附录六：目录
Contents
Acknowledgment………………………………..………… Abstract (in Chinese)…………………………..…………. Abstract (in English)…………………………..………….. Contents……………………………...……………………. 1. Introduction……………………………..……..………….. 2. Executive summary………………………….…………… 3. Problem analysis…………………………………………. 3.1 The thought of despising ……………….…………...... 3.2 The dread of study ……………………..…...………… 3.3 Lack of environment influence ………………………. 4. Solve method ……………………………………....……..
4.1. Promoter after-school practice ………….....…..….... 4.2. Implementation oral job ……………………………. 4.3 Improve students' learning interest …………………. 4.4 Corrected oral job errors ……………………………. 4.5 Raise consciousness in learning ……………………. 5. Rule recommendations …………………………………… 5.1 Initiative …………………..…………………………… 5.2 Encourage students to speak ………..…………………. 5.3 Providing opportunities to learn .………………………
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I II III IV 7 8 9 9 9 10 10 10 11 12 12 13 14 14 14 15
5.4 Cultivate of innovation ability………………………… 15
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5.5 Create 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, 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, 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' 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. Executive summary
Communication is the essence of the teaching of English (communication), which is between teacher and student, communication between the students, not that I
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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 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
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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’s but also the students' oral English training, whether they have paid 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 \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: \of listening, speaking, reading and writing, training in oral and written English communication ability on initial application. \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 of education 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 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 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,
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