanessentialpartinoralskill.Unfortunately,duringtheclass,manyteachersseldomhavephoneticsymbolcurriculumandthefirstlessonalwaysisgiventovocabularyinstead.Infact，phoneticsymboland26lettersarealwaysdescribedasthefirststepoflearningEnglish.Thereisanoldsaying:

“goodbeginningishalfdone”.Sowehavetotrybesttovalueit.

It’snothardtogivestudentsphoneticsymbolsbecauseofchildren’sbaseofChinesephoneticsymbol（whichcalledPinYin）,allteachersneedistoteachstudentsEnglishphoneticsbythemeansofcomparingwithChinese’s.Ifso,theeffectwillbebetterthanwithoutcomparison.AlsowecangivestudentssometimetodistinguishthedifferencebetweenEnglishphoneticsandChinese’safterteachingthemall48Englishphonetics。

Taketheletter“a”forexample,wecanwriteitontheblackboardandaskstudentswhat’sitspronunciationinbothChineseandEnglish.Ibetnearlyallpupilscananswerthequestion,andthenit’stimetowriteoutthe/ei/,followingstepistogiveall26letterswithrelevantphoneticsymbol.Ontheotherhand,inordertoletstudentsgetafurtherrealizationaboutChinesePinYinandEnglishphoneticsymbol,teachercanwritePinYin“b.p.m.f.d.t.n.l.g.k.h.”andasktheyhowtoread,afterthat,writetheirrelevantEnglishconsonantalletters-/b/./p/./m/./f/./d/./t/./n/./l/./g/./k/./h/togivethemaclearerunderstandingaboutthedifferenceandsamenessbetweenPinYinandEnglishphoneticsymbol.Accordingmyexperience,contrastiveanalysisisavalidmeanstoachieveagoodeffortandpupilswhoaretaughtalsocanrememberpronunciationquicklyandeasily.Anyway,oncecomparisonbetweenthemothertongueandthetargetlanguageiscarefullydoneandpracticed,thenmanyerrorscouldbeavoided.

2.2.TheProblemofMentality

Inclass,manystudentsalwaystendtofeelshywhenasked.Suchproblemscanbesolvedbyencouragingstudentstoanswerquestionasmuchaspossibleevencanletstudentscometoteacher’sdesktospeakorreadEnglishfacingtotheothers.Whenmistakeoccurredandtheyfeelembarrassed,neverlaughedatthem,onthecontrary,teachersshouldpraisetheircourageandencouragethemtoperformnexttime,weshouldremember:

neverdosomethinghurtingconfidence,rewardismuchmoreeffectivethanpunishmentinateachingsituation.Asweknow,confidenceisthekeytomotivatestudents’passion,otherwise,nobodycouldsucceed.Soconfidenceshouldbebuiltupduringclass.Ontheotherway,whenteachersgiveaquestion,don’thurrytopickdifficultquestion,thequestionshouldbeselectedfromeasytodifficultstepbystep.Anyway,agoodteacheristheonecapableofleadingstudentstoagoodwayofresolvingproblems（张兼中.1992）.

2.3.TheProblemofInterest

Comparedwiththeprevioustwo,theproblemofinterestseemstobebroader.Why?

Didn’tIsaythatboyhoodiscurioustoeverythingandeagertolearneverything?

ThereisNodoubtthatchildrenarefullofcuriousness,butunderacertaincondition,strongmeritscanturnintoweakone.Tediousclassandapileofhomeworkarethesourceofkillinginterest.Interestisabestteacher,howtocultivatelearners’interestsothattheycanhappilygoonlearningprocess?

Therearemanymethodscanbeused，forexample：

teacherscanteachpupilsbyusingsongstomemorizethe26lettersandhaveagametotestwhocansingthesongofletterfastandbest,andcolorfulEnglishcardsandinterestinggamescouldbeputintoEnglishclass.Therefore,inordertocallupstudentinterest,variousmethodscouldbeusedduringclass,andfunshouldbemadeofanytime.Secondly,teachersshouldspeakEnglishasmuchaspossiblesoastoletstudentsgetusedtoit,ofcourse,theusedEnglishshouldbesimple,incasethestudentsdon’tunderstand,then,teachersshouldtranslateintoChineseintime.Thirdly,studentsshouldbeencouragedtowriteandtellshortandeasyEnglishstory.Whenevertheyfaceproblems,teachershouldhelpthemsolveproblemsandmakethemknowforeignlanguageisnotasdifficultastheythink.Inaword,inordertoactivatelearner’sinterestsandletthemgetridoffearandshyness,it’swrothusingavarietyoftechniques.

AfterbeingawareofsomeproblemsonlearningEnglish,thenhowtodo?

Beforeourfurtherdiscussion,wehavetoknowwhatthestandardsoforalEnglishforelementarystudentsare.Namely,whatleveloforalEnglishshouldbeachievedaftertheirlearning?

Therearelistedfourbasicandimportantskillsrequiringstudentsinelementaryschoolasbelow:

1:

Intonationandpronunciationclearornot

2:

ThespeedoforalEnglishfluentornot

3:

Grammarandvocabularycorrectornot

4:

Expressionandlogicconventionalornot.

Abovefourpointsrelateandinfluencewitheachother.Eachisworthconcerningequally.Ofcourse,ifastudentmeetsabove4demands,thenheorshewillbequalifiedintermsoforalEnglish.Inthenextchapterthemethodsoflistening,reading,speakingwillbegiven.

ChapterThree

Sincethespokenlanguagecameintobeingbeforewrittenlanguage,speechpatternsratherthangrammarshouldbethefundamentalelementsoflanguage.TheviewaccountsfortheemphasisonthepriorityforspokenlanguageteachingintheEnglishclass.Whenitcomestooralskill,manyteachersthinkit’stoocomplextoteachjuniorstudents.So,atthemoment,wehavetobesurethatspokenlanguageisalearnablesystemofsounds,andtrainingcanenablestudentstopronouncethelanguageaccurately.Then,howtotrainoralEnglishbythemeanoflistening,readingandspeaking?

3.1.ListenandReadTraining

Languageisstructuredlikeapyramid,andthelisteningisonthetopofit.Asforpupils,listeningclassappearstobeeasiertostartwith.Meanwhile,itcanstirstudents’interestsinashorttime.Thereinvolves3stepsintoEnglishlisteningtraining:

Beginningstep:

listentoeasiestletterorphonetics.Secondstep:

listentosimplesentencesanddailydialogues.Thirdstep:

listentosongs,shortstoriesandplaygamesaswell.Let’stalkaboutthe3pointsseparately.

3.1.1.ListenandReadlettersandPhonetics

Thefirststepisthebeginningaswellascrucialoneforlearning.Englishtapeshouldbeprovided.Inclass,studentsareaskedtofirstlylistentothebasic26lettersandsecondlylistentothedisorderedones,andwriteontheblackboardwhattheyhavelistenedasquicklyaspossible:

Lessonsample

Lettersdrill:

（Teacherstandsinfrontofblackboard,selectapairofstudentstocometotheblackboard,afterwards,teacherplaysthecassetteswhichcontaining26Englishlettersandthepairofstudentsareaskedtowritewhattheyarehearing）

eg:

T（teacher）S（student）

C.M.P.