2013新初中新生英语“怯口”2102论文2
初中新生英语适应障碍及应对策略
初中新生英语适应障碍及应对策略1. 引言1.1 初中新生英语适应障碍的现状The current situation of English adaptation obstacles for junior high school freshmen is quite prevalent. Many students struggle with the transition from elementary school to junior high school, especially when it comes to English language learning. The increase in difficulty and complexity of the language curriculum, coupled with the higher expectations for performance, often leave students feeling overwhelmed and unprepared.1.2 初中新生英语适应障碍的影响英语是一门国际通用的语言，具有广泛的应用范围。
如果初中新生在英语学习上遇到困难，就会影响他们与国际友人的交流和合作能力，甚至影响以后的职业发展。
现代社会对英语能力的要求越来越高，良好的英语能力已经成为一个人成功的重要标志之一。
初中新生如果没有足够的英语能力，可能会在未来的竞争中处于不利地位。
初中新生英语适应障碍的影响是全方位的，涉及到学术、职业以及社会交往等多个方面。
我们需要认真对待这一问题，采取有效的措施来帮助初中新生克服英语适应障碍，提升他们的英语能力和综合素质。
2. 正文2.1 认识到初中新生英语适应障碍的原因There are several reasons why junior high school freshmen may face challenges in adapting to English learning. Firstly, the transition from primary school to junior high school often involves a higher level of difficulty in English curriculum. Students may struggle to keep up with the faster pace and increased workload.2.2 应对初中新生英语适应障碍的策略When it comes to coping with the adaptation barriers that middle school freshmen face in learning English, there are several strategies that can be implemented to help students overcome these challenges.2.3 加强英语学习兴趣加强英语学习兴趣是初中新生克服英语适应障碍的重要策略之一。
论初中生学习英语的障碍The Obstacles of High School Students
The Obstacles of High School Student s’ in English Learning and Its CountermeasuresAcknowledgementsI feel excited after completing the paper. During the period of writing the paper, I got a lot of enthusiastic help.First and foremost, my deepest gratitude goes to dear teacher Wang, my supervisor. Without his consistent and illuminating instruction, this thesis could not have reached its present form.Second, I would like to express my heartfelt gratitude to the professors and teachers at the school of the University of Liaoning Science and Technology, who instructed and helped me a lot in the past three years.At the same time, my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.Last but not the least, thanks go to the experts who took time to review and give their valuable opinions for this article.ContentsAbstract (English) (i)Abstract (Chinese) (ii)Introduction (1)I. The investigation (2)A. The respondents (2)B. The report (2)C. Analysis the report (3)II. The obstacles in the English learning (3)A. The obstacles in the classroom education (3)1. The style of spoon-feeding education (4)2. The style of old-fashioned (4)3. The style of being weary of learning (4)4. The style of mother tongue (4)B. The students’ mental disorder (5)1. Reliant mind (5)2. The frustrated psychology (5)3. The psychology of inferiority (5)4. The psychology of boredom (5)5. The psychology of fear (6)6. The reverse psychology (6)C. The lack of the learning environment (6)III. The countermeasures (6)A. The countermeasure for classroom education (6)1. Carried out some games in class (6)2. The construction of English teaching equipment (7)B. The countermeasure for encouraging students’ interest (7)1. The design of lesson plans conform to the students’ reality (8)2. Control the students’ attention in the class (8)C. The ability training of self- learning (9)1. Creating the classroom environment of encouraging the students’ learningand cultivation students ' self- learning consciousness (9)2. Renewal the teaching idea and mobilization the enthusiasm of students’self-learning (10)D. Learning group after class (10)1. Building the scientific learning group (11)2. Outstanding the students’ principal status (11)3. Selection the way of the cooperative learning groups (11)Conclusion (11)Bibliography (13)AbstractExcept for the subject of Chinese and mathematic, the subject of English has as one of the important subjects. Many children have been exposed to the English in the kindergarten. Under all kinds of training, the children will quickly understanding a kind of language. However, when the subject of English really be the subject for examination in the middle school, a lot of students feel that it has a little difficult to learn English. The middle school students study English, in normal conditions, will be interested in learning English and be glad to do it at the first period, but after a piece of period, some students’ambition come down, and they have no confidence in study English, even to getting boredom and low marks. In the paper, through the way of making report to understand and analyzes the obstacles of High School students’in English learning and its countermeasures. This thesis puts its emphasis on the obstacles of high school students’ in English learning, including the obstacles in the English education, the students’ mental disorder and the lace of learning environment. At the same time, this thesis analyses the countermeasures for overcoming these obstacles, including the countermeasures from the aspect of education, students and the learn environment. This thesis is meaningful in English education.Key word:middle school students learning English report study obstacles countermeasure摘要除了语文和数学，英语也已经视为重要的学科之一。
蒲姿英论文
如何提高初中生的英语口语水平马岭二中蒲姿英[摘要]语言是交际的工具，口语教学是初中英语教学的重要内容与组成部分，教师要调动学生的积极性，培养学生的口语兴趣，鼓励学生说英语，消除心理障碍，教师要采用多种教学方法，在实践中提高学生的口语能力。
[关键词]:口语兴趣多种教学方法语言是交际的工具，英语是联合国的通用语言，是国际交流工具。
因此只有掌握了英语，我们才能更有效地在国际舞台上参与竞争，英语已经成为提升一个国家国际竞争力的重要手段。
因此，交际能力的培养是语言教学的出发点和归宿。
口语是语言交流中最主要、最自然的方式.在英语听、说、读、写4种语言技能中,说的难度最大。
学生能否学好英语、运用英语进行交际,很大程度上取决于会不会“说”。
口语教学是中学英语教学的一个重要内容。
.那么如何在英语教学中提高学生的口语水平呢？根据近几年来的教学实践谈谈自己一些粗浅的见解：一、调动学生的积极性，培养口语学习兴趣兴趣是最好的老师。
孔子说：“知之者不如好之者，好之者不如乐之者”。
这里的“乐”就是兴趣。
中学生精力旺盛，求知欲强，只要有效地调动学生的积极性，使学生对英语学习产生了兴趣，就能发挥其潜能，收到事半功倍的效果。
良好的课堂气氛能使学生消除过于紧张的焦虑情绪，处于最佳的学习状态。
新型的师生关系应该是一种民主、平等，互助尊重，互助与和谐。
教师要对教学充满激情，丰富的表情、幽默的语言，一举手一投足都会创造一种和谐的交际氛围，激发学生愉快的情感，使他乐于开口说英语。
同时，学生积极向上、欢乐愉快的情绪又在潜移默化中促进学生心理素质的健康发展。
只要在建立良好融洽的师生关系的基础上，老师再以艺术般的魅力寓情于景，寓教于乐，就会使学生自发主动地投入到口语对话的行列里来。
二教师尽量用英语上课，培养学生用英语思维的习惯语言是思维活动的媒介和工具，用母语进行思维，由于母语习惯定势对外语学习有很大的互迁移作用，很难培养用外语理解和表达思想的能力，所以，必须用老师的多嘴带动学生的多舌，增加对话练习。
小学生入初中不适应英语作文
Title: Navigating the Transition: Challenges and Strategies for Primary School StudentsAdapting to Junior HighAs primary school students step into the realm ofjunior high, they encounter a new phase of life that often brings about a sense of unease and discomfort. This transition is not only marked by a change in the physical environment but also by a shift in academic demands, peer relationships, and expectations from teachers and parents. Navigating this critical juncture requires a blend of resilience, adaptability, and strategic planning.Academically, the jump from primary to junior high can be steep. The curriculum becomes more rigorous, covering a wider range of subjects at a deeper level. Students mayfind themselves struggling to keep up with the pace, especially if they lack effective study habits or time management skills. To overcome these challenges, it is essential to establish a regular study schedule, break down complex tasks into manageable chunks, and seek help from teachers or peers when needed.Peer relationships also undergo significant changes during this transition. In primary school, friendships often formed naturally through shared activities and playtime. However, in junior high, students may find themselves in more diverse and complex social circles, where cliques and peer pressure can become more prevalent. To navigate these social landscapes, students need to develop strong communication skills, maintain a positive attitude, and be willing to embrace new friendships.The role of teachers and parents also evolves during this transition. In primary school, teachers often played a more hands-on role, guiding students through daily tasks and activities. However, in junior high, teachers expect students to take more ownership of their learning, leaving less room for direct supervision. Similarly, parents may need to adjust their expectations and support systems to align with the new demands of junior high.To ease the transition, students can benefit from a variety of strategies. Firstly, they should be encouraged to maintain a positive mindset, understanding that challenges are part of the growth process. Secondly,students can seek support from mentors or counselors whocan provide guidance on academic and personal matters. Thirdly, engaging in extracurricular activities can help students develop new interests and skills, while also providing opportunities for socialization and stress relief. Moreover, it is important for students to recognizethat everyone adapts differently to change. There is noone-size-fits-all approach to overcoming the challenges of the primary-to-junior-high transition. What works for one student may not work for another. Therefore, it is crucialto be flexible and open to trying new strategies as needed. In conclusion, the transition from primary school to junior high is a pivotal phase in a student's life. Whileit brings about many challenges, it also presents opportunities for growth and development. By embracingthese challenges with resilience and adaptability, and by leveraging support systems and strategic planning, students can successfully navigate this critical juncture and laythe foundation for a successful future in junior high and beyond.**小学生入初中不适应英语作文**小学生步入初中，面临着人生的新阶段，这往往会带来一种不安与不适。
我的初中入学教育作文英语
我的初中入学教育作文英语My Middle School Education。
Middle school education is a crucial period in one's academic journey. It not only lays the foundation forfuture learning but also shapes one's character and personality. In this essay, I will share my experiences and reflections on my middle school education.First and foremost, my middle school education provided me with a well-rounded curriculum that helped me develop various skills and knowledge. The school offered a wide range of subjects, including mathematics, science, English, history, geography, and physical education. Each subject was taught by experienced teachers who were passionate about their fields. They not only imparted knowledge but also encouraged critical thinking and creativity. For example, in my English class, we often had lively discussions and debates on various topics, which improved our communication and analytical skills.Moreover, my middle school education emphasized the importance of extracurricular activities. The school encouraged students to participate in clubs and organizations that catered to their interests and talents.I joined the debate club and the school choir, whichallowed me to develop my public speaking and teamworkskills. These activities not only enriched my school life but also helped me discover my passion for public speaking and performing arts.In addition to academics and extracurricular activities, my middle school education also focused on character development. The school implemented various programs and activities to cultivate qualities such as honesty,integrity, and empathy. We had regular assemblies where we learned about the importance of values and ethics. The school also organized community service projects, which allowed us to contribute to society and develop a sense of responsibility. These experiences helped me become a more compassionate and responsible individual.Furthermore, my middle school education provided a supportive and nurturing environment. The teachers andstaff were always approachable and willing to help. They provided guidance and mentorship, not only academically but also personally. Whenever I faced challenges ordifficulties, I could always seek their advice and support. This created a sense of belonging and made me feel valued as a student.Looking back on my middle school education, I am grateful for the opportunities and experiences it offered. It equipped me with a solid foundation of knowledge, developed my skills and talents, and shaped my character. I believe that the lessons and values I learned during this period will continue to guide me throughout my life.In conclusion, my middle school education was a transformative and enriching experience. It provided me with a well-rounded curriculum, emphasized the importance of extracurricular activities, focused on character development, and created a supportive environment. I am confident that the skills and values I acquired during thisperiod will serve as a strong foundation for my future endeavors.。
如何克服第一次演讲的恐惧英语作文初中
如何克服第一次演讲的恐惧英语作文初中How to Overcome the Fear of Public SpeakingPublic speaking is one of the most common fears that people have. The idea of standing in front of a group of people and speaking can be terrifying, especially if it is your first time. However, with some preparation and practice, you can overcome your fear of public speaking and deliver a successful presentation. Here are some tips to help you conquer your fear and become a confident speaker:1. Prepare and PracticeThe most important thing you can do to overcome your fear of public speaking is to prepare and practice your speech. Make sure you know your material well and rehearse your presentation multiple times. Familiarize yourself with the content so that you feel confident and comfortable when speaking in front of others.2. Visualize SuccessVisualizing yourself giving a successful speech can help boost your confidence and reduce anxiety. Close your eyes and imagine yourself speaking confidently and engaging the audience. Picture the audience listening attentively and responding positively to your presentation. This positivevisualization can help calm your nerves and build your confidence.3. Start SmallIf you are feeling particularly fearful of public speaking, start small by practicing in front of a mirror or recording yourself. Once you feel comfortable speaking to yourself, try speaking in front of a small group of friends or family members. As you gain more confidence, gradually increase the size of your audience until you are ready to speak in front of a larger group.4. Focus on the MessageInstead of focusing on your fear of speaking, shift your attention to the message you want to convey. Remember that the audience is interested in what you have to say, not in how nervous you are. Focus on delivering your message clearly and effectively, and trust that the audience will appreciate your content.5. Use Visualization TechniquesVisualization techniques can help calm your nerves and boost your confidence before a speech. Try deep breathing exercises, progressive muscle relaxation, or positive self-talk to calm your mind and body. Visualize yourself feeling calm andconfident as you prepare to speak, and remember that you are capable of delivering a successful presentation.6. Engage the AudienceEngaging the audience can help take the focus off yourself and reduce anxiety. Start your speech with a question, a story, or an interesting fact to capture the audience's attention. Encourage audience participation by asking for questions or feedback, and make eye contact with individuals in the audience to establish a connection.7. Seek SupportIf you are struggling to overcome your fear of public speaking, seek support from a trusted friend, mentor, or professional speaker. They can provide feedback, guidance, and encouragement to help you improve your speaking skills and build your confidence. Joining a public speaking group or taking a public speaking course can also help you overcome your fear and develop your speaking abilities.In conclusion, public speaking is a skill that can be learned and improved with practice. By preparing, practicing, and focusing on your message, you can overcome your fear of public speaking and become a confident speaker. Remember to startsmall, visualize success, engage the audience, and seek support to help you conquer your fear and deliver successful presentations. With time and effort, you can become a confident and effective public speaker.。
初中生怎样克服英语口语恐惧
初中生怎样克服英语口语恐惧How Middle School Students Can Overcome the Fear of English Oral Communication初中生怎样克服英语口语恐惧IntroductionEnglish language proficiency is becoming increasingly important in our globalized world. As China continues to integrate into the global community, proficiency in English is seen as a valuable skill for personal growth and future career prospects. However, many middle school students struggle with English oral communication due to fear and anxiety. This article aimsto explore effective strategies for middle school students to overcome their fear of English oral communication, fostering confidence and proficiency in speaking English.Understanding the FearBefore addressing how to overcome English oral communication anxiety, it is important to understand its roots. The fear of speaking English often stems from a lack of confidence in one's ability, fear of making mistakes, concern about being judged by peers or teachers, and a general fear of public speaking. Additionally, the pressure to perform well and meet academic expectations can exacerbate these apprehensions. Acknowledging and understanding these underlying causes form the basis for overcoming this fear.Creating a Supportive Learning EnvironmentCreating a supportive and encouraging learning environment is crucial for middle school students to overcome their fear of English oral communication. Teachers and parents play a crucial role in establishing such an environment. Here are a few strategies that can be employed:1. Encouraging Participation: Teachers should create opportunities for all students to actively participate in English-speaking activities. This can be achieved through class discussions, group projects, or role-plays. By gradually exposing students to spoken English in a comfortable setting, their confidence will steadily grow.2. Constructive Feedback: Teachers should provide constructive feedback to students after their oral performance. Positive reinforcement and highlighting areas of improvement will help students understand their strengths and weaknesses, while simultaneously building their confidence.3. Peer Support: Encouraging peer support and collaboration among students is beneficial. Group activities that involve discussion and exchanging ideas allow students to practice in a non-threatening environment, enabling them to learn from one another.Developing Practical Communication SkillsEngaging in practical communication activities can significantly improve a student's oral communication skills and reduce their fear of speaking English. Here are some strategies teachers can adopt:1. Role-plays: Role-plays provide a platform for students to practice English in realistic scenarios. Whether it be ordering food at a restaurant or resolving a conflict, these activities encourage students to expressthemselves in English in a controlled environment. Through role-plays, students become more comfortable with speaking English and gain confidence in their abilities.2. Debates and Presentations: Organizing debates and presentations in English allows students to develop public speaking skills. By researching and presenting on various topics, students enhance their language proficiency, critical thinking abilities, and confidence in expressing their opinions.3. Language Games and Activities: Incorporating interactive language games and activities into lessons makes English learning enjoyable and less intimidating. Games such as "Guess the Word," "Role Switch," and "Tell a Story" promote speaking while fostering a relaxed and fun atmosphere.Building Self-ConfidenceBuilding self-confidence is crucial for middle school students to overcome the fear of English oral communication. Here are some effective strategies:1. Mindset Shift: Encourage students to adopt a growth mindset, emphasizing that mistakes and setbacks are part of the learning process. Instilling the belief that improvement comes through practice and perseverance will alleviate fears of making mistakes.2. Celebrating Progress: Recognizing and celebrating students' progress, no matter how small, boosts their confidence and motivates them to continue improving. Their sense of accomplishment will reinforce their belief in their abilities.3. Outside-Class English Practice: Encourage students to engage in English conversations outside of the classroom. This could include participating in English clubs, watching English movies with subtitles, or even finding language exchange partners. Regular exposure to spoken English outside of the classroom helps students become more comfortable with the language and builds their confidence.ConclusionOvercoming the fear of English oral communication is achievable with the right strategies in place. By creating a supportive learning environment, providing practical communication activities, and building self-confidence, middle school students can gradually conquer their anxieties. Remember, oral communication skills are developed over time, and practice is key. With persistence and the implementation of these strategies, the fear of English oral communication will diminish, and students will gain the confidence needed to excel in the language.。
新生初中自我介绍英语作文
As I stood at the entrance of my new middle school, the crisp morning air carried a sense of anticipation and a touch of nervousness. It was my first day, and I was about to embark on a new chapter of my life. With a deep breath, I stepped into the bustling hallway, eager to introduce myself to my new classmates and teachers.Hello, my name is Your Name, I began, my voice echoing slightly in the large auditorium where all the new students had gathered for the orientation. I felt a mix of excitement and anxiety as I looked out at the sea of unfamiliar faces. I was determined to make a good first impression.I come from a small town where everyone knows each other, and moving to the city for middle school was a big change for me. I wanted to share a bit about my background to help my new classmates understand where I was coming from. I grew up in a closeknit community where we all looked out for one another, I explained, hoping to convey the warmth of my hometown.As I continued my introduction, I shared my interests and hobbies. I love reading and have a particular interest in science fiction, I said, my eyes lighting up as I thought about the adventures in space and time that I had read about. I also enjoy playing basketball and have been part of my towns team since I was ten.I wanted to make sure that my new classmates knew I was open to making friends and learning from them. Im really looking forward to getting to know all of you, I said with a genuine smile. I believe that we can learn a lotfrom each other, and I hope we can work together to make this year at middle school a memorable one.I also took the opportunity to express my academic goals. Im excited about the challenges that middle school will bring, I admitted. Im particularly interested in math and science, and I hope to excel in these subjects. Im also committed to helping my classmates whenever I can, because I believe that we can achieve more when we support each other.As I wrapped up my introduction, I wanted to leave my new classmates with a positive and memorable impression. Im Your Name, and Im excited to be a part of this school community. Lets make this year great together! I concluded, feeling a surge of confidence as I received warm applause from my peers.The experience of introducing myself at my new middle school was both nervewracking and exhilarating. It was a chance for me to express who I am, where I come from, and what I hope to achieve. As I walked away from the podium, I felt a sense of belonging and anticipation for the friendships and experiences that lay ahead.。
初中英语口语教学浅探论文
初中英语口语教学浅探论文摘要：目前的英语教学，大多重视学生的听力、语法知识、阅读与写作，忽视口语表达能力的培养。
教师要在课内适机渗透口语训练，做好示范引导，营造宽松环境，联系生活实际，给予恰当评价；积极创造条件，将口语交际向课外延伸，开辟“第二课堂”，强化口语操练。
关键词：英语口语教学课内课外国家教委中小学英语教材评审委员、中国外语辅导类期刊研究会会长章兼中先生说过：“如果外语教学过程中不能培养学生使用外语理解和表达思想的能力，就难以使他们掌握地道的外语和外语的精神实质。
”然而，目前的英语教学，大多重视学生的听力、语法知识、阅读与写作，忽视口语表达能力的培养。
诚然，课堂上让学生花费大量时间练习口语不符合实际，但也不能完全忽视，教师要适机渗透口语训练，并积极创造条件，将口语交际向课外延伸。
一、课内：让口语训练贯穿其中（一）做好示范引导教师应尽量使用英语进行教学，一方面，增强学生的语感，教师的语音语调会直接影响学生的语音语调；另一方面，也能给学生做好示范，树立榜样。
因此，要想让学生说一口地道流利的英语，前提是教师的发音要准确，语音语调要处理恰当，符合西方语言表达的习惯。
如学生语速过快、表达不清时，教师使用“Excuse me， I can not follow you. Pardon？”引导学生放慢语速、清楚表达；对学生的观点持怀疑态度时，使用“Really？”（语调稍稍上扬）等插入语，表示反问、求证。
（二）营造宽松环境对于大多数学生而言，他们接受英语信息刺激的机会很少，且在表达时往往会受母语的干扰，用英语进行口语交流时，心中多少有点忐忑，经常因为紧张而出错。
因此，在课堂上，教师要鼓励学生开口说，保护他们口语表达的积极性。
在学生出错时，要宽容对待，而非立刻打断或纠正、指责，以免挫伤他们说的积极性。
这是其一。
其二，教师如果过度纠结于学生的错误，课堂的'大量时间必然会陷入“出错、改正”的泥潭中，不利于提高教学效率。
拒绝“哑巴”英语 从初中生英语口语教学开始
拒绝“哑巴”英语从初中生英语口语教学开始首先，初中生英语口语薄弱，主要是因为在过去的英语教育中，注重的是语法知识和单词量的积累，对于口语表达方法和技能的训练相对较少。
另外，很多初中生在平时的英语学习中，由于缺乏充分的英语机会，没有机会去实践口语表达，导致小学毕业时能听、会说的英语也变成了初中时只能读、写的英语。
这种语言技能的削弱，长期下来，便使得我们的英语口语表达能力变得很差。
其次，初中生英语口语薄弱还有一个重要原因是我们的教育体系。
从小学开始，我们的英语教育重点放在了应试上，由于国家应试的需要，我们必须达到一定的阅读理解、单词量和翻译能力的标准。
为了追求这样的标准，我们讲的是理论，忽视了语言的实际运用，忽视了口语的培养，忽视了学生使用语言的自由和创造力，从而让我们在学习英语时缺少了重要的实践和实际运用的机会，更不可能达到熟练地运用英语口语的程度。
怎么才能对付这个问题呢？首先，英语教育不能只着重于阅读和单词量的积累，而必须着重于口语表达这个最终目标。
学生在学习英语的过程中，需要有充分的机会去练习英语口语，学校可以安排英语角、英语演讲比赛、每周改变角色的角色扮演活动等等，让学生有机会去运用英语，提高英语口语能力。
其次，学校要发挥家庭的作用，与家长合作，发挥家长在培养英语口语的重要作用。
家长在引导学生的英语学习上也要提供有效的指导，如提供英语听说机会、鼓励孩子接触英语原版电影、电视节目和英语语境中的游戏。
这也将对初中生的英语口语表达有很大帮助。
总之，要提高初中生的英语口语表达能力，需要坚持从英语教育体系、家庭融合教育等多方面入手，让学生能够充分的使用英语，提高英语口语表达的能力。
只有这样，我们才能够告别“哑巴英语”，提升我们在国际舞台上的交流和竞争能力。
重视初中新生英语入门关讨论
重视初中新生英语入门关讨论摘要：在推动教学改革的过程中，英语这门学科的社会地位和教学地位有了极大的提升，为了摆脱传统哑巴式英语教学模式的不足，我国在小学就开设了英语这门课程，但是小学英语与初中英语在教学目的、任务及方法上存在明显的差距，初中新生的适应能力不足，因此在进入初中后英语学习成绩不容乐观。
为了实现小学与初中英语的有效衔接，初中英语老师需要做好充分的准备工作，关注初中新生英语入门，了解学生的学习能力和兴趣，以此来实现有的放矢，从整体上提升学生的英语学习能力。
关键词：初中新生英语学习入门关讨论一、引言英语是初中教育阶段中的重点学科，在学习这门应用型语言时很多学生无从下手，受到了母语的影响，所学习的英语知识较为浅显,还没有树立良好的英语思维。
英语入门非常关键，英语老师需要了解初中生的学习兴趣和语言学习基础，采取恰当可行的教学策略，加强不同教学环节之间的联系，只有这样才能够促进教学资源的合理配置及利用。
二、语音、语调关尽管我国在小学就开设了英语这门课程，但是老师对英语的重视度不高，没有意识到英语对学生成长和发展的重要性，整体的小学英语教学质量与教学目标差距较大，因此很多学生在进入初中后还存在语音和语调上的问题。
初中英语老师需要站在宏观的角度，关注学生语音、语调上所存在的不足，首先,英语老师需要以26个字母、48个音素为基础，纠正学生的发音，通过简单示范来降低学生理解难度和心理压力，采取逐个过关的形式激发学生的学习能动性。
其中发音的要点、难点分析最为关键，老师应该留出充分的时间和精力，鼓励学生了解不同发音之间的细微差距，引导学生自主利用课外时间拼读单词，掌握音标的学习技巧和要求。
拼读规则的分析及研究较为有效，能够保障学生实现事半功倍，老师可以将课堂交给学生，鼓励学生自己总结和发现规律，让学生在拼读单词和词组时能够做到发音准确、流畅清晰。
英语老师可以抓住朗读教学环节，让学生自主阅读，纠正学生语音、语调，关注学生标准发音的相关要求，其中重音、句子连读、停顿最为关键，一些教学经验较为丰富的老师会利用晨读的时间鼓励学生朗读英语课文，让学生获得更多的良性体验。
2013至2014学年度 第一学期
教研组工作计划（2013至2014学年度第一学期）新民小学英语教研组 2013年9月一、指导思想本学期我校英语教研组工作以区教研室的有关精神、本校教育教学工作计划为依据，以新课程标准为导航，以提高本校英语教研、教学质量为目标，提高教师的学习意识、服务意识、质量意识、合作意识和教科研意识。
开展实效、和谐的教研活动，探究科学有效的课堂教学形式，结合本教研组的实际情况和学生的英语学习状况，改进以往做得不够的地方，为进一步提高我校的外语教学质量而扎实工作。
以“先学后导，当堂训练”的先进教学理念为先导；以学生为主体教师为主导，以培养学生的创新精神和实践能力为重点，“育德启智知行合一”，不断深化课堂教学改革，全面提高我校英语教研组教研工作水平。
在学校工作计划的安排下，我们的教研工作要积极发挥教学研究、教学指导和服务于教学的职能。
我们工作的主题是发展；工作的灵魂是创新；工作的重点是全面推进以培养创新精神和实践能力为重点的素质教育，为学生获得终身学习能力、创造能力、生存发展能力打下良好的基础。
二、工作目标1、提高英语教学质量，确保完成学校提出的各项指标。
2、继续以课改为中心，抓实英语学科教学常规。
3、在上级领导的带领下加强理论学习，搞好“先学后导，当堂训练”教学模式改革。
三、本学期主要工作1、进一步加强理论学习，更新教学理念。
全体英语教师都要抽出时间学习新理论，以先进的教育理念指导自己的教育教学实践。
本学期要学习有关有效教学资料以及改进评价内容和评价方法的资料，努力做到关注学生学业成就的同时，还要关注学生情感态度、行为方式的发展，注重培养学生综合实践的能力，全面提高学生的素质。
2、进一步有序、规范、高效地组织开展教研活动。
教研组活动力求做到计划先行、科学安排、内容充实、组织规范、成效显著，教研组活动记录详实。
（1）每周五下午为英语科组教研活动时间，活动围绕本校课题，确立英语组科研课题，通过查阅资料，学习理论知识，撰写科研论文，最后将科研内容渗透到课堂教学中。
七年级学生克服说英语的畏惧心理的方法研究
七年级学生克服说英语的畏惧心理的方法研究摘要:新课程改革背景下，英语教学受到越来越多人的重视。
在这一背景下，英语语境教学发生了一定的改变。
传统教学模式下，教师一味地向学生灌输知识，较少自主思考，导致学生英语学习能力的提高受到阻碍。
[1]当前的初中英语口语教学提倡以学生为主体，而七年级学生由于从小学升初中带着以前的学习习惯上来，更需加强学生的自主学习，使学生更好地掌握所学知识，促进学生英语口语表达能力的提高。
本文针对新课程改革背景下的七年级学生口语畏惧心理展开分析，提出了相应的研究方法，旨在不断提高学生的英语口语表达能力。
关键词：新课程改革七年级学生说英语畏惧心理引言随着新课程改革的逐渐深入，人们越来越重视对学生综合素质的培养。
在实际教学过程中，教师不仅要提升学生的知识学习能力，还要加强对学生综合素质的培养。
[2]根据初中《英语课程标准》，英语作为全球使用最广泛的语言之一，已经成为国际交往和科技、文化交流的重要工具，也是人与人之间较为常用交际的工具。
学习英语的目的在于用英语进行交际，英语教师应该改变当前英语教学的观念，改革英语教学模式，切实提高学生英语口语运用能力,及口语教学方法、途径、评价模式等。
[3]学生学习的过程，也是心理活动的过程。
良好的心理状态是学习成功的基础，存在心理障碍的学生学习活动只能是事倍功半。
七年级的学生从小学升学上来，对初中的学习环境和学习强度都有一个适应期。
面对新的环境，新的压力，很多学习的心理障碍就会暴露出来，尤其是英语学科方面的。
在与学生进行交流的过程中，我发现存在英语学习心理障碍的学生大多存在的非智力因素的影响，不管是学习成绩好的或者是不好的学生，都会存在一样的问题。
于是我针对这些情况做了一次七年级英语学生的谈话调查。
调查的目的在于深究造成七年级学生说英语心理障碍的原因究竟是什么。
一、七年级学生说英语心理障碍的成因分析1.缺乏对英语学科重要性的认识，不重视英语学习，产生目标不明，无学习动力的心理障碍1.家庭方面虽为城市中学，但我们的学生不少自农村。
初中生如何克服英语口语障碍演讲稿
初中生如何克服英语口语障碍演讲稿How to Overcome English Speaking Barriers for Middle School Students: A SpeechLadies and gentlemen, esteemed teachers, and fellow students,Today, I stand before you to address a significant issue that affects many middle school students – the barriers they face when it comes to English speaking and oral communication skills. As we all know, English is an essential language in our globalized world, and the ability to communicate fluently in this language is becoming increasingly crucial. However, honing this skill can be a daunting task, especially for young learners. Fear not, for I am here to share some insightful tips on how to overcome these English speaking barriers.Firstly, building confidence is key. Many students feel a sense of anxiety and self-doubt when it comes to speaking English. They worry about making mistakes or being judged by others. To conquer this fear, we must remind ourselves that making mistakes is a natural part of the learning process. The only way to improve is to practice, and speaking English is no exception. Engaging in conversations with classmates, friends, or even family members who are proficient in English can help boost your confidence. Remember, practicing with a supportive and encouraging environment is crucial, as it allows you to gradually gain confidence and overcome any apprehension you may have.Secondly, immerse yourself in the language. Surrounding yourself with English, whether through books, movies, songs, or even online content, canimmensely help improve your speaking skills. The more exposure you have to the language, the better your understanding and fluency will become. Additionally, consider joining extracurricular activities or English-speaking clubs within your school. These activities provide a platform to communicate with peers who share similar goals, creating an English-speaking environment where you can learn from one another.Thirdly, focus on pronunciation and intonation. Many students struggle with the correct pronunciation of English words, leading to misunderstandings and difficulties in expressing themselves. To tackle this, it is important to practice the sounds of English regularly. Listen carefully to native speakers, try to mimic their pronunciation, and pay attention to the individual sounds of each word. Moreover, learning the correct intonation patterns can greatly enhance your speaking skills. English relies heavily on intonation to convey meaning, so mastering this aspect will significantly improve your ability to communicate effectively.Furthermore, expand your vocabulary. A rich vocabulary allows us to express ourselves more precisely and fluently. To enhance your English vocabulary, read extensively. Engage in a wide range of books, newspapers, magazines, and online articles. Keep a notebook or a digital document handy, jotting down any new words or phrases you come across. Take the time to understand their meanings, and practice incorporating them into your daily conversations. Additionally, using vocabulary-building apps or playing word games can also be an enjoyable way to expand your English lexicon.Additionally, don't shy away from seeking help outside the classroom. Your English teachers are there to guide you, but there are also variousresources available online that can supplement your learning journey. Many websites offer interactive exercises, pronunciation guides, and even video tutorials to help improve your English speaking skills. Take advantage of these resources, as they enable you to reinforce what you learn in the classroom and provide additional opportunities for practice.Last but not least, practice active listening. Listening comprehension is closely linked to speaking skills. By actively listening to English conversations, podcasts, or even watching English shows and movies without subtitles, you train your ears to recognize different accents, rhythms, and intonations. This, in turn, assists you in robustly formulating your own responses. Focus on understanding the context and meaning behind the spoken words, and aim to respond with considered and thoughtful replies.In conclusion, dear friends, overcoming English speaking barriers for middle school students may seem challenging, but with dedication and perseverance, success is within reach. Remember to build your confidence, immerse yourself in the language, pay attention to pronunciation and intonation, expand your vocabulary, seek help when needed, and practice active listening. By incorporating these strategies into your language learning journey, you will undoubtedly make significant progress.Thank you for your attention, and I wish you all the best in conquering your English speaking barriers!。
论文2
随着质量教学在课堂中逐渐执行，英语的教学方法开始从传统的填鸭式教学被启发式教学所取代。
词汇的学习是英语学习的基础，贯穿了英语学习的始终。
尽管词汇在英语教学中发挥着很大的作用，但是词汇教学依然长期被老师和学生所忽略，许多教师依然只注重词法和句法的学习。
学习联想词汇记忆法，并将其作为词汇习得的有效方法。
本文主要研究了联想记忆法的必要性和如何用一种有效的方法去使用它。
我们已经了解了联想记忆法的相关知识，比如它的理论基础和它在词汇学习时的系统本身。
这种系统可以为学生发展成为一种有效的词汇习得的方法。
最后，阐述了它在英语词汇教学中的应用。
并借用联想的方法提出了一些在英语课堂中切实可行的词汇教学案例。
如何指导初中生有效学习英语词汇如何指导初中生有效学习英语词汇如何指导初中生有效学习英语词汇如何指导初中生有效学习英语词汇摘要：中学生记忆英语单词是一大难关。
记忆单词的能力决定词汇量的多少，词汇量又决定听、说、读、写综合能力的发展。
不掌握大量的词汇，阅读翻译听说都无法顺利进行。
而对于初学英语的中学生来说背单词却费时，枯燥，易忘。
如何解决英语学习中单词难记的问题，能否将单词记忆这中苦事变成乐事，趣事，这是英语学习者和教学者经常思索和探讨的问题。
本文将对如何指导初中生有效学习英语单词这一问题，从单词的重要性；科学的记忆方法（掌握读音规则，准确拼读，记忆单词；编口诀，轻松记单词；联想式记忆；归类记忆；谐音记忆；利用英语构词法，扩大词汇量；利用语境学习，理解，记忆单词；背诵课文，理解记忆单词）；检查学生学习效果的策略（复习，测试近几年来，中学英语教学中存在一种普遍现象：老师抱怨学生们的基础差，学了几年的英语，单词不会读，句子不会说，文章更不会写。
学生难教。
教师难以顺利完成教学任务。
然而学生们也在叫苦：英语难学，尤其是单词记不住。
有限的词汇量导致了听说读写译，项技能的提高，从而也严重影响了学习兴趣和学习成绩的提高。
考试自然也考不好，虽然有的学生在小学学过了几年的英语，但还是开不了口，问及其原因是单词记不住。
初中英语口语教学论文
初中英语口语教学论文初中英语口语教学论文对于英语教学来说，不但要重视文法学习，还要重视口语教学。
以下是小编精心准备的初中英语口语教学论文，大家可以参考以下内容哦！摘要：农村英语教学是农村各科教学中主要的薄弱环节之一，解决农村初英语口语教学面临许多困难，但必须针对相应困难，采用合理的方法。
创设情景，激发兴趣，营造一个良好的学习氛围；坚持用英语组织教学，对学生进行语言熏陶；建立平等地师生关系；第教师也要不断地提高自身素质。
关键词：农村；英语口语；教学方法一、农村初中英语口语教学的主要困难1、课堂语言环境的缺乏我国基本上都面临这样的困难，尤其是农村初中学生。
除了每周有限的几节英语课外，很少有接触英语的机会，课内布置的一点听说训练难以在课外得到复习巩固，这样的英语语言环境严重的影响了学生听说能力的发展。
听英语的机会少，说英语的机会就更少了。
英语表达能力必须建立在大量的听英语的实践基础之上，而农村初中的电化教材设备、资料都比较落后，大部分的课堂还是那种老师一支粉笔、一本教材、一块黑板的模式，好一点的再加一盒磁带，一个录音机而已。
这样形式单一的英语课堂能给我们的学生带来多少的语言环境呢？2、教师口语水平的偏低农村初中的英语老师，极大多数并不是专科毕业的教师，语音语调不准确，不能流利自如地使用英语教学，自然给学生起不了正确的引导作用。
相反，甚至会影响到学生今后对英语语音语调的正确学习，这对培养他们的听说能力也是很不利的。
还有些教师为了让学生听得更加“明白、彻底”，干脆直接用普通话甚至方言教学，这样的课堂还能起到听说训练的效果吗？恐怕学生除了听到一些单词外，都记不起这是一节英语课了。
3、学生心理障碍的影响由于本身英语基本功就不够扎实，语音语调不够正确规范，词汇、句型、语法训练不够到位，朗读、背诵等基本功不到火候等，学生很容易产生畏难情绪，以致形成心理障碍，怕说错，说不好，遭同学讥笑，受老师批评。
在学生已经产生了这样的心理障碍下，有些农村初中教师还在和学生进行言语交流的过程中，过多去干涉、影响学生的思维，甚至指责学生的不足，批评他们的过失，导致学生表达的愿望就更少。
梁彩滢论文2
如何提高学生在“英语口语”课中的主动性广西桂平市石龙三中梁彩滢电话0775--6916968 邮编537224 创新杯< 内容摘要>：英语口语课程是英语教学中一门重要的综合性、实用性课程，但也是中国学生目前比较薄弱的一个环节，“哑巴英语”现象尤为突出。
就此现象，笔者根据自己的实际教学经验，提出加强对学生的自信心的培养，加强外国文化知识教学，加强课上口语训练，加强学生的课上主体性、师生间的互动性，以达到提高学生的英语口语水平的目的。
关键词：提高学生英语口语主动性口语是一种利用语言表达思想、进行口头交际的能力。
学习一门外语，无论是听、说、读、写，其最基本的教学和学习目的就是学会用这门语言进行交流，充分地表达自己的思想，因此英语口语教学是培养学生交际能力的一个重要途径。
根据《高等学校英语专业阶段英语教学大纲》的要求，口语教学应该加强培养及训练学生语言知识的转换能力。
即学生通过读或听获得知识、信息和语言，经过思维，在原有知识及语言的基础上对所获得的内容和语言加工和重组，赋予新的内容，然后输出，从而完成交际的全过程。
在英语学习中，学生往往是通过课堂上的英语口语教学，即：师生间、学生之间的“教”与“学”互动训练，来达到提高学生口语能力的目的。
真实的英语环境的英语口语大致有两种，一种是正式的口语，场合严肃，语言精练，结构紧凑；另一种是非正式口语，其特点是即席讲话，边思考，边说话，或不假思索，脱口而出，中间免不了重复、修改、停顿。
前者是在后者的基础上形成的，后者更适用于我们的课程教学。
因此我们的口语教材是致力于培养中国学生的口头交际能力。
在教学中往往遇到以下几个问题，一是学生使用的教材不够新，学习与生活实践相脱节；二是缺少语言环境；三是教师往往采取本本主义，仅单纯的以教材为主，缺少对学生进行外国文化习俗的传授及口语实践的训练，甚至有的教师把口语课当做精读课讲；四是学生的学习主动性差，不敢说。
前两个问题应该说是在非英语地区学习语言通有的弊端，这是客观存在的，并非一朝一夕就可以改变的。
浅析农村学生克服学习英语的胆怯心理
浅析农村学生克服学习英语的胆怯心理摘要：由于语境等客观条件的制约，很多学生英语阅读教学普遍效率比较低。
提高阅读教学的课堂效果对于学生学好英语至关重要。
因此，教师要在英语教学中注重提高学生英语的理解能力，理解能力上来了，阅读教学才会有课堂效率。
关键词：英语阅读教学理解能力课堂效率新《课程标准》出台的时候，对初中英语的阅读教学作了一些要求，要求教师在初中生的教学设计阶段，要注重培养学生的获取知识、分析问题、处理问题、解决问题、综合运用英语的能力。
也指出要加大初中学生的阅读量，课外阅读应累计达15万单词以上，这也可以看出英语教学中阅读教学的重要地位。
虽然国家在不断地进行教育改革，但是很多教学方式仍然受到长期以来传统教学的影响。
初中英语教学不仅出现了普遍的教学低效，还严重影响了学生阅读的兴趣，也使得教师的负担越来越重。
如何提高英语阅读教学质量，提高学生英语阅读能力，是很多人都很关注的一个现实问题。
一、英语阅读教学效率低效的原因在英语教学过程中，阅读教学一般是在不断巩固旧词，扩大学生的词汇量，学习新的词语词组、句型，还有就是提高学生学习的兴趣，这对于提高学生阅读速度和阅读理解能力起着举足轻重的作用。
但是在具体的操作过程中，实施起来有点困难，教师的阅读教学任务加重，学生学得仓促，学生阅读学习低效的原因主要表现在以下几点：1.课堂教学的互动比较少。
阅读可谓是学生个性化行为的表现，学生的阅读不应该以教师的分析来替代。
学生应该自己积极主动的去体验和理解，思考和感悟，通过阅读来陶冶自身的情感，使自己的思想受到启发，进而能够享受这种阅读的乐趣。
可是在实际英语教学过程中，教师经常是“以本为本”，由自己引出要讲的主题后，开始将重点放在讲解课文上，牵着学生去阅读然后找出文章大意。
跟传统教学模式一样，教师永远站在主体地位，而学生被动地跟着教师的思路走。
这样就好比我们给容器灌东西，容器永远只是被动接收。
教学课堂上师生没有互动，只会遏制学生的创造力和学生的思维。
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农村初中新生英语“怯口”的现状分析及转化策略湖州市长兴县古城中学王君儿【摘要】教育部颁发的《英语新课程标准》规定,基础教育阶段英语课程在教学内容与目标要求上“以培养学生的语言运用能力为主突出英语的实践性。
”本文通过对初中新生英语“怯口”原因的分析，旨在通过营造良好的课堂氛围，逐步消除胆怯心理，创设交际化的教学过程，优化教学方法等形式来转变学生因主，客观等方面的原因而产生的“怯口”现状，提高英语教学效果，发展学生综合运用语言能力，真正让学生大胆地开口说英语。
【关键词】农村初中新生英语怯口现状分析转化策略一、问题的现状语言教学的本质是交际。
语言学家汤姆斯曾经说过：语言能力不仅是指能否造出合乎语法句子的能力,还应包括能否恰当地使用语言的能力,而说话是语言的重要表现形式,也是交际的重要手段。
《英语新课程标准》要求学生在初中毕业时在“说”方面要做到能就简单的话题提供信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务。
然而笔者发现，任教的新生大部分在小学阶段英语基础没打好，而且有的学生问题比零基础还要严重，已经开始讨厌惧怕英语，对英语已经形成心理阴影，认为自己就不是块学英语的料，而这个问题尤其反应在开口说英语上。
二、怯口原因分析1．客观因素的影响语言学习的规律，是我们只有置身于与之相适应的语言环境中才能更好更快地掌握它。
初中学生由于各方面综合因素的影响，缺乏应有的英语学习的客观环境。
2.学生主观因素的影响初中学生大多处于十三至十五岁的年龄，这个年龄的学生自尊心很强，但内心又非常脆弱，好多学生因心理及生理的各种原因，上课不敢开口讲话，一些学生怕自己的发音不标准，怕说出一些“中国式”的英语，不好意思在课堂上讲英语；一些学生缺乏学习英语的信心，产生一种自卑心理；有的学生贪玩又厌学，不愿花时间在学习上，对老师的问题不作任何反应。
3.教师主观因素的影响（1）教师教学内容设计的难易程度直接影响学生发言的积极性。
（2）教师的评价的不恰当性。
（3）教师过于追求语言表达的精确性。
二、转化策略及建议（一）加强情感渗透，创设和谐化的课堂教学氛围，使学生愿说。
良好的课堂气氛能使学生消除过于紧张的焦虑情绪，处于最佳的学习状态。
民主、宽松、和谐的课堂气氛是师生在长期的教学实践中形成的，它是一种相互尊重、相互交流、相互理解的互动过程。
（1）善于运用恰当的反馈语。
曾经看到过这样一篇文章，描写的是同样内容的两节课，牛津英语八(A) Unit1 Vocabulary ,主要教学目标是Describing people’s appearance 。
主要是运用形容词描述人的体貌特征及外貌。
并能运用合适的形容词来修饰男孩和女孩。
片段一：孙老师在讲到用合适的形容词来描述自己时，老师按顺序让同学描述自己，当轮到一个矮个子女生描述时，她停顿了好长时间才说：I am short. My eyes are very small .My hair is yellow .My face is square.---说到这里，整个班级的同学都哄堂大笑起来。
说实在的，这位同学长的是很平常，同学的笑声令这位同学很难为情，但孙老师的话马上把整个气氛缓和下来了。
孙老师说：You are short, but you are slim . Your eyes are small, but they are bright .You are a very clever girl. You are hard-working .I think you are a very good student in our class.片段二：张老师在讲述用合适的形容词来描述班级同学时，其中一个看起来比较调皮的男孩站起来说到：She is a short girl. Her hair is long, but yellow. Her mouth is very big .Her nose is very small. She looks like a boy .She is ------.听了那位同学的带有挑逗性的回答，被描述的同学在全班同学的笑声中非常难为情，红着脸、低着头，相当不自然。
而张老师听了之后，一脸的不高兴，生硬的说了一句就匆匆结束了这一话题。
张老师说：Sit down, please. Don’t say that again .课堂中的同一个问题，孙老师和张老师运用了两种截然不同的反馈语，我们不难看出，孙老师的巧妙处理有利于学生的学习。
而张老师的处理就显得过于草率。
这样的处理会令发言的同学产生很大的心理负担，并对被描述的同学产生心理阴影，一举两不得。
如果发言的同学心理素质较差，可能直接影响到他们的学习和身心的发展。
（2）给予学生充分肯定和鼓励，因人而异，克服学生的胆怯心理。
教师应有意识地在全体学生面前对每个说英语的学生进行表扬，鼓励。
哪怕发现一点点可喜的进步，对每一个微小进步，有意无意间给予真诚的鼓励、表扬、赞许和欣赏，激发学生学习的内驱力。
即使学生朗读不完整，表达不清楚甚至有错误时，也决不简单地说“You’re wrong.”。
教师要用和蔼的态度，信任眼神，亲切的语气，由衷地对学生说鼓励之类的话。
如：“Don’t be nervous, I’m sure you can do it.” “Try again and you’ll make it.” “Think it over then you’ll find out the answer.” “Keep trying and you’ll makegreat progress.”等。
即使答不出来或答错了，也不必苛求责备，而要给予安慰：“Don’t worry!” “Take it easy!” “It doesn’t matter. I’m sure you’ll do better next time.”这种积极肯定的态度会对学生产生良好的心理暗示，使学生减少胆怯心理。
（二）创设语言环境，实施交际化的课堂教学过程，使学生能说。
教师在教授英语时，应努力使课堂教学交际化，将原来教师讲、学生听的单向交流变为师生之间的互动交际。
学生在获取信息，交流信息的过程中既学到了知识，又在参与交际的过程中培养了开口说英语能力。
学生听说语言的机会多了，开口说英语也就不再是“纸上谈兵”了。
1．用英语组织课堂教学。
教师坚持用英语讲课，使课堂成为一个小小的英语世界，可以大大增加学生听说英语的机会，使每一个学生在耳濡目染中自然地形成听觉记忆，促进听说能力的提高。
2. 根据不同的教学内容鼓励学生自己动手动口的能力。
如在学习有关This is my sister这一个话题时，就可以让学生动手制作一张全家福，互相介绍自己的家人。
这会激起学生的学习热情及兴趣。
因为中学生就是活泼，好奇，好表现，善模仿，喜欢交际，喜欢动手。
3．构建信息差，使学生需要说。
人们之间进行谈话交流，多数情况下是因为双方之间存在信息差----彼此相了解对方的信息而产生交流的愿望和想法。
如在教水果时，可以通过多种形式建构信息差，与学生展开语言交流。
或指着说过问What is this/that? What are these/those? 或把水果放在盒子和袋子里，让学生猜Is it.../Are they ...，或让学生蒙上眼，通过摸摸、闻闻、尝尝作出判断It is.../They are ...等，学生争着说，抢着说，就能使他们产生想从对方了解信息的迫切愿望和需求，产生开口讲英语的动机。
（三）注重课后补充，形成有效性的课后口语练习，让学生乐说。
一个人自信的建立必须是在不断地体验成功之中获得的。
如果学生本身口语能力差，得不到肯定的话，那么所谓的自信也便成了一句空话。
俗话说“Practice makes perfect”。
英语口语的提高不是一朝一夕就能完成的，学校里正规的课堂外语学习中远远不能满足学生基础和使用语言的需要，这种形势要求我们帮助学生寻找新的语言交际环境，让他们在平时的练习中不断进步，在进步中不断增强自信。
下面推荐几种方法：1.指导学生课后熟读并背诵一些课文和谚语名。
积累语言材料，使他们说、英语时言而有物，心里有底，增强自信。
2.鼓励学生课后多听录音带。
课文模仿跟读与背诵是训练说的有效途径。
听录音模仿朗读课文能纠正学生不正确的发音，训练学生的语音语调。
因此教授新课时一定要让学生跟录音读熟课文，而且要模仿其语音语调。
背诵重点句子和简单的课文对话则能够帮助学生储存大量的词句，并形成快捷的语速和良好的语感，让学生在交际活动中可以用学过的语句来交流，而且也能提高学生的听力。
值得注意的是，跟磁带仿读英语时一定要让学生养成大声读的习惯，要底气十足，只有这样学生才容易背下来。
只有学生的语音语调正确熟练，语感得到发展，逻辑思维能力得到训练，才会达到大胆开口说的状态。
3.广泛阅读,大量积累词汇。
词汇量是让学生开口说英语的基础和保证。
阅读能帮助我们扩大词汇量,从而扫除听说实践过程当中的障碍。
由于阅读过程是个广泛涉猎信息量及词汇量的过程,一些词汇只能粗略反馈给大脑,要想使用,还须归纳整理。
因而在平时阅读过程中,我们还可以列出一些使用频率高的单词、短语进行归类背诵。
例如有关饮食的词:bread; steam-bread, sandwich, cake, pie等;有关日用品的词:towel、soap、wallet, umbrella pillow等，有的放矢积累词汇。
甚至我制作专门的阅读摘录卡，鼓励学生学会摘录（如下表），并适时检查评比。
词汇量大了,实际运用时就可轻松自如了。
（四）讲究纠错方法，实行层进式的语言表达要求，让学生敢说。
如果过于强调交际的准确性，必然会使学生产生学习上的压力，甚而形成口语表达的心理障碍。
在初中生开口说英语能力普遍较差的情况下，应鼓励学生多开口、多练习，宽容对待他们在交际过程中的语言错误，在流利的基础上进而考虑准确性。
在对待学生语言上出现的错误时，应采取小错不咎，大错宜纠，准确把握学生的心理特点，选择适宜的场合，采用妥当的方法进行纠错：1.暂时不纠，事后再纠。
当学生在做说与读练习时，教师可一组一组的转、听，在不打断学生的情况下做一些修正；2.一步一步的纠错。
对学生语言错误、语法错误、词汇错误等，选择一个主要问题，依次带动系统的进行纠错，让学生不产生混乱感；3.不当众纠错。
有些学生平时不爱表现自我，在说英语时，心理负担就更重了，担心自己发言不准，或因口语不好，而缺乏自信，认为与其在当众“出丑”，还不如不说为好，教师要鼓励他们大胆开口，即使他们说的有错误，教师最好不要当众指出，逐步引导他们树立自信心，培养他们语言学习的兴趣，激发他们的求知欲。