First, pay attention to cultivating students' cross-cultural awareness and strengthen the training of English thinking ability.
In order to improve students' oral ability, students must contact and understand the culture of English-speaking countries. First of all, communicating in English is beneficial for students to understand and use English. It is difficult for a person who has no knowledge of social and cultural background of English-speaking countries to use English correctly for cross-cultural communication. Secondly, teachers should introduce the cultural knowledge of English-speaking countries closely related to students' daily life, which can not only stimulate students' interest in learning English, but also help them to deepen their understanding and understanding of English-speaking countries' culture. Thirdly, it can improve the sensitivity and discrimination of cultural differences between China and foreign countries, and enable students to have preliminary cross-cultural communication ability. It can be seen that cultural awareness is important to oral English teaching.
Second, create a variety of oral training methods to activate students' oral ability.
Different project settings in the new textbook require teachers to adopt different teaching strategies. For oral English teaching, diversified teaching strategies can not only stimulate students' interest and learning potential, but also help to improve their comprehensive quality.
1. Daily report
As a warm-up before class, the May report can create an atmosphere of learning English and enliven the classroom atmosphere. Topic design should involve the relevant content of this class, and pay attention to students' life practice and experience, so that students can have something to say. Secondly, teachers should make proper language preparation for students before activities, and provide students with language materials that can kill two birds with one stone, which can enhance students' interest in oral practice and thus improve their oral ability.
For example, when the Olympic Games is mandatory, the success of the 2008 Beijing Olympic Games is the pride of China people. In order to let every student know more about the Olympics and embody the concept of "Green Olympics with the participation of all the people", we can take Olympicwarmingup as the regular content of "Daily Report" to discuss Olympic history, Olympic songs, Beijing Olympics and the construction of Olympic humanistic environment. This activity not only keeps up with the development of the times, but also popularizes Olympic knowledge and Olympic spirit, thus improving students' humanistic quality.
2. Role-playing
Role-playing training method can not only let students directly play the dialogues of various characters in textbooks, but also give students space for three-dimensional thinking and imagination. For example, after teaching the compulsory 3 Unit 3 TheMillion Pound Bank Note, students can put the classic textbook drama on the stage, and students can design their own lines, expressions, movements, costumes, props, stage background and so on. So that they can be fully displayed in all aspects. In this way, students have a lot of fun in the performance, and their enthusiasm for learning English will be unprecedented. This can exercise students' oral ability and deepen their understanding of textbook knowledge.
Retell the text
Text retelling is oral expression, so it plays a greater role in promoting the formation and improvement of oral expression ability. Through constant practice, many students are fluent and decent in retelling, and pay attention to using witty sentences to enrich the retelling content. This not only increases students' language practice opportunities and creates a strong foreign language atmosphere, but also improves their oral communication ability.
4. Set up open questions skillfully and carry out cooperative learning.
Group discussion is a common form in oral English teaching. Teachers combine students' text learning content and real life, skillfully set open questions, train students' thinking ability and oral expression ability, and achieve the purpose of applying what they have learned. For example, when taking 6 Unit 2Poems in teaching, first guide students to understand and analyze poems in detail; Then I played a video of reciting poems. After listening, I discussed the following questions in groups of four: How to read poems to express feelings in poems? At the same time, teachers patrol the classroom, supervise the discussion activities, and provide help in terms of opinions and vocabulary. Through this discussion, we can not only cultivate students' divergent thinking, but also exercise and improve students' oral expression ability.
Third, correcting mistakes should be scientific and create a good atmosphere for oral English teaching.
Errors are an inevitable phenomenon in any learning process. Especially in oral communication. Du Lei and Bert said, "People can't learn a language without making mistakes." Errors in oral practice can be tolerated or even ignored. The teacher's duty should be to provide students with a continuous and complete communication space, enthusiastically encourage students to build confidence, practice boldly, be not afraid of making mistakes, and let students make continuous progress. It is useless to interrupt students' thinking and communication in a hurry to correct their mistakes. After students speak, they should also pay attention to the ways of correcting mistakes, protect their self-confidence and give them the opportunity to correct themselves.
On the basis of establishing new teaching concepts, teachers must seriously understand the real purpose of oral English teaching, study the scientific methods of oral English teaching, and creatively and flexibly use the methods of oral English teaching in combination with the actual situation of students. In the process of teaching, teachers should embody the idea of student-centered new curriculum standard, mobilize each student's subjective initiative in learning, make classroom oral English teaching change from simply instilling knowledge to applying knowledge and cultivating ability, and highlight the purpose of language teaching serving practical application.
References:
[1] Wang Cairen. Communicative theory in English teaching. Guangxi Education Press, 1999-03.
[2] Jia. Psychology of foreign language education. Guangxi Education Press, 1999-03.
(Author: Nankang Middle School in Jiangxi Province)