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2011年，我教授高一年级一个文科重点班的英语学科，文科班女生人数较多，英语基础较好，学习英语的热情高。开学一个月以来，每天我认真备课，上课，课后及时批改学生的作业。我的要求是：首先，学生要能熟练地记住每个单元中考试大纲所要求的“三会”词和短语（会读会写会默），并且能够掌握它们的用法，运用它们造句。其次，学生对课文内容要很熟悉，能够用自己的语言复述。因此，我将绝大部分课堂时间都花在讲解基础知识点，讲练语法和培养学生的理解能力上，尤其是课文的理解，给学生自由发挥的空间比较小，班上英语基础好的学生对课堂上的这些内容明显“吃得饱”，而且“学有余力”。由于我比较严肃，不少学生对我既害怕又尊敬，他们想说又不敢说。其中有个胆大的学生向我提了个问题：“老师，我希望能锻炼我的口语，希望能有这样的机会。你讲的东西我基本都懂，你讲过听、说、读、写是四个基本技能，我说的能力好像没有发展。”我问：“班里的同学对英语说的能力反映怎样？”他回答：“他们也感觉你要让他们用英语说点东西，这样会提高对英语的兴趣。”我突然意识到学生反映的这个问题是我教学中的一个薄弱环节，自己天天讲解，尽心尽力，为什么不让学生说，给他们空间，听听他们的想法，多给他们锻炼的机会，尤其是口语练习的机会呢？于是，我在之后的英语教学过程中，充分利用课文等材料，课前5分钟和英语角，有意识地渗透口语教学。
一、利用每个单元中的Functional Items模塊，训练日常生活中的交际用语。
以人教版新课标高中英语必修3中Unit1 Festivals around the world中的functional item为例。这个单元的functional item是making phone calls，课本设置的材料是要求学生通过打电话邀请自己的好友去Trinidad看Carnival（狂欢节），学会口语表达how to make a phone call，how to send a invitation和how to express thanks.我要求学生课后想象三个情景，在下一堂课表演。情景一：假设你是Candy，给好友Tom打电话去看Carnival，他没有接到电话；情景二：Tom接到电话却没接受邀请；情景三：Tom 接到电话且接受了邀请。参考范文如下：
SituationA S1——May I speak to Tom？This is his friend Candy.
S2——Sorry，Candy.Tom isn’t at home right now.He is playing basketball with his friends.
S1——Who is that？
S2——This is his mother.
S1——Do you know when he comes back？
S2——About half an hour later.
S1——Thank you.I’ll ring him up again.
SituationB S3——Is that Tom？
S4——Yes
S3——Tom，this is Candy.Would you like to see the Carnival in Trinidad this Sunday morning？
S4——I’d love to，but I have to prepare for my maths test next Monday.
Situation C S5——Is that Tom？
S6——Yes
S5——Tom，this is Candy.Would you like to see the Carnival in Trinidad this Sunday morning？
S6——Oh，it’s a good idea.I’m looking for it.When and where can I meet you？
S5——Let’s meet in the Modern Square at 7：30am.OK？
S6——Good.It’s very kind of you.
S5——It’s a pleasure./Don’t mention it./You are most welcome.
打电话的交际用语，学生在听力材料中听得较多，学生表现让我比较满意。
二、利用课本中reading素材，让学生发挥想象，训练口语表达能力。
以人教版新课标高中英语必修3中Unit 1的A sad love story为例。学生对我国民间故事牛郎织女非常熟悉，并且课文中有英文的简单介绍，所以我要求学生想象其中的对话情节，设置三个情景（相遇，求婚，辩论），由四名学生扮演对话角色，其中一个是旁白，一个是牛郎，一个是织女，一个是王母娘娘。参考范文如下：
A Sad love story
Characters：
Student1 Niu Lang，an honest and handsome man，is taking care of a cow in a mountain.
Student2 Zhi Nv，a young beautiful lady and granddaughter of the Goddess of Heaven，is good at weaving and wants to know something about human’s life. Student3 the Goddess of Heaven，Grandmother of Zhi Nv
Student4 the narrator
Situation A：Meeting with each other at the first time.
S4——This is the first time that Niu Lang and Zhi Nv have met with each other.
S1——How do you do？
S2——How do you do？What’s your name？I’m Zhi Nv from the Heaven.And you？
S1——My name is Niu Lang.Welcome to my hometown.
S2——Yell，it’s so beautiful here.Would you like to take me to enjoy the beautiful scenery？
S1——Yes，I’d like to.
Situation B：Niu Lang’s asking Zhi Nv to marry him.
S4：As time goes on，love between Niu Lang and Zhi Nv becomes increasingly deep.
S1（shy）——Oh，I have an important thing to tell you——I love you.
S2（shy）——I love you，too.
S1——Could you marry me？
S2——Oh，oh，I don’t know whether my parents would agree，especially my grandmother.I think if they know，they will be angry.
S1——Don’t worry，my girl.You should believe me.I can give you a happy life.
Situation C：Debate between Zhi Nv and the Goddess of the Heaven.
S4：After they married several years，the Goddess of the Heaven knew the thing finally.She ordered her soldiers to take Zhi Nv back to the Heaven.
S3——My dear granddaugher，how can you marry a human？You know the rule in our Heaven that immortals can’t marry human beings.
S2——We live happily together.
S3——The life in the human world can’t compare with that in our Heaven.It is too hard.Here you can get whatever you want.
S2——I don’t care.I prefer to live with him.
S3（angry）——You must stay in the Heaven and can’t see him forever. This is an order.
S2——Oh，no.If so，I would rather die.
S3（helpless）——I think you can only meet each other on the seventh day of the seventh lunar month in the Milky Way.I let magpies make a bridge for you.If it rains，you can’t meet.
三、利用課堂前五分钟，让班上每个学生轮流到黑板前练习口语。
我每天利用英语课堂的前5分钟，让一名学生到黑板前练习口语表达。按学生的座位或学号轮流，这样做既给英语基础好爱表现的学生展示自己的空间，提高他们学习英语的兴趣，又给那些英语基础差不爱表现的学生锻炼自己的机会，提高他们的心理素质。口语表达的形式多样，如即兴演讲impromptu speech，天气预报weather forecast，时政要闻political news，幽默humor，笑话jokes or funny story，诗歌朗诵reading poems，周边有趣的事interesting things around us.
以日本2011年三月份发生的大地震为例，我设计了一个老师与学生之间简短的对话交流。参考范文如下：
T——Have you heard of the tsunami in Japan in 2011？
S——Yes，I have.
T——What do you think of the disaster？
S——It’s terrible.It has brought enormous damage to Japan，especially in economy. T——And we know that 4 nuclear stations exploded.What do you think of the event？
S——Yell，very terrible.
T——What effects do you think it has？
S——Environmental pollution and economical loss.
T——Thank you very much.Please go back to your seat.
四、組成英语兴趣小组，利用课后时间学生自己结成搭档训练口语。
我将班上对英语感兴趣的学生组成兴趣小组，每周三次课后（星期一，星期三，星期五下午4：40）集中到学校文化长廊中（我们称之为English Corner），要学生和自己的搭档利用手头的听力对话材料进行对话朗读，对话练习，久而久之他们对英语的日常交际用语的使用越来越熟悉。要学生和自己的搭档利用书本中的图片，针对图片相互描述或相互问答。
五、利用我国和国外一些重大节日或一些hot words进行师生之间的口语练习。
社会在发展，时代在变迁。随着信息时代的到来，学生能从各种不同的渠道获得新的信息与知识。以12月25日为例，在这天的英语课上，我采用询问关于Christmas的知识进行简短对话。
T——What festival is it today？
Ss——Christmas.
T——What western people do today？
Ss——They have a party and eat turkey.
T——Who are the happiest？
Ss——The children.
T——Why do you think so？
Ss——Because Santa Claus will send them gifts.
又如有时我会采用学生都感兴趣的hot words 进行对话。
T——Do you know the meaning of the sentence“You are out”？
Ss——“你过时了”
T——Good，do you know how to say“票房”in English？
Ss——How to say？
T——Box office.
六、引用英语谚语进行教学。
我在学生每天英语课的5分钟口语演讲后，写一句英语谚语在黑板上，让学生抄写下来，早晚读背，久而久之，他们积累了不少谚语，能在英语课堂中运用，并且在写作中也能运用。如下面这些谚语：
Where there is a will，there is a way.
Knowledge is Power.
A friend in need is a friend indeed.
Failure is the mother of success.
A good book is a good friend.
A good beginning is half done.
A fall into a pit，a gain in your wit.
An apple a day keeps the doctor away.
Confidence in yourself is the first step on the road to success.
Don’t trouble trouble until trouble troubles you.
Perseverance means success，which can make the impossible possible.
When you are down，you are not necessarily out.
经过一个学期的努力，学生对英语的兴趣更浓，能够大胆开口说英语，其他方面的素质也得到提高，表现得更自信。我在学生眼中也变得越来越和蔼可亲，因为通过这些教学活动他们对我的了解越来越深。
英语口语教学一直以来都是英语教学的一个薄弱环节，尤其对于地处农村的中学来说，因教学条件有限，教学环境不同，更是困难。我认为，广大英语老师只要有目的地、有计划地把口语教学放在日常教学环节中，引导学生多利用身边的材料，联系生活实际，就一定可以提高学生的口语能力，让学生的听、说、读、写四项基本技能得到全面发展，使学生越来越喜欢英语，热爱英语。
一、利用每个单元中的Functional Items模塊，训练日常生活中的交际用语。
以人教版新课标高中英语必修3中Unit1 Festivals around the world中的functional item为例。这个单元的functional item是making phone calls，课本设置的材料是要求学生通过打电话邀请自己的好友去Trinidad看Carnival（狂欢节），学会口语表达how to make a phone call，how to send a invitation和how to express thanks.我要求学生课后想象三个情景，在下一堂课表演。情景一：假设你是Candy，给好友Tom打电话去看Carnival，他没有接到电话；情景二：Tom接到电话却没接受邀请；情景三：Tom 接到电话且接受了邀请。参考范文如下：
SituationA S1——May I speak to Tom？This is his friend Candy.
S2——Sorry，Candy.Tom isn’t at home right now.He is playing basketball with his friends.
S1——Who is that？
S2——This is his mother.
S1——Do you know when he comes back？
S2——About half an hour later.
S1——Thank you.I’ll ring him up again.
SituationB S3——Is that Tom？
S4——Yes
S3——Tom，this is Candy.Would you like to see the Carnival in Trinidad this Sunday morning？
S4——I’d love to，but I have to prepare for my maths test next Monday.
Situation C S5——Is that Tom？
S6——Yes
S5——Tom，this is Candy.Would you like to see the Carnival in Trinidad this Sunday morning？
S6——Oh，it’s a good idea.I’m looking for it.When and where can I meet you？
S5——Let’s meet in the Modern Square at 7：30am.OK？
S6——Good.It’s very kind of you.
S5——It’s a pleasure./Don’t mention it./You are most welcome.
打电话的交际用语，学生在听力材料中听得较多，学生表现让我比较满意。
二、利用课本中reading素材，让学生发挥想象，训练口语表达能力。
以人教版新课标高中英语必修3中Unit 1的A sad love story为例。学生对我国民间故事牛郎织女非常熟悉，并且课文中有英文的简单介绍，所以我要求学生想象其中的对话情节，设置三个情景（相遇，求婚，辩论），由四名学生扮演对话角色，其中一个是旁白，一个是牛郎，一个是织女，一个是王母娘娘。参考范文如下：
A Sad love story
Characters：
Student1 Niu Lang，an honest and handsome man，is taking care of a cow in a mountain.
Student2 Zhi Nv，a young beautiful lady and granddaughter of the Goddess of Heaven，is good at weaving and wants to know something about human’s life. Student3 the Goddess of Heaven，Grandmother of Zhi Nv
Student4 the narrator
Situation A：Meeting with each other at the first time.
S4——This is the first time that Niu Lang and Zhi Nv have met with each other.
S1——How do you do？
S2——How do you do？What’s your name？I’m Zhi Nv from the Heaven.And you？
S1——My name is Niu Lang.Welcome to my hometown.
S2——Yell，it’s so beautiful here.Would you like to take me to enjoy the beautiful scenery？
S1——Yes，I’d like to.
Situation B：Niu Lang’s asking Zhi Nv to marry him.
S4：As time goes on，love between Niu Lang and Zhi Nv becomes increasingly deep.
S1（shy）——Oh，I have an important thing to tell you——I love you.
S2（shy）——I love you，too.
S1——Could you marry me？
S2——Oh，oh，I don’t know whether my parents would agree，especially my grandmother.I think if they know，they will be angry.
S1——Don’t worry，my girl.You should believe me.I can give you a happy life.
Situation C：Debate between Zhi Nv and the Goddess of the Heaven.
S4：After they married several years，the Goddess of the Heaven knew the thing finally.She ordered her soldiers to take Zhi Nv back to the Heaven.
S3——My dear granddaugher，how can you marry a human？You know the rule in our Heaven that immortals can’t marry human beings.
S2——We live happily together.
S3——The life in the human world can’t compare with that in our Heaven.It is too hard.Here you can get whatever you want.
S2——I don’t care.I prefer to live with him.
S3（angry）——You must stay in the Heaven and can’t see him forever. This is an order.
S2——Oh，no.If so，I would rather die.
S3（helpless）——I think you can only meet each other on the seventh day of the seventh lunar month in the Milky Way.I let magpies make a bridge for you.If it rains，you can’t meet.
三、利用課堂前五分钟，让班上每个学生轮流到黑板前练习口语。
我每天利用英语课堂的前5分钟，让一名学生到黑板前练习口语表达。按学生的座位或学号轮流，这样做既给英语基础好爱表现的学生展示自己的空间，提高他们学习英语的兴趣，又给那些英语基础差不爱表现的学生锻炼自己的机会，提高他们的心理素质。口语表达的形式多样，如即兴演讲impromptu speech，天气预报weather forecast，时政要闻political news，幽默humor，笑话jokes or funny story，诗歌朗诵reading poems，周边有趣的事interesting things around us.
以日本2011年三月份发生的大地震为例，我设计了一个老师与学生之间简短的对话交流。参考范文如下：
T——Have you heard of the tsunami in Japan in 2011？
S——Yes，I have.
T——What do you think of the disaster？
S——It’s terrible.It has brought enormous damage to Japan，especially in economy. T——And we know that 4 nuclear stations exploded.What do you think of the event？
S——Yell，very terrible.
T——What effects do you think it has？
S——Environmental pollution and economical loss.
T——Thank you very much.Please go back to your seat.
四、組成英语兴趣小组，利用课后时间学生自己结成搭档训练口语。
我将班上对英语感兴趣的学生组成兴趣小组，每周三次课后（星期一，星期三，星期五下午4：40）集中到学校文化长廊中（我们称之为English Corner），要学生和自己的搭档利用手头的听力对话材料进行对话朗读，对话练习，久而久之他们对英语的日常交际用语的使用越来越熟悉。要学生和自己的搭档利用书本中的图片，针对图片相互描述或相互问答。
五、利用我国和国外一些重大节日或一些hot words进行师生之间的口语练习。
社会在发展，时代在变迁。随着信息时代的到来，学生能从各种不同的渠道获得新的信息与知识。以12月25日为例，在这天的英语课上，我采用询问关于Christmas的知识进行简短对话。
T——What festival is it today？
Ss——Christmas.
T——What western people do today？
Ss——They have a party and eat turkey.
T——Who are the happiest？
Ss——The children.
T——Why do you think so？
Ss——Because Santa Claus will send them gifts.
又如有时我会采用学生都感兴趣的hot words 进行对话。
T——Do you know the meaning of the sentence“You are out”？
Ss——“你过时了”
T——Good，do you know how to say“票房”in English？
Ss——How to say？
T——Box office.
六、引用英语谚语进行教学。
我在学生每天英语课的5分钟口语演讲后，写一句英语谚语在黑板上，让学生抄写下来，早晚读背，久而久之，他们积累了不少谚语，能在英语课堂中运用，并且在写作中也能运用。如下面这些谚语：
Where there is a will，there is a way.
Knowledge is Power.
A friend in need is a friend indeed.
Failure is the mother of success.
A good book is a good friend.
A good beginning is half done.
A fall into a pit，a gain in your wit.
An apple a day keeps the doctor away.
Confidence in yourself is the first step on the road to success.
Don’t trouble trouble until trouble troubles you.
Perseverance means success，which can make the impossible possible.
When you are down，you are not necessarily out.
经过一个学期的努力，学生对英语的兴趣更浓，能够大胆开口说英语，其他方面的素质也得到提高，表现得更自信。我在学生眼中也变得越来越和蔼可亲，因为通过这些教学活动他们对我的了解越来越深。
英语口语教学一直以来都是英语教学的一个薄弱环节，尤其对于地处农村的中学来说，因教学条件有限，教学环境不同，更是困难。我认为，广大英语老师只要有目的地、有计划地把口语教学放在日常教学环节中，引导学生多利用身边的材料，联系生活实际，就一定可以提高学生的口语能力，让学生的听、说、读、写四项基本技能得到全面发展，使学生越来越喜欢英语，热爱英语。