Design Of Quasi-intermediate Oral Course Based On BOPPPS Teaching Mode

The intermediate level is the transition stage and the key stage for learners to develop their oral English ability.At this stage,we should not only consolidate the spoken language foundation laid by the primary stage,but also prepare for the intermediate stage of learning.Therefore,this paper selects quasi-intermediate oral Chinese learners as the research object.BOPPPS teaching mode attaches great importance to modular teaching,divides teaching into six modules,each module is interlinked and complementary,attaches great importance to the creation of real communicative situations and the input and output of practical corpus,attaches great importance to the training of learners’ ability to understand and analyze,and trains students’ ability to use the target language to communicate.Therefore,based on the teaching model of BOPPPS,we choose two units of "New Target Spoken Chinese Textbook 3" for teaching design.First of all,the BOPPPS teaching model and related literature of quasi intermediate spoken Chinese class are reviewed and sorted out,and on this basis,the necessity of its application in quasi intermediate spoken Chinese class is analyzed.Secondly,according to teaching design principles,teaching objects,selected teaching materials,units and teaching methods,BOPPPS teaching mode is used to carry out specific teaching design for the two units of "Talking about Character Characteristics" and "Talking about Life Habits".Guided by BOPPPS teaching model,the design fully demonstrates its advantages in oral English teaching.Through teaching practice,this paper puts forward the further perfection and improvement of the teaching design.Finally,the teaching design is reviewed and evaluated,and corresponding suggestions are given.It is suggested that this teaching design should be used on the basis of a deep understanding of the teaching mode of BOPPPS.In the design of activities,teaching activities should be carried out closely in accordance with the theme,and the teaching rhythm should be adjusted.The innovation of this study lies in that,according to the classroom teaching effect and students’ feedback,it provides a practice-based instructional design improvement scheme from five aspects: new words,grammar,text,tasks and activities,and teaching sequence.It is hoped that this teaching design can help intermediate oral Chinese learners to smoothly transition to intermediate course learning,and also provide a certain reference for the application of BOPPPS teaching model in international Chinese teaching.