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1、听说互动提升英语口语练习Motivating Oral Practice by a Communicative Purpose论文摘要我是青岛第十九中学的初中三年级英语老师。在教学过程中，发现学生在口语练习活动时，语言表达、组织能力差，甚至不发言。造成这种现象的原因有：一，母语的影响和心理障碍。学生习惯于用汉语先表达，然后译成英语，结果错误百出，怕被嘲笑，所以不积极发言；第二，学习语言的环境和教学方法的问题。由于中学升学率的压力，英语教学中的一个显著特点就是务实。中招不考口语，认为练习口语是浪费时间。课堂教学中，教师侧重对句法结构、知识点的讲解和练习，往往忽视或省略口语这一环节，更不用说为学生
2、提供有趣并适合他们的话题材料及正确的方法以指导他们练习口语。本项目探讨如何调动学生的积极性和主动性，提高他们练习口语的兴趣， 使学生能积极参与口语练习活动。 我认为，如果给学生提供合适的专门为口语课设计的练习， 可以提高学生对口语的兴趣。 本项目的对象是青岛十九中学初三年级的20名学生， 内容是以交流交际为目的的四种典型的口语练习材料，即互询信息练习；线索提示对话练习；情境对话练习；角色口语练习。项目实施的时间是自2007年6月7日到2007年6月28日。每周一节课，共四周。项目实施过程中，我以教师观察记录为主要调研方法，把每节课的大致情况和学生表现记录下来。这些记录表明：我的这个设想是切实可
3、行的。通过这四种练习教材的口语练习课,学生的发言次数增多了,都能兴致勃勃地参与对话或讨论，围绕话题积极发表自己的看法与观点， 充分实现了口语的交流沟通的目的。 学生根据我为他们提供的话题与练习材料， 用所学过的语法知识组织对话， 听说互动， 大大提高了学生说英语的积极性。通过设计、实施这个教学项目，我看清了口语教学的根本问题所在，并找到了解决“枯燥口语课”的方法，使学生们能够在轻松有趣的课堂上学到更多的知识，并学以致用，从而达到语言为交际而服务的目的。关键词：口语，交流，练习材料，听说互动Abstract This project mainly aims to motivate and imp
4、rove the students interest in English-speaking activities so that they can communicate successfully in the daily life. I think that teaching method is a key factor to raise the students interest and if the students are provided with interesting speaking materials with communicative purposes, they wi
5、ll take an active part in speaking activities and express themselves aggressively.In this paper, I firstly point out and analyse the exsisting problems in oral English teaching.Secondly,I put forward my project hypothesis and finally,my conclusion.Through the exercise of my project in oral English c
6、lass, I find my hypothesis is practical and effective. Studentsinterest in speaking English is aroused by doing pair work or group work rather than talking alone following the textbook dialogues and they like practicing role play very much.They actively involve themselves in speaking activities. The
7、 results are quite consistent with my initial hypothesis.This means that both the teaching method and speaking mareials are very important; they must be consistent with the kind of class the teacher teaches. When teaching speaking in class, the teacher is suggested to give the students the purposes
8、for them to communicate with each other.Key words: oral English, communication, speaking materials, listening and speaking interaction. Table of ContentsPages1. Introduction2. Problem analysis3. Project hypothesis and project objective11.14. Speaking activity design and implementation4.1.Speaking ac
9、tivity with communicative purposes4.1.1. Pair Work and Group Work15. Conclusion1Motivating Oral Practice with Communicative Purposes1. IntroductionI am a teacher from No. 19 Junior middle school in Qingdao. I am teaching Grade Three. There are 20 students in my class. My students are very clever and
10、 sensitive. Their grammar is good. They prefer reading to speaking, and they can get high marks in the written papers. Most of the time they prefer to do tasks on their own. In my teaching, I meet a problem which is that though I try every means to encourage my students to open their mouths and prac
11、tice oral English, they do not seem interested in speaking, most of them do not like to take part in speaking activities , and even worse, some of them just keep silent. The result of this is that they cannot express themselves and fail to communicate with each other. What they have learned is “mute
12、” or “silent” English. It is certain to fail to achieve the goal of language learning and surely a failure and tragedy of learning teaching.The phenomenon is common and typical in middle school English teaching. This project mainly aims to motivate and improve the students interest in English-speaki
13、ng activities so that they can communicate successfully in the daily life. I think that teaching method is a key factor to raise the students interest and if the students are provided with interesting speaking materials with communicative purposes, they will take an active part in speaking activitie
14、s and express themselves aggressively, namely, information gap activity , prompted dialogue , making up a dialogue in a given situation and role-play. This project is carried out from June 1,2007 to June 28, 2007, and it takes one month. There is one class per week. The subject of this project is my
15、 20 students. My main method is through my observation and then make records. Thses records show that the students can actively and aggressively speak English and express their views or thoughts based on the topics given to them. They can organize their sentences with the grammatical points,speaking
16、 and listening are interactive on each other. Through this project, I understand the radical problem in English teaching,and accordingly find the solution to the dull oral English speaking class and the students can use what thay have learned in class into their daily life. In this paper, I first po
17、int out and analyse this problem, then put forward my project hypothesis on how to motivate and improve the students interst in oral English activities, and finally my conclusion.2. Problem AnalysisThis phenomenon is caused by many factors. Firstly, the influence of the students mother tongue and th
18、eir own psychological barriers. Karl Marx once gave us the advice on how to learn foreign languages, he said, “When you learn a foreign languge, you must forget your mother languge, and should not translate everything into your mother tongue.” Unluckily, the students who are deeply influenced by the
19、ir mother tongue tend to express their views in Chinese at first, and then translate them into English word for word , which sometimes are wrong. They fear making mistakes, thus becoming the laughing stock of the others and being made fun of, so they dare not talk or just keep silent. Those who are
20、aggressive and active in expressing their views in class have better oral English. Secondly,. the unfavorable language learning atmosphere and the teaching methods. Through my investigation and observation, I find that the students oral English from the cities is better than those from the countries
21、 . I conculde that atmosphere and the teaching facilities play a key role in this phenomenon. Besides, under the pressure of the entrance examination to senior middle school, one of the outstanding characteristics of English teaching is to abide by “the principle of utility”. That is, the students a
22、re not required to take any oral English examination, so what the English teachers lay emphasis on are still grammar, structures and language points. They just neglect or ommit the oral English teaching, let alone provide the students some interesting and proper materials and introduce them some met
23、hods to guide them to practice speaking English. This , I think, can be embodied in the the methods of Socratic Dialogue and Cause Analysis( P21，Practical Project design，Gu Yueguo，2002)。Socratic Dialogue:1.Why do my students not like participating in speaking activities?They do not find it interesti
24、ng.2.What caused my students lack interest in oral practice?They simply repeat the dialogue on the textbook for practicing.3.What kind of activities should I prepare in order to interest the students?Some additional activities designed for students to train their communicative skills.From the dialog
25、ue, we can learn one of the reasons why the students are not interested in speaking in class, that is, the materials are dull and boring and usually follow the same patterns. No creative. No innovative. Therefore it is no surprising that the students are not interested in them. So it is not enough f
26、or the students to practice the dialogues from the textbook.Next, I will analyze this problem in detail from three aspects: the teachers side, the students side, and the classroom management.1.The teachers side: a.Im not well-prepared with speaking activities to interest the students.b.I did not cho
27、ose a suitable topic which is related to the lesson for students to discuss.c.I did not emphasize the importance of the relationship of speaking and listening when I train the students with speaking skills.d.When the students were silent, I did not encourage them to go on speaking.2.The students sid
28、ea.They feel lacking of a purpose to repeat a dialogue, so they regard it as an assignment to be fulfilled.b.Some of them are quite quick learning, they feel no challenge to do such oral tasks with their partners.3.The classroom managementa.Students are not clearly assigned or grouped for activities
29、 sometimesb.I did not use a variety of teaching tools c.I did not give appropriate feedback to the students immediately.From these three aspects, we can see that the teachers ,the students ,the teaching methods and the class type together form the reasons for the problem . It is apparent that withou
30、t designing oral tasks for a specific purpose and lacking good classroom management will cause students lack interest in practicing speaking English. For the teachers side, I need to improve my teaching techniques. And for the activities, I need to provide students with appropriate content and authe
31、ntic situations.3. Project Hypothesis and Project ObjectiveI think that the problem of lacking interest in speaking participation can be solved by using well designed and appropriate activities. My hypothesis is that if the students are provided with interesting speaking materials with communicative
32、 purposes, they will become interested in speaking activities. My object is to increase my students participation in speaking activities. In this project, I introduce some actvities with communicative purposes, such as information gap, structured dialogues, and role play into my class so as to suppl
33、ement the textbook, thus fully motivating the students interest in participating in the speaking activities.4. Speaking Activity Design and ImplementationIn the first lesson, I will introduce information gap activity to the students. The students should use many communication techniques in order to
34、obtain the necessary information. Then theyre asked to finish the work sheets, and check answers with me. In the second lesson, I will provide the students with some cues to make up a dialogue. They can practice speaking under the real situation, and express whatever they would like to say .In the t
35、hird lesson, I will ask the students to practice their English in a given situation. In pairs, they can have conversations more freely. In the last lesson, I will design a role-play activity for the students. Then the students are divided in groups and assigned their roles, and carry out the activit
36、y independently. The teacher can walk around the class and provide help if necessary.The implementation of the project takes four weeks. Data collection will be implemented by every week. There are two methods for me to check out the progress of the project. One is to record the students performance
37、s by finishing the teachers observation sheet, and the other is to check the results of students worksheets. By recording students performance, I will keep down the number of the participants, students interest, the content of the talking, how much they talk, and so on after each lesson. It will pro
38、vide a piece of convincing evidence for my students improvement. At the same time, I will ask the students to hand in their worksheets after finishing each activity, and mark their work in scores to see how well they have completed their activities4.1.Speaking Activities with Communicative PurposesS
39、peaking activities with communicative purposes refer to activities that have a necessity and unpredictability for the students to communicate. That is to say, the students should use the language in some way to achieve an objective. It can help develop the students communicative competence, for it r
40、esembles real-life situation. Since such activities are interesting and purposeful, they can improve the students motivation. The activities include information gap, prompted dialogue, making up a dialogue in a given situation, and role-play, all of which reflect the feature of real communication.4.
41、1.1. Pair Work and Group WorkThe character of speaking activities determines that pair work and group work are the most suitable methods to carry out the speaking activities. There are 20 students in my class. I will divide them in pairs or groups when carrying out the activities. Students can form
42、natural groups according to their seats, usually a pair can be formed between deskmates, and a group of four can be formed between front and back rows. I will make sure that all of my students can take part in activities. The topics of my lessons are much familiar to the students, which are mentione
43、d or talked about by the students almost every day, and they are Basketball, Interview, Meal and Teenagers Choice respectively.Week 1 activity 1 : Asking for informationDate: June 7thTime: 20 minutesMaterials: Students work sheet A & B designed for information gap activity, both with some informatio
44、n lacks and the answers can be found in each others sheet; and an original reading text from the textbook, the topic is that when was basketball invented?Classroom aids: Overhead projector.Objectives: Work out the information they need by asking questions using learned language. Give students a purp
45、ose to practice using English.Procedure: After finishing the former part of unit 9, in 4 minutes, the teacher writes on the blackboard the grammar focus with several example sentences, such as “ when was the car invented?” and “ it was invented in 1885.” Then hand out the work sheets and ask student
46、s to work in pairs. In 10 minutes, students practice using Past Passive Voice to get their answers and fill in the blanks on their sheets. In the last 6 minutes, students check their answers with the teacher by looking at the overhead projector. And the teacher collects students work sheets. For tea
47、cher: Students work sheet ABasketball was invented by_, who was born in 1861. When he was at college, his class was once asked to invent a new game that could be played_ during the long winters. The aim of basketball is for players to get a ball into the_. In 1936 in_, it became an Olympic event. Si
48、nce then, the popularity of basketball has risen worldwide, and the number of foreign players in Americas NBA has increased. Basketball has also become a more popular sport for people to watch, and many young people dream of becoming famous_.Students work sheet BBasketball was invented by James Naismith, who was born in_. When he was at college, his class was once asked to_ a new game that could be play indoors during the long_. The _ of basketball is for players to get a ball into the
