Teaching_learning_strategies_with_the_Calla_approach

2001年中学英语课程标准The 2001 Middle School English Curriculum Standards in China marked a significant shift in the approach to teaching English as a foreign language within the Chinese educational system. The standards were designed to reflect a more communicative and student-centered approach to language learning, moving away from the traditional rote memorization and grammar translation methods that had been prevalent.One of the key objectives of the 2001 standards was to enhance students' ability to use English in real-life situations. This was achieved by incorporating more listening and speaking activities into the curriculum, as well as encouraging interaction between students in the classroom.The standards also emphasized the importance of cultural awareness, aiming to expose students to a variety of cultural contexts through the study of English.The curriculum was structured around several key components, including language skills, language knowledge, emotional attitudes, learning strategies, and cultural awareness. Each of these areas was considered essential for developing a well-rounded understanding of the English language and its uses.Language skills were broken down into listening, speaking, reading, and writing, with each skill being given equal importance. The standards outlined specific competencies thatstudents were expected to achieve at each grade level, ensuring a progressive development of language abilities.Language knowledge included vocabulary, grammar, and pronunciation, with an emphasis on practical usage ratherthan theoretical understanding. The curriculum encouraged the use of authentic materials, such as newspapers, magazines,and books, to expose students to real-world language use.Emotional attitudes referred to the affective aspects of learning, such as motivation, confidence, and interest in learning English. The standards recognized that a positive attitude towards learning could greatly impact a student's success and encouraged teachers to create a supportive and engaging learning environment.Learning strategies were about equipping students withthe tools to become independent learners. This includedskills such as time management, problem-solving, and critical thinking, which would not only aid in language learning but also in other areas of academic and personal development.Cultural awareness was an integral part of the curriculum, with the aim of fostering an understanding and appreciationof different cultures, particularly those where English is spoken. This was achieved through the inclusion of cultural content in the teaching materials and through activities that encouraged students to explore and discuss cultural differences.The 2001 Middle School English Curriculum Standardsrepresented a forward-thinking approach to English language education in China. By focusing on communication, cultural exchange, and student autonomy, the standards sought to prepare students not just for academic success, but also for effective communication in an increasingly globalized world.。

t e a c h i n g-r e f l e c t i o n(教学反思)-CAL-FENGHAI.-(YICAI)-Company One1Teaching reflectionRecently, I presented a few lectures to the students of ** College. What I have learnt fromthe practice of teaching is of great variety. At this moment, after a lecture of English teaching, I cannot help but to reflect on my experience.First of all, my beloved students range fromthe first year students to junior ones, from the specialty of statistics to English teaching. That is to say, it is necessary for me to employ different teaching methods in that the background information of them is of great difference. It is rather challenging for me to appeal to theinterests of all the students. But, from my point of view, I have already tried my best to mobilize them to be involved into the progress of learning. Just as what the Silent Way holds, tell me and I forget; teach me and I remember; involve me and I learn.As for the students of statistics, I mainly use the traditional grammar-translation approach to teach the college English, partly because theyare the freshmen and it is not a wise choice to impel them to reason some thought-provoking statements. Why is it not a wise choiceOne day, one guy asked me for the answers of the exercises at the end of the unit. He reminded me that almost all of them are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words, sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three components, however, is more vital than the first two, for the students I am teaching are college students,rather than middle school student, whose majorjob is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitudetowards the college English class, which nolonger focuses on the language contents andskills alone, but on some other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why dowe believe that the earth is round?”, written by George Orwell, a well-known novelist and critic.In that article, the author advanced that we are living in a gullible, credulous, andsuperstitious age. The ideas we hold does notrest on reasoning or experiment, but on authority. People take it for granted that what have been proved to be true is true, they never questionthe truth. What a thought-provoking words.As for the English majors, I naively supposedthat since they are English advanced learner it would be easy for them to accept the task-based language teaching model, in which I encouragedthem to perform tasks, show the fruit of their discussions, and, most importantly, explain why they think in that way and argue with the rest of the classmates if they share different ideas. Unfortunately, it turned out that I was wrong. They don’t give it a shit! But, what are the reasons behind this distressing matterHere comes the second problem.Who is responsible for the status quo that the students have little interests in the college English class, the teachers, the students or the schoolsAs a teacher, whose major task is to cultivate the students, cannot escape from this responsibility. Of course, the low motivation of the students and the contents of the teaching materials may also result in this phenomenon, but this is not the key point of this reflection. Something might well go wrong in the teachers. Since the beginning of education, how to stimulate the students’ interests and motive them to study has been a heated topic, especiallyin modern education, in which a revolution has taken place to cultivate the student’s communicative competences, reasoning awareness, and cooperative spirit. Although I have read alot of literatures and books about how to get the students motivated, it is still a tough nut to crack. And here comes the 3rd problem, which is how to mobilize the students.Socrates and Confucius are experts in utilizing heuristics to induce their students to reason. When the students do not know what to speak, how to start a task, it is always helpful to offer a hint, but just a hint. Do not dominate the talk!A sound lesson plan plays a crucial role in presenting a successful lesson. It is pretty easy for the students to tell whether his teacher has prepared the lesson or not, to what extent and on what level. Therefore, how dare you long for an ideal lesson if you do not take it seriously? What’s more, the lesson plan gives the teacher a sound command of the lesson so that the lesson can run smoothly from one stage to another,otherwise, chaos and the loss of control might arise in the class, which hurt students’ zealand embarrass the teacher. As far as lesson planis considered, we should bear in mind that the teacher ought to be careful not to be the slaveof the lesson plan, for the real classroom isfull of unexpected events, it is dynamic rather than static.It is safe to say that when the students hold various opinions they are more eager to communicate with each other. That is to say, in order to arouse their urge to engage in the taskor activity, the teacher should lure the students to think in other ways, or even from the opposite position. It is during the fierce arguing and debating that the students digest the knowledge best. Because an implicit premise of arguing isthat they have to firstly figure out the argument, which usually involves the main content of the lesson, otherwise, they will be easy to be refuted, to which most of the students do notlook forward while they are performing the task.I hold the view that teaching is a matter of creative process, and the reward, both material and spiritual, eventually you get will justify your time and endeavor.。

2021年中学英语学科知识与教学能力模拟试卷与答案解析11一、单选题(共30题)1.Which of the following strategies belongs to communication strategy?A：When speaking English, the students can realize the mistakes and correct them.B：The students often talk about their own feelings about learning with classmates and teachers.C：The students communicate with others by using gestures and expressions.D：The students use reference books to get more information. 【答案】：C【解析】：本题考查新课标相关的交际策略交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动。

C选项，“学生借助手势和表情进行交流”，这能够使交流更加顺畅，有利于表达自己的想法，同时也更有利于听话人的理解，属于交际策略。

综上，C选项正确。

A选项，“当说英语时，学生能够意识到自己的错误并予以改正”，这属于认知策略，故排除。

B选项，“学生经常与老师和同学交流学习体会”，这属于调控策略，故排除。

D选项，“学生利用参考书来获得更多信息”，这属于资源策略，故排除。

故正确答案为C项。

2.Assessment is viewed as an integral part of theteaching-learning process. It involves collecting evidence of learning over a period of time, using a variety of assessment methods. The goals of assessment are to provide _____on both the on-going progress and the end-product in achieving the standards.A：situationsB：tasksC：feedbackD：knowledge【答案】：C【解析】：本题考查教学评价。

Teaching PlanUnit 5 The British IslesReading THE BRITISH ISLESTeaching objectives1。

Knowledge objectives: To help the students know about the history, geography, climate，languages and culture of the British Isles.2. Ability objectives：Enable the students to describe a place to others in their class，using target language。

3. Moral objectives：To let Students have a brief understanding of culture of the British Isles。

4。

Learning strategies：To some extend, students develop the abilities of study, effective communication，dealing with information and thinking and expressing in English.Teaching important& difficult points1. To improve the students’ reading ability.2。

How to let the students master the knowledge of noun clause。

3. To develop some basic skills of describing a place.Teaching methodsListening，skimming, group work, task—based approachTeaching proceduresStep1：Warming upShow some pictures of UK。

外研版英语七年级上册Starter Module 2Module 2 My English lessonUnit 1 Open your book .ⅠAnalysis of the text:This is the second module. Students should learn the classroom English in order to respond to the teacher’s words, and can corrrectly use them.ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰMaster language of useful expressions in the classroom .Key vocabulary and phrases:sit,down,open,book,listen,drow,put,up, stand, close.Useful sentences: Sit down.Stand up.Open your book.Close your book.Put up your hands.ⅱBe skilled in oral expression in the classroom.ⅣTeaching aims:ⅰ Function:useful expressions in the classroom.ⅱ Listening:Students can understand teacher’s words by listening.ⅲ Speaking:Students can use the sentences with others.ⅳ Reading:Students can understand the similar dialogues.ⅴ Writing: Students can write the useful words in their daily life.ⅤCharacter building:Motivate students’ interest in learning English.ⅥLearning strategies:Self study and Cooperate studyVII Teaching Procedures:Part I: Lead in:Step 1: Greeting with the students.Step 2: Use the classroom English in the class .Part II:Vocabulary study:Step 1:Play the recording and have them point out the words and phrases in Activity 2.Step 2: Play the recording again and have them read after the tape.Step 3: Have the students match the phrases and pictures in PPT.Step 4: Have the students match the phrases and pictures in Activity 4 and check their answer with their partner.PartⅢ: Dialogue study:Step1:Practise the dialogue with the whole class and have them make corresponding reacts.Step 2: Have students to practise the previous dialogue with their partner.Step 3: Work in pairs and do the Activity 2.Step 4: Work in pairs and practise the dialogue in Activity 2. Have some of them to perform their dialogue for the whole class.Unit 2 Good morning. I’m Chen Zhong.ⅠAnalysis of the text:In this text students will learn how to count number from one to ten.ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰMaster language of English numbers from 1 to 10.Key vocabulary and phrases: new, student, here, in, one, two, three, four, five, six, seven, eight, nine, ten, telephone, numberUseful sentences: -- Are you a new student here?-- Yes, I am.-- What class are you in？--I’m in Class 3.--What’S your number?--It’s…ⅱBe skilled in oral expression of English number from one to ten.ⅣTeaching aims:ⅰ Function:learn to how to ask others’ Class and telephone numbers .ⅱ Listening:Students can answer the questions by listening.ⅲ Speaking:Students can ask and answer in pairs.ⅳ Reading:Students can understand the similar dialogues.ⅴ Writing: Students can write their Class and telephone numbers.ⅤLearning strategies:Self study and Cooperate studyⅥTeaching Procedures:Part I: Lead in:Step1:Review the last lesson in the previous period by having the whole class play the dialoge in real situation .Step 2: Ask students to act with the classmates.Part II: Vocabulary study:Step 1:Play the recording and have them point out the words and phrases in Activity 1, 3 and 4.Step 2: Play the recording again and have them read after the tape.Step 3: Write the words in Activity 7.PartⅢ: Dialogue study:Step 1: Listen sentences in Activity 4Step 2: Teacher practise a dialogue with single student as follows: -- Are you a new student here?-- Yes, I am.-- What class are you in？--I’m in Class 3.--What’S your number?--It’s…Step 3: Work in pairs and practise the dialogue in Activity 6. Have some of them to perform their dialogues.Unit 3 This is my friend.ⅠAnalysis of the text:In this text students will learn how to introduce their ages and English numbers from eleven to twenty..ⅡArrangement of teaching in this moduleThree periods for this module, one period for one unit.ⅢTeaching focus:ⅰMaster language of say your age and learn the numbers from 11 to 20.Key vocabulary and phrases:old,twelve,eleven,thirteen,fourteen,fifteen, sixteen, seventeen, eighteen, nineteen, twenty, boy, girl, chair, bagUseful sentences: -- How old are you?--I’m twelve.-- How many boys are there?-- 15.ⅱBe skilled in oral expression of English number from eleven to twenty.ⅣTeaching aims:ⅰ Function:learn to use the numbers from 11-20.ⅱ Listening:Students can understand numbers from 11-20.ⅲ Speaking:Students can say numbers from 11-20.ⅳ Reading:Students can understand the similar dialogues.ⅴ Writing: Students can write the numbers from 11-20.ⅤLearning strategies:Self study and Cooperate studyVI Teaching Procedures:Part I: Lead in:Step1:Review the last two lessons in the previous period by having the whole class play the dialoges in real situation .Part II: Vocabulary study:Step 1:Play the recording and have them point out the words and phrases in Activity 1.Step 2: Play the recording again and have them read after the tape.Step3: Have the students match the words in Activity 3and check their answer with their partner.Step 4: Listen the dialogue in Activity 4 and point.Step 5: Write the right numbers in Activity 5.Step 6: listen to the tape and write the numbers in Activity 6.PartⅢ: Dialogue study:Step 1: Listen sentences in Activity 8 and practice.Step 2: Work in group of 4 and match in Activity 7, then have some groups of them to perform the dialoge for the whole class.。

英语教学的实施方案有哪些English Teaching Implementation PlanEnglish teaching is an important part of the education system, and it is crucial to have a well-thought-out implementation plan to ensure the effectiveness of the teaching process. In this document, we will discuss the various components of an effective English teaching implementation plan and provide some practical strategies for its successful execution.1. Setting Clear ObjectivesThe first step in implementing an effective English teaching plan is to set clear objectives. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, the objectives could include improving students' speaking, listening, reading, and writing skills, as well as their overall English proficiency. By setting clear objectives, teachers can align their teaching strategies with the desired learning outcomes.2. Utilizing Engaging Teaching MethodsEngaging teaching methods are essential for keeping students motivated and interested in learning English. Teachers should use avariety of teaching methods, such as interactive activities, group discussions, role-playing, and multimedia resources, to cater to different learning styles and preferences. Additionally, incorporating real-life situations and authentic materials into the lessons can make the learning experience more relevant and meaningful for students.3. Providing Adequate ResourcesIn order to effectively implement an English teaching plan, it is important to provide adequate resources to support the teaching and learning process. This includes access to quality textbooks, supplementary materials, audiovisual resources, and technology tools. Furthermore, creating a conducive learning environment with appropriate facilities and equipment can enhance the overall learning experience for students.4. Assessing Student ProgressAssessing student progress is an integral part of any teaching plan. Teachers should use a variety of assessment methods, such as quizzes, tests, projects, and presentations, to evaluate students' understanding and proficiency in English. Additionally, providing timely and constructive feedback to students can help them identify areas for improvement and track their progress over time.5. Fostering a Supportive Learning CommunityCreating a supportive learning community is essential for the successful implementation of an English teaching plan. Teachers should encourage collaboration and peer interaction among students, as well as establish open communication channels with parents and caregivers. Moreover, providing additional support and resources for students who may require extra assistance can help create an inclusive and supportive learning environment.6. Continuous Professional DevelopmentLastly, continuous professional development is crucial for teachers to stay updated with the latest teaching methodologies and best practices in English education. Teachers should actively seek opportunities for professional development, such as attending workshops, conferences, and training sessions, as well as engaging in self-directed learning and reflection on their teaching practices.In conclusion, implementing an effective English teaching plan requires careful consideration of various components, including setting clear objectives, utilizing engaging teaching methods, providing adequate resources, assessing student progress, fosteringa supportive learning community, and continuous professional development. By following these strategies, teachers can create a conducive learning environment and facilitate the overall English learning experience for students.。

Welcome unit听说课教案1.Teaching Objectives(1)Students can master some expression of sharing their learning strategies and styles.(2)Students are able to share their learning styles and strategies with each other fluently.(3)Students can develop the habit of independent thinking and learn to reflect and summarize.(4)Students will be able to understand the importance of learning strategies in senior high schoollearning and adapt them to the situation.2.Teaching Key and Teacning Difficult PointTeaching key points :Students can master some expression of sharing their learning strategies and styles.Teaching difficult points :Students will be able to understand the importance of learning strategies in senior high school learning and adapt them to the situation.3.Teaching ProceduresStep 1 Lead-in (5 minutes)Greeting and ask students the follwoing question:●What do you think are the differences and similarities between high school and junior highschool in terms of learning?●How do you deal with the differences in learning content?●Do you have your own way of studying?(Justification:this step can attract student’s interest and introduce the topic.)Step 2 pre-listening (8 minutes)1)Ask students open the book and turn to page 7, look at the title “ reflect on your learningstyles and strategies”, and explain the new words to them.Style: how something is done or how it happensStrategy: an elaborate and systematic plan of action2)Ask students look at the pictures and phrases in the activity 1, then play the listeningmaterial.(Justification:this step can provide some background information and pave the way for the following activities.)Step 3 while-listening (20 minutes)1)Ask students listen the conversations and finish the activity 1. Then check the answertogether.2)Ask students listen the conversations again and answer the questions in the activity2. Thencheck the answer together.3)Ask students listen the conversations for the third time and evaluate the learning styles andstrategies of the two people in the dialogue and explain why(Justification: This step can help students understand the listening material and improve their listening abilities.)Step 4 post-listening(10 minutes)Ask students work independently to finfish Activity 3. Then ask several students share how does she or he learn English?Work in pair and share their learning styles and strategies with your partner.(Justification: This step can help students consolidate what they have learned and help students to apply the new knowledge to other situation.)4.Homework (2 minutes)Write a short essay to introduce your own learning styles and strategies, and present in next class.。

Unit 2 Saving the Earth 教案Topic 3 What can we do at home to protect the environment?Section CⅠ. Material analysis本课是第二单元第三话题的第三课时。

主活动是1a。

1a 介绍了世界各地的人们如何开发和利用环境友好型和资源节约型的新能源，同时也指出了这些新能源的利用方式所存在的不足之处。

在介绍的过程中，让学生学到更多并列句的连接词。

如：however, not only…but also…等。

1b通过图片匹配可以帮助学生形象地理解比较陌生的事物。

1c培养学生归纳处理信息的能力。

2a和2b 是两个关联性很强的任务。

2a指出人们可以利用可再生能源来发电，并让学生讨论怎样利用这些可再生能源，然后在2b环节形成书面报告。

这两个环节，其实是培养学生学会作记录，并根据记录整理成短文的能力。

2b是个书面活动，可以留作家庭作业。

Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，继续学习并列句。

2.Skill aims:学会更多连接并列句的方法。

学会在讨论中作记录，并整理记录使之成文。

能够对信息进行分类处理。

3.Emotional aims: (optional)激发学生探索利用新能源的热情。

4.Culture awareness: (optional)了解世界各国在开发和利用新能源方面的现状和成就。

Ⅲ. The key points and difficult points1. Key points:Words and phrases: technology, renewable, disadvantage, require, German, wheel, guide, deep, run out, source, worldwide, produce…from…, not only…but also…, too…to…Sentences: However, nuclear power can be very dangerous.It can not only protect the environment but also save energy.It’s too small to h old many people.Grammar: compound sentence2.Difficult points：理解文章中出现的大量专业术语。

改进教学建议英语作文英文回答：Improving Pedagogy: Enhancing Student Learning and Engagement.Educators have long recognized the importance of effective teaching practices in fostering student learning and engagement. However, with the advent of new technologies and the evolving needs of students, educators must continually re-evaluate and refine their pedagogical approaches to optimize learning outcomes. This essay will explore several research-based strategies that educators can implement to improve teaching and enhance student learning and engagement.1. Active Learning:Research has consistently demonstrated that active learning techniques, such as classroom discussions, groupprojects, and simulations, significantly improve student understanding and retention. By actively engaging studentsin the learning process, educators can create a more dynamic and engaging classroom environment that fosters critical thinking, problem-solving, and collaborationskills.2. Technology Integration:Technology plays a vital role in modern education, providing educators with a wealth of resources and tools to enhance teaching and learning. From interactive simulations and online learning platforms to virtual reality andartificial intelligence, technology can be harnessed to support diverse learning styles, provide real-time feedback, and create personalized learning experiences.3. Differentiated Instruction:Every student is unique, with their own strengths, weaknesses, and learning styles. Differentiated instruction recognizes this diversity and tailors teaching methods tomeet the individual needs of each student. By providing flexible learning materials, varying pace and rigor, and offering personalized feedback, educators can ensure that all students have the opportunity to succeed.4. Assessment for Learning:Traditionally, assessment has been used primarily to measure student achievement at the end of a unit or course. However, research has shown that using assessment as a formative tool can dramatically improve learning. By providing frequent, low-stakes assessments throughout the learning process, educators can identify student misconceptions early on, adjust their teaching strategies accordingly, and provide targeted support to struggling students.5. Collaboration and Community:Effective teaching requires collaboration between educators, students, and the wider community. By fostering strong partnerships with parents or caregivers,administrators, and other teachers, educators can create a supportive learning environment that extends beyond the classroom walls. This collaboration can also provide educators with valuable insights into student needs andhelp them develop more tailored and effective teaching practices.中文回答：改进教学建议。

How to Improve Students’ Oral English Ability1. IntroductionWith China‟ entry into the WTO and successful bid for the Olympic Games in 2008, Chinese people will inevitably have much more contacts with people all over the world. Therefore, there is clearly a need for learners to speak and interact in various situations through English. As we all know, ever since, or even before the opening-up policy and the reform of China, Chinese students have studied English language for a considerable long time, and great achievements for teaching and learning English have been seen everywhere in schools, but for some reason or another, the oral English ability of the Chinese students is always an inferiority to their other abilities and skills. From many teachers‟ p ractice, we have discovered that the majority of students, equipped with large vocabulary and adequate grammatical knowledge, still cannot communicate appropriately and fluently with native English speakers or non-native English speakers. Therefore, how can we help students enhance their oral English ability to a higher degree? In which way can we achieve a better effectiveness in oral English course for students?In modern society English teaching in China usually starts in the junior middle school; in many large cities it begins in the upper elementary school, even earlier in the nursery. However, even the most diligent students with the most responsible teachers often can‟t achieve correct pronunciation, stress and intonation, let alone the ability to speak and understand English in their life and things. Why is the situation that serious? That is because: first, most teachers in the classroom use their mother tongue to explain grammar and vocabulary in the text and then translate the whole text in Chinese; second, the students are asked to spend a lot of time listening to detailed explanations of the structure of language in the text, and engaging in dull and de-contextualized pattern drills. Most of them are rather passive in their study and having been used to being fed with various kinds of language knowledge, and few of them have ever had an opportunity to practice oral English. Furthermore, most of the students know little about western cultures. English language learning in Chinese environment becomes a rather daunting and tedious task. This kind of teaching method is very useful for passing written exams and translation work, but in a long run it is less useful for students to speak it in daily life. The old-fashioned translation and grammar-rule methods are extremely wasteful and inefficient, for students are actually encouraged to make mistakes: they are asked to perform skills before they are adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on: they have to go back. They have become remedial students and teachers are faced with the problem of remedying what has been incorrectly learnt. No approach could be more ineffective, wasteful and inefficient.In order to know better about the condition of oral English abilities using by school students, the writer performed an investigation on that. The survey was carried out in a middle school. All together 60 students answered the questions and all the questionnaires were taken back successfully.Table: self-evaluation of the strongest and poorest English skillsstrongest among the four aspects and 30% of them evaluate their skills, and speaking and writing are considered as productive skills. Students don‟t have an optimistic attitude towards their productive skills. And it reflects the teaching focus is still put on reading ability.From the questionnaire, we can draw conclusions as follows:First, students should pay more attention to their oral English ability. A majority of them have a poor speaking ability. They must recognize that spoken English is essential for communication.Second, students have a strong ability of reading. So the teaching focus should be put on speaking ability.Above all, teachers are required not only to help students become efficient readers but also to improve their oral English ability. So the first step is to get some ideas about how students study it and find put the problems they meet.2. Deficiencies in the Students‟ Oral English Learning2.1 Problems on the Teachers2.1.1 Teachers‟ Lack of StrategiesWith the growing importance of English as an international language of communication, English teaching, esp. oral English teaching has drawn more and more attention from the society. But for many years in China, most middle school student desire to go to the university. So in many classroom courses most teachers emphasize wholly on the students‟ reading and writing ability, lots of students cannot even achieve correct pronunciation, stress and intonation, let alone express themselves clearly and fluently in English after spending three years in English classroom. “Deaf and mute English” has become the popular phenomenon in China‟s English language teaching. The traditional teacher-centered, examination-oriented, grammar-based, vocabulary- based classroom teaching and learning can be seen everywhere in China. Teachers are very skillful in explaining grammar rules, sentence structures and words in details, while the students are very passive in taking down notes and memorizing what their teachers ask them to recite. Few opportunities have been given to thestudents for meaningful practice. As a result, students are clear with the usage of grammar rules and words isolatingly, but are weak in using then in real communication, which is deviated far away from the goal of learning English.So far, most Chinese students learn English from their teachers in the classroom. That is to say, the teachers and the classroom play a very important role in the process of English teaching-and-learning. So in order to change the present situation of learning English in school, the teachers must apply some effective teaching strategies into their classroom in order to encourage the students to talk.Here are some useful strategies the teachers can use in the classroom:Advice-offering teaching strategy: which means, teachers don‟t criticize students‟ incomplete, awkward or even incorrect answers, but give good advice while they are speaking.Discussion teaching strategy: which means to ask some students to talk a topic in or after class to foster the personality of challenge and adventure and precise thinking.Question-asking teaching strategy: which is inevitable and frequently used by teachers in the process of teaching.Above all, t he major reason why the students‟ oral English ability is poor is because the language teachers lack teaching strategies. If teachers can use at least one or two strategies noted above, the students‟ oral English ability would be improved a lot.2.1.2 Teacher-centered ClassroomWe all know that teacher-centered activities used to dominate most of the class time in the oral English teaching and learning class. During the whole class, the teachers occupied most of the class time who did most of the work for their students: the students followed whatever the teachers read, copied whatever the teachers write, and recited whatever they were required to. This put the students in a very passive condition and they were not given any chance to perform orally what they had learnt from their teachers and the textbook in the class. So the teachers just focused on what they should teach according to the school curriculum without paying attention to the needs of the students. As a result, the students could only remember whatever the teacher said in the class, but couldn‟t use them properly in real conditions.2.1.3 Teachers‟ Roughly Tuned TalkRoughly tuned talk is language, which the teacher exposes to the students, and the students can more or less understand even though it is above their own productive level. The students cannot receive sufficient input since they do not live in English-speaking environment and most of them attend schools where English is taught as a curricular subject. So the teacher is a major source of roughly tuned input. The English teacher should provide a large amount of roughly-tuned information for the students according to the content of teaching in order to enlarge the amount ofinput, e.g. when teaching the text about shopping, the teacher should supplement some more words the students need in their daily life except the words in the text. Such as microwave ovens, VCD machines, digital cameras, tennis shoes, MP3 players, CD players, micro radios, mini-discs, computers, etc. When teaching the lesson about Christmas. E.g. how to decorate the Christmas tree, how to get ready for Christmas, who is Jesus Christ and who is Santa Claus. The supplementary language and cultural knowledge will make the class more interesting and lively. But it is worth pointing out that roughly tuned talk can only be presented at slightly beyond the students‟ current level and cannot lead to the students‟ frustration.2.2 Problems on the Students ThemselvesThe students and the teacher are two very important factors in the organizer. The teaching cannot success without their great efforts and the problems cannot arouse from one side. So the students also have some problems need to be solved. Here I just list two problems:2. 2. 1 Students‟ Lack of MotivationMany factors need to be taken into account, when we consider the qualities of a good learner, such as attitude, motivation, personality, anxiety, empathy and confidence. Among these, motivation is a decisive factor that cannot be neglected in English learning.Motivation is divided into two parts: extrinsic motivation and intrinsic motivation. Extrinsic motivation concerns factors from the external influences, such as, pressure, encouragement, rewards, teachers and parents, the learning atmosphere and punishment, etc, whi le intrinsic motivation refers to one‟s positive attitude, desire for learning, interest.In my opinion, most of the students are lacking in intrinsic motivation to speak their oral English because ever since the reform in China, Chinese students have learned English for a considerably long time, and great achievements can be seen everywhere in consequence. But for a long time, under the pressure of entering university examination, school students only take English as one of the major subjects for entering the university, thus they overlook the real goal for learning a foreign language. In order to become a university student, both teachers and students are busy doing a lot of everyday examinations. They have no time, no energy, no environment and even no motivation and interest to practice their oral English. They depend too much on the teacher. They pay too much attention to the examinations, or to getting teachers‟ and parents‟ praise, to avoiding failures or losing face. Many students don‟t know the other use of learning a language. That is why they just follow the teachers‟ directions without their own goal.According to this view, motivation involves the interest and maintenance of curiosity. Therefore, for these students, the major role of the teacher is to arouse and maintain their curiosity and interest, which can push them to get involved in the classroom interaction.2.2.2 Students‟ Shyness and Negative Self-imageA prominent characteristic of some English learners is shyness and negative self-image. These students seldom initiate a conversation or discussion with the teacher or other students, because they don‟t like to take risks, which is crucial to rapid progress in language learning. According to Goffman, it seems that one of their major concer ns for them is not to lose face in class, either the “positive face”, that is “their need to be appreciated by others”, or, the “negative face”, that is, “their freedom from interference by others”. For them, not being able to continue speaking fluently is a threat to one‟s positive face, but asking for help may be viewed as a threat to one‟s negative face. Shyness deprives students of their opportunities to practice speaking English in class. Furthermore, it leads to increased inhibition. Thus students tend to obtain less input and to make less effective use of the input they do obtain. Shyness and inhibition do have a negative effect on improving oral English ability. For these students, if the teacher is too eager to push them into classroom interaction when they are not ready yet, they will be even shyer and refuse to participate in class activities. What‟s worse, some students will be on guard against the teacher. So the teacher should instill “willingness to communication” into students step by step, help them to realize they can get more if they open their mouths and encourage them to express themselves without being frustrated by the mistakes they make.In some cases, some students are not successful in language learning due to their negative self-image. Once a student forms a certain self-image of himself, he will act upon it just as if it were true. For example, if he conceives himself to be a “failure language learner”, he will lose confidence in himself, and he will find some way to fail, in spite of all his good intentions. And his failure will further strengthen his negative self-image. Thus, he is involved in a various cycle. The students with unsuccessful self-image are passive and difficult to inspire. Therefore, the teacher should shoulder the responsibility of helping build up their self-confidence and form passive self-image. If the teacher could change these students‟ self-image, their attitude toward the language learning would change accordingly. They will become active in classroom, even if they have difficulty expressing their ideas, they won‟t give up and will try again.2.2.3 Students‟ Lack of StrategiesLearning strategies are the specific procedures that learners use with individual learning tasks. When confronted with a classroom-learning task, students can choose several different ways of completing the task. Each of these choices or strategies offers particular advantages or disadvantages, and the use of an appropriate learning strategy can enhance success with the learning task. Therefore, an important aspect of teaching is to promote learners‟ awareness and control of effective learning strategies and discourage the use of ineffective one.Oxford defines learning strategies as “specific actions used by the learners to make learning easier, faster, more enjoyable, more self-directed, and moretransferable to new situations.” She suggests that language-learning strategies have the following features:a. They contribute to the main goal, oral English ability.b. They allow learners to become more self-directed.c. They involve many aspects of the learner, not just the cognitive.d. They support learning both directly and indirectly.e. They are specific actions taken by the learner.f. They are often conscious.She also suggests that there are three major styles of strategies used by learners, which can contribute directly or indirectly to language learning. The first style is memory strategies, which help students to store and retrieve information including creating mental linkages (for example, placing new words into a context), applying images and sound (for example, representing sounds in memory), reviewing well (for example, structured reviewing) and employing action (for example, using physical response or sensation).The second is cognitive strategies. These include practicing (for example, using formulas and patterns), receiving and sending messages (for example, focusing on the main idea of a message), analyzing and reasoning (for example, analyzing expressions) , creating structure for input and output ( for example , taking notes ) .The third is social strategies. These refer to the activities that learners use in an attempt to increase their exposure to the language, such as, asking questions (for example, asking for clarification or verification), cooperating with others (for example, cooperating with proficient users of the new language) and empathizing with others (for example, developing cultural understanding)Study of successful and unsuccessful learners shows that people who succeed in learning have developed a range of strategies form which they are able to select those that are most appropriate for a particular problem, to adapt level of success. Obviously, to improve the students‟ oral En glish ability, at least we should teach the students to use certain strategies in the classroom learning.2.3 Other Negative Factors2.3.1 Large Number of Students in One ClassroomBesides the teachers‟ focus on the entry examination, large number of stud ents in one classroom is another obstacle to hinder the students from practicing oral English well. The ultimate goal of most English language classes would be enable the students can speak fluently in oral English in class, they will communicate effectively outside the classroom. In order to reach this goal, the students need a lot of time and opportunities to practice in the class, and if with a group of 15-20motivated students, you can easily work towards that goal, but today in many language classes, the largenumber of students (often over 60, or even reach 80) in one class makes this goal; to be very difficult or impossible to reach, and the teachers‟ have no power to change the situation.2.3.4 Time LimitationTime limitation is another problem in gai ning and developing the students‟ oral English ability. According to the junior school English course syllabus, the students only have 45 hours English classes, with heavy tasks such as language points, grammar rules, sentence structures, words, and heavier tasks such as homework, test papers, and compositions to finish after class. Time is really insufficient both in and outside the class. So they have no time to practice their oral English.2.3.3 Focus on Some Kinds of ExaminationOral English ability in most schools has been neglected because English is learned in order to pass all kinds of examinations and oral text is not a must in the national exams. So under the pressure and the challenge of entry examination, most language teachers have to focus on the examination. The teachers and students focus too much on reading and writing, and too little on speaking and listening. What‟s more, up to now, there is not a way found to test learners‟ reading ability to use English orally. Thus they have no motivation, no interests, and no time to do that. Thus they overlook, or even give up their trying of developing the students‟ oral English ability.2.3.4 Cultural ProblemsCulture is a mental construct, a conceptual network that evolves within a group to provide a manageable organization of reality. It will involve ideas, beliefs, customs, and skills and so forth, so it is inevitable to language. It is absolutely necessary for the language teacher to introduce cultural knowledge of the target language to students to let them learn more about the tradition and cultural background as well as linguistic features. Only in this way can students‟ oral English ability be really enhanced and can they express their ideas more idiomatically and appropriately. True cultural understanding means an appreciation of basically different attitudes and values, which are reflected in things people do. Therefore, every time the textbook or the teacher mentions a word or describes or refers to something that the Chinese student does not understand culturally or misunderstands because its cultural content differ from his native patterns, there is immediate need to deal with the cultural difference involved. In the process of teaching or learning oral English, understanding cultural contents is much more important.3. Suggestions for Improving and Developing the Students‟ Oral English Ability3.1 Teachers‟ Roles in the Oral English LearningThough it is ultimately up to the learners, whether they participate willingly, reluctantly, or not at all and though whether or not an activity is experienced an activity communicatively by the students depends on the attitudes each individualparticipant adopts as learners, the role of the teacher can‟t be ignored as far as the nature of the oral participation is concerned. Because teachers can provide the necessary conditions, that is, they can arrange for native speakers to visit the class, they can create access to the target language milieu, or they can offer other opportunities for language use. In the most general terms, he is, as in any other classrooms, to provide the best conditions for language learning.The role of the teacher in the most general terms is a means to an end; it is an instrument to see that learning takes place. But actually language teachers have their specific roles to play at different stages of the learning process.a. The presentation stage, the teacher as an informantAt this stage, the teacher‟s main job is to serve as a kind of informant. He knows the language; he selects the new material to be learnt and presents it in such a way as to make its meaning as clear as possible. The students listen and try to understand. They do little talking, perhaps, though they are by no means passive. At this point, then, the teacher holds the stage, as it is. It is, unfortunately, a role that teachers sometimes prolong unduly in their lessons, so that the students do not get enough time to practice the language themselves.b. The practice stage, the teacher as a conductorAt this stage, it is the turn of the students to do most of the talking while the teacher‟s main function is to provide them with the maximum amount of practice, which must at the same time be both meaningful and memorable. The teacher‟s role is now radically different from that at the presentation stage: He does the minimum amount of talking himself. He becomes more like the skilful conductor of an orchestra, drawing the music out of the performers, giving each a chance to participate.c. The production stage, the teacher as a guideIt is a pity that many teachers often ignore this stage. They feel that they have done their job well if they have presented the new material effectively and given their students adequate, though perhaps controlled practice in it. All the same, no real learning can be assumed to have taken place until the students are able to use the language for themselves. At any level of attainment they need to be given regular and frequent opportunities to use the language freely, even if they sometimes make mistakes as a result. It is not that mistakes do not matter, but rather that free expression matters much more, and the greatest mistake the teacher can make is to hold this student back. For it is through these opportunities to use the language as they wish, to try to express their own ideas, that the students become aware that they learn something useful to them, and are encouraged to go on learning—— perhaps the most vital factor of all in keeping learning alive. In providing the students with activities for free expression and in discreetly watching over them as they carry them out, the teacher takes on the role of guide and adviser.3.2 Teachers‟ Responsibilities3.2.1 The Teacher Should Have Good Knowledge of Certain LanguageIn the classroom, students may ask many questions on the language and beyond the language. A teacher must improve his language level constantly so as to meet the demands of the students and the society.The objective of language teaching is not only to let students master the language expressions, but also to let them understand the connotations of each language unit, especially the differences between the two countries so as to improve students‟ cultural awareness and competence in cross-cultural communication. All these requirea language teacher to have more knowledge in the language field.3.2.2 The Teacher Should Provide Proper Condition for Students‟ Learning and Stimulating Students‟ Interest in Learning“Motivation” says Jeremy Harmer, “is some kind of internal drive that encourages somebody to pursue a course of action. If we perceive a goal and that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal ”(Harmer, 1983). Teachers who want to be successful in teac hing should have this quotation in mind when planning lessons to encourage themselves and their students.The first thing is to find out what students‟ interests are and what motivate them to choose English as a second language to study .We can still encourage them to learn English if we offer them attractive goals and if they are aware they are improving their English. The teacher must provide the proper conditions for learning and must stimulate the students‟ interest in learning. It is important that the students know from the very beginning what the teacher wants them to achieve by the end of the course. The teacher and students together must have the same goal and work toward its accomplishment.3.2.3 The Teacher Should Build a Good Relationship with StudentsAll the students prefer good relationship between students and the teacher. Good teacher-student relationship can promote classroom interaction and classroom communication. It can bring into full play the initiative of students. So the teacher should exchange with the students after class, asking for advisable suggestions to the oral English class. Once the students establish agreeable relationship with the teacher, they will show great enthusiasm and give full cooperation in class.3.2.4 The Teacher Should Help Students Establish Their Confidence in ClassBecause oral English is spontaneous and natural, only confident students will respond actively and participate enthusiastically. So the teacher should take every opportunity to give encouragement and praise to students who are making a real effort and not just to those who are most successful, because teacher‟s praise and encouragement will enable the students to be more confident and more active in class3.2.5 The Teacher Should Create a Good Classroom AtmosphereAll the students hope the teacher can create a warm and friendly classroom atmosphere under which learning can better take place. In a light, warm and friendly classroom atmosphere, the students will feel more relaxed, because they feel they are in such a natural environment that participation in the classroom interaction is just like involvement in everyday communication with their classmates or the teacher. And whatever promotes students‟ participation in a relaxed and enthusiastic atmosphere will advance the classroom interaction that is essential to successful language learning, especially for oral English improving. For interaction, there must be a warm, light and friendly atmosphere, which gives a sense of security and encourages active participation. So the students can be expected to speak more in class. Otherwise, students will be troubled by uneasiness, anxiety, inhibition and frustration, so they only contribute very little in the classroom interaction.3.3 Good Students‟ Character istics in the Oral English LearningMany factors need to be taken into account when considering the qualities of good learners. For example, what are their backgrounds and their past learning experiences? Why is one teaching method appropriate for student A but not for student B? Because each student brings a unique personality to the classroom, it is often difficult to assess the factors involved. However, there are still some characteristics they usually have:A willingness to listen: good learners listen to the English that is being used, soaking it up with eagerness and its intelligence.A willingness to experiment: good learners are not afraid to …have a go‟. They are prepared to take risks, to try things out and see how it works, of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.A wiliness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, good teachers frequently incite students to ask if they don‟t understand something or if they meet any difficulties in language learning.A willingness to think about how to learn: good learners bring or invent their own study skills when they come to lesson (and/or when they study on their own). They think about the best ways to improve their communicative ability. For example, they read books on cultural background, they listen to listening materials from different English accents and they try to talk with English-native speaker actively and so on.A willingness to accept correction: good learners are prepared to be corrected if it helps them. They are able to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constrictive criticism than castigating them for being wrong. Giving feedback involves praising students for things they do well, and offering them the ability to do things better where they are less successful.。