美语听说
如何提高英语的听说能力
如何提高英语的听说能力英语是全球通用的语言，提高英语的听说能力对于我们学好英语、更好地应对工作和生活中的各种挑战具有重要意义。
以下是提高英语听说能力的几种方法。
1.注重积累词汇扩大词汇量是提高听说能力的关键。
每天坚持学习一些新的词汇，可以通过阅读英文文章、听英文歌曲、看英文电影或纪录片等方式来进行。
还可以使用一些记忆方法，如制作单词卡片，背诵单词表等。
2.听力练习多听英文广播、英语课程、电视剧和电影等。
在听的过程中，尝试理解和记住所听到的内容。
随后可以通过回忆所听到的内容，整理出重要的信息和句子，并与原文对照核对。
这样可以提高听力理解能力，同时也有助于增加对不同口音和语速的适应性。
3.口语练习找到一位英语母语者或者擅长英语口语的朋友进行口语练习。
可以进行日常对话练习，或者以一些主题进行对话，通过模仿和表达的方式来加强口语能力。
还可以参加英语角或线上英语社区来与其他学习者交流和互动。
4.参加英语培训班或学习小组参加专业的英语培训班或学习小组，可以接受系统的听说训练和指导。
老师和同学的互动和交流，可以提供更多的练习机会和反馈。
同时，也有助于激发学习的兴趣和动力。
5.积极参与英语环境尽量利用一切机会和机构进入英语环境，如去英语角、参加英语比赛、参观英语演讲等。
这样可以增加听说英语的机会，提高语言运用能力。
6.利用科技手段7.保持乐观心态学习语言是一个长期的过程，难免会遇到困难和挑战。
我们需要保持积极的心态，坚持不懈地学习和练习。
每天只需默读英文文章，大声朗读英文材料等简单的练习，坚持下来就会取得进步。
8.注重实践学习语言不仅仅是学习理论知识，更重要的是运用到实际中。
无论是参加英语角、进行口语练习，还是参与英文演讲比赛等，都要积极主动地实践所学知识，提高自己的听说能力。
总之，提高英语听说能力需要坚持不懈的努力和练习。
通过词汇积累、听力练习、口语练习和参与英语环境等多种方式，我们可以不断提高自己的听说能力，更好地运用英语。
50个地道美语俚语
在美国学美語, 最有趣的大概就是可以听到很多俚语。
很多時候光听那些句子, 好像不容易吗上可以会意出來他么在说什么,听了几次后, 就慢慢可以了解这些俚语的含意了。
这里整理出來的, 都是一些很常听到的「酷語」喔! 不過, 不管什么语音, 都应该考虑到说话的对象、場合与时间, 有些俚語並不适合在正式的場合用。
1. kick ass 了不起A: Wow, you fixed my computer in less than 10 minutes. You're good.A: 哇! 你不到十分钟就把我的電脑修好了呀! 你很棒!B: Yep. I just kick ass.B: 是的! 我就是厉害!"kick ass" 除了字面上的「踢屁股」外, 还有「厉害、打败」的意思。
当「踢屁股」时, 比如某人放你鸽子, 你很气, 就可以说: "I'm going to kick his ass." (我得踢他的屁股)。
当「厉害」用时, 就像上面例句一样用。
"kick ass" 还可作「打败某人的意思」。
比如某人一向在某方面比你強,终于有一天你比他厉害了, 你就可以說:"Hahaha...I kicked your ass."。
觉得"ass" 太难听的人, 就用"butt" 吧!2. kiss ass 拍马屁A: Mary, I'm sorry for cheating on you before. Do you see any chance that we can get back together?A: Mary, 我真的很抱歉对你的不忠实。
你想我们可不可能重修旧好呢?B: I don't know, but you can kiss my ass.B: 不知道, 不过你可以亲我的屁屁(巴結我)。
听说教学法
听说教学法听说法(Audio?Lingual Method or Aural?Oral Method)又叫结构法或句型法，是美国流行的一种外语教学法。
《英语900句》是听说法的典型教材。
听说法产生的背景：二战之前美国的外语教学比较落后一方面，美国政治上的孤立主义使人们不关心国外的事物，这里面就包括外语，另一方面，英语在世界上流行很广，美国人到外国去，感觉不到学习外语的迫切需要。
二战爆发后，美国参战，派士兵参战。
但士兵不懂所去国家的语言，所以临时调外语教学法和语言学专家以及有经验的外语教师，成立外语训练中心，研究外语速成教学方法，编写专用的课本以6—8个月为一期，培训士兵。
要求士兵短期内能说日常生活上简单的外语，对他们的要求是听和说训练的方法也是听和说，听说法就这样产生了。
听说法的理论基础听说法的理论基础是美国的结构主义语言学(structurallinguistics)和行为主义心理学(behaviouristicpsychology)。
以布龙菲尔德(Bloomfield)为首的美国结构主义语言学家认为语言是结构体系，是一套习惯；行为主义心理学的创始人华生(J．B．Watson)，提出了刺激—反应(S—R)公式。
而斯金纳(B．F、Skinner)认为操作性条件反射是R—S的联结过程，他把教学过程归结为刺激—反应—强化。
布龙菲尔德(L．Bloomfield)把语言看作是一系列的刺激和反应，并通过杰克(Jack)和吉尔(Jil1)的实验得出结论：语言教学是教师对学生进行声音刺激和学生对声音刺激进行反应的过程。
听说法的特征听说法的特征是认为语言是言语，不是文字，是习惯形成的。
重视模仿、记忆。
听说法的主要特点是主张以句型为纲来组织教学内容。
强调模仿、强记固定短语并大量重复，极其重视语音的正确，尤其强调语调训练，广泛利用对比法、在对比分析母语与外语的基础上学习外语的难点，并在教学中有针对性地加以解决。
视听教学法视听法(AudioVisualApproach)于五十年代由古布里纳提出首创于法国，是当时法国对外国成年人进行短期速成教学的一种方法。
最地道的美语表达最常用的意思(87句“扯淡”美语+296句使用频率最高美语)
26． I'll keep my ears open.（我会留意的。）
27． Neck and neck.（不分上下。）
28． I'm feeling under the weather.（我觉得不舒服/精神不好/情绪低落。）
66． Don't bury your head in the sand.（不要逃避现实。）
67． Nothing works.（什么都不对劲儿。）
68． Money will come and go.（钱乃身外之物。）
69． He's been behind bars for almost 30 years.（他坐了将近30年牢。）
34. beat a dead horse 白费劲
35. The sky's the limit. 没有限制
36. once in a blue moon 千载难逢；难得一次
37. Be prepared. 准备好
38. It's easier said than done. 说的比做的简单
70． You have my word.（我保证。）
71． He hit the ceiling at the news.（他听到那消息暴跳如雷/大发雷霆)
72． You're too outspoken.（你太直率了。）
73． Every dog has his day.（凡人皆有得意时。）
62． His argument doesn't hold water.（他的论点站不住脚)
美语习惯用语1000条
1. a bargain价格便宜2. a bay window大肚皮3. a bed of roses 逞心如意的生活4. a big deal重要的事情5. a big hit很受欢迎的（菜等）6. a chip off the old block一个模子印出来的；酷似（父母的人）7. a drop in the bucket杯水车薪8. a fair shot相当大的希望9. a leg up占上风10. A little bird told me. 我听说的11. A penny saved is a penny earned.省一分就是赚一分12. a real buy价格便宜13. a stick in the mud 保守的人14. A woman's work is never done.家务永远做不完15.Achilles' heel 一个人的弱点16.act on遵行, 按……行动17.act the mustard 达到标准18.act up 胡闹，出毛病19.add insult to injury越搞越糟，越描越黑20.After you请先走（一般男士让女士先下车或先出门时讲的话）。
21.ahead of the game领先，占优势22.all ears 全神贯注23.all hell broke loose一团糟24.all in the day's work 习以为常；不足为奇25.all right already好啦好啦，别念叨啦26.all that jazz诸如此类27.all wet错误的28.Am I glad to see you!我真的很高兴见到你29.an advance预付款30.An eye for an eye, and a toothfor a tooth. 以眼还眼，以牙还牙31.Anytime 不用谢。
32.Anytime. 什么时候都行, 看你什么时间方便了33.Appearances can be deceiving.外表是会骗人的34.Are you out of your mind?你疯了吗？35.Are you pulling my leg?你在开我玩笑吗？36.as (young) as ever看上去还那么年轻37.as …as all get out …极了38.at the drop of a hat 立即，随时39.atta girl真是个好女孩40.back off缓和，软化，减轻41.back on the job又开始工作42.bad blood不和，敌意43.Bad news travels fast. 坏事传千里44.bad news讨厌鬼45.bang/beat one's head against abrick wall 做徒劳无功的事46.bar one只此一家，别无分号47.bark up the wrong tree 精力用在不该用的地方；错怪人；目标错误48.bassinet 摇篮49.be asleep麻痹了50.be caught dead出洋相51.be lit up like a Christmas tree喝醉之后非常高兴52.Be my guest.请便、别客气53.be of some help有所帮助54.be terrible with无法记牢55.beat a dead horse白费口舌，白费力气56.beat it走开57.beats me我不知道58.Beauty is only skin deep. 美丽是肤浅的59.behind someone's back 在某人背后；背着某人60.behind the scenes 在幕后；在黑暗中61.bend over backwards 不遗余力62.bent out of shape气坏了，大发雷霆63.beside the point 离题的；不是重点64.bet one's bottom dollar 确信无疑65.Better left unsaid. 最好还是不要说66.Better luck next time. 下次运气更好67.Better safe than sorry. 宁愿安全（可靠）也不要后悔68.big deal重要的事69.big picture（事情的）主要部分；重点70.Birds of a feather flock together.物以类聚，人以群分71.bite the bullet咬紧牙关，忍受痛苦72.bite the dust死亡，报销73.blabbermouth大嘴巴，爱说闲话的人74.blah-blah-blah 说个不停75.bleeding heart老好人76.blind date相亲77.blockhead笨蛋78.block街, 街区79.blond hair金黄色头发80.blow it 搞砸，弄坏81.blow sb off: she blew me off她忽视我82.blow the lid off揭发（丑闻）83.blow the whistle on sb./ sth. 揭发；制止某人（某事）84.bottom line总之，归根结底85.bouquet 花束86.boutique（妇女）时装店87.bow out 不干了，退出88.Boys will be boys. 男孩就是男孩89.brainpower脑力, 智慧90.brand new崭新的, 全新的91.break a leg祝演出等成功92.break it up 停止谈天、吵架、打架93.break the news to sb.告诉某人坏消息94.break机会; 幸运.I should begrateful that I got my break运气这么好我应该庆幸。
英语教学法之AudiolingualMethod（听说法）
英语教学法之AudiolingualMethod（听说法）Definition of Audio-lingual Method （American）a method of foreign or second Language teaching which emphasizes the teaching of speaking and listening before reading and writing; mother tongue is discouraged in the classroom.Historical and social backgroundI Prompted by WWIIThe Audio-lingual Method is in origin mainly American. The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language training program to supply the war with language personnel who could speak fluently in German, French, Italian, Chinese and other languages. The objectives of the army program were for students to attain conversational proficiency in a variety of foreign languages.The "methodology" of the Army Method was derived form the intensity of contact with L2 rather than from any well-developed methodological basis.The A udiolingua l Method is also known as the “informant method”, since it used a native speaker of the language, the informant, and a linguist.The informant served as a source of language for imitation, and the linguist supervised the learning experience.II Academic PromotionIn 1941 the first English Language Institute in the U.S. was established in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguistics to LT. The result is an approach whichadvocated aural training first, then pronunciation training, followed by speaking, reading and writing.The emergence of the Audio-lingual Method resulted from the increased attention to FLT in the U.S. towards the end of the 1950s.III Political PromotionThe need for a radical change and rethinking of FLTM was promoted by the launching of the 1st Russian satellite i n 1957.The US government acknowledged the need for a more intensive effort to teach a foreign language in order to prevent American from becoming isolated from scientific advances made in other countries.IV the OutcomeThis need made LT specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They draw on the earlier experiences of the army programmes and the Aural-Oral or Structural Approach developed by Fries and his colleagues, adding insights taken from behaviourist psychology.Structural linguistics views language as a system of structurally related elements (such as phonemes, morphemes, words, structure, and sentence types) for the expression of meaning.The grammatical system consists of a list of grammatical elements and rules for their linear combination into words, phrases and sentences.According to a structural view, language has the following characteristics in the Audiolingual Method:(1)Elements in a language are produced in a rule-governed (structured ) way.(2)Language samples could be exhaustively described at any structural level ofdescription.(3)Language is structured like a pyramid, that is, linguistic levels are system withinsystems.The structural linguists believed that the primary medium of language is oral. Thisview of language offered the foundations for the Audio-lingual Method in language teaching in which speech was given in a priority.The Audio-lingual Method is the first theories to recommend the development ofa language teaching theory on declared linguistic and psychological principles. TheoryTheory of learningLike structural linguistics, behaviorism is also anti-mentalistic, that is, it does not believe that a human being possesses a mind which has consciousness, ideas, etc, and that the mind can influence the behavior of the body.Behaviorism tires to explain how an external event (a stimulus) caused a change in the behavior of an individual (a response) without using concepts like “mind” or “ideas” or any kind of mental behavior.Behaviorist psychology states that human and animal behavior can and should be studied in terms of physical processes only.To the behaviorists, the human being is an organism capable of a wide repertoire of behaviors.occurrence of these behaviors is dependent upon threecrucial elements in learning:①stimulus②response③reinforcementAccording to the Audio-lingual Method, learning consists of stimulus-response connections.According to the Audio-lingual Method, learning is described as the formation of association between responses.To apply this theory to language learning is to identify the organism as the FL learner, the behavior as verbal behavior, the stimulus as what is taught (language input), the response as the learner’s reaction to the stimulus, and the reinforcement as the approval or praise (or discouragement) of the teacher or students.According to this behaviorist psychology, learning a language is a process of acquiring a set of appropriate language stimulus-response chains, a mechanical process of habit formation.This theory of learning is particularly associated with the American psychologist B.F. Skinner-----a famous Harvard behaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.According to the behaviorist, a habit is formed when a correct response to a stimulus is consistently rewarded.The habit therefore is the result of stimulus, correct response and reward occurring again and again.According to Skinner, reward was much more effective than punishment in a teaching situation.In an audiolingual classroom, teachers are encouraged to show approval for each and every correct performance by their students, and every drill is designed so that the possibility ofmaking mistakes is minimized, engineering success for the students.Basic theoretical principles ( theory of language)The five slogans (Moulton, 1961) which express the basic theoretical principles of the Audiolingual Method. They reflect the influence of structural linguistics and behaviorist psychology in language teaching:①language is speech, not writing;②a language is what its native speakers say, not what someone thinks they ought to say;③languages are different;④a language is a set of habits;⑤teach the language, not about the language is a principle of the Audio-lingualMethod.This five principles became the tenets of language teaching doctrine during the post-war decades.RolesLearner rolesLessons in the classroom focus on the correct imitation of the teacher by the learners. Not only are the learners expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom.Teacher rolesThe Audio-lingual Method is a teacher- dominated model where the teacher role ismost crucial in the instruction of the language.According to the linguist Brooks “a teacher ” must betrained to introduce, sustain and harmonize the learning of the four skills in this order : learning, speaking, reading , writing “ and in the Audio-lingual Method , the teacher “controls the direction and pace and monitors and corrects the learners performance ”Instructional materialActive verbal interactions between teachers and learners and use of materials such as tape recorders and audiovisuals equipments to assist the teacher in the classroom play a central role in teaching a second language.In Audio-lingual Method the target language should be the medium of instruction and/or use and translations o f the native language should be discouraged.CommentsMeritsCombining language and images togethe r and putting them into language teaching, which cultivates the learner’s ability of thinking in target languageSetting ou t to meet the learner’s direct communicative competenc eFostering the learner’s ability of using language flexibly according to speci fic context situationHelping the learner to grasp target language naturally and firmlyDefects:Over emphasizing the principle of entire structureCutting the connection between the spoken and written form of the language apart artificiallyPaying too much attention to the role of audio-lingual aspect, without appropriate use of the mother tongueOverstressing language form s instead of actual communicative content (pseudofunctional)。
使用频率最高的美语口语296句
107. Don't cry over spilt milk. 覆水难收
108. It wouldn't hurt to ask. 问人又不会怎么样
109. have one's head in the clouds 心不在焉
11. You asked for it. 你自找的
12. read between the lines 字里行间的言外之意
13. The rest is history. 众所皆知
14. A little bird told me. 我听说的
15. It never rains but it pours. 祸不单行
5. Good for you. 好啊！做得好！
6. Time flies！时光如梭
7. Time is money. 时间就是金钱
8. That's life. 这就是人生
9. Now you're talking. 这才对嘛
10. have butterflies in one's stomach 紧张
95. Curiosity killed the cat. 好奇伤身
96. Great minds think alike. 英雄所见略图
97. Some people never learn. 有些人总是学不乖
98. There's no place like home. 没有比家更温暖的地方
61. give credit where credit is due.d to worse 每况愈下
VOA流行美语讲座,英语听力
VOA流行美语讲座,英语听力篇一：VOA流行美语1. bummed (out)2. to ditch3. big gun4. broke5. shot6. drag7. choke8. hang out9. all-nighter 10. drained 11. kick back 12. ticked off 13. keep cool 14. pig out 15. what’s up 16. to goof off 17. to bum 18. lucky break 19. neat 20. jerk 21. hit22. couch potato23. to bomb 24. to take a hike25. cop 26. to ace 27. bucks 28. to rip off 29. loser 30. to play hooky31. sketchy 32. fishy 33. wimp 34. nerd 35. wasted 36. to chip in 37. uptight 38. flipped out 39. veg out 40. to be into 41. psycho 42. take it easy 43.to rule 44. a big deal chill (out) to hit the spot to quarterback lame damage trip moneyhard headed cram wiredone track mind close call screw up bigmouth no brainer to hit the sackturn-off mellow sharpstreet smart to roll nutsto mess up to blow off to freak out peanuts whateverstraight answer to bug to snap sucker to luck out guts cheesyto get a kick out of something snail mail to get it off my back in your face geek laid back to chew outto blow money on sth. give it a shot46. no way 47. busted 48. redneck 49. under the weather 50. piece of junk51. to get carried away 52. to be canned53. psyched 54. pain in theneck55. already 56. to mess with somebody 57. folks 58. junkie 59. to check something out 60. to crack somebody up 61. 24-7 62. to strike out 63. dumb blonde64. to make a killing 65. to fork something over 66. hot67. out of line 68. gee69. to catch a flick70. to jinx 71. shades 72. drag 73. to be on crack74. to slack off 75. beats me 76. out of it 77. critter 78. have a cow 79. down with that80. to kick oneself81. zip82. bail83. shoot 84. to stick around85. live it up 86. hang in there87. neat freak 88. snap to bet creepin the sticksto grab a bite to eat cheapto call it a day to kiss up to to flopto have had it one to talkgive me a break rag on cut it outto call something wannabe duhto pull something off bimboto break evento get over somethingto have a crush on someone trash something oh wellto have no business doing sth. come off itto get turned down to start from scratch to get the hange of sth. peonto be in a hind gung ho mug pack ratto pay through the nose raw deal drama queen call it quits shotguilt trip Yeah rightto be stressed out crashspaced out90. to buy something 91. without a hitch92. dude 93. to horse around94. on the fritz 95. jack 96. pick-me-up 97. to rock 98. what’s her face99. sleep in 100.a blast to be sold on something chow down chickjump the gun to hog something kaput lay off let-down thingamajig slacker lighten up篇二：[VOA流行美语]第395课[VOA流行美语]第395课Larry在和李华商量去什么地方渡假。
听说法
Chapter4 The Audiolingual Method听说法听说法是20世纪40 年代产生于美国的第二语言教学法。
强调通过反复的句型结构操练培养口语听力能力，又称“句型法”或“结构法”。
I、BackgroundTh e Audio –lingual Method is in origin mainly American . It was developed in the U.S .during the Second World War .At that time there was a need for people to learn foreign language rapidly for military purpose.听说法是在第二次世界大战期间的美国发展起来的。
当时，美国政府感到很有必要建立一套专门语言训练计划来满足军事上对外语人员的需求。
因此，美国政府委托几所美国大学来承担培养军事外语人才的工作。
于是在1942年制订了《军队专门训练方案》。
背景：二战提高了美国的国际地位，扩大了美国的影响，留学生和移民的增多，英语作为第二语言教学（ESL）的需求增加。
密歇根大学The University of Michigan最先成立英语教学机构。
机构主任佛里斯（Fries）主张：1. 将结构作为教学起点，2. 强调对学习者进行语音和句型的强化训练。
反映了一种结构主义语言观。
II、Theoretical Basis(理论基础)1.Theory of languageT he theory of language underlying ,Audiolinguism was derived a view proposed by American linguists in the 1930s and the 1940sThe view then came to be known as structural linguistics which views language as a system of structurally related elements for the expression of meaning。
美语听力与发音技巧
美语听力与发音技巧美语听力与发音技巧导语：英语的听力练习是我们学习英语的'重要组成部分。
俗语说听说读写，听还是排在第一位的。
下面我们一起来看看这些听力范文吧。
listen 1Welcome to Daily Tips on Learning English. Today’s tip is on expressing ability in the past.There are two ways of expressing ability in English. One, “can” or “could”. Two, “be able to”. In negative sentences, there’s no difference in meaning. So, “I couldn’t lift the piano” and “I wasn’t able to lift the piano” mean the same thing. However, in a ffirmative sentences about past ability, “could” usually means “used be able to”. The use of “could” usually indicates that the ability existed in the past, but does not exist now.For example, “When I was young, I could run fast” means that I can not run fast now. On the other hand, if the speaker is talking about an ability to do something at one particular time in the past, “was/were able to” can be used in affirmative sentences, but “could” cannot.For example, your car broke down. It stopped working. So you took it to get fixed two days ago. When I saw you today, you told me that the mechanic fixed your car. If you said, “The mechanic could fix my car yesterday”, that sentence is not correct. You must say, “The mechanic was able to fix my car yesterday”or “The mechanic managed to fix my car yesterday.”Let’s look at another example. I have been looking for a CD I like for a long time. I could not find it. I was not able to find itfor a long time. But yesterday I was able to find it. Yesterday I managed to find it. But you cannot say, “Yesterday I could find it.”Remember “I could not” and “I was not able to” are the same, but “I could” and “I was able to” are not the same. “I could” means I used to be able to, but now I’m not able to. “I was able to” me ans I have the ability at one particular time in the past.This has been today’s daily tip on learning English. Tune in tomorrow for another tip.listen 2Welcome to Daily Tips on Learning English. Today’s tip is on using the articles “a”, “an” and “the” c orrectly.Every student of English has my sympathy in his struggles with the English articles. They are one of the most difficult parts of learning English. First of all, I urge you to do this. Listen to native speakers. When you listen, listen carefully, since the articles “the” and “a” are almost never emphasized, they do not stand out prominently in speech, but they’re pronounced. You will have to train your ears so that you will recognize that the little sounds before certain words are articles, and not meaningless noises. Also, get in the habit of pronouncing the articles in the way native speakers do. As little sounds that are part of the word they precede. For instance, think of and say “the boy”as one word. Listen to this short sentence. The boy likes the girl. Say it naturally, the boy likes the girl. Did you notice how the articles are just small sounds linked to the nouns? Listen to another example. There is a pen on a desk in the classroom. Say it naturally, there is a pen on a desk in the classroom. Did you notice how all the sounds, especially articles are linked together?The article “an” is used before nouns beginning with a vowel sound, such as “an apple”. Notice how the “n” sound is linked to the word which follows it. Also notice that words that spelled with the letter “h” in the beginning such as “hour” also use the article “an” because the “h” isn’t pronounced. So we say, “an-our”, not “a hour”. And some words spelled with the letter “u” in the beginning such as “unicycle” use the article “a” because the first sound is the “y” sound “j”. So we say, a unicycle, not an unicycle.It’s also important to note that the pronunciation of the article “the” changes to “δi :” before words beginning with a vowel sound. So we say “δi :” elevator, not “δэ”elevator.Another tip is, do not be misled by newspaper headlines, advertisements and titles of book and so forth. They frequently omit articles which are necessary in complete sentences in both spoken and written English. Knowing when to use “a”, when to use “the”, and when not to use any article at all is undoubtably one of the most difficult aspects of learning English. We will talk about this topic more in an upcoming daily tip. Tune in tomorrow for another tip on learning English.listen 3Welcome to Daily Tips on Learning English. Today’s tip is on word stress on sentences.In general, it is true that content words are stressed whereas function words are not stressed. Content words usually convey the meaning of the sentence. Function words make the sentence grammatically correct. Content words are: nouns, main verbs, adjectives, adverbs, this, that, these, those, and “wh-“ words, who, what, when, why, how, which. Function words are: articles, such as “a” and “the”; possessive adjectives, such as “his”,“my”, “your”; prepositions, such as “in”, “on”, “of”; conjunctions, such as “and”, “but”; personal pronouns, such as “ I”, “he”, “she”; the “be” verb, “am”, “is”, “are”, “was”, “were”; and auxiliaries, such as “do”, “does”, “did”.Take for example the sen tence “Andrew brushes his teeth every morning.” The content word alone can convey the meaning of the sentence, namely “Andrew brushes teeth every morning.” The functional word “his” only makes the sentence grammatically correct. So “his” is unstressed, the other words are stressed. Why isn’t “his” stressed? Because of course he brushes his teeth, not your teeth, or my teeth. This we would naturally assume. If, however, Andrew brushes someone else’s teeth beside his own, then it would be very important to let your listener know that by stressing whose teeth he brushes.So, what words should be stressed? The simple answer is whatever words are important to the meaning you are trying to convey. if someone write the sentence on the board out of context and asks, “Which words are important? Which words should you stress?” You should answer, “That depends on the context.” Stress is used to let your listener know what is important to your message. If you stress words properly, your listener will have an easy time understanding your message. If you stress every word equally, then your listener will have to listen very carefully and try to guess the main point of your message. If your stress the wrong words, the listener will misunderstand your message or just feel very confused. So remember to stress the important words to your massage.This has been today’s daily tip. Tune in tomorrow for another tip on learning English.。
美语教学法——听说法
美语教学法——听说法本世纪40年代开始，结构语言学、数学语言学、心理语言学、控制论、行为主义心理学等相互渗透的学科得到发展；外语教学日益依赖现代技术；各国教学法家竞相实验新的教学法体系。
这给听说教学法的产生提供了理论基础。
美国国防部邀请了一批语言学家和外语教学法家，研究新的外语教学法。
其中为首的学者是布龙菲尔德(LeonardBloomfield,1887～1949)。
布氏系用行为主义心理学研究语言的机构主义语言学的创立者，又与直接法大师帕默有过学术交往，结果便制订了以结构主义语言学和操练性条件反射为基础的陆军口语法，又称布龙菲尔德教学法。
试验取得成功；逐渐完善为听说教学法并传及全世界。
听说法又叫结构法或句型法,《英语900句》（English900）是听说法的典型教材。
在听说法的发展过程中，布龙菲尔德教学法的教学过程得到了完善，成为规范的五段：(1)认知(recognition)认知即对所学句型耳听会意。
主要采用外语本身相同或不同的对比，使学生从对比中了解新句型或话语。
(2)模仿(imitation) 跟读、齐读、抽读、纠错、改正；同时记忆。
(3)重复，检查(repetition)学生重复模仿材料，作各种记忆性练习；同时教师要进行检查。
当确信学生已能正确理解、朗诵所学句型之后，才能进行下一段的变换活动。
(4)变换(variation)变换即替换操练，应按替换、转换、扩展三步逐渐加大难度。
同时要注意学生的理解情况。
(5)选择(selection)活用所学语言材料于交际实际或模拟情景之中，即综合运用。
布龙菲尔德以后，对听说法影响最大的是美国外语教学法家弗斯(ChariesC。
Fries，1887～1967)和拉多(R。
Lado)。
弗斯严格区别method和approach的概念。
他认为method是指教学方式、方法和教学技巧，而approach则是指达到教学目的的途径、路子和理论，由此可见听说法或口语法是一种目的在于掌握口语的教学法体系。
美语发音规则
音变主要有连读、失音、弱化、浊化、同化、重音、缩读等形式。
这些形式的产生可以归结为一个原则，即“Economy” —“经济”原则或称为“省力”原则。
我的语言学老师说，他曾一度为选择的研究方向为语言学而懊悔，因为那时他认为语言学既枯燥又不实用，但这一省力原则却化解了他所有的苦恼，并让他为语言学着迷。
因为“省力”这两个简单的字眼可以解释几乎所有的音变现象，人是很懒的,对于最经常的行为——说话，当然要想许多省事的法子，于是也就产生了多种为省力而衍变的音变现象。
牢记省力原则，在我们读英语的时候，让自己的唇舌处于放松的状态，轻松的去读英语，我想发音的感觉一定会有所不同。
言归正题, 以下列出给听力造成很大障碍的五种音变现象及其读音规则，以及最后一项关于节奏的小文章，希望能有所帮助！一、连读连读有两种规则，分别为：1、以辅音结尾的单词+元音开头的单词：要连读如：I’d li(ke a)nother bow(l o)f rice.这里like / laik / 以辅音结尾，another 以元音开头，所以连读注意：以辅音结尾指的是音标中的最后一个音是辅音，而不是单词的结尾，这如同u[ju:.]niversity前面的定冠词必须用a 一样。
2、以辅音结尾的单词 + h开头的单词h不发音，与前面的辅音what wil(l he) [wili]do?Ha(s he) done it before?Mus(t he) [ti] go?Can he do it?Should he….?Tell him to ask her….Lea(ve him) [vim].For him (连读这个词，会发现和forum 很相似)我第一次知道这一连读规则时，兴奋不已，很容易的听懂了许多以前觉得很难以理解的句子，并且按照这种连读方式发音省力、轻松了许多。
再次证实”Economy”。
二、音的同化音的同化也是一种连读的现象，两个词之间非常平滑的过渡，导致一个音受临音影响而变化。
如何有效提升英语听说能力？
如何有效提升英语听说能力？如何快速有效提升英语听说能力：教育专家的建议英语听说能力是英语学习的重要组成部分，也是语言学习最终目标之一。
但是，许多学习者在听说练习中面临很大困难，难以取得显著进步。
为此，教育专家从多个方面，为英语学习者提供提升听说能力的建议：一、建立良好的语言基础：1. 词汇积累：听说能力的提升离不开词汇量的积累。
学习者要积极主动地学习常用词汇，并将其运用到日常练习中。
建议使用词汇卡片、词根词缀记忆法等方法，并结合语境理解词义。
2. 语法掌握：语法是语言基础，掌握基本的语法规则可以帮助理解英语句子的结构和含义。
建议学习者通过语法练习、阅读语法书籍和网站等，系统学习语法知识。
3. 语音训练：语音是语言的重要组成部分，清晰准确的发音是提高听说能力的关键。
学习者应勤加练习发音规则，模仿标准的语音语调，并借助录音软件进行自我纠正。
二、沉浸式语言环境：1. 创建英语环境：将英语融入日常生活，例如可以使用英语手机界面、阅读英文报刊、在线观看英语电影等，并尝试用英语思考和表达，营造沉浸式语言环境。
2. 参加口语练习：寻找语言伙伴，进行口语练习。
可以选择线上或线下语言练习平台，也可以参加英语角、英语沙龙等社交活动，与英语母语人士或其他学习者进行语言交流。
3. 利用音频和视频资源：收听英语广播、音频节目，观看英语电影、电视剧等，用多种形式的英语素材进行听力训练。
三、科学有效的学习方法：1. 精听训练：选择适合自身水平的英语材料，进行精听训练。
可以逐句分析句子结构、词汇和语调，并反复练习模仿。
2. 泛听训练：泛听英语材料，通过大量的练习，提升对英语语速和语调的适应能力。
3. 模仿式学习：模仿英语母语人士的语音语调，并通过口语练习。
可以借助录音软件进行自我纠正，并向专业老师寻求指导。
4. 角色扮演和情景对话：进行角色扮演和情景对话练习，将英语运用到实际场景中。
可以参考不同的情景设置对话内容，模拟生活中可能遇到的场景。
常用美语句子
常用美语句子1. Have a nice day. 祝你今天愉快2. So far, so good. 目前为止一切都好3. Take it or leave it. 要就要，不要就拉倒4. Keep it up! 继续努力，继续加油5. Good for you. 好啊！做得好！6. Time flies！时光如梭7. Time is money. 时间就是金钱8. That's life. 这就是人生9. Now you're talking. 这才对嘛10. have butterflies in one's stomach 紧张11. You asked for it. 你自找的12. read between the lines 字里行间的言外之意13. The rest is history. 众所皆知14. A little bird told me. 我听说的15. It never rains but it pours. 祸不单行16. Mind your own business. 不关你的事儿17. Hang in there. 坚持下去18. could be worse 可能更糟19. Money talks. 金钱万能20. count me out 不要算我21. Over my dead body! 想都别想（除非我死了）22. go fifty-fifty on sth. 平分23. You can say that again! You said it! 你说的没错；你说对了24. Look who's talking! 看看你自己吧！25. It's Greek to me. 这我完全不懂26. take my word for it 相信我的话27. not one's cup of tea 不感兴趣；不合胃口28. Get real ! 别闹了；别开玩笑了29. head over heels 深陷；完全地30. Suit yourself. 随你高兴31. What's the catch? 有什么意图？32. let the cat out of bag 泄漏秘密33. sth. is touch and go 危险的情况；惊险的；一触即发的34. beat a dead horse 白费劲35. The sky's the limit. 没有限制36. once in a blue moon 千载难逢；难得一次37. Be prepared. 准备好38. It's easier said than done. 说的比做的简单39. have second thoughts 考虑一下；犹豫40. behind someone's back 在某人背后；背着某人41. Better luck next time. 下次运气更好42. come in handy 派得上用场43. rains cats and dogs 倾盆大雨44. First come, first served. 先来先招待；捷足先登45. It's not my day! 今天运气真糟46. That's news to me. 这可是新闻呢47. There's no way to tell. 没办法知道48. read sb. like an open book 清楚某人心里的想法49. You've got me there. 你考到我了50. Easy does it. 慢慢来；小心一点；别生气了51. on the tip of one's tongue 差一点就说出口；差一点就记起来的52. The more, the merrier. 越多越好53. let someone off the hook 让某人摆脱麻烦、解脱困境54. beside the point 离题的；不是重点55. burn the candle at both ends 白天晚上都要忙；花费很多精力56. meet a deadline 截稿57. out of sight, out of mind 眼不见为净；离久情疏58. rub someone the wrong way 惹恼某人59. stop on one's toes 触怒到某人60. be fed up with 对……感到厌烦61. give credit where credit is due. 称赞该被赞美的人62. go from bad to worse 每况愈下63. hit the jackpot 中大奖，走运64. It all depends on what one means by sth. 看某人对于……是指什么意思65. accidentally/on purpose 不小心/故意66. in one's book 在某人的字典里；对……而言67. No pains, no gains 一份耕耘，一份收获68. You ain't seen nothing yet. 你还没看过更好（烂）的69. to give a rain check 改天的邀请70. That's what friends are for. 这就是好朋友啊71. It's a pain in the neck. 很讨厌而难避免72. It's the thought that counts. 心意最重要73. the tip fo the iceberg 冰山一角；危险的细微的征兆74. jump down someone's throat 粗暴地回答某人；无理地打断某人的话75. save sth. for a rainy day 以备不时之需76. behind the scenes 在幕后；在黑暗中77. by the skin of one's teeth 刚好，勉强，侥幸78. Don't rock the boat. 不要破坏现状、捣乱79. worth its weight in gold 很有价值的80. speak fo the devil 说曹操曹操到81. right up/down someone's alley 某人的专长82. You never know what you can do until you try.不试试看，就不知道自己的潜力83. You scratch my back, and I'll scratch yours. 你帮我，我也帮你84. A penny saved is a penny earned. 省一分就是赚一分85. get away from it all 远离这一切86. make a mountain out of a molehill 大惊小怪；小题大做；言过其实87. Two heads are better than one. 三个臭皮匠抵过一个诸葛亮88. get/ have cold feet 紧张89. have someone's sight on sth. 看好了某样东西；决心要90. Honesty is the best policy 诚实为上策91. No sooner said than done. 说做就做92. sleep like a log 睡得很沉93. through thick and thin 共同经历94. all in the day's work 习以为常；不足为奇95. Curiosity killed the cat. 好奇伤身96. Great minds think alike. 英雄所见略图97. Some people never learn. 有些人总是学不乖98. There's no place like home. 没有比家更温暖的地方99. You learn sth. new everyday. 你每天都会学到新东西/知道新事情100. wrap things up 把事情整理一番，做个结束101. at the drop of a hat 立即，随时102. Beauty is only skin deep. 美丽是肤浅的103. It takes two to tango. 一个巴掌拍不响104. Never put off until tomorrow what you can do today. 今日事，今日毕105. Some people have all the luck. 有些人就是那么幸运106. Don't be such a poor loser. 不要输不起107. Don't cry over spilt milk. 覆水难收108. It wouldn't hurt to ask. 问人又不会怎么样109. have one's head in the clouds 心不在焉110. Never say die. 决不要灰心111. seeing is believing 眼见为实112. Patience is a virtue. 耐心是一种美德113. Talk is cheap. 光说没有用114. turn over a new leaf 重新开始115. burn the midnight oil 挑灯夜战116. grin and bear it 默默忍受；忍耐着点117. same to you 同样祝福你118. sth. is better than nothing 有总比没有强119. Opposites attract. 异性相吸120. The feeling is mutual. 有同感121. the calm before the storm 暴风雨前的宁静122. The early bird catches the worm 早起的鸟儿有虫吃123. Better left unsaid. 最好还是不要说124. Tomorrow is another day. 明天又是崭新的一天125. come out in the wash 真相大白；得到圆满的结果126. Every dog has his day. 十年风水轮流转127. bury the hatchet 言归于好；和好128. A good man is hard to find. 好人难找129. in the nick of time 及时130. Don't speak too soon. 别说的太早131. There's no such thing as a free lunch. 天下没有免费的午餐132. without batting an eyelid 眼眨都不眨；泰然自若133. know the ropes 知道学习规则或内容134. pay through the nose 花很多钱135. sell like hot cakes 很畅销136. What's done is done. 做了就做了137. Look before you leap. 三思而后行138. When the chips are down. 在重要关头；到了关键时刻139. bet one's bottom dollar 确信无疑140. Variety is the spice of life. 多样化丰富生活141. a wolf in sheep's clothing 披着羊皮的狼142. Haste makes waste. 欲速则不达143. like a bull in a china shop 笨手笨脚；莽撞行事144. someone is not out of the woods yet 还未脱离危险145. The best things in life are free. 生命中最好的东西是金钱买不到的146. Easy come, easy go. 来得快，去得快147. I don't have a clue. 我不知道148. Better safe than sorry. 宁愿安全（可靠）也不要后悔149. Practice makes perfect. 孰能生巧150. for crying out loud 哎呀呀！拜托151. on the spur of the moment 一时冲动；一时兴起152. Every little bit counts. 一点一滴都算153. drive sb. to the wall 使某人发疯/受不了；使某人束手无策154. get sth. off one's chest 倾吐心中的事；落下心中的大石头155. Two wrongs don't make a right. 报复于事无补156. the blind leading the blind 外行领导外行157. in the same boat 同命相连158. Appearances can be deceiving. 外表是会骗人的159. only time will tell 只有时间会证明160. Don't put all your eggs in one basket. 别孤注一掷161. take the good with the bad 好的与坏的都要一起接受162. take the bull by the horns 当机立断；大胆果断地解决问题163. That's the last straw. 使人无法忍受的最后一击164. You can't please everyone. 你无法使每一个人都满意165. An eye for an eye, and a tooth for a tooth. 以眼还眼，以牙还牙166. Money doesn't grow on trees. 金钱得来不易167. cost sb. an arm and a leg 花大笔钱168. have the upper hand 占优势169. everything but the sink 所有的东西170. Boys will be boys. 男孩就是男孩171. Not be able to get a word in edgewise. 插不上话172. go back to square one 回到原地173. It's never too late to learn. 学习永远不嫌晚；亡羊补牢犹未晚174. Leave well enough alone. 维持现状；对现在已经很满意了，不用变更175. on a first-name basis 直呼其名（很熟的)176. Nothing to write home about. 没什么值得说的；不值得推荐177. packed in like sardines 挤得要命178. There are other fish in the sea. 天涯何处无芳草；还有别的机会179. What you see is what you get. 你看到什么就是什么180. come out smelling like a rose 一枝独秀181. hear through the grapevine 听到谣言182. read you loud and clear 听得很清楚；很了解你183. have a sweet tooth 喜欢甜食（喜欢某物）184. know sb. like the back of one's hand 很了解某人185. It's not the end of the world. 不是世界末日186. come away empty-handed 一无所获187. breathe down someone's neck 紧跟在某人后面；监督某人188. cost sb. a pretty penny 很贵189. fill someone's shoes 接替某人的职位190. act the mustard 达到标准191. like a dream come true 如梦成真192. zero in on sth. 专注于；对准（两个介词并用，奇怪）193. put/ lay sth. on the line 坦白的说，冒……风险194. like a fish out of water 感到尴尬不适应195. All systems are go. 准备好了。
美语听力english cafe
美语听力english cafe
"English Cafe" 是一个很好的资源，用于提高美语听力。
它是
由VOA（美国之音）制作的一档节目，旨在帮助学习者提高英语听
力和理解能力。
这个节目提供了各种各样的主题，包括新闻、文化、历史、科技等，通过真实的英语对话和访谈来帮助学习者更好地了
解美国文化和提高英语技能。
在"English Cafe"中，你可以听到不同口音和语速的英语，这
有助于适应不同的语言环境。
此外，节目还提供了课文的文本，方
便学习者跟读和查阅。
通过反复听和跟读，可以提高听力和语音表
达能力。
此外，"English Cafe"也提供了在线资源和下载选项，方便学
习者在任何时间、任何地点进行学习。
通过反复听、模仿和理解，
可以逐渐提高对美语的听力理解能力。
总的来说，"English Cafe"是一个非常有益的资源，可以帮助
学习者提高美语听力和理解能力，同时也能增进对美国文化和社会
的了解。
通过利用这一资源，学习者可以更好地适应英语环境，提
高自己的语言能力。
如何提高英语听说能力？
如何提高英语听说能力？实力提升英语听说能力：理论与实践三管齐下的策略英语听说能力是语言完全掌握的精髓，也是全球化时代顺畅沟通交流的关键。
然而，许多学习者对于外语口语这一关却感觉力不从心。
该如何最有效地提升英语听说能力，是一个值得探讨的课题。
本文将从教育专家的角度，结合理论与实践，探讨提升英语听说能力的有效策略。
一、理论基础:1. 听说能力的构成要素:英语听说能力并非孤立存在，而是由多种要素构成，包括语音语调、词汇语法、语篇结构、交际策略、文化背景等。
提升听说能力需要对这些要素进行系统训练。
2. 输入与输出的互动:英语听说能力的提升，依赖于足够的输入和有效的输出。
输入是指语言材料的接收和理解，输出则是指语言的表达和应用。
二者相辅相成，共同促进语言能力的提升。
3. 语言学习的认知过程:语言学习是一个复杂的认知过程，涉及到感知、记忆、推理、联想、迁移等多种心理活动。
了解语言学习的认知机制可以帮助制定更有效的教学策略。
二、实践策略:1. 注重实际语音语调训练:英语语音语调是听说能力的基础，需要通过细致模仿、语音纠正、口头反复练习等方法进行刻意练习，掌握正确的发音和语调。
2. 逐步扩大词汇量，提升语法运用能力:丰富的词汇量是流畅表达思想感情的基础，需要通过广泛阅读、词汇卡片、口语练习等方式积累英语词汇，并将其运用到实际交流中。
语法是语言运用的规则，需要通过语法学习、句子练习、句子分析等方法，提升语法运用能力。
3. 提升语篇理解能力:语篇理解能力是指对句子、段落、篇章的理解。
可以通过阅读英文材料、听英语音频、参加英语对话等方式提升语篇理解能力。
4. 增强交际能力训练:交际能力是英语听说能力的最终目标，需要通过模拟场景、角色扮演、小组讨论、自由谈话等方法，训练英语交际能力。
5. 营造沉浸式语言环境:创造沉浸式语言环境，例如阅读英语书籍、观看英语电影和电视剧、使用英语学习软件等，可以有效增强语言学习效率。
6. 重视文化背景理解:英语学习不仅仅是语言学习，也是文化学习。
大班圣诞美语主题活动教案
大班圣诞美语主题活动教案一、活动目标1. 认知目标：让幼儿了解圣诞节的来历和习俗，知道圣诞节是西方的传统节日。
2. 技能目标：培养幼儿的美语表达能力，提高他们的听说技能。
3. 情感目标：培养幼儿对圣诞节的喜爱和热爱西方文化的兴趣。
二、活动准备1. 圣诞树一棵、圣诞礼物、圣诞帽、雪花等教具。
2. 圣诞歌曲、故事课件。
3. 带有动物和圣诞元素的大班美语卡片。
三、活动重难点1. 活动重点：让幼儿了解圣诞节的来历和习俗，提高他们的美语听说能力。
2. 活动难点：让幼儿能够用美语表达圣诞节的祝福和习俗。
四、活动过程1. 热身活动（5分钟）教师播放圣诞歌曲，让幼儿跟着音乐一起跳舞，感受圣诞节的气氛。
2. 主题活动一：圣诞故事分享（10分钟）教师分享圣诞节的故事，让幼儿了解圣诞节的来历和习俗。
3. 主题活动二：美语卡片游戏（10分钟）教师出示带有动物和圣诞元素的大班美语卡片，让幼儿用美语说出动物的名字和圣诞节的习俗。
4. 主题活动三：手工制作圣诞帽（5分钟）教师引导幼儿用彩纸、胶水等材料制作圣诞帽，培养幼儿的动手能力。
5. 主题活动四：圣诞礼物互赠（5分钟）教师组织幼儿互相赠送圣诞礼物，让幼儿体验圣诞节的喜悦。
6. 总结与反思（5分钟）教师引导幼儿总结本次活动，让幼儿分享自己在活动中的收获和感受。
五、活动延伸1. 家庭作业：让幼儿和父母一起制作圣诞主题的手工作品，增进亲子关系。
2. 环境创设：在班级环境中布置圣诞主题的装饰，营造浓厚的节日氛围。
3. 课后反思：教师针对本次活动进行反思，总结活动的优点和不足，为下次活动提供改进方向。
六、活动准备1. 圣诞装饰材料包（包括彩纸、贴纸、颜料等）。
2. 圣诞主题故事书和视频资料。
3. 圣诞歌曲CD或播放列表。
4. 圣诞主题的美语单词卡片。
5. 圣诞礼物包装纸和丝带。
七、活动过程1. 导入（5分钟）教师以一首欢快的圣诞歌曲开始活动，激发幼儿的兴趣。
通过询问幼儿对圣诞节的了解，引出今天的主题活动。
天童美语的教材介绍
天童美语的教材介绍
天童美语教材是一套专为学习英语的学生而设计的教材。
它涵盖了从基础到高级的各个层次，在教学内容和教学方法上都极具特色和创新。
首先，天童美语教材注重培养学生的听说能力。
通过大量的听力训练和口语练习，学生可以快速提高自己的口语表达能力。
教材中的对话和实景教学视频帮助学生更好地理解和模仿地道的英语发音和语调，让学习变得更加生动有趣。
其次，天童美语教材注重培养学生的阅读和写作能力。
教材中的文章涵盖了各种主题和文体，从日常生活到社会热点，从记叙文到议论文，全方位地锻炼学生的阅读和写作能力。
同时，教材中也提供了大量的写作范例和写作指导，帮助学生掌握写作技巧和提高写作水平。
另外，天童美语教材还注重培养学生的语法和词汇运用能力。
教材中的语法部分详细介绍了各种语法知识点，并提供了丰富的练习和应用，帮助学生理解和掌握语法规则。
同时，教材中的词汇部分也注重了词汇的积累和运用，通过各种语境和练习，帮助学生扩展词汇量和提高词汇运用能力。
最后，天童美语教材注重培养学生的综合能力。
教材中的综合测评和模拟测试能够全面评估学生的语言能力，并提供相应的指导和反馈。
教材还提供了丰富的扩展资源，如学习笔记、练习册和学习网站等，让学生能够自主学习和加深对知识的理解。
综上所述，天童美语教材是一套全面、科学、实用的英语学习教材，它以培养学生的听说读写能力为核心，注重综合能力的培养，并提供了丰富的辅助资源和指导。
希望通过天童美语教材，学生们能够在学习英语的过程中取得更好的成绩，更自信地运用英语进行交流和表达。
弋果美语课程体系
弋果美语课程体系
弋果美语课程体系是一套以弋果美语为基础的英语学习体系。
该体系旨在帮助学生提高英语听说读写能力，提升综合英语水平。
弋果美语课程体系包括以下几个方面：
1. 基础英语：课程从基础开始，包括字母、音标、基本词汇和句型等内容，帮助学生打下坚实的英语基础。
2. 口语会话：课程注重培养学生的口语表达能力，通过大量的听说练习，让学生能够流利地用英语进行日常交流。
3. 阅读理解：课程通过阅读英文文章和故事，提高学生的阅读理解能力，培养学生的阅读习惯和阅读技巧。
4. 写作表达：课程注重培养学生的写作能力，通过写作练习，帮助学生提高写作水平，学会正确表达自己的想法和观点。
5. 听力训练：课程通过听力练习，帮助学生提高听力理解能力，提高学生对不同口音和语速的适应能力。
6. 文化背景：课程注重介绍英语国家的文化背景，帮助学生更好地理解和运用英语。
弋果美语课程体系根据学生的英语水平和需求进行分级，每个级别都有相应的教材和教学资源。
学生可以根据自己的学习进度选择适
合自己的课程，提高英语能力。
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C is for...
Couch Potato Noun: A person who
Watches too much television Never leaves their couch
“My son is SO lazy; all he does is play video
games…he is such a couch potato”
English 82% Spanish 11% European 4% Asian and Pacific island 3% Other 1%
What is Halloween?
A western holiday celebrated on October 31 Halloween is celebrated in several countries, most commonly in the United States, Canada, Ireland, the United Kingdom and Australia The term Halloween is shortened from All Hallows' Eve
“Eve" is an abbreviation for "evening” Hallows’ is another word for spirits
Legends
Stories that have been passed down, usually by oral tradition Halloween is the perfect time to share legends with young children, to bring fear! Most popular legend The Legend of Sleepy Hollow Short story by Washington Irving ○ Ichabod Crane – a superstitious man ○ The Headless Horseman – the ghost of a soldier from the American Revolutionary War, whose head was shot off by a cannon.
NEXT WEEK!
What is Culture?
Define Culture
a form or type of civilization of a certain
race or nation (文化) - Example: Chinese culture educated understanding of art, literature, music etc (修养) - Example: He thinks that anyone who dislikes Bach is lacking in culture.
A is for…
Airhead
Noun: Someone who is
○ Not very bright
○ Stupid
○ Forgetful ○ Unintelligent
“I can’t believe she forgot the meeting, she
is such an airhead!”
EMPIRE STATE BUILDING
Represents strength
GOLDEN GATE BRIDGE
Represents wealth & innovation
WHITE HOUSE
Represents power and democracy
STATUE OF LIBERTY
Marilyn Monroe
Elvis Presley
HOLLYWOOD
Built in 1923 for $21,000 “Hollywoodland” What started as a real estate promotional stunt has become the international symbol for the Hollywood film industry . 1949 - The Hollywoodland Sign, originally built to last only 18 months, was in total disrepair (and all the light bulbs had longsince been stolen). The City began removing the sign but is halted by a public outcry. The citizens had come to love the symbol. Instead, the sign was refurbished and shortened to "Hollywood.“
Misconception: All Americans Speak English
FACTS: 94 % of Americans Speak English 1 in 5 households use another language Language Spoken at Home:
Theatre
General attitude toward theatre
Plays and musicals are
entertaining. Operas are boring, annoying and for pansies. But for the cultured person?
G is for...
Goof Verb
To make a mistake.
“Whoops, I goofed, my mistake.”
Things to Remember
American Dream
The idea that wealth,
fame and happiness can be found in America
A-BOMB: MUSHROOM CLOUD
Atomic bomb dropped on Hiroshima August 6, 1945 Nicknamed "Little Boy" Just three days after the bomb was dropped on Hiroshima, the second atomic bomb called "Fat Man" was dropped to Nagasaki. This event marked the end of the war.
What is slang?
Slang is…
A Word An Expression A Figure of speech A National Inside Joke
Many times English speakers don’t even know the origin of slang, or maybe even the true meaning
Generalization – a broad statement about a group or people Misconception – incorrect idea of what something is or is not Some of these generalizations or misconceptions are not everyone’s beliefs, but they are common ideas about America and Americans.
12.5% of Americans live below the poverty line. 10 % below ห้องสมุดไป่ตู้n China
Misconception: Americans are Blond Haired and Blue Eyed
FACTS: 16 % of Americans have Blue Eyes (1 out of 6) 19 % of Americans are Blond (1 out of 5) 13 % have both (1 out of 8)
Misconception: All Americans are White
67 % White
14 % Hispanic 13 % Black 4 % Asian
11 % Foreign Born People
Misconception: All Americans are Rich
Compared to the rest of the world, yes, Americans are rich, but there are some very poor people in America too.
SOLDIERS PLACING FLAG IN IWO JIMA
February 23, 1945 Battle of Iwo Jima, Japan Joe Rosenthal – photographer
1950s ICONS
Icon = something that represents a great idea
○ They are powerful, dramatic and
charming. Only the truly talented can perform an opera well, and the cultured person appreciates this form of expression.