本教材认真贯彻《中国教育现代化2035》，旨在培养和增强学生的跨文化交际意识、思辨创新能力、国际交流和口语表达能力。本书每个单元都设置明确的教学目标，以思辨创新能力为主线，以主题（主题涉及国际化校园生活、人际关系、文化与社会等方面）为导引，以任务和活动为载体，设计可操作性强、种类繁多的口语任务和活动，强调通过英语口语教学和活动，激发学生探究中外文化差异的兴趣。
《英语口语交流》分为上下册，每册包括5个单元，每个单元包括Warm-up， Listen and Talk， Identify and Imitate，Discuss and Interpret， Speak and Perform 和Design and Produce等部分。第一部分“Warm-up”，设计与本单元主题相关的三个问题，作为单元导入。第二部分“Listen and Talk”包括一个音频材料和三个基于音频材料的任务，主要训练学生的听力策略，提高他们的听力技巧。第三部分“Identify and Imitate”包括两个情境对话，学生需要在理解对话的基础上进行模拟训练，旨在提高学生听说技能，帮助学生更好地理解语言的实际使用环境和文化背景，促进学生的明辨性思维和问题解决能力。第四部分“Discuss and Interpret”属于输入环节，精选四篇与本单元主题相关的短文，要求学生进行思辨性阅读（Critical reading），进一步提高他们的逻辑思维、推理能力和解决问题的技巧。通过清晰地表达自己的观点和理由，学生的口语表达能力会得到相应提升。通过分析不同观点和立场，学生会从多角度看待问题，增强包容性和开放性思维。第五部分“Speak and Perform”包括两个案例(cases)。学生需要运用public speaking的一种形式， 如presentation， oral report， speech， class debate 等，研究、分析并讨论这些真实案例。通过具体的案例，学生可以将所学的理论知识应用到实际情境中，加深理解。案例分析要求学生批判性地思考，质疑现有信息和假设，从而提高明辨性思维能力。第六部分为“Design and Produce”， 包括一个项目(project)。项目构建提供了将课堂上所学知识应用于真实情境的机会，增强学生的实际语言应用能力。通过在实际情境中使用英语，提高学生口语表达的准确性和流利度。项目构建通常需要小组合作，通过协同工作，增强学生的团队合作和沟通能力。在项目建构过程中，学生需要提出创意、解决问题，培养他们的创造力和目标性思维。此外，此套教材还包括Learning Outcomes（学习成
UNIT 1 Family and Daily Life 001
UNIT 2University Life and Challenge 031
UNIT 3Food and Table Manners 061
UNIT 4 Habits and Health 089
UNIT 5 Holidays and Festivals 119
APPENDIX1 Transcripts 151
APPENDIX2 Key to Exercises 151
APPENDIX3 Syllabus 151
APPENDIX4 References 151
內容試閱：
China’s rapid economic development and rising international status have strengthened its international exchanges and cooperation with other countries in the world. China’s “going global” development strategy has put forward higher requirements and challenges for college students’ intercultural communication awareness and oral proficiency. It is urgent to cultivate their international， compound and innovative foreign language talents with international vision， understanding of international rules， and critical thinking ability in intercultural communication.
At present， there are various versions of oral English textbooks published in China， but they are mainly aimed at college students majoring in English， which cannot meet the learning needs of ISEC undergraduate students， ordinary college students and non-English majors in vocational colleges. In addition， numerous oral English textbooks authored by foreign teachers often fail to fully account for the oral English proficiency and cultural context of Chinese students， thus falling short in meeting the diverse needs of oral English instruction across various disciplines， majors， and proficiency levels. In this contexts， Oral English Communication (Volume I and Volume Ⅱ) came into being， which is a set of oral English textbooks tailored for ISEC undergraduates in China. This set of textbooks is aligned with the objectives outlined in “China’s Education Modernization 2035 Plan”， with the goal of fostering and enhancing students’ awareness of intercultural communication， critical thinking， innovation， international communication， and oral English prof iciency.
Each unit in Oral English Communication sets up a clear teaching goal， prioritizing critical innovation ability as the main focus. Themes serve as guidance， covering topics related to campus life， interpersonal relationships， culture， and society. Tasks and activities serve as vehicles for learning， following the principle that meaning outweighs form. A wide variety of oral tasks and activities with strong operability， such as dialogues， discussions， speeches， and debates， emphasize stimulating students’ interest in exploring cultural differences between China and foreign countries through oral English teaching and activities. They encourage students to analyze the causes of interpersonal communication and social problems， enabling them to make correct and appropriate judgments on the values and concepts conveyed by different viewpoints. In summary， Oral English Communication has its highlights and follows the rule of progressing step by step. It focuses on cultivating students’ intercultural communication skills， critical thinking skills， and innovation.
The editors of this textbook， hailing from Jilin Normal University and Chifeng College， are not only distinguished backbone teachers actively engaged in teaching but also qualified ISEC full-time instructors with extensive teaching experience. Considering the dearth of oral English communication textbooks for ISEC undergraduates in China， the editors extensively reviewed relevant literature， textbooks， and online resources， initiating the compilation of this series to align with Chinese teaching and learning standards. During the process of compiling the textbooks， the Office of International Scholarly Exchange Curriculum for undergraduates (ISEC) provided significant support and assistance， inviting experts to offer their valuable opinions. We extend great gratitude to all of them. Additionally， sincere appreciation is extended to Dr. John Matt， the Chair of the Department of Educational Leadership at the University of Montana， U.S.A.， for providing his valuable suggestions on the textbooks.
Due to the editors’ limited expertise， the textbooks may inevitably fall short of expectations. Experts and readers are encouraged to provide their constructive criticism and suggestions.
Editors
May 2023
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