2022年濮阳电大本科英语董予华修改 .docx

精选学习资料 - - - - - - - - - 附录一：中文标题页题目：浅析中学英语口语教案方法工程设计者董予华濮阳电大提交日期 2022年 11 月 28 日课程名称： 教案实践设计附录二：英文标题页Project Title:Analysis of oral English teaching in middle schools1 / 20 名师归纳总结 - - - - - - -第 1 页,共 20 页精选学习资料 - - - - - - - - - Investigator Dong Yuhua Pu Yang Radio TV University Submitted on 28 thNovember 2022 In fulfillment of the course Practical Project Design 附录三：致谢Acknowledgment I am 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 whose willing participation in the project implementation it would not have any achievement. 2 / 20 名师归纳总结 - - - - - - -第 2 页,共 20 页精选学习资料 - - - - - - - - - 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,有的同学 笔试成果相当不错却口语却很差,在日常交际活动中,有的同学心 里想的很不错,要他进行口头表达就抓耳挠腮,表达不完整,仍有 的同学平常说话语言流畅,思维灵敏,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；只有激发同学对口语表达产 生深厚的爱好,才能使老师的教案与训练有所起色；所以本文就中学英语口语教案的方法提出一些看法,通过发觉 在中学英语口语教案中所受到的影响因素；实行正确有效的教案方法,就我个人提出的一些的方法, 准时反馈信息,提高学习爱好、及时订正口头作业的错误,提高书面作业的正确率、转变传统的评估 方法,提高学习的自觉性；从而提高口语的广泛应用,提高同学的 英语的口语表达才能； 关键词 ：交际才能；干扰；教案方法；教案原就3 / 20 名师归纳总结 - - - - - - -第 3 页,共 20 页精选学习资料 - - - - - - - - - 附录五：英文摘要Abstract At 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 wantsto speak very well, but if you want themto express the meaning, they will not know what to do. And also some students usually talk language smooth, thinking agile, but atan 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 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 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 4 / 20 名师归纳总结 - - - - - - -第 4 页,共 20 页精选学习资料 - - - - - - - - - Acknowledgment . I 附录六：目录Contents 5 / 20 名师归纳总结 - - - - - - -第 5 页,共 20 页精选学习资料 - - - - - - - - - Abstract in Chinese . . II Abstract in English . . III Contents . . IV 1. Introduction . . . 7 2. Executive summary . 8 3. Problem analysis . 9 3.1The thought of despising . . 9 3.2The dread of study . . 9 3.3Lack of environment influence . 10 4.Solve method . . 10 4.1.Promoter after-school practice . . 10 4.2.Implementation oral job . 11 4.3Improve students' learning interest . 12 4.4Corrected oral job errors . 12 4.5Raise consciousness in learning . 13 5.Rule recommendations 14 5.1Initiative . 14 5.2Encourage students to speak . . 14 5.3Providing opportunities to learn. 15 6 / 20 名师归纳总结 - - - - - - -第 6 页,共 20 页精选学习资料 - - - - - - - - - 5.4Cultivate of innovation ability 15 5.5Create a classroom atmosphere . 15 6.Concluding remarks . . 16 7. References 17 Contents Analysis of oral English teaching in middle schools 1.Introduction Language 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, 7 / 20 名师归纳总结 - - - - - - -第 7 页,共 20 页精选学习资料 - - - - - - - - - as well as linguistic diversity, 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 China, and Chinese also large bulk to abroad or business learning, When exchanging information, expressthe 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 middle school students' oral English communicative competence is become more and more important. However, in today's 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 have become experts of English questions, but said in some occasions become mute. Most students' oral communication is either stuttering or inarticulate, It s difficult to express their own thoughts using spoken English that they had learned. Therefore, we say that these students learn English 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. Executivesummary Communicationis the essence of the teaching of English communication, which is between 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 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 for 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 8 / 20 名师归纳总结 - - - - - - -第 8 页,共 20 页精选学习资料 - - - - - - - - - interference encountered in oral English teaching in middle schools, take the 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 schools 3.1. The thought of despising English spoken language Many 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 teacher sbut also the students' oral English training, whetherthey havepaid sufficient 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 language 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 9 / 20 名师归纳总结 - - - - - - -第 9 页,共 20 页精选学习资料 - - - - - - - - - of listening, 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 English listening in middle school, we focus on literacy, and give full play to the communicative function of English, we will implement the party spirit ofeducation outline into teaching, thereby we can improve the overall quality of middle school students' English. 3.2. The dread of study English When 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 normal communication. High anxiety students to be questionedin 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 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.It s easy to have feelings of fear and anxiety. They lack of self-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 aren active in talking to the teacher. It is true that sometimes teachers are also important factors influencing students' classroom anxiety. Teachers' 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 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 10 / 20 名师归纳总结 - - - - - - -第 10 页,共 20 页精选学习资料 - - - - - - - - - in line with the rules of grammar. So, "Fear" mental hinder the successful conduct of oral English training. 3.3. Lack of English language environment influence Advocates 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' 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 knowledge is the classroom. At present, in most English class,It isonly theform thata 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 oftencontrolled by the teachers'. Mechanical drill lead lack of ideas, information, emotional interaction between teachers and students and meaningful exchanges. 4. Secondary school oral English class teaching method 4.1. Take the necessary measures to promote after-school practice According to statistics, a foreign language class last for 45 minutes, with a class 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 reading self test to conduct supervision and inspection, That is to say that the teachers require students toread 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, 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 some irresponsible parents, for their easy, after the children s simply reading aloud,they will all sign their name on the self test. So I asked the students 11 / 20 名师归纳总结 - - - - - - -第 11 页,共 20 页精选学习资料 - - - - - - - - - to completely record the lessonthat recite the texts after class, especially the drill of sentence pattern, every picture, every sentence has 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 jobof the after-class recordings Layout oral recording job at the beginning, I have encountered many unexpected thavethe problems. If the tape has problem. The findings is some students donrecorders, It is reflected that the recorder is broken. But most of studentsthat have the recorded audio because of excessive tension, with shivering and shakingvoice； 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 theymake 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