英語演講稿格式十五篇

英語演講稿格式(篇6)

hello everybody,i’m very glad to stand here and give the i will talk about ‘which of them is more important to students’english, accuracy or fluency’.

as every english learner knows that english is somewhat distinct from our mother language,not even the accent but also the way of thinking.it’s much difficult for an adult to express his thought fluently and accurately,not to mention the middle school students .so some may unilaterally believe ***pare with fluency,accuracy can be ignored because it’s unavoidable for students to make mistakes when using english.

in my view,fluency and accuracy ,both of them are important in english.

now here ***es the problem--how teachers to deal with their mistakes? should they point their mistakes immediately or just pretend nothing happen and let them go on? some teachers take the former .

when students make problems of grammar or vocabulary,the teacher break in immediately no matter what mistake it is,whether serious or not.instead,other teachers never point out mistakes that students have made,they think that it would not make a great effect and what high school student needs is just language sense which helps to listening and writing.

we can say that two ways are extreme.the first one is impolite and it may weakons students confidence and interest.the latter one neglects all the mistake,****** their english hard to understand.

good english teachers ought to allow their students to make some ***mon mistakes in person,numbers of noun and tense abuse,not so accurate.what needs correct is mistakes that causes misunderstanding.

in conclusion,the best way is relying mainly on fluency while accuracy subsidiary.teacher should let the conversation go and correct mistakes at the end of performance.encouraging them more often rather than criticizing, this helps students with building fluency.

thank ou for listening.

傳統教學中，老師問學生答是常用的教學形式，老師提出一個問題后，讓一個學生站起來回答，一個答不上再多問一個，答對了，就算全班都懂了。事實上，這樣的問答并不意味著所有的學生都能理解，也不意味著這個問題就是唯一的答案。因為大多數學生沒有機會發言，即使有不同的想法也得不到老師的肯定或否定，所以他們不得不放棄。

這種強制、封閉的教學限制了學生個性和主體性的發展，長此以往，容易養成學生一種服從、保守、循規蹈矩的人格特征。所以，我們在教學中要盡量減少整齊劃一的要求，對同一個問題注意用“誰還想說”“誰還有不一樣的方法”等話語鼓勵學生大膽發表獨立的見解、勇于創新。因為，對于同一個問題，不同的人因為思維方式不同而使用不同的策略。

我們要善待新奇的想法，鼓勵學生“別出心裁”。

當學生得到各種不同的算法之后，老師安排了學生間的交流活動，通過互相啟發，取長補短，最終選擇適合自己的較簡便的方法，使學生有機會展示個性，樂于探索，勇于創新。

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