5.3. Providing opportunities to learn English
Widen the scope of student participation to allow more opportunities for each student (or equal opportunities) to say English, avoiding the audience scenes, that the majority of people (maybe someone is sleepy) listen to speaking of a small group of students. When I taught the lesson of junior middle school for Unit 7 man who never gave up, after our overall understanding and paragraph about the text, we required students around the text content in a variety of ways of the practice for improvement. We use interview forms as journalists, allow students to communicate using the language that they had learned in use. According to the text leads, respectively, ask students to play Edison, Edison mother, Edison’s teacher, the little boy who was saved by Edison, the little boys’ father, the remaining students is a reporter for an interview. An interview to Edison and the thankful father, know Edison’s hobby when he was a child; interviews to their teacher, aware of the things of Edison’s school. 5.4. stressing the cultivation of innovation ability.
In some texts of the new English textbook, there are usually dialogue forms, we asked the students to rewrite the dialogue forms into the essay form, sometimes we can ask the students to adapt some text into the dialogue forms, some texts are required students to have continued writing the texts for the training of students' creative thinking ability. For example, there is a lesson in the third textbook of junior middle school for Unit1 In the library, we can be accomplished teaching texts through a variety of media. Then we ask students adapted drama by a story form, after that, let the students did some discussion that can develop students’ the creative thinking. For example, organize students to do the exercises of “continue the story”. After Granny lost the book, what will happen next. let students orally discuss in class to improve the students’ English express ability. 5.5. Create a classroom atmosphere
Make every student feel self is like a part of the whole. Encourage students to understand the English names of other students, ask system students’ things, to write out the address book like these: English name; Address; Favorite things; Family members; Age. Avoid negative encouraged, such as the words of compliment. We
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should encourage the students’ expression in the form of an adult, sometimes students also have the right to remain silent. At the area of the environment, we can develop physical classroom space and the environment facilities that we can think of. 6. Concluding remarks
Overall, for a learner of regarding English as a second language, spoken language training and improving the language skills, it is necessary to overcome the interference of mother tongue and to eliminate various factors affecting oral. We must take the right teaching methods, and strengthen the implementation of oral English in the middle school. We know that language is the basis of text, spoken language learning is a guarantee of learning English, It is also a breakthrough in learning a foreign language, high quality training can improve the students' oral ability and show the students' creativity, so that we can let the students achieve truly communicative purposes and grasp the foreign language discipline.
7. References
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[1] Hu Chun Tung, English teaching methodology [m]. Beijing: higher education press, 1990
[2] Hang Baotong. English teaching method in middle school [m] Shanghai: East China Normal University Press, 2000.6
[3] Zhen Wu Fu. English [m]. Beijing: foreign language teaching and research press, 2002
[4] Hu Wenzhong of English teaching and learning [m] Beijing: foreign language teaching and research press, 1989
[5] Li Pengyi. ELT in China[M].Beijing: Foreign Language Teaching and Research Press.1990
[6] Wu Daocun. How teach English Effectively[M].Beijing: Peoples Education Press.1993
(This is the end of my project.)
Thank you for your reading!
附录七：教师指导记录表
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××电大英语专业教学实践设计教师指导记录表
(由教师填写)
中文题目_________________________________________________________
英文题目_________________________________________________________ 学生 学 方 姓名 号 向 第一次指导 第二次指导 第三次指导 指导时间： 指导内容： 指导时间： 指导内容： 指导时间： 指导内容： 第四次指导 指导时间： 指导内容：
学生签名______________ 教师签名________________ 附录八：开题报告
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××电大英语专业教学实践设计开题报告
学生姓名 指导教师 董予华 韩利峰 学号 职称 中学高级 方向 工作单位 濮阳县第六中学 教学实践设浅析中学英语口语教学方法 计题目 一、选题的目的、意义和必要性：通过现行初中英语教学，发现在中学英语口语教学中所受到的影响因素，和存在的问题，提出一些看法。积极采取正确而有效的教学方法，及时反馈信息，提高学习兴趣、及时纠正口头作业的错误，提高书面作业的正确率、改变传统的评估方法，提高学习的自觉性，从而提高口语的广泛应用，提高学生的英语口语表达能力。 二、研究的重点与过程设计：研究重点是：探讨“中学英语口语教学方法”，提高学生的英语的口语表达能力。首先研究影响中学英语口语教学的因素；其次，探索“中学英语口语课的教学方法”。第三，针对运用新教法，以及口语教学之中的一些问题，提出一些建议。 三、研究方法：提出“影响中学英语口语教学的因素”，针对具体情况，中学制定英语口语课的教学方法，并进行具体实施。及时反馈信息不断调整教学思路。并在中学英语口语教学中，以提高学生的主动性、不断鼓励学生，给学生提供学英语的机会，注重创新能力培养，积极营造课堂气氛，不断总结和教学对比，努力探索英语口语教学的新思路。 四、预期结果：通过不断完善中学英语口语教学的方法，会不断排除中学英语口语教学过程中所遇到的干扰因素，通过采取正确的教学方法和可行性的教学规则建议，学生在进行英语交际中所学的英语不再是哑巴英语，从而提高学生的实际运用的水平。 20
指导教师审定意见 签名：_____________ ___ 年___月____日 21