How to Improve Oral Englishof Middle School Students
Oral English for Middle School Students
O r a l E n g l i s h f o r M i d d l e S c h o o l S t u d e n t s 绥中斯博尔学校口语教材简易本主编：李校长Main Editor:LeeIntroduction:It contains 10 lessons,each lesson has 3 parts, read, act and say. We want it to be an easy pad for students and they can take it freely. There is special writing paper attached for necessary exercises.You will be welcomed to give us some helpful suggestions about the contents and erriors.Thank you for the attention.Warning: the right for pubilication belongs to Suizhong Spire School, anyone who copies it without permission will be accused.Name: Class: Number:Date: Oct.15th,2011. English Book Price: (RMB) 10 yuanWe are FriendsPart1Question: Do you have a friend?Talk about her/him.Listen carefully to your teacher about his/her friends. Greetings.Part2Jim: My name is Jim,I am a new student. Nice to meet you. Kate: Oh, I am Kate, from England. Nice to meet you,too. Tom:Hello,Jim.Jim:Hi,Tom,this is my new friend,Kate.Tom:How do you do? Kate.Jim:Kate,this is my old friend, Tom, he is a football player. Kate:Oh,I am glad to see you.Jim: Let us be good friends,Ok?Kate and Tom:Ok.( smiling…)Part3Try your tongue(tougue twister)A big black bug bit a big black bear. Where's the big black bearthe big black bug bit? COCKClimate and weatherPart1Question: What is the weather like in your country?Listen carefully to your teacher about the climate and weather in his/her country..Part2Jim: Hello,Kate.Kate: Oh, Hi,Jim.It is a nice day today,isn’t it?Jim:Yes,it’s warm and sunny.Kate:Well,it was cloudy and windy yesterday.Jim:Yes, the weather here is changeable in this season.Kate:Because winter is coming.Jim: What is the climate like in your country,Kate?Kate:It always rains in spring and summer, and it isn’t cold in winter.I like autumn in my country.It’s cool, you know, pleasant almost every day.Jim:Wow,it sounds good.I will visit your country in this autumn, if possible.Kate:Welcome.Part3 Try your tongue(tougue twister)A bloke's back bike brake block broke.At RestaurantPart1Question:What is your favourate food?Notice the different habits of different people.Part2Jim: Hello,Kate.It is time for lunch.Kate: Oh, I forgot the time. Would you like to have lunch with me?Jim:Yes,I’d like to.But what kind of food do you like?Kate:Well,Chinese food. Do you like it?Jim:Yes, let’s go for a restaurant and order some Chinese food. Kate:Mm,it tastes good.I wanna some more.Jim: OK, and some drinks.My treat!Kate:Thank you for your kindness.Jim:You are welcome,we have already been friends.Part3Try your tongue(tougue twister)A flea and a fly flew up in a flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew througha flaw in the flue. TORTOISEAt the doctor’sPart1Question:What is the matter with you?List the names of illnesses and act with your partners.Part2Jim: Hello,Kate.Tom is not present today. Do you know where he is now?Kate: Oh, really? He has been ill for two days. Perhaps,he is in bed now.Jim:I am sorry to hear that. What’s the matter with him? Kate: He has a bad cold and feels not well recently.Jim:Is he serious?Does he need a doctor?Kate:Eh,I am not so sure,I think we’d better go and see him. Jim: OK, may be he needs our help.Part3Try your tongue(tougue twister)A tutor who tooted a flute tried to tutor two tooters to toot. Said the two to their tutor, "Is it harder to tootor to tutor two tooters to toot?" FROGGo ShoppingPart1Question:How much does it cost?Make a comparison(which is expensive and which is cheap) Computer Cake Egg Dress House Car PaperPart2Kate: Let’s go shopping today, Jim.Jim:All right,I was just to go there. There’s little juice in the bottle.Kate: So you want to buy some juice for drink.Jim:No, I wanna buy some fruit, because I like making juice by myself.Kate:It sounds a good idea. What about these apples? How much does it cost?Shop seller: Three yuan a kilo.Jim:Oh,it is cheap,I want two kilos. Here’s the money.Shop seller:Thank you,what else do you want?Jim and Kate:We want the change.Part3 Try your tongue(tougue twister)Are our oars oak? DRAGONI love it.Part1Question:What colour do you like? What style do you like? Learn to express your ideas on clothes.Part2Kate: Tom, please come upstairs and see my new dress.Tom: Wonderdul! It looks soft and comfortable.Kate:Thank you very much. It’s pink,I like the colour and the style.Tom:Well,tell you the truth, I love it, too,but I am not a girl, hahaKate:Do you like pink,too?Tom: Of course no,I like black,it’s a modern colour. But the pink dress looks pretty good on you.Kate:I have to say it is a good design.Tom:I want to be a good designer when I grow up.Kate:Mee,too. A good clothes designer is always my dream.Part3 Try your tongue(tougue twister)All I want is a proper cup of coffee made in a proper copper coffee pot,.Tin coffee pots or iron coffee pots are of no use to me. If I can't have a proper cupof coffee in a proper copper coffee pot, I'll have a cup of tea!Winter HolidaysPart1Question:What are you going to do in this winter holiday? How many festivals in a year?Talk about your plan with your teacher.Part2Kate: Tom,what are you busy in doing recently?Tom: I am preparing for my final exams.Kate:We will relax after that for the coming holiday.So what’s your plan in this winter holiday?Tom:I am going to Sanya with my family by air, it’s warm there. Kate:And you can enjoy the sunshine on the beach. It must be an unforgettable experience.Tom:What are you going to do? Would you like to travel with us?Kate:I have n’t decided yet, but I don’t want to travel this time,it’s too tired. Perhaps, I’ll choose to stay at home.Tom:Oh, it’s up to you.Kate:I think the most I need is to have a good rest.Part3 Try your tongue(tougue twister)Betty and Bob brought back blue balloons from the big bazaar.A Big SubjectPart1Question:Where do you come from? Do you like the people here?Talk about the culture in your country. Ask your teacher about the culture in his/her country.Part2Kate: Hi!Are you Chinese?XuHua: Yes,I am Chinese. I come from Beijing. What about you?Kate:I am Londoner.By the way, could you tell me the way to the Summer Palace?XuHua:No problem.I just go there,le t’s walk together, it’s quite near.Kate:Thank you.Beijing is famous for its culture and people. XuHua:Well, yes, there are a lot of things that symbolize the city, Hutong, and the Culture for Big Bowl of Tea. We call them “Beijing Impression”.Kate:I can’t catch them all for only once. I need more time to know about Beijing.XuHua:You are right, CULTURE is really a big subject for us. Part3 Try your tongue(tougue twister)Betty Botter had some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter - that would make my batter better." So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter.Merry ChristmasPart1Question:1 When is Christmas Day?There are many songs for Christmas Day. Can you find and sing them?Part2Kate: Tomorrow is Dec.25th ,I should prepare some presents for my parents and friends.Jim:That must be a wonderful day,I love Christmas Day! Tom:People will get together to celebrate this holiday.Kate:And get big surprises from others.Jim:What “Surprise”?Kate:Presents!Tom:That’s interesting. But do you know why people celebrate it?Jim:not exactly.Christmas is to remember the birth of God's Son —Jesus Christ.Kate:So there are many songs about Jesus, and they all sound joyful. Do you love them?Tom:Yes, I heard those songs before.Jim: Can you sing them?Tom:No problem. How about we sing them together?Kate: I like singing, “Jingle Bells” Ok?Together:Jingle bells,jingle bells, jingle all the way…(music) Part3 Try your tongue(tougue twister)I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.Lesson 10A ApologizePart1Question:1Why is this apologize?2Where did it possibly happen? There are many songs for Christmas Day. Can you find and sing them?Part2Tom: I'm sorry for last time.Kate: Oh, what's wrong? Why is this apologize?Tom: Don't you remember that last time...Kate: Oh, that's okay~no problem for that.Tom: But I'm feeling so bad for it, you need to accept my apologize.Kate: Of course, I forgive for that, it’s all right, don't keep it in mind.Tom: What can I do for you to regret?Kate:I don't think that is a good idea, you're forgived.Tom: But...Kate:Let it off, please,You're a good friend for me.Tom: I'm glad for you saying that.But I am really sorry…Kate:You are fine, I will bless you for your honest.Tom: Thank you so much.Part3 Try your tongue(tougue twister)If one doctor doctors anther doctor, does the doctor who doctors the doctor doctors the doctor the way the doctor is doctoring doctors? Or does the doctor doctor the way thedoctor who doctors doctors? OCTOPUSZODIAC。
英语专业毕业论文题目
英语专业毕业论文题目•相关推荐英语专业毕业论文题目紧张又充实的大学生活即将结束，毕业生要通过最后的毕业论文，毕业论文是一种比较正规的、比较重要的检验学生学习成果的形式，毕业论文我们应该怎么写呢？以下是小编整理的英语专业毕业论文题目，欢迎大家分享。
英语专业毕业论文题目11、新闻英语的特点及其翻译2、网络英语及其翻译3、浅谈国际商务合同的翻译4、计算机英语的特点及翻译5、论中国古诗词的英文翻译6、广告英语的词汇特征与翻译7、浅谈汉诗英译的几个难点8、英文歌词翻译浅析9、文化差异与翻译10、文体学和翻译11、论商务英语翻译原则12、初涉外事口译的特点及翻译技巧13、外交会议中的口译错误现象及应对14、广播电视中的翻译艺术15、英汉称谓语的比较及翻译16、英汉成语跨文化研究与翻译策略17、指环王及欧洲奇幻文学专有名词翻译浅析18、从颜色词看英汉互译中的文化忠实与文化转化19、浅析颜色词的语义特征20、中西文化差异对商务谈判的影响21、中西思维方式差异的成因及表现形式22、从习语看中西文化差异23、中西言语禁忌对比24、中西方禁忌习俗比较25、从李阳的“疯狂英语”探讨英语教学中的情感因素26、浅谈学生口语交际能力的培养27、焦虑对大学生英语学习的影响及对策28、小学英语课堂的互动教学29、如何处理精读和泛读的关系30、如何对付英语阅读材料中的生词31、如何通过阅读扩大词汇量32、提高阅读能力和提高英语听力的关系33、英语听说读写四种技能的关系34、通过英语阅读提高英语写作能力35、英语快速阅读能力的构成成分36、中学生英语自主学习能力的培养37、英语教学中的语言焦虑及解决策略38、简笔画 -英语教学中简单高效的教学手段39、提高英语听力理解能力的策略和技巧40、电子辞典与英语教学41、文学批评方法之我见42、解读布莱克诗篇《老虎》的象征意义43、弥尔顿创作目的和结果的矛盾之我见44、华滋华斯诗歌的自然观45、简析《秋颂》的美学价值46、由《云雀颂》看雪莱的诗歌创作观47、论叶芝诗歌中的象征主义48、狄金森诗歌的现实意义49、论现代诗歌与后现代诗歌的异同50、解读《麦克白》的创作意义51、由海明威的《杀人者》理解客观叙述法52、解读福克纳的《干燥七月》53、中外文学作品比较54、不同英语文作品比较55、英文作品中的人物分析56、英文作品的社会意义57、英文作品的文体风格58、 Life with Struggle59、 A Character Analysis of the Heroine of Emma60、Thought of Marriage in Jane Austen ' s “ Pride and Prejudice ”61、An Analysis of Edgar Allan Poe ' s “ The Raven ” and “ Annabel Lee ”62、 An Analysis of the Source of Tess ' Tragedy63、 Heroism in Hemingway ' s Works64、“ Beauty is Truth, Truth Beauty ”65、 The Light of the Dark : the Greatest Works of Conan and Agatha66、 The Ambiguity in The Scarlet Letter67、 About the Symbolism in The Scarlet Letter68、 On Wuthering Heights69、 Money and Marriage70、 The Literature Characteristics in A Tale of Two Cities71、 Jane Eyre, a Symbol of Feminism72、 Desalination and Optimization73、 To Champ with the Changes74、 Hawthorne ' s Theory of Romance and The Scarlet Letter75、The Cuban Culture Contest of “ The Old Man and the Sea ”76、Comment the Themes of “ The Merchant of Venice ”77、 An Analysis of the Characters in Jane Eyre78、 The Real Theme of the Adventure of Huckleberry Finn79、 On the Bronte Sisters and theirs Writings80、 To Love or To Be Loved? Analysis of Major Characters in Wuthering Heights81、 Gothic Features in Wuthering Heights82、 The Beauty in Sense, in Sound and in Form83、 Return and Transcendence - Comment on the Bear and The Old Man and The Sea84、Comment on the Biblical Images in Paradise Lost, Paradise Regained, Samson Agonistes85、 Reexamination of Santiago - Hero of The Old Man and The Sea86、 Comparison of Gone with the Wind and The Collector - An Analysis of Women ' s Problem87、 Satire in Catch - 2288、 On Pair Work and Group Work and Their Use in English Language Teaching89、 Cultural Difference and English Teaching90、International Communication College Culture and Education91、 Initiation and Situation in English Learning Motivation92、 Cognitive Approach in Oral English Teaching93、 Self- access Learning s E'ffects on the Application of the Balanced Activities Approach94、International Communicative Activities into College English Language Teaching95、 The Application of Communication Approach to English Teaching96、A Comparative Study of Compliments: Cross-culture Perspectives97、 Cross-cultural Communication and English Teaching98、Increasing Cultural Awareness of English for Middle School Students99、How to Improve Listening Skills of the Secondary School Students in English Teaching100、 An Exploration of Body Language101、 The Linguistic Characteristics of Advertising English102、On the Merit and Application of Computer-assisted Instruction103、 Multiple Intelligence Theory and Language Teaching-Considering Student-Countered104、 Body Language on Nonverbal Communication105、Analysis of Language Characteristics in Advertising English106、 Proverbs and Culture107、 Body Language Functions in Cultures108、 Difference and Similarities of the Word: Black109、 Culture, Language and Communication110、 Euphemism ---Their Construction and Application111、 Culture Difference and Translation112、 Exotic Cultures Influence on English Vocabulary113、 The Future Emergence of Chinese English114、 Euphemism in English115、The Differences Between Chinese and Western Cultures and English Education116、 Differences Between American and English on Lexis117、 On Translation Methods of Numerals in Chinese and English118、 On the Du Fu ' s Poems Translation119、The Comparison and Translation of Chinese andEnglish Idioms120、 Loyalty in Translation121、 Equivalence and its Application in Translation122、 Cultural Equivalence in Translation123、 Onomatopoeia and its Translation124、On the Cross-Culture Pragmatic Failure in English Translation125、 Remarks on the Translation of Chinese Set-Phrase126、A study of English Transitional Words and Expressions 英语过渡词及表达法的研究127、Sex Differentiation and Sexism in English Language 英语中的性别及性别歧视128、Pragmatic Failures in Communication 交际中的语用失误探析129、Euphemistic Expressions in English Language 英语中的委婉语表达130、On the Functions of Ambiguity in English 论英语歧义的功能131、Cultural Factors and Limitations of Translation 翻译的文化因素局限性132、On Translation of Trademarks in Ads and Names of Export Commodities论广告商标、出口商品名称的翻译133、On Translation of Tourist Guide 论旅游指南的翻译134、On Translation of Computer Terms论计算机的术语翻译135、On the Writing and Translation of Foreign Trade contracts论涉外经济合同写作及翻译136、On Equivalent Translation and Its Application in E-C Translation论等效翻译及其在英汉翻译中的应用137、Lexical Gaps in Translation 英汉互译的词义差异138、Translation of Rhetoric Devices in EST科技英语修辞手法的翻译139、On “Negation”论正说反译、反说正译英语专业毕业论文题目21、航海英语教学中培养跨文化交际能力的意义2、医学检验专业双语教学的思考3、“微时代”下的军事医学英语微课教学研究4、浅析中医五行学说一些术语的英译5、传统美学视角下的散文翻译中情感美的传递6、目的论视角下的文学翻译策略研究——以《红楼梦》两个英文译本为例7、英汉句法的差异与翻译8、《长恨歌》中认知隐喻的翻译9、高罗佩《武则天四大奇案》英译之诗学探析10、诗歌翻译中的“意、音、形”之美——唐诗《江雪》四种英译的对比分析11、《红楼梦》角色姓名“归化”译法探究12、论戏剧翻译的可表演性原则13、《越人歌》的审美再现——从语内翻译到语际翻译14、早期西方汉学家英译《聊斋志异》中的跨文化操纵15、“西语哲”视域下的英汉句子形态的差异及启示16、中英文日常交际用语的差异探析17、网络环境下英语教学模式改革初探18、基于图式理论的高职商务英语专业听力作业设计研究19、翻译工作坊教学模式研究20、高校英语教学中目的语文化的渗透和本族语文化的回归研究21、新课改下高校教育硕士(英语)培养模式的探索与反思22、中小学英语衔接工作的探索与实践23、信息技术与高校英语教学整合研究24、探究基于计算机辅助模式的大学英语课堂教学情感因素25、开元数字化平台大学英语教学模式研究——基于建构主义理论26、非英语专业大学英语教师课堂话语的互动特征分析——以实习教师课堂为例27、西部农村中学英语写作在线同伴反馈和教师反馈的对比研究28、基于网络的高职英语自主学习生态化研究'))));基于网络的高职英语自主学习生态化研究29、小学英语课堂激励方法的应用策略研究30、高中英语以读促写的“读写一体化”教学模式探究31、研究生英语学术论文语体特征多维度对比分析32、MOOC下的中国职业英语教育改革探索与应对33、初中英语教学策略初探34、西北地区初中生英语自主学习浅见35、浅议小学英语教学中的词汇教学36、试析模块教学法在中职酒店英语教学中的应用37、英语词汇增长路线图理论研究38、语法及语法教学:从知识到技能的转变——D.拉森-弗里曼的语法观及语法教学刍议39、周作人的直译观及其嬗变40、新教学环境下的英语专业第二课堂建设分析41、论翻转课堂模式下英语课堂提问策略的转变42、支架式教学模式对中职英语教学的启示43、基于“输出驱动假设”的警务英语教学策略研究44、跨文化交际意识对商务英语翻译的影响45、从目的论视角浅谈英文电影片名中译46、浅析英语新闻标题的翻译47、论《论语》英译中的语用充实48、翻译目的论视角下的汉语典籍英译——以《论语》英译为例49、英美影视作品中“神翻译”的定义及方法探析50、电影片名翻译的跨文化解读51、“讨论”与“演讲”相结合的大学英语课堂教学实践52、单词配对法对双语词汇翻译的影响53、素质教育视野下农村中小学教师心理资本开发与学生英语学习的关系54、硕士研究生公共英语课程的元认知策略55、语境中语块的加工及其影响因素——以中级汉语学习者为例56、激发和培养学生英语学习兴趣之管见57、浅谈如何提高小学英语教学质量58、如何更好地利用多媒体辅助英语教学59、平行文本视域下的企业简介汉英翻译策略研究60、文化差异的导入对大学英语教学的意义英语专业毕业论文题目31、“Over”的意象图式、隐喻意义及跨语言映射规律研究2、英语学习词典中形容词源强化词的处理研究3、英语学术论文摘要中被动句的语篇功能分析4、语调对揭示英语听力材料中隐含信息的作用5、美国情景喜剧《成长的烦恼》中的言语幽默的产生及其汉译6、从功能对等理论看电影《功夫熊猫2》的字幕翻译7、评价理论态度视角下中国高校网站英文简介的态度意义研究8、基于会话原则对情景喜剧《生活大爆炸》言语幽默的修辞分析9、毕业典礼演讲语篇的系统功能分析10、系统功能语法视角下的服饰广告语篇分析11、语域理论视角下的幽默研究12、英汉基本颜色词的文化内涵对比研究13、从汉译英看汉语对中式英语产生的影响14、系统功能语言学视角下英语政治新闻语篇中的名物化现象研究15、商务英语口译中的跨文化语用失误16、 2012年**竞选视频“前进”中人际意义的多模态分析17、基于语料库的《红楼梦》说书套语英译研究18、莫言作品在英语世界的译介19、英语话语中责任型情态表达度的研究20、接受美学理论视角下情景喜剧的字幕翻译研究21、英文广告中的情态人际功能分析22、 **就职演说与上海科技馆演讲系统功能语法对比分析23、中外学者学术论文引言部分中综述性动词使用特征的对比研究24、内向型汉英词典中成语条目的译义策略25、英语介词短语功能识别及其在翻译中的应用26、 TED文化交流类演讲的概念功能分析27、赛珍珠《水浒传》翻译研究28、海事新闻中的词汇衔接研究29、国际商务期租合同中指示语的语法化研究30、基于语料库的商务信函中谢意词的修饰语研究31、《功夫熊猫》字幕翻译中的跨文化传播因素32、新闻语篇中转述话语的批评性分析33、罗格2008和2012奥运开幕致辞的预设触发语研究34、对《基督教科学箴言报》就2012年中日**争端报道的批评性话语分析35、搭配词典中复合名词处理的改进36、从认知的角度解读英文新闻标题中的动词名化现象37、高阶英语学习词典的多模态释义研究38、英语学习词典中同词反义现象的处理策略研究39、英文产品说明书中情态动词的认知研究40、图形-背景理论下英文广告仿拟语的认知研究41、美国2012年总统竞选辩论中情态附加语的人际意义分析42、 NBA即席解说的人际意义研究43、 **总统医疗改革演讲的批评话语分析44、基于语料库的中国学者和英语母语学者英文经济管理类论文模糊限制语使用对比研究45、模糊修辞的语用功能46、英语身体词汇一词多义的概念隐喻分析47、英汉基本颜色词跨范畴现象对比研究48、英汉借词范畴化认知研究49、解构视角下翻译中的二元对立分析50、汉英广告语篇中的预设研究51、英汉植物隐喻的跨文化理解研究52、《推销员之死》中话语标记语之语用研究英语专业毕业论文题目41 从《远离尘嚣》看偶然与巧合2 从亨伯特看纳博科夫的流亡观3 透过餐具看中西方饮食文化4 从女性主义角度解读《太阳照常升起》中的女主角——勃莱特5 从文化视角探讨隐喻的翻译6 从生态批评角度看威廉·福克纳的《熊》中人与自然的关系7 从功能对等角度分析常用英语修辞格汉译8 任务型语言教学法的优势9 自我身份的探寻—评拉尔夫·埃里森《看不见的人》10 浅析英文报纸中体育新闻用语的模糊修辞11 从电影《肖申克的救赎》和《当幸福来敲门》中探究美国人的个人主义12 中美恭维言语行为跨文化比较研究13 表现主义技巧在《推销员之死》中的'运用14 中国非英语专业学生在英语学习中使用元认知策略的情况调研15 浅析英语中六种基本颜色词的英美文化内涵16 浅析广告翻译中的文化顺应处理17 从文化角度分析中美房地产广告的差异18 浅析动画《加菲猫》和《加菲猫之双猫记》中的享乐主义和利己主义19 圣经原型解读《弗洛斯河上的磨坊》20 论《卡斯特桥市长》中哈代的进化向善论思想21 顺从的女人——分析《荒凉山庄》中埃斯特的形象22 从中美传统节日对比看节日的文化内涵23 成人的童话——《爱丽丝漫游奇境记》中象征主义的体现24 简析网络时代英语全球化25 《查泰莱夫人的情人》的生态女性主义解读26 从社会文化价值方面比较中美情景喜剧差异27 论《喧哗与骚动》中昆丁的宿命28 《蝇王》的启示：理性的呼唤29 中文旅游文本英译中的歧义现象分析30 从中美婚宴差异看集体主义和个人主义31 影响非英语专业大一新生口语输出的因素32 《走出非洲》：走出迪内森的矛盾态度33 旅游宣传资料中的误译与解决方法34 从女性主义角度解读华顿《纯真年代》中的埃伦35 电子词典与英语学习36 英语习语与基督教37 《伤心咖啡馆之歌》中爱米利亚性别身份分析38 从关联理论的角度欣赏幽默翻译39 英语缩略语及其语用功能40 英专和非英专学生英语作文中错误的对比研究41 武汉方言对英语语音的影响及其对教学的启示42 中西行星命名的文化探源43 英语新闻中的新词44 中国古典诗歌英译中对“三美”理论的探索45 从电影《七宗罪》浅析原罪46 浅论体态语的社会功能47 中西思维方式差异对中英语篇的影响48 中国和西方国家婚俗的比较49 浅析合作原则的违背在广告语言中的运用50 浅析电影《推手》中中美家庭的文化冲突51 从广告语言看中美文化价值观差异52 用言语行为理论浅析英语广告中的双关语53 论新闻英语汉译中的归化与异化策略54 以Of Study(《论读书》)的两个中译本为例浅析译者主体性55 美国二十世纪六十年代反战文化研究56 中国英语热的真相——文化帝国主义57 中美恭维语对比研究58 论民族中心主义与美国媒体近年来涉华报道59 从文化的角度看中美商务谈判风格的差异60 《推销员之死》中威利与比夫的父子关系61 从拉康的镜像理论看杨克的悲剧根源62 从正负值面子理论简析中美面子差异63 中国菜名翻译中的文化翻译策略64 从旧南方到新南方——斯佳丽·奥哈拉在内战前后的成长历程65 探究家乐福公司的企业文化:基于其网站内容的文本分析66 汉语对英语写作词汇的负迁移作用67 《美国悲剧》的消费文化分析68 从二语习得角度对比分析英语习语学习中的翻译导向模式与文化导向模式69 礼貌原则在英文商务信函中的应用70 南方哥特式小说特征在《心是孤独的猎手》中的体现71 城市公示语的汉译英探索72 归化与异化理论在汉语歇后语翻译中的应用73 《婚礼的成员》中弗兰淇·亚当斯双性同体现象的研究74 论《喜福会》中的文化冲突与共存75 广告语言模糊性的语用研究76 利用美剧进行英语听力自主学习77 大学生英语口语学习动机研究78 从文化视角看中国白酒广告79 从功能翻译看《围城》英译本中文化信息的传递80 对《达罗卫夫人》中克莱丽莎和塞普提默斯形象的研究81 公示语汉译英错误及对策探析82 探究美国安利公司的企业文化：基于其网站内容的文本分析83 运用写长法促进英语写作能力的提高84 中美“面子文化”对比分析85 英汉恭维语和告别语的对比分析86 英汉爱情隐喻的对比研究87 新闻英语汉译的翻译技巧浅析88 中美家庭文化比较89 从文化的角度浅析中美企业人力资源管理的差异90 华中农业大学英语专业学生高级英语学习状况调查91 跨文化交际中中西方馈赠礼仪刍议92 解读《双城记》中的人道主义思想93 论《了不起的盖茨比》中的消费主义94 从戴姆勒克莱斯勒事件看文化因素对跨国企业合并的影响95 对中美离岸外包过程中跨文化交际案例的分析96 从"老友记"中看合作原则在英语称赞语及其回应语中的应用97 浅论美国文化与美语词汇98 英汉植物词语联想意义的跨文化对比99 一个被忽视的“准则英雄”——论《永别了，武器》中的女主人公凯瑟琳。
How to Improve the Middle School Students’English Writing 怎样提高中学生英语写作能力
怎样提高中学生英语写作能力？How to Improve the Middle School Students’EnglishWriting ?AcknowledgementI would like to express my sincere thanks to my advisor for her valuable directions and suggestions and for her generosity in spending her time discussing questions concerning this thesis and for her constant encouragement as well. I also wish to express my further thanks to all my teachers, whose courses and lectures have inspired me to write this thesis.Moreover, I must thank my family for supporting me. Without them, I have no enough time to complete my thesis.Abstract:In regards of learning and living, modern people have more chances to use English. Because writing is one of the most important ways of language, great interests have been shown in English writing by second language learners. The scores of English writing have been raised every year. English writing produces a marked effect. So we say that English writing is very important for us. But in t he middle school, the students’English writing is a weak link. Writing faces to many difficulties and problems in the English learning. I have taken some measures to improve their writing ability in many respects. First I tell students the importances of English writing, then enrich their vocabulary, practice their basic skills, and practise more.Key Words: writing, ability, four skills, practice摘要从学习和生活中来看，现代的人们有更多的机会来使用英语, 同时写作又是语言输出的重要途径之一。
如何学好英语英语作文
如何学好英语英语作文如何学好英语英语作文（通用5篇）在平平淡淡的学习、工作、生活中，许多人都有过写作文的经历，对作文都不陌生吧，借助作文人们可以实现文化交流的目的。
那要怎么写好作文呢？下面是店铺收集整理的如何学好英语英语作文（通用5篇），供大家参考借鉴，希望可以帮助到有需要的朋友。
如何学好英语英语作文1With the development of the society, China has stepped on the road of internationalizaion. And as all sides of reasons, English has become the international language. Thus, there are more and more Chinese learn English asto catch up with the world. Chinese government also realize this, so they require Chinese, especialy students, learn English. Then there is still a question that how to learn English well.随着社会的发展，中国已经踏上了国际化的道路。
由于方方面面的原因，英语也成为了国际语言。
因此，越来越多的中国人为了与世界接轨而学习英语。
而中国政府也意识到这一点，所以他们要求中国人学习英语，尤其是学生。
问题是如何学好英语呢？First of all, learning English well needs perseverance. Because learning English well is a long-term process. If we insist on leraning Eglish everyday, we will masterit one day. If we just study it for a short time and then give up, we will gain nothing in the end. Therefore, we should stick to learn English erveryday inorder to learn it well.首先，学好英语需要毅力。
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.。
初中生如何通过英语辩论提升口语表达能力的演讲稿
初中生如何通过英语辩论提升口语表达能力的演讲稿How Middle School Students Can Improve Their Oral Expression Skills through English Debates: A SpeechGood afternoon, ladies and gentlemen,Today, I would like to address an important skill that is essential for every individual to master in this modern era – the power of oral expression. In particular, I want to focus on how middle school students can effectively enhance their oral expression skills through the medium of English debates. As English continues to gain prominence as a global language, it is becoming increasingly vital for students to possess strong verbal communication abilities. The ability to express oneself confidently and articulately not only boosts one's confidence but also opens doors to a myriad of opportunities.Now, let us delve into the key aspects of using English debates as a tool to enhance oral expression skills among middle school students.Firstly, English debates provide an excellent platform for students to articulate their thoughts and opinions on a variety of topics. By engaging in debates, students are exposed to a range of perspectives and are challenged to defend their beliefs eloquently. This exposure enables them to develop a broader perspective on issues, encouraging critical thinking, and fostering the development of persuasive and logical arguments. Additionally, debates effectively nurture the ability to think on one's feet, as students must respond to opposing arguments in a poised and confident manner.Secondly, participating in English debates helps cultivate an array of communication skills. The art of debate necessitates effective listening and comprehension abilities. Students must attentively grasp the arguments presented by their opponents to construct convincing rebuttals. Furthermore, debates encourage students to hone their research skills, as they must gather credible evidence to support their stances. This focus on research not only aids in improving their knowledge base but also teaches them to discern reliable sources of information. Remember, effective communication is not solely based on one's ability to speak; it is equally dependent on one's capacity to listen, comprehend, and respond appropriately.Thirdly, English debates encourage teamwork and collaboration among students. Debating societies or clubs in schools provide an ideal environment for students to work collectively towards a common goal. Teamwork enhances interpersonal skills and hones the ability to collaborate, negotiate, and compromise. These attributes are invaluable not only in academic settings but also in future professional environments. The world we live in today requires individuals who can work harmoniously with others and contribute to the collective progress of society.Lastly, English debates help overcome the fear of public speaking, which is a common challenge faced by many middle school students. Public speaking anxiety can hinder their academic and professional growth. By actively participating in debates, students gain confidence in expressing their ideas in front of an audience. They gradually learn to control nerves, project their voices, and maintain eye contact – all crucial elements of effective public speaking. This newfound confidence spills over into other aspects oflife, empowering students to overcome challenges and embrace future opportunities with enthusiasm.In conclusion, English debates offer a highly effective means for middle school students to develop and enhance their oral expression skills. Engaging in debates exposes students to diverse perspectives, enhances critical thinking, and fosters persuasive abilities. Furthermore, debates improve listening, comprehension, and research skills, while encouraging teamwork and collaboration. Most importantly, debates help students overcome the fear of public speaking, boosting their confidence and empowering them to succeed in various facets of life. By actively incorporating English debates into our education systems, we fuel the growth and development of individuals capable of effectively conveying their thoughts, opinions, and ideas – indispensable skills in a rapidly changing world.Thank you for your attention.。
how to improve the oral english in middle school students
/html/Thesis/20080105/84.html2010/9/30How to Improve the Oral English inMiddle School in China1. IntroductionChinese people all know that English is very important for the future development of China. “With the accession of China to the WTO and other international organizations, international Sporting events, for example, the successful bid for 2008 Olympics, and Shanghai's bid for the 2010 World Exposition, English is looked by Chinese leaders very important .At the point of their view English is a kind of communicational tool which can help preparing China‟s future educated citizens. Because it continues its opening up internationally and lets them become increasingly global leaders. ”(张民合, 2003:2) Compared with the old published English book in senior and junior school, the stress of today's English book is in speaking but not in writing or examination. It is good for Chinese middle school students. What is the goal for learning a foreign language? It is for communication, but not for taking examinations. I agree with that Chinese government has spent a lot of money on holding a range of English tests. Such as TOEFL, TPT, TEM-8, CET-6 etc. But holding these texts is kind of measure to force Chinese students to learn English. Because leaders know how important English is in the future. But in #China not only many students misunderstood it, but also plenty of teacher and students' parents. They focus on the scores. As a result, a large number of Chinese students can achieve high scores in English tests but can not speak fluent English when they face a foreigner or speak to their classmates. This is a common phenomenon in China. This essay focuses on finding the problems which cause Chinese students can not speak English out and ways to solve them.2. The Present Situation of Oral English in Middle School2.1 On the Part of Teacher http://www_okarticle_com2.1.1 What Is Teachers' Teaching Aim?What is the aim for an English teacher? Definitely, it is communication. “Communic ation is the process of sending and receiving massage,” (Randy Fujish, 1999:2) It is true. Students nowadays are willing to receive massage rather than talking in other words sending massage. Chinese middle school students learn English very hard, but only in how to deal with exams. If asked to speak something about themselves those …high marks obtainers‟ can not speak completely or correctly English. It is no use for the development of a student. And if we take a close look at the actual English teaching situation in middle school, we would find an odd phenomenon that almost English teachers only pay attention to how to improve students‟ test scores but not on the practical use of English---speaking. Although they have realized that their aims of leaching English are not so good, they still have reasons: the education department controls the judgments, in which whether a teacher is qualified or not, based on marks students get in examsWe live in the modern society in which everything changes very fast. Education is not an exception, especially English. Just compared the English book now with that several years' ago, we could find clearly that the stress of today's is on speaking and active teaching rather than irrigating teaching. If we pay attention to the teaching methods that teachers use now, things are not that good.Most of teachers take English teaching as translation and grammar teaching,which orders teacher as a giver and student as a passive receiver. Teachers try their best to analyze passages to students,who only need to remember or write note down. In order to improve test marks teachers ask students to familiar with grammar and to recite vocabulary mechanically and do a lot of exercises. But they do not concern about oral English teaching, wh ich, in turn, makes students‟ spoken English very poor. Perhaps many students only can speak some simple greeting words. Such as “Hello” “How do you do?” “What is your name?” They can not use decent English to express themselves and take conversation with others. In a word students are receiving the passive English.#Besides, in English lesson teachers play the leading role and what students have to do is listening. Students have little time to think or to digest what they have leant. As teachers worry about their students cannot understand well, they spend a lot of time in analyzing the grammar structure, word formation, and translation of reading comprehension, dialogues and exercises. Students have no time to understand by themselves and ask questions about which part they are not clear, even have no time to put what they have learnt into practice, thus, English lessons become to the translation lesson, grammatical lesson, recited lesson and writing lesson. Gradually, students hold an opinion that oral English is not that important and then learn English passively and mechanically. At last they have not any interests in English and fear oral English very much.Moreover, teachers teach little about the culture of English speaking countries. It is too bad for an English learner. As is known to us language is produced by culture, and a transfer of culture. So people can not learn a foreign language without having any knowledge about its culture. Apparently teachers do not realize how important culture is. Culture influences the ways of word formation, sentence expression and the way of thinking. If teachers do not introduce it to students, how can students speak in English’s way, think in English even write in English? Only in focusing on words study, can teachers never make a hit in their teaching road.2.1 On the Part of StudentFor most students oral English is a headache thing. Due to the wrong way of teaching methods, many students have lost patience in learning English, especially oral English, some students say frankly that in English class, teacher order them to listen carefully about what teacher said and write down all the notes which appear on blackboard, and recite words and passage. It is no use for them to improve oral English, they do not r eview those notes because they don‟t know what they are and can not remember words because they don‟t know how to use them in a correct situation.Some students feel shy of speaking English when there is no one talking with them or no an English speaking environment. If they speak English with someone, friends and other classmates will make fun of them. As influenced by Chinese culture,plenty of students are not willing to express themselves when face others. And according to the traditional way of Chinese thinking, everyone should be modest. In other words, if someone is good at some field, he had better not show his talent before people. But they ignore that English comes from the other countries where people are very outgoing and like to show his advantages. They are different from Chinese. So, Chinese student should try to use the way of English speaking people used to speak English. 英语毕业Some students would get nervous even fear when they think they are about to speak English .It is common in #Chin a. A high school student said that: “Once I want to speak English with my friend and after hearing I say: …what are you do this afternoon?‟” My friends laugh at me and said: “Youare poor in English and it is a wrong sentence expression.” I feel so embarra ssed.Some students can not continue a conversation with their partners. One reason is they don‟t understand what their partners say. The other reason is they don‟t know how to choose a suitable topic to discuss. There is a great number of students who are only familiar with some expressions, such as “hello” “how do you do” “what‟s your name” “where are you from?” Excepting these they do not know how to use English to describe what they want to say.3. Some Advice for Teacher to Improve Students‟ Oral En glishOral English teaching orders that teacher should teach actively. Teachers instruct actively by demonstrating skills, conducting participatory activities, and reviewing when necessary. They teach their students rather than expecting them to learn merely from interacting with curriculum materials. However, as indicated, teachers do not put stress just on grammar or vocabulary. Here are some advices for teachers to improve students‟ oral English.3.1 Changing New Teaching Methods.Teacher could change to use other ways, which is different with the old teaching methods, to teach in order to make their students interested in English. As it known that it is impossible for someone who can understand a language when he only listened once. The ability of speaking fluent English does not live with birth. There is no any short cut for a language learner. If students want to speak English well, they have to through the process of listening, imitation, analyzing, memorizing and so on before they can speak English out naturally and fluently. Acquisition which means learn something spontaneously is the key for oral English teaching. It is different from the grammar study or word meaning study. In a word oral English teaching should be meaningful and interesting. Besides, teacher could ask students some questions. But asking questions is not teachers‟ teaching aim, but a way for cultivating students‟ imagination. For example, on a topic of life about the future, teacher could start like this: “Can y ou imaging what our life will be like tomorrow? When we do some shopping, we can merely stay at home waiting. If we are ill, we won‟t have to go to a doctor or a nurse, can you guess how?” 3.2 Creating English Speaking Environments.Teacher could create some English speaking environments, in order that let students have more chances to speak English. Teachers usually pay attention to asking students to recite massages, reading texts to create an English-speaking atmosphere for a long time. Because influenced by mother tongue and being lack of practice, this method just has little help in developing students‟ oral English after class. So teachers should not only teach activity in class, but also hold some programs after class. Such as holding English week, English corner, and English radio program and so on meanwhile, teachers also can start some activities according to the textbook. There is a number of text sections chose from some great novels in Europe, such as The Necklace, The Merchant of Venice and so on. When teaching these kinds of lessons, teachers could ask some students to take roles play and the rest student to be judger.3.3 Cultivating to Think in English.Teachers could cultivate students to think in English. In this process of teaching, teachers should try their best to give lessons in English and plus a little Chinese which can avoid student to comprehend English in Chinese and help them to improve their listening ability and familiar with English. Furthermore teachers should encourage students to use English-Chinese dictionary at thebeginning, then change into English-English dictionary. It is useful to help them to know how to choose a word to use in correct way. In addition for some sentence patterns or some words, which can not be understood by English, even by Chinese, teachers should ask students to learn them by heart and review them as many as possible. For example, I could not agree with you more, which means I totally agree with you. For this sentence, teachers could use Chinese to translate it to students and give them some other examples about the similar sentence expression.3.4 Introducing English Speaking Countries Culture to Students.Teacher could introduce more English speaking countries culture to students and teach English songs and English movies to them. Different counties have different ways of thinking and doing. Teachers have to let students know what those differences are. For example if someone asks: “Does the color of my sweater match with my hat?” In fact they do not match each other. English speaking people would say: “Wow, they do not match, and look oddly.” But Chinese people say: “they match each other very well or they look great.” Just look at this simple example we can know that English-speaking people are more frank and they are willing to tell the truth. But Chinese people are influenced by the fear that if he tells the truth, his friends would anger with him. So, different ways of thinking cause different expression. It is necessary for teacher to tell those differences to students. There are many ways teacher can use to make students known the culture in English speaking countries. By teaching English movies, for example, after watching English movies, students can listen and watch what the actor and actress talk about and perform. They can point out where the differences are to students. Learning English song, students can know how English speaking people express their feelings. Through these kinds of ways, students will know more about the #culture shark with foreigners, and then can speak to their classmates ina proper way.3.5 Teaching Students to Use English in a Useful Way.Teachers should teach students how to use English rather than how to improve English test scores. Which needs teachers know a lot of knowledge, such as the newest English expression, sling, fashion, science, sports, and music and so on? Because these are the things that students interested in. Besides, teachers can try to make friends with foreigners in order to know more about the original sentence expressions.4 Some Advice for Students4.1 Be More ConfidenceConfidence is mostly the well-known power of positive thinking. If you think you can do it, you usually can do it.（Stephn E. Lucas, 1995:10）Many Chinese students are lack of confidence when they are speaking English. The reason for it is that they are embarrassed, and do not want to lose face, they think that their spoken English probably is not that great and so on, especially they have the fear of making mistakes.The first step of being confidence is to conquer shyness. I agree that shyness is still believed to be the biggest obstacle for many Chinese students. It is generated by Chinese culture. Most Chinese students are willing to speak oral English with other students from overseas. But when the opportunity comes, they may just close their mouth because they have few experiences of speaking with strangers in English. They do not know how to start the conversation and how to let it go on. So the keys to conquer shyness are: First, just relax yourself and take a couple of deep breaths before you start to speak. Second, choose a topic that you are familiar with, which canhelp you to continue the conversation. Third, make eyes contact with the one you are talking with. The second step is to conquer the fear of making mistakes. In other words, no one is perfect. “You should not try to banish all your fear and your nervousness. You need a certain amount of fear to give a good talk.”(Hamilton Gregory, 2002:30) So students should give themselves the permission to make mistakes. #“If you are not failing everyone in a while, you have living too cautiously.”(Stephn E. Lucas, 1995:55) One of the primary stumbling bl ocks to our personal growth is our fear of making mistakes or looking foolish in the eyes of others. But are not mistakes an important part of the learning process? It is the truth to learn something. Edison, the world wide known famous scientist, is suffered from millions of failures caused by mistakes. But he was full of confidence and achieved success at last. Learning to speak English is not an exception and it‟s full of bumpy. If you do make a mistake during a conversation, that is no catastrophe. It is a good development to your spoken English. You have realized where the mistake is. In the next time you may not make the same mistake again. 4.2 More Practice http://www_okarticle_comPractice is the key to improve oral English. How do we practice Oral English? To find a partner with the same English level or higher than you to practice with. With more practice, you may find that speaking is not so hard. Another way is to take part in an English speaking community. I think that English corner is the best place to go. The greatest benefit of English corner is to meet other English learners who are at the same level, get their phone numbers, and arrange to meet with them every now and then to talk in English. You should never speak to him in Chinese. If you do think that the foreigner in China or other good Chinese English speakers are ready to magically improve your English just by listening to them, you are wrong. You must have conversations with others at your own English level if you are going to improve your oral English. One student said: “I have gone to English corner for three times during my university life. Every time I tried my best to speaker English, and every time was a test for me, now I am a senior, and is doing my work, I think I will go to English corner more often in the future. It‟s really useful no matter you talk with foreigner or Chinese, to talk is courage. http://www_okarticle_com4.3 Speaking to Other Chinese StudentsIf you are studying English, chances can be found when you talk with the other Chinese students have around the same level of English as you. This person is your opportunity to have an English conversation!!! In fact, Chinese students have enormous opportunities to have conversations in English because lots of Chinese students in every city in China is working English vocabulary. Whenever someone says that he do not talk in English because his spoken English is so poor”, as a matter of fact that their spoken English is not poor because they do not talk in English, and their spoken English is so poor because they do not talk in English. The reason is that they do not want to lose face, and they think that their oral English is too bad. Furthermore least 1000 words which, believe it or not, is enough to communicate a great deal of thoughts. # Some Chinese students often say they have nothing to talk when they speak to another Chinese student or it is too hard to talk with other Chinese students in English because it feels “weird”. In other words, they feel as if they can only talk to foreigners in English. Actually there is a fact that English-speaking foreigners are too few to find in China, and they live far away from China, Furthermore they do not all want to spend their time talking to strangers in English. So the best way to practice students‟ oral English is to try to speak to Chinese students as much as possible. In addition Chinese students also hold this opinion that if they talk to Chinese is like something thatthey are talking in Chinglish with each other. But they misunderstood that they will suddenly start speaking in perfect English if they talk to a foreigner and the foreigner is going to correct their mistakes and they will remember all the mistakes that foreigner does correct. In fact that foreigner probably won‟t correct any of their mistakes, or very few of them. In fact, the mistakes foreigner does correct they will probably make again. For example students confuse to use “he” and “she”, in stead of, “I very like something” instead of “I like something very much”. Actually there are many benefits of talking in English with other Chinese: Firstly, it helps those remembering new words and sentences patterns easier and keeping them from forgetting words and sentences they studied a while ago. Secondly, it helps their listening comprehension because they will have to practice listening to what the other students are saying. . Thirdly, it gets them into a good study habit and both of them and their partner can benefit by supporting and encouraging each other‟s English study. Fourthly most important it builds their confidence to communicate in English.5 ConclusionThis essay focuses on how to find ways to improve students‟ oral English in Middle School. First part is a brief introduction of how important the oral English is in China, and the disadvantage of the present teaching methods. The second part describes the phenomenon of the present oral English in middle school, which is discussed on two sides. One is on the teachers‟ side and the other on the students‟ part. The third and the fourth part are some advice for teachers and students on how to improve oral EnglishReferencesBuchfield, the English Language, Oxford University Press, 1992.Hamilton Gregory, Public Speaking for College and Career, Mc Graw-Hill Inc, 2002.Mencken HL, the American Language, New York: ALFREDA, KNOPFINC, 1992.Randy Fujshin, the Natural Speaker, Third Edition, a Person Education Company, 1999.Robert R.Clark, Background to English-----Speaking Countries, Beijing University Press, Beijing, 1995.Stephen E. Lucas, the Are of Speaking, Fifth Edition, McGraw-Hill, Inc, 1995胡壮麟《语言学教程》，北京大学出版社，北京，2001吕军《地道美国口语手册》，哈尔滨工业大学出版社，哈尔滨，2003。
How to Improve Spoken English in Middle School eng
How to Improve Spoken English in Middle School Abstract: Language is the direct embodiment of thought. The richness and the profundity of the thought are manifested in the language. Therefore, a teaching course of oral communication is not only a course of improving listening and speaking abilities of students, but also a course of developing the thinking ability of students.In recent years, much more importance has been attached to language using ability of the students in our country. Nevertheless, speaking skills of the students are not developed during a course of practical teaching. The commonest problem that the Chinese students encounter in spoken English is that they are very shy and not willing to speak due to a fear of making grammatical mistakes. In fact, if you are afraid of making mistakes, you are destined to making mistakes and allow the communication to be failed. As for the reasons, some students have internal causes and are also influenced by external causes. Thus, much attention and deep analysis should be paid on this problem.Key words: improvement, spoken English, middle school1.current situation of spoken English of junior school students:After China enters the WTO, an opening-up level of China has been raised continuously and the communication with the world has become increasingly frequent. Characteristics of the informatization and globalization have been presented in social life. English, as aninternational language, has an especially important effect on foreign contacts. On one hand, spoken English plays a significant role in current economic construction, foreign exchange and cooperation as well as cultural education of our country. [1] On the other hand, spoken English has a close relationship with job selection, interviews, foreign negotiations, oversea visits and cultural exchanges. However, spoken English levels of the English beginners- the junior school students are different. Most of them can just speak a little English and don’t know what to do when they meet complicated conditions. In addition, they are too shy to speak in classes of foreign teachers. Whether they can understand or not, they never communicate with their foreign teachers consciously or practice their spoken English in English corners. Therefore, the chances to practice the spoken English have been reduced, and dumb English forms. Additionally, teachers dominate the classes and teach students mechanically, which results in that a student-centered teaching mode has not widely applied completely. The teachers teach unilaterally, but they do not leave the students with enough practice time. Learning laziness of students on spoken English has been formed due to this phenomenon. The students accept English symbolically without innovating and converting what they learn into knowledge useful to themselves.Meanwhile, the learning enthusiasm for spoken English is reduced result from English study adapting to atest.[2]2.main problems of failing to improve spoken English:2.1ignore real context experienceThe essential difference between a classroom language environment and a social language environment is that the latter provides a specific language environment for an oral communication participant directly, but the former can only provide the participant with oral communication training in an environment of the context and the classroom language environment indirectly. [3]This condition requires the teacher to design, so that the specific language environment close to the real language environment can be introduced into a classroom. Only under the circumstances can students experience the language environment, however, in the practical teaching, the teachers are very prone to ignore language environment experience. The specific conditions are as follows:2.1.1Spoken language teaching is conducted by listening todialogues and then asking questions, however, the studentsdo not completely take part in an oral communicationactivity.2.1.2Dialogues are started in pairs, but the students just repeat thedialogue text actually.2.1.3The role-play is performed on the basis of recitation, but thestudents are only spokespeople of dialogue participants andthe spokespeople without dynamic roles.2.1.4Under the guidance of teachers, the students design thedialogues voluntarily according to original dialogues(namely the dialogue text in teaching materials). In fact, thestudents act in a play by using their own script. Even ifplayed extremely, the training is still the role experience ofactors instead of the real context experience of theparticipants in daily dialogues.[4]Teaching values of the above classroom training patterns arenot denied by the behaviors listed above. The essencewhich is required to be pointed out is that if the spokenEnglish training methods of the teachers are not improved,the real context experience can’t be achieved in theclassroom training.2.2ignore interactionAs previously mentioned, the interaction is an interpersonal dynamic course which must have the following factors:2.2.1The participants take part in the dialogues together.2.2.2The participants do not know a dialogue process in advance.2.2.3The participants cooperate, start, promote, maintain andfinally accomplish the dialogue activities.2.2.4The interaction of the participants is always based on acertain specific task.2.2.5The participants conduct random adjustment on words andsentences continuously during the interaction.2.2.6The participants conduct random adjustment on the attitude,the opinion and the behavior continuously during theinteraction.2.2.7The participants explore mutually and continuously duringthe interaction.2.2.8The participants explain the lexeme mutually andcontinuously during the interaction. However, the classroomactivities carried out by the students are obviously lack ofthe above eight points during oral training in class.2.3Ignore the communication strategyAs the oral communication has greater randomness and informality, dialogue strategies are required to be supported. We can see a great amount of operational training in English classroom teaching, but the teachers always ignore the development of the speaking strategies. [5] There are several aspects:2.3.1Strategy goals are not introduced into the overall design ofteaching.2.3.2The classroom design of a teacher is lack of a strategyconcept.2.3.3The teachers do not master systematic strategy trainingmethods and applied technologies.2.3.4The teachers cannot provide the students with vivid dialoguestrategy demonstration, that is, the teachers cannot showstudents the realness of words with real examples.2.3.5The teachers have not attached much importance to values ofnative language strategy experience on English strategydevelopment.2.4tediousnessThe junior school students are English beginners and mainly practice spoken English by reciting a certain number of words, sentence patterns, idioms and texts, but they are mentally half-mature and half-childish, cannot monitor and control themselves very well, cannot study perseveringly and have weaker willpower. Moreover, they just contact English, so that most students study English by memorizing mechanically. [6]This learning method particularly appears in junior-grade students, which cause the problems that the students well memorize materials that they are interested in, but cannot memorize the difficult ones. The students are not easy to practice spoken Englishintently for a long time due to their psychological characteristics.They often feel that practicing English is too tedious, too mechanical and too boring, so that they lose interest in English, and finally hate English.[7]3.Three factors influencing the poor expressive ability of spokenEnglish of the junior school students:3.1fear-to-speak mentalityChinese is our mother tongue. The junior school students nowadays have already been used to the mother-tongue thought. It is difficult for them to study English for the lack of an appropriate language environment. In addition, obstacles of learning English bring them serious psychological obstacles. The students are often anxious and nervous during oral expression because of the feared mentality, so that they cannot think and express normally. The reasons resulting in the mentality are that the students do not have enough chances to practice their spoken English at ordinary times, do not have sense of autonomy when they speak and spend much more time thinking that whether the sentences and words he spoke meet grammatical rules. The mentality directly leads to abnormal progression of the oral communication.[8]3.2the influence of the mother tongueSome students have made mistakes during an English learningprocess for a long time. They believe that they can speak fluently and flexibly only by memorizing more words. However, it is not true. Additionally, the limitation of teaching conditions can also influence the improvement of the spoken English level of the students. Most schools don’t offer spoken lessens for the students specially. The common spoken language teaching is accomplished in aural-oral lessons. Therefore, some students are not willing to practice spoken English after the classes. The chances for the students to communicate with native English speakers are slimmer.The common mistakes in spoken English cannot be corrected in time.[9]3.3the influence of the cultural differenceDifferent social environments and backgrounds bring many obstacle s of cross-cultural communication. The cultural difference is divided into the cultural difference and the pragmatic level of words from the aspect of language. If people don’t know the difference between the English language and the Chinese language on cultural connotation, the difficulty of expressing the spoken English can appear or the spoken English cannot be expressed accurately, and finally a communication failure arises. During the emergence and development courses of the whole human language, culture is developed and changed with the language at the sametime. Differences exist in different cultures on value orientation, manners and customs, thinking modes and social regulations.4.The scheme to solve the problem of spoken English:4.1favorable English learning environmentA favorable communication environment is provided. It is veryvital to create a rich learning atmosphere for the study of the mother tongue. A language learning environment is ubiquitous.When we study a foreign language, the lack of the language learning environment is always a great barrier. Therefore, a learning environment for the spoken English is required to be created by us. Under the circumstance, learners can express themselves naturally in a natural and real language environment.Learners study together, listen and talk. The collective language learning environment is a satisfactory language learning environment, in which the students play leading roles. The students have conversations, simulate performance, rehearse short plays and participate in English speaking competitions in classrooms, English corners and English clubs. They are positive and active participants during the course, so that their learning interest and enthusiasm are improved greatly. Teachers tell the students that if you want to improve your oral communicative competence, you should work with perseverance and study hard.Only in this way can you make some progress. If everyone in our class develops a good habit of practicing the spoken English, the rich language environment can be formed invisibly. With the help of the environment, the interest and the ability of students’oral communication must be improved.[10]4.2 match of body language of English teachersThe English teachers should pay attention to silent images of the body languages. Language arts of the teachers influence the students greatly and can allow the students to be educated and edified imperceptibly. The teacher's expression is matched with the graceful body languages such as a smile, a serious expression and a nod. The expressions of joy, anger, sorrow, happiness, love and hate which are revealed naturally along with contents of teaching materials as well as the appropriate body languages are conducive to arouse the empathy of the students on textbooks. The teachers should consciously practice their oral expression ability, the ability to apply teaching languages, the reading ability, the ability to conduct oral communication with the students, the ability to guide the oral communication of the students and the like. An excellent teacher can motivate the learning motivation and the self-confidence of the students, so that the students can feel the pleasure of English communication and have the motivation to speak English. Gradually, a passive state of "unwilling to speak" is converted into a conscious state of "willing tospeak". Then the students have strong desire to speak and have sufficient self-confidence to master English. At the same time, the positive spirits of the teachers attract the students to some extent, which motivates the students to learn English passionately.[11]4.3 have patience with students' mistakesThe vocabulary of the middle school students are extremely limited, the chances for them to speak English are very low, and they always make mistakes, so that the teachers can slow down in a teaching process and can also repeat many times so as to give the students more time to think. Furthermore, the students will make mistakes during expression due to the fact that they are very nervous or the teaching materials and topics are very unfamiliar. The teachers need not to lose confidence in this case, because the students can make some progress in the following continuous practice. When the students speak, the teachers should allow the students to make some linguistic errors. If the students have several greater and more serious problems, the teachers should correct the mistakes after the students finish their speeches. The teachers can induce and encourage the students properly in order to assist the students in speaking when they interrupt or hesitate. In addition, the teachers must affirm the advantages and progress of the students when they evaluate the classroom performance of the students.[12]4.4 good teacher resourcesA good classroom atmosphere is required to be built. A psychological environment of the student should be optimized. The moderate tension can allow the learners to maintain the dynamic and nimble thought and attitude during foreign language study. Therefore, the teachers can adjust the classroom anxiety to an appropriate level. In a teaching process, the students are allowed to combine freely so as to exert leading roles of the teachers. The excellent students are required to help the poor ones. The teachers ought to encourage more and criticize less. If the students have general mistakes, the teachers ought to correct the mistakes in a summary in a concentrated manner. Moreover, errors in spoken English are not required to be corrected. If the teachers want to improve the oral expression ability of the students, they should have solid basic skills of spoken English, can speak English fluently, should be familiar with customs of English-speaking countries, can have wide information quantity, can comprehend knowledge in every field, should have agile thoughts and flexible skills and should also have sufficient enthusiasm and patience with every student. Additionally, the teachers need to prepare activity modes of the oral training to allow the classroom activities to be diversified and interesting as far as possible. Because the teachers give the students with different characteristics the opportunities to present themselves every now and then, every student can learn from others to overcome their own shortages and improve their spoken Englishcontinuously.[13]4.5 take full advantage of intuitional teaching aidsWhen the teaching aids are used for explaining new words, the students are easier to master the contents they learn. Better effects will be exerted if the teachers can give some appropriate directions to the students in a TV watching or movie seeing process. Let's take greetings as examples: greeting styles are different among friends, strangers and leader-member relations. The language materials are various naturally as occasions providing TV and movies are many. The teachers should lead the students to pay attention to accumulating data such as cultural backgrounds and social customs when the students read English newspaper and English novels, listen English broadcasts and television news and watch short English films. For the overwhelming majority of students, to understand the Anglo-American societies mainly depends on indirectly reading and listening to relevant materials. Reading and listening are the most direct approaches to understand all orders of society, various social problems, different customs and cultural characteristics at present.4.6 persist in group activitiesA real language environment has been established in listening and speaking teaching. The teachers can implement very rich and colorful group activities so as to establish the real language environment. Manylinguists deem that main values of the group activities lie in that natural language activities are motivated through discussion and conversations, so that the students are encouraged to discuss the current topic. The tension feelings, overcautious feelings and anxiety of the students can be eliminated by persisting in implementing oral activities in groups, so that the possibility that the students speak freely is great. Therefore, the spoken English level is improved greatly. The activity members can be double or multiple. The contents are supposed to combine the teaching materials and social hotspots which are required to be discussed by the students. The students can argue heatedly or give suggestions during group discussion. Everyone should pay attention to mapping modes and well-chosen topics. Only in this way can the students express their own opinions and show their advantages. Furthermore, because most schools at present adopt multimedia teaching, the information quantity received by the students is greater. In this case, sense organs of the students are simulated preferably and the listening and speaking desires of the students are motivated. For example, if the students are showed a piece of movie clip, the teachers must explain the movie clip appropriately, then let the students simulate and finally evaluate the student performance. After the multimedia teaching is finished, the vocabulary and theself-confidence of the students can be improved and their interest in English can be stimulated greatly.[14]5.Conclusions:We should sufficiently realize psychological obstacles existing in spoken English learning. More importantly, the teachers ought to intensify learning and practice of educational psychology, accurately grasp psychological changes of the students, effectively mobilize students' emotions and eliminate and alleviate psychological obstacles of the students to ensure that the enthusiasm and the initiative of the students are fully developed, motives, interests and confidence of the students are intensified, and an effect of improving the oral English teaching of the students is achieved. As students, they ought to correct their learning attitudes timely and maintain good attitudes towards English in order to lay a solid foundation for their lifelong learning and development.References:［1］张白佳．激活词语提高口语能力［M］．山东外语教学，1997(3)．［2］杨静．英语口语水平提高的障碍［J］．贵州师范大学学报，2003(1)．［3］Roseberry－Mckibbin，C．Multicultural Students With Special Language Needs ［M］．Oceanside，CA: Academic Communications Associates．1995．［4］Selinker，L．Rediscovering Interlanguage［M］．London: Longman．1992．［5］程方平，《课堂过程操作策略全书》，国际文化出版公司，1996．［6］罗少茜，《英语教学中的行为夫现理论与买践》，.北京教育出版社.2001．［7］文秋芳．英语口语测试与教学［M］．上海:上海外语教育出版社，2003．［8］张文忠．第二语言口语流利性发展的定性研究［J］．现代外语，2000，(3)．［9］叶奕乾,祝蓓里.普通心理学[M].上海:华东师范大学出版社,2004:152-153.［10］王银泉,万玉书.外语学习焦虑及其对外语学习的影响[J].外语教学与研究,2001(2):122-126.［11］闫红杰.浅谈学生逆反心理的成因及对策[J].漯河职业技术学院报,2008(6):141-142.［12］马泽玉.英语口语学习心理障碍及其对策探讨[J].江西教育学院学报,2008(4):48-49.［13］张霜.课堂心理气氛对英语口语教学效果的影响[J].四川教育学院报,2007(2):44-45.［14］章兼中.外语教育学[M].杭州:浙江教育出版社,1993:302.。
Conclusion
ConclusionThis essay focuses on how to find ways to improve students’ oral English in Middle School. First part is a brief introduction of how important the oral English is in China, and the disadvantage of the present teaching methods. The second part describes the phenomenon of the present oral English in middle school, which is discussed on two sides. One is on the teachers’ side and the other on the students’ part. The third and the fourth part are some advice for teachers and students on how to improve oral English5. Conclusion.It is quite clear that speaking is very important to both the teachers of English in middle schools and their students. As a teacher of English, we should flexibly carry out the five-step teaching approach to improve the quality of 45-minute class, get a way to explore new and effective teaching methods and to take an active part in English teaching innovation. At the same time, as students of English, they should be aware of the importance of cultivating their speaking ability in their daily studies.In conclusion, like building a house, learning English takes some time, so don't be impatient. Remember, Rome was not built in a day. With the help of the teachers, as long as students command a good knowledge of English grammar, and do more oral and listening practice, the speaking ability of students is surely to be greatly improved.ConclusionAs the globalization of economy is going on, the foreignlanguage talented person has being welcomed unprecedently. The ability of speaking English has been a basic one to everyone. As long as you make well use of this ability can you succeed in nowaday’s increasingly fierce competition. Thus, for our English teaching education, it has become a necessity to improve the students’ oral English abilities. In order to achieve this aim, first of all, we’d better find out the existing problems in English communication. Then, we should carry on some valid training methods aim at the actual circumstances in many ways and slices. It is well known that practice makes perfect! As long as we insist on unremittingly, our oral English teaching will certainly reach a new step! The task is tough, but the prospect is bright!ConclusionThe oral English tests should be set by our English teachers to establish how successful individual students, groups of students have been in achieving study; to identify students’ strength and weakness; to test the students’ current oral English ability, to check the students language production and the comprehensive abilities. From the backwash obtained in the oral tests, teachers can classify each student, adjust teaching strategies, improve learning efficiency. The face to face communicative activities, the free testing style and the relaxing testing environment differ from other testing forms, giving the students a new start before testing and putting the students at easethroughout the test. Teachers can judge their students’ real comprehensive English levels more accurately. However, the accurate measurement of oral ability is not easy. It takes considerable time and great effort to obtain valid and reliable results. Nevertheless, such time an effort are indeed necessary and valuable.。
初中生的英语口语能力提升方法
初中生的英语口语能力提升方法Improving English Speaking Skills for Middle School Students初中生的英语口语能力提升方法IntroductionAs the demand for English language skills continues to grow in today's global society, it is essential for students to develop strong oral communication skills from a young age. Middle school is a critical period for language learning, and improving English speaking abilities during this time can have a long-lasting impact on a student's academic and professional life. In this article, we will discuss effective methods and strategies to enhance English oral proficiency for middle school students.1. Create an English-Speaking EnvironmentTo improve English speaking skills, students must be immersed in an environment where English is regularly spoken. This can be achieved both inside and outside the classroom. Teachers can implement activities that encourage speaking English, such as debates, group discussions, and presentations. Additionally, English language clubs can be established, where students can engage in conversations and practice their oral skills. Creating an English-speaking environment allows students to gain confidence and fluency in expressing themselves in English.2. Incorporate Authentic MaterialsUsing authentic materials in English language instruction can greatly benefit students' oral proficiency. Authentic materials include real-liferesources such as newspapers, magazines, TV shows, and podcasts. These materials provide exposure to natural language usage, various accents, and colloquial expressions. Teachers can incorporate these materials into their lessons to facilitate meaningful discussions and encourage students to speak English spontaneously. By engaging with authentic materials, students develop a better understanding of the language's cultural context and improve their overall communication skills.3. Focus on Listening ComprehensionEffective English speaking relies heavily on good listening comprehension. To enhance listening skills, middle school students should be exposed to a variety of listening exercises. Teachers can play audio recordings, podcasts, or even movies and encourage students to actively listen and comprehend the content. Follow-up activities, such as comprehension questions or discussions, help reinforce understanding and encourage students to participate in spoken interactions. By sharpening their listening skills, students become more confident in expressing their thoughts verbally.4. Encourage Regular Speaking PracticePractice makes perfect, and the same principle applies to English speaking skills. Middle school students should be encouraged to practice speaking English regularly both inside and outside the classroom. Teachers can assign speaking tasks, such as presentations, role plays, or debates, to provide students with ample opportunities to practice and develop their oral abilities. Moreover, language practice platforms, mobile apps, or conversation exchange programs can be recommended to students, enablingthem to engage in conversations with English speakers from around the world. Regular speaking practice not only boosts confidence but also enhances accuracy and fluency.5. Provide Individualized FeedbackConstructive feedback plays a crucial role in improving English speaking skills. Teachers should provide individualized feedback to students, focusing on their strengths and areas for improvement. Feedback can be given through video or audio recordings of students' speaking performances, highlighting pronunciation, grammar, and vocabulary usage. Additionally, peer assessments and self-reflection activities empower students to recognize their own mistakes and work towards self-improvement. By receiving ongoing feedback, students can gradually refine their oral proficiency and increase their confidence in speaking English.6. Cultivate Cultural AwarenessLanguage and culture are inherently intertwined, and developing cultural awareness is vital for effective oral communication in English. Middle school students should be exposed to the cultural aspects of English-speaking countries through various activities. Teachers can organize virtual or face-to-face exchanges with English-speaking students, sharing cultural traditions, and engaging in discussions on social issues. Additionally, incorporating cultural elements into language lessons, such as studying famous English-speaking figures or exploring literature, broadens students' perspective and enables them to communicate more effectively in English-speaking environments.ConclusionImproving English speaking skills for middle school students requires a comprehensive approach that encompasses creating an English-speaking environment, incorporating authentic materials, focusing on listening comprehension, encouraging regular speaking practice, providing individualized feedback, and cultivating cultural awareness. By implementing these strategies, students can enhance their oral proficiency, build confidence, and develop crucial communication skills that will benefit them throughout their academic and professional lives. With consistent effort and support, middle school students can unlock their full potential in English oral communication.。
初中生英语口语提升方法分享
初中生英语口语提升方法分享How to Improve Oral English Skills for Junior High School Students 英语口语是学习英语的一个重要方面。
在初中阶段，培养良好的英语口语能力对于英语学习的进步至关重要。
然而，由于各种原因，许多初中生在英语口语方面仍然存在困难。
为了帮助初中生提高英语口语水平，下面将分享一些有效的方法和技巧。
一、多听多模仿要提高英语口语能力，首先要增加对英语的听力输入。
初中生可以通过看英语电影、电视节目、听英语广播或者英语音频文件来提升听力能力。
选择有趣且适合初中生水平的材料，可以增加学习的兴趣。
同时，多模仿母语为英语的人的发音、语调、语速等，将对初中生的口语水平提升起到积极的影响。
二、多进行口语练习要想提高英语口语能力，多进行口语练习是必不可少的。
初中生可以找到一个语伴或者加入一个英语口语俱乐部。
与其他人进行英语对话，不仅可以提高口语表达能力，还可以增加自信心。
此外，初中生也可以利用家庭、学校或社区的资源，参加英语口语班，通过课堂练习来提高口语水平。
三、参与英语角或英语演讲比赛英语角是一个提供练习英语口语的场所。
初中生可以参加当地的英语角活动，并与其他人进行真实对话。
在英语角中，不仅可以提高口语能力，还可以学习其他人的经验和技巧。
另外，参加英语演讲比赛也是一个提高英语口语能力的途径。
初中生可以选择感兴趣的话题并进行演讲练习，锻炼口语表达能力。
四、背诵与模仿通过背诵英语短文、诗歌等经典的语言材料，初中生可以提高英语的口语表达能力。
背诵是一个有效的学习方式，可以帮助初中生掌握地道的英语表达方式和习惯用语。
此外，初中生还可以通过模仿英语电影中的台词、英语歌曲中的歌词等来提高口语能力。
模仿是学习语言的一种常见方法，能够帮助初中生更快地掌握英语的语音、语调和节奏。
五、尝试创造英语环境要想提高英语口语能力，初中生需要尝试创造一个英语的学习环境。
初中生有效提升英语口语表达能力的策略
初中生有效提升英语口语表达能力的策略Strategies to Enhance Oral English Expression Skills for Junior High School Students初中生有效提升英语口语表达能力的策略IntroductionEnglish has become a global language with immense significance. As a result, it is crucial for junior high school students to develop strong oral English expression skills. These skills not only enhance communication abilities but also open doors to various opportunities in the future. In this article, we will explore effective strategies that junior high school students can employ to improve their oral English expression skills.1. Develop Listening HabitsGood listening skills serve as the foundation for effective communication. Junior high school students can enhance their oral English expression skills by developing strong listening habits. Engaging with authentic English materials, such as movies, songs, and podcasts, can expose students to native English speakers and help them become familiar with the rhythm, pronunciation, and intonation of the language. Regularly listening to English content allows students to internalize the language and subconsciously absorb various expressions and phrases.2. Practice with Native English SpeakersInteracting with native English speakers is a valuable opportunity for junior high school students to improve their oral English expression skills.Schools can organize language exchange programs or invite English-speaking professionals to give presentations and interact with students. These interactions provide a platform for students to practice their speaking skills and receive immediate feedback on their pronunciation, grammar, and overall fluency. Moreover, conversing with native speakers helps students become more comfortable with the language, boosting their confidence in expressing themselves orally.3. Participate in Group DiscussionsGroup discussions are an effective method for junior high school students to enhance their oral English expression skills and develop effective communication abilities. Teachers can organize group activities where students engage in discussions on various topics, such as current events, literature, or personal experiences. Such discussions encourage students to think critically, structure their thoughts, and express themselves clearly in English. Additionally, group discussions provide an opportunity for students to practice listening to others' opinions, respecting diverse perspectives, and expressing their own ideas persuasively.4. Engage in Role-Play ActivitiesRole-play activities offer an interactive and engaging way for junior high school students to practice their oral English expression skills. By assuming different roles, students can develop their speaking abilities in a simulated real-life context. Teachers can assign different scenarios where students act out dialogues and situations. For example, students can practice ordering at a restaurant, participating in job interviews, or resolving conflicts. Role-playactivities allow students to become more comfortable using English in practical situations, improving their confidence and fluency.5. Utilize Technology and Multimedia ToolsIncorporating technology and multimedia tools into language learning can make the process more engaging and effective for junior high school students. There are numerous language learning applications, websites, and online platforms that offer interactive exercises, vocabulary drills, and pronunciation practice. Students can utilize these tools to enhance their listening and speaking skills. Furthermore, multimedia resources, such as videos or podcasts, provide exposure to different accents, contexts, and topics, allowing students to broaden their language proficiency and cultural understanding.6. Create an English-Speaking EnvironmentTo accelerate English language learning, creating an English-speaking environment is essential. Junior high school students can immerse themselves in English by surrounding themselves with English-language materials. This includes reading English books, watching English movies or TV shows, and listening to English music. By actively engaging with the language outside the classroom, students reinforce their oral expression skills and develop a natural fluency. Additionally, schools can organize English-speaking clubs or activities to foster an environment where students are encouraged to communicate primarily in English.7. Practice RegularlyConsistency in practicing is the key to improvement in any skill, including oral English expression. Junior high school students should allocate dedicated time for English practice every day. This can involve reading English books, watching English content, speaking with peers, or even practicing pronunciation exercises. Regular practice keeps the language fresh in students' minds and helps internalize the vocabulary and grammatical structures. With consistent effort, students will observe significant progress in their oral English expression skills over time.ConclusionEffective oral English expression skills are crucial for junior high school students to excel in their academic and personal lives. By adopting strategies such as developing listening habits, practicing with native English speakers, participating in group discussions, engaging in role-play activities, utilizing technology and multimedia tools, creating an English-speaking environment, and practicing regularly, students can enhance their oral English expression skills. As they become more confident and fluent English speakers, students will be well-equipped to pursue future opportunities and communicate effectively in an increasingly interconnected world.。
中学生如何提高英语口语能力
中学生如何提高英语口语能力How to Improve English Speaking Skills for High School StudentsIntroduction:English is widely recognized as the global language of communication, and having strong oral skills in this language has become increasingly important. For high school students, especially those aspiring to further their education or pursue a career in an English-speaking country, developing and improving their English speaking abilities is essential. In this article, we will explore various strategies and tips that can help high school students enhance their English speaking skills effectively.1. Build a Strong Foundation:Before jumping into advanced speaking techniques, it is crucial for high school students to have a solid foundation in the English language. This includes having a good grasp of grammar, vocabulary, and pronunciation. To strengthen their foundation, students can:a) Immerse themselves in the language: Engaging with English outside of the classroom is a great way to enhance language skills. Students can watch movies, TV shows, and listen to English songs. They can also consider reading English books or joining an English-speaking club or language exchange program.b) Practice pronunciation: Correct pronunciation plays a vital role in effective communication. High school students can improve their pronunciation by listening to native English speakers, mimicking their toneand intonation, and using online resources that focus on pronunciation exercises.2. Start Speaking English:To improve speaking skills, the most obvious step is to start speaking English regularly. Students can:a) Engage in conversations: Actively participating in class discussions, group activities, and debates can significantly boost speaking abilities. Students should practice expressing their thoughts and opinions in English, even if they make mistakes initially. The more they practice, the more confident and fluent they will become.b) Practice in real-life situations: High school students can make the most of everyday situations to practice English. They can order food at restaurants, ask for directions, or initiate conversations with native English speakers whenever possible. These real-life interactions will help them adapt to different accents, improve fluency, and build confidence.3. Expand Vocabulary:A wide-ranging vocabulary is essential for effective communication. Here are some ways students can expand their vocabulary:a) Read extensively: Reading newspapers, novels, magazines, or online articles can expose high school students to a rich variety of words and phrases. Encourage them to maintain a dictionary or use digital vocabulary-building tools to quickly understand and learn new words.b) Learn word roots and prefixes: Understanding the roots and prefixes of words can help students decipher the meaning of unfamiliar words they encounter. Encourage them to explore word etymology and use this knowledge to expand their vocabulary more efficiently.4. Seek Speaking Opportunities:High school students can actively seek opportunities to practice English speaking outside of the classroom. Here are some suggestions:a) Language exchange programs: Joining a language exchange program allows students to interact with native English speakers who are interested in learning their language. This mutual benefit creates an ideal environment for practicing English speaking skills.b) Debate clubs or public speaking societies: Participating in debate clubs or public speaking societies provides an opportunity for students to express their thoughts clearly and persuasively. These platforms encourage critical thinking and enhance communication skills.5. Utilize Technology:Technology can be a valuable tool for improving English speaking skills. Students can make use of the following resources:a) Language learning apps: Many language learning apps provide interactive exercises and real-life dialogues to practice speaking skills. Some apps also offer personalized feedback, enabling students to identify areas for improvement.b) Online language forums: Engaging in online language forums or discussion boards allows students to interact with English speakers from around the world. They can seek advice, ask questions, and engage in conversations on topics of interest.Conclusion:Mastering English speaking skills is essential for high school students to thrive in an increasingly globalized world. By building a strong foundation, practicing regularly, expanding vocabulary, seeking opportunities for conversation, and utilizing technology, students can make significant progress in their journey towards becoming fluent English speakers. With dedication, persistence, and the right strategies, high school students can achieve their goal of improving their English oral proficiency and unlock greater opportunities for their academic and professional success.。
初中英语优生辅导计划和措施
初中英语优生辅导计划和措施Middle School English Excellent Student Counseling Plan and Measures。
In order to improve the overall level of English learning in middle school, it is necessary to implement an excellent student counseling plan and take corresponding measures. The purpose of this plan is to help students with different levels of English proficiency to improve their English learning abilities and achieve better academic performance. Here are the specific measures and plans for the excellent student counseling in middle school English.Firstly, it is essential to establish a comprehensive assessment system to evaluate students' English proficiency. This assessment system should cover listening, speaking, reading, and writing skills, as well as vocabulary and grammar. By conducting regular assessments, teachers can accurately grasp the strengths and weaknesses of each student, and then provide targeted counseling and guidance.Secondly, differentiated teaching should be implemented to meet the needs of students at different levels. For students with a solid foundation in English, advanced learning materials and tasks should be provided to stimulate their potential. For students with relatively weak English skills, remedial teaching and additional exercises should be arranged to help them catch up with the learning progress.Furthermore, it is important to organize various English learning activities, such as English corner, English speech contest, and English reading club. These activities can create a relaxed and pleasant English learning atmosphere for students, and inspire their interest in English learning. In addition, inviting native English speakers to interact with students can also provide them with authentic language input and improve their oral English communication skills.Moreover, the use of multimedia and technology in English teaching should be encouraged. With the support of multimedia resources, teachers can present vivid and interesting English lessons, which can attract students' attention and enhance theirlearning motivation. In addition, online English learning platforms and apps can be utilized to provide students with more opportunities for independent learning and practice.In terms of counseling measures, it is necessary to provide one-on-one counseling for students with learning difficulties. Teachers can communicate with these students individually, understand their learning problems, and provide them with personalized learning plans and guidance. Meanwhile, peer tutoring can also be organized, allowing outstanding students to help and support their classmates in English learning.Furthermore, it is important to strengthen the cooperation between school and family. Schools should communicate with parents regularly, informing them of their children's English learning progress and providing them with effective guidance on how to support their children's English learning at home. This can create a positive learning environment for students and help them achieve better learning outcomes.In conclusion, the implementation of an excellent student counseling plan and corresponding measures is of great significance for improving the English learning level of middle school students. By establishing a comprehensive assessment system, implementing differentiated teaching, organizing various English learning activities, utilizing multimedia and technology, and providing effective counseling measures, students' English learning abilities can be effectively improved, and their academic performance can be enhanced. This will contribute to the overall improvement of English education in middle school.。
初中生如何提高英语口语能力
初中生如何提高英语口语能力As a senior professional writer with extensive experience, I understand the importance of improving English speaking skills for middle school students. In this article, I will provide effective strategies and guidance on how to enhance oral proficiency in English. With a clear theme, detailed content, a reasonable structure, and fluent language, I aim to provide valuable insights for readers seeking to improve their English speaking abilities.Improving English Speaking Skills for Middle School StudentsEnglish has become a global language, and the ability to speak fluently is highly valued in today's society. As a middle school student, developing strong oral communication skills in English not only boosts academic performance but also opens up numerous opportunities in the future. In this article, we will explore several effective strategies that can help middle schoolers enhance their English speaking abilities.1. Create a Positive Learning Environment:To begin improving oral proficiency, it is crucial to create a positive and supportive learning environment. Encourage students to express themselves without fear of making mistakes. Emphasize that errors are a natural part of the learning process and encourage them to learn from their mistakes rather than feeling discouraged. By fostering a comfortable and encouraging atmosphere, students will feel more motivated to practice speaking English.2. Engage in Regular Conversations:Regular conversations in English are vital for improving speaking skills. Encourage students to engage in conversations with classmates, friends, or family members who are fluent in English. Practice speaking about various topics such as hobbies, interests, daily routines, and current events. Make it a habit to converse in English regularly, gradually increasing the duration and complexity of discussions.3. Listen Actively:Improving oral proficiency is closely linked to listening skills. Encourage students to actively listen to English audio materials, such as songs, podcasts, and audiobooks. This helps them familiarize themselves with different accents, intonations, and pronunciation patterns. Additionally, it enhances vocabulary, comprehension, and overall fluency. Suggest that students listen to a variety of English speakers to expand their understanding of different styles and accents.4. Practice Pronunciation:Pronunciation plays a vital role in effective communication. Encourage students to pay attention to word stress, intonation, and pronunciation patterns. Practice pronunciation exercises regularly, focusing on specific sounds and difficult words. Utilize online resources or mobile applications that offer pronunciation guides and practice activities. By devoting time to improving pronunciation, students can greatly enhance their spoken English clarity.5. Join English Language Clubs or Extracurricular Activities:Another effective way for middle schoolers to improve their English speaking skills is to join English language clubs or involve themselves in relevant extracurricular activities. These activities provide a platform where students can interact with peers who share similar interests and goals. Engaging in debates, plays, or public speaking activities within these clubs fosters confidence and enhances speaking abilities.6. Utilize Technology:Incorporating technology into language learning can significantly aid in improving oral proficiency. Encourage students to explore language learning applications, online platforms, and language exchange websites. These resources provide opportunities to practice speaking with native English speakers or other learners worldwide. Such interactive tools enable students to gain real-life experience through conversations with individuals from different cultural backgrounds.7. Take Advantage of Role-plays:Role-plays are excellent tools for enhancing English speaking skills. Assign different roles or scenarios to students and encourage them to perform dialogues or act out situations in English. This activity not only promotes creativity and imagination but also helps students develop fluency, vocabulary, and confidence in using English in practical contexts. Furthermore, role-plays make learning enjoyable and memorable.8. Practice Active Vocabulary Expansion:A strong vocabulary is essential for effective communication. Encourage students to expand their vocabulary actively by regularly engaging inactivities that expose them to new words. Encourage reading English books, newspapers, or magazines to encounter unfamiliar words within context. Suggest the use of vocabulary-building apps or online quizzes that make learning new words entertaining. By consistently expanding their vocabulary, students can express themselves more precisely during English conversations.9. Seek Feedback and Guidance:Feedback from teachers and peers is crucial for progress. Encourage students to seek feedback on their spoken English, allowing them to learn from their strengths and weaknesses. Teachers can provide constructive criticism and suggest areas for improvement. Peer evaluation and practice partners can also be invaluable in identifying areas that require attention. By actively seeking feedback, students can continuously refine and enhance their English speaking abilities.10. Practice Patience and Perseverance:Lastly, it is essential to remind students that acquiring fluency in any language takes time, effort, and consistent practice. Encourage them to be patient with themselves and to keep persevering even when faced with challenges. Remind them that progress is gradual and that every attempt at speaking English is a step towards improvement. Maintaining a positive attitude and staying motivated will ultimately lead to success in enhancing their oral proficiency.In conclusion, improving English speaking skills is an essential aspect of a middle school student's language learning journey. By creating a positive learning environment, engaging in regular conversations, actively listening,practicing pronunciation, participating in English languageclubs/extracurricular activities, utilizing technology, employing role-plays, expanding vocabulary actively, seeking feedback and guidance, and practicing patience and perseverance, students can significantly enhance their English oral proficiency. With consistent effort and dedication, middle schoolers can excel in their English speaking abilities, unlocking a bright future filled with endless possibilities.。
英语听力口语提升方法
英语听力口语提升方法一、提升英语听力的方法Improving English Listening SkillsEnhancing one's English listening skills is crucial for effective communication and language proficiency. Whether you are a student, a professional, or simply someone who wants to improve their English language abilities, there are several strategies that can help you become a better listener.One effective method is to regularly listen to English audio materials, such as podcasts, audiobooks, or online videos. By exposing yourself to a variety of accents, speech patterns, and vocabulary, you can train your ear to better understand spoken English. Additionally, listening to different genres of content, such as news, interviews, or storytelling, can help you become familiar with various contexts and topics.Another helpful technique is to practice active listening. This involves fully concentrating on what isbeing said, asking questions for clarification, and summarizing key points. By actively engaging with the speaker, you can improve your comprehension and retention of information.Furthermore, it is beneficial to watch English movies and TV shows with subtitles. This can help you associate spoken words with their written forms, as well as provide visual context for better understanding. Additionally, watching videos with subtitles can expose you to colloquial expressions, slang, and idiomatic phrases commonly used in everyday conversations.二、提升英语口语的方法Enhancing English Speaking SkillsImproving one's English speaking skills is essentialfor effective communication and building confidence in using the language. Whether you are a beginner or an advanced learner, there are several strategies that can help you become a more fluent and articulate speaker.One effective approach is to practice speaking English regularly with native speakers or language partners. Thiscan be done through language exchange programs,conversation clubs, or online platforms. By engaging inreal-life conversations, you can improve your pronunciation, intonation, and fluency in English.Another useful technique is to record yourself speaking and listen to the playback. This can help you identifyareas for improvement, such as pronunciation errors, grammar mistakes, or word choice. By self-assessing your speaking skills, you can track your progress and make targeted adjustments to enhance your communicationabilities.Additionally, it is beneficial to participate in public speaking events, debates, or presentations in English. This can help you overcome stage fright, improve your articulation, and develop your confidence in speaking to a larger audience. By practicing speaking in different contexts and situations, you can become a more versatileand effective communicator in English.Overall, by combining regular practice, active engagement, and exposure to diverse language inputs, youcan significantly enhance your English listening andspeaking skills. With dedication, persistence, and a positive attitude, you can achieve fluency and proficiency in the English language.。