How to improve Middle School students' oral English
Abstract
Abstract:
This paper presents an analytical study of the method on how to improve the Middle School students' oral English and this paper will be presented in three parts. The first part is the introduction of oral English, which is the ability to use language to express ideas and communicate with each other. It points out the purpose of oral English teaching in the Middle School and the problems existing in teaching and oral English studying .The focus of the paper lays on the middle part that shows different kinds of problems. In this section, the paper analyses the existing problems and suggests some useful methods to solve the problems. It also provides some suggestions on how to improve oral English, such as, pronunciation, vocabulary, and sentence pattern. At last, an example is given to show how to teach oral English on the purpose of improving oral English in the Middle School. The last part of She paper is the conclusion .summing up the importance of oral English and how to improve the Middle School students' oral English.
Keywords: Oral English Method Context Problem
摘 要
这篇论文针对怎么提高中学生英语口语的方法进行分析、描述。整篇论文分为三个部分。
文章的第一部分首先介绍什么是口语，口语是丁种利用语言表达思想，进行口头交际的能力。它指出了中学口语教学的目的和目前在中学口语的教学过程中存在了很多问题。文章的重点在第二部分，它对口语教学过程中的间题进行了具体分析并针对问题提出了建设性的意见。同时指出要想真正提高自己的口语能力，必须从一些基本方面人手，如:发音、句型和词汇。最后是对文章进行了总结性概括，强调了口语在英语学习过程的重要性。
关键词: 口语 方法 语境 问题
II
Contents
Abstract………………………………………………………………………………..............I 摘要…………………………………………………………………………………………...II I Introduction…………………………………………………………………….................1 II Some disadvantages impeding the training of oral English.
2.3.1 At first, the idea of neglecting oral English is generally existed in the Middle School.……………………………………………………………...3
2.3.2 Obviously, be lacking in practicing oral English is the major reason why the students have no confidence before speaking.…........................................................................3
2.3.3 The serious language barrier is context.………………………………….4 ………………………………………………………5
III Characteristics of oral English………………………………………………………...6 3.1Pronunciation……………………………………………………………………………...6
3.2Vocabulary ……………………………………………………………………………....6 .
IV Use of oral English in communication………………………………………………….9 5.1 Oral Presentations:…………………………………....9 5.1. Talking Warm-Up:
…………………………………………………………………….9 5.1.2 Focus on Speaking Strategies 5.1.3 A Song To Make You Talk:………………………………………………………………10
5.1.4 Retelling Personal Stories……………………………………………………………………...10
5.1.5 Out-of-class Talking Opportunities…………………………………………………………………11
11
VI Conclusion……………………………………………………………………………......13 Bibliography...……………………………………………………………………………….14
III
How to improve Middle School students' oral English
I Introduction
Oral English is the ability to use language to express ideas and communicate with each other. In the Middle School, the purpose of English teaching is making students master some basic knowledge about English and training their ability that they could use English to communicate with other people. Some research shows that in English learning, the older the student, the higher the cost, or the lower the efficiency. The study of English, especially oral English, should be tackled during the period of middle school Sooner than that of graduate school .So we must realize the importance of oral English in the Middle School and change the teaching model that lays particular stress on analyzing of grammar and the practice of sentence pattern with the central position of teachers. This kind model of teaching violates the principle of quality education and basic law of English teaching. Instead, we should fully give students' effect free rein, and strengthen the training of oral English because language is a kind of tool using in communication. According to the history of language, the spoken language is proceed to the writing, therefore, oral English is the key of studying English and it is very important in English teaching. Nevertheless, students in the Middle School are hardly interested in oral English even thought they are frightened to use language to express their perfect thought. All these things indicate that there are many problems existing in oral English teaching and studying in the Middle School.
With the development of English teaching, oral English becomes more important, but there are some disadvantages impeding the training of oral English.
II Some disadvantages impeding the training of oral English.
At first, the idea of neglecting oral English is generally existed in the Middle School. Most of students study English. With the purpose of graduated exam, and it's
a pity that there is no exam about oral English before attending to the college. So both teachers and students think that it is a waste of time to practice oral English, causing the appearance of \English, This factor is the key problem about oral English and we must change our wrong cognition. Don't be afraid of wasting time! Teachers should deal with the relationship between language studying and language utilizing. Change the traditional teaching which teachers teach the students from the beginning to the end. In contrast, teachers should organize the activities like pair work, group work, class discussion and interview which were designed in the students' book, and give enough time to encourage them to communicate with each other to
exchange their ideas. Then teachers choose some students to expound their ideas on which students could make a discussion and later teachers make a conclusion. This kind of method can enliven the thought of students and promote the communication between teachers and students. Students also gain the ability of language utilizing in the proceed of activities. Secondly, many students have been influenced by the \are afraid of speaking because they think they will do something wrong and be blame for the mistakes and ridiculed by other students This kind of psychology affects their regular thought and lead to anxiety and nervousness.
Obviously, be lacking in practicing oral English is the major reason why the students have no confidence before speaking. Besides, they think of the grammar
excessively. It is an inevitable appearance that learners are making mistakes during the process of studying. Dulay and Burt have said that “we can’t master the language with no mistake.”, they point out the importance of mistakes during the language studying. When the student expresses their ideas freely, too much correction will not only interrupt their train of thought, but also damage the students’ initiative and engender scare. The major task of teachers is not to find the mistakes which occurred in the students’ oral English. They should encourage the students to do more practice and help them to set up confidence. Teacher must treat the mistakes distinctively. Nevertheless, we must pay more attention to the basic structure mistakes in order to avoid the multiple of mistakes. Teachers should correct the mistakes after expression. But partial mistakes should be rectified by themselves, because with the development of language studying, the problems will be solved naturally, During the period, teacher can train the sensibility of language and understanding of mistakes, so teachers could usually ask students to sum up the mistakes that take on in their words.
The serious language barrier is context. In communication and linguistics, context
refers to the meaning of message (such as a sentence ), its relationship to other parts of the message (such as a book ), the environment in which the communication occurred, and any perceptions which may be associated with the communication. The ability of language application is not the simple accumulation of linguistic knowledge. In the regular communication, people can express their ideas nimbly with different kinds of context and language material could change into the language through the pronunciation organs. But students have little chance to experience the real English communication scene and the main scene is the class in the schools. It is worse that the unique language environment usually controls by the teachers, with some practice done mechanically, so that is a communication without thought, information and