【導(dǎo)讀】隨著經(jīng)濟(jì)和社會(huì)的發(fā)展，不同文化之間的接觸越來越多。不可否認(rèn)的是，英。語將會(huì)在交流中起到非常重要的作用。方法再加上教師持久的耐心與恒心，學(xué)生的口語表達(dá)能力會(huì)更上一個(gè)臺(tái)階。學(xué)生的口語表達(dá)能力是非常重要的。積累和運(yùn)用詞匯；培養(yǎng)語感；創(chuàng)設(shè)英語氛圍。和增強(qiáng)教師的個(gè)人魅力能幫助學(xué)生提高他們的口語表達(dá)能力。

　　

【正文】 sb. will eat or drink. I hand out the cards to students. The students with Cards A ask like “ Would Lily like a pear?” “ What would Lucy like?” The students with Cards B who knows what Lily or Lucy would like answer quickly like “ Yes please.” “ She would like some 19 rice.” Then I divide students in pairs. Every student makes a Card A and a Card B. Then students hand in the cards and I change the order. I give the cards to students desultorily. Students go on asking and answering. This activity is connected with students’ lives tightly. They are interested in the lesson and they eager to speak English. 20 Chapter IV Teacher’ s personal charm The teacher should have personal charm to attract students. If the students like the teacher, they will like the subject which the teacher teaches. English is a subject which has strong practicality. Students must municate and practice with each other to master and use the knowledge. The teacher should create a loose, harmonious and lively atmosphere for students to assure that this activity can go on smoothly. This atmosphere can help students found good confidence, think over actively. So in the whole teaching course, the teacher should keep happy, exciting mood. The traditional relationship between teachers and students are ordering and obeying. Students must do what teachers order them to do. But now the relationship has been equal. The teacher should be energetic, and optimistic. Especially an English teacher should be so. You should have abundant expressions on your face. You shouldn’ t be serious all the time. When students perform in class, you should participate in the activity, but not be a beholder. So students will think that the teacher is cordial, and they’ ll be glad to bee the teacher’ s friends. All these are helpful for students to learn this subject. Once 21 I took part in a training course which is spoken by a famous teacher. The scene is still vivid in my mind now. The teacher looked very cordial. When she asked me to play games with her, I was a little prim because I thought as a teacher I couldn’ t play games like a child. She encouraged me and said to me, “ A teacher should have the same mood as the students. Be brave. Don’ t be shy. Then your students will like you.” I did like that. I found that I was happy to play games with others. It seemed that I have gone back to my childhood. When I just graduated from Teachers’ Normal School, I was often serious in class. The students were afraid of me. But the result wasn’ t very good. I managed to find the reason. Then one day a student came to my office and said that they were afraid of me, and they dare not ask anything after class. They thought the teacher should also be their friends. After that, I tried to be their friends after class. In class I took part in the activity with students together. Students are happier to learn English and speak English than before. So teachers’ personal charm also affects students a lot. 22 Conclusion Accumulating and using vocabulary, creating Englishspeaking environment, forming the feeling about language and enhancing teachers’ charm can help students improve oral ability. So it needs a long time to achieve this purpose. The ways mentioned above are only a little understanding from my teaching course. There are many other good ways to improve students’ oral ability. It needs further study. If there is something which is not proper, please give me some suggestions. 23 Notes and 何其莘 ,New Concept English (北京：北京外語教學(xué)與研究出版社， 1997)， 7. Nunan, Go for it (Beijing: People’ s Education press,2021),35. Nunan ,Go for it (Beijing: People’ s Education press,2021)， 63. Celce Murcia, Teaching English as a Second or Foreign Language (Heinle: Heinle Publishers, 1991),96. 24 Bibliography Brown, Gillian, and Yule 。 北京：人民教育出版社， 2021。 Dembo, . Applying educational psychology .New York: Longman publishing Group,1994. Dunn, R, and Dunn K. Contracts and other effective teaching York: AERA Publications Department,1972. Marianne, Celce Mureia. Ed.. Teaching English as a second or Foreign Language. Heinle: Heinle Publishers,1991. Numan,D.. Designing Tasks for the Communicative Classroom. London: Cambridge University Press,1989. Johnson, Karen E..第二語言課堂交際淺說 。 北京：人民教育出版社， 2021。 Reilly ,.. Educational Psychology. London: Collier Macmillan publishers,1983. 包天仁 著 《基礎(chǔ)英語教改論壇》，吉林教育出版社， 2021。 田式國 編 《英語教學(xué)理論與實(shí)踐》，高等教育出版社， 2021。 魏國棟 呂達(dá) 編 張?zhí)鞂? 《新課程與課堂教學(xué)改革》，人民教育出版社， 2021