培养小学生英语口语能力的教学策略

毕业设计（论文）原创性声明和使用授权说明

原创性声明

本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得 及其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。

作 者 签 名：　　 　 　　日　 期：　　 　 　　

指导教师签名：　　 　 　　 日　　期：　　 　 　　

使用授权说明

本人完全了解 大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。

作者签名：　　 　 　　 日　 期：　　 　 　　

学位论文原创性声明

本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。

作者签名： 日期： 年 月 日

学位论文版权使用授权书

本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权　　 　 　大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。

涉密论文按学校规定处理。

作者签名： 日期： 年 月 日

导师签名： 日期： 年 月 日

注 意 事 项

1.设计（论文）的内容包括：

1）封面（按教务处制定的标准封面格式制作）

2）原创性声明

3）中文摘要（300字左右）、关键词

4）外文摘要、关键词

5）目次页（附件不统一编入）

6）论文主体部分：引言（或绪论）、正文、结论

7）参考文献

8）致谢

9）附录（对论文支持必要时）

2.论文字数要求：理工类设计（论文）正文字数不少于1万字（不包括图纸、程序清单等），文科类论文正文字数不少于1.2万字。

3.附件包括：任务书、开题报告、外文译文、译文原文（复印件）。

4.文字、图表要求：

1）文字通顺，语言流畅，书写字迹工整，打印字体及大小符合要求，无错别字，不准请他人代写

2）工程设计类题目的图纸，要求部分用尺规绘制，部分用计算机绘制，所有图纸应符合国家技术标准规范。图表整洁，布局合理，文字注释必须使用工程字书写，不准用徒手画

3）毕业论文须用A4单面打印，论文50页以上的双面打印

4）图表应绘制于无格子的页面上

5）软件工程类课题应有程序清单，并提供电子文档

5.装订顺序

1）设计（论文）

2）附件：按照任务书、开题报告、外文译文、译文原文（复印件）次序装订

指导教师评阅书

评阅教师评阅书

教研室（或答辩小组）及教学系意见

一、引言

在当前的小学教育阶段，大多教师在英语课堂上关注的只有英语的读、背、写，很少重视学生口语能力的培养，学生口语能力的培养始终是个空白。笔者将对其导致口语障碍的成因展开分析，并提出培养小学生英语口语能力的设计策略，创设轻松，愉快的口语学习环境，让学生们会说，善说，乐说。

二、小学生现阶段学习英语口语的特点

小学阶段是学生语言能力的形成时期。这个年龄段的孩于具有好奇、好动爱表现、善模仿等特点。在小学阶段培养学生的英语语言交际能力具有很强的实践性，能让学生感到英语学了就能用，从而能保持英语学习的兴趣。如此循序渐进学生的英语交际能力就会逐步提高 。

三、导致小学生口语障碍的原因

由于汉语与英语在许多方面存在着许多的差异，给学生学习口语时带来不少困难。主要有以下几点原因：

（1）课堂模式的局限,教师不重视，更注重应试教育；

（2）学生自身的原因，学生口语水平的差异及“惰性心理”；

（3）“恐讲心理”，怕开口，怕说错；缺少说英语的氛围。

四、提高小学生英语口语教学实施策略

（1）运用情景教学法教授新单词及新句子

在模拟情景中教单词及句子，不仅可以帮助学生理解单词、句子，更能让他们知道如何运用，从他们的输出方面能知道他们是否掌握了新知识。这样能融学习，娱乐为一体，学生有兴趣听课，提高了学习质量，而且有助于学生在实际生活中运用所学句子。

（2）运用情景教学法教授新句子

通过"情境"的设置，使教学内容在情境化的故事中得以完成。让学生扮演情境中的主角，学生在角色中要完成各种学习内容，以达到教师在课前为此预设的目标。它始终把学生主动、全面的发展放在中心位子，在注意发挥教师主导作用的同时，特别强调学生学习主体地位的体现。让学生在玩中学口语，自然而然地脱口而出。

（3）运用游戏寓教于乐

巧用游戏，寓教于乐。寻求乐趣是孩子的天性，学习英语，兴趣与主动性是最重要的。学生学习的劲头一足，就能达到学生在“玩中学，学中玩”的教学效果。这样不仅有意义地操作了句型，而且在猜测过程中，学生获得了快乐及成就感，觉得学英语就像玩一样。游戏还能培养学生的思维，开发他们的多元智能。

（4）运用所学到的句型及单词进行小组角色扮演

角色扮演能让学生扮演社会上的各种角色，达到真实语言的交流。巩固之前所学的句型并学会运用到实际生活中。真正做到让学生开口说，敢于说，会说。

（5）话题演讲

话题演讲是巩固之前所学知识的一种方法，也是考查学生是否掌握知识的方法。教师通过预设几个话题与学生互动，操练刚学过的句型，让学生真正学会运用到实际生活中。小组演讲环节既可以看出学生小组合作的默契，又可以培养说英语的氛围。

五、教学活动设计

Activity 1：Visiting the fruit shop

Teaching  content:  
 (1)  New  words:fruit, apple, orange, banana, watermelon, pear, strawberry
(2)Sentence  structures:  
                  I  have......  
                  There  is......
                  There  are  some.....
                  Is/Are  there  any....
                  Yes,  there  is/are....  

No,there  isn’t/aren’t....

Introduction:  The  teacher  applies  the  Situational  Approach  to  design  a  scene   “Visiting  the  fruit shop”  while  the  new  teaching  content  is  presented.  In  this activity  the  teacher  will  be  the  host  of  the  fruit shop and  the  students  will  be  the C.fifteen minutes  is  needed  in  this  activity. The  teacher  should  prepare  some fruit  cards and  one fruit shop  picture  for  the  teaching.  It  is  a  good  idea  for  the teacher  to  guide  the  class  to  learn  new  language  knowledge  and  practice  using the  language  functions.

Teaching  Steps/  Procedures：
Step  1:  New  knowledge  presentation:  After  greeting  between  the  teacher  and  
the  class,One  fruit shop  picture  is  showed  on  the  board(screen).  And  the  asking and  answering  around  visiting  the  fruit shop  begins:

(H  is  the  host,  C  is  the  customers)

---  H:  Dang  dang dang...,  look  at  here  (point  at  the  picture), I  have  a fruit shop.  Is  it  beautiful?  There  are  so  many  fruits  in  my  fruit shop.  0k,  now,  let  me  guide  you  to  visit  my  fruit shop  .
---H:  There  are  many  fruit   in  my  fruit shop.  Look,  here  is  an  apple ,  Can  you  see  some  apples there?(  with  the  help  of  the  apple  card)
---C:  Yes,  there  are  some  apples.

---H:  Pretty  good!  There  are  some  apples  .  And  what  kind  of  fruit  is  this?
---C:  watermelon    (Guide  to  say  out)  
---H:  Yes,   there  are  some  watermelon.  Wow,  so  many  strawberries,   can  you  see   them?
---C:  Yes,  we  can  see  many  strawberries.

---H:This  way  please,  There strawberries, are  some  oranges,  bananas  ,watermelon  , and  strawberry  over  there.  Do  you  like  them(  with  the  help  of  the  fruit  cards)?

---C:(Get  the  class  to  say  out)  I  like/I  don’t  like     
                orange/banana/watermelon//strawberry.
---H:  Here  are  some  apples   and  pears,  there  are  some  watermelons and  strawberries  over  there.(get  the  class  to  repeat  the  fruit  words)

Step  2:  Practice  speaking:
---H: So  This  is  my fruit shop.  Now,  let’s  have  a  rest there. I’d  like  to  give  you some  fruits  for  tasting   but  first  of  all,  I  want  to  see  whether  you  can  remember  how  many  kinds  of  fruits  there  are  in  my fruit shop?
---C:  There  are  some....(give  one  the  right  fruit  who  can  say  it  out    )
--- H:  Is  there  any......Are  there  any......
---C:  Yes,  there  are  ....../No,  there  isn’t  any....(get  the  class  to  say  and  repeat  the   new  fruit  words  and  new  sentences)

Activity 2：What would you like

Teaching content：

Words:cake，pudding，rice，noodle，beef

Sentence structures:What would you like...

I would like some...

Can i have some...

Yes,here you are.

Introduction: The teacher applies the Situational Approach to this activity named “What would you like”.This activity will use food pictures. The teacher shows the restaurant picture on the screen,and then give them menus to order the food. Let the students use the new sentences to order food by themselves in fictitious situation.Then the teacher asks two students to make dialogues.One plays the customer, another one plays the waiter.And then They swap the role to make another dialogue. (T is the teacher.S is the student.W is the waiter.)

Step 1:learn some new sentences

The teacher shows some food pictures to students.Let the students review the words last class they have learned.Then the teacher extends the new sentences.

What would you like...

I would like some...

Can i have some...

Yes,here you are.

When teacher ensures the students master the new sentences, take the next step.

Step 2:order

The teacher uses some food pictures to show to the students.

T: Rice and noodle are very nice.Would you like some rice or noodle?

S: Yes. I’d like.

T:Recently I've opened a restaurant.The foods are very popular.Because they are very delicious. So now I’ll give you a surprise: I want to take all of you to my restaurant. Do you want to go?

S: Yes.

The teacher shows a restaurant picture on the screen.

T: Welcome to my restaurant.This is the menu. You can take your order.You can order the food you like to eat.

S1:What would you like?(Let the students talk freely.)

S2:I would like some rice.

And you?

S1:I would like some noodles.

S3:What would you like?

S4:I like to eat dessert. So I would like some cake.

S5:I would like some pudding.

S1:Waiter, we want to order.

W:Hello, what would you like?(Now the teacher plays a waiter.)

S1:I would like some noodles.

W:Ok,. here you are.

S1:Thank you.

S2:I would like some rice.

W:Here you are.

S2:Thank you.

S3:I would like some beef.

W:Here you are.

S3:Thank you.

S4:I would like some cake.

W:Here you are.And you？

S5:Can I have some pudding?

W:Yes, here you are.

S5:Thank you.

(After serving,They are having the meal.)

S1:Can I have some pudding?

S5:Yes, here you are.(They shared their food with each other.)

S2:Can I have some cake?

S4:Yes, here you are.

S5:Can I have some beef?

S3:Yes, here you are.

Step 3:make dialogues

This part the teacher asks two students to make dialogues with partner.One plays the customer, another one plays the waiter.There is a situation,suppose one student is the customer,he want to go to the restaurant to eat lunch.What would he say to the waiter.Express ideas on this topic.Refer to the words and expressions on the blackboard.And then swap the role to make another dialogue.Just two minutes to discuss.

(Two minutes later)

T: Ok. Now who want to have a try?

S1:We want to have a try.

T:Ok,you two,please.

S2:Waiter.(S2 plays the customer.)

S1:Nice to meet you.What would like?(S1 plays the waiter.)

S2:I would like some noodles.

S1:Anything else?

S2:I would like some beef.That’s all.

S1:Please wait a moment.

S2:Ok,thanks.

S2:You are welcome.( They swap the role to make another dialogue.Now S1 plays the customer.S2 plays the waiter.)

S1:Excuse me,could i see the menu,please?

S2:Yes,here you are.Are you ready to order?

S1:Yes.I would like some cakes.

S2:Any main food?

S1:I would like some beef.Can i have some rice?

S2:Sure.Anything more?

S1:No,that’s enough.Thank you.

S2:You are welcome.Please wait a moment.

(The conversation ends.By the teacher's praise.) 

Step 3: prize-giving

This part the teacher will give the prize to the students that have made dialogues. From this link, the students will arouse their interested in oral English. Take more attention into the class and learn more knowledge in the relaxed environment.

Activity 3: Guessing game

Teaching  content:   
(1)  New  words: hill,mountain,forest,lake,bridge,river.     
(2)  Sentence  structures:         

There is /are…     
Is/are there…
Yes,there is/are.
No,there isn't/aren't.

Introduction:  In  order  to  review  and  consolidate  what  the  students  learned  in  the   last  period,    the  teacher  applies  the  Situational  Approach  to  design  a  scene“talking  about a nature park” to  this  activity  named  “Guessing  game”  at  the  begi-nning  of   the  class.  In  this  15-minute’s  activity, the  students  are  asked  to  use   the  words  and sentence  patterns  to  play  the  game  according  to  the  rules.Some  animal  pictures  and  cards  will be  used  in  this  activity.

Teaching  Steps/  Procedures:
Step  1:  The  teacher  shows  the  class  some  places  pictures  and  gets  the  class  to say  out  the  places  on  the  picture  together.

step  2:    To  get  some  students  to  go  to  the  front  of  the  class  and  play  as  the   teacher  ,  who  points  at  the  picture  and  says  out  the  places  on  the  picture  like  this “There is a mountain”,  to  check  whether  the  students  can  say  out  the  words  they  learned  in  last  period.

step 3: The teacher tells the class to be going to play a game named “guessing game”,but  first, to check whether the students have prepared some animal cards or pictures  for the  game.(the students were asked to prepare animal cards before this lesson ) .

step  4:  After  finishing  checking,  the  teacher  shows  the  rules  of  the  game  to   the  class:  
1.    Using  the  places  cards  to  play  the  game  in  groups
2.    To  make  a  dialogue  :  One  student  asks  the  others  in  the  group  like  this: 
----Is there a hill (get  and  show  the  hill  card,  ask  together)?    
----Yes,there is.     
 Is there a bridge (get  and  show  the  river  card,  ask  together)?
----No,there isn't.

----Are there mountains(get  and  show  the  mountain  card,  ask  together)?    
----Yes,there are. 
----Are there hills(get  and  show  the  bridge  card,  ask  together)?    

----No,there aren't.

----And  What  about  you? Is there....(change  the  role  and  continue  to  play  the  
      game  ）?

3.  Every  member  in  each  group  should  have  a  chance  to  play  the  both  roles (guessing  and  answering)
4.  A  judge  is  needed  in  each  group,  whose  job  is  to  write  down  the  places   every  team  members’  like  and  dislike,  and  then  to  make  a  report  about  it  to  the  class    like  this  :  “  There is a hill,but not a mountain. ”

5.  The  game  time  is  only  10  minutes.

 6.  The group who finishes the game  first  and  the  judge  is  able  to  make a report about  the  team  members’  job  fluently  will  be  the  winner.

Step  5:  The  teacher  checks  the  students’  understanding  on  the  rules,and  then  get the  class  to  play  the  game  in  group.

Step  6:  While  the  groups  play  the  game,  the  teacher  goes  around  the  classroom  and  gives  some  helps  to  the  students  
Step  7:  The  teacher  checks  the  result  of  the  game  and  finds  out  the  winner  group  after  the  game  time  is  up.

Step  8:  To  get  the  judges  of  the  top  three  to  make  a  report  about  their  team  mem-bers’  like  and  dislike  to  the  whole  class.

Step  9:  To  make  some  comments  on  the  judges’    job  and  give  them  praise.

Activity 4：Role-play

Teaching content:

New words: singer,writer,TV reporter,actor,actress,artist

Sentence structures: What are you going to be?

I’m going to be a…

Introduction: The teacher applies the Situational Approach to this activity named “Role play”. In this 15-minute activity, the students should use these words and sentence patterns according to the teachers’ instruction. The picture will used in the activity. The students though play a role will enhance their oral English and create their imagination.

Step 1: Free talk.

Have students talk their dream job in pairs with be going to. Before the class, the teacher divides five students into a group. This part uses 3 minutes.

T：Hello Everyone! Today we will talk about dream. What is dream?

S: Dream is you want to be what.

T: Yes, you’re right. Dream is you want to be what person and love to do what. Now we have a talk-What is your dream? In your speech, you can use “Be going to” to tell us what’s you want to be, why do you love it. Every group should send a representative to give speech.

S1: I have a dream. I want to be teacher. Teachers have many students.They have a lot of knowledge . They always transfer knowledge for students.I love teaching. So I am going to be teacher.

S2: I want to be a doctor.I think they are very selfless.They can save others lives.So I’m going to be a doctor. That’s my dream.

S3: I’m going to be a boss. I want to earn a lot of money.I want to buy a beautiful house to my parents.I want to help poor people.

Step 2: new words, new sentences.

The teacher teaches the students new words and new sentences for the role play. This part use 5 minutes.

T: Good jobs. You have a wonderful dream. Those are excellent jobs. But today I will introduce you other wonderful jobs. Look at the picture and tell me what is this.

The teacher shows the pictures which there are vivid cartoon of singer,writer,TV reporter,actor,actress,artist . The teacher will ask the students to answer the question.” What are they?” The students can understand the words through the pictures.

S4: They are singer,writer,TV reporter,actor,actress,artist .

T: good job. Read after me.

The teacher will lead the students read the words twice times. Then the teacher shows the sentences in the blackboard. Ask the students try to read it for 3minutes. The next the teacher will ask the students to answer the question according the sentences. At last, the group are gave an oral exercise.

T: What are you going to be?

S5: I’m going to be a singer.

T:Why?

S5:Singers can make other be happy. They always bring good songs for audiences.I love singing. So I am going to be singer.

T:Good.

T: What are you going to be?

S6: I’m going to be a writer.

T:Why?

S6:I love writing.I writes everyday.Especially i like to write compositions.When I write, I feel happy myself that as if it were another world.So I’m going to be a writer. That’s my dream; I will bring my good works for my readers.

T: OK! These make me feel excites.

S7: What are you going to be ?

S8: I’m going to be actor.

S7: Why?

S8:Actors always can express themselves.In the plays,they can be policemen.They also can be doctors. If I be a actor, I would act many plays.

Step 3: role play.

In this part, the teacher will give a indicate to the students. But students should play role with their group. By contrast, the teacher will choose the best one give them bonus. This part will take 5 minutes.

T: Now, it’s your show time. In this part you can be the one that you going to be. Before you perform, you must introduce yourself. You must try your best and do it better. Let’s start.

S9: Hello everyone! What you watching is the fires channel. I’m a reporter. Now I have an interview with the famous singer. Time is up, he will come. Look! It’s he!

S9 turn to the S10: Good afternoon, Mr. Wang, I am a reporter for an appointment to meet with you.

S10: Good afternoon, Sir. Nice to meet you.

S9: Nice to meet you, too. To save your time, let’s start now.

S10: OK!

S9: You sing very well. That is the result of your effort. Would you please tell me why do you want to be a singer?

S10: That is my dream. I was quite when I was young. Music is here in my life.My mother sang songs for me when i was young.So i liked to sing,too.One day we have a music competition, I attended it.Finally,i won a prize.It always encourage me.