全国基本功大赛一等奖论文-黄菁

1、英语How to teach speaking effectively in large size classroom in senior high school如何在高中大班制教学中达成有效的英语口语教学海口第四中学 黄菁Abstract：Speaking has been a neglected area of English language teaching for a long time in Hainan province. At the same time, English language teachers find they are in a dilemma because

2、the large size classroom makes them confront even more difficulties and obstacles to get students to speak up in the classroom. The article centers on introducing “cooperative learning” and some practicable activities to make the problems solved as well as to activate the effective speaking teaching

3、.内容摘要英语口语教学在海南的英语课堂长期以来是比较受忽视的，同时，通常多于60人的大班制使英语老师处于两难的境地，给英语口语教学增添了更多的困难和障碍。本文旨在介绍“合作性学习”和一些实用的课堂活动来解决英语口语教学的瓶颈问题, 从而达成有效的英语口语教学。Key words: large size classroom, cooperative learning, practicable activities, effective speaking teaching关键词：大班制，合作性学习，实用的活动，有效的口语教学1. Introduction In Hainan Province, C

4、hina, most of the class time is devoted to reading and writing rather than listening and speaking. In fact, because speaking is not yet tested in the national entrance examination, teachers usually spend very little time on teaching oral communication. Meanwhile, it is very common to find that there

5、 are more than 60 or even 80 students in a classroom from elementary school to senior high school. It is a great challenge to create opportunities for such a lager number of students to speak in target language in classroom. As a result, in English classroom, getting students to speak is more diffic

6、ult than getting them to read or write. Reading or writing is usually silent and students have time to prepare, but for oral communication, most students are reluctant speakers. They will choose to wait for the others to speak or respond with one-word answer. However, since English is a tool of comm

7、unication, the significance of teaching speaking should not be ignored by us in our daily teaching. Whats more, as English teachers, we have responsibility to think about what we can do to motivate our students instead of overlooking the issue. 2. Statement of problemsIn our English classroom, there

8、 are two typical problems in senior high school in Hainan as follow:l Problem1: students always keep silent.Teachers always complain that most of their students are reluctant to speak in their English classroom.l Problem2: the large size classroom causes more obstacles.Meanwhile, the large size clas

9、sroom makes things worse. It is even harder for teachers to organize such a large number of students to practice oral communication in such limited teaching time.3. Brief analysis of problemsWhy are our students always reluctant to speak up in the classroom?There are five principal factors accountin

10、g for the reluctance of students to speak up in class:l Students perceived low proficiency in English.l Students fear of mistakes and derision.l Teachers intolerance of silence.l Uneven allocation of turns.l Incomprehensible input.4. How to realize effective speaking teaching4.1 Application of coope

11、rative learningCooperative learning, which pedagogy defines the class as a group or aggregate of group, should be introduced into our large size classroom. In cooperative learning, the class is usually organized in groups of two to six students to fulfill a learning task cooperatively and the most c

12、ommon interactive activities can be classified into two kinds - pair work and group work. In large size classes, pair work and group work are obviously key elements as they enable students to learn from one another and have a greater chance to practice oral fluency. In a word, cooperative learning c

13、an reduce the teachers dominance in classroom. Meanwhile, it provides students greater opportunity for creativity, innovation and professional development 4.2 Application of communicative activitiesCommunicative activities should be delivered in our large size classroom and they can help involve our

14、 students in speaking lesson. Different practical activities are list as follow and all the activities can be adopted and adapted according to our teaching material. 4.2.1 IcebreakerIcebreaker can change students passive attitude towards participating in oral communication and discussion. Meanwhile,

15、 it lowers affective filter. 4.2.1.1 Word ping pong (all level)Students have to produce words beginning with the last sound of a preceding word (see Appendix1).4.2.1.2 Describe yourself in 3 words (All level)Describe yourself in 3 adjectives and explain why you choose these words if you would like t

16、o. 4.2.2. Mind mapping (group work - all level)We use mind-mapping to help students to brainstorm, and scaffold students relevant vocabulary for later speaking. It also can help students organize their talk by categorizing details of topic (see Appendix2).4.2.3 Using reading materialComprehensible i

17、nput contributes to successful output. Using reading material as a lead-in can prepare our students for later speaking.4.2.4 Using picturesPictures can provide students with appropriate visual support and with such scaffolding. Students can find it is much easier to break silence. Pictures can be us

18、ed in varieties of ways. 4.2.4.1 Describe pictures (class work - all level)Step1: Flash a picture at great speedStep2: ask question: can you tell me what is in the picture?Step3: flash the picture again and ask question again (see Appendix3)4.2.4.2 Describe and draw a picture (pair work - all level)

19、Students work in pairs. Student A describes a picture while student B draws the picture (see Appendix4)4.2.4.3 Differences in pictures (pair work all level)Students work in pairs. Student A and student B get two different pictures. They describe their pictures for their partner and find out ten diff

20、erences in their pictures. (Students are not allowed to show their pictures to their partners before they get all the differences, but they can ask questions to get the answer.) (see Appendix5)4.2.4.4 Finding your way (see Appendix6).4.2.4.5 Jigsaw picture activity (intermediate - advanced level) St

21、ep1: divide students into several groups, each group has 3-6 students (it depends on the number of the picture segments)Step2: each student in a group keep one section of the 3-6 pictures segmentsStep3: students in turn describe their own picture for their group members without showing them the pict

22、ure.Step4: students work in group to determine the sequence of the pictures.Step 5: put all the pictures on the desk and check the answer (see Appendix7).4.2.5 Story telling 4.2.5.1. Ten key words (see Appendix8).1. Students work in group to discuss and make up their own story with ten key words. 2.

23、 Students report their story.3. Students compare their story with the original version.4.2.5.2. Predicting the ending of the story4.2.6 Running dictation (all level)Group work: one is reader, the others are writerTeacher: (1) write down ten sentences on 10 pieces of paper. Use pins or sticky tape to

24、 stick these up in different location.Reader: go to any one of the sentence slip on the wall, remember it and its number, and then return to tell his/her group the sentence, if he/she cant remember all the sentences correctly, return to the wall and reread it.Writer: write down the sentence (The fir

25、st group which gets the right answer is the winner)4.2.7 Role play (group work- intermediate and above) Role play is a game in the target language in which learners act out parts that have been assigned to them in well defined situations. To make it workable, teaches can scaffold their students with

26、 cue cards to make it easy and organized.V. Conclusion:What can be done to break students silence and create opportunities for students to practice speaking in such large size classroom? Obviously, cooperative learning and communicative activities should be taken into our classroom to overcome the e

27、xisting problems. In such a classroom, the reluctance of students will be reduced to achieve the effective speaking teaching and learning. Whats more, the transformation from teacher-centered mode to students- centered mode will be fulfilled.Reference1. David Numan (1999). Second Language Teaching a

28、nd Learning. Boston: Heinle & Heinel Publishers.2J.A.Foley (2005) New dimensions in the teaching of oral communication. Koh Soo Ling,Getting students to speak? Experienced teachers have their ways, Singapore:seameo regional language centre.3. Joanne Collie & Stephen Slater (1991). Cambridge Skill fo

29、r Fluency: Speaking 2. Cambridge: Cambrige University Press3. Kathleen M. Bailey and Lane Savage (ed.), 1994. New Ways in Teaching Speaking. USA: Teachers of English to Speakers of Other Language, Inc.4. Natalie Hess (2001) Teaching Large Multilevel classes. Cambridge: Cambridge University Press5. P

30、enny Ur (1981). Discussions That Work. Cambridge: Cambridge University Press.Appendix14.2.1.1Word ping pongStudent1: carpetStudent2: tallStudent3: lightStudent4: table Student5: eggStudent6: greenAppendix 24.2.2. mind mapping l What can we do with my hand?other format of mind mappingInvitations Musi

31、cMy party Make list Decide on song Food and drink DecorationsGo shopping Buy streamersSuggested mind mapping topics travel our school our city smoking healthy eating shopping sports pollution population petAppendix 34.2.4.1describe pictures Appendix 44.2.4.2 describe and draw a pictureAppendix 54.2.4.3 differences in picturesStudent AStudent BAppendix 64.2.4.4 finding your wayAppendix 74.2.4.5 jigsaw picture activity