英文小组讨论屈机秘笈
英语小组活动存在的问题及建议
英语小组活动存在的问题及建议随着英语教育的普及，学生们通过小组活动的形式进行英语学习的机会越来越多。
但是，许多英语小组活动存在一些问题，这些问题不仅影响了学生的学习效果，还可能影响学生的英语学习兴趣和动力。
本文将讨论英语小组活动存在的问题，并提出一些解决问题的建议。
一、英语小组活动存在的问题1.参与度不高在英语小组活动中，有些同学会表现得比较被动，不愿意积极参与，这会导致整个小组的气氛显得比较拘谨，沟通交流的效果也不是很好。
2.话题无聊有些英语小组活动的话题比较死板，缺乏趣味性和吸引力，难以激发学生的学习兴趣和动力。
3.时间分配不合理在英语小组活动中，有些小组会把时间分配得比较死板，可能会出现时间不够用的情况，也可能会出现时间分配不平等的情况。
4.缺乏教学指导有些英语小组活动缺乏教学指导，小组成员会由于缺乏方向感而导致无法很好地完成任务。
二、建议1.激发参与兴趣在英语小组活动中，老师可以尝试使用一些互动性强的方式来吸引学生的兴趣。
例如可以使用情境模拟、角色扮演、问答游戏等有趣的活动与学生互动。
2.设计有趣的话题老师在设计英语小组活动的时候可以考虑学生的需求和兴趣，设计有挑战性的话题，并且要确保话题与学生的实际生活和学习相关，从而提高学生的兴趣和积极性。
3.合理分配时间在英语小组活动的实施中，需要合理地分配时间，对不同的任务给予不同的时间，避免慌乱的情况发生。
尽量让每个小组成员都能有足够的时间完成任务。
4.提供教学指导英语小组活动是一种课外活动，需要老师给予一定的辅导和指导。
老师可以设计一些任务引导学生完成，提供语言输入，同时还可以为学生提供一些必要的语言技巧。
三、结论英语小组活动是一种非常重要的英语教学方式，但是在实际操作中也存在着一些问题。
针对这些问题，本文提出了一些解决问题的建议，希望能够帮助老师和学生更好地实施英语小组活动，提高学生的英语学习效果和兴趣。
浅谈初中英语小组合作学习的策略
浅谈初中英语小组合作学习的策略
初中英语小组合作学习是一种有效的学习方法，可以提高学生的学习效果和学习兴趣，培养学生的合作意识和沟通能力。
下面将从组建小组、制定学习计划、分工合作、互相帮
助和共同总结五个方面，浅谈初中英语小组合作学习的策略。
组建小组是小组合作学习的第一步。
小组成员应根据英语能力和学习目标相似程度进
行分组，以确保每个小组成员在学习中都能有所收获。
小组成员应相互尊重、互相信任，
建立良好的合作氛围。
制定学习计划是合作学习的重要环节。
小组成员应共同商议并制定出学习目标和学习
计划，明确每个成员的任务和时间安排。
学习计划要具体明确，既有整体目标，又有具体
的分工和时间节点，以保证小组学习的高效和有序进行。
分工合作是小组合作学习的关键。
小组成员应根据自己的特长和兴趣分工合作，每个
成员都有自己负责的学习内容和任务。
通过合理的分工合作，可以提高学习效率和学习质量，促进小组成员之间的相互学习和相互帮助。
第四，互相帮助是小组合作学习的重要环节。
小组成员应相互支持，互相帮助，共同
解决学习中的问题和困难。
在学习过程中，可以相互讨论、互相补充和纠正错误，以提高
学习的准确性和深度。
共同总结是小组合作学习的收尾工作。
小组成员应共同总结自己的学习成果和学习收获，评估学习过程和学习效果，并对下一次合作学习提出改进意见和建议。
通过共同总结，可以帮助小组成员更好地巩固所学知识，提高学习能力和学习水平。
英语课堂上小组讨论的操作
英语课堂上小组讨论的操作Here is the English essay on the topic "Group Discussion Operations in the English Classroom" with over 1000 words in the main text:Group Discussion Operations in the English ClassroomLearning a new language can be a daunting task for many students but an essential one in today's globalized world. One of the most effective methods to improve language proficiency is through group discussions in the classroom setting. Group discussions not only help students practice their speaking and listening skills but also foster critical thinking and teamwork abilities. In this essay I will explore the key aspects of group discussion operations in the English classroom and how they can contribute to the overall language learning process.Firstly, the formation of effective groups is crucial for productive discussions. Instructors should carefully consider factors such as language proficiency levels, personalities, and learning styles when assigning students to small groups. Ideally groups should be heterogeneous with a mix of strong and weaker students. This allows more proficient learners to provide support and guidance to theirpeers thereby improving the learning outcomes for the entire group. Group size is also an important factor to consider with four to six students being an optimal number. Groups that are too large can become unwieldy and inhibit individual participation while groups that are too small may lack the diverse perspectives needed for robust discussions.Another key aspect is the choice of discussion topics. Instructors should select themes and tasks that are relevant engaging and appropriately challenging for the learners. Topics that are too simple will not stimulate critical thinking while overly complex topics may overwhelm students and discourage participation. A good strategy is to provide a range of discussion prompts that allow students to draw on their personal experiences and opinions. This not only makes the discussions more interesting but also gives quieter students an opportunity to share their unique perspectives. Instructors should also consider incorporating current events and real-world issues into the discussions as they can foster a deeper understanding of the language and cultivate global citizenship.The role of the instructor in facilitating group discussions is also crucial. While the discussions should be student-led the instructor needs to provide guidance and structure to ensure the conversations remain productive. This may involve setting clear expectations and ground rules providing feedback and redirecting the discussionwhen necessary. Instructors should also circulate among the groups observing the discussions and offering assistance when needed. By taking on more of a facilitator role rather than a lecturer the instructor can encourage students to take ownership of their learning and develop greater autonomy.In addition to the instructor's facilitation skills the physical classroom environment can also impact the effectiveness of group discussions. Ideally the classroom should be arranged to promote collaboration with movable desks or tables that allow students to face each other. Sufficient space should also be provided for students to move around and engage in activities. The use of technology such as presentation software or online collaboration tools can also enhance the discussions by providing visual aids and allowing students to share and build on each other's ideas in real-time.Finally the assessment and feedback processes are crucial for reinforcing the language skills developed through group discussions. Instructors should provide both formative and summative assessments that evaluate not only the content of the discussions but also the language skills demonstrated by the students. This may include grading participation, monitoring progress on specific language objectives, and providing constructive feedback on areas for improvement. Peer feedback can also be a valuable tool allowing students to learn from each other and develop self-reflection skills.In conclusion group discussions play a vital role in the English language classroom by providing students with valuable opportunities to practice and improve their communication skills. From the formation of effective groups to the selection of engaging discussion topics and the instructor's facilitation role each element contributes to the overall success of this pedagogical approach. When implemented effectively group discussions can foster a collaborative and supportive learning environment where students feel empowered to take risks express their ideas and continuously develop their English language proficiency.。
浅谈初中英语小组合作学习的策略
浅谈初中英语小组合作学习的策略随着教育教学的不断发展，小组合作学习已经成为了一种流行的教学方式，尤其是在初中英语教学中尤为突出。
小组合作学习不仅能够提高学生的学习效率，还能培养学生的团队合作能力和语言交流能力。
如何进行有效的小组合作学习已成为广大教师们需要思考和探索的重要课题。
在本文中，将浅谈初中英语小组合作学习的策略，希望能够给广大教师们一些借鉴和启发。
一、明确小组合作学习的目标在进行小组合作学习之前，首先需要明确小组合作学习的目标。
明确目标能够帮助学生更加专注地进行学习，同时也能够让教师更好地设计合适的学习任务。
在英语教学中，小组合作学习的目标可以包括口语交流能力的提高、听说读写能力的全面提升、英语学习策略的培养等方面。
目标的明确还需要考虑到学生的学习水平和兴趣，确保学生能够在合作学习中有明确的目标和方向。
二、合理分组，激发学生学习动力合理的分组是小组合作学习的基础。
在初中英语教学中，可以根据学生的学习水平、性格特点以及学习兴趣进行分组，确保每个小组内的学生能够互补彼此、相互促进。
还可以让学生自主选择小组成员，增加学生的参与度和学习动力。
在分组时，也可以考虑将一些学习能力较强的学生和学习能力较弱的学生进行合作，这样可以让学生之间相互促进，激发学生的学习动力。
三、设计多样化的学习任务在小组合作学习中，学习任务的设计至关重要。
任务的多样化能够激发学生的学习兴趣和动力，也能够让学生在合作学习中充分发挥自己的潜力。
在初中英语教学中，可以设计一些口语交流任务，如角色扮演、小组讨论等，让学生在实践中提高口语交流能力；还可以设计一些听说读写任务，如听力填词、口语表演、书面作文等，全面提升学生的英语能力。
还可以设计一些项目式学习任务，如小组制作英语海报、英语短剧表演等，培养学生的团队合作能力和创造力。
四、设置明确的合作规则在小组合作学习中，需要设置明确的合作规则，让学生知晓如何进行合作，如何解决问题。
合作规则能够帮助学生更好地进行有效的合作，确保小组学习的顺利进行。
英语无领导小组讨论技巧(一)
英语无领导小组讨论技巧(一)英语无领导小组讨论技巧引言英语无领导小组讨论是一种高效的学习和交流方式，能够提高英语口语表达能力、思维逻辑和团队合作能力。
然而，在无领导小组讨论中，为了使讨论更加有序、有效，需要掌握一些技巧。
技巧一：积极参与•积极发言，表达自己的观点和意见。
•注意倾听他人的发言，尊重他人的意见。
•避免干扰或打断他人发言，尽量等待合适的时机再提出自己的看法。
技巧二：有效沟通•使用简洁明了的语言，避免长篇大论，使得自己的观点更加清晰。
•用恰当的语气和表情传达自己的态度和观点。
•尽量避免使用口语化或俚语表达，以确保大家都能理解。
技巧三：同理心和合作•尊重他人的观点，不要轻易嘲笑或贬低他人。
•提出建设性的意见和批评，帮助小组成员改进。
•理解并包容他人的观点，努力达成共识。
技巧四：组织和主持•分配好讨论的时间和话题，并对讨论过程进行组织和引导。
•确保每个人有机会发言，避免少数人占据过多话语权。
•监控讨论的进展，及时总结和归纳大家的观点。
技巧五：积极反馈和评估•鼓励小组成员相互评价，并反思自己的表现和能力。
•对小组讨论的过程和结果进行评估，寻找改进的空间。
•认可和赞赏小组成员的努力和贡献，激发更好的讨论氛围。
结论通过学习和应用这些技巧，英语无领导小组讨论可以更加高效和有效。
积极参与、有效沟通、同理心和合作、组织和主持以及及时反馈和评估是培养良好讨论氛围和达成目标的关键。
通过不断练习和提高，我们可以成为优秀的讨论者和团队合作者。
注意：该文章仅为示例，实际内容可能需要根据需求进行修改和补充。
技巧六：倾听和提问•倾听是有效讨论的重要组成部分。
在小组讨论中，要注意聆听他人发言，尊重他们的想法和意见。
•提问是促进深入讨论和思考的关键。
通过提出明确、有针对性的问题，可以引导小组讨论朝着更深入的方向发展。
技巧七：统筹时间和议程•在开展无领导小组讨论之前，明确讨论的时间范围和议程安排。
这样可以确保讨论不会拖延或偏离主题。
小组讨论的英文作文
小组讨论的英文作文---。
Title: Effective Group Discussion。
Introduction:Group discussions play a crucial role in enhancing learning and fostering collaboration. They offer a platform for exchanging ideas, gaining diverse perspectives, and arriving at well-informed decisions. In this essay, we will delve into the components of effective group discussions and strategies for productive engagement.Main Body:1. Establishing Clear Objectives:Before initiating a group discussion, it isessential to establish clear objectives or goals. Thisensures that the conversation remains focused and productive.Each member should understand the purpose of the discussion and what is expected of them. This clarity fosters meaningful contributions and prevents deviation from the topic.2. Active Listening:Active listening is the cornerstone of effective communication within a group setting. It involves fully concentrating, understanding, responding, and remembering what is being said.Encouraging all members to actively listen promotes mutual respect and facilitates the exchange of ideas. It also minimizes misunderstandings and promotes a conducive environment for discussion.3. Encouraging Participation:Effective group discussions thrive on active participation from all members. As a facilitator or participant, it is crucial to encourage contributions from everyone.Creating a supportive atmosphere where all voices are valued encourages shy or hesitant individuals to speak up. This diversity of perspectives enriches the discussion and leads to comprehensive decision-making.4. Respecting Diverse Perspectives:Diversity of thought is a strength in group discussions. Respecting and acknowledging diverse perspectives fosters creativity and innovation.It is essential to cultivate an environment where differing opinions are welcomed and constructive dialogue is encouraged. This promotes critical thinking and enables the group to explore various angles of a topic.5. Effective Communication:Clarity and conciseness are vital for effective communication within a group. Expressing ideas in a coherent manner ensures that messages are understood by all members.Utilizing verbal and non-verbal cues, such as body language and eye contact, enhances communication effectiveness. Additionally, using inclusive language promotes a sense of belonging and encourages participation from all members.Conclusion:Effective group discussions are instrumental in fostering collaboration, enhancing learning, and arriving at informed decisions. By establishing clear objectives, practicing active listening, encouraging participation, respecting diverse perspectives, and promoting effective communication, groups can maximize the benefits of their discussions. Embracing these principles cultivates an environment conducive to growth and innovation.---。
浅谈有效的英语小组合作探究式学习
浅谈有效的英语小组合作探究式学习AbstractThe English team cooperation is an important teaching strategy of the modern English teaching. The English team cooperation is integrated cooperation concept in English classroom teaching, aiming at improving the English education teaching efficiency and raising the quality of the various people. The new curriculum reform emphasis on English teaching should be combined with learner interest, life experiences and cognitive level. The task of the English teacher is to help English learners learn to learn, learn to think and operate on their own. In the process of learning English, English teachers should develop English learners' experience and practice, participation, collaboration and negotiation ability, and finally realizes the English learners' autonomy. And Chinese students traditionally regarded as passives in the study . Based on the above reasons, I tried to validate through the study of English classroom teaching from the relationship between independent learning and the English team cooperation. And I tried to find an effective way of cooperative learning in primary school English classroom implementation.Key wordsteam cooperation; exploratory learning; English teaching; effectiveness导言在素质教育不断深化的今天，面对世界知识经济的挑战，新的国家课程标准里,几乎所有学科都在其基本理念或课程目标里强调了探究性学习。
关于小组讨论英文作文
关于小组讨论英文作文英文：When it comes to group discussions, there are a few things that I believe are important to keep in mind. First and foremost, it is crucial to actively listen to what others are saying. This means not only hearing their words, but also trying to understand their perspective and reasoning. By doing so, we can avoid misunderstandings and work towards a common goal.Another important aspect of group discussions is effective communication. This includes being clear and concise in our own speech, as well as asking questions and seeking clarification when needed. It is also important to be respectful of others and their opinions, even if we disagree with them.In addition, I think it is helpful to have a designated leader or facilitator for the discussion. This person canhelp keep the conversation on track and ensure that everyone has a chance to speak. However, it is also important for everyone in the group to have a chance to contribute and share their ideas.Overall, I believe that group discussions can be a valuable tool for problem-solving and decision-making, but only if they are approached with an open mind and a willingness to work together.中文：在小组讨论中，我认为有几点需要注意。
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英文小組討論屈機秘笈(38個skills)Skill 1. Greet group members; start the discussion; make your point; invite others to join (四步曲：打招呼，說明話題，發表論點，邀請加入)1. Nice to meet everyone here for our discussion. The topic we are going to discuss today is… For me… Do you agree? What would be your opinion?2. Good afternoon / Good evening, everyone. We are here to discuss a topic on [body art and individuality]. We have to complete the discussion in 8 minutes. Let’s begin the discussion/Let’s get started. In my opinion… Does any one of you have any similar or other examples / ideas / points / comments?3. Well, friends, I believe you are already aware of the topic of today’s discussion. We are here to exchange our views on an article titled [A question of privacy]. Shall we start? Let's start with the point [whether the media have too much freedom] (If the first point to talk about in the paper is [whether the media have too much freedom]).4. Hello, everybody, mind / do you mind if I begin? Today w e are talking about… I suggest that… [Mr. Wong], do you think it is feasible / can work? I’d be happy to hear your opinion.5. Let’s start our discussion on [picnic arrangement] if everyone is ready. This discussion topic is not new to any one of us here. Our task is to discuss [which destination would be ideal for our picnic]. My own view is that… Do you think so?Skill 2. How to respond when a member starts the discussion by saying ‘Shall we start’? (別人開了頭，自己要作回應，不要沉默)6. Sure, we have 8 minutes. Go ahead.Skill 3. Initiate the discussion with a question (用提問法開始討論)7. Hello, everybody. We are here to discuss the topic of privacy. [Do the media have too much freedom?] What are your opinions? (Turn your head to scan through your three partners after you ask the question. If nobody responds, immediately give your viewpoints by saying, ‘As I see it,…’)Skill 4. What should I do if I don’t understand the topic at all? (不明白時，以靜制動)8. Don’t try to initiate the di scussion. Be a good listener first. Get the idea of others and then give good response.9. Well, I’m not sure.I’ll have to think it over. (若有人要你發言，你根本不明白當時他們在說甚麽，可以用這句)10. May I think about it for a moment? (若有人要你發言，你根本不明白當時他們在說甚麽，可以用這句)Skill 5. How to participate if I don’t know the topic or what other members are talking about? (不懂議題，不懂其他人談甚麽，如何參加)11. You may rephrase a point of your partners (用別人的論點，用自己的話說). For example, if a member proposes to regulate tongue piercing (規管穿舌環) to protect teenagers, you may say, ‘Yes, regulating tongue piercing is a good idea. We should protect teenagers.’Skill 6. Give Suggestions (提意見)12. I think / I believe / I suppose / I reckon (估計；猜想)… / I figure (估計；認為) [it’ll be successful].13. I'll be brief. (我簡單地談一談)14. As I see it, …/ As for me15. I suppose…16. Personally, …17. To me…18. So far as I can judge, [it is impractical, because]… /My judgment is that [it is impractical]…19. How about (if we)…?21. Wouldn’t it be a good idea if…?22. Wouldn’t it be sensible for us to…?23. The way I see it, we should…24. I’d like to put forward a suggestion: [Let’s conduct an opinion survey on...]25. What I want to say is that…26. A point I want to make is that…27. One idea would be…Skill 7. Invite members to speak (邀請人說話)28. What do you think…29. How does that sound to you?30. Do you have any suggestion?31. What you would recommend, [Mr. Chan]?32. What’s on your mind?33. Do you think we ought to … [Mr. Chan]?34. What would you do if you were me, [Miss. Chan]?35. Would you mind sharing with / giving us your opinion?36. Does it make sense to you?37. Would we try to [be strong/learn from the case/reason with them], [Mr Chan]?38. What else can you suggest, [Mr. Chan]?39. What do you think about my / this suggestion?40. Miss Chan, is it alright/do you think it’ll work?41. Mr. Chan, what would you do in this position?42. What about you, [Miss Chan]? Do you have any other points?43. What about you, [Mr. Chan]? Have you got any suggestions?Skill 8. Emphasize your point (強調觀點)44. Absolutely, …45. I’m certain that…46. I feel strongly that…47. I’m really v ery enthusiastic about that!48. Great! / Terrific! / How wonderful! / How marvelous (不可思議的)! / It’s breathtaking (激動人心的). / What a good idea!49. Well, I'm surprised that no one has thought about that.Skill 9 What to say when nobody follows up after you/another member speak (你或別人發言後無人跟進，如何打破冷場)50. Would any of you say a few words on…? (邀請其他人發言)51. I would like to add something here. (自己再發言，再邀請其他人發言)52. I would like to give some explanations here. (自己再發言，再邀請其他人發言)Skill 9. How to express agreement and why (表示同意，解釋理由)53. I agree with you, but… (partial agreement, i.e. agree on one point but disagree on another)54. That makes sense; however… (partial agreement)56. I suppose so. (partial agreement)57. Certainly it’s true that…, but on the other hand…(partial agreement)58. I can see that… But surely…(partial agreement)59. I am in total agreement with you about… but we also have to consider…. (partial agreement)60. Agreed, but if we accept… then it must also be true that…(partial agreement)61. In that case, ... (carry a member’s point further, and then agree or disagree)62. ‘People like to read magazines for gossip only.’‘I su ppose so.’63. If you reply to a negative statement, you say, ‘I suppose not.’例如：‘People like to read magazines for gossip only.’ ‘I suppose not.’64. Yes, and in fact… (corroboration, i.e. agree and add a further point)65. Yes, and what is more…66. I agree, and in fact one might go so far as to say…67. Absolutely. Actually, I would go further, and say…68. That’s a sensible / constructive ideas / point / suggestion, because…69. That sounds great, as…70. Sounds good.71. That makes sense si nce…72. Very sensible of you, since…73. Fine, let's do that.74. I agree with…75. I think… is a good idea / point76. I think you're right.77. I completely agree.78. You're totally correct/right.79. Exactly.80. You know, that’s exactly what I think.81. That’s just what I’m thinking.82. That’s exactly what I mean / what is in my mind.83. I’d go along with your idea / suggestion.84. That’s a good point. Your suggestion is very innovative and creative.Skill 10. How to express disagreement and why(表示不同意，並解釋理由)85. Important: Calmly express your opinion and respect the other member’s opinion all the while. Use expressions which soften the contradictory opinion you are giving (先揚後抑；先禮後兵), and give a reason why you disagree. (講道理)86. Yes, but… (‘English is difficult.’ ‘Yes, but it’s not so difficult as German.’)87. I take / see your point, but…88. I am afraid I can’t agree because…89. I’m afraid not. There is a point which I should mention.90. The problem with that is…91. The way I see it is…93. Instead, I think that…94. Actually, I find that…95. I’m not sure I quite agree, because…96. Yes, perhaps, but I think…97. Well, yours is not a bad idea, but I am sorry I can’t agree with you that…98. I agree in part / to some extent but…99. Well, that might work but…100. Okay, I see your point. But surely you'll admit that…101. I see what you mean, but many people may not, because….102. I see what you mean but I have to say ‘no’ to that because…./but I don’t think…103. I see your point but I have another idea.104. That’s not a very good idea.105. I think we should… (indirect disagreement)106. Perhaps we could consider an alternative solution. (indirect disagreement)107. We could… (indirect disagreement)108. How about…(indirect disagreement)109. What about…(indirect disagreement)110. Is that really necessary? (indirect disagreement)111. One solution may be…(indirect disagreement)112. It’s not an entirely co rrect thing to do actually.113. Personally, I feel that might be a bit unnecessary.Skill 11. Respond to challenge (回應質疑)114. You may ask for details by saying: (i) Why do you say that, [Mr. Wong]? (ii) Could you be more specific? (iii) What’s there about [going on picnic on a holiday] that you don’t like?115. You may ask for confirmation by saying: ‘Are you saying that I have left out an important point, which is…?’116. You may insist by saying: ‘It’s not a bad idea having regard to all circumstances. Why don’t we give it a try?’117. J Occasionally, you will find that what you thought to be criticism really isn’t!Skill 12. Circumvent (避而不答)118. Thank you for your question. In general, I see your point. In addition, I believe tha t… How about you?--------------------------------------------------------------------------------------Skill 13. Change your standpoint (改變立場，策畧退卻)1. Yes, I guess you could be right.2. Yes, you have a point on…3. I’m not sure about that. / I can’t be certain about it.4. I can’t say for certain./ I can’t say with any certainty about it.5. Actually, your idea is better. So, why don’t we…?6. Perhaps you’re right. I’m too pessimistic / ignorant to say / believe that…7. (It’s) hard to tell.It could be…9. I’m in two minds about [which method to use].10. On my second thought, I will follow your idea11. I have to agree with you on… but I think I am right in saying that… (退卻一半)Skill 14. Query or ask for details (質疑；問詳細資料)12. Why do you say that?13. What good is [the freedom of media] supposed to do?14. That was a fascinating idea you give us. Tell me, [Mr. Cheung], why do you think [people like to read magazines just for juicy gossip]?Skill 15. Ask for repetition (請人重說)15. (I'm) sorry? (I) (beg your) pardon?16. Sorry, could you possibly repeat what you said?17. Excuse me, could you please repeat that (for me) / say that again?18. Sorr y/I’m sorry, would you mind saying it/that again / repeating it/that?19. I’m afraid I didn’t quite catch what you said. Could you repeat it?20. Hang on. / Just a minute, please say it / that again.21. I’m sorry, [Miss Chan]. Do you mean (that)…?22. If I understand you rightly, do you mean that we should…?23. If I get you right, do you mean we shouldn’t…?24. Sorry, would you mind speaking a bit slower?25. Sorry, can / could you repeat it more loudly? I’m afraid we can’t hear you clearly.26. S orry, did you say…?Skill 16. Correct members’ mistakes politely (禮貌改正別人錯處)27. Sorry, that’s not correct.28. The way isn’t right, is it?29. I think it might be more accurate/correct to say that [drunk driving (醉駕) causes many car accident] .30. Well, actually / as a matter of fact, [Hong Kong Island lies to the south of Kowloon].31. I’m sorry, [Miss Chan]. It might not be correct to say… because…32. Sorry, I’m afraid it’s not suitable to say…33. I’ve to say that/I’m afraid that it’s n ot quite right.34. It doesn’t correct to say/suppose that [teenagers have no choice but to abuse drugs].35. Wouldn’t it be better to say… because…36. [Miss Chan], I suppose you’re mistaken there.37. If I may say so, the choice is incorrect / it’s actually not the case / you’re wrong there.38. Pardon me, [Mr. Chan]. I’m afraid you’re wrong in saying that… In fact, don’t you think it’s better to…?Skill 17. Correct your own mistakes (糾正自己錯處)39. My mistake.40. I must apologize for what I’ve said.41. If I may correct myself, I don’t think that [capital punishment is justified].42. I’m sorry… I’m afraid I was wrong to say so. In fact, thinking about it, it is better…44. I think I got that wrong. What I meant to say was…45. I’m sorry that I’ve just made a mistake. Actually, it should be…Skill 18. Take up a point (接談話題)46. On the subject of investment/music, people nowadays …47. About [the property prices of Hong Kong], I think [they are so high that many of us cannot afford a comfortable home].48. That reminds me of [the time I went camping with my friends, and we waited at different locations because of poor coordination].49. Sorry to butt in (插嘴), but did I hear you say that [Hong Kong and Guangdong should have economic communion (經濟共融), will Hong Kong’s competitive advantage become blurred by such communion (經濟共融會令香港的競爭優勢模糊嗎)]?Skill 19. When asked a question, and you have no idea (無點子) or think the question is not appropriate (認為問題不應問)50. I’m sorry. I have no idea at this moment.51. I don’t have much to say.52. I know too much about this… (Alternatively, you may summarize or paraphrase the points of your partner(s) and say if you agree or not, and why. (你為何會agree/disagree？不是有新point說了嗎？)53. I would like to hold my comments for the time being. [Mr. Tang] seems to have something to say on this point. [Mr. Tang], would you share your ideas with us?54. Thank you for asking me, [Miss Cheung], but perhaps we should focus on the question of [what qualities make a person successful at this stage].Skill 20. Get passive members involved (鼓勵投入)55. [Miss Lee], do you agree with the idea of [organizing a music party]? (Ask a weaker candidate a yes / no question)56. [Miss Lee], do you think we should organize [a picnic or a party]? (Ask a weaker candidate to choose between two options)57. [Miss Lee], what do you think about [organizing a music party]? (Ask a weaker candidate for views on a point)58. Excuse me. Perhaps we s hould hear [Mr. Chan]’s opinion. [Mr. Chan], what do you think about…59. [Miss Chan], do you think the idea will work?60. [Miss Chan], can I ask if you would agree that [the competitive strengths of Hong Kong are deteriorating (香港的競爭力正在轉差)]?61. [Miss Chan], would you like to say a few words on…?62. [Mr. Chan], we haven’t heard from you yet. What’s your opinion on…?63. [Mr. Chan], you agree with me, wouldn’t you?64. Would anyone care to comment?65. Let us, I mean all of us, take part in the discussion.66. Which one do you prefer? X or Y?67. Mr. Chan, do you have any comment on my idea?Skill 21. Have I expressed myself clearly (我有清楚表達自己嗎？)68. Do you get me?69. Ok so far?70. Do you see my point?71. Have I made my point clear? /Have I made myself clear?72. If there ‘s anything you are still not clear about, please let me know.74. Are you with me?75. Do you follow me? / Are you following me? (你明白我的話嗎？)76. Does it make sense to you?77. Does that seem to make sense?Skill 22. Ask for clarification (要求澄清)78. If I understand you correctly, you're saying that…79. May you be simpler about what you have just said?80. Could you explain your idea further?81. Could you elaborate your point/ idea?82. Pardon me, but are you really certain about it?83. Do you mean to say [drug abuse are common among artists]?84. Hang on! What are you talking about?85. I’m sorry. What’s the meaning of…?Skill 23. Clarifying (自我澄清)86. What I mean is…87. What I’m trying to say is…88. Let me put you in the picture. (讓我把情況告訴你)89. What / All I’m trying to say is that…90. I was merely stating the fact that…91. I was just making the suggestion that…92. To put it simple, I mea n…93. I’m sorry I haven’t made myself clear. My point is…94. Let me put it another way / Let me explain it in another way / To put it another way / To put it in other words, I’m saying that…95. Sorry, I think I was wrong to say…96. I said, could [social workers give students a hand (幫助)]?Skill 24. Avoid awkward silence (打破冷場)97. Let’s be more outspoken / active.98. Time is running short. Should we say something about…Skill 25. Add a point to what you / others said (給自己或別人之前的話添加論點)99. Let’s go back to the point of [Mr. Chan]. I would like to add something here.100. Before jumping to a conclusion, I would like to say something more about…Skill 26. Interim summing up (小結，但非總結)101. So we all agree that…102. It seems we all think that…--------------------------------------------------------------------------------------Skill 27. Prevent digression (say so only when you are sure that a member has side-tracked)(阻止離題)1. I’m afraid we are a bit off the point here. We are discussing…, rather than…2. Our discussion is going off track, let return to the subject of …3. Hang on, can we stick with that point about [property hegemony (地產霸權)]?5. I’m sorry. I think we have to return to the topic of [the advantages of abolishing school uniform].6. An interesting point, but we are talking about [unethical business practices], I think it will be great to…7. I think we're going around in circles now. Today’s topic is…8. This would be some sidetracking from the topic although it might be a good point which deserve our attention after discussion. Today’s topic is…9. Excuse me. I’m afraid we have gone off the topic. We should be discussing… Shall we go back to the point?10. [Mr. Chan], I am afraid we’re not talking on the right track here / talking about the right thing here.11. I see what you mean but I think we should stick to the topic at hand.12. That is all well said but it would be better if we limit out discussion to the given topic.13. I understand your point but I do not find a link between what you say and our given topic. Could you please return to the main point?14. That is not the main point under discussion. Let’s now come to the main topic.15. I’m sorry. You are a little bit off the topic / off the track. You mention A, but we are talking about B. Do you feel the same?’Skill 28. Go to the next topic (下一話題)16. Let’s move on to…?17. Let's go ahead to the next point, which is ...18. It seems that all of us have voiced our opinions / given our views on this topic. Shall we move on to the next one, which is [how Hong Kong society views people with tattoos / read out the next point]?19. So if we agree about this topic, let's look at the next one, which is…20. Do you mind if we move on to the next point, which is…21. Okay, should we move along to next item?22. Well what’s th e next thing we have to decide?23. Well, let’s move on to another point now, shall we?Skill 29. Stop members from repeating the same point (叫停重復論點)24. Right, I think we’ve covered that point already.25. I’m afraid we are repeating our arguments.26. I’m afraid we’ve said enough about that.27. Let’s move on to another area. It seems that we have discussed this in full already.Skill 30. Challenge others (質疑別人)28. Your suggestion sounds good, but have you considered its feasibility?Skill 31. Refrain from arguing (克制、退卻、免吵)29. Excuse me, there’s no point in arguing. We should try to reach an agreement on…30. As time is running short, let’s not argue over this point. We’d better discuss…31. Hang on. I think you two have all you say. Shall we listen to [Mr. Chan]’s idea?Skill 32. Interrupt / interfere (打斷/介入)32. Good point, [Miss Chan], what do you think about [inviting a teacher to act as our M.C.]? (The secret is to agree with the dominant candidates first and then redirect the conversation to another candidate or the group.)33. [Mr. Chan], I agree with your point about [budgeting] but what does the rest of the group think? (Interrupt, and ask other members34. Sorry to interrupt, but...(interrupt, and then speak yourself)35. Can I come in at this point?36. Excuse me, may I say something37. I’m sorry, sorry to interrupt. Not bad of your idea but I’ve an alternative idea. That is…38. Sorry for interrupting you, but you seem to digre ss. Our topic is concerned with…39. Could I add something to what you said about…Skill 33. Move the discussion along when an aggressive member tries to take too much time and monopolize the discussion (制止一人佔用太多時間)40. Thank you [Mr. Chan]. Your idea is really good, but other members are also eager to state their views, could you please give thema chance to speak?Skill 34. Defend against interruption / interference (不讓打斷／介入)41. Excuse me, Mr. Wong, we are here not to argue / debate / compete, but to complete a task / solve a common problem / work out our ideas together. Would you please let me finish my point first?42. Excuse me, could I just finish this point first? And I would try to be as brief as possible.43. Would you just let me make my whole point first, please?44. Sorry…but may I finish my point first?Skill 35. Return to your point after being interrupted / interfered (被人打斷／介入之重回本身論點再談)45. As I was saying…46. To return to / go back to my point…47. Where was I? Oh yes, I was talking about.Skill 36. About to conclude (快將總結)48. Does anyone want to contribute before we wrap up the discussion?49. As the time is going to be over, should we make a conclusion on the points of our discussion?50. It seems that we don’t have any more ideas to contribute but I would really like to do a summary of the discussion. May I?Skill 37. Pre-empt a conclusion (指人過早總結)51. Excuse me, before we conclude, may I say something about… first?52. Would you mind if I finish my point before we sum up?Skill 38. Complete discussion (完成討論)53. So, to conclude…54. To sum up then, …55. We have got three ideas in all…56. In brief, they…57. In short, we…58. It seems we’ve finished our task / discussion, and we can stop here.59. That’s all we have discussed today. Thank you everyone.60. We have finished our discussion. Thank you everybody.。