2022年濮陽電大本科英語董予華修改

1、附錄一：中文標(biāo)題頁題目：淺析中學(xué)英語口語教學(xué)措施項(xiàng)目設(shè)計者董予華濮陽電大提交日期11月28日課程名稱：教學(xué)實(shí)踐設(shè)計附錄二：英文標(biāo)題頁P(yáng)roject Title: Analysis of oral English teaching in middle schools InvestigatorDong YuhuaPu Yang Radio TV UniversitySubmitted on 28th November In fulfillment of the coursePractical Project Design附錄三：道謝AcknowledgmentI am very grateful

2、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 whose willing par

3、ticipation 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.附錄四：中文摘要摘 要在國內(nèi)目前旳中學(xué)英語口語應(yīng)用中，我們可以看到，有旳學(xué)生筆試成績相稱不錯卻口語卻很差，在平常交際活動中，有旳學(xué)生心里想旳很不錯，要她進(jìn)行

4、口頭體現(xiàn)就抓耳撓腮，體現(xiàn)不完整，尚有旳學(xué)生平時說話語言流暢，思維敏捷，一到正式發(fā)言就吞吞吐吐，結(jié)結(jié)巴巴，諸如此類旳現(xiàn)象比比皆是。只有激發(fā)學(xué)生對口語體現(xiàn)產(chǎn)生濃厚旳愛好，才干使教師旳教學(xué)與訓(xùn)練有所起色。因此本文就中學(xué)英語口語教學(xué)旳措施提出某些見解，通過發(fā)目前中學(xué)英語口語教學(xué)中所受到旳影響因素。采用對旳有效旳教學(xué)措施，就我個人提出旳某些旳措施,及時反饋信息，提高學(xué)習(xí)愛好、及時糾正口頭作業(yè)旳錯誤，提高書面作業(yè)旳對旳率、變化老式旳評估措施，提高學(xué)習(xí)旳自覺性。從而提高口語旳廣泛應(yīng)用，提高學(xué)生旳英語旳口語體現(xiàn)能力。核心詞：交際能力；干擾；教學(xué)措施；教學(xué)原則附錄五：英文摘要AbstractAt present

5、, 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 some students us

6、ually 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 this article, I

7、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 errors of oral j

8、ob, 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附錄六：目錄ContentsAcknowledgment.IAbstract (in Chinese).IIAbstract

9、 (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 students learning

10、 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. Concluding remarks

11、 .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, English as a

12、 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 China, and Chin

13、ese 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, fostering middl

14、e 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 our students hav

15、e 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 English is incompl

16、ete, 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 between teacher

17、 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 sides. Student

18、s 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 for communicati

19、on. 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 right teaching

20、 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. The thought of

21、 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 attention or

22、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 language of the la

23、w, 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, speaking, read

24、ing 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 English listenin

25、g 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 many students

26、 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 normal communicatio

27、n. 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 anxiety is co

28、nnected 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 self-confidence

29、, 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 classroom beha

30、vior 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 error problem

31、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. So, Fear men

32、tal 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 cultivate students ab

33、ility 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 knowledge is the cl

34、assroom. 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 ideas, inform

35、ation, 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 size of 50 st

36、udents, 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 reading self test

37、 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, but in fact, t

38、he 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 some irrespon

39、sible 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 has to be carefu

40、lly 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 recordingsLayout

41、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, with shiverin

42、g 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 when they make

43、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 quality audio

44、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 handed in the tape

45、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 errors in sent

46、ences, 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 the disc that

47、 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 wh

48、ole class, and the things will be posted on the weekly home and school connection on the book.4.4. Corrected oral job errors, improving written work correctlyRecite the soundtrack to be able to read with imitation, but asked to do drills practice recording, students tend to greater difficulties, I w

49、ill take the following approach: make a dialog beginning with a group of two sentences. Then transition to a group of four sentences, a group of six sentences. use general questions to make up a question-and-answer, and then use special questions to make up a question-and-answer. From easy to diffic

50、ult, though propagation. At the beginning I copy the sentences on the blackboard and let students practice, develop slowly to let students do dictation and recorded sentences. limited optional training in class, and each home will be recording each sentence, each picture in the required training. Th

51、at would address the lack of hours is short and students extensive practice of contradictions. Require each student carefully record every sentence and picture. That solved the contradictions that lack of hours because of their classes no time to extensive practice . In the course of each student ca

52、refully recording. Its true that they change the audiovisual into saying. That is to say, it is cognitive processes that they change perceptual knowledge into rational knowledge, book knowledge into their knowledge. Im in the process of listening to the tapes, record the students errors, and correct

53、ed in a timely manner, which greatly improves the accuracy of written work of the students. The following are examples: Whats the weather like today? It looks cloudy. It a cloudy day. In the process of recording, many students incorrectly read as Its looks cloudy. It a cloudy today. Things that conc

54、ept is unclear, especially, it will be highlighted when I teach a new tense. If there is such a group of dialogues: What do you want to do? I want to make a snow man. What does Sandy want to do? He wants to draws a picture. When the sentences are slightly changed, some slightly worse student will ma

55、ke some errors, these errors would be incorrectly reflected in their audio tapes: What does Sandy wants to do? He want to do draw a picture. But after learning of modal verbs, the student that grammatical structure is not yet master will erroneously read as a sentence: Sandy cant rides a House. He c

56、an rides a bicycle. When they learn the present continuous tense, a sentence is written like this: Im taking off my shirt. Some students mistakenly read as follows: I taking off shirt. I am washing my hands. Read: I am wash my hands. All in all, after carefully listening to tapes of each student, I

57、can detect errors, and corrected them, cleared the students obstacles in the process of see, hear, speak, and will be able to improve the accuracy rate of writing.4.5. Changing the way of traditional assessment to raise consciousness in learningForeign languages test is divided into both oral and wr

58、itten form. Written test is divided into two stages of the middle and the end in each semester. In these written test, the first part is usually all kind of various forms of speech detection. For several years, when I was doing this part of the examination paper analysis, I often found that there we

59、re some students, they lacked in pronunciation and intonation and the knowledge of speech sound is not perfect, but they were able to do well. I think about it, for those students that the knowledge of speech sound doesnt consolidate, what methods did I take to remedy this? I always feel despised an

60、d I cant be faithfully reflected in the oral communication skills of the students. And in a final oral examination, students tend to cope with other subjects of examination, either under a lot of pressure, too late to fully review the oral content. They often took luck, temporary memorization, or th