❶ 英语里工作书面表达与口头表达的区别
这也太笼统了...书面语就是正式一点的,要写完整的句子,不能短语,语法正确,拼写正确,口头表达让别人听懂就可以啦,你怎么说都行
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冯克诚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争强好胜no worse than alts. Due to potential-inced, why should we worry about the ability of listening to spoken language is not high.
这是英语，为了太多，你可以删掉给你中文：
小学生与中学生相比，具有好动，好奇，好玩的特征。因而，作为教师不能简单的按照成人的思维来组织课堂，如果要求学生反复听录音，不断机械的模仿，结果只能使他们小小年纪便患上“恐惧症”。小学生虽然好动，注意力易分散，但为什么对于动画片节目能一动不动地看上好几个小时？这便是兴趣在起作用。只有当他们有了听和说的愿望时，才能做到专心致志。冯克诚也曾进指出，能否培养学生的兴趣，将在很大程度上决定英语教学的成功与否。在教学过程中如果能使学生感兴趣，或者能够吸引学生的话，他们会对教学活动的内容方式方法产生极高的兴趣，他们的注意，记忆，理解等能力将会加强，学习积极性也会大大的提高。学生的学习也会成为自觉的活动，从而有效的达到高质量的教学目的。因而，必须将学习英语的兴趣贯穿于英语教学的全过程中。
而听力兴趣的培养，很大程度上取决于材料的选择，方式方法的运用，时间的长短，根据克拉申的理解输入假设，听力材料应该难易适中。第一，听力材中出现的语法和单词大部分应该为学生所熟悉；第二，注意语速不宜太快，也不宜太慢。目前，使用与小学生用的听力材料少之又少，这就为广大英语教师提出了挑战，我个人认为不妨把学过的教材看过的阅读理解或有趣的故事通过翻译，整理，加工，使之成为较为理想的听力材料。另外小学生天真活泼，听歌唱歌是他们的喜好，将一些原版节奏明快的少儿歌曲作为听力材料，一方面可以降低学生听力训练时的焦虑感，另一方面也满足了学生的心理需求。让学生有一种“我也可以象外国小朋友一样的唱歌”享受会唱英文歌曲的成就感。让他们在轻松愉快的环境下锻炼听力。听故事听歌曲只是一种手段，目的使学生完成听力填空，锻炼排序，句子听写等项目。
心理学上分析，人在心情愉悦时特别喜欢讲话，发表见解。因而在故事听完，歌曲唱完，听力训练的同时，要来点模仿，发表对故事中得人物或歌曲中词句的见解，主题的理解，他们会跃跃欲试，往往有超常的发挥。驾以时日，学生在听说方面会有长足的进步。古人云“授之以鱼不如授之以渔”。作为英语教师“授之以渔”的做法也是非常重要的。不能只给学生带来资料，磁带，电影等。还应教会他们一些技巧，如怎样听，如何汲取一些重要的信息。采用科学的方法，进行听力训练可以达到事半功倍的效果。听力理解的方法有两种：自下而上（botton up approach ）。自下而上的方法就是在词汇，句法，寓意层的表面对听力材料进行精加工。是一个sounds -----words------- sentences的过程。而“自上而下”的方法是听者运用与话题相关的知识，对听力材料进行客观处理。通过预测，推测，验证和修改等手段来理解材料。如a traffic accident ， 学生获取这一信息，大脑中便会出现诸如此类的问题，time(时间) ，place(地点 )，cause(原因)，death and injuries(伤亡人数)等。即时常听讲的what , when, why, where, who 。指导和训练学生熟练运用两种方法是非常必要的。适时抓住听力材料一点启发，引导学生发表感想。对口语进行渗透。
在笔者长期的教学过程，发现有部分学生常常听了后面忘了前面。提起细节来更是记忆模糊，其原因是没有养成边听边记录的良好习惯。因而指导学生先看问题，训练他们做笔记的能力。当然有的听了问题是在材料之后读出的，这对学生提出了更高的要求，因为听前不知道侧重点是人，是物，还是地点。因而采取速记应该是最佳的方法，要求学生自创符号。如My father is going to Shanghai this weekend。可以记做 M F----SH wkd. 这样无论提问什么问题，都会从记录和脑海中找出答案了， 这固然对小学生具有难度，但从小培养，持之以恒，将会对英语学习受益无穷。
（二）兼顾课外自我训练，以听力促口语
我国目前农村的现状是：班级大，学生多，听力口语课少。依靠有限的课堂时间，显然是远远不够的。这便要求我们英语教师在课外为学生拓出一片天地。要他们自我发展，训练听说。
（1）教师利用自己拥有的书籍，磁带为学生编订、录制丰富的听力资料，或故事、或小对话。这需要教师花费大量的时间和精力。编制故事时可设置悬念，留给学生充分的联想空间。小对话可让学生根据所听内容，画幅图画，或连续的漫画，实现由枯燥的传统听力模式“学生听录音---做题目---教师核对答案”向新型的“结合动手，想象，动脑能力”的转变。教师交给学生听力训练的题目及需要练习的口语项目，要求学生在规定的时间内完成，并且自我核对答案。而对口语练习，自我录音，然后交予教师评定。教师为学生建立听说档案袋，将学生每次听说记录在册。通常分四级评定：A优 B良 C及格 D欠缺。同时利用录音机或校园广播把学生的优秀口语录音进行播出，使他们有一种强烈的荣誉感。小学生虽年龄小，但争强好胜的个性丝毫不比成人差。因势诱导，何愁听力口语的能力提不高。
❸ 大学怎样提高英语写作水平以及口语表达能力
既然是口语，非常重要的一点就是要勤开口敢开口。
当然，练习口语专是有很多方法的。如果属你是一个人，建议多听听英文歌曲，可以跟着学唱培养语感。也可以把一些经典电影剧本或台词打印下来反复诵读和模仿。为什么不建议诵读名人演讲嘞，因为有些名人可能演讲是在特殊的时代背景下，不太符合我们当前的语用习惯。
如果有同伴，建议开展辩论，不要采用聊天形式。因为聊天内容有限，并且浮于表面，不能真正提高你的思辨能力也就没法提高语言表达的能力。
最好的练习，还是要有语言环境啊，跟外国人交流，真是比较能进步。
希望对你有帮助。
❹ 雅思英语口语与写作的用词区别
基本上国人说的英语都可以书面的。可以参考英。卡 英语的 a d a m老师的口语资料。那上面有些口语话的资料。
❺ 辩论赛（在英语学习中，写作重要还是口语重要）
辩论的时候，尤其是在提问环节一定要把住一点：写作不是书写，写作是指正式书面语言的能力，不是那种只会写英文但是一点都不会说的，跟哑巴英语不完全是一个概念。如果对方指出任何关于不能说英语的论点论据，一定要当场指出对方是在偷换概念，“那么按照对方辩友所说的认为写作重要就是完全不具备英语口头表达的能力，是不是就意味着你们认为学习英语口语比较重要指的是只会说英语而完全不认识英语单词的英文白丁呢”。如果对方承认，那你们就赢了，因为只要会写，就能通过电脑手机和纸笔等媒介进行交流，可以取得跟口头交流一样的功效虽然只是慢一点，但是如果只会说英语但是单词一概不认识，那么除了口头沟通以外没有其他作用了，英语书也看不懂，就算口语能上天，出国走在大街上连路牌都看不懂，更不用提官方场合、书信往来或者正式合同了。不识字的人出国留学或者找工作都是不可能的。
在这个基本前提之下，我们的观点：
1.书面表达虽然有的时候繁琐一些，在生活当中运用起来显得过于正式，但是依然可以起到正常交流的作用。就算说起来不像注重口语表达那样流利或者不能表达的那么合适，依然可以发挥功能。
2.先重点学习写作可以使作为第二或者第三语言学习的人打好语法基础，这样在学好了学做的基础之上再学习口语就会容易很多。如果相反，先重点学习口语，极容易导致学不好写作，因为英语口语是很随意的，一旦口语的模式先入为主，很容易忽略今后写作中出现的错误，导致学不好这门语言。（在这一点上可以找一些实际的论据，很多母语为英语的人经常在书面表达中出现语法错误，所以如果你留过学就会知道，写论文的时候语法是作业要求中的一项，这一项不是为了外国人准备的，而是很多本地人的语法也不严谨）
另外还有一点，就是我们所讨论的写作和口语都是以第一人称表达的能力，不是接受感知的能力，所以默认的环境是对于听力的能力是一样的。比如如果对方说看美剧什么的，这个根本不在我们的讨论范围之内，因为看美剧需要的是听力，你不需要跟屏幕交流。
❻ 如何提高注册会计师的英语口语和书面表达能力
1 多模来仿，不管是什么英文都去模仿，源比如说英文歌曲，还有英文电视等等，你学他们怎么说话。
2 反复练习，一句话你多说几遍，说到你能顺口溜了为止。
3 大胆运用，你见到有人说英语你就上去和他交谈，在中国除了老外之外说英语的都是在学习的吧，正好有个机会，不管是说都不放过。
4 要以大量的阅读和听力做基础。在读和听的过程中，积累了词汇，掌握了句型，熟悉了用英语表达思想的方式，最重要的是培养了语感。
5 口语需要一种自然的、地道的、简单的感觉，而不应仅局限在词汇、语法的条条框框中。一个人把语言说得很难，并不意味着口语水平高。形成“哑巴英语”的一个重要原因就是我们在口语学习中过分强调词汇量、语法，难度过大，与口语交流脱节。口语交流可以自己找合适的平台，比如英语角等这种口语学习平台学习。有时纯粹是为了学语言而去学语言，而不是为了用语言而去学语言。