雅思口语抽象话题备考方案（精选3篇）

雅思口语抽象话题备考方案 篇1

Describe a time you got into contact with an old friend.

You should say:

Who he or she is

When and where you met

What you talked about

And explain how you felt about this experience

This is a really good question for me, because I’ve a number of stories about this topic! I’ll tell you why: I’m a really social person, and I also went to school, primary and secondary school, before the age of WeChat and social media, so I actually remember the days when you basically had to visit your friends, or phone their parents to ask them if they were coming out to play… Anyway, so as the years went by we lost touch with a lot of friends, and only really got back in touch with them because of the introduction of social media in mainstream society. The one I was especially pleased about getting back in contact with was a girl called Xiao Shuang, she was a petite, pretty, quiet, but super-intelligent girl who was most certainly my best friend for many years in school. She had an amazing sense of humour too, and I’ll never forget her jokes and pranks in class. Anyway, we got in touch, exchanged contact details, and met in person in Beijing. It was great to see how much she had grown up and changed, although she maintained the same sense of humour and attitude to life as before. We met around the Lama temple area of Beijing, and we went to drink a coffee in one of cute coffee shops in a street called Wu Dao Ying. The café we chose to meet in was dedicated to cats! Yes, there are lots of cats in this café – real cats as well as pictures and ornaments of cats. We talked about our studies, life now, life then, how things have changed, and our aspirations for the future. I found it particularly interesting to discuss with her how she had changed, how her interests in life had developed and the challenges she had faced over the years when we had been out of touch with each other. It made me realise that I should make more effort to get in touch with more old friends from the past – and that it’s definitely worth it. We learn a lot from sharing experiences with other people and keeping in touch with people we knew in childhood. So, all in all meeting Xiao Shuang after all these years was a brilliant experience and I would strongly recommend that anyone make every effort to get back in touch with old school friends.

Part 3

1. Why do people lose contact with their friends after graduation?

People lose contact with some friends for a variety of reasons. One reason is that their paths in life diverge and their lives go in different directions. They lose common interests and goals, and life moves on, their ambitions change and their priorities differ. This is not always the case, but sometimes is what happens, often gradually over time. It’s a common reason anyway. Another reason might be that you end up losing your friends’ contact details, though today this is less common because people are often connected quite extensively with many friends and friends of friends via various online social media accounts.

2. How does modern technology influence friendship?

Modern technology influences friendships by enabling people to keep in touch all the time with friends and families, enabling people to see each other’s daily updates on things like WeChat Moments and other social utilities and platforms, and also enabling people to make new friends through online friends and dating sites. Also, there are a lot of online forums where people can post comments, opinions, ideas and share their experiences around specific or general topics and themes – often those that get along or share similar views on these forums, can make friends with each other and then develop those friendships. So, modern technology, mostly internet-based technology and software, has a huge impact on friendships and relationships. From enabling people to nurture existing friendships, to helping people make new friends.

3. Do you think people’s relationship with friends will change when they get older?

I think that friendships do evolve and change over time, and as we get older we have slightly different relationships with our friends, yes. It really depends. One example might be that as people get older maybe they have less time to spend with friends, and more responsibilities, so they might stay in touch with less friends, or be more selective about the friends they do spend time with. Children tend to play with a wider variety of friends, also because they are less discerning and have less prejudices. As we get older we take stronger likes and dislikes to people and also have less time for people who we might not immediately get along with or share common ground with. Evolving friendships are different too – adults who really want to maintain friendships will make efforts to develop them and be emotionally supportive of friends, and as the years go by, that can make friendships stronger, and last into old age. These are arguably the most valuable friendships.

4. Some people believe that friendship is more important to young people compared with old people. What do you think of it?

Yes, I think this is the case. Young people are very keen to play and go out with friends, and are more energetic and active. As I mentioned earlier, they are also perhaps less discerning about who they choose as friends and maybe have a wider variety of friends with varied interests. I think older people have less energy for going out socializing or meeting new people, and they are more comfortable with family, or hanging around with the few friends that they have had for many years. Obviously, it also depends on the personality of the individual – some people, regardless of age, are simply more social and extrovert than others, and more keen to keep friendships going and make new friends, whilst others prefer a calmer, more introvert lifestyle at home, with family, or spending a lot of time alone and without the responsibility of dealing with multiple friendships and the demands they can bring with them.

雅思口语抽象话题备考方案 篇2

Describe a time when you first talked to others in a foreign language.

You should say:

When this happened

Who you talked to

What you talked about

And explain how you felt about this experience

The time I remember quite clearly when I spoke in a foreign language for the first time properly was when I was introduced to a new foreign teacher in university. I had, to be honest, spoken English, beforehand, but this was the first “real” time I had had a conversation with a native speaker, so I’d like to talk about this. I recall that she was quite friendly and supportive and spent the entire first class giving us lots of opportunities to speak and talk about ourselves, our ambitions, our family and all sorts of things like this – personal things. I found this quite exciting in a way, although I was quite nervous because I was not used to her pronunciation and so I had to concentrate to listen. But I was pleasantly surprised at how much English I could speak when I was asked questions, and the more I spoke the more I felt confident about speaking more! She then put us in groups of four other students and we had little tasks to complete – questions and answers, oral English tasks. She came round to each table and asked us about our answers and chatted to us more. I must say that I quite enjoyed this. Although it wasn’t really any different to what my Chinese teachers had done in English lessons, I found it somehow more exciting because it was a native speaker. It was like an opportunity to show and test my language skills with someone who really did speak that language as their first language and I really liked this chance. From this day onwards I became a lot more confident in speaking English, and I often found this teacher in her breaktimes and made an effort to hang out with her a bit, spend a bit of time drinking tea with her, showing her the local sights, and using this opportunity to practice my language skills. So, I will always remember this first day when I got to speak English with this native speaker, and thereafter becoming good friends with her. So, all in all, I felt great about this whole experience.

Part3

1. What difficulties do young people in your country have in learning foreign languages?

Most study pretty hard and are good at grammar and language in the context of tests, written tests, reading tests, listening tests, for example. But they find the most difficulty in speaking in natural situations.

2. Why do you think some people are very enthusiastic about learning another language and other children are totally uninterested?

Well, some people believe this because it’s basically true! It’s a lot easier to learn to speak than to write in a foreign language. This is partly because if you are writing you usually have to control your grammar a lot more strictly than if you are speaking. Sentences in spoken language are usually shorter, less complex, and involve less complicated vocabulary. Also, if you are writing in a language you usually have to write more formally, and use a different register of vocabulary than if you are merely speaking. Written language is often slightly more formal, too, which again, involves a richer and higher range of vocabulary and lexical use than if you are just having a spoken conversation. So, in general, there are a few reasons why people are correct in saying that it is more difficult to write in another language than speak that language.

3. Is it easier for people to learn a new language when they are young or when they get older?

Definitely when they are younger! At least that is usually the case. Young people have more energy, more enthusiasm and generally pick up new things faster. It’s as simple as that really. At least most of the time. However, there are some older people who also learn fast, because they have previous experience they can build on.

雅思

雅思口语抽象话题备考方案 篇3

一、提出背景

进入新世纪以来，小学语文教学改革风起云涌。《全日制义务教育语文课程标准（实验稿）》将“口语交际”与“综合性学习”列入基础教育的各个学段，成为语文课程目标体系中的重要组成部分。这一“性质”与“地位”的定位以及内容的增设，是从社会的不断变革与发展提出来的，更重要的是从人的发展需要提出来的。社会需求的变化引起了对口语交际能力重要性认识的发展。较强的口语交际能力也成为了每个社会人适应现代社会交际最基本的能力需求。因此，作为培养未来社会人才基础的小学语文教学，理应注重培养学生的口语交际能力。纵观我校口语交际教学，学生口语表达能力总体比前几年有一定程度地提高(随堂听课,全程录音,教师座谈等调查获悉),但从口语交际能力要求看,不可否认存在着诸多不足。从学生的层面来说，大部分的学生在口语交际上存在或这或那、或多或少的缺陷。

1、不会说。所谓不会说，是指一部分小学生说话经常出现吞吞吐吐、含糊不清、词不达意、颠三倒四的现象。又可以细分为两个层次。（1）不知道该怎么说。这种情况多出于学习较差的学生，他们思维较慢，注意力容易转移，且在课堂上发言的机会少，语言能力得不到锻炼和提高，在一定程度上阻碍了思维能力的发展。 (2)说不好，乱说。这类学生愿意与人进行口语交际，但说话抓不住重点，离题万里，回答课堂提问东拉西扯，漫无边际，不善于按照一定的逻辑顺序组织要说的内容，话语连贯性差，缺乏条理性。2、不敢说。虽然这类学生的外在表现与“不知该怎么说”的学生有些相似，但却有本质的不同。他们会说，但因为紧张的心理或因为保守的心理而不善于表达自己。（1）紧张心理随着年龄增长，一部分学生在回答教师提出的问题时，会表现出紧张、拘束的情绪，怕答得不好被人笑话，因而常常沉默是金。（2）保守心理。有一些学生，他们成绩较好，但性格内

向，从不多言。在课堂上他们能全神贯注地思考老师提出的问题，但问题理解后，就情绪放松，不愿举手，不愿过多显示自己，竞争心理不强。3、受方言影响严重。很多学生在说话时常常受方言影响，将不规范的方言词掺杂其中；表达过程中，容易受干扰、无意中断；不能认真听他人口语表达。另外，学校口语交际教学不到位，在传统的语文教学中，一部分教师注重说的训练，忽略听的指导。教师往往不遗余力地指导学生先说什么，后说什么，怎样做到具体生动，而未教给学生听的方法，导致学生没有良好的倾听习惯，听话不知道抓住要领。另一部分虽然十分注重学生口头表达能力的训练，但也仅仅停留在“听话、说话”的层次上，忽略了语言的交际功能，弱化了口头语言表情达意、交流信息、相互沟通的工具性。

为了切实改变这一现状，尽快提高我校的小学语文口语交际教学水平，提高学生的口语交际能力，特制订该实施方案。

二、实施目标：

（一、）总体目标:通过口语交际教学与训练,让学生"具有日常口语交际的基本能力,在各种交际活动中,学会倾听,表达和交流,初步学会文明地进行人际沟通和社会交际,发展合作精神".

（二,）个性目标.

(1)低年级：在情感,态度方面,着重培养学生认真倾听,主动说话,有信心;在语言习惯方面,重点是学习普通话,使用礼貌语言;在口语交际能力上,要鼓励学生积极对话,参加交流,讨论。

（2）中年级：在情感态度上,要体现对对方的尊重,在认真倾听的基础上,能就不理解的地方向别人请教,有不同的观点主动与别人商讨;在语言习惯上,学会用普通话,针对不同的对象文明地进行交际;在口语交际能力上,能进行较深入的交流,了解对方讲述的内容,表明自己的想法.

(3)高年级：在情感态度上,重点培养"与人交流能尊重,理解对方,全神贯注地听,不打断对方的话,用神态作出反应;在语言习惯上,养成说普通话的习惯,讲话文明,得体;在口语交际能力上,听话能抓住主要

内容和要点,表达做到清楚,明白,有准备,有中心,有一定条理和质量".

三、实施措施：

（一）重视课内引导，要求每一位语文教师充分认识到口语交际教学的重要性，上好每一堂口语交际课。

语文课堂是学生口语交际训练的主阵地。课堂中可以通过口语交往实践训练，指导学生进行口头言语交际，规范学生的口头语言，发展学生的对白言语和独白言语，使学生掌握一定的口语交际的技能，养成与口语交往相关的良好习惯以及待人处事的交往能力等等。口语交际是在特定的环境中产生的言语活动。教师在进行“口语交际”教学时，首先就是要精心创设符合生活实际的交际情境，使学生产生身临其境、似曾相识的感觉，激发学生的交际意识，激活学生的语言储备，让学生不由自主地进入交际过程。如借助生动的语言描述创设情境、借助实物创设情境、借助插图或课件演示创设情境、借助表演创设情境。

（二）注重课外延伸，鼓励教师把对学生口语交际的训练在真正的生活情景中开展起来。让口语交际和社会生活紧密联系在一起，使学生能够学到在课堂上学不到的知识，又提高了口语交际的能力。如从生活中选取训练内容、从活动中构筑师生互动平台、从即时情境中拓展口语交际空间、从课余中培养口语交际能力。

（三）重视激励性教学评价，增强口语交际兴趣

1、建立全面整合的口语交际评价标准。

新课程标准中口语交际的总目标和各年段目标为依据，制定了《小学阶段口语交际评价系列表》。此表以三个年段为纵向，以情感、态度和能力为横向，全面、客观和公正地衡量学生的口语交际能力。我们参照目标框架，列出学段评价表。此表以各年段口语交际行为标准为具体标准，以“五星级”为评价等级，并采取学生自评、小组互评、教师评价的形式，对学生平时、期中、期末的口语交际进行全面评价。

2、精选适合有意义的口语交际评价内容。

鉴于口语交际课的特点和新课程的价值取向，评价的内容一般以话题或任务的形态呈现。选好话题，组织好语料，就能和等级量表相整合，并依据评价的具体内容对等级量表进行微调，最终形成这一次口语交际课的具体评价工具。