Talk about oral English teaching in middle school 入学英语口语复试.docx
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Talk about oral English teaching in middle school 入学英语口语复试.docx
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TalkaboutoralEnglishteachinginmiddleschool入学英语口语复试
TalkaboutoralEnglishteachinginmiddleschool
TheimportanceoforalEnglish
Ifapersoncan’ttalkwithothersinEnglish,wecan’tsayheisgoodatEnglish.Sonoonecanbesaidtohavemasteredalanguagewellifheisnotabletospeakit.PeoplefromdifferentcountriesneedtocommunicatewitheachotherorallyandmostprobablytheywillcommunicateinEnglish.SowhenwelearnEnglish,weshouldalsopayattentiontothelearningoforalEnglish.
ProblemsandinsufficiencyintheoralEnglishteaching.
WhilelearningEnglish,studentsshouldbetrainedinfourbasicskills---listening,speaking,readingandwriting.Butinfluencedbythepresentexaminationsystem,oralEnglishmaybethoughtdispensableinprimaryandmiddleschool,forthereisnoconcretedemandsinspokenEnglishatall.ManystudentswhohaveavagueunderstandingtowardEnglishjustwanttogethigherscoresintheentranceexamsothattheycangetchancestoenteruniversitiesorcollegesandchangetheirdestiniescompletely.Sograduallytheydevelop“MuteEnglish”.Theycannotspeakoutwhattheylearn.Forexample,afterthreeyearsofEnglishstudying,mostofthejuniorstudentsinmiddleschoolcannotanswersomesimplestquestionssuchas“howoldareyou?
”,“whatisyourname?
”.EvensomecollegestudentswhopassedtheCET6(CollegeEnglishTest),cannotcommunicatewithforeignfriends,either.
Reasonsfortheproblems
Whydostudentshavesuchproblems?
Thereasonsmaybethefollowing.
1.LessattentionarepaidtospokenEnglish.
Mostofalltheteachersliketoprovidethestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon,Theyarefocusingthesething,especiallyonthegrammar.Thestudentsdoneedthese,butmanyteachersforgettoteachthemhowtostudyEnglish,andhowtouseit.Sowhenyouaregivingtheknowledgetothestudents,don’tforgettoteachthemalltheabilitiesofthefourskills.
2.Students’mentalfactors
ThemostresistanceofspeakingEnglishisstudents’mentalobstacle.Inanotherword,theyarelackofconfidenceandareshytospeak.Theyareafraidtobelaughedatwhentheymakemistakes.“Shynessandsilenceareluxuriesyoucan’tafford.Ifsuccessdependsonspeaking,youmustspeak”.Therearetwomentalfactorsthatwillinfluencestudents’spokenEnglish:
oneistheirpersonalcharacterandtheotheristheirunderstandingoftheimportanceofspokenEnglish.Manystudentsarenervouswhentheyareinspeakingclassandareafraidtobeaskedbytheteacher.Theydon’tparticipateintheclassactivitiesunlesstheteachercallsthem.Alsobecauseofnerve,theyoftenmakemistakeswhentheyspeakEnglish.Thereisarelationshipbetweenforeignlanguagelearnersandtheirmentalcharacters.Generallyspeaking,extrovertedlearnerslikecommunicatingwithothersandtheyarenotafraidtomakemistakeswhentheyspeakforeignlanguages.Theyareconfidentofthemselves.SotheyhavemoreadvantagesinlearningEnglishthanthoseintrovertedlearners.MostofthemthinkthatspokenEnglishisveryimportantsothattheycanconcentrateonhalfoftheclass.
3.Lackingtheessentiallanguageenvironment.
OurstudentsstudyEnglishintheenvironmentofonlyChineselanguage.ThestudentshavenotenoughtimeandalmostnoopportunitytocontactspokenEnglish.Whentrainedintheclass,thestudentsoftencometoalotofdifficulties.InsuchanEnglishlanguageenvironmentthestudent’sabilityisseriouslyaffected
4.Thenumberofthestudentsintheclassisexcessivelylarge.
Theoralabilitymustbeimprovedthroughthemassiverepeatedpractice.Eachstudenthastohaveenoughopportunitytopractice.Butinourcountrytheclassisbig,generallyabout50-60students.Thenumberoftheclassisexcessivelylargesothatitisdifficulttoorganizeeffectivespokenlanguagetraining.ThusthestudentswillhavelessopportunitytoopentheirmouthstopracticeoralEnglishandthespokenlanguageabilitynaturallyenhanceswithdifficulty.
5.TheopportunitytolistentoEnglishistoofew.
TheimprovementofspokeEnglishabilitymustbeestablishedonthepracticefoundationoflisteningtoEnglishmassively,butbecauseteachers’spokenlanguageproficiencyislow,theelectricalteachingmaterialsandotherequipmentsaremoreinferior,andsoon,obviouslytheopportunityofthestudentstolistentoEnglishmustbefew.Thisdirectlyaffectsthetraining.
Suggestionstotheproblems
1.Improveteachers’fully-developedabilities.
EnglishisbecomingmoreandmoreimportantandEnglishteachershavetofacemoreandsevererchallenges.Eachonehastoimprovehimselfcontinuouslytobequalifiedandmeetthedemandofsocietybydoingsomefurtherstudy,receivingteachers’training,learningfromothersstrongpointstooffsethisweaknessandsoon.
AgoodEnglishteachershouldhavefluentlanguage,correctpronunciation,beautifulintonation,andmoderatetempoinspeakingEnglish.Atthesametimehemusthaveabundantlanguageknowledgelikelinguistics,begoodatteaching,beskilledincommunicating,berichinaffections.Andthelastbutnottheleast,hehimselfmusthavemanygoodvirtuestoinfluencestudentstobeasuccessfulman.
2.EnoughattentionshouldpaytooralEnglish.
Lettheteachersandstudentpaymoreattentiontothetrainingoforalskillbyrevisingthesyllabusandaddingsomeformaloraltest.OralEnglishtrainingshouldbecoherent,systematicalandscientific.Accordingtocriticalperiodhypothesis,childrenperiodisthegoldenperiodofacquiringlanguage.Theirtonguesareflexibleandtheyarefreeofmothertongueaccent.Sotheycanspeaklikenativespeakers,thisisalsothemostefficientwaytoavoiddeveloping“muteEnglish”.Besidestrainingchildren’soralEnglishcanhelpcultivatetheirEnglishthoughtlanguageawareness,whichisveryhelpfulinEnglishlearning.Thus,wecangettwiceresultwithhalfefforts.
TolearnEnglishwell,bothteacherandstudentshouldpaymoreattentiontospeaking.NobodycanlearnEnglishwellwithoutpracticinghisspeaking.Asamatteroffact,thefourskillsoflistening,speaking,readingandwritingisawholepart,withoutlearninganypartwellyoucannotmastertheotherthreeparts.Butinreality,mostteachersandstudentsgoagainstthisrule.Theyjustfocustothegrammars,reading,listeningandwriting,whichwillbetestedinEnglishexaminations.TaketheEntranceExaminationforCollegeforexample,therearejustlisteningreadinggrammarandvocabularyandthewritingbutnospeaking.Thusspeakingisneglectedbystudentsandteachersbothinclassandoutofclass.Inordertoachievehighmarksstudentsprefertospendtimeontheirvocabularyandgrammar,whichisnotgoodfortheirfurtherstudyingandpracticingability,andalsonotthepurposeoflearningalanguage,becauseevensomeonehaslearntagreatnumberofwords,withoutpracticingoralEnglishinhisdailylife,hewillforgetthemeasily.Thebestwayofmasteringanewwordistomakeasentencethenpracticethesentenceinreality.Justasthesayinggoes“practicemakesperfect”.WithoutpracticingoralEnglish,youcannotmasterthelanguageverywell.
BothspokenEnglishandwrittenEnglishareveryimportantandnecessaryforstudents.However,teachersshouldnotspendtoomuchtimeemphasizinggrammarandrulesthatevennativespeakersapplyinconsistently,itwouldseemtobeawaste.Instead,weshouldmakeuseofthelimitedtimeinEnglishclasstopractisetheirspokenEnglish.Meanwhile,letstudentslearnaboutsomebasiclanguagepoints,andencouragestudentstoreadsomereadingmaterialsthatarewritteninformalEnglish.What’smore,thiscanimprovestudents’readingabilityaswellastheirwrittenEnglishlevel.
3.Makemorechancesofpracticingspeaking
We’dbetterteachpeoplehowtofishinsteadofgivingpeoplefish.Studentsarethemainpartsofthespeakingclassratherthantheteachers.Soweshouldletthemspeakmore.AsnotedbyFrankM.Grittner,“Speakingtoomuchistheoccupationaldiseaseofforeignlanguageteachers”.
AsJespersonsaid“thefirstrequirementofteachingforeignlanguagewellistryourbesttoletstudentscontactforeignlanguageanduseforeignlanguage”.Learningforeignlanguageislikelearninghowtoswim.Thestudentsshouldbeinthewaterinsteadofgettingasprinklingofwaternowandthen.Theyshouldbeduckeddownintothewater.Finallythey’llenjoythemselvesinthewaterasableswimmers.Soforeignlanguageteachersshouldmakemorechancesofpracticingspeakingforthestudents.Teachersshouldchoosesuitableteachingapproaches,suchascommunicativeapproach.Itisastudent-centeredway,whichadvocatesstudentsspeakmoreandteachersarethesupportingrolesintheclassroom.Theyonlyguidethestudentstotherightdirection.Althoughtheteacher’stalkcanbegoodmodelingandusefulinput,itisbesttokeeptheteacher’stalkataminimumlevel.Thereisabeliefthatstudentsshouldnotbeforcedtospeakwhentheyarenotreadyyet.Thisbriefisbasedontheassumptionthatifthestudentshavenotlearnedenoughlanguagecomponents(e.g.grammar,vocabulary),theyareunabletoproducemeaningfullanguage.InChina,generallyspeaking,bothteachersandstudentshavepaidgreatattentiontolearninggrammarandvocabulary.Soourproblemisnothavingnothingtosaybutnotknowinghowtosaythings.Andthisresultedfromthelackofopportunitiestospeak.Therefore,designingspeakingactivitiesthatmaximizestudents’opportunitytospeakisoneofthecentraltasksforlanguageteachers.
InEnglishclass,studentshavechancetopractisetheiroralEn
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