浅谈课前演讲在高职英语课堂教学中的应用
摘要：在高职英语课堂教学中应用演讲法，有助于培养学生学习英语的积极性和主动性，提高学生的英语综合英语能力，尤其是表达能力、口才及思辨能力。同时，也强化了人际沟通，有助于大学生将来的就业和发展。
关键词：高职学生;英语口语;演讲
《大学英语课程教学要求》提出“大学英语教学是以英语语言知识与应用能力、学习策略和跨文化交际为主要内容，培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流。”而传统的英语教学，通常以教师按书本讲课为中心，学生被动接受内容，这种方式的教学使学生失去实际操练的机会，最终导致“哑巴英语”现象的产生，关键场合不能发挥作用。如何学以致用，跳出照本宣科的枷锁是英语教学中的一个需要解决的问题。
一、高职英语课堂教学的现状
(一) 学生缺少对英语学习的兴趣
受应试教育体制的影响，很多学生学习英语主要是为了不挂科，通过英语等级考试，学习范围很窄;有的学生英语基础薄弱，对于课本知识不能完全吸收，听不懂课堂上讲的内容，在英语学习方面产生巨大的压力，很难培养学习兴趣。从而日积月累，这些学生索性不听课。这样的现象一方面影响学生英语学习的效果，另一方面班级互动的学习气氛很难调动起来。
(二) 学生薄弱的口语能力
很多学生的口语能力仍局限在一些简单对话的浅层次的交流上，对于当下的热点话题很难进行深入阐述，也不能独到性的发表自己的见解。包括一些笔试分数高的学生，口语能力也不尽人意，时常因找不到合适的词语，不能完整的叙述，导致学生产生焦虑、不愿主动开口说。因而，缺失了每次课堂中锻炼和提升口语的机会。
(三) 教师主导课堂
难以调动的学习气氛形成教师主导课堂的局面，以教师为中心，教师问学生答，或者教师给框架，学生填充内容。这样的教学枯燥乏味，教学效果差，无法充分发挥学生的主观能动性，无法真正开发学生的思维创造性，使课堂内容变的单一，学生不能主动学习，没有求知的渴望，也不能在有效的时间中习得有用的知识，形成了学生一种惰性，被动接受知识。
二、英语演讲教学法的重要性
当今世界，许多政界商界的成功人士都通过演讲扩大了他们的影响，赢得人们的拥护。国内已有学者洞察到英语演讲课的重要性，王彤(2001)描述了演讲课作为口语教学新课型试点效果。从最早的cctv英语演讲比赛到21世纪杯”全国英语演讲比赛”都吸引了很多英语爱好者来此平台历练自己。好的演讲不仅展现了学生的词汇量、语感、语法等一些基本的语言能力，更重要的是庞大的知识量、内容的丰富性、灵敏的反应力和合理的逻辑性等方面的能力。同时，倾听者能在倾听过程中培养发现英语演讲者语言错误的能力。因此这种互动的教学方式，可以使单一的英语课变得生动有趣，又能提高学生互相学习的能力;同时，对于高职院校的学生来说，英语演讲还可以为他们今后更好的步入职场生活做准备
三、英语演讲教学法的应用
(一)布置话题
首先，演讲的话题非常重要，需要讲什么，有什么内容可以讲述对于潜在开发学生的思维起着关键作用。由于高职学生对于新颖、贴近生活的内容更感兴趣，任课老师可在上课前通过热点时事的引入，给学生布置一个英语演讲话题，这个话题可以是就某一问题谈谈自己的看法，也可以是与学生生活息息相关的，便于学生收集素材，开阔知识面。学生在课后收集论据，并写成一篇演讲稿，交由任课教师进行细致的批改。教师将演讲稿批改后交还到学
生手中，让学生对已经修正过的文字进行理解和背诵，每节课的开始让学生上台来做演讲。
(二)模仿和演练
模仿是快速提高英语语感和进入演讲角色的重要方法之一。教师可以选择一些内容简单，适合学生朗读背诵的美文材料，如马丁路德金的“i have a dream”，逐字逐句分析，解释说明全文，并且强调在演讲过程中需要注意的语音语调，包括重音、换气、断句等。
大多数学生对英文演讲比较陌生，词汇量也比较小，因此教师可以也在课上适当补充一些经典演讲视频或优秀的比赛实录，要求学生在观摩的过程中要注意两个方面：(1)演讲者的肢体语言，包括面部表情，手势，服装等;(2)演讲的内容，包括立意构思，谋篇布局，逻辑发展等。然后反复模仿演讲者的语音语调、肢体表情来锻炼，目的是帮助他们进一步掌握演讲技巧，演讲时能自然自信的表现自我。
(三) 课堂演讲与师生评估
利用课前10分钟，让接受任务的学生演讲。
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大学英语演讲稿4篇
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