如何提高“英语口语”课教学效果.docx

如何提高“英语口语”课教学效果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。笔者经过几年来口语教学实践，总结出了一套行之有效的方法，并取得了显着的效果。 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 学生要熟练掌握日常口语会话，就必须掌握范围广阔的、基本得当的日常用语，以服务于交际目的。如怎样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。这些问题看似简单，但由于中西文化及语言的差异，好多学生不知如何应付这些问题。在基础会话单元教学过程，笔者针对这一情况首先通过中西方语言差异比较，将学生感到困难的关键句列在黑板上，然后将学生分组，自己设计情景，组织会话，并进行反复实践，使学生对自己使用不当的和道得体的语言行逐步加深印象。如在对学生发出各种各样的由英文语法+汉语表达的邀请信息后，笔者便将各种得体地道的表达形式列于黑板： 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? 然后要求学生用所给的关键句，设计情景，反复实践，直到娴熟。 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. 2) Ill walk (take or see) you home.3) We pooled in money to buy Alice a birthday cake. 4) I was pressed for time. 5) The cameras whirred and the flashbulbs popped. 9) Exercises dull our appetite. 10) Her job at the TV Station didnt officially start for another two weeks. 11) One morning I woke up early and flipped on a movie channel.(一天早上我醒来很早，顺手摇开了一家电影屏道。) 12) She was chewing a huge wad of gum, which she fashioned into a bubble with her tongue. 13) The California sunlight blinded me as I walked back to my motor home. 14) Soon after that I ran a relay race during an important high school track and field meet. 15) She was already half way down the path, pushing her bicycle with a slow, dream like gait. 16) Shed arrived to collect Grace in the normal way. 17) She brought her mother tea in bed and ran a bath for her. 18) Everyone else wore T-shirts with slogans on them. 19) The Rock music blared from their dormitory. 20) They heard television blare. 21) His English was good but in moments of stress, he dropped words. 22) A flush of alarm prickled her skin. 这些用语地道、实用，是笔者从广泛的阅读中摘录下来的。学生从一般的教科书中很难发现。这样的语句对于细微的描述与表达非常有用，很受学生欢迎。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。在这个阶段中，通过组织多种形式课堂和课外的讨论活动，适时以引导学生广泛地对日常生活中的各类题材相互间进行会话，既增强了学生学习兴趣、逐步提高了学生对语言的驾驭能力又活跃学生的思维、扩大了知识面。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。下面是众多讨论题材中的两则： 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 Dragon. What does that mean and what should happen in a Dragon 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? 在讨论这样的题材时，有时是全班一起讨论，有时是每组负责讨论一个问题，然后面向全班阐述自己的观点；有时是各小组将各自讨论的结果作对比，分析总结异同，并且学生即兴发言，最后教师进行总结。在讨论某一问题时，要求每个发言者不能只顾自说自己的，而是要针对前一个人的发言做出评论，提出自己的观点，阐述自己的看法。这样不仅使每位同学都能集中注意力，同学间相互学习和逐步领会驾驭语言的要领，而且也促进了学生思维能力及驾驭语言能力的提高，从而为口语能力的进一步提高打下良好的基础。 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。这一阶段的主要目的是培养学生作长篇论述的能力。目前，大多数中国学生需要口语输出时，讲的多是零星片语，而形不成有序的逻辑主体。其主要原因是缺乏联想与想象这方面的训练，不知道应从多角度多层面进行剖析。针对这一现象，笔者在教学中通过循序渐进的形式积极引导学生对每一个会话题材进行横向和纵向的分析。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？这时可引用爱尔兰着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。如改革开放初期，许多年轻人涌向深圳寻求机会，梦想着做出一番成就。经过几年奋斗才发现自己可能永远不会成为企业家或老板，有人可能会永远处于社会的底层。这时是退却还是失望？不，应该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。通过这样一系列的引导和讨论，不仅活跃了学生的思维、提高了口语的思辨能力，而且陶冶了情操。 为了进一步提高学生的口头表达与思辨、分析和创新能力，笔者在口语课的后期阶段还采用演讲、辩论或二者相结合等方式进行教学。如对老师布置的题材，要求每位学生选择不同的主题准备2分钟，然后上台做即兴演讲，演讲完毕后，其它学生可以质疑，此引发出热烈的辩论。这样既训练学生的快速反应能力又训练了学生批判性倾听能力。有时，还采用正反两方辩论的形式组织教学。在这种情况下，教师先定好辩论的话题，确定正方与反方，然后让学生自己去查找资料，分析资料，再综合对比进行辩论。通过辩论，学生不仅知道了如何推理、如何识别与利用不同的资料为自己服务，而且知道了如何发现问题、分析问题和解决类问题。既提高了语言的运用能力又增强了学生对社会问题的敏感性。 总之，英语口语教学不仅要使学生系统地掌握了英语日常口语，了解了语言的文化含义，能使用本族人普遍接受的语言，更重要的是要促进了学生思辨能力的形成与发展，提高学生运用知识思考分析问题、提出见解的能力。正如大多数学生在英语口语课结束时所形容的那样“英语口语课不仅使我们口语流利，也改变了我们的思想。”