大学英语口语课程教学大纲教学提纲
英语口语》课程教学大纲.
《英语口语》课程教学大纲一、课程性质及与其它课程的分工与联系1、课程性质本课程属专业基础课程，是《商务英语交际》和《商务英语口译》课程的先开课程。
2、先修课程《英语语音技巧》、《英语语法》、《英语听力》二、课程目标与基本要求1、课程目标本课程的教学目的是通过大量的口语练习和实践，逐步培养提高学生的口头交际能力，使学生不仅能听懂日常和商务英语会话，能以准确的语调进行英语会话，自由地表达自己的思想和观点，而且能逐步养成用符合特定场合的得体语言回答或者提出各种问题的习惯，为今后工作做好充分的准备。
2、基本要求本课程教学安排为两学年，共128课时，分四个学期完成。
第一学年着重培养学生在日常生活中的交际能力和叙述能力。
第二学年着重培养学生就社会生活和商务话题进行交谈和连贯表达的能力。
对学生在各个学期的口语能力具体要求如下：1）通过第一学期的学习，学生应能运用简单的日常英语进行对话，并能就所听、读的材料回答问题及复述，做到语音、语调、语法基本正确。
2）通过第二学期的学习，学生应能就一般日常生活话题进行简单的交谈；能就熟悉的话题经一定的准备后,作1-2分钟的连贯性发言。
3）通过第三学期的学习，学生应能经一定准备后, 就一般日常生活和社会生活话题作3-5分钟的连贯性发言和交谈。
4）通过第四学期的学习，学生应能就熟悉的话题略作准备后作3-5分钟的连贯性发言；能就日常生活和社会生活和商务话题同英语国家人士交谈；能比较准确地表达思想，语言基本得体。
三、教学内容与体系本课程采用高等教育出版社出版的《新编商务英语口语》，共四册。
教材第一册主要为各种日常对话，对话的地点在国内，背景则是中国学生所熟悉的各种口语交际场所。
内容主要涉及介绍相识、打电话、谈论天气、邀请聚会、用餐、购物、看病、吉庆假日、娱乐和体育运动等日常领域中的用语。
从第二册起，部分对话的地点和背景将移向国外。
这种结构安排使学生对背景知识从“熟悉”到“不熟悉”，从而使英语学习得以循序渐进。
《Oral English 4 Syllabus(英语口语4 Gosia)》课程教学大纲
DONGGUAN UNIVERSITY OF TECHNOLOGYYuetai DepartmentCourse SyllabusSpring 2019Instructor InformationCourse InformationAssessment and GradingCourse DescriptionThis course is designed for under graduate students who are non-native speakers of English in order to develop their listening and speaking skills in the target language. Activities will include practicing vocabulary and core grammar structures, speakingon given topics and analysing the presented data. Student will be expected to do their homework in a spoken form, participate actively in the classroom activities and fulfil all the other given assignments. The overall grade from the course will be established on the basis of the progress the Ss make throughout the duration of the course. Actual content of the course will depend on the preliminary needs and level analysis, and is a subject to change as the course proceeds. Those are only sample modules. Course ObjectivesBy the end of this course, learners should be able to:(a) communicate with others in the target language in practical situations;(b) express their thoughts with greater fluency and accuracy;(c) handle themselves in the target language in a variety of written contexts, from short to long forms;(d) produce grammatically correct sentences;Course Policies(1) Attendance and participationAttendance is required. You are expected to actively participate in class activities. (2) AssignmentsAt few separate times during the semester, you will be responsible for finishing a spoken assignment from either the things that were covered in the classroom before or the material of your choice. The instructor will provide individual feedback. Itwill be stored and will provide further feedback for Ss on their progress throughout the course.Course ExpectationsAttendance and ParticipationSince this course is an oral communication course, attendance and active participation is mandatory. Full attendance means arriving on time, remaining present, actively participating in class discussions, and completing assignments and readings before the class meets. You may be absent for one class without penalty to your attendance grade; any additional absences will affect your grade. If an absence is unavoidable, please speak with the instructor prior to your absence where possible.Technology in the ClassroomPlease do NOT bring your laptops to class (unless we are using them for a specific class activity). Cell phones should be silenced and put away (i.e., not on desktops or laps) for the duration of class.Late AssignmentsIf, for some reason, you are unable to turn in an assignment on time, please discuss the issue with the instructor as early as possible. Late assignments with no explanation may lose points.Academic Integrity & PlagiarismPlagiarism is using someone else’s words, ideas, and/or data in your work and treating it as your own by either not citing it or by citing it inappropriately. Plagiarism is a very serious issue in any university system.Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and will be reported to the University’s Management office for possible further disciplinary sanction.Course Schedule。
英语口语大纲——本科
《英语口语》课程教学大纲一、课程名称：英语口语Oral English二、课程编码：0602026-0603029三、学时与学分：24+32/3.5四、先修课程：英语语音五、课程性质：必修六、课程教学目标及要求本课程的教学目的是通过系统的会话训练，培养学生比较自如地运用英语进行口头表达和会话的能力，使之做到语言清晰，表达较为得体与合乎习惯，语音语调基本正确，能较为顺利地进行日常及事务性的交际与会话。
为学生将来自己的中学英语教学打下扎实的英语口语基础。
七、适用学科专业英语八、基本教学内容与学时安排英语口语一第一章（Unit 1）Introductions and Greetings（2课时）【内容】用英语进行自我介绍（Self-introduction）和介绍别人（Introducing others）以及不同方式的问候。
【基本要求】通过本单元的学习和练习使学生能够比较自然得体地进行自我介绍和相互介绍，并能在不同的场景以不同的方式给予问候。
知道和掌握本章要求的Extending greetings和Possible replies to greetings以及Possible replies during an introduction.[重点与难点]在交友（Making friends）时怎样运用介绍语和问候语以及学习课文中出现的语言点（Language points）第二章（Unit 2）Invitations and Announcements（2课时）[内容]邀请（主要是电话邀请）和通知。
[基本要求]通过本单元的学习和练习使学生学会怎样邀请他人并能在不同的场景以不同的方式通知事情。
知道和掌握本章要求的Informal＆Formal invitations: Accepting and declining 和怎样：Beginning＆Ending an announcement.[重点与难点]课文（An Invitation to Dinner）及学习课文中出现的常用口语表达短语及句型。
英语口语教学大纲模板
---英语口语教学大纲一、课程基本信息1. 课程名称：英语口语2. 英文名称：Oral English3. 课程代码：XXX4. 学分：25. 学时：32（理论学时：24，实验学时：8）6. 课程类别：专业基础必修课7. 适用专业：对外汉语、英语、国际贸易等8. 适用对象：本科生9. 先修课程：英语精读、英语听说、英语语音二、课程目标1. 培养学生运用英语进行口头交际的能力。
2. 提高学生的英语口语流利度、准确性和得体性。
3. 帮助学生掌握基本的英语口语表达技巧和策略。
4. 增强学生的跨文化交际意识和能力。
三、教学内容1. 基本口语表达技巧2. 日常交际用语3. 专业领域口语表达4. 口语听力训练5. 口语交际策略6. 跨文化交际四、教学方法1. 案例分析法2. 角色扮演法3. 小组讨论法4. 情景模拟法5. 任务型教学法6. 观看视频、音频资料等五、教材与参考书目1. 教材：- 《英语口语教程》，姚保慧主编，高教出版社- 《剑桥流利英语口语》4册，祁尧珊编译，外语教学与研究出版社2. 参考书目：- 《英语中级口语》，吴祯福主编，外语教学与研究出版社- 《英语口语大全》，梁成锦编著，外语教学与研究出版社- 《通俗美语会话》，杨芳林、杨学义编译，外语教学与研究出版社 - 《美国口语思维》，朱红梅、高山编著，中山大学出版社- 《英语口语句型》，陈昆才编著，广州市科学技术大学出版社六、考核方式1. 课堂表现（30%）2. 口语测试（40%）3. 作业完成情况（20%）4. 期末考试（10%）七、教学进度安排（根据具体教学计划填写）八、课程特色1. 注重实践，强调学生口语实际运用能力的培养。
2. 结合实际情境，提高学生的跨文化交际能力。
3. 采用多种教学方法，激发学生的学习兴趣。
---请注意，这只是一个模板，实际的教学大纲需要根据具体的教学环境、学生水平和教学目标进行定制。
英语口语课程教学大纲（共五篇）
英语口语课程教学大纲（共五篇）第一篇：英语口语课程教学大纲英语口语课程教学大纲一、教学目的和任务《英语口语》是一门英语专业技能课程，是英语专业和复合型专业（含英语专业）的一门专业必修课，旨在通过课堂内外的英语口语操练，使学生能就所听到的语段进行问答和复述，能就日常生活话题进行交谈，做到正确表达思想，语音、语调自然、无重大语法错误，语言基本得体。
二、教学内容本课程的教学内容广泛，既涉及英美国家社会生活的各个方面，也包括了时下流行于大学生中的热门话题，包括聚会、饲养宠物、健身、互联网、旅行、金钱、文化、爱情等。
通过针对以上话题的学习和操练，引导学生在独立思考和讨论中，不断提高英语表达能力。
三、与其他专业课程的关系本课程作为英语技能的单项训练课程，是为了帮助学生提高英语的口头表达能力，与其他英语单项和综合技能训练课程既有所区别、又相辅相成。
口语技能作为一项语言的输出性技能，与阅读、听力、语法等课程关系密切，也为学生参与综合训练课程的学习打下了基础。
四、教学内容和安排的原则本课程的教学内容在编排上遵循了语言材料的真实性和多样性原则，注重语言真实地道、体裁丰富多样。
在此基础上，特别强调教学内容的趣味性，以激发学生的学习兴趣。
在教学安排上，以“听读导入，口语为本”作为指导原则，通过让学生接触大量的听力和阅读材料，使他们开展有意义的口语训练，从而有效地提高他们的英语口语水平。
五、主要教学方法本课程在教授语言知识的同时，重视培养学生对于语言知识的运用能力，遵循科学的口语教学原则和口语学习步骤，在让学生进行口头表达之前先让其接触大量的听力和阅读材料，然后让其通过跟读单词、回答问题、复述材料、背诵课文、自由讨论等丰富多彩的操练逐渐达到口语交际的最高阶段。
本课程采取“ 教师指导下的网络课堂学习和学生自主学习交替进行”的教学模式，要求学生通过课堂教学和课外自主学习网络课件，完成本课程的学习。
六、课时安排每周 2学时，一学期16周。
英语口语教学大纲(最新)
英语口语教学大纲(最新)英语口语教学大纲英语口语教学大纲应由本人根据自身实际情况书写，以下仅供参考，请您根据自身实际情况撰写。
英语口语教学大纲应包括以下几个方面：1.教学目标：明确学习目标，包括口语流利、语法正确、语音标准等。
2.教学计划：根据教学目标制定教学计划，包括课程安排、课时分配、教学方法等。
3.教学内容：根据教学计划，确定教学内容，包括口语训练、语法练习、语音纠正等。
4.教学评估：根据教学目标和教学内容，制定教学评估标准，包括口语测试、口语考试、口语反馈等。
5.教学资源：根据教学内容和教学评估标准，选择合适的教学资源，包括教材、课件、视频等。
6.教学反馈：根据教学评估结果，及时进行教学反馈，包括学生反馈、教师反思等。
7.教学改进：根据教学反馈和评估结果，及时进行教学改进，包括教学方法调整、教学资源更新等。
8.教学评估：根据教学目标和教学内容，制定教学评估标准，包括口语测试、口语考试、口语反馈等。
9.教学反馈：根据教学评估结果，及时进行教学反馈，包括学生反馈、教师反思等。
10.教学改进：根据教学反馈和评估结果，及时进行教学改进，包括教学方法调整、教学资源更新等。
加拿大英语口语教学大纲加拿大英语口语教学大纲主要包括以下几个部分：1.初级（Level1）__目标：建立基本的英语口语能力，包括发音、语法、词汇和听力理解。
__内容：学习常用的日常短语、基本句型、数字和形状、基础的颜色和家庭成员等。
__评估：通过自我介绍、问答、听写、朗读等测试学生的口语水平。
2.中级（Level2）__目标：提高英语口语能力，包括更复杂的语法结构、更多的词汇和短语、提高听力理解能力。
__内容：学习家庭和工作场所、学校和娱乐、食物和饮料等主题。
__评估：通过小组讨论、角色扮演、演讲等测试学生的口语水平。
3.中高级（Level3）__目标：进一步提高英语口语能力，包括更复杂的语法结构、更多的词汇和短语、更高的听力理解能力。
英语口语1教学大纲(具体)
英语口语1教学大纲(具体)英语口语1教学大纲《英语口语1》教学大纲课程名称：英语口语1课程时长：16周，每周4节授课人：张老师课程目标：本课程的目标是让学生掌握基本的英语口语技能，包括发音、语音语调、口语表达和听力理解。
授课内容：主题1：自我介绍与问候内容：学生将学习如何介绍自己、问候他人、感谢和道歉等基本口语表达。
教学方法：课堂讲解、听力训练、口语练习、小组讨论。
教学资源：课本、录音带、教学视频。
评估方法：课堂表现、口语练习、小组讨论。
主题2：家庭与朋友内容：学生将学习如何谈论家庭和朋友，包括家庭成员关系、朋友关系、喜好等。
教学方法：课堂讲解、听力训练、口语练习、小组讨论。
教学资源：课本、录音带、教学视频。
评估方法：课堂表现、口语练习、小组讨论。
主题3：学校生活内容：学生将学习如何谈论学校生活，包括课程、老师、同学、校园活动等。
教学方法：课堂讲解、听力训练、口语练习、小组讨论。
教学资源：课本、录音带、教学视频。
评估方法：课堂表现、口语练习、小组讨论。
英语口语教学大纲英语口语教学大纲可能因课程类型、教学目标和教学时长等因素而有所不同，以下是一个可能的英语口语教学大纲：1.课程目标：通过本课程的学习，学生应能够：__掌握基本的英语口语表达和交流技巧；__能够进行日常交流和简单的商务、学术或工作场合的交流；__了解英语口语的文化背景和语言习惯。
2.教学内容：__基础英语口语表达：包括问候、自我介绍、表达需求、询问、提供信息、道别等基本用语；__日常交流：包括购物、交通、旅游、学校生活等话题；__商务和职业场景：包括商务会议、面试、产品介绍等场景；__学术场景：包括论文写作、报告展示、学术讨论等场景；__文化背景和语言习惯：包括了解英语国家的历史、文化、风俗习惯等，以及了解英语口语的语言习惯和发音规则。
3.教学方法：__互动式教学模式：鼓励学生积极参与课堂讨论和练习，通过互动和交流提高口语表达能力；__语言实践模式：注重语言实践，通过大量的口语练习和角色扮演等方式提高学生的口语表达能力；__多媒体教学：利用多媒体资源，包括视频、音频、图片等，帮助学生更好地理解和掌握英语口语。
大学英语口语课程教学大纲教学提纲
大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。
教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。
五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。
通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。
将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。
本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。
大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。
与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。
六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM 多媒体光盘、测试光盘。
七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时6.5学时，习题课、测验学时6.5学时，期末考试2学时。
大学英语口语教学大纲
附件五《大学英语口语》教学大纲一、课程的性质和特点本课程为考查课，配合大学英语及专业课程教学，使学生把握不同社会语境中经常使用的套语，通过形式多样的语言技术训练，能就日常生活中经常使用的话题用比较简单的英语准确地表达自己的思想，以达到在具体的社会语境中得体地利用语言的目的。
二、课程的目的和要求通过一个学期共72课时的教学，使学生在把握了低级英语口语的基础上进一步丰硕所把握的日常句型，能较熟练地进行一样英语会话，较顺利地用英语表达自己的思想，慢慢培育学生叙述、对话、交谈和讨论等方面的口语实际能力。
使学生通过功能句型、典型对话和大量的口头练习，能够具有较强的英语口语表达能力。
三、课时安排（共72学时）四、教学内容Unit OneAim:Require students to grasp different methods of self-introduction and introducing other people.First Days at UniversityI. Warm up.Work with your partner. Discuss which of the greetings are used in the first meting.⒈ Patterns and expressions1) Introducing oneself2) Introducing someone else2. Useful words and expressions1) Work together with your partner to complete the conversations.2) Work in groups of three. Introduce the other two to each other using the patters of Introducing Someone Else.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Develop each of the introductions into short conversations.2. Discuss the following questions.1) Which of the introductions are formal and which are informal?2) What are the possible situations to which they can be applied?IV. Class workIntroduce yourself to at least four people in the classroom.V. Assignment1. Work in groups of six. Make up a chain story according to the pictures, each student talking about one of the picture.2. Talk with three students at English Corner.Unit TwoAim:Require students to learn how to initiate a conversation and shift topics naturally.. Initiating a ConversationI. Warm up.Prepare a short speech to introduce yourself and your roommates based on the guidelines.⒈ Patterns and expressions1) Establishing points of common interest2) Asking polite questions2. Useful words and expressions1) Discuss with your partner and fill in the blanks with appropriate words or phrases according to the given sequence.2) Work with your partner to find a topic of common interest.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDivide the class into two teams. The first person from Team 1 gives a statement, and his counterpart from Team 2 offers an appropriate response. Then the second, the third … until all the members of both teams have finished. The teacher will be the judge.IV. Group workMove about in the classroom, and talk with at least three of your classmate. Try to shift your topics naturally in each conversation.V. Assignment1. Strike up a conversation with people on campus to seek some relevant information about the topics of the weather or the biggest shopping center in the city.2. Ask each other at least five questions about your families and respond as quickly as possible.Unit ThreeAim:Require students to learn how to ask for necessary information.Knowing Your CampusI. Warm up.Describe the location of the places on campus.⒈ Patterns and expressionsAsking for necessary information2. Useful words and expressions1) Work with your partner and complete the dialogues.2) Present your work to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend Conversation 4 and 6 in the text as much as you can.2. Discuss the following questions.1) How to ask the way in a strange city?2) How to direct the way in English?IV. Class workRetell the story to the group, either as the policeman, the judge or the thief. V. AssignmentStory telling.Unit fourAim:Teach students how to congratulate.Happy BirthdayI. Warm up.Make a birthday party invitation.⒈ Patterns and expressionsTalking about a birthday2. Useful words and expressions1) Make up short dialogues using the expressions given in the chart.2) Work in groups of three. One is having his nineteenth birthday party. The other two are invited. Role-play a birthday party.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Have a report about your birthday celebration. The questions below may serve as guidelines.1) When is your birthday?2) What special food do you have on your birthday? Why?3) How did you celebrate your birthday at home?IV. Class workRead the passage and retell the story with your partner.V. Assignment1. Suppose you are going to take part in the birthday party of one of your friends. You are asked to prepare a short speech to be delivered at the party.2. Work out the riddles with your roommates and give an oral report to the class.Unit FiveAim:Require students to grasp how to make inquires and responses.Library and Self-studyI. Warm up.Give an oral introduction of the library to the class.⒈ Patterns and expressions1) Talking to a librarian2) Responses of the librarian2. Useful words and expressions1) Substitution drills2) Role playII. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Work in groups of four and discuss our learning habit that can be very constructive.2. Make a list about the bad habits of learning.IV. Class workLook at the pictures in the textbook and make a chain story with your partners. V. Assignment1. Discuss the question: “How can we get the most out of school?”2. Give an oral report on your study habit to the class.Unit SixAim:Ask students to grasp the expressions of food.MealsI. Warm up.Talk about the differences and similarities between Chinese food and Western food.⒈ Patterns and expressions1) At an eating place2) Inquires and responses2. Useful words and expressions1) Suppose you are eating with your partner in a restaurant. Make up a dialogue.2) Present your dialogue to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Wok in pairs. One asks the questions, and the other gives answers.2. Retell each of the stories to the group based on the questions.IV. Class workDebate: Which is better, chopsticks or knives and forks?V. Assignment1. Work in groups of five. Each member chooses one of his favorite dishes, and tellsthe group how to cook it.Unit SevenAim:Require students to grasp how to see a doctor and expressions of medicine. Seeing a DoctorI. Warm up.Read the following sayings and explain their implications for medical care.⒈ Patterns and expressionsMeeting the doctor2. Useful words and expressions1) One student acts as a doctor and the other as a patient. Talk to each other using the patterns.2) Change the role.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend each of the conversations with more details.2. Present your work to the group and to the class.IV. Class workWork in groups of three. Make the story into a short play.V. Assignment1. Story telling: “I was ill”.2. Oral report.Unit EightAim:Students are required to describe recreational activities they like.Recreation and entertainmentI. Warm up.Name four recreational activities and exchange ideas with partners.⒈ Patterns and expressionsTalking about recreation and entertainment2. Useful words and expressionsPractice the patterns and expressions with one asking and the other answering till you are familiar with them.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Fill in the blanks with proper words and expressions.2. Name each of the things in the pictures.3. Make up a chain story.IV. Class workAsk questions about your partner’s likes and dislikes.V. AssignmentThink of somewhere that would be an ideal place to go on holiday. Introduce theplace to the class.2. Oral report.Unit NineAim:Require students to grasp how to make an appointment and suggestions.A Visit to the Foreign TeacherI. Warm up.Discuss the following questions in groups and report your story to the class.1) Have you ever talked with a foreigner?2) Have you ever visited any of the foreign teachers working in your university?⒈ Patterns and expressions1) Making appointments on the phone2) Making suggestions2. Useful words and expressionsComplete the following conversations, each with a different student in the class. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Telephone one of your teachers and make an appointment with him.IV. Class workV. Assignment1. Make suggestions to your friends.2. Work out the riddles in your group.Unit TenAim:Learn good English study methods.English Learning StrategiesI. Warm up.Discuss the difficulties you have in learning English.⒈ Patterns and expressionsTalking about English learning2. Useful words and expressions1) Practice the patterns and expressions.2) Make up a dialogue about your personal experience of English learning. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workPrepare a short speech about your success or failure in English learning. IV. Class workMake a chain story of the pictures in the textbook.V. Assignment2. English Corner: “How do you improve your oral English?”Unit ElevenAim:Students are required to grasp how to express surprise and responses. Back from HolidayI. Warm up.1) Talk about whatever interested and impressed you during the holiday.2) Present your work to the class.⒈ Patterns and expressions1) Seeing a friend after a long holiday2) Using strategic responses2. Useful words and expressionsComplete the short dialogues with proper strategic responses given. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Ask each other questions about holiday experience.IV. Class workWork in groups of four and talk about the following topics:1) a family dinner3) taking a holiday jobV. Assignment1. A debate: “Traveling as the Ideal Way of Spending a Holiday”.2. A game.Unit TwelveAim:Require students to learn how to report news.News and issuesI. Warm up.Talk about at least four pieces of news or issues widely discussed in the media or on campus.1)What’s the news about?2)What’s your comment on it?⒈ Patterns and expressions1) Talking about good news2) Talking about bad news2. Useful words and expressionsHave at least three conversations about news and issues with different partners. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work2. Tell a piece of news about the latest development of telecommunications.IV. Class workDescribe the pictures to your partner and to the class.V. Assignment1. Listen, speak and write.2. Research and report:1) newspapers2) magazinesUnit ThirteenAim:Students are required to grasp the vocabulary on latest development in technology.I Like This MachineI. Warm up.Fill in the blanks with the information.⒈ Patterns and expressionsTalking about computers2. Useful words and expressionsMake up a conversation based on the patterns and expressions.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Make up a list of trap words and phrases of your own.2. Give a min-lecture to the class.IV. Class workMake up a role play based on the pictures in the textbook.V. Assignment1. Think it over.2. A debate: “Will computers replace teachers in the future”.Unit FourteenAim:Students are required to introduce famous scenic spots in China. TravelingI. Warm up.Make a short speech to the class about your personal view of traveling.⒈ Patterns and expressionsTalking about traveling2. Useful words and expressionsAsk your partner the following questions:1)When was the last time you traveled by bus?2)Where did you go?3)Did you enjoy the bus trip? Why or why not?II. Text1. Read the dialogue aloud.III. Pair work1. Interview:1) Do you like traveling with friends or alone? Why?2) Which do you like best, traveling by road, by sea or by air? Why?2. Present your discussions to the class.IV. Class workTurn the story into a play and present it to the class.V. Assignment1. Respond properly.2. Make up s story according to the picture in the textbook.Unit FifteenAim:Require students to grasp the etiquette of table manners.Table MannersI. Warm up.3)Talk about the eating habits both in China and in western countries.⒈ Patterns and expressionsPolite requests and responses2. Useful words and expressionsOne uses body language to express the meaning of any word or expression. The other figures out the word or expression that matches the body language.II. TextDiscuss the taboos of eating manners you learned.IV. Class workDebate: “It is necessary to have taboos at the dinner table.”V. Assignment1. Group discussion: the differences between Chinese people and American people in treating their guests to dinner.2. Lecture: How to handle the table setting for western food?Unit sixteenAim:Require students to learn business forms in the western countries: corporation, partnership and sole proprietorship.Private Companies at the CrossroadsI. Warm up.Discuss what are the possible advantages and disadvantages of the family management system for a private company.⒈ Patterns and expressionsTalking about business2. Useful words and expressionsMake up a conversation about private business in china.II. Text1. Try to express the ideas in different ways.2. Tell the story to each other in the first person.IV. Class workFind something unreasonable in the pictures and present it to the class.V. Assignment1. Interview one or two owners of private businesses.2. Role playUnit SeventeenAim:Students are required to grasp the meanings of non-verbal communication.Non-verbal CommunicationI. Warm up.If you don’t know the language of a country, how would you express your ideas?⒈ Patterns and expressionsTalking about gestures.2. Useful words and expressionsDemonstrate a non-verbal signal, and ask your partner to guess the meaning of it. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Discuss the following questions:1) What would it mean if the same gesture were to be made in Chinese culture?2) What would the gesture be like if the same meaning were to be expressed in Chinese culture?2. Facial expressions and emotions.IV. Class workDiscuss and decide who should be given the chance to board the lifeboat, a teacher or a policeman?V. Assignment1. Posture poses2. Make up s story based on the pictures in the textbook.ExaminationAim:Check whether the students have improved in oral English.。
大学英语五英语口语课程教学大纲2021版
*课程目标(CourseObject)
1.学生能够拥有流畅准确、清晰连贯的英语口语表达能力（B1,B2,B5,C1,C2,C4）；
2.学生能够拥有用英语讲述中语文化、社会、科技和经济等领域发展成就的能力（A1,A2,A3,A4,A5,D1,D2,D3,D4）；
3.学生能够拥有各项英语口试的能力（B2,C2,）；
*课程简介（英文）（Description）
Spoken English is a compulsory English course for non-English major freshers who have an advanced level of English.Set at the level of Development according to College English Teaching Requirements (2020),this General English course has students taking the lead in their learning,directed by a knowledgeable teacher,coaching them by their side.The course adopts a task-based and cooperative approach and includes individual and group activities,such as read-aloud,retelling,broadcasting,presentation,acting and dialogue,aiming to enable students to speak English fluently,accurately,clearly,and coherently,and use the language to introduce Chinas social,cultural,scientific and economic development to the western world.
英语口语教学大纲
英语口语教学大纲口语是英语学习中至关重要的一部分。
有一个系统且全面的口语教学大纲可以帮助学生更好地掌握口语表达能力，并提高他们的英语口语水平。
本文将提供一个英语口语教学大纲，帮助教师和学生更好地组织口语教学内容。
**一、口语教学目标**1.能够流利、准确地表达日常生活中常见的话题；2.能够参与简单的对话和交流；3.能够运用正确的语音、语调和语音语调；4.能够克服语音上的障碍和困难，提高口语表达的自信心；5.能够较为自如地应对日常生活和工作中的口语交流。
**二、口语教学内容**1.日常生活交际用语：问候、介绍自己、购物、讨论天气、约会等；2.电话交流：接打电话、留言、询问信息等；3.旅行交流：预订机票、酒店、问路、点菜等；4.工作场景交流：面试、商务会议、工作报告等；5.文化交流：节日、习俗、传统美食等。
**三、口语教学方法**1.模仿口语：学生通过模仿老师的口语表达，逐渐提高自己的口语表达能力；2.角色扮演：学生分角色进行对话练习，增强对话能力；3.情景对话：根据具体情境编写对话，提高学生实际应用口语的能力；4.口语训练课：每周安排口语训练课，针对性地进行口语训练，提高学生口语表达水平；5.听力练习：帮助学生提高听力理解能力，从而更好地应用口语。
**四、口语教学评估**1.口语测试：定期进行口语测试，评估学生口语水平；2.口语表达：对学生参与课堂讨论、表达意见的能力进行评估；3.口头报告：要求学生进行口头报告，评估其口语表达能力；4.听力理解：通过各种听力练习测试学生的听力理解能力。
**五、口语教学资源**1.教材：准备与口语教学相关的教材和练习册；2.多媒体设备：利用多媒体设备进行口语教学，提高学生学习兴趣；3.口语学习网站：推荐一些口语学习网站，为学生提供更多练习资源；4.口语学习APP：推荐一些口语学习APP，方便学生随时随地进行口语练习。
**六、口语教学建议**1.营造良好的教学氛围，激发学生学习兴趣；2.给予学生充分的口语练习机会，鼓励他们多多练习；3.及时纠正学生口语中的错误，帮助他们改进口语表达；4.鼓励学生多参与口语交流活动，提高口语表达能力；5.激励学生树立信心，相信自己能够掌握良好的口语表达能力。
英语口语课程教学大纲
《英语口语》课程教学大纲一、课程基本情况课程代码：1101219001课程名称（中/英文）：英语口语/Oral English课程类别：外语类通识拓展选修课程学分：2总学时：32理论学时：32实验/实践学时：0适用专业：四年制本科非英语专业（艺术、音乐专业除外）适用对象：四年制本科生先修课程：大学英语（1）、大学英语（2）教学环境：多媒体、网络开课学院：外国语学院二、课程简介1.课程任务与目的英语口语属于外语类通识拓展选修课程。
该课程围绕跨文化交际相关主题，以视听为输入材料的基础上，配以跟读、模仿、角色扮演、对话、讨论、演讲、口译等多种形式的口语练习活动和输出表达形式，通过课堂口语练习和实践，让学生理解单元课文内容并巩固语言点、知识点，充分唤起学生学习英语的兴趣，逐步培养学生用英语进行思考、用英语进行口头交际的意识。
此外，将积极开展课程思政教学改革，将价值引领融入课程任务与目的。
2.对接培养的岗位能力学习内容与现实生活相结合，同时融入语言知识、跨文化意识等要素，使学生深入了解主要英语国家的文化背景、生活习俗和社会知识，培养学生的语言运用能力和跨文化交际能力，为未来入职打下良好的语言基础。
要求学生课后讨论难度更深一层、与主题相关的话题，以发展其对主题内容进行深层次讨论的口语表达能力、创新能力和思辨能力，并最终培养基础理论扎实、具有较强学习能力、实践能力和职业素养的高素质应用型人才。
三、课程教学目标总目标坚持全面发展的育人观，注重学生通用能力和专业能力协同培养。
通过本课程的学习，使学生能够较为清楚、明确地表达个人见解、意见、情感、观点等，较为准确地陈述事实、事件、理由等，就日常生活中的一般情景与来自英语国家的人士进行简单会话，就所熟悉的话题经准备后作简短发言，就社会生活中的一般性或技术性话题进行简单讨论，用简练的语言概括篇幅适当、难度适中的文本或讲话，语音、语调、语法基本正确，语言运用基本得体。
知识目标以应用为目的，以实践为核心，以知识为主线，设计整个课程的教学过程，激发学生说英语的兴趣，培养学生口语表达能力。
大学英语口语教学大纲
附件五《大学英语口语》教学大纲一、课程的性质和特点本课程为考查课，配合大学英语及专业课程教学，使学生掌握不同社会语境中常用的套语，通过形式多样的语言技能训练，能就日常生活中常用的话题用比较简单的英语准确地表达自己的思想，以达到在具体的社会语境中得体地使用语言的目的。
二、课程的目的和要求经过一个学期共72课时的教学，使学生在掌握了初级英语口语的基础上进一步丰富所掌握的日常句型，能较熟练地进行一般英语会话，较顺利地用英语表达自己的思想，逐步培养学生叙述、对话、交谈和讨论等方面的口语实际能力。
使学生通过功能句型、典型对话以及大量的口头练习，能够具有较强的英语口语表达能力。
三、课时安排（共72学时）四、教学内容Unit OneAim:Require students to grasp different methods of self-introduction and introducing other people.First Days at UniversityI. Warm up.Work with your partner. Discuss which of the greetings are used in the first meting.⒈ Patterns and expressions1) Introducing oneself2) Introducing someone else2. Useful words and expressions1) Work together with your partner to complete the conversations.2) Work in groups of three. Introduce the other two to each other using the patters of Introducing Someone Else.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Develop each of the introductions into short conversations.2. Discuss the following questions.1) Which of the introductions are formal and which are informal?2) What are the possible situations to which they can be applied?IV. Class workIntroduce yourself to at least four people in the classroom.V. Assignment1. Work in groups of six. Make up a chain story according to the pictures, each student talking about one of the picture.2. Talk with three students at English Corner.Unit TwoAim:Require students to learn how to initiate a conversation and shift topics naturally..Initiating a ConversationI. Warm up.Prepare a short speech to introduce yourself and your roommates based on the guidelines.⒈ Patterns and expressions1) Establishing points of common interest2) Asking polite questions2. Useful words and expressions1) Discuss with your partner and fill in the blanks with appropriate words or phrases according to the given sequence.2) Work with your partner to find a topic of common interest.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDivide the class into two teams. The first person from Team 1 gives a statement, and his counterpart from Team 2 offers an appropriate response. Then the second, the third …until all the members of both teams have finished. The teacher will be the judge.IV. Group workMove about in the classroom, and talk with at least three of your classmate. Try to shift your topics naturally in each conversation.V. Assignment1. Strike up a conversation with people on campus to seek some relevant information about the topics of the weather or the biggest shopping center in2. Ask each other at least five questions about your families and respond as quickly as possible.Unit ThreeAim:Require students to learn how to ask for necessary information.Knowing Your CampusI. Warm up.Describe the location of the places on campus.⒈ Patterns and expressionsAsking for necessary information2. Useful words and expressions1) Work with your partner and complete the dialogues.2) Present your work to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend Conversation 4 and 6 in the text as much as you can.2. Discuss the following questions.1) How to ask the way in a strange city?2) How to direct the way in English?IV. Class workRetell the story to the group, either as the policeman, the judge or the thief. V. AssignmentStory telling.Unit fourAim:Teach students how to congratulate.Happy BirthdayI. Warm up.Make a birthday party invitation.⒈ Patterns and expressionsTalking about a birthday2. Useful words and expressions1) Make up short dialogues using the expressions given in the chart.2) Work in groups of three. One is having his nineteenth birthday party. The other two are invited. Role-play a birthday party.1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Have a report about your birthday celebration. The questions below may serve as guidelines.1) When is your birthday?2) What special food do you have on your birthday? Why?3) How did you celebrate your birthday at home?IV. Class workRead the passage and retell the story with your partner.V. Assignment1. Suppose you are going to take part in the birthday party of one of your friends. You are asked to prepare a short speech to be delivered at the party.2. Work out the riddles with your roommates and give an oral report to the class.Unit FiveAim:Require students to grasp how to make inquires and responses.Library and Self-studyI. Warm up.Give an oral introduction of the library to the class.⒈ Patterns and expressions1) Talking to a librarian2) Responses of the librarian2. Useful words and expressions1) Substitution drills2) Role playII. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Work in groups of four and discuss our learning habit that can be very constructive.2. Make a list about the bad habits of learning.IV. Class workLook at the pictures in the textbook and make a chain story with your partners.V. Assignment1. Discuss the question: “How can we get the most out of school?”2. Give an oral report on your study habit to the class.Unit SixAim:Ask students to grasp the expressions of food.MealsI. Warm up.Talk about the differences and similarities between Chinese food and Western food.⒈ Patterns and expressions1) At an eating place2) Inquires and responses2. Useful words and expressions1) Suppose you are eating with your partner in a restaurant. Make up a dialogue.2) Present your dialogue to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Wok in pairs. One asks the questions, and the other gives answers.2. Retell each of the stories to the group based on the questions.IV. Class workDebate: Which is better, chopsticks or knives and forks?V. Assignment1. Work in groups of five. Each member chooses one of his favorite dishes, and tells the group how to cook it.Unit SevenAim:Require students to grasp how to see a doctor and expressions of medicine. Seeing a DoctorI. Warm up.Read the following sayings and explain their implications for medical care.⒈ Patterns and expressionsMeeting the doctor2. Useful words and expressions1) One student acts as a doctor and the other as a patient. Talk to each other using the patterns.2) Change the role.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend each of the conversations with more details.2. Present your work to the group and to the class.IV. Class workWork in groups of three. Make the story into a short play.V. Assignment1. Story telling: “I was ill”.2. Oral report.Unit EightAim:Students are required to describe recreational activities they like. Recreation and entertainmentI. Warm up.Name four recreational activities and exchange ideas with partners.⒈ Patterns and expressionsTalking about recreation and entertainment2. Useful words and expressionsPractice the patterns and expressions with one asking and the other answering till you are familiar with them.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Fill in the blanks with proper words and expressions.2. Name each of the things in the pictures.3. Make up a chain story.IV. Class workAsk questions about your partner’s likes and dislikes.V. AssignmentThink of somewhere that would be an ideal place to go on holiday. Introduce the place to the class.2. Oral report.Unit NineAim:Require students to grasp how to make an appointment and suggestions.A Visit to the Foreign TeacherI. Warm up.Discuss the following questions in groups and report your story to the class.1) Have you ever talked with a foreigner?2) Have you ever visited any of the foreign teachers working in your university?⒈ Patterns and expressions1) Making appointments on the phone2) Making suggestions2. Useful words and expressionsComplete the following conversations, each with a different student in the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Telephone one of your teachers and make an appointment with him.IV. Class workMake a chain story of the pictures in the textbook.V. Assignment1. Make suggestions to your friends.2. Work out the riddles in your group.Unit TenAim:Learn good English study methods.English Learning StrategiesI. Warm up.Discuss the difficulties you have in learning English.⒈ Patterns and expressionsTalking about English learning2. Useful words and expressions1) Practice the patterns and expressions.2) Make up a dialogue about your personal experience of English learning. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workPrepare a short speech about your success or failure in English learning.IV. Class workMake a chain story of the pictures in the textbook.V. Assignment1. Interview2. English Corner: “How do you improve your oral English?”Unit ElevenAim:Students are required to grasp how to express surprise and responses. Back from HolidayI. Warm up.1) Talk about whatever interested and impressed you during the holiday.2) Present your work to the class.⒈ Patterns and expressions1) Seeing a friend after a long holiday2) Using strategic responses2. Useful words and expressionsComplete the short dialogues with proper strategic responses given.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Ask each other questions about holiday experience.IV. Class workWork in groups of four and talk about the following topics:1) a family dinner2) helping with housework3) taking a holiday jobV. Assignment1. A debate: “Traveling as the Ideal Way of Spending a Holiday”.2. A game.Unit TwelveAim:Require students to learn how to report news.News and issuesI. Warm up.Talk about at least four pieces of news or issues widely discussed in the mediaor on campus.1)What’s the news about?2)What’s your comment on it?⒈ Patterns and expressions1) Talking about good news2) Talking about bad news2. Useful words and expressionsHave at least three conversations about news and issues with different partners.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Collect more information on cloning technology.2. Tell a piece of news about the latest development of telecommunications. IV. Class workDescribe the pictures to your partner and to the class.V. Assignment1. Listen, speak and write.2. Research and report:1) newspapers2) magazinesUnit ThirteenAim:Students are required to grasp the vocabulary on latest development in technology.I Like This MachineI. Warm up.Fill in the blanks with the information.⒈ Patterns and expressionsTalking about computers2. Useful words and expressionsMake up a conversation based on the patterns and expressions.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Make up a list of trap words and phrases of your own.2. Give a min-lecture to the class.IV. Class workMake up a role play based on the pictures in the textbook.V. Assignment1. Think it over.2. A debate: “Will computers replace teachers in the future”.Unit FourteenAim:Students are required to introduce famous scenic spots in China. TravelingI. Warm up.Make a short speech to the class about your personal view of traveling.⒈ Patterns and expressionsTalking about traveling2. Useful words and expressionsAsk your partner the following questions:1)When was the last time you traveled by bus?2)Where did you go?3)Did you enjoy the bus trip? Why or why not?II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Interview:1) Do you like traveling with friends or alone? Why?2) Which do you like best, traveling by road, by sea or by air? Why?2. Present your discussions to the class.IV. Class workTurn the story into a play and present it to the class.V. Assignment1. Respond properly.2. Make up s story according to the picture in the textbook.Unit FifteenAim:Require students to grasp the etiquette of table manners.Table MannersI. Warm up.3)Talk about the eating habits both in China and in western countries.⒈ Patterns and expressionsPolite requests and responses2. Useful words and expressionsOne uses body language to express the meaning of any word or expression. The other figures out the word or expression that matches the body language. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDiscuss the taboos of eating manners you learned.IV. Class workDebate: “It is necessary to have taboos at the dinner table.”V. Assignment1. Group discussion: the differences between Chinese people and American people in treating their guests to dinner.2. Lecture: How to handle the table setting for western food?Unit sixteenAim:Require students to learn business forms in the western countries: corporation, partnership and sole proprietorship.Private Companies at the CrossroadsI. Warm up.Discuss what are the possible advantages and disadvantages of the family management system for a private company.⒈ Patterns and expressionsTalking about business2. Useful words and expressionsMake up a conversation about private business in china.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Try to express the ideas in different ways.2. Tell the story to each other in the first person.IV. Class workFind something unreasonable in the pictures and present it to the class.V. Assignment1. Interview one or two owners of private businesses.2. Role playUnit SeventeenAim:Students are required to grasp the meanings of non-verbal communication. Non-verbal CommunicationI. Warm up.If you don’t know the language of a country, how would you express your ideas?⒈ Patterns and expressionsTalking about gestures.2. Useful words and expressionsDemonstrate a non-verbal signal, and ask your partner to guess the meaning of it.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Discuss the following questions:1) What would it mean if the same gesture were to be made in Chinese culture?2) What would the gesture be like if the same meaning were to be expressed in Chinese culture?2. Facial expressions and emotions.IV. Class workDiscuss and decide who should be given the chance to board the lifeboat, a teacher or a policeman?V. Assignment1. Posture poses2. Make up s story based on the pictures in the textbook.ExaminationAim:Check whether the students have improved in oral English.。
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大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。
教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。
五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。
通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。
将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。
本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。
大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。
与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。
六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM 多媒体光盘、测试光盘。
七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时6.5学时，习题课、测验学时6.5学时，期末考试2学时。
项目合计讲授讨论、训练习题课、测验内容Unit 1 Me 2 11/2 1/2Unit 2 Place 2 1 1/2 1/2Unit 3 Couples 2 1 1/2 1/2Unit 4 Fit 2 1 1/2 1/2Unit 6 Shop 2 1 1/2 1/2Unit 7 Job 2 1 1/2 1/2Unit 8 Rich 2 1 1/2 1/2Unit 9 Rules 2 1 1/2 1/2Unit 11 Smile 2 1 1/2 1/2Unit 12 Rebel 2 1 1/2 1/2Unit 13 Dance 2 1 1/2 1/2Unit 17 Animals 2 1 1/2 1/2Unit 18 Weird 2 1 1/2 1/2总计26 13 6.5 6.5第二学期：每周2学时，共17周，34学时，完成第二册的16个单元，其中讲授学时15学时，讨论训练学时8学时，习题课、测验学时9学时，期末考试2学时。
项目合计讲授讨论、训练习题课、测验学时数Unit 1 Friends 2 11/2 1/2Unit 2 Relax 2 1 1/2 1/2Unit 3 Dating 2 1 1/2 1/2Unit 4 Adrenalin 2 1 1/2 1/2Unit 5 Kids 2 1 1/2 1/2Unit 6 News 2 1 1/2 1/2Unit 7 Party 2 1 1/2 1/2Unit 8 Review 1 2 1/2 1/2 1Unit 9 Soap 2 1 1/2 1/2Unit 10 Time 2 1 1/2 1/2Unit 11 Journey 2 1 1/2 1/2Unit 12 Basics 2 1 1/2 1/2Unit 13 Communication 2 1 1/2 1/2Unit 14 Style 2 1 1/2 1/2Unit 15 Age 2 1 1/2 1/2Unit 16 Review 2 2 1/2 1/2 1总计32 15 8 9第三学期：每周2学时，共17周，34学时，完成第三册的14个单元，其中讲授学时13学时，讨论训练学时7学时，习题课、测验学时12学时，期末考试2学时。
项目合计讲授讨论、训练习题课、测验内容Unit 1 Images 2 11/2 1/2Unit 2 Family 2 1 1/2 1/2Unit 3 Money 2 1 1/2 1/2Unit 4 Body 2 1 1/2 1/2复习测验 2 2Unit 5 Ritual 2 1 1/2 1/2Unit 6 Digital 2 1 1/2 1/2Unit 7 Review 1 2 1/2 1/2 1Unit 8 Escape 2 1 1/2 1/2Unit 9 Attraction 2 1 1/2 1/2Unit 10 Genius 2 1 1/2 1/2Unit 11 Sell 2 1 1/2 1/2复习考试 2 2Unit 12 Student 2 1 1/2 1/2Unit 13 Home 2 1 1/2 1/2Unit 14 Review 2 2 1/2 1/2 1总计32 13 7 12第四学期：每周2学时，共17周，34学时，完成第四册的14个单元，其中讲授学时13学时，讨论训练学时7学时，习题课、测验学时12学时，期末考试2学时。
项目合计讲授讨论、训练习题课、测验内容Unit 1 Identity 2 11/2 1/2Unit 2 Taste 2 1 1/2 1/2Unit 3 City 2 1 1/2 1/2Unit 4 Talk 2 1 1/2 1/2复习测验 2 2Unit 5 Luck 2 1 1/2 1/2Unit 6 Mind 2 1 1/2 1/2Unit 7 Review 1 2 1/2 1/2 1Unit 8 Cyberspace 2 1 1/2 1/2Unit 9 Law 2 1 1/2 1/2Unit 10 Firsts 2 1 1/2 1/2Unit 11 Stories 2 1 1/2 1/2复习考试 2 2Unit 12 Words 2 1 1/2 1/2Unit 13 Conscience 2 1 1/2 1/2Unit 14 Review 2 2 1/2 1/2 1总计32 13 7 12八、作业设计要求学生每次课后根据课堂所学内容，结合现实生活，完成一次口头作业或完成每单元的阅读内容。
教师要对每次的作业进行个别抽查，平均每位学生至少有3次检查纪录，作为平时考核成绩的主要依据。
约占平时成绩的30%, 抽查时间由教师自定。
九、教学策略（一）本课程均由来自英语国家的外籍教师担任。
要求外教在课前认真备课，充分了解所授班级的学生状况和英语基础，积极探索行之有效的教学方法。
（二）精讲多练、重视“Sentence Pattern”（句型），“Reiteration”（反复练习），“LanguageEnvironment”（语境）三方面的有机结合。
英语句型结构的分析运用是学习英语的重要基础，要求学生利用教材中的替换练习形式，用所学过的常用词汇，替换变衍出自己所需表达的意思，从而系统地掌握各类基本句型的运用规律。
（三）注重语言运用能力的培养，提高学生口头交际能力本课程的基本手段是通过让学生接触到大量的与情景相应的有声语言，增加语言输入，然后经过对语言的模仿最终达到对语言的自如运用。
因此，第一、二学期应着重于语言基本功的训练，如语音、语调、语法、朗读、复述能力。
第三、四学期则着重于让学生用所掌握的基本的语言知识，条理清晰、逻辑严谨地口头表达观点与思想。
在两个学年的学习中，学生应从大量的口语实践中完成从单纯模仿语言到自由运用语言的过渡。
（四）培养学生的跨文化交际意识语言是文化交流的媒介，交际过程无时无刻不体现着文化之间的差异。
本课程的目标还在于帮助学生了解主要英语国家的文化背景和生活习俗。
在教学中要引导和帮助学生了解英语国家的社会、文化习俗，理解交际过程中众多因素（如：场景、功能、意念、性别、社会、心理、风格、情感）与语言得体性的关系，使其掌握正确、得体的表达方式。
（五）提高学生分析问题的能力本课程的素材取材于当今美国社会生活，内容新颖，生动，涵盖了日常生活，学习中的各种对话场景。
充分体现了当今美国语言与美国文化。
它一方面为学生提供了丰富的有关英语国家的资料；另一方面也为学生展示了外国人对社会诸方面问题的看法。
口头实践活动应与提高学生分析问题的能力有机地结合起来。
（六）积极开展课外活动口语能力的提高需要大量、反复的实践，课堂教学应与课外活动结合起来。
要搞好英语口语课的教学，不能只局限于课内的辅导，还要创造条件引导学生开展丰富多彩的英语课外活动，如英语角、英语演讲、英语竞赛等形式多样的课外活动，使学生有更多的运用英语的机会，以便提高学生参加口语练习的兴趣和积极性。
十、考核方式（一）本课程为各学期的考试课。
采取口试的方式进行。
（二）成绩比例为：平时考核占50%和期末考核占50%。
（三）平时考核成绩的评定要根据学生的出勤情况、完成作业的情况、口语课上的综合表现情况而定。
（四）期末考核：期末考试每学期安排一次，任课教师命题。
命题原则：结合课堂授课内容，考察学生实际运用语言的能力。
十一、教材的删减与增补删减：第一册第五、十、十五、十六、十七、十九和二十单元删掉，其中第五、十、十五和二十单元为复习单元。
另外，教材中的语法部分、写作部分以及阅读部分不作为重点的教学内容。
教师可根据所教班级的实际情况酌情使用。
增补：教师在完成教学任务的基础上，可根据学生的实际情况，给学生补充一些与所授课程内容相关的课外辅助材料或相关的背景知识介绍来丰富教学内容。
教师应在教学中联系实际，把最新的有关世界和中国的新闻报道融进教学之中，帮助学生开阔眼界，使学生能够真正做到学以致用，不脱离生活实际。