英语口语练习（精选12篇）
英语口语练习 篇1
随着经济文化的全球化及对外交流的不断扩大, 社会对在校学生外语水平尤其是口语交际能力也提出了更高的要求, 随着改革开放形势发展, 中外交往也变得日益频繁, 运用英语进行口头交际的需求越来越迫切, 为此, 以提高学生英语口语交际能力为目的的口语教学也越来越受到大家的重视。
目前英语口语课堂教学观念相对落后, 仍没摆脱以教师为中心, 以传授语言知识和技能为主的传统教学模式。教师处于居高临下的地位, 教师决定学生该做什么, 何时做, 怎样做, 他们把许多应该让学生做的事情都做了, 使学生处于一种被动、消极的地位。口语课堂中学生听得多, 说得少, 学生的口语实践机会过少, 从而限制了学生口语交际能力的培养。
根据新课改理念及现代外语理论, 口语教学的目标是培养学生学会用英语进行口头交流, 表达思想。为了达到这一目标, 我们就应该首先打破传统的口语教学模式、教学方法, 在使用新教材的过程中, 针对新教材的特点, 多考虑如何调动学生的积极性, 多重视贯彻听说领先的教学思想。下面笔者试就口语教学课堂练习进行分析探索, 以寻求有效的对策, 进而提高教学效果, 真正达到口语能力提升的目的。
我在实际的教学中, 主要有下列一些做法:
一、创造良好的课堂氛围, 营造以学生为中心的开放式口语教学
强调以学生为中心, 鼓励学生对知识主动探索、主动发现。这就要求学生由知识的被动接受者和知识的灌输对象转变为信息加工的主体、知识意义的主动建构者;要求教师要由知识的传授者、灌输者转变为学生主动建构知识意义的帮助者、促进者。英语学习的首要任务是学生学而不是教师教。.英语口语课成功与否, 我认为关键在于是否拥有一个良好的课堂氛围, 师生是否明确各自在口语课上的作用:教师不应是课堂口语教学的中心, 而应是其组织者、协调者, 是学生学习热情的激发者, 是学生口语实践的合作者;学生则应由听讲者变成自觉学习者、研究者和参与者。总之, 口语教学应倡导全方位交流, 形成以学生为中心的开放式课堂口语教学。比如我在总结第七单元Useful expressions时, 有“表达喜欢”或“不喜欢”的句型, 我每说一个句型, 就让学生自己填充。我先说:I like…, 一学生就会说:I like watching TV, I likejogging等, 在pair work阶段, 我常常鼓励学生与同伴大胆用英语谈论指定的话题, 然后在众人面前表演。在谈论过程中, 我经常走下去, 给予适当指导, 同时也给予他们勇气与信心。Pair work活动开始时我常常先安排一些有口语基础且表演欲望强的学生给大家作示范, 然后渐渐过渡到基础一般的同学, 可以让更多的学生都能有表演的机会。对一些平时不怎么开口说英语的同学, 要多给些表扬与掌声。每当一个小组获得最后的冠军时, 喜悦之情完全溢于言表, 全班同学都随着欢呼起来, “胜利”, “冠军”这对同学们来说是多么的需要而又多么的宝贵呀!
二、注重和谐的师生情感, 激发学生学习英语口语的兴趣
课堂气氛的融洽与否、师生情感交流与否对学生学习情绪及学习兴趣影响极大, 在平时的课堂教学中教师必须要时刻注意师生间情感的沟通, 关注每一个学生的学习状态及精神面貌。课堂上教师面对的是一个个活生生的人, 每个学生都有自己的兴趣、能力、气质、性格等不同的个性特征, 教师应针对学生的个别差异因材施教, 充分调动他们学习的自觉性和积极性。在进行英语口语课堂练习中, 我能根据难度以适当的问题提问适当的学生, 使每个学生都能感受到教师对他的重视, 也使他们看到自己在学习上的进步, 从而增加学好英语口语的自信心。记得一次课上我对着幻灯片上的一张“健康俱乐部”的图片问一个口语比较差的健伟同学:What’s this?他一开始没听明白我的意思, 我重新对着他再问了一遍, 并亲切地对他说:please stand up, try to answer the question。他从我的目光中看到了老师对他的关注, 便认真思考了起来, ”club”他轻声说, 我提示:是“健身”俱乐部, 旁边有同学提醒他, 他突然想起来了:“keep-fit club?”眼神中同时流露出一丝疑惑, “very good!, sit down!”我马上表扬了他。从此以后, 他课上表现更专心了, 回答英语问题也变得更积极主动了, 这种变化让我感到欣喜。同学们喜欢我, 更喜欢听我的英语课。师生关系融洽了, 学生就会自然而然地喜欢老师上的课。现在每逢同学们上到英语课时, 精神都非常的振奋, 情绪也非常的高昂, 这是学好英语的前提和保证呀。
三、在听的基础上培养说的能力, 坚定了英语口语教学的热情
要让学生开口说英语, 首先要培养他们听英语的良好习惯。只有听得清楚才能开口模仿, 模仿准确了就会有信心, 也就会愿意继续去听、去说。只有多听, 才知道英语是怎样说的, 才会逐渐减少汉语表达的影响。平时我在具体的课堂英语听力教学中, 我首先给学生介绍发生的场景, 请学生先看有关的表格或图片, 如有必要可以先帮助学生复习表中的词汇, 让他们清楚听对话时要捕捉的信息。在听的时候, 我常要求学生在了解题目意图并浏览题目的基础上全神贯注地听, 并能做出正确的判断。通过设计的练习是一些打钩的题目, 比较简单, 在学生听完第一遍就可能得出答案, 因而此时我常先找几个同学说出他们的答案, 并找出可能存在的问题或争议, 再让学生带着这些问题与出现的争议听第二遍录音以解决刚才的问题。在解决所有问题的基础上, 可要求学生跟读录音, 模仿语音语调, 最后解决对话中的语言点。我发现这样的听力练习能调动学生的学习积极性, 能创造学生之间积极向上的竞争氛围, 而且更重要的2.正确处理计算机辅助教学与传统媒体教育的关系。传统的教学方法是人们在长期的教学过程中反复实践总结出来的。特别是在形体知识的教学中, 许多年来一直采用的实物演示, 讲解和操作是行之有效的, 也是不可缺少的, 甚至是其他方法不能代替的。计算机辅助教学虽然有其他电教媒体所不可比拟的优势, 但不同的电教媒体所具有的功能是不一样的, 同样也具有自己的局限性。在课堂上, 计算机只是一种教学工具, 和黑板、粉笔一样, 只不过现代化水平高一点, 因而, 教师在讲课中不要完全依赖计算机, 不要把课堂变为课件展示。在实际应用中, 像几何形体教学中面积公式、体积公式的推导, 采用多媒体教学比较适宜;而计算题及应用题的教学采用一些其他教学媒体比较适宜。有时我们可以把多种媒体适当地配合使用, 相得益彰, 反而会收到较好的效果。
3.运用计算机辅助教学要做到有的放矢。运用CAI进行教学, 图文声并茂, 形象生动, 对于教学那些内容抽象、学生理解吃力、传统的教学模式难以奏效的而且有适于CAI形式的内容, 才能得到最佳的效果, 若使用不当, 则画蛇添足, 效果往往不佳。因此, 只有根据学生的心理特点, 并根据教学内容, 把多媒体运用到掌握知识的刀刃上, 才能取得事半功倍的效果。在现阶段, 能直接用于计算机辅助教学的现成的CAI课件很少, 远不能满足课堂教学的需要, 更谈不上根据学生的不同情况使用不同的课件了。目前在计算机辅助教学中所用的CAI课件几乎都是任课教师自己编制的, 但是, 由于任课教师都不是计算机专业的, 因而要求他们用计算机编制CAI课件, 困难可想而知。不过不论任课教师在教学实践中采用什么软件来制作计算机辅助教学课件, 都应遵循一个原则:能突破教学难点, 对课堂教学有用, 做到有的放矢。另一方面, 任课教师在用计算机进行辅助教学时, 除了在课件上下大工夫, 让课件尽量符合本节课的要求, 能解决教学难点之外, 还应在教学基本功上多钻研, 提高教师的讲课水平和驾驭课堂的能力, 使自己的课在教学水平方面上一个大的台阶, 而让计算机课件起到锦上添花的作用。同时还应注意到, 计算机课件的设计应体现“以人为本”的原则, 把学生放在主体位置上, 着重于学生能力的培养, 体现学生的思维方式, 而不是老师的思维方式, 让学生在课件的引导下, 学习新知识, 建构自己的知识体系, 形成自己的思维方式和解决此类问题的能力, 让学生理解此难点内容的实质所在, 彻底掌握此知识点, 教学的目的是使学生脱离课件后仍然能解决问题。
CAI应以动画和图形为主, 并辅以简明的文字。从心理学的角度来看, 动画对人脑的刺激最强, 其次是图形, 最后是文字。CAI就是要给学生“强刺激”, 从而留下深刻的印象。但是如果刺激过长, 也会疏散学生的注意力, 反而降低了学习效率, 使多媒体技术在课堂上的应用失去了它应有的价值。所以, 在教学中应把握住“度”, 把CAI教学内容与学生的“学”结合起来, 做到适可而止。
以上说明, 教师如果要充分发挥CAI的教学优势, 就要不断地改进教学方法, 重视培养学生的创新能力和自主学习能力。在制作CAI教学课件时, 应遵循适时性、主体性、互补性、适度性等原则。另外, 教师要努力提高CAI的制作水平, 正确发挥计算机的辅助功能。只有这样才能真正实现课堂教学的改革, 促进信息技术与学科课程的整合, 全面推进教育现代化的不断发展。
摘要：本文根据《国家英语课程标准》从英语口语教育的必要性入手, 分析当前职中英语口语教学中面临的一些问题, 探索英语课上如何使学生开口英语。笔者认为在现代英语口语教学中, 教师应创造良好的课堂气氛, 设置合理的口语交流情境和材料, 启发学生进行发散性的思维。这样教师在教学中充分发挥学生的主体能动性, 只有在课堂上重视对学生口头交际能力的培养, 才能提高教育教学效果, 增强学生的交际能力, 达到国家课程标准的要求。
关键词：新课改,口语,效果
英语口语练习 篇2
关键词: 英语口语强化练习
导读: 一些学生朋友经常会抱怨在英语口语强化练习时，总是得不到一个好的学习效果，归根究底，主要是在很多方面没有注意到，特别是在英语口语强化练习的时候没有一个好的效果是不行的。
关于英语口语强化练习的一些方法，其实语境的注意事项是我们不可否认的，接下来我们就来看看到底是什么样的语境才是符合口语练习的，比如一些嘈杂、喧哗的场所就一定不是首选之地，最重要的就是要有外国的语言氛围才行。
语境准确则是英语口语强化练习的一个更高层次要求，即在什么环境下说什么话。这一方面要求同学们通过听、读去了解外国文化。另一方面就是通过语境练习让自己熟悉某一种特殊语境。假设自己处于某种语境中，然后去练习自己该怎么说，设想对方会有什么反应，自己如何回答。这种练习最好是两个人或多个人一起做。当同学们熟悉如何应对各种语境时，在真正处于某种环境时就能够轻松准确应对了。
英语代词用法练习 篇3
_____ time left.
A. few B. a few C. little D. a little
（ ） 2. There is still _____ meat on the plate.
A. few B. a few C. little D. a little
（ ） 3. —Mom，Jim bought a parrot yesterday. Could you
please buy _____ for me？
—Sure. But you must look after it yourself.
A. one B. this C. it D. that
（ ） 4. Come on，Sure！Here’s _____ about the English
Speech Contest.
A. something special B. anything special
C. nothing exciting D. special something
（ ） 5. —Which of the two T-shirts would you like？
—_____. I don’t like their styles.
A. Either B. Both C. None D. Neither
（ ） 6. —Bob， can you see the boys over there？
—___are my cousins. Let’s go and say hello to them.
A. This B. Those C. That D. These
（ ） 7. Tom is the right person to show the foreigners around，
for_____ of us can speak English.
A. all B. each C. both D. none
（ ） 8.Yao Ming is a famous basketball star _____ played in
the NBA.
A. whose B. who C. what D. which
（ ） 9. _____my mother _____ my father cooks dinner，my
grandmother does.
A. Either...or B. Neither... nor
C. Both...and D. Not only...but also
（ ） 10. Look！Sonia looks worried. There must be _____
wrong with her.
A. nothing B. something C. anything D. everything
（ ） 11. —Do you know_____ Deng Chao is？
—He is an actor.
A. which B. when C. what D. that
（ ） 12.There are enough cups for each visitor to have___.
A. one B. it C. this D. that
（ ） 13.—Would you like some pear juice？
—Yes，please. It’s my favorite. I think_____ is
more delicious than pear juice.
A. something B. anything C. nothing D. everything
（ ） 14. —Does Tom have any friends in the school？
—No， he has_____ friends here， he is new .
A. few B. a few C. little D. a little
（ ） 15. —Is there any milk in the cup？
—I’m afraid there is____ milk left.
A. some B. any C. no D. not
（ ） 16.It was a long journey， but_____ of them four felt
boring.
A. neither B. both C. none D. all
（ ） 17.—Who helped you with your English？
—_____！I learned it all by myself.
A. Nobody B. Anybody C. Somebody D. Everybody
（ ） 18.—Is the girl_____ is sitting under the tree your
friend？
—Yes， she is my best friend.
A. whom B. which C. who D. whose
（ ） 19. I’d like to tell you the table manners you
should know when you visit Korea.
A. which B. who C. what D. whom
（ ） 20. I have_____ to do. Please give me_____ to read.
A. something；anything B. nothing；something
C. nothing；everything D. anything；something
英语易错题对比练习 篇4
The building _______ now will be our school.
The building _______ next year will be on theother side of the street.
A. build B. being built C. built D. to be built
2. Is this school _______ you visited last week?
Is this the school _____ you visited last week?
Is this school ______ you work now?
Is this the school ______ you work now?
A. the one B. the one where
C. where D. that
3. ______ the key to the door, he looked veryworried.
______ in thought, he almost ran into the tree before him.
A. Lose B. Having been lost
C. Losing D. Lost
4. I remember _____ the light. You see, it’s dark.
Remember____ the light in order to save electricity
A. to turn off B. turning off
C. turned off D. turn off
5. ______ we all know, China is a great country with a long history.
The sports meeting is put off, _______ is whawe want.
A. Which B. which C. As D. as
6. _______ that he was wrong, he said sorry tous.
_______from the top of the mountain, the city looks more beautiful.
______ the mountain clearly, he fi nd a telescope.
A. See B. Seen C. Seeing D. To see
7. I would rather stay at home ______ going to the cinema.
I didn’t go to the cinema, ______, I stayed at home.
A. instead B. instead of
8. He was arrested _______ what he has stolen from the bank.
He came to school late ______ he didn’t catch the fi rst bus.
It must have rained last night, _______ the ground is wet.
A. because B. because of C. for D. since
9. He was lazy, ______, he did not pass the exam.
He succeeded ______ his hard work.
A. as a result B. as a result of
10. ______ on the top of the hill, and you will see the while city.
______on the top of the hill, you will see the while city.
A. Stand B. Standing
11. You had better speak slowly and clearly to make yourself ______.
You had better speak slowly and clearly to make all of us ______.
A. understand B. understood
12. Jean is _______ a good teacher _______ all of the students respect her.
Jean is _______ a good teacher _______ all of the students respect.
A. such; as B. such; that
C. so; as D. so; that
13._______many times, he still couldn’t makehimself understand.
_______many times, but he still can’t makehimself understand.
A. He has been told B. Having told
C. Having been told D. Tell
14. I will never forget the best days ________ we spent together in the _________ countryside.
I will never forget the days _______ we live together in the countryside.
Oct.1, 1949, ______ is very special for the Chinese people, will be remembered by all of us.
A. which B. that C. when D. then
15.______ he said so made the teacher angry.
______ he said made the teacher angry.
A. That B. Which C. What D. Whether
16. There was a sudden lightning, ______ by a terrible thunder
There was a silence ______ the terrible noise.
A. follow B. following
C. to follow D. followed
17. _____ is known to us that our school football team has won the match.
_____ is known to us, our school football team has won the match.
____ is known to us is that our school football team has won the match.
A. What B. It C. Which D. As
18. There are 60 people in my classroom, ______the teacher.
There are 60 people in my classroom, the teacher ________.
A. including B. included
19. This is our teaching building, in front of______ there is a big playground.
This is our teaching building and in front o______ there is a big playground
A. that B. which C. it D. this
20. He wants ________ his watch because it doesn’t work.
His watch wants ______ because it doesn’t work
A. repair B. repairing
C. to repair D. repaired
21. If you are busy, have your brother _____ it for you.
You had better have your letter ________if you can’t do it
His teacher had him _______ the new words all day because he can’t remember them.
I have an important letter _____today.
A. to write B. writing C. written D. write
22. There is a colour TV in my house and I like ______ very much..
I don’t have a TV.I will buy ______this year.
The TV in your classroom is bigger than _______in ours.
A. one B. it C. that D. this
23. He saw the headmaster ______at the back of the classroom when he entered.
This plane can _______ 200 people.
A. seat B. seated C. seating D. to seat
24. He ______a girl with a lot of money.
He has been _____to a girl for two years.
A. marry B. marries C. married D. to marry
25. He is used to _______in the countryside.
We used to ______together when we are young.
A. living B. live
26. There was much time left, you ______ much.
There is much time left, you ______ much.
A. needn’t hurry B. didn’t hurry
C. needn’t have hurried D. can’t hurry
27. My brother likes to live in the room _______windows facing the sea.
My brother likes to live in the room _______windows face the sea.
A. whose B. its C. with D. and
28. It was 7 _____ they arrived in Tokyo.
It was at 7 _____ they arrived in Tokyo.
A. when B. that C. which D. what
29. Which is _____ larger country, America or China?
Which is _____ larger, America or China?
A. the B. a C. very D. /
30. Who would you like to _____ there with you, Rose or Mike?
Who would like to _____ there with you, Roseor Mike?
A. go B. to go C. have go D. have gone
31. My friends asked me ______ I was getting onwith my classmates.
My friends asked me ______ I was getting on well with my classmates
A. if B. how C. what D. it
32. If he goes to school by bus, ______.
He goes to school by bus, ______.
A. so I do B. so do I C. so will I D. so I will
33. He’s getting better, so ________ is no need to send for a doctor.
He’s getting better, so ______ is unnecessary to send for a doctor
A. that B. it C. there D. which
34. — May I go and play with Tom this afternoon, Mom?
— No, you cannot go out _____ your work is being done.
— May I go and play with Tom this afternoon, Mom?
— No, you cannot go out ______ your work has been done
A. whether B. until C .as D. with
35. I will go to Beijing this weekend. Do you have anything ______ to your son?
You will go to Beijing this weekend. Do you have anything ______ to your son?
A. take B. to take C. to be taken D. taken
36. He dislikes to play the violin and _____.
He doesn’t like to play the violin and ______.
A. so do I B. so I do C. nor do I D. nor I do
37. They ought to have attended the meeting, forthey ______several times of it.
They ought to attend the meeting, for they ______several times of it.
A. have been invited B. had been invited
C. have been informed D. had been informed
38. There were so many beautiful things that it was hard _____.
There were so many beautiful things that they were hard _____.
A. choosing B. choosing from
C. to choose D. to choose from
39. In the two years’ time, they _____ on the project.
In two years’ time, they _____on the project.
In the past two years, they ______on the project.
A. have worked B. will work
C. worked D. had worked
40. — How would you like your coffee?
— _______.
— How do you like your coffee?
— _______.
A. It’s well done B. The stronger, the better
C. One cup; that’s enough D. Very well
41. Meeting my uncle after all these years was an unforgettable moment, ____ I will always treasure.
Meeting my uncle after all these years was an unforgettable moment ____ I will always treasure.
A. that B. one C. it D. what
42. ______ he will return to his native land.
______ he returns to his native land.
A. It is long before that
B. It is before long that
C. It won’t be long before
D. It will be long before that
43. We hadn’t been out for long ___ she felt sick.
We were not out for long ___ she felt sick.
A. when B. as C. while D. after
44. Jenny _____ here on time this time.
Jenny _____ here on time this time.
A. come B. came C. comes D. was coming
45. The secretary worked late into the night, ______a long speech for the president.
The secretary worked late into the night ______a long speech for the president.
A. prepared B. preparing
C. to prepare D. was preparing
46. We all _____ Liu Hua, our monitor.
We all _____ Liu Hua our monitor
A. helped B. thought C. wanted D. elected
47. He said nothing _____ made her angry.
He said nothing, _____ made her angry
A. what B. that C. which D. as
48. Hard work results ______success.
Success results ______hard work.
A. in B. from
49. We go to school ________ except Sunday.
In order to improve your spoken English, you should practice _____ English.
A. every day B. everyday
50. He usually goes to school at 7 ____ the morning.
He came to school late ____ a rainy morning.
A. on B. in
51. Would you mind if I _____ here?
Do you mind if I ______ here?
Do you mind my _____here?
A. smoke B. smoking
C. smoked D. to smoke
52.I doubt _____ he can help us when we need his help.
I don’t doubt ______ he can help us when we need his help
A. that B. if C. which D. what
53.— Is _____ here? — No, Li Ping isn’t here.
— Is ____at home? — Yes, please come in.
— I really don’t know how to make a good relationship with that person over there.
— Just be careful. He is really ______ here.
A. everybody B. anybody
C. somebody D. nobody
54. He is one of the boys who ____ from the USA.
He is the only one of the boys who ____ from the USA.
A. is B. are
55._____ being ill makes his mother worried.
_____ being ill, his mother was worried.
A. He B. His C. That he D. It
56.___ seems a long time before we meet again.
After_____ seems a long time, we meet again.
A. What B. It C. what D. it
KEY TO THE EXERCISES
1.CBD 2.ADBC 3.CD 4.BA 5.CB
6.CBD 7.BA 8.BAC 9.AB 10.AB
11.BA 12.BA 13.CA 14.BCA 15.AC
16.DB 17.BDA 18.AB 19.BC 20.CB
21.DCBA 22.BAC23.BA 24.BC 25.AB
26.CA 27.CA 28.AB 29.AD 30.CA
31.BA 32.CB 33.CB 34.CB 35.CB
36.AC 37.DC 38.CD 39.CBA 40.BA
41.BA 42..BC 43.AB 44.AB 45.BC 46.AD
47.BC 48.AB 49.AB 50.BA 51.CAB 52.BA
雅思英语口语练习 篇5
1. A teenager you know.
2. A person who is trying to protect the environment.
3. A person who you never met in person and you would like to know more about.
4. An intelligent person. [New]
5. Someone who didn’t tell the whole truth. [New]
6. An interesting old person. [New]
7. A person you wanted to be similar when you were growing up. [New]
8. A beautiful or handsome person. [New]
9. A person you like to work or study with. [New]
1. Describe A Teenager You Know.
You should say:
how old he/she is
how and where you met him/her
what kind of person he or she is
and explain how you feel about him or her./explain whether you like or dislike this person and why.
2. Describe A Person Who Is Trying To Protect The Environment.
You should say:
who this person is
how she/he is protecting the environment
what is the most difficult part of protecting the environment
英语口语练习 篇6
关键词：初中英语；练习和实践；口语训练；活动实施
英语作为一门语言，首先是交流的工具，而口语是最重要、最直接的交流方式。反观现行的初中英语教学，只注重应付书面的考试，对口语交际能力练习没有引起足够的重视，以至于许多学生都是聋子英语和哑巴英语。为此，英语课程标准中强调“采用有针对性的语言教学途径，培养学生综合运用英语进行交流”，在新课改精神的鼓励下，笔者结合一线教学经验，对怎样引导学生通过练习和实践来提升英语口语能力进行探索与研究。
一、多听多读
听是信息的输入，只有认真地听标准录音，才能更好地模仿正确的英语发音，成就高质量的英语口语交流。因此，英语教学中，听和读必须占一定比例的课时，这样大家才能牢固把握正确读音。当然，听只是信息的输入，要想生成能力还得练习跟读，我们可以进行如下操作：第一步，让学生听并模仿朗读。这个过程一定不要急躁，教师要注意发现学生跟读中发现的错误，并及时帮其修正。例如：外研版Module 9 A trip to the zoo时，笔者就先放录音给大家听，然后让大家跟着录音训读，随时指导他们注意正确的发音及语气。然后进入两两分组，相互练习和指导，让学生相互发现对方的问题，并共同学习与进步，期间我们一定要对容易读错的单词诸如：“elephant，kangaroo，bamboo”等进行个别训读指导。第二步，教师对学生朗读的态度、声调及语气进行全面把关。许多学生口语不好就是因为胆小，不敢开口，因此我们一定要鼓励大家学李阳那样朗读英语时达到“疯狂”的忘我境界，不要怕错，知道错了才能改，讳疾忌医才会积累问题。朗读过程中声音要洪亮，句子的重音、节奏、连续和失去爆破等一定要能做到不误不倒，不增不潺。
二、情境引导
单纯的重复练习确实枯燥难耐，初中生恰恰处于躁动的青春期，处理不当，他们可能会开小差，影响训练效果。针对这个情况，笔者从他们的认知规律出发，设置了符合他们认知发展的英语情境中活泼的角色扮演来引导他们训练与尝试交流，收到了良好的效果。
角色扮演就是设定一定的故事情节，并将需要练习的口语内容融入进去，然后让学生分角色进行活动表演，在绘声绘色的表演中不知不觉提升了他们的口语能力，摆脱了其不敢开口的困
境。实践操作中，角色扮演首先要重视话题选择，设置符合学生生活和学习实践的大家比较愿意分享的话题。例如：针对死板的教材内容学生们更愿意自己来发挥，比如针对外研版7下Module 2 Spring Festival，当学生掌握基础知识后，我们就可以让他们分享一下自己的春节故事。其次，话题要紧密结合教材内容，可以适当拔高，但不要太简单和太难。最重要的就是角色扮演中我们要适时鼓励学生的积极性，引导他们尽快融入角色。例如：教学外研版7下Module 5 My hometown and country 的過程中，我们不要让学生单纯地介绍，要让他以导游的身份来给我们分享家乡的风土人情，这样才有利于让学生自然地投入情境。需要注意的是角色扮演的过程中为了让学生能够得到全面的口语训练，难易不同的角色扮演应该交替使用，这样才能让每位学生都完成训练目标，达
成教学目的。
三、课外活动
课外英语活动是课堂的有效延伸，是学生灵活的练习机会。这里的交际活动不同于角色扮演，活动的大部分是真实的、自然的，学生通过用英语进行交际能够逐步养成用英语思维的习惯。英语沙龙的开展可以通过以下途径：
1.课堂教学的延伸
学习“Module 5 Healthy food ”后，教师就可以组织交际活动：调查班中学生的饮食爱好并拟定一个菜单，以小组为单位进行餐厅消费，尝试运用英文进行交流。课堂教学的延伸训练能够让学生更进一步巩固所学知识，将英语句型、语法、口语等知识运用到实际生活之中。
2.创设英语角
英语角是固定场所内英文学习者的交流活动，来英语角的人必须使用英语交流。例如：根据“Summer travel plans（暑假旅游计划）”“Sports star（体育运动明星情况）”“Entertainment News（娱乐新闻）”等内容进行讨论。英语角的创设既丰富了学生的课余生活，又营造了和谐的学习氛围，充分体现了“以人为本”的英语学习理念。
综上所述，初中英语教学一定要打破传统的只重卷面能力的桎梏，要从学生感兴趣的角度入手，设置相应的训练方法，给予适当的交际机会，通过朗读训练、角色扮演活动、英语沙龙设计等方式让学生有更为真实的口语训练空间、更为准确的指导方向，实
现口语能力的全面提升。
参考文献：
[1]郑晖.新课标下初中英语口语交际教学的研究与策略[J].现代阅读：教育版，2011（22）.
[2]周彩燕.浅议新课程标准下初中英语口语教学[J].文理导航：上旬，2012（2）.
（作者单位 广东省惠东县惠东实验中学）
关注初中英语练习课教学 篇7
因此，我们就要对死的材料进行加工，重新组合，使之成为可操作的材料，并使练习材料能够有序地进行。我们知道练习课课堂活动设计主要涉及教学目标、练习类型、处理方法、活动形式和活动方式，那我们应如何处理好它们之间的关系呢?
一、练习课设计要遵循学生的认知规律
练习课要根据知识的结构特征和学生的认知规律及新课程标准的要求精心设计练习，做到由浅入深，不仅有层次、有坡度，而且环环相扣，教学节奏明快。多层次练习能使学生巩固所学知识，促进技能的转化，达到传授知识—开发智力—培养能力的目的。通过多层次的练习，使学生在简单应用、综合应用、创造应用的过程中，理解和掌握所学知识，发展能力。同时，多层次练习照顾到全班不同层次学生的学习水平，使他们都体验到成功的喜悦，情感得到满足，有收获。
二、教师要指导学生做练习的方法
1. 督促学生提高做题效率
很多学生做题时总喜欢拖拖拉拉，特别是中下层学生。这个时候教师应对练习题目数、计分和时间安排的要求了如指掌。在给学生习题时，告诉他们应在多长时间内做完。所以，提高做题的速度和加强时间观念非常有必要。否则，学生在平时题做了不少，但一上考场，要么紧张不起来，要么过于紧张，成绩将不如平时。
2. 培养学生解题之后的再思考
解题的时候教师要经常有意识地提醒学生、诱导学生由被动变主动，把死的词汇、语法、句型变换成活的听、说、读、写的能力。英语作为一种语言学习内容，在不同的情境中有着不同的表达方式，但不少学生通常会出现局部性的单向思维。于是遇到这样的题目会，然而题目稍稍转变一下，下次就不会做了。因此，教师应提醒学生在解出一道题后，更应注意再思考，总结规律，探索技巧，多方面、多角度、多变换地寻求结论，这样才可培养学生的发散思维，举一反三、触类旁通，进一步提高学生的解题能力。如一道完成句子“明天我要去公园”，如果学生能在解题之后再思考，便会发现这个句子其实有多种表达方法，而不是仅仅局限于一种，如：
(1) Tomorrow I will go to the park.
(2) I will go to the park tomorrow.
(3) I am going to go to the park tomorrow.
(4) I’ll go to the park tomorrow./I’m going to go to the park tomorrow.
三、教师要采用不同的讲评方式
1. 直接讲评法
对于一些大众题目，教师应当让全体同学进行参与。把握重点题目的同时，紧凑地做好讲评某些题目。比如，可以在学生边做题的过程中，老师边巡视，在巡视的过程中争取时间做到当场批阅，找到一些学生错题的共性并当堂分析点评，让学生留下深刻的印象。如果发现有些题目正确率很高的话，就不必集体讲评，课后单独点评。这样既节省时间又能突出对象。
2. 鼓励学生小组合作探讨
“三个臭皮匠，顶个诸葛亮”，要充分发挥集体合作的力量，对于学困生来说，他们在做题目的时候，遇到难题特别容易放弃。这个时候教师就该抓住学生的心理，让小组合作，一起解决问题，以帮带帮的形式，一方面，鼓励学困生积极努力思考不会做的题目，另一方面，倡导优生主动担负起帮助学困生的责任。在活动中，学习优良的学生自然充当了教师的角色进行分析、讲解。这样，既锻炼了优生的能力，也帮助了后进生，充分发挥了学生的能动性，使之自主学习。
3. 教师在课堂中可适当鼓励和指导学生自己来评说
培养学生的自主分析问题和解决问题的能力是教师职责，一部分学生发言不够积极主动，这个时候需要教师调动气氛，由简到难引导学生敢说会说，不怕说错。鼓励学生不再单纯回答问题答案，而是让他们有发挥的机会，解释解题方法或是答案的原因。当学生评说出错时，教师不应立即制止或指出其错误，而应一方面引导，另一方面待其说完之后，再分析错误所在，以免打消其积极性，发挥学生的主观能动性，使学生可持续发展能力在练习课中得到充分发展。
四、教师要指导学生交流反省
教师组织练习时要面向全体学生，做到质与量的兼顾，让全体学生都有练习的机会，并为学生留足探索和交流的时间与空间，使学生都能有所提高。每次学生完成练习的解答后，还不能算结束，要让学生理解解题的方法，牢固树立能力优先的原则，就必须让学生进行反思成小结。这环节最好由师生共同完成。应提倡、鼓励学生用自己的语言归纳出解答练习时所涉及的解题方法和技巧，教师帮助学生进行完善，这样有利于学生对所学知识的巩固与深化，使学生知其然，更知其所以然。
英语练习讲评课教学探析 篇8
一、优化答案与成绩的公布方式
通常,学生在考试结束后都希望尽快知晓答案,对自己的成绩有强烈的知晓欲望,知道所犯错误后能够对自己进行阶段性定位,及时发现自己近阶段的学习问题。作为教师,在贯彻“练习讲评课”教学理念时,要积极贴合学生的学习心理状态,要提高练习批阅与成绩核对的工作效率,优化答案与成绩的公布方式,以保持学生的学习积极性。这样,新型英语教学模式才能在教学策略创新化的同时,提高学生的学习能力,使知识点的传授与巩固都得到加强。比如,在每次练习结束后,教师应将答案及时公布在黑板上,让学生发现自己所犯的错误,能快速定位错误类别:是属于粗心,还是属于知识点学习不牢固。教师还应在答案上标出一些出题陷阱,让学生能以出题人的角度去思考考题意义。
二、对练习进行整体性分析
在每一次练习结束后,教师要对练习进行一次整体性分析,从大局观念上思考本次练习的出题重点,从而思考自身在教学过程中的缺陷,并在以后的教学中进行改正。教师对练习的整体性分析需把握三个层次:第一是分析练习的整体难度,发现学生从中暴露出来的共通性学习缺陷与问题;第二是分析班级学生在此次考试中的优秀率、良好率、及格率与不及格率,以此进行教学过程定位,有效确立下一阶段教学目标;第三是分析自身在近阶段教学过程中是否忽视了某些知识点,从而发现和探讨自身的教学问题,不断提升教学效率。
三、练习讲评重点突出,各个击破
教师在传统英语教学模式中往往追求教学过程的完美性,在练习讲评过程中乐于将练习中的所有题目与知识点讲授一遍,使得课堂教学效率极低,学生也逐渐对练习讲评课缺乏学习耐心,导致听课打盹、开小差等现象发生。因此,教师在练习讲评过程中,应做到重点突出,将所有难点与重点讲透彻,实现难点各个击破。在讲评分析过程中,要将学生犯得较多的错误归纳出来,将其与考试重难点结合起来进行整体性讲评,将相近的知识点分为一类,将学生较生疏的知识点分为一类,充分发挥练习讲评课堂的灵活性。比如,在一次练习讲评中,教师发现大部分学生对动词的词性把握较差,例如,在“do,be doing,be to do”等不同时态形式搭配上错误连篇,在对题目“What are you going to do”的语法理解中,一些学生存在着问题,于是教师将语句进行拆分,在已知的一些简单句型基础上增加更高层次的句型结构,让学生充分理解题意。对于学生整体答题效果较好的题目,教师可减少讲评分配时间,把握好整堂练习讲评课的节奏。
四、明确练习分析与讲评目标
每次英语考试练习都体现出对学生阶段性教学知识点的综合考查,所以教师要深入分析练习的考查立场,尤其在练习分析与讲评过程中要明确目标,做好教学定位,让学生能有效、有秩序地总结归纳知识点。教师在练习讲评课堂上,要以清晰的课堂教学语言点明每道题所考查的一个或多个知识点,让学生明白此题为何以这种考查方式出现,逐步培养学生以出题人的角度去思考题目,提高考试答题正确率。比如,在练习讲评课上,教师在讲解填空题“Do you like the__of flowers”时,可以摆脱传统的英语练习“答案展示”的教学方式,从考查英语知识点出发,教授学生正确的答题思路与意识。这道填空题主要考查了学生对“flower”和“of”的词性理解,在此基础上让学生对主题词“flower”展开联想,明确和强化答题思路。
五、正确讲评练习,拓宽学生答题思路
教师在评练习时切不可仅局限于讲授题目的正确解答方法,而是要学会利用每一道题目辅以多元化阶梯方法,来拓宽学生的解题思路,让学生能在英语考试时有效调动自身英语思维,提高答题效率。所以,教师一定要在讲题过程中突出深度和广度的拓宽,对题目进行适当的引申,对学生的英语思维应变能力提出更高要求,使他们能够在面临高难度考试时做到游刃有余。
六、结束语
英语练习讲评课在整个英语教学体系中扮演着极其重要的角色,教师要端正练习讲评的教学态度,积极探讨如何提高练习讲评的质量与效率,让学生能够在错题纠正的氛围下改善自身的学习缺陷,以利于下一阶段教师授课与学生学习的顺利进行,有效巩固学生所学英语知识,提高学生的英语学习能力,培养学生的发散思维。
参考文献
[1]贲能美.小学英语讲评课有效策略探微[J].辽宁教育,2014(09).
英语口语练习 篇9
一、面对错误认清本质
学生面对自己英语题目的错误时, 往往有两种反应。有部分会说我会做的, 但是没有仔细看清楚题目, 有一部分就只会呆呆的一言不发等着你讲解。粗心也好, 不会做也罢, 归根究底, 学生对于这部分的知识还掌握的不够扎实。江苏牛津小学英语5A上出现了现在进行时的这个时态, 也是学生们所接触的第一个时态。从口语的交流上再到实际的操练中, 所谓听、说、读、写四个方面结合, 自认为学生应该掌握的很好的时候, 完成相应练习题时。一盆冷水给我浇了个透心凉。时态中Be动词与现在分词密不可分, 要同时出现, 但是学生们只对现在分词情有独钟, 忘记了Be动词的存在。
例如:
1. I---------------- (sing) now.
2. I-------------- (sing) now.
对于这两道一模一样的题目, 学生错误多数出现在第一题。第一题中只给一空, 学生潜意识里就是觉得写一个词语。而对于第二题, 给了两个空, 反而给学生起到了一个提醒的作用, 想到现在进行时有两部分组成:Be动词和现在分词。我对学生说其实这样的题目你们都能完成, 但是受到了烟雾弹的影响。现在谁能清除烟雾呢?小超举手:“其实这样的错误我们是可以避免的, 只要头脑里谨记2, 在一根空的位置加个顿号, 使其变成两个空, 我想我们都不会再错。”我说:“你的办法不错, 我们要记住2, 但学习上千万不要2哦。”学生们哄堂大笑, 在快乐的氛围中, 我们看清错误的本质, 记住了解题的思路, 在理解的基础上不再犯相同的错误。
二、正误对比引起警示
英语和汉语一样有很多的词性, 但汉语作为我们的母语, 在小学阶段对于词性的定义不是那么清楚, 学生明白的基础词性无非是名词、动词。但是对于一些副词、介词, 感觉是很迷茫的。江苏牛津小学英语5B第四单元中涉及到形容词和副词的教学, 两者从中文角度上没有多大的区别, 但是在搭配上却完全不同。
在教学完good, well两个单词后, 我让学生用这2个词造句。
S1:He is a well student.He swims good.
S2:He is a good student.He swims good.
S3:He is a good student.He swims well、
在这个过程中, 我把每个学生说的句子出示到黑板上, 让大家一起去观察思考。第一个学生说完后, 给学生一个思考的过程, 大家发现有问题, 再请人继续, 经过多人的改正, 终于有了最后的正确答案。通过对比, 学生们自我思考、自我探究, 这样的方式给学生留有深刻的印象, 学生在做这个类型的题目时, 正确率就大大提高了。反思学生出现这样的情况, 教师应给学生讲明白在使用形容词、副词做比较时, 首先要弄清楚比较的对象是什么, 这样学生的正确率会大大提高。
三、有效归错事半功倍
常见的“错题本”有三种类型:一是订正型, 即将所有做错题的题目都抄下来, 并做出订正;二是汇总型, 将所有做错题目按课本的单元顺序进行分类整理;三是纠错型, 即将所有做错的题目按错误的原因进行分类整理。一本好的“错题集”就是自己知识漏洞的题典, 平时要注意及时整理与总结, 在英语复习时, “错题集”就是最重要的复习资料。最初复习时一定要多回头看, 以后隔一段时间可以加长一点, 就能够起到很好的复习效果。对于小学生的归错要慢慢引导, 给予充足的时间让其归纳、让其整理复习, 让其真正感受到归错本给他带来的方便之处。
面对学生学习中的错题, 我们以积极的态度, 因势利导, 让错题成为引导学生进行再度探究的学习资源, 成为教师反思自己教学得失的载体。在教师的良好引导下, 学生的自我督促下, 在师生不断思考创新的过程中, 自己找到一些好办法, 相信学生们不会在同一个地方反复摔倒。
摘要：作为一名普通的英语教师, 除了每天上课备课, 学生作业的批改也是一项重任。面对高年级的学生, 完成的作业不仅仅是单词的抄写, 有时练习册上也会涉及到很多语法类的题目, 不可避免地会出现错误。有时订正过了仍然会一错再错, 这时教师埋怨, 学生懊悔。因为每一个错误的产生都隐藏着自己在知识、能力、方法方面的问题。作为学生要紧紧抓住自己的错误不放, 认真找出症结所在。作为老师, 要设身处地为学生着想, 结合学生的特点, 创造性地进行教学, 总结一些方法, 帮助学生避免错误重复出现。
关键词：坚持,分析错误,形成方法
参考文献
高考英语综合练习题(一) 篇10
第一部分听力 ( 略)
第二部分阅读理解 ( 共两节, 满分40分)
第一节 ( 共15小题; 每小题2分, 满分30分)
阅读下列短文, 从每题所给的四个选项 ( A、B、C和D) 中, 选出最佳选项, 并在答题卡上将该项涂黑。
A
It's wonderful to go to another country, complete a volunteer project and feel that you reallyhave a positive influence. But how can you become an international volunteer?
* Plan practically. Contact the organizationa few months before leaving and find out if thereare materials which are rare and hard to attain forthe project. What you often consider plentifulhere, such as nails or hammers, is in great needin other parts of the world.
* Do the project together, not on your own.You are a guest in the community. The most successful result is not that you build something andwalk away, but that you and the community buildsomething as a team. Share skills and build together.
* Be flexible. Not everything is going tohappen as planned. Often the country doesn'thave the right tools, manpower, transportation orfunds to get all the needed work done. In a word, they lack infrastructure ( 基础设施) .
* Connect with the people in the community. Often you will have “downtime”outside ofthe range of the project. Rather than retreat to thegroup with whom you traveled, be sure to spendtime with the people of the community. Listen tothe things about their lives. If you can't speak thelanguage, smiles work wonders. And you will besurprised — you will find a way to communicate!
Volunteering is a special and life-changingexperience for everyone involved. Be preparedthat the person who may be changed most is you.It's a joyful, often careful experience which willencourage you to view yourself, your neighborsand your world quite differently.
21. When you volunteer to join in a project, you are advised to _.
A. build something and walk away
B. make good preparations in advance
C. avoid involving locals in activities
D. depend on yourself to solve problems
22. According to the author, volunteeringwill _.
A. reduce challenges in the world
B. determine the future of a volunteer
C. change a person's opinion of the world
D. benefit volunteers most in their learning
23. What is this passage mainly about?
A. What prepares you to become a volun teer.
B. Where volunteers are needed most in the world.
C. Why volunteering is popular with young people.
D. How volunteers develop a relationship with local people.
B
What would you do if you were a fifth graderfacing a huge homework load every night, and youfound out that there was a machine that would doall the work for you? That's the situation presentedto Sam, Kelsey, Judy and Brenton in DanGutman's entertaining new book for young readers, The Homework Machine.
The four children, all fifth graders in MissRasmussen's class at Grand Canyon School, are asdifferent as any other 11-year-old child could be, but they have one thing in common — all aresomewhat separated from their classmates. Sam isa newcomer and has had his share of school trouble before; Kelsey quietly carries her pain at losing her father; Judy's sense of justice always annoys others; Brenton is the smartest child in theschool, so smart that even his parents and teachers have trouble keeping up with him. WhenBrenton and his three classmates are put into thesame study group by their teacher, the others discover that Brenton has made a time-saving gadget ( 装置) to do homework for him. While the boy isperfectly able to do his homework himself, Sam, Kelsey and Judy can use the help.
Having perfect grades is something new forthese three, and as they meet every day to“dohomework”, they find that they're learning a lotabout each other. Such a good thing can't lastthough, and when a secret man starts trying to getin touch with them, they begin to get nervous.Soon there's an even more frightening problem —why can't the Homework Machine be turned off?
Told in different voices as all the childrenmake statements to the Grand Canyon Police, thestory develops in an interesting fashion. Gutman isa gifted writer who has written dozens of children'sbooks, each with a funny and impressing tale thatshould be equally liked by boys and girls.
24. What is one common thing that all thefour children have to deal with at school?
A. Getting along with their classmates.
B. Doing their homework by themselves.
C. Overcoming difficulties on their own.
D. Catching up with others to get goodgrades.
25. Which of the following words can bestdescribe Brenton?
A. Strange and nervous.
B. Quiet and smart.
C. Brave and special.
D. Clever and helpful.
26. Why did the children get frightened?
A. They lost touch with each other.
B. They were questioned by a strange man.
C. They had no idea how to stop the machine.
D. They were tracked down by the police.
27. This passage most probably comes from _.
A. a student's diary
B. a book review
C. a school report
D. a science story
C
Scientists have been puzzled by the phenomenon that migrating ( 迁徙的) birds fly not just ingroups all the time, but in“V”formations andthey have tried to figure out what benefit birds getfrom this particular formation. Now, a researchgroup from University of London may have foundthe answer—migrating birds fly in a“V”to saveenergy, according to a study published in thejournal Nature.
When a bird flaps ( 振翅) its wings, it stirsthe air around it and causes the air to move in different directions. Scientists found in the study thatthe air creates an upward-moving wave at the tipsof the wings, which means that if a bird fliesaround the wingtips of another bird, it can get aboost ( 抬高) from the rising air and therefore useless energy to stay in the air.
But there is a small problem — the lead birdgets no lift advantage and can easily get tired.This is why a group of migrating birds regularlyswitches leaders, according to The New YorkTimes.
Apart from the“free ride”strategy, scientistswere also surprised to observe that migrating birdstimed their wing beats and adjusted their positionsin a very precise way to maximize the lifting effectwhile avoiding areas where the air moved downward.
“They're able to sense what's going on fromthe bird in front, where this ‘good air' is comingfrom and how to position themselves perfectly init, ”lead researcher Steven Portugal told BBC.
In fact, the“V”formation has long beenthought to help birds fly more efficiently ( 效率高地) . A previous study showed that birds' heartrates went down when they were flying together ina“V”formation. Jet fighters were also found tobe able to reduce their energy use by up to 18%by staying near the wingtips of other jet fighters.Both of these findings led scientists to suspect thatthe“V”formation had an efficiency purpose, butuntil now they still lack proof.
“For scientists, the new study provides aninsight into an interesting natural phenomenon.But it could mean even more for aircraft companies — helping them understand how they canimitate that with their plane formations to savefuel, ”said Portugal.
28. What is the author's purpose in writingthis article?
A. To explain how birds benefit from migration.
B. To introduce how migrating birds find their way.
C. To tell some applications of migrating birds'“V”formations.
D. To report new findings about migrating birds'“V”formations.
29. According to the recent study, whenbirds migrate _.
A. they don't often change their lead birdsduring the whole journey
B. they fly in“V ” formations to protectthemselves against enemies
C. they form the shape of a “V ”to makebest use of the lifting effect
D. the air they stir around makes it hard forthe birds behind to fly fast
30. What is the significance of the new studyaccording to this article?
A. It might inspire aircraft companies tothink of ways to save fuel.
B. It has proved that the “V”formation canimprove efficiency in many fields.
C. It has led scientists to discover that birds'heart rates go down when they fly in a “V”.
D. It shows that the best formation of jetfighters in battles should be a “V”formation.
31. The underlined word“imitate”in the lastparagraph most probably means“_”.
A. use
B. copy
C. change
D. learn
D
Facebook ( 脸谱网) friends cannot replacethe real thing, say psychologists ( 心理学家) .
People are happier and laugh 50% morewhen they talk face to face with friends or viawebcam ( web camera) than when they use socialnetworking sites, a study has found.
Dr. Roberts, a famous lecturer at the University of Chester, said such websites don't appearto help people make true friendships. Based ontwo questionnaires ( 调查表) , he found there wasno link between Facebook use and people withlarger groups of friends.
Dr. Roberts, whose work will be presentedat the British Psychological Society conference inHarrogate, said, “The bottom line conclusion isthat our relationships are not dependent on thequantity of our communication. They depend onquality, and even Skype ( 一种网络即时语音沟通工具) is better at increasing the quality of ourcommunication than time spent on Facebook. ”Even talking on the phone or texting does notmake people feel as good as sharing a smile, theresearch says. The studies suggest quality, notquantity, of communication is the most importantfor keeping friends for life.
People find the most satisfying relationshipscome from a small number of close friends, withan outer“ring ” of 10 significant others. Withthese people, it doesn't matter what type of socialmedia you use for communication. But people whowant to “contact the world at large”using Facebook can be disappointed because they spreadthemselves too thinly, claim researchers.
In a third study, Dr. Roberts asked peopleto communicate with friends face to face or viaSkype and keep a 14-day diary. This was compared with communicating via phone, text messages or social networking sites. People communicating face to face or on Skype were 50% more likely to laugh, and they rated themselves as significantly happier.
32. Dr. Roberts's finding that there was noconnection between Facebook use and people withmany friends was _.
A. based on questionnaires
B. based on conversations
C. through instant messages
D. through social media
33. What is the main idea of the fourth paragraph?
A. Most people contact each other online.
B. Keeping a friend for life is not easy.
C. The quality of communication is important.
D. Skype is better at understanding us thanFacebook.
34. What does the underlined sentence inthe fifth paragraph probably suggest?
A. They are too excited to express themselves.
B. They limit their social circle to a smallrange.
C. They spread their information at a lowspeed.
D. They lack information to introduce themselves.
35. What is Dr. Roberts's attitude towardsthe use of Facebook?
A. Positive.
B. Casual.
C. Responsible.
D. Unsupportive.
第二节 ( 共 5 小题; 每小题 2 分, 满分 10分)
根据短文内容, 从短文后的选项中选出能填入空白处的最佳选项, 并在答题卡上将该项涂黑。选项中有两项为多余选项。
Most cars have seat belts as part of theirequipment. Seat belts protect drivers and passengers in case of accidents. They also reduce the effect of a crash on the bodyWorldwide, the devices have protected up to a million people.
America first recognized the invention of anautomobile seat belt in 1849. The governmentgave a patent to an engineer named Edward Claghorn of New York City so that others would not copy his invention of a safety device.This early version of safety belt was said to includehooks and other attachments for securing the person to a fixed object.
Other inventors followed with different versions of the seat belt.It resulted from the work of a Swedish engineer, Nils Bohlin. Histhree-point, lap and shoulder seat belt first appeared on cars in Europe 50 years ago.
Nils Bohlin recognized that both the upperand lower body needed to be held securely inplace. His invention contained a cloth strap ( 带子) that was placed across the chest and another strap across the hips.Volvo was the firstcompany to offer the modern seat belt to its cars.This company also provided use of Nils Bohlin'sdesign to other car-makers.
A. The Swedish engineer won many honorsfor his seat belt.
B. Claghorn was a promising young engineer with many honors all his life.
C. The design joined the straps next tothe hip.
D. There are many companies adopting NilsBohlin's invention of the seat belt.
E. Safety experts say that seat belts savethousands of lives a year in America alone.
F. But more than 100 years passed before thecurrent seat belt was developed.
G. Claghorn called his invention a safetybelt.
第三部分 英语知识运用 ( 共两节, 满分45 分)
第一节 完形填空 ( 共 20 小题; 每小题1.5 分, 满分 30 分)
阅读下面短文, 从短文后各题所给的四个选项 ( A、B、C和D) 中, 选出可以填入空白处的最佳选项, 并在答题卡上将该项涂黑。
One October morning, the sky was clear andthe sun was shining. Bethany Hamilton decided to gowith some friends in Hawaii.
As one of the best teenage surfers in theworld, the 13-year-old American girl was planning to become asurfer. Cheerfully, she was lying on her surfboard, waiting for the next bigwave. Suddenly, a big sharkher left armand shook her backwards and forwards. Bethanyheld onto her board and the shark eventuallyswam away — but it took heraway with it., it attacked only once. It happened sofast that she didn't even
As Bethany started to swim back to the beachwith one arm, her friends thought she was joking.But to their horror, they saw theand rushed to help.
Having lost almost half the blood, Bethany'swas a miracle ( 奇迹) , according to doctors. But she wanted to dojust survive.
“It never crossed my mind that I might neverget on a surfboard again, ”she recalled later, “I wondered whether I would actually betodo it or not. ButI left hospital, I had decided that I was going to surf. ”
With the support of her family, Bethanyto get back on her board only one month after the attack. Her dad fixed a handle on hersurfboard to help her paddle ( 划水) through andinto waves.
When she returned to surfing at a competition in Hawaii, Bethany wasin dangerous waves that broke her surfboard. As a result, shegave away her remaining boards and quit. Shetried using an artificial arm, but it turned out to bewhile surfing.
Afterin Thailand in the 2004 earthquake and helping homeless survivors who had lost everything, Bethanyher decision togive up the sport she loved andto try pro-fessional surfing again. Less than a year after theaccident, she won first place in a surfing competition in Hawaii. And all her struggles and effortswhen she won in a world championship years later.
She also received several, including aspecial award for courage at the MTV Teen ChoiceAwards in 2004 and the Woman of the Year awardfrom King Fahd of Saudi Arabia in 2006. Her, true story gained wider attention with the release ( 发行) of the film“Soul Surfer”.
41. A. swimming B. boating
C. sailing D. surfing
42. A. professional B. free
C. dream D. special
43. A. touched B. struck
C. bit D. took
44. A. arm B. surfboard
C. friend D. hand
45. A. Strangely B. Especially
C. Surprisingly D. Fortunately
46. A. think B. fight
C. scream D. escape
47. A. shark B. blood
C. attack D. scene
48. A. survival B. courage
C. accident D. injury
49. A. rather than B. more than
C. better than D. other than
50. A. suitable B. lucky
C. strong D. able
51. A. while B. after
C. before D. until
52. A. hoped B. managed
C. agreed D. offered
53. A. caught B. noticed
C. lost D. driven
54. A. helpful B. useless
C. wonderful D. meaningless
55. A. training B. settling
C. traveling D. volunteering
56. A. reconsidered B. remembered
C. recognized D. recalled
57. A. refused B. started
C. decided D. continued
58. A. paid out B. paid for
C. paid in D. paid off
59. A. gifts B. honors
C. rewards D. praises
60. A. exciting B. dangerous
C. inspiring D. adventurous
第Ⅱ卷
第三部分 英语知识运用 ( 共两节, 满分 45分)
第二节 ( 共 10 小题; 每小题 1. 5 分, 满分15 分)
阅读下面材料, 在空白处填入适当的内容 ( 不多于3个单词) 或括号内单词的正确形式, 并将答案填写在答题卡相应的位置上。
I was walking along the main street of a smallseaside town in the north of England looking forsomewhere to make a phone call one early wintermorning. My car had broken down outsidetown and I wanted to contact the repair company.
There was no signa call box, norwas there anyone at that early hour whom I couldask. I had thought I might find a shop opena milkman doing his rounds, but the town was ( complete ) dead. The only livingthing I saw was a thin frightened cat outside asmall restaurant.
Then suddenly I foundI was lookingfor. There was a small post office, and almost hidden from sight in a dark narrow street. Next to itwas the town's only public call box. I hurried forward, but stopped in ( astonish) when I saw through the dirty glass that there was a man inside.He was fat, and was wearing a cheap blue plastic raincoat. I could not seeface and he did noteven raise his head at the sound of my footsteps.
Carefully, I remained ( stand) a fewfeet away and ( light) a cigarette to wait my turn. It was when I threw the dead match on the groundI noticed something bright red running from under the call box door.
第四部分 写作 ( 共两节, 满分 35 分)
第一节 短文改错 ( 共 10 小题; 每小题 1分, 满分 10 分)
假定英语课上老师要求同桌之间交换修改作文, 请你修改你同桌写的以下作文。文中共有10处语言错误, 每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加: 在缺词处加一个漏词符号 ( ∧) , 并在其下面写出该加的词。
删除: 把多余的词用斜线 ( /) 划掉。
修改: 在错的词下画一横线, 并在该词下面写出修改后的词。
注意:
1. 每处错误及其修改均仅限一词;
2. 只允许修改10处, 多者 ( 从第11处起) 不计分。
There are too many cars in our town now.For a result, there are lots of traffic jams, and theair which we will breathe is terrible. Our town isvery old but all the streets are quite narrow, sothere is no room for bus lanes, which mean thatbuses always get stuck in the traffic jams, too.However, lots of accidents with cyclists often happen because of crowded street. But I think thereis a simple solution of these problems. Thegovernment should close city center to all trafficexcept buses and bikes, and build very larger carparks outside the town. Car drivers can take a businto the city center and arrive at work or the shopsrelaxing and in a good mood.
第二节 书面表达 ( 满分 25 分)
假定你是郑州某中学的学生李华, 你校将于5月5日至8日接待来访的加拿大中学生乐团。请你根据下面表格中的内容, 代表学校用英语给对方团长Ms. Jones写一封电子邮件, 告知活动的大致安排。
注意:
1. 词数: 100左右 ( 开头和结尾已为你写好, 不计入总词数) ;
2. 可适当增加细节, 以使行文连贯。
参考词汇: 少林寺Shaolin Temple; 风味小吃local flavor snacks
Dear Ms. Jones,
We're very glad to hear that the members ofyour orchestra will visit our school. On behalf ofour school, I'll tell you the schedule of activitiesin general.
__
Best wishes,
Yours,
Li Hua
高考英语综合练习题 ( 一) 参考答案与解析
第一部分听力 ( 略)
第二部分阅读理解
第一节
A
【主旨大意】本文就如何成为一名国际志愿者提出建议。
21. B。考查推理判断的能力。根据第二段中的“Plan practically. Contact the organizationa few months before leaving and find out if thereare materials which are rare and hard to attain forthe project. ”可以推断出, 当你志愿参加某项活动时, 要制定切实可行的计划, 提前准备好。该句中的“Contact the organization”和“find out ifthere are materials”都属于要做的准备工作。因此, 该题选B。
22. C。考查推理判断的能力。根据最后一段中的“It's a joyful, often careful experiencewhich will encourage you to view yourself, yourneighbors and your world quite differently. ”可以推断出, 作者认为做志愿者工作将会改变一个人的人生观, 因此该题选C。
23. A。考查理解主旨要义的能力。本文是说明文, 第一段中的“But how can you becomean international volunteer?”引出要说明的主题“如何成为一名国际志愿者”, 接下来的文章就此提出建议。因此, 该题选A。
B
【主旨大意】本文讲述《作业机器》一书的梗概及评论。
24. A。考查推理判断的能力。根据第二段中的“but they have one thing in common—allare somewhat separated from their classmates. ”可以推断出, 他们有一个共同的地方是: 他们被班上的同学孤立起来了。由此可知, 他们需要跟同学们处好关系。因此, 该题选A。
25. D。考查推理判断的能力。根据第二段中的“Brenton has made a time-saving gadget ( 装置) to do homework for him. While the boy isperfectly able to do his homework himself, Sam, Kelsey and Judy can use the help. ”可以推断出, Brenton发明了帮他做作业的机器, 他的同学也能得到他的帮助, 这说明Brenton是聪明的、乐于助人的。因此, 该题选D。
26. C。考查理解事实细节的能力。根据第三段中的“Soon there's an even more frightening problem—why can't the Homework Machine be turnedoff?”可知, 孩子们不知道如何让作业机器停下来, 这使他们感到害怕。因此, 该题选C。
27. B。考查推理判断的能力。根据最后一段中的“the story develops in an interestingfashion”可以推断出, 本文选自一段书评。因此, 该题选B。
C
【主旨大意】本文讲述鸟在迁徙过程中呈“V”字形阵势排列原因的新发现及其在其他领域应用的启示。
28. D。考查理解作者写作意图的能力。根据第一段中的“Now, a research group fromUniversity of London may have found theanswer—migrating birds fly in a‘V' to saveenergy, according to a study published in thejournal Nature. ”可以推断出, 本文接下来要说明鸟在迁徙过程中呈“V”字形阵势排列原因的新发现。该说明文的明显特征是在一开始就点明了作者的写作意图。因此, 该题选D。
29. C。考查理解事实细节的能力。根据第一段中的“migrating birds fly in a‘V' to saveenergy”和第二段中的“therefore use less energyto stay in the air”可知该题选C。
30. A。考查推理判断的能力。根据最后一段中的“But it could mean even more for aircraftcompanies—helping them understand how they canimitate that with their plane formations to save fuel”可以推断出, 这种新研究的意义在于, 科学家从鸟类迁徙过程中呈“V”字形阵势排列的特点中得到启发, 将此运用到诸如航空等领域中, 以便节约能源。因此, 该题选A。
31. B。考查猜测词义的能力。根据文章最后一句可知, 人们将从鸟类迁徙的阵势排列的好处中得到启发, 将此运用于航空事业中, 飞机“模仿” ( copy) 鸟类迁徙的排列阵势以便节约燃料。因此, 该题选B。
D
【主旨大意】本文讲述Roberts博士调查研究发现像脸谱网这样的社交网站不会帮助人们建立真正的友谊, 对网上社交持不支持的态度。
32. A。考查理解事实细节的能力。根据第三段中的“Based on two questionnaires ( 调查表) , he found there was no link between Facebook use and people with larger groups offriends. ”可知该题选A。
33. C。考查理解主旨要义的能力。根据第四段中的“our relationships are not dependent on the quantity of our communication. Theydepend on quality”以及“The studies suggestquality, not quantity, of communication is themost important for keeping friends for life. ”可以推断出, 人们的友谊是建立在交际的质量上而不是数量上, 本段就“交际质量是至关重要的”这一观点展开论述。因此, 该题选C。
34 . B。考查推理判断的能力。解答该题的关键是结合上文对画线句子的正确理解。其中“thinly spread”的意思是“传 播得不广泛”。根据第五段中的“But people who want to‘contact the world at large' using Facebook canbe disappointed because they spread themselvestoo thinly”可知, 研究者说那些想利用脸谱网大范围联系的人们可能会很失望, 因为他们借助脸谱网并不能将他们的信息传播得那样广泛, 反而限制了他们的社交圈。因此, 该题选B。
35 . D。考查理解 作者态度的 能力。通过Roberts博士的调查、实 验、研究可知, 朋友圈较大的人们与脸谱网之间没有联系, 想借助脸谱网广泛交友的人们不能把自 己的信息传播得很广, 面对面交流或通过即时语音沟通比通过电话、短信或社交网站交流效果更好。根据这些情况可以推断, Roberts博士对脸谱网的使用持不支持的态度。因此, 该题选D。
第二节
【主旨大意】本文讲述汽车安全带的发明经过及应用。
36. E。考查推理判断的能力。该句以美国使用安全带保护生命的情况与下句世界范围内的情况作对比。因此, 该题选E。
37. G。考查推理判断的能力。根据上文可知, Edward Claghorn发明了一种安全装置, 他称之为“安全带”。因此, 该题选G。
38. F。考查推理判断的能力。该句与上下文紧密衔接, 起承上启下的作用。其他发明家跟着发明了不同版本的安全带, 但是一百多年过去了, 现在通用的安全带才被研发出来, 它是瑞典工程师尼尔斯·布林发明的。因此, 该题选F。
39. C。考查推理判断的能力。该句与上句紧密衔接。尼尔斯·布林发明的三点式安全带包括一条跨越胸部的布带子和一条环绕臀部两侧的布带子, 这种设计将两条带子在挨着臀部的地方连在一起。因此, 该题选C。
40. A。考查推理判断的能力。该句与下文紧密衔接。这位瑞典工程师因为发明三点式安全带而赢得了很多荣誉, 1995年瑞典皇家工程科学院授予他金质奖章。因此, 该题选A。
第三部分语言知识运用
第一节完形填空
【主旨大意】本文讲述美国灵魂冲浪人贝瑟尼·汉密尔顿在失去一只胳臂的情况下依然决定继续从事冲浪运动, 最终成为一名职业选手。
41. D。考查动词在语境中的词义理解。天气晴朗, 阳光明媚, 贝瑟尼决定与朋友一起在夏威夷“冲浪” ( go surfing) 。
42. A。考查形容词在语境中的词义理解。作为世界上最好的青少年冲浪选手之一的这位13岁美国女孩, 计划成为一名“职业的” ( professional) 冲浪选手。
43. C。考查动词在语境中的词义理解。正当她准备冲浪时, 突然一条大鲨鱼“咬住” ( bit) 了她的左臂。
44. A。考查名词在语境中的词义理解。鲨鱼咬断了她的“胳臂” ( arm) 后离去。
45. D。考查副词在语境中的词义理解。“幸运的是” ( Fortunately) , 鲨鱼仅发起了一次攻击。
46. C。考查动词在语境中的词义理解。鲨鱼的攻 击太快了, 她甚至都 没有“尖叫” ( scream) 。
47. B。考查名词在语境中的词义理解。当她独臂游回海滩的时候, 她的朋友们还以为她在开玩笑呢。但使她们恐惧的是, 她们看到了“血” ( blood) , 便立刻冲过去帮忙。
48. A。考查名词在语境中的词义理解。她的“幸存” ( survival) 是个奇迹, 因为她失血几乎一半。
49. B。考查连词在语境中的词义理解。但是, 她想要做的决“不仅仅” ( more than) 是幸存下来。more than在此意为“超过”。
50. D。考查形容词在语境中的词义理解。她不知道自己是否还“能够” ( able) 重新踏上冲浪板。
51. C。考查连词在语境中的词义理解。在她离开医院“之前” ( before) , 她已经决定继续冲浪。
52. B。考查动词在语境中的词义理解。在家人的支持下, 她在遭鲨鱼攻击仅一个月后便“设法” ( managed) 重返冲浪运动。
53. A。考查动词在语境中的词义理解。在夏威夷冲浪比赛中, 她“被卷入” ( was caughtin) 险浪中, 毁坏了冲浪板。
54. B。考查形容词在语境中的词义理解。她在冲浪时试着用假肢, 但结果证明这是“无用的” ( useless) 。
55. D。考查动词在语境中的词义理解。在2004年地震中, 她在泰国参加“志愿活动” ( volunteering) 后, “重新考虑” ( reconsidered) 了是否要放弃她所热爱的运动的决定。
56. A。考查动词在语境中的词义理解。参考第55解析
57. C。考查动词在语境中的词义理解。经过认真考虑, 她“决定” ( decided) 再次尝试她的职业冲浪运动。
58. D。考查短语动词在语境中的词义理解。几年后, 她在世界冲浪锦标赛中获胜, 她所有的拼搏和努力都“得到了好结果” ( paid off) 。
59. B。考查名词在语境中的词义理解。她还获得了一些“荣誉” ( honors) 。
60. C。考查形容词在语境中的词义理解。随着电影《灵魂冲浪》的发行, 她的“鼓舞人心的” ( inspiring) 真实故事赢得了更为广泛的关注。
第二节
61. the。考查冠词。此处的town是第二次提到的名词, 其前应该用定冠词表示特指。
62. of。考查介词。“……的标志”表达为“a / any / no sign of”。
63. or。考查连词。根据句意“我原以为我会发现有商店开门或者送奶工送奶”可知, 应该用or表示选择关系。
64. completely。考查副词。修饰形容词, 作状语, 应该用副词。
65. what。考查连接代词。分析句子结构可知, “I was looking for”是宾语从句, 从句中缺少作宾语的连词, 但该连词无实在意思, 应该用连接代词what引导该从句。
66. astonishment。考查名词。在介词in后用名词astonishment构成短语in astonishment, 意为“惊奇地”。
67. his。考查物主代词。指代上文中出现的那个男子, 应该用物主代词his作定语。
68. standing。考查非谓语动词。remain是系动词, 其后跟动词 -ing形式表示状态, 即“一直站着”。
69. lit。考查动词时态。从句子结构来看, 该空与前面的remained同为并列谓语, 应该用一般过去时。
70. that。考查固定句型。分析句子结构可知, 该句使用 了强调句 型“It is / wasthat”, 强调时间状语“when I threw the deadmatch on the ground”, 故应填that。
第四部分写作
第一节短文改错
第1处: For改为As。考查固定短语中的介词。as a result意为“因此”。
第2处: 删除will。考查动词时态。此处讲述现在的一种实际情况, 应该用一般现在时。
第3处: but改为and。考查连词。根据句意“我们的城镇很破旧, 街道相当狭窄”可知, 这两句之间是并列关系。
第4处: mean改为means。考查主谓一致。分析句子结构可知, 非限制性定语从句对前面的句子起补充说明作用。从句中的主语which是关系代词, 替代前面的整个句子, 为单数第三人称形式, 因此谓语动词也应该用第三人称单数形式。
第5处: However改为Besides。考查副词。从上下文语境可知, 此处和上句之间是递进关系而不是转折关系, 即“公交车总是陷入交通堵塞, 此外由骑自行车者引发的事故时常发生”。
第6处: street改为streets。考查名词的数。根据句意和名词的意思可知, 此处的可数名词street应该用复数形式表示泛指。
第7处: of改为to。考查惯用法中的介词。“……的解决 办法”习惯上 表达为“asolution to”。
第8处: city前加the。考查冠词。此处的city center是大家心目中都清楚的地方, 应该用定冠词表示特指。
第9处: 将larger改为large。考查形容词的比较等级。根据上下文语境可知, 此处表示“建造一些大型停车场”, 并没有与上文形成对比, 应该用形容词的原级。
第10处: relaxing改为relaxed。考查非谓语动词。此处表示汽车驾驶员所处的一种“放松的”状态, 应该用过去分词做伴随状语。
第二节书面表达
One possible version:
Dear Ms. Jones,
We're very glad to hear that the members ofyour orchestra will visit our school. On behalf ofour school, I'll tell you the schedule of activitiesin general.
We'll pick you up at the airport on May 5thand take you to stay at Huanghe Hotel. On themorning of May 6th, our headmaster will make aspeech and then we'll show you around our schoolcampus as we communicate. In the afternoon, you're to visit Henan Museum, where you'll learnabout the history of Henan province. In the evening, you'll watch a performance given by bothyour members and our students. On May 7th, you'll pay a visit to Shaolin Temple and in theevening, you'll have a chance to taste local flavorsnacks in Zhengzhou. On May 8th, we'll see youoff at the airport.
We sincerely hope that you'll have a goodtime here!
Best wishes,
Yours,
Li Hua
中考英语完形填空练习 篇11
Bob and Sue are in the same school， 1 they are in different 2 . They go to school on weekdays. 3 school ， Bob and Sue often play games with 4 friends.
Classes begin 5 eight in the morning. Now Bob and sue are in their classrooms. They are listening to their 6 . Bob’s studying English. His teacher is talking 7 English. Sue’s 8 a Chinese class. Her teacher is talking 9 writing. They study hard. They love their teachers and they like their 10 .
l. A. but B. and C. or D. when
2. A. classes B. class C. lesson D. lessons
3. A. In B. When C. To D. At
4. A. his B. her C. other D. their
5. A. about B. in C. at D. on
6. A. friends B. father C. teacher D. teachers
7. A. with B. at C. in D. for
8. A. having B. listening C. getting D. sitting in
9. A. at B. about C. for D. like
10. A. home B. family C. school D. clothes
（二）
It is the 1 day of a new term. Everyone 2 very happy. They came to school early. 3 new English teacher is Mr. Hu. He 4 to his students. “Welcome 5 to school.” Mr. Hu 6 know their names. But he has 7 on a piece 8 paper（纸）. He wants to call their names. After that， a boy comes in， he is 9 . Mr Hu asks him to come to school 10 next time.
1. A. first B. one C. the first D. 1th
2. A. are B. be C. is D. look
3. A. It’s B. His C. Their D. Our
4. A. says B. speaks C. doesn’t say D. wants
5. A. back B. you C. us D. it
6. A. do B. isn’t C. doesn’t D. /
7. A. it B. them C. him D. that
8. A. of B. to C. in D. on
9. A. early B. tall C. short D. late
10. A. back B. early C. earlier D. late
（三）
There are nineteen boys and twenty-eight girls in our class. 1 of the boys is English. His 2 is Sam. He’s thirteen. Two of the 3 are American. They are twins. 4 names are Jane and Joy. They are twelve. They are my 5 . All of the other boys and girls are 6 . 7 all like the English boy and the American girls ， 8 they like us， too. We play games together（一起）. We help 9 and they help us.
Look， there come the twins！ They’re 10 this way. Let’s say hello to them.
l. A. One B. Two C. Three D. Four
2. A. school B. sister C. brother D. name
3. A. brothers B. sisters C. girls D. boys
4. A. Your B. Their C. Our D. Her
5. A. teachers B. friends C. brothers D. students
6. A. Chinese B. English C. American D. friends
7. A. They B. We C. Them D. Our
8. A. but B. or C. and D. so
9. A. her B. them C. him D. you
10. A. come B. go C. coming D. going
英语口语练习 篇12
在任何语言学习的过程中，有一个至始至终的重要环节，那就是模仿。其实模仿我们从小就在做着，我们小时候学会说母语就是因为我们在不断地听爸爸妈妈说，我们不断地说，才慢慢学会说话的。正是小时的生活在不知不觉中完成着大量的反复听反复说的过程，我们的母语才会在不知不觉中练就。精听模仿练习法就是这样，进行简单、反复和大量的听和说的练习。模仿是先模后仿，也是从听开始。先输入正确发音，对正确发音有印象后，才有可能朝着正确发音去模仿。好比学习舞蹈一样，要先仔细观察教练的动作，等熟悉以后才有可能去练习，如果一开始就乱跳，对舞蹈的基本动作一点印象都没有，这样显然是无效的。而这种自主的练习方法应用到课堂时，要注重课前的任务布置和课堂的教学活动设计，课后的跟踪练习，从而将大大提高课堂效率。
二、英语口语教法简要综述及英语口语课堂的现状分析
英语教学的主要目标是培养学生的交际能力，但我们在教学中往往忽视英语口语表达能力而过分重视其语言形式的教学。所以近些年来口语一直被认为是英语教学中的重中之重，但是对于口语技能的培养和有效的教学方法经历了许多变化。上个世纪70年代之前，听说教学法和情景教学法把句型看做英语教学的核心部分，他们认为：“口语教学就是跟着老师的话作出重复，背诵对话或者对机械的操练做出反应。”在70年代以后，交际能力概念的提出在教学大纲和教学方法方面带来了很大的变化，在交际教学法的影响下，流利度成为口语教学的主要目标。在交际教学法中，合作教学法受到高度的重视。合作教学法以学生为中心，采用以学生间的交流与合作为基础的教学模式，注重学生实际交际能力的培养。听说教学法从20世纪70年代开始，重复操练和替换操练等活动被视为过时、无用的教学方法。而英语口语课堂教学中是一个综合教学的过程，教学的各个环节是相辅相成的，各种教学发共同作用下的过程。但是我们不能因此而否认反复操练的作用，而做到细致听、认真模仿练习应当是其他各种教学法实施的前提和基础。我们当今的英语学习者往往更注重语言的流利度和表达的内容，没有把更多的精力放到语言和语音的准确度上。他们往往心浮气躁，浅尝辄止，听没有做到位，自然说就无法到位。结构主义语言学的创始人之一Skinner (1957）曾经发表了一个重要的观点：“语言不是一种思维现象，而是一种行为。这种行为跟人类的其他行为一样，是通过习惯的养成而学会的。而这种习惯需要不断地经过条件反射的过程，以便使这种习惯固定下来。”因此，听说教学法的延伸精听模仿练习法就有它的价值所在，它使得习得来的句型以完美标准的发音和语调表达出来。
三、精听与模仿的操作步骤
1. 精听。
(1) 查音标。只有准确地掌握了具体单词的音标，听的时候才更有针对性、更准确、更有效率，注意把握重音的位置。和长短音以及一些相似发音因素的发音区别。 (2) 看着音标听。形象和声音的巧妙结合，加深对声音和音标的认识，印象更深刻。 (3) 精听。从小最小单位开始，把握音标中每个音素，包括元音和辅音，元音饱满到位，尤其是双元音；辅音短促有力，尤其是爆破音做尾音时尤为注意。然后到单词，句子，句子一次只听一句，听到有印象，将正确的发音挥之不去，始终荡漾在耳旁，将正确的语音语调的输入过程真正地做到位。听得过程中要做到听时不读，仔细听。
2. 模仿。
(1) 看着音标读。 (2) 用最大声读，反复读。读时一定要最大限度打开口腔肌肉、最慢速、最夸张、最大声、最清晰，因为这部分是发音基本功的练习，对良好发音习惯养成具有关键性的作用。最大声读，让自己可以听到自己的发音。模仿中做到“法上取中”，论语曰：“取乎其上，得乎其中；取乎其中，得乎其下；取乎其下，则无所得矣。”此句用于我们模仿也是非常适用的。 (3) 读到一定量，作对比。自我比较，自我感受。发音不是靠纠正的，通过纠正发音的方式提高发音很容易忘记，因为印象不够深刻，只有通过大量反复的模仿，对正确的发音有了深刻的印象，发音才能真正养成好的习惯，所以纠正发音的永远是自己。 (4) 读到没印象去听。这就开始了我们听和模仿的循环练习。要稳定和巩固发音一定要反复练习，好的发音习惯的养成一定要经过大量反复的模仿和练习，。
四、精听模仿练习法在课堂中应用需要坚持的原则
1. 句型为纲，组织教学。
句子是表达意思的基本单位，句型是通过大量的句子归纳和总结出来的典型模式，是语言学习者模仿和遣词造句的基础。我们的外语教学应本着促使学生熟练掌握基本句型的原则上，培养学生根据句型类推出大量新句子的能力。
2. 互补教学，相辅相成。
精听模仿练习法其实是听说教学法的细化，而听说教学法从20世纪70年代开始，重复操练和替换操练等活动被视为过时、无用的教学方法。但是我们不能因此而否认反复操练的作用，正确地使用精听模仿练习法，科学地将其和其他教法有机结合，才能使英语的教学活动更加有效地进行。
3. 重复操练，形成习惯。
精听模仿练习法强调语言学习是过渡学习的观点，强调语言学习的循序渐进性。古有“冰冻三尺，非一日之寒”的词句。它要求学生耐心、认真的经过大量、反复的操练，让语言的输入的印象根深蒂固，达到自动化地掌握和熟练运用的程度。
4. 趣味与实用并重，形式多样化。
重视教学内容的趣味性和实用性。教学中最难做到的是如何把握学生的注意力，吸引他们的眼球。教师可事先做一些图片、卡片、幻灯片，或者用多媒体技术，放一段现行的电影片段、英文演讲比赛，在教师的引导下边看边听边模仿。学生可分成二人一组、三人一组、四人一组或更多的人，自主去听，去模仿，鼓励去上台表演。
五、结语
精听模仿练习法源于听说教学法，是它方法上得到加固与延伸。它不是纯粹的单一的听和说模仿过程，而是反复精听和模仿的循序练习。它强调听和说的质量，更加强调在听的基础上练习说。在语言的学习过程中，教师提供的各种语言素材可看做刺激物，学生的模仿则是实践反应。在行为主义学习理论的基础上，人们学习本族语言是也是“模仿-强化-重复-成形”的步骤。在语言的学习中强调习惯的养成，肯定了语言输入和输出的过程作用，肯定了成功是来源于反复不断坚持的过程，坚定了语言学习者的信心。
摘要：精听模仿练习法是在仔细听认真听的基础上, 对正确的语音语调有正确和清晰的认识和印象的前提下进行的反复模仿和操练。本文旨在介绍精听模仿练习法即听说教学法的进一步延伸, 它在大学英语口语课堂的应用和操作步骤。这将大大提高口语课堂中学生的自主能动性, 采用最简单最直接的方式巩固和提高英语口语基本能力。
关键词：精听模仿,反复,自主能动,口语能力
参考文献
[1]Burkart, G.S.1998.Spoken language:W hatitisand how to teach it.
[2]Shrum, J.﹠G lisan, E.2000.Techer'sH andbook:C ontextual-ized Language Instruction.
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