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must speak English from morning to evening in spare time. If they don’t know how to express the sentence, they can ask for help. At first, students are very shy, but gradually they can greet teacher or speak with students in English freely. . A student want to borrow a ruler, he can say, “ May I borrow your ruler?” When it’s time for lunch, he can say, “Oh, it’s time for lunch. Let’s go.” If he wants to go into the teacher’s office, he must say “May I e in ?” I also organize English corner twice a week. First ask students to prepare some programs in English. They can sing a song, tell a story, perform a short English play, read an English poem. Otherwise, in the first several minutes of every class, I ask students to give a speech in English. They can talk about something about their family, their hobbies or their school. They must go to the front of the classroom and face their classmates to give the speech. . A student of Grade Seven once speak like this, “I have a happy family. There are four people in it, my father, my mother, my brother and I . My father likes watching TV. My mother likes cooking. My brother likes playing football and I like singing. Every weekend we go to the park together and we have a good time there. Don’t you think that my family is very happy?” Speech in every class can practice students’ courage. According to these activities, I find that students speak more bravely than before.B.Organizing all kinds of English Contests. Contests can interest students a lot. Once a month, I organize songs contest. I divide students into six groups. Every group has their own group leader. They prepare after class. They can sing the songs in textbook or out of the textbook. . Once one group sang ABC song. Though this song is the easiest, they sang very carefully. And another group sang “Yesterday once more.” This song is a little difficult for middle school students, but they do it and they sang very well. After the contest, I’ll hand out some prizes such as notebooks, pens, books for them. They’re very happy. I also organize storytelling contest. First I make students understand the rules of telling a story. They must collect story after class. They can also write the story by themselves. They must pay attention to the pronunciation, the tone when they’re telling a story. . A student told a story like this: Sally was five and she began to go to school. Her father took her to school and her mother brought her back home everyday. One afternoon, after Sally’s mother took her back home, she asked her little daughter, “Did you have a good time at school?” “Yes,” answered the child. “It was very nice.” “What did you do then?” Her mother asked. “We played games, and drew pictures, and sang some songs, and we had some milk and then we had lunch.” “Are the other children nice?” “Yes,” Sally said. “But there was a woman there, and we don’t like her because she talked all the time.” This is a very humorous story. When he told this story, he paid attention to the pronunciation of the words, the tone of the sentences. He even used gestures. At last he won the first prize. After that this student’s interest of learning English increased a lot. According to these contests, students speak with others more bravely and freely than before. These contests are very helpful for students to improve their oral ability.C.Creating Speaking Situation in class. Language knowledge and culture knowledge can bee ability when they are practiced in situation. In the break time before class, I often let students listen to English songs by recorder. Students will feel that next class is English and they have the impulse to speak English. In every class I try to give students the lesson in English. When we learned some new sentences, I will create a fictitious situation which students can practice the sentences in it. . After learning sentences “Would you like.” “I’d like”, I prepared two groups of cards, Cards A and Cards B. Cards A are asking what sb. will eat or drink. Cards B are about the things that 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 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 an