英語(yǔ)教學(xué)課件參考
篇一：英語(yǔ)教學(xué)法課件
20080351045
英語(yǔ)教學(xué)法課件
Friends for Life
—Joyce Brothers
Even though “friend” is a term of endearment used to describe many people in our lives, we often have a hard time knowing what the term means. Psychologists identify friends as those who accept each other, confide in each other and feel responsible for each other.
In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help. With so many people living away from their families, and so many people single into their thirties, friends provide essential companionship.
Friends can occur any place-even (surprise!) in a marriage. This was the case with me. I met and fell in love with Milton Brothers at university. He became my husband soon after, and we were together 39 years-until he died at the age of 62.
He was my best friend, and I still miss him desperately. Since he died, my sister, with whom I fought fiercely when we were younger, has
become one of my best friends. And I’m also very close to my only daughter, Lisa
Friends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected. Friendship outside familial ties or marriage plays such an important role in life because with a friend, we can be the person we want to be. Their acceptance affirms that self and lets us develop as individuals.
We make no vows to a best friend, yet we have unstated expectations: understanding, caring, concern. We expect a friendship to last.
Most of us have been making friends since childhood, so we tend to think the process is instinctual. Then we find that the heart of friendship-how to make the relationship blossom, grow and survive-requires more attention and skill than we thought. To Ralph Waldo Emerson, “the only way to have a friend is to be one.”
Becoming friends involves a process of sharing, a gradual relaxation of vigilance over what partners reveal to each other about themselves. Friends must learn to balance the inclination to be open with the need to be protective of each other’s feelings. A best-friendship gets out of balance when the intensity becomes too one-sided. Total disclosure isn’t what makes intimacy in a relationship; it’s the listening and sharing.
Increasing numbers of people are finding that gender doesn’t matter when it comes to friendship, as the sexes mingle more often today.
Making friends with someone of the opposite sex can be an eye-opening experience. Michael told me what he discovered: ”I was working on the assembly line with Marcia, just as I would with a guy. And she kept pointing out how patronizing I was, offering to do the work for her because I felt she was less capable.
Then Michael realized he was hearing the same complaint from his girlfriend. So he invited Marcia out for a beer and they talked. “I learned about today’s women from her. What I knew about women I’d learned from my father. I was a generation behind the times. Now I’m married to the girlfriend I had when I met Marcia, and I’m indebted to her for that. She and I are still good friends. Marcia and my wife are friends, too.”
Can you fix a broken friendship? If you feel a close friend has hurt you, it’s worthwhile to sit down and say, “If I didn’t care about you, I’d just shrug my shoulders and go my own way. But since I do care, I’d like to straighten this out.” Then calmly talk about what has happened. You might find it’s just a misunderstanding.
I can’t say I headed a broken friendship with my sister-our sibling rivalry was nothing unusual. But since Milton died, she and I found each other again, and it means a lot to me. The longer I live, the more important it is to feel connected. And that is what we do through friends.
Near the end of his battle with cancer, Milton sent me to see our new grand-daughter. I held her and kissed her for both of us. When I told
Milton I’d done this, he said, “I’ll always be with you, because part of me is in her, in each of our grandchildren.” He died a day or so later. I have four grandchildren now, and what Milton said is true. I take them, one by one, on adventures all over the world, and each time I find new friendships. And Milton, my best friend, is always with me.
endearment: n.表示愛(ài)慕的話(huà)語(yǔ)；親熱的表示
term: n.專(zhuān)業(yè)詞語(yǔ)；術(shù)語(yǔ)；措辭
1. Psychologists identify friends as those who accept each other, confide in each other and feel responsible for each other.
Paraphrase: Psychologists regard friends as those who accept each other, trust each other and be responsible for each other.
心理學(xué)家將朋友定義為彼此接受對方，相信對方并對彼此負責的人。
Identify…as: to find out exactly what sth. is 把…確認為…
transient: adj.短暫的；片刻的；轉瞬即逝的
companionship: n.伙伴關(guān)系; 友情,友誼
2. In our transient cultures, we depend more on friends for things we once got from families-emotional support and often even financial help. Paraphrase: In our cultures in which things change quickly, we get more things from friends, like emotional support and even financial support, which we got from families before.
在這個(gè)瞬息萬(wàn)變的時(shí)代，我們更加依賴(lài)朋友，從朋友處獲得一些以前我們從家人那兒得到的東西，比如說(shuō)，情感支持，甚至經(jīng)濟援助。
desperately: adv.極其; 絕望地; 不顧一切地,拼命地
rank: v.分等級; n軍銜, 職銜; 地位; 社會(huì )階層; 排; 橫列; 行列
kinship: n.親屬關(guān)系; 親切感
neglect: v.忽略; 不予重視
familial: v.家庭的,家族的
affirm: v.肯定(某事)屬實(shí); 申明; 斷言
3. Friends ranks with marriage and kinship as one of the most important relationships in our lives, yet it can be the most neglected.
Paraphrase: Friendship, together with marriage and family relationship, is one of the most important relationships in our lives, but sometimes we overlook it and pay very little attention to it.
友誼, 同婚姻和親情一樣，是我們一生中最重要的關(guān)系之一。
vow: n.(尤指宗教的)誓言,誓言
tend to: 趨向,走向,傾向,趨于
instinctual: 本能的(而非習得)的
blossom: v.變得更加健康(或自信，成功)
4. Then we find that the heart of friendship-how to make the relationship blossom, grow and survive-requires more attention and skill
篇二：上班族專(zhuān)用英語(yǔ)學(xué)習法
洛基提醒：英語(yǔ)學(xué)習已經(jīng)進(jìn)入互聯(lián)網(wǎng)時(shí)代
對于上班族來(lái)說(shuō)，總有一些外語(yǔ)情結--學(xué)英語(yǔ)是有用的，扔了可惜，但畢業(yè)好幾年了，撿又不知從哪兒開(kāi)始。那么上班族到底該怎樣學(xué)英語(yǔ)呢？又有什么樣的方法和竅門(mén)？
大多人學(xué)英語(yǔ)是多次放棄、重來(lái)；再放棄，再重來(lái)。開(kāi)始都是懷著(zhù)積極的心態(tài)，投入到英語(yǔ)學(xué)習的戰斗中去。然而，學(xué)著(zhù)學(xué)著(zhù)，就感覺(jué)要"堅持"不住了，想要放棄。開(kāi)始總是找不到解決的辦法，為此而郁悶。后來(lái)才發(fā)現解決這樣的問(wèn)題其實(shí)并不難。 來(lái)源：考試大的美女編輯們
要學(xué)會(huì )精神轉移
在英語(yǔ)學(xué)習的過(guò)程中，感到枯燥乏味，信心不足的時(shí)候，不要強迫自己往下學(xué)，因為從你的思想意識形態(tài)里已經(jīng)開(kāi)始產(chǎn)生了抵觸英語(yǔ)的情緒。這時(shí)再繼續只能是" 適得其反"，請你先放一放你所學(xué)習的內容，最好的去處是逛書(shū)店，選擇一本自己喜歡的，翻開(kāi)內容看上一兩段，你就會(huì )發(fā)現原來(lái)你的英語(yǔ)已經(jīng)很有水平了，以前的時(shí)間沒(méi)有白費。
還有，當你置身到書(shū)店的時(shí)候，你才能夠感受到很多中國人都和你一樣在努力著(zhù)，也許他(她)的英文水平很高也許他 (她)還不如你。從而讓自己產(chǎn)生羨慕、嫉妒、欣慰的心理。只有這樣才能激發(fā)你的繼續學(xué)習的興趣。除此之外，你還可以去聽(tīng)聽(tīng)那些原版磁帶，去看看原版DVD 來(lái)調節自己的心態(tài)。
應該怎么背單詞
背單詞不要孤立的背，一定要融合到句子中去。要查詞典，在詞典中把這個(gè)單詞每個(gè)不同的例句都要找出一兩句實(shí)用的作為代表練出來(lái)，這樣你才會(huì )知道一個(gè)單詞的不同用法。 還有一個(gè)辦法，就是利用摩西英語(yǔ)、大耳朵英語(yǔ)這些免費英語(yǔ)學(xué)習網(wǎng)站，從周一到周五，每天學(xué)習一個(gè)英文單詞的起源、用法、同根詞，學(xué)習一句英文名言，記住五個(gè)相關(guān)的單詞，這樣在輕松閱讀故事的過(guò)程中每周記住30個(gè)左右的單詞，一年就能累計記住1500個(gè)單詞。 除了聽(tīng)寫(xiě)、默寫(xiě)以外，還要增加閱讀量，看一些和自己水平相當的英語(yǔ)書(shū)籍從而擴充詞匯量。閱讀不需要去背誦，也不需要去聽(tīng)錄音，但必須勤查詞典。這個(gè)方法只是為了增加詞匯量，盡量在短時(shí)間內減少生詞。
每天學(xué)多少合適？
每天不要過(guò)多的記憶，有5-6句話(huà)足以，多了什么也記不住�？茖W(xué)的說(shuō)法是一天記憶8句話(huà)，我們還是不要那么標準了，少點(diǎn)好。最好能把學(xué)到的組成簡(jiǎn)單的對話(huà)，這樣一問(wèn)一答自己都可以練習口語(yǔ)了。不要去考慮進(jìn)度，不要去想："唉呦，這得猴年馬月我才能學(xué)會(huì )呀？"，當你對英語(yǔ)有了感覺(jué)后，速度是突飛猛進(jìn)的。心不要太急，戒驕戒躁，就像一個(gè)人猛吸一口氣，他可以跑得很快，但他永遠跑不遠。就是這個(gè)道理。
我該怎么合理分配時(shí)間？
從時(shí)間上來(lái)說(shuō)，如果您是"朝9晚5"工作制，就要充分利用零碎的時(shí)間。在每天晚上，你要抽出一個(gè)小時(shí)來(lái)聽(tīng)寫(xiě)5句話(huà)，我想應該不難做到。第二天您就應該反復去嘮叨這5句話(huà)。上半時(shí)遇到上廁所、上下樓、外出辦事情什么的，都可以反復練習。
利用周六、周日可以從頭至尾溫故而知新一下。
一天花費過(guò)長(cháng)的時(shí)間學(xué)英語(yǔ)其實(shí)效果并不好，而恰恰是零碎的時(shí)間學(xué)習英語(yǔ)最容易出效果。平時(shí)零碎著(zhù)聽(tīng)，零碎著(zhù)嘮叨，零碎寫(xiě)著(zhù)，隔幾天做個(gè)階段性總結，接觸多了，時(shí)間長(cháng)了，也就自然會(huì )了。
學(xué)一本教材或報一門(mén)考試
如果完全沒(méi)有目的性地學(xué)習英語(yǔ)，非常容易中斷學(xué)習。畢業(yè)幾年的上班族，為了為自己的學(xué)習添點(diǎn)兒動(dòng)力，不妨自己選一本教材學(xué)習。比如經(jīng)典的綜合英語(yǔ)教材《新概念英語(yǔ)》、 或是偏重口語(yǔ)教材的《走遍美國》、還有適合商務(wù)人士的《劍橋商務(wù)英語(yǔ)BEC》，都可以給你系統的學(xué)習方向。
當然如果你的工作還不算太忙，就更加建議你去報考一門(mén)英語(yǔ)證書(shū)，比如偏重翻譯英語(yǔ)方向中、高級口譯證書(shū)；或是BEC也有自己的初、中、高級證書(shū)等等。備考復習的過(guò)程，其實(shí)就是將學(xué)到的知識強化的過(guò)程。如果復習得好還能拿到一本有利于職場(chǎng)發(fā)展的證書(shū)，何樂(lè )而不為呢？
篇三：英語(yǔ)教學(xué)法7.課件
Unit 11
Teaching Reading
GROUP MENBERS:
Contents
The Nature of Reading
How do we read?
What do we read?
Strategies involved in reading comprehension
The role of vocabulary in reading
Principles and models for teaching reading
Contents
Pre-reading activities
While- reading activities
Post-reading activities
Conclusion
The Nature of Reading
The Nature of Reading
Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.
Reading is the ability to understand the written words and respond to them in proper ways. Reading means getting meaning out of a given context.
How do we read?
1. Reading has only one purpose, i.e. to get information.
2. Reading is a silent activity. Reading aloud does not help much with comprehension.
3. Reading with a purpose is more effective than reading without a purpose.
4. When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.
5. Reading is an individual activity.
6. We need to know all the words in order to understand a text
7. We read everything with the same speed.
8. When reading in a foreign language, we mentally translate everything in order to understand.
9. It is helpful to use a dictionary and note down the meaning of all the new words while reading.
10. The lack of cultural knowledge may affect the rate of reading comprehension.
11. Possessing a large amount of vocabulary is the key for reading comprehension.
12. Reading can best be improved by being engaged in reading and reading more.
Tasks should help develop students’ reading skills rather than test their reading comprehension. The teacher should help students not merely to cope with one particular text in class but to develop their reading strategies and reading ability in general so that they are able to apply the strategies or skills learned in class to tackle other texts they encounter outside class or in the future.
PWP三階段英語(yǔ)閱讀教學(xué)模式
三階段英語(yǔ)閱讀教學(xué)模式是我國中小學(xué)英語(yǔ)閱讀教學(xué)中普遍被采用的教學(xué)模式，主要屬于“自上而下”或交互作用的閱讀教學(xué)模式，具體屬于哪種閱讀教學(xué)模式主要根據閱讀文本體裁和教師的教學(xué)活動(dòng)設計而定。三階段即讀前（pre-reading)、讀中（while-reading)、讀后（post-reading)三個(gè)階段。
Pre-reading activities
Pooling existing knowledge about the topic
Predicting the contents of the text
Skimming or scanning the text for certain purposes
Learning key words and structures
Aims——To facilitate while-reading activities
Pre-reading activities
1
2
3
Predicting
Skimming and scanning
Setting the scene
Content Layouts
Predicting is an important reading skill, which can make reading more intriguing and purposeful .Therefore, it is likely to result in better comprehension compared with the situation where the learner starts reading with a blank mind.
Three ways of prediction
Predicting based on the title
Good titles always contain the most important information of a written text.
.
Look at the three titles in the box below and predict the contents of the texts. When you are ready, join another pair an d compare your predictions and the clues that helped you to make the
To begin with, students may not be good at predicting. If so, the teacher can help them by asking certain questions. For example, for each of the three texts above, we can ask these questions:
Text 1: What is a pet? What are pets for? Why do people love pets? Are there any problems with pets?
Text 2: What is a jungle? Where can you find jungles? What do you think has happened to the jungles?
Text 3: What happened to the child? How do you think the parents would feel? What could the police do?
Three ways of prediction
Predicting based on vocabulary
The teacher also asks students to write down the words that they think will appear in the text,
Predicting based on the T/F questions
The teacher gives students some true or false statements. Students predict if these statements are true or false. Then they read the text to check if they have made the right predictions.
Setting the scene
Getting the students familiarized with the cultural and social background knowledge relevant to the reading text.
Setting the scene by relating what students already know to what they want to know.
Using visual aids to setting the scene, such as real objects, pictures, videos episodes and multi-media materials,etc.
Skimming
Reading quickly to get the gist,i.e. the main idea of the text.
Ask general questions which allow students to focus on one or two things.
Provide 3-4 statements and one of them represents the main idea, ask students to read the text and decide which statement is the correct one.
Provide subtitles for different parts of a text and asks students to put them in the right place. Scanning
Read to locate specific information. The key point is that the readers has something in his mind
and he should ignore the irrelevant parts when reading.
Besides,we can also ask students to scan for vocabulary which usually have certain semantic connections with the theme. Though teachers’ pre-teaching,students will facilitate the reading tasks that follow.
Scanning
What’s more, students can also scan for certain structures,for example, tense forms,discourse connectors,or particular sentence structures,which can serve as the basis for grammar study. Should pay attention to following things:
Set a time limit;
Give clear instruction for the task
Wait until 70% of the students finish
Scanning
Make clear how you are going to get feedback
Make sure that answers to the scanning questions are scattered throughout the text rather than clustered at one place.
Different texts offer opportunities for different kinds of exploitation. Yet a reading passage in traditional reading comprehension textbook has generally been exploited by means of mutiple choice quesstions,T/F questions, open questions, parahrasing and translation.
While-reading activities
While-reading activities
In this section we will look at some different ways of exploiting texts focusing on the process of understanding rather than the results of reading.
Information presented in plain text form dose not facilitate information retention. When information in text form is transferred to another form, it can be more effectively processed and retained. The way to transfer information from one form to another is called a transition device Transition device
Its function in teaching reading can be
illustrated in the following diagram:
Most of the transition devices make use of visual aids so that information in text form is visualized. Research has shown visualization can help second language learners to comprehend meaning
Below are some transition devices that are often used in teaching:
Purposes of transition device:
1.Focus attention on the main meaning of the text.
2.Be able to simplify sophisticated input so that it becomes the basic for out put.
3.Allow the students to perform tasks while they are reading.
4.Highlight the main structural organization of a text /part of a text, and show how the structure relates to meaning.
5.Involve all the students in clearly defined reading tasks.
6.Precede one step at a time(easier tasks before more complicated one.)
7.When a TD is completed, use it as a basis for further oral and/or written language practice. Reading comprehension question
One of the most frequently used methods in teaching reading is asking students to answer comprehension questions. Nuttal suggests that we can classify questions according to the kind of information that they require students to get from the texts, or the kind of thinking that we wish students to engage in.
She lists five types:
Questions of literal comprehension. These are questions whose answer are directly and explicitly expressed in the text.
Questions involving reorganization or reinterpretation. These questions require Ss to put literal information together in a new way or reinterpret it.
Questions for inferences. They require Ss to consider what is implied but not explicitly stated. Questions for evaluation or appreciation. Such as making judgment about what the writer is trying to do and whether the writer is biased or dishonest.
Questions for personal response. The answers to these questions depend most on the reader`s reaction to the content of the text.
Understanding references:
All natural language, spoken or written , uses referential words such as pronouns to refer to people or things already mentioned previously in the context. Some students have difficulty in following clearly the references in the text. So the teacher should find ways to help Ss find the meaning of the references in the context.
Making inferences
Making inferences, which means 'reading between the lines', is an important reading skill. It requires the readers to use background knowledge in order to infer the implied meaning of the
篇四：英語(yǔ)口語(yǔ)學(xué)習方法技巧
英語(yǔ)口語(yǔ)學(xué)習方法技巧
如何才能說(shuō)流利的英語(yǔ)？
說(shuō)外語(yǔ)時(shí)，我們主要應做到四件事： 理解 --回答 --提問(wèn) --口頭表達
你只要自我訓練這四項基本技能（或找一位可以訓練你的老師），就會(huì )說(shuō)一口流利的英語(yǔ)。
我們該如何對待說(shuō)英語(yǔ)時(shí)所犯的錯誤？
你應該區別講求準確性的口頭訓練與講求"被理解"的口頭交流之間的區別。如果你為交流而說(shuō)英語(yǔ)，那么你犯的錯誤大都可以忽視。重要的是信心十足地去交流（那可不是容易的�。�。如果你確實(shí)是在交流，那么即使你犯錯誤也沒(méi)有 關(guān)系，只要這些錯誤不干擾你的交流。你只要糾正在你口頭 表達或寫(xiě)作時(shí)會(huì )妨礙別人理解你的錯誤就可以了。
我的聽(tīng)力進(jìn)步緩慢。我該如何提高呢？
練習語(yǔ)言聽(tīng)力的方法是要采取積極主動(dòng)而非被動(dòng)的方式。如果老師在介紹一篇課文時(shí)稍加一個(gè)短評，并且提出一個(gè)問(wèn)題，學(xué)生們就會(huì )積極主動(dòng)地聆聽(tīng)。例如，老師說(shuō)："今 天我準備給你們讀一則講述一個(gè)意外事件的故事。讀完之后，我要問(wèn)你們這件事是如何發(fā)生的。"這會(huì )鼓勵學(xué)生們積 極認真地聽(tīng)，以求找到問(wèn)題的答案。如果老師只是說(shuō)："請聽(tīng)這個(gè)故事"，學(xué)生們則沒(méi)有聆聽(tīng)的重點(diǎn)。他們的雙眼可能 是睜著(zhù)的，但頭腦確是封閉的。
在練習聽(tīng)力過(guò)程中，我卻抓不到全文的大意，這是為什么呢？
這是因為你把精力放在聽(tīng)單詞上，而不是理解意思上。不要聽(tīng)單個(gè)的單詞，然后就試圖把它們譯成漢語(yǔ)，應該聽(tīng)懂全文的意思。聽(tīng)英語(yǔ)時(shí)，要排除漢語(yǔ)干擾。這正是優(yōu)秀 譯員所要具備的：他們先要弄懂一段語(yǔ)言的意思，然后把它譯成另一種語(yǔ)言，以便聽(tīng)者可以聽(tīng)懂說(shuō)話(huà)的大意。
如何練習連貫表達的回話(huà)技巧？
我想你所提的"時(shí)斷時(shí)續"（說(shuō)英語(yǔ)）可能是指突然迸 發(fā)式的說(shuō)話(huà)方式。首先，你必須明白，大多數口頭表達是與他人交往的產(chǎn)物。我們很少發(fā)表長(cháng)篇大論，這就是說(shuō)我們必須培養我們自己理解別人講話(huà)的能力，然后根據我們所聽(tīng)到的內容作出回答。會(huì )話(huà)的性質(zhì)不同，要求的技巧也自然不同。例如：·交流信息。這是我們每天最常見(jiàn)的交流形式。你的朋友告訴你他／她在業(yè)余時(shí)間所喜歡做的事。你仔細聽(tīng)，然后 告訴他／她你在業(yè)余時(shí)間所想做的事。你就如此這般回答。在這種交流中，你一般會(huì )大量使用一般現在時(shí)�！⑹�。你的朋友用過(guò)去時(shí)告訴你一
段經(jīng)歷（他／她如何誤車(chē)，然后上班遲到，老板說(shuō)些什么，等等）。你仔細聽(tīng)，然后講述你自己的經(jīng)歷。在這種交流中，你一般會(huì )使用一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí)。按時(shí)間順序講述一個(gè)故事較為容易：某事開(kāi)始于……，然后敘述正文，最后結束講述�！そ涣骺捶ê陀^(guān)點(diǎn)。你的朋友告訴你他／她對某事的看法，他／她先描述一段場(chǎng)景，然后發(fā)表他／她的意見(jiàn)，并給出 理由。你仔細聽(tīng)，然后以同樣的方式作出回答。你有可能陳述事實(shí)（你從報紙上讀到的東西），給出一個(gè)或幾個(gè)例子，然后說(shuō)明你的看法。你很可能用些諸
如 In my opinion…， I think…， I agree with what you say， but…
和 I"m afraid I disngree．I think…等短語(yǔ)。
不錯，平時(shí)多練習以提高你的英語(yǔ)口語(yǔ)，但不要指望遇見(jiàn)外國人（我想你所指的是來(lái)自說(shuō)英語(yǔ)的國家的人）這個(gè)辦法。如果這樣的話(huà)，你練習說(shuō)英語(yǔ)的機會(huì )就少多了。首先，經(jīng)常遇見(jiàn)外國人是不容易的；其次，他們可能不愿被你用來(lái) 練英語(yǔ)；再者，如果你與一位外國人交談，你可能會(huì )對自己 的英語(yǔ)水平不甚清楚，無(wú)法表達自己的
思想（就像你所提的 事例一樣）。那么，你該怎么辦呢？你可以給你自己創(chuàng )造機 會(huì )。你可以找與你有相同的文化背景、面臨類(lèi)似問(wèn)題的人練習英語(yǔ)口頭表達能力。你可以定期參加英語(yǔ)會(huì )話(huà)課，在老師 的監督下練習，也可以和與你情況相當的朋友聚會(huì )，共同敲定一個(gè)談話(huà)的主題�？梢赃x一些你們講中文時(shí)了解或愿意聊 的話(huà)題。當你心中感到言之有物的時(shí)候，你就會(huì )找到你所需要用的詞來(lái)表達你的思想，這是個(gè)自明之理。
聽(tīng)英語(yǔ)廣播時(shí)，我有時(shí)可以聽(tīng)懂，但不能寫(xiě)下完整的句子。
如果你在聽(tīng)廣播的話(huà)，為什么非要寫(xiě)下一個(gè)完整句子呢？廣播的播音通常是段英語(yǔ)口語(yǔ)。它并不是聽(tīng)寫(xiě)。我想你所說(shuō)的是你沒(méi)有抓住單個(gè)單詞的意思。我的建議是：在聽(tīng)廣播時(shí)，不要試圖抓住個(gè)別單詞的意思，要集中注意力聽(tīng)完整的句子，盡力抓住全文的意思。也就是說(shuō)你一定要根據上下 文判斷新單詞的意思。要訓練自己為理解文章的意思而聽(tīng)廣 播，而不是為個(gè)別單詞而聽(tīng)廣播。
聽(tīng)美國之音體育報道，對詞的理解有困難。您能介紹一些竅門(mén)嗎？
一門(mén)外國語(yǔ)最難掌握的一項技巧就是聽(tīng)懂母語(yǔ)講話(huà)人用 正常速度所說(shuō)的自然語(yǔ)言的能力。另外，在體育報道中，語(yǔ)速通常是快的。聽(tīng)一場(chǎng)賽馬或汽車(chē)比賽的評論，你會(huì )發(fā)現評 論員幾乎都跟不上自己的速度，因為他要努力踉上他所看到的項目的進(jìn)行速度。你可以通過(guò)幾個(gè)方法來(lái)訓練自己聽(tīng)懂母 語(yǔ)講話(huà)者說(shuō)話(huà)的能力。一種辦法是使用"有聲讀物"。這些讀物以錄音帶、CD或錄像帶的形式出版。它們主要包括著(zhù) 名演員朗讀的小說(shuō)或傳記，這些讀物是面向那些不想親自讀故事而想聽(tīng)別人讀的母語(yǔ)講話(huà)者的。
在與講英語(yǔ)的外國人談話(huà)時(shí)，我的舌頭經(jīng)常變得笨起來(lái)。如何克服？
在陌生人面前你覺(jué)得膽怯，對自己的英語(yǔ)沒(méi)有自信。為 什么呢？因為你怕被人
嘲笑。這種情況尤其會(huì )影響講外語(yǔ)的成年人。（越年輕就越?jīng)]有顧忌�。┠阍撛趺崔k呢？你可以先 說(shuō)服自己講別人的語(yǔ)言出了錯誤并不是件丟人的事。設想將情景反過(guò)來(lái)，外國人在努力與你講中文。你會(huì )怎么辦？你會(huì )嘲笑他們的語(yǔ)病，還是會(huì )去幫助他們呢？許多以英語(yǔ)為母語(yǔ)的人，尤其是那些長(cháng)期在國外的，了解學(xué)英語(yǔ)的人努力講英語(yǔ)的情形，一般都會(huì )有耐心、寬容地提供幫助。了解到這一點(diǎn)，你就可以試著(zhù)與外國人交談。仔細聽(tīng)，大體弄懂他們談的是什么。"輪到"你說(shuō)話(huà)的時(shí)候你可以發(fā)表自己的意見(jiàn)。 你認為自己可能誤解的地方，可以請與你交談的人解釋?zhuān)?也可以請他們糾正一兩個(gè)關(guān)鍵的錯誤。這樣你會(huì )慢慢建立起信心。
老師用英語(yǔ)給我們講故事時(shí)，我不記得中文意思了。我該怎么辦？
你的頭腦中不要想中文。在聽(tīng)英語(yǔ)時(shí)，你應該帶著(zhù)英語(yǔ) 思維聽(tīng)，不要試圖給你聽(tīng)到的每個(gè)英語(yǔ)單詞都找到一個(gè)中文的對等詞。如果你頑固堅持，就會(huì )完全聽(tīng)不懂意思，也就聽(tīng)不到什么英語(yǔ)。不要拘泥于單個(gè)的詞，應集中精力努力弄懂整個(gè)詞組、句子和段落的意思。聽(tīng)到不理解的地方，努力從上下文中推導含義。聽(tīng)完一篇英語(yǔ)后，（用英語(yǔ)）回憶一下 它講的是什么，考考自己。
您能給我們推薦一些更生動(dòng)、非虛擬的英語(yǔ)口語(yǔ)書(shū)嗎？
費解的問(wèn)題！"虛擬"是英語(yǔ)中很少使用的一個(gè)語(yǔ)法形式�？赡苣闶且彝扑]那些聽(tīng)起來(lái)像真正的英語(yǔ)，而不像語(yǔ)法書(shū)的英語(yǔ)錄音。如果這樣，我建議你查閱出版社的英語(yǔ)語(yǔ) 言教學(xué)目錄，找到"讀物"部分，選擇有聲讀物（即磁帶里的故事書(shū)）。選擇自己認為適合的等級，然后選擇你喜歡的 題目訂購。如果你的英語(yǔ)水平較高，你可以買(mǎi)或借"有聲圖 書(shū)"，這是由演員朗讀的原版小說(shuō)。
講英語(yǔ)時(shí)對于我們犯的錯該怎么處理?
錯誤只有在嚴重影響交流的時(shí)候才構成問(wèn)題。如果與你交談的人理解你所說(shuō)的大部分，那你做得很好，犯了多少錯誤沒(méi)有多大關(guān)系。如果你愿意，可以請英語(yǔ)水平比你高的人 替你糾正，但這樣通常很乏味，而且干擾交流。如果與你交談的人能理解你說(shuō)的意思，那就很好，完全不應該擔心錯誤。
如何 避免“中國式英語(yǔ)”?
你之所以老是把中文譯成英語(yǔ)，是因為你的口語(yǔ)技巧尚未達到讓你自信的水平。你在參加交談前需掌握四項技巧．它們是： --理解 --回答 --問(wèn) --說(shuō)因此你要集中提高這些技巧：訓練自己理解英語(yǔ)口語(yǔ)，訓練自己?jiǎn)?wèn)問(wèn)題，訓練自己回答問(wèn)題，最終說(shuō)英語(yǔ)。你在掌握了前三項技巧后，就可以水到渠成地掌握最后（也是最難的）一項：說(shuō)。
在書(shū)中見(jiàn)到我能理解，但我想表達自己的思想時(shí)又記不住了。
你說(shuō)得對：理解口語(yǔ)或文章要比讓別人理解你說(shuō)或寫(xiě)的東西容易。這是因為理解是一種接受性的技巧，而說(shuō)和寫(xiě)是創(chuàng )造XX。我們能理解的遠遠多于我們能表
達的，我們在使用母語(yǔ)時(shí)也是這樣。你接受了這個(gè)現實(shí)之后，應該訓練自己使用那些你能馬上回想起的語(yǔ)言表達思想。你找不到恰當的詞匯的時(shí)候（見(jiàn)到或聽(tīng)到時(shí)可能能理解，但需要時(shí)卻用不上），你不得不用別的詞來(lái)表達你的意思。堅持聽(tīng)英語(yǔ)，盡量多地閱讀。長(cháng)此以往，這將提高你說(shuō)和寫(xiě)的水平。
我從網(wǎng)絡(luò )上收集并翻譯整理了一些英語(yǔ)口語(yǔ)學(xué)習的方法，以供大家參考學(xué)習。但是，請記住，方法就是方法，它最終無(wú)法取代刻苦的學(xué)習。所以，要想練就一口純正地道流利的英語(yǔ)，請用適合自己的有效學(xué)習法，循序漸進(jìn)地堅持操練吧！
(1) We study spoken English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, Accuracy, and Appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness.
(1)我們學(xué)習英語(yǔ)口語(yǔ)的目的是為了與別人進(jìn)行交流，所以英語(yǔ)口語(yǔ)中的幾個(gè)要素的重要次序應為：流利，準確，和恰當。
也就是說(shuō)，我們必須更加重視實(shí)際交流能力而不僅僅是單純強調語(yǔ)法的正確性。
(2) Try to find some partners practicing oral English together and English corner is a good place as where we may exchange English study experience, widen our sight and improve interest in English. By the way, Guangzhou New Oriental School holds an English Corner on every Wednesday evening from 7:00 to 9:00 at Haizhu No. 8 classroom. One of the teachers in our department will be the MC at the English Corner. Welcome every friend who is crazy about learning English!
�。�2）尋找學(xué)伴一起練習口語(yǔ)。英語(yǔ)角是個(gè)不錯的地方，在那里我們不但可以練習口語(yǔ)，還可以交流英語(yǔ)學(xué)習經(jīng)驗，開(kāi)拓視野，提高英語(yǔ)學(xué)習興趣。此外，廣州新東方學(xué)校每周三晚上7:00到9:00，在海珠教學(xué)區第8教室舉辦英語(yǔ)角活動(dòng)。聽(tīng)力口語(yǔ)部會(huì )安排一名教師擔任英語(yǔ)角的主持。歡迎各位熱愛(ài)英語(yǔ)學(xué)習的朋友參加！
(3) If it’s not easy to get English partners or having little chance to attend an English corner, then we have to create an English environment ourselves by speaking English to ourselves. For example, you can talk to yourself about what you have seen or what you have done.
�。�3）如果找不到學(xué)伴或參加英語(yǔ)角的機會(huì )很少，那么我們就必須通過(guò)自己對自己說(shuō)英語(yǔ)來(lái)創(chuàng )造英語(yǔ)環(huán)境。例如，你可以對自己描述所看到的景物,英語(yǔ)口述自己正在作的事情。
(4) This method is very effective and easy to insist on--interpreting Chinese-E
nglish novels or books. First of all, we read the Chinese parts and try to interpret them into English sentence by sentence, and then compare our interpretation with the original versions in the novels or books after finishing one small paragraph’s interpretation, so that we can find out the mistakes, shortcomings and progresses in our interpretation.
�。�4）有種方法非常有效且很容易堅持，那就是：口譯漢英對照（或英漢對照）的小說(shuō)或其它讀物。首先，我們先讀漢語(yǔ)部分，然后逐句直接口譯成英文，完成一小段后，去看書(shū)上的對應英文部分，并與我們的口譯進(jìn)行比較。這樣，我們馬上可以發(fā)現我們口譯的錯誤，缺點(diǎn)和進(jìn)步。
請注意：剛開(kāi)始選擇口譯法進(jìn)行英語(yǔ)口語(yǔ)訓練時(shí)，在選材上先盡量選擇較簡(jiǎn)單的英語(yǔ)讀物，生詞量應控制在20%以?xún)�，且應大量做，只做一兩篇效果是不明顯的。推薦讀物有：《新東方英語(yǔ)》、《英語(yǔ)世界》、《英語(yǔ)文摘》等。
一開(kāi)始進(jìn)行口譯訓練時(shí)，可能口譯速度較慢，費時(shí)較多，但請堅持，從整體的訓練上來(lái)看，這是一個(gè)加速的過(guò)程。進(jìn)入到高級階段訓練時(shí)，請做計時(shí)練習，以便加快反應速度和口語(yǔ)流利度。
成人學(xué)英語(yǔ)普遍存在的問(wèn)題是記憶力差，作復述練習或背誦課文時(shí)，往往力不從心；或者由于詞匯量太小覺(jué)得直接作口譯太難，那么推薦一種解決這個(gè)問(wèn)題有效方法：先學(xué)習英文部分，通篇理解透徹后，再來(lái)看漢語(yǔ)譯文, 這時(shí)，再把漢語(yǔ)譯文口譯回英文。這樣做等于既作復述練習又作口譯(語(yǔ))練習，可謂一箭雙雕，一石二鳥(niǎo)！這樣訓練的好處體現在以下七個(gè)方面:
1. 自己就可以練習口語(yǔ)，想練多久，就練多久。
2. 始終有一位高級教師指出您的不足和錯誤——英文原文。
3. 訓練的'題材范圍極廣，可以突破我們自己的思維禁錮，比如，我們總是喜歡談?wù)撐覀冏约菏煜さ脑?huà)題，所以我們總是在練習相同的語(yǔ)言，進(jìn)步當然就緩慢了。
4. 選擇小說(shuō)，幽默故事或好的短文閱讀，使我們有足夠的興趣堅持下去。
5. 有一些我們在直接學(xué)習英語(yǔ)課文時(shí)被我們熟視無(wú)睹的地道的英語(yǔ)用法會(huì )被此法發(fā)掘出來(lái)。
6. 對所學(xué)知識和所犯錯誤印象深刻。這等于我們一直在作漢譯英練習，很多英文譯文是我們費盡心思憋出來(lái)的，所以印象相當深刻，這比直接學(xué)習英文課文印象要深的多。
7. 經(jīng)過(guò)大量的練習，你會(huì )有這樣的感覺(jué)：沒(méi)有什么東西你不能翻譯，你的翻譯水平大大加強了，你的口語(yǔ)表達力大大提高了！
篇五：學(xué)習課件
物業(yè)費催費方法及技巧略要
前言
1、 在日常物業(yè)費繳納過(guò)程中，業(yè)主常常會(huì )因為工作繁忙、人在外地、返修整改、久未出租……等各種原因遲交、甚至拒繳物業(yè)費。為了維持物業(yè)的正常運作，保障公司的合法權益，“催費”便成為必不可少的工作。
2、 本要略是通過(guò)在日常催費工作中的不斷嘗試和總結編寫(xiě)而成的催費小招（辦法）。招與招之間可單獨使用，亦可根據不同業(yè)主、不同情況據實(shí)搭配使用。選擇招數時(shí)應按先必做后自選、先個(gè)人（片區、管家）后全體（所有崗位員工）、先私人后正式的原則進(jìn)行。
3、 重點(diǎn)說(shuō)明：本要略所言“催費”一定是基于所有物業(yè)服務(wù)均達標的前提下進(jìn)行的，切不可只“催費”無(wú)“服務(wù)”。
使用技巧
第一招 適時(shí)提醒
1、對象：未繳費的全體業(yè)主
2、招數說(shuō)明：
由于工作生活繁忙，業(yè)主常常忘記繳納物管費一事，更有甚者覺(jué)得遲交1、2個(gè)月也沒(méi)什么。故我們應從每月5日起，按照下表中的時(shí)間節點(diǎn)及客戶(hù)類(lèi)型進(jìn)行分類(lèi)，通過(guò)短信、電話(huà)、上門(mén)等形式不斷提醒業(yè)主，給業(yè)主緊迫感，讓其明白不按時(shí)繳納費是有人管控跟進(jìn)的，打消客戶(hù)“遲交無(wú)所謂”的念頭。正常繳納的客戶(hù)越早完成繳納，你才能騰出更多的時(shí)間對付“困難戶(hù)”。下表中所列時(shí)間節點(diǎn)均為催費必達
時(shí)間點(diǎn)。此外，各項目可根據自身特殊情況添加。業(yè)主分別發(fā)送短信，避免業(yè)主產(chǎn)生“他只是群發(fā)，不是在提醒我”的想法，耽誤繳納時(shí)間。 提醒節點(diǎn)見(jiàn)下表：
第二招 斷其后路
1、對象：滿(mǎn)口答應，卻總不出現的業(yè)主
2、招數說(shuō)明：
很多業(yè)主認為物管費能拖就拖，接到電話(huà)之后含糊其詞“過(guò)兩天來(lái)”“有空的時(shí)間就來(lái)”“我知道了”等等，往往業(yè)主最后都不會(huì )來(lái)交，而此時(shí)，我們的催費就做了無(wú)用工。對于這種業(yè)主“斷其后路”就成了我們將無(wú)用工變有用工的有效手段。
如果業(yè)主以最近比較忙，或者不在本地為借口，則直接為其提供轉賬方式，并確定轉賬的時(shí)間。
如果業(yè)主一直含糊其辭說(shuō)”最近” “這兩天會(huì )來(lái)交”則要和業(yè)主約定一個(gè)有效的時(shí)間，到了時(shí)間之后再次提醒業(yè)主，這樣，不僅使業(yè)主自己心里在時(shí)間上產(chǎn)生緊迫感，同時(shí)也讓一拖再拖的業(yè)主產(chǎn)生失信的感覺(jué)，最終達到有效催費的目的。
確定時(shí)間后一定要按著(zhù)時(shí)間持續跟進(jìn)。
在談話(huà)中要向其透露，如果他沒(méi)按時(shí)繳納，下次一定會(huì )準時(shí)再聯(lián)系他的信息。
3、話(huà)術(shù)：
您看您平時(shí)也比較忙，不如辦個(gè)銀行代扣，多省心啊，就不用每個(gè)月還要惦著(zhù)來(lái)這邊繳費了，大老遠的。（用意：突出遠、累） 像您平時(shí)比較忙（人在外地）的，也可以考慮銀行轉賬啊，我們這邊有中行和農行的，您看哪個(gè)還比較方便��？
老師，打擾您了，我來(lái)跟您確認一下轉賬的時(shí)間和金額，避免中途有什么失誤。
那行，下周二我讓財務(wù)查賬，到了我通知您(用意：告知業(yè)主，我會(huì )繼續跟進(jìn)這個(gè)時(shí)間，如果沒(méi)有到，我還會(huì )再“騷擾”你的)
4、案例
XXX業(yè)主何老師之前有幾個(gè)月的歷史欠費。電話(huà)打過(guò)去一直說(shuō)”沒(méi)空“、”知道了“或“有時(shí)間就交”。在溝通過(guò)程中，小X建議業(yè)主通過(guò)轉賬方式支付，”老師，像你這樣比較忙的話(huà)可以考慮轉賬的，本來(lái)您在外地回來(lái)一次也都不方便。我把公司賬號發(fā)到你手機上“，發(fā)送賬戶(hù)后，過(guò)半小時(shí)，再次聯(lián)系業(yè)主�！焙卫蠋�，帳號您收到了吧，你
看您哪天有空轉呢，我好讓財務(wù)幫您注意著(zhù)，及時(shí)入賬“。何老師同意了兩天后轉賬。兩天過(guò)后小X繼續打電話(huà)給何老師說(shuō)：老師，您已經(jīng)轉賬了哈，我跟您確認一下轉賬的時(shí)間和金額。（一定要非常誠懇堅定地認為他已經(jīng)轉賬了，哪怕你已確定沒(méi)有）如果他說(shuō)還沒(méi)有轉，好，繼續說(shuō)：”那你看這個(gè)周末之前可不可以啊，到時(shí)候我再跟您確認……“
就這樣，他第一次說(shuō)不好意思還沒(méi)有轉賬，第二次是還說(shuō)沒(méi)轉，到第四次就不好意思再說(shuō)了。幾次下來(lái)，何老師也就“不想再被煩”直接轉了，還預付了半年的物管費。
第三招 苦肉計
1、對象：欠費較短，平日聯(lián)系多，有交情，心軟有同情心的業(yè)主。
2、招數說(shuō)明：
業(yè)主并非惡因欠費，多次催費中能感覺(jué)到對方有耐心，且答應爽快，卻一直以工作忙忘記交費為由，不及時(shí)繳納物管費，當然也沒(méi)有明確表示拒繳。了解掌握對方性格，善于區分類(lèi)型，避免表現過(guò)度引起業(yè)主反感，此招不建議在性格暴躁，沒(méi)有耐心的業(yè)主前使用。面對此類(lèi)業(yè)主，可以把自己的難處、尷尬、責任、時(shí)限等情況告知業(yè)主，以獲得理解。與業(yè)主建立良好關(guān)系，使其信任你。利用業(yè)主與個(gè)人關(guān)系套近乎，態(tài)度誠懇，表現出為難，甚至引人憐憫的樣子，讓對方知道催費對你、對你的工作績(jì)效影響何其重要。
3、話(huà)術(shù)：
“我知道您不是有意欠費，只是前幾天上司當著(zhù)部門(mén)所有同事的面，提到我負責的片區收費率是部門(mén)最低的，個(gè)人考核也受到了較大影響。連我也開(kāi)始懷疑自己的工作能力了……”“說(shuō)實(shí)話(huà)，我也知道您很忙，我也不希望天天給您電話(huà)打擾您工作、休息。每次給您電話(huà)通知繳費，打多了，我自己都不好意思了（實(shí)際上真正覺(jué)得不好意思的是欠費不交的業(yè)主），真的讓我很為難……”“今天我們公司開(kāi)會(huì )，我還挨批來(lái)著(zhù)……”
4、案例：
A先生人在外地，工作人員多次電話(huà)通知其交費，A先生總以滿(mǎn)懷歉意的口吻說(shuō)自己工作太忙，沒(méi)時(shí)間交，并保證在一定時(shí)間內匯款，卻一直都未及時(shí)兌現。年底，工作人員再次聯(lián)系業(yè)主，電話(huà)里十分委屈地提到，在部門(mén)年終總結時(shí)被點(diǎn)名指出片區收費率很低，工作考核因此受到影響，績(jì)效工資減了不少；同時(shí)也在審視自己，自查哪里做得不到位，給業(yè)主帶來(lái)了不好的感受，以至于不繳費。業(yè)主連稱(chēng)理解理解，表示人員工作認真負責，認同其工作態(tài)度，并于當日及時(shí)匯款，另預存了多月物管費。
第四招 地毯搜索
1、對象：無(wú)法取得聯(lián)系的業(yè)主
2、招數說(shuō)明：
業(yè)主在買(mǎi)房、接房時(shí)留下了個(gè)人信息，但出現欠費時(shí)，卻無(wú)法通過(guò)當初軟件、資料留下的電話(huà)號碼及其他途徑（通過(guò)戶(hù)內門(mén)機呼叫、上門(mén)催收、業(yè)主朋友轉達等）及時(shí)聯(lián)系業(yè)主繳費，這時(shí)就可以想盡辦
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