Oral communication is one of the new Chinese courses in primary schools. Listening and speaking training should cultivate students' oral communicative competence, which should be carried out in "two-way interaction" language practice. Teachers should demonstrate, guide and create various communication situations in the teaching process so that every student can communicate freely in spoken English. However, in oral communication class, primary school students are often afraid to speak, unwilling to express their communication, let alone willing to express their communication, and good at expressing. How to improve primary school students' oral communication ability and make them want to speak, dare to speak and know how to speak?

First, create situations, oral communication training

Creating situations allows children to start oral communication by feeling and experiencing images. Curriculum Standard requires: "Create a variety of communication situations in the classroom so that every student can communicate freely in spoken English." Therefore, teachers should be good at relying on teaching materials, conforming to children's psychology, combining with students' real life, skillfully creating various situations conducive to students' oral communication, creating a good oral communication atmosphere for students, infecting students with training topics in a specific atmosphere, arousing students' desire to pretend oral communication and stimulating students' enthusiasm for oral communication.

1, creating situations through audio-visual media

For example, in the class of "Weighing Elephants", teachers can reproduce the scene of Cao Chong weighing elephants through courseware, and combine the teacher's storytelling to change static into dynamic and abstract into image, so that students can participate in learning with a variety of senses and feel immersive, so that students can speak freely around the method of weighing elephants.

2. Create a situation through the teacher's language description.

Psychological research shows that thinking is usually generated by problem situations and aims at solving problems. For example, when teaching how to do the second book, before looking at the picture, the teacher described the problem situation in words: "Xiaoming accidentally broke the vase at home, and he told his father truthfully, but his father beat him up." If you are Xiaoming, what should you do? "This can bring students into the situation at once, let oral communication return to life experience, and let students open their mouths. Students will have a positive desire to communicate, and their thinking and expression will be exercised.

3. Create situations through role-playing.

Pupils have a strong desire to perform, and wonderful performances can stimulate their enthusiasm for participating in communication. For example, the text "Little Gecko Borrows Tail" is very story-telling. In order to play the textbook drama well, students must arrange their roles through communication, who should be a small gecko, who should be a small fish and who should be an old cow. Practice the lines of each role, guide the textbook to become your own spoken language, and perform with expressions, movements and colors. This not only deepens students' understanding of the text content, but also improves students' oral communication ability in the process of discussing and assigning roles.

Second, realize multi-level interaction and let students participate in oral expression and communication.

1, teacher-student interaction

Teachers are not only organizers of classroom teaching, but also participants in language communication. In oral communication class, teachers should be integrated with students, participate in it and be guided by the camera. Creating a good classroom atmosphere for democratic communication, teacher-student interaction helps students actively participate in expression and communication.

2. Interaction between students.

This is the highlight of oral communication. Teachers can organize students to talk and discuss with each other at the same table and between the front and back tables. Group members talk and comment with each other. Teachers can boldly let go and let students interact in questions, speeches, discussions and debates, learn from each other's strengths, promote each other and improve together.

3. Interaction between groups

Mainly through questions and answers between groups, performances, competitions and other forms, to cultivate students' sense of competition and spirit of cooperation. Members of each group are required to actively participate, help each other, use their brains and try their best to win glory for their group. For example, in the class of "Little Monkeys Catch the Ball" in oral communication, we can use the form of "competition" to see which group thinks better and has more ways. First, we can catch the ball, and ask the students of each group to be small judges, score and judge whether the group wins or loses.

4. Interaction between teachers and students and the environment

For example, when teaching the second volume of Garbage Around Us, students can take the topics discussed in class home to communicate with parents and classmates and listen to their opinions, and then return to the classroom to express their views, thus expanding the space for our oral communication and helping students to actively participate in communication and expression.

Third, demonstrate and guide in many ways to strengthen oral communication training.

The task of oral communication is to develop standardized oral expression ability and let students experience it through specific situations. Children in lower grades often have problems such as incomplete and irregular speech and lack of manners, which need teachers' demonstration and guidance.

1, the teacher demonstrated and guided, and inspired in time.

Sometimes the teacher of oral communication class needs to set an example for the children first, or ask excellent students to demonstrate and put forward the requirements and problems of oral communication through demonstration. For example, when teaching Call, the teacher and several excellent students demonstrated the process of call, and then asked, "How did the teacher and several students perform Call just now? What are you going to say when you call? " Let the students realize that they should say hello to each other, speak politely and make clear the reason for calling. Then let other students imitate.

2. With the help of pictures, guide students to speak in an orderly way.

Oral communication in lower grades is accompanied by pictures and text prompts. First, guide the students to observe the pictures carefully and find out the meaning of the pictures. Then according to the text, let the students know what to say and how to say it. For example, teach the first lesson "Rabbit Carrying Pumpkin", guide students to see the picture clearly, and then make clear the order of speaking by asking questions: Who is the picture? What is it doing? Can it take the pumpkin home? In this way, students can understand the connection between things and speak in an orderly way. Teachers can further guide and encourage students to use their brains and find ways to make students speak boldly.

Fourth, in the process of listening and speaking training, cultivate students' oral communication ability.

1. Oral communication is an interactive process of listening and speaking.

In the actual training process, we often pay more attention to students' "speaking" and ignore "listening". Students often only talk about themselves and don't listen carefully. In fact, "listening" is an important link in obtaining information, processing and outputting information. Only by improving listening can we really improve the level of oral communication. Of course, "speaking" cannot be ignored, so students should have something to say in oral communication. For example, in the class "Monkey and Rabbit Crossing the Single-plank Bridge", on one side of the river, the monkey and its mother are going to cross the river to pick peaches, while on the other side, the rabbit is carrying a schoolbag to school. And this wooden bridge can only be crossed by one person. Who crossed them first? Teachers first describe such problem situations in vivid language and train students' listening and speaking ability. Hearing this, the students began to talk about it. Some people say that rabbits should go first, while others say that monkeys should go first. The students expressed their opinions. At this critical moment, I gave instructions in time. What the students said is reasonable, but the teacher thinks the rabbit should go first, because there is a time limit for the rabbit to go to school, and being late for school means being late. Through the interaction between teachers and students, students have unconsciously increased their knowledge, developed and improved their oral communication ability, and developed good obedient habits.

2. Cultivate students' oral communication ability with interesting reading.

Reading teaching is a dialogue process between teachers and students, and between students and texts. This kind of "dialogue" is not only a teaching method, but also a language exchange between teachers and students, students, teachers and students and teaching materials. In reading teaching, we teachers should create situations and arrange appropriate performances according to the characteristics of the text, which will help to improve students' oral communication ability. For example, teaching the lesson "Little Gecko Borrows Tail", the full text appears in the form of dialogue, with vivid plot and full of childlike interest. In teaching, after students are familiar with the texts of different roles, they put on headdresses corresponding to the text situations and roles, and perform three dialogues between gecko and fish, old cow and swallow. Through the performance, students' understanding of the text is deepened. With the development of the story, the tone of their conversation should be constantly changing. The little gecko is sad first and then happy, so as to improve students' oral communication ability.

3. Combine with practice to cultivate students' oral communication ability.

Students' daily life is rich and colorful, and teachers' oral communication training for students should not only be based on the classroom, but also be open to extracurricular and extracurricular activities. The materials they study are no longer a single textbook, but more about students' lives. Because of the characteristics of age, junior students are not good at grasping the details of life, and often turn a blind eye but turn a deaf ear. We teachers should integrate into students' lives, deeply understand their hobbies and activities, explore and refine valuable topics in life, and create communication situations. For example, students like to watch Pleasant Goat and Big Big Wolf and what they see and hear during the day. Then let the students share with their classmates in class and tell them what they are most interested in, meaningful or happy about. In this way, students' oral communication training must be full of interest, and teachers should also participate.

In short, in oral communication training, teachers should create oral communication situations, so that students can communicate with each other, cooperate with each other and evaluate each other, and promote students to want to speak, dare to speak and know how to speak, thus cultivating students' oral communication ability.