怎样提高学生英语口语能力论文
如何提高学生的英语口语能力论文
如何提高学生的英语口语能力论文然而，在日常教学中我们常常发觉，虽然大部分同学学了许多年英语，但依旧是“哑巴英语”，同学只会写不会说，不会运用所学到的学问进行交际会话，不具备应有的英语交际力量，不适应社会进展的要求。
由此可见，英语口语教学在英语教学中是一个薄弱的环节，普遍存在着诸多问题，主要有以下几个方面的表现。
1.学习动机有调查说明，在我国，一部分同学学习英语是为了借助英语这一语言工具了解国外信息，但更多的则是为了应付考试、升学，为了拿到证书，而很少考虑交际的需要和实际运用力量的培育。
这种状况是我国目前英语口语学习不利的因素之一。
此外，我国现行的高考制度没有包括口语考试，在高考这根指挥棒的影响下，中学考试一般也不进行口语考试，即使有也只作为考查而不加入总分，因此许多人认为练习口语等于铺张时间，不如多花些时间在书面练习上划算，这样就造成了对口语教学的不重视。
2.心理障碍有些同学虚荣心严峻，他们过分注意自我形象，认为英语讲得不精确、不流利会遭到老师的责怪和同学的嘲讽，有损“面子”，说起英语时自信念缺乏。
有些同学口语力量较低，在课堂上不敢开口说英语，生怕犯错。
越是怕犯错，越是不敢开口说英语，口语练习机会削减了，英语口语水平提高就慢，于是同学产生自卑心理。
有些同学不准备升学，狭隘地认为学英语等于在国外学习和工作，而在国内工作和生活是用不上英语的，于是存在一种放弃的心理。
以上种种心理障碍导致中同学不愿主动参加课堂口语练习。
3.语言环境目前我国同学学习英语的环境比较单一，同学的英语学习一般在学校每天45分钟的英语课堂上，同学的听说训练难以在课外得到延长，在校外进行语言交际的机会也就更少了。
大部分学校基本上实施大班教学，一个班50多个同学，老师很难让每个同学都有机会练习英语口语和会话。
同学的口语训练在时间和空间上都受到了很大的制约，这样的语言环境严峻影响了同学的听说力量的进展。
1．4．母语影响有些同学受母语定势思维的影响，不会用英语思维，只能进行一些简洁的会话，不会用英语表达他们的想法、看法和看法等。
如何有效提高中职学生英语口语能力论文
浅议如何有效提高中职学生的英语口语能力【摘要】口语是语言交际最基本的方式。
切实提高中职学生英语口语能力是中职英语教学的主要任务。
中职学生的口语水平普遍较差,本文主要探求提高中职学生英语口语能力的方法，增强英语教学效果，提高中职学生跨文化交流的能力。
【关键词】口语；中职英语教学；教学效果；能力一、中职学生英语口语能力的现状1.对英语口语教学重要性认识不够中职英语教学中存在着“哑巴英语、高分低能”的现象十分严重, 大多数学生学了几年甚至十几年的英语之后仍不能用英语顺畅地表达思想。
传统英语教学是以书面语为主的。
无论阅读、写作均要求学生掌握完美的句法, 教师和学生平时接触的英语均为十足的书面语。
学生的口头表达能力没有真正提高。
造成这些问题的主要原因是我们长期以来对口语教学的重视不够。
2.英语口语教学手段十分单一语言学习的成功在于将学生放在一个需要用目的语交际的语境之中, 这样才能培养学生对语言形式得体与否作出判断的能力和结合语境理解语言形式与意义的能力。
但当前学生接触真实英语交际情境的机会非常有限, 他们的语言学习和习得的主要环境就是课堂。
而目前大部分英语课堂还是那种教师一支笔、一本书、一言堂、一板书的形式,“填鸭式、陈旧式、应试式”的英语教学仍然比较普遍。
学生不停地记笔记, 很多教师不注重英语口语训练,学生满脑子装的全是语法、句型和条条框框, 口语能力很差。
3.缺乏充分的英语口语练习机会环境对于语言的学习非常重要。
良好的英语口语水平是通过在英语环境中实际练习获得的, 学生只有反复实践才熟能生巧。
当前, 不少教师没有牢固树立以学生为中心的观念, 没有创造良好的课堂英语口语学习环境, 没有把自己放在英语教学活动的组织者、参与者和协调者地位上。
从而使得学生失去了大量的英语口语练习机会。
4.缺乏学习英语口语的积极性和自信心积极性和自信心对于英语口语的学习来说至关重要。
当前,中职学生学习口语的动机不明确, 对英语尤其是口语并没有真正的兴趣, 在学习过程中采取了消极、被动接受而不是积极参与的态度。
如何提高学生英语口语表达能力论文
谈如何提高学生的英语口语表达能力摘要：本文从引导学生感知、加强发音训练、创设语言情境和开展口语表达课外活动四个方面谈如何提高学生的口语表达能力。
关键词：高中英语；口语表达；提高新课程标准对学生的语音学习做出了明确的要求：在与他人交际时要能使用恰当的语调、语气以及节奏来表达自己的情感和目的。
这就要求学生具备一定的语言表达能力，以便更好地应用英语。
但是，由于高中语音教学与高考的联系并不大，很多教师忽视语音教学的重要性，认为只要提高学生的英语语言技巧，学生的语音自然也能得到很好的提升。
甚至有些教师认为学生如果在语音方面存在不足，不会对学生的英语学习造成影响。
这些错误的观点使得教师在教学时忽视英语语音教学，学生很多时候只会背单词、念课文，根本不会灵活运用英语，语言表达能力始终得不到有效提升。
因此，要想改变这种现状，教师首先应从思想上重视口语教学，要精心设计口语教学的各个环节，全面提高学生的英语口语能力。
一、引导学生感知，培养“听”的能力感知活动，顾名思义，就是指教师引导学生通过听觉、视觉等感知器官来确认和分辨不同的语音，这对提高学生的听力具有重要作用。
感知活动的形式很多，教师可以利用英语单词拼写形式的相似性让学生一对一地感知单词字母在排列上的不同。
例如，在高中英语教学模块一wordlist 2时，教师可以把c和s开头的单词单独罗列出来：can，cash；skin，skip；slam，slim。
教师可以随便拼读其中的一个单词，然后让学生进行辨析，巩固学生知识的同时还可以提高学生辨析单词语音的能力。
教师还可以依照单词的语言特点，把几个单词以不同的顺序朗读出来，然后让学生进行排序，促使学生熟练掌握每个单词语音技巧。
正确地感知语音是学生进行听力理解的重要前提，引导学生感知单词的语音，可以帮助学生更好地确认和分辨单词语音的不同，培养学生“听”的能力，为学生更好地进行英语听力理解、提高口语表达能力夯实基础。
二、加强发音训练，提高学生“说”的能力发音训练的目的在于帮助学生读准单词、说好句子，让学生掌握语调、语气的发音技巧，提高学生“说”的能力。
职教英语教学中如何提高学生口语表达能力[论文]
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职教英语教学中如何提高学生的口语表达能力随着国际一体化格局的加强，英语的重要性日益突出。
在我国从幼儿园到大中专院校已普遍开设英语课程，对英语教学日益重视。
随着教育形势的发展，英语课程的重要教学目标就是培养学生口语交际能力，提高英语语言综合能力。
然而，职业院校英语教学重视语法，忽视听说，许多教师仍然沿用语法翻译法，即课内追求语法知识讲解，课外将学生置于“题海战”中，直接造成学生口语表达能力与交际能力低下，对学生的就业与深造带来了严重的负面影响。
新课程改革更加关注学生英语听说读写能力的全面发展，提出了一系列全新的教学观念与教学方法，为我们的英语教学提供了理论指导与实践参考。
那么职业院校英语教学要如何进行改革，以提高学生口语能力呢？对此我有如下几点体会。
一、创设愉悦氛围，调动学生英语学习积极性兴趣与爱好是最为积极的非智力因素，在学生的学习活动中起着非常重要的作用。
大科学家爱因斯坦说过，“兴趣是最好的老师。
”要想激起学生参与学习的激情，提高学生听说能力，就必须激发与培养学生对英语学习的兴趣。
以往的教学以“turn to page...”千篇一律地来导入新课，导入形式单一，直接进入新知的学习，这样的学习过于突兀，很难使学生由课下松散状态进入学习状态。
久而久之学生就会对枯燥无味、呆板沉闷的英语教学失去兴趣，学生口语表达能力的提高更是无从谈起。
要激发学生学习兴趣就必须对导入方式进行改革，以富有趣味性与艺术性的巧妙导入来营造轻松活跃的教学氛围，实现寓教于乐。
在教学中我根据职高生的特点，结合英语教材的特点巧妙地导入新课，以此来增强教学的吸引力与凝聚力，吸引学生的注意力，活跃学生的思维，使学生的学习与思维处于最积极最活跃的状态。
如音乐导入。
音乐是一门艺术，具有净化心灵、陶冶情操的感染作用。
将音乐引入课堂，更能激起学生的激情，使学生在优美动听的音乐中对所学内容产生浓厚的兴趣，同时也可以锻炼学生的听力。
又如多媒体导入。
提高学生英语口语能力技巧[论文]
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提高学生英语口语能力技巧探究英语作为一门有声语言，成为中国中学生的第一外语。
在实践中，很多学生感到熟练掌握英语口语有困难。
因此，如何改善英语口语教学、如何鼓励学生大胆开口讲英语、如何培养学生在人际交往中正确使用英语、如何提高学生用英语分析问题和解决问题的能力，成为广大英语教师值得研究的课题。
作者经过多年的教学实践，对如何提高学生英语口语能力，从以下几方面进行了探索：一、采用多种有效方法，培养学生口语表达能力中学教材中，课文提供的素材与生活实际联系密切，如购物（shopping）、旅行（travel）、体育（sports）、爱好（hobby）等。
教师可利用这些素材让学生展开想象，大胆发表自己的看法和见解。
课堂上还可采用小组讨论、演讲比赛、专题采访或辩论等活动，增加语言交流机会，切实提高学生口语表达能力。
教师可采用下列方法进行操练：1. 课前演讲。
每堂课的前几分钟，可以让学生进行freetalk活动。
每天由一位学生给大家做自我介绍，包括个人的兴趣经历、性格特点或对某个问题的看法。
也可以讲故事、讲笑话、唱英文歌曲、读英文的名言警句。
在完成这些任务之前，学生要进行充分准备，胸有成竹之后才可登台展示，并鼓励学生自己拟稿、大胆创新，增进了学习兴趣，强化了学习氛围，有助于广大学生听说能力的提升。
2. 角色扮演。
教师可让学生分角色表演课本上的对话，并可根据课本上的对话改编新的对话。
针对多角色的文章，可指导学生分角色进行朗读练习。
学生可扮演成售货员、顾客、医生、服务员、警察等，在特定的情境中进行口语模拟训练。
如，在讲授shopping 这一节时，可以把讲台模拟成商店的柜台，上面摆满各种学习用品，一个学生扮演售货员，多个学生扮演顾客，在真实的情景中操练以下句型：what do you want？ can i help you？ here you are. you’re welcome. 然后替换角色，反复操练。
在这样真实的氛围中运用语言，学生积极性很高，对英语不再陌生，知识掌握得既轻松又牢固。
提高英语口语方法论文
探索提高英语口语的方法摘要：一直以来，英语教学以应试为主，教学活动中知识传授比重较大，语言实践不足。
“哑巴”英语已经越来越成为学习英语最大的障碍。
众所周知，学习英语的目的就是为了交流，为了帮助学生用英语进行交流，提高学生的英语口语交际能力，参考一些专家的理论对如何提高英语口语提供了几种方法。
关键词：英语口语；交流；实践口语交际是人类特有的一种社会活动。
本文参考一些专家的理论对如何提高英语口语提出以下建议：充分的准备，主要是进行语音模仿，背诵和复述练习。
目的是训练正确的语音语调，提高流利程度，培养英语语感。
同时，通过各种方式，如阅读报纸杂志，听英语磁带，看英语录像和电影等来扩大词汇量。
熟练掌握英语的常用单词、短语的习惯表达方式，扩大知识面和训练学生的英语逻辑思维能力。
一、语音在口语学习的最初阶段建议大家从音标发音开始练习，也就是要求我们从最基础的做起，读准英语四十八个国际音标的发音，正确掌握每个音节的发音对初学者将来能否准确发音、有效地进行口语表达有着极其深远的影响。
练习时要模仿原声录音，有条件的还可以录下自己的发音，和原声带进行比较，这样比较容易发现自己的不足，加以改正。
二、背诵与模仿大量地阅读单词，积累词汇，在此基础上阅读句子，背诵一些英语常用句型和表达方式。
在实际生活中，在不同的情景和场合，对不同的对象表达某一意念时使用的习惯用语并不太多，这些用语大多具有固定的句型，往往不能用汉译英的方式直译过来。
一个对口语句型熟练的人，只要掌握了相当的常用单词和短语就能较自由地表达思想。
在学习汉语时我们都知道，熟读唐诗三百首，不会作诗也会吟。
英语学习也是这样。
可以这么说，如果能熟背英语三百句，口语交流基本没问题，更何况那些优美的句子会给人带来美的享受呢。
还需要注意的是，为了很好地进行口语会话，需要记忆一些过渡性、装饰性词语和插入语句。
三、复述复述是在模仿、朗读之后的一个再创。
具体方法：要循序渐进，可由一两句开始，听完后用英语把所听到的内容说出来。
如何提高学生英语口语能力论文
浅谈如何提高学生英语口语能力【摘要】由于各种原因，我国英语口语教学状况和收效不容乐观，在实践中，很多学生感到与外国人进行口语交际有困难，表现得非常胆怯甚至无法开口，实际交际能力和课程标准中的要求相差甚远。
笔者经过多年教学实践发现，中学生英语口语实际交际能力低下的原因主要有以下几个方面。
【关键词】英语口语能力训练中学阶段的初一至初二年级是学生口语表达能力进一步提高和发展的重要时期，作为语文教师，在这个时期应注意发展学生的口语表达能力，以适应社会发展的需要。
语言教学的最终目的是让学生能利用所学语言进行沟通交流，而交流的方式可分口头交流和书面交流.从人类学习语言的历程中我们不难发现，口头语言在语言学习中占有很大的比重.人类对语言的第一印象就源于声音，而传达声音则是人类沟通的一种手段.人先是呀呀学语，才再学会书写.人们日常交际用得最多的还是口语，而且良好的口头表达能力能直接或间接地影响到书面的表达能力，所以加强学生口头表达能力的培养是非常有必要的.而初中阶段，在新课程标准中被认为是打好基础的阶段，因此尤为重要.但在初中英语教学中，我们常常听到教师们这样抱怨：”某某学生作业，考试都不错，就是上课不举手，不喜欢发言.”我们也常看到这样的现象：有的学生笔试成绩好，口语却很糟；在交际活动中，有的学生心里想得挺不错，一要口头表达，就抓耳挠腮，表达不完整；还有的学生自由会话时语言流畅，思维敏捷，可一到正式发言就吞吞吐吐，结结巴巴等等.诸如此类的现象俯拾皆是。
“兴趣是最好的老师”。
教师在教学中，特别是在发展初一年级学生的想象、联想思维的作文教学中，在教学生描述事物时，要以学生的生活经验为基础，以具体、形象、生动、有趣的事物为对象。
比如，在组织参观活动中，教师要精心安排活动内容，并在参观以后，有意识地组织他们进行讨论。
假若参观的是某化工厂的车间，可提出这样一些问题：“我最感兴趣的车间”，并积极引导他们进行具体细致地描述，以达到培养和训练他们的口语能力的目的，同时也有利于作文的写作水平（书面表达能力）的提高。
提高大学生英语口语能力的策略论文
提高大学生英语口语能力的策略论文毕业论文（设计）Title The Strategy Of How to Improve CollegeStudents’ Oral English题目提高大学生英语口语能力的策略二级学院：英语学院专业：应用英语班级：08应英11班姓名：洪景媛学号：0303081104指导教师：陈文琴摘要在机遇和挑战并存的21世纪，英语作为一种国际性语言，在国际交流中发挥着举足轻重的作用。
随着我国对外开放的不断深入和加入WTO，举办2008北京奥运会，2010世博会，英语已成为中国与世界沟通的重要途径。
对于现在的大学生来说，英语学习已不仅仅是为了通过四、六级考试，更为重要的是提高英语口语交际能力。
在实际生活中，更多学生学的是“哑巴英语”，而且部分学生英语发音带有浓重的地方口音。
英语广泛影响着我们的生活。
如何提高英语口语，说一口流利和纯正的英语已成了一大问题。
对于就业和升学压力越来越大的大学生来说，具有较高的英语水平无疑会为大学生求职、升学增加一个重要的砝码。
为了改善这种情况，教师在英语教学中应充分发挥其主观能动性，努力提高自己的英语口语对话水平，把培养学生的口语能力作为教学的首要任务。
在提高学生英语口语能力方面，教师的教学方法起着极为重要的作用，英语教师只有掌握了一定的教学技能和提高学生英语口语能力的正确策略，才能真正帮助学生切实提高口语表达能力。
同时学生应积极配合教师，多动脑，多动口，练就一口流利的英语。
关键词：英语学习；英语口语；学习方法；英语思维；学习兴趣Abstract21st century is a century of opportunities and challenge, English plays an important role in international communication as an international language. With the constant deepening of China's opening up policy and joined the WTO, hosting the 2008 Beijing Olympic Games, World Expo 2010, English has become an important way to communicate with the world.Nowadays, for university students, learning English is not just only to pass the CET4 and CET6, it is more important to improve the oral English communication skills. In real life, most students learn "dumb English", and some students’ pronunce English with a strong local accent.English influence our lives widely. How to improve our spoken English to be fluent and native becomes a big problem. To improve this situation, English teachers should give all their efforts to their initiative, striving to improve their English level of dialogue. What is more, the students’ spoken language ability should be the primary task of teaching. At the same time, students must cooperate with the teachers actively, using their brains and mouths more to gain fluent English.Key words: English learning; spoken English; learning methods; English thinking; interestTable of Contents摘要 .......................................................................................................................... Abstract (I)1 Introduction (1)2 The Significance of Oral English (1)2.1 English generally impacts our life (1)2.2 English generally impacts our production (1)3 The Present Situation of College Students’ Oral English Learning.2 3.1 The present situation (2)3.1.1 Lack of a good English environment (2)3.1.2 Lack of diligence (2)3.1.3 Lack of a good way (3)3.2 College students’ problems in oral English learning (3)4 The Ways to Learn Oral English Well (3)4.1 Through English movies (3)4.2 Practice English with friends (4)4.3 Retelling the texts (4)4.4 Expand vocabulary (4)4.5 Learn how to use the idioms (5)4.6 Listening in English classroom (5)5 Conclusion (7)Bibliography (8)1IntroductionWhat is language for? Some people seem to think it is for practicing grammar rules and learning lists of words,longer the words the better. That’s wrong. Language is f or the exchange of ideas, for communication.Use all your senses to learn English. You must hear English, read English, touc h English, smell English, and taste English. Feel English with your heart. Immerse y ourself in this language. Begin to think in English.Nowadays, most people know English is very useful. As an international language English is an important tool to communicate with different people in different countries. With developing of the modern society, and the improvement of transportation and communication tools, the world has become a global village in the 21st Century. There is no doubt that English is one of the world's most widely used languages. People use a language in one of three ways: as a native language, as a second language, or as a foreign language. People study oral English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, Accuracy, and Appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness. Paying more attention to phrases and small words as one major shortcoming of Chinese English (especially Chinese oral English) is that Chinese students tend to use big words in their oral language, but the idiomatic oral English is abundant with short, active and vivid phrases. And most of such phrases are made of small words. Oral English has its own features, but it is closely combined with other aspects of English, for example, writing and reading may make oral English precise and accurate.I have not so many chances to practice my oral English in my class so that I should create the environment of learning English by myself. Sometimes I read a novel, after the read I will make a dialogue, although it is really weird. Certainly, I am not crazy about doing that. It is only at some spare time or boring time that I will practice what I mentioned above. I do not belong to that kind of person who is not taking others' opinion into consideration, so I won't speak out in English when there are many people around me just for practicing.At pressure time, reading wonderful novels and some beautiful expressions, sentences structures, and learn from people’s different views toward life is a good method , sometimes reading some not-so-well-written articles not only because we can try our best to find the mistakes which are made in the article. At the same time, we also can make sure that we won't make the same mistakes in the future, alsobecause we can gain some very particular viewpoints toward the society and diverse experience of people’s life.Color words contain a lot of deep meanings, implies a different ethnic feelings. If we take into account the impact of cultural differences, we will have a better understanding of the implicit meaning of color words. The significance of this thesis is to enable us have a proper way to face with the color words, in order to enhance communication skills and avoid conflict of different cultures.2The Significance of Oral EnglishMaybe people don’t know other languages, but it is said that English has become the language of international trade and transport. If you know English, you can travel all around the world. Many people traveling from one country to another use English to talk with others. A lot of ships on the oceans call for help by radio in it. According to the recent report, about 60 percent of the world's radio broad casts and 70 percent of the world's mail use English. At international sports meets, English is the language most commonly used and the most widely used. With the ability of listening, speaking, reading and writing, speaking is the most practical and useful method which one tends to be the weakest one of the majority of English learners. Because the time is limited, learning English at school, either to the students or to other social groups, the improvement of oral English is close-linked to daily life. Apart from theoretical knowledge, English learners should put emphasis on the oral training under the lead of the system. The social need of English language professionals increase greatly. Therefore, how to improve oral English seems to be a big problem that learners need to address.2.1English generally impacts our lifeWith the developing of society, we can see the English words everywhere. Whenever we go there are a lot of billboards are wrote in English. Foe example, we can see the toilet in public which wrote in English use “WC”. In the street, some clothes’ brands wrote by “Nike” “Adidas” and so on. There also have so many shops’ name like “KFC” “XXX Hotel”. With the launch Expo, more and more foreigners come to China, people learn English so that they can express their friendly. So it is very important for us to lean Oral English well. We can talk with foreigners and introduce Chinese history for them.2.2English generally impacts our productionNowadays, a lot of factories produce the goods to seal to the foreign country. They must ask some people who understand the English to search the people in the foreign country want to import their goods. Just like foreign tread. People not do the business in their own country any more. It is a good way to expand their business. And at the same time they can earn the both win.3The Present Situation of College S tudents’ Oral English LearningAs we all know, there are four skills in English study, namely, listening, speaking, reading and writing. And they are so closely related to one another. Now most of the students do better in reading and writing English than in listening and speaking. They can read and write, but most of them have some troubles to communicate. They can hardly express themselves with their own words. The purpose of school English teaching is to improve the students with these four skills. Large vocabulary and good grammar are the base of the necessary phonetics. But this is not the final purpose. The final purpose is to let students be able to use the language freely.Chinese students study English from primary school, some even from the kinder-garden. Through middle school to university, teachers and students have paid enormous painstaking care, but English teaching just cultivates the students who are suitable to take the exam and written English. At present, the phenomenon of “deaf English, dumb English” is still serious, there are still many university students whose oral English is poor although they have passed CET-4 or CET-6. Some are poor in sp eaking, some in listening, while some in both. They can’t express themselves fluently and they do not know how to.3.1The present situation3.1.1Lack of a good English environmentFor the impatient learners who would like to build Rome over night. Find a native language environment and live in such surroundings for two or three years and your English will naturally improve. But how can this be possible for the mass of learners who have absolutely no such access? Without any question, English environment is very important for the students to learn foreign language, but most Chinese students lack such good environment. They are learning English in a Chinese environment. At the same time, the English that we have learnt is traditional English, but native English speakers, they say Idiomatic English is in their daily life.3.1.2Lack of diligenceSome students don’t like learn English because some of them are not have a good foundation. So they don’t want to listen to the teacher in the class. A lot of English teachers are no t lively when they talk to their students so that they can’t attract them successfully. Of course, the most important reason is that the students are not work heard enough. Some time, they always pick flaws from their teachers, but never find their own mis takes. When they can’t finish the homework they complain their teacher,, they think the homework is so heard that they can’t finishit. They always complain the English words are so long that they can’t remember them.3.1.3Lack of a good wayStudents learn Eng lish in the class and follow the teachers’ methods to learn. It is not enough. We should find a way that is fit for us. Everyone has his own opinion and others’ are not suitable for you necessarily. There are so many ways to lean English well that you can choose some of them which are fit for you.3.2College students’ problems in oral English learningStudents are afraid of speaking out. Everybody hopes he can speak fluently English. But they are afraid of making mistakes when they speak English and being laughed at by the other people. Therefore they have no courage to speak. We need overcome our fear and speak loudly. Don’t worry about the mistakes. Some students repeat single sentences and cannot be process of leaving oral English. For example, if someone be asked: “How are you?” most of students, even some college students will answer: “Fine. Thank you. And you?” In fact, there are many ways to answer this question, just like: “Terrific”, “Good”, “Not bad” and so on. So try to express one meaning in various ways.As a student who has learned English so many years, we have lost a lot of time to remember the words seriously. We just learn them and use them and then we forget them. It is not that they don't know how to use the word to express but they have no idea about which word should be chosen to make their expressions more profound sometimes. The reason is that so many words we have learned and so many means the worlds have. It is self-evident that the process of picking up the ideal word will take some time and another topic will appear, in the other side and certainly the perfect word you choose has no chance of presenting itself. At this rate, the process of picking up the ideal word will repeat all the time. After one round of conversation, you seldom get the chance to practice oral English.4The Ways to Learn Oral English Well4.1Through English moviesMany famous lingual masters put forward that watching original movies is the best way to learn diomatic English. The master who made a deep study of Chinese-English/ translation and the literature of British and U.S mentioned that in order to strengthen the abilities of speaking and listening, he often stays at home watching original movies. The literature who served as professor of foreign languages at Taiwan University, in his diary he wrote that he got a great deal by watching original movies. Their experiences have showed that watching original movies is the most lively and efficient approach to improve oral English.But how can the masters improve their oral English though movies? The principles of selecting a suitable film for learning are very important. The movie materials’ selection is significant in English learning. There are also many different kinds of films, like comedy, tragedy, science fiction, thriller, documentary, etc. Although there are various kinds of movies, not everyone can be adopted as learning material, and what kind of films is suitable for learning is the key question for learners. Selecting a suitable film is very important for a learner to improve our oral English. However, some modern campus films, love story films, comedy films are good choice, because movies must be quite close to the modern society, so it is the key of choosing movies. When watching this kind of films, you should pay your attention to the films on what, who, where, when, how, why questions on the film.Certainly, there are different levels of students’ proficiency in college. Generally, according to their level of proficiency of English, students can be divided into three groups: elementary, intermediate, advanced. According to their level, students can choose the films that suit for them. They study spoken English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, accuracy, and appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness.4.2Practice English with friendsRecently I find some partners practicing oral English together and English corner is a good place where we may exchange English study experience. If English partners are not easy to get, then we have to create an English environment ourselves by speaking English to ourselves. They will come up with your problems when you make the mistakes. And if you can’t understand it you al so can ask them for help.4.3Retelling the textsRetelling the texts is very helpful for improving oral English. It is also can improve students' ability of oral expression. We can do some reading before we have the class, listen carefully and do some marks at the same time. Then we can have a try to repeat the story after the class. We must remember repeat it clearly, confidence and fluency.4.4Expand vocabularyNowadays quite a lot of students still memorize English vocabulary by combing letters, even by marking Chinese pronunciation, which emphasis on spelling isolated letters. Obviously it is useless, also have endless disadvantages. For example, we will reducing passion, killing enthusiasm, etc. As a result, more and more students begin hating English. That is to say, difficulties in memorizing English vocabulary become the biggest barrier in English learning.According to this, since vocabulary is a symbol of the gift of tongues, it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. Thus, we have to raise our awareness of the importance of memorizing vocabulary.So it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. We have a number of choices for encountering new vocabulary. We may find out new vocabulary, either by way of parenthesis or by design. And after coming across and identifying new vocabulary, we usually do not consciously make efforts to recognize them, we may guess or analyze the meanings of the vocabulary through any morphological elements that we have seen before, and associate or create an image of the new vocabulary from sound or form. However, as human beings, our capacity of memory is limited. What is more, our time to memorize vocabulary is limited as well. That is to say, we cannot memorize all the vocabulary that we come across. As a result, we ought to have a selection before we memorize them. Thus, we can classify vocabulary into three levels, and then memorize them according to different situations and demands.4.5Learn how to use the idiomsThe idiom is not easy to learn, easy to understand the confusion . People can properly use English idioms when we communicate with foreigners, they will immediately feel warm and love to communicate with you. So, maybe you know idioms each word, but put them together, you do not know what the meanings of them are.4.6Listening in English classroomHow to improve listening comprehension in a simulative setting has always been a problem which challenged English teachers. Teaching in target language, of course, is the most direct way. In so many ways teachers become the language model for students to learn from. They have to ensure that in class students are given enough authentic materials and practical chances. There are many factors affecting students’ listening comprehension. Listening comprehension is a complicated processing. “Interest is the best teacher”. First of all, teacher should arouse the students’interest in English listening, create an active atmosphere for students. Of course students’ oral English will improve at the same time when we having listening.5ConclusionAs English becomes more and more important in our daily life, oral English is the key to communicate with people who come from different countries. So it is quite important to learn oral English well .People who live in the earth can go to theplace which they can arrive at. With the development of economic, people between different countries communicate widely. English has became the most populous and useful language. But for different people, they use different ways to learn the English. The present situation is difficult. Some of them can’t improve oral English because of cowardly fear, they worried that they will speak wrong. So give yourself some confidence and don’t be shy, please take it easy. Sometimes we should create a good environment for ourselves. Take the better ways to learn Oral English from our friends. Practice English everywhere. When we speak to people, we also can get some valuable experience from them. If you can stick to use this method and do it by you interest, I believe that not before long, the lever of your spoken English will certainly be improved. Generally speaking, English is much more important than any other language. It has become the global language. As a matter of fact, there are more than ten countries speak English, for example, Canada, Australia, England and so on. They’re all developed countries. They lead the world’s development. It’s the main reason that English can make so great effort. I f we don’t have enough English knowledge, we would fall behind others. So we should spend much time on learning English.Whatever your specific goal in English learning may be, please speak out, persistence is always the ultimate key to reaching success. Conquer your loneliness! Conquer your shyness! Conquer your laziness! If you persist long enough you will win!Bibliography[1] Niu, Daosheng. English And China [M ].北京:中国科学社会出版社,2001.[2] Su, Xiulin. English Movie and English Study [A].福建省外国语文学会2002年会论文集[C ], 2002.[3] Ye, Huajing. English Reading Skills and Practice [M]. 上海:高等教育出版,2002.[4] Zhou,Chan. Comprehensive English Movie Scripts (Book1, Book2)[M].广州:中国广州经济出版社，2001.[5] 包延军. 无障碍大学英语阅读理解[M].北京:国际文化出版社,2002.[6] 邓炎昌,刘润清. 语言与文化[M ]. 北京:外语教学与研究出版社, 2004.[7] 杜学增. 学习的英语方法和技能[M].北京:外语教学与研究出版社,1996.[8] 克拉姆契.语言与文化[M ]. 上海:上海外语教育出版社, 2000[9]利特尔伍德.外语与第二语言学习[M ].武汉：外语教学与研究出版社,2000.[10]饶成康.谈英语影视教学[J]. 四川：四川教育学院学报, 2003.。
如何提高学生口语表达能力雅思英语作文
如何提高学生口语表达能力雅思英语作文全文共3篇示例，供读者参考篇1How to Improve Students' Spoken English SkillsAs a student, I know how important it is to be able to speak English fluently. Good spoken English skills are essential for academic success, getting into a good university, and securing a rewarding career. However, many students struggle with speaking English confidently and articulately. We may understand grammar rules and have a strong vocabulary, but putting it all together in natural conversation is challenging. From my own experiences and observations, I'd like to suggest some effective strategies that students can use to boost their spoken English abilities.The first and most crucial step is to increase exposure to English through listening practice. We need to train our ears to the rhythm, intonation, and pronunciation of the language. A great way to do this is by watching English movies, TV shows, YouTube videos, podcasts, etc without subtitles. At first, it will seem too fast and overwhelming, but stick with it. The more welisten, the more our brains will adapt. It's also beneficial to listen to different accents – American, British, Australian and so on.Next, reading out loud is an excellent exercise to improve our pronunciation and articulation. Choose books, articles or texts slightly above our current level so we can learn new vocabulary and expressions. Read slowly and clearly, paying attention to word stress and speech flow. Consider recording ourselves and then playing it back to identify areas that need work. With regular practice, our speech will become smoother and more natural-sounding.Another invaluable tool is finding a language partner for conversation practice. Whether in-person or online, having relaxed chats with a fluent English speaker creates alow-pressure environment to work on our speaking skills. They can offer feedback, correct errors, and share insights about the nuances of natural English dialogue. Ideally, our partner should be a patient, encouraging person who can make us feel comfortable and confident when expressing ourselves.For those leading busy lives, mobile apps like Tandem, Hellotalk, and Engvid provide superb resources. With just a smartphone, we can connect with native speakers around the world for free language exchanges. Many of these apps alsohave news articles, idioms, entire lessons, and speaking practice activities that target all proficiency levels. The key is making English listening and speaking a consistent daily habit.Furthermore, it's vital that we step out of our comfort zones and find opportunities to speak English in real-world situations. This could mean joining an English conversation club at school, participating in a debate team, taking an acting or public speaking class, or becoming a tour guide. Any chance to speak in front of others, even if it's nerve-wracking at first, will make us more confident and skilled communicators.An additional tip I highly recommend is keeping an "English journal" to analyze our mistakes and set goals. Every week, we can note down new vocabulary encountered, observe where we struggled in conversations, and track our overall progress. This creates self-awareness and allows us to methodically work on specific areas for improvement. It's also rewarding to look back over time and realize how far our skills have developed.Above all, the most important mindset for students to adopt is not being afraid to make mistakes. Language learning is a process, and errors are inevitable and okay! Our fear of saying something incorrectly often becomes a psychological barrier that prevents us from speaking up at all. By accepting thatmistakes are normal and nothing to be embarrassed about, we free ourselves to take more risks and gain fluency through constant practice.Becoming a skilled, confident speaker of English requires immense effort and persistence. But the rewards in terms of academic performance, career prospects and personal growth make it incredibly worthwhile. As students, we must take charge of our own learning journey and consistently expose ourselves to the language in innovative ways. By combining techniques like listening practice, reading out loud, finding conversation partners, using mobile apps, participating in real-world speaking situations, keeping a journal, and letting go of our fear of mistakes, I'm certain we can make incredible strides. Learning to speak English fluently opens up a world of new opportunities. It's a challenging but immensely valuable pursuit for us as students.篇2How to Boost Your Spoken English Abilities for the IELTSAs a student gearing up to take the IELTS exam, one of the biggest challenges can be the speaking section. Expressing yourself clearly and confidently in English during this portion of the test is crucial for achieving your desired band score. Luckily,there are various strategies you can employ to sharpen your spoken English skills and ace the speaking module like a pro. Let me walk you through some effective tips that have worked wonders for me and my peers.First things first, immerse yourself in an English-speaking environment as much as possible. Surrounding yourself with the language is key to training your ears and mouth to the rhythms and nuances of English speech. Watching movies, TV shows, or YouTube videos in English without subtitles is an engaging way to pick up on vocabulary, pronunciation, and conversational patterns. You can even narrate your daily activities out loud to yourself in English for extra practice.Secondly, find an English-speaking partner to regularly converse with, whether it's a classmate, language exchange buddy, or online conversation partner. Consistent dialogue is invaluable for building fluency and confidence when speaking. During these interactions, don't be afraid to make mistakes –that's part of the learning process! Your partner can gently correct you and offer feedback to help you improve.Another excellent strategy is to record yourself speaking English on a topic and then listen back critically. Identify areas where you struggled with grammar, pronunciation, or coherence,and work on strengthening those weaknesses. You could even transcribe the recording and analyze it more thoroughly. This self-evaluation technique allows you to pinpoint your trouble spots and track your progress over time.When it comes to the IELTS speaking section specifically, familiarize yourself with the test format and commonly asked question types. There are three main parts: an introduction and interview, a long turn where you'll be asked to speak continuously for 1-2 minutes, and a more open-ended discussion. Practice answering sample questions from each part, focusing on clearly expressing your thoughts, using transitional phrases to structure your responses, and avoiding filler words like "um" or "like."Don't neglect the importance of vocabulary expansion, either. Aim to learn new words and idioms every day through tools like flashcards, word-a-day calendars, or reading materials slightly above your current level.篇3How to Improve Students' Oral Expression Ability for IELTSAs an English learner preparing for the IELTS exam, one of the most challenging components can be the speaking test. Theability to express oneself clearly and effectively in English is crucial not only for achieving a high score on the IELTS but also for succeeding in academic and professional settings. In this essay, I will share some practical tips and strategies that have helped me improve my oral expression ability for the IELTS.Immerse Yourself in EnglishThe first step towards improving your oral expression ability is to immerse yourself in the English language as much as possible. This means actively listening to and consuming English media, such as podcasts, movies, TV shows, and audiobooks. By exposing yourself to natural and authentic English, you will become more familiar with the rhythm, intonation, and idiomatic expressions used by native speakers.Practice, Practice, PracticeThe saying "practice makes perfect" holds true when it comes to improving your oral expression ability. Set aside dedicated time each day to practice speaking English out loud. You can do this by recording yourself and listening back to identify areas for improvement, or by having conversations with language partners or tutors.Focus on FluencyWhile accuracy is important, it's equally crucial to develop fluency in your speech. Fluency refers to the smoothness and natural flow of your speech, without excessive pauses or hesitations. To improve fluency, practice speaking on a variety of topics, both familiar and unfamiliar, and aim to speak without stopping or self-correcting too often.Expand Your VocabularyA rich vocabulary is essential for effective oral expression. Make a conscious effort to learn new words and expressions, and incorporate them into your speech. Use flashcards, vocabulary logs, or language learning apps to build your word bank and practice using new words in context.Improve PronunciationClear and accurate pronunciation is key to being understood and conveying your message effectively. Pay attention to the sounds and stress patterns of English words, and practice using online resources or working with a language tutor to improve your pronunciation.Study Idiomatic ExpressionsEnglish is rich in idiomatic expressions, which can be challenging for non-native speakers to understand and usecorrectly. Make a point to learn common idioms and their meanings, and practice using them in your speech. This will not only improve your oral expression but also help you understand native speakers better.Build ConfidenceConfidence is crucial when it comes to oral expression. If you lack confidence, you may hesitate or stumble over your words, even if you have a good command of English. Build your confidence by practicing regularly, celebrating your successes, and learning from your mistakes.Learn About Cultural NuancesEffective communication goes beyond just mastering the language itself. It's also important to understand the cultural nuances and social norms that govern communication in English-speaking contexts. Study the appropriate use of idioms, gestures, and body language to communicate more effectively.Seek FeedbackDon't be afraid to seek feedback from others on your oral expression ability. Ask language partners, tutors, or teachers to provide constructive criticism and suggestions for improvement.Be open to feedback and use it as a tool to identify your strengths and weaknesses.Stay MotivatedImproving your oral expression ability is a journey that requires consistent effort and dedication. Stay motivated by setting achievable goals, celebrating your progress, and reminding yourself of the benefits of effective communication in English.In conclusion, improving your oral expression ability for the IELTS requires a multifaceted approach that combines language immersion, practice, vocabulary building, pronunciation work, cultural understanding, and confidence building. By following these tips and strategies, and remaining dedicated to your goals, you can develop the oral expression skills necessary to succeed on the IELTS and in your future academic and professional endeavors.。
HOW TO IMPROVE THE STUDENTS’ ORALABILITY如何提高学生的口语能力
如何提高学生的口语能力HOW TO IMPROVE THE STUDENTS’ORAL ABILITY摘要在现代教学中，英语口语教学变得越来越重要，社会的发展也需要具有良好的专业知识和出色的英语能力的综合性英语人才。
但目前，我国中学生的总体口语水平并不乐观，急需提高。
为了解决这个问题，我对所教班级的100名学生的口语状况进行问卷调查并且学习了一些有关英语口语教学书籍。
在此基础之上，这篇论文首先将分析当今学生英语口语水平不高的原因：如归英语口语的忠实程度不够、学生的心里障碍、学生的基本功较差、教师的传统单一教法一级英语语言环境的缺乏等。
另外，本篇论文还将探讨一下教师在培养学生的兴趣、加强学生英语口语基本功、创设英语语言环境、组织丰富多彩的教学活动、听说训练结合等方面可以采取的一些方法和策略，以便更有效的提高学生的英语口语水平。
关键字：兴趣心理障碍基本功语言环境实践活动AbstractIn modern education, oral English teaching is becoming more and more important. The people with solid professional knowledge and excellent English ability are badly needed for the development of our country. But at present, the students’oral English standard is unsatisfactory. In order to solve this problem, I surveyed 100students’condition about their oral English in our school (No. 18 Middle School in the city of Qinhuangdao), and studied some books about oral English teaching. According to these, this essay will firstly analyze the causes of the students’difficulty in speaking English, for example: not enough attention has been paid to oral English the students’psychological barriers: the poor basic skills of the students’ oral English the traditional teaching methods of oral English and short of opportunities to practice oral English in China. In order to improve the student’ oral ability more effectively, I suggest that teachers can adopt some tactics such as improving interest: strengthening the basic skills of oral English: creating rich and varied linguistic circumstances and organizing varied kinds of practical activities combining speaking with listening.Key Words:Interest psychological barriers basic skills linguistic circumstance practical activityHOW TO IMPROVE THE STUDENTS’ ORALABILITY Introduction: (1)Chapter 1. the Causes of the Students’Difficulty in Speaking English (1)1.1Not enough attention has been paid to oral EnglishAbility (1)1.2the Students’ Psychological Barriers (1)1.3the Poor Basic skills of the Students’ Oral English (2)1.4the Traditional Teaching Methods of Oral English (2)1.5Short of Opportunities to Practise Oral English inChina (2)Chapter 2. How to arouse Interest and Make Students Dave to SpeakEnglish (3)2.1 Arouse the Students’ Interest (3)2.2 Eliminate the Students’ Psychological Barriers (4)Chapter 3. How to Strengthen the Basic Skills of Oral Ability (4)3.1 Pronunciation and Intonation (4)3.2 V ocabulary (5)3.3 Culture (5)Chapter 4. How to Create Rich and Varied Linguistic Circumstances (6)4.1 Oral Ability Training in Class (6)4.2 Oral Ability Training out of Class (8)Chapter 5. Combine Speaking with Listening (9)Conclusion: (9)Introduction:The information technology and economy have been developing rapidly since the 21st century. The international cooperation and communication are becoming more and more frequent. So English is becoming more and more important in our information era. The people with solid professional knowledge and excellent English ability are necessary of the development of our country. “Mute English” must become history. Teachers must make more efforts on improving the level of the students’ oral English. But actually, many students find it difficult to speak English The present situation of the students’ oral English level is unsatisfactory and should be immediately improved. In consideration of this, this essay will inquire into some causes of the students’ difficulty in speaking English and some tactics about how to improve the students’ oral ability.Chapter1. the Causes of the Students’ Difficulty in Speaking English In order to improve the students’ oral ability effectively, we should find out the reason why the students have difficulty in speaking English. I surveyed the condition of 100students’ oral ability in our school.1.1 Not enough attention has been paid to oral English abilityAt present, education is restricted by the examination. Most of the English exams don’t include oral test. For seek of high marks, students pay all their attention to training their reading, listening and writing skills. In addition, many people think that there is no need to spend much time practicing oral English if they don’t want to do the job related to English in the future, because English has nothing to do with Chinese daily life.1.2 the Students’ Psychological BarriersAccording to the investigation, 35% of the students have confidence and expect to communicate with others in English, 31% of the students feel embarrassed and don’t dare to talk with others in English, and 34% of the students feel nervous. They are always afraid of making mistakes and being laughed at by others. (Table 1)First, according to psychologists, the communicative ability has something to do with one’s disposition. There is a link between extroversion and oral fluency. An outgoing sociable person learns a second language better than a reserved, shy person.The second reason is that teachers pay too much attention to the students’pronunciation, grammar and vocabulary and correct as soon as the students make any mistakes. But it will embarrass all the students and hurt their self-confidence.1.3 the Poor Basic Skills of the Students’ Oral EnglishThe poor basic skills of the students will weaken the learners’ confidence in both speaking and listening. According to the investigation, 38% of the students have difficulty with pronunciation or intonation, 49% of the students have problems on the insufficiency of vocabulary, 7% of the students lack necessary knowledge of culture or just neglect it. (Table 2)1.4 the Traditional Teaching Methods of Oral EnglishMany teachers ignore the communicative function of English. Restricted by the time and capacity of a class, they train the students’ oral ability simply by asking and answering questions, reciting texts and imitating the sentence patterns. But when speaking in the real circumstances, the students suddenly feel at loss, unknowing what to say. Moreover, the traditional teaching methods will reduce the students’ interest in learning English.1.5 Short of Opportunities to practice oral English in ChinaThere are few opportunities and ways to practice oral English in China. According to the investigation, 57%of the students practice their oral English nowhere but in class (Table 3). Most students’ spoken English is limited to serious textbooks.They have little chance to practice spoken English in simulated situations, let alone to get in touch with native speakers. So only 4% of the students often speak English out of class, 46% of the students speak English sometimes, 40% of the students scarcely speak English and 10% of the students never speak English out of class (Table 4). Because of this, it seems as if English has lost its significance as a tool of communication. That’s why the students can’t express themselves as freely as they do with their mother tongue and always forget what they have learnt easily.Chapter 2. How to Arouse Interest and Make Every Students Dare to Speak English 2.1 Arouse the Students’ Interest“Interest is the best teacher”, said Albert Einstein. Our goal and method of teaching are arousing the students’ interest, emotion and will of learning and making them enjoy learning and want to learn. We can arouse the students’ interest as follows: a.Proper choice of English materials. The materials must be interesting and conformto the students’ age and characteristic. Students are still young and energetic, they are always after the fashionable things, such as football, music, military affairs. So teachers can choose something like that for them to discuss.b.The traditional teaching methods will also reduce the students’ enthusiasm. Soteachers can adopt some methods such as discussion, conversation, retellingstories, performance and so on to arouse the students’ enthusiasm.c.Students may have interest in oral English when they have the feeling ofsatisfaction and achievement from their English study. Teachers should offer more chance for them to show themselves, and praise them as soon as they make any progress.d.Teachers’ personality can also affect the students’ interest. Teachers should bepatient and kind to every student and usually teach with smiling faces in class. e.The activities should give consideration to all the students in the classroom andteachers should make sure that every student could take part in the activities.2.2 Eliminate the Students’ Psychological BarriersTeachers should help the students remove the psychological barriers and make them brave enough to speak English.a.Excellent personality is one of the decisive factors in English study. Persistence,patience, self-confidence and determination are badly needed.b.Dulay and Burt said “One can’t learn a language well without making mistakes.”It’s very important to learn though mistakes. English isn’t our native language. It’s normal to make some mistakes at the beginning. Paying too much attention to correcting mistakes will reduce the students’ confidence. So teachers shouldcorrect mistakes selectively after the students’ speech. Teachers can correctmistakes by retelling correctly, taking them down on the blackboard or letting the students do it again. In the whole process, the teacher’s words must be sincere, mild and tactful. Do not let the students feel embarrassed.c.Often use them words such as “very good”“excellent”“so bright”“wonderful” toencourage them, especially the introvert students.d.Moreover, it’s more favorable for the students to practice oral English in therelaxing circumstances. For example, teachers can stick some pictures and cards of English on the walls in the classroom, broadcast relaxing music, sit among the students and talk with them equally to heighten their confidence.Chapter 3. How to Strengthen the Basic Skill of Oral AbilityA building can only be well constructed with a solid foundation. It’s the same for developing oral English ability. So teachers must pay attention to training the students’ basic skills of the oral ability.3.1 Pronunciation and IntonationAccurate pronunciation and intonation is the most prominent factor of the basic skills. It determines whether we can communicate with others successfully, so students must make more efforts on it.a.Avoiding the influence of the mother tongue. Students should know that theChinese sound system is different from the English one. Some English phonemes can’t be found in Chinese. It’s wrong for Chinese learners to substitute English phonemes with Chinese ones, which results in the Chinese accent in their English.So the students should master the accurate pronunciation and intonation and rules of them.b.To grasp a good pronunciation and intonation, to imitate is the best way. Teachersshould let the students listen attentively to the radio, tapes, TV programs andwhatever oral English materials available and repeat as much as they can. Ifpossible, record their own speech and listen repeatedly to see if they can improve it.c.If possible, the students may read some English tongue twisters loudly andquickly with one or two cakes of candy in their month just as the Chinesecross-talk do to train their oral cavity muscle and tongues suitable for English pronunciation.d.Moreover, it should be pointed out that one could not expect to master thepronunciation and intonation in a short period of time. It depends on enoughpractice and repetition. The students can only a little at a time and repeat imitate, practice, all in a very controlled way to speak better.3.2 V ocabularyIn order to speak fluent English, enlarging vocabulary is necessary. The students can enlarge vocabulary as follows:a.Learn vocabulary when communicating with others.b.The best way to expand the knowledge o words is to read and listen frequently.c.Try to remember the pronunciation, spelling and meaning of each word.d.Never just memorize single English words. Learn by heart the whole sentencesand the phrases that contain the new words, so the students may know how to use the words.e.Never try to learn long lists of new words. Study just a few each day.f.In addition, the practice of oral English should run through the whole process ofEnglish learning. It follows the process of accumulation. It goes from easy todifficult, from simple to complicated. Without enough practice of oral English, it’s impossible to enlarge our vocabulary. So the enrichment of vocabulary should be simultaneous with the practice of oral English.3.3 CultureA language reflects its culture. Language is deeply rooted in its cultural soil. Professor Hu Wenzhong from Beijing Foreign Language University once said: ”One can’t learn English well if he or she is ignored of the culture of English speaking countries.” Wolfson said: ”When communicating with foreigners, they as native speakers can ignore the mistakes of the pronunciation and syntax from foreigners. In comparison with this, it seems impolite to violate their customs. Because the natives can’t realize the relativity of language. ” So in the language teaching, teachers should use some methods to introduce some knowledge about culture and cultivate the students’ sensitivity and awareness of intercultural communication through a series of activities.a. Teachers must expand the cultural knowledge of themselves.b. Teachers can let the students understand the cultural background and customs of English-speaking countries by means of electrical audio-visual teaching installations such as computer, projecting apparatus.c. Infiltrate cultural knowledge in the teaching.d. Let students read plenty of English or English originals on various subjects and learn to think in English.e. The students could take part in activities to learn by themselves.Chapter 4. How to Create Rich and Varied Linguistic CircumstancesLearning a language is like learning swimming. Everybody knows a certain skill cannot be gained without a great deal of practice. Learners can master oral English well by means of practice in the proper linguistic circumstances. Dewey said: ” In the process of the children’s development, as the main body of development, the students’participation and experience about the education activities would influence their development. ” He advocated that the students should learn through practice. Proved by facts, teaching by means of practice can not only improve the level of the students’oral ability, but also arouse the students’ interest to speaking English. When asking “Which of the oral English training methods do you think is the most effective in improving the level of oral English?” 42% of the students choose varied activities of oral English: 41% of the students like to communicate with others. (Table 5) So teachers should offer more chances for the students to practice oral English.4.1 Oral English Training in ClassIn China, the best way to improve the students’ spoken English is through varied activities in the classroom. “If the goal of the FL classroom is the ability to communicate in L2. then it follows from Moniton Model that careful attention has to be paid to how the FL students can acquire language implicitly.” The process of teaching is the process of communication. As an English teacher, creating the linguistic circumstances of activities is necessary and it’s also our duty.a. Daily ReportDaily report can be done for several minutes at the beginning of the class. Students take turns to do the daily report, so that everyone can have a chance to practice. Daily report should be advanced step by step according to ability of the students. At the very beginning, teachers can converse with the students by using the knowledge they have learnt before. Little by little, teachers can let the students to go the platform and do the daily report by themselves. They could say everything they like. With the encouragement from the teacher and other students they will become more confident and have more enthusiasm for speaking English.b. Situational DialogueSituational dialogue is a kind of activity which people exchange ideas in a certain circumstance. It is advantageous to improve the students’ oral ability, sensitivity and awareness of intercultural communication. There are many topics such as shopping, making telephone calls, seeing the doctor, talking about the weather in our teaching materials. Teachers can use them to let the students act them out by means of situational dialogues. Teachers can also create a certain circumstance and let the students make up dialogues by themselves.c. Verbal RetellingVerbal retelling is a good method of oral English teaching. It needs the students to use their own words to retell the information they have heard or read fluently. The material must be well selected. Teachers can choose lively and interesting stories from textbooks, for example: Lesson 90 Bill Gates in Book2. In order to avoid reciting the text, teachers could let the students change the person when retelling, For example “Suppose you are Bill Gates, please say something about yourself.” In addition, teachers can write the keywords or phrases on the blackboard so as to help the students not to leave out the main plot of the story. Teachers can also select some materials from tapes, TV programs and movies. After retelling the stories, teachers can ask other students to make a comment. By doing like this, more students can take part in the activity and improve their oral ability effectively.d. DiscussionDiscussion can not only increase the chance of practice, but also improve thestudents’ oral ability, For example, when teachers teach Lesson 10 Make OurWorld More Beautiful in Book 3, teachers can let the students discuss “Whatshould we do or not do to protect our environment?” The topics should havepractical significance and arouse the students; interest, so that the students can discuss in groups actively. Teachers should make sure that everyone could take part in the discussion. After the discussion teachers should summarize the main points.e. Pair-work and Group-workAccording to Krason, “The emotion and attitude of a learner influence the effect of language learning directly. It’s the easiest to acquire a language when the learner’s emotion and attitude are in the best condition such as active motivation, strong confidence, moderate degree of anxiety.” According to the investigation, 53% of the students like to practice oral English with partners. 32% of the students like to practice with all the classmates. (Table 6) So teachers should adopt “Pair-work and Group-work” to improve the students’ oral ability as much as possible, because first of all, students’ can have a sense of security when working in pairs or groups and dare to speak. They become more braver and more confident, and don’t have to be worried about making mistakes or being laughed at by others. Group-work can arouse the students’ motivation and practice oral English with more enthusiasm. Students can also exchange ideas with each other and learn from each other. It’s very helpful for language learning. Moreover it can also offer more practical opportunities for the students.。
如何提高小学生英语口语表达能力[论文]
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浅谈如何提高小学生的英语口语表达能力如何提高小学生英语口语表达能力是英语教学的重要环节，作为小学英语教师应认识到这个关键问题，并在日常英语教学中努力探索，不断提高、完善、总结。
小学英语口语表达词汇掌握语言环境如何提高小学生英语口语表达能力是英语教学的重要环节，作为小学英语教师应认识到这个关键问题，并在日常英语教学中努力探索，不断提高、完善、总结。
一、语言环境的创设学习英语，需要建立语言的运用意识，用这种语言思考和表达，而不是用中文思考，再转换成外文，这是我们国家学生学习英语的一个误区。
自我设置一种语言环境，就是自我充当由自己设定的语言环境中的某一角色，有声有色地完成其语言任务，也就是说时时刻刻为学生创设运用英语表达和交流的机会。
比如，要召开一个英语演讲会，让学生做演讲会的主持人，那么就应该设想如何约稿、如何布置会场、如何致词等，让学生自己进入这一角色，有声地完成整个过程。
每个人可以根据自己的需要有目的地选择“环境主题和角色”。
在这样一种口语环境下使用英语，有如音乐家在演奏时见到音符就出声，拳击手见对方的破绽就出击，反应必须及时到位，要求的是一种“技能”，而不仅是“知识”，要求一定程度的“熟练”，而不仅是“知道”。
这就需要我们在日常生活中经常地、有针对性地对学生进行这样的思维和训练。
要在学生的大脑中建立起英语语境，需要一个阶段用一定的强度、用相当的数量并施以相当的“强制”来进行。
过了这个阶段，才是对新建立的语言体系进行补充，使其日臻完整。
二、过好口语三关1.发音关发音的正确清晰，是口语的第一关。
生活在中文环境里的人，要准确掌握一门英语的发音，需要经过一个刻意追求的过程。
学发音要有一个阶段狠劲地注意口形和部位。
不妨“勉强”一些，“夸大”一些，像京剧道白那样“过分”地咬准。
正确的发音习惯之后，会逐渐变得自然。
我们听外国人说中国话，只会对他们的发音准确而惊叹，而不会对他们不像中国人那样省力而认为不好。
没有经过刻意准确的阶段就追求“自然”，这样发出的音只是一种不三不四，大体上有点像，却谈不上正确的声音。
如何提高中职学生英语口语[论文]
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浅析如何提高中职学生英语口语摘要：在英语口语课堂上，只有当学生有话可说并且能摈弃害羞的思想，才有可能思维贯通、畅所欲言，进而激发学生学习新知识。
学生勇于表达自己的观点，才能真正完成口语课堂的任务，达到提高口语能力的目的。
关键词：中职英语口语表达课堂模式英语口语课堂设立的根本目的就是锻炼和培养学生英语口头表达的能力，这是众所周知的。
可是如何做到让学习者真正能用英语像使用汉语那样自然流利，大方得体地去表达自己的情感和观点呢？这正是本文所要解决的关键问题。
学习外语最直接、最根本的目的就是为了交流和沟通，即通过听、说能够较为准确地表情达意，从而达到相互沟通的目的。
口语课堂承担着锻炼将所学语言知识运用到实践中去的重要平台。
但在具体的教学实践中，真正让学生轻松开口和自然大方地用第二语言去表达和交流确实是一件不易之事。
中职学生这一特殊主体身份似乎又为此增加了一定的难度。
他们自身的素质，以及他们的教育背景都决定了这一难度的现实性。
学习者自身基础差外加对文化课不太感兴趣，平日他们又置身一个母语的环境中，期望在开设有限的几节口语课上就让他们能流利地说英语，这本身就是一件难度很大的事情。
英语知识量储备不足、语言训练不系统、语法知识欠缺而导致句子组织能力差等原因，使中职学生每说一句英语格外感到吃力，所以他们往往怯于张口，羞于张口，从而更多地选择沉默。
这又成了问题的症结所在。
如何解决这些问题，成为英语口语课堂亟待解决的关键所在。
那么怎样才能让学生勇于开口，乐于开口，让口语课堂变成众说纷纭、各抒己见的“舞台”呢？首先，让学生有内容可说（have something to say）。
现在这个问题是阻碍学生口语发展的一个关键问题。
很多的时候我们的学生对某个话题没有自己的观点和见解，导致没有内容可说。
巧妇难为无米之炊说的就是这个道理。
解决此问题的关键在于，让学生对问题多思考，形成自己的观点和见解。
只有这样经常性的思考，学生遇到一个话题时，才不会出现想表达但没内容的尴尬局面。
how to improve students’ oral english ability 如何提高学生的英语口语能力大学论文
How to Improve Students’ Oral English Ability1. IntroductionWith China‟ entry into the WTO and successful bid for the Olympic Games in 2008, Chinese people will inevitably have much more contacts with people all over the world. Therefore, there is clearly a need for learners to speak and interact in various situations through English. As we all know, ever since, or even before the opening-up policy and the reform of China, Chinese students have studied English language for a considerable long time, and great achievements for teaching and learning English have been seen everywhere in schools, but for some reason or another, the oral English ability of the Chinese students is always an inferiority to their other abilities and skills. From many teachers‟ p ractice, we have discovered that the majority of students, equipped with large vocabulary and adequate grammatical knowledge, still cannot communicate appropriately and fluently with native English speakers or non-native English speakers. Therefore, how can we help students enhance their oral English ability to a higher degree? In which way can we achieve a better effectiveness in oral English course for students?In modern society English teaching in China usually starts in the junior middle school; in many large cities it begins in the upper elementary school, even earlier in the nursery. However, even the most diligent students with the most responsible teachers often can‟t achieve correct pronunciation, stress and intonation, let alone the ability to speak and understand English in their life and things. Why is the situation that serious? That is because: first, most teachers in the classroom use their mother tongue to explain grammar and vocabulary in the text and then translate the whole text in Chinese; second, the students are asked to spend a lot of time listening to detailed explanations of the structure of language in the text, and engaging in dull and de-contextualized pattern drills. Most of them are rather passive in their study and having been used to being fed with various kinds of language knowledge, and few of them have ever had an opportunity to practice oral English. Furthermore, most of the students know little about western cultures. English language learning in Chinese environment becomes a rather daunting and tedious task. This kind of teaching method is very useful for passing written exams and translation work, but in a long run it is less useful for students to speak it in daily life. The old-fashioned translation and grammar-rule methods are extremely wasteful and inefficient, for students are actually encouraged to make mistakes: they are asked to perform skills before they are adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on: they have to go back. They have become remedial students and teachers are faced with the problem of remedying what has been incorrectly learnt. No approach could be more ineffective, wasteful and inefficient.In order to know better about the condition of oral English abilities using by school students, the writer performed an investigation on that. The survey was carried out in a middle school. All together 60 students answered the questions and all the questionnaires were taken back successfully.Table: self-evaluation of the strongest and poorest English skillsstrongest among the four aspects and 30% of them evaluate their skills, and speaking and writing are considered as productive skills. Students don‟t have an optimistic attitude towards their productive skills. And it reflects the teaching focus is still put on reading ability.From the questionnaire, we can draw conclusions as follows:First, students should pay more attention to their oral English ability. A majority of them have a poor speaking ability. They must recognize that spoken English is essential for communication.Second, students have a strong ability of reading. So the teaching focus should be put on speaking ability.Above all, teachers are required not only to help students become efficient readers but also to improve their oral English ability. So the first step is to get some ideas about how students study it and find put the problems they meet.2. Deficiencies in the Students‟ Oral English Learning2.1 Problems on the Teachers2.1.1 Teachers‟ Lack of StrategiesWith the growing importance of English as an international language of communication, English teaching, esp. oral English teaching has drawn more and more attention from the society. But for many years in China, most middle school student desire to go to the university. So in many classroom courses most teachers emphasize wholly on the students‟ reading and writing ability, lots of students cannot even achieve correct pronunciation, stress and intonation, let alone express themselves clearly and fluently in English after spending three years in English classroom. “Deaf and mute English” has become the popular phenomenon in China‟s English language teaching. The traditional teacher-centered, examination-oriented, grammar-based, vocabulary- based classroom teaching and learning can be seen everywhere in China. Teachers are very skillful in explaining grammar rules, sentence structures and words in details, while the students are very passive in taking down notes and memorizing what their teachers ask them to recite. Few opportunities have been given to thestudents for meaningful practice. As a result, students are clear with the usage of grammar rules and words isolatingly, but are weak in using then in real communication, which is deviated far away from the goal of learning English.So far, most Chinese students learn English from their teachers in the classroom. That is to say, the teachers and the classroom play a very important role in the process of English teaching-and-learning. So in order to change the present situation of learning English in school, the teachers must apply some effective teaching strategies into their classroom in order to encourage the students to talk.Here are some useful strategies the teachers can use in the classroom:Advice-offering teaching strategy: which means, teachers don‟t criticize students‟ incomplete, awkward or even incorrect answers, but give good advice while they are speaking.Discussion teaching strategy: which means to ask some students to talk a topic in or after class to foster the personality of challenge and adventure and precise thinking.Question-asking teaching strategy: which is inevitable and frequently used by teachers in the process of teaching.Above all, t he major reason why the students‟ oral English ability is poor is because the language teachers lack teaching strategies. If teachers can use at least one or two strategies noted above, the students‟ oral English ability would be improved a lot.2.1.2 Teacher-centered ClassroomWe all know that teacher-centered activities used to dominate most of the class time in the oral English teaching and learning class. During the whole class, the teachers occupied most of the class time who did most of the work for their students: the students followed whatever the teachers read, copied whatever the teachers write, and recited whatever they were required to. This put the students in a very passive condition and they were not given any chance to perform orally what they had learnt from their teachers and the textbook in the class. So the teachers just focused on what they should teach according to the school curriculum without paying attention to the needs of the students. As a result, the students could only remember whatever the teacher said in the class, but couldn‟t use them properly in real conditions.2.1.3 Teachers‟ Roughly Tuned TalkRoughly tuned talk is language, which the teacher exposes to the students, and the students can more or less understand even though it is above their own productive level. The students cannot receive sufficient input since they do not live in English-speaking environment and most of them attend schools where English is taught as a curricular subject. So the teacher is a major source of roughly tuned input. The English teacher should provide a large amount of roughly-tuned information for the students according to the content of teaching in order to enlarge the amount ofinput, e.g. when teaching the text about shopping, the teacher should supplement some more words the students need in their daily life except the words in the text. Such as microwave ovens, VCD machines, digital cameras, tennis shoes, MP3 players, CD players, micro radios, mini-discs, computers, etc. When teaching the lesson about Christmas. E.g. how to decorate the Christmas tree, how to get ready for Christmas, who is Jesus Christ and who is Santa Claus. The supplementary language and cultural knowledge will make the class more interesting and lively. But it is worth pointing out that roughly tuned talk can only be presented at slightly beyond the students‟ current level and cannot lead to the students‟ frustration.2.2 Problems on the Students ThemselvesThe students and the teacher are two very important factors in the organizer. The teaching cannot success without their great efforts and the problems cannot arouse from one side. So the students also have some problems need to be solved. Here I just list two problems:2. 2. 1 Students‟ Lack of MotivationMany factors need to be taken into account, when we consider the qualities of a good learner, such as attitude, motivation, personality, anxiety, empathy and confidence. Among these, motivation is a decisive factor that cannot be neglected in English learning.Motivation is divided into two parts: extrinsic motivation and intrinsic motivation. Extrinsic motivation concerns factors from the external influences, such as, pressure, encouragement, rewards, teachers and parents, the learning atmosphere and punishment, etc, whi le intrinsic motivation refers to one‟s positive attitude, desire for learning, interest.In my opinion, most of the students are lacking in intrinsic motivation to speak their oral English because ever since the reform in China, Chinese students have learned English for a considerably long time, and great achievements can be seen everywhere in consequence. But for a long time, under the pressure of entering university examination, school students only take English as one of the major subjects for entering the university, thus they overlook the real goal for learning a foreign language. In order to become a university student, both teachers and students are busy doing a lot of everyday examinations. They have no time, no energy, no environment and even no motivation and interest to practice their oral English. They depend too much on the teacher. They pay too much attention to the examinations, or to getting teachers‟ and parents‟ praise, to avoiding failures or losing face. Many students don‟t know the other use of learning a language. That is why they just follow the teachers‟ directions without their own goal.According to this view, motivation involves the interest and maintenance of curiosity. Therefore, for these students, the major role of the teacher is to arouse and maintain their curiosity and interest, which can push them to get involved in the classroom interaction.2.2.2 Students‟ Shyness and Negative Self-imageA prominent characteristic of some English learners is shyness and negative self-image. These students seldom initiate a conversation or discussion with the teacher or other students, because they don‟t like to take risks, which is crucial to rapid progress in language learning. According to Goffman, it seems that one of their major concer ns for them is not to lose face in class, either the “positive face”, that is “their need to be appreciated by others”, or, the “negative face”, that is, “their freedom from interference by others”. For them, not being able to continue speaking fluently is a threat to one‟s positive face, but asking for help may be viewed as a threat to one‟s negative face. Shyness deprives students of their opportunities to practice speaking English in class. Furthermore, it leads to increased inhibition. Thus students tend to obtain less input and to make less effective use of the input they do obtain. Shyness and inhibition do have a negative effect on improving oral English ability. For these students, if the teacher is too eager to push them into classroom interaction when they are not ready yet, they will be even shyer and refuse to participate in class activities. What‟s worse, some students will be on guard against the teacher. So the teacher should instill “willingness to communication” into students step by step, help them to realize they can get more if they open their mouths and encourage them to express themselves without being frustrated by the mistakes they make.In some cases, some students are not successful in language learning due to their negative self-image. Once a student forms a certain self-image of himself, he will act upon it just as if it were true. For example, if he conceives himself to be a “failure language learner”, he will lose confidence in himself, and he will find some way to fail, in spite of all his good intentions. And his failure will further strengthen his negative self-image. Thus, he is involved in a various cycle. The students with unsuccessful self-image are passive and difficult to inspire. Therefore, the teacher should shoulder the responsibility of helping build up their self-confidence and form passive self-image. If the teacher could change these students‟ self-image, their attitude toward the language learning would change accordingly. They will become active in classroom, even if they have difficulty expressing their ideas, they won‟t give up and will try again.2.2.3 Students‟ Lack of StrategiesLearning strategies are the specific procedures that learners use with individual learning tasks. When confronted with a classroom-learning task, students can choose several different ways of completing the task. Each of these choices or strategies offers particular advantages or disadvantages, and the use of an appropriate learning strategy can enhance success with the learning task. Therefore, an important aspect of teaching is to promote learners‟ awareness and control of effective learning strategies and discourage the use of ineffective one.Oxford defines learning strategies as “specific actions used by the learners to make learning easier, faster, more enjoyable, more self-directed, and moretransferable to new situations.” She suggests that language-learning strategies have the following features:a. They contribute to the main goal, oral English ability.b. They allow learners to become more self-directed.c. They involve many aspects of the learner, not just the cognitive.d. They support learning both directly and indirectly.e. They are specific actions taken by the learner.f. They are often conscious.She also suggests that there are three major styles of strategies used by learners, which can contribute directly or indirectly to language learning. The first style is memory strategies, which help students to store and retrieve information including creating mental linkages (for example, placing new words into a context), applying images and sound (for example, representing sounds in memory), reviewing well (for example, structured reviewing) and employing action (for example, using physical response or sensation).The second is cognitive strategies. These include practicing (for example, using formulas and patterns), receiving and sending messages (for example, focusing on the main idea of a message), analyzing and reasoning (for example, analyzing expressions) , creating structure for input and output ( for example , taking notes ) .The third is social strategies. These refer to the activities that learners use in an attempt to increase their exposure to the language, such as, asking questions (for example, asking for clarification or verification), cooperating with others (for example, cooperating with proficient users of the new language) and empathizing with others (for example, developing cultural understanding)Study of successful and unsuccessful learners shows that people who succeed in learning have developed a range of strategies form which they are able to select those that are most appropriate for a particular problem, to adapt level of success. Obviously, to improve the students‟ oral En glish ability, at least we should teach the students to use certain strategies in the classroom learning.2.3 Other Negative Factors2.3.1 Large Number of Students in One ClassroomBesides the teachers‟ focus on the entry examination, large number of stud ents in one classroom is another obstacle to hinder the students from practicing oral English well. The ultimate goal of most English language classes would be enable the students can speak fluently in oral English in class, they will communicate effectively outside the classroom. In order to reach this goal, the students need a lot of time and opportunities to practice in the class, and if with a group of 15-20motivated students, you can easily work towards that goal, but today in many language classes, the largenumber of students (often over 60, or even reach 80) in one class makes this goal; to be very difficult or impossible to reach, and the teachers‟ have no power to change the situation.2.3.4 Time LimitationTime limitation is another problem in gai ning and developing the students‟ oral English ability. According to the junior school English course syllabus, the students only have 45 hours English classes, with heavy tasks such as language points, grammar rules, sentence structures, words, and heavier tasks such as homework, test papers, and compositions to finish after class. Time is really insufficient both in and outside the class. So they have no time to practice their oral English.2.3.3 Focus on Some Kinds of ExaminationOral English ability in most schools has been neglected because English is learned in order to pass all kinds of examinations and oral text is not a must in the national exams. So under the pressure and the challenge of entry examination, most language teachers have to focus on the examination. The teachers and students focus too much on reading and writing, and too little on speaking and listening. What‟s more, up to now, there is not a way found to test learners‟ reading ability to use English orally. Thus they have no motivation, no interests, and no time to do that. Thus they overlook, or even give up their trying of developing the students‟ oral English ability.2.3.4 Cultural ProblemsCulture is a mental construct, a conceptual network that evolves within a group to provide a manageable organization of reality. It will involve ideas, beliefs, customs, and skills and so forth, so it is inevitable to language. It is absolutely necessary for the language teacher to introduce cultural knowledge of the target language to students to let them learn more about the tradition and cultural background as well as linguistic features. Only in this way can students‟ oral English ability be really enhanced and can they express their ideas more idiomatically and appropriately. True cultural understanding means an appreciation of basically different attitudes and values, which are reflected in things people do. Therefore, every time the textbook or the teacher mentions a word or describes or refers to something that the Chinese student does not understand culturally or misunderstands because its cultural content differ from his native patterns, there is immediate need to deal with the cultural difference involved. In the process of teaching or learning oral English, understanding cultural contents is much more important.3. Suggestions for Improving and Developing the Students‟ Oral English Ability3.1 Teachers‟ Roles in the Oral English LearningThough it is ultimately up to the learners, whether they participate willingly, reluctantly, or not at all and though whether or not an activity is experienced an activity communicatively by the students depends on the attitudes each individualparticipant adopts as learners, the role of the teacher can‟t be ignored as far as the nature of the oral participation is concerned. Because teachers can provide the necessary conditions, that is, they can arrange for native speakers to visit the class, they can create access to the target language milieu, or they can offer other opportunities for language use. In the most general terms, he is, as in any other classrooms, to provide the best conditions for language learning.The role of the teacher in the most general terms is a means to an end; it is an instrument to see that learning takes place. But actually language teachers have their specific roles to play at different stages of the learning process.a. The presentation stage, the teacher as an informantAt this stage, the teacher‟s main job is to serve as a kind of informant. He knows the language; he selects the new material to be learnt and presents it in such a way as to make its meaning as clear as possible. The students listen and try to understand. They do little talking, perhaps, though they are by no means passive. At this point, then, the teacher holds the stage, as it is. It is, unfortunately, a role that teachers sometimes prolong unduly in their lessons, so that the students do not get enough time to practice the language themselves.b. The practice stage, the teacher as a conductorAt this stage, it is the turn of the students to do most of the talking while the teacher‟s main function is to provide them with the maximum amount of practice, which must at the same time be both meaningful and memorable. The teacher‟s role is now radically different from that at the presentation stage: He does the minimum amount of talking himself. He becomes more like the skilful conductor of an orchestra, drawing the music out of the performers, giving each a chance to participate.c. The production stage, the teacher as a guideIt is a pity that many teachers often ignore this stage. They feel that they have done their job well if they have presented the new material effectively and given their students adequate, though perhaps controlled practice in it. All the same, no real learning can be assumed to have taken place until the students are able to use the language for themselves. At any level of attainment they need to be given regular and frequent opportunities to use the language freely, even if they sometimes make mistakes as a result. It is not that mistakes do not matter, but rather that free expression matters much more, and the greatest mistake the teacher can make is to hold this student back. For it is through these opportunities to use the language as they wish, to try to express their own ideas, that the students become aware that they learn something useful to them, and are encouraged to go on learning—— perhaps the most vital factor of all in keeping learning alive. In providing the students with activities for free expression and in discreetly watching over them as they carry them out, the teacher takes on the role of guide and adviser.3.2 Teachers‟ Responsibilities3.2.1 The Teacher Should Have Good Knowledge of Certain LanguageIn the classroom, students may ask many questions on the language and beyond the language. A teacher must improve his language level constantly so as to meet the demands of the students and the society.The objective of language teaching is not only to let students master the language expressions, but also to let them understand the connotations of each language unit, especially the differences between the two countries so as to improve students‟ cultural awareness and competence in cross-cultural communication. All these requirea language teacher to have more knowledge in the language field.3.2.2 The Teacher Should Provide Proper Condition for Students‟ Learning and Stimulating Students‟ Interest in Learning“Motivation” says Jeremy Harmer, “is some kind of internal drive that encourages somebody to pursue a course of action. If we perceive a goal and that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal ”(Harmer, 1983). Teachers who want to be successful in teac hing should have this quotation in mind when planning lessons to encourage themselves and their students.The first thing is to find out what students‟ interests are and what motivate them to choose English as a second language to study .We can still encourage them to learn English if we offer them attractive goals and if they are aware they are improving their English. The teacher must provide the proper conditions for learning and must stimulate the students‟ interest in learning. It is important that the students know from the very beginning what the teacher wants them to achieve by the end of the course. The teacher and students together must have the same goal and work toward its accomplishment.3.2.3 The Teacher Should Build a Good Relationship with StudentsAll the students prefer good relationship between students and the teacher. Good teacher-student relationship can promote classroom interaction and classroom communication. It can bring into full play the initiative of students. So the teacher should exchange with the students after class, asking for advisable suggestions to the oral English class. Once the students establish agreeable relationship with the teacher, they will show great enthusiasm and give full cooperation in class.3.2.4 The Teacher Should Help Students Establish Their Confidence in ClassBecause oral English is spontaneous and natural, only confident students will respond actively and participate enthusiastically. So the teacher should take every opportunity to give encouragement and praise to students who are making a real effort and not just to those who are most successful, because teacher‟s praise and encouragement will enable the students to be more confident and more active in class3.2.5 The Teacher Should Create a Good Classroom AtmosphereAll the students hope the teacher can create a warm and friendly classroom atmosphere under which learning can better take place. In a light, warm and friendly classroom atmosphere, the students will feel more relaxed, because they feel they are in such a natural environment that participation in the classroom interaction is just like involvement in everyday communication with their classmates or the teacher. And whatever promotes students‟ participation in a relaxed and enthusiastic atmosphere will advance the classroom interaction that is essential to successful language learning, especially for oral English improving. For interaction, there must be a warm, light and friendly atmosphere, which gives a sense of security and encourages active participation. So the students can be expected to speak more in class. Otherwise, students will be troubled by uneasiness, anxiety, inhibition and frustration, so they only contribute very little in the classroom interaction.3.3 Good Students‟ Character istics in the Oral English LearningMany factors need to be taken into account when considering the qualities of good learners. For example, what are their backgrounds and their past learning experiences? Why is one teaching method appropriate for student A but not for student B? Because each student brings a unique personality to the classroom, it is often difficult to assess the factors involved. However, there are still some characteristics they usually have:A willingness to listen: good learners listen to the English that is being used, soaking it up with eagerness and its intelligence.A willingness to experiment: good learners are not afraid to …have a go‟. They are prepared to take risks, to try things out and see how it works, of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.A wiliness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, good teachers frequently incite students to ask if they don‟t understand something or if they meet any difficulties in language learning.A willingness to think about how to learn: good learners bring or invent their own study skills when they come to lesson (and/or when they study on their own). They think about the best ways to improve their communicative ability. For example, they read books on cultural background, they listen to listening materials from different English accents and they try to talk with English-native speaker actively and so on.A willingness to accept correction: good learners are prepared to be corrected if it helps them. They are able to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constrictive criticism than castigating them for being wrong. Giving feedback involves praising students for things they do well, and offering them the ability to do things better where they are less successful.。
如何提高学生英语口语水平论文
浅谈如何提高学生的英语口语水平“听、说、读、写、译”是英语学习中的五要素，位于五要素之二的“说”——口语却是大多数英语学习者学习的薄弱环节。
“哑巴英语”成了过去多数人无法挣脱的现象：初中毕业生无法回答简单的“what’s your name?”、“how old are you?”；大学生在请求帮助的外国友人面前无言以对；通过英语六级考试的大学毕业生到国外留学无法与外国人沟通等等。
这对于一个英语学习者的将来学习是非常不利的，作为一名英语老师应该改变传统的教学方法，促进学生的全面发展。
一、营造语言环境教师们知道一个小孩之所以能学会说话，主要是因为他置身于一个语言环境中，每天他都能听到来自周围许多人所说的话。
而他本人也不断地进行模仿，渐渐地由能发出单音到多个音节以致能表达自己的需求，这就说明了语言环境的重要性。
为了给学生创造语言环境，教师在上课时采用英语来组织教学，用英语来解释英语。
尽可能避免用汉语上英语的现象，不再把所有的文章或对话都翻译成汉语，只有在必要的时候才适当运用母语。
这样一来，学生便可以有更多的机会听说英语，从而为英语口语的提高创造了条件。
二、培养学生讲英语习惯在课堂上，为了让学生练好各种句型，教师要创设语言环境，注意情景对话，不孤立教学单词，努力培养学生讲英语的良好习惯。
（１）进行多种训练。
在对学生句型训练时，每学一个句型，都必须通过重复、模仿、替换、转换、扩展等多种训练，达到熟练程度，为培养学生讲英语的习惯奠定基矗起先应从很容易的句子着手。
如：“sit down，please”、“good morning，miss li”、“how are you?”。
然后进行扮演角色的对话。
教师用清晰的语言介绍给学生们，并告诉这种新结构的意义及语法的形式。
（２）做重复交流活动。
练完句型，如果学生们达到了理解的程度，教师应按照上下文逐渐地创造一些交流活动，如介绍情景活动：“去商店买东西”（go shopping），让一位学生扮演售货员，让另一位扮演顾客，“can i help you?”“how much are……”让两位学生利用日常交际用语去演或实习买卖东西这一活动。
怎样提高初中学生英语口语交际能力论文
如何提高初中学生英语口语交际能力《英语课程标准》要求学生初中毕业时在“说”的方面达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；能在口头表达中适当地自我修正；能有效地询问信息和请求帮助；能根据话题进行情景对话；能用英语表演短剧；能在以上口语活动中语音、语调自然，语气恰当。
英语口语教学的目的就是要提高学生利用语言表达思想、进行口头交际的能力。
然而，由于种种原因，在现实中，初中英语口语教学或多或少地存在着这样那样的问题，离标准要求还有较大差距。
提高学生的英语口语交际能力，适应日新月异的时代要求，是我们初中英语教师急需探讨的问题。
一、选择贴近生活的话题教师课上要尽量给学生营造一种英语的氛围，能够使他们初步形成的对英语的兴趣持续下去。
多给学生创造说英语的机会。
创设一些有趣的情景使他们有说的愿望。
英语课堂上的活动设计可以是多种多样的：师生问答，学生与同伴的合作活动，小组讨论等，都能让学生们参与到说英语的活动中。
例如，我在讲“what do you think of…?”句型时，教师用自己穿的一件新衣服引起大家的注意，问他们这件衣服怎么样。
大家发表了看法的同时新的形容词就被引入了，还能扩展一些课外词汇。
然后又针对一些学生不爱穿校服的现象，讨论了他们对校服的评价，还有同学提出了改进校服设计的方案；部分男生头发过长，听到多数同学不喜欢这种发型的观点后，第二天自觉地将头发剪短了。
这样的讨论既激发了学生们学习英语的热情，锻炼他们的口语表达能力，还解决了一些令班主任头痛的班级管理问题，可谓是“一举两得”。
二、创设民主、宽容、和谐的口语交际环境初中学生由于受英语信息刺激较少，且因母语的干扰，在面对全班同学和老师用英语交流时有许多顾虑，有时不免出错和胆怯。
因此，教师要保护学生发言的积极性。
在学生出错时，不要立即打断学生纠正错误或过多的指责。
这样必然挫伤学生说英语的积极性，致使学生怕出错而不敢开口说英语，则不啻于教师亲手堵塞了学生获得口语能力之路。
中学英语论文范文推荐(共2篇)
中学英语论文范文推荐（共2篇）篇一：如何提高中学生英语口语能力英语口语能力一直是中学生学习英语的重要部分，但事实上许多中学生在这方面存在较大的困惑。
有的学生虽然在听、写方面表现得不错，但是一到口语，就显得非常尴尬和紧张。
如何提高中学生的英语口语能力，成为一个需要着重研究、反思和探究的问题。
本文将讨论和提出一些可行的策略和方法。
首先，英语口语训练需要注重语言环境和实际应用。
中学生学习英语时，多数情况下是在课程和书本中接触英语。
因此在课外，重点突出实际语言环境帮助中学生习得口语。
例如听英语电影、电视、新闻等，实践英语口语的语言交流、发音、语调等各个方面。
另外，学生需要在日常生活中从英语入手，例如用英语叙述一些日常事物、环境以及感受，增加实践环节，使学生更好的掌握语感并提高口语流畅度。
其次，与英语语言的学习、习得和实际应用相关的学科也应该加强。
比如，让学生了解和学习一些英语国家的文化、历史，同时加强中英文差异的意识，以及英语语言发展历程等等，让学生更加深入的了解和掌握英语。
这不仅能让学生更好地理解英语语言的背景，同时也可以提高学生的语感，加强口语能力。
最后，多样化的口语学习方式可以给中学生带来新的口语学习体验。
这包括创造小组讨论的环境，与同学结伴互相模仿英语口音的训练，练习英语语音乐器的表达能力，以及课堂上加入一些游戏和小故事等方法。
通过多种学习方式，增强学生的兴趣和动机，让学生在轻松、愉快的氛围中提高口语能力。
总之，提高中学生英语口语能力是一个相对复杂的过程，需要依靠多种不同的方法和策略。
这些方法和策略必须与学生的语言环境相结合，并且需要多样化、灵活，充满趣味性、实践性和田野性，以此来保证学生能够在口语训练中取得最佳的效果。
篇二：为什么中学英语文化教育如此重要中学英语课程旨在使学生掌握英语语言基础知识并在交流中应用它们。
然而，中学英语教育不仅仅是语言教育，还包括文化教育，重要性不言自明。
本文将探讨中学英语文化教育的重要性和理由。
如何做好学生英语口语能力训练论文
如何做好学生英语口语能力的训练英语作为一种语言，口语教学非常重要。
所以英语教学的初级阶段应当以听说训练为主。
新课程标准也明确提出，教学应”培养在口头和书面上初步运用英语进行交际的能力”。
下面我就如何提高学生口语能力的训练谈几点自己的看法。
一、端正教学指导思想义务教育中的英语教育并非单纯着眼于为考学做预备，而是着眼于未来公民初步的英语实用能力，包括基本的口头表达能力。
英语教学的一个重要任务是让学生开口说。
课堂是学生学习英语的主环境，在一些农村及偏远地区，课堂则是学生学习英语的唯一语言环境。
教师应以满腔的热情，采用新颖多样的教学手段，创设生动活泼的教学情境，营造轻松愉快的课堂气氛，让学生敢于开口，乐于开口。
这是我们培养农村学生英语口语能力的重要方法，也可以说是唯一有效的方法。
二、采取有针对性的教学手段⒈消除畏难情绪。
孔子说过：”知之者不如好知者，好知者不如乐知者。
”学生一旦对英语学习产生了兴趣，就会自觉克服学习困难，主动地参与英语活动，并从中获得乐趣。
但在一部分农村及偏远地区，经过小学阶段四年英语的学习，有一部分学生对英语产生了一定的畏难情绪。
这种情况给教学造成了一定困难。
但是，学生们对初中生活特有的向往，又让这些学习”暂困生”对新阶段的学习充满了期待、充满了渴望。
教师应把握好学生这种美好的情感，课前做好充分准备，课上利用朗读、游戏、对话等形式组织好课堂教学，消除学生的畏难情绪，为听、说训练创设特定的气氛。
平时注重把轻松愉快的气氛引入英语课堂教学，促使学生在有张有弛的环境中学习，这样学生在听、说训练时就有了一种轻松舒适的感觉，消除了学习的乏味感。
同时再辅之以图片、图表、实物等，以此来增强听、说训练的趣味性。
，这样学生才敢于开口、乐于开口，听说能力才有可能得到锻炼和提高。
⒉注意朗读技巧的训练。
培养语句重音、节奏、音变、连读以及语调均属于朗读技巧的范畴。
教师在课堂上应注意有意识地按课本要求去传授这方面的知识，加强训练学生这方面的技巧。
口语能力培养方法英语作文
口语能力培养方法英语作文English Answer：Effective Methods for Cultivating Oral Communication Skills.Oral communication skills are essential in various aspects of life, enabling individuals to express their thoughts, ideas, and emotions effectively and persuasively. Cultivating these skills requires a multifaceted approach that involves developing both receptive and productive language abilities. Here are some proven methods for enhancing oral communication skills:1. Immersion: Surround yourself with the target language through activities such as listening to podcasts, watching movies, and engaging in conversations with native speakers. This exposure helps you absorb the language's rhythm, intonation, and vocabulary, improving your comprehension and fluency.2. Focused Practice: Set aside dedicated time for focused practice, where you actively engage in speaking the language. This may involve having conversations with a language partner, participating in speech clubs, or recording yourself and analyzing your pronunciation and delivery.3. Feedback and Correction: Seek feedback on your oral communication from native speakers or qualified instructors. They can identify areas for improvement and provideguidance to help you refine your skills.4. Storytelling and Narration: Practice telling stories or narrating events in the target language. This forces you to organize your thoughts, develop a coherent narrative,and use appropriate vocabulary and grammar.5. Role-Playing and Simulations: Engage in role-playing exercises or simulations that mimic real-life situations. This allows you to experience the challenges of communication in different contexts and develop strategiesfor effective interaction.6. Language Exchange Programs: Participate in language exchange programs where you can interact with native speakers and practice speaking the language in a natural setting.7. Technology-Assisted Learning: Utilize language learning apps, online courses, and other technological tools to improve your pronunciation, fluency, and vocabulary.8. Patience and Perseverance: Cultivating oral communication skills takes time and effort. Embrace the journey, celebrate your progress, and remain persistent in your efforts.Chinese Answer：提升口语能力的有效方法。
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如何提高学生英语口语能力【摘要】中学英语教学的目的，是培养学生运用英语的听、说、读、写能力。
可由于长期应试教育的痼疾还没根除，语言系统的差异性和缺乏必要的语言环境等原因，在四会能力中，说的能力最难提高。
在长期的英语教学中，有效提高学生口语能力变的越来越重要。
【关键词】英语口语学困生；原因；对策；评价方法新一轮的基础教育课程改革正在蓬勃地开展，新课标强调要发展学生的语言运用能力，始终把听说放在英语教学的首位，而听是基础，说才是教学的关键。
因此，在英语教学中加强英语口语教学已经引起了大家的重视，这不但是当前素质教育的一项要求，也反映了英语教学改革的趋势，更是社会进步的标志。
但是，现阶段的中学生在英语口语表达中却存在着不少问题，是什么原因造成了英语口语学困生呢？一、影响学生英语口语表达的原因1. 缺乏必要的语言环境现在我们的学生是在汉语单一语种的环境中学习英语的，除了每周有限的几节英语课外，很少有接触英语的机会。
若不能充分利用课余时间进行复习巩固，课内学生仅有的一点听说训练如何谈得上学好英语？2. 容纳过多的班级人数众所周知，培养听说能力必须通过大量的反复练习，每个学生都要有足够的听说实践机会。
但就本市而言，绝大多数中学班级容量较大，一般在50人左右，有些甚至达到60人以上。
班级人数过多就难以组织有效的口语训练活动，使学生开口实践的机会少，口语能力自然难以提高。
3. 影响表达的心理因素一些学生性格内向，一些学生因基础较差或先天的发音缺陷而怀疑自己学习语言的能力，一些学生怕说错被同学笑话或教师批评而不敢开口等。
还有一些学生看到别人能用英语流利交流，非常羡慕他们，便给自己订立不切实际的目标，短期内未能达到此目标时，便会急躁气馁，甚至半途而废。
4. 忽视必要的口语操练缺乏词汇量对于练习口语来说是致命的“硬伤”，而不断地依赖于查字典，死记硬背的方法也不可取。
同时，由于升学的压力，很多学生存在“千学万学为了升学，千考万考为了中考”的观念。
他们往往注重大量的笔头练习，而忽视了口语操练，久而久之就出现了“聋子英语”、“哑巴英语”。
那么，如何在不影响课程进度的前提下省时而又有效地开展口语教学活动，我们教师就因深刻的认识这些原因，在实践中开拓思路，有效提高学生口语表达的能力。
二、开展有效的口语活动的几点对策1. 营造良好的口语学习环境，倡导学生的问题意识我们都知道，正常幼儿都能逐渐学会母语，能分辨词的轻重，语调的高低，这说明语境对语感培养的重要作用。
说英语的能力只能通过说的实践才能逐渐培养起来，所以教师应该多给学生开口说英语的实践机会。
要鼓励学生大胆开口，谁越是敢说、多说，谁就越早学会说英语。
同时，教师还应倡导学生的问题意识。
爱因斯坦曾经说过：提出一个问题比解决一个问题更重要。
所谓的问题意识，表现为学习者在认识活动过程中，常常会意识到一些难以解决的、感到疑惑的实际问题，并产生怀疑、困惑，从而出现探究的心理状态。
它能驱使学生积极思维，不断提出问题和解决问题。
作为教师，在尽力营造和谐的英语口语学习氛围的同时，也应不遗余力地精心组织课堂活动，教会他们善于提问。
有问题才能有长久的兴趣，同时努力拓展他们讨论问题的渠道，使他们会问，让他们带着问题去寻找答案。
2. 重视基础的音标教学，达成有效的朗读背诵人人都说单词是英语教学的关键，音标又是学习单词的垫脚石。
英语教学中只有26个字母，48个音标。
但如何教会学生认读音标、识记音标是教学的关键。
有一次，我叫学生背单词，可他却只会拼写单词，而不会读单词，他的理由是，中考又不用读单词，只需记住它就行了。
由此看来，在教学中英语口语已被学生忽视了。
只有让学生学会音标，认读音标，才会使他有种想去认读单词的欲望。
而朗读是训练语音、语调、语流和连贯性、流畅性以及口语表达能力的有效途径。
通过朗读可以训练正确的语音、语调，掌握在语流中说英语的种种技巧，如连读、重读、节奏等，能迅速发展口语表达能力。
在熟读的基础上再选择一些句型、段落、名言等进行背诵，使朗读技能熟练，这样不但有利于积累精彩的语言材料，而且更有利于口语表达能力的培养与提高。
3. 有意识地模仿练习，增强学生的复述能力神经语言学研究表明，不论是什么年龄开始学外语，都要经历与小孩呀呀学语相似的阶段。
因而模仿听说对口语学习十分重要。
模仿练习可以采取听一句，模仿一句，边听边模仿，或者把自己的朗读录音和原版录音对照模仿等方法；内容上应把发音、语调、搭配、成语、惯用法、交际语法和句型看作重点。
开始鼓励学生尽量用磁带、广播里听到的、书报杂志读到的及电视里看到的标准口语进行模仿练习，这对纠正语音、语调，增强语感和培养英语思维能力效果非常明显。
复述是高级模仿。
复述主要是在原材料的基础上把大意说出来，可以让学生复述教材里较经典的课文，听一般水平的英语材料然后复述或讲故事，要求学生抓住文中的几要素，即时间、地点、人物、事件、起因和经过，并提醒学生注意第一、二、三人称的用法，尤其是第三人称。
大量事实证明：复述练习能使学生更好地掌握所述材料的语言精华，增强知识，减少中式英语，提高口头表达能力。
4. 训练改错的艺术，调动学生实践的积极性学生初学说英语，出错是难免的，因此教师应注意改错的艺术性。
一开始从事教学工作时，一发现错误就立即打断学生，进行直接纠正，并要学生重复教师的正确句子，效果反而不好。
因为它往往给学生造成思想压力，不利于调动学生参与口语实践的积极性。
所以，教师的改错要有所选择，对一些小错，尤其是学生不熟练而造成的口误就不宜有错必纠，因为随着学生口语表达能力的提高，这些错误会自行得到纠正。
即使需要纠错，也最好由学生自己纠正。
当学生说英语出现了严重错误时，则必须纠正。
但也应该注意保护学生的自尊心和学习英语的积极性，切忌粗暴打断，更不能训斥指责。
这时最好采取间接纠正的方法。
例如，当学生说出 i play （×） football with my friends yesterday after school...这个错句时，教师可以若无其事地说oh yes， you played football with your friends...或者说yesterday after school you played football...这就间接地纠正了学生的时态错误，同时又保全了学生的自尊心，保证学生能够顺利地继续口头叙述。
当然，教学有法而无定法，如何培养学生英语口语能力是一项长期而细致的工作。
我们英语教师不妨灵活有效地利用评价方法进行教学，那么我们的教学将会变得生动有趣，多姿多彩，定将取得事半功倍的效果。
三. 灵活运用评价方法，可以较好地培养说的能力。
提到评价，我们自然地想到考试和测验，对学生的评价主要通过单元测验、期中考试等方式实现。
其实，评价方法是很多样化的，除了纸笔测试等量化方法外，我们还可运用面谈、评价量表、调查问卷、情景测验、主题演讲、擂台赛、小组互评、个人自评、学习档案等质性评价方法。
1、把擂台赛引入课前五分钟课前5分钟一直被很多教师用来训练口语。
可因为内容重复，形式单调，较多学生逐渐失去了兴趣。
这样，口语训练成了一种固定模式而没有引起学生互动。
我就把擂台赛引入这环节。
每周根据教学进度布置一个主题。
如：good friends，让同学们谈谈友谊方面的经历和观点；english around the world，可让学生发表自已对英语学习重要性的认识；unforgettable experience，让学生们谈谈各自难忘的经历、事迹及感受等。
就同一主题，每天由1个学生发表演讲，其它学生都是评委，对每天的演讲者进行点评，5天后，对本周的5名选手进行综合评价（包括内容、语音语调、语言表达及表现），选出本周擂主，然后学生自己报名再抽出5名学生向擂主挑战，进行下一周的比赛，一月后选出本月擂主。
这样一来，学生变得积极主动起来，踊跃报名参赛，认真准备演讲，细致、甚至有点挑剔地进行点评，人人都互动起来。
这5分钟完全交给了学生，而余下的40分钟，学生也能以饱满的热情上课。
这样坚持一个学期后，效果相当明显，说的能力有了显著的提高。
就连最害羞的学生也能上台大大方方地说几分钟英语了。
2、开展活动课，把情景测验法、小组互评法及教师点评相结合一般情况下，在课堂上学生口头训练的时间有限，并且人数过多，不可能每个学生在课堂上都有练习的机会，而活动课就可以弥补这些缺陷，它可以给全体学生提供一个广阔而又全新的天地，每一个人都可以在随意、轻松、自如的氛围中运用所学英语进行交际，因而它深受学生的喜爱。
活动课在教学中的运用形式很广，包括课堂内、外的运用，如主题演讲、戏剧表演、唱英文歌、诗歌朗诵、英语晚会、英语角、故事会等。
在这种课上，应有效的将情景测验、小组互评及教师点评相结合。
由于学生的水平参差不齐，要尽力设计让每一个学生在不同的角色扮演中获得不同的发展，让学生感到自己有了收获。
表演完后，进行小组互评及教师点评工作，并填写课堂表演活动表格。
这样一来，每个学生都看到了自己的强项和弱项，也找到了自己需要加强的地方，学习的积极性更高了，体会到了学习的乐趣，学会了评价他人和评价自己，也较好地培养了英语说的能力。
3、利用问卷调查法，评价最佳英语播音员校园广播一直是学生喜爱的节目，很多学校也都开设了英语广播时间，但大都只是播放英语磁带，内容只是课本教材、英语小故事、英文歌曲等，没有很好地贴近学生生活。
于是，我建议学校设立英语稿件箱，鼓励学生用英语写身边的事。
同时，每班推选英语播音员，参加学校播音，然后每周进行问卷调查（包括语音语调、流利程度、效果），评选本周最佳英语播音员。
于是，几乎全校学生都参与进来，他们先在本班评选，推选出口语最准确、流畅的学生参赛，然后每天认真听广播，认真写好问卷调查表，评选出最佳播音员。
学生不但口语有了进步，连听力、写作能力也有了很大提高。
4、鼓励学生建立英语学习档案学生学习档案是教师和学生系统地收集的资料。
它们是评估学生努力程度、进步程度、学习过程及结果的依据。
学习档案有多种形式，内容也涉及到英语学习的各个方面。
在口语方面，我要求学生详细记录自己的点滴进步，包括课文朗读、课堂表演、英文稿件、英文会谈等。
有条件的学生每月录制一盘磁带，检查一下自己在朗读方面进步了多少，并组织小组互评，原来从不开口的学生也主动找口语好的学生帮自己纠音了，平时也敢大声朗读课文了，课堂气氛也更活跃了。
总而言之，英语口语表达能力的培养过程是由浅入深、由简到繁的逐步培养过程。
面对新的教育形势、新的课程标准，教师们应不断努力适应新的教学要求，探索新的教学方法，培养出更好的英语人才。
为此，我们中学英语教学必须从英语口语、交际能力抓起，在课堂中以学生为主体，采取灵活多变的教学手段及方法，尽早培养学生的语言素质，以适应时代的需要。