Research learning outcome report

Research Report on How to Say Good Speaking to Middle School Students

Developing students' ability to use language is the ultimate goal of English teaching. For an English learner, "speaking" has a complementary relationship with the improvement and development of other abilities. It is not only the fundamental purpose of learning phonetics, grammar, vocabulary, sentence patterns and texts, but also an important way to cultivate reading and writing skills. . Here, the author discusses this issue.
I. Introduction The English Syllabus for Full-time Secondary Schools states: "The purpose of English teaching in middle schools is to provide students with basic training in listening, speaking, reading and writing, and to develop students' ability to use English in both verbal and written form. Focus on cultivating reading ability and lay a solid foundation for further study and use of English." In the syllabus, it is emphasized that teachers should cultivate students' ability to use English for communication, emphasizing that English classes are practical lessons. As can be seen from the requirements of the syllabus, it is necessary to train students' ability to "speak" in English teaching in middle schools.
Second, the obstacles in the aspect of "speaking" of middle school students are first of all manifested in "Don't dare to say", that is, they dare not "open." What is an "opening"? The opening is the first level for middle school students to learn English, and it is also the most crucial level. Openings include pronunciation, spelling, reading, basic sentence modeling, and simple questions and answers. "It’s hard to say that students want to say but can’t say or don’t understand. I don’t know where to start, that is, they can’t translate thinking directly into words, and can’t do what they want to say.” First, the students' "shame" mentality, afraid of "out of the ocean", so dare not say, not often said, the more afraid to say, thus causing a vicious circle; the second is the lack of training, answering questions rarely expressed in English.
Second, the performance is "not willing to say." For senior students, the higher the grade, the less likely they are to speak English. The reason is that, besides the foundation of the speech is not well-followed, as the difficulty of the textbook is deepened, the sentence structure is gradually complicated, and the grammar knowledge is not as simple as before, plus the influence of the old textbook and the pressure of the college entrance examination. What the teacher teaches, draws the attention of the students to the problem-solving aspect, and rarely does not even “speak” the students. This kind of test-oriented teaching makes students' subjective understanding of the importance of "speaking" not enough, and feels that "not to say" has little effect on their good English, so they naturally "do not want to say".
Third, the performance is "not to say." I don't know how to "speak" good English, and I can't grasp the rules and techniques of "speaking". The reason is that, except for the lack of ready-made "speaking" English, the only language that most middle school students in China before learning English is the mother tongue, that is, Chinese. They use Chinese thinking, communicate in Chinese, and Chinese idioms are deeply rooted. When they are asked to speak English, they naturally use Chinese habits to express themselves, and impose the rules and techniques of "speaking" Chinese on "speaking" English, ignoring the cultural differences and expressions and habits of English and Chinese. The differences, such as the structure of the are be, the usage of the attributive clauses, etc., lead to a mistake.
Third, how to cultivate students' ability to "speak" In the practice of English teaching, how to cultivate students' ability to "speak", the author believes that it can be cultivated from both teachers and students.
As far as students are concerned
1. Imitation, reading, and memorization allow students to imitate from the beginning of learning English. The content of imitation includes phonetic symbols, words, phrases, dialogues, passages, articles, etc. From simple to complex, it is easy to enter, and its form can make students Follow the tape recorder, imitate one sentence at a time, pay attention to its language and tone. Through imitation, students can realize that English is a language used, and the correct pronunciation and intonation that is imitated also lay the foundation for future openings.
Reading aloud is a form of teaching that should be carried out after imitation. The content read aloud is the same as the content of the imitation. After imitation, students can be read aloud or read aloud in class, or they can be read outside the classroom. Through reading aloud, students will have a deep impression on the content they read, and teachers can also find some problems, such as the incorrect place of the student's voice, intonation or group pause, and correct it in time.
"After reading 300 poems of the Tang Dynasty, you will not be able to write poems." Similarly, the "speaking" in English teaching is also true. Frequently, it is necessary for students to read and memorize some basic sentence patterns and wonderful text passages. This not only helps students understand these contents, but also forms long-term memories. In this way, when the students are required to "speak", the stored information will be naturally transferred. Some basic sentence patterns students can simply set out, and they will not feel the difficulty of "opening the mouth".

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2. Conversation, Q&A dialogue can be the most basic daily conversation, sentence practice, or the content of the guidance prompts needed to achieve a certain purpose. According to its content, the form of dialogue can be divided into two types. One is the “teacher-student dialogue” between the students and the ***. Such a dialogue often has a certain purpose, or a demonstration of dialogue, or a drill to strengthen the usage of a sentence structure. At this time, if necessary, *** can make certain prompts, such as who, what, when , where, why, how, etc., or write some words used in the conversation on the blackboard. For example, if the teacher just taught the usage of “have / has been”, they can talk to the students and let the students use the usage. Such as:
T: I have been to Hangzhou. Have you ben there?
S: Yes, I have.
T: He has been there, too. I haven't been to Beijing. Have you been to Beijing?
S: No, I haven't.
T: Where else have you been?
S: I have been to Nanjing and Guilin.
The other is a “student dialogue” between students. If the students can be divided into individual or group to read the ready-made dialogue in the sentence, the teacher can also create a certain scene according to the sentence pattern in the text, so that the students can talk freely. Such as:
Make a short dialogue with the following patterns according to the given situation.
I advise you to do / not to do ...
You'd better do / not do ...
I suggest you do / I suggest your doing ...
Why not do ...
Why don't you do ...
How about / What about doing ...
Situation: You can't sleep well.
Your classmate gives you the following.
Advice: don't worry / not to stay up too late / not to drink tea or coffee before you go to bed / drink some milk, etc.
Question and answer is a question and answer. No matter what the problem is, there are only two kinds of answers: one is to use "Yes" or "No"; the second is to have specific content. The general question and answer is actually a form of dialogue. The answer form we are going to talk about here is to listen to an article to answer relevant questions. The teacher can select an interesting article, let the students listen to the short text, and then answer the questions raised according to the short text. The questions should be leveled. It is difficult to combine and flexible according to the student level, which is beneficial to the active student thinking. To stimulate students' interest in learning English.
3. Retelling, looking at the picture, freely playing the retelling, listening to or reading a piece of material, and letting the students speak the original meaning in their own words. The most basic retelling should start with letting students change the person's name in the original text and change the direct quotation to an indirect quotation; further retelling is to provide the original keyword and main sentence structure for the students to repeat; the final purpose is to make the student fully Retell in your own words.
Although it is a demanding form of speech, it requires smooth and accurate expression, but it is also an excellent way to train and speak. When training to read pictures, you can also provide some keyword sentences that help students understand pictures and express moods, remind students to pay attention to changes in tense, person and number, and encourage students to say how much.
Freedom to play for senior students, the method is to specify a topic, let students choose their own materials, free to express their opinions, ideas and feelings.
4. Long-term persistence makes it a habit. It should be pointed out that the ability to train students to "speak" is not what "three days of fishing, two days of drying the net" can do, teachers and students need to have constant determination and perseverance, from the first to the third year, always insist, Can achieve something.
As far as teachers are concerned
1. Stimulate student interest. It can be said that interest is the driving force for students to learn. With interest, students will be willing to learn from the bottom of their hearts, rather than trying to learn from a certain task. In order to cultivate students' interest in “speaking”, the author believes that teachers can start from the following points: teaching students in accordance with their aptitude. That is, different requirements are given to students of different grades and levels. If students in the lower grades are required to read and recite, the senior students will repeat, discuss, and speak freely. Students who are required to speak relatively weakly answer a slightly simpler, superficial problem, and students who speak relatively strong skills answer a slightly more difficult question. Design a variety of speaking opportunities and use a variety of teaching styles. Teachers can ask students to take turns to give five-minute speeches, tell stories and play games in class, set up English corners outside the classroom, and conduct oral English contests. Here is a game that I often do: in the classroom, students are required to carry out the word solitaire. Students who can't pick up must talk about the topics arranged before class. Of course, these topics should be as interesting as possible or related to the content of the lesson and student life. of. Encourage students. If the student makes a grammatical mistake in the process of speaking, don't correct it immediately; when the student is not fluent enough, he should promptly give a hint; for the better-speaking students, praise more, say a few more "good", do this. It helps to eliminate the shyness of the poor students and build self-confidence; it helps the students with better grades to establish a sense of pride and thus has a greater interest in “speaking”.
2. Practice basic skills and organize classroom teaching in English. To improve students' ability to "speak", teachers themselves must have good speaking skills. Imagine a teacher who can't speak English well. How can I ask students to say good things? Therefore, teachers are required to do so. Teachers should do it first. If students are required to do well, teachers should do a good job first. Teachers should keep making progress and study hard, and strive to improve their oral English. In addition, teachers should strive to organize classroom teaching in a fluent and accurate spoken language, which not only creates an English atmosphere, but also places students in an environment where they communicate directly in English, thus subtly encouraging students to speak and making students master the most basic. Spoken language. Furthermore, the author believes that the teacher's oral English should be changed frequently according to the student's level. Such as:
Expressions used to dismiss the class:
There's the bell for dismissal.
We'll continue our class after the break.
It's time for break.
Let's take a break.
Let's stop here today.
We'll leave off here today.
That's all for today.
Shall we call it a day?
With that, we conclude our class today.
Time is up.
Class is over.
The lesson is over.
Class is dismissed.
As you can see from the above, there are many expressions of “shoring”, so teachers can teach students different “learning” expressions at different stages according to the actual situation of the students, so that students can experience the richness and enthusiasm of the language. Learn to learn, so as to continuously improve the level of speaking.
The cultivation of students' ability to "speak" in English teaching in middle schools puts strict requirements on the teaching of teachers and the learning of students. The teaching and learning closely cooperate with each other, promote each other, and persist for a long time, so that middle school students with strong imitation ability can speak. And can say well.