雅思口語提分4.5到5.5攻略

摘要：雅思口語是中國考生在雅思考試中的薄弱環節，經常會因為口語而導致整體分數不高。

該報告集中研究雅思口語考試中的基礎較差的一個群體，並探索如何幫助他們把成績提高。

更為具體的講，研究對象主要是在進行雅思準備前水平約為4.5並通過有效的教學方法幫助他們達到5.5以上的這一學生群體。

本報告主要包含兩個部分，分別是4.5分基礎學生的常犯錯誤學習狀況和有效的應對方法。

中國考生常見口語問題

Part 1

(1)Teacher: hi, Good afternoon, I am Chris. What’s your name, please?

Student: En, uh, my name is Ruby.

(2)Teacher:OK, Ruby, now let’s talk about accommodation. Do you live in ahouse or a flat?

Student:Ah, it’s health to live in there....

(3)Teacher: Do you live in a HOUSE or a FLAT?

Student: sorry, I mean I live in a house.

(4)Teacher: which room do you like to stay in?

Student: en, uh, I』m likea ... to stay in bedroom.

(5)Teacher: what do you usually do in your bedroom.

Student: reading some books.... listen music, and sleepu

(6)Teacher: can you describe your bedroom?

Student: uh... Sere （There） are, no there is, arebed, desk, books....elf.... en.

(7)Teacher: Now, Let’s talk something about transport? What kind oftransport do you often use?

Student: uh, I』m very like badminton. Often play badminton ....on theperlayground. My father play with me.

(8)Teacher: I mean TRANSPORT, like bus, taxi, subway, something likethat.

Student: uh? Ah, Taxi!

(9)Teacher: how often do you take taxi?

Student: when I am late, I sleep late and get up late and I take a taxi.

Teacher:Now let’s move to part 2, in this part, you will be given a topiccard to talk about it for one to two minutes. Before you talk about it, you』llhave one minute to prepare for that, here is a piece of paper and pen for youto take notes if you wish, here you are. Here is your topic card, pleasedescribe one of your best friends. So are you ready?

Student: yeah, i am ready.

Part2

Describeone of your best friend.

Youshould say:

Whohe/she is

Whathe/she is like

Howyou knew him/her

Andexplain why he/she is your best friend.

Teacher:ok, I think the time is up.

(10)Student: ok, uh, en, My favoritefriend is Ann, ...and ....she is my classmate,

(11)she is very a beauty,....and.... she is wery（very kind）, ....and ....she has abig and black eyes, ...and ...she have small malls（mouth）... I wery（very ）like her.

(12)She is my best, because ioften say something to her, we often go to study... Go to school, go toshopping,and eating food together.

(13)She help me math, becausei am not good math, she often tell me and do math... Let me know it. So i cando math, so she is my best friend.

適用教學方法

作者提倡明示教學法來應對基礎比較薄弱的學生群體。

Kasper 和 Rose把語言教學分為明式教學和暗示教學。

明示教學並不難理解。

他的強調對語言規則的明確解釋以及老師的反饋。

怎樣把明示教學和注意假設跟口語教學結合在一起卻是一個很少被討論的話題。

研究證明了基於注意假設的明示教學是一種非常有效的口語教學方法。

它能夠幫助同學們在口語學習中從詞彙，語法，發音等方面提高。

而且從口語的長期學習來講，也有助於流利度的改善。

由於基礎薄弱的學生存在大部分的語言基礎問題，詞彙，發音和語法混亂，這就要求老師在課堂上明確並反覆指出學生的錯誤並要求他們更正，按照正確的形式練習。

比如前文提到的very 被錯誤的發為wery，這種問題由於母語遷移，甚至達到了石化的地步，又比如she helped 說成she help這種時態單三混亂的問題很難讓學生自己意識到，也很難讓在給學生指點後讓他們吸收，只有反覆的糾正並監督練習才能達到理想的結果。

該教學法對老師有較高的要求，需要老師在上課的時候關注學生的輸出，並及時有效的並不傷害學生的尊嚴的形式給以適當的反饋希望採用該教學法的老師能夠適當調整自己教學形式，達到事半功倍的效果。