英语口语论文
关于英语口语的英语作文
关于英语口语的英语作文英文回答：In the domain of language acquisition, oral proficiency holds a paramount position. As an ardent advocate of communicative competence, I firmly believe that fluency in spoken English is not merely a linguistic skill but an essential pathway to intercultural understanding and personal growth.There are myriad reasons why I find English oral proficiency to be so captivating. First and foremost, it allows me to connect with people from all walks of life. By being able to articulate my thoughts and ideas in real time, I can engage in meaningful conversations, build genuine human connections, and cultivate a deeper understanding of diverse perspectives.Moreover, oral proficiency empowers me to expressmyself authentically. Unlike written communication, whichoften requires careful planning and revision, spoken English provides me with the flexibility to convey my emotions, thoughts, and intentions in a natural and spontaneous manner. This immediacy enables me to communicate more effectively and forge stronger bonds with my interlocutors.Furthermore, oral proficiency sharpens my cognitive abilities. By actively participating in spoken conversations, I am constantly exercising my memory, comprehension, and problem-solving skills. The need tothink on my feet and respond quickly forces me to draw upon my linguistic knowledge and cognitive resources, leading to improved mental agility and flexibility.Beyond its cognitive and communicative benefits, oral proficiency also plays a vital role in my personal and professional life. In a globalized world where cross-cultural interactions are increasingly prevalent, theability to communicate effectively in English opens doors to countless opportunities. It enables me to navigate international conferences, collaborate with colleagues fromdifferent cultural backgrounds, and succeed in acompetitive job market.I have had the privilege of witnessing firsthand the transformative power of oral proficiency in my own life. As a native speaker of Mandarin, I initially found it daunting to communicate in English. However, through consistent practice and immersion, I have gradually developed confidence in my spoken abilities. This has not only enhanced my communication skills but has also broadened my horizons, allowing me to engage with the world in a more meaningful and fulfilling way.中文回答：作为一名语言习得的热忱拥护者，我坚信英语口语流利不仅仅是一项语言技能，更是一条通往跨文化理解和个人成长的必由之路。
怎样提高初中生英语口语能力论文
浅谈如何提高初中生英语口语能力众所周知，我国过去的英语教学特别注重语法，偏重对学生进行读、写方面的训练，而忽略了学生听、说能力的培养，结果培养了一批又一批能写、会读英语却听不懂、不会说英语的“聋子”与“哑巴”。
为了纠正英语教学的这一偏差，提高学生的英语口语能力，还原英语本身的交际功能，新课标明确要求：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，初中毕业生应该能用日常生活的各种话题与他人交换信息并陈述自己的意见。
搞好英语口语教学，提高学生的英语口语能力，不仅是现实的需要，也是中考的要求。
那么应如何提高初中生英语口语呢?一、提高自身素质，培养学生训练口语的兴趣。
兴趣是最好的老师，它能唤起学生的好奇心和迫切的求知欲。
古人说：“知之者不如好之者，好之者不如乐之者。
”兴趣爱好比智力技能更能促进学生勤奋学习，它是学好英语的首要条件。
然而，兴趣来自于自信，一定要相信自己有这个能力把问题解决。
有了兴趣，我们就有了激情，我们的思维就更加的活跃，于是我们的记忆就能够加强，这正好是我们学英语所需要的。
因此,教学中采取创设情景、短剧表演、小组对话等多样化的教学方法与丰富多彩的课外活动紧密结合，不断给学生以表达的机会，不断给学生以新的刺激，培养他们在口语表达中产生快感，获得更大成功的愿望，提高他们的兴趣。
初中生模仿能力极强，教师的一言一行会对他们产生潜移默化的影响。
如果一位英语教师自身能说一口标准流利的英语，不但会带给学生美的感受，学生们还会认为这位教师很有才华，从而对他充满敬意甚至去效仿他，所以，英语教师要严格要求自己，努力提升自己的口语素养，做好学生的口语表率，激发学生练习口语的兴趣，带动他们说英语的热情，因此要求教师要有很好的能力素养、有精湛的专业水平和流畅的口语表达能力。
课堂上用英语组织教学，让学生耳濡目染，创设用英语思维的环境，营造用英语交流的气氛。
潜移默化，达到进步的功效。
二、营造和谐的课堂气氛，增强说英语的氛围。
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。
如何提高中学生的英语口语能力论文
如何提高中学生的英语口语能力论文如何提高中学生的英语口语能力论文摘要：随着英语在国际上的地位越来越重要, 英语口语交际能力和英语口语学习的地位也随之水涨船高。
近年来, 我国在英语教育上进行了很大的变革和发展, 提高了教学质量, 但是中学英语的口语教育仍然在教学过程中存在很多问题和阻碍, 没有得到应有的重视。
关键词：中学英语教学; 中学生; 口语能力培养;一.中学英语教学中学生口语能力提高存在的困难(一) 学习英语的环境不够理想学习语言是人类的本能, 因为人类需要交流, 现在人类对语言的学习已经逐渐习惯了上文提到的规律, 但是却忽略了英语学习也应该遵循规律。
国内学习英语的情况和顺序存在很大的问题, 在我们还不知道怎么读的时候却已经开始学习语法和拼写, 而且我们对英语的使用也仅仅局限于课堂上那几句公式化的句子。
这种违背语言学习规律的方法一定会给我们的英语学习带来很大的障碍和困难, 比如容易遗忘语法, 英语的运用不灵活, 重音和停顿带有明显的地方特色以及单词的拼写不准确。
发音也仅仅局限在常用的单词, 对句子的朗读和使用就更加有问题, 整个句子的语调无法掌握, 不知道该在哪停顿和断句。
中学生学习英语的时候没有他们学习母语的环境, 而且在他们已经习惯于汉语的结构和语法后, 学习英语难免会受到汉语的影响, 同时解除英语的机会也只有学校安排的英语课, 在课外还是继续使用汉语交流, 没有英语学习的气氛, 也不能得到有效的使用和巩固, 英语考试还是更注重书面英语的笔试方式, 这就导致了中学生在英语口语的学习和使用上困难重重。
中学对英语口语的教育采用的是“填鸭式”的传统语法翻译的方法, 听力测试对学生口语的提升十分有限, 这种英语的教学方式无异于“哑巴英语”, 重点仍然集中在书面英语和笔试上, 实际运用能力得不到很好的锻炼, 不能和外国友人进行流畅的交流。
这种现象发生的原因来源于学生背单词的时候采用的方式不对, 他们记的不是单词的读音而是单词的字母是如何排列, 每天使用的都是书面英语而不是口语英语, 我们不难发现在中学中可能学生们的阅读能力都比较好, 但是一旦转移到口语时就力不从心, 这种方式很难让英语学习得到很好的效果。
口语能力培养方法英语作文
口语能力培养方法英语作文英文回答：Oral communication is a vital aspect of human interaction, enabling us to express ourselves, exchange ideas, and build relationships. Developing strong oral communication skills requires a multifaceted approach that encompasses various strategies and techniques.1. Active Listening:Active listening is the foundation of effective oral communication. It involves paying full attention to the speaker, understanding their message, and responding appropriately. Practice active listening by:Maintaining eye contact and nodding to show engagement.Asking clarifying questions to ensure understanding.Summarizing the speaker's points to demonstrate comprehension.2. Clarity and Conciseness:Clear and concise speech is essential for effective communication. Avoid using vague language or excessive jargon. Instead, use specific examples and concise sentences to convey your message. Practice clarity by:Organizing your thoughts and ideas logically.Using simple and straightforward language.Limiting your sentences to a manageable length.3. Vocal Delivery:The way you deliver your speech can significantly impact the effectiveness of your communication. Pay attention to:Volume: Speak at an appropriate volume that can be easily heard.Pace: Maintain a steady and clear pace of speech.Articulation: Pronounce words clearly and distinctly.Intonation: Use appropriate intonation to convey meaning and express emotions.4. Body Language:Body language plays a crucial role in conveying your message. Be aware of:Posture: Stand or sit in an upright and confident position.Gestures: Use gestures to emphasize your points and engage the audience.Eye contact: Maintain eye contact with your listenersto show engagement and connection.5. Skill Development:Developing oral communication skills requires consistent practice and refinement. Join a public speaking club, participate in group discussions, or present to a small audience. These opportunities provide a supportive environment to practice and improve your skills.中文回答：培养口语能力的方法。
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。
英语口语考试文章
英语口语考试文章以下是一篇英语口语考试文章，供您参考：Title: The Importance of ReadingIn my opinion, reading is one of the most important skills that we can develop. It is through reading that we acquire knowledge, expand our vocabulary, and improve our grammar. Reading also helps us to understand different perspectives, gain insights into different cultures and ways of thinking, and develop critical thinking skills.Firstly, reading allows us to acquire knowledge. Whether it is a book about science, history, or literature, reading can provide us with a wealth of information that we would not otherwise have access to. By reading, we can learn new facts, understand complex concepts, and discover new ideas and theories. This knowledge can be applied to various aspects of our life, whether it is in our personal development, career development, or social interactions.Secondly, reading improves our vocabulary and grammar. When we read, we encounter new words and phrases, which we can learn and incorporate into our own language. Over time, this improves our ability to express ourselves more clearly and precisely. In addition, reading helps us to understand the rules of grammar and sentence structure, which is essential for effective communication.Thirdly, reading helps us to understand different perspectives and gain insights into different cultures and ways of thinking. By reading books written by authors from different backgrounds and perspectives, we can gain a deeper understanding of their views and experiences. This understanding can help us to be more tolerant and understanding of others who are different from us, and also help us to form more nuanced and informed opinions about the world.In conclusion, reading is essential for personal and intellectual growth. It provides us with knowledge, improves our language skills, and helps us to understand different perspectives. By making time for reading in our daily lives, we can continue to learn and develop ourselves in new and exciting ways.。
大学英语口语测试论文
大学英语口语测试摘要：为了更好的推进大学素质教育，大学英语口语教育的新方法和新的策略必须得到重视和改变。
所以良好的，高效的，有用的，真实的，可信的口语考试评测标准是有助于学生提高英语口语水平的主要方法。
引言新世纪的到来，对人才有新的要求，尤其是英语的水平，社会和用人单位是要求越来越高，为了适应社会和企业对大学毕业生的英语要求，尤其是英语口语的要求，教育部早在99年就在实行大学英语四级六级英语考试的基础之上推出了英语四六级的口语考试。
口语已经得到了重视，但是在实际教学中，口语教育的结果却是低下的，口语教育在大学英语教育之中是最难的一个环节，所以对口语的测试评价也是很困难的，甚至有的地区高考都已经取消了英语听力，导致我们学生的英语水平更是低下，为了推进大学生口语教育的提高，有一个飞跃的发展，我们必须要有所改变和有所作为。
一、口语考试的重要英语口语是英语语言中最要的组成部分，所以英语的教学就要必须要求很重视英语口语的教学才行。
英语口语有英语表达和英语听力两个方面。
在实际的英语教学中，口语是和感知有很大的关系的，口语的大脑过程实际是感知的过程，口语的理解是短时间内马上实现的。
没有直接的英语思维，就不会马上说出英语，我们我们大多数中国人有这种想法的，当我们想用英语表达点什么事情的时候，总是要先在脑子理想该用哪个单词，应该怎么组织句型，应该怎么说合适，所以等说话来也是要费很多的时间，而且表达出来的英语也是水平不高，这在实际的英语交流中，是非常不好的。
语言是一种工具，工具就是应该为我们服务的，我们大学里英语的老师们应该把英语学习中的口语教育作为重要的位子，让学生提高英语的综合能力为己任。
口语的评测结果能反映出学生英语学习的错误所在和欠缺所在，能够让大学英语老师对学生的英语有所了解他们的英语问题所在，能够让老师及时调整英语教学方案。
英语口语考试可以考验学生英语的实际应用能力，也能更好的去理解英语的实际应用的必要性。
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。
大学英语口语教育[论文]
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浅谈大学英语口语教育在大学英语口语教学过程中，会出现与初高中英语口语教学中相似的弊病：口语没有成为自如交流的工具，反而成为应试教育的趋势。
这样就会在使用口语的具体场合中成为笑料甚至引发矛盾。
然而，问题的暴露容易，解决问题的出路却一直成为口语教学中长期未了的心愿。
本文以两个实例开篇，引出知识性口语教学与实用性口语教学的话题。
旨在解决在具体场合中误用社交套话、口语惯用语以及口语常用短语而带来的尴尬局面。
大学英语口语教学知识性实用性“语言是人类特有的表达意思、交流思想的工具，由语音、词汇、语法构成一定的体系。
语言有口语和书面形式。
”这是新华字典对语言这一名词的经典阐释。
不错，语言是工具，然而，这个工具如若使用不当，用错了地方或者用得僵硬，将会产生多么可笑甚至严重的后果是我们想象不到的。
以下两个实例给我们带来一些思想：近日在网络中看到一段文字，说一中国留学生在国外的高速公路上驾车行驶，不料出了车祸，连人带车翻下悬崖，美国交警救援队赶到后向下喊话道：“how are you?”留学生答“i’m fine. thank you!”然后交警就走了，留学生就死了……另外，我国著名教育家龚亚夫说过：现在的英语教学中，一问“how are you？”学生都会说“fine，thank you. and you？”但是，我们搞外语研究的经常说起一个流行的笑话：一个中国人走路的时候被一个骑自行车的外国人撞到了，然后那位外国人说“how areyou？”中国人说“fine，thank you. and you？”龚亚夫说：“现在学生学的很多东西实际上都是没有意义的。
”不难看出以上两例都不是对口语教学进行肯定，相反，我们却是看出了当今口语教学的普遍效应——知识化，应试化。
我们都知道“how are you”的意思是“你好吗？”实际上在具体的场合中对此问题的使用和应答不尽相同，然而，较多时候由于在初高中学习时留下的印象便是只要问到how are you，就可以回答fine，thank you, and you?诸如此类的知识系统一直被带入大学，如若不及时归正，我想以上两例将会成为频发的事实。
英语口语能力调查作文模板
英语口语能力调查作文模板Introduction。
In recent years, English has become a global language, and it is widely used in different fields. Therefore, it is essential to have good English speaking skills. This essay aims to investigate the importance of English speakingskills and explore the ways to improve them.Body。
Firstly, English speaking skills are essential for communication. In today's globalized world, many companies require employees to have good English speaking skills to communicate with clients and colleagues from different countries. Moreover, English is the language of international trade, and it is necessary to have good English speaking skills to negotiate with foreign partners.Secondly, English speaking skills are crucial foracademic purposes. Many universities around the world use English as the medium of instruction. Therefore, students who want to study abroad need to have good English speaking skills to communicate with their professors and peers.Thirdly, English speaking skills are beneficial for personal development. Learning a new language can broaden one's horizons and enhance cultural awareness. Moreover, it can improve one's cognitive abilities, such as memory and problem-solving skills.To improve English speaking skills, there are several ways. Firstly, practice makes perfect. One should practice speaking English as much as possible, even if it means speaking to oneself. Secondly, listening to English podcasts, watching English movies, and reading English books can help improve one's listening and speaking skills. Thirdly, attending English courses or hiring a privatetutor can provide structured learning and personalized feedback.Conclusion。
英语口语作文61篇
英语口语作文的61扇窗：探索语言的无尽奥秘In the world of language learning, English essay writing holds a unique position. It is not just about expressing thoughts and ideas but also about mastering the intricacies of the language. Among the various aspects of English essay writing, the oral component is often overlooked, yet it plays a crucial role in enhancing fluency and confidence. Imagine having 61 windows to peek into the vast world of English essay writing—each window offering a different perspective and a unique experience. The first window opens to the basics of oral essay writing. Here, we delve into the art of storytelling, learning how to capture the listener's attention with an engaging opening. We learn about the power of adjectives and adverbs in painting vivid pictures with words. This window also introduces us to the importance of using transitional words to create a smooth flow between sentences and ideas.The second window offers a peek into the world of argumentative essays. Here, we explore how to constructsolid arguments using logical reasoning and evidence. We learn how to identify and analyze counterarguments, strengthening our essays with rebuttals. This window challenges us to think critically and presents us with opportunities to hone our persuasive skills.The third window takes us to the realm of descriptive essays. Here, we delve into the details, learning how to create vivid mental images through the use of sensory language. We experiment with different writing styles, aiming to evoke specific emotions and create a strong emotional connection with the reader.And so it goes, with each window offering a unique learning experience. Some windows focus on the art of narrative writing, teaching us how to craft engaging stories that captivate the listener's imagination. Others delve into the complexities of expository writing, helping us understand and explain complex concepts in a clear and concise manner.The journey through these 61 windows is not just about acquiring knowledge and skills; it is also about self-discovery and growth. As we delve deeper into the world ofEnglish essay writing, we begin to understand our own thought processes and writing styles better. We learn to appreciate the beauty of the English language and the power of words in shaping our world.In conclusion, the 61 windows of English essay writing offer a rich and diverse learning experience. They challenge us to think outside the box, explore new ideas, and push the boundaries of our writing abilities. As we peek through each window, we gain a deeper understanding of the English language and the art of essaywriting,ultimately enhancing our communication skills and broadening our horizons.**英语口语作文的61扇窗：探索语言的无尽奥秘（中文版）** 在语言学习的世界里，英语作文写作占有独特的地位。
英语口语练习材料作文
英语口语练习材料作文Title: The Importance of English Oral Practice。
English oral practice is an essential part of learning the language. It not only helps improve pronunciation and fluency, but also enhances communication skills and confidence. In this essay, I will discuss the importance of English oral practice and provide some tips for effective practice.First and foremost, English oral practice is crucialfor improving pronunciation. By speaking English regularly, learners can become more familiar with the sounds and intonation of the language. This can help them to sound more natural when speaking and be better understood by native speakers. In addition, oral practice can also help improve fluency. By speaking English regularly, learners can become more comfortable with the language and develop the ability to speak without hesitation.Furthermore, English oral practice is important for enhancing communication skills. When learners practice speaking English, they are also practicing listening and responding to others. This can help them become better at understanding and expressing themselves in a variety of situations. In addition, oral practice can also help build confidence. By speaking English regularly, learners can become more comfortable with the language and feel more confident when communicating with others.There are several ways to practice English orally. One effective method is to engage in conversations with native speakers or other English learners. This can help learners become more comfortable speaking English and provide them with the opportunity to receive feedback on their pronunciation and fluency. Another method is to practice speaking English on a regular basis, whether it's through role-playing, participating in English clubs or simply talking to oneself in front of a mirror.In conclusion, English oral practice is essential for improving pronunciation, fluency, communication skills, andconfidence. By engaging in regular oral practice, learners can become more comfortable with the language and better equipped to communicate with others. Therefore, it is important for English learners to make oral practice a priority in their language learning journey.。
英语口语能力调查作文范文
英语口语能力调查作文范文As English becomes more and more important in our daily lives, English speaking ability has become a hot topic among people. In order to investigate people's English speaking ability, a survey was conducted by a group of researchers. The results of the survey were quite surprising.The survey was conducted in a number of cities across China, and a total of 1000 people were interviewed. The interviewees were asked to rate their own English speaking ability on a scale of 1-10, with 10 being the highest. The results showed that the average score was only 5.2, indicating that most people in China have a limited ability to speak English.When asked about the reasons for their lack of English speaking ability, the majority of the interviewees cited a lack of opportunity to practice. Many people said that they had learned English in school, but had never had the chanceto use it in real-life situations. Others said that they were too shy to speak English in front of others, or that they lacked confidence in their ability.Despite these challenges, there were some interviewees who had achieved a high level of English speaking ability. When asked about their secrets to success, these people cited a variety of factors, including:1. Regular practice: They made a conscious effort to practice their English every day, whether by speaking with native speakers, watching English-language movies, or reading English books.2. Confidence: They believed in their ability to speak English, and were not afraid to make mistakes.3. Persistence: They did not give up when faced with challenges or setbacks, but instead continued to work hard to improve their English.4. Passion: They had a genuine love for the Englishlanguage, and were motivated to learn more about it.In conclusion, the survey showed that while many people in China have a limited ability to speak English, there are also those who have achieved a high level of proficiency. By following the example of these successful English speakers and making a conscious effort to practice, build confidence, and persist in the face of challenges, anyone can improve their English speaking ability.。
英语交际口语作文模板
英语交际口语作文模板Title: English Oral Communication Essay Template。
Introduction:In today's globalized world, English has become the most widely spoken language for international communication. As a result, being able to effectively communicate in English is essential for both personal and professional success. In this essay, we will discuss a template for oral communication in English, including key phrases, expressions, and strategies for effective communication.Opening:When engaging in oral communication in English, it is important to start with a polite and friendly greeting. Common greetings include "Hello, how are you?" or "Good morning/afternoon/evening, it's nice to see you." Using these greetings sets a positive tone for the conversation and helps to establish rapport with the other person.Expressing Interest:After the initial greeting, it is important to express interest in the other person and their well-being. This can be done by asking open-ended questions such as "What have you been up to lately?" or "How's everything going with you?" By expressing genuine interest in the other person, you can create a more meaningful and engaging conversation.Sharing Information:When it comes to sharing information in English oral communication, it is important to be clear and concise. Use simple and direct language to convey your message, and provide relevant details to support your points. For example, if you are discussing a project at work, you might say "I've been working on a new project that focuses on improving customer satisfaction. It's been challenging, but I'm making progress."Asking for Clarification:In any conversation, there may be times when you need to ask for clarification or further explanation. In English oral communication, it is perfectly acceptable to ask for clarification if you don't understand something. You can use phrases such as "I'm not quite following, could you please explain that again?" or "Could you clarify what you mean by that?"Expressing Agreement and Disagreement:In English oral communication, it is important to be able to express agreement or disagreement in a respectful manner. When you agree with someone, you can use phrases like "I completely agree with you" or "That's exactly how I feel." When you disagree, it's important to express your viewpoint politely. You can say "I see where you're coming from, but I have a different perspective" or "I'm not sure I agree with that, here's why."Closing the Conversation:As the conversation comes to a close, it's important to end on a positive note. You can use phrases like "It was great talking to you" or "I really enjoyed our conversation." If there are any follow-up actions or plans, be sure to address them before saying goodbye.Conclusion:In conclusion, effective oral communication in English is essential for building relationships, conveying information, and expressing thoughts and opinions. By following the template outlined in this essay, you can improve your English oral communication skills and engage in more meaningful and productive conversations. Remember to greet politely, express interest, share information clearly, ask for clarification when needed, express agreement or disagreement respectfully, and close the conversation on a positive note. With practice and patience, you can become a confident and effective English communicator.。
提高英语口语论文
初中英语课堂如何培养学生英语口语交际能力作者：袁胜杰单位：新密市刘寨镇初级中学初中英语课堂如何培养学生英语口语交际能力摘要：英语作为一门语言学科，应该培养学生的“听，说，读，写” 能力，而在现实英语教学中，我们教师对英语口语的重视度不够，还有学生的恐错心理和缺乏语言交流环境等因素，成为影响学生口语交流的几大问题。
因此，如何培养和提高学生的口语交际能力是摆在我们中小学一线教师的一个重要课题。
关键词：初中英语口语交际能力提高苏霍姆林斯基说过：学习不是毫无表情地把知识从一个头脑装进另一个头脑里，而是师生之间每时每刻都在进行心灵的接触，情感的交流，知识的沟通。
这就要求我们要给学生开口说的机会，只会写不会说的“哑巴英语”教育模式已经不符合当今社会的要求，更不符合《新课程标准》的要求，所以培养学生的口语交际能力势在必行。
下面结合我从事农村英语教学将近10 年的实际情况，就如何提高学生的口语交际能力，谈论一下自己的看法。
一．影响初中学生口语交际能力提高的原因分析（一）对英语口语重视度不够无论是小学，初中还是高中，考试都没有将口语列入考试内容，这就造成无论是教师还是学生，对英语口语重视度不够，平时课堂上，大把的时间和精力都放在了听，写和阅读上，教学中以教师为中心，一言堂现象严重，更有甚者，教师只是为了应付考试，整日讲解语法，知识点，口语教学在课堂上得不到体现，学生的主题地位也得不到体现，课堂气氛沉闷，学生没有发言的机会，更得不到语言交流情境创设的机会，在这样的课堂中，学生失去了对英语学习的热情，即使成绩好的学生，也是“哑巴英语” ，现在我们的大部分学生口语只停留在“ Good morning ,Good afternoon ”等见面打招呼的水平上，再进行更深入的口语交流很难，所以将口语教学深入课堂刻不容缓。
（二）．初中学生的恐错心理及教师的不正当评价，是影响学生开口说英语的重要因素。
我们农村的孩子，本身就害羞，不善于表达交际，让他们用学过的英语进行日常交流，他们更觉的难以开口。
英语口语作文
英语口语作文Title: The Importance of English Fluency in Today's World。
English, as a global language, plays a pivotal role in various aspects of our lives, from education and business to communication and cultural exchange. In this essay, I will delve into the significance of English fluency in today's world and explore how mastering the language can open up numerous opportunities.First and foremost, English proficiency is essential for academic and professional success in an increasingly interconnected world. Many universities and companies worldwide use English as the primary language of instruction and communication. For students aspiring to study abroad or professionals seeking career advancement, fluency in English is non-negotiable. It not only facilitates learning and collaboration but also enhances one's competitiveness in the global job market.Moreover, English serves as a lingua franca in international business and trade. In today's globalized economy, companies operate across borders, engaging with clients, partners, and customers from diverse linguistic backgrounds. Effective communication is paramount for building relationships, negotiating deals, and expanding market reach. Fluency in English empowers individuals to participate actively in the global marketplace, fostering economic growth and opportunities for both businesses and individuals.Furthermore, English fluency opens doors to a wealth of cultural experiences and exchanges. From literature and cinema to music and art, English is the language of global culture. By mastering English, individuals gain access to a vast array of resources and expressions of human creativity from around the world. They can engage with diverse perspectives, broaden their horizons, and forge connections with people from different cultures, enriching their personal and intellectual lives in the process.Additionally, English proficiency is increasinglyvalued in the digital age, where online communication transcends geographical boundaries. Social media, websites, and digital platforms predominantly use English as the language of communication. Whether networking with professionals on LinkedIn, collaborating on projects via email, or consuming content on websites, proficiency in English is indispensable for navigating the digital landscape effectively.Furthermore, English fluency is crucial for accessing knowledge and information in various fields, as asignificant portion of academic literature, scientific research, and technological innovations are published in English. Individuals proficient in English can stay abreast of the latest developments in their fields, contribute to global knowledge networks, and leverage information todrive innovation and progress.In conclusion, English fluency is indispensable intoday's interconnected world, offering a gateway to academic, professional, cultural, and digital opportunities.By mastering English, individuals can broaden their horizons, enhance their prospects, and participate more fully in the global community. As the world becomes increasingly interconnected, the importance of English fluency will only continue to grow, underscoring the need for individuals to invest in language learning and proficiency.。
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Last month I saw a great film,called”the pursuit of happyness”(it’s the original writing,please pay attention,not happiness,). I heard Chris Gardner lauging from his heart at the end of the movie. Guess that laughter means he already got the happiness which he has been in pursuit of for such a long time. Finished watching the moive, I still could not stop thinking about it.I was deeply inspired and this is one of best films I’ve ever seen.Now,let’s talk about it.Being a man in his familly, Chris has tried very hard to be a good father and a good husband, but God always made joks with him.He exhausted all his savings to buy the high-tech therapeutic(the portable bone-density scanner) and marketed them to any possible hospitals, everywhere, but answers were always “The price is high.I am sorry ,sir”. Even if his efforts can provide a good environment for children, his wife ultimately chose to leave home. And he took his son Christopher. Chris is very not easy to win back a stock investment company internship opportunities.Even without compensation and the opportunity to is succeed only five percent, he still struggle, because son is his strength. Seems Chris fell on his evil days.His "Time machine" was stolen, he got parkingfines; he has owed the landlord rents for months; he has not sold out his machine for a long time which is his only business for living; then his wife could not stand the life and left eventually;what was worse,he had to hide in the subway station in the son of public toilet; he had to livein the shelter…… But he stick to keep his son Christopher with hi m. Which encouraged Chris never stop trying is his son.I bursted into tears when Chris cried holding his lovely son deep in his arms in the men's room. That is the trustest feeling in this world, that is reality of the life.No matter what happened to his life, he never stop trying, like what he said to his son, if you want something, then go get it. He got his opportunity for internship not only because he was lucky but also because he was smart and he really tried very very hard to get that chance. Then Chris finally bacame the only one who can eventually get the offer by working so hard. He walked out of the door with a tear-stained face. he clapped his hands for himself in silence just standing among the crowded street. At that moment, he finally could take a deep breath.Nomatter what happened on the way of pursuit,even Chris had to queue for a long time for a bed in the church(of course ,it’s always not enough),he never gave up,never!Because he believed that happiness will come tomorrow.Despite all the emotions after the film,let’s see some small fragments in the movie.The first is when Chris sent his son to ,he saw the Graffiti on the wall and the word “happyness”. What did he do then? He patiently reminded the guy to clean off it and take an “i” not “y” in the word. Whatis behind the behavior? Obviously the attitude to the education.We all know the big difference between Chinese and American education, but one thing is the same: the emphasis on education. From the film,we can take a see that American parents seem to pay more to the imperceptible affection. to their children while our Chinese are more likely to the sermon. That’s not easy to say why is it,but one thing is apprently: our sermon doesn’t work well.The second is at the set that Chris wanted to see about what job stockbrokers got down.What supported him is what he said”when I was a kid ,I could go through a math book in a week”.What surprises me most is his courage and self-confidence.Let’s imagine if a Chinese asks for a job according to his “kid marks”or “when I was a kid……”,what would you think about? Perhaps the majority would tell me that he’s nuts.That’s the China’s national conditions! When most of us think its a naive idea,see what Chris did. He did it! It makes me impulsively think that why is it.I can not clearly explain,but something is just there. British and American culture in cultivating students' aesthetic consciousness and improving humanities has beyond other subjects’ advantage. Any a literary works or an experiment has infinite imaginary space, which can stimulate thoughts, cause the richness and daydream, and the depth is infinite. Therefore,students under such education seems morehumanized while we Chinese seems rational thinking and robots,no life passion and strong self-confidence.I just want to know how Americans make job hunting. Then Chris did a good job.We Chinese put the interview in the first place,and of course Americans do the same ,but I see what an American did in the whole job hunting. Chris has been waiting outside the front of the building with some 40-pound gizmo(his portable bone-density scanner ) for over a month. Maybe you will say we Chinese can do so,then we continue.In order to sit with his bride-to-be boss for a brief talk,Chris chose to take taxi with his “boss”. What Chris talked about was”So when I was in the Navy,I worked for a doctor who loved to play golf,hours everyday and I would actually perform medical procedures when he’d leave me in the office.So I am used to being in a position where I have to make decisions and……Mr.Twistle(his “boss”), listen,this is very impotant……“We again see how Americans how diffent from us. In our position,we may suppose it to be a very funny idea to talk abou such trivial things.But that’s Americans,with different thinking.At the end of the critics,I am still on the way to look for what behind the movie and the topics ,and also the emotions.。