那么急干嘛啊，，，是全都是外教啊，，骗你干嘛啊，，真是的

AD:氢气气体检测仪、探测器、报警器

[em01]他们现在搞免提体验啊。。可以去申请呢，，试一试看，，

晕，，，那你直接去他们的网站上看好吧

是真的不错哦，，我今天才申请呢

“电话英语学习法”以Brumfit & Johnson(1979)教授的“沟通型语言学习法”(Communicative Language Teaching)为基础，通过实际沟通活动、增强学习效果为目的。它重视有趣的语言历练过程，并给学员提供轻松活跃的学习环境。为了与所有学员容易沟通，外教会主持多姿多彩的学习活动，让学员在轻松快乐中提升英语听说能力。

[em17][em17][em17]

在进行每天10分钟授课前，为了能让您更有效的完成学习，请在课前做好需要外教解答的问题如果能做到每天投入10分钟到一个小时进行预习，3个月以后您就会发现意想不到的效果和变化，尽可享受电话英语跟您带来的乐趣 。

借助“电话”这一媒介，在外教与学员之间搭建一座英语沟通的桥梁，学习方法形式多样，弥补传统教学不足之处。无地域限制，在轻松自然的学习气氛中进行10分钟或20分钟“1：1” 高品质的英语培训系统。轻松、便捷、迅速提高学员的英语水平，激发学习兴趣，让学员尽享收获喜悦。 提高英语听说能力最快捷有效的方法？ 学某种语言最快捷有效的途径是到使用那种语言的国家，沉浸在纯外语的环境中（语言进修/留学）。 但是，没有充裕的时间怎么办？ 加入E-say电话英语课程！让您每天都有跟资深外教沟通交流的机会；浸泡在纯英语的语言环境中； 1:1会话交流，迅速提升您的英语听说能力。

① 教室内授课的目标不能仅限于语法能力，应重点放在沟通要素上。
② 语言技术能让学员专注于实用、正确、技巧性的言语使用上。
③ 流畅性和准确性虽然是互补关系，但有时需要更加重视流畅性。
④ 教室内应实施实际沟通交流。

① 实质性的课本(text-based materials).
② 游戏、角色扮演等课题为基础的教材，包括练习册子、指示行动的卡片、提供线索的卡片、相互交流的小册子等
③ 实物教材，采用记号、杂志、广告、报纸、图表等所有实际生活中常用的物品。

区分为沟通前活动(Pre-communicative Activities)和沟通活动(Communicative Activities)，让学员掌握沟通技能和
意义及语言形态、通过有意的练习和沟通活动、应用于实际生活。
Pre-communicative activities
1. ---Structural activities
2. ---- Quasi-communicative activities
Communicative activities
1. ---- Functional communication activities
2. ---- Social interaction activities

① 教师要给学员提供沟通所需的语言练习机会 (Teacher provides the learners with opportunities to practice specific elements of knowledge or skill separately, the part-skills of communication)
② 教师要引导学员进行各种练习和问答活动 (Teacher provides the learners with different kinds of drill or question and answer.)
③ 教师要让学员掌握语言形态和意义 (Teacher creates links between the language forms and their potential functional meanings)
④ 教师要让学员整合所学到的沟通知识和技能，进行有意的沟通交流 (Teacher teaches that learners integrate their pre-communicative knowledge and skills to use them for the communication of meanings; practicing the total skill of communication)
⑤ 教师要起到对话、讨论、引导作用(Learners act conversation, discussions, dialogues and role-play)

“电话英语学习法”以Brumfit & Johnson(1979)教授的“沟通型语言学习法”(Communicative Language Teaching)为基础，通过实际沟通活动、增强学习效果为目的。它重视有趣的语言历练过程，并给学员提供轻松活跃的学习环境。为了与所有学员容易沟通，外教会主持多姿多彩的学习活动，让学员在轻松快乐中提升英语听说能力。
  .... Elements of an underlying learning theory can be discerned in some CLT practices. One such element might be described as the communication principle : Activities that involve real communication promote learning. A second element is the task principle: Activities in which language is used for carrying out meaningful tasks promote learning(Johnson 1982). A third element is the meaningfulness principle : Language that is meaningful to the learner supports the learning process.
Littlewood(1981) distinguishes between "functional communication activities" and "social interaction activities " as major activity types in Communicative Language Teaching. The former include such tasks as learners comparing sets of pictures and noting similarities and differences, working out a likely sequence of events in a set of pictures. The later include conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.  
它还提出了“概念-技能”教学大纲。“概念”包括时机、顺序、量、位置、频率等，“技能”包括邀请、否定、建议、不满等。
立足于以“概念-技能”教学大纲为根基的Coffey(1983)”实际授课内容”理论，组成如下授课内容。
① 介绍(introduction)
② 问候(greetings, goodbyes)
③ 邀请(invitations)
④ 道歉，安慰(apologies, condolences)
⑤ 感谢，称赞，祝贺(gratitude, compliments, congratulations)
⑥ 要求，命令，警告，指示 (requests, commands, warnings, directions)
⑦ 提议，批准(offers, seeking permission)
⑧ 忠告，意向(advice, intentions)
⑨ 高兴，不快(pleasure, displeasure)
⑩ 发表见解(expressing your opinion)，重新询问 (asking people to repeat themselves) , 打断某人讲话(interrupting someone) , 转移话题(changing the topic of conversation)