Shallow Theory Of The Primary Oral English Teaching Of Chinese As A Foreign Language Design

In this more and more "communicative" cultural atmosphere around the world, the spoken language, as the most basic tools for output and input, has become the most important link in teaching language skills and oral Chinese class also becomes the basic type of teaching Chinese as a foreign language. As for the teaching method of oral Chinese class, there have been a lot of discussion and research by scholars. However, there are still quite a few problems in the current oral Chinese teaching, especially in primary oral chinese teaching.As an educational master student in international Chinese, I pay more attention to the each link and its design in teaching practice. Mainly according to my own practice in classroom teaching, the author expounds the key points of teaching design in primary oral chinese teaching from five factors:The first chapter introduce the main reason significance、Present Situation and research method of the study about this article. The second Chapter of the article discusses three main ways about principle of the teaching of Chinese as a foreign language、Survey of Oral Chinese Teaching to Primary CFL Learners、characteristic of primary oral Chinese. Oral Chinese class is basic class of the teaching of Chinese as a foreign language, we should have a comprehensive understanding on principle of teaching. Besides, we should know about the teaching situation of primary oral Chinese, only this, we can absorb the quintessence and discard the dross. At the same time, we must know perfectly well about characteristic of primary oral chinese in order to stress key points in class. The third part contrast and anlyse the teaching material which are similar type.Three books 《Questions and Answers A Course of Speed-Up Oral chinese for Beginners》、《Simple Chinese Elementary Spoken Chinese》、《Conversational Chinese301》、are analyzed. I drawed a conclusion that the books for the primary oral teaching material should have their own characteristic. Classroom teaching is the most important part in whole whole teaching process, the content studied of chaper four includes the following several respect mainly:A Perfect Joint and Transition of both the teaching plan design and classroom teaching; Some problems that we should focus in spread of the primary classroom teaching;Oral Chinese teaching aims at communicating and must use many kinds of teaching methods that are applied to primary students; self-examination after classroom teaching. In conclusion, we must pay more attention to the problems of teaching design in class and find out suitable teaching method for this kind of class. The fifth chapter is about the feedback of teaching information. It collects all kinds of effective information in teaching process through "talking to students individually,timely quiz,questionnaires and analysis on examination papers and grades "to achieve the interaction between "teaching "and "learning ",so as to improve the methods in teaching process.The sixth chapter describes the other factors of teaching design, such as characteristics of oral languagea and students, the qualities that the oral Chinese teachers should have in primary stage. Oral Chinese is the principal part of oral language teaching,so only know its characteristics could we selectively interpret suitable sentence patterns in classes. Teachers, the "guider "in the whole teaching process, should also be considered as one of the factors in teaching designs. The last chapter is conclusion.The characteristics of this paper is that by using the actual examples in the classroom and closely focuses on the "primary" and " speaking" these two aspects, the writer who based on his own teaching practice systematically analysis for the primary speaking teaching from teaching theory to practice, from comparative teaching objects with the teaching material to the classroom teaching design and then to get the final teaching result. After doing all these efforts, the writer desires to provide some useful suggestions for speaking teaching, therefore, to improve the whole teaching quality.