The new English curriculum standard for compulsory primary schools clearly points out: "English curriculum learning is a process in which students gradually master English knowledge and skills and improve their practical language application ability through English learning and practical activities." It can be seen that it is our current curriculum reform action criterion to let students have basic oral communication ability. Paying attention to the cultivation of students' oral communicative competence in English teaching is the need for the formation and development of students' English literacy. However, the current oral communication teaching is inefficient, and how to effectively cultivate students' oral communication ability has become an urgent problem for us to solve.

First, the concept is put forward.

The so-called oral communication means that both parties use appropriate, accurate and standardized oral English for a certain purpose and adopt certain methods to exchange ideas. Oral communication is a two-way interactive process, and students' oral communication ability is cultivated in two-way interactive language practice. "Oral communication" first appeared in foreign language teaching. It adopts the communicative teaching method, which emerged in the 1970s and aims at cultivating communicative competence, and is very effective in improving students' practical language use ability.

Bruner, an American psychologist, said: "Successful foreign language classroom teaching should create more scenes in the classroom, so that students have the opportunity to use the language materials they have learned." This fully embodies the characteristics of children's love of novelty and activity, highlights the practicality and communication of language, and enables students to "apply what they have learned". Primary school English teaching should put the cultivation of students' communicative awareness in the first place. Only when students form the motivation to communicate information and feelings in English in their minds can they have a strong interest and endurance in learning, thus greatly promoting learning.

Second, the necessity of oral communication teaching

Good oral communication ability is the basic quality to meet the needs of interpersonal communication in modern society. The new round of curriculum reform conforms to the development trend of the times and promotes students' oral communication ability to a new height from the concept of improving students' humanistic quality. With the success of Beijing's Olympic bid and the gradual improvement of China's international influence, China is increasingly connected with the world, people pay more and more attention to oral communication skills, and foreign languages are increasingly becoming an important basic tool discipline. Society needs people to have the ability to express their thoughts and understand others in English, and people need the ability to communicate orally in English.

Therefore, English teaching in primary schools, as the basis of cultivating talents in the future society, should focus on cultivating students' oral communication ability. Primary school is the initial stage of English learning, and it is the key moment to stimulate students' interest in learning and cultivate their oral communication ability. Teachers should try their best to turn what they have learned into real scenes for students to practice, practice their spoken English and cultivate their communicative competence. The specific practice is as follows

Optimize the learning atmosphere and infect students with enthusiasm.

English is a vivid language. A 40-minute oral English class is like cooking a dish, and the active atmosphere is the color and fragrance of the whole class. Therefore, teachers are required to use various means as much as possible in class, such as songs, games and performances. When students sing English songs, they cultivate good pronunciation, language sense and intonation invisibly. In these changing processes, students unconsciously relax, enliven the classroom atmosphere and solve the psychological problems of learning to speak English.

For example, what's your name after learning Unit 1 of Grade Three? After this sentence pattern, I organized a game of "finding friends". First, all the students say their names and write them on small pieces of paper. After collecting all the pieces of paper, the teacher messed them up and gave them to the students. In this way, every student received a note, and the name on the note was not his own. Then the students took the note and went to their friends, asking what's your name? Ask others, other small games such as "Cat Fishing", "Teacher Gao Speaking" and "Message Passing" can make students actively participate in classroom teaching and let them speak freely in the game world.

2. Create situations and cultivate oral expression ability.

Many pupils' learning motivation comes from interest. Teachers should consider the diversity and interest of situation forms when creating situations for students to communicate. According to the characteristics of primary school students' love of playing, active and competitive, teachers can create language situations with vivid language. This kind of activity situation can guide students to complete specific tasks, let students learn languages from beginning to end, and let students carry out specific language activities for specific tasks, so as to acquire and accumulate corresponding knowledge and learning experience.

(1) English reading contest, speech contest and story-telling contest.

"Competition is an effective means to stimulate learning enthusiasm." In the process of teaching word spelling, I usually carry out some interesting activities or competitions to arouse students' enthusiasm and make boring word memory interesting, such as the word solitaire competition: move → earn → neighbor → right … to see who has the longest dragon. In short, through various forms of competition activities, the purpose is to effectively mobilize students' learning enthusiasm, so as to improve their oral English communication ability.

(2) Cultivate students' desire to speak English in role-playing.

Role-playing is an activity in which students use old and new language knowledge to create scenes on a topic, give full play to their imagination and perform in different roles. The teacher provides students with a real scene of real life, so that they can use their imagination, apply what they have learned, adapt a text or make up a dialogue, and then perform in front of the whole class. In this way, teachers' leading role and students' main role are brought into full play in teaching, so that students can learn actively, actively and creatively, integrate the knowledge and skills they have learned into rich, real and natural contexts, and let students communicate with each other purposefully, thus consolidating and deepening their mastery of the language. Through role-playing, primary school students' oral learning is no longer a mechanical repetition of many sentences with certain grammatical functions, but allows students to speak actively, make them have the desire to speak and have something to say, and solve practical problems in the real world through dialogue.