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》安徽:安徽大學(xué)出版社3. 姚本先,2001,《兒童發(fā)展與教育心理學(xué)》安徽:安徽大學(xué)出版社4. Johnson, . Understanding Communicative Language Classrooms. Cambridge: Cambridge University Press, 1995.5. 王才仁 英語(yǔ)教學(xué)交際論 [M]. 廣西:廣西教育出版社,1996.6. Tricia, Hedge. Teaching and Learning in the Language Classroom [M]. 上海:上海外語(yǔ)教育出版社,2002.7. 舒白梅等 外語(yǔ)教學(xué)法 [Z]. 北京:高等教育出版社,2001.8. Richard, J. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 1986.9. Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 1989.10. Krashen, S. Principles and Practice in Second Language Acquisition. Oxford: Pergamon, 1982.BibliographyAlderson, , Clapham Caroline, Wall Dianne. Language Test Construction and Evaluation. Cambridge: Cambridge University Press, 1995.Krashen and Practice in second language Acquisition, Oxford. Pergamon Press, 1982肖嫚. 互動(dòng)式教學(xué)模式與英語(yǔ)口語(yǔ)能力培養(yǎng)[J]. 科技信息, 2009,(02) . 韓炳華. 淺議提高英語(yǔ)口語(yǔ)訓(xùn)練有效性的策略[J]. 揚(yáng)州教育學(xué)院學(xué)報(bào), 2007,(01) . 張恩華. 非英語(yǔ)語(yǔ)境下如何快速提高英語(yǔ)口語(yǔ)水平[J]. 職業(yè)教育研究, 2006,(11) . 劉芳. 如何提高學(xué)生英語(yǔ)口語(yǔ)能力[J]. 湖南教育(教育綜合), 2008,(01) . 張東瑞. 提高英語(yǔ)口語(yǔ)的方法初探[J]. 湖北廣播電視大學(xué)學(xué)報(bào), 2007,(09) . 潘月紅. 如何提高學(xué)生英語(yǔ)口語(yǔ)能力[J]. 巢湖學(xué)院學(xué)報(bào), 2007,(01) . 李麗君,賀凱達(dá). 大學(xué)生英語(yǔ)口語(yǔ)自主學(xué)習(xí)的探討[J]. 成功(教育), 2009,(02) . 馬瓊. 提高英語(yǔ)教學(xué)中跨文化交流途徑探析[J]. 重慶工貿(mào)職業(yè)技術(shù)學(xué)院學(xué)報(bào), 2008,(04) . 10 。 they sometimes listen to the students silently. The final aim is to let the students play the part of the main role and be active to practice speaking and municate in English. Then the students bee the main body of learning At the same time, teachers should also let the students understand: what they have learnt from listening to lessons is passive and taking notes is nothing but theories and they haven’t done any practice yet。 they may have cultural inhibitions about loosing face, or they may simply be shy personalities who do not speak very much in their first language. It is therefore a major responsibility for the teacher to create a reassuring classroom environment in which students are prepared to take risks and experiment with the language. Students’ spoken English is intimately bound up with emotional teaching. Teachers’ positive words, affirmative looks, or even their careless smiles will all give students great encouragement and incentive, which may make students speak English in class with confidence. What’s more, students can express themselves freely with no doubt. To those who have difficulties to speak English in class, English teachers should forgive their mistakes, too. And teachers should show more love to them, speak to them more skillfully and give them more encouragement. The following sentences are all good examples for emotional teaching:OK.It doesn’t matter.All right.Take it easy. Go on.Come on.Here we’d better say…You’d better…Any volunteer?Have a try!Teachers’ roles are also multiple. They are mainly directors, judges, leading actors. They can also be advisors, audiences and supporting actors. Teachers play a variety of roles in different types of classes, different scenes or at different levels. They sometimes speak freely and frankly and lead the students skillfully by orderly method。t help you, so let it go. It is said that constant dripping wears away think students should make a plan to practice Spoken English. Such as read and listen English at set hours each day.B. Measures that should be taken by teachers to improve students’ Spoken English.1. Teachers should enrich their knowledge of English in overall Rich expertise and professional knowledge would ensure you obtain good results when you teach the students, and rich professional knowledge is the basic conditions for one teacher. As an English teacher, it is necessary he or she must be solid in all aspects of the basic skills, including vocabulary, grammar, listening, speaking and writing. Teachers themselves are very good at these skills, and then they can teach others how to do a better job. In order to improve themselves, teachers should do as follows: First, Reading. In general the content of reading textbooks is limited. Reading is not for the purpose of memorization, but focus on the correct pronunciation and the continuous tone. Through reading we can master words and their usage and understand the English language, context, and enhance a sense of the phrase. One only spends about ha