In English teaching in our school, we often encounter such problems: students get good grades in homework and exams, but they don't raise their hands and like to talk in class. It is also common to see such a phenomenon: some students have good written test scores, but their spoken English is very poor. In communication activities, some students think very well, but when they express themselves orally, they pose and express incompletely. Other students are fluent in language and quick-thinking when talking freely, but stutter when speaking formally. Most junior high school students are not accurate in oral pronunciation, unable to speak fluently, unable to communicate in English and so on. It can be seen that it is imperative to cultivate junior high school students' oral English ability.
First, the purpose and significance of the project research:
Foreign students in our school account for about 50%. Objectively reflecting on English teaching in our school, there are still many unsatisfactory places: students' pronunciation and intonation are not very good, their pronunciation can be described as southern accent, their sense of language is not strong, and they have difficulty in speaking. With the growth of grade, there is no obvious progress and development in listening and speaking ability, resulting in many students with "speaking difficulties", which is contrary to the spirit of quality education and will inevitably make students lose interest in learning English and lose their future. In order to change the present situation, better implement the spirit of the new curriculum standard, improve students' oral English expression ability and realize the transformation from knowledge and skills to ability.
2. Research methods and steps:
According to the actual situation, the research group decided to adopt the methods of investigation, comparative study, action study and experimental study to learn from each other's strengths and make the research work more scientific and in-depth.
Research object: Senior one students.
The main steps of the study are:
1. Preparation stage (September 20 10-1June): set up a project research team to determine the project members and responsible persons; Investigate the oral English of some junior students and determine the research application items; The main problems and contents to be solved by the project; Determine the research idea, process, content exploration and thinking of specific events of the project; Collection and arrangement of data and information, etc.
Second, the implementation stage (1) (20101-2011) is the first stage of investigation and analysis, and the investigation and analysis are summarized and evaluated, and several papers are written. Carry out appropriate teaching practice activities and integrate theory with practice.
1. Insist on integrating "happy teaching method" and "harmonious interaction method" into the classroom, and use various effective means to enliven the classroom atmosphere, thus improving their enthusiasm for learning English independently.
In class, I created a relaxed, happy and lively atmosphere for students and inspired them to "speak". Senior one students will feel tired after one class, but they will not feel tired after one class, two classes or even more time. In teaching, I designed a series of games with the theme of "guessing", such as guessing things, comparing height, guessing fat and thin, to guess people, things, directions and small animals, and games such as making phone calls, sending messages and whispering instead of boring words and sentence patterns. For example, when teaching monkeys, dogs and cats, I prepare pictures of these animals first. After teaching them to read these words, let the students imitate the actions or sounds of small animals, and let other students guess who imitated them. Guess quickly. When learning dialogue, I will divide the students into groups. Then, I will ask the first student in each group to come to the front, and I will tell them a word. Pass the "whispers" back one by one. The last classmate will tell you loudly again, compare and see which group of students cooperate well and speak accurately. This not only embodies the spirit of group cooperation, but also achieves the teaching purpose, and students also learn to speak. Students unconsciously remember new words and dialogues in the process of learning, doing and playing.
2. Organize various colorful oral activities to encourage students to speak English boldly and improve their oral expression ability.
For example, "English Corridor" and "English Corner" were created, and colorful oral activities were organized. The "English Corridor" is set up for students with a certain English foundation. Although junior one students have studied English in primary school for three years, their English foundation is very weak. Teachers should focus on cultivating their sense of language and stimulating their desire to speak English boldly. We put up the banner of "Daily English" in the classroom and marked it with eye-catching colors. On the display board outside each classroom, there are English handwritten newspapers and English small cards designed by students themselves to create an English learning atmosphere. For example, student A drew two clowns, one fat and one thin, with different facial features. Ask the students to evaluate the pictures between classes, but they must communicate in English. This crow is very fat. That crow is very thin. It is a red nose. It's Darkmouth. Let the students review the words with five senses and five colors.
In the implementation stage (2) (February, 2065, 438+01—April, 2065, 438+0), the second stage of project research is carried out, with the emphasis on demonstrating the results of the first stage, conducting feasibility tests, evaluating teaching practice and further analyzing the results of the previous stage of experiments.
Make full use of the language environment inside and outside the school to create good conditions for students' oral English.
In class, we will use "Happy Teaching Method" and "Harmonious Interaction Method" to verify whether the first-year students' interest in English and their oral English expression ability are improved. After class, we set up "English Corridor" and "English Corner". At the same time, most classes have oral tests in and after class to test students' practical ability to use English.
Four. Summary stage: (2065438+June 2002):
Seriously sum up and constantly improve the quality of oral English teaching in Grade One.
1. Organize several oral English tests for students to test their oral English improvement.
2. Conduct tests to evaluate the improvement of students' interest in English learning.
3. Organize teachers to write teaching papers and research reports.
Three. Research results and analysis
The project experiment in the past year and a half shows that students' oral expression ability has been greatly improved. Most students can talk in everyday language.
(A) To improve students' oral expression ability, we must create an oral English environment.
In China, especially in rural middle schools, students have a little difficulty in learning because of the lack of language environment. In order to solve this problem, we try to create an English corner and carry out oral English activities to create the necessary language environment for students to boldly carry out oral English activities.
(2) Improve oral English expression ability.
If English is not the mother tongue, it will be boring, time-consuming and inefficient to just speak and read without certain situations or language scenes. So when teaching difficult sentences, I use "gestures" to perform. For example, when teaching the sentence "Please take out your book", I take out my schoolbag and teach the students to read on the platform with the books put in it in advance. Then the students did and said, unconsciously imitating my movements. We also use real situations when teaching instructions "open/close your book" and "put it in your schoolbag". After repeated practice, students can perceive and experience the language, so as to do things by practicing it. I took the opportunity to give emotional encouragement and gave a thumbs up: Well done, you are all smart. Students' sense of accomplishment can be reflected.
For example, in the new fruit lesson of Unit5, I have prepared three things: schoolbags, fruits and stationery. At that time, I showed a beautiful bag containing all kinds of fruits and stationery. Then ask: What's in the bag? Please guess. Students can get something like this as a reward if they guess correctly. This game encourages students to speak English boldly and review stationery words: pencil, pen, ruler, eraser, schoolbag, pencil case, etc., which greatly improves students' oral expression ability.
(3) The research on improving spoken English has promoted the curriculum reform.
The teachers of the research group boldly practiced and refined their own experience into theory. I wrote the Survey Report on Current Situation Analysis and Rational Thinking of Oral English in Junior High School, Teacher Lin Meili wrote the Teaching Strategies and Evaluation Methods for Cultivating Students' Emotion, Attitude and Values, Teacher Huang wrote Thoughts on Promoting Oral English Teaching in Rural Junior High Schools, Teacher Chen wrote Research on Improving Junior High School Students' Oral English Level under the New Curriculum Concept, and the teacher wrote English.
Four. Problems and suggestions discussed.
After more than a year of research and experiment, although some gratifying results have been achieved, there are still some problems that need further discussion.
1. There are too many games, which become a mere formality, resulting in polarization. Some students make rapid progress in oral English in the game, but some students just skim the surface and don't practice oral English from the game.
The "English corridor" has little effect. At first, the students were enthusiastic, scrambling to post their works on the exhibition platform and boldly introduce them in English. However, over time, some students are tired of this way, and the "English Corridor" has not achieved the expected results.
2. Lack of English-speaking language environment.
Learning English requires a certain language environment. Now most campuses lack an English-speaking language environment. Students only speak English in class and never communicate in English after class, which can't achieve the effect of "applying what they have learned". Our school has similar problems. After students leave campus, there are not many opportunities to contact English, let alone communicate with others in English. Therefore, students' oral English ability can not be improved. Therefore, we are prepared to overcome all kinds of difficulties and strive to finish this work at an appropriate time so as not to shelve the research results for several years.