中學(xué)生英語(yǔ)口語(yǔ)教學(xué)模式探究

OntheOralEnglishTeachingModesofMiddleSchoolStudents中學(xué)生英語(yǔ)口語(yǔ)教學(xué)模式探究OntheOralEnglishTeachingModesofMiddleSchoolStudents[Abstract]Withthedevelopmentofscienceandtechnology,weneedEnglishmorethanever.However,manyproblemsstillexistinspokenEnglishofmiddleschoolteaching,suchaslackofnecessarylanguageenvironment,singleclassroomteachingmode,lowteachinglevel,andsoon.EveniforalEnglishismoreandmoreimportantdaybyday,inthepast,oralEnglishteachingmainlyusedthesimplemethodofstickingtotextbooks,whichwasboring.Studentswerefamiliarwithgrammar,vocabularyandlanguagematerials,buttheirpracticalabilitywasdifficulttoimproveanddevelop.Thequestionnotonlylieswithstudentsbutalsowithteachers.Indeed,thesecountermeasurescanhelpstudentsimprovetheiroralabilityandreturntheessenceofEnglishlanguagetotheoralteachinginmiddleschools.[KeyWords]MiddleSchoolEnglish;OralTeaching;Questions;EffectiveStrategies中學(xué)生英語(yǔ)口語(yǔ)教學(xué)模式探究[摘要]隨著科技的發(fā)展，英語(yǔ)比以往任何時(shí)候都要重要，然而中學(xué)英語(yǔ)口語(yǔ)教學(xué)中仍存在許多問題，如缺少必要的語(yǔ)言環(huán)境，課堂教學(xué)模式單一化，師資水平不高等。英語(yǔ)口語(yǔ)交際日漸重要。英語(yǔ)口語(yǔ)教學(xué)過(guò)去主要沿用死摳課本的簡(jiǎn)單方法，枯燥無(wú)味，學(xué)生熟知語(yǔ)法詞匯和語(yǔ)言材料，實(shí)際應(yīng)用能力卻難以提高和發(fā)展。其問題的原因既有學(xué)生層面的，也有教師層面的。因此，應(yīng)采取相應(yīng)對(duì)策以提高中學(xué)英語(yǔ)口語(yǔ)教學(xué)的效果。事實(shí)上，這些措施幫助了學(xué)生提高口語(yǔ)能力，真正將英語(yǔ)語(yǔ)言本質(zhì)回歸中學(xué)口語(yǔ)教學(xué)。[關(guān)鍵詞]中學(xué)英語(yǔ)口語(yǔ)教學(xué)問題有效策略

CONTENTS0Introduction 頁(yè)0IntroductionEnglish,asthecarrierofeconomicglobalization,isstillirreplaceable,solearningEnglishtoadapttothedevelopmentofthetimesisoneoftheaimsofEnglishteaching.Meanwhile，Englishisakindofworldwidelanguage.ButthetruthisthatmosthighschoolEnglishteachingisnotdesirable,andmanystudentsstillcan’thaveagoodcommandofbasicEnglishcommunication."Listening,speaking,reading,writingandtranslating"arethefiveelementsofEnglishlearning."speaking",thesecondofthefiveelements,istheweaklinkofmostEnglishlearners."DumbEnglish"becameaphenomenonthatmostpeoplecouldn'tbreakawayfrom:juniorhighschoolgraduatescouldn'tanswersimplequestionslike“What’syourname?”“Howoldareyou?”"Listening,speaking,reading,writingandtranslating"arethefiveelementsofEnglishlearning."speaking",thesecondofthefiveelements,istheweaklinkofmostEnglishlearners."DumbEnglish"becameaphenomenonthatmostpeoplecouldn'tbreakawayfrom:juniorhighschoolgraduatescouldn'tanswersimplequestions.Thenewcurriculumstandardshavechangedtheformermethod,whichfocusmoreonstudents’interestsinlearning.Thestandardshaveincreasinglypaidattentiontothe“student-centered”mode,makingthe“classroomasthecenter”extendtothe“l(fā)ifeasthebasis”,developingthe“knowledgeasthecenter”tothe“comprehensiveabilityasstandards”.InChina,theperiodofmiddleschoolisthefundamentalstageoflearningEnglish,andalsothecriticalperiodforcultivatingstudents’abilitiesoflistening,speaking,readingandwriting.Inthe21stcentury,EnglisheducationhasbeenunceasinglyexpandedinChina.Inclass,Englishteachinghasbeenchangedfrompreviouslyemphasizingonimpartingknowledgetocurrentlyfocusingoncultivatingstudents’qualityofeducation.Asweallknow,theultimategoalofEnglishteachingistomakestudentsmasteralanguage,whichmeansthatstudentsshouldhavetheabilitytousethetargetlanguagetocommunicatewithothersfluentlyandclearly.Therefore,itisoneofthenon-negligiblekeypointsinEnglishteachingtocultivatetheoralabilityofmiddleschoolstudents.AndtheniwilllistenandrepeatwhatIhaveheard.IwaslisteningtotheDesperateHousewives.WeallknowthattheEnglishlanguagehasalotofinformalslangandswearwords,andthelanguagecanactuallyseeaperson'sclass.Americandifferentstates,differentregions,differentclasses,theirspokenlanguageisalsoverydifferent,whichyoucanfeelinthefilmandtelevision.AndwepracticespokenEnglishinthehopethatwecanlearnanelegantandconfidentpronunciationandintonation.Mostofthecharactersin"DesperateHousewives"aremiddle-classAmericanswithgoodeducationalbackgrounds,goodpronunciation,goodspeed,andnottoomuchswearandslang.Therearealotoflifedialoguesin"desperatehousewives",nomattertheyaretalkingaboutlove,suchasdating,watchingmovies,fighting,orsomedailynecessitiesindailylife.Indesperatehousewives,therearemanyvividandpracticalexamplesandvariousexpressions,andtheyareallsimplewords.Forexample,thepassageaboutGabrielle'sfamily:GabrielleSolis,wholivesaroundthecorner,broughtspicyFriedrice.SincehermodelingdaysinNewYork,Gabriellehaddevelopedataste.Atpresent,itiscommonlybelievedthatoralEnglishteachinginChinahasbeeninfluencedbyexamination-orientededucationsystemformanyyearswhichpaysmuchattentiontoscoresbutneglectsthecultivationofstudents’listeningandspeakingability.Undertheinfluenceofthetraditionalteachingmodes,manystudentscan’tevenspeaksimpleEnglish,whichmeansthatitisfarawayfromtherequirementsofstudents’oralEnglishability.Therefore,itisessentialforstudentstoimprovetheiroralEnglishinmiddleschoolswhichisanimportantperiodtodevelopEnglishcompetence.1ProblemsofOralEnglishTeachinginMiddleSchoolsIfwewanttotrulyacquireEnglish,weshouldcommunicatewithothersfluently.TherearemanyreasonswhystudentsarenotgoodatspokenEnglish,suchaslackofinterests,lackofconfidence,lackoforalpracticeandthesimplificationofclassroomteachingmodes,etc.1.1LackofInterestsStudentsjustfocusonthegradesbecauseoftheChinesetraditionalandstrictrules.Sostudentsarejustsatisfiedwiththegrades.ThecultivationoforalEnglishabilitywillnolongerbepaidattentionto.Suchideadirectlyaffectstheenthusiasmofstudents’Englishlearning.SotheirabilityoforalEnglishisdifficulttoimprove.Moreover,indailyteachingactivities,teachersareusuallythemainroles.Theyoccupythemajorityoftheclasstime.Therefore,thereislittleinteractionwithstudents,whichleadstoadullatmosphereinclass.Second,teachingsituationsareirrelevanttothereality,whichmakesstudentsfeelthatthereisnoneedtocommunicate.Butmostofthetime,theyareunwillingtosay.SomemiddleschoolstudentshaverealizedtheimportanceoforalEnglishlearning,andtheyhopetheycanspeakEnglishfluentlyandaccurately.Buttheproblemisthattheyareunabletogetridoftheirownpsychologicalobstacles.Andtheyareafraidofmakingmistakes,whichalsoaffectstheirspokenEnglish.Inaddition,somestudentsoftenpracticeinfitsandstarts.Theyoftenlackperseveranceandsystematicplans.SothetimelyguidanceofEnglishteachersisneeded.1.2LackofConfidenceManystudentshaveaninexplicablefearofspeakingEnglishinmind,suchasforfearofmakingmistakes,beingblamed,beingridiculedandsoon.SomesortoffearcancauseanxietyinoralEnglishcommunication,whichseriouslyaffecttheeffectivecommunicationanddeepthinking.However,whetherstudents’anxietyisobviousornotisallabouthowtheytreatlanguageintheirlearning.Thewrongattitudehassomethingtodowithit.Studentswhohavesufferedsetbacksandfailuresintheprocessofstudyareafraidoftheteacher’scriticism,andthesenseoffearautomaticallycreepsintotheirmind.Thesestudentsoftenparticularlydeficientinself-confidenceandlearningmotivation.Sofearhinderstheimprovementofstudents’oralEnglishcommunicativecompetence.Whatteachersshoulddoistotrytheirbesttomotivatestudents’confidence.1.3LackofOralPracticeAsweallknow,themajorityoforalcommunicationhappensfrequentlyinourdailylife,therefore,themosteffectivewaytoimprovestudents’oralEnglishcommunicationistobeabletodoalotofpracticesandinteractions.Onlythencantheinternationalabilityrapidlybeenhanced.1.4TheSimplificationofClassroomTeachingModesThetraditionalexamination-orientededucationmodelmakesmanyschools’teachingmodesandthecurriculumformsarefixedinsomerelativelysinglescope,payingtoomuchattentiontotheindoctrinationineducation.Andalso,theydonotseetheneedofusingmultimediateachinginclass.Theirclasslacksvividteachingatmosphere.Teacherscannoteffectivelymobilizeandincreasestudents’enthusiasm.Inthisway,teachingefficiencyislow.2MainCausesoftheProblemsAtpresent,middleschoolstudents’deficiencyinspokenEnglishisauniversalphenomenon.Themaincausesofstudents’poororalEnglisharerelatedtostudents,teachersandschools.TheimprovementofspokenEnglishabilityisalong-termprocess.Onlythroughthejointeffortsofthesethreepartiescantheproblembesolvedgradually.2.1FromthePerspectiveofStudentsAttheendoftheday,itisstudentsthatarethekeyrolesintheprocessofEnglishlearning.Teachersandschoolsjustplaythesupportingroles.Forstudentsthemselves,theyignoretheimportanceofspokenEnglish.2.1.1IgnoringtheImportanceofSpokenEnglishAlthoughinordertocopewiththesecondaryexaminationandthecollegeentranceexamination,moststudentspaymoreattentiontooralEnglishlearning,therearestillmanystudentswhothinkthatoralEnglishisoflittleuse.EspeciallyinsomeareaswherescoresofspokenEnglishtestinthemiddleschoolhavenotyetbeencountedasthetotalscoresinmiddleschools.Therefore,studentsdonothaveenoughunderstandingoftheimportanceofspokenEnglish.TheybelievethatthereisnoneedforadditionaltraininginspokenEnglish.2.1.2ThinkingDifferencesJuniorEnglishtextbooksarenotveryesoteric,butduetoChineseasthemothertongue,studentsoftentranslateEnglishwordsaccordingtothemeaningofChinese.Sothetranslationcan’tbeperformedsmoothly.Atthesametime,students’oralcommunicationisobstructed.Accordingtoasurvey,moststudentsthinkthatthegreatestdifficultyinlearningEnglishisthethinkingdifferencesbetweentheeastandthewest.Studentsaresoafraidofmakingmistakesthattheydarenottoopentheirmouths.2.1.3TheInfluenceofTraditionalTeachingMethodsOneofthetraditionalteachingmethodsistosimplifythepracticeoforalEnglish.Theclasshasquestionsandanswers.Butthecontentislimitedtothetextbooks,whichisnottherealcommunication.OralEnglishteachingshouldfollowacertaintrack.Themostcomprehensiblemethodistofollowthecourseofitsdevelopmentinthenaturalstatewithastep-by-stepapproach,thatislisteningandspeakingfirst,andthenreadingandwriting.2.2FromthePerspectiveofTeachersAsthedesigneranddeveloperofcurriculumteaching,teachersarealsothepromotersofstudents’Englishlearning.Teachershavesignificantinfluenceonstudents.Teachers’teachingaims,teachingmethodsandpersonalabilityarecloselyrelatedtotheeffectivenessofclassroomteaching.2.2.1DeviationofTeachingAimsThebasicthingtomasteralanguageislistening,speaking,readingandwriting,andthemostimportantthingabouteverydaycommunicationisbyspeaking.Teachingaimsaremakingstudentspreparefortheexaminationinordertogetgoodmarks.ThismodeofteachingcausesstudentsunabletouseEnglishflexibly.Theonlyonegoalisacademicachievement.ManystudentsthinkthatEnglishisaboringcoursewhichsuffersthemalot.Butwiththerapiddevelopmentofinformationandanincreasinglyinternationalinteraction,oralEnglishisbecomingmoreandmoreimportantandstudentsshowgreateagernessforspeakingEnglishwell.Thisviewreflectstheexamination-orientededucation.2.2.2ImproperTeachingMethodsInChina,Englishclassesaremainlytaughtbyteachers.StudentscanonlyhearEnglishfromtextbooksortaperecorders.Teachersteachalotinclass,includingteachinggrammarrules,analyzingtexts,etc.Studentsarejusttaughtsomefixedcollocationsandmaingrammaticalpoints.Thismodeleadstostudentshavefewopportunitiestopracticecommunicationinclass,andstudents’initiativeandenthusiasmofteachingaresuppressed,therefore,students’oralcommunicationabilitycannotbeincreasedaccordingly.AsforEnglishteaching,itisteachersthatplaythekeyrolesinclass.Inotherwords,thereislittleinteractionbetweenstudentsandteachers.Soitisverydifficulttoknowwhetherstudentsreallyacquirethegrammarandtheusageofthevocabularies.AndstudentsoftenhavelittleEnglishpractice.Overtime,studentswilllosetheconfidencetospeakEnglish.2.2.3The

Imbalance

of

Teacher’s

PersonalAbilityThepresentEnglishteachersinmiddleschoolshavereachedaveryhighlevelinvocabularyandgrammarteaching,buttheiroralEnglishproficiencyisuneven.SpeakingspokenEnglishandteachingspokenEnglisharestillverydifferenttoacertainextent.Thissituationoftenleadstotwoextremesinoralteaching.Someteachersbasicallydenyorunderestimatethenecessityofteaching,blindlyemphasizingtheuseoflanguageandneglectingtheimpartingofknowledge.Teachersletstudentsdopairworkorgroupworkinclass,butstudentsgenerallycomeunprepared.Teachersjuststandidleby.Studentswon’tfeelunderpressure.However,thereisnorealinformationexchangebetweenteachersandstudents,andthequalityofteachingisboundtobeaffected.Theotherextremeisthatteacherscan’ttoleratelanguageerrors,andtheyfocustoomuchongrammarexplanation,sentencestructureanalysis,vocabularyandphraseusage,etc.Inthelongterm,manystudentswouldbeunwillingorafraidtospeakmoreEnglish,whichdampeningtheircommunicationenthusiasm.Neitheroftheseextremeteachingmethodsisconductivetotheimprovementofstudents’oralcommunicativecompetence.TheresultisthatstudentsareunabletoachievetheirteachinggoalseffectivelyinoralEnglishpractice,thusaffectingtheirabilitytocommunicateinEnglish.2.3FromthePerspectiveofSchoolsInordertoenhancethewholepopularity,theyonlypayattentiontothepromotionofachievements,butignorewhetherthestudentsreallyacquiretheknowledgeofthesubject.EspeciallyinoralEnglish,someschoolsignorethecultivationoforalEnglish,anditisdifficulttotrainstudents'oralabilitybythestep-by-stepteachingmode.TheteachingatmosphereisdullandstudentsarerepellingtheEnglishcourse.Sotheefficiencyoftheclassteachingcan’tbeenhanced.Then,studentscannotimprovetheiroralEnglishatschool,andwhentheyreturnhome,theyjustfinishtheirhomeworkanddoothertasksthattheirteachersaskthemtodo.TheyhavenointerestinoralEnglish.StudentsgraduallylosetheinterestsinEnglishclasses,whichisaviciouscyclerepeatingoverandoveragain.Inordertogethighscoresinwrittentests,studentswillblindlymemorizegrammarrules,anddoonesetofexercisesafteranother.3PossibleMethodstoImproveStudents’OralEnglishIntraditionalEnglishteachingofmiddleschools,therearefewopportunitiesforstudentstocommunicateinEnglish,sostudentscannotimprovetheiroralEnglishandhaveveryfewinputsinclass.Asaresult,manymiddleschoolstudentsmayhavegoodgradesinwrittenexamsbutwithpoororalEnglish.3.1CreatingOralLanguageTeachingEnvironmentLanguageenvironmentconsistsofobjectiveandsubjectivefactors.Theobjectivefactorsinclude:time,location,occasion,object,etc.Thesubjectivefactorsinclude:identity,disposition,profession,mood,etc.Buthowthelanguageenvironmentaffectsthelanguagelearning?3.1.1ProvidingaGoodEnvironmentforCommunicationForChinesestudents,thereisaseriouslackofproperlanguageenvironmentintermsoflearningEnglish,whichisthereasonofstudents’poorcommunicativecompetence.Thatremindsustocreateasmanylanguageenvironmentsaspossible,sothatstudentscanexpressspokenEnglishfluentlyinalanguageenvironment.Weshouldattachgreatimportancetotheuseoffreetalkineverydayclasses,becauseyoucanhaveagoodperformanceonimplementingsomeofthelanguage’sfunctionsatfreetalk,therebyincreasingstudents’interestsinusingEnglishandmeanwhileimprovingtheirEnglishabilityoffreeexpressionandcommunication.Atfreetalk,youcanchooseavarietyoftopics,topicscanalsoberaisedbystudentsthemselves.Forexample,whenteaching<Unit6Pets>,teachersfirstaskstudentstoreadclass1andclass2ontheappearanceofdifferentpetsandhabits.Thendiscusstheirfavoritepets,andlastspecifythereasons.Somestudentssaytheylikeparrots,otherssaytheylikecatsordogs.Therearealsostudentswholikegoldfish.Thisisthenaturaltransitiontothetopicof“Howtotakecareofgoldfish?”.Oncestudentshavelearnedmoreaboutgoldfishthroughdiscussion,someexercisessuchaslisteningjudgment,rewritingsentencesandcompletingthedialoguewillbesolved.However,onlydependingonlimitedschoolhoursisnotenoughatall.Wealsoneedtomakefulluseofourafter-schooltimetocreateanEnglish-speakingenvironment,suchasEnglishActivityWeek,EnglishCorner,EnglishBroadcast,etc.Atthesametime,studentsareencouragedtodosomeinterestingthings,suchasreadingEnglishnovels,watchingEnglishfilms,retellinganinterestingEnglishstory,andsoon.3.1.2BuildingEnglishPracticePlatforms.InadditiontothecomplementarytrainingofEnglishconversation,teachersshouldalsoprovideandcreateasmanyoralpracticeopportunitiesaspossiblesothatstudentscanaccumulatemethodsandskillsoforalcommunicationintheirdailylife.3.2StimulatingInterestsinOralCommunicationAndthetaskoflearningforthemwillbenolongeraburden,whichplaysagreatroleintheimprovementofacademicachievementsandabilities.Sohowtocultivatestudents’interestsinoralEnglishbyteaching?Teachersshouldincreasetheinterestsoflearningcontent.Forexample:whenstudying“pastcontinuoustense”,itwaspossibleandeffectivetodesigna“policemaninvestigationscenarios”whichwasofgreatintereststoallstudents,andthecorrespondingrolesarethepolice,suspectsandwitnesses.Police:Whatwereyoudoingat9lastnight?Whatweretheotherpeopledoingatthattime?Wereyouseeinghimatthattime?Suspect:Iwassleeping.Theywereworkingatthattime.Witness:Hewasbreakingintothehouse.Moststudentswanttoplayallthesethreeroles.Italsogivesstudentsmorelearningresources,butitisalsoagreattestforteachers’teachinglevel.Asateacher,youhavetogothroughitdaybyday,includingpreparinglessons,answeringquestionsandkeepinglearningtoimproveyourselfallthetime,weshouldcombinethecharacteristicsofstudentsandfindoutsuitableoralEnglishlearningmethodsforstudents.Itisnotagreatideatorecommendstudentstoreciterigidknowledgeinordertoaccomplishthetaskofteaching.Becausestudentswilllosetheinterestsoflearning.Middleschoolteachersshouldkeeponimprovingtheirabilityofusingtechnologyforteaching.Inordertoenablestudentstolearninaharmoniousandrelaxedenvironment,theintegrationoforalteachingandinformationtechnologyshouldbeachievedinarealsense.AfamousAmericaneducatoroncesaid,“Peoplewholearnacoursewithpositiveemotioncanlearnmoreeasilyandmorequickly,comparingwiththosewholackofenthusiasm,pleasure,orinterests.”Confucius,theancienteducatorofourcountry,said,“Peoplewhoknowitarebetterthanwhoworkonit,butwhoworkonitarenotasgoodasthosewholoveit.”Theimportanceofinterestsisfullydemonstrated.Forexample,organizingmoregroupstojoinintheoralactivitiesmaycreatearelaxedandharmoniousatmosphereandeliminatestudents’fear.Inaddition,oralactivitiescanhaveavarietyofwayssuchaspicturedescription,singingEnglishsongs,watchingEnglishspeechcontests,roledubbing,roleplaying,etc.It’saninteractionofmutualrespectandunderstanding.Itissaidthatateachershouldbeenthusiastic,sensitiveandtolerantinteaching.somehaverichknowledgeandgoodunderstanding,buttheyarenotwillingtoopenmouths.Introvertsarenotgoodatspeaking;somearetimidandafraidofmakingmistakes;somearewittyandquiet.Teachersshouldbeverysensitivetoallthesestudents.Studentsshouldknowtheirstrengthsverywellandfulfillpotential.It

is

necessary

to

be

patient

and

sympathetic

about

students’difficulties

and

problems.Teachersshouldgiveencouragementandaffirmationtodifferentstudents.Generallyspeaking,studentsandteachersoftenrewardinthesameway.3.3Error-correctioninOralEnglishApersononcesaid:“Astudentwhodoesn’tmakemistakescan’tlearnlanguagewell.”Appropriatetolerancetowardsmistakesisneeded.Ifnecessary,teachersshouldfindappropriatewaystocorrectmistakes,butdon’tinterruptstudentsimmediately.Becausecorrectingmistakeswillinterruptthestudents’thinkingandaffecttheirresponse,whichwillputtheminanawkwardposition.Whenstudentsrightafteransweringthequestions,theyshouldbesureoftheirmeritsandeuphemisticallypointedouttheirmistakes.Anatmosphereofmutualhelpreducesthefearofmakingmistakes.Aftercorrection,studentssay“Iwill(shall)gotoplayfootballtomorrow.”Inaddition,itcreatesanactiveclassroomatmosphere.Whatmistakesareseriousandmustbecorrected?Itissaidthatlocalerrorsshouldbetakenintoaccount.Spokenlanguageisoutput,outputisthepremiseoftheinput.Theso-called“globalerror”mainlyreferstothemisunderstandingintheprocessofcommunicationortheincorrectstructureofthesentence,whichhinderstherulesofcommunication.Whenshouldwecorrectstudents’mistakes?SomepeoplethinkthatoneoftheimportantdutiesofteachersinoralEnglishtrainingisto“pickmistakes”and“correct”whicharestrictlyrequiredofstudents’performance.Treatstudents’mistakesdifferentlyandanalyzethespecificproblems.Inmechanicalorsemi-mechanicalexercises,studentsshouldpayattentiontotheirmistakes.However,whenstudentsexpresstheirideasfreely,itisnotnecessarytocorrectthemtoomuch,anditisespeciallynotappropriatetointerruptstudentsduringtheirspeech,becausecommunicationistheprimarypurposeatthistime.Constantlycorrectingmistakeswillnotonlyinterruptthestudents’thinkinganddestroytheirspeechflow,butalsomakestudentsafraidofmakingmistakesanddarenottoopentheirmouths.3.4PayingAttentiontoExtracurricularActivitiesInordertofurtherimprovethestudents’oralcommunicationability,teacherscandesignsomeinterestingactivitieslikearrangingaplaybasedontheEnglishtextbook,whichcanfullyarousetheirenthusiasmforlearningandtheirdesiretoexplore.Organizetheentireclasstoparticipateintheperformanceandletstudentsfullydemonstratetheirlearningachievementsandexperiencethesenseofsuccess.TakeoneofmyEnglishteachersforexample.WhenstudentsfeelunabletocommunicatewitheachotherinEnglish,shewillpatientlyteachstudentstocommunicatewithdifferentwordsandexpressions.Adifferenttopicisproposedeveryday,andeachgrouphavetopracticecarefullyafterclassforhavingagoodperformance.The

teacher

insists

on

using

the

few

minutes

before

each

class

andasks

two

students

on

duty

to

perform

first.Afterfinishing,

they

should

asktwo

questionsfor

other

students

to

answer.Thepurposeis

tostimulate

thethinkingof

other

students

and

enhance

theefficiencyofcommunication.Accordingtothedegreeofdifficulty,teacherscanintersecttheshorttextintoreading,situationaldialogue,answeringquestions,topicexpressionandsoon.Inmostclasses,teachersmaydesignsomegameswhicharelovedbymoststudents.Ofcourse,thesegamesshouldnotbedominatedinclass.Inaddition,weshouldmakefulluseoftheadvantagesofthenewtextbooksandorganizetheteachingactivities,suchaspairwork,groupwork,classdiscussion,Interview,andotheroralactivities.Letstudentsexchangeopinionsandsendrepresentativestoexplainthemselvesinclass.Thenmakeabriefcomment.Inordertoactivatestudents'thinking,theywillbeaskedquestionsintheirspeeches.Overtime,thesecolorfulteachingactivitieswillarousestudents’enthusiasmandinitiativesoforalEnglishlearning.3.5TheApplicationofMan-machineInteractionAlthoughoralandlisteningtestshavebeenaddedtomiddleschoolEnglishteststheseyears,thevastmajorityofteachersjustasktheirstudentstoreciterelevantexamination-orientedmaterialsbeforetheexamandcarryoutman-machinedialoguesimulationtest.Butstudents’improvementoforalEnglishexpressionwillnotmakemuchdifferences.Providingalargenumberofrichmaterialsfororalteachingbothcanreceivegoodteachingresultsandcanalsostrengthenstudents’abilitytouselanguageinpractice.Inordertomakestudentsachievethebestsituationoffreecommunication,teachersshouldrenewtheirteachingmethodsandadoptvariousstrategiestooptimizeoralteachingmethods.Thenstudents’dailyEnglishproficiencycanbereallyimproved.ItisdifficulttomakestudentsfeelthepleasureoforalEnglishbysimplyrelyingonthecontentoftextbooksandteachers’oralpreaching.Intheeraofadvancedinformationtechnology,middleschoolsshouldeffectivelyuseinformationtechnology.Thatis,usingadvancedteachingequipmentandteachingmodes.Multimediateachingcancreateproperlanguageenvironment.Middleschoolteachersshouldbeproficientinusingmultimediaequipment.SostudentsarewillingtospeakEnglish.TeacherscanuseclasstimetocarryoutrealityEnglishteachingmodeandutilizemultimediatotransformallkindsofEnglishscenes.Forexample,maketwostudentspretendtobeonthephone.StudentAdialedthecodeandsaid:“Hello,IamLily.”Itisclearthatthedialoguecanpracticestudents’spokenEnglish.Theteacheraskedstudentsquestionsintimetoseewhocanfindoutthelanguagemistakesfirstandcorrectthespokenlanguageas“ThisisLily.”4ConclusionWiththerapidriseofChina,moreandmoreforeignmarketsareopentoChina,whichrequiresustoimproveouroralEnglishlevelconstantlysoastocommunicatewithforeignersfluently.Asthesayinggoes,“drippingwatercanwearastone.”An