为了给广大英语教育者和学习者提供最新的学习资讯、教育理念以及课堂教学实例，不断提高英语语言和授课的技能，本报特开辟“海外传真”专版，定期选登国际英语教育领域的优秀教学论文，以飨读者。

　　编者按:在听、说、读、写四项技能当中,“说”受情感的影响最大。为此，本栏目精选了四种可帮助学生克服情感障碍的教学活动，分别从引导学生换位思考、利用小纸条创建对话、通过串词成文提高正确选词和组句能力等几个不同的角度，探讨了激活口语课堂、提高学生交流技巧的有效途径。

　　Independent speech making

　　

　　本文提出，在口语训练的初级阶段，学生精心做好准备工作，借助提示性语句主动进行换位思考，不仅可以有效克服心理上的情感障碍，还能锻炼他们的语言概括能力、组词成句的能力以及用规范性语言表达个人观点及向对方提问的能力，从而可以极大促进思维的发展，提高口语学习的效果。

　　第一步:教师将写有某人姓名、年龄、工作、家庭住址、家庭成员和个人爱好的纸条分发给学生，让他们以此人的口吻和身份，依据简单的提示性语言做“自我”介绍。

　　第二步:教师先做示范和必要的指导，以帮助学生做好相关的口语练习。

　　第三步:教师就可能发生在此人身上的一些事件向学生提问，如询问其坚持从事目前这份工作的原因等，要求学生合理构想并做出相关的解释。

　　第四步:此后，教师将另一个写有不同信息的纸条分发给学生，让他们先依次在小组内演练“自我”介绍，之后再在全班做口语展示。

　　第五步:做课堂展示的学生接受其他学生的提问，并依据所给人物的身份、背景和工作、生活环境等，现场做答。

　　第六步:教师要求学生在空白纸上根据所列条目，充分发挥想象力，以另外一个人的身份填写信息，并在接下来的课堂教学中做“自我”介绍。为了加强学生用英语思维的能力，教师可建议他们以英美人的身份，借助简洁的笔记信息做这种口语练习。最后，教师要求学生写出“自我”介绍的内容。

　　WE know that simply asking students to give a talk is often unlikely to produce anything except embarrassed mumbling at the front of the class. Careful preparation during the first weeks of the course is needed to encourage students to really commit themselves to expressing their own reality in a presentation. The following activity is designed to help students prepare in some detail for oral presentations. It requires students to change their identity and present themselves as someone else. This helps to reduce affective barriers which might occur when speaking about oneself.

　　Step 1

　　The teacher distributes a sheet like the one below which introduces a fictional character. Imagine that you are the person in below. Introduce yourself to the class. Make sentences from the notes.

　　Name: Mary Peters

　　Age: 35

　　Job: Teacher in a Primary School - tiring job.

　　Family: Married - two young children

　　Hobbies: Tennis when I have time

　　Step 2

　　The teacher demonstrates the introduction, drawing particular attention to the transformation of notes into sentences which form a coherent presentation.

　　Step 3

　　Students are asked to find out more by asking direct and indirect questions. For example, why don’t you give up your job?

　　Step 4

　　Students are given a similar sheet to prepare in class. Several students are then selected to present their new self to the class. To further reduce affective barriers students can be asked to perform their speeches in groups first. The group then selects one representative to speak in front of the whole class. The student is now encouraged by his group and is not alone in front of the class.

　　Step 5

　　Students ask questions trying to find out morea stage which requires the presenter to think on his or her feet.

　　Step 6

　　Finally students are given a blank sheet to fill in as homework. In the next lesson they introduce themselves as a fictional character of their own invention. Alternatively they might like to present themselves as a famous person or a historical figure. To match international goals of courses, students might be encouraged to take the role of a foreigner. At this point the principle of using notes and not a written text has to be emphasized.