濮阳电大本科英语董予华修改.doc
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1、附录一:中文标题页题目:浅析中学英语口语教学方法工程设计者董予华濮阳电大提交日期2021年11月28日课程名称:教学实践设计附录二:英文标题页Project Title: Analysis of oral English teaching in middle schools InvestigatorDong YuhuaPu Yang Radio TV UniversitySubmitted on 28th November 2021In fulfillment of the coursePractical Project Design附录三:致谢AcknowledgmentI am very
2、grateful to my supervisor Miss Han without whose support and patience, this project would not have result.I am also grateful to my classmate Li Weiying、Cheng Minghui and Wang Jiangtao for their time spent on derection and discussions with me.Thanks will not be enough for my students without whose wi
3、lling participation in the project implementation it would not have any achievement.Last thanks go to my parents who have given me great encouragement and have shared with me my worries and happiness in the process of this project.附录四:中文摘要摘 要在我国现在的中学英语口语应用中,我们可以看到,有的学生笔试成绩相当不错却口语却很差,在日常交际活动中,有的学生心里想
4、的很不错,要他进行口头表达就抓耳挠腮,表达不完整,还有的学生平时说话语言流畅,思维敏捷,一到正式发言就吞吞吐吐,结结巴巴,诸如此类的现象比比皆是。只有激发学生对口语表达产生浓厚的兴趣,才能使教师的教学与训练有所起色。所以本文就中学英语口语教学的方法提出一些看法,通过发现在中学英语口语教学中所受到的影响因素。采取正确有效的教学方法,就我个人提出的一些的方法,及时反应信息,提高学习兴趣、及时纠正口头作业的错误,提高书面作业的正确率、改变传统的评估方法,提高学习的自觉性。从而提高口语的广泛应用,提高学生的英语的口语表达能力。关键词:交际能力;干扰;教学方法;教学原那么附录五:英文摘要Abstract
5、At present, oral English in the middle school, we can see, some students written results is quite good but oral English is very poor. in daily communication activities, some students wants to speak very well, but if you want them to express the meaning, they will not know what to do. And also some s
6、tudents usually talk language smooth, thinking agile, but at an official statement, they will be hesitant and stumbling, The phenomenon of things like that is everywhere. Only stimulate students strong interest in language, we can make an improvement in teaching and training of teachers.So in this a
7、rticle, I make a number of comments on secondary school oral English teaching, by identifying the factors under the influence of oral English teaching in middle school. Adopt proper and effective teaching methods, timely feedback information to improve students learning interests, and correct errors
8、 of oral job, improving the accuracy of written work, change the traditional assessment methods, raise consciousness in learning to improve spoken language widely.Keywords: communicative competence; interference; methods of teaching; teaching rules附录六:目录ContentsAcknowledgment.IAbstract (in Chinese).
9、IIAbstract (in English).IIIContents.IV1. Introduction.72. Executive summary.83. Problem analysis.93.1 The thought of despising .93.2 The dread of study .93.3 Lack of environment influence .104. Solve method .104.1. Promoter after-school practice .104.2. Implementation oral job .114.3 Improve student
10、s learning interest .124.4 Corrected oral job errors .124.5 Raise consciousness in learning .135. Rule recommendations 145.1 Initiative .145.2 Encourage students to speak .145.3 Providing opportunities to learn .15 5.4 Cultivate of innovation ability155.5 Create a classroom atmosphere .156. Concludi
11、ng remarks .167.References 17ContentsAnalysis of oral English teaching in middle schools1.IntroductionLanguage is the carrier of culture, is a tool for communication. As social of continued high-speed development, The increasing application of the world of things, as well as linguistic diversity, En
12、glish as a world general language, and as well as the official language of the US and European countries ,many national has regarded English as second language to learn, this has accelerated oral using of English oral; on the other hand. As China joined WTO, more and more of foreigners came to China
13、, and Chinese also large bulk to abroad or business learning, When exchanging information, express the emotion and meaning, people first need to be talking If you cannot speak a foreign language, one cannot smooth communication, and even make some people into a greater difficulties. Therefore, foste
14、ring middle school students oral English communicative competence is become more and more important. However, in todays rapidly changing of education reform. Still in middle school, English teaching to read and write to the Center, Compete with the written stage. With the result that, most of our st
15、udents have become experts of English questions, but said in some occasions become mute. Most students oral communication is either stuttering or inarticulate, Its difficult to express their own thoughts using spoken English that they had learned. Therefore, we say that these students learn English
16、is incomplete, even they will have some trouble using English to express. Precisely because some university graduates cannot speak fluent English and lose the chance to find a satisfactory job.2. Executive summaryCommunication is the essence of the teaching of English (communication), which is betwe
17、en teacher and student, communication between the students, not that I teach you to learn, English teaching is through these communication activities, enable students to improve English capability. In the communication process, teacher-student interaction is between awareness activities on both side
18、s. Students can not progress without teachers awareness of teaching law, teachers awareness of teaching law must depend on students the objective effect of teacher-directed learning. Teaching is to promote such exchanges, we can say in English “Teaching is of communication by communication and for c
19、ommunication. In order to develop students communicative competence, I focus on the learning and communication strategies departments. This article describes methods of oral English teaching in middle schools, through interference encountered in oral English teaching in middle schools, take the righ
20、t teaching methods, feasibility of teaching rules recommendations adopted, so that students learn English not mute English in English communication, so as to enhance students practical use of English standards.3. Problem analysis: Influence factors of oral English teaching in middle schools3.1. The
21、thought of despising English spoken languageMany students motivation to learn English is to the exam, however there was no oral test items, so they think oral English training is a waste of time. Not only the teachers but also the students oral English training, whether they have paid sufficient att
22、ention or not, in the new textbooks, it still follow the beaten track, nearly having any new things. Teaching focus is still stuck on the explain the language points, neglect of oral training, resulting in a dumb English phenomenon; The student can only read, not speak. But judging from the language
23、 of the law, in any language, spoken language is the first aspect, language is the second aspect. Communication from person to person mainly through listening and saying, seldom through read-write. New curriculum requirements, purpose of the outline is: development of basic skills of listening, spea
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