英语场景二 安徽大学 口语测试
英语场景二：
A: Hi! Guys!It has been three months since we got into the university.What do you gain from your college lives?
B: I think that as a freshman ,I got away from my parents so long for the first time for going to college, so my independence has been improved a lot.
A: Yeah,I also have been more and more independent since I went into college.What about you,C?
C: As for me,I have learned how to deal with the relationship between study and life.I also have known that I should learn how to spend my money wisely.
B:Really?
C: At least,I think so...(Laughter)I think I have got enough experience from Double Eleven.By the way,in your minds, what’s the main difference between college life and high school life?
A: Hmm...In high school,I have to study all the time. But my college life is more colorful .I have more time to do what I want.That’s great!
B: Well,that’s so! But as for me ,the biggest difference is that we need to offer to study .Unlike the time in high school ，now we can choose when to learn, what to learn and how to learn.Besides, now we need to participate in the student union，social activities and voluntary activities,which test our ability and enrich our experiences. That’s also different from the life in middle school .
A:Yeah，that’s right!It reminds me that our schoolmates are very friendly,especially the older schoolmates . I still remember when I was new here,they always tried their best to help me patiently.And this is what impressed me most in the college life.
B:That’s true!For me,our environment of learning gives me the deepest impression.The classrooms are clean, warm and bright.And there are thousands of books in the library.In our university,we can see many students reading something at the hallway or doing their work in the library and classrooms.”Perfect”may be the best word to describe learning conditions,I think.It suits me.
C: In my opinion,the better teachers are what really impresses me.What cannot be neglected is that they have higher levels of teaching.They can teach us the knowledge that our former teachers cannot.And we can get help from them when taking part in some important contests.And it’s very useful for us to apply for many kinds of awards.
A: Sounds that we all don’t hate our college life.
C :Sure!Exactly,I love it.I do believe that we can gain a lot from it.Not only the knowledge in books,but also the life.
B:Right.
大学英语口语测试试题
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大学英语口语考试参考范例
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第三版新视野大学英语4英语口语考试文章
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大学英语四(视听说)口语测试试题+答案
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小学四年级英语口语测试方案
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桐庐县小学英语口语测试实施方案 （讨论稿） 英语作为国际交往和科技、文化交流的重要工具，具有工具性和人文性双重性质。小学英语课程的目的是激发学生学习英语的兴趣，培养他们对英语学习的积极态度，使他们建立初步的学习英语的自信心，培养学生一定的语感和良好的语音、语调基础，使他们形成初步用英语进行简单的日常交流的能力，为进一步学习打下基础。根据教育部《义务教育英语课程标准》，为全面提高我县小学英语教学质量，全面评价学生学习英语情况，结合我县教学现状，制定桐庐县小学英语口语测试实施方案。 一、测试目的 1. 了解、检查小学各年级学生英语学习状况，着重考查学生口语表达及实际运用所学语言的能力。 2. 了解教师在使用教材，贯彻落实英语课程标准等方面的情况。 3. 优化评价方式。促进学生个性化、多元化的发展。 二、事项说明 1. 测试时间：每学年第二学期5月。三个模块同时进行，每位学生平均用时大约2～3分钟。每所学校检测用时约1.5小时。 2. 被测学校：同类学校（或四类学校选同类学校抽测）。 3. 测试地点：被测学校（候测室与检测室）。 4. 被测学生：三～六年级随机抽测一个年段。随机抽取被测班级，从被测班级中随机抽取30名学生。（或按学校学生数，等距抽取。） 5. 测试员（教师）：全县安排13个监考组，每组3名监考教师，其中1名为组长，每组一天完成三所学校监考工作。监考教师由教研室组织人员并进行培训。 6. 测试内容：三个模块，包括自主展示、即时朗读、综合运用。 三、测试流程 （一）测试准备 1. 被测学校：准备两间教室（工作室），一间为测试室，一间为候测试。 2. 被测学生：测试前，测试教师组长随机抽取被测年段一个班，然后再从被测班级中抽取30名学生，男女生比例相等。年级人数少于30人的按实际人数。测试开始5分钟前，每组10人带本学期课本在候测试等候。 3. 测试教师：测试教师分工，每位教师负责检测一个模块并当场打分。 （二）测试过程 测试开始，一名学生在候测试（测试教师1处）完成第一模块自主展示模块后，进入测试室从测试老师手中抽取即时朗读题目完成第二模块，最后至第三位老师处抽取第三模块综合运用题目并完成测试。所有考生依此进行。
大学英语口语论文
大学英语口语论文 【关键词】大学英语口语教学改革口语测评体系学习动机理论 1.大学英语口语教学现状 英语作为一种国际性的语言交流工具, 在对外活动中发挥着越来越重要的作用。但是, 大学英语指导委员会的最近一项调查发现; 用人单位对大学生的英语综合能力不满意, 他们认为只有5% 的大学生有较强的口语,口语能力差或很差的大学生占37%。显然，传统的教学, 由于教师注重培养学生的认知能力, 而忽视学生的 动机、情感等非智力因素对语言学习的重大作用，已无法满足现代英语口语教学的需求。在当前大学英语口语教学过程中普遍存在的一个问题是: 大部分学生对英语口语学习缺乏学习动机, 造成 大学生总体口语能力不能达到教学大纲的要求和社会的需求, 有 的学生英语口语能力甚至还停留在中学水平, 不能适应实际英语 交际过程的需要。如何才能激发大学生英语口语学习动机, 提高大学生的英语口语能力呢? 2.教学理论在大学口语实践中的应运 良好的教学效果离不开科学的教学理论在实践中的合理应用。 ellis 指出: 动机是指学习者由于需求和欲望而为学习语言所作的努力。加拿大学者gardner 和lambert 从社会心理学角度
出发分析外语学习, 把外语学习看作社会心理现象, 强调学习态 度和学习情景对学习者行为的影响, 并把外语学习动机归纳两大类: 工具型动机(instrumental motivation)和溶合型动机(integrative motivation), 工具型动机是指语言学习者为通过考试、就业。溶合型动机是指学习者希望与目的语言的人群和文化交流融合, 对语言学习采取积极的态度。 3.激发大学生英语口语学习动机的途径 3.1 改变传统的教学模式, 创建以学习者为中心的教学模式, 充分调动学习者的主动性和积极性 在以学习者为中心的教学模式中, 教师在选择教学内容时， 可以充分考虑到学习者的实际需要, 用多种教学手段如演讲、话题讨论、主题辩论、角色扮演、讲故事等多种教学方式来促进学生的英语口语学习。例如: 在以话题讨论为形式的英语口语教学过程中, 教师给学生提供一个话题“marriage”以供他们讨论, 教师准备好几个问题帮助学生拓展讨论思路。“what’s your ideal marriage?”“why do you think so?”“should students marry in university?”“support your idea with detailed information.” 3.2 减轻学生的焦虑心理, 构建和谐的师生关系, 营造良好 的课堂气氛 焦虑是影响语言学习的较大情感障碍。语言学习中的焦虑主 要是指学习需要用外语或第二语言进行表达时产生的恐惧或不安。