一、引言
随着新课标的颁布和实施，英语教师普遍认识到口头交际能力是英语语言教学的一个重要目标。英语口语不能一听即通，流利说话的能力同样不可能与生俱来，也很难在教学中立竿见影，一步达到所期望的水平，它需要经过一系列的输入模仿、略论记忆之后而自然而成，继而形成流利的话语。
提高课堂口语训练效果，最重要的是利用好所学教材。在学生预习的基础上，由教师根据《英语课程标准》的理念要求，精心组织教学内容，先让学生以主人翁的态度进行半机械的反馈练习。通过这样的练习，能进一步强化学生的记忆，活跃思维，为更高层次的说话训练打下扎实的基础。
二、利用教材，提高高中英语课堂口语训练效果的几种措施
1.师生问答，引领课堂口语训练
以General Questions，Detailed Questions，True or False Questions，浅层、深层的问题等提问方式来检查学生对课文理解的程度。如在《新概念英语》第二册的第八十九课“A Slip of the Tongue”中，可把课文理解的问题设置成浅层的和深层的两类。浅层问题如：What will people do anything for？What got round in the town according to the text？How did people react to it？等等。对于以上问题的回答，学生只要理解课文的表层意义就足矣。关于深层问题的回答，学生一定要理解其内涵。如：Why was the man so nervous.？ What do you mean by“a slip of the tongue”？这样设计问题的目的是不仅要求学生们理解字面意义，也要求他们学会Read between the Lines。
学生做True or False Questions时，如答案是F时，要求学生陈述理由。如在教《新概念英语》第三册第十四课“A Noble Gangster”时，设计了以下几个问题：
（1）The owners of shops and businesses were quite willing to pay some money for protection, because they could be protected in war times and on the other hand, it was not a large sum of money.（应是They had no choice but to pay the protection money, because they would be put out of business if the money was not paid promptly.）
学生在回答了这些问题以后，既准确理解了课文的意思，又锻炼了口头使用英语的能力。
2.语言点教学，夯实口语训练
（1）教师要求学生用学过的词或词组替换掉文中的新词及词组，培养学生用英语解释文意、用英语思维的能力。如在《新概念英语》第二册第九十一课里有一句难理解的句子，句中出现了两个新的短语。He said that someone might be （watch secretly）the station and the pilot was ordered to （keep an eye on, to keep a close watch over）the strange object.在学生理解了以上两个短语后，要求同学用以上两个动词短语口头造句。
（2）教师巧妙连接各语言点，自然过渡到下一个语言点，发展学生的英语思维能力。如在教授《新概念英语》第三册第十四课语言点时，可采用以下连接方式，帮助学生理解应用以下知识点。
A. People gave the gangsters money so that they could get something back, in exchange for the money, in this way, we say people gave them money
B. What if people didn't give them money? What would happen? If you were a shopkeeper，they would... If you were a farmer... For a shop owner, is the shop very important? We call the shop the shop .
C. If you were unlucky and the gangsters destroy your shop, could you do business any more? They made you unable to do business—they .
D. In order to avoid being put out of business, how should you give them money? Can you take your time?Can you do it at any time you want? No. The money should be paid .
E. After the gangster's death, what did people do for him?（picture）If people paint,make,write or sing something especially for someone, they him/her.
What does it mean when we say“ dedicated oneself to something”?
F. Lin Qian dedicated himself to learning magic when he was 7. That's why he is so good at doing magic tricks and has become so famous.
In the future, you want to make a name for yourself as a...
G. Does anyone want to be like him?（Yang Li wei）He has made a name for himself as the first Chinese astronaut to enter the outer space. What are the qualities an astronaut should have?
Being brave.
H. When you are really valiant, you will surely become excellent and outstanding. Can you find the word that means excellent and outstanding? .
There're a lot of notable students around us. Can you think of anyone?
Tell us why he/she is notable, using the phrase ...
在学习完以上所有知识点后，老师再要求学生发挥想象力，把以上知识点链接成一个小故事，进一步发展学生的口头交际能力。
3.复述课文，巩固口语训练
复述不是背诵，也不是照搬原文，而是一种基于理解的创新。它不仅有利于加深学生对语言材料的理解、巩固和积累，英语论文题目，更有利于提高思维能力以及系统连贯的表达能力。因此，在平时英语教学中，应常常要求学生复述课文。在让学生复述之前，应先进行精心设计复述内容。用PPT将学生要进行复述的内容呈现出来，给学生一些提示，从而降低复述难度。
常用的复述措施有以下几种：
（1）关键词提示法
如果课文是人物传记、故事小说、戏剧等记叙文，教师可根据事情发展的先后顺序整理大约十个关键词或词组，然后呈现给学生，英语论文题目，要求学生在理解课文内容的基础上，将这些关键词或词组口头重组成篇。教材中有很多故事性较强的课文，这些故事情节曲折动人，人物性格丰满，因此深受学生的喜爱。教师可带领学生先进行阅读，然后把一些生词、关键词或词组写在黑板上或打在PPT上，要求学生复述主要故事情节。
（2）问题引导法
教师根据课文的主要内容设计一系列问题，并写在黑板上或投影到屏幕上，要求学生阅读后回答。然后引导学生适当借助关联词把所有的答案顺序串联起 |
