❶ 英語里工作書面表達與口頭表達的區別
這也太籠統了...書面語就是正式一點的,要寫完整的句子,不能短語,語法正確,拼寫正確,口頭表達讓別人聽懂就可以啦,你怎麼說都行
Secondary compared to primary and secondary school students with active, curious, fun features. Thus, as teachers are not simply thinking in accordance with the alts to organize the classroom, if the students listen to recordings repeatedly, constantly imitating machinery, resulting in only a very young age so that they will suffer from "phobia." Although the active primary and secondary school students, the attention of easily dispersed, but why for the animation program to watch a motionless for several hours? This is the interest in the role. Only when they have the desire to listen and when that can be dedicated. Progressive馮克誠also pointed out that the interest of students, will largely determine the success of English teaching. If in the teaching process will enable students interested in or able to attract students, they will be teaching the ways and means to have a high content of interest, their attention, memory, understanding, ability, etc. will be strengthened by the enthusiasm to learn will greatly improved. Students will become conscious of the activities, so as to effectively achieve the purpose of high-quality teaching. And therefore must be interest in learning English through the teaching of English throughout the entire process.
Interest in the cultivation of the hearing, to a large extent depend on the choice of material, the use of ways and means, the length of time, according to Krashen's Input Hypothesis understanding, ease of listening material should be moderate. First, the hearing materials appear most of the grammar and words should be familiar to students; Second, pay attention to speed should not be too fast nor too slow. At present, primary and secondary school students use the listening material with very little, which for the majority of English teachers and challenges, I personally think that may wish to learn the teaching of reading comprehension or reading an interesting story through the translation, collation, processing, so that become a better listening material. Another innocent and lively students, singing songs of their preferences, some of the original paced songs as the children's hearing materials, on the one hand, students can rece the anxiety of hearing sense of training, on the other hand, to meet the psychological needs of students. To enable students to have a "I can also be the same as foreign children singing" singing in English will be songs to enjoy a sense of achievement. Relaxed and happy so that they exercise listening environment. Listen to songs to listen to the story is only a means to enable students to complete the hearing to fill in the blank, exercise order, sentence dictation and other projects.
Psychological analysis, in particular like to feel good speech, to express their opinions. After listening to the story and therefore, songs played over and over, listening at the same time, to point to imitate, on the story of a person or songs expressions of opinion, the theme of understanding, they will be tempted to play often extraordinary. Driving time, the students might have heard of significant progress. Our forefathers said, "not as good as delegated by the awarding of fish to fish." English teachers as a "grant of fishing" is also very important. Not only to the students information, tape, film and so on. Should also teach them some skills, such as how to listen, how to learn some important information. Scientific methods used to conct the hearing training can be achieved effectively. Listening Comprehension There are two ways: bottom-up (botton up approach). Bottom-up approach is in the vocabulary, syntax, meaning the surface layer of finishing material to the hearing. Is a sounds ----- words ------- sentences process. And "top-down" approach is the use of the listener with the topic-related knowledge, and objectivity in the handling of hearing materials. Through the forecast, speculation, and so on to verify and modify the means to understand the material. Such as a traffic accident, the students access to this information, the brain and so the question will arise, time (time), place (location), cause (reason), death and injuries (casualties) and so on. Regular attendance of real-time what, when, why, where, who. Guidance and training of students proficient use of both methods is essential. Timely hearing to seize material that inspired feelings guide the students. Infiltration of the colloquial.
In the long-term process of teaching I found that some students are often forgotten in front of the back listening to. Is brought to memory the details vague, its because there is no record to develop good habits listened. Advise their students to look at the problem and therefore, the training capacity of their notes. Of course, some listened to the question is read out after the material, which the students put forward higher requirements, because the hearing focused on the former do not know who is the object, or location. And therefore should take shorthand is the best way to require students to create their own symbols. Such as My father is going to Shanghai this weekend. Can remember to do M F ---- SH wkd. So no matter what question will be from the record and find the answers in mind, it is of primary school students have difficulty, but the culture from an early age on a regular basis, will be immense benefits from learning the English language.
(B) take into account extra-curricular self-training in order to promote Oral hearing
The current status quo of China's rural areas are: large classes, students, small class oral hearing. Rely on the limited classroom time, is clearly not enough. This requires that we English teachers for students in extra-curricular extension of a world. To their self-development, training heard.
(1) teachers to use their own books, tapes prepared for the students, recording information on a wealth of hearing, or the story or dialogue. This requires teachers to spend a lot of time and effort. The preparation of the story can be set when the suspense, leaving space for students to Lenovo. Small dialogue so that students can listen to the basis of content, frame pictures, or cartoons row, from the traditional boring listening mode "so the students listen to recordings --- --- subject teachers may wish to check the answer" to a new type of "combination of hands, imagination, minds ability to "change. Training of teachers to the students the subject of the hearing and the need to practice spoken language projects require students to be completed within the allotted time, and self-check answers. Oral practice of self-recording, and then to the teacher rating. The establishment of teacher-student portfolio heard, the students recorded in the register every time I heard. Usually assessed 4: A excellent B good C passing D lacks. At the same time, the use of tape recorders or the campus radio Oral outstanding students broadcast recordings, so they have a strong sense of honor. Although younger students, but the personality爭強好勝no worse than alts. Due to potential-inced, why should we worry about the ability of listening to spoken language is not high.
這是英語，為了太多，你可以刪掉給你中文：
小學生與中學生相比，具有好動，好奇，好玩的特徵。因而，作為教師不能簡單的按照成人的思維來組織課堂，如果要求學生反復聽錄音，不斷機械的模仿，結果只能使他們小小年紀便患上「恐懼症」。小學生雖然好動，注意力易分散，但為什麼對於動畫片節目能一動不動地看上好幾個小時？這便是興趣在起作用。只有當他們有了聽和說的願望時，才能做到專心致志。馮克誠也曾進指出，能否培養學生的興趣，將在很大程度上決定英語教學的成功與否。在教學過程中如果能使學生感興趣，或者能夠吸引學生的話，他們會對教學活動的內容方式方法產生極高的興趣，他們的注意，記憶，理解等能力將會加強，學習積極性也會大大的提高。學生的學習也會成為自覺的活動，從而有效的達到高質量的教學目的。因而，必須將學習英語的興趣貫穿於英語教學的全過程中。
而聽力興趣的培養，很大程度上取決於材料的選擇，方式方法的運用，時間的長短，根據克拉申的理解輸入假設，聽力材料應該難易適中。第一，聽力材中出現的語法和單詞大部分應該為學生所熟悉；第二，注意語速不宜太快，也不宜太慢。目前，使用與小學生用的聽力材料少之又少，這就為廣大英語教師提出了挑戰，我個人認為不妨把學過的教材看過的閱讀理解或有趣的故事通過翻譯，整理，加工，使之成為較為理想的聽力材料。另外小學生天真活潑，聽歌唱歌是他們的喜好，將一些原版節奏明快的少兒歌曲作為聽力材料，一方面可以降低學生聽力訓練時的焦慮感，另一方面也滿足了學生的心理需求。讓學生有一種「我也可以象外國小朋友一樣的唱歌」享受會唱英文歌曲的成就感。讓他們在輕松愉快的環境下鍛煉聽力。聽故事聽歌曲只是一種手段，目的使學生完成聽力填空，鍛煉排序，句子聽寫等項目。
心理學上分析，人在心情愉悅時特別喜歡講話，發表見解。因而在故事聽完，歌曲唱完，聽力訓練的同時，要來點模仿，發表對故事中得人物或歌曲中詞句的見解，主題的理解，他們會躍躍欲試，往往有超常的發揮。駕以時日，學生在聽說方面會有長足的進步。古人雲「授之以魚不如授之以漁」。作為英語教師「授之以漁」的做法也是非常重要的。不能只給學生帶來資料，磁帶，電影等。還應教會他們一些技巧，如怎樣聽，如何汲取一些重要的信息。採用科學的方法，進行聽力訓練可以達到事半功倍的效果。聽力理解的方法有兩種：自下而上（botton up approach ）。自下而上的方法就是在詞彙，句法，寓意層的表面對聽力材料進行精加工。是一個sounds -----words------- sentences的過程。而「自上而下」的方法是聽者運用與話題相關的知識，對聽力材料進行客觀處理。通過預測，推測，驗證和修改等手段來理解材料。如a traffic accident ， 學生獲取這一信息，大腦中便會出現諸如此類的問題，time(時間) ，place(地點 )，cause(原因)，death and injuries(傷亡人數)等。即時常聽講的what , when, why, where, who 。指導和訓練學生熟練運用兩種方法是非常必要的。適時抓住聽力材料一點啟發，引導學生發表感想。對口語進行滲透。
在筆者長期的教學過程，發現有部分學生常常聽了後面忘了前面。提起細節來更是記憶模糊，其原因是沒有養成邊聽邊記錄的良好習慣。因而指導學生先看問題，訓練他們做筆記的能力。當然有的聽了問題是在材料之後讀出的，這對學生提出了更高的要求，因為聽前不知道側重點是人，是物，還是地點。因而採取速記應該是最佳的方法，要求學生自創符號。如My father is going to Shanghai this weekend。可以記做 M F----SH wkd. 這樣無論提問什麼問題，都會從記錄和腦海中找出答案了， 這固然對小學生具有難度，但從小培養，持之以恆，將會對英語學習受益無窮。
（二）兼顧課外自我訓練，以聽力促口語
我國目前農村的現狀是：班級大，學生多，聽力口語課少。依靠有限的課堂時間，顯然是遠遠不夠的。這便要求我們英語教師在課外為學生拓出一片天地。要他們自我發展，訓練聽說。
（1）教師利用自己擁有的書籍，磁帶為學生編訂、錄制豐富的聽力資料，或故事、或小對話。這需要教師花費大量的時間和精力。編制故事時可設置懸念，留給學生充分的聯想空間。小對話可讓學生根據所聽內容，畫幅圖畫，或連續的漫畫，實現由枯燥的傳統聽力模式「學生聽錄音---做題目---教師核對答案」向新型的「結合動手，想像，動腦能力」的轉變。教師交給學生聽力訓練的題目及需要練習的口語項目，要求學生在規定的時間內完成，並且自我核對答案。而對口語練習，自我錄音，然後交予教師評定。教師為學生建立聽說檔案袋，將學生每次聽說記錄在冊。通常分四級評定：A優 B良 C及格 D欠缺。同時利用錄音機或校園廣播把學生的優秀口語錄音進行播出，使他們有一種強烈的榮譽感。小學生雖年齡小，但爭強好勝的個性絲毫不比成人差。因勢誘導，何愁聽力口語的能力提不高。
❸ 大學怎樣提高英語寫作水平以及口語表達能力
既然是口語，非常重要的一點就是要勤開口敢開口。
當然，練習口語專是有很多方法的。如果屬你是一個人，建議多聽聽英文歌曲，可以跟著學唱培養語感。也可以把一些經典電影劇本或台詞列印下來反復誦讀和模仿。為什麼不建議誦讀名人演講嘞，因為有些名人可能演講是在特殊的時代背景下，不太符合我們當前的語用習慣。
如果有同伴，建議開展辯論，不要採用聊天形式。因為聊天內容有限，並且浮於表面，不能真正提高你的思辨能力也就沒法提高語言表達的能力。
最好的練習，還是要有語言環境啊，跟外國人交流，真是比較能進步。
希望對你有幫助。
❹ 雅思英語口語與寫作的用詞區別
基本上國人說的英語都可以書面的。可以參考英。卡 英語的 a d a m老師的口語資料。那上面有些口語話的資料。
❺ 辯論賽（在英語學習中，寫作重要還是口語重要）
辯論的時候，尤其是在提問環節一定要把住一點：寫作不是書寫，寫作是指正式書面語言的能力，不是那種只會寫英文但是一點都不會說的，跟啞巴英語不完全是一個概念。如果對方指出任何關於不能說英語的論點論據，一定要當場指出對方是在偷換概念，「那麼按照對方辯友所說的認為寫作重要就是完全不具備英語口頭表達的能力，是不是就意味著你們認為學習英語口語比較重要指的是只會說英語而完全不認識英語單詞的英文白丁呢」。如果對方承認，那你們就贏了，因為只要會寫，就能通過電腦手機和紙筆等媒介進行交流，可以取得跟口頭交流一樣的功效雖然只是慢一點，但是如果只會說英語但是單詞一概不認識，那麼除了口頭溝通以外沒有其他作用了，英語書也看不懂，就算口語能上天，出國走在大街上連路牌都看不懂，更不用提官方場合、書信往來或者正式合同了。不識字的人出國留學或者找工作都是不可能的。
在這個基本前提之下，我們的觀點：
1.書面表達雖然有的時候繁瑣一些，在生活當中運用起來顯得過於正式，但是依然可以起到正常交流的作用。就算說起來不像注重口語表達那樣流利或者不能表達的那麼合適，依然可以發揮功能。
2.先重點學習寫作可以使作為第二或者第三語言學習的人打好語法基礎，這樣在學好了學做的基礎之上再學習口語就會容易很多。如果相反，先重點學習口語，極容易導致學不好寫作，因為英語口語是很隨意的，一旦口語的模式先入為主，很容易忽略今後寫作中出現的錯誤，導致學不好這門語言。（在這一點上可以找一些實際的論據，很多母語為英語的人經常在書面表達中出現語法錯誤，所以如果你留過學就會知道，寫論文的時候語法是作業要求中的一項，這一項不是為了外國人准備的，而是很多本地人的語法也不嚴謹）
另外還有一點，就是我們所討論的寫作和口語都是以第一人稱表達的能力，不是接受感知的能力，所以默認的環境是對於聽力的能力是一樣的。比如如果對方說看美劇什麼的，這個根本不在我們的討論范圍之內，因為看美劇需要的是聽力，你不需要跟屏幕交流。
❻ 如何提高注冊會計師的英語口語和書面表達能力
1 多模來仿，不管是什麼英文都去模仿，源比如說英文歌曲，還有英文電視等等，你學他們怎麼說話。
2 反復練習，一句話你多說幾遍，說到你能順口溜了為止。
3 大膽運用，你見到有人說英語你就上去和他交談，在中國除了老外之外說英語的都是在學習的吧，正好有個機會，不管是說都不放過。
4 要以大量的閱讀和聽力做基礎。在讀和聽的過程中，積累了詞彙，掌握了句型，熟悉了用英語表達思想的方式，最重要的是培養了語感。
5 口語需要一種自然的、地道的、簡單的感覺，而不應僅局限在詞彙、語法的條條框框中。一個人把語言說得很難，並不意味著口語水平高。形成「啞巴英語」的一個重要原因就是我們在口語學習中過分強調詞彙量、語法，難度過大，與口語交流脫節。口語交流可以自己找合適的平台，比如英語角等這種口語學習平台學習。有時純粹是為了學語言而去學語言，而不是為了用語言而去學語言。