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1、HowtoDeveloptheOralLanguageofOrdinarySeniorHighSchoolStudentsinShanghaiI. Introduction WhatIintendtofocusoninthispaperishowtodeveloptheabilityoforalcommunicationofseniorhighstudentsinanordinaryschool.Formanyyears,wehavefounditdifficulttoenablethestudentstocommunicatefreelyandmake
2、themexpresstheirideasclearly. WhyisitsohardtogetthemtospeakEnglishfluently?Ibelievetheremaybeseveralreasons: Mostofthespeakingactivitiesareofthetraditionaltypes,suchasreadingthedialogue,recitingtexts,doingtranslation,andthematerialschosenforthestudentsarenon-authenticwherestude
3、ntsfeeldeadlyboredinsteadofappreciatingthemandacceptingthem. Manyteachersdonothavelittleideaoftheroleofspeaking,nordotheyknowtheimportanceofprovidinganaturalcircumstanceofspeaking. Someteachersonlylayemphasisonaccuracywithnothoughtoffluency,whichmakesstudentsworrytoomuchaboutthe
4、irmistakes. Almostall-importantexaminationsdonotconsistofanoraltest,whichcausesboththeteachersandstudentstoneglectorallanguage. Therefore,inthefirstsectionofmyassignment,IwillintroducethecurrentapproachusedinmysituationinChina.ThencomesthesecondsectioninwhichIwillshowmyunderstan
5、dingofeffectiveteachingapproachesbymeansofbothreadingsomecurrentlanguagebooksandhavingthecoursesonlanguagedevelopmentandmethodologyinteachingaforeignlanguage.Inthethirdsection,IamgoingtoillustratethepracticalstepsIproposetotaketomaketheteachingoforallanguagemoreeffective,togetherw
6、iththeprocedureofadialogueteaching.InthelastsectionIwilltrytodrawsomeconclusionfromthisdiscussion.II. HomeTeachingSituation Tobeginwith,Iwouldliketoshowtheproblemsofwhythecurrentapproachesofteachingarelesseffectivetodevelopthestudents’speakingability. Althoughspeakinghasbeenincl
7、udedintheNationalPlanforEnglishteachinginschoolsinChinaforthepast15years,thepercentageoftimedevotedtoactivitiesinwhichstudentscancommunicatewitheachotherinEnglishremainssmallinthewholeclass.Similarly,themethodofgivingprioritytolisteningandspeakinghas9beenadvocated,yetithashadlittl
8、eeffect.Bothteachersandstudentsth