如何上好中学英语口语课

如何上好中学英语口语课口语教学的目的是培养学生的口头表达能力，使学生能就日常生活中的一般情景进行恰当的交谈，能就所听的材料或熟悉的题材进行对话或连贯发言。口头表达必须符合语法、语音、语调的规范和使用恰当的词汇。但大部分学生存在的问题是英语听说能力差，尤其是听力差。因此，针对这些缺陷，在培养学生的书面英语能力外，设法提高学生的听说能力，只有这样，才能更好地掌握好这门语言。因而，我认为在中学英语口语课中应该“以听导说”，即口语教学必须同听力训练有机结合。在教学中，必须从学生实际情况出发，多听，多讲。一、克服心理障碍，培养学生兴趣。教师在课堂上要用英语教学，给学生多听多说的机会。主题(topic)，如：What do you think of smoking?A: I think we should forbid people smoking, because smoking is harmful to peoples healthB: Cigarette contain many drugs, which may make people spiritless, C: Smoking wastes peoples time and money, 二、选好材料教学。 可以选一些语言清晰、语速规范、易于模仿、故事短小、精悍、情节性强，且语言有趣味性和幽默的材料，也可选一些日常会话或者学生比较熟悉而又可帮助学生获得英语国家文化风俗的对话。三、将听力训练放在首位。 英语会话主要涉及听、说两方面，首先要听懂，然后才好开口，否则，难以达到交流的目的。为训练好听力，可采取下列做法：第一、课堂上用英语讲课。使学生尽可能用英语思维，养成习惯，增强语感。第二、开展电化教学。通过看英文录相、电影，也可提高听力。第三、选择材料进行泛听。如：同步听力、阳光英语、听力必备等等，让学生想说、想听、必说、必听、爱说、爱听进行学习，尽快提高口语。四、教学中坚持循序渐进的原则。 首先，可采用短小精悍、情节性强、趣味性浓的小故事为材料。旨在培养兴趣，充分发挥其主动性、积极性。其次，是意象会话，即采用各种表达复杂情感的会话。如表示高兴的会话： A: Hi, Lucy.Are you free this Saturday? B: Yes, I am free. A: Will you go fishing with me? B: That is great! 又如表示遗憾的会话： A: Wei Fang. Can you take part in our next Wednesday Evening Party? B: I am very sorry. But next Thursday we have an exam, and I have to prepare for it. How wish I can join your party!五、运用手势、眼神、接近、触摸、文化背景进行口语教学。 （一）手势：教师教学时，辅之以摆手、摇头等各种动作表示拒绝、不赞成、高、矮、站和坐等意思。使学生轻松愉快地接受，听懂信息。 （二）眼神：说话时眼睛要注视对方，通过眼神流露出喜悦、赞许、遗憾等情感，也易于让学生接受。 （三）接近：就是上课时不能总是站在讲台上，要与学生接近。可以走下讲台边讲边做，了解情况，这样更易活跃气氛。 （四）触摸：比如好友或亲戚等好久不见，可以握手以表示亲近、友善。 （五）文化背景：注意引导学生了解和掌握有关英美文化方面的知识。语言和文化不可分割，不了解英美人的风俗习惯，我们就很难理解英美人的语言。例如，对于不了解中国风俗习惯的英美人来说，是很难想象Spring Festival 是什么？反之，不了解英美人的风俗习惯，我们也不清楚Christmas 是怎么回事。六、创设情景、练习口语。 语言的使用离不开特定的语境，只有在不同的语境中培养学生说的能力，学生在真实的交际环境中才能准确、得体地用英语进行交际。如：看图说话、想象情景等。在说的同时，还可进行表演。 总之，在口语课教学中，我们应把听力训练放在首位，多听多讲，循序渐进。同时训练好学生的英语思维，组织表达能力及反应能力等口语基本功， 英语口语教学最根本的目的就是培养学生的交际能力。因此，在英语口语教学中如何通过拓宽学生的知识面、深化思维、锻炼他们的语言能力，培养他们的思辨能力与创造能力，提高学生英语交际能力，成为英语口语教学必须完成的中心任务。 1通过中西文化及语言的差异比较，设计日常口语会话情景，训练日常口语会话 表示想与陌生人交谈；怎样表示喜爱与厌恶，赞同与异议；怎样问路与指路；怎样发出与接受邀请；怎样处理电话；怎样抱怨与安慰别人；如何购物、求医、求学，节假日或旅游时的交际范围有那些等等。 1) How about coming to my place for dinner this Saturday? 2) Have you got any plan for this weekend? 3) I am having some friends around during the weekend. Would you like to join us? 4) Lets get together sometime next week. What date do you suggest? 5) I wonder if we could arrange a meeting. 6) Id like to invite you over for dinner this Friday. 或者更口语化些： 7) Shall we have lunch together? 8) Why dont we have lunch together? 在这一阶段教学中，笔者还注意结合所练内容不断给学生补充一些与他们日常生活及学习密切相关的语句， 如： 1) Simon blew Mary a kiss.（西蒙给马丽一个飞吻） 2) Ill walk (take or see) you home. （我送你回家。） 3) We pooled in money to buy Alice a birthday cake.（我们凑钱给爱丽斯买了个生日蛋 8) She let out the secret by a slip of the tongue.（她说走了嘴。） 2通过对日常生活题材讨论，逐步提高学生语言的组织能力 对日常生活题材的讨论是训练学生口语能力一个重要阶段。此类话题涉及邻里关系、购物、运动与健康、家庭生活、抽烟与疾病、教育与发展、少年犯罪等等。A： (1) Tell the class about your holiday. Did you go home or travel? What did you do with your family each day or where did you do/who did you see/visit? Explain. (2) Discuss the customs of Chinese New Year. What do people do to prepare for the New Year/Spring Festival? Are there some interesting activities that you do in your family or hometown to celebrate? Explain. (3) This Chinese New Year is the Year of the Monkey. What does that mean and what should happen in a Monkey year? Discuss the 12 years/animals of the new year and what each one is supposed to bring according to which animal. (4) If you have a different favorite holiday other than Spring Festival, discuss what it is and why it is your favorite holiday. (3) What is the best place you have ever traveled to? Why did you like that place and what made it special? B ： (1) What kind of service do you get in stores? Has it gotten better or worse over the years? Do you think more shops are employing a The customer is always right attitude and greeting people more often with a smile? Or are stores too aggressive now in promoting sales? (2) Have you ever been treated by a shop-assistant who was not willing to help you? What happened and were you able to remedy the situation? Are shop-assistants ever punished or fired for being rude to customers? (4) What kinds of things do stores do to get customers to come in to shop? Do they often offer something for free if you shop there more frequently or by more goods? Have you ever gotten something free or won anything in a store? (5) Have you ever bought things you dont need in hopes of winning something? Were you lucky or unlucky? Some people spend a lot of money on things like lottery tickets, hoping to win a lot of money or a big prize. Do you think there is always a chance you might by lucky, or that it is a waste of money? If shops are to be successful in their sales, what should they do to have good customer relations, encourage shoppers, and promoter their goods? 3通过对热点话题辩论，提高学生口语的思辨能力 提高学生口语的思辨能力是口语教学的最高阶段。如在组织讨论 What is Happiness? 时，笔者引导学生先做横向讨论，既不同的人有不同的幸福观：中学生的幸福观是什么？大学生的幸福观是什么？单身汉的幸福观是什么？年轻夫妇的幸福观是什么？老年人的幸福观是什么？知识分子的幸福观是什么？这时可引用爱尔兰著名诗人叶的话来总结知识分子的幸福观：我们终生的幸福取决于我们选择困难的难度。再从纵向来讲，即使同一个人在不同的时期也具有不同的幸福观。笔者用自己的例子加以说明，然后鼓励学生从各自不同的成长阶段寻找例子，或从身边其它人不同的成长阶段发掘例子等。第三从逆向讲，幸福不应只注重结果而忽略过程。对幸福的追求中，饱含渴望的过程更为重要。及时调整自己的心态。即使你不能达到希望的顶层，但你同样可以享受生活，享受现代科学给你带来的乐趣。最后再进一步深化讨论的主体，得出获得幸福的关键是保持心理平衡，并分析、阐释这一观点。