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1、OralEnglishTeachinginElementarySchoolChapter1IntroductionAtpresent,spokenEnglishisusedinahighrateinourdailylife;italsoplaysaveryimportantroleincommunicationwithforeigners.However,mostteachersinChinaarenormallyfocusedonteachingviathetraditionalteacher-centeredmethods,inwhichinstructionsarealmosten
2、tirelyunderthecontroloftheteachingstaff.Thiskindofforced-feedingmethodofteachingplaysanunfavorableroleinEnglishteaching,especiallytheimprovementofthestudents’oralEnglish.AsaChineseteacherofEnglish,it’squitenecessarytoponderoversomeelementaryquestionssuchaswhat?Whatkindofpersonalitiesdothelearners
3、have?WhatarethebasicprinciplesofspokenEnglishteaching?WhatarethetendenciesofspokenEnglishteaching?WhatnecessariesshouldaqualifiedEnglishteacherhave?How?HowtoteachspokenEnglishmoreeffectively?Howtodealwiththerelationshipsbetweenteachersandstudents?Howtoimprovepupils’oralskillsinanallroundway?Andwh
4、y?WhysomeoralEnglishlearnerssucceedinEnglishlearningwhilesomewerefailed?WhycouldsometeachersteachspokenEnglishmoreeffective?Thesearealltheelementaryquestionsthathaverelationswithteachers’teachingandstudents’learningshouldbeconsideredcarefully.1.1ActualityofCurrentOralEnglishTeachinginElementarySc
5、hoolForalongtime,EnglishteachinginChinahasbeenoveremphasizingscores,butneglectingproficiency,especiallythecultivationofspokenEnglish.Excellentstudentsarealwaysmeasuredbygettinghighmarksinexams.Teachingisalwayscarriedoutaroundtheexams;applicationofEnglishisalwaysneglected.Asfortheteachingmode,teac
6、hershavebeenadopting“instillation”andneglecting“application”.Theclassroomhasbeen“teacher-centered”,studentshavetotakeinpassively,andusingspokenEnglishthroughthewholeclassisararephenomenon.15Recentyears,ChinahascarriesoutaseriesofreformonelementaryEnglishteaching,andspokenEnglishteachingisconcerne
7、dwidely.Inaddition,thenewteachingmaterialsalsolayemphasisonspokenEnglish,andteachers,tosomedegree,stressthetrainingoflanguageapplication.ButthereislittleprogressinspokenEnglish,andthepresentconditionisstillunsatisfacto