雅思口語抽象話題備考方案 篇1
Describe a time you got into contact with an old friend.
You should say:
Who he or she is
When and where you met
What you talked about
And explain how you felt about this experience
This is a really good question for me, because I’ve a number of stories about this topic! I’ll tell you why: I’m a really social person, and I also went to school, primary and secondary school, before the age of WeChat and social media, so I actually remember the days when you basically had to visit your friends, or phone their parents to ask them if they were coming out to play… Anyway, so as the years went by we lost touch with a lot of friends, and only really got back in touch with them because of the introduction of social media in mainstream society. The one I was especially pleased about getting back in contact with was a girl called Xiao Shuang, she was a petite, pretty, quiet, but super-intelligent girl who was most certainly my best friend for many years in school. She had an amazing sense of humour too, and I’ll never forget her jokes and pranks in class. Anyway, we got in touch, exchanged contact details, and met in person in Beijing. It was great to see how much she had grown up and changed, although she maintained the same sense of humour and attitude to life as before. We met around the Lama temple area of Beijing, and we went to drink a coffee in one of cute coffee shops in a street called Wu Dao Ying. The café we chose to meet in was dedicated to cats! Yes, there are lots of cats in this café – real cats as well as pictures and ornaments of cats. We talked about our studies, life now, life then, how things have changed, and our aspirations for the future. I found it particularly interesting to discuss with her how she had changed, how her interests in life had developed and the challenges she had faced over the years when we had been out of touch with each other. It made me realise that I should make more effort to get in touch with more old friends from the past – and that it’s definitely worth it. We learn a lot from sharing experiences with other people and keeping in touch with people we knew in childhood. So, all in all meeting Xiao Shuang after all these years was a brilliant experience and I would strongly recommend that anyone make every effort to get back in touch with old school friends.
Part 3
1. Why do people lose contact with their friends after graduation?
People lose contact with some friends for a variety of reasons. One reason is that their paths in life diverge and their lives go in different directions. They lose common interests and goals, and life moves on, their ambitions change and their priorities differ. This is not always the case, but sometimes is what happens, often gradually over time. It’s a common reason anyway. Another reason might be that you end up losing your friends’ contact details, though today this is less common because people are often connected quite extensively with many friends and friends of friends via various online social media accounts.
2. How does modern technology influence friendship?
Modern technology influences friendships by enabling people to keep in touch all the time with friends and families, enabling people to see each other’s daily updates on things like WeChat Moments and other social utilities and platforms, and also enabling people to make new friends through online friends and dating sites. Also, there are a lot of online forums where people can post comments, opinions, ideas and share their experiences around specific or general topics and themes – often those that get along or share similar views on these forums, can make friends with each other and then develop those friendships. So, modern technology, mostly internet-based technology and software, has a huge impact on friendships and relationships. From enabling people to nurture existing friendships, to helping people make new friends.
3. Do you think people’s relationship with friends will change when they get older?
I think that friendships do evolve and change over time, and as we get older we have slightly different relationships with our friends, yes. It really depends. One example might be that as people get older maybe they have less time to spend with friends, and more responsibilities, so they might stay in touch with less friends, or be more selective about the friends they do spend time with. Children tend to play with a wider variety of friends, also because they are less discerning and have less prejudices. As we get older we take stronger likes and dislikes to people and also have less time for people who we might not immediately get along with or share common ground with. Evolving friendships are different too – adults who really want to maintain friendships will make efforts to develop them and be emotionally supportive of friends, and as the years go by, that can make friendships stronger, and last into old age. These are arguably the most valuable friendships.
4. Some people believe that friendship is more important to young people compared with old people. What do you think of it?
Yes, I think this is the case. Young people are very keen to play and go out with friends, and are more energetic and active. As I mentioned earlier, they are also perhaps less discerning about who they choose as friends and maybe have a wider variety of friends with varied interests. I think older people have less energy for going out socializing or meeting new people, and they are more comfortable with family, or hanging around with the few friends that they have had for many years. Obviously, it also depends on the personality of the individual – some people, regardless of age, are simply more social and extrovert than others, and more keen to keep friendships going and make new friends, whilst others prefer a calmer, more introvert lifestyle at home, with family, or spending a lot of time alone and without the responsibility of dealing with multiple friendships and the demands they can bring with them.
雅思口語抽象話題備考方案 篇2
Describe a time when you first talked to others in a foreign language.
You should say:
When this happened
Who you talked to
What you talked about
And explain how you felt about this experience
The time I remember quite clearly when I spoke in a foreign language for the first time properly was when I was introduced to a new foreign teacher in university. I had, to be honest, spoken English, beforehand, but this was the first “real” time I had had a conversation with a native speaker, so I’d like to talk about this. I recall that she was quite friendly and supportive and spent the entire first class giving us lots of opportunities to speak and talk about ourselves, our ambitions, our family and all sorts of things like this – personal things. I found this quite exciting in a way, although I was quite nervous because I was not used to her pronunciation and so I had to concentrate to listen. But I was pleasantly surprised at how much English I could speak when I was asked questions, and the more I spoke the more I felt confident about speaking more! She then put us in groups of four other students and we had little tasks to complete – questions and answers, oral English tasks. She came round to each table and asked us about our answers and chatted to us more. I must say that I quite enjoyed this. Although it wasn’t really any different to what my Chinese teachers had done in English lessons, I found it somehow more exciting because it was a native speaker. It was like an opportunity to show and test my language skills with someone who really did speak that language as their first language and I really liked this chance. From this day onwards I became a lot more confident in speaking English, and I often found this teacher in her breaktimes and made an effort to hang out with her a bit, spend a bit of time drinking tea with her, showing her the local sights, and using this opportunity to practice my language skills. So, I will always remember this first day when I got to speak English with this native speaker, and thereafter becoming good friends with her. So, all in all, I felt great about this whole experience.
Part3
1. What difficulties do young people in your country have in learning foreign languages?
Most study pretty hard and are good at grammar and language in the context of tests, written tests, reading tests, listening tests, for example. But they find the most difficulty in speaking in natural situations.
2. Why do you think some people are very enthusiastic about learning another language and other children are totally uninterested?
Well, some people believe this because it’s basically true! It’s a lot easier to learn to speak than to write in a foreign language. This is partly because if you are writing you usually have to control your grammar a lot more strictly than if you are speaking. Sentences in spoken language are usually shorter, less complex, and involve less complicated vocabulary. Also, if you are writing in a language you usually have to write more formally, and use a different register of vocabulary than if you are merely speaking. Written language is often slightly more formal, too, which again, involves a richer and higher range of vocabulary and lexical use than if you are just having a spoken conversation. So, in general, there are a few reasons why people are correct in saying that it is more difficult to write in another language than speak that language.
3. Is it easier for people to learn a new language when they are young or when they get older?
Definitely when they are younger! At least that is usually the case. Young people have more energy, more enthusiasm and generally pick up new things faster. It’s as simple as that really. At least most of the time. However, there are some older people who also learn fast, because they have previous experience they can build on.
雅思
雅思口語抽象話題備考方案 篇3
一、提出背景
進入新世紀以來，國小語文教學改革風起雲湧。《全日制義務教育語文課程標準（實驗稿）》將“口語交際”與“綜合性學習”列入基礎教育的各個學段，成為語文課程目標體系中的重要組成部分。這一“性質”與“地位”的定位以及內容的增設，是從社會的不斷變革與發展提出來的，更重要的是從人的發展需要提出來的。社會需求的變化引起了對口語交際能力重要性認識的發展。較強的口語交際能力也成為了每個社會人適應現代社會交際最基本的能力需求。因此，作為培養未來社會人才基礎的國小語文教學，理應注重培養學生的口語交際能力。縱觀我校口語交際教學，學生口語表達能力總體比前幾年有一定程度地提高(隨堂聽課,全程錄音,教師座談等調查獲悉),但從口語交際能力要求看,不可否認存在著諸多不足。從學生的層面來說，大部分的學生在口語交際上存在或這或那、或多或少的缺陷。
1、不會說。所謂不會說，是指一部分小學生說話經常出現吞吞吐吐、含糊不清、詞不達意、顛三倒四的現象。又可以細分為兩個層次。（1）不知道該怎么說。這種情況多出於學習較差的學生，他們思維較慢，注意力容易轉移，且在課堂上發言的機會少，語言能力得不到鍛鍊和提高，在一定程度上阻礙了思維能力的發展。 (2)說不好，亂說。這類學生願意與人進行口語交際，但說話抓不住重點，離題萬里，回答課堂提問東拉西扯，漫無邊際，不善於按照一定的邏輯順序組織要說的內容，話語連貫性差，缺乏條理性。2、不敢說。雖然這類學生的外在表現與“不知該怎么說”的學生有些相似，但卻有本質的不同。他們會說，但因為緊張的心理或因為保守的心理而不善於表達自己。（1）緊張心理隨著年齡增長，一部分學生在回答教師提出的問題時，會表現出緊張、拘束的情緒，怕答得不好被人笑話，因而常常沉默是金。（2）保守心理。有一些學生，他們成績較好，但性格內
向，從不多言。在課堂上他們能全神貫注地思考老師提出的問題，但問題理解後，就情緒放鬆，不願舉手，不願過多顯示自己，競爭心理不強。3、受方言影響嚴重。很多學生在說話時常常受方言影響，將不規範的方言詞摻雜其中；表達過程中，容易受干擾、無意中斷；不能認真聽他人口語表達。另外，學校口語交際教學不到位，在傳統的語文教學中，一部分教師注重說的訓練，忽略聽的指導。教師往往不遺餘力地指導學生先說什麼，後說什麼，怎樣做到具體生動，而未教給學生聽的方法，導致學生沒有良好的傾聽習慣，聽話不知道抓住要領。另一部分雖然十分注重學生口頭表達能力的訓練，但也僅僅停留在“聽話、說話”的層次上，忽略了語言的交際功能，弱化了口頭語言表情達意、交流信息、相互溝通的工具性。
為了切實改變這一現狀，儘快提高我校的國小語文口語交際教學水平，提高學生的口語交際能力，特制訂該實施方案。
二、實施目標：
（一、）總體目標:通過口語交際教學與訓練,讓學生"具有日常口語交際的基本能力,在各種交際活動中,學會傾聽,表達和交流,初步學會文明地進行人際溝通和社會交際,發展合作精神".
（二,）個性目標.
(1)低年級：在情感,態度方面,著重培養學生認真傾聽,主動說話,有信心;在語言習慣方面,重點是學習國語,使用禮貌語言;在口語交際能力上,要鼓勵學生積極對話,參加交流,討論。
（2）中年級：在情感態度上,要體現對對方的尊重,在認真傾聽的基礎上,能就不理解的地方向別人請教,有不同的觀點主動與別人商討;在語言習慣上,學會用國語,針對不同的對象文明地進行交際;在口語交際能力上,能進行較深入的交流,了解對方講述的內容,表明自己的想法.
(3)高年級：在情感態度上,重點培養"與人交流能尊重,理解對方,全神貫注地聽,不打斷對方的話,用神態作出反應;在語言習慣上,養成說國語的習慣,講話文明,得體;在口語交際能力上,聽話能抓住主要
內容和要點,表達做到清楚,明白,有準備,有中心,有一定條理和質量".
三、實施措施：
（一）重視課內引導，要求每一位語文教師充分認識到口語交際教學的重要性，上好每一堂口語交際課。
語文課堂是學生口語交際訓練的主陣地。課堂中可以通過口語交往實踐訓練，指導學生進行口頭言語交際，規範學生的口頭語言，發展學生的對白言語和獨白言語，使學生掌握一定的口語交際的技能，養成與口語交往相關的良好習慣以及待人處事的交往能力等等。口語交際是在特定的環境中產生的言語活動。教師在進行“口語交際”教學時，首先就是要精心創設符合生活實際的交際情境，使學生產生身臨其境、似曾相識的感覺，激發學生的交際意識，激活學生的語言儲備，讓學生不由自主地進入交際過程。如藉助生動的語言描述創設情境、藉助實物創設情境、藉助插圖或課件演示創設情境、藉助表演創設情境。
（二）注重課外延伸，鼓勵教師把對學生口語交際的訓練在真正的生活情景中開展起來。讓口語交際和社會生活緊密聯繫在一起，使學生能夠學到在課堂上學不到的知識，又提高了口語交際的能力。如從生活中選取訓練內容、從活動中構築師生互動平台、從即時情境中拓展口語交際空間、從課餘中培養口語交際能力。
（三）重視激勵性教學評價，增強口語交際興趣
1、建立全面整合的口語交際評價標準。
新課程標準中口語交際的總目標和各年段目標為依據，制定了《國小階段口語交際評價系列表》。此表以三個年段為縱向，以情感、態度和能力為橫向，全面、客觀和公正地衡量學生的口語交際能力。我們參照目標框架，列出學段評價表。此表以各年段口語交際行為標準為具體標準，以“五星級”為評價等級，並採取學生自評、小組互評、教師評價的形式，對學生平時、期中、期末的口語交際進行全面評價。
2、精選適合有意義的口語交際評價內容。
鑒於口語交際課的特點和新課程的價值取向，評價的內容一般以話題或任務的形態呈現。選好話題，組織好語料，就能和等級量表相整合，並依據評價的具體內容對等級量表進行微調，最終形成這一次口語交際課的具體評價工具。