《英语口语》是非英语专业大一下学期的公共选修课，它是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。本课程旨在培养学生英语口头表达和交往的能力，使学生能就日常生活中一般情景进行恰当的交谈，能就所听的材料或熟悉的题材进行对话或连贯的发言。
课程通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化背景和生活习俗。课程不仅注重语言运用能力的培养，而且重视培养学生的跨文化交际能力。通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般话题进行连贯的发言；能比较准确地表达思想，做到语音、语调、语法正确，语言运用恰当得体。
《英语口语》课程的前导课程为初高中英语课，掌握2000-3000个常用单词，熟练使用其中的1800个单词。本课程通过课内教学和课外学生自主学习相结合，以训练学生的口语交流技能和培养学生基本的口头表达能力为主要目标，同时与其它专业课程一起构成学生的专业知识结构，为学生的专业发展奠定英语基础。
通过对本课程的学习，使学生了解并熟悉日常生活中所涉及的英语口语知识和商务英语知识及相关技能，通过大量场景模拟和参加各类比赛实践，培养学生的口语能力、方法能力及社会能力，综合提高学生的行动能力，培养学生的综合职业素质，为以后的职业生涯奠定基础。为社会和企业培养既具有英语应用能力又熟悉掌握口语技能的应用型人才。
1.一般要求：能在学习过程中用英语交流，并能就某一主题进行讨论。能就日常话题和来自讲英语国家的人士进行交谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。能在交谈中使用基本的会话策略。能尝试用英语组织模拟课堂教学。
2.较高要求：能够和来自英语国家的人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。能用准确而流利的英文组织模拟课堂教学。
序号
| 知识目标
| 技能目标
| 素质目标
| 教学内容（模块、单元或项目）
|
1
| Understand stressed syllables, weak forms, incomplete plosion and liaision
| Master the technical of the stress and rhythm
| learn to communiate
| Unit1 Stress and Rhythm
|
2
| To understand the function of intonation in speech
| learn to use various intonations flexibly and natrally in communication.
| Learn to learn
| Unit2 Intonation
|
3
| learn about focus in discourse
| learn to use focus ina discourse to help express the intended meaning
| learn to communiate
| Unit3 Focus in Discourse
|
4
| learn to identify pauses by using sense group
| practice pausing naturally by using sense groups for the sake of communication
| Learn to learn
| Unit4 Pauses by Sense Groups
|
5
| learn to greet someone and introduce yourself
| get familiar with the formulas for greeting and replying to greetings in different situations.
| learn to communiate
| Unit5 Meeting and Greeting People
|
6
| learn to use the key words and phrases to describe locations
| learn to ask for and give directions in a proper way
| Learn to learn
| Unit6 Talking About Directions and Locations
|
7
| get familiar with the etiquette and vocabulary in telephone conversations
| learn to make and answer telephone calls for various purposes
| learn to communiate
| Unit7 Making Telephone Calls
|
8
| learn to express compliments to someone in an appropriate way
| get familiar with the etiquette and vocabulary in expressing compliment
| Learn to learn
| Unit8 Expessing and Responding to Compliments
|
9
| learn to ask people to join you for various activities
| learn to deline invitations in an appropriate way
| learn to communiate
| Unit 9 Making and Responding to Invitations
|
10
| learn to make and respond to requests of various kinds
| learn to speak appropriately, especially when being unable or unwilling to help
| Learn to learn
| Unit10 Making and Responding to Requests
|
11
| learn to express pain, discontent or dissatifaction
| learn to make complaints and the ensuing request in a socially appropriate way
| learn to communiate
| Unit11 Making Complaints
|
12
| learn to express your own opinions
| master some of the tactics
| Learn to learn
| Unit12 Agreeing and Disagreeing
|
13
| learn ask about illness and give advice
| learn some etiquette in seeing a doctor
| learn to communiate
| Unit13 Seeing a Doctor
|
14
| learn to make reservations, order food, and pay the bill
| learn about the courtesy for dinning at a restaurant
| Learn to learn
| Unit14 Dining Out
|
15
| get familiar with the vocabulary concerning shopping
| learn about some of the practices and customs of shoping
| learn to communiate
| Unit15 Going Shopping
|
16
| To learn about the basics in personal banking in English-speaking countries.
| learn to use the special vocabulary concernng basic personal banking issues.
| Learn to learn
| Unit16 Going to the Bank
|
序号
| 项目（模块）
| 任务
| 教学内容
| 学时
|
1
| Unit1 Stress and Rhythm
| 1.1 TO understand stressed syllables
| Stress and Rhythm
| 2
|
1.2 To understand weak forms, incomplete plosion and liaision
|
2
| Unit2 Intonation
| 2.1 To understand the function of intonation in speech
| Intonation
| 2
|
2.2 To learn rules in using rising and falling pitch patterns
|
2.3 To learn to use various intonations flexibly and natrally in communication.
|
3
| Unit3 Focus in Discourse
| 3.1 To learn about focus in discourse
| Focus in Discourse
| 2
|
3.2 To understand how different focuses affect the meaning of a discourse
|
3.3 To learn to use focus ina discourse to help express the intended meaning
|
4
| Unit4 Pauses by Sense Groups
| 4.1 To learn to identify pauses by using sense group
| Pauses by Sense Groups
| 2
|
4.2 To learn rules in employing pauses by using sense groups
|
4.3 To practice pausing naturally by using sense groups for the sake of communication
|
5
| Unit5 Meeting and Greeting People
| 5.1 To learn to greet someone and introduce yourself
| Task1 Breaking the ice
| 2
|
5.2 To learn to start conversations with strangers properly
| Task2 Introducing others
|
5.3 To get familiar with the formulas for greeting and replying to greetings in different situations.
| Task3 Starting a conversation and keeping it going
|
Task4 Situational dialogs
|
6
| Unit6 Talking About Directions and Locations
| 6.1 To learn to use the key words and phrases to describe locations
| Task1 Describing locations
| 2
|
6.2 To learn to ask for and give directions in a proper way
| Task2 Asking and giving directions
|
7
| Unit7 Making Telephone Calls
| 7.1 To get familiar with the etiquette and vocabulary in telephone conversations
| Task1 Speaking to the person indicated
| 2
|
Task2 Calling someone who is not available
|
7.2 To learn to make and answer telephone calls for various purposes
| Task3 Handing wrong numbers
|
Task4 Leaving messages
|
Task5 Expressing views
|
8
| Unit8 Expessing and Responding to Compliments
| 8.1 To learn to express compliments to someone in an appropriate way
| Task1 Responding to compliments
| 2
|
Task2 Complimenting on appearance or possessions
|
8.2 To learn to respond to compliments appropriately
| Task3 Complimenting on skills or abilities
|
8.3 To get familiar with the etiquette and vocabulary in expressing compliment
| Task4 complimenting on performance
|
Task5 Role plays
|
9
| Unit 9 Making and Responding to Invitations
| 9.1 To learn to ask people to join you for various activities
| Task1 Giving and responding to invitations
| 2
|
9.2 To learn to accept invitations politely
| Task2 Listen and talk: accepting an invatation
|
9.3 To learn to deline invitations in an appropriate way
| Task3 Listen and talk; Declining an invitation
|
Task4 Unable/Unwilling to accept an invitation immediately
|
Task5 Integrated situations
|
|
| Task6 Listen and discuss
|
10
| Unit10 Making and Responding to Requests
| 10.1To learn to make and respond to requests of various kinds
| Task1 Asking a stranger for help
| 2
|
Task2 Asking someone you know to do you a favour
|
Task3 giving commands
|
10.2 To learn to speak appropriately, especially when being unable or unwilling to help
| Task4 Making requests politely/ Directly
|
Task5 Responding to requests positively/ negatively
|
Task6 Offering help and responding
|
Task7 Discussion
|
11
| Unit11 Making Complaints
| 11.1 To learn to express pain, discontent or dissatifaction
| Task1 Expressing physical pains
| 2
|
Task2 Complaining about the goods with defects
|
Task3 Complaining about the services you get
|
Task4 Complaining about what people do
|
11.2 To learn to make complaints and the ensuing request in a socially appropriate way
| Task5 Learning to complain and respond politely
|
Task6 Complaining tactfully/ mildly
|
|
| Task7 Group complaints
|
Task8 Listen and discuss
|
12
| Unit12 Agreeing and Disagreeing
| 12.1 To learn to express your own opinions
| Task1 Expressing viewpoints about certain issues
| 2
|
12.2 To learn to support others’ opinions or express different views
| Task2 Getting people to argee with
you
|
Task3 Accommodating different views
|
12.3 To master some of the tactics
| Task4 Expressing different views
|
Task5 Expressing disagreement tactfully
|
Task6 Discussion
|
13
| Unit13 Seeing a Doctor
| 13.1 To learn to describe how you feel when you are ill
| Task1 Making an appointment to see the doctor
| 2
|
Task2 Describing your illness
|
13.2 To learn ask about illness and give advice
| Task3 Doctor’s diagnosis and advice
|
13.3 To learn some etiquette in seeing a doctor
| Task4 Talking about health
|
14
| Unit14 Dining Out
| 14.1 To get familiar with the vocabulary for dining at a restaurant
| Task1 Making reservations
| 2
|
Task2 ordering
|
14.2 To learn to make reservations, order food, and pay the bill
| Task3 Paying the bill
|
Task4 Dining at a fast food restaurant
|
14.3 To learn about the courtesy for dinning at a restaurant
| Task5 Talking about food and eating habits
|
15
| Unit15 Going Shopping
| 15.1 To get familiar with the vocabulary concerning shopping
| Task1 Calling a store for merchandise or service information
| 2
|
Task2 Talking with sales people
|
15.2 To learn about some of the practices and customs of shoping in English-speaking countries
| Task3 Returning
Goods with defects
|
Task4 Talking about Brand names
|
16
| Unit16 Going to the Bank
| 16.1 To learn about the basics in personal banking in English-speaking countries.
| Task1 Calling the bank to find out about its location
| 2
|
Task2 Opening a bank account
|
Task3 Making complains at the bank
|
16.2 To learn to use the special vocabulary concernng basic personal banking issues.
| Task4 Running errands to the bank
|
Task5 Questioning the bank statement
|
Task6 Talking about personal finance
|
通过学习学生在课堂内外的主体地位立体化，多方位（第一、第二课堂）、多层次（网上网下），多方法（教学活动的互动性和开放性）这种多方位（第一、第二课堂）、多层次（网上网下），多方法（教学活动的互动性和开放性）和多手段（现代化多媒体技术和传统的教学手段相结合）的立体化交互学习过程使学生参与课堂活动的时间，覆盖面、交际真实性及相互学习的机会最大限度化，对学生视觉、听觉上产生了综合刺激，有效地拓展了学生的智力功能，强有力的调动了学生们的交际欲望，提高了口语表达能力教学效果明显。