Analysis-of-oral-English-teaching-in-middle-schools论文-定稿.doc

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1、Project Title: Analysis of oral English teaching in middle schoolsInvestigator: Dong YuhuaPuyang Radio & TV UniversitySubmitted on November 20, 2012In fulfillment of the course “Practical Project Design”ThanksI am very grateful to my supervisor Miss Han without whose support and patience， this proje

2、ct 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 achieveme

3、nt.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.summarySummary of the contents: In the course of English teaching, there was some misunderstanding on oral English teaching in middle schools and coun

4、termeasures, resulting in a very difficult situation improving oral English teaching. With the continuous improvement of teaching method of English and improvement of teaching level, The traditional teaching forms have been unable to adapt to the new teaching mode. At present, English oral applicati

5、on 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 usually talk l

6、anguage 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 make a numbe

7、r of comments on secondary school oral English teaching, by identifying the factors under the influence of oral English teaching in middle school. For example: lightly spoken English, learning English edification of fear, lack of English-language environment, and so on. Adopt proper and effective te

8、aching methods, that is to say, I will take the necessary measures to promote after-school practice, implementation after class recordings oral job, timely feedback information to improve students learning interests, and correct errors of oral job, improving the accuracy of written work, change the

9、traditional assessment methods, raise consciousness in learning to improve spoken language widely.In other words, to improve students oral English, teachers and students need to work together, to truly realize the transformation from examination-oriented education to quality education, We must refle

10、ct in peacetime in the teaching process learning of new concepts, through long-term unremitting efforts to improve students English speaking ability.DirectoryIntroduction -1Executive summary -2一、Influence factors of oral English teaching in middle schools -2 （一）、The thought of despising English spok

11、en language -2 （二）、The dread of study English -3 （三）、Lack of English language environment influence -3二、Secondary school oral English class teaching method -4（一）、Take the necessary measures to promote after-school practice -4（二）、Implementation of the after-school recording oral job -4（三）、Timely feed

12、back information to improve students learning interest -4（四）、Corrected oral job errors, improving written work correctly -5（五）、Changing the way of traditional assessment to raise consciousness in learning -6三、Rule recommendations of oral English teaching in middle schools -6（一）、Initiative - -6（二）、En

13、courage students to speak - - -6（三）、Providing opportunities to learn English - -6（四）、Stressing the cultivation of innovation ability -7（五）、Create a classroom atmosphere -7四、Concluding remarks -7Bibliography - -8Executive summary: communication is the essence of the teaching of English (communication

14、), 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 form English capability. In the communication process, teacher-student interaction is between awareness activitie

15、s 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 conmmunication by conmmuni

16、cation and for conmmunication. 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 schoo

17、ls, 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.Keywords: communicative competence; interference; methods of teaching; te

18、aching rulesAnalysis of oral English teaching in middle schoolsIntroductionLanguage 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 world general la

19、nguage, 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 bu

20、lk 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 middle school students

21、 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 have become experts

22、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 incomplete, even they wi

23、ll 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.一、Influence factors of oral English teaching in middle schools（一）The thought of despising English spoken languageMany students motivat

24、ion 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 not, in the new textbooks, it still follow the beaten t

25、rack, 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

26、, 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, reading and writing, training in oral and written English c

27、ommunication 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

28、 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.(二)The dread of study EnglishWhen many students speak English, they always have a psychological fear. Th

29、ey 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 questioned in class is oft

30、en 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

31、 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, lack of motive power of study. It is a kind of mental s

32、tate 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 behavior and attitude can easily cause students excessive ten

33、sion, 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 t

34、he 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 mental hinder the successful conduct of oral English trainin

35、g.（三）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 ability of an opinion on the language properly or not in the

36、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 is only the

37、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, information, emotional interaction between teachers and students

38、and meaningful exchanges.二、Secondary school oral English class teaching method（一）、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 students, if the teachers English teaching are proper, a classm

39、ate 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 t

40、he 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, the teacher only learn the students quantity of oral exercises

41、 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 childrens simply rea

42、ding 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 carefully recorded, the tapes were handed in once a week, I would c

43、heck 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.（二）、Implementation oral job of the after-class recordingsLayout oral recording job at the beginning, I have encountered many u

44、nexpected 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 shivering and shaking voice; some language are not a sentence, just in

45、 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 sentences. For different types of issues I adopt different sol

46、utions. 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 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 in the past, They tried to complete recording of