How to Improve Students Oral English.doc

封面中文标题页英文标题页致谢页中文摘要页（写法请参见英语专业教学文件汇编的第118页）英文摘要页目录（提纲）页（注意：1、以上各项都要另起一页；2、一定要用一级序号设置页码；3、字体、字号、行间距等等详细要求请参见英语专业教学文件汇编的第109-122页的有关部分）。How to Improve Students Oral English1.IntroductionI am We all know that oral English is very important, but most students oral English is very poor. At the beginning of my teaching practice, I realized this one. I told my students the importance of oral English and let them to take an active part in oral work. However, their interest in speaking English does not seem to be improved. I hope I can find solution to the problem through action research and my students can also benefit from the project.2. Problem The Problem in my teaching is that3.Problem analysisWhy the students oral English is very poor. I think that there are four reasons. Firstly, some students didnt think the oral practice is useful to their grammar-oriented exam. Secondly, some students particularly those who did not do well in the traditional grammar-oriented written exam lacked self-confidence in oral work. They thought that the oral class was only the showing-time for the “top-students.” Thirdly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Fourthly, some students wanted to say, but they didnt know how to get start and what to say..34.Project objectiveMy research objective is to 5. Project hypothesis It is hypothesized that+从句/(或用不定式短语的形式来说明)6. Project rationale7. Project design（注意：此部分应该有四次具体的教学活动）8. Project implimentation（特殊情况下此部分也会有某些具体的教学活动）9Data analysis10Project evaluation11ConclusionReferences：英语书在前按人名首字母的序号排列。汉语书在后按人名首字母的序号排列研究过程的四项资料及其所占成绩比例Teaching diary（20%）Week 1.Date:June 1st, 2007, Friday, Class :10.Today, in my oral English teaching, I found some students arent interested in oral English. I told my students the importance of oral English and let them to take an active prat in oral work. However, their interest in speaking English does not seem to be improved. I hlpe I can find solution to the problem through action research and my students can also benefit from the project.Week 2.Date:June 8th, 2007, Tuesday, Class :10.To find out why some students arent interested in the oral practice, I designed a questionnaire, the questions cover a range from the importance and the purpose of the oral practice to the roles of the teachers and students. 20 questionnaires were distributed and collected. After processing the results with computer, it is found that is 15% of my students were not interested in oral practice, and 40% of them just felt so so, which formed the base of the project research.Week 3.Date:June 14th, 2007, Thursday, Class :10.In order to implement the research, in the second week, we did a Rote-play Activity to practice direct & indirect speech based on Unit 3: Students worked in groups. Each group formed by student A, B, and C. Student A and B requested each other to do something. Student C was not clear about what they say, so student C asked A and B to retell what their partners said in indirect way. Through Role-play Activity. Improved the students interest in oral English practice.Week 4.Date:June 20th, 2007, Wednesday, Class :10.In the fourth week based on the Unit 4: First I provided some information about making an apology and responses to my students. Then I designed some situation, suppose one day you are late for school/ your friends party. How to make an apology to your teach/ your friend? I ask students make a dialogue. The students are interested in this activity. Therefore, Better oral work desing can really improve students interest in oral English practice. It can improve students ability of speaking in English, too. 教案（20%）教学目标：Let students master how to ask the way and give directions教学内容：Where is the Post office?教学重点：Some useful expression教学难点：How to ask the way and give directions?教学方法：The method of scene designing教学过程：Step1. Ask the students to look at the pictures and discuss what they are. Then ask two students to write the correct words on the blackboard.Step2. Ask students some questions:(1). Have you ever got lost?(2). What do you do if you lose your way in a foreign city?(3). What can you ask?(4). If a foreigner asks you to tell him the way, what do you say?Step3. Ask students to work in pairs.Step4. Elicit answers from the students and help them with some familiar expressions.(1). Asking the way.a. Excuse me. Could you tell me the way to?b. Excuse me. How can I get to?c. Excuse me. Where is the nearest?d. Pardon me. Is there near here ?e. Pardon me. Im looking for(2). Giving directionsa. Go straight along this road.b. Turn right/left at the traffic lights.c. Its at the corner of street and Road.d. Its next to/at the end of /across from/neare. Its on Main Street. Step5. Then ask classmates to make a conversation. One asks how to get to the cinema/post office/ the bank/the bookstore/ the park and so on. And the other gives directions.Step6. Homework: Master some useful expression about how to ask the way and give directions.Step7.Blackboard designing: 1. Asking the way 2.Giving directionsa. a.b. b. c. c.Step8. 课后小结： This lesson is very important. Most of the students master how to ask the way and give directions by practicing and their oral English has improved.调查问卷（20%）班级-年龄 -性别-1、你喜欢现在的英语口语课吗？ A、喜欢 B、不喜欢 C、比较喜欢2、教师用英语讲课你能听懂吗？ A、能 B、不能 C、有时能，有时不能3、你认为口语教学能够提高你的英语笔试成绩吗？ A、能 B、不能 C、能，但不大4、学生在口语课堂上应扮演什么样的角色？ A、导演 B、演员 C、观众5、你认为教师在口语教学中的角色是什么？ A、知识、技能的传授者 B、教学活动的控制者 C、教学活动的参与者6、你认为背课文、句型对练习英语口语重要吗？ A、重要 B、不重要 C、有帮助7、在口语课堂上，参与说的同学是： A、班里的少数尖子生 B、班上的多数同学 8、在口语课堂上，你参与的多吗？ A、多 B、不太多 C、很少9、你对英语老师的口语课堂设计满意吗？ A、满意 B、较满意 C、一般10、你觉得在口语课堂上同学们的精神状态如何？ A、好 B、一般 C、不佳11、你认为口语课重要吗？ A、重要 B、一般 C、不重要12、你的口语好吗？ A、好 B、一般 C、差13、你经常参加英语角吗？ A、经常 B、有时 C、很少14、你有和你一起说英语的固定的伙伴吗？ A、有 B、没有15、你希望通过口语学习达到什么目的？A、能提高英语交际能力B、能提高笔试考试成绩C、既能提高口语表达能力，又能提高语法笔试成绩调查结果为提高同学们的英语口语水平，也为了更好地指导自己今后的英语口语教学，在我教学实习的前后，对同一个班级的20名学生进行了阅卷调查，我从英语口语教学的重要性、口语教学的目的、老师、学生在口语教学中的角色、成功的口语教学活动设计所应具备的要素等几个方面对同学们进行了两次阅卷调卷。第一次阅卷调查表明：1、同学们平时练习的少。2、没有明确口语学习目的。3、老师没有帮助学生理清口语学习与以语法为主的英语考试的关系。4、英语口语教学设计不适合学生的英语水平。针对这些问题，在我实习期间，提高了学生对口语学习重要性的认识，明确了学习的目的，使学习理清了学好英语口语与以语法为主的英语考试的关系，同时，在我的英语口语教学中，加强了以学生为中心的英语口语课堂设计，调查结果达到了预期的目的。在课堂上多激励学生，鼓励他们多开口，提高同学们学习英语口语的兴趣，通过小组讨论，角色表演等形式来共同完成教学目标，从而营造出积极向上的课堂气氛，为学生的口语交流创造必要的条件。实习结束，再一次调查结果发现，喜欢英语口语训练的学生的比例由40%达到75%，调查结果达到了预期的目的，这对指导我今后的英语口语教学，切实提高同学们的英语口语水平都会有一定的帮助。实习报告（10%）我们都知道，大部分中学生的英语口语很差，他们只会做题，不会用英语来交流，当然，这主要受应试教育的影响，因为同学们只要记住词汇、知识点、语法，考试时就能得高分，因而忽略了英语口语的学习，再者，老师也不注重这方面的引导，只注重讲课文，讲语法，讲知识点，他们认为口语对升学不起作用。其实不然，因为在你讲英语的时候，你会用到你所学的词汇、知识点和语法，通过口语练习，你会加强对它们的理解，一定会提高你的口语水平和应试能力。另外，随着改革开放政策的不断深入，英语口语也显得越来越重要。那么，如何提高同学们的英语口语，是摆在我们英语老师面前的一个课题。作为一个将要毕业的英语系的学生，带着这个问题，我进行了为期四周的教学实习。通过教学实践以及对同学们的问卷调查，使我对上好英语口语课，切实提高同学们的英语口语有了进一步的认识。现把自己在英语课堂上的一些成功报告如下：一、备课备课是上好课的前提条件，备课时我们要做到备大纲、备教材、备学生，特别是口语课，我们要根据不同的教学内容创设不同的语言环境，精心设计教案，对学生的了解也是口语课备课的重要因素。每个学生各有长短，有的性格活泼，勇于发言;有的内向，不善于讲话；有的争强好胜，爱与人争辩；有的胆小爱面子、怕犯错误；有的喜欢不同凡响；有的机智、幽默，爱用英语开玩笑等等。教师可不时地给不同特点的学生发挥长处的机会，使每个学生都能从其他学生身上得到启发，克服自己的不足，对同学们的努力与进步，我们应加以承认与肯定，并不失时机地进行表扬，使学生都有一种成就感，增添学习英语口语的信心。二、上课上课是教学工作的中心环节，是教师教学成败的关键。口语课的成功与否，很大程度上决定于教师与学生是否明确他们各自在口语课上的作用。传统的教学方法决定了教师是课堂的主宰，而学生则处于被动、消极的地位。无可置疑，教师固然重要，但是教师不应是课堂的中心，真正的中心应是学生，学生应是教学的出发点，是教学过程中积极、主动的参与者。创造以学生为中心的课堂局面，关键在于教师，教师的任务在于组织和引导学生的课堂活动，明确一堂课的训练任务、选择口语活动的方式、讲明练习的要领、确保学生积极参加活动并有足够的练习机会，教师的作用就如同导演一样，十分重要，但导演毕竟不是演员，戏只能由演员演。口语课与此类似，课堂上的积极主动的参与者应该是学生。教学在很大程度上是一种个人创造性的活动，不同的教师对同一课程可能做出不同的安排，但是上好一堂口语课大致应注意三个方面：课堂气氛、教学的设计和教学内容。口语课应该在轻松、愉快、和谐的气氛中进行。教师在传授知识时，应该热情、敏感和宽容。这种态度应是对所有学生而言的，这种态度有利于形成和谐的师生关系，创造良好的课堂气氛。在口语课堂上，学生犯错误是语言学习过程中的必然现象。有人认为，教师在口语课上一个重要职责是：“挑错”、“纠正”，并认为这是严格要求学生的表现。岂不知，口语课教师最主要的任务应是帮助、鼓励学生开展口语活动，用各种方法以达到学生口语练习的最大实践量。对学生的错误要区别对待。在进行机械或半机械练习时，学生犯的基本结构错误，应引起重视，避免其泛滥。但是，在学生自由表达思想时，不宜过多纠正，在学生说话中间，尤其不宜打断，因为此时交流是首要目的，不断纠正错误不但会打断学生的思路，破坏其语流，还会使学生因害怕出错而不敢开口，因而突破不了语言口头运用这一关。要知道，很少说话，或不敢说话，是学语言的学生最大的错误。不纠正这个大错，而抓住说话过程中的小错则本末倒置了。因此，我们要善待学生的错误，多鼓励他们开口说话，即使纠正错误，态度也要诚恳，一些局部性的错误，随着语言学习的发展，会自然地逐步解决。三、班主任工作在我实习期间，还担任班主任工作，为切实做好班主任工作，在课下，我通过谈心、和学生座谈的方式，深入了解每一个学生，倾听他们对英语口语教学的看法和见解，关爱每一个