speaking activity 口语课材料
教师资格证面试英语听说课教学设计模版
教师资格证面试英语听说课教学设计模版一、听说课教学设计Title: [Lesson Title]Grade Level:Duration: 40 minutesLearning Objectives:Language Ability:●To comprehend spoken English on [Topic] with attention tovarious accents and speech rates.●To produce spoken English fluently and accurately using thevocabulary and structures related to [Topic].Cultural Awareness:●To gain insights into the cultural context of [Topic] and toappreciate cultural diversity.Thinking Quality:●To critically analyze the content of the listening material, makeinferences, and evaluate viewpoints.Learning Ability:●To demonstrate effective learning strategies such as activelistening, note-taking, and self-assessment.Materials:●Audio recording of the listening text●Handout with the transcript and key vocabulary●Whiteboard and markers●V ocabulary cards or flashcards●Timer●Group work materials (e.g., paper and pens)Teaching Procedures:Warm-up (5 minutes)●Begin with a quick ice-breaker activity related to [Topic] toactivate students' background knowledge.Introduction (5 minutes)●Introduce the lesson's topic and objectives, and provide a briefoverview of the cultural context.Vocabulary Introduction (5 minutes)●Present key vocabulary with definitions, examples, and culturalnotes to enhance understanding.Pre-Listening Activity (5 minutes)●Engage students in a prediction activity based on the topic andvocabulary, encouraging them to think about what they mighthear.First Listening (10 minutes)●Play the audio recording for the first time, focusing on the mainidea and general understanding.●Discuss the main points as a class to check comprehension. Detailed Listening (10 minutes)●Play the recording again, this time focusing on specific details.●Students take notes and answer detailed comprehension questions. Group Discussion (5 minutes)●Students discuss the listening material in small groups, focusingon cultural insights and critical analysis.Speaking Activity (5 minutes)●Organize a role-play or debate activity where students use thelanguage structures and vocabulary in a communicative context. Reflection and Self-Assessment (2 minutes)●Students reflect on their listening and speaking performance,identifying areas for improvement.Wrap-up (2 minutes)●Summarize the key points and learning objectives, reinforcing theimportance of the skills practiced.Homework Assignment (1 minute)●Assign homework that includes further listening practice andspeaking activities to be done individually or with a partner. Assessment:●Formative assessment through class participation and groupdiscussions.●Summative assessment through a speaking task or presentation. Differentiation:●Provide additional support for students who struggle with thelanguage by offering simpler tasks or more guidance.●Challenge advanced students with more complex languagestructures or additional vocabulary.Reflection:●Reflect on the effectiveness of the lesson in achieving the learningobjectives.●Consider how the lesson could be improved for future classes.二、听说课教学设计Title: [Lesson Title]Grade Level: High SchoolDuration: 40 minutesLearning Objectives:Language Ability:●To understand complex spoken English on [Topic] with attentionto various accents and speech rates.●To effectively communicate in spoken English using thevocabulary and language structures related to [Topic].Cultural Awareness:●To explore and compare cultural aspects related to [Topic] fromdifferent perspectives.Thinking Quality:●To apply critical thinking skills in analyzing the listening materialand formulating reasoned arguments.Learning Ability:●To employ innovative learning strategies such as collaborativeinquiry, digital storytelling, and peer feedback.Materials:●Audio recording of the listening text with various accents●Interactive digital platform for note-sharing●V ocabulary and cultural context slides●Mobile devices or laptops for online research and interaction●Role-play props or costumes●Multimedia presentation toolsTeaching Procedures:Warm-up (5 minutes)●Use a multimedia presentation to introduce the topic and engagestudents with a culturally relevant video clip or song. Interactive Vocabulary Introduction (5 minutes)●Utilize a digital platform for interactive vocabulary games orquizzes to introduce key terms.Cultural Immersion (5 minutes)●Engage students in a virtual cultural tour or use VR technology toexplore the cultural context of [Topic].Innovative Pre-Listening Activity (5 minutes)●Conduct a "mystery accent" guessing game where students listento short clips and identify the accent.Interactive Listening (10 minutes)●Play the audio recording and use a digital platform for real-timenote-sharing and discussion.Deep Listening and Analysis (5 minutes)●Students listen again, focusing on details, and use a collaborativeinquiry approach to explore deeper meanings.Critical Thinking Discussion (5 minutes)●Organize a Socratic seminar where students engage in a structureddialogue, analyzing and debating the content.Digital Storytelling (5 minutes)●Students create short digital stories or podcasts using the languageand cultural insights from the lesson.Interactive Speaking Activity (5 minutes)●Use role-play with props or costumes, incorporating technologyfor interactive feedback (e.g., audience response systems).Peer Feedback and Self-Assessment (2 minutes)●Students provide constructive feedback to peers and self-assesstheir performance using a digital rubric.Reflection and Wrap-up (2 minutes)●Reflect on the lesson's objectives and the innovative methods used,discussing the effectiveness and areas for improvement. Homework Assignment (1 minute)●Assign homework that includes further exploration of the topicusing digital tools and preparing for a follow-up discussion. Assessment:●Continuous assessment through digital participation and peerfeedback.●Summative assessment through the quality of digital storytellingand speaking activities.Differentiation:●Offer tiered tasks for different levels of learners, ensuring allstudents can engage meaningfully with the content. Reflection:●Reflect on the innovative teaching methods used and their impacton student engagement and learning outcomes.。
英语口语考试材料
英语口语考试材料As an author of English oral exam materials, I understand the importance of providing comprehensive and effective resources for students preparing for their English speaking tests. In this document, I will provide a variety of materials and tips to help students improve their English oral skills and perform well in their exams.Firstly, it's essential for students to practice speaking English regularly. This can be done by engaging in conversations with classmates, friends, or family members. Additionally, students can practice speaking by recording themselves and listening back to identify areas for improvement. This regular practice will help students feel more confident and comfortable speaking English during their oral exams.In addition to regular practice, it's important for students to expand their vocabulary. One effective way to do this is by reading English books, newspapers, and magazines. By exposing themselves to a wide range of vocabulary, students can improve their speaking and comprehension skills. Additionally, students can make use of online resources, such as vocabulary lists and flashcards, to further expand their word bank.Furthermore, students should focus on improving their pronunciation and intonation. One way to do this is by listening to native English speakers and imitating their speech patterns. Watching English movies and TV shows can also help students pick up on natural intonation and pronunciation. Additionally, students can practice tongue twisters and speaking exercises to improve their articulation and fluency.Another important aspect of English oral exams is the ability to express opinions and ideas clearly. Students should practice discussing various topics and expressing their thoughts in a coherent manner. This can be done through participating in group discussions, debates, or presentations. By practicing structuring their thoughts and expressing themselves clearly, students can improve their ability to communicate effectively during their oral exams.Lastly, it's important for students to be familiar with common conversation topics and question types that may appear in their oral exams. This includes topics such as hobbies, travel, education, and current events. Students should practice discussing these topics and answering related questions to prepare themselves for the types of conversations they may encounter during their exams.In conclusion, preparing for an English oral exam requires regular practice, vocabulary expansion, pronunciation improvement, clear expression of ideas, and familiarity with common conversation topics. By utilizing the materials and tips provided in this document, students can enhance their English oral skills and perform well in their exams. With dedication and consistent effort, students can build the confidence and proficiency needed to excel in their English oral exams. Good luck!。
中职英语说课稿5篇
中职英语说课稿中职英语说课稿5篇作为一名人民教师，时常需要用到说课稿，借助说课稿我们可以快速提升自己的教学能力。
说课稿要怎么写呢？以下是小编为大家收集的中职英语说课稿，希望能够帮助到大家。
中职英语说课稿1教学目标和要求本课是第2课时，教学目标主要是对课文中的对话进行阅读、巩固和拓展。
要求通过学习，学生能达到以下要求：1.知识目标能够牢固掌握好课文对话中的重点词汇词组；阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，特别要求记忆Sarah所说的话并能当堂表演对话。
能够拓展对话，根据图片内容创作一段对话。
2.能力目标能够独立阅读课文对话，能够正确理解课文对话并根据提示完成对话，能够用英语表达歉意和接受道歉并学会为工作中所犯的错误致歉。
能够拓展对话，完成看图说话并把每张图片的对话内容连在一起形成一段对话。
3.情感目标通过小组讨论，培养同学们的交际能力和团队合作精神；不同的教学目标和要求A.对于基础相对好的同学，能够阅读对话并且根据提示完成对话，运用已经学会知识让学生分角色进行口语练习，能当堂表演对话，能够拓展对话，根据图片内容创作一段对话。
B.对于基础中等的同学，能够完成课文对话，分角色进行口语练习，能当堂表演对话。
C.程度较弱的同学，要求能够熟练掌握课文中的生词和词组，能够正确完成课文对话。
教学重点英语道歉和接受道歉的词汇及表达；学习英语在工作中犯错误的表达；根据提示完成对话；表演对话；教学难点根据提示完成对话，表演对话，拓展对话，根据图片创作对话。
学情分析该班部分学生英语基础比较好，部分比较薄弱，学习的主动性参差不齐，性格普遍也比较内向。
教学指导思想鉴于以上情况，本人在教学活动中采用任务型教学，充分调动学生学习的主动性，积极性，自觉性，充分体现课堂上学生为主，教师为辅，师生互动的指导思想，让每一个学生都能"动"起来，不同层次的学生都能有一定的提高。
教学活动热身练习：整堂课的教学活动设计是由易到难的。
初中英语听说课教案范文全英文版
初中英语听说课教案范文全英文版全文共3篇示例，供读者参考篇1Middle School English Listening and Speaking Lesson PlanI. Lesson Objectives:1. Students will be able to listen to spoken English and understand the main idea and important details.2. Students will be able to speak English fluently and accurately in a variety of situations.3. Students will be able to communicate effectively in English by using appropriate vocabulary and grammar.II. Materials Needed:1. Audio recordings of native English speakers2. Pictures or cards for vocabulary and discussion activities3. Worksheets for listening and speaking exercises4. Whiteboard or blackboard for writing key points and vocabularyIII. Procedure:1. Warm-up (5 minutes): Play a short audio clip of English conversation and ask students to listen and discuss what they heard in pairs. This will help students get into the listening mode and activate their listening skills.2. Vocabulary Introduction (10 minutes): Introduce new vocabulary related to the audio clip or the theme of the lesson. Use pictures or cards to help students understand and remember the words better.3. Listening Activity (20 minutes): Play an audio recording ofa native English speaker talking about a specific topic. Ask students to listen carefully and take notes on the main points and important details. After the recording, lead a class discussion on what they heard and check their understanding.4. Speaking Practice (20 minutes): Divide students into small groups and give them a speaking task related to the listening activity. For example, ask them to discuss their opinions on the topic, role-play a conversation based on the audio clip, or make a presentation using the information they learned.5. Feedback and Evaluation (10 minutes): Provide feedback on students' language use and communication skills during the speaking practice. Encourage peer evaluation andself-assessment to help students improve their English proficiency.6. Wrap-up (5 minutes): Review the key vocabulary and language structures learned in the lesson. Assign homework or additional speaking activities for students to practice outside of class.IV. Assessment:1. Listening comprehension: Evaluate students' ability to understand spoken English and follow the main ideas and details.2. Speaking fluency: Assess students' ability to speak English confidently and fluently in a variety of situations.3. Vocabulary and grammar: Evaluate students' use of appropriate vocabulary and grammar in their speaking activities.V. Extension Activities:1. Listen to more audio recordings of different accents and speech patterns to expose students to a variety of English language styles.2. Conduct pair or group discussions on different topics to practice speaking and listening skills in a more interactive setting.3. Organize a speaking competition or debate among students to enhance their communication and presentation skills in English.Overall, this lesson plan aims to improve students' listening and speaking skills in English through interactive and engaging activities. By providing opportunities for students to listen to authentic language input and practice speaking in meaningful contexts, they will develop the confidence and proficiency needed to communicate effectively in English.篇2Middle school English Listening and Speaking Lesson PlanLesson Title: Introducing YourselfGrade Level: Middle schoolObjective: Students will be able to introduce themselves and talk about their likes, dislikes, and interests in English.Materials: Whiteboard, markers, flashcards with vocabulary words, pictures of different activitiesWarm-up (10 minutes):- Begin the lesson by asking students to stand up and form a circle.- Lead them in a game of passing a ball around the circle while saying their names.- This will help students get comfortable speaking in English and creating a positive classroom atmosphere.Introduction (5 minutes):- Write the following questions on the board: What is your name? How old are you? Where are you from?- Explain that today's lesson will focus on introducing themselves in English and talking about their likes and dislikes.Presentation (15 minutes):- Use flashcards with vocabulary words related to hobbies, likes, and dislikes.- Give examples of sentences like "I like swimming" or "I don't like playing video games" and ask students to repeat after you.- Show pictures of different activities and ask students to talk about whether they like or dislike them.Practice (20 minutes):- Divide students into pairs and have them take turns introducing themselves to each other.- Encourage them to ask questions and find common interests.- Walk around the classroom and listen to students speaking in English, offering help and corrections as needed.Production (15 minutes):- Have each student stand up and introduce themselves to the class.- Encourage them to use the vocabulary and sentence structures they have learned.- After each student has introduced themselves, ask the class to guess their likes and dislikes based on their presentation.Wrap-up (5 minutes):- Review the vocabulary and sentence structures learned in the lesson.- Encourage students to continue practicing introducing themselves in English outside of the classroom.- Assign homework to write a short paragraph about themselves, including their name, age, hometown, and likes and dislikes.Extension:- For advanced students, have them create a dialogue with a partner where they introduce themselves and have a conversation about their interests.- Play a game where students have to guess each other's likes and dislikes based on clues given by their partner.This lesson plan is designed to help middle school students improve their English listening and speaking skills through interactive activities and practice. By focusing on introducing themselves and talking about their likes and dislikes, students will become more confident in using English in real-life situations.篇3Middle School English Listening and Speaking Lesson PlanI. Lesson Title: My HobbiesII. Objectives:1. Students will be able to introduce themselves and talk about their hobbies.2. Students will practice listening to a conversation about hobbies.3. Students will practice speaking about their own hobbies.III. Materials Needed:1. Whiteboard and markers2. Audio recording of a conversation about hobbies3. Handouts with vocabulary related to hobbiesIV. Procedure:1. Warm-up (10 minutes):- Begin the lesson by asking students to share their favorite hobbies with the class.- Write down some of the hobbies on the board and discuss them briefly.- Introduce the topic of the lesson: My Hobbies.2. Listening (15 minutes):- Play the audio recording of a conversation between two people talking about their hobbies.- After the recording, ask students some comprehension questions to check understanding.- Discuss any new vocabulary that was introduced in the conversation.3. Speaking (20 minutes):- Divide the class into pairs and ask students to talk to their partner about their own hobbies.- Encourage students to ask follow-up questions and engage in a conversation with their partner.- Walk around the class and monitor the students' discussions, offering feedback and assistance where needed.4. Vocabulary Practice (10 minutes):- Hand out the vocabulary handouts to the students.- Have students work in pairs or small groups to match the hobbies with their definitions.- Review the answers as a class and discuss any questions or misunderstandings.5. Role Play (15 minutes):- Divide the class into groups of four.- Assign each group a scenario related to hobbies (e.g. planning a weekend activity, discussing a new hobby).- Have students perform the role play in front of the class.- After each role play, provide feedback on the students' performance and language use.6. Wrap-up (5 minutes):- Review the main points of the lesson and ask students to share one thing they learned or enjoyed.- Assign homework for the next class, such as writing a short paragraph about their favorite hobby.V. Assessment:- Students will be assessed on their ability to participate in the speaking activities, engage in conversations with their peers, and use vocabulary related to hobbies accurately.VI. Extension Activities:- Have students create a poster or presentation about their hobbies to share with the class.- Organize a hobby fair where students can display and talk about their hobbies with their classmates.VII. Reflection:- After the lesson, reflect on what went well and what could be improved for future lessons on the topic of hobbies in English listening and speaking.。
英语口试材料（Englishspeakingmaterials）
英语口试材料（English speaking materials）Guidance materials for NMETEnglish oral examination is generally divided into three steps, the first is to interview, to see whether the candidates are correct facial features, enunciation is clear, pronunciation is accurate, and hearing is sensitive. Second, by reading foreign words, phrases, sentences and short passages, the language, intonation and reading skills of the candidates are examined. The examination questions shall be made up of several sets and replaced from time to time to ensure that the oral examination is not disclosed. After entering the examination, the candidates will randomly withdraw the questions and prepare them for 1 minutes in the oral examination room, then read the passage or answer questions according to the prompts in the test paper. Each candidate's interview time is normally controlled within 3~5 minutes. The scoring method was divided into excellent, good, qualified and unqualified, and the results were evaluated by oral teachers. Oral examination results will serve as a reference for college admission.Examination contentExamine the contents of the following 4 aspects, one is the tone of voice, read a passage, it should pay attention to the group, the tone to the tone, pause to pause. The two is the ability to spell, meeting new words while reading this requires candidates to understand speech rules, can read the new words. Three is the skill of reading, including the falling tone, the rising tone, stress etc.. Four is expression, communication, candidates can conduct simple communication with the examiner.Examination skillsEnglish speaking ability has been accumulated for a long time. It can not be accomplished overnight. But attention test taking skills can improve the oral test result. The teacher gave the candidates the following advice.Attention meter. Dress as a student, and don't make people feel sloppy.Behave gracefully. Enter the examination room, give the examiner a nod, ask for a sound, generous and natural.Don't make small moves. Some students, due to nervous or usual habits, are often accompanied by bad little movements, such as constantly touching the ear or nose, looking at the ceiling and so on. You should overcome the tension, the teacher does not want to beat you, but to test your English level.Pay attention to your pronunciation and intonation. For our province's candidates, we should pay special attention to the accuracy of pronunciation such as F, h, N and L. When reading a dialogue, the examinee should distinguish the roles, and simulate the speaker's intonation according to the different situations of the dialogue.Pay attention to the meaning and pause of sentences. Pay attention to the length of the pause between paragraphs, and don't read it in one breath.Pay attention to the British mind. In the dialogue with the examiner, the content of the answer should not be translated from Chinese to English, which will not only affect the time of the answer, but also affect the quality of the answer.Don't simply answer "yes" or "no"". As for general questions, you should express your opinions as much as possible. For example, the examiner asked the English teacher's class, the examinee can not simply answer "yes", should also be appropriate to start. In particular, when candidates encounter what, when and other "wh" start, or to "how" at the beginning of the problem, pay special attention to, these problems are often not a sentence, two sentences will be able to articulate the problem, you can answer a few more. Candidates to express the content of the rich, to the examiner's feeling is the examinee's language, thinking is active, the ability to grasp the language of strong.Moderate speed. Reading should not be too fast, nor should it be too slow. Too fast, the pronunciation may be wrong; too slow, people feel that a word, a word pronunciation, affect coherence. It's better to read at intermediate speed.Be logical. Before you answer a question, think about what to say first, then what to say, not to say this for a moment, and then say, "it feels terrible.".Avoid repetition. Do not repeat what you have said or repeat the examiner's questions.Pay attention to using your oral English in the interviewprocess. When talking to an examiner, use appropriate language functions according to actual needs, such as greeting, asking for repetition, expressing ignorance, apologizing, thanking, saying goodbye, etc.. For questions that are not clear, you can say "Pardon please" and ask the examiner to repeat it. But not repeated too many times, because it shows that the examinee's hearing is not pass.Matters needing attention：First pass: verify admissionCandidates at the designated time to arrive at the test site, waiting in line to enter the examination room, at this time should be prepared admission ticket, entrance examination oral, held in hand to facilitate inspection. Candidates must be admitted to the designated test site, the test results of non designated test sites are invalid. Please don't take anything unrelated to the examination when you enter. The test places are not set up.The second pass: receive batch number, report cardThe oral test is in accordance with the room number in batches, so the candidates need to receive batch number after the authentication, stating the candidates of the exam and interview transcripts in batches; receive is blank, candidates need to test in the waiting to fill in to the examiner.Third: the examAfter receiving the batch number and report card, the examinee will wait in the waiting room. At this point you can fill out the part of the report card which you need to fill in.The fourth pass: pro formaExamination teacher will be in batches to bring candidates into the pro forma classroom,Candidates will be handed out an examination paper. Candidates have about 10 minutes of pro forma, you can seize the time to familiar with the test questions, prepare the answer. Please note that the test room test is only pro forma, candidates can not bring out the test room.The fifth pass: import test roomThe test teacher will take the examinee to the different interview room according to the batch number of each candidate. The examinee will submit the oral report card to the examiner, and then accept the examiner's questions. Each venue has two examiners, one examiner, a supervision, to ensure the fairness of the score. The interview time is usually 5-7 minutes.The sixth pass: into the loungeAfter the interview, the teacher will test the candidates into the lounge for a short stay, to ensure that there is a period of time that the exam candidates and exam candidates can not meet. In the examination room, usually 1 hours or so will replace the oral exam questions, so candidates in the loungestay time is usually about 15 minutes.Each of these steps will be followed by the teacher, and the examinee will not have to worry about going to the wrong examination room to interfere with the examination. In fact, as long as there is a certain basis, a good mentality and a certain degree of self-confidence, generally can easily face the entrance exam, foreign language oral exam, and achieved ideal results.Opening greetings (Greeting):The teacher:Self introduction: such as:The teacher: Next one, coming, please!Candidates: Thank you!Or:The teacher: Good morning/afternoon!Candidates: Good morning/afternoon!The teacher: Please introduce yourself, please.Candidates: Ok.My name "is" I'm 14. "Years old, and I study in No. School ofCeheng. My 1 Middle school is beautiful. I'm very happy in the school.The examiner: Your family?Candidates: My FamilyThere, are, three, people, in, my, They, are, my, father, family., my, mother, and, me.My father is a My mother is an.Salesman/teacher/worker/farmer... Engineer/nurse/doctor (I)a student. My. Am father and my mother usually go to work by car. I usually go to school on foot. Sometimes I go by bike.My, father, likes, playing, Chinese, very, much., My, mother, likes, watching, TV., I, like, reading, chess, books., This, is,, my, family.,, Do, you, family, like, my?The teacher about your daily: How life?Candidates: My, daily, lifeThough, my, daily, life, is, extremely, monotonous, I, try, hard, to, adapt,, myself, to, it., Why? Because I intend to be a good student. I wish to render service to my country. I get up at six o'clock every day. After I wash my face and brush my teeth, I begin to review my lessons. I go to school at seven o'clock. After school is over, I return home. We usually have supper at seven o'clock. Then I begin to do my homework. I want to finish it before I go to bed.Part 1 reading aloud ReadingThis part asks the examinee to read the given article, which is equivalent to the relevant English text in senior high school. The essay reads as follows:(1) the basic problem of phonetics.(2) meaning group and pause. Sentences can be divided into segments according to meaning and structure. Each paragraph is called a group of meanings. In English it is called sense group. Each group of meaning has its special meaning. Before you read each essay, you should identify the group. Thus, when speaking and reading aloud, there can be a certain pause between the Italian group and the Italian group, and the air can also be exchanged so that the meaning can be expressed more clearly. In the same sense group in one breath to finish without pause between each word should be. Between the Italian group and the Italian group, there is no pause or pause.(3) the main tone, rising tone and falling tone two. The general tone for sentence adverbial and general interrogative sentence, in a complete sentence in each coordinate component at the end of a parallel composition using the former tone. Such as: I have three English books two Chinese dictionaries, and five pens.A general falling used in declarative sentence tail and special questions, especially should pay attention to is the general question answer. Such as: Do you have a map in your hand? The question must be answered: Yes general, I do general. This Yes must be I do must also be falling.(4) liaison and loss of explosion.They are easy to grasp. In a sense group, read the last consonant of the previous word with the vowel at the beginning of the latter. Explosive failure is a difficult skill in reading. When the two adjacent ones together, often in front of a plosive to keep a position, but not blasting, immediately behind the pause.In the exam, displayed on the screen of the capacity more than normal speed within the specified time can cover the content, regardless of the speaker's speech is fast, can not be within the specified time will be all finished. Therefore, as long as the candidates read at normal speed, and can focus on pronunciation and intonation and other aspects, not the pursuit of speed and the blurred reading the article, the. In the preparation period, to pay attention to each sentence pause, unreadable broken. Even if you do not know the word, do not stop halfway, but in accordance with their own understanding, to read it out of the sense of language (in fact, this is one of the examination intentions). As long as reading aloud, coherence does not affect the overall picture.The second part, quick answer Quick ResponseFirst of all, make sure that the question is not to answer questions, but to respond appropriately to the sentences you hear. The difficulty of this part is that there is no situational hint. The examinee must judge the sentence in the moment after hearing the sentence. What sentence should be usedbefore and after the sentence?. Then, make sure a correct answer.When you hear an examination question, first of all, you should find out the type of the sentence: general question or special question. Is it a declarative sentence or an imperative one?. You should grasp the first question word, which determines the content of your answer sentence. A second word auxiliary verb that determines the tense or voice of your answer. Of course, other words also play a different role, but in contrast, the information provided by these two words is particularly important.Some candidates answer when they hear the candidates. In fact, in the exam, each examinee heard the title is not exactly the same, followed by others answer is absolutely suffer. The examination should pay attention to avoid the incomplete response or give an irrelevant answer:For example, the content of the recording is "Please say hello to your parents.", and the correct response is "I will, thank you", but many candidates answer "Hello"".Again, "You, aren't, a, are, you," the correct response is "No, I, am, a, teacher", but some candidates respond to "Yes, I, am," or "Yes, I, am, not, teacher, a, not, teacher"".Again, the "Don't forget to post the letter for me." correctly responds to "No, I want.", but many candidates answer "Yes, I won't"".There are students, no matter what the question will be answered "I beg your pardon" or "I don't know.", this situation will not be given points.The third part, situational questions, Question, RaisingCandidates are required to make questions within the specified time for the situation they are reading. The content is correct and the questions are correct. There is at least one particular question that cannot be repeated.Since the topic gives you the scene, it is necessary to make a few factors from the given scene: who is the protagonist of the scene, who is the object of the conversation, the time, place and content of the scene. In the exam, candidates should first calmly analyze the sentence's subject predicate object structure, and do not have to pay attention to the unknown words. Who, what, which, or adverbial of the subject, object, object, etc., when, where, why, how and so on, try to avoid unfamiliar words, and make them efficient and concise. In the question, as long as the attention to meet the requirements of the situation, the sentence structure is complete. Such as:Mary, has, just, returned, Australia., You, plan, to, go, there, too., Ask, her, about, the, country, or,, anything, you, are, interested, from, in.Which, place, would, you, recommend, me, to, visit, there (candidates) (special questions)Is, it, easy, to, apply, for, scholarship, in, Australia(candidates) (general questions)The fourth part talks about Topic TalkingCandidates are required to express ideas and express their views in a coherent and fluent way. Such topics often involve social, family, school, environmental, sports, ethics, networking, and so on. These are closely related or popular topics in everyday life.Candidates will also see their supporting videos when they see the subject on the screen, which is intended to provide more information to candidates. Candidates can be used according to the situation or not.The content of this part of the examination is actually an oral composition oral composition.(1) from the structure to consider, the article must be complete. In beginning, to open the door, topic sentence. in this essay must contain keywords in topic sentence. Some students did not sort out a clear line of thought in a hurry, the answer did not speak a few words, continue to go on.(2) the passage must have content. If the topic is "An unforgettable experience", it should describe a specific activity. The essay marking the teacher to hear you speak, feel you participate in the activities of really attractive, unforgettable. Can not rely on the accumulation of many adjectives, but do not have a specific story to tell you that the event memorable, the best shortcut is to learn from the text,the collection of material made from reading articles and practice.The fifth part looks at the words, Picture, DescribingThe key to this part is that candidates should first read the pictures, define the pictures, and then describe them. When you get the picture, you should see all the clues in the picture: except for the characters, all other background information should be clear. Often in addition to characters, the picture also provides information about the time and place of the story. The starting sentence in the picture provides the background of the tense and the story. It is important to note that..:(1) if the starting sentence is the general present tense, the picture is also based on the present tense; if the beginning is the present continuous tense, the picture is based on the present progressive tense and the present present tense.(2) the person question, such as the beginning sentence, is described in the first person, and the description of the picture uses the first person, such as the beginning sentence, which provides a name (third person), and the description of the picture also uses the third person.(3) find out the inner relationships of the pictures you see, and find the theme of this set of pictures.。
初中口语课教案模板全英文
Subject: English (Oral English)Grade Level: Middle SchoolDuration: 45 minutesObjective:- To improve students' speaking skills through interactive activities and real-life scenarios.- To enhance students' confidence in using English in daily conversations.- To introduce new vocabulary and phrases related to the lesson topic.Materials:- Whiteboard and markers- Projector and computer for multimedia presentations- Handouts with vocabulary and phrases- Flashcards with pictures- Timetable or clock for time management- Audio or video clips related to the lesson topicPreparation:- Prepare the handouts with new vocabulary and phrases.- Create or find suitable audio or video clips that relate to the lesson topic.- Prepare flashcards with pictures to accompany the vocabulary.- Design interactive activities that encourage speaking and participation.Lesson Plan:I. Introduction (5 minutes)- Greet the students and establish a positive learning environment.- Briefly introduce the lesson topic and its relevance to real-life situations.- Ask the students if they have any prior knowledge or experiences related to the topic.II. Warm-Up (10 minutes)- Start with a brief icebreaker activity to get the students comfortable with speaking.- Example: "Think-pair-share" activity where students discuss a question or topic in pairs and then share with the class.III. Vocabulary Introduction (10 minutes)- Introduce new vocabulary and phrases using flashcards or the whiteboard.- Provide definitions and examples in both English and the students' native language.- Engage students in activities such as:- Matching the new vocabulary with their definitions.- Using the new words in sentences.- Playing a vocabulary game, such as "Simon Says" or "Memory Match."IV. Listening Activity (10 minutes)- Play an audio or video clip related to the lesson topic.- After listening, ask the students to summarize what they heard or answer questions about the content.- Encourage students to use new vocabulary and phrases they have learned.V. Speaking Practice (10 minutes)- Divide the class into small groups or pairs.- Assign a speaking task or scenario related to the lesson topic.- Example: Role-playing a conversation at a restaurant or discussing environmental issues.- Monitor the groups and provide feedback and assistance as needed.VI. Presentation and Feedback (5 minutes)- Choose a group or pair to present their speaking activity to the class.- Encourage the rest of the class to actively listen and participate in the feedback session.- Provide constructive feedback focusing on the use of new vocabulary, grammar, and fluency.VII. Review and Homework (5 minutes)- Review the main points of the lesson, including new vocabulary and phrases.- Assign homework that reinforces the lesson's objectives, such as:- Writing a short paragraph using new vocabulary.- Creating a mind map of the lesson topic.- Researching a related topic and preparing a presentation for the next class.VIII. Conclusion (5 minutes)- Summarize the lesson and reinforce the learning objectives.- Encourage students to practice their speaking skills outside of class.- Thank the students for their participation and dismiss the class.Assessment:- Evaluate students' participation and speaking skills during the lesson activities.- Assess the homework assignments for understanding and application of new vocabulary and concepts.- Provide individual feedback to help students improve their speaking abilities.。
英语口语讨论教案模板范文
Subject: English Language ArtsGrade Level: [e.g., 8th Grade]Unit Topic: [e.g., The Impact of Technology on Daily Life]Lesson Title: "Discussing the Pros and Cons of Technology in Our Lives"Duration: 1 hourObjective(s):1. To improve students' speaking skills by engaging in a structured discussion.2. To enhance students' ability to express their opinions and support them with evidence.3. To foster critical thinking and listening skills through collaborative learning.Materials:- Whiteboard or projector- Handouts with discussion questions and prompts- Timer- Markers or pens- Student handouts for taking notesPreparation:- Prepare a handout with the discussion questions and prompts.- Familiarize yourself with the topic to provide insightful responses and facilitate the discussion.- Create a comfortable and interactive classroom environment.Lesson Procedure:1. Introduction (10 minutes)- Greet students and briefly review the topic of the day: "The Impact of Technology on Daily Life."- Ask for students' initial thoughts on the topic. Encourage them to share their personal experiences.- Introduce the purpose of the lesson: to discuss the pros and cons of technology in our lives.2. Warm-Up Activity (5 minutes)- Divide the class into small groups of 3-4 students.- Provide each group with a list of quick questions about technology (e.g., "What is your favorite app?", "Do you think technology makes you more or less productive?").- Allow the groups to discuss these questions and share their thoughts with the class.3. Discussion Introduction (10 minutes)- Explain the structure of the main discussion:- Each group will present their findings on the pros and cons of technology.- The rest of the class will listen actively and ask questions or share their opinions.- Hand out the discussion questions and prompts to each student.4. Group Presentations (20 minutes)- Assign each group a specific aspect of technology to discuss (e.g., social media, smartphones, educational technology).- Allow each group a maximum of 5 minutes to present their findings and opinions.- Encourage students to use evidence from their research or personal experiences to support their points.5. Main Discussion (20 minutes)- After all groups have presented, open the floor for a class discussion.- Use the provided questions and prompts to guide the conversation.- Monitor the discussion, ensuring that all students have the opportunity to speak and that the discussion remains respectful and constructive.6. Reflection and Summary (10 minutes)- Ask students to reflect on what they have learned during the discussion.- Summarize the main points discussed and highlight any interesting insights or opinions shared.- Encourage students to consider how they can apply what they've learned to their own lives.7. Homework Assignment (Optional)- Assign a reflective writing task, such as writing a short essay on how technology has impacted their lives or how they can use technology more responsibly.Assessment:- Evaluate students' participation in the discussion based on their contribution to the conversation, their ability to express opinions, and their use of evidence.- Assess the quality of the group presentations and the depth of research conducted.- Review the homework assignment to gauge students' ability to reflect on the topic and apply the lesson's concepts.Note: This template can be adapted to fit various topics and grade levels. The duration of each section can be adjusted based on the class's needs and the complexity of the topic.。
English Speaking activity
Story telling
key words: globalization, “made in China” ,clothes, happy, mobile phone, iphone, sad, bad weather , dota, CCTV ,oil ,price, devastating , harmonious society， Google ，android ， helpful? New perspective（新理念），English, crazy, Computer ,communicate ,transportation, Windows XP ,
• She sells seashells by the sea shore. The shells she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells seashore shells.
music time
She hangs out every day near by the beach . … She looks so sexy when she’s walking the sand . Nobody ever put a ring on her hand. Swim to the oceanshore fish in the sea. She sings to the moon and the stars in the sky… She is the heaven-sent angel you met…. She is so pretty all over the world She puts the rhythm , the beat in the drum She comes in the morning, in the evening she’s gone Every little hour every second you live . Trust in eternity that’s what she gives
英语口语考试材料
英语口语考试材料English Oral Exam Materials。
English oral exam is an important part of language assessment, which requires students to demonstrate their speaking ability in various situations. In order to prepare for the exam, it is essential to practice speaking English in different contexts and improve both fluency and accuracy. Here are some materials and tips for English oral exam preparation.1. Vocabulary and Expressions。
Start by building a strong foundation of vocabulary and expressions. This includes everyday vocabulary, idiomatic expressions, and phrases for specific topics.Practice using these words and expressions in conversations, role-plays, and discussions to become more comfortable with them.2. Pronunciation and Intonation。
Pay attention to pronunciation and intonation, as they play a crucial role in effective communication. Practice speaking clearly and confidently, and work on your intonation to convey different emotions and attitudes.Listen to native speakers and imitate their pronunciation and intonation patterns to improve your own speaking skills.3. Speaking Practice。
英语口语课材料
英语口语课材料In the dynamic and globalized world we live in, the importance of English cannot be overstated. It is not just a language; it is a bridge that connects people from diverse cultures and backgrounds. Among the various skills associated with English, speaking fluently holds a special place. English speaking classes, therefore, play a pivotal role in equipping students with the ability to communicate effectively in this global language.The charm of English speaking classes lies in their ability to transform passive learners into confident speakers. Through interactive sessions, students are encouraged to engage in meaningful conversations, practice their pronunciation, and enhance their vocabulary. These classes are not just about grammar and vocabulary; they are about developing a comfort level with the language and its culture.However, learning to speak English fluently is not always easy. It requires dedication, practice, and perseverance. One of the biggest challenges students faceis the fear of making mistakes. This fear often leads toshyness or reluctance to participate actively in class. It is crucial for teachers to create a safe and supportive learning environment where students feel encouraged to speak freely without fear of judgment.Another challenge is the rapid pace at which English is spoken in native contexts. Often, students find itdifficult to keep up, leading to feelings of frustration and inadequacy. To overcome this, teachers can introduce techniques such as slowed-down audio, role-plays, and simulations to help students familiarize themselves with natural speech patterns.Despite these challenges, the benefits of taking English speaking classes are immense. It not only improves communication skills but also boosts confidence and self-esteem. Being able to speak English fluently opens up a world of opportunities, both professionally and personally. It allows individuals to travel, study, and work in different countries, experience different cultures, and make connections with people from all over the world.In conclusion, English speaking classes are a crucial part of language learning. They provide a platform forstudents to develop their speaking skills, overcome their fears, and embrace the beauty of this global language. While the journey may be challenging, the rewards are well worth the effort. By investing in our speaking abilities, we are not just enhancing our language skills; we are also opening ourselves up to a world of limitless possibilities. **英语口语课的魅力与挑战**在我们生活的充满活力和全球化的世界中，英语的重要性不言而喻。