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1、专业好文档附录一：中文标题页题目：浅析中学英语口语教学方法项目设计者董予华濮阳电大提交日期2012年11月28日课程名称：教学实践设计附录二：英文标题页Project Title: Analysis of oral English teaching in middle schools InvestigatorDong YuhuaPu Yang Radio TV UniversitySubmitted on 28th November 2012In fulfillment of the coursePractical Project Design附录三：致谢AcknowledgmentI am
2、very grateful to my supervisor Miss Han without whose support and patience， this project would not have result.I am also grateful to my classmate Li Weiying、Cheng Minghui and Wang Jiangtao for their time spent on derection and discussions with me.Thanks will not be enough for my students without who
3、se willing participation in the project implementation it would not have any achievement.Last thanks go to my parents who have given me great encouragement and have shared with me my worries and happiness in the process of this project.附录四：中文摘要摘 要在我国现在的中学英语口语应用中，我们可以看到，有的学生笔试成绩相当不错却口语却很差，在日常交际活动中，有的
4、学生心里想的很不错，要他进行口头表达就抓耳挠腮，表达不完整，还有的学生平时说话语言流畅，思维敏捷，一到正式发言就吞吞吐吐，结结巴巴，诸如此类的现象比比皆是。只有激发学生对口语表达产生浓厚的兴趣，才能使教师的教学与训练有所起色。所以本文就中学英语口语教学的方法提出一些看法，通过发现在中学英语口语教学中所受到的影响因素。采取正确有效的教学方法，就我个人提出的一些的方法,及时反馈信息，提高学习兴趣、及时纠正口头作业的错误，提高书面作业的正确率、改变传统的评估方法，提高学习的自觉性。从而提高口语的广泛应用，提高学生的英语的口语表达能力。关键词：交际能力；干扰；教学方法；教学原则附录五：英文摘要Abst
5、ractAt present, oral English in the middle school, we can see, some students written results is quite good but oral English is very poor. in daily communication activities, some students wants to speak very well, but if you want them to express the meaning, they will not know what to do. And also so
6、me students usually talk language smooth, thinking agile, but at an official statement, they will be hesitant and stumbling, The phenomenon of things like that is everywhere. Only stimulate students strong interest in language, we can make an improvement in teaching and training of teachers.So in th
7、is article, I make a number of comments on secondary school oral English teaching, by identifying the factors under the influence of oral English teaching in middle school. Adopt proper and effective teaching methods, timely feedback information to improve students learning interests, and correct er
8、rors of oral job, improving the accuracy of written work, change the traditional assessment methods, raise consciousness in learning to improve spoken language widely.Keywords: communicative competence; interference; methods of teaching; teaching rules附录六：目录ContentsAcknowledgment.IAbstract (in Chine
9、se).IIAbstract (in English).IIIContents.IV1. Introduction.72. Executive summary.83. Problem analysis.93.1 The thought of despising .93.2 The dread of study .93.3 Lack of environment influence .104. Solve method .104.1. Promoter after-school practice .104.2. Implementation oral job .114.3 Improve stu
10、dents learning interest .124.4 Corrected oral job errors .124.5 Raise consciousness in learning .135. Rule recommendations 145.1 Initiative .145.2 Encourage students to speak .145.3 Providing opportunities to learn .15 5.4 Cultivate of innovation ability155.5 Create a classroom atmosphere .156. Conc
11、luding remarks .167.References 17ContentsAnalysis of oral English teaching in middle schools1.IntroductionLanguage is the carrier of culture, is a tool for communication. As social of continued high-speed development, The increasing application of the world of things, as well as linguistic diversity
12、, English as a world general language, and as well as the official language of the US and European countries ,many national has regarded English as second language to learn, this has accelerated oral using of English oral; on the other hand. As China joined WTO, more and more of foreigners came to C
13、hina, and Chinese also large bulk to abroad or business learning, When exchanging information, express the emotion and meaning, people first need to be talking If you cannot speak a foreign language, one cannot smooth communication, and even make some people into a greater difficulties. Therefore, f
14、ostering middle school students oral English communicative competence is become more and more important. However, in todays rapidly changing of education reform. Still in middle school, English teaching to read and write to the Center, Compete with the written stage. With the result that, most of ou
15、r students have become experts of English questions, but said in some occasions become mute. Most students oral communication is either stuttering or inarticulate, Its difficult to express their own thoughts using spoken English that they had learned. Therefore, we say that these students learn Engl
16、ish is incomplete, even they will have some trouble using English to express. Precisely because some university graduates cannot speak fluent English and lose the chance to find a satisfactory job.2. Executive summaryCommunication is the essence of the teaching of English (communication), which is b
17、etween teacher and student, communication between the students, not that I teach you to learn, English teaching is through these communication activities, enable students to improve English capability. In the communication process, teacher-student interaction is between awareness activities on both
18、sides. Students can not progress without teachers awareness of teaching law, teachers awareness of teaching law must depend on students the objective effect of teacher-directed learning. Teaching is to promote such exchanges, we can say in English “Teaching is of communication by communication and f
19、or communication. In order to develop students communicative competence, I focus on the learning and communication strategies departments. This article describes methods of oral English teaching in middle schools, through interference encountered in oral English teaching in middle schools, take the
20、right teaching methods, feasibility of teaching rules recommendations adopted, so that students learn English not mute English in English communication, so as to enhance students practical use of English standards.3. Problem analysis: Influence factors of oral English teaching in middle schools3.1.
21、The thought of despising English spoken languageMany students motivation to learn English is to the exam, however there was no oral test items, so they think oral English training is a waste of time. Not only the teachers but also the students oral English training, whether they have paid sufficient
22、 attention or not, in the new textbooks, it still follow the beaten track, nearly having any new things. Teaching focus is still stuck on the explain the language points, neglect of oral training, resulting in a dumb English phenomenon; The student can only read, not speak. But judging from the lang
23、uage of the law, in any language, spoken language is the first aspect, language is the second aspect. Communication from person to person mainly through listening and saying, seldom through read-write. New curriculum requirements, purpose of the outline is: development of basic skills of listening,
24、speaking, reading and writing, training in oral and written English communication ability on initial application. All this amply demonstrates, quality education in the teaching of English, is learning and improve the comprehensive English language ability. Therefore, strengthening the teaching of En
25、glish listening in middle school, we focus on literacy, and give full play to the communicative function of English, we will implement the party spirit of education outline into teaching, thereby we can improve the overall quality of middle school students English.3.2. The dread of study EnglishWhen
26、 many students speak English, they always have a psychological fear. They are afraid to make mistakes, to be blamed by the teachers, and to be afraid of being made fun of . This kind of fear often leads students in oral expression of emotion to be anxiety and nervous, affect their thinking and norma
27、l communication. High anxiety students to be questioned in class is often extremely tense. So making mistakes is frequently, and they decline in language proficiency, the student not reluctant to speak. Fear is the main psychological factors affecting oral. However, the strength of students language
28、 anxiety is connected with the teachers treatment of language errors in students learning and the students learning experiences in the past. The students there have been setbacks and failures in learning are afraid of teachers criticized. Its easy to have feelings of fear and anxiety. They lack of s
29、elf-confidence, lack of motive power of study. It is a kind of mental state of self-imposed isolation, there are questions without answers, and they arent active in talking to the teacher. It is true that sometimes teachers are also important factors influencing students classroom anxiety. Teachers
30、classroom behavior and attitude can easily cause students excessive tension, so that they cannot fully express themselves will affect the enthusiasm of their active participation in the classroom spoken language training activities. When the teacher correct students language error problem, when the
31、error problem is corrected, how many times are corrected, how correct the error problem, can influence students usual lack of oral practice. When they open their mouths, they will not have a sense of ownership, while they often consider if the statement that said is in line with the rules of grammar
32、. So, Fear mental hinder the successful conduct of oral English training.3.3. Lack of English language environment influenceAdvocates of communicative teaching Olat (AII-Wright) believe that language learning success is to put students in a required target language communication. In order to cultiva
33、te students ability of an opinion on the language properly or not in the form of combination and context ability to understand the language of form and meaning. But The real communicative situations of our students is very limited access, and the main environments of their English learning and knowl
34、edge is the classroom. At present, in most English class, It is only the form that a teacher only have a pen, a book, and just saying, That lack of atmosphere and the occasion of the students using the target language, oral practice are often controlled by the teachers. Mechanical drill lead lack of
35、 ideas, information, emotional interaction between teachers and students and meaningful exchanges.4. Secondary school oral English class teaching method4.1. Take the necessary measures to promote after-school practiceAccording to statistics, a foreign language class last for 45 minutes, with a class
36、 size of 50 students, if the teachers English teaching are proper, a classmate drill oral English within a week in class for about 1.5 hours. If they cannot make full use of their spare time to do oral practice, how do they learn a foreign language well? In the past, we often adopted to persuade rea
37、ding self test to conduct supervision and inspection, That is to say that the teachers require students to read aloud daily English and to record content and time, then sign their parents names every day, once a week or several times let the teacher check.So do that, certainly played an urged role,
38、but in fact, the teacher only learn the students quantity of oral exercises after class, and quality content still know very little. Many parents also reflected: we do not understand foreign languages, I do not know what children read, They do not know that the children was right or wrong. There are
39、 some irresponsible parents, for their easy, after the childrens simply reading aloud, they will all sign their name on the self test. So I asked the students to completely record the lesson that recite the texts after class, especially the drill of sentence pattern, every picture, every sentence ha
40、s to be carefully recorded, the tapes were handed in once a week, I would check one by one.It is sustained for two years, the students imitation of pronunciation and intonation, and in terms of bold open practice, there has been remarkable progress.4.2. Implementation oral job of the after-class rec
41、ordingsLayout oral recording job at the beginning, I have encountered many unexpected problems. If the tape has problem. The findings is some students dont have the recorders, It is reflected that the recorder is broken. But most of students that have the recorded audio because of excessive tension,
42、 with shivering and shaking voice; some language are not a sentence, just in the course of a text being recorded, they repeatedly pressed pause on several occasions, losing coherence in a text story or dialogue; there is no loss of explosive, intonation is not correct; sentence syntax errors occur w
43、hen they make sentences. For different types of issues I adopt different solutions. Teach classmates to use a tape recorder. To contact parents to hope that they can provide their children with the necessary learning conditions. Praised classmates that handed in the tape . Play several tape of high
44、quality audio to the parents at the parents meeting, which caused the parents understanding and support. After class recording this oral arrangement and implementation of job have been parents for their understanding and support. At present, many students were gotten rid of condition that only hande
45、d in the tape in the past, They tried to complete recording of high quality jobs.4.3. Timely feedback information to improve students learning interestWeekly collection of cassettes I will listen to carefully every disk and make records, tracking analysis. Like continuous reading, missing explosion
46、errors in sentences, correct on the next lesson in a timely manner. During the lunch hour, I often carried a tape recorder to the classroom to play tapes and selected a few good quality recording to play. These student association students praise to motivate themselves. Sometimes play a few tapes of
47、 the disc that is not of high quality, from the searching eyes of the students, the classmates were arising from vigilance, learning, They effort to correct. For the students that individual oral job is completed well, I used to give individual counseling, Each week I will publish results of check tapes to the whole class, and the