农村初中英语口语教学的实施.doc

农村初中英语口语教学的实施摘要新课程标准将学生综合语言运用能力的培养设定为基础教育阶段英语课程的总体目标。在新课程理念的指导下，通过广大农村初中英语教师的努力，学生的听、说、读、写能力有了普遍的提高。但是，在广大农村地区，初中英语口语仍然滞后，学生对英语的掌握不容乐观。本文根据农村初中英语口语教学存在的问题，并且联系农村教学实际，提出了一些合理化建议，以此在新课程改革下促进农村初中英语口语教学现状的改变和学生口语水平的提高。关键词：农村英语口语 问题 措施 语言环境implement of the oral english teaching of junior middle school in rural areasabstractnew curriculum standard set the development of comprehensive language skill at overall aim of english teaching in the early years of elementary education. under the guidance of new curriculum concept, students ability of listening, speaking, reading and writing was brought into fullest improvement by means of efforts of english teachers of junior middle school in rural area. however, in rural areas, oral english of junior middle school still lags behind the urban areas, students just have a superficial understanding of english. integrating the problems in oral english teaching with the teaching practice of junior middle school in rural areas, this article will put forward some rationalization proposal, which contributes to important changes of the present situation of oral english teaching in rural areas and improvement of students spoken language level. key words: oral english in rural area, problems, measures， language environmentintroduction随着教改的深入，新的课程标准要求在提高听说读写能力的基础上更加重视英语交际能力的培养，强调学生学以致用。因此，英语教学也必然从传统的语言知识技能的传授向交际能力培养转变，口语教学的重要性日渐凸显。同时随着我国市场经济的不断发展以及世界交往的日益密切，能讲一口地道的、流畅的英语已是现代人的基本素质之一，但是在农村中学因缺乏适当的语言环境，以及受英语教学水平的限制，学生只能在试卷上拼写，而不开口讲英语，学的仍然是“哑巴”英语。这都说明农村初中英语教学尤其是口语教学的开展存在着不少的问题与困难，需要切实解决。with the development of educational reform, new curriculum standard claims to lay more stress on the training of english communication capacity, and emphasize that students should adhere to the principle of making study serve the practical purpose. therefore，english teaching is bound to change its traditional method of linguistic competence into cultivating communication capacity, and the importance of oral english teaching becomes more and more striking. one of the fundamental qualities of modern people is to speak idiomatical and smooth english, as the commodity economy develop gradually and the world communication become more and more close. in rural area, students are still not good at speaking english, they can only spell or write on the paper. we ascribed this social phenomenon to be short of suitable language environment and limit of english teaching level. all these can indubitably indicate that there are lots of problems and difficulties which need to be overcome in real earnest in developing english teaching especially oral english in rural middle school. 一、影响初中英语口语教学实施的因素一、factors of oral english teaching1、传统教学的不良影响英语只是一种工具，是一种能在交际方面给我们带来极大便利的工具。最容易理解的学习方法就是循着它在自然状态下的发展规律，先听说，后读写，循序渐进。但是传统的教学模式是：阅读、背诵、默写、翻译、解释等仍然占据着统治地位，口语训练却不被重视，本末倒置现象相当严重。另外，教师也有这样的担忧：口语方面花的时间太多了会使笔试成绩下降。教材几年一次的更新了，老师们还是我行我素，讲得多，练得少。再有一种把口语训练简单化的倾向：尽管老师课堂上也做问答练习，但内容仅限于课本上的原句，算不上真正意义上的交流。1、harmful effects of traditional teachingenglish is only a kind of tool that can provide convenience for us to communicate with others. the easiest learning method for understanding is to obey the law of the development of learning and follow the principle of gradual improvement: listen and speak before read and write. nevertheless, traditional teaching approach which includes reading, reciting, spelling，translating and explaining still occupies significant position. consequently, people always put the nonessentials before the essentials and colloquial language training can not be paid more attention to by people. in addition, teachers are worried that spending too much time on spoken english can bring about the decline of score of written examination. teaching materials renew once for several years，but the educators still persist in their old ways, explain too much and practice less. another tendency for oversimplify of oral practice is that though the teachers make practice of asks and answers in class, the substance is usually confined to original sentences on the textbook，this can not be called true communication. 2、心理障碍的影响初中英语课本上的语句并不深奥，学习中的困难主要源于它的外语特性。汉语是我们的母语，从婴儿时期就开始学了，由于不受别的语言的干扰，在不知不觉中就掌握了。而我们学习英语是从十来岁才开始的，早已习惯了母语思维，加上缺乏适当的语言环境，往往举步维艰。再加上农村的孩子一般比较胆小，很多同学怕说错话，怕受到老师的责备或者是同学的嘲笑，这种恐惧心理导致学生口语表达时显得焦虑和紧张，影响他们的正常思维和顺利表达。这样会给学习者带来严重的心理障碍，是他们怀疑自己的表达能力，想说说不出。于是许多同学宁可去写，也不肯开口说。这种“哑巴”英语危害不浅：忽视了语言最基本的交际功能，不利于长远发展。2、effects of psychogenic disordersentences on english textbook is not deep for students in junior middle school, the main difficulty in learning is characteristics of foreign language. chinese is our mother tongue that we have studied it when we were only a baby, since it was not interfered with by other foreign language, we mastered chinese without noticing it. but we started to learn english when we were at the age of ten, at that time, under the influence of logic thinking of mother tongue and lacking of applicable language environment, were in dire straits. and moreover, out of sheer funk, most students in rural area are afraid to make mistakes, they fear to be reproached by their teachers and laughed at by classmates. it is no other than this kind of mental dread that bring anxiety to students when they speak english, thereby have an effect on their natural thinking and fluent expression. such terrible psychogenic disorder would get students to be doubtful of their expression capacity, begin to speak and then hesitated. thereupon, many students prefer to write on the paper rather than speak out. such phenomenon of studying english will do harm to students, it ignores the most primary communication function of language and go against long-term evolution.3、缺少英语交际的氛围交际教学思想的倡导者欧莱特认为，语言学习的成功在于将学生放在一个有效的口语交际的环境之中。但是农村学生接触真实英语交际情景的机会很有限，他们语言学习和训练的主要环境就是课堂，而且受师资力量的局限，老师在课堂上的英语口语用的很少，缺乏教师和学生思想上、信息上、情感上有意义的交流。3、lack of atmosphere of english communication4、重视程度不够高在农村，许多学生以及家长认为，学习英语只是为了应付考试，以笔试成绩来衡量英语学的好坏。大家都未对英语有足够的重视，教与学只停留在词汇、语法和语言知识点上，对教材中的口语活动也只是浮于表面，做做形式而已，结果造成学生只会读不会讲。二、英语口语教学的实施1、合理创设情景，培养学生的口语交际能力教师要为学生创设英语活动形式，让学生在这些活动中通过交流与合作，锻炼听说交流能力。在教学实践中可以运用以下几种方法：（1） 传送口信问候学生之后，我向座位离我最近的学生耳语一句话。要求学生必须一个接一个地把那句话传下去，直到最后一个学生，最后，请最后一个同学把听到的信息写在黑板上。有时候口传的信息完全或者部分失去了本来的面貌，当我把最初的信息也写在黑板上时，学生忍不住大笑起来。（2） 角色扮演角色扮演为学生训练口语提供了真实的场景，它克服了语言学习的枯燥感，使语言学习充满了活力。同时，学生的口头表达能力也能得到较好的提高。（3） 英语沙龙英语沙龙是课堂的有效延伸，它为学生尝试运用英语提供了机会。英语沙龙是英语交际环境的模拟，这里的交际活动大部分是真实的、自然的。学生通过用英语进行交际、获得信息，能拓展知识的深 度和广度，逐步养成用英语思维的习惯。（4） 布置有声作业实践证明，带有竞赛性质的游戏评比活动，并能将它贯穿在教学的始终，不但对学生产生一种教学魅力，能把学生牢牢的吸引在教学磁场里，更重要的是能够提高学生的学习兴趣，满足学生的自我表现欲望以及喜欢竞争的心理，还能培养他们听、说、读、写的综合能力。为了让学生重视英语能力的锻炼，还可以让学生每天读一片自己喜欢的简短英语文章，每天抽查57个学生，并让读的好的学生在全班面前朗读，给予表扬。通过抽查学生，还可以发现语音、语调问题，从而提高教学效率。2、采用各种教学方式，锻炼学生的口语交谈能力（1）把好语音教学关交际的基础是标准的英语发音，发音不准势必影响交流。因此，教师要严格把好语音关，让学生养成良好的拼读习惯，抓好口语第一关。在课堂上，教师要多鼓励学生，让每个人都开口，勇于实践，为以后的学习打下良好的基础。（2）把好朗读教学关朗读是外语教学的常用法宝，对于英语口语表达帮助很大。朗读的形式多种多样，大致可以分为齐声朗读、角色朗读和个别朗读。教师要合理利用这三种朗读形式，引导学生流畅、有感情的朗读，攻下口语第二关。（3）有针对性地创造各种语境教师要针对性地创造各种语境，化抽象为具体，让学生在实际情境中运用英语，增强学习的趣味性。例如：教师可以有计划、有针对性地画一些图片，让学生积极开展口语练习。3、利用多种教学活动，强化学生的口语交际能力著名心理学家弗洛伊德曾说：“游戏是由愉快原则促动的，它是满足的源泉。”讲座游戏运用于教学，可以以兴趣促进学习，以学习提高口语水平。例如：教师可以围绕本单元所学内容，指导学生把重要词汇、语法、句型等编成对话、小品、情景剧等，并且将学生分成若干组进行表演。运用这种形式既可以很好的复习所学的内容，也能活跃课堂气氛，激发学生的学习兴趣，从而达到很好的口