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1、OntheImprovementofOralEnglishTeachingMethodinEFLClAbstract:Inthispaper,tobservationsethodusedinEFLclassroomandsuggestionsareprovided. KeyunicateinEnglishinsideandoutsidetheclassroom”(Davies&Pearse,2000).Butforvariousreasons,traditionalEFLclassroomusuallyfocusedoncultivatingstudents’readingandanycol
2、legestudentscouldn’texpressthesimplestideaorallyafterseveralyearsofEnglishlearning.Currently,CollegeEnglishSyllabus(RevisedEdition)hasattachedgreaterimportancetolistening-and-speaking-skillscultivation.Therefore,cultivatinglisteningandspeakingskillsbeesthemajorgoalinEFLclassroom.Inthispaper,tobserva
3、tionsethodusedinEFLclassroomandsuggestionsareprovided. 2Classroomobservation Theauthortriestoexploretheteachingmethodbyobservingtinutes.Oneisa28-year-oldassistantlecturerMs.Lin,andtheotherisa36-year-oldassistantprofessorMr.Zhou.ParticipantsoftheclassesoresfromHanshanNormalUniversity,Guangdong.Thec
4、ultivatingofspeakingskillsisthemajorfocusoftplegreeting,Ms.Linaskedthestudentstopicktindependentlyforseveralminutes.Sincetopicsareinteresting,moststudentsestudentskeptsilentorabsent-minded.Duringtheprocess,Ms.Linstoodontheplatformandinutes,Ms.Lininvitedeightstudentstopresenttheiropinions.Fiveofthemp
5、erformedeoftheotherstudentslostinterest,anddidsomethingelseinsteadoflisteningattentively,thespeakerstendedtospeeduporcutdomaticalmistakesappearingintheirpresentations. Afterthat,Ms.Lindreodeldialoguesissingsentencesare.Afterthreetimesofthevideoplaying,Ms.LinaskedtanagetocatchupistakeseunitlearntinM
6、r.Zhou’sclass.Firstly,Mr.Zhouaskedthestudentstochoosetetime,Herequiredthestudentstoinutes,andhaveanintervietoofferhelpandurgethestudentstospeakinEnglish.Afterthat,Mr.Zhouinvitedfourstudentstogivepresentationindependently.r.Zhoufirstplayedthevideofortes.Afterthat,allthestudentsissingsentencesandpract
7、icethedialogueentsandsuggestions Fromtheobservation,elanguageteachingapproachesployedinbothofMs.LinandMr.Zhou’sclasses.Forexample,thepracticeofhavingthestudentsimitatebeforeexercise,anddrillbeforemun
