英语口语实习报告.

To most learners of English, the skill of speaking fluently is the true indicator of English ability. However, for many students, speaking is an underdeveloped skill that does not accurately reflect their English knowledge. Creating opportunities for speaking and social interaction in the ESL/EFL classroom enhances language acquisition by allowing students to practice and communicate meaningfully in English. Create An English Immersion Environment From the first day of class, strive to make your classroom an English immersion environment, and help students understand why you're doing this. Discourage the use of the students' first language as much as possible, and make your lessons a place where they feel comfortable. Make sure students know common classroom language in English, such as "What does X mean?" and "I don't understand." Take every opportunity you can get to them use English meaningfully, and don't be afraid to abandon your planned lesson to discuss other topics that come up. For example, if a student is late, ask him or her to explain why in English, then let the students talk about transportation problems, traffic or making excuses. If a student is reticent about speaking, encourage him but do not force it; all learners are ready to speak at different times. Incorporate pair work and group work into your lessons to encourage shy students to speak without feeling put on the spot. Group and pair work also lets students help each other, which is sometimes more effective than teacher intervention. Ban the Dictionary When you're working on speaking activities, ban the use of bilingual dictionaries. This will encourage students to use the language they've been working on in the lessons. When students are flipping pages in their dictionaries, they are halting communication instead of speaking. Students often do not understand the words they've looked up, and they rarely remember them. Additionally, circumlocution is an important skill for language learners to develop. When you see a student reaching for the dictionary, ask him or her to explain the word in English. Structured and Unstructured Speaking Activities Your classroom activities should give students both structured and unstructured speaking practice. Lower-level students need quite structure in their speaking activities, and speaking practice will be limited to simple question-and-answer dialogues. As

students progress, start using information gap activities in which students have to talk to each other to get the information needed to complete an activity. Once students are more comfortable, you can move into freer activities, such as debates, sharing opinions or open conversations. Even unstructured speaking lessons need a framework, however. Students should be asked to complete some sort of task, such as arriving at a group decision or producing something to share with the class. New vocabulary can be a central part of any speaking lesson, as well as introducing and pract

icing conversational gambits, such as, "I'm sorry, but I don't agree" or "Excuse me, do you mind if ... ?"