深圳市公务员考试面试培训班-深圳市公务员考试面试辅导班-华图深圳市公务员考试面试培训班-华图深圳市公务员考试面试辅导班
08年深圳市上半年公务员考试面试过关协议班--华图
华图
面试似一个娇宠惯了的宠儿，稍微一点点不当的表现，都会给面试者带来沉重的打击。参加面试的考生可谓对面试是又爱又怕。爱是因为自己已经闯过了笔试的大关卡，恨是因为面试是一个令人难以把握的考试，它没有固定的答案，最终分数全靠面试考官"一时的好恶"。
    故面试对考生来说构成了一个致命的威胁。那么面对面试考生真的要听天由命，放弃准备吗？当然这也是错误的认识。下面笔者针对考生在面试中应切记的四大禁忌，来具体的介绍一下考生应如何来面对自己的面试。这些禁忌虽不会给考生带来大的得分点，但掌握它则一定可以使考生避免不必要的失分。
　　面试中第一大禁忌：忌说话不经思考直来直去。
    （1）急问工资报酬。工资报酬是考生所关心的一个重要的方面。谈论工资报酬无可厚非，只要看准时机，一般在双方已有初步的意向时，再委婉提出。但是入股询问工资操之过急的话，便会起到适得其反的效果。
    （2）回答问题不合逻辑。当考官请你讲一次自己的失败经历时，有些考生为了给考官一个好的印象，往往回答自己不曾失败过，这是不合逻辑的。当考官再问有何优点时，也有部分考生这样回答，我可以胜任一切工作，这更是不切实际的。这样的回答都会使主考官感到考生太过于自负，下一个该考生不适合所招聘职位的定论。
    （3）本末倒置的提问。例如一次面试快要结束时，主考官问面试者：请问你还有什么问题需要问我们的吗？面试者这样发问：请问你们单位有多大？竞聘比例有多少？考生参加面试一定要把自己的位置摆正，像这样的回答就充分说明它并没有将自己的位置摆正，提出的问题已经超出了应当提问的范围，使主考官产生了反感。
　　面试中第二大禁忌：忌面试过程中的不良习惯。
    面试时，个别面试者由于某些不拘小节，因而破坏了自己的形象，使面试的效果大打折扣，甚至失败。面试中应注意的日常习惯主要有：
    （1）手。这个部位最易出毛病。如双手总是不安稳，忙个不停，作些玩弄领带、挖鼻、抚弄斗法、掰关节、玩弄考官递过来的名片等动作。
    （2）脚。脚易出现的动作有：神经质般不停的晃动、前伸、翘起等。这些小动作不仅人为地制造紧张气氛，而且显得心不在焉，相当不礼貌。
    （3）背。哈着腰，弓着背，整一个现代版的"刘罗锅"。这样的坐姿如何让主考官对你有信心？
    （4）眼。或惊慌失措。或躲躲闪闪，该正视时，却目光游移不定，给人缺乏自信或者隐藏不可告人秘密的印象，容易使主考官反感；另外，死盯着主考官的话，又难免给人压迫感，招致不满。脸或呆滞死板，或冷漠无生气等，如此僵尸般的表情怎么能打动人？要记住，一张活泼动人的脸很重要。
    总之，面试时这些坏习惯一定要改掉，并自始至终保持斯文有礼、不卑不亢、大方得体、生动活泼的言谈举止。这不仅能大大提升自身的形象，而且往往使成功机会大增。
　　面试中第三大禁忌：忌面试过程中的不良态度。
    凡参加面试的人，不管你素质如何，水平高低，一定不要忘记自己是在接受用人单位的挑选，以下态度应当注意：
    （1）忌目空一切、盛气凌人。
    有的面试者笔试成绩名列前茅，各方面条件也较优越，于是就恃才傲物，目空一切。面试中态度傲慢，说话咄咄逼人。一是当自己的回答主考官不够满意或进行善意引导时，常强词夺理、拼命狡辩、拒不承认错误；二是总想占据面试的主动地位，经常反问主考官一些与面试内容无关的问题，如用人单位住房条件如何?自己将担任何种职务?好像用人单位已决定录用他(她)；三是在被问及原单位工作情况时，不能保持冷静，常贬低原单位领导及工作，否定人家的成绩。因为面试中过分地贬低原单位领导的工作，会让人觉得你桀骜不驯，好背后议论别人，合作精神差。
    （2）忌孤芳自赏、态度冷漠
    有的面试者平时性格孤僻，对人冷淡、心事较重，并把这种个性带进了面试考场。面试中表情冷漠、不能积极与主考官配合，缺乏必要的热情和亲切感。岂知所有用人单位的领导都希望自己的工作人员能够在工作中和睦相处、与人为善、团结互助、使人感到轻松愉快，这样才能提高工作效率。即使考生平时性格孤僻，在面试的过程中，也要加以克服，否则气氛一定很沉闷，回答机械呆板，这样很难说你有中选的希望。
    面试中第四大禁忌：忌面试过程中的不良表现。
    不良表现有很多种，在这里笔者仅列出一些易出现且常出现的不良表现供考生参考：
    （1）不善于打破沉默。面试开始时，面试者不善于打破沉默，而等待面试官打开话匣。面试中，面试者又出于种种顾虑，不愿主动说话，结果使面试出现冷场。即便能勉强打破沉默，语音语调也极其生硬，使场面更显尴尬。实际上，无论是面试前或面试中，面试者主动致意与交谈，会留给面试官热情和善于交谈的良好印象。
    （2）忌准备不充分。无论你学历多高，资历多深，工作经验多丰富，当面试官发现应聘者对申请的职位知之不多，甚至连最基本的问题也回答不好时，印象分自然大打折扣。面试官不但会觉得应聘者准备不足，甚至会认为他们根本无志于在这方面发展。所以，面试前应做好充分的准备工作。
    （3）忌长篇大论，喋喋不休。虽说面试是在推销自己，不过切勿滔滔不绝、喋喋不休。面试官最怕考生长篇大论，无始无终。其实，回答问题只须针对重点回答。相反，有些考生十分害羞，不懂得把握机会表现自己，无论回答什么问题，答案往往只有一两点，甚至只回答"是、有、好、可以"等，这也是不可取的。如果性格胆小害羞，则应多加练习。
    （4）忌没有明确目标。面试时，千万不要给面试官留下没有明确目标的印象。虽然一些应聘者的其他条件不错，但工作没有目标就会缺少主动性和创造性，会给招聘单位带来损失。面试官倒情愿聘用一个各方面表现虽较逊色，但有远大目标和热忱的面试者。华图公务员考试研究中心面试教研室一线面试专家针对中央、国家及深圳市公务员考试面试特点，总结历年面试实战成功教学经验，结合当前面试形势、面试测评核心要素(仪表风度、专业知识和工作实践经验、组织计划协调能力、口头表达能力、综合分析能力、反映能力及情绪控制能力、人际交往能力、工作态度和进取心、求职动机、业余兴趣和爱好)  各种题型、评分标准，为你破解面试玄机，揭开公务员面试的神秘面纱，彻底让您领悟公务员面试的奥妙，把握成功的瞬间机会，助您真正发现自己的优势，进一步开发潜能，让您的优点耀眼生辉，趋利避害从而实现您的公务员之梦。
华图深圳市公务员考试面试过关协议班，面试实战突破班详细信息请登陆：www.htexam.com/GDHT/ 查寻或来电咨询
广东华图深圳教学部咨询电话：0755-82113210    81515239     82113212地址：深圳市罗湖区解放路4008号深大成人教育学院

Group work
The most efficient and useful task in oral English lesson is group work. Nowadays, the students have the opportunities to communicate with each other, and it is possible for the teachers to talk with each group in a single 45-minute lesson. Besides, this also gives the students the greatest opportunities to speak to both their classmates and their teacher. It is also possible for all the groups to feedback to the whole class in a short time. As Li Binnong says, "This can either be a group presentation or a single student representing the group as a spokesman. Many tasks are suitable for group work, such as advertisement[URL=http://www.fcsgame.com/]world of warcraft gold[/URL] for a product. Students have to design posters and leaflets for the products and do a group presentation including introducing themselves, describing their products and companies and performing a television style commercial. "

4.6 Error correction
In oral classes, teachers are often faced with all sorts of errors made by students. Because of insufficient study of them, some correct all of the errors and some neglect them. There are some reasons why students make errors when they speak:
(1) “The students may make errors because they have not had sufficient chances to observe the regular English or to[URL=http://www.fcsgame.com/dofus-kamas.htm]Dofus Kamas[/URL] enrich sufficient knowledge of the language system.              
(2) The students may make errors because they have not observed the form correctly.
(3) The students may make errors because of nervousness.
(4) The students may make errors because the activity is difficult.
(5) The students may make errors because the activity is confusing.
(6) The students may make errors because they are using patterns from the first language instead of the patterns from the second language.
(7) The students make an error because they have been copying incorrect models.”
“Nowadays a lot of linguists suggest that the most important point that teachers must learn is not to correct every mistake [URL=http://www.just4gold.com/age-of-conan-gold.html]Age of Conan Gold[/URL]which the students make. They should decide what to criticize, what to praise and what to ignore before correction.”  In the speaking class, there are “three stages of teaching—mechanical, meaningful and communicative. Teachers should choose different approaches at the different stages to deal with the errors.”  
At the mechanical stage, teaching the students a certain structural pattern is the teachers’ main task. The errors made at this stage are more likely due to the reason that they could not learn the rule or the form of the pattern well. All mistakes should be corrected. For example:
Teacher: He drew.
Student: He has drew.
Teacher: drawn
Student: He has drawn.
At the meaningful stage, it is the performance of slips of tongue that causes the errors. The teachers should first supply them with the right forms to get them, and then self-monitor their speech. For instance:
Teacher: What did you do last night?
Student: I do my homework last night.
Teacher: You do your homework last night?
Student: I did my homework last night.
At the communicative stage, unlike the message, errors may not be important. Except from the happening of serious errors on the teaching point or those that interfere with communication, they can be neglected. Teachers should pay more attention to the message. Peer teaching is helpful at this stage. For example:
When you want to see a movie in the-(teacher: cinema) in the cinema, you should first-(teacher: buy) first buy a ticket.
The goal of oral English teaching is to help the students to communicate well with other people. It is useless for anything to bother the work toward this goal and hinder the way to the success.

4.7 Exam
Speaking is probably the most difficult to exam. To make the exams as same as the conversation in reality is one of the difficulties. In the real life, the main purposes of spoken interaction are describing, expressing, giving instructions, narrating, explaining, requesting, apologizing, justifying and so on. How to make speaking exams closer to reality? This is not an easy problem. And separating the listening skill from the speaking skill is another difficulty. What’s more, both the students and the teachers feel ill to[URL=http://www.dofus-kamas.cc]dofus kamas[/URL] oral exams. As Li Binnong says, "However it is necessary to grade the students’ ability for various reasons, most importantly to gain access to higher education or a better job. Oral exams can take many forms. One form is similar to the speech competition, at least two judges are preferable to one if possible. Another is a conversation one on one with the teacher."  Although it is a time-consuming and tiring task for the teacher, it is perhaps the most useful kind of exam. Speaking in pairs in front of the teacher is also a useful way. Thus, teachers could relax for a moment and have more time needed for the exam. The students should not to prepare or memorize anything for the exam. It is not until the coming of the exam, should we give the students maybe five minutes to read and understand the task.

5. Conclusion
Speaking is an interactive process of producing, receiving and processing information. In the real communication outside the classroom, it is often spontaneous, while speaking inside the classroom is different. But because our goal is to make it more like that in the real world, so in order to effectively enhance the ability of students to express English, first, we must understand students’ difficulties which exist in the spoken language, then we should act appropriately to the different situations in view of students’ actual situation in order to implement practical and effective methods.
To sum up, there is no quick way to learn another language, but innumerable teaching methods should be applied in the oral English of middle school students, any specific one of which, however, cannot be adopted singly or changelessly. The teachers, therefore, should flexibly change their ways of teaching according to [URL=http://www.fast-wowgold.com]FFXI Gil[/URL]
different situations. In practice, various ways need to be combined and integrated, with the advantages maximized and the disadvantages minimized, so that the most satisfying effect can be approached. It will essentially help the students with the capacity of oral expression and the competence of communication.
There are various and different ways, but there is a general way: that is to speak more and use more.