How to Help Students Improve English Speaking Ability.docx

1、How to Help Students Improve English Speaking AbilityHow to Help Students Improve English Speaking AbilityHow to help students improve English speaking ability Abstract: As we know, it is very important to study English. With the development of social computerization and economic globalization, and

2、the speed of our open-to -the-outside world policy is quickening day by day in our country. However, in real life, most middle school students pronunciation is not right being lack of training speaking and listening. And they become tongue tied when they talk with each other in English. Consequently

3、, they cant communicate with others in English. So, it is necessary to cultivate the students oral English in middle schools. Speaking is a skill that of a student that will be judged upon easily in real-life situations. It is an important part in everyday interaction. And most often the first impre

4、ssion of a person is based on his/her ability to speak fluently and comprehensibly. So, as a teacher, we have responsibility to train the students as much as possible to be able to speak in English either in the real world outside the classroom or the testing room. Key words: speaking ability; desig

5、n activity; S L T; C L T 摘 要:学习英语的重要性已是众所皆知. 随着社会生活的信息化和经济全球化。我国对外开放的进程日益加快。然而，在实际生活中，由于对口语听力训练不够，大部分中学生发音不准，说话不流利，无法用英语进行交流。因此，培养中学生的英语口语能力势在必行。 口语是判断学生在具体语境中语言能力的一种技能。它也是日常生活中语言反映能力的重要一部分。另外，它往往是判断一个人口语流利性和理解性的依据。因此，1 作为一个老师有责任让学生尽可能多说英语无论是在教室外的真实世界还是在测试室。 关键词:口语能力;设计活动;情境语言教学;交际语言教学 2 Contents Ab

6、stracti 摘要ii Contentsiii Introduction1 1. Designing speaking activities1 1.1 The principle of designing speaking activities2 1.1.1 Maximum English talk2 1.1.2 Even participation2 1.1.3 Right English level3 1.2. Application of English activities3 1.2.1 Dialogues and role-plays3 1.2.2. Have a small gr

7、oup contest4 1.2.3. Change the story5 2. Use CLT and SLT jointly in teaching oral English6 2.1. Brief introduction of SLT and CLT6 2.1.1 Situational Language Teaching7 2.1.2 Communicative Language Teaching7 2.2. Application of SLT and CLT in teaching oral English8 3. Advice for the Self-study Learne

8、r about speaking 10 Conclusion11 Bibliography13 Acknowledgement14 3 Introduction Too often, in the traditional classroom, the learning of English has been relegated to linguistic knowledge only, e.g. knowledge of vocabulary and grammar rules, with little or no attention paid to practicing language s

9、kills, e.g. skills of listening and speaking. Speaking is a skill, just like swimming, driving a car, or playing basketball. Speaking is a skill of a student that will be judged upon easily in real-life situations. It is an important part in everyday interaction. And most often the first impression

10、of a person is based on his/her ability to speak fluently and comprehensibly. So, as a teacher, we have responsibility to train the students as much as possible to be able to speak in English either in the real world 1 outside the classroom or the testing room. 1. Designing speaking activities. In E

11、nglish teaching, as teachers, we often experience such problem: Some students do well in exercises and examinations, but dont like speaking in class. Whilemean, we usually meet the phenomenon: some students take well written exam while speaking is very bad .In the communication activities, some stud

12、ents have many utterance in mind, once expressing orally, they will became tongue lie. According to analysing, the main reason is that the students are not interested in oral English. Especially in China, generally speaking, both teachers and students have 4 paid great attention to learning grammar

13、and vocabulary. So our problem is not having nothing to say but not knowing how to say things. And this results are from the lack of opportunities to speak. Therefore, designing speaking activities that maximizes students opportunity to speaking is one of the central tasks for language teachers. And

14、 it is also very important way of stimulating interest of students. 1.1 The principle of designing speaking activities When we design speaking activities, one important consideration is the language proficiency level of the students. If we ask them to do activities that are above their level, they w

15、ill simply become frustrated and demotivated. On the other hard, it is good to give the students activities at times that challenge them, because if speaking activities are always too easy, they can also become demotivated. In a word, there are several factors to consider when designing speaking act

16、ivities. 1.1.1 Maximum English talk In successful speaking activities, the students talk a lot in English. One common problem in speaking activities is that students often produce one or two simple utterances in English and spend the rest of the time chatting in their native language. Another common

17、 problem is that the teacher talks too much of the time, thus taking away valuable practice time from the students. 1.1.2 Even participation Whether the activities takes place among the whole class or in small 5 groups, a successful activities should encourage speaking from as many different student

18、s as possible. The activities should be designed in a way so that the outspoken students do not dominate discussions. When necessary, the teacher may interfere to guarantee equal opportunities for students of different levels. 1.1.3 Right English level In a successful speaking activity, English is a

19、t the right level. The activity must be designed so that students can complete the activity successfully in English that they have. If the students lack too much vocabulary the activity will become frustrating and the students are likely to give up or revert back to the native language. 1.2 Applicat

20、ion of English activities It is important to give the students a variety of speaking activities so that they will be able to cope with different situations in reality. Variety also helps students keep high motivation. Any kind of activity, if overused, may become less interesting. A third reason for

21、 designing a variety of activities is that the students have different learning styles, so some kinds of activities may suit other students. 1.2.1 Dialogues and role-plays For years textbooks have been using dialogues in attempt to teach spoken language to foreign language students. Traditionally, t

22、eachers point out the grammar of the language and then ask students to learn dialogues by 6 heart or allow students to practice in pairs. Of course, it is useful for students to memorize some common stock phrases that they can then use, but a dialogue is always between at least two people, so we can

23、 never predict what the other person will say next. So, what can teachers do to make dialogues more communicative? We can turn the dialogues into role-plays, so the students can pretend they are cutting as someone else. Some students become less inhibited about speaking in front of a class when they

24、 are acting. Look at the dialogue below: A: Where were you at 11:00am last Sunday? B: I was in the park. A: What were you doing there? B: I was playing basketball. After students have practiced it in pairs, the teacher can ask them to perform it in different role relationships such as police officer

25、 and suspect, a parent and a child, husband and wife, two friends, etc. Then the place can be varied such as: at home or in the school instead of in the park. According to these activities, students can be creative with the language that they have and enliven the atmosphere of the class. 1.2.2 Have

26、a small group contest The first principle of a successful speaking activity is that students talk a lot in English. This is the strongest argument for using small group work because it increases the time for each student to practice speaking in one 7 lesson. The only way to become good at a skill is

27、 to practice it. Nobody expects to be good at playing basketball the first time they try even if they already know all the rules very well and have watched others play many times. The same is true of speaking English. Since the students will probably not have enough opportunity to practice speaking

28、in English outside, it is our responsibility as teachers to give them as many opportunities in the classroom as possible. A second reason for designing speaking activities to be completed in small group is that students are afraid of criticism or losing face or they simply fell shy about speaking En

29、glish in front of a whole class. Besides, speaking in small groups is more natural, because in real life, we spend most of our time talking to one other person or to a few other people. If we speak to a large group of people, it is usually a more formal situation where we have spent time preparing w

30、hat we are going to say. Besides, having properly a small group contest can improve the students enthusiasm of speaking English and help students learn to work cooperatively and help them develop interpersonal skills. 1.2.3 Change the story A story game described in Wright, Betteridge and Buck bys b

31、ook Games for Language Learning (1984:110) is called change the story and students 2work in small groups of 3-5. Each student writes a short story or description and they underlines all the verbs in the story. The group together then makes a 8 list of about 20 random verbs. Each group member reads his/her story but pauses at every verb the group then supplies one of the random verbs into that slot. The results can be very funny. 2. Use C L T and S L T jointly in