摘要:This paper aims to provide a way of educational method for the reform of oral English by the application of activities in the oral English class. Activity-based approach is an effective teaching method to the improvement of students’ oral competence in junior middle school, because it caters for the nature of language by providing chances for students to live the language.
, teachers can ask students to prepare reports beforehand. At beginning, students can choose some simple topics and tell it in simple English, for example:
“Hello, everybody! My name is Ben, I’m 14 years old. Today is Monday, May the 12th. The weather is fine and it’s a good day for picnic. I will go to the countryside with my parents at this weekend. I wish you a nice day. Thank you.”
Later, they can go on with some complicated topics or even some important political or economic news which has abundant information. Therefore, students can start with a speech without much difficulty to improve their oral English gradually and effectively. It is very useful that this kind of practice should be given to students. However, it must be fair for everyone to have a chance to practice, because it’s very important and necessary to those students who are timid and not active in class. It does not take much time in class, and it’s a direct, simple but useful way for students to improve their oral English.
4.2.2 Role-play
To stimulate the students’ interest in learning, role- play is a suitable way, and it needs the good corporation between students and teachers. This kind of practice can not only draw students’ attention, but also consolidate their knowledge and skills of daily words and expressions.
Before the role-play, the teacher can divide students into several groups and help them choose some topics which are interesting and usually new, such topics about something on campuses, at home, on roads or among friends. All these can attract students’ attention and never puzzle them. Look at the following example of making a phone call.
(Student A): 3370574. This is Tracy. Who is that?
(Student B): This is Daniel, can I talk to James?
(Student A): Please wait a minute and hold on.
(Student C): Daniel, this is James speaking.
(Student B): Hi, James. …
This is a typical example of making a call almost everyday. After this practice, students will be impressed more deeply by the use of “This is…” “Who is that”, which take place in the common conversation of “I’m…” “Who are you”.
The students can change their roles with each other so as to practice in different ways. It is appropriate for teachers to put those students who are active and those who are inactive into one group and that will work more effectively.
4.2.3 English Drama
It is more difficult for students to play English dramas than role-play. Playing English dramas requires the better spoken English and more preparation in advance, but it’s a good way to enhance one’s oral English.
Teachers can hold a party for students to play English dramas and award those who give wonderful performances to arouse the students’ activeness and creativeness. Teachers should arrange those students who are zealous and good at spoken English to act those major roles, and give chances to those students who are not very energetic to act some minor roles. At the same time, the students who have to act as supporting roles will work hard to strive for more chances.
There are some famous dramas, such as Rom
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