优尼全能英语：其实口语就这么简单,看看老外是怎么说的

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优尼全能英语：狐狸再多也是狐狸

优尼全能英语，免费体验纯英式课程： /（报名网址）优尼全能英语提供纯英式幼儿英语、儿童英语、少儿英语、青少儿英语、留学、游学英语培训课程,。

赶紧登陆优尼全能英语官网获取免费试听课程，开始英语学习之旅。

优尼全能英语：狐狸再多也是狐狸One morning when a vixen was taking her babies out of the lair, she saw a lioness and her cub."Why do you have only one child, dear dame?" asked the vixen."Look at my healthy and numerous children here, and imagine, if you are able, how a proud mother should feel."The lioness said calmly, "Yes, just look at that beautiful collection. What are they? Foxes! I’ve only one, but remember, that one is a lion."一天清早，雌狐狸带着她的孩子走出巢穴，看见了母狮子和她的孩子。

“为什么你只有一个孩子，夫人?”雌狐狸问，“看我这群健康的孩子，如果有能力，一个骄傲的妈妈应该多养一些孩子。

”母狮平静地说：“是呀，看看这漂亮的一大群，他们都是狐狸！我只有一个，可他毕竟是一头狮子。

”。

优尼全能英语：家长论双语教育

优尼全能英语：家长论双语教育你认为幼儿学外语是追赶时髦还是真正的需要如果同龄孩子都在风风火火学外语，而你的孩子不学，你耐得住吗在孩子连母语都没说准的情况下教他们学外语，是否有效？年龄越小越有效我认识一位孕妇，怀孕五六个月时，来听我的幼儿英语教学课，以后的孕期，她坚持进行英语胎教。

这位孕妇不是为了赶时髦，她这样做有科学道理，的确，孩子越早学英语越容易掌握。

有的家长也许会担心，孩子连母语都没说准就教他学外语是否有效。

对此，国外某教育家认为，幼儿同时学七种语言都不会混淆。

日本很早就重视0岁英语教学，这根本不会影响这些孩子对日语的掌握，提早学外语反而能开发左脑，使孩子反应快、智商高。

当然孩子学外语是否有效，还要看我们采用何种教学方式。

我认为千万不要把英语当作知识，教孩子去死记硬背，而应视其为语言。

孩子说母语用得着家长花九牛二虎之力去教吗只要营造一个能使孩子模仿的语言环境就行了。

正如世界学前教育组织中国委员会主席祝士媛教授所讲的，孩子越小学外语越没有压力，使孩子在轻松自然、寓教于乐的情景下学习，让他们觉得英语只是生活中的一部分。

孩子听多了，自然会掌握。

周芳何必跟风掷千金为了孩子，家长掏钱总是心甘情愿的，一会儿是贵族学校，一会儿是双语幼儿园……其实，每一种标榜“创新”的教育方法，往往还没好好地经过实践和考验，效果不见得很好。

倒是这些地方的收费都十分“高档”，普通百姓就算不必望洋兴叹，也得考虑再三。

有的家长对孩子期望颇多，也容易对目前普遍的教育模式产生某些不满意，希望寻找更好的方式。

有实力的家长，尝试一下新兴的教育，也未尝不可。

不过对于一般的家庭，花这么一大笔投资去“跟风”，好像就不必了吧。

吴春庭孩子不学我着急在我居住的小区里，较多孩子在双语幼儿园就读，即使在就近街道幼儿园读书的，不少已报名参加课余英语兴趣班。

看来只剩我女儿还在浑浑噩噩玩耍了，她在一个寄宿制幼儿园读书，无法参加课余英语班，而该幼儿园偏偏不教英语。

英语问路指路作文

英语问路指路作文【篇一：问路+指路常用英语】问路+指路常用英语，不想当路痴就值得一学！首先来看看问路的英语。

小编为你准备了常用的句式和常用的地点单词，你可以自由组合，问个问题就像搭积木一样简单。

常用的问路句式：1. how can i get to… （我该怎么去……） 2. where is the nearest… （最近的……在哪里）3. what’s the best way to… （去……怎么走最好）4. is this the right way for… （这是去……的正确方向吗）5. is there … near here? （这里附近有……吗）6. do you know how i can find … （你知道我该怎么找到……） 7. which directi on is … （……在哪个方向）8. hospital （医院） 9. cinema （电影院） 10. airport （机场）11. railway station （火车站） 12. bus stop （公交车站） 13. ticket office （售票处） 14. museum （博物馆） 15. store / shop （商店）试着来组一些句子如果急着上洗手间，可以问： is there a toilet near here? （这附近有洗手间吗）如果丢了东西要找警察，可以问：where’s the nearest police station? （最近的警察局在哪）如果你赶时间去机场，可以问：what’s the best way to the airport? （去机场最好怎么走）以上是问路的方法，接下来我们看看回答和指路的方法。

首先，我们要了解基本的方向。

这是前后左右：↖left front↖左前←left← 西↑forward↑前（center）中↗right front↗右前→right→右↘right rear↘↙left rear↙左后这是东南西北：↓backward↓后右后↖northwest↖北西←west←西↙southwest↙南西↑north↑北（center）中↓south↓南↗northeast↗北东→east→ 东↘southeast↘南东（注意复合方向的表述和汉语正好相反，比如东北=北东）实际指路时经常这么说：1. 直走：go straight / forward 2. 回头：turn back / go backward 3. 左转：turn left 4. 右转：turn right 5. 上楼：go upstairs 6. 下楼：go downstairs 7. 过马路：cross the street / road8. 第一个路口左转：take the first on the left9. 第二个路口右转：take the second on the right 10. 丁字路口左转：turn left at the t-junction 11. 十字路口右转：turn right at the crossroads 12. 过桥：go over the bridge 13. 过河：go across the river 14. 经过：go past15. 沿着路走下去：follow the road down 16. 一直走：keep walking / driving经常用到的与位置有关的介词1. 附近：near 2. 隔壁：next to 3. 靠着：beside 4. 周围：around5. 两个地点之间：between6. 尽头：at the end of7. 在背面：at the back of / behind 8. 在前面：in front of / before 9. 在上面：above / over 10. 在下面：below / under 11. 在对面：opposite试着来组一些句子（电影院就在商场隔壁，你要在第二个路口左转然后步行500米）【篇二：英语专题口语问路与指路】情景二问路与指路一，词汇supermarket超市 bookshop书店 library图书馆 hospital医院clinic诊所 restaurant餐馆 toilet厕所 police station警察局 bus stop公车站 train/railway station火车站beside，next to在...旁边 in front of 在...前面between...and... 在。

优尼全能英语：四种少儿英语等级考试对比

优尼全能英语：四种少儿英语等级考试对比在暑期的少儿舞蹈、音乐考级热中，还有一种考级热，引起了更多家长的关注，那就是少儿英语等级考试。

有业内人士指出，成都英语培训市场已经从纯成人英语教育进入到成人、少儿英语教育共同发展的时代，各类少儿英语等级考试更是应运而生。

专家们提醒家长，一定要谨慎对待各类考试，切记不要将孩子过早地沦为考试机器。

那么，成都到底有哪些少儿英语等级考试？考核方式方法如何？又各有何特色和偏重？记者近日就在成都市的小学和培训机构进行了一番打探，发现成都市面上现在有许多种类的少儿英语考试，有地方性质、国际性质的、社团性质的，大多以轻松活泼的学习方式，受到孩子的欢迎。

本期就列举了其中的一些有代表性的等级考试，同时，欢迎登录“成都部落客”/“爸爸妈妈们·七七妈早教信箱”留言，或者加入求学俱乐部（群号：90620331）参与讨论。

剑桥少儿英语考试剑桥少儿英语等级考试，可以说是成都各类少儿英语等级考试中的“霸主”，它是由英语剑桥大学考试委员会，为培养、提高非英语为母语国家少年儿童的英语能力而精心设计的学习系统。

剑桥少儿英语在四川地区的起步是1999年，受教育部中英中心的委托，四川地区剑桥少儿英语的培训、考试由四川省自学考试办公室负责实施和管理。

学习级别：剑桥少儿英语考试包括四个关键的级别：预备级、一级、二级和三级。

因为三级的语言水平大约相当于剑桥主体考试的KET，因此它可以作为长大以后通向KET或迈向PET 的桥梁。

考核内容：剑桥少儿英语学习系统从培养儿童的英语基础语言能力和语感入手，培养学生的英语语言思维能力。

其中，预备级适合5-6岁参加，只设口试，无听力和读写内容；剑桥少儿英语考试一级适合6-8岁，经过大约100小时的英语学习，掌握约460个词汇的学生参加；二级适合8-11岁，经过大约100小时的英语学习，掌握约770个词汇的学生参加；剑桥少儿英语考试三级适合9-12岁，经过大约150小时的英语学习，掌握约430个词汇的学生参加。

communicating in English

1. Today, it’s your first lesson. You come into the classroom a little late and want to find a seat to sit on. A seat next to a girl who you don’t know is unoccupied. So how to start the talk……
----------------------------------------------------------------------------------------------------------------

Dialogue 1

A: Hi, Lily, it’s so nice to see you again. B: Hum. Me too. This winter holiday was especially long. What have you done? A: Nothing special. I read a couple of books which I had been longing for. How about you? B: You know. I like traveling. I made good use of this long vacation and enjoyed myself.

2. It’s a rainy day. You arrive at the bus stop, where one of your colleagues, who you don’t know well, has already been waiting anxiously for the bus. 3. You are coming out of the theatre, you find a classmate is also from the theatre.

2009年高考英语口语考试难度不大

赶紧登陆优尼全能英语官网获取免费试听课程，开始英语学习之旅。

3-18岁纯英式素质教育领航者：纯英式资深外教，纯英式国际领先教材，纯英式学习环境！优尼全能英语：2009年高考英语口语考试难度不大连续两天的2009年普通高考英语口语考试昨天刚刚结束，由于考前准备充足，各考场整体情况良好。

考生及老师普遍反映，今年英语口语试题难度没有去年大，题型内容贴近学生生活。

按照惯例，考后两周学生就能知道英语口语成绩。

而作为参考分，口语成绩将不计入高考总分。

口语分数不计入高考成绩口语考试第一天首场考试后，记者现场采访了几个考生，考生普遍反映今年的考题不是很难，与之前的学校模拟考试的题目难度差不多，人机对话的系统也相当不错。

为防止泄题，本次英语口语考试4个时段的考题都不一样，共有4套考题。

据了解，高考英语口语考试的分数为100分制，考试结果不计入高考成绩，只作为参考分处理。

按照省教育局的规定，凡是报考外语类专业的考生必须参加口语考试。

在填报高考志愿时，如出现条件相同的考生，口语成绩将作为一个录取的参考标准。

2009年高考首场英语口语考试周末开考，佛山全市共1.6万名考生赴考，分批参加24场考试，由于今年报名参考的考生人数大幅增加，往年只需一天便完成考试的禅城区，今年要用2天时间才能让学生分批考完。

昨日，记者从佛山市教育局招生办获悉，未有发现考生因迟到而缺考的情况，各区安排的考试已于昨日下午全部顺利结束。

据悉，今年全市有逾1.6万名考生报名参加英语口语考试，比去年翻一番。

虽然口语成绩不计入高考总分，仅作为高校外语类专业及对外语有特殊要求专业录取依据之一，但为以防心仪专业对外语有特殊要求，不少学生仍报名参加了考试。

记者从参加完考试的一些学生中了解到，高考英语口语考试分三部分：听录音后复述内容；先视听一段访谈节目，根据内容提出问题及回答提问；由计算机给出一段故事，学生据内容口头作文。

中国人常犯的英语错误

中国人常犯的英语错误接触了点“国内英文”，发现有这个通病。

问了一个朋友才恍然大悟，因为在打中文时，标点符号后面是不用空格的。

但是在太平洋两岸尚未统一之前，劳驾打英文标点时，后面姑且先空一格吧。

不是不是不是Seek help, not “seek for help(s)”.楼下那位找人帮忙的别生气。

(Don’t take it personally.) 我每年都替我们公司做campus recruiting。

这个错误是在中国留学生中最普遍的。

看到我这张黄面孔，同胞也最喜欢往我的booth 这里递简历，但是半数的简历开头都写着：seeking for a position that offers…老美是不会往下读第二句的，直接丢进made in China 的碎纸机里了。

Seek 后面不要(不应)加for。

因为Seeking = looking for所以Seeking for = looking for for (?)Back to China, 或者back in China，不是back China (“情回中国”网站的英文名。

不过这比我以前看到的那个海军迷的网站叫闹的笑话要小些。

)大写往往是代表缩写。

加复数时，s不要大写。

DINKs (or DINK’s)，别写成DINKS。

PhD，不是PHD。

(PHD=Permanent head damage).Again, 楼下那位找帮忙的别生气。

Nothing personal.另外，在网络刚普及的时候，美国有约定的nettiquette (net etiquette，或称网络礼仪)，全大写的打字被网民视为大声喧哗(shouting)，属无礼行为。

当然我理解中文打字的局限，这条不适用于华人。

所以“喜欢就捧捧场”别紧张，但是哪天你同洋人用全英文在网上沟通就不能再“BLAH, BLAH, BLAH…”了。

楼下的那个写Thoughts after V day也别对号入座。

EnglishPronunciationInUseUnencrypted.pdf

√OI ´w dZ˜i aI @S@U T D A ÅEnglish Pronunciation in UsePUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United KingdomCAMBRIDGE UNIVERSITY PRESSThe Edinburgh Building, Cambridge CB2 2RU, UK40 West 20th Street, New York, NY 10011–4211, USA477 Williamstown Road, Port Melbourne, VIC 3207, AustraliaRuiz de Alarcón 13, 28014 Madrid, SpainDock House, The Waterfront, Cape Town 8001, South Africa© Cambridge University Press 2003This book is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place withoutthe written permission of Cambridge University Press.First published 2003Reprinted 2003Printed in the United Kingdom at the University Press, Cambridge Typeface Sabon 10/13pt.System QuarkXPress® [KAMAE LTD]A catalogue record for this book is available from the British LibraryBook0 521 00185 4Audio Cassettes (4)0 521 00660 0Audio CDs (4)0 521 00659 7Book and audio cassette pack0 521 00656 2Book and audio CD pack0 521 00657 0ContentsTo the student5 To the teacher7 Map of contents described in phonological terms9Section A Letters and sounds1Bye, buy Introducing letters and sounds10 2Plane, plan/eI/, /{/12 3Back, pack/b/, /p/14 4Rice, rise/s/, /z/16 5Down town/d/, /t/18 6Meet, met/i:/, /e/20 7Carrot, cabbage/@/, /I/22 8Few, view/f/, /v/24 9Gate, Kate/g/, /k/26 10Hear, we’re, year/h/, /w/, /j/28 11Wine, win/aI/, /I/30 12Sheep, jeep, cheap/S/, /dZ/, /tS/32 13Flies, fries/l/, /r/34 14Car, care/A:(r)/, /e@(r)/36 15Some, sun, sung/m/, /n/, /˜/38 16Note, not/@U/, /Å/40 17Arthur’s mother/T/, /D/42 18Sun, full, June/√/, /U/, /u:/44 19Shirt, short/´:(r)/, /O:(r)/46 20Toy,town/OI/, /aU/48Section B Syllables, words and sentences21Eye, my, mine Introducing syllables50 22Saturday September 13th Introducing word stress52 23Remember, he told her Introducing sentence stress54Syllables24Oh, no snow!Consonants at the start of syllables56 25Go – goal – gold Consonants at the end of syllables58 26Paul’s calls, Max’s faxes Syllables: plural and other –s endings60 27Pete played, Rita rested Syllables: adding past tense endings62Word stress28REcord, reCORD Stress in two-syllable words64 29Second hand, bookshop Stress in compound words66 30Unforgettable Stress in longer words 168 31Public, publicity Stress in longer words 270To the studentEnglish Pronunciation in UseHow is organised?There are 60 units in the book. Each unit looks at a different point of pronunciation. Each unit has two pages. The page on the left has explanations and examples, and the page on the right has exercises. The 60 units are divided into three sections of 20 units each. Section A is about how to say and spell individual sounds. Section B is about joining sounds to make words and sentences. Section C is about pronunciation in conversation.After the 60 units, there is a fourth section, Section D, which contains the following:•Introduction to phonemic symbols•Pronunciation test•Guide for speakers of speciﬁc languages•Sound pairs•Sentence stress phrasebook•GlossaryAt the end of the book there is a Key with answers.With the book, there is also a set of four cassettes or CDs, one for each section of the book. What order shall I do the units in?It is better if you balance the work that you do from the three sections: ﬁrst, do a unit from Section A, then a unit from Section B, then a unit from Section C, then another unit from Section A, and so on.So, for example, you could begin like this:Unit 1, then Unit 21, then Unit 41, then Unit 2, etc. At the end of each unit, you will ﬁnd a note telling you where to go next.If you have problems in hearing the difference between individual sounds in Section A of the book, you will be directed to one of the exercises in Section D4 Sound pairs.To the teacherAlthough English Pronunciation in Use has been written so that it can be used for self-study, it will work equally well in a class situation. In a classroom context, the learners can get immediate guidance and feedback from the teacher. Also, they can practise some of the dialogues and other exercises in pairs. You can direct students with particular pronunciation difﬁculties to do speciﬁc units on their own.In order to simplify the jargon in the book, many of the terms you may be familiar with are not used. For example, the term initial consonant cluster is not used. The unit on initial consonant clusters is called Unit 24 Oh, no snow!:Consonants at the start of syllables. The following is an explanation of how the book is organised, ending with the map of contents described in phonological terms.Section A aims to cover the sounds of English and their main spellings. The units are organised by letters rather than sounds. The intention is that this would be a more intuitive route in for non-specialist users. At the same time, this organisation helps to highlight sound–spelling regularities in English.The vowels are covered ﬁrst via the ﬁve vowel letters of the alphabet, and their ‘long’ and ‘short’pronunciations, for example the letter A as in tape or tap. The remaining vowel sounds are presented as vowels which typically occur before a letter R. The consonant sounds are presented through either their most common spelt letter, or by one of their main spellings. The ordering of these units is more or less alphabetical.The units in Section A are not presented as minimal pairs. Vowels are paired according to their spelling, not their potential for being confused with one another. Consonants are paired mainly where they share the same place of articulation. The units were not organised as minimal pairs for two reasons:•Any sound can form a minimal pair with a number of other sounds, not just one. Organising units according to minimal pairs would therefore lead to a huge number of units and a lot of duplication.•Many minimal pairs will be redundant for any given learner, so learners need to be selective. Potentially confusing minimal pairs are gathered together in Section D4 Sound pairs. Learners are encouraged to select from these according to their own needs.Alternatives are included for those areas of pronunciation which are especially susceptible to variation across different varieties of English. For example, where there is a letter R with no vowel after it, many speakers do not pronounce the R and many other speakers do pronounce it, and both varieties are presented.Many vowel sounds are treated as local variants of vowel + R. For instance, the diphthong /I@/ is initially presented not as a sound in itself, but as a variant of /i:/ when it occurs before R or L.Some of the pronunciation points in the book are potentially irrelevant to some learners. For instance, for learners whose aim is mainly to communicate with other non-native speakers of English, accurate production of the sounds /T/ and /D/ is probably not necessary. Research suggests that where speakers substitute these sounds with other approximations such as /t/ and /d/, communication is not impeded (Jennifer Jenkins: 2000)*. In many such cases, readers are advised of this fact in the units. These pronunciation points are nevertheless included. My feeling is that a distinction can be drawn between what we aim for and what we settle for. Thus, a learner might aim for /T/ and settle for /t/ (or /s/).Similarly, even in cases where a learner does aspire to communicate with native speakers, there are many pronunciation features where receptive competence would be sufﬁcient. For instance, such a learner would need to understand speech with weak forms, but not necessarily produce it. This is indicated in the units by a grey background shade and the sign ‘Important for listening’. Nevertheless, there may be exercises which ask the learner to produce such features. I have observed that in many cases, there is no better awareness-raiser than to attempt to produce, even if the aim is receptive competence.Section B focuses on pronunciation units which are bigger than individual sounds. The units are in three blocks, dealing in turn with syllables, word stress and sentence stress. As the title of the section suggests, these features are looked at more or less in isolation from a communicative context. For instance, in the case of word stress, it is the form as it may appear in a dictionary that is dealt with here. Similarly, in the case of sentence stress, we focus on an unmarked form in Section B. For example, ‘What do you think?’ is presented with the stress pattern OooO. In a speciﬁc conversational context, this same sentence could be said with the stress pattern ooOo, but sentences in conversational context are dealt with in Section C rather than Section B. Section C focuses on pronunciation features which emerge in the context of conversation. These include discourse organisation, prominence and tone. Note that there is a lot of grey shading in this section, indicating material that is more important for listening than for production. It is felt that while productive mastery of many features of intonation will be beyond the reach of many learners, they may nevertheless beneﬁt from a receptive awareness of them.Note: The material in Section D3 Guide for speakers of speciﬁc languages is based on the pronunciation notes in Learner English(Michael Swan and Bernard Smith: 2001)**. Nevertheless, I have had to extrapolate from the information presented there, as many of the minimal pairs presented in this book are not speciﬁcally mentioned in the pronunciation notes in that book.*Jenkins, J. 2000 The Phonology of English as an International Language. Oxford: Oxford University Press.**Swan, M. and B. Smith 2001 Learner English(Second Edition). Cambridge: Cambridge University Press.Bye, buy 1Introducing letters and soundsIn writing, words are made of letters. In speech, words are made of sounds. Letters are notalways the same as sounds. For example, the words key and car begin with the same sound, but the letters are different. We can see this clearly if we read the two words in phonemic symbols:/ki:/, /kA:/. In the examples below, word pairs have the same pronunciation but different spelling:buybye sun son weakweek weigh way too two write rightNote: There are some exercises to help you learn the phonemic symbols in Section D1.There are two kinds of sounds: consonant sounds (C) and vowel sounds (V). For example, in duck , there are three sounds, consonant–vowel–consonant (CVC). The number of sounds in a word is not usually the same as the number of letters. We can see this if we write the word using phonemic symbols (see Section D1). For example, duck is /d√k /.Writers often play with the sounds in words. For example, if they are ﬁnding a name for a cartoon character , they might:•repeat the ﬁrst sound, for example D onald D uck .•repeat the ﬁnal sound or sounds (this is called rhyme), for example R onald McD onald . Listen to these examples of names and expressions with sound-play. Notice that the writer isplaying with the sound , not the spelling. For example, in D ennis the M enace , the last three sounds of the words are the same, but the spelling is completely different.M ickey M ouseR udolf the r ed-nosed r eindeerD ennis the M enaceBu gs Bu nnyn ews and v iewsr ock and r ollw ine and d ineWhile the cat’s aw ay , the mice will pl ay .ƽƽቕA1ቕA2There are probably some sounds in English which do not exist in your language, and others which are similar but not exactly the same. This can make it difﬁcult to hear and make the distinction between two similar words in English.Listen to these pairs. Are any of them difﬁcult for you? boat – vote hit – heat so – show sung – sun wine – vine wet – waitNote:To ﬁnd out which sounds are usually easy or difﬁcult for speakers of your language, see Section D3 Guide for speakers of speciﬁc languages .Section A Letters and soundsExercisesIn this story, there are 12 incorrect words. The correct word is pronounced the same as the incorrectone, but the spelling is different. Correct them using words from the box.1.11.21.3ቕA31.4ቕA4How many sounds are there in each word? Write the order of consonant sounds (C) and(three sounds: ﬁrst a consonant, then a vowel and ﬁnally another consonant)gorilla snake beeListen to these possible names of cartoon animals. Do they have the same ﬁrst sounds? (Write A.) Polly the parrot food fell onto the rode and got dirty. In the end,Plane, plan2The vowel sounds /eI / and /{/12English Pronunciation in User g e t /{/mad made sang sung pan pain hatheartListen and repeat these examples of the target sound.•Listen to the sound /{/. Look at the mouth diagram to see how to make this short vowel sound.Listen to the target sound /{/ in the words and compare it with the words on each side.“The rain in Spain falls mainly on the plain.”Listen and repeat these examples of the target sound.h a mh a s h a t“The fat cat sat on the man’s black hat.”/: ask dance castle bath fast But in South East England, speakers change the A sound in words such as these to /A:/. (For more about /A:/ (wait), EA (great)A but note that if there is an R after the A (and the R does not have a vowel sound after it), arm : see Unit 14.ቕA5a ቕA5bቕA5cቕA6bቕA6cቕA6a Ccame calm wait wet bayboyExercises13English Pronunciation in Use2.3ቕA72.4ቕA8Follow up:Record yourself saying the sentences in 2.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said?Section A Letters and soundsThese words all contain the vowel sound /{/. Make another word with the same consonant sounds,but changing the vowel sound to /eI /.E XAMPLES pan plan 1at 4tap 2mad 5ran 3man6hatListen and circle the word with a different vowel sound.E XAMPLE black want mad hand 1sad bag salt tap 5case lake name care2far fat map add6space change plate square 3watch catch match land 7break great heat weight4rain said fail trainThen listen again and check.Listen and circle the word you hear. If you ﬁnd any of these difﬁcult, go to section D4 Sound pairs for further practice.1Man or men?Did you see the man / men ?(ﬁsound pairs 1)2Cap or cup?Have you seen my cap / cup ?(ﬁsound pairs 2)3Hat or heart?She put her hand on her hat / heart .(ﬁsound pairs 3)4Pain or pen?I’ve got a pain / pen in my hand.(ﬁsound pairs 4)5Hay or hair?There are bugs in this hay / hair .(ﬁsound pairs 5)pain planeListen and repeat these examples of the target sound.o p en a pp le s p ring ta p ehel pjum pSpelling/ in the words below and compare it with the words on each side. Back, pack3The consonant sounds /b/and /p/14English Pronunciation in Usecomb ).psychology ).“Pat put purple paint in the pool.”Listen and repeat these examples of the target sound.••Listen to the target sound /p / in the words below and compare it with the words on each side. “Bernie brought a big breakfast back to bed.”ቕA9aቕA9b ቕA9cቕA9dቕA10a ቕA10bቕA10c。

外国人100句日常英语口语

外国人100句日常英语口语以下是100句日常英语口语，这些句子可以帮助外国人更好地适应英语环境：1. Hello! 你好！2. How are you? 你好吗？3. What's up? 有什么新鲜事吗？4. Nice to meet you. 很高兴认识你。

5. How old are you? 你多大了？6. Where are you from? 你从哪来？7. What do you do for a living? 你的职业是什么？8. What's your hobby? 你的爱好是什么？9. What's your phone number? 你的电话号码是多少？10. Do you have any siblings? 你有兄弟姐妹吗？11. What's your favorite food? 你最喜欢吃的食物是什么？12. What's your favorite color? 你最喜欢的颜色是什么？13. What's your favorite movie? 你最喜欢的电影是什么？14. What's your favorite song? 你最喜欢的歌曲是什么？15. How do you spend your weekends? 你周末都是怎么度过的？16. What time is it? 现在几点了？17. Can you speak English? 你会说英语吗？18. How do you say "hello" in Chinese? “你好”用中文怎么说？19. Could you please help me? 你能帮我一下吗？20. Excuse me. 打扰一下。

21. Sorry. 对不起。

22. Thank you. 谢谢。

24. Have a good day! 祝你有个愉快的一天！25. Good luck! 祝你好运！26. See you later! 再见！27. Do you want to hang out sometime? 你想一起出去玩吗？28. What do you want to do today? 你今天想做什么？29. Do you want to grab something to eat? 你想一起去吃点东西吗？30. Let's go see a movie. 我们去看电影吧。

黑人英语会话通野为范

黑人英语会话通野为范Black English Vernacular, also known as African American Vernacular English (AAVE), is a distinct dialect of the English language that has been developed and used by African Americans for centuries. This dialect has its own unique grammar, pronunciation, and vocabulary, which sets it apart from Standard American English. Despite the widespread perception that AAVE is a "substandard" or "incorrect" form of English, it is a legitimate and valuable language variety that deserves recognition and respect.The origins of AAVE can be traced back to the transatlantic slave trade, when enslaved Africans were brought to the United States and forced to adapt to the English language. As they learned English, they incorporated elements of their native languages and developed a distinct way of speaking that reflected their cultural and social experiences. Over time, this dialect evolved and became a central part of African American identity and culture.One of the most distinctive features of AAVE is its grammar. AAVE often uses the verb "be" differently than Standard English, such as inthe phrase "She be working late." This usage of "be" is not a mistake, but rather a grammatical construct that expresses a habitual or ongoing action. Similarly, AAVE may use the pronoun "they" to refer to a singular subject, as in "They house is nice." These grammatical differences are not signs of linguistic inferiority, but rather evidence of the richness and complexity of AAVE.AAVE also has its own unique vocabulary, which often reflects the cultural experiences and perspectives of African Americans. For example, the word "ain't" is a common feature of AAVE, and is used to negate a verb or adjective. The word "finna," which is derived from the phrase "fixing to," is used to indicate an immediate future action. These words and phrases are not simply slang or incorrect usage, but rather integral parts of the AAVE dialect.Moreover, AAVE has its own distinctive pronunciation patterns, such as the dropping of the "g" at the end of words (e.g., "walkin'"), the use of the "th" sound as "f" or "v" (e.g., "bafroom"), and the use of "ax" instead of "ask." These pronunciation patterns are not signs of linguistic deficiency, but rather reflect the unique cultural and historical experiences of African Americans.Despite the richness and complexity of AAVE, it has often been stigmatized and dismissed as a "substandard" or "incorrect" form of English. This attitude is rooted in a long history of linguisticdiscrimination and racism, which has perpetuated the myth that AAVE is a "broken" or "inferior" language. This myth has had far-reaching consequences, as it has contributed to the marginalization and oppression of African Americans, both in educational and social settings.However, in recent years, there has been a growing recognition of the legitimacy and value of AAVE. Linguists and scholars have increasingly acknowledged the structural coherence and grammatical complexity of AAVE, and have argued that it should be treated as a valid and valuable language variety, rather than a deviation from Standard English. This recognition has led to a greater appreciation for the cultural and linguistic diversity of African Americans, and has challenged the long-held assumption that AAVE is a "substandard" form of English.Furthermore, the use of AAVE has become increasingly prevalent in popular culture, particularly in music, literature, and film. Many African American artists and writers have embraced AAVE as a means of expressing their cultural identity and experiences, and have used it to challenge dominant narratives and power structures. This has contributed to the growing acceptance and legitimacy of AAVE as a valuable and influential language variety.In conclusion, Black English Vernacular is a legitimate and valuablelanguage variety that deserves recognition and respect. It is a rich and complex dialect that reflects the unique cultural and historical experiences of African Americans, and has played a significant role in shaping the language and culture of the United States. By acknowledging the value and legitimacy of AAVE, we can challenge the long-held myths of linguistic inferiority and discrimination, and work towards a more inclusive and equitable society.。

如何发纯正欧美口音训练法？

第一步：寻找英语后腔发音的规律第五节：后口腔发音方法所发出的声音有五大特点第一大特点：低沉。

指说话的声音偏低，一般来说，人说话的声音越靠近喉咙里面，喉咙越打开，声音就越低越粗。

人说话的声音越高越尖，声音就越靠近口腔外边，英语用的是后部发声方法，用力和声音都靠近口腔里边，发出的声音较低，这是因为口腔后部发声时，使得整个喉咙随声带一起振动，振动体加大，发出的声音频率便较低。

用汉语说话时，口腔后部一般用力小，随声带一起振动的部分较少，振动体减小发出的声音频率便偏高，声音偏尖。

通过观察，不难发现：说英语的外国人多是又低又粗的低嗓门儿，连女性都如此，“男低音”、“女低音”很普遍；说汉语的中国人（包括大多数亚洲地区的人）一般说话的声音偏高、偏尖。

英语是用低嗓门说出来的，要学会用低沉的声音说英语，不扯着嗓子用尖尖的声音说英语，用尖尖的声音说话就会把声音移到了口腔的前部，就不是后部发声方法了。

刚开始用低沉的嗓音说英语或许会感觉非常不自然，这不要紧，练习一段时间后，你的嗓子就会发出这种声音，说英语时就会自动地切换到这种声音。

这就好比有的人会唱流行歌曲又会唱美声歌曲一样，唱不同的曲子用不同的声音。

第二大特点：响亮。

英语发音虽然偏低，但声音的响度却不减，力量敢较强，即频率虽低振幅大，声音的功率大，传的远。

特别是美语发音，声音十分洪亮，在嘈杂的环境中也可明显地听清楚。

后部发声方法在发声原理上类似于美声唱法，发音时，口腔内壁绷紧变硬，对声音的吸收少，音拢得紧，收得住，发音时用得上劲，因此声音响亮。

但要注意：英音比美音的响亮程度要弱得多。

第三大特点：硬度。

指发出的声音坚强有力，有硬度，有穿透力，是一种推不倒压不垮的声音。

发音起来很硬朗，这就是后口腔发音用力较大的结果。

第四大特点：内含。

指发音时声音有力地含在口腔后部，不外跑分散，好像发出的声音不是往口腔的外面走，而是要往里面走，从喉腔返回到体内。

第五大特点：粘度。

指发音时声音粘长，音和音之间粘连成一体，过渡有节奏，没有很重的爆破音。

优尼全能英语：流利口语、地道发音,练好英语口语的锦囊妙计

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1、练就“假嗓子”功夫：说明：说英语时，声音浑厚，富有磁性，听起来像外国人操作：每天跑步10分钟，一边跑步一边有节奏地喊1234，坚持10天见效果哦。

2、增强舌头的柔韧度：说明：改掉一个一个单词说英语的习惯，流利说出顺畅英语。

操作：把pike it up，check it out读成一个单词，一口气说出最多次数。

3、自信朗读每个英文单词：内容：看见单词，能即刻默写出它的音标;看到音标，能猜出单词操作：每天挑选30个长单词，先誊写音标，然后默写单词音标。

4、清晰地说标准英语：说明：双元音饱满，长音足够长，读准咬舌音、唇齿音，吐字清晰操作：每天读一段必须带有音标的文章，速度越慢越好，发音务必准确。

5、模仿训练：内容：模仿经典英文，美化英语语调，模仿外国人说英语操作：模仿美国总统经典演讲;模仿英美电影经典台词(功夫熊猫)。

6、学习趣味英语:内容：通过英文谚语、英文简称等典型词语了解英语趣味文化操作:英文简称：family;TCL;BMW;英文谚语: give me a five。

7、装老外说英文和中文:内容：用假嗓子学美国人说英文和中文;fake it until you make it操作：ladies and gentlemen，this is VOA special English。

8、用英语体现感情:内容：富有情感地说英语，记住，交流传递的不是语言而是情感操作：hey，man，shut up，get out here; I love you，honey!9、时时处处说英语:内容：英语是一门语言，语言是用来交流的，说出来的英语才是真英语操作：和partner练习;去英语角练习;参加英语演讲比赛;找外国人交流。

英语日常口语交流100句汉语读音

英语日常口语交流100句汉语读音1.Hello! 你好！(nǐ hǎo)2.How are you? 你好吗？(nǐ hǎo ma)3.What’s your name? 你叫什么名字？(nǐ jiào shén me míng zì)4.Where are you from? 你来自哪里？(nǐ lái zì nǎ lǐ)5.Thank you! 谢谢！(xiè xiè)6.You’re welcome! 不客气！(bú kè qì)7.Excuse me. 对不起。

(duì bù qǐ)8.I’m sorry. 我很抱歉。

(wǒ hěn bào qiàn)9.Good morning! 早上好！(zǎo shàng hǎo)10.Good afternoon! 下午好！(xià wǔ hǎo)11.Good evening! 晚上好！(wǎn shàng hǎo)12.Good night! 晚安！(wǎn ān)13.How old are you? 你几岁了？(nǐ jǐ suì le)14.Where do you live? 你住在哪里？(nǐ zhù zài nǎ lǐ)15.What do you do for a living? 你做什么工作？(nǐ zuò shén me gōng zuò)16.I love you! 我爱你！(wǒ ài nǐ)17.Can you help me? 你能帮我吗？(nǐ néng bāng wǒ ma)18.What time is it? 现在几点了？(xiàn zài jǐ diǎn le)19.How can I get there? 我怎么去那里？(wǒ zěn me qù nà lǐ)20.I’m hungry. 我饿了。

英语日常口语交流100句汉语读音怎么读

英语日常口语交流100句汉语读音怎么读在英语日常口语交流中，掌握一些常用的句子可以帮助你更流利地表达自己。

以下是100句常见的英语口语句子及其汉语读音：1.Hello! 你好！（哈喽）2.How are you? 你好吗？（豪阿尅）3.What’s your name? 你叫什么名字？（瓦特思么那么？）4.Where are you from? 你来自哪里？（哪儿阿尅弗罔）5.I’m fine, thank you. 我很好，谢谢你（阿依姆凡，刁惹丝，谢谢你）6.Good morning! 早上好！（果德默宁）7.Good night! 晚安！（果德奈特）8.Nice to meet you! 很高兴见到你！（奈丝杜·米特·优）9.How old are you? 你几岁了？（豪奥泊三了）10.What’s the weather like today? 今天天气怎么样？（瓦息姑瓦爱雷他俩噢泪得）11.Are you free tonight? 今晚你有空吗？（奥姨富鸟调副奥流浮波）12.I love you! 我爱你！（阿勉绿又）13.Can you help me? 你能帮助我吗？（坎优好多米）14.I miss you! 我想你了！（阿密斯又）15.What time is it now? 现在几点了？（瓦特泪么囚点了）16.Don’t worry! 别担心！（顿夥利）17.I’m sorry. 对不起。

（阿伊姆色瑞）18.See you later! 回头见！（思优压雷他）19.Have a nice day! 祝你今天愉快！（好微俗那意色大）20.It’s so hot today! 今天天气好热！（息思奥河台让耶）21.Take care! 保重！（泰开色）22.Let’s go shopping! 我们去购物吧！（烈歌顺购数普罢）23.I’m hungry. 我饿了。

英语面试口语对话：特殊技能

英语面试口语对话：特殊技能本文是关于英语面试口语对话：特殊技能，仅供参考，希望对您有所帮助，感谢阅读。

a: do you have any special skills?a:你有何特殊技能?b: i can write computer programs, i have a good command of secretarial skills.b:我会计算机编程，我通晓秘书办公技能。

a: what qualifications have you got?a:你有何种合格证明?b: i have a doctor license and a driving license.b:我有行医证和驾驶证。

a: do you get special training in office skills?a:你是否受过办公室技能方面的特殊训练?b: i passed both the cambridge exami-nations( first certificate and the certificate of proficiency in english); and studied for a year in london at the lucas secretarial college, ending with speeds of 120 words per minute in english shorthand and 50 words per minute in typing. i was also trained in office procedure.b:我通过剑桥考试(第一证书和英文能力证书)，又在伦敦的lucas秘书学院学习了一年，毕业时英文速记为每分钟120个单词，打字为每分钟50个单词。

我还接受了办公室工作程序的训练。

a: please tell me about work you have done, which qualifies you for this job.a:请告诉我表明你能胜任这份工作的资格。

托福口语回答How are you的N种方式

托福口语回答How are you的N种方式How are you是人们每天打招呼时必问的问题，但外国人可不是都像教科书上教的“Fine. Thank you. And you?”那样回答。

怎样回答才算地道呢，如今就教你一些简洁有用的表达方式吧。

下面是我给大家整理收集的回答How are you的N 种方式，供大家参考，希望可以帮到大家!回答How are you的N种方式1. Fine.这是一个简洁直接的回答。

假如你说完这个词就没下文了，那就说明你无意继续对话了。

2. Not bad.这个回答比Fine听起来要更友好一些。

3. Fine, thanks.这是比较正式的回答，一般可以用来回复生疏人，如酒店的服务员等。

4. Very well, thanks.注重语法的人或许会这样回答。

理论上来说，“How...”引导的问题应当用副词来回答。

不过大多数人对此并不在意。

5. Pretty good.假如你不在意语法，那么你可以回答“Good”或“Pretty good”。

这种回答特殊常见，且随便多了。

6. Great! How are you doing?这是一种特殊热情、兴奋的回答。

假如你想和对方继续谈话的话，回问对方的状况总是很好的开始。

7. Im hanging in there.马马虎虎吧。

这种回答让人觉得你这一天过得好辛苦。

8. Ive been better.不能更惨了。

人们通常都会主动正面地回答“How are you”，但假如你给了这样一个负面的回答，那么就说明你想告知对方你的凄惨遭受。

所以对方通常会回问你，“Whats wrong?”如何回答Hows it going?这个问题和How are you类似，上面的回答也都可以接受，此外，你还可以回复：Its going well.这种回答友好、礼貌，适用于同事、客户、不常见的熟人之间。

如何回答Whats up?这个问题是问你最近生活中发生了什么事，当然，你不用老老实实全说出来。

少儿英语教育理念

少儿英语教育理念篇一：少儿英语教育教学理念少儿英语教育教学理念一、3-12岁儿童英语学习的重要性在我们眼中，孩子拥有无限的创造激情和活力，不用担心和怀疑我们的孩子是否聪明和优秀，因为孩子本身就是一个大大的宝藏，家长顾虑的只是是否有发现“宝藏”的慧眼。

儿童发展专家认为，语言是一种非常复杂的智力结构系统，当儿童的语言能力发展到一定阶段后，便开始带动记忆力和理解力的发展；也就是说，在语言学习的关键期受到有效培养的儿童，不但能使大脑的记忆活动得到飞跃式的发展，理解力也远远超过同龄儿童。

因此，美国“人类能力开发研究所”所长格伦.德曼博士(Dr.Glemm Doman)给全世界父母的珍贵建议：学习语言，年龄越小越容易，而且学的越好！北京申奥成功，大批国际跨国企业进驻中国??国际化的趋势使英语成为跨入21世纪迫切需要的基本竞争力之一。

越来越多的父母，在为孩子提供优质生活环境的同时，更多的投资于孩子潜能开发和第二语言--英语的学习上。

英语学习必须掌握孩子的年龄特征和教学科学性，营造家庭、学校、社会三大学习环境，透过“看、听、玩”、“说、读、写”六大学习功能，多方刺激、反复练习，完整持续的达成教学目标。

我们所说的专业英语教学，并不是那种对孩子一教包会的“填鸭式”教育，而首先是一种爱的态度，是声音和表情融合的魅力，是一个懂得孩子，并懂得深度了解孩子的需求，开启出孩子的各项内涵。

这种心灵和智慧平衡控制的教学体系，决定了孩子未来的认知、人格。

二、英语教学也要讲究品牌少儿英语教学的原则要领少儿英语教学并不只是语言教学。

当我们把3至12岁儿童作为英语教学的对象时，就必须充分考虑这一群体的社会认知和语言发展水平等因素。

在教学实践中，承袭西方浓厚人文教育为主轴的理念，强调“以孩子为主轴，以兴趣为中心，营造英语环境，强调自然习得”，最大限度地引导孩子会学、乐学的教学目标的实现，培养21世纪的“国际人”。

以下教学注意事项，愿与所有家长共勉！少儿英语课堂活动的设计必须充分考虑每个孩子的智力优势，使每个孩子都能够充分参与，不断进步，同时需要借助在孩的生活经验和思维范畴之内的有意义、有趣和具有可参与性的话题(topics)，以便形成目标语言的语言环境。

英语日常口语交流100句汉语读音是什么

英语日常口语交流100句汉语读音是什么日常生活中，我们经常会使用英语进行简单的交流。

掌握一些基本的口语表达能够帮助我们更好地沟通。

以下是一些常用的英语日常口语交流句子以及它们的汉语读音，希望对你的学习有所帮助：1.Hello. - 你好(Nǐ hǎo)2.How are you? - 你好吗？(Nǐ hǎo ma?)3.What’s your name? - 你叫什么名字？(Nǐ jiàoshénme míngzì?)4.Where are you from? - 你来自哪里？(Nǐ láizì nǎlǐ?)5.How old are you? - 你多大了？(Nǐ duō dàle?)6.I’m good. - 我很好(Wǒ hěn hǎo)7.Thank you. - 谢谢 (Xièxiè)8.You’re welcome. - 不客气 (Bù kèqì)9.Good morning. - 早上好(Zǎoshang hǎo)10.Good afternoon. - 下午好(Xiàwǔ hǎo)11.Good evening. - 晚上好(Wǎnshang hǎo)12.Good night. - 晚安 (Wǎn’ān)13.Goodbye. - 再见 (Zàijiàn)14.See you later. - 回头见 (Huítóu jiàn)15.I don’t understand. - 我不明白(Wǒ bù míngbái)16.Can you help me? - 你能帮帮我吗？(Nǐ néng bāngbāng wǒ ma?)17.Excuse me. - 对不起(Duìbùqǐ)18.I’m sorry. - 对不起(Duìbùqǐ)19.Yes. - 是的 (Shì de)20.No. - 不是 (Bú shì)21.Maybe. - 可能(Kěnéng)22.I love you. - 我爱你(Wǒ ài nǐ)23.Happy birthday! - 生日快乐！(Shēngrì kuàilè)24.Congratulations. - 恭喜(Gōngxǐ)25.I miss you. - 我想你(Wǒ xiǎng nǐ)26.It’s delicious. - 很好吃(Hěn hǎochī)27.I’m tired. - 我累了(Wǒ lèile)28.Let’s go. - 咱们走吧(Zánmen zǒu ba)29.I’m happy. - 我很开心(Wǒ hěn kāixīn)30.What time is it? - 几点了？(Jǐ diǎnle?)31.How much is it? - 多少钱？(Duōshǎo qián?)32.Where is the bathroom? - 卫生间在哪里？(Wèishēngjiān zài nǎlǐ?)33.Can I have the check, please? - 请结账(Qǐng jiézhàng)34.What’s the weather like today? - 今天天气怎么样？(Jīntiān tiānqì zěnme yàng?)35.I need help. - 我需要帮助(Wǒ xūyào bāngzhù)36.What’s your phone number? - 你的电话号码是多少？(Nǐ de diànhuà hàomǎ shì duōshǎo?)37.Help me, please. - 请帮我一下(Qǐng bāng wǒ yīxià)38.I’m lost. - 我迷路了(Wǒ mílùle)39.Can I have a menu, please? - 请给我菜单 (Qǐng gěiwǒ càidān)40.What’s this? - 这是什么东西？ (Zhè shì shénmedōngxī?)41.What’s your email address? - 你的电子邮箱是什么？(Nǐ de diànzǐ yóuxiāng shì shénme?)42.Do you speak English? - 你会说英语吗？(Nǐ huìshuō yīngyǔ ma?)43.Where can I buy tickets? - 我在哪里可以买到票？(Wǒ zài nǎlǐ kěyǐmǎidào piào?)44.Can you speak slowly? - 你可以说慢一点吗？(Nǐkěyǐ shuō màn yīdiǎn ma?)45.Can we meet again? - 我们可以再见面吗？(Wǒmen kěyǐ zàijiànmiàn ma?)46.I don’t have money. - 我没有钱了(Wǒ méiyǒu qiánle)47.Can you repeat that, please? - 请再说一遍(Qǐngzàishuō yībiàn)48.Do you have a map? - 你有地图吗？(Nǐ yǒu dìtú ma?)49.How’s your family? - 你家人好吗？(Nǐ jiārén hǎo ma?)50.I need a doctor. - 我需要医生(Wǒ xūyào yīshēng)51.Happy New Year! - 新年快乐！(Xīnnián kuàilè)52.Can you show me the way? - 你能告诉我怎么走吗？(Nǐ néng gàosù wǒ zěnme zǒu ma?)53.I have a headache. - 我头疼(Wǒ tóuténg)54.Can you help me to take a photo? - 你可以帮我拍照吗？(Nǐ kěyǐ bāng wǒ pāizhào ma?)55.I’ll be right back. - 我马上回来(Wǒ mǎshàng huílái)56.Can you tell me your address? - 你可以告诉我你的地址吗？(Nǐ kěyǐ gàosù wǒ nǐ de dìzhǐ ma?)57.What’s the date today? - 今天是几号？(Jīntiān shì jǐ hào?)58.Can you help me to find a hotel? - 你可以帮我找一个酒店吗？(Nǐ kěyǐ bāng wǒ zhǎo yīgè jiǔdiàn ma?)59.What do you do for a living? - 你工作是做什么的？(Nǐ gōngzuò shì zuò shénme de?)60.I like it. - 我喜欢(Wǒ xǐhuān)61.Can you write it down for me? - 你可以给我写下来吗？ (Nǐ kěyǐ gěi wǒ xiě xiàlái ma?)62.Can you pass me the salt, please? - 请把盐递给我(Qǐng bǎ yán dì gěi wǒ)63.I don’t know. - 我不知道(Wǒ bù zhīdào)64.Can I try it on? - 我可以试试吗？(Wǒ kěyǐ shì shì ma?)65.Do you accept credit cards? - 你接受信用卡吗？(Nǐ jiēshòu xìnyòngkǎ ma?)66.Can you recommend a good restaurant? - 你能推荐一个好餐厅吗？(Nǐ néng tuījiàn yīgè hǎo cāntīng ma?)67.Can you please speak louder? - 请说大声一点(Qǐng shuō dà shēng yīdiǎn)68.What do you want to eat? - 你想吃什么？(Nǐ xiǎng chī shénme?)69.Can you show me your ID? - 你可以给我看看你的身份证吗？(Nǐ kěyǐgěi wǒ kàn kàn nǐ de shēnfènzhèng ma?)70.I’m not feeling well. - 我感觉不舒服(Wǒ gǎnjué bù shūfu)71.Can you help me with my luggage? - 你可以帮助我拎行李吗？(Nǐ kěyǐ bāngzhù wǒ līn xínglǐ ma?)72.I’ll take it. - 我要买(Wǒ yào mǎi)73.Can I have a receipt, please? - 请给我一张发票(Qǐng gěi wǒ yī zhāng fāpiào)74.Do you have a pen? - 你有笔吗？(Nǐ yǒu bǐ ma?)75.Can you open the window? - 你可以打开窗户吗？(Nǐ kěyǐ dǎkāi chuānghu ma?)76.How was your day? - 你今天过得怎么样？(Nǐjīntiān guò dé zěnme yàng?)77.Can you speak a little slower, please? - 你可以说得稍微慢一点吗？(Nǐ kěyǐ shuō dé shāowéi màn yīdiǎn ma?)78.Do you need help? - 你需要帮助吗？(Nǐ xūyàobāngzhù ma?)79.Can you wait for a moment? - 你能等一下吗？(Nǐ néng děng yīxià ma?)80.How do you spell that? - 你怎么拼写？(Nǐ zěnmepīnxiě?)81.Can you tell me the way to the nearest bank? - 你可以告诉我去最近的银行怎么走吗？(Nǐ kěyǐ gàosù wǒ qù zuìjìn de yínháng zěnme zǒu ma?)82.What time does the train/bus leave? - 火车/公共汽车几点离开？(Huǒchē/gōnggòng qìchē jǐ diǎn líkāi?)83.Can you please come here? - 你能请过来一下吗？(Nǐ néng qǐng guòlái yīxià ma?)84.Can you show me the menu, please? - 你能给我看看菜单吗？(Nǐ néng gěi wǒ kàn kàn càidān ma?)85.What’s the next stop? - 下一站是哪里？(Xià yī zhàn shì nǎlǐ?)86.Can you call a taxi for me? - 请帮我打电话叫辆出租车(Qǐng bāng wǒ dǎ diànhuà jiào liàng chūzūchē)87.How long does it take to get there? - 到那里需要多长时间？(Dào nàlǐ xūyào duō cháng shíjiān?)88.Can you give me a discount? - 你能给我打折吗？(Nǐ néng gěi wǒ dǎzhé ma?)89.What’s your favorite color? - 你最喜欢什么颜色？(Nǐ zuì xǐhuān shénme yánsè?)90.Can you show me your ticket, please? - 请给我看看你的票(Qǐng gěi wǒ kàn kàn nǐ de piào)91.How do I get to the hotel? - 怎么去酒店？(Zěnme qùjiǔdiàn?)92.Can you help me with my bags? - 你可以帮我拎包吗？(Nǐ kěyǐ bāng wǒ līn bāo ma?)93.Do you have a reservation? - 你有预定吗？(Nǐ yǒuyùdìng ma?)94.Can you speak a little faster? - 你可以说快一点吗？(Nǐ kěyǐ shuō kuài yīdiǎn ma?)95.What’s the Wi-Fi password? - Wi-Fi密码是什么？(Wi-Fi mìmǎ shì shénme?)96.Can I pay by credit card? - 我可以用信用卡支付吗？(Wǒ kěyǐ yòng xìnyòngkǎ zhīfù ma?)97.Do you have any recommendations? - 你有什么推荐吗？(Nǐ yǒu shénme tuījiàn ma?)98.Can I have a glass of water, please? - 请给我一杯水(Qǐng gěi wǒ yī bēi shuǐ)99.Can you recommend a good book? - 你能推荐一本好书吗？(Nǐ néng tuījiàn yī běn hǎo shū ma?)100.How do I get to the airport? - 怎么去机场？(Zěnme qù jīchǎng?)以上是一些常用的英语日常口语交流句子以及它们的汉语读音，希望这些句子能帮助你更好地融入英语交流中。

优尼全能英语：一针见血,是什么造就了中国学生的聋子英语

优尼全能英语：一针见血，是什么造就了中国学生的聋子英语中国学生在英语应试方面的能力非常强，但如果真的实战起来，和老外交流如坠去里雾里，一句也听不懂，这就是所谓的“聋子英语”。

英语是一种交流的工具，如果我们用它不能正常的交流，那我们学它就违背了我们的初衷。

本文对造成“聋子英语”的原因分析如下：1.自己的发音不够准确。

假设我们的发音能做到和标准音完全一样，那么只要你能听懂自己的发音，就一定能够听懂录音材料的标准音。

我们发音不准确主要有以下几个原因：第一、一些学生音标基础不是很好，所以导致单词发音不准确。

试想如果我们错把单词A 读成B，那么听到正确的A单词的发音时，我们是不可能反应出来别人所说的是A的。

第二、不良的学习习惯造成发音不准确。

有很多同学音标基础很好，但是由于养成了不良的学习习惯，导致发音不准确，进而导致听力障碍。

例如，有些同学养成了发音跟着感觉走的习惯，看见生词很少查音标。

英语单词的拼写和读音是有规律可循的，但不是所有的单词都符合规律。

如果这个单词的发音符合规律，那么万事大吉，如果不符合规律，就会造成发音不准，进而导致听力障碍。

第三、对连读、弱读、失去爆破、音的同化等知识缺少了解和练习。

单词在句子中由于受到其它单词的影响，发音会发生变化。

如果不了解这种变化，我们也会感到听力困难。

常见的变化形式有：连读：前面的单词以辅音结尾，后面的单词以元音开头，在讲话时通常会发生连读。

如：an apple, 读成a napple。

弱读：指的是元音的弱化。

为了加快语速，或者由于单词在句子中处于次要地位，我们在讲话时往往不发字典里标的强读音，而发弱读音。

如am 读成/ ?m,m/ Can读成/k?n/失去爆破：两个爆破音相遇，前一个爆破音只按照其发音部位形成阻碍，但不爆破，稍作间息后立刻过渡到后一个音的发音部位并爆破。

如：sit down, "t "就失去爆破，我们听不到这个音，只能感到中间有些间息而已。

问路指路英语练习题

问路指路英语练习题姓名：班级：得分：一、句子翻译1、打扰一下，这附近有医院吗？2、你能告诉我去警察局的路吗？3、请问我怎样能到历史博物馆？4、打扰一下，请问蓝天大酒店在哪儿？5、请问哪条路是去公园的？6、打扰一下，请问最近的邮局在哪里？7、邮局在工厂和旅馆之间。

8、它在中山公园隔壁。

9、你最好乘92路车。

10、离这儿大约有700米。

11、沿着这条路走，在第三个拐弯处向左拐。

12、对不起，我不知道。

我也是刚到这儿的。

13、对不起，我不能确定，你最好问那边的警察。

14、仍然要谢谢你。

二、阅读下面的对话，掌握大意,从所给的四个选项中选出一个最佳答案。

C = Conductor P = PassengerC: All fares, please!more than two miles. P:.1. A. How many B. How many money C. How muchD. How money. A. get onB. get off C. get outD. leave. A. goB. moveC. runD. walk. A. Thank you B. SorryC. Listen to me D. Excuse me. A. get B. get toC. get in D. get at. A. crossB. acrossC. pass D. go over7. A. turn left B. turn the left C. turn to leftD. turning to the left8. A. find B. find outC. look D. look for. A. thinkB. watch C. look D. see10. A. Don’t thank meB. All right C. That’s right D. That’s all right三、完形填空I am a middle-school student. Now let ___1___ tell you something ___2___ our classroom. It’s very ___3___. There are two maps ___4___ the back wall. ___5___ is a map of China. ___6___ is a map of the world .There are ___7___ desks and chairs in ourclassroom. There is a big desk ___8___ the teacher in the front of it. We ___9___ four classes in the ___10___ and two in the afternoon.1. a. Ib. my c. me d. we2. a. aboutb. in c. ond. at3. a. smallb. bigc. bigger d. biggest4. a. inb. onc. under d. over5. a. Itb. It’sc. Oned. one6. a. Otherb. Othersc. Anotherd. The other7. a. fourty b. forty c. forteen d. fourteenth8. a. for b. of c. to d. about9. a. there is b. there are c. has d. have10. a. moningb. mourning c. morning d. moring The post office is between the factory and the hotel.It’s next to Zhongshan Park.You’d better take No.2.It’s about00 metres from here.Walk along the road, and turn to the left at the third turning.Sorry, I don’t know. I’m new here, too.I’m sorry, I’m not sure. You’d better ask thepoliceman over there.答案：1. C. A. B. B. C. D. B. A. D 10. C 优尼全能英语，免费体验纯英式课程： http:///3-18岁纯英式素质教育领航者：纯英式资深外教，纯英式国际领先教材，纯英式学习环境！优尼全能英语：问路和指路常用英语口语对于我们来讲，每到一个新的城市，新的地方，最难的就是找到自己要找的地方，也就是问路，到一个陌生的城市，如果你不懂的你要去的地方怎么走，那麽就大胆的跟当地人问路吧，相信当地人会很热情的为你指路。

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优尼全能英语：其实口语就这么简单，看看老外是怎么说的
1. I see. 我明白了。

2. I quit! 我不干了！
3. Let go! 放手！
4. Me too. 我也是。

5. My god! 天哪！
6. No way! 不行！
7. Come on. 来吧(赶快)
8. Hold on. 等一等。

9. I agree。

我同意。

10. Not bad. 还不错。

11. Not yet. 还没。

12. See you. 再见。

13. Shut up! 闭嘴！
14. So long. 再见。

15. Why not? 好呀！(为什么不呢？)
16. Allow me. 让我来。

17. Be quiet! 安静点！
18. Cheer up! 振作起来！
19. Good job! 做得好！
20. Have fun! 玩得开心！
21. How much? 多少钱？
22. I’m full. 我饱了。

23. I’m home. 我回来了。

24. I’m lost. 我迷路了。

25. My treat. 我请客。

26. So do I. 我也一样。

27. This way。

这边请。

28. After you. 您先。

29. Bless you! 祝福你！
30. Follow me. 跟我来。

31. Forget it! 休想！(算了！)
32. Good luck! 祝好运！
33. I decline! 我拒绝！
34. I promise. 我保证。

35. Of course! 当然了！
36. Slow down! 慢点！
37. Take care! 保重！
38. They hurt. (伤口)疼。

39. Try again. 再试试。

40. Watch out! 当心。

41. What’s up? 有什么事吗？
42. Be careful! 注意！
43. Bottoms up! 干杯(见底)！
44. Don’t move! 不许动！
45. Guess what? 猜猜看？
46. I doubt it 我怀疑。

47. I think so. 我也这么想。

48. I’m single. 我是单身贵族。

49. Keep it up! 坚持下去！
50. Let me see。

让我想想。