there are questions without answers, and they aren’t 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 in line with the rules of grammar. So, \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 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, 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
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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, the teacher only learn the students’ \little. Many parents also reflected: \know what children read, They do not know that the children was right or wrong. \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 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 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 recordings
Layout oral recording job at the beginning, I have encountered many unexpected problems. If the tape has problem. The findings is some students don’t 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 the course of a text being recorded, they repeatedly pressed \dialogue; there is no \of explosive\intonation is not correct; sentence syntax errors occur when they make sentences. For different types of issues I adopt different solutions. ① Teach classmates to use a tape recorder. ② To contact parents to hope that they can provide their children with the necessary learning conditions. ③ Praised classmates that handed in the tape . ④Play several tape of high quality audio to the parents at the parents’ meeting, which caused the parents understanding and support. \been parents for their understanding and support. At present, many students were
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gotten rid of condition that only handed in the tape in the past, They tried to complete recording of high quality jobs.
4.3. Timely feedback information to improve students ' learning interest
Weekly collection of cassettes I will listen to carefully every disk and make records, tracking analysis. Like \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 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 whole class, and the things will be posted on the weekly \4.4. Corrected oral job errors, improving written work correctly
Recite the soundtrack to be able to read with imitation, but asked to do drills practice recording, students tend to greater difficulties, I will take the following approach: ① make a dialog beginning with a group of two sentences. Then transition to a group of four sentences, a group of six sentences. ② 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 difficult, though propagation. ③ At the beginning I copy the sentences on the blackboard and let students practice, develop slowly to let students do dictation and recorded sentences. ④ limited optional training in class, and each home will be recording each sentence, each picture in the required training. That 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 carefully recording. It’s 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. I'm in the process of listening to the tapes, record the
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students' errors, and corrected in a timely manner, which greatly improves the accuracy of written work of the students. The following are examples: \the weather like today?\In the process of recording, many students incorrectly read as \Things that concept is unclear, especially, it will be highlighted when I teach a new tense. If there is such a group of dialogues: \What does Sandy want to do? He wants to draws a picture.\slightly changed, some slightly worse student will make some errors, these errors would be incorrectly reflected in their audio tapes: \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: \can't rides a House. He can rides a bicycle.\tense, a sentence is written like this: \taking off my shirt.\Some students mistakenly read as follows: \am wash my hands.\detect errors, and corrected them, cleared the students’ obstacles in the process of \hear, speak\
4.5. Changing the way of traditional assessment to raise consciousness in learning Foreign languages test is divided into both oral and written 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 were 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 doesn’t consolidate, what methods did I take to remedy this? I always feel despised and I can’t 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 they did not care about oral and not to do a
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comprehensive review...... We know that \memory\forgetting rate is the highest. In final oral examination, the actual result is not satisfactory. Therefore, I pay attention to the usual oral drills, and changed oral test forms only once a semester, then I record weekly recording performance on record, as basis for the oral exam of the semester.
5. Rule recommendations of oral English teaching in middle schools
The present secondary school, there are not specifically spoken teachers to teach their students, in this article, we contact spoken English and the increase level of English together. Here some rules to encourage the teaching of oral activities among students. These proposed rules are: 5.1. Initiative
Oral language must be initiative and active, dynamic, we should arouse students' enthusiasm for participation. That is to stimulate students' learning interest in students motivation to learn, and create language environment. For example, if let they discuss “What is your favorite sport?”, they would say “basketball, football, swimming, ping pong” and so on, or let the students look at the pictures, because of pictures, the students can't help being infected, let the students maintain their interest in learning, the adjacent part of the methods and materials should be made to update changes. 5.2. Encourage students to speak
In the classroom we must give students some independent learning opportunities. A few days ago I went to watch an English teacher’s observation teaching lesson, the lesson of the teacher was successful, it can leave the classroom a lively atmosphere of teaching. He can use a variety of flexibility teaching methods and means. Such as: Visual teaching methods is still in my memory. His lesson is in junior high school on the second book “a famous person”. I think her success in this lesson is to let the students to have opportunities of active learning. She divided her class into several groups, and interview English teacher who are listening to the lesson in class. The interview question is decided by the students themselves. For example: \are you from? What do you like to do in your spare time? Do you like your job? Are there any places of interest in your hometown?
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