農(nóng)村小學生英語口語能力的培養(yǎng)(Development of oral English ability for rural primary school students)

農(nóng)村小學生英語口語能力的培養(yǎng)（DevelopmentoforalEnglishabilityforruralprimaryschoolstudents）Ruralprimaryschoolstudents'oralEnglishabilitySuccessivePresidentsTeamoffamousteachersGloriousflowersinspringandsolidfruitsinautumnCampusScenerySchoolbulletinCampusflashWorkthisweekNextweek'smenuPlansummaryScientificresearchtrendsMainsubjectmanagementPioneerofscientificresearchOthertopicsEssentialinformationResearchprojectLearningmaterialsResearchactivitiesTermreportResearchfindingsAchievementappraisalEducationalreformplanInformationwide-angleTheoreticalguideClassroomresearchTheactivitiesofSubjectbasecoursewareresourcesPlanhighlightsTeachingessayPlanningsummaryAcceptedclassicsScientificandtechnologicalenlightenmentEnteringTaihucultureFamilyofTeachersSoulInnTeacherHomepageTeacherelegantdemeanourTradeunionJobguideDemocraticmanagementTradeuniondynamicsBasicsituationSystemplanningEnrollmentfeedailymanagementHomeschoolcontactLearntorestLearntoteachyourselfLearntokeepfitEventprotectionOrganizationCampusenvironmentHonesteducationEducationalcontentCarryoutactivities::WujiangharborExperimentalPrimarySchool:Monday,October18,2010SetashomepageContactusJointhecollection|homepage|Schoolprofile|Campusdynamics|Educationalresearch|Effectiveclassroomresearch|Schoolrunningcharacteristics|Teacherchannel|SchoolaffairsDisclosure|"Threesessions"activities|Incorruptibleculture|Yourpresentposition:WujiangTempleexperimentalprimaryschoolwebsite,educationresearch,scientificresearchpioneer,text,Monday,October18,2010RuralstudentsEnglishability.Theheat.DevelopmentoforalEnglishabilityforruralprimaryschoolstudents[Author:ZhuMeifangpostedfrom:siteoriginalclicknumber:465updatetime:2007-4-9articleentry:administrator]DevelopmentoforalEnglishabilityforruralprimaryschoolstudentsTempleharborExperimentalPrimarySchoolZhuMeifangAbstract:foralongtime,EnglishTeachinginChinahasbeen"dumbEnglish",stressedreadingandlightlisteningandspeaking.Thenewprogramemphasizesthatprimaryschoolshouldstandardizestudents'orallanguage,improvetheiroralcommunicativecompetence,andcultivategoodlisteningandspeakingattitudesandlanguagehabits".SowewanttoturnthingsaroundintheprimaryschoolEnglishteaching,cultivatestudentsEnglishability.[Keywords]primaryEnglishoralabilityPrimaryschoolEnglishisthebeginningofEnglishlearning,anditisahighlypracticalcourse.IfindthatstudentsareveryactiveandenthusiasticwhentheyarelearningEnglish.Theylovespeaking,speakingEnglish,andtheclassatmosphereislively.Iftheteacheroflanguageknowledgeismechanicaldrillsandexplain,withthein-depthstudy,theirparticipationinclassroomactivitiesofinterestgraduallyweakened,andnotwillingtoopenphenomenonbecausetheyareafraidofmakingmistakes,leadingtodullatmosphereintheclassroom.Thiswillleadtostudents'boredominEnglishlearning,andnotconducivetothedevelopmentanddevelopmentofstudents'spokenEnglishability,andeventuallylosetheirinterestinlearningenglish.Thenhowtocarryoutvariousteachingsoastotrainanddevelopstudents'oralexpressionability?First,weshoulddoagoodjobinintroductoryteachingsoastocultivatestudents'interestinlearningEnglishInterestisthesparkofwisdom,thepsychologicalfactorofovercomingdifficulties,andthemotiveforceoflearningknowledge.IntheinitialstageofEnglishlearning,Icarryoutaseriesofteachingactivitiesaccordingtothestudents'psychologicalcharacteristics.Asbeforeteachingthealphabet,IletthestudentstofindEnglishlettersinlife,theywillfindalotoflettersonthesecondday,forexample:CCTV,NBA,CD,Igathertheyfoundcombinationofletters,afterseveralletters,showsomeletters,letthemread,seetheircollectionlettersappearinEnglish,theylearnit.Two,tocreateanatmosphereofEnglish,andfurtherstimulatestudentstoexpresstheirlearningmotivationWheredoesthestudent'slearningmotivationcomefrom?Teachersneedtorelyontheartofteaching,teachers,organizations,effectivelearningactivitiestostimulatelearningmotivation,activelearningthinking.TheclassroominthesongofsongsEnglish,fullofthetasteofthecartoonclothingprops,realobjectsandrealinteresting,asimpleriddle,afungame,canbringthestudentscuriosityandenjoy.Forexample,whenIwasteachingfacialfeatures,Iusedthesong"Head""Andshoulders"andthegame"Touchyour"..."Thestudentssinganddotheaction,intheprocessofdoingthesingingisveryeasytorememberthewords.Zakov,aSovieteducator,said:"oncetheteachingmethodtouchesthestudents'emotionalandwillfieldsandtouchesthestudents'psychologicalneeds,theteachingwillbehighlyeffective.".Inthecourseofteaching,studentsshouldbeplacedintherealcommunicativesituationasmuchaspossible,andthechosenconversationalmaterialsshouldbeclosetothestudents'reallifeandstudy.Onlyinsocialsituationscanlanguagehavestrongvitalitytorealizeitscommunicativevalue.Theclassroomteachinginthenewcenturyshouldbevarious,creatingsituationsintheclassroom,letthestudentsmove,infectedstudentstoreallife,letthestudentstospeakEnglishinthescene,soastodeveloptheirabilitytouseenglish.Professor4B,forexample"Unit6,Let,go,s,by,taxi,,Let,s,go,to,the."....by...Inthissentencepattern,Itakethetourguidedtourasthemainline,takezoo,park,cinema,station,library,Theatreandotherscenescleverlyinsertedtogether,andproducedifferentmeansoftransport,sothatstudentsuse"Let"sgotothe...By...Thepracticaluseofsentencepatternsindifferentsituations.Inteaching,GoshoppingWhenIfocusonthecreationof"shopping"ofthescene,takethestudentintothe"store",andletthemtalkfreelyinthestore,speakEnglish,subjectivity,trulyreflecttheinitiativeofstudents,andthestudents'learninginitiativehasthusinspired,enjoyspeakingEnglishhappy.Three,strengthenvoiceguidanceandvocabularyaccumulation,enrichthestudents'oralmaterial1,accurateandvividpronunciationandintonationarethebasisoforalcommunicationAccuratepronunciation,vividintonationandcorrectlanguageexpressionarethebasisofstudents'oralcommunication.However,asmostprimaryschoolEnglishteachersaresohardtoteach,theycannotcheckandcorrecttheirpronunciationproblemsonebyone,Intheabsenceofadequatereadingtraining,manystudentsreadEnglishwithaflat,monotonousvoice.Whatshouldourteacherdoinviewofthissituation?Inordertocorrectpronunciation,shapeisveryimportant,therefore,Ioftenobservetheteacherstoguidestudents.Inclass,gohomeafteramirrortopracticepronunciation.Onthebasisofcorrectpronunciation,theteachershouldguidethestudentstoreadthetuneaccordingtothefeaturesofthesentenceandthecontent.Remindthemthatsomeofthecontentcanalsoreflectthetoneofthecommand,soft,soothingtone,etc.,andifnecessary,gestures,expressionsandotherbodylanguage,theeffectwillbemoreobvious.Suchas"Nice"Tomeetyou!"Inthemeantime,theteachercansmilewithhishandandteachhottomakeahotlookandsoon.Afterclass,teacherscanaskstudentstofollowandimitatethetapeinthetoneofvoice,theirownrecordingtape,chooseseveralstudentseverydayworksforeveryonetohear,theselectionofgoodpronunciationandintonation,reward.Forexample,studentscancollectshortandvividstories,essaysorpoems,andorganizestudentstoreadandmatch.2,accumulatevocabularyandprovidecorpusfororalcommunicationVocabularysizedirectlyaffectsstudents'listeningandspeakingability.OnlybymasteringacertainamountofvocabularycanstudentscarryonreadingandlisteningandspeakingactivitiesbeforetheyhavetheabilitytocommunicateinEnglish.Otherwise,therewillbestudentswhowanttosay,sayornot.Teachersshouldhelpstudentsunderstandandmasterthebasicmeaningandusageofvocabulary,andadoptdifferentteachingmethodsaccordingtospecificvocabulary.Forexample,whentheprofessorexpressesthevocabularyoftheobject,trytousetheobjectteachingmethod.Suchasteachingfruit,ballgames,musicalinstrumentsandotherwords,teacherscansynchronizethecorrespondingphysicalobjects,butalsoaskstudentstogohometolabelthehomeitems,sothatstudentsmorefirmlyrememberthesewords.Inteachingthewordsthatexpressemotion,action,shape,ornature,teachersneedtohelpstudentsunderstand,understandandinternalizetheirmeaningsbymeansofgestures,expressionsandactions.Teachersmustnotteachvocabularywhentheyareteachingvocabulary.Teachersshouldactivelycarryoutactivitiesinvariousforms,vocabularyinterestingandeffective,financialknowledgeandinterestinone,tohelpstudentstostrengthenandconsolidatethevocabularylearninginarelaxedandpleasantatmosphere,helpstudentstoaccumulatevocabulary.Teachersshouldmakestudentswillisolatethevocabularyintoavarietyofrealandvividlanguagescene,articlesorstories,guidethestudentstousethewordsinthesentence,understandthevocabularyinthetext,intheculturalbackgroundofproperselectionanduseofvocabulary.Four,theimplementationofhierarchicalandcooperativetrainingmethods,effectivelycoveringtheoraltrainingsurfaceDuetothediversityofstudents,weshouldtakeintoaccounttheindividual,teachstudentsinaccordancewiththeiraptitude,evaluatethemrationally,adoptdifferentrequirementsfordifferentstudents,andeliminatetheirpsychologicalbarrierstolearningenglish,Enablestudentsatdifferentlevelstoappreciatethesuccessandjoyofcompletingthetask.Studentswithstrongabilitiesarenotinterestedsimplybecausetheyare"task",andtheweakeronesarenotsofrightenedbythe"task"thattheyloseconfidence.Forexample,afterteachingThereBe...Afterthelanguageknowledge,Iputforwardactivitiesforstudents:1,talkaboutourclassroom;2,toyourdeskmatetodescribeyourbedroomobjectsplaced;3,listentothebrief,drawapicture.Thetasksaregradualandthestudentscanshowbetterlearningstatus.Studentshaveachievements,teachersandstudentsaffirmed,learntoenjoy.Duetodifferencesamongstudents,asingleformoftrainingshouldbeavoided.Pair,work,group,work,team,work...Groupactivitiesunderdifferentformstoenablestudentstoobtainequalopportunitiesforparticipation,studentsofdifferentlevelsofmutualcollocationtogether,incooperationwitheachother,forreference;incooperation,learntogetalongwithothers;inthecompetition,thestrengthofthecollectiveexperience.Incarryingoutcooperativeteaching,weshouldpayattentiontotheeffectivenessofcooperation,andcannotmakeitamereformality.Therefore,thecooperativetasksassignedbyteachersshouldbeclear,andthecollocationofteammembersshouldbereasonable,soastoensurethateverystudentcangethelpandimprovementfromthem.Teachersshouldstrengthentheguidanceandsupervisionofthecooperativelearningprocess,andtheevaluationshouldbebasedonmotivation,soastoensurethatthewholeactivityisnotdisturbed.Five,tocarryoutavarietyofactivitiesbothinsideandoutsidetheclass,andexpandthestudents'oralpracticespace1,carryoutclassroomoralactivities,forstudentstobuildaplatformfortraininganddisplayoralabilityTherearemanyformsofEnglishperformance,whichcanbesituationaldialogues,ortextbooks,plays,performances,etc..Forexample,inteachingDoyoulike...WhenIcreatedToyCenter,Stationery,ShopTwoactivities,somestudentsactassalesstaff,servicestaffandmallsalesstaff,whiletherestofthestudentsactascustomers.Studentstakefulladvantageofthesentencepatternsjustlearnt."Doyou"Like..."Situationaldialogue,inordertoachieveinthe"learning","use"and"secondaryschool."".OxfordEnglishtextbecauseofthestoryinteresting,distinctivecharacters,conciselanguage,wecanletthestudentsintodramaandperformance,givestudentsastagetodisplaytheirtalents,makeupforthetimelimitintheclassroomteachingofregret.Inthecourseofteaching,Idividedthestudentsinto4groups.Aftereachlesson,onthebasisofthestudents'basicknowledge,fourpeoplecooperateandcreateaPlaywiththeknowledgeofthislesson.Everyoneisrequiredtoplayaroleaccordingtotheirinterests,andthenpreparethelinestogether".Giveeveryoneatwoorthreeminuteperformancebeforethenextclass.Insuchcooperation,studentsareinspired,discussedandthoughtwitheachother,anddevelopedinthecollectivewisdom.2,colorfulextracurricularactivities,toprovidestudentswithawiderangeoforalcommunicationspaceTeachersshouldencouragestudentstotakepartinextracurricularactivitiessoastoserveasanextensionandsupplementtooralEnglishteaching.SuchasactivelyparticipateinEnglishcompetitionsorganizedbyschools,meetEnglishlovers,bytelephonetocommunicatewithstudentsandteachers,andmakesituationaldialogue.TheseextracurricularactivitiescanprovidestudentswithabroadspaceforlearningEnglish,learningEnglishcanmakestudentsfeelthepleasureandsuccessexperience,tofurtherstimulatestudents'Englishlearning,positiveexpressioninenglish.Reference：NewEnglishCurriculumStandardsForeignlanguageteachinginprimaryandsecondaryschoolsOnthecreationofcommunicativesituationsinprimaryschoolEnglishclassesReflectionsonoralEnglishTeachinginruralprimaryschools[comment][tellfriends][Print][closewindow]Thelatest5