Reading aloud first requires correct and clear pronunciation, no missing syllables, and no long rhyme. Determine the appropriate intonation. Read the sentences clearly. It is necessary to express the thoughts and feelings of poetry with the level, weight and speed of sound. To do this, teachers must be good at guiding students into the artistic conception described in poetry, so that students can clearly imagine the scene described in poetry, because good reading and recitation are based on a deep understanding of poetry. Only when students have a vivid picture of the content of poetry and a deep understanding of the basic ideas of poetry and prose can they express their feelings and determine their intonation when reading and reciting. The deeper students understand the content of poetry, the more emotionally infected they can be, and the better they can express themselves in reading and reciting, so that they will not make a hullabaloo about and pretend when reading and reciting.
There are various ways to train reading aloud. For example, group reading, individual reading, relay reading, angle reading, group reading, or teacher reading and student reading.
Collective reading can create conditions for individual reading. Teachers should also be good at discovering and cultivating students who can read, so as to set an example and drive the whole class.
We should make full use of modern teaching methods, let students listen to the tape and read aloud, so that students can imitate and improve. Reading appreciation once or twice a semester is conducive to improving students' reading ability.
(2) oral retelling. Retelling refers to telling the text in your own language. The purpose is to train students' deep understanding of the content of the article, enrich their vocabulary, cultivate their generalization ability and develop their oral English, especially their coherent speaking skills and selective and focused speaking ability.
There are three main ways to retell:
First, repeat it in detail. That is to say, repeat clearly, clearly and coherently in the order of the text. ..... detailed retelling is not necessarily retelling all the texts. Teachers can assign students to repeat a paragraph.
Second, a short retelling. That is, according to the order of the text, delete those minor explanatory or descriptive parts and grasp the main things in the article to repeat.
Third, creative retelling. "It requires students not only to retell the content of the text, but also to add their own imagination and opinions in the process of retelling." (Quoted from the textbook editing room of Jiangsu Education Department, page 68) For example, after learning the last lesson, students should repeat in detail what little Franz saw when he came to the classroom (from "ordinary days" to "so it turned out"). This kind of retelling should encourage students to quote more original texts, so as to enrich their vocabulary, learn text sentence patterns and improve their oral expression ability. For example, after learning the greatness of life and the glory of death, students can be asked to briefly retell Liu Hulan's heroic struggle with the Kuomintang gang and his generous death. When retelling, teachers should guide students to determine the key points and make a coherent and coherent narrative. After learning Carbon Man, students should adapt the poem into a story, add their own reasonable imagination and comments appropriately, and then repeat it orally. This is a creative retelling. It can make more use of its own language narration to help develop students' oral English.