前不久以来,语言教学的口头练习已经大受注重。然而,课堂练习偏于那些意味着培养学生对一套句型作出自动而无误的反应能力的机械操练。这些操练往往指“句型练习”。姑且不论机械操练在学习另一语言中的重要性,现在的一致看法是使这样一种练习变得有意义。如果仔细编制或选择适当的教学活动的话,要这种练习有意义是能做到的。在诱发学生说话的过程中,首要的规则是保证学生对其感兴趣的事物有话要说。最初,在学生的经验中,课堂里的物品——桌子、椅子、钢笔和铅笔——用作讲话内容是有用的;然 Not long ago, verbal exercises in language teaching have drawn much attention. However, classroom exercises are biased towards mechanical exercises that imply developing students’ ability to react automatically and unmistakably to a set of patterns. These exercises often refer to “sentence exercises.” Regardless of the importance of mechanical drills in learning another language, the current consensus is to make such an exercise meaningful. If you carefully prepare or select the appropriate teaching activities, it is meaningful to practice this practice. In the process of inducing students to speak, the first rule is to ensure that students are interested in something to say. Initially, in the student’s experience, items in the classroom - tables, chairs, pens, and pencils - were useful as speech content; however