提高学生英语口语能力技巧[论文]
怎样提高学生英语口语能力论文
如何提高学生英语口语能力【摘要】中学英语教学的目的，是培养学生运用英语的听、说、读、写能力。
可由于长期应试教育的痼疾还没根除，语言系统的差异性和缺乏必要的语言环境等原因，在四会能力中，说的能力最难提高。
在长期的英语教学中，有效提高学生口语能力变的越来越重要。
【关键词】英语口语学困生；原因；对策；评价方法新一轮的基础教育课程改革正在蓬勃地开展，新课标强调要发展学生的语言运用能力，始终把听说放在英语教学的首位，而听是基础，说才是教学的关键。
因此，在英语教学中加强英语口语教学已经引起了大家的重视，这不但是当前素质教育的一项要求，也反映了英语教学改革的趋势，更是社会进步的标志。
但是，现阶段的中学生在英语口语表达中却存在着不少问题，是什么原因造成了英语口语学困生呢？一、影响学生英语口语表达的原因1. 缺乏必要的语言环境现在我们的学生是在汉语单一语种的环境中学习英语的，除了每周有限的几节英语课外，很少有接触英语的机会。
若不能充分利用课余时间进行复习巩固，课内学生仅有的一点听说训练如何谈得上学好英语？2. 容纳过多的班级人数众所周知，培养听说能力必须通过大量的反复练习，每个学生都要有足够的听说实践机会。
但就本市而言，绝大多数中学班级容量较大，一般在50人左右，有些甚至达到60人以上。
班级人数过多就难以组织有效的口语训练活动，使学生开口实践的机会少，口语能力自然难以提高。
3. 影响表达的心理因素一些学生性格内向，一些学生因基础较差或先天的发音缺陷而怀疑自己学习语言的能力，一些学生怕说错被同学笑话或教师批评而不敢开口等。
还有一些学生看到别人能用英语流利交流，非常羡慕他们，便给自己订立不切实际的目标，短期内未能达到此目标时，便会急躁气馁，甚至半途而废。
4. 忽视必要的口语操练缺乏词汇量对于练习口语来说是致命的“硬伤”，而不断地依赖于查字典，死记硬背的方法也不可取。
同时，由于升学的压力，很多学生存在“千学万学为了升学，千考万考为了中考”的观念。
如何有效提高中职学生英语口语能力论文
浅议如何有效提高中职学生的英语口语能力【摘要】口语是语言交际最基本的方式。
切实提高中职学生英语口语能力是中职英语教学的主要任务。
中职学生的口语水平普遍较差,本文主要探求提高中职学生英语口语能力的方法，增强英语教学效果，提高中职学生跨文化交流的能力。
【关键词】口语；中职英语教学；教学效果；能力一、中职学生英语口语能力的现状1.对英语口语教学重要性认识不够中职英语教学中存在着“哑巴英语、高分低能”的现象十分严重, 大多数学生学了几年甚至十几年的英语之后仍不能用英语顺畅地表达思想。
传统英语教学是以书面语为主的。
无论阅读、写作均要求学生掌握完美的句法, 教师和学生平时接触的英语均为十足的书面语。
学生的口头表达能力没有真正提高。
造成这些问题的主要原因是我们长期以来对口语教学的重视不够。
2.英语口语教学手段十分单一语言学习的成功在于将学生放在一个需要用目的语交际的语境之中, 这样才能培养学生对语言形式得体与否作出判断的能力和结合语境理解语言形式与意义的能力。
但当前学生接触真实英语交际情境的机会非常有限, 他们的语言学习和习得的主要环境就是课堂。
而目前大部分英语课堂还是那种教师一支笔、一本书、一言堂、一板书的形式,“填鸭式、陈旧式、应试式”的英语教学仍然比较普遍。
学生不停地记笔记, 很多教师不注重英语口语训练,学生满脑子装的全是语法、句型和条条框框, 口语能力很差。
3.缺乏充分的英语口语练习机会环境对于语言的学习非常重要。
良好的英语口语水平是通过在英语环境中实际练习获得的, 学生只有反复实践才熟能生巧。
当前, 不少教师没有牢固树立以学生为中心的观念, 没有创造良好的课堂英语口语学习环境, 没有把自己放在英语教学活动的组织者、参与者和协调者地位上。
从而使得学生失去了大量的英语口语练习机会。
4.缺乏学习英语口语的积极性和自信心积极性和自信心对于英语口语的学习来说至关重要。
当前,中职学生学习口语的动机不明确, 对英语尤其是口语并没有真正的兴趣, 在学习过程中采取了消极、被动接受而不是积极参与的态度。
怎样提高初中生英语口语能力论文
浅谈如何提高初中生英语口语能力众所周知，我国过去的英语教学特别注重语法，偏重对学生进行读、写方面的训练，而忽略了学生听、说能力的培养，结果培养了一批又一批能写、会读英语却听不懂、不会说英语的“聋子”与“哑巴”。
为了纠正英语教学的这一偏差，提高学生的英语口语能力，还原英语本身的交际功能，新课标明确要求：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，初中毕业生应该能用日常生活的各种话题与他人交换信息并陈述自己的意见。
搞好英语口语教学，提高学生的英语口语能力，不仅是现实的需要，也是中考的要求。
那么应如何提高初中生英语口语呢?一、提高自身素质，培养学生训练口语的兴趣。
兴趣是最好的老师，它能唤起学生的好奇心和迫切的求知欲。
古人说：“知之者不如好之者，好之者不如乐之者。
”兴趣爱好比智力技能更能促进学生勤奋学习，它是学好英语的首要条件。
然而，兴趣来自于自信，一定要相信自己有这个能力把问题解决。
有了兴趣，我们就有了激情，我们的思维就更加的活跃，于是我们的记忆就能够加强，这正好是我们学英语所需要的。
因此,教学中采取创设情景、短剧表演、小组对话等多样化的教学方法与丰富多彩的课外活动紧密结合，不断给学生以表达的机会，不断给学生以新的刺激，培养他们在口语表达中产生快感，获得更大成功的愿望，提高他们的兴趣。
初中生模仿能力极强，教师的一言一行会对他们产生潜移默化的影响。
如果一位英语教师自身能说一口标准流利的英语，不但会带给学生美的感受，学生们还会认为这位教师很有才华，从而对他充满敬意甚至去效仿他，所以，英语教师要严格要求自己，努力提升自己的口语素养，做好学生的口语表率，激发学生练习口语的兴趣，带动他们说英语的热情，因此要求教师要有很好的能力素养、有精湛的专业水平和流畅的口语表达能力。
课堂上用英语组织教学，让学生耳濡目染，创设用英语思维的环境，营造用英语交流的气氛。
潜移默化，达到进步的功效。
二、营造和谐的课堂气氛，增强说英语的氛围。
如何提高学生英语口语表达能力论文
谈如何提高学生的英语口语表达能力摘要：本文从引导学生感知、加强发音训练、创设语言情境和开展口语表达课外活动四个方面谈如何提高学生的口语表达能力。
关键词：高中英语；口语表达；提高新课程标准对学生的语音学习做出了明确的要求：在与他人交际时要能使用恰当的语调、语气以及节奏来表达自己的情感和目的。
这就要求学生具备一定的语言表达能力，以便更好地应用英语。
但是，由于高中语音教学与高考的联系并不大，很多教师忽视语音教学的重要性，认为只要提高学生的英语语言技巧，学生的语音自然也能得到很好的提升。
甚至有些教师认为学生如果在语音方面存在不足，不会对学生的英语学习造成影响。
这些错误的观点使得教师在教学时忽视英语语音教学，学生很多时候只会背单词、念课文，根本不会灵活运用英语，语言表达能力始终得不到有效提升。
因此，要想改变这种现状，教师首先应从思想上重视口语教学，要精心设计口语教学的各个环节，全面提高学生的英语口语能力。
一、引导学生感知，培养“听”的能力感知活动，顾名思义，就是指教师引导学生通过听觉、视觉等感知器官来确认和分辨不同的语音，这对提高学生的听力具有重要作用。
感知活动的形式很多，教师可以利用英语单词拼写形式的相似性让学生一对一地感知单词字母在排列上的不同。
例如，在高中英语教学模块一wordlist 2时，教师可以把c和s开头的单词单独罗列出来：can，cash；skin，skip；slam，slim。
教师可以随便拼读其中的一个单词，然后让学生进行辨析，巩固学生知识的同时还可以提高学生辨析单词语音的能力。
教师还可以依照单词的语言特点，把几个单词以不同的顺序朗读出来，然后让学生进行排序，促使学生熟练掌握每个单词语音技巧。
正确地感知语音是学生进行听力理解的重要前提，引导学生感知单词的语音，可以帮助学生更好地确认和分辨单词语音的不同，培养学生“听”的能力，为学生更好地进行英语听力理解、提高口语表达能力夯实基础。
二、加强发音训练，提高学生“说”的能力发音训练的目的在于帮助学生读准单词、说好句子，让学生掌握语调、语气的发音技巧，提高学生“说”的能力。
如何提高学生的英语口语能力论文
如何提高学生的英语口语能力论文如何提高学生的英语口语能力论文现阶段我国经济飞速发展，对外开放程度不断扩大，国际交流日益频繁，英语作为国际性语言，使用范围迅速扩大。
英语交际能力的培养已受到广泛的关注，成为当前英语教学的重要任务。
中学英语新大纲也提出了“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力”。
这是教学观念的大转变，更注重对语言的运用，也是适应时代的必然抉择。
然而，在日常教学中我们经常发现，虽然大部分学生学了很多年英语，但依然是“哑巴英语”，学生只会写不会说，不会运用所学到的知识进行交际会话，不具备应有的英语交际能力，不适应社会发展的要求。
由此可见，英语口语教学在英语教学中是一个薄弱的环节，普遍存在着诸多问题，主要有以下几个方面的表现。
1.学习动机有调查表明，在我国，一部分学生学习英语是为了借助英语这一语言工具了解国外信息，但更多的则是为了应付考试、升学，为了拿到证书，而很少考虑交际的需要和实际运用能力的培养。
这种状况是我国目前英语口语学习不利的因素之一。
此外，我国现行的高考制度没有包括口语考试，在高考这根指挥棒的影响下，中学考试一般也不进行口语考试，即使有也只作为考查而不加入总分，因此很多人认为练习口语等于浪费时间，不如多花些时间在书面练习上划算，这样就造成了对口语教学的不重视。
2.心理障碍有些学生虚荣心严重，他们过分注重自我形象，认为英语讲得不准确、不流利会遭到老师的责备和同学的嘲笑，有损“面子”，说起英语时自信心不足。
有些学生口语能力较低，在课堂上不敢开口说英语，生怕犯错。
越是怕犯错，越是不敢开口说英语，口语练习机会减少了，英语口语水平提高就慢，于是学生产生自卑心理。
有些学生不打算升学，狭隘地认为学英语等于在国外学习和工作，而在国内工作和生活是用不上英语的，于是存在一种放弃的心理。
以上种种心理障碍导致中学生不愿积极参与课堂口语练习。
3.语言环境目前我国学生学习英语的环境比较单一，学生的英语学习一般在学校每天45分钟的英语课堂上，学生的听说训练难以在课外得到延伸，在校外进行语言交际的机会也就更少了。
如何提高学生口语能力论文
浅谈如何提高学生的口语能力摘要：本文认为在英语教学中，教师应重视口语教学。
采用多种教学方法和手段，努力提高学生的口语能力，从而提高学生的英语交际能力，适应我国社会的发展。
关键词：发音句型词汇量听力主体得体口语测试中图分类号：g455文献标识码：a 文章编号：abstract: this article think in english teaching, teachers should pay much attention to oral english teaching. uses the many kinds of teaching methods and means, and strive to improve students’oral english ability, so as to improve the students’communicative ability, to adapt to the development of our society.keywords: pronunciation sentence patterns vocabulary listening subject decent oral test随着社会生活的信息化和经济生活的全球化，我国对外开放的进程日益加快，学习和掌握一门外语，开展对外交流是对21世纪国民素质的基本要求。
然而在实际生活中，由于对口语重视不够，大部分学生的发音不准，说话不流利，无法用英语进行交流。
因此提高学生的英语口语能力势在必行。
一.培养正确的发音学好发音是提高口语能力最起码的要求。
许多学生不能准确发出每个音素，不知道什么地方该重读，什么地方该弱读，只是凭自己的感觉去读，往往发出的是模棱两可的音。
因此在教学生读单词的时候，尽量把每个单词读准，并讲解每个单词的发音要领。
另外，在平时的教学中，应该让学生多听一些英语磁带，多看一些英文影片，以此纠正错误的发音，掌握正确的发音。
如何提高学生英语口语能力论文
浅谈如何提高学生英语口语能力【摘要】由于各种原因，我国英语口语教学状况和收效不容乐观，在实践中，很多学生感到与外国人进行口语交际有困难，表现得非常胆怯甚至无法开口，实际交际能力和课程标准中的要求相差甚远。
笔者经过多年教学实践发现，中学生英语口语实际交际能力低下的原因主要有以下几个方面。
【关键词】英语口语能力训练中学阶段的初一至初二年级是学生口语表达能力进一步提高和发展的重要时期，作为语文教师，在这个时期应注意发展学生的口语表达能力，以适应社会发展的需要。
语言教学的最终目的是让学生能利用所学语言进行沟通交流，而交流的方式可分口头交流和书面交流.从人类学习语言的历程中我们不难发现，口头语言在语言学习中占有很大的比重.人类对语言的第一印象就源于声音，而传达声音则是人类沟通的一种手段.人先是呀呀学语，才再学会书写.人们日常交际用得最多的还是口语，而且良好的口头表达能力能直接或间接地影响到书面的表达能力，所以加强学生口头表达能力的培养是非常有必要的.而初中阶段，在新课程标准中被认为是打好基础的阶段，因此尤为重要.但在初中英语教学中，我们常常听到教师们这样抱怨：”某某学生作业，考试都不错，就是上课不举手，不喜欢发言.”我们也常看到这样的现象：有的学生笔试成绩好，口语却很糟；在交际活动中，有的学生心里想得挺不错，一要口头表达，就抓耳挠腮，表达不完整；还有的学生自由会话时语言流畅，思维敏捷，可一到正式发言就吞吞吐吐，结结巴巴等等.诸如此类的现象俯拾皆是。
“兴趣是最好的老师”。
教师在教学中，特别是在发展初一年级学生的想象、联想思维的作文教学中，在教学生描述事物时，要以学生的生活经验为基础，以具体、形象、生动、有趣的事物为对象。
比如，在组织参观活动中，教师要精心安排活动内容，并在参观以后，有意识地组织他们进行讨论。
假若参观的是某化工厂的车间，可提出这样一些问题：“我最感兴趣的车间”，并积极引导他们进行具体细致地描述，以达到培养和训练他们的口语能力的目的，同时也有利于作文的写作水平（书面表达能力）的提高。
如何提高中学生的英语口语能力论文
如何提高中学生的英语口语能力论文如何提高中学生的英语口语能力论文摘要：随着英语在国际上的地位越来越重要, 英语口语交际能力和英语口语学习的地位也随之水涨船高。
近年来, 我国在英语教育上进行了很大的变革和发展, 提高了教学质量, 但是中学英语的口语教育仍然在教学过程中存在很多问题和阻碍, 没有得到应有的重视。
关键词：中学英语教学; 中学生; 口语能力培养;一.中学英语教学中学生口语能力提高存在的困难(一) 学习英语的环境不够理想学习语言是人类的本能, 因为人类需要交流, 现在人类对语言的学习已经逐渐习惯了上文提到的规律, 但是却忽略了英语学习也应该遵循规律。
国内学习英语的情况和顺序存在很大的问题, 在我们还不知道怎么读的时候却已经开始学习语法和拼写, 而且我们对英语的使用也仅仅局限于课堂上那几句公式化的句子。
这种违背语言学习规律的方法一定会给我们的英语学习带来很大的障碍和困难, 比如容易遗忘语法, 英语的运用不灵活, 重音和停顿带有明显的地方特色以及单词的拼写不准确。
发音也仅仅局限在常用的单词, 对句子的朗读和使用就更加有问题, 整个句子的语调无法掌握, 不知道该在哪停顿和断句。
中学生学习英语的时候没有他们学习母语的环境, 而且在他们已经习惯于汉语的结构和语法后, 学习英语难免会受到汉语的影响, 同时解除英语的机会也只有学校安排的英语课, 在课外还是继续使用汉语交流, 没有英语学习的气氛, 也不能得到有效的使用和巩固, 英语考试还是更注重书面英语的笔试方式, 这就导致了中学生在英语口语的学习和使用上困难重重。
中学对英语口语的教育采用的是“填鸭式”的传统语法翻译的方法, 听力测试对学生口语的提升十分有限, 这种英语的教学方式无异于“哑巴英语”, 重点仍然集中在书面英语和笔试上, 实际运用能力得不到很好的锻炼, 不能和外国友人进行流畅的交流。
这种现象发生的原因来源于学生背单词的时候采用的方式不对, 他们记的不是单词的读音而是单词的字母是如何排列, 每天使用的都是书面英语而不是口语英语, 我们不难发现在中学中可能学生们的阅读能力都比较好, 但是一旦转移到口语时就力不从心, 这种方式很难让英语学习得到很好的效果。
如何提高小学生英语口语表达能力[论文]
![如何提高小学生英语口语表达能力[论文]](https://img.taocdn.com/s3/m/1d0bc407844769eae009ede1.png)
浅谈如何提高小学生的英语口语表达能力如何提高小学生英语口语表达能力是英语教学的重要环节，作为小学英语教师应认识到这个关键问题，并在日常英语教学中努力探索，不断提高、完善、总结。
小学英语口语表达词汇掌握语言环境如何提高小学生英语口语表达能力是英语教学的重要环节，作为小学英语教师应认识到这个关键问题，并在日常英语教学中努力探索，不断提高、完善、总结。
一、语言环境的创设学习英语，需要建立语言的运用意识，用这种语言思考和表达，而不是用中文思考，再转换成外文，这是我们国家学生学习英语的一个误区。
自我设置一种语言环境，就是自我充当由自己设定的语言环境中的某一角色，有声有色地完成其语言任务，也就是说时时刻刻为学生创设运用英语表达和交流的机会。
比如，要召开一个英语演讲会，让学生做演讲会的主持人，那么就应该设想如何约稿、如何布置会场、如何致词等，让学生自己进入这一角色，有声地完成整个过程。
每个人可以根据自己的需要有目的地选择“环境主题和角色”。
在这样一种口语环境下使用英语，有如音乐家在演奏时见到音符就出声，拳击手见对方的破绽就出击，反应必须及时到位，要求的是一种“技能”，而不仅是“知识”，要求一定程度的“熟练”，而不仅是“知道”。
这就需要我们在日常生活中经常地、有针对性地对学生进行这样的思维和训练。
要在学生的大脑中建立起英语语境，需要一个阶段用一定的强度、用相当的数量并施以相当的“强制”来进行。
过了这个阶段，才是对新建立的语言体系进行补充，使其日臻完整。
二、过好口语三关1.发音关发音的正确清晰，是口语的第一关。
生活在中文环境里的人，要准确掌握一门英语的发音，需要经过一个刻意追求的过程。
学发音要有一个阶段狠劲地注意口形和部位。
不妨“勉强”一些，“夸大”一些，像京剧道白那样“过分”地咬准。
正确的发音习惯之后，会逐渐变得自然。
我们听外国人说中国话，只会对他们的发音准确而惊叹，而不会对他们不像中国人那样省力而认为不好。
没有经过刻意准确的阶段就追求“自然”，这样发出的音只是一种不三不四，大体上有点像，却谈不上正确的声音。
how to improve students’ oral english ability 如何提高学生的英语口语能力大学论文
How to Improve Students’ Oral English Ability1. IntroductionWith China‟ entry into the WTO and successful bid for the Olympic Games in 2008, Chinese people will inevitably have much more contacts with people all over the world. Therefore, there is clearly a need for learners to speak and interact in various situations through English. As we all know, ever since, or even before the opening-up policy and the reform of China, Chinese students have studied English language for a considerable long time, and great achievements for teaching and learning English have been seen everywhere in schools, but for some reason or another, the oral English ability of the Chinese students is always an inferiority to their other abilities and skills. From many teachers‟ p ractice, we have discovered that the majority of students, equipped with large vocabulary and adequate grammatical knowledge, still cannot communicate appropriately and fluently with native English speakers or non-native English speakers. Therefore, how can we help students enhance their oral English ability to a higher degree? In which way can we achieve a better effectiveness in oral English course for students?In modern society English teaching in China usually starts in the junior middle school; in many large cities it begins in the upper elementary school, even earlier in the nursery. However, even the most diligent students with the most responsible teachers often can‟t achieve correct pronunciation, stress and intonation, let alone the ability to speak and understand English in their life and things. Why is the situation that serious? That is because: first, most teachers in the classroom use their mother tongue to explain grammar and vocabulary in the text and then translate the whole text in Chinese; second, the students are asked to spend a lot of time listening to detailed explanations of the structure of language in the text, and engaging in dull and de-contextualized pattern drills. Most of them are rather passive in their study and having been used to being fed with various kinds of language knowledge, and few of them have ever had an opportunity to practice oral English. Furthermore, most of the students know little about western cultures. English language learning in Chinese environment becomes a rather daunting and tedious task. This kind of teaching method is very useful for passing written exams and translation work, but in a long run it is less useful for students to speak it in daily life. The old-fashioned translation and grammar-rule methods are extremely wasteful and inefficient, for students are actually encouraged to make mistakes: they are asked to perform skills before they are adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on: they have to go back. They have become remedial students and teachers are faced with the problem of remedying what has been incorrectly learnt. No approach could be more ineffective, wasteful and inefficient.In order to know better about the condition of oral English abilities using by school students, the writer performed an investigation on that. The survey was carried out in a middle school. All together 60 students answered the questions and all the questionnaires were taken back successfully.Table: self-evaluation of the strongest and poorest English skillsstrongest among the four aspects and 30% of them evaluate their skills, and speaking and writing are considered as productive skills. Students don‟t have an optimistic attitude towards their productive skills. And it reflects the teaching focus is still put on reading ability.From the questionnaire, we can draw conclusions as follows:First, students should pay more attention to their oral English ability. A majority of them have a poor speaking ability. They must recognize that spoken English is essential for communication.Second, students have a strong ability of reading. So the teaching focus should be put on speaking ability.Above all, teachers are required not only to help students become efficient readers but also to improve their oral English ability. So the first step is to get some ideas about how students study it and find put the problems they meet.2. Deficiencies in the Students‟ Oral English Learning2.1 Problems on the Teachers2.1.1 Teachers‟ Lack of StrategiesWith the growing importance of English as an international language of communication, English teaching, esp. oral English teaching has drawn more and more attention from the society. But for many years in China, most middle school student desire to go to the university. So in many classroom courses most teachers emphasize wholly on the students‟ reading and writing ability, lots of students cannot even achieve correct pronunciation, stress and intonation, let alone express themselves clearly and fluently in English after spending three years in English classroom. “Deaf and mute English” has become the popular phenomenon in China‟s English language teaching. The traditional teacher-centered, examination-oriented, grammar-based, vocabulary- based classroom teaching and learning can be seen everywhere in China. Teachers are very skillful in explaining grammar rules, sentence structures and words in details, while the students are very passive in taking down notes and memorizing what their teachers ask them to recite. Few opportunities have been given to thestudents for meaningful practice. As a result, students are clear with the usage of grammar rules and words isolatingly, but are weak in using then in real communication, which is deviated far away from the goal of learning English.So far, most Chinese students learn English from their teachers in the classroom. That is to say, the teachers and the classroom play a very important role in the process of English teaching-and-learning. So in order to change the present situation of learning English in school, the teachers must apply some effective teaching strategies into their classroom in order to encourage the students to talk.Here are some useful strategies the teachers can use in the classroom:Advice-offering teaching strategy: which means, teachers don‟t criticize students‟ incomplete, awkward or even incorrect answers, but give good advice while they are speaking.Discussion teaching strategy: which means to ask some students to talk a topic in or after class to foster the personality of challenge and adventure and precise thinking.Question-asking teaching strategy: which is inevitable and frequently used by teachers in the process of teaching.Above all, t he major reason why the students‟ oral English ability is poor is because the language teachers lack teaching strategies. If teachers can use at least one or two strategies noted above, the students‟ oral English ability would be improved a lot.2.1.2 Teacher-centered ClassroomWe all know that teacher-centered activities used to dominate most of the class time in the oral English teaching and learning class. During the whole class, the teachers occupied most of the class time who did most of the work for their students: the students followed whatever the teachers read, copied whatever the teachers write, and recited whatever they were required to. This put the students in a very passive condition and they were not given any chance to perform orally what they had learnt from their teachers and the textbook in the class. So the teachers just focused on what they should teach according to the school curriculum without paying attention to the needs of the students. As a result, the students could only remember whatever the teacher said in the class, but couldn‟t use them properly in real conditions.2.1.3 Teachers‟ Roughly Tuned TalkRoughly tuned talk is language, which the teacher exposes to the students, and the students can more or less understand even though it is above their own productive level. The students cannot receive sufficient input since they do not live in English-speaking environment and most of them attend schools where English is taught as a curricular subject. So the teacher is a major source of roughly tuned input. The English teacher should provide a large amount of roughly-tuned information for the students according to the content of teaching in order to enlarge the amount ofinput, e.g. when teaching the text about shopping, the teacher should supplement some more words the students need in their daily life except the words in the text. Such as microwave ovens, VCD machines, digital cameras, tennis shoes, MP3 players, CD players, micro radios, mini-discs, computers, etc. When teaching the lesson about Christmas. E.g. how to decorate the Christmas tree, how to get ready for Christmas, who is Jesus Christ and who is Santa Claus. The supplementary language and cultural knowledge will make the class more interesting and lively. But it is worth pointing out that roughly tuned talk can only be presented at slightly beyond the students‟ current level and cannot lead to the students‟ frustration.2.2 Problems on the Students ThemselvesThe students and the teacher are two very important factors in the organizer. The teaching cannot success without their great efforts and the problems cannot arouse from one side. So the students also have some problems need to be solved. Here I just list two problems:2. 2. 1 Students‟ Lack of MotivationMany factors need to be taken into account, when we consider the qualities of a good learner, such as attitude, motivation, personality, anxiety, empathy and confidence. Among these, motivation is a decisive factor that cannot be neglected in English learning.Motivation is divided into two parts: extrinsic motivation and intrinsic motivation. Extrinsic motivation concerns factors from the external influences, such as, pressure, encouragement, rewards, teachers and parents, the learning atmosphere and punishment, etc, whi le intrinsic motivation refers to one‟s positive attitude, desire for learning, interest.In my opinion, most of the students are lacking in intrinsic motivation to speak their oral English because ever since the reform in China, Chinese students have learned English for a considerably long time, and great achievements can be seen everywhere in consequence. But for a long time, under the pressure of entering university examination, school students only take English as one of the major subjects for entering the university, thus they overlook the real goal for learning a foreign language. In order to become a university student, both teachers and students are busy doing a lot of everyday examinations. They have no time, no energy, no environment and even no motivation and interest to practice their oral English. They depend too much on the teacher. They pay too much attention to the examinations, or to getting teachers‟ and parents‟ praise, to avoiding failures or losing face. Many students don‟t know the other use of learning a language. That is why they just follow the teachers‟ directions without their own goal.According to this view, motivation involves the interest and maintenance of curiosity. Therefore, for these students, the major role of the teacher is to arouse and maintain their curiosity and interest, which can push them to get involved in the classroom interaction.2.2.2 Students‟ Shyness and Negative Self-imageA prominent characteristic of some English learners is shyness and negative self-image. These students seldom initiate a conversation or discussion with the teacher or other students, because they don‟t like to take risks, which is crucial to rapid progress in language learning. According to Goffman, it seems that one of their major concer ns for them is not to lose face in class, either the “positive face”, that is “their need to be appreciated by others”, or, the “negative face”, that is, “their freedom from interference by others”. For them, not being able to continue speaking fluently is a threat to one‟s positive face, but asking for help may be viewed as a threat to one‟s negative face. Shyness deprives students of their opportunities to practice speaking English in class. Furthermore, it leads to increased inhibition. Thus students tend to obtain less input and to make less effective use of the input they do obtain. Shyness and inhibition do have a negative effect on improving oral English ability. For these students, if the teacher is too eager to push them into classroom interaction when they are not ready yet, they will be even shyer and refuse to participate in class activities. What‟s worse, some students will be on guard against the teacher. So the teacher should instill “willingness to communication” into students step by step, help them to realize they can get more if they open their mouths and encourage them to express themselves without being frustrated by the mistakes they make.In some cases, some students are not successful in language learning due to their negative self-image. Once a student forms a certain self-image of himself, he will act upon it just as if it were true. For example, if he conceives himself to be a “failure language learner”, he will lose confidence in himself, and he will find some way to fail, in spite of all his good intentions. And his failure will further strengthen his negative self-image. Thus, he is involved in a various cycle. The students with unsuccessful self-image are passive and difficult to inspire. Therefore, the teacher should shoulder the responsibility of helping build up their self-confidence and form passive self-image. If the teacher could change these students‟ self-image, their attitude toward the language learning would change accordingly. They will become active in classroom, even if they have difficulty expressing their ideas, they won‟t give up and will try again.2.2.3 Students‟ Lack of StrategiesLearning strategies are the specific procedures that learners use with individual learning tasks. When confronted with a classroom-learning task, students can choose several different ways of completing the task. Each of these choices or strategies offers particular advantages or disadvantages, and the use of an appropriate learning strategy can enhance success with the learning task. Therefore, an important aspect of teaching is to promote learners‟ awareness and control of effective learning strategies and discourage the use of ineffective one.Oxford defines learning strategies as “specific actions used by the learners to make learning easier, faster, more enjoyable, more self-directed, and moretransferable to new situations.” She suggests that language-learning strategies have the following features:a. They contribute to the main goal, oral English ability.b. They allow learners to become more self-directed.c. They involve many aspects of the learner, not just the cognitive.d. They support learning both directly and indirectly.e. They are specific actions taken by the learner.f. They are often conscious.She also suggests that there are three major styles of strategies used by learners, which can contribute directly or indirectly to language learning. The first style is memory strategies, which help students to store and retrieve information including creating mental linkages (for example, placing new words into a context), applying images and sound (for example, representing sounds in memory), reviewing well (for example, structured reviewing) and employing action (for example, using physical response or sensation).The second is cognitive strategies. These include practicing (for example, using formulas and patterns), receiving and sending messages (for example, focusing on the main idea of a message), analyzing and reasoning (for example, analyzing expressions) , creating structure for input and output ( for example , taking notes ) .The third is social strategies. These refer to the activities that learners use in an attempt to increase their exposure to the language, such as, asking questions (for example, asking for clarification or verification), cooperating with others (for example, cooperating with proficient users of the new language) and empathizing with others (for example, developing cultural understanding)Study of successful and unsuccessful learners shows that people who succeed in learning have developed a range of strategies form which they are able to select those that are most appropriate for a particular problem, to adapt level of success. Obviously, to improve the students‟ oral En glish ability, at least we should teach the students to use certain strategies in the classroom learning.2.3 Other Negative Factors2.3.1 Large Number of Students in One ClassroomBesides the teachers‟ focus on the entry examination, large number of stud ents in one classroom is another obstacle to hinder the students from practicing oral English well. The ultimate goal of most English language classes would be enable the students can speak fluently in oral English in class, they will communicate effectively outside the classroom. In order to reach this goal, the students need a lot of time and opportunities to practice in the class, and if with a group of 15-20motivated students, you can easily work towards that goal, but today in many language classes, the largenumber of students (often over 60, or even reach 80) in one class makes this goal; to be very difficult or impossible to reach, and the teachers‟ have no power to change the situation.2.3.4 Time LimitationTime limitation is another problem in gai ning and developing the students‟ oral English ability. According to the junior school English course syllabus, the students only have 45 hours English classes, with heavy tasks such as language points, grammar rules, sentence structures, words, and heavier tasks such as homework, test papers, and compositions to finish after class. Time is really insufficient both in and outside the class. So they have no time to practice their oral English.2.3.3 Focus on Some Kinds of ExaminationOral English ability in most schools has been neglected because English is learned in order to pass all kinds of examinations and oral text is not a must in the national exams. So under the pressure and the challenge of entry examination, most language teachers have to focus on the examination. The teachers and students focus too much on reading and writing, and too little on speaking and listening. What‟s more, up to now, there is not a way found to test learners‟ reading ability to use English orally. Thus they have no motivation, no interests, and no time to do that. Thus they overlook, or even give up their trying of developing the students‟ oral English ability.2.3.4 Cultural ProblemsCulture is a mental construct, a conceptual network that evolves within a group to provide a manageable organization of reality. It will involve ideas, beliefs, customs, and skills and so forth, so it is inevitable to language. It is absolutely necessary for the language teacher to introduce cultural knowledge of the target language to students to let them learn more about the tradition and cultural background as well as linguistic features. Only in this way can students‟ oral English ability be really enhanced and can they express their ideas more idiomatically and appropriately. True cultural understanding means an appreciation of basically different attitudes and values, which are reflected in things people do. Therefore, every time the textbook or the teacher mentions a word or describes or refers to something that the Chinese student does not understand culturally or misunderstands because its cultural content differ from his native patterns, there is immediate need to deal with the cultural difference involved. In the process of teaching or learning oral English, understanding cultural contents is much more important.3. Suggestions for Improving and Developing the Students‟ Oral English Ability3.1 Teachers‟ Roles in the Oral English LearningThough it is ultimately up to the learners, whether they participate willingly, reluctantly, or not at all and though whether or not an activity is experienced an activity communicatively by the students depends on the attitudes each individualparticipant adopts as learners, the role of the teacher can‟t be ignored as far as the nature of the oral participation is concerned. Because teachers can provide the necessary conditions, that is, they can arrange for native speakers to visit the class, they can create access to the target language milieu, or they can offer other opportunities for language use. In the most general terms, he is, as in any other classrooms, to provide the best conditions for language learning.The role of the teacher in the most general terms is a means to an end; it is an instrument to see that learning takes place. But actually language teachers have their specific roles to play at different stages of the learning process.a. The presentation stage, the teacher as an informantAt this stage, the teacher‟s main job is to serve as a kind of informant. He knows the language; he selects the new material to be learnt and presents it in such a way as to make its meaning as clear as possible. The students listen and try to understand. They do little talking, perhaps, though they are by no means passive. At this point, then, the teacher holds the stage, as it is. It is, unfortunately, a role that teachers sometimes prolong unduly in their lessons, so that the students do not get enough time to practice the language themselves.b. The practice stage, the teacher as a conductorAt this stage, it is the turn of the students to do most of the talking while the teacher‟s main function is to provide them with the maximum amount of practice, which must at the same time be both meaningful and memorable. The teacher‟s role is now radically different from that at the presentation stage: He does the minimum amount of talking himself. He becomes more like the skilful conductor of an orchestra, drawing the music out of the performers, giving each a chance to participate.c. The production stage, the teacher as a guideIt is a pity that many teachers often ignore this stage. They feel that they have done their job well if they have presented the new material effectively and given their students adequate, though perhaps controlled practice in it. All the same, no real learning can be assumed to have taken place until the students are able to use the language for themselves. At any level of attainment they need to be given regular and frequent opportunities to use the language freely, even if they sometimes make mistakes as a result. It is not that mistakes do not matter, but rather that free expression matters much more, and the greatest mistake the teacher can make is to hold this student back. For it is through these opportunities to use the language as they wish, to try to express their own ideas, that the students become aware that they learn something useful to them, and are encouraged to go on learning—— perhaps the most vital factor of all in keeping learning alive. In providing the students with activities for free expression and in discreetly watching over them as they carry them out, the teacher takes on the role of guide and adviser.3.2 Teachers‟ Responsibilities3.2.1 The Teacher Should Have Good Knowledge of Certain LanguageIn the classroom, students may ask many questions on the language and beyond the language. A teacher must improve his language level constantly so as to meet the demands of the students and the society.The objective of language teaching is not only to let students master the language expressions, but also to let them understand the connotations of each language unit, especially the differences between the two countries so as to improve students‟ cultural awareness and competence in cross-cultural communication. All these requirea language teacher to have more knowledge in the language field.3.2.2 The Teacher Should Provide Proper Condition for Students‟ Learning and Stimulating Students‟ Interest in Learning“Motivation” says Jeremy Harmer, “is some kind of internal drive that encourages somebody to pursue a course of action. If we perceive a goal and that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal ”(Harmer, 1983). Teachers who want to be successful in teac hing should have this quotation in mind when planning lessons to encourage themselves and their students.The first thing is to find out what students‟ interests are and what motivate them to choose English as a second language to study .We can still encourage them to learn English if we offer them attractive goals and if they are aware they are improving their English. The teacher must provide the proper conditions for learning and must stimulate the students‟ interest in learning. It is important that the students know from the very beginning what the teacher wants them to achieve by the end of the course. The teacher and students together must have the same goal and work toward its accomplishment.3.2.3 The Teacher Should Build a Good Relationship with StudentsAll the students prefer good relationship between students and the teacher. Good teacher-student relationship can promote classroom interaction and classroom communication. It can bring into full play the initiative of students. So the teacher should exchange with the students after class, asking for advisable suggestions to the oral English class. Once the students establish agreeable relationship with the teacher, they will show great enthusiasm and give full cooperation in class.3.2.4 The Teacher Should Help Students Establish Their Confidence in ClassBecause oral English is spontaneous and natural, only confident students will respond actively and participate enthusiastically. So the teacher should take every opportunity to give encouragement and praise to students who are making a real effort and not just to those who are most successful, because teacher‟s praise and encouragement will enable the students to be more confident and more active in class3.2.5 The Teacher Should Create a Good Classroom AtmosphereAll the students hope the teacher can create a warm and friendly classroom atmosphere under which learning can better take place. In a light, warm and friendly classroom atmosphere, the students will feel more relaxed, because they feel they are in such a natural environment that participation in the classroom interaction is just like involvement in everyday communication with their classmates or the teacher. And whatever promotes students‟ participation in a relaxed and enthusiastic atmosphere will advance the classroom interaction that is essential to successful language learning, especially for oral English improving. For interaction, there must be a warm, light and friendly atmosphere, which gives a sense of security and encourages active participation. So the students can be expected to speak more in class. Otherwise, students will be troubled by uneasiness, anxiety, inhibition and frustration, so they only contribute very little in the classroom interaction.3.3 Good Students‟ Character istics in the Oral English LearningMany factors need to be taken into account when considering the qualities of good learners. For example, what are their backgrounds and their past learning experiences? Why is one teaching method appropriate for student A but not for student B? Because each student brings a unique personality to the classroom, it is often difficult to assess the factors involved. However, there are still some characteristics they usually have:A willingness to listen: good learners listen to the English that is being used, soaking it up with eagerness and its intelligence.A willingness to experiment: good learners are not afraid to …have a go‟. They are prepared to take risks, to try things out and see how it works, of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.A wiliness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, good teachers frequently incite students to ask if they don‟t understand something or if they meet any difficulties in language learning.A willingness to think about how to learn: good learners bring or invent their own study skills when they come to lesson (and/or when they study on their own). They think about the best ways to improve their communicative ability. For example, they read books on cultural background, they listen to listening materials from different English accents and they try to talk with English-native speaker actively and so on.A willingness to accept correction: good learners are prepared to be corrected if it helps them. They are able to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constrictive criticism than castigating them for being wrong. Giving feedback involves praising students for things they do well, and offering them the ability to do things better where they are less successful.。
如何提高学生英语口语水平论文
浅谈如何提高学生的英语口语水平“听、说、读、写、译”是英语学习中的五要素，位于五要素之二的“说”——口语却是大多数英语学习者学习的薄弱环节。
“哑巴英语”成了过去多数人无法挣脱的现象：初中毕业生无法回答简单的“what’s your name?”、“how old are you?”；大学生在请求帮助的外国友人面前无言以对；通过英语六级考试的大学毕业生到国外留学无法与外国人沟通等等。
这对于一个英语学习者的将来学习是非常不利的，作为一名英语老师应该改变传统的教学方法，促进学生的全面发展。
一、营造语言环境教师们知道一个小孩之所以能学会说话，主要是因为他置身于一个语言环境中，每天他都能听到来自周围许多人所说的话。
而他本人也不断地进行模仿，渐渐地由能发出单音到多个音节以致能表达自己的需求，这就说明了语言环境的重要性。
为了给学生创造语言环境，教师在上课时采用英语来组织教学，用英语来解释英语。
尽可能避免用汉语上英语的现象，不再把所有的文章或对话都翻译成汉语，只有在必要的时候才适当运用母语。
这样一来，学生便可以有更多的机会听说英语，从而为英语口语的提高创造了条件。
二、培养学生讲英语习惯在课堂上，为了让学生练好各种句型，教师要创设语言环境，注意情景对话，不孤立教学单词，努力培养学生讲英语的良好习惯。
（１）进行多种训练。
在对学生句型训练时，每学一个句型，都必须通过重复、模仿、替换、转换、扩展等多种训练，达到熟练程度，为培养学生讲英语的习惯奠定基矗起先应从很容易的句子着手。
如：“sit down，please”、“good morning，miss li”、“how are you?”。
然后进行扮演角色的对话。
教师用清晰的语言介绍给学生们，并告诉这种新结构的意义及语法的形式。
（２）做重复交流活动。
练完句型，如果学生们达到了理解的程度，教师应按照上下文逐渐地创造一些交流活动，如介绍情景活动：“去商店买东西”（go shopping），让一位学生扮演售货员，让另一位扮演顾客，“can i help you?”“how much are……”让两位学生利用日常交际用语去演或实习买卖东西这一活动。
学生怎样提高口语能力论文
学生如何提高口语能力【摘要】学生口语能力的提高一直是英语教师非常重视又非常头痛的事情，如何提高学生的口语能力变得越来越重要，本文就谈谈如何提高学生英语口语能力。
【关键词】学生英语口语能力提高一、目前口语教学中的现状中学生在培养英语口语能力方面存在的主要困难有：（1）缺乏必要语言环境我国学生是在汉语单一语种的环境中学习英语的，除了每周有限的几节英语课外，很少有接触英语的机会。
课内学生来的一点听说训练也难以在课外得到复习巩固。
这样的英语语言环境严重地影响了学生听说能力的发展。
（2）教师口语水平偏低目前不少中学英语教师的口语水平偏低，语音语调不准确，不能流利自如地用英语教学，这对培养学生听说能力是很不利的。
（3）班级学生人数过多培养听说能力必须通过大量的反复练习，每个学生都要有足够的听说实践机会。
而我国绝大多数中学班级容量较大，一般在50-60人左右。
班级人数过多就难以组织有效的口语训练活动，使学生开口实践的机会少，口语的能力自然难以提高。
（4）听英语的机会太少说英语的能力必须建立在大量的听英语的实践基础之上，而我国学生由于教师的口语水平较低，电化教材设备和资料较差等种种的原因，学生听英语的机会少，这直接影响了说的训练。
（5）心理障碍的影响由于英语基本功不够扎实，如语音语调不够正确规范，词汇、句型、语法不够训练，朗读、背诵等基本功不到火候等，学生很容易产生畏难情绪，以致形成心理障碍，怕说错，说不好，遭人讥笑，被批评。
因此学生开口难，连贯叙述更难，越怕越不敢说，越不说就越不会说，导致恶性循环。
长此以往，我们的英语口语教学就陷入了一个“怪圈”，外语教学整体效益不高；经过中学、大学十年英语学习，大部分毕业生仍不具备有效的外语交际能力，不能适应我国经济与社会发展的需要。
二、解决困难和问题的对策针对上述困难和问题，我们在英语口语教学中采取了以下对策：（1）坚持用英语教英语用英语组织课堂教学，用英语教英语有着十分重要的意义，可以说是英语教学成败的关键。
中学英语论文范文推荐(共2篇)
中学英语论文范文推荐（共2篇）篇一：如何提高中学生英语口语能力英语口语能力一直是中学生学习英语的重要部分，但事实上许多中学生在这方面存在较大的困惑。
有的学生虽然在听、写方面表现得不错，但是一到口语，就显得非常尴尬和紧张。
如何提高中学生的英语口语能力，成为一个需要着重研究、反思和探究的问题。
本文将讨论和提出一些可行的策略和方法。
首先，英语口语训练需要注重语言环境和实际应用。
中学生学习英语时，多数情况下是在课程和书本中接触英语。
因此在课外，重点突出实际语言环境帮助中学生习得口语。
例如听英语电影、电视、新闻等，实践英语口语的语言交流、发音、语调等各个方面。
另外，学生需要在日常生活中从英语入手，例如用英语叙述一些日常事物、环境以及感受，增加实践环节，使学生更好的掌握语感并提高口语流畅度。
其次，与英语语言的学习、习得和实际应用相关的学科也应该加强。
比如，让学生了解和学习一些英语国家的文化、历史，同时加强中英文差异的意识，以及英语语言发展历程等等，让学生更加深入的了解和掌握英语。
这不仅能让学生更好地理解英语语言的背景，同时也可以提高学生的语感，加强口语能力。
最后，多样化的口语学习方式可以给中学生带来新的口语学习体验。
这包括创造小组讨论的环境，与同学结伴互相模仿英语口音的训练，练习英语语音乐器的表达能力，以及课堂上加入一些游戏和小故事等方法。
通过多种学习方式，增强学生的兴趣和动机，让学生在轻松、愉快的氛围中提高口语能力。
总之，提高中学生英语口语能力是一个相对复杂的过程，需要依靠多种不同的方法和策略。
这些方法和策略必须与学生的语言环境相结合，并且需要多样化、灵活，充满趣味性、实践性和田野性，以此来保证学生能够在口语训练中取得最佳的效果。
篇二：为什么中学英语文化教育如此重要中学英语课程旨在使学生掌握英语语言基础知识并在交流中应用它们。
然而，中学英语教育不仅仅是语言教育，还包括文化教育，重要性不言自明。
本文将探讨中学英语文化教育的重要性和理由。
如何做好学生英语口语能力训练论文
如何做好学生英语口语能力的训练英语作为一种语言，口语教学非常重要。
所以英语教学的初级阶段应当以听说训练为主。
新课程标准也明确提出，教学应”培养在口头和书面上初步运用英语进行交际的能力”。
下面我就如何提高学生口语能力的训练谈几点自己的看法。
一、端正教学指导思想义务教育中的英语教育并非单纯着眼于为考学做预备，而是着眼于未来公民初步的英语实用能力，包括基本的口头表达能力。
英语教学的一个重要任务是让学生开口说。
课堂是学生学习英语的主环境，在一些农村及偏远地区，课堂则是学生学习英语的唯一语言环境。
教师应以满腔的热情，采用新颖多样的教学手段，创设生动活泼的教学情境，营造轻松愉快的课堂气氛，让学生敢于开口，乐于开口。
这是我们培养农村学生英语口语能力的重要方法，也可以说是唯一有效的方法。
二、采取有针对性的教学手段⒈消除畏难情绪。
孔子说过：”知之者不如好知者，好知者不如乐知者。
”学生一旦对英语学习产生了兴趣，就会自觉克服学习困难，主动地参与英语活动，并从中获得乐趣。
但在一部分农村及偏远地区，经过小学阶段四年英语的学习，有一部分学生对英语产生了一定的畏难情绪。
这种情况给教学造成了一定困难。
但是，学生们对初中生活特有的向往，又让这些学习”暂困生”对新阶段的学习充满了期待、充满了渴望。
教师应把握好学生这种美好的情感，课前做好充分准备，课上利用朗读、游戏、对话等形式组织好课堂教学，消除学生的畏难情绪，为听、说训练创设特定的气氛。
平时注重把轻松愉快的气氛引入英语课堂教学，促使学生在有张有弛的环境中学习，这样学生在听、说训练时就有了一种轻松舒适的感觉，消除了学习的乏味感。
同时再辅之以图片、图表、实物等，以此来增强听、说训练的趣味性。
，这样学生才敢于开口、乐于开口，听说能力才有可能得到锻炼和提高。
⒉注意朗读技巧的训练。
培养语句重音、节奏、音变、连读以及语调均属于朗读技巧的范畴。
教师在课堂上应注意有意识地按课本要求去传授这方面的知识，加强训练学生这方面的技巧。
小学三年级英语教学论文范文(三篇)
小学三年级英语教学论文范文(三篇)范文一：增强学生英语口语能力的方法英语口语是小学三年级英语教学中非常重要的一部分。
在这篇论文中，我们将介绍一些增强学生英语口语能力的方法。
首先，教师可以通过带领学生进行角色扮演活动来提高他们的英语口语能力。
通过模拟真实生活中的情景，学生可以更好地理解和运用英语表达。
教师可以设计一些具有挑战性的场景，让学生按照所扮演的角色进行对话练。
这样的活动不仅可以增强学生的口语表达能力，还能激发他们的想象力和创造力。
其次，教师可以组织一些小组讨论活动，让学生通过交流和合作来提高英语口语能力。
教师可以选择一些与学生生活经验相关的话题，让学生在小组内进行自由讨论。
在这个过程中，学生可以互相倾听和回应，锻炼他们听懂并表达自己观点的能力。
教师可以适时给予指导和反馈，帮助学生改进口语表达技巧。
最后，教师可以利用多媒体资源来辅助英语口语教学。
通过播放英语口语教学视频或录音，学生可以模仿和跟读，提高自己的发音和语调。
教师可以选择一些生动有趣的视频和录音，激发学生研究英语口语的兴趣，并且创造愉快的研究氛围。
通过以上方法，我们可以有效地增强小学三年级学生的英语口语能力。
教师可以根据学生的实际情况和需求，选择适合的方法进行教学，提高学生的英语口语水平。
范文二：提高小学三年级学生英语阅读能力的策略英语阅读是培养小学三年级学生语言能力的重要环节。
本文将介绍一些提高学生英语阅读能力的策略。
首先，教师应该帮助学生掌握基础的词汇和语法知识。
学生在阅读过程中常常会遇到生词和句子结构不熟悉的问题。
因此，教师可以通过课堂教学和练活动来帮助学生巩固这些基础知识。
可以利用图片、例句等方式进行教学，让学生理解词汇和语法的用法，提高他们的阅读能力。
其次，教师可以选择合适难度的阅读材料给学生进行阅读练。
材料的选择要符合学生的程度和兴趣。
可以选择一些有趣且内容丰富的故事、童话或科普文章，让学生通过阅读充实自己的知识，并培养阅读的兴趣。
提高学生英语口语能力技巧
提高学生英语口语能力的技巧摘要:英语是一种语言,学英语的目的之一就是进行交际。
所以培养学生说的能力已成为我们的教学目标之一。
我们应该有意识的去培养学生的口语表达能力。
这样,不仅为听读写打基础,也为今后的学习奠定扎实的基础。
为此我们有必要对此问题进行探讨,更深入的研究。
关键词:英语口语能力表达能力学习兴趣最近几年,英语得到了社会各界的关注,我们更应该认识到英语的重要性。
所以提高学生的英语表达能力已迫在眉睫。
让每一个学生开口说话,成了英语教学的首要任务。
我在平时的教学中是这样做的:一、创设情景在英语教学中,我注意到学生在口语活动中不想说,非常怕出错,难以开口。
我也理解他们,想说一口流利的英语,就是怕人笑话。
为了激发学生的学习兴趣,创设英语口语表达能力的氛围,我利用各种方式营造英语口语表达的氛围,创设有利于学生说的情境,激发学生说的欲望,让学生在情境中感知语言、交流语言。
如我在教学is this your pencil?时,我先与一名学生进行一段示范性情景对话表演。
我先拿我的一支钢笔问一名优生,is this your pen?他对答如流。
通过我们的表演,大家都听懂了这句话的意思。
然后,我又拿了一支铅笔,去问一名差生,他也小声的回答了问题。
锻炼了胆量。
然后我把学生分组进行练习,就个人喜欢的物品进行对话,并编出一段情境对话,最后在小组内进行表演,学生积极参与活动,自由交流,在无拘无束、畅所欲言的氛围中锻炼了口头表达能力。
取得较好效果。
二、在英语教学中,运用英语进行教学我在英语课堂教学中,开始的时候,我使用很多母语,慢慢的我发现学生说的英语不中听。
我就去听其他老师的课,这才恍然大悟,原来学生是受我影响。
我逐渐明白,教师应尽量用英语组织教学,把握好课堂的四十五分钟,多用英语表达,对学生进行英语语言的熏陶。
这样就会营造英语口语表达能力的氛围。
另外师生关系要处理恰当。
如果在教学中,教师对学生的口语表达严格追究错误,就会严重伤害学生的自尊心,造成他不敢开口说英语了。
怎样提高学生口语教学论文
浅谈如何提高学生口语教学【摘要】语言是交通工具，主要用来建立和维持人与人之间的关系。
人们用语言进行交际，无非是用口语和书面语两种形式，而两者相比，无论是从语言的发展或学习语言的自然规律来看，应该是口语居先。
口语是一种利用语言表达思想，进行口语交际的能力。
学生通过读和听获取知识，信息和语言，经过思维，在原有知识及语言的基础上对所获得的内容和语言加工和重组，赋予新的内容，然后输出，从而完成交际过程。
因此，口语表达能力的培养，是英语教学中一种不可或缺的方面。
【关键词】语言交际口语任何人学习一种语言，如果只有读写能力，而听不懂，说不出，那么运用语言进行交流就要受到很大限制，哪怕学的再好，也不能摆脱“聋哑”的缺陷。
这道理虽然简单，却往往未得到足够的重视，即使重视了，也只是满足于使所学的书面表达上面，结果口语表达及生硬又不得体，有时甚至会引起误解。
总之，不合乎所学语言的口语表达习惯，很难达到预期的交际目的。
中国学生常常感到掌握英语口语很难。
因为学生只有数量有限的口语问答以及对短文、对话的记忆背诵，又没有足够的时间和空间进行口语操作，缺乏锻炼口语的真实语言环境，因此导致学生对口语有惧怕感，突破不了口语关。
本文我将从主，客观两个方面对英语口语教学中存在的主要问题进行分析。
一．客观原因1，学生缺乏操练英语口语的机会。
学生操练口语的主战场在英语课和外教课上。
然而中外教师在英语课上的主要侧重点还是放在阅读写作语法和听力上。
因为掌握这些技能可以帮助学生顺利通过各种考试和高考。
2，学生缺乏操练英语口语的时间和空间。
大班化的英语教学严重制约了学生操练口语的机会，教师不可能为每个学生提供提供足够的时间空间，学生也没有足够的机会进行师生之间，生生之间的交流和对话。
久而久之，学生练习口语的情绪和兴趣就会受到打击。
学生的角色也就随之会转变成“旁观者”。
因此大班化的英语教学不利于学生大胆开口说英语。
二．主观原因1，师生对英语口语的重视程度不够。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
提高学生英语口语能力技巧探究
英语作为一门有声语言，成为中国中学生的第一外语。
在实践中，很多学生感到熟练掌握英语口语有困难。
因此，如何改善英语口语教学、如何鼓励学生大胆开口讲英语、如何培养学生在人际交往中正确使用英语、如何提高学生用英语分析问题和解决问题的能力，成为广大英语教师值得研究的课题。
作者经过多年的教学实践，对如何提高学生英语口语能力，从以下几方面进行了探索：
一、采用多种有效方法，培养学生口语表达能力
中学教材中，课文提供的素材与生活实际联系密切，如购物（shopping）、旅行（travel）、体育（sports）、爱好（hobby）等。
教师可利用这些素材让学生展开想象，大胆发表自己的看法和见解。
课堂上还可采用小组讨论、演讲比赛、专题采访或辩论等活动，增加语言交流机会，切实提高学生口语表达能力。
教师可采用下列方法进行操练：
1. 课前演讲。
每堂课的前几分钟，可以让学生进行freetalk活动。
每天由一位学生给大家做自我介绍，包括个人的兴趣经历、性格特点或对某个问题的看法。
也可以讲故事、讲笑话、唱英文歌曲、读英文的名言警句。
在完成这些任务之前，学生要进行充分准备，胸有成竹之后才可登台展示，并鼓励学生自己拟稿、大胆创新，增进了学习兴趣，强化了学习氛围，有助于广大学生听说能力的提升。
2. 角色扮演。
教师可让学生分角色表演课本上的对话，并可根据课本上的对话改编新的对话。
针对多角色的文章，可指导学生分
角色进行朗读练习。
学生可扮演成售货员、顾客、医生、服务员、警察等，在特定的情境中进行口语模拟训练。
如，在讲授shopping 这一节时，可以把讲台模拟成商店的柜台，上面摆满各种学习用品，一个学生扮演售货员，多个学生扮演顾客，在真实的情景中操练以下句型：what do you want？ can i help you？ here you are. you’re welcome. 然后替换角色，反复操练。
在这样真实的氛围中运用语言，学生积极性很高，对英语不再陌生，知识掌握得既轻松又牢固。
3. 课文复述。
在开展这一活动之前，学生要进行充分准备，可列出提纲，尽量用自己的语言口头改编，口头表达出课文内容。
教师最好先口头作一个示范，让学生模仿。
模仿在语言学习的初级阶段是不可缺少的步骤。
也可通过教师提问、学生回答的方式进行复述。
复述课文的好处在于学生有话可说，不但牢固掌握了课本内容，同时也训练了灵活应用的能力。
4. 口头模仿。
口语练习的最大捷径是模仿。
首先要把握好英语的语音语调。
可通过磁带模仿，跟读单词和句子、短文，要做到每一句都能熟练地脱口而出。
还可利用多媒体和网络加以练习，这样更加形象直观，印象深刻，更加有利于英语口语水平的提高。
在网络上我们可以和欧美人士进行面对面交谈。
二、为学生营造英语口语训练环境
课堂内外努力营造一种氛围，让学生身临其境，置身于真实的英语天地里，让他们乐意开口，大胆发表意见，这是培养学生说英语
的首要条件。
为学生创设一种最佳的学习状态来营造轻松说英语的环境，消除他们讲英语的恐惧感和紧张感，唤起他们说英语的欲望，更是每位英语教师义不容辞的责任。
1. 利用多种形式，营造英语口语环境。
如，可利用班会、听力课，让学生学唱英文歌曲，欣赏英文诗歌，观看英文电影；给学生以语言的熏陶以及艺术的享受，同时提升语言技能。
2. 在班上或学校组织英语角活动，让全体学生参与进来，大胆练习口语，谈论他们感兴趣的话题。
还可以利用节目组织聚会、采访、英语晚会、英语演讲竞赛等活动，给学生提供讲英语的平台。
学生开口越多，语感就越好，就能更好地把握语速、语言连贯性和流畅性，语言能力也就越强。
同时各种活动和比赛，有助于学生积累语言材料，培养乐观自信的性格，推进口语能力的发展。
只有把学生的热情激发起来，那么学校规定的功课便会被当作礼物来接受了。
三、培养学生英语思维习惯
在英语课上，教师应尽量使用英语，适当使用母语，要让学生弄清楚英语和汉语思维习惯的差异。
适时介绍中西文化背景差异，使学生较早地熟悉口语交际常规，掌握如何根据不同的语境用得体的语言来进行交际对话，克服因文化背景差异而导致的表达障碍。
例如，跟西方人交谈时，不要随意询问对方婚姻状况、个人收入、女性年龄等隐私问题，否则将会被认为是对对方的不尊重。
语言学习离不开文化背景，因此教师在口语教学中要加强文化差
异教学，努力培养跨文化交际人才。
四、注意运用纠错策略
语言错误是语言学习过程的窗口，学生不出差错是不可能的，学习过程中出现错误更是不可能避免的。
教师对他们的错误既不能有错必改，也不能听之任之，而应恰当地纠正错误。
如果教师对学生的错误有错必改，势必会打断学生的思路，打击他们讲英语的积极性，影响表达的流畅性。
教师不能简单地认为纠错是给学生提供正确的语言形式，纠错需要智慧和技巧。
在教学过程中，教师可培养学生自我纠错，可教会学生自我发现和改正错误的方法。
如，可进行自我修改、同伴合作修改和组内修改等。
教师也可将学生言语中的错误纪录下来，在课后进行纠正。
另外，对于学生的错误，教师要采取宽容、耐心的态度，应以“不让学生产生畏难情绪，不挫伤其积极性”为原则，努力采取鼓励、肯定的态度纠正错误，消除学生的心理焦虑，让学生在不断成功中获得愉快体验，增强表达的自信心和愿望，努力营造友好、轻松、充满爱心的课堂氛围。
总之，英语作为“教育面向世界”的重要学科，在新形势下的作用更加突出，英语口语教学越来越受重视。
因此，广大英语教师应努力探索和研究口语教学，动用多种有效方法鼓励和引导学生开口讲英语，并在实践中不断改革创新，抓住英语学习的“黄金时期”，使中学英语教学走上良性和可持续发展的道路。