引领Oral English Teaching

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初中英语口语教学的现状及改进途径

初中英语口语教学的现状及改进途径1. 引言1.1 当前初中英语口语教学存在的问题Currently, there are several issues with oral English teaching in middle schools. Firstly, there is a lack of sufficient practical opportunities for students to practice speaking English. Many students only have the chance to speak English in the classroom, and this may not be enough for them to truly improve their oral skills. Secondly, there is a lack of effective teaching methods for oral English. Teachers may focus more on grammar and vocabulary, neglecting the importance of speaking practice.1.2 重视初中英语口语教学的重要性It is widely recognized that English is the most important international language in today's globalized world. As such, the ability to communicate effectively in English is crucial for students to succeed academically and professionally. In particular, the importance of developing oral communication skills in English cannot be overstated.2. 正文2.1 缺乏足够的实践机会One of the major problems in current junior high school English oral teaching is the lack of sufficient practice opportunities. Many students may only have limited chances to speak English in the classroom, and as a result, they may feel uncomfortable or nervous when it comes to oral communication.2.2 缺乏有效的教学方法缺乏有效的教学方法是当前初中英语口语教学存在的一个重要问题。

基于英语学习活动观的初中英语口语教学实证研究

基于英语学习活动观的初中英语口语教学实证研究摘要：本文基于合作学习(pair-work)和交互式口语练习活动(interactive spoken activities)教学实践考察了英语口语学习活动观对初一学生的口语表达能力和书面测试成绩的影响。

90名初一的学生参加实验,相关的测试数据表明,以英语学习活动观为指导的英语口语教学对学生的口语表达能力有明显的促进作用;以英语学习活动观为指导的英语口语教学能较明显地提升书面测试成绩关键词：英语学习活动观; 初中英语; 口语教学; 合作学习Abstract: based on cooperative and interactive spoken act ivities,this paper exploresthe influence of the concept of oral English learning a ctivities on the oral expression ability and written tests. 9 0 junior high school students take part in the experiment.Data shows that oral English teaching guided by the viewof learning activities canobviously promote students' oral expression ability as wellas their scores of the written tests significantly.Key Words: the View of English Learning Activity middle schooloral English teaching cooperative learning in circles1.引言英语学习活动观是指学生在主题意义引领下,通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动。

How to improve students’ oral English ability怎样提高学生的口语能力

How to improve students’ oral English ability摘要：随着改革开放深入，英语教学越来越引起人们的重视，尤其北京成功深奥。

人们都热中于英语学习。

所以英语教改进入一个转折点，面临着美好的未来。

现在，在九年制义务教育中，标准英语课程以取代以前的教学模式。

根据英语语言教育分成九个等级，新课标采用了国际体制，改变了旧的方法。

新的教学方式通过引起学生的兴趣，鼓励他们参与去培养学生日常生活中运用英语的能力。

新的方法重在听力和口语，因此现在口语在中学英语教学中越来越重要。

本文主要讨论如何提高学生的口语能力，从下面三个大的方面阐述：1. 说的重要性。

2. 口语交流过程中的一些障碍。

3. 提高口语能力的基本方法。

本文从初中英语教师的观点，并且从理论和实际结合中得出结论。

关键词：口语；交流；能力；中学；英语教学AbstractWith the opening-up of China, English teaching has been getting more and more attention, especially since Beijing won the bid to hold the 2008 Olympic Games. People are enthusiastic about learning English .As a result, English teaching and reform are coming to a turning point, which predicts a bright future in English education in China.Now, a 9-year voluntary education program is put forward in China. A Standard English course is being used to replace the former teaching outline. The new standard adopts the international system according to which English language education is divided into 9 levels. This has changed the old style of teaching, which attaches importance to grammar andvocabulary. Adopting the new standard helps to develop the st udents’ ability to use English in their daily life, by focusing on arousing their interest, and encouraging their participation. The new method will place less stress on “reading and writing”, in favor of “listening” and “speaking”. So now, speaking is get ting more and more important in middle school English teaching.This paper discuss how to improve students’ speaking ability and expound the theme through three aspects as follows:⒈The importance of speaking.⒉Some barriers in the process of speaking communication.⒊Essential methods for improving students’ speaking ability.The issue will be discussed from the perspective of a teacher of English in junior middle school and a possible conclusion will be reached with the help of some theoretical and practical support.Key words: speaking、communication、ability、middle school、English teaching.一、IntroductionEnglish is a popular language --especially in the new century. As is known to us all, it is the most widely used language in the developing world and it’s getting more and more important nowadays. Recent estimates suggest that more than 400 million people speak it as their first language, with mor e than 1800 million people speaking it as second language. It is an official language in a large num ber of countries and is widely used in air traffic control and academic gatherings. ①Nowadays, with the opening-up of China, English teaching has been getting more and more attention,especially since Beijing won the bid to hold the 2008 Olympic Games. People are enthusiastic abou t learning English. Most of our students begin to learn English from Grade 3 in primary schools. Ho wever, classroom teaching has long been the only way to learn English in China, and the method ha s usually involved cramming grammar-translation knowledge into learning a language. But this approa ch of teaching and learning English is evidentially passive, because it goes against the principle of E nglish teaching, which requires that listening and speaking take the lead in English teaching, and on the basis of these two skills, reading and writing will be cultivated. So speaking as one of the four language skills has played a very important role in English teaching in middle schools. What’s more, with the reformation of new process of teaching, it requires that the students will have the expressi ng ability to receive and pass information in English in real occasions. But many students often can speak well in class or in relaxed occasions, and when they are put in a real condition, they can’t. Why does it appear? Well, it is affected by many elements One of the elements is their English spe aking ability.. So it demands the English teachers in junior schools to develop the student's speaking ability. So also it is necessary for the teachers to help the students develop the ability of speaking.二、The importance of speaking（一）The importance of speaking existing in the language of human beings“Language is vocal ,this means that speech is the primary medium of language. While writing is sec ondary. Firstly, for any language speech existed long before the writing system came into being. Eve n today languages which have lonely a spoken form outnumber language which have a well-developed writing system. Secondly, normal children always learn to speak first. They begin to read and write only when they have reached the school age. Thirdly, speech is more important than writing for p eople’s daily life. A person who can't read and write is only an ‘illiterate’. However, a person who can't speak is normally re garded as‘disabled’.②So speech is very important in the development of human beings.（二）The position of speaking in the four language skillsOf the four language skills (listening, speaking, reading, &writing), listening takes the first step. However, communication is a two-way activity. When you can understand what is said to you, because o f some reasons, you can't speak out what you mean, then the communication can’t be continued. So this communication will become a fall. During the learning of a language, listening and reading are a process of understanding and absorption, speaking and writing are a process of expression and us e. Understanding and absorption are foundation while expression and use are improvement. That is, t he former is a process of input; the latter is a process of output. Without the latter, the development of the language practical ability to understand and absorption will be meaningless. It is impossible t o master the English and to form the ability to use English comprehensively only relying on the inp ut of language. The expression of spoken and written should also be used to check and improve the language absorption and the thinking ability. While the language input is increased, the favorable pr actical activities of output will also be done constantly on the basis of understanding. And the final aim of language teaching is to develop the students’ ability to communicate in the form of spoken a nd written. Thereby, the listening ability must rely on the speaking in a way. Moreover, it is proved that if the speaking is trained best, it will be helpful for students’ confidence to learn English. (三)The importance of speaking existing in the teaching syllabusThe aims of teaching syllabus stipulates that “ English teaching in middle scho ols are mainly to trai n students to have a definite foundation of listening and speaking so as to attain the aim to commu nicate comprehensively with others in English.”③It requires the teachers of English to organize their 45-minute class in English to create a living and lively English environment of English learning. Th us the students’ listening and三、Some barriers in the process speaking communication.（一）Phonetic barrier“The articulator apparatus of a human being are contained in three important areas o r cavities: the p haryngeal cavity-the throat, the oral cavity-the mouth, and the nasal cavity-the nose. The air stream c oming from the lungs may be modified in these cavities in a variety of ways. It may also be modif ied in the larynx before it reaches any of the cavities.”③Because of the point ,the learners should b e required to know every part of pronunciation of human’s body and can pronounce the pure Englis h .However, for most students in the process of their learning, they are greatly influenced by their teachers, especially teachers’ phonetics. But at present in many areas, especially in the rural areas, sc hools are short of specialized English teachers. Some other teachers who are not familiar with the so und linking, plosive, stress, etc. are asked to teach English. Maybe they are competent in teaching E nglish grammar and language points, but it is surely difficult for them to speak fluent and pure Engl ish. And also some schools can’t afford modern machines, so the students can't imitate the pure Eng li sh, So their speaking ability can’t be trained favorably, when they communicate with others, they o ften find their pronunciations are different from others ’. So they can't understand what is said to th em. Therefore, their listening ability will be influenced and the confidence of communication also be influenced.（二）Grammar barrierAlthough we emphasize again and again that the aim of our language teaching is to communicate, w e still should have some knowledge of English grammar. In English, there is a change of tense. And the order, which the action happens, can be presented by the change of verbs, which many students often ignore these points when they communicate with others. As a result, some unnecessary mistak es will happen. For example, a student wan ts to express this meaning “I have been to Beijing.” Not knowing the difference between “have been to ”and “have gone to”, so he says, “I have gone to B eijing.” If he knows their difference, he will not make this mistake.（三）Mental barrierAn American psychologist has had an experiment among three thousand people like this: what do yo u worry about most? There are all kinds of answers, such as death, dump, loss of relatives, diseases, etc. But to our surprised, about forty percent of people think that what people worry about and frig hten most is to speak before people. From this experiment, we know that some uncomfortable feelin g will happen in mother tongue to communicate. And the uncomfortable feeling will be more serious in the second language. Most students will have some mental barrier or psychological barrier during the speaking training or the speaking communication, and we often find that the students will ampli fy well in warm-up in class. However, in real occasion, they will only have a look at the other people without any word even if they meet the same situation as that in class. Maybe they also want t o speak to other freely. Just because of lack of the confidence, they can’t speak well, and they wou ld rather watch other’s communication. In their opi nions, they should speak English purely and fluent ly and there are no grammatical mistakes even to wonderful stage when people communicate. Then t he communication will be continued pridely, or others maybe laugh at them. In English class, this as pect is often appeared. Some students worry about their pronunciation and intonation, so they will on ly say “I’m sorry” as the answers to the teachers’ questions. All these will influence the improveme nt of speaking ability. Their speaking ability increasingly becomes worse under the lack of training s o long time.Of course, the above mentioned is not the only factors to obstruct the improvement of speaking abili ty. And there are some other factors to influence the speaking ability.四、Essential methods for improving students’ speaking ability.（一）Create a good language surrounding to arouse the students’ enthusiasm for English learning.1、A“real”environment of English learning is of great help.The traditional grammar-translation teaching method played a definite role in middle school teaching over the past decades, but this method of learning English through Chinese translation in class has n ot entirely catered for the new situation of learning a foreign language. We should bring the students to a full realization of the fact that learning English always through Chinese translation certainly do es not help them improve their skills of using English. But we haven’t a good language surrounding to speak English all the time, which has always big problem for our Chinese English learners. And we know that teaching in class is the basic form of English teaching. Firstly, the English in his cla ss should be on the basis of the students’ understanding easily. Don’t let the students have the room to express in Chinese. And the teachers should help them learn to think in English and encourage t hem to answer the questions in English. To the beginners of learning English, they often don’t dare to answer the teachers’ questions in English because of some reasons. So the teachers shou ld encour age them with patience and let them give up the shy minds. And the teachers should conduct their lessons in English as much as possible, so as to force the students to get used to listening speaking and thinking in English. Before a new lesson, teachers can create some situations for the students to respond to them and then to paraphrase a few sentences or to retell a story etc. On the other hand, for their answers, the teachers should give them proper estimate and let them have a successful feel ing of getting knowledge. Then they will be glad to speak it more and more. Thus the students feel in a real environment of English like those native learners. Actually in such a lively atmosphere, th e students have been motivated to convey their ideas in English. Of course, it is quite clear that the students ’ ability of speaking must be well and effectively trained. In my classroom, there are man y piece of paper with “English corners” on the wall. Before class, I often let them see some English film in order to feel western conditions and customs and attract their interest for English learning.2、Some measures for arousing students’ interesta、Three-minutes speech before class .At the beginning of a class, students are often asked to come to the blackboard to give the others a duty report.b、Give more chances to the students to do pairs work ,making up their own dialogue.c、Make full use of audio-visual aids to create situations .d、Carry out some activities, such as: Speaking/reading competition, Chinese forbidden, English corne r, etc.e、Play games .E.g. Pass the message, make more sentences as quickly as possible.f、Modify Li Yang’s crazily speaking English .（二）Help the students lay a solid base of English phonetics.If there is something wrong with a student 's pronunciation, then, obviously, he can't understand wha t's on in the communication. And increasingly it will influence the student's confidence of communic ation. So teacher of English should help students lay a solid base of English phonetics, which includ es accurate pronunciation, good intonation, sound linking, plosive and strong and weak forms .It is p roved that students with good pronunciation and intonation have obvious advantages in speaking just as a writer's opinions can be obtained by readi ng between the lines, a speaker ’s intention can be re vealed from the intonation and tunes he uses. For example, the students of one of my classes aren’toften vigorous when I ask them to read after me, they often read slowly. Then I read loudly, and then the students read louder, too. What’s more, it is also proved that good pronunciation and tunes not only help himself develop the confidence of English learning, but also help others surrounding hi m try to improve their speaking ability. As the youth have a strong presented expect and most of th em hope that they can have fluent and pure English then become the focus and the admiring people to the public, which make them have a better confidence in their life.（三）Give more chances to the students to develop their speaking ability as well as the other thr ee skills (listening, reading and writing)In class, the students should be given more time to speak and they can't be regarded just as audienc es, which will not have a good teaching effect and the student's speaking ability also can't be traine d .The teachers should let the students take part in the class. In JFFC textbooks, there are many int eresting dialogues and stories. So the teachers should let the students act the dialogue out or make a nother dialogue with their own words as possible as they can. And there’re many riddles and chants in the textbooks. So the teachers can take the formation of competition to let the students imitate a nd follow the tape and see who is the winner. Next, the teachers can also arrange for the students t o retell the stories, which they are more interested in. And the students also estimate their favorite b all players.五、Conclusion.It is quite clear that speaking is very important to both the teachers of English in middle schools an d their students. As a teacher of English, we should flexibly carry out the five-step teaching approac h to improve the quality of 45-minute class, get a way to explore new and effective teaching metho ds and to take an active part in English teaching innovation. At the same time, as students of Englis h, 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. Reme mber, Rome was not built in a day. With the help of the teachers, as long as students command agood knowledge of English grammar, and do more oral and listening practice, the speaking ability of students is surely to be greatly improved.Notes:①Kean Qiu:“The English language,”The World of English,Sep,1996,P28②Language And Culture,P4③Teaching syllabus for Middle School,P2④Teaching syllabus for Middle Schoo,P9⑤Modern Linguistics,P17⑥Yuan Boping,Foreign language Teaching And Research,July,2003,P261Bibliography:[1]、人民共和国教育部主管,华东师范大学主办《中小学英语教学与研究》，《中小学英语教学与研究》编辑部出版，3(2004)[2]、教育部基础教育司英语课程标准研制组《英语课程标准解读》. 北京: 师范大学出版社，200 2[3]、实用中学课堂教学方法大系编委会《中学英语课堂教学方法》. 内蒙古：内蒙古大学出版社，1999[4]、胡文仲.《外语教学与文化》. 湖南：湖南教育出版社，2000[5]、何兆熊、梅德明.《现代语言学》. 北京:.外语教学与研究出版社,1998[6]、钟启泉、吕良环.《外语课程与教学论》. 浙江：浙江教育出版社，2002[7]、邵瑞珍.《教育心理学》. 上海：上海教育出版社，1983[8]、张正东.《外语教育学》. 重庆：重庆出版社，1987[9]、胡文仲.《文化与交际》.北京: 外语教学与研究出版社，1997[10]、Krashen S.D.Principle and Practice in second language Acquisition, Oxford. Pergamon Pres s, 1982[11] 、唐光铜. 《外语教学心理学》.黑龙江: .黑龙江教育出版社,1988[12]、刘槊. 《启发式教学研究与实践》.北京: 北京师范学院出版社, 1991[13] 、张兼中.《外语教育学》.浙江: 浙江教育出版社, 1996。

浅谈教师口语对于师范生的重要性

浅谈教师口语对于师范生的重要性摘要：苏霍姆林斯曾经说过:“教师的语言修养在较大程度上决定着学生在课堂上的脑力劳动的效率。

”教师口语能力的强弱，直接影响教育工作的成败。

深刻而富有感染力的口语交流，能启迪学生的心灵，激励他们上进。

因此教师口语能力在提高教育教学质量、开发学生潜能、为学生提供良好示范及融洽师生关系等方面具有重要意义和作用。

关键字：教师口语; 教学意义; 课堂效果Abstract: Sukhomlinsky once said: “the teacher language trainin g in great degree was deciding student’s in classroom mental labor efficiency.” Teacher spoken language ability strong and the weak, directly influence the success or failure of the education work. Deep and rich appeal of oral communication, can inspire the students’ mind, and stimulate them to advance. So the teacher education in improving oral English teaching quality, developing their abilities, to provide students with good example and harmonious relationship between teachers and students has important significance and role.Key word: teacher language; Teaching meaning; Class effect（一）古人云：“师者，传道授业解惑也。

Reflection and summary on high school English oral

目录
• The problems in oral teaching • Improvement measures and suggestions • Summary and Outlook
01
introduction
Reflection purpose and background
Purpose of reflection
要点二
Collaborative learning
Group work and pair work have encouraged collaborative learning and peer support, allowing students to learn from each other and improve their oral skills through interaction.
Multimedia resources
The use of multimedia resources such as audio recordings, videos, and online platforms provides students with access to authentic language materials and allows them to practice speaking in a variety of contexts.
02 03
Teaching approach
Teachers generally use a combination of lectures, textbooks, audio materials, and conversational practice to teach oral English.

高中英语教学存在问题对策论文

高中英语教学存在的问题与对策摘要：高中英语教学存在的问题主要有：教学方法的填鸭式、应试式、母语式。

因此，应采取相应措施解决这些问题。

主要措施有：精简多练，导练结合；强化用英语口语讲授，但不排除母语；采取灵活多样的教学方法，培养学生的学习兴趣。

关键词：高中英语；教学；问题；对策abstract: the high school english teaching, there are several main problems in teaching methods, cramming examination type, language type. therefore, we should take corresponding measures to solve these problems. main measures are: downsizing practice more, guide practice union; strengthen oral english teaching, but not eliminate language; adopt various teaching methods, training students’interest in study.keywords: high school english; teaching; problem; countermeasures中图分类号：g420文献标识码：a 文章编号：2095-2104（2012）高中英语课堂教学的改革已经取得了非常可喜的成绩，也收到了较好的效果。

然而，距离真正理想的课堂学习状态，应该说还存在着相当大的差距，课堂教学中还存在着比较严重的问题。

不重视、不着手解决这些问题，高中英语课堂教学的效益就不可能真正提高。

一．高中英语教学存在的主要问题1．教学方法填鸭式。

很多教师上课时滔滔不绝地讲，学生不停地记笔记。

HOW TO IMPROVE THE STUDENTS’ ORALABILITY如何提高学生的口语能力

如何提高学生的口语能力HOW TO IMPROVE THE STUDENTS’ORAL ABILITY摘要在现代教学中，英语口语教学变得越来越重要，社会的发展也需要具有良好的专业知识和出色的英语能力的综合性英语人才。

但目前，我国中学生的总体口语水平并不乐观，急需提高。

为了解决这个问题，我对所教班级的100名学生的口语状况进行问卷调查并且学习了一些有关英语口语教学书籍。

在此基础之上，这篇论文首先将分析当今学生英语口语水平不高的原因：如归英语口语的忠实程度不够、学生的心里障碍、学生的基本功较差、教师的传统单一教法一级英语语言环境的缺乏等。

另外，本篇论文还将探讨一下教师在培养学生的兴趣、加强学生英语口语基本功、创设英语语言环境、组织丰富多彩的教学活动、听说训练结合等方面可以采取的一些方法和策略，以便更有效的提高学生的英语口语水平。

关键字：兴趣心理障碍基本功语言环境实践活动AbstractIn modern education, oral English teaching is becoming more and more important. The people with solid professional knowledge and excellent English ability are badly needed for the development of our country. But at present, the students’oral English standard is unsatisfactory. In order to solve this problem, I surveyed 100students’condition about their oral English in our school (No. 18 Middle School in the city of Qinhuangdao), and studied some books about oral English teaching. According to these, this essay will firstly analyze the causes of the students’difficulty in speaking English, for example: not enough attention has been paid to oral English the students’psychological barriers: the poor basic skills of the students’ oral English the traditional teaching methods of oral English and short of opportunities to practice oral English in China. In order to improve the student’ oral ability more effectively, I suggest that teachers can adopt some tactics such as improving interest: strengthening the basic skills of oral English: creating rich and varied linguistic circumstances and organizing varied kinds of practical activities combining speaking with listening.Key Words:Interest psychological barriers basic skills linguistic circumstance practical activityHOW TO IMPROVE THE STUDENTS’ ORALABILITY Introduction: (1)Chapter 1. the Causes of the Students’Difficulty in Speaking English (1)1.1Not enough attention has been paid to oral EnglishAbility (1)1.2the Students’ Psychological Barriers (1)1.3the Poor Basic skills of the Students’ Oral English (2)1.4the Traditional Teaching Methods of Oral English (2)1.5Short of Opportunities to Practise Oral English inChina (2)Chapter 2. How to arouse Interest and Make Students Dave to SpeakEnglish (3)2.1 Arouse the Students’ Interest (3)2.2 Eliminate the Students’ Psychological Barriers (4)Chapter 3. How to Strengthen the Basic Skills of Oral Ability (4)3.1 Pronunciation and Intonation (4)3.2 V ocabulary (5)3.3 Culture (5)Chapter 4. How to Create Rich and Varied Linguistic Circumstances (6)4.1 Oral Ability Training in Class (6)4.2 Oral Ability Training out of Class (8)Chapter 5. Combine Speaking with Listening (9)Conclusion: (9)Introduction:The information technology and economy have been developing rapidly since the 21st century. The international cooperation and communication are becoming more and more frequent. So English is becoming more and more important in our information era. The people with solid professional knowledge and excellent English ability are necessary of the development of our country. “Mute English” must become history. Teachers must make more efforts on improving the level of the students’ oral English. But actually, many students find it difficult to speak English The present situation of the students’ oral English level is unsatisfactory and should be immediately improved. In consideration of this, this essay will inquire into some causes of the students’ difficulty in speaking English and some tactics about how to improve the students’ oral ability.Chapter1. the Causes of the Students’ Difficulty in Speaking English In order to improve the students’ oral ability effectively, we should find out the reason why the students have difficulty in speaking English. I surveyed the condition of 100students’ oral ability in our school.1.1 Not enough attention has been paid to oral English abilityAt present, education is restricted by the examination. Most of the English exams don’t include oral test. For seek of high marks, students pay all their attention to training their reading, listening and writing skills. In addition, many people think that there is no need to spend much time practicing oral English if they don’t want to do the job related to English in the future, because English has nothing to do with Chinese daily life.1.2 the Students’ Psychological BarriersAccording to the investigation, 35% of the students have confidence and expect to communicate with others in English, 31% of the students feel embarrassed and don’t dare to talk with others in English, and 34% of the students feel nervous. They are always afraid of making mistakes and being laughed at by others. (Table 1)First, according to psychologists, the communicative ability has something to do with one’s disposition. There is a link between extroversion and oral fluency. An outgoing sociable person learns a second language better than a reserved, shy person.The second reason is that teachers pay too much attention to the students’pronunciation, grammar and vocabulary and correct as soon as the students make any mistakes. But it will embarrass all the students and hurt their self-confidence.1.3 the Poor Basic Skills of the Students’ Oral EnglishThe poor basic skills of the students will weaken the learners’ confidence in both speaking and listening. According to the investigation, 38% of the students have difficulty with pronunciation or intonation, 49% of the students have problems on the insufficiency of vocabulary, 7% of the students lack necessary knowledge of culture or just neglect it. (Table 2)1.4 the Traditional Teaching Methods of Oral EnglishMany teachers ignore the communicative function of English. Restricted by the time and capacity of a class, they train the students’ oral ability simply by asking and answering questions, reciting texts and imitating the sentence patterns. But when speaking in the real circumstances, the students suddenly feel at loss, unknowing what to say. Moreover, the traditional teaching methods will reduce the students’ interest in learning English.1.5 Short of Opportunities to practice oral English in ChinaThere are few opportunities and ways to practice oral English in China. According to the investigation, 57%of the students practice their oral English nowhere but in class (Table 3). Most students’ spoken English is limited to serious textbooks.They have little chance to practice spoken English in simulated situations, let alone to get in touch with native speakers. So only 4% of the students often speak English out of class, 46% of the students speak English sometimes, 40% of the students scarcely speak English and 10% of the students never speak English out of class (Table 4). Because of this, it seems as if English has lost its significance as a tool of communication. That’s why the students can’t express themselves as freely as they do with their mother tongue and always forget what they have learnt easily.Chapter 2. How to Arouse Interest and Make Every Students Dare to Speak English 2.1 Arouse the Students’ Interest“Interest is the best teacher”, said Albert Einstein. Our goal and method of teaching are arousing the students’ interest, emotion and will of learning and making them enjoy learning and want to learn. We can arouse the students’ interest as follows: a.Proper choice of English materials. The materials must be interesting and conformto the students’ age and characteristic. Students are still young and energetic, they are always after the fashionable things, such as football, music, military affairs. So teachers can choose something like that for them to discuss.b.The traditional teaching methods will also reduce the students’ enthusiasm. Soteachers can adopt some methods such as discussion, conversation, retellingstories, performance and so on to arouse the students’ enthusiasm.c.Students may have interest in oral English when they have the feeling ofsatisfaction and achievement from their English study. Teachers should offer more chance for them to show themselves, and praise them as soon as they make any progress.d.Teachers’ personality can also affect the students’ interest. Teachers should bepatient and kind to every student and usually teach with smiling faces in class. e.The activities should give consideration to all the students in the classroom andteachers should make sure that every student could take part in the activities.2.2 Eliminate the Students’ Psychological BarriersTeachers should help the students remove the psychological barriers and make them brave enough to speak English.a.Excellent personality is one of the decisive factors in English study. Persistence,patience, self-confidence and determination are badly needed.b.Dulay and Burt said “One can’t learn a language well without making mistakes.”It’s very important to learn though mistakes. English isn’t our native language. It’s normal to make some mistakes at the beginning. Paying too much attention to correcting mistakes will reduce the students’ confidence. So teachers shouldcorrect mistakes selectively after the students’ speech. Teachers can correctmistakes by retelling correctly, taking them down on the blackboard or letting the students do it again. In the whole process, the teacher’s words must be sincere, mild and tactful. Do not let the students feel embarrassed.c.Often use them words such as “very good”“excellent”“so bright”“wonderful” toencourage them, especially the introvert students.d.Moreover, it’s more favorable for the students to practice oral English in therelaxing circumstances. For example, teachers can stick some pictures and cards of English on the walls in the classroom, broadcast relaxing music, sit among the students and talk with them equally to heighten their confidence.Chapter 3. How to Strengthen the Basic Skill of Oral AbilityA building can only be well constructed with a solid foundation. It’s the same for developing oral English ability. So teachers must pay attention to training the students’ basic skills of the oral ability.3.1 Pronunciation and IntonationAccurate pronunciation and intonation is the most prominent factor of the basic skills. It determines whether we can communicate with others successfully, so students must make more efforts on it.a.Avoiding the influence of the mother tongue. Students should know that theChinese sound system is different from the English one. Some English phonemes can’t be found in Chinese. It’s wrong for Chinese learners to substitute English phonemes with Chinese ones, which results in the Chinese accent in their English.So the students should master the accurate pronunciation and intonation and rules of them.b.To grasp a good pronunciation and intonation, to imitate is the best way. Teachersshould let the students listen attentively to the radio, tapes, TV programs andwhatever oral English materials available and repeat as much as they can. Ifpossible, record their own speech and listen repeatedly to see if they can improve it.c.If possible, the students may read some English tongue twisters loudly andquickly with one or two cakes of candy in their month just as the Chinesecross-talk do to train their oral cavity muscle and tongues suitable for English pronunciation.d.Moreover, it should be pointed out that one could not expect to master thepronunciation and intonation in a short period of time. It depends on enoughpractice and repetition. The students can only a little at a time and repeat imitate, practice, all in a very controlled way to speak better.3.2 V ocabularyIn order to speak fluent English, enlarging vocabulary is necessary. The students can enlarge vocabulary as follows:a.Learn vocabulary when communicating with others.b.The best way to expand the knowledge o words is to read and listen frequently.c.Try to remember the pronunciation, spelling and meaning of each word.d.Never just memorize single English words. Learn by heart the whole sentencesand the phrases that contain the new words, so the students may know how to use the words.e.Never try to learn long lists of new words. Study just a few each day.f.In addition, the practice of oral English should run through the whole process ofEnglish learning. It follows the process of accumulation. It goes from easy todifficult, from simple to complicated. Without enough practice of oral English, it’s impossible to enlarge our vocabulary. So the enrichment of vocabulary should be simultaneous with the practice of oral English.3.3 CultureA language reflects its culture. Language is deeply rooted in its cultural soil. Professor Hu Wenzhong from Beijing Foreign Language University once said: ”One can’t learn English well if he or she is ignored of the culture of English speaking countries.” Wolfson said: ”When communicating with foreigners, they as native speakers can ignore the mistakes of the pronunciation and syntax from foreigners. In comparison with this, it seems impolite to violate their customs. Because the natives can’t realize the relativity of language. ” So in the language teaching, teachers should use some methods to introduce some knowledge about culture and cultivate the students’ sensitivity and awareness of intercultural communication through a series of activities.a. Teachers must expand the cultural knowledge of themselves.b. Teachers can let the students understand the cultural background and customs of English-speaking countries by means of electrical audio-visual teaching installations such as computer, projecting apparatus.c. Infiltrate cultural knowledge in the teaching.d. Let students read plenty of English or English originals on various subjects and learn to think in English.e. The students could take part in activities to learn by themselves.Chapter 4. How to Create Rich and Varied Linguistic CircumstancesLearning a language is like learning swimming. Everybody knows a certain skill cannot be gained without a great deal of practice. Learners can master oral English well by means of practice in the proper linguistic circumstances. Dewey said: ” In the process of the children’s development, as the main body of development, the students’participation and experience about the education activities would influence their development. ” He advocated that the students should learn through practice. Proved by facts, teaching by means of practice can not only improve the level of the students’oral ability, but also arouse the students’ interest to speaking English. When asking “Which of the oral English training methods do you think is the most effective in improving the level of oral English?” 42% of the students choose varied activities of oral English: 41% of the students like to communicate with others. (Table 5) So teachers should offer more chances for the students to practice oral English.4.1 Oral English Training in ClassIn China, the best way to improve the students’ spoken English is through varied activities in the classroom. “If the goal of the FL classroom is the ability to communicate in L2. then it follows from Moniton Model that careful attention has to be paid to how the FL students can acquire language implicitly.” The process of teaching is the process of communication. As an English teacher, creating the linguistic circumstances of activities is necessary and it’s also our duty.a. Daily ReportDaily report can be done for several minutes at the beginning of the class. Students take turns to do the daily report, so that everyone can have a chance to practice. Daily report should be advanced step by step according to ability of the students. At the very beginning, teachers can converse with the students by using the knowledge they have learnt before. Little by little, teachers can let the students to go the platform and do the daily report by themselves. They could say everything they like. With the encouragement from the teacher and other students they will become more confident and have more enthusiasm for speaking English.b. Situational DialogueSituational dialogue is a kind of activity which people exchange ideas in a certain circumstance. It is advantageous to improve the students’ oral ability, sensitivity and awareness of intercultural communication. There are many topics such as shopping, making telephone calls, seeing the doctor, talking about the weather in our teaching materials. Teachers can use them to let the students act them out by means of situational dialogues. Teachers can also create a certain circumstance and let the students make up dialogues by themselves.c. Verbal RetellingVerbal retelling is a good method of oral English teaching. It needs the students to use their own words to retell the information they have heard or read fluently. The material must be well selected. Teachers can choose lively and interesting stories from textbooks, for example: Lesson 90 Bill Gates in Book2. In order to avoid reciting the text, teachers could let the students change the person when retelling, For example “Suppose you are Bill Gates, please say something about yourself.” In addition, teachers can write the keywords or phrases on the blackboard so as to help the students not to leave out the main plot of the story. Teachers can also select some materials from tapes, TV programs and movies. After retelling the stories, teachers can ask other students to make a comment. By doing like this, more students can take part in the activity and improve their oral ability effectively.d. DiscussionDiscussion can not only increase the chance of practice, but also improve thestudents’ oral ability, For example, when teachers teach Lesson 10 Make OurWorld More Beautiful in Book 3, teachers can let the students discuss “Whatshould we do or not do to protect our environment?” The topics should havepractical significance and arouse the students; interest, so that the students can discuss in groups actively. Teachers should make sure that everyone could take part in the discussion. After the discussion teachers should summarize the main points.e. Pair-work and Group-workAccording to Krason, “The emotion and attitude of a learner influence the effect of language learning directly. It’s the easiest to acquire a language when the learner’s emotion and attitude are in the best condition such as active motivation, strong confidence, moderate degree of anxiety.” According to the investigation, 53% of the students like to practice oral English with partners. 32% of the students like to practice with all the classmates. (Table 6) So teachers should adopt “Pair-work and Group-work” to improve the students’ oral ability as much as possible, because first of all, students’ can have a sense of security when working in pairs or groups and dare to speak. They become more braver and more confident, and don’t have to be worried about making mistakes or being laughed at by others. Group-work can arouse the students’ motivation and practice oral English with more enthusiasm. Students can also exchange ideas with each other and learn from each other. It’s very helpful for language learning. Moreover it can also offer more practical opportunities for the students.。

Oral English Teaching

A Major Problem in Oral English TeachingEnglish is one of the most popular languages in the world and is learned as a second language for many years in Chinese middle schools and universities. However, the result is not always satisfactory. Students in universities find it hard to express themselves in oral English after many years’ study. English is a language and communication is the important means of a language. Therefore, how to help students improve oral English becomes a big challenge. Perspectives mainly fall into two categories: skills teaching of oral English and cultural background teaching. Evaluation of two arguments shows there is no doubt that cultural background teaching is better than skills teaching of oral English for improving oral English.Faced with the terrible oral English of students, many universities offer oral English classes to help students improve communicative competence. In order to make quick progress, many teachers urgently introduce skills of practicing oral English. However, the result is not so good. In fact, introducing skills of practicing oral English is a traditional teaching model. On the one hand, learning activities are generally teacher-centered. According to Insull, “In China the teacher is the center of the class..., the teacher also gives students the answers.”(4). And students are only listeners who just take notes about skills without thinking, thus the learning process is boring and students have no access to practice orally. On the other hand, teachers pay more attention to skills, like grammar, vocabulary, pronunciation and so on, and ignore the cultural background introduction, so that many students can’t speak adequately even though they acquire the skills of speaking English.In contrast, introducing cultural background in oral English class is a better choice. “Actually, many students need knowledge about cultural background,”notes a recent study, “before they communicate effectively” (Wang Congcong 2). Drilling in dialogues and grammar points can’t help students acquire English fully. According to some surveys, students make more mistakes on culture than on grammar or something else, so introducing cultural background is vital. Meanwhile, English culture, such as history, traditions and personal habits is more and more popular among students. Students must be intrigued by culture introduction in class and the process of learning must be very interesting. What’s more, after each introduction, the teacher can use some topics concerned to let students practice orally, and the teacher can correct mistakes about culture, grammar, pronunciation and all of the things at the same tine in the midst of speaking English.It is clear that cultural background introduction in oral English is more effective than skills teaching. Nowadays, focusing more on skills teaching becomes a major problem in oral teaching, and it is time to introduce cultural background to help students improve oral English, so that they can communicate freely and accurately.。

高考英语一轮复习应用文写作练习与讲解讲义(共三篇)

高中英语应用文写作练习与讲解一、报道：参观市历史博物馆（2024届广东省百校第二次联考）上周日，你校师生一起参观了你们市的历史博物馆。

请你为校英文报写一篇报道，内容包括：1.活动的过程；2.你的收获与感想。

注意：1.写作词数应为80左右；2.请按如下格式在答题卡的相应位置作答。

A Meaningful Visit写作注意要点1.基本时态为一般过去时和一般现在时。

2.写作思路：三段论。

第一段交代活动的时间和目的（要点1）；第二段写活动过程（要点1）；第三段写收获与感想（要点2）。

【参考范文】A Meaningful VisitLast Sunday witnessed a meaning visit to the History Museum in our city organized by our school, with the purpose of giving the teachers and students a further insight into our city’s history and helping them learn the breathtakin g change.The museum is rich in exhibits, ranging from precious cultural relics in our city with a long history, and unusual centuryspanning photos, to modern scientific and technological equipment. Old photos and objects have witnessed the historical changes of our city, and the rapid development of science and technology has created a modern legend.This modern history museum is a perfect bination of art and technology, bringing a feast for my eyes as well as a great sense of pride in the achievements of our city and our great country. (129 words)【中文翻译】一次有意义的参观为了让全校师生进一步了解城市历史，感悟变化，上周日，我校组织全体师生到市历史博物馆参观。

农村中学英语口语教学存在的问题及改进对策

农村中学英语口语教学存在的问题及改进对策1. 引言1.1 农村中学英语口语教学现状The current situation of oral English teaching in rural middle schools is facing several challenges. Firstly, many teachers lack the necessary proficiency in spoken English, which hinders their ability to effectively teach this aspect of the language. Additionally, students in rural areas often have limited exposure to English outside of the classroom, leading to a lack ofreal-world practice and fluency. Furthermore, the lack of teaching resources, such as audiovisual materials or interactive activities, also contributes to the difficulties in teaching oral English. Lastly, there is a lack of opportunities for students to engage in meaningful interactions in English, resulting in a lack of practical use of the language. Overall, these factors contribute to a subpar oral English education in rural middle schools. It is important to address these issues in order to improve the quality of oral English teaching and learning in these schools.1.2 问题意识In rural middle schools, English oral teaching faces several challenges that need to be addressed. One major issue is the lackof awareness and emphasis on the importance of oral English proficiency. Many teachers and students in rural areas do not prioritize oral communication skills in English learning, leading to a neglect of this essential aspect of language acquisition. Additionally, there is a lack of opportunities for students to practice speaking English outside of the classroom, as the English environment in rural communities is often limited. Without regular exposure to English conversation and interaction, students struggle to develop their oral skills effectively. Furthermore, the absence of adequate teaching resources and materials hinders teachers from implementing engaging and interactive oral lessons. These challenges highlight the urgent need to enhance the quality of oral English teaching in rural middle schools and provide students with the necessary support to improve their speaking abilities.2. 正文2.1 教师水平不够As a result, students in rural middle schools may not receive the quality oral English instruction they need to develop their language skills. Teachers with limited language proficiency may struggle to effectively communicate with students, provide clear explanations, or correct errors in pronunciation and grammar.2.2 学生英语环境匮乏One of the problems in rural middle school English oral teaching is the lack of English environment for students. Most students in rural areas do not have access to authenticEnglish-speaking environments, which hinders their ability to practice and improve their oral English skills. Without opportunities to interact with native speakers or even peers who are proficient in English, students may struggle to develop their speaking abilities.2.3 教学资源缺乏One of the problems in rural middle school English oral teaching is the lack of teaching resources. Due to limited funding and resources, rural schools often struggle to provide enough materials and tools for effective English oral instruction. This lack of resources can hinder students' ability to practice speaking skills and engage in interactive learning activities.2.4 缺乏互动交流缺乏互动交流是农村中学英语口语教学存在的一个重要问题。

如何改进英语口语教学英语作文

如何改进英语口语教学英语作文English, as a globally predominant language, has been widely taught in Academic fields. Oral English teaching, being an integral part of it, contributes significantly to develop students’ comprehensive linguistic ability. However, it often poses a challenge for both teachers and students due to traditional teaching methods that underscore rote learning over practical usage. This essay explores ways to enhance English oral teaching and promote efficient learning.One major issue revolving around traditional oral English teaching has been its teacher-centered approach where students passively absorb what is taught. Reversing this scenario, a student-centric approach promoting increased interaction can provide solutions. Implementing group discussions, debates, role-plays, and other interactivemethodologies can encourage students to actively participate and express themselves more openly. This not only improves their English speaking skills but also boosts their confidence.The introduction of multimedia in oral English teaching can revolutionally improve teaching efficiency. Utilizing audio-visual aids such as videos, audios, online resources can stimulate learners’ interest and make the learning process more engaging. For instance, showing a video clip from an English movie and then initiating a discussion enables learners to experience a wider cultural context and learn authentic language use, thereby enhancing their listening and speaking capabilities.A language cannot be fully understood without the understanding of its embedded culture. Integrating cultural aspects into oral English teaching bridges the gap between language and its real-life usage. Teachers can introducecustoms, festivals, idioms and history of English-speakingcou ntries which would captivate students’ interests and make language learning more appealing. By familiarizing with the culture, students may feel more comfortable while speaking in English.Technological incorporation is deemed crucial in enhancing English oral teaching methods. Using language learning apps, online courses, or even social media platforms can offer learners exposure to native speakers and varied accents. Moreover, technology offers tools for teachers to monitor students’ progress and provide personalized feedback which greatly contributes to improving their spoken English skills.Regular practice is essential in mastering any language skill including spoken English. Practice sessions during the class time as well as encouraging students to practice outside theclassroom via language clubs or study groups can drastically improve their fluency. Furthermore, providing constructive feedback during these practice sessions enables learners to identify their mistakes and work on improving them.Improving oral English teaching demands continual innovation in methodologies along with adapting to evolving educational technology trends. By fostering an interactive learning environment, using multimedia effectively, integrating cultural elements, utilizing technology solutions, and ensuring regular practice with feedback - we can ensure a significant improvement in our students’ English spoken skills. Change may not happen overnight but with persistence and creativity in our teaching strategies, we will undoubtedly open doors to effective communication for our learners in this global language called English.。

oral English learning

ContentsAbstract (1)Key Words................................................................................. .. (1)摘要......................................................................................... .. 1关键词 (1)1. Introduction.......................................................................... . (1)2. Problems of Oral English Learning.......................................... .. (1)2.1 Lack confidence (2)2.2. Bad listening (2)2.3 Lack school and social environment (2)2.4 Limited the calculation and use of vocabulary (2)2.5 Chinese thinking (3)3. Skills and methods for oral English learning......................... .. (3)3.1 To know the culture differences as much as possible (3)3.2 Speak out (3)3.3 Learn to learn from little things (4)3.4 Imitate (4)3.5 Thinking in English (5)4. Noticed things in oral English learning..................................... .. (6)5. Conclusion (6)Bibliography (6)Oral English LearningAbstract:This article is mainly for spoken English learning problems and the spoken English learning methods and techniques. It points out that the main purpose of the oral English learning is to communicate with others. An important order of the elements about spoken English should be precise, fluent, appropriate. The accumulation of the vocabulary, accurate English pronunciation practice , developing the habit of independent thinking and the confidence of speak English bravely become an important asset to practise oral English..Key Words: oral English learning; thinking in English; accurate pronunciation; express confidently.摘要：本文主要针对口语学习中遇到的问题论述英语口语学习的方法与技巧，指出口语学习的主要目的是与别人进行交流，英语口语中的几个要素的重要次序为：流利，准确，恰当。

如何提高中职英语口语教学实效性_王创

教研前沿
新课程学习
NEW COURSES’STUDY
如何提高中职英语口语教学实效性
王创（东莞市纺织服装学校）
摘要：在中职英语教学中口语教学是重要的教学内容。考虑到中职教育的特殊性以及中职教育目标，中职英语应将口语教学作为教学重点来看待。经过对中职英语教学过程的分析可知，口语教学应得到全面有效的开展。基于中职英语教学的现实需要，广大教师应在英语教学中重点开展口语教学，并结合中职英语教学实际，积极研究提高中职英语口语教学实效性的方法，保证中职英语口语教学取得积极效果，满足中职英语口语教学需要。
Analysis of Effective Mathematics Classroom Teaching Mode in High School
Jiang Qingwei
Abstract: Nowadays，the pursuit of efficiency has become a global trend. If there is no efficiency，the society will be crawling with forward speed，and even remain stagnant；as the examination does not limit the time, everyone will gain high or full marks. High school mathematics is a rigorous thinking，logic strong discipline，the need for efficient classroom teaching mode to adapt to.
多种因素的限制，中职英语口语教学效果并不理想，在实际教学积极效果，满足中职英语教学需要。

第二学历英语专业毕业论文备选题（英语专业）

第二学历英语专业毕业论文备选题（英语专业）英语教学1. A Study of the Development of English Language Teaching Methodologies2.The Application of Cooperative Learning Theory in Senior High School EnglishReading Teaching3.Interaction in Oral English Teaching4.On Developing English Reading Skills5.The Strategies of Topic Controlling in Spoken Englishmunicative Competence and Focused Task-based Teaching Approach7.Error Analysis and English Teaching8.On Developing English Reading Skills9.Interaction in Oral English Teaching10.Role-play in English Teaching11.Cultural Teaching in English in Middle School12.The Improveme nt of Middle School Students’ Communicative Competence13.On Bilingual Teaching in Primary School14.Question-Design and its Influence in the Classroom Teaching15.Non-intelligence Factors in Promoting Students’ Potentialities in LearningEnglish16.Autonomous Language Learning in CALL Environments17.On Attitude and Motivation in Second Language Learning18.Making Use of Resources on the Internet to Assist English Learning19.Task-based Approach in Reading Instruction20.The Study of Learner’s Motivation and its Influence upon Learners and theirLearning Process21.On Communicative Competence22.Interaction and English Language Teaching23.Teacher’s Roles and their Impact upon Learner’s Learning Process24.Teaching Different Skills Based on the Interactive Approaches25.The Relationship between Affective State and Language Learning26.Errors and Language Learning27.Teacher-Talk in English Language Teaching Context28.Cognitivism and Teaching of Listening and Speaking29.A Survey of Students’ Motivation of Learning English30.Extracurricular Activities and English Teaching31.Cooperative Learning in Classroom Teachingmunicative Approach Employed in Grammar Teaching33.Multimedia and Its Effect on Language Learning/Teaching34.Reflections on CALL/CAIwork-based English Teaching of Reading/Writing/Listening36.Applying Task-based Teaching Principles to Organize Oral Activities37.Interactive Theory and the Teaching of Listening Comprehension38.Effective Ways to Improve Efficiency of V ocabulary Learning39.Improve Students' Oral Proficiency by Using Communicative Language TeachingMethod40.Student-centered Approach in English Language Teaching41.Importance and Feasibility of Improving Students' Communicative Competence42.Learning Strategies in the Improvement of English Learning Efficiency43.How to Improve Students' Learning Style in Classroom Teaching44.The Role of Cultural Background Knowledge in English Study45.On English V ocabulary Acquisition46.Differences between American and British English47.English Ambiguity and Its Function48.Influence of Science and Technology on English V ocabulary49.A Study of Student-Centered English V ocabulary Teaching50.Factors Influencing English Learning and Possible Solutions51.Application of Non-verbal Communication in English Teaching52.Strategies on Intercultural Communication Training in English Teaching53.Reading Efficiently: An English C lassroom Model Focusing on Students’Reading Ability54.Factors Affecting English Listening55.Intensifying Cultural Awareness in Middle School English Teaching56.The Strategic Difference between Effective Listeners and Ineffective Listeners57.On Error-Correction Strategy in Oral English Classroom58.On the Use of Interactive Approach in Writing Instruction59.Collaborative Learning in Writing Instruction60.Motivation in English Learning61.Task-based Teaching in Writing62.The Brain-storming in English Writing63.Increasing Cultural Awareness in English Writing64.How to Improve the Students' Listening Ability Effectively in English Teaching65.Task-based Method of English Teaching in Middle Schools66.英语单词科学记忆67.如何提高英语阅读速度与质量68.如何在阅读教学中培养学生的跨文化意识69.如何在英语阅读教学中体现师生的互动70.略论课外阅读与英语写作的关系71.如何培养中学生的四项基本技能72.如何提高中学生的英语写作水平73.中学英语专业学生词汇量与阅读能力相关性研究74.课堂里的艺术--口语教学研究75.增强课堂活力-英语听力课的教学探索和实践76.提高中学英语课堂教学质量的途径77.快乐活动性原则及其在儿童英语教学中的应用78.口语教学中的模拟训练方法79.教师行动研究在中学英语教学中的应用80.论多媒体辅助中学英语课堂教学的利与弊81.浅谈新课标背景下中学英语课堂活动教学82.论“互动”教学法提高英语学习兴趣的有效途径83.中学英语阅读教学模式初探84.中学生英语自主学习模式研究85.课堂交互性调查－－中方和外方教师课堂比较86.如何利用多媒体辅助教学手段促进中学外语教学？87.英语教学中语言与文化的关系88.几种外语教学方法的比较89.英语教学中的文化意识90.英语教学中如何实施被动学习向主动学习的转化91.英语阅读教学的发展趋势与探索92.英语课堂教学中的双向交流93.英语教学几种课型的安排94.英语教学中的“互动”教学模式95.多媒体英语教学与学生自主学习能力的培养96.英语教学活动中作业布置法的实践与研究97.论多媒体教学条件下的师生互动98.论外语教学模式与中学生学习动机的相融性99.双语教学实践与研究100.英语口语学习策略101.英语听力学习中的干扰因素分析102.任务型教学方法在中学外语教学中的应用研究103.非言语交际与外语教学104.焦虑对听力理解的影响105.论学习风格和英语成绩的关系106.互联网在外语教学中的作用107.课堂提问的方式和技巧108.高中生英语阅读教学中合作学习理论的运用109.中西文化差异与中国中学生中式英语结构110.教师的堂内角色变异英语语言及文化1.The Change of English Word Meaning: Factors and Types2.The Linguistic Characteristics of Advertising English3.On the Formation and Use of Parody in English and Chinese4.The Analysis on the Differences of Interpersonal Relationship between Easternand Western People5.Research on Sino-Western Differences of Cooperative Principles6.The Comparison of Euphemism in Wording of Sino-Western Letters7.How to avoid ambiguity in different cultures8.On the Influence of Network V ocabulary on Chinese Language9.The Cultural Connotation of English Etymology and the Teaching of EnglishV ocabulary10.An Analysis of the Political Prejudice in VOA11.American culture Reflected in the Use of Words of American English12.Translation of Brand Names and their Cultural Associations13.On Cultural Differences of Body Language between English and Chinese14.A Comparative Study on Sexism in both English and Chinese15.Euphemism—Construction and Application16.Cultural Comparison in Idioms17.The Effect of Context on the Meaning of Words18.Differences between Chinese and English Cultures with Regard to Taboos19.Differences between Chinese and English Cultures with Regard to Etiquette20.Similarities and Differences between Chinese and English Cultures in Terms ofProverbs21.The Influence of Exotic Cultures on English V ocabulary22.The Differences Between Chinese and Western Cultures and English Education23.东西方人际关系要素差异探析24.中西书信用语的委婉语比较25.合作原则的中西方差异初探26.如何避免由文化差异造成的歧义27.英语网络词汇对汉语的影响28.英语词源的文化内涵与词汇教学29.从现代汉语中的英语外来词看中国文化对西方文化的吸收30.中国学生英语习得中的母语迁移现象31.论影响跨文化沟通的主要因素32.英语教学中汉文化的参与和渗透33.母语和第二语言阅读的文化差异与认知体系34.英语写作中汉语干扰因素分析35.类比在现代中英词汇中的应用36.广告语篇翻译中的跨文化交际37.英汉词汇的社会文化内涵漫谈38.美语口语中的俚语现象透析39.汉英颜色词背后的文化40.英汉习语文化差异探源41.浅析英语委婉语42.被动意义表达的英汉对比研究43.英汉复合名词对比研究44.英汉否定表达比较研究45.英汉语序比较与翻译问题研究46.功能语言学与阅读教学47.词汇教学方法与技巧48.认知语法与句法教学49.交际修辞的语用分析探究50.语篇信息度的认知分英汉翻译1.On Foreignization and Domestication of Cultural Factors in Translation2.On Treatment of Cultural Factors in Translation3.On English Translation of Public Signs in Chinese4.On Translation of English Names of Commendation5.The relationship between Cultural Difference and Translation Skill6.An Approach to the Translation of Poetic Image7. A Study of the Chinese V ersion of Titles of English Films8. A Study of the Chinese V ersion of Titles of English Novels9.Foreignization and Translation of Idioms10.On Culture Translation under Foreignization11.On Literal Translation and Free Translation12.The Comparison and Translation of Chinese and English Idioms13.Equivalence and its Application in Translation14.Cultural Equivalence in Translation15.On Translating the Passive V oice16.On the Translation of English Long Sentences17.The Social and Cultural Factors in Translation Practice18.The Application of Functional Equivalence in English and Chinese Cross-culturalTranslation19.On Chinese Translation of Journalistic English20.On the Criteria of Interpretation21.On the Unit of Translation22.The Cultural Differences and Arts of Translation in Advertising Language23.On Transformation between Parts of Speech in E-C Translation24.Exploring Substitution and Ellipsis in Translation25.The Analysis of Translation Style26.Cultural Differences and Translation Strategies27.A Contrastive Study of English and Chinese Allusions and their Translation28.English Neologisms in Newspaper and their Translation29.On Features of Journalistic English and its Translation30.Cultural Discrepancies and their Influences on Translation31.Translation of Address Term between English and Chinese32.On the Translation of English Pun into Chinese33.Features of Foreign Trade English and its Translation Model34.On Euphemism Translation35.Features of Tourism English and its Translation36.翻译中的文化因素37.影响长句翻译的因素38.例析英译汉中形象语言的处理39.生活中广告英语的翻译特色40.翻译中的中国英语与中国式英语英美文学1. A Study of The Gift of Magi2. A Brief Comment on An American Tragedy3.On The Call of the World4.Love Tragedy and War—An Analysis of A Farewell to Arms5. A Study of Sister Carrie6.The Evil of Mankind Portrayed in Moby Dick7.On Henry Heming in The Red Badge of Courage8.Emily Dickinson and her Poems9.Analysis of A Rose of Emily10.Analysis of the theme of Adventures of Huckleberry Finn11.On the symbolism of The Old Men and the Sea12.The Language of Shakespeare’s Sonnets13.Deep Love And Deep Hatred—A Brief Analysis of Wuthering Heights14.Psychological Descriptions In Hemingway’s The Snows Of Kilimajaro15.On Ernest Hemingway And His Novel The Sun Also Rises16.The Literature Characteristics in A Tale of Two Cities17.On the Symbolism of D.H. Lawrence’s The Rainbow18.《呼啸山庄》的悲剧分析19.海明威英汉形象和冰山风格20.《名利场》的现实意义21.苔丝的形象分析22.哈姆雷特的犹豫再探讨23.爱伦坡小说的艺术创作成就24.爱伦坡小说人物塑造25.华兹华斯的语言风格26.华兹华斯的自然观27.简述哈代的悲剧性叙事艺术28.浅析《失乐园》中撒旦的形象塑造29.《还乡》的悲剧艺术特色30.从《老人与海》看海明威的创作特点31.论《白鲸》的象征含义32.论简.奥斯汀对《爱玛》主人公的塑造33.《红字》中的象征34.哈姆雷特的人物特征及悲剧根源35.杰克·伦敦的个人奋斗36.《名利场》人物与艺术特色之分析37.简论十九世纪英国女性生活38.德莱塞的自然主义39.论《天路历程》的象征和社会意义40.《永别了武器》中主人公亨利形象分析。

teaching plan 口语课英文

teaching plan 口语课英文Teaching Plan for Oral English ClassClass Duration: 45 minutesTarget Students: Intermediate level English learnersObjectives:1.To improve students' fluency and pronunciation in speakingEnglish.2.To enhance students' ability to understand and use commoncolloquial expressions.3.To develop students' confidence in expressing themselves orallyin English.Materials Used:1.Multimedia projector for presenting examples and scenarios.2.Role-play cards with different conversation topics.3.Audio recordings of native speakers for pronunciation practice.4.Board games or other interactive activities to promote groupinteraction.Procedure:1. Warm-Up (5 minutes)•Begin with a brief introduction of the topic for the day.•Ask students to share something about themselves related to the topic to activate their thinking.•Play a quick icebreaker game that involves asking and answering questions in English to get students' mouths moving.2. Pronunciation Practice (10 minutes)•Show audio examples of common words and phrases pronounced by native speakers.•Ask students to repeat after the recording, focusing on accurate pronunciation.•Correct common pronunciation mistakes and provide tips for improvement.3. Vocabulary and Expressions (10 minutes)•Introduce new vocabulary and colloquial expressions related tothe topic.•Use contextual examples to help students understand the meaning and usage of the new words.•Encourage students to create their own sentences using the new vocabulary.4. Role-Play Activity (10 minutes)•Distribute role-play cards to students, assigning them different roles and scenarios.•Allow students to prepare for a minute or two before performing their conversations in front of the class.•Provide feedback on fluency, pronunciation, and the use of new vocabulary and expressions.5. Conclusion and Homework (5 minutes)•Recap the key points learned during the class.•Assign homework that involves practicing the new vocabulary and expressions in real-life situations.•Encourage students to continue practicing their speaking skills outside of class.Assessment:•Assess students' performance during the role-play activity, noting their fluency, pronunciation, and use of new vocabulary.•Collect homework to assess students' progress andunderstanding of the material covered in class.Reflection:•Evaluate the effectiveness of the teaching methods used and identify areas for improvement.•Consider student feedback to personalize future lessons and meet their specific needs.。

初中英语教学中口语教学训练研究

初中英语教学中口语教学训练研究1. 引言1.1 研究背景In recent years, with the increasing emphasis on English education in China, the importance of oral English skills has become more prominent. However, many students still struggle with speaking fluently and confidently in English. This has led to a growing interest in the research and development of effective oral English teaching methods for middle school students.1.2 研究目的Specifically, the research objectives include:1. Examining the current state of oral English teaching in middle schools, including the challenges and limitations faced by teachers and students.2. Identifying the key factors that contribute to the effectiveness of oral English instruction and the development of speaking skills.3. Exploring different methods and techniques for enhancing oral English learning and practice in the classroom.4. Analyzing successful oral English teaching practices and strategies through real-life case studies.5. Evaluating the outcomes and impact of oral English teaching on students' language proficiency and communication abilities.By addressing these research objectives, this study seeks to contribute to the advancement of oral English teaching practices in middle schools and enhance students' overall language learning experience.1.3 研究意义口语教学在初中英语教学中具有重要意义。

英语专业本科毕业论文参考题目

英语专业本科毕业论文参考题目英语专业本科毕业论文参考题目一．文学类1. A Study of Native American Literature 美国本土文学的研究2. Comment on Bernard Shaw’s Dramatic Art 评肖伯纳的戏剧艺术3. Influence of Mark Twain’s Works in China 马克吐温的作品在中国的影响4. On the Humour of Mark Twain 马克吐温的幽默观5. On the Tragedy of Loman’s Fami ly in Death of A Salesman 论《推销员之死》中罗曼一家的悲剧6. Rhetorical and Narrative Devices in A Farewell to Arms《永别了，武器》的修辞与描写手法7.The Influence of Wars on American Literature 战争对美国文学的影响8. The Linguistic Charms of the Adventures of Tom Sawyer《汤姆索亚历险记》的语言魅力9. On Translating the Allusions in Six Chapters of a Floating Life: an Intertextuality Approach从互文性角度看《浮死六记》中的典故翻译10. Paralanguage and Literature Translation -With Reflections on the Version of Dream of Red Mansions 副收言与文教翻译－－对《乌楼梦》译本的思虑二. 翻译理论与实践1. Transformational Technique of Parts of Speech in Translation翻译中词性转换的技巧2. Cultural Gap and Mistranslation英汉文化差异与误译3. A Brief Study on the Translation of English News Titles英语新闻标题翻译初探4. On Translation T echniques of Loan words浅谈外来词的翻译5. Usage and Translation Skills of Numerals in English Expressions英语中数量在词组中的用法和翻译技巧6. Usage and Translation Skills of Numerals in English Expressions英语中数量在词组中的用法和翻译技巧7 .A Tentative Study on English Hyperbole浅论英语夸张修辞8. Features of Network Language and Its Translation网络用语的特点及其翻译9. Inter-translation of Humor of English and Chinese 英汉的幽默互译10. Alternating Translation of English and Chinese Attributives论英汉互译中定语的翻译11. On Political Factors in English-Chinese Translation翻译中政治因素的作用三．语言学及应用语言学1．On The Nature And functions of Metaphor论隐喻的本质与功能2．On the Origin, Word-Formation and Translation of English Neologisms浅谈英语新词的产生、构成及翻译3．Decomposition and Translation of Ambiguous Structures 歧义结构的化解与翻译4．A Contrastive Study of the Formation of English and Chinese Antonyms论英汉反义词的形成5．On the Usage of English Abbreviations on the Internet谈网络英语中的缩略语6．A Contrastive Study of Punctuation in Chinese and English英汉标点符号比较7．On the Relationship between Lexical Cohesion and Textual Coherence词汇的衔接与语篇的连贯8．Thought Discrepancies Embodied in English and Chinese Languages思维差异在英汉语言中的体现9．Influences of Chinese Dialectical Accent over English Pronunciation汉语方言对英语发音的影响10．Language Development of Pre-school Children and English Teaching幼儿言语发展及幼儿英语教学11．The Influence of Sino-British Cultures on Metaphors论中英文化对隐语的影响12．On Politeness Norms and Mistakes in Interactive Communication of Spoken English英汉口语中互动性交际的礼貌规范与失误13.Pragmatic Analysis on the Approximating Quantities with Numbers数词模糊语的语用分析/doc/7718748217.html,age and Translation of “and” 英文中的and 的用法与译法15.On the Motivation of Male Students' Interests of English Learning论男生的英语学习兴趣的激发四. 跨文化交际1.On Ways of Breaking Cultural Barriers In Translation Of Human Names如何克服人名翻译中的文化障碍2.On Influence Of Cultural Differences On Understanding English and Chinese Advertisements论文化差异对解读英汉广告的影响3.On Changes Of Business Etiquettes In Cross-Cultural Communication论跨文化交际中商务礼仪的变迁4.On Application Of Nonverbal Means In Communication论非语言形式在交际中的运用5.The Comparison and Translation of “Nine”in Chinese and Western Culture英汉数字“九”的文化对比与翻译6.The Influences of Chinese-British Cultural Differences on International Business Protocol中英文化差异对国际商务礼仪的影响/doc/7718748217.html,parisons of Sino-U.S Family Education中美家庭教育的比较8.A Contrastive Study on Chinese and English Exclamatory Words汉英感叹词对比研究9.On Sino-Western Cultural Differences from Numerical Idioms从数字习语看中西文化差异10.American movies and American characteristics 美国电影与美国民族特性11.Cultural Difference in the Traditional Chinese and Western Festivals 传统节日映照出的中西文化差异12.On the Embodiment of Cultural Specifications of Western Cartoon Movies论西方卡通片所体现的文化特质13．.Cultural Differences between Chinese and Western Marriage中西婚姻文化差异五.商务英语1.On Aesthetic Association and Translation Of Names Of Commodities论审美联想与商品名的翻译2.On Influence Of American Culture On Import and Export Commodities论美国文化对进出口商品翻译的影响3.On Language Communication Skills In Business Negotiation论商务谈判中语言沟通技巧4.On Skills of Writing a Business Letter商业信函的写作技巧5.On the Characteristics of Business Negotiation Language and Its Translation商务谈判用语特点及翻译/doc/7718748217.html,nguage Characteristics and Skills for an English Tour Guide英语导游翻译的语言艺术与技巧7.The Application of Personification in Advertising广告英语中拟人的应用8.On the Abbreviations of Business English浅论商务英语的缩略语六．英语语音1. Sexism as Reflected in the Chinese and English Languages(英语和汉语中的性别歧视)2. Lexical Items as Means of Cohesion in English Texts(英语语篇中的词汇衔接手段)3. Lexical Cohesion in English(英语词语的接应关系)4. On English Oration as a V ariety of Language(论英语演说词)5. The Polite Language in the English Language 英语中的礼貌用语）6. Reflection on the English Taboo Words(谈英语的禁忌语)7. Stylistic Comparison Between Broadcast News and Newspaper News(英语广播新闻与报纸新闻文体比较)8. Stylistic Features of News Reporting(英语新闻报道的文体风格)9. A Comparative Study of Chinese and English Body Languages(中英手势语比较)七．翻译研究1. The Great Translator Yan Fu(伟大的翻译家严复)2. Gu Hongming: A Pioneer of Translating the Chinese Classics into English(汉英翻译的先驱-------辜鸿铭)3. On the Principles of Equivalence in Literary Translation(论文学翻译中的等值原则)4. A Brief Comment on E. A. Nida’s Concept of Translation(浅谈奈达的翻译观)5. Cultural Gaps and Untranslatability(文化差异与不可预性)6. Translating and the Background Information(翻译与背景知识)7. A Preliminary Study of Explanatory Translating(解释性翻译初探)8. Translating the English Articles into Chinese(英语冠词汉译)9. Translating the English Plural Nouns into Chinese(英语复数名词汉译)10. Translating the Lengthy English Sentences into Chinese(英语长句汉译)11. On Translating English Book Titles into Chinese(谈英语书名汉译)12. Views on the Chinese Version of Emma(关于汉译本《爱玛》的几点看法)13. A Reading of Fang Zhong’s Translation of The Canterbury Tales(读方重译《坎特伯雷故事集》)14. On the English Versions of Some of Du Fu’s Poems(评杜甫诗歌英译)15. Translating the Titles of Chinese Classic Poetry(中国古典诗歌标题英译)八．英语教学1.The Application of Phonological/Syntactic/Semantic Theory to ELT in Chinese Middle Schools(音位词/句法学/语音学理论在中国中学教学中的应用)2.The Application of Traditional/Structural/Transformational Linguistics to ELT in Chinese Middle Schools(传统语言学/结构语言学/转换语言学在中国中学英语教学中的应用)3.The Application of Theory of Behaviorism/ Cognitive Psychology to ELT in Chinese Middle Schools(行为主义/认知心理学理论在中国中学教学法中的应用)4. The Application of the Theory of Pragmatics/Discourse Analysis(语用学/话语分析理论应用)5.Teaching Grammar within a Communicative Framework(用交际法教语法)6. A Study on the Direct-Spelling Method(直接拼写法研究)7.Interaction in Oral English Teaching(英语教学中的互动)8.On Developing English Reading Skills(论英语阅读技能的培养)9. Analysis of Teacher Talk in Classroom by Speech Act Theory(英语语言行为理论分析课堂教师话语)10.On the Effective Factors of the SLA and the Englishment on Teaching(论二语习得的情感因素及其教学的启示)任务型教学法与3P教学模式的比较研究以下是我的大概构想1 Introduction2.什么是任务型教学法、3P教学模式3 任务型教学法的优缺点3. 3P教学模式的优缺点4. 两种教学模式运用到具体教学中的比较（高中英语课本）5. Conclusion。

JacK学习的事情英语作文

JacK学习的事情英语作文In my English study, I always feel that it is natural for some college students to master a language, such as copying a lot of reading and expanding their vocabulary, and making a complete explanation of the problems, and then pass the examination, and then use these words and listening skills in the process of preparing for the examination. However, this is a natural course Some of them are inseparable from the diligent members who occasionally "I learn better than English". One must be not only beautiful, but also my high school English score is average.However, through the accumulation of three years of college, I have learned a lot and made great progress. Therefore, only through long-term investment and quantitative analysis can we achieve a leap in the quality of Freshmen's English, which is conservative, So Li Yang, who just heard the English teaching, felt very fresh, so he bought a book in each bedroom. I remember that I bought "love English", because it said that learning English there was boring, but romantic love is, so the combination of English and love is getting better and better.I remember the classic dialogue period under "journey to the west", which was the beginning of my college study, and it was also the beginning of my study The beginning of oral English Teaching in the Department of foreign languages and the comment system at the end of the article also brought back some articles for me. These are good materials for my oral dialogue training after the examination.。