口语教学的

It can be achieved through teaching the words and reading materials communicatively.(2) Equipping college students with cross-cultural communicative competence.

主要运用交际的方法处理单词和阅读材料教学等途径培养学生口语能力；(2)培养大学生跨文化交际能力。

Read English, put together to read a list a phrase, recite from memory a text in this time, practice the speech be euphonic or vernacular speech expression etc., ability receive the effect of half effort and double results in the in a short time.

在这个时候读英语、拼读单词、背诵课文、练习语音语调或口语表达等，能在短时间内收到事半功倍的效果。早读教学；培养素养

The main contents of the course are intermediate to high-intermediate level grammar review, reading skills and practice of general English.

教学内容包括基本文法重点、熟练英语文章的阅读技巧及其应用，理解中级至中高级(intermediate to high-intermediate level)英语文章、句型分析、文章摘要之写作练习，能听懂中级至中高级之ㄧ般社交谈话、演讲、报导及节目，并於普通或专业实境以英语口语沟通。

In the teaching experiment of task-based teaching model in the senior English writing, experimental classes and contrasting classes have pre-test and post test in listening, written examination and compositions. It is obvious that the students of experimental classes have improved their English in listening, written examination, and compositions after the experiment. The students who are in experimental class have active thinking and they can emit their opinions with courage and participate the class teaching with highly enthusiasm. Also they have strong consciousness of cooperation.

长春市第十七中学任务型教学模式高中英语写作的实验，首先进行了实验前测，目的是为了比较理科实验7班和对照班8班在实验前的英语水平，实验前测分为听力、笔试和写作三个部分，得出的结果是实验前两个班级在这三方面的差异很小，进行实验后，又进行了听力、笔试和写作的测试，结果表明，高中英语写作任务型教学实验是有效的，而且从平时课堂观察来看，实验班学生思维活跃，勇于发表自己的见解，课堂参与的积极性高，合作意识较强，口语表达能力强。

But now for the reason of many factors (examination system influences teachers" teaching attitude, misconceive the words of "talents", and "oral-communication abilities", be short of necessary language environment), oral-communication teaching doesn" t go forward really yet, and still rests on the stages of appealing and beginning, and deep research and experiments needs to be carried out combined theory with practice.

但是目前由于各方面的原因(考试制度左右教师的教学态度，人们对"人才"、"口语交际能力"的误解，缺乏必要的语言环境建设等等)，口语交际教学并未从真正意义上展开，尚停留在"呼吁"、"起步"阶段，还需要从理论和实践的结合上进行深入的研究和实验。

On the other hand, lexical, discoursal and stylistical differences also exist between CMEN and RLC owing to the topic of CMEN as fictional English. This paper can provide corpus-based statistic materials for future teaching and book compile ti n.

同为口语，现代英文小说口语与现实生活中的口语在词汇、语篇、文体方面有相似之处，然而英文小说口语的文学英语特色也注定其在词汇、语篇、文体特点上与生活中的口语存在差异，可为以后该方面教学及教材的编写提供基于语料库和计算机统计的素材。

The third part: with the reference of teaching practice, first, it is emphasized that the rural junior Chinese teachers should have the modern education idea, strengthen their study, improve themselves and at the same time have the strong scientific research consciousness. Next, it is suggested that the government and educational administration department must consider the shortage of education funds, have the correct idea about rural talent and quality, that parents should change their backward ideas, correctly guide their children, care more about children's growth. Third, the rural junior students'interest in composition should be mainly stimulated from the following aspects: why do the rural junior students have to write, desalinating the composition concept, the composition teaching should be suited to the rural junior students

第三部分：结合教学实践，首先强调农村初中语文教师必须树立现代的教育理念，加强学习，不断提高自身的素质，同时要有较强的作文科研意识；其次，建议政府及教育行政部门必须考虑农村基础教育的经费不足的问题，树立正确的农村人才观、质量观，建议家长改变落后的观念，多引导、关心子女的成长；第三，着重从农村初中学生什么要写作文，淡化作文概念，作文教学要切合农村初中学生的实际，联系社会生活，利用学生的好奇感，创造农村学生作文成功的机会，成立作文&互助&小组等方面来激发农村学生作文兴趣；第四，着重从扩大农村学生阅读面，开阔视野，引导农村学生摘录、背诵、写日记、办手抄报和开设信息交流课，同时指导农村学生观察农村独特风貌，指导农村学生开展社会实践活动等途径来扩大农村学生校内外作文素材的积累；最后，着重根据农村学生的实际，狠抓识字、写字训练和口语训练，并通过范文引路，指导农村学生多练和作文评改等方面来提高农村学生的作文水平。

the paper argues that appraisal theory,based on systemic functional grammar,is practice-oriented and gives its unique guidance to spoken english teaching.attitude expands ways to express speakers' emotions.engagement,through which speakers negotiate their responsibility,manifests their different involvement of utterances.graduation,the indication of degree of attitude and engagement,enables addressers to employ meanings of different layers to achieve communicative ends.

摘 要：本文认为以系统功能语法为理论基础的评价理论注重实际应用，它对英语口语教学具有独到的指导意义。态度次系统拓宽情感的表达方式。介入次系统体现说话者对于话语的不同参与方式，通过介入，说话者调节自己所担的责任。级差次系统表达态度或介入的程度，它指导说者如何运用不同层次的语言资源实现交际目的。

An experiment is conducted to test the efficiency of CLT. The author carries out a one-term oral English teaching program based on models of CLT. The theory is applied in the experimental class.

为了验证建构主义指导的教学模式是否更有利于学生提高口语能力，作者进行了为期一个学期的教学试验。

And we can even have the class in outside for daily life language skills.

如果你想要掌握更多的日常生活口语，我们可以在教室外进行教学。

As she looked at Warrington's manly face, and dark, melancholy eyes, she had settled in her mind that he must have been the victim of an unhappy attachment.

每逢看到沃林顿那刚毅的脸，那乌黑、忧郁的眼睛，她便会相信，他一定作过不幸的爱情的受害者。

Maybe they'll disappear into a pothole.

也许他们将在壶穴里消失