练过的材料
- Part 2 cue card（提卡/话题卡）：通过微信发送，题目为 Describe something you had fixed（描述一样你修过的东西）
口语 · 2026-01-27
雅萱同学的课程学习报告
雅思口语入班模考：完整体验 Part 1（简答）、Part 2（读白/两分钟独白）、Part 3（追问）三个部分
课后复习模块
词汇和表达
- 修理/修复物品
- 经常（更自然的频率表达）
- 我感觉好多了（加程度词更自然）
- 有成就感的（形容自己动手修好东西）
- Part 1 简答模板
- Part 2 读白流水账结构
纠错重点
- {"point": "Part 2 话题方向：'something you had fixed' 应指物品/事情", "studentRaw": "I described something I had fixed...I think I need to fix, I need to change myself.", "teacherNote": "你怎么说你自己失眠，你把你自己修了呢？You're not a thing.", "suggestion": "下次遇到 'something you had fixed'，先选一个具体物品或一件具体的事（比如修自行车、修手机、修台灯），用时间—地点—事件—人物—感受的流水账说满两分钟。"}
- {"point": "Part 3 动词：'prepare things' 应为 'repair/fix things'", "studentRaw": "people prepare things less now...too much prepare means you can't focus", "teacherNote": "Prepare things，修东西。", "suggestion": "在'修理/修复'话题里，用 repair things / fix things 更准确；说的时候注意 /r/ 和 /p/ 的发音区别。"}
可回读产出
- 本节课口语段子改进版：I'd like to talk about a time when I fixed my bicycle.；Last summer, my bike suddenly broke down on my way to the library.
课后动作
- Part 1 简答：先直接回答 Yes/No，再补一句简单解释，每个问题1到2句即可。
- Part 2 读白：拿到 cue card（提卡/话题卡）后，用1分钟记关键词，然后连续说2分钟；按时间—地点—事件—人物—感受的流水账展开。
- Part 3 追问：把问题当成托福独立题，用 First / Second 给出两个理由，并简单解释。
一、课堂推进时间轴
1
考试流程介绍与热身
课堂推进：滕达老师先向雅萱介绍雅思口语考试（IELTS Speaking Test）一共有三个部分：Part 1（第一部分）简答、Part 2（第二部分）读白/两分钟独白、Part 3（第三部分）追问。老师用托福口语基础做类比，让学生放松。
老师处理：讲解雅思口语三part结构与答题要求，安慰学生不用紧张，说明每个Part 1小问题只需回答一两句并补一句解释。
学生原始输出：（学生主要听讲，无显著语言输出）
老师示范 / 修改方向：part one是简答……每个问题都这么答：回答一下问题，再补一句解释就ok了，不用太多。
复习抓手：雅思口语分3个part：Part 1 简答、Part 2 读白、Part 3 追问；Part 1 每个小问题回答1到2句即可
2
Part 1 简答：个人信息与日常话题
课堂推进：进入 Part 1（第一部分），老师问了关于身份、专业、镜子、食物等三到四个小话题，每个话题下有三到四个小问题，雅萱用简短句子回答。
老师处理：依次提问姓名、状态、学生/工作、专业、镜子、食物等 Part 1 问题。
学生原始输出：My name is Wang Yang-xun. / I'm doing good. / I'm a college student. / My major is data management. / Yes, I like my current major. / My major, it's flexible. It's about two parts about science. / Because I didn't like the foreign measure. / I don't like looking in the mirror. / I probably never look in a mirror. / Yes, I have two mirrors. / I like rice. / Not changed a lot. / Yes, I eat fresh vegetables that grow in certain seasons. / I prefer home-cooked food.
老师示范 / 修改方向：无明确示范或纠正。
复习抓手：Part 1 回答保持简洁，直接回应问题并加一句解释
3
Part 2 读白：一分钟准备
课堂推进：老师通过微信发送 Part 2（第二部分）cue card（提卡/话题卡），给雅萱一分钟时间准备并做笔记。
老师处理：在微信发送题目，计时1分钟准备时间。
学生原始输出：yes （确认看到题目）
老师示范 / 修改方向：无。
复习抓手：Part 2 有1分钟准备时间，可以记笔记
4
Part 2 读白：两分钟答题
课堂推进：雅萱围绕题目 Describe something you had fixed（描述一样你修过的东西）进行两分钟读白，讲述了自己大二失眠后通过读书、写日记、思考来调整状态的经历。
老师处理：计时2分钟，全程不打断，让学生连续说完。
学生原始输出：I described something I had fixed. Fixed. I would like to say I fixed it myself. When I was in the second year of my university life, at that time, I couldn't sleep all night or I couldn't eat well. And after that, I think I need to fix, I need to change myself. And I started to read some books and wrote some notes or diary and think a lot. And after that, I feel I become a new person and I start to, I can sleep and eat well. And I think I feel healthier.
老师示范 / 修改方向：无中途纠正。
复习抓手：Part 2 需要连续说1到2分钟，中间不停顿；尝试按时间顺序组织内容
5
Part 3 追问：修理/修复相关话题
课堂推进：进入 Part 3（第三部分），老师就 fixing or repairing things（修理或修复物品）进行追问。雅萱尝试用 First...Second... 的结构给出理由。
老师处理：提出4个与修理/修复相关的 Part 3 问题，涉及社会习惯、儿童教育、环保、个人体验。
学生原始输出：I think people prepare things less now before for the following reasons. First, there are online and offline shops and factories, so they can buy what they need all the time. So they don't need to prepare a lot. Second, too much prepare means you can't focus on what is most important. / Yes, I think we should teach children how to prepare things. Because it's different about you can't or you choose to do to prepare things. / I think it's better to repair them because to take place is with too much stores. / yes i think it is very very interesting because you you can you can feel you yourself as far as far
老师示范 / 修改方向：无明确纠正。
复习抓手：Part 3 类似托福独立题，需要给出观点并解释；可用 First / Second 组织两个理由
6
模考后反馈与题型复盘
课堂推进：老师以轻松语气复盘本次模考，指出雅萱把“fix things”理解成了“fix myself（把自己修了）”，并再次强调 Part 2 读白应围绕具体物品/事情，用“时间—地点—事件—人物—感受”的流水账结构说。随后介绍后续课程将围绕 Part 2 的四个主体（人物、地点、事件、事物）展开。
老师处理：反馈 Part 2 话题理解问题，复盘雅思口语三part形式，介绍后续课程安排。
学生原始输出：我不知道我可以在干嘛。
老师示范 / 修改方向：你怎么说你自己失眠，你把你自己修了呢？You're not a thing. / part2你就打流水仗就行了……时间地点事件人物感受，有啥说啥，别怕。 / part2其实就是四个主体：人物体、地点体、事件体、事物体。
复习抓手：Part 2 话题应围绕具体物品或事情，不宜把“人”当成“东西”来修；Part 2 用时间—地点—事件—人物—感受的流水账结构说满两分钟；后续课程将围绕 Part 2 四主体逐步展开
7
内部复盘：学生表现判断
课堂推进：（内部记录，不公开）
老师处理：（内部记录）
学生原始输出：（内部记录）
老师示范 / 修改方向：（内部记录）
复习抓手：学生将 'something you had fixed' 理解为 'change myself'，显示对物品/事件类 cue card 不够熟悉；Part 3 中反复把 repair/fix 说成 prepare，存在发音/词汇混淆，需要后续即时纠正
二、本节课亮点表现
首次完成雅思口语全流程模考，对三part形式有了初步感受
Part 1 能针对个人信息和日常话题给出简短回答
Part 2 尝试用时间线组织内容，说满两分钟
Part 3 尝试用 First / Second 结构给出理由
课后老师用“时间—地点—事件—人物—感受”的流水账结构复盘了 Part 2 答题方法
三、本节课用了哪些材料
- Part 2 cue card（提卡/话题卡）：通过微信发送，题目为 Describe something you had fixed（描述一样你修过的东西）
四、学生课堂输出
课堂内容
Part 1 简答（专业、镜子、食物）
课堂内容
Part 2 读白（Describe something you had fixed）
课堂内容
Part 3 追问（修理/修复相关话题）
五、本节课口语段子改进版
按课堂已讲方向整理的课后复习改进版：Part 2 读白应围绕一个具体物品/事情展开，用时间—地点—事件—人物—感受的流水账结构说满两分钟。
I'd like to talk about a time when I fixed my bicycle.
Last summer, my bike suddenly broke down on my way to the library.
The chain came off and I couldn't ride it any further.
At first I thought about calling my dad to pick me up, but then I decided to fix it myself.
I pulled over to the side of the road, took out my phone, and searched for a short tutorial video.
After watching it for about two minutes, I managed to put the chain back on and tighten the brake a little.
It took me around fifteen minutes in total.
When I finally got back on the bike, I felt really proud because I had never repaired anything mechanical before.
Since then, I always carry a small tool kit in my bag, and I actually enjoy checking small problems on my own.
That's the story of something I had fixed.
六、本节课纠错
| 原句问题 | 推荐表达 | 记忆方法 |
|---|---|---|
七、课后任务
这部分会在确认后补充。
八、方法和词汇
方法总结
- Part 1 简答：先直接回答 Yes/No，再补一句简单解释，每个问题1到2句即可。
- Part 2 读白：拿到 cue card（提卡/话题卡）后，用1分钟记关键词，然后连续说2分钟；按时间—地点—事件—人物—感受的流水账展开。
- Part 3 追问：把问题当成托福独立题，用 First / Second 给出两个理由，并简单解释。
补充词汇
- cue card：提卡/话题卡，Part 2 的考试题目卡片
- monologue：独白/读白，Part 2 需要连续说1到2分钟
- follow-up questions：追问，Part 3 考官根据 Part 2 话题继续提问
- 人物体/地点体/事件体/事物体：Part 2 常见四大主体类型