For first-year students who have just entered school, developing their speaking skills is the top priority. Psychological research shows that the oral expression ability of children in lower grades is higher than their written expression ability. Based on this characteristic, I regard classroom teaching as the main way to cultivate children's speaking ability. Now I will talk about some of my own practices in terms of subject teaching.
1. Speech training in literacy teaching
Literacy teaching is the focus of teaching in lower grades of primary schools and plays a large role in the entire teaching process. Teachers can often ask students to practice verbally during the teaching process. When teaching students words, after guiding students to read the pronunciation of the words correctly, they can play a word-speaking competition. In this way, students are not only excited and eager to learn, but they also master the pronunciation and meaning of Chinese characters and enrich their vocabulary. It can be said that they kill three birds with one stone. When teaching words, students can be asked to put the word in different positions of the sentence (beginning, middle and end) and say a sentence each. You can also ask students to choose a few of the words and say a few sentences in succession. In this way, students not only deepen their understanding of the word during the speaking process, but also initially develop their ability to organize language.
For example: When teaching the word "Which house is the most beautiful",
There is a word "beautiful" in it. I asked the students to use it to make sentences and asked them to use it to make sentences. Put "beautiful" in front of the sentence, and the student said:
The beautiful clothes look great on me.
The beautiful flowers are blooming, and they smell delicious.
Ask students to put "beautiful" in the middle of the sentence. The student said:
I have a beautiful scarf.
There are beautiful flowers blooming in the park
Ask students to put "beautiful" at the end of the sentence. The student said:
The clouds and snow in the sky are white and so beautiful!
My sister is so beautiful in a floral dress!
Students not only memorized the sounds and shapes of "beautiful" and "liang", but also learned the different parts of "beautiful" that can appear in sentences.
Another example: In the "I Can Read" section in the second teaching area, there are 20 words in it. I asked the students to choose one or two or more words to speak. The students said: ( Italics are words chosen by students)
Summer is here. Grandpa is enjoying the cool under the big tree in front of the house. Grandpa is not hot anymore.
On the river bank, several cute chicks were looking for bugs to eat on the green grass.
It rained, and the students went home holding beautiful umbrellas.
......
2. Carry out speaking training in reading teaching
In Chinese textbooks for lower grades of primary schools, there are many fairy tales and fables that primary school students like. When we teach this type of text, according to the characteristics of the story, we can create scenes and let students perform role performances; we can also let students make up their own fairy tales based on the text; we can also let students continue to make up stories based on the content of the text. Go down. Poems in the lower grades of primary school are relatively easy to understand. After understanding the meaning of the poem, students can be asked to say a paragraph according to the meaning of the poem, and students are encouraged to use their imagination to make the sentence concrete. Students can also practice imitating speaking and writing. This kind of training not only cultivates students' speaking ability, but also cultivates students' imagination. Below, taking teaching "Four Seasons" as an example, I have presented several speaking exercises
Spring is coming,
Summer is coming,
Autumn is coming ,
Winter is coming,
Spring, the students said this:
Spring is coming, and the grass is green.
Spring is here, and the peach blossoms are red.
Spring is here and the grass is sprouting.
Spring is here and the jasmine flowers are blooming.
In summer, students say this:
Summer is here, and the lotus leaves are round.
Summer is here and the lotus flowers are blooming.
Summer is here, and the children went to swim in the river.
Summer is here, and the children are wearing shorts and shorts.
Autumn, students say this:
Autumn is here, and the leaves are turning yellow.
Autumn is here, and the chrysanthemums are blooming.
Autumn is here, and the ears of grain are twisting and turning.
Autumn is here, and the sorghum is red.
Autumn is here, and the corn is turning yellow.
Autumn is here and the fruits are ripe.
In winter, students say this:
Winter is coming, and snowflakes are falling.
Winter is coming and the plum blossoms are blooming.
Winter is coming, and the children are building snowmen and having snowball fights.
......
3. Use text illustrations for speaking training
Looking at pictures and speaking is the main way to cultivate students' speaking ability. Most texts in lower-grade textbooks are equipped with corresponding illustrations, which facilitates students' observation and helps develop students' speaking skills. Teachers can make full use of illustrations to train students in speaking. When students in the lower grades look at pictures, they often just say whatever they see. They are not organized and don’t know where to start. Therefore, teachers should guide students when they look at pictures and speak, so that they gradually understand what to say first, what to say next, and what to say last.
After teaching students how to observe pictures, and when students can speak completely, teachers can also teach them how to speak clearly, vividly, and beautifully. Below, I combine the teachings of the first-grade volume of the People's Education Press Let me talk about my approach in the "Look, Read, and Read" section of "Chinese Garden 3":
First of all, I asked the students to talk about: What should I pay attention to when observing pictures? The student replied: Observe in an orderly manner. Following the trend, I asked students to talk about the order in which they can observe the pictures.
Then, I asked the students to say, what did you see?
A student stood up and said: I saw white clouds, wooden boats, creeks, ducks, wild flowers, and puppies.
I definitely say: You spoke very completely, telling all the contents of the picture, and you said it in an orderly manner from top to bottom. The teacher gives you 80 points. Who can say it more clearly than him, such as: I saw white clouds floating in the blue sky. Inspired by me and encouraged by their scores, the students said the following paragraphs, which I excerpted.
Student 1: White clouds are floating in the sky. The small river is flowing, the wooden boat is parked on the water, and ducks are swimming on the water. Wildflowers are blooming, puppies and butterflies are playing.
This is my evaluation. Your sentences are very complete and your observations are in order. You also treat the puppies and butterflies as people and say they are playing. It is really imaginative. You can score 100 points. The student listened to my evaluation and sat down happily. Then, I said, who can observe more carefully and use the following quantifiers to see if this expression is more specific.
Student 2: A white cloud is floating in the blue sky. A long river flows gurglingly. A wooden boat was parked on the water, and two ducks were swimming on the river. On the green grass, several wild flowers were in bloom, and a puppy was playing chasing butterflies.
My evaluation is this: You are great. Not only did you use numerals accurately, but you also used a lot of redundant words, such as: blue, green... It’s amazing, the teacher also I found that you also used onomatopoeia: Wow, wow, you said it wonderfully, you can get 150 points, the whole class was in an uproar, and their eyes were shining. It can be seen that interest is ignited and the desire to speak is aroused. Another student stood up and said, "Teacher, I think we can add onomatopoeia in two places. The students were attracted by his voice, quieted down, looked at the student, and waited to hear. The student said: The little duck can It squawks, the puppy opens its mouth, and it also barks. I think it would be better to add these two places. The whole class burst into applause for his unique discovery.
< p> Cultivating the speaking ability of first-year students is like supporting a baby who has just learned to walk. Teachers need to grasp the main position of classroom teaching, find the right time, focus on guidance and standardization, and put oral English into practice. Expression training is organically integrated into classroom teaching, which can effectively improve students' oral expression skills.