英语学习策略learning-strategies
英语学习策略课件
Foreign Language Department Class Evaluation
Attendance: 20%
Class Performance:20% Homework:30% Final Test:30%
Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. ---- Chinese Proverb
A. Defining Language Learning Strategies (LLSs)
Part I: Learning Strategies and Styles
Unit 1 Introduction
Unit 2 Indirect Strategies Unit 3 Direct Strategies Unit 4 Learning Styles
Unit 1 Introduction
C. Selecting LLSs
Learning English is difficult Practice makes perfect If you learn how to learn English, then you do not have to work hard anymore How well you learn English depends mostly on how hard you work at it. You should look up every English word you find when reading The more challenging a phrase in English is, the more you can learn from it To understand what you are reading or hearing, you need to know all the words used Your biggest concern when you are speaking English should be NOT to make mistakes You should first think in your own language to know what you want to say, and then translate into English
英语学习策略PPT课件
use of knowledge
They include cognitive strategies, metacognitive strategies, effective
strategies, and physiological strategies
Learning strategies are individualized and can vary from
person ategies
Learning strategies refer to the methods and techniques that learners use to facilitate their acquisition, storage, retrieval, and
use of knowledge
They include cognitive strategies, metacognitive strategies, effective
strategies, and physiological strategies
Learning strategies are individualized and can vary from
English is the language of many fields, including science, technology, and the arts To stay up to date with the latest developments in these fields, it is necessary to have a good command of English
chapter-6-vocabulary-learning-strategies
全球语言监控中心 美国加利福尼亚州的圣迭戈
2006年3月21日（即春分日）为止，英语的单词量已经达到988968个。
Confucious kung fu mahjong chow mein dim sum
Vertebra Cranium Nucleus
Columna---column Instumentum---instrument Spiritus---spirit
What should be learned?
❖Form (词形) ❖ Meaning (词义) ❖ Use (词法)
Form
❖Spoken form ✓ What does the words sound like? (listening) ✓ How is the word pronounced? (speaking)
❖Written form ✓ What does the word look like? (reading) ✓ How is the word written and spelled? (writing)
❖Word parts ✓ What parts are recognizable in this word? ✓ What word parts are needed to express the meaning?
Collocations
What words or types of words occur with this one?
Constraints on use (Register, frequency…)
Where, when, and how often would we expect to meet this word?
英语学习策略(小学部分)Learning_Strategy
学会学习 自主学习 终身学习
2、培养学习策略有利于实现个性化学习 3、学习策略与教学策略相互影响 4、学生使用学习策略能够提高英语学习的效果
有关学习策略的研究成果可概括为：
1) 学习策略的运用类别和频率能够区分有效率的和无效 率的学习者。 ２）年龄对语言学习策略的形成和使用有非常明显的影 响。 ３）选择学习策略的形式很大程度上取决于学习者内部 因素. ４）教师的教学经验、教学方法、教学步骤以及教材和 教学环境等外部因素也从多角度影响学习者的学习策 略的形成和使用。
1 元认知策略的培养
a 向学生进行外语学习的重要性教育让学生明确学习 目标和听、说、读、写诸方面的具体要求。 b在课堂上应要求学生时刻保持高度的注意力，主 动参与分析、归纳等认知过程，主动寻找或创造机 会进行语言交际训练； c 要求学生主动做好预习、复习工作，主动拓展与语 言学习有关的知识，等等。 d经常对学习进行情况和学习策略进行反思，并及时 做出调整。比如，课堂上不能正确地回答问题，是 什么原因？考试失利了，又是什么原因？
E补偿策略（交际策略）
补偿策略（如根据上下文猜测意义及迂回表达等）
在扮演角色、表演对话时我能很好地借助手势和表情 进行交流 遇到生词时我不慌，能猜测词义
F母语策略
母语策略（将母语作为学习或记忆的主要媒介和 方法
我将书中的对话或课文译成汉语 听英语时我在头脑中用汉语记下所听内容 说英语时我先用汉语组织意思再翻译过来
1)
三、学习策略的分类
1）根据策略与语言学习的关系分类
听、说、读、写的策略；语法学习策略; 词汇学习策略;阅读学习策略、写作学习 策略等
English_Learning_Strategies
•
English Learning Strategies
•
O’Malley and Chamot (1990)将学习策略分为 三大类:元认知策略,认知策略和社会情感策略.
•
November 12,2010
English Learning Strategies
What are the goals: 1. The identification and description of learning strategies used by language learners and 2. the correlation of these strategies with other learner variables such as proficiency level, age, gender, motivation, personality, aptitude and the like.
November.12,2010
English Learning Strategies
Tools for Strategy Investigation
对教师来说，学习策略调查工具的掌握尤为重要，只 有了解了学生的学习策略，才能就学习策略进行辅导 和教学，才能开发适合学生的问卷等，同时，也就提 高了自己的学科教学能力。 问卷法，人们使用的问卷是 Oxford (1990), the Strategy Inventory for Language Learning (SILL).SILL的优点是采集大量学生的信息，并且，还 能够使用在与学习策略相关的变量研究中，如学习风 格，性别，语言水平，和文化因素。Oxford及同事还 研究了任务为主的问卷，以完善SILL (Oxford et al., 2004). 文秋芳教授的《英语学习策略调查问卷》
Unit-7-Learning-Strategies课文翻译大学体验英语一
Unit-7-Learning-Strategies课文翻译(fānyì)大学体验英语一Unit-7-Learning-Strategies 课文翻译大学体验(tǐyàn)英语一Unit 7 Learning StrategiesPassage A Not Just a Job, an Adventure: Undergraduate ResearchSophia Stella, a sophomore at Columbia's School of Engineering, is one of many undergraduates who become involved, one way or another, in research performed at the university. Some do it for academic credit, some for money, some just for experience. Students and professors agree that an undergraduate research project can be uniquely beneficial to both parties.Ideally, undergraduate research is an opportunity for the kind of intensive study that can expand the mind in ways traditional courses can't. Economics Professor Ralph Edison says: "To really understand a discipline you have to get the feeling that knowledge isn't just out there and you passively have to absorb it, but rather that it's constantly beingcreated and we're constantly rethinking things... When students see a discipline as evolving rather than fixed, they usually get a lot more excited about learning because they see that it's an ongoing process." He points out that research can be exciting because "a research project really gives students an opportunity to answer real-life questions that we don't know the answers to."Research also spurs independent thinking and intellectual confidence in students. Amelia, a graduate student in computer science, says, "You had to go out and learn on your own. You weren't going to be spoon-fed." Her fond memories of work as an undergraduate researcher played an important role in her decision to leave her Wall Street programming job and return to Columbia as a graduate student.Arthur Hannah, a political science graduate of Columbia College says undergraduate research "felt like a whole new mode of learning." Instead of looking for the knowledge we do have, he says, research forces students to look for knowledge we don't have. It's a process of looking for holes and trying to plug them, which is completely different from the classroom experience of learning what others already know. He also describes how creating a piece of original research instilled a "pride of authorship" in his work, something he hadn't found in his regular classes.Most undergraduates doing research are working for credit. They register for a semester-long course and do a project for a professor who gives them a grade for their efforts. In some departments a research project might constitute an honors thesis.Some students do research for pay. Taken simply as a form of employment, it's one of the most desirable jobs available to undergraduates. Stella says, "I need some kind of income, and I'd rather work here than in the cafeteria"; paid research work gives her an opportunity to transform a work-study job into an engaging aspect of her education. The money for her wages is available because of a program started this year providing $100 000 to fund undergraduate research. This funding is intended to support about 50 undergraduates in work-study research positions.Other students do research not for credit or for money but simply on a volunteer basis. Usually, these are students pursuing a career that requires some demonstration of altruistic commitment, such as medicine.As Economics Professor Ralph Edison says: "Undergraduate research can become a valuable part of education. It's a real and valuable privilege. It hasto remain an extraordinary undertaking for extraordinary people in extraordinary circumstances."A篇大学生在校搞研究(yánjiū)哥伦比亚大学工程学院二年级学生(xuésheng)索菲亚·斯黛拉，是众多以各种方式在校参与研究工作(gōngzuò)的学生之一。
Learning Strategies 学习策略 语言学
Oxford
Oxford按照策略和语言材料的关系将策略分为直接策 略(direct strategies)和间接策略(indirect strategies) 。直接策 略要求对所学语言进行认知处理，因而与所学语言直接相
关，直接策略分为三类:记忆策略、认知策略、补偿策略;
Factors Influencing Learning Strategy
1. age 2. motivation 3. Personality
4. Learner's educational background
1. Age • Evidence indicates that age is an evident factor affecting learners’choice of learning strategies. Young children like to use simple strategies, while adult learners like to employ more complex and sophisticated strategies. Brown et al.’s (1983) study demonstrates that when children use the strategy of rehearsal, they think it is only rote repetition. However, adult learners’use of the same strategy involves active, systematic and elaborative procedures.
Weinstein Learning strategies are the behaviors and thoughts that a learner and Mayer engages in during learning that are intended to influence the learner’s encoding process.
learning strategies 学习策略
（一） 计划策略 Planning strategy is based on a cognitive activity of specific target, at an event before the planned activities, expected results, selection strategy, come up with solutions to the problem, and it is expected that its effectiveness.计划策略是 根据认知活动的特定目标，在一项活动之前计划 各种活动，预计结果、选择策略，想出解决问题 的方法，并预计其有效性。 To study plan can be a long-term, can also be tailored to the specific learning task plan. 给学习做计划既可以是较长期的，也可以 是针对具体的学习任务所制定的计划。
2、记笔记
早期的研究认为，记笔记的主要作 用是对信息进行编码和用于课后复习，新近 的研究则把记笔记看作为一个学生自我监控 的过程，在这个过程中，记笔记的目标、学 生对课程重要性和笔记的作用的理解、学生 所具有的关于如何记笔记的知识经验等等都 会对记笔记产生影响
有人建议，记笔记应采用以下三个步骤： ①留下笔记本每页右边的1／3或1／4空白 处； ②记笔记（note taking），即记下听课或 阅读的内容； ③做笔记（note making），即整理笔记， 在留下的空白部分加边注、评语等。
( 1) position memory method.位置记忆 法 ( 2) reduction and reading method.缩 简和歌诀法 ( 3) homophonic Association.谐音联想 法 ( 4) the keyword method.关键词法 ( 5) the visual imagination.视觉想象 ( 6) semantic association.语义联想
英语学习策略(小学部分)Learning StrategyPPT课件
O'Grady等人（1989）认为学习策略是一种“心理过程”， 包括对输入语言做出某种假设并对这种假设进行检验和 把语言知识应用于交际场合。
综合以上观点，我们认为，可以将其统一起来:学习
策略既包括内隐的心理过程，也包括外显的具体行为，
且这种思想和行为贯穿于语言的学习与运用中。
5
二、学习策略与学习方法的区别与联系
遇到生词时我不慌，能猜测词义
13
F母语策略
母语策略（将母语作为学习或记忆的主要媒介和 方法
我将书中的对话或课文译成汉语 听英语时我在头脑中用汉语记下所听内容 说英语时我先用汉语组织意思再翻译过来
14
G资源策略
资源策略（学生合理并有效利用多种媒体 进行学习和运用英语的策略）
我尝试阅读英语故事及其他英语课外读物 我通过网络资源学习英语 我看英文光盘 我注意阅读商标、标牌上的英文并记载 我留意街道、建筑物等的英文标志
３）选择学习策略的形式很大程度上取决于学习者内部 因素.
４）教师的教学经验、教学方法、教学步骤以及教材和 教学环境等外部因素也从多角度影响学习者的学习策 略的形成和使用。
4
一、学习策略的定义（What’s learning strategy?）
Oxford (1990)认为，学习策略是学习者在学习中所采 取的具体行为或行动，从而使语言学习变得更加快捷容 易、更加有趣、更加便于自学、更加容易适应新的环境。
language knowledge language ability( listening,speaking,reading
and writing) emotion and attitude cultural awareness learning strategies
英语学习策略
But the learning strategy means that the students adopt various actions and steps for their efficient learning and developing.
definition content
Rebecca Oxford (1990,p.8 )
Some ways of teaching learning strategy
The procedures of teaching learning strategy
Add 5 Partyour title
The apply of learning strategy
The rise of learning strategies
1980s---Classifications of strategies and descriptions of learners The 1980s was marked by efforts to classify strategies. Language educators like O’Malley and Chamot (1990), Oxford (1990), and others created classification schemes that labeled strategies according to whether they had a primarily “metacognitive”, “cognitive”, “social”, “affective”, or other function, drawing primarily on the rich L1 literature about reading strategies.
英语学习策略(38)
学习策略的分类
O’Malley & Chamt (1990)cognitive strategies
（认知策略）
resourcing, keyword method, inferencing, note-taking, recombination, translation
metacognitive strategies
(d) Using dictionaries or other reference materials.
(e) Writing down the main idea, important points or outline of the information presented orally or in writing. (f) Putting together smaller meaningful elements into new wholes.
Meta-cognitive Strategies In the 1970s, American psychologist Flavell (1979) first put forward the concept of metacognitive strategy which enriched the theoretical research and training instruction of learning strategy. He thinks metacognitive strategy is the cognition of cognition, the awareness and controlling of a person’s process and result of his own cognition. Metacognition includes three aspects: metacognitive knowledge, metacognitive experience, metacognitive supervision and adjustment, with the last one as the most important. In the learning activities, the cognitive strategy is the indispensable specific knowledge which can improve learning efficiency, but the metacognitive strategy is the supervision and adjustment of the whole learning activities. The use of the cognitive strategy aims to make progress whereas the use of the metacognitive strategy aims to supervise this progress.
英语学习策略
(4)Rubin(1987) thinks that learning strategies help learners to build the systematical construction of language development. These strategies can derectly influence the development of language. (5)Oxford (1990)defines learning strategies as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, more transferable to new sutuations. " (6)Cohen(1998) regards learning strategies as the learner's conscious or subconscious behavior and mental activity. These internal and external activities have specific goals. One goal is to make the learning of language and skills more easier, the other is for the employment of language or to make up the shortage of knowledge.
(1)Whether the strategy means the visual behavior that can be seen or the mental activity which can not be seen, or both？ (2)What does the strategy really refer to ? Individual's overall characteristics of learning or the specific technique to finish a task？ (3)Is strategy conscious or unconscious (4)Whether strategies can have a direct influence on the development of language？ —— the essence of the divergence about all definitions put forward by Ellis in 1994
英语作文有关学习英语建议
英语作文有关学习英语建议Title: Strategies for Effective English Language Learning。
Learning English can be a challenging yet rewarding endeavor. Here are some valuable strategies to enhance your English language skills:1. Immerse Yourself in English: Surround yourself with English as much as possible. Listen to English music, watch English movies and TV shows, and read English books and newspapers. This exposure will help you become morefamiliar with the language's rhythm, pronunciation, and vocabulary.2. Practice Regularly: Consistent practice is key to mastering any language. Set aside dedicated time each day to practice English. This can include activities like reading aloud, writing essays or journal entries, engaging in conversations with native speakers or language partners,and completing language exercises or quizzes.3. Set Achievable Goals: Establish clear and achievable goals for your English language learning journey. Whetherit's improving your speaking skills, expanding your vocabulary, or preparing for an English proficiency exam, breaking down your goals into smaller, manageable tasks can help you stay motivated and track your progress.4. Utilize Technology: Take advantage of technology to enhance your learning experience. There are numerous language learning apps, websites, and online resources available that offer interactive lessons, vocabulary drills, grammar explanations, and language exchange opportunities. Incorporating these tools into your study routine can make learning English more engaging and convenient.5. Engage in Real-Life Communication: Practice speaking and listening to English in real-life situations whenever possible. This could involve participating in English-speaking clubs or conversation groups, volunteering in English-speaking environments, or even just striking upconversations with native speakers you encounter in your daily life. Don't be afraid to make mistakes – every conversation is an opportunity to learn and improve.6. Focus on Weak Areas: Identify your weaknesses in English – whether it's grammar, pronunciation, vocabulary, or comprehension – and prioritize working on those areas. Targeted practice and focused study sessions can help you overcome obstacles and become more confident in your abilities.7. Be Patient and Persistent: Learning a new language takes time and effort, so be patient with yourself and celebrate your progress along the way. Stay committed to your learning goals even when faced with challenges or setbacks. Remember that every step you take brings you closer to fluency.8. Seek Feedback and Support: Don't hesitate to seek feedback from teachers, tutors, language exchange partners, or online communities. Constructive feedback can help you identify areas for improvement and refine your languageskills. Surround yourself with a supportive network of fellow learners who can offer encouragement, motivation, and practical advice.By incorporating these strategies into your English language learning routine, you can enhance your skills and progress towards fluency. Remember that learning a language is a journey, and each step you take brings you closer to achieving your goals. Stay dedicated, stay motivated, and enjoy the process of becoming proficient in English!。
Language Learning Strategies 4-5
音标标注。1 2 3 4 5
33、我尽可能地利用身边所有可以练习语音的机会。 12345
34、用英语交际时，我能意识到自己的发音错误并进行适当 的纠正。1 2 3 4 5
12345 13、我看英文电视节目或英文电影来改善自己的语音。
12345 14、我跟读并模仿录音材料进行语音练习。1 2 3 4 5 15、我大声朗读进行语音练习。1 2 3 4 5
16、我反复练习发音不准的音素或单词。1 2 3 4 5 17、我先读出单词中较难的的音素或音节，再读出整个单词。
12345 18、我先读出句子中较难的单词，再读出整个句子。
(1). better communication. (2). the basis of good listening and
speaking abilities. (3). influence on the students’ writing
and reading abilities. (4). develop good sense of language.
to speak fluently with correct rhythm, including the correct placement of stresses and pauses and the transition oext;
to speak with appropriate intonation according to the context.
12345 19、我在张嘴发音或读单词前先在心里默默地演示一遍。
小学英语四维目标教案模板
课时：1课时年级：四年级教材：《人教版小学英语》四年级上册教学目标：1. 语言能力（Language Competence）：学生能够听、说、读、写单词和句子，理解并运用基本的语法知识。
2. 文化意识（Cultural Awareness）：学生了解英语国家的文化背景，增强跨文化交际意识。
3. 思维品质（Thinking Quality）：培养学生独立思考、创新思维和解决问题的能力。
4. 学习策略（Learning Strategies）：学生掌握有效的学习方法和技巧，提高自主学习能力。
教学重难点：1. 重点：掌握单词和句型，能够运用所学知识进行交流。
2. 难点：正确运用语法知识，提高语言表达的准确性。
教学过程：一、导入（Lead-in）1. 教师用英语问候学生，营造轻松愉快的课堂氛围。
2. 通过歌曲、图片等形式，引导学生复习上一节课所学的单词和句型。
二、新课呈现（New Content）1. 教师用PPT展示本节课要学习的单词和句型，让学生跟读。
2. 教师通过情景模拟，让学生理解单词和句型的用法。
3. 学生分组进行角色扮演，巩固所学知识。
三、课堂活动（Class Activities）1. 词语接龙：学生根据教师给出的单词，进行接龙游戏，巩固单词记忆。
2. 语法练习：教师给出句子，让学生找出其中的错误，并进行改正。
3. 小组讨论：学生围绕话题进行讨论，提高口语表达能力。
四、课堂小结（Summary）1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生分享自己的学习心得，提高学习兴趣。
五、作业布置（Homework Assignment）1. 复习本节课所学单词和句型。
2. 完成课后练习题，巩固所学知识。
教学反思：1. 教师应关注学生的个体差异，针对不同层次的学生进行教学。
2. 注重课堂活动的设计，提高学生的参与度和积极性。
3. 合理运用多媒体教学手段，激发学生的学习兴趣。
4. 注重培养学生的自主学习能力，提高学生的综合素质。
The Importance of Learning Strategies in ELT(外语学习策略的重要性)
Learning strategies are steps taken by students to enhance their own learning.
Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
• Understanding how to train your students to use them
III. Definition
Oxford, Rebecca. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle
Jun Liu Example Learning ategies
• Memorize. •Take risks. •Learn from your mistakes.
National English Speaking Competition Example Learning Strategies
•Set up goals and objectives.
•Evaluate how you are doing.
Social/Affective Strategies
When you use social/affective strategies, you are thinking about how you feel about your language learning and you are working with other people to learn.
Learning strategy
Autonomy
Features of Learning Strategies Development
1970s
Description and explanation of learning strategies
Rubin (1975); Naiman, Frohlich & Todesco (1975); Stern (1975) identified characteristics of the prototypical ‘good language learner’ (GLL).
Other scholars: use the term ‘strategy’ to refer to the kind of behaviours Stern calls techniques.
Cohen(1998): strategies refer to both general ‘approaches’ to learning and concrete learning behaviour;
2
Memory Strategies Direct Strategies Cognitive Strategies
Learning Strategies
(Oxford, 1990)
Compensation Strategies
Indirect Strategies
Meta-cognitive Strategies Affective Strategies Social Strategies
2. Differences Among Several Concepts
1. Learning Strategies & Learner Strategies
Some Strategies for Learning English ---学习英语的一些策略
Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事.它需要刻苦和长期努力.Nevertheless, while you cannot export to gain a good command of English without sustained hard work, there are various helpful learning strategies you employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语,然而还是有各种有用的学习策略可以用来使这一任务变得容易一些.一下便是其中的几种.1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according it how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.不要以完全相同的方式对待所有的生词.你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差?其实,责任并不在你的记忆力.如果你一下子把太多的生词塞进头脑,必定有一些生词会被挤出来.你需要做的是根据生词日常使用的频率以不同的方式对待它们.积极词汇需要经常练习,有用的词汇必须牢记,而在日常情况下不常出现的次只需要见到时认识即可.你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径.2. Watch out for idiomatic ways of saying things. Have you ever wondered why we say, “I am interested in English”, but “I am good at French”? And have you ever asked yourself why native English speakers say, “learn the news or secret”, but “learn of someone’s success or arrival”? These are all examples of idiomatic usage. In learning English, you must pay attention not only to the meaning of a word, but also to the way native speakers use it in their daily lives.密切注意地道的表达方式.你可曾纳闷过,为什么我们说“我对英语感兴趣”是“I’m interested in English”, 而说“我精于法语”则是“I’m good at French”? 你可曾问过自己,为什么以英语为母语的人说“获悉消息或秘密”是“learn the news or secret”, 而“获悉某人的成功或到来”是“learn of someone’s success or arrival”?这些都是惯用法的例子.再学习英语时,你不仅必须注意词义,还必须注意以英语为母语的人在日常生活中如何使用它.3. Listen to English every day. Listening to English on a regular basis will not only improve your ear, but will also help you build your speaking skills. In addition to language tapes especially prepared for your course, you can also listen to English radio broadcasts, watch English TV, and see English movies. The first time you listen to a taped conversation or passage in English, you may not be able to catch a great deal. Try to get its general meaning first and listen to it over and over again. You will find that with each repetition you will get something more.每天听英语.经常听英语不仅不提高你的听力,而且有助你培养说的技能.除了专为课程准备的语言磁带外,你还可以听英语广播,看英语电视和英语电影.第一次听录好音的英语对话或语段,你也许不能听懂很多.先试着听懂大意,然后再反复地听.你会发现每次重复都会听懂很多更多的东西.4. Seize opportunities to speak. It is true that there are few situations at school where you have to communicate in English, but you can seek out opportunities to practice speaking the language. Talking with your classmates, for example, can be an easy and enjoyable way to get some practice. Also try to find native speaker on your campus and feel free to talk with them. Perhaps the easiest way to practice speaking is to rehearse aloud, since this can be done at any time, in any place, and without a partner. For instance, you can look at pictures or objects around you and try to describe them in detail. You can also rehearse everyday situations. After you have made a purchase in a shop or finished a meal in a restaurant and paid the check, pretend that all this happened in an English-speaking country and try to act it out in English.抓住机会说.的确,在学校里必须用英语交流的场合并不多,但你还是可以找到练习的英语的机会.例如,跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式.还可以找校园里以英语为母语的人跟他们随意交谈.或许练习讲英语最容易的方式是高声朗读,因为这在任何时间,任何地方,不需要搭档就可以做到.例如,你可以看着图片或身边的物件,试着对它们详加描述.你还可以复述日常情景.在商店里购物或在餐馆里吃完饭付过账后,假装这一切都发生在一个讲英语的国家,试着用英语把它表演出来.5. Read widely. It is important to read widely because is our learning environment; reading is the main and most reliable source of language input. When you choose reading materials, look for things that you find interesting, that you can understand without relying too much on a dictionary. A page a day is a good way to start. As you go on, you will find that you can do more pages a day and handle materials at a higher lever of difficulty.广泛阅读.广泛阅读很重要,因为在我们的学习环境中,阅读是最重要,最可靠的语言输入来源.在选择阅读材料时,要找你认为有趣的,不需要过多依赖词典就能看懂的东西.开始时每天读一页是个好办法.接下去,你就会发现你每天可以读更多页,而且能对付难度更高的材料.6. Write regularly. Writing is a good way to practice what you already know. Apart from compositions assigned by your teacher, you may find your own reasons for writing. A pen pal provides good motivation; you will learn a lot by trying to communicate with someone who shares your interests, but comes from a different culture. Other ways to write regularly include keeping a diary, writing a short story and summarizing the daily news.经常写,写作是练习你已经学会的东西的好方法.除了老师布置的作文,你还可以找到自己要写的理由.有个笔友可以提供很好的动力;与某个跟你趣味相投但来自不同文化的人进行交流,你会学到很多东西.经常写作的其他方式还有记日记,写小故事或概述每天的新闻.Language learning is a process of accumulation. It pays to absorb as much as you can from reading and listening and then try to put what you have learned into practice through speaking and writing.。