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英文口语1、It's a piece of cake.中文：这很容易。
英文口语2、Did you enjoy your flight?中文：你的飞行旅途愉快吗？英文口语3、Be my guest.中文：请便、别客气。
英文口语4、Do you often work out?中文：你经常锻炼身体吗？英文口语5、He is in conference.中文：他正在开会。
英文口语6、It's just what I had in mind.中文：这正是这想要的。
英文口语7、I can manage.中文：我自己可以应付。
英文口语8、I'm sorry to hear that.中文：听到这个消息我感到遗憾。
英文口语9、It will come to me.中文：我会想起来的。
英文口语10、Maybe some other time.中文：也许下一次吧。
英文口语11、Catch me later.中文：过会儿再来找我。
英文口语12、How do I look?中文：我看上去怎么样？英文口语13、It drives me crazy.中文：它使我快要发疯了。
英文口语14、That sounds like a good idea.中文：那听上去是个好主意。
英文口语15、That's fair.中文：那样公平。
英文口语16、I can't stand it.中文：我受不了。
英文口语17、I'm looking for a part-time job. 中文：我正在找兼职工作。
英文口语18、Better late than never.中文：迟到总比不做好。
英文口语19、Can you give me a wake-up call? 中文：你能打电话叫醒我吗？英文口语20、I was just about to call you.中文：我正准备打电话给你。
英文口语21、I'll get it.中文：我去接电话。
大学英语口语教程大学英语口语教程是大学英语专业中的一门重要课程，目的在于培养学生的英语口语表达能力。
下面我将为大家简要介绍一种可能的大学英语口语教程。
第一部分：课程目标1. 培养学生良好的英语口语表达能力。
2. 提高学生的英语沟通能力。
3. 增加学生的词汇量和语法掌握。
4. 培养学生的听说能力和灵活运用英语进行交流的能力。
第二部分：教学内容1. 口语基础：学生将学习基本的口语技巧，如发音、语调、语速等。
他们将进行各种口语练习，如单词和句子的朗读、口头单词拼写、快速回答问题等。
2. 日常英语用语：教授学生常用的日常英语用语，如问候、介绍自己、购物、预订餐厅等。
学生将从这些实际场景中学会使用英语进行交流。
3. 角色扮演：学生将进行各种角色扮演练习，例如模拟面试、旅行中遇到问题的解决等。
这将帮助学生提高在真实场景中运用英语的能力。
4. 辩论和演讲：学生将学习辩论和演讲技巧，以提高他们的说服能力和组织语言的能力。
他们将参与小组辩论和个人演讲，以展示他们的才华和表达能力。
5. 听力训练：通过听取音频材料，学生将提高他们的听力能力，并学习如何从对话中获取关键信息。
6. 词汇和语法：老师将帮助学生扩大词汇量，并学习常用的语法规则，以便他们能够流利地表达自己的观点。
第三部分：教学方法1. 情景模拟：将真实场景应用于课堂，例如模拟去餐厅点餐等。
学生将通过这种方式更好地运用所学的知识。
2. 小组合作：学生将进行小组合作活动，共同解决问题和完成任务。
这将帮助他们增加与他人交流的机会，并从其他同学中学习。
3. 师生对话：教师将与学生进行师生对话，鼓励学生主动提问和回答问题。
这将提高学生与他人交流的能力。
第四部分：评估方式1. 口语考试：学生将参加口语考试，测试他们的口语表达能力和听力理解能力。
2. 课堂表现：学生将根据他们在课堂上的积极参与程度和对课程内容的掌握程度进行评估。
3. 作业评估：学生将完成口语练习和作业，并根据完成情况进行评估。
Let’s Talk 2ContentsUnit 1 Getting to Know You (1)Unit 3 Food and Cooking (6)Unit 4 Families (10)Unit 5 Earning a Living (15)Unit 7 Sports and Game (19)Unit 8 Travel and Transportation (24)Unit 11 Threat to Our Environment (31)Unit 13 City Life (35)Unit 1 Getting to Know YouObjectives:1.To get to know how to describe one’s personality traits .2.To be able to start a conversation with a stranger3.To learn to make a good impression4.To improve ability in listening and speakingFocuses:1.To learn to use the words related to personality traits2.To start a conversation with a good icebreaker3.To tell what are things appropriate and inappropriate to do when meeting people for the firsttime.4.To make Ss form the habit of speaking in English in class from the very beginningProcedure （3 periods）Topic 1: Talking about personality traits(one period)Warm-up(5 mins)Prepare a paper pie chart consisting of 9 colors: black blue brown green pink purple red white yellow, and stick it on the blackboard.Ask Ss to look at the chart and tell which is his or her favorite color. When they’ve made their choices, raise the question: do you know that each color stands for a kind of personality and do you want to know what your favorite color say about your personality?Stage 1 Presentation(10 mins)“Since you have some problems with the words describing your personality, why not learn the vocabulary first .”1)Additional vocabulary besides words listed on page 2personality qualities that make a person different from others as shown in behaviors, feelings, and ways of thinkingstressful worryingcasual relaxed in style or manner; not formaldeserted empty of people or thingsin order of preference in order from most to least likedto be in charge to be the person who is responsibleenvironment the air, water, and land around usto do (one’s ) own thing to be independentto have a quick temper to become angry easilyneat arranged well, with everything in its placeahead in advance; beforehandAsk Ss to take a look at the pictures on page 2 and ask them to use one or two sentences to conclude : Where are these people? What are they doing? Then give one answer as an example: “These people are having coffee in a crowded café”, which can help students form their answers.Leave Ss a few minutes to discuss those questions above.Ask some pairs to share their answers with the rest of the class.Stage 2 Exploitation(15 mins)1.After the first round of discussion, raise the second question: Which scene do you like most?Least? Put the photos in order of preference and explain your reasons. Then, give one answer as an example: I like the wedding most because I enjoy being around a lot of people and communicating with them. Ask Ss to work in pairs to discuss the question and later ask some pairs to state their answers.2. Pair work1) Have Ss work in pairs to pick out their favorite photo and explain the reason.Make Ss use “I like/don’t like/am interested/am not interested in …because…2)After several minutes, have some pairs share their answers and explanations for their opinionwith the class.3. Join another pair1) Have each pair join another pair to form groups of four or five to discuss the questions: Whatis your favorite place? How do you feel when you are there? What do you like about it? Make Ss use “ My favorite place is…. I feel …when I am there.”2)As students work, provide help and encouragement. Make sure all the group members areparticipating.3) After discussion, ask volunteers to state the answer.Stage 3 Activity（15 mins）1)Have Ss work in pairs and read the chart on page 3 about colors and personality.2) Make Ss guess each other’s favorite colors according to their knowledge about others’personality, and state the reason.3) Ask them to tell whether his/her personality matches with the statement by using sentences“I like white, and I love things to be neat and clean” “I like purple, but I don’t like to be alone. ”Topic 2 Breaking the ice(one period)Warm-up: (5 mins)Talking about a situation: Suppose one morning, you are on your way to work. When you are in the elevator to your office you are stuck in it, and there is someone else in the elevator and you don’t know each other. Would you keep silent? If not, how do you start a conversation with him/her?Stage 1 Presentation1.vocabulary (10 mins)1. First of all, let’s learn some words and expressions that might be used for this topic. icebreaker a remark used to start a conversation with someone you don’t knowstuck unable to movecoworker a person working with another workerso far until nowtough difficult; challengingUh-oh the sound people make when they have made a mistake or when something bad has happenedI’m afraid so a formal expression meaning “I’m sorry to tell you that it’s true.”out of service not workingemergency button the small object you press for help in a dangerous situationto walk around in circles to walk a lot without getting anywhereblock the distance from one street to the next in a city or townto need a hand to need help(informal, a figure of speech)document a written or printed paper with official information on it2. Focusing on the pictures1) Please pay attention to the lesson title: Breaking the Ice. Find out if anyone knows what theexpression means, and explain it as necessary.2) Have Ss look at the pictures and do the task in pairs. Ask them in which situation(s) they might start a conversation and why they wouldn’t in the others.Give an example: I might start a conversation in situation 2, because it would be very embarrassing if both persons keep silent in such small space. So I might start with “Uh-oh! Looks like there’s a problem.”3) Have the Ss brainstorm ideas for the first picture. After several minutes, ask volunteers to share their ideas with the class.Stage 2 Performance (20 mins)1. Assign Ss in pairs with different situations, like some for picture 1, and some for picture2. Ask them to get prepared with the performance of acting the scene.2. Walk around and offer help and encouragement if necessary. Make sure all the group membersare participating.3. Ask some groups to perform theses scenes.4. Give comments on Ss’ performance.Stage3 Listening (10 mins)Listen to the tape and do exercises on page 4Topic 3 How to make a Good Impression(Unit 2)(one period)Stage 1 Leading in(10 mins)Ask question “ Do you think first impression is important? If it is, how important? If not, why?” Let volunteers answer these questions.Stage 2 Presentation (15 mins)1. vocabularyBefore a further discussion, let’s learn some words and expressions related to this topic. impression an idea or opinion of what someone or something is liketo earn to receive as payment for work doneto bow to bend forward, especially to show respect or thanksto lean to rest againstappearance the way a person or thing looks or seemspsychologist someone who studies the mind and emotions and their relationship to behaviorto make up to formbody language the movements or positions by which you show people your feelings without using wordseye contact looking directly in the eyes of someone who is looking at youmessage the main idea that a speaker is trying to communicate2. Ask Ss to cover their book and then write down as many ways as possible of making a good impression. Again, encourage Ss to explain their opinions.3. Let Ss open the books to page 6 and mark their answers in the chart. Share with partners their choices and explain their reasons.Stage3 Performance (20 mins)1.Give the situationSuppose two people meet for the first time(the situations can be different, like job interview; dating; meeting one’s instructor, etc.), and ask Ss get prepared with a performance. Meanwhile, ask the other Ss to judge whether they have left a good impression on each other.2.Preparation. While Ss are preparing for the performance, walk around to see if any pairs need help and give suggestions if necessary.3.Performance4.Summing up with judges about which pair has a good performance of making a good impression when meeting for the first time.References1. Family Album USA2. Crack spoken English elements 世界图书出版公司Unit 3 Food and CookingObjectives:1.Master the useful words and expressions of food and cooking.2.Learn various ways to introduce food and cooking.3.To be able to read the menu and order dishes at the restaurant.Focuseseful expressions about cooking.2.Group discussion.3.Oral practiceThe first period1.Teaching content: 3A (Activity 1)2.Procedures:Step 1--- Work alone➢Warm-up Discussion(Teacher write the following questions on the blackboard. Divide the students into groups. Each group should have no more than six students. Ask one student from each group to present opinions of the group to the whole class.(Time: 10 mins)1.What’s your favorite….?2.What do you like to cook?3.What’s your “specialty”?4.What’s your favorite restaurant?➢Hints:(The following new words could be the answer.)(Time: 5 mins)Main dish: grilled steak烤牛排beef stew 炖牛肉plain rice白米饭fried rice炒饭soft rice, porridge 粥steamed bread 馒头instant noodles 速食面Vegetable: cabbage 包心菜; 大白菜onion 洋葱green pepper 青椒pea 豌豆eggplant 茄子Beverage: drink 饮料mineral water 矿泉水orange juice 桔子原汁beer 啤酒white wine 白葡萄酒red wine 红葡萄酒Dessert: ice cream, chocolate cakeSnack: peanuts, popcornEthnic food: sashimi日式生鱼片Goose Liver Salad法式鹅肝温沙拉Step2--- Join another pair➢Divide the class into several parts, ask and answer the following questions, compare their answers and discuss the questions. (Time: 10mins)1)What’s your least favorite in each category of the chart?2)What foods bring back your best memories?Step3--- Group work (Time: 20 mins)➢Three steps: Divide the students into groups, appoint a team leader for each group, give hints to the students, as shown below:My favorite food: crucian group(鲫鱼汤)1).Why I like it best?a)It tastes delicious.b)It looks like milk.c)It is nutritious.2).How my mother prepares it:a)Get a cleaned crucian weighing around 300g.Prepare some ginger and shallot.b)Pour a spoonful of salad oil into the pot. Put in the ginger and shallot. When the oil is hot, putthe fish into the pot.c)Add a few drops of yellow rice wine. Carefully turn the fish over at intervals of about 15seconds.d)After five minutes or so, pour some water into the pot. Cover the pot.e)When the soup boils, add a pinch of salt into the pot.f)In three minutes, the soup is ready.(Ask the students to take turns speaking. Encourage the students to have their own ideas. Invite two students from each group to present their ideas before the class. Each speaker has two minutes for the presentation.)1)Ways of preparing food: peel去皮slice切片stir搅拌beat搅成糊状whip搅打marinate浸泡在卤汁中2)Ways of cooking: fry油煎,油炸deep-fry, broil, grill, bake, steam, melt, roast3)Equipment: frying pan, skillet, roasting pan, pot, oven, burnerThe second period1. Teaching content: 3A(Activity2)2. Procedures:Step1--- listen1) Introduce new words on board: (Time: 5 mins)Flounder, soysauce, garlic, scallion, ginger, powder,thyme,oregano, seasoned, julienned, smooth, bubble, crispy, gravy2) Play the recording, pausing after each recipe to give students time to mark their answers, playthe recording again if necessary. (Time: 1O minutes)Step2--- listen again(Time: 15 minutes)1)Have students read through the information and try to guess the missing words.2)Play the recording, pausing after each speaker to give students time to write their answers inthe book.3)Play it again, and have students check their answers.Step 3--- pair work and join another pair(Time:15 minutes)1)Divide the class into pairs. Have students compare their answers and discuss the followingquestions:a.Which dish sounds the most delicious? the least delicious?b.Which dish do you think is the easiest to make? the hardest?2)Put students into pairs to take turns explaining how to prepare a dish that is popular in yourfamily.Some useful expressions:boiled（用水）煮的roasted烤的（如肉类）broiled烧烤braised with soy sauce红烧的shallow-fried煎的deep-fried炒的stir-fried炸的stewed炖的simmered文火炖的，煨的scalded嫩煮的toasted烤的（如面包）grilled铁扒烤的baked烘的braised焖，（用文火）炖smoked熏的basted在（烤肉）上溜油cooked[done]煮熟的well-done熟透的underdone半生不熟的burnt烧焦了的carved切好的ground磨碎的minced切成末的mashed捣烂的dried干的iced冰镇的frozen冰冻的raw生的，未煮的fresh新鲜的stale 陈腐的，变坏了的；（酒）走了味的broil, grill烧烤roast烤bake烘shell剥,剥皮boil 煮fry煎deep-fry炸steam蒸peel削,削皮slice切片grate磨beat打knead和toss拌mash捣,捣成泥drain捞chop切碎shred切丝dice切丁The third periodTeaching content:3B (Going out to eat)procedures:Step1—pair and group workAsk the class to form pairs.Tell students to imagine they are in a restaurant.Make oral practice. Taking orders--- some useful expressions, as follows: (10 mins)Can I take your order now?现在可以请您点菜了吗？What’s today’s special?今天的特色菜是什么？Here’s the menu for specialty, sir.这是特色菜菜单，先生。
《大学英语基础口语课程》课程标准一、课程基本情况开课单位：基础部课程编码：5502C108总学时：72 学时总学分：4修课方式：必修考核方式：考查课程分类：○纯理论/ ○√理论+实践/ ○纯实践适用年级与专业：2015 级开设时间：2015 --2016 学年第二学期，共 _1__学期（□一上/□一下/□二上/□二下/□三上/□三下）（□W1上/□W1下/□W2上/□W2下）二、课程定位1.课程性质《大学英语口语教程》（Let’s Talk）是外教社与英国剑桥大学出版社合作出版的一套美式英语口语教材，旨在提高学习者的英语听说能力，兼顾其他语言技能和知识的培养与习得，与国家教育部最新颁布的《大学英语课程教学要求（试行）》中指出的“培养学生的英语综合应用能力，特别是听说能力”的大学英语教学目标相吻合。
2.该课程在人才培养中的作用与重要性；课文编写独具匠心，多种形式的语言输入为学习者的语言输出作好铺垫；录音真实自然，有助于学生使用真实场景的语言交际；专门设置课外听力训练，帮助学生提高听力水平；内容新颖，编写科学，制作精美，配套齐全，是一套高质量的多媒体立体化教材。
3.课程的基本理念；理念一：在教学中突出听与说的培养与训练；理念二：加强学生的语音训练以便学生拥有标准的英腔或美腔；理念三：每个话题以学生为主导，让学生说，培养学生语言表达的自信。
4.课程标准的设计思路；目前，国内大学英语学习主要是以词汇和语法学习为主，学生在课堂上缺少开口说口语的机会，而口语教学的任务是最大限度让学生开口说话，培养学生语言表达的自信。
因此，在课堂上教师应该要留给学生足够的时间和空间用英语进行自我表现。
课堂设计上，强调以“在做中学、以学生为中心、行动学习”的体验式教学法为主。
三、课程目标大学英语口语的教学目标：使学生掌握一定的英语交际能力，使学生张口说英语，而不是停留在哑巴英语的阶段，具有一定的听、说、读、写的能力，从而能在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语交际能力打下基础。
