First, the role of oral training for students

(A) to change the mentality and eliminate psychological barriers.

In teaching, it is often found that students who are usually eloquent often just apply a certain model when writing. For example, no matter how you write about people or things, you will always come to a similar conclusion, such as learning from him or understanding the truth of being a man from this matter, but your true feelings will not be expressed or expressed. This hard-to-change mentality seems to be a psychological obstacle. In the face of this deadlock, the author has tried several times to take oral training as a breakthrough to change blunt "writing" into easy "speaking", but the same subject matter has different results. For example, in a composition class with the theme of "love", students are required to write a set of compositions without exception. In this regard, the author is not in a hurry to comment and draw conclusions, but let the students speak the composition first and try to tell their true feelings and feelings. The effect was unexpected. Because of her casual sentence "I really want to eat the stuffing made at home", my mother got up in the middle of the night and was busy in the kitchen; Because I can't learn to smoke well, my father lashed me hard with a whip and secretly wiped my wound at night; My 70-year-old grandmother brought me food. Unable to call my name, she had to look around from one classroom to another with trepidation. Grandpa, who works hard in the fields during the day, waits for me to go home at the school gate after the end of self-study every night ... The content is true and sincere, and more importantly, students pay attention to life and people around them, instead of copying other people's stories. On this basis, the author made a little adjustment on how to organize the materials, and then asked the students to write again, and the effect was obviously much better. Since then, the author has asked the students to speak the composition first in each composition class, and then write the composition on this basis. Slowly, the students' fear of composition is eliminated, and they can write their own people and things freely, not sticking to the ready-made rules.

(B) enhance confidence in writing and cultivate interest in writing

For a long time, the boring writing class has made students have a headache and teachers are at a loss. To a great extent, students regard writing as an indispensable task, but they seal up their rich hearts and give them to the teacher as an empty shell, which makes it difficult to improve their writing level and communicate with teachers and students. No wonder everyone shakes their heads when it comes to composition. In fact, oral training is an effective way to solve the above problems, and it can also provide effective help to solve the "bottleneck" problem of composition. In oral expression, students' little progress can be affirmed by teachers in time, and the form of "live broadcast" can not only stimulate students of different levels to study hard, but also learn from each other's strong points, which is more direct and effective than written writing in enhancing students' confidence and cultivating interest. The author found an interesting phenomenon: students are more interested in writing than writing. When speaking a composition, students' enthusiasm and participation are also much higher. When students' enthusiasm is mobilized and they are interested in participating in composition activities, the teacher's task is to guide and instruct.

Second, the problems that should be paid attention to in oral training

(A) teachers should be reasonable guidance, and actively create an atmosphere.

It is necessary for teachers to give steady and continuous guidance to oral English training. In oral English training, students tend to be "one-sided". When students invariably fall to the same subject matter or the same language mode, teachers should give prompt guidance in time to prevent low-level imitation in class, encourage students to speak freely in time, have their own thinking and expression methods, and it is even more essential for teachers to create a suitable atmosphere. For example, when writing a composition on the topic of "Feeling Happiness", a student who seldom speaks at ordinary times, under the influence of everyone, bravely expressed his feelings about happiness. Although the expression is not in place, it is such a desire to express. Isn't it the beginning of benign development? The author took the lead in giving heartfelt applause, which infected more students. Everyone began to compete to speak, and the classroom atmosphere was formed. Students' mood is high, their confidence is doubled, and the training effect is naturally good.

(2) Give play to the leading role of "leaders" and form a good atmosphere.

In a class, there are always several students who are quite active. Teachers should give full play to the leading role of these students and let their enthusiasm infect others. First of all, this group of students will drive other active students to participate, and then these people will infect and drive the whole class to form an atmosphere. Teachers should use different standards in the process of commenting, not only to maintain the active momentum of this small group of people, but also to encourage the courage and enthusiasm of those behind, and not to deny students because their expressions are not in place or the students in front imitate them. At this point, teachers must be sincere, affirm their own advantages, point out their own shortcomings, and not perfunctory to prevent self-esteem from being frustrated.

(c) Oral training should be informal and gradual.

In fact, the oral Chinese training in composition class should not be limited to this form, and we can flexibly choose the forms of classroom speech, reading aloud or speech contest, topic discussion and so on according to the actual situation. It doesn't matter what form you take for oral training, the key is the purpose. Teachers should have a set goal in mind and consciously guide them in a set direction in order to be effective. In addition, in oral English training, don't rush for success, but follow the principle of step by step. Teachers can set simple stage goals first, such as the number of participants from less to more, and the content from coarse to fine, which can be used as the direction of a certain stage. Maybe in one or two trainings, it may not be effective, but this is not the key. Whether you can persist is the most important thing. Persistent efforts will inevitably lead to unexpected gains. So, why is writing not an interesting thing?

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