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学生在英语口语高考中表现出的问题值得思考，尤其是第三部分故事复述环节，学生难以完整地复述故事要点。不少学生有辅音发音太重、元音发音不饱满、通篇语调是降调、不按意群停顿、吞掉尾音/t/ /d/ /s/ /z/等问题。在平时的口语模拟训练中，学生的能力亟待提高，主要存在语音语调、意群停顿、错用疑问词和助动词、不会概括等不足。如何在课堂教学中针对存在的不足进行实效训练，是当前高中英语教学重要环节之一。我对课堂教学进行了观察和反思，发现高中英语口语教学主要存在以下问题：（1）对语音教学不够重视，高中语音教学要求学生能够结合人物、情景、场合文化等各方面的因素去理解语音语调，包括节奏、重音的各种变化及其所表示的隐含的意图和态度，并且能运用这些变化手段进行内容比较丰富的有效表达。（2）教师对英语口语教学策略的思路框架不了解，所以他们对口语语篇特征的关注意识较弱，对口语微技能目标意识不足，对学生表达的难度预测不足，教学步骤安排不太合理。（朱晓燕 2011）（3）课堂上口语输入不够，不能巧妙地给学生搭建脚手架，以至于在课堂交际中，学生进行口语表达时会出现各种消极的情感态度，如焦虑、紧张、害羞等，不敢主动用英语交流。
一、加强语音教学
高一新生入学后第一个月的英语课堂都是学习我校英语教师共同编写的衔接教材，夯实基本功，特别是对语音语调的训练。如学生元音发音往往不饱满、不到位，所以在复习音标/u：/时，可以编写以下绕口令让学生练习：At noon，I took a book，and sat by the pool in the wood and put my foot in the pool. Oh，how cool. 由于方言的影响，广东学生往往会吞掉尾音/t/ /d/ /s/ /z/ 等。针对尾音/t/，我让学生结对子练习下面的句子，相互纠正吞音现象：Tom’s got a lot of dots on his pocket. If he wants to wash off the dots，he will use a pot of hot water./l/位于词尾时，学生的发音常常不到位，我建议他们反复练习：girl，little，moral，cattle，noodle，well，cool，settle，grateful. Better to do well than to say well.还通过对哲理性谚语的反复诵读改善语音语调和意群停顿，如：A friend in need is a friend indeed. Lost time is never found again. Beauty is truth，truth is beauty. Well begun is half done. No pains，no gains. East or west，home is best.
二、巧用英语口语教学策略的思路框架
教学人教版高中英语Module 2 Unit 1 workbook，speaking task时，我运用该思路框架对四个分解要素逐一进行了剖析。
Speaking task： Think of your hometown and discuss the following questions with your partner.（1）Is there any cultural relic worth protecting in your hometown？What is it？Write it down and give a reason.（2）What do you think you can do to protect it？（3）Here are some suggestions. Discuss them in pairs and add your own idea.
要素1：关注口语材料的语言特征。课本中的口语任务是根据练习中的三个问题，两人一组口头表达个人意见，然后通过讨论和协商，找出双方都认可的自己家乡的cultural relics，再讨论其是否值得保护，该如何保护。这个活动提供了交流和协商的理由和目的，是一个符合口语特征意义的活动，它并非为交谈而交谈，也不是缺乏目的和理由的纯粹控制性活动。为了让学生更了解cultural relics的知识，我为学生作了适当铺垫。
Guessing game： Guess what is being described according to the given 3 clues. You can get 5 points if you can guess it out with the help of only 1 clue. 3 points for 2 clues and 1 points for 3 clues. If you fail to guess it out，you’ll get no points.
TASK 1：
Clue 1. It is made in China and also called china.
Clue 2. It appeared in Yuan Dynasty and was popular in Ming
一、加强语音教学
高一新生入学后第一个月的英语课堂都是学习我校英语教师共同编写的衔接教材，夯实基本功，特别是对语音语调的训练。如学生元音发音往往不饱满、不到位，所以在复习音标/u：/时，可以编写以下绕口令让学生练习：At noon，I took a book，and sat by the pool in the wood and put my foot in the pool. Oh，how cool. 由于方言的影响，广东学生往往会吞掉尾音/t/ /d/ /s/ /z/ 等。针对尾音/t/，我让学生结对子练习下面的句子，相互纠正吞音现象：Tom’s got a lot of dots on his pocket. If he wants to wash off the dots，he will use a pot of hot water./l/位于词尾时，学生的发音常常不到位，我建议他们反复练习：girl，little，moral，cattle，noodle，well，cool，settle，grateful. Better to do well than to say well.还通过对哲理性谚语的反复诵读改善语音语调和意群停顿，如：A friend in need is a friend indeed. Lost time is never found again. Beauty is truth，truth is beauty. Well begun is half done. No pains，no gains. East or west，home is best.
二、巧用英语口语教学策略的思路框架
教学人教版高中英语Module 2 Unit 1 workbook，speaking task时，我运用该思路框架对四个分解要素逐一进行了剖析。
Speaking task： Think of your hometown and discuss the following questions with your partner.（1）Is there any cultural relic worth protecting in your hometown？What is it？Write it down and give a reason.（2）What do you think you can do to protect it？（3）Here are some suggestions. Discuss them in pairs and add your own idea.
要素1：关注口语材料的语言特征。课本中的口语任务是根据练习中的三个问题，两人一组口头表达个人意见，然后通过讨论和协商，找出双方都认可的自己家乡的cultural relics，再讨论其是否值得保护，该如何保护。这个活动提供了交流和协商的理由和目的，是一个符合口语特征意义的活动，它并非为交谈而交谈，也不是缺乏目的和理由的纯粹控制性活动。为了让学生更了解cultural relics的知识，我为学生作了适当铺垫。
Guessing game： Guess what is being described according to the given 3 clues. You can get 5 points if you can guess it out with the help of only 1 clue. 3 points for 2 clues and 1 points for 3 clues. If you fail to guess it out，you’ll get no points.
TASK 1：
Clue 1. It is made in China and also called china.
Clue 2. It appeared in Yuan Dynasty and was popular in Ming