AboutEnglish
write a blog about english study
write a blog about english studyTitle: The Journey of English Language Learning: A Personal ExperienceEnglish has always been a subject close to my heart. As a student, I found it to be a window to the world, a bridge to communicate with people across cultures and backgrounds. My journey with English started at a tender age, with basic grammar and vocabulary. But as I grew older, the challenges multiplied, and I realized that English learning is not just about words and sentences; it's about understanding a different culture, a different way of thinking.One of the most significant aspects of learning English is comprehension. It's not just about decoding words and phrases; it's about understanding the context, the subtleties, and the hidden meanings. Every sentence, every paragraph, has a story, a depth that can only be appreciated once you step into the shoes of the author. Comprehension, therefore, is not just about reading; it's about experiencing, feeling, understanding.Vocabulary is another crucial aspect of English learning. The more words you know, the more expressive and precise you can be in your communication. But扩大词汇量并非一蹴而就的过程。
Talk About English (BBC) Who On Earth Are We 12
Talk about EnglishWho on Earth are we?Part 12Callum: Hello and welcome to the last in our series about culture and inter-cultural communication Who on Earth are we?Over the course of this series, we’ve heard about some of the ways that we canexplore cultural differences, we’ve come closer to understanding the nature of‘culture’ - and found ways that can help us communicate better with peoplefrom different cultural backgrounds. But have we come any closer tounderstanding what our own cultures are like - do we know ‘who on earth weare?’We’ll try to answer that question at the end of the programme. Before that,though, let’s look back at some of the main points covered during the series -and then consider how we can make practical use of this knowledge.We heard that the nature of the culture we grow up in is invisible to us. Wedon’t look at our own culture because, for us, it’s normal.We looked at language – and how languages are different, not just in the waythey sound or the words they use, but because different languages representboth the different ways people experience the world, and influence the way thepeople of a culture think and behave.We considered the differences between verbal cultures, where people valuetalk and verbal reasoning – and non-verbal cultures, where silence isconsidered a positive thing because it can help to maintain social harmony.Then, we heard about the different ways people from different cultures usebody-language, touch and gesture – and how this can affect, and be affected by,different cultural attitudes to time and space.One of the most important ideas we covered, was the distinction betweencultures where the individual is seen as central, and those where the group isseen as the most important unit.We looked at cultural dimensions - at how we can begin to see what a culture islike by considering things such as a culture’s attitude to power, whether aculture tries to avoid uncertainty, or to what extent a culture values masculineor feminine characteristics.And in recent programme we looked at some of the barriers to successfulcommunication between people from different cultures, and the problem ofculture shock. But what are the practical implications of all this? What use canwe make of this information? Over to series writer and presenter, Marc Beeby.Marc: Well, we need to turn these theories into action –when we meet and talk to people from other cultures, for example – or, more particularly, when we go tolive in a foreign country. And how do we do that? Sit back and listen as peoplefrom around the world help Rebecca Fong – a teacher of interculturalcommunication from the University of the West of England, present a guide toturning theories about culture into successful - and beneficial - interculturalpracticeRebecca FongFirst and foremost the biggest barrier to adjusting to a new culture could well be assuming that it'll be easy and that you'll be OK. If it is - obviously that's fantastic - if it isn't - which it's much more likely to be - then don't panic - this is normal, you're normal. Focus on the idea of cultural relativism - no one culture is right. We shouldn't use our own standards to judge othercultures with. Begin the process of asking questions about how and why different cultures do things differently.Eilidh HamiltonWe all believe that our culture is the right way of doing it because we've always been told this is right, this is how you behave, this is what you must say, this is what you must do. When you move to another culture often you have to realise that what you have learnt is not intrinsically right - it's just one way.Rebecca FongPrepare: Arm yourself with the facts before you go - find out about the geography and the history the food the customs. Learn the language - this will give you control in your new culture - it will also give you an opportunity to meet people and socialise and a window on the way the culture works as you come to understand how the language is used.When you get there: When you get there, try and make friends as soon as you can. A good way of making real friends in a culture is by joining local cookery courses or music or drama courses or sports clubs. Whatever your local neighbourhood has to offer.Emma KambangulaHaving travelled all over the world and met people from different cultures, I feel it made me quite a rich person. When I go home I know how to treat other people from other cultures and to inform my people how to respect people with their cultures – because sometimes you find them rude, but it’s not that they’re rude, it’s how they take it in their country. But it really educated me quite a lot and I'm really happy about that.Rebecca FongWork on yourself: This is probably the most important thing of all. Raise your self-awareness and remember that culture is not only about what we believe - but much harder to get control of - it's about the way that we behave - so be observant - watch what's going on around you and notice behavioural differences. Listen to yourself. Even when you get frustrated, try not tolose your temper; be restrained, reserve judgement, wait until you've really made an effort to find out the reasons for your frustrations.James KeeganMaking cultural change, it isn’t necessarily that you have to adapt and become part of that culture. But the one thing you owe it, to any other culture, is to be aware. Just be aware that in France you know, things are done differently. Just be aware that when you go to Japan, things are done differently. And don’t stand there and say: oh this isn’t the way we do it, and how strange or how peculiar. You’ve got to sort of recognise that different cultures do things differently.Rebecca FongBe sensitive: When situations are difficult consider that it may in fact be you that is doing something wrong. Be introspective learn to ask yourself questions especially if you can't understand why it is that things are happening differently around you. Be open and tolerant - try not to dismiss things you don't know about. Criticising or rejecting the culture's favourite food or their favourite pastime or their favourite sport might turn out to be offensive. Don't be judgmental. Try to put yourself in the shoes of the other culture and imagine why their world is as it is.Be sociable and extrovert: Nobody knows you in this culture - you don't have your old reputation to live up to. So even if you're a shy person back home, adopt a new identity - be the person that you've always secretly wanted to be. Be wary of stereotypes - remember you can be so busy looking for stereotypes that you blind yourself to all the other characteristics that are also there.Mahmood JamalJust like probably English people saw people from Pakistan or Bangladesh or India as being one homogenous group, I also used to see English people as one homogenous group. So that was the first breakdown of my stereotype of English people - that English people are a variety of people from a variety of classes, a variety of backgrounds, a variety of regions. In a way what I am saying is that that is the way one should look at almost every country, everynation and every culture because there's no such thing as a monolithic person, you know, or a culture.Rebecca FongSituations to avoid: A common reaction to difference is to seek what you know in the company of other expatriates in the place where you go. This can end up really slowing down your learning process and worse it can turn into super ethno-centric moaning situations where everyone sits around idealising the home country and downgrades the benefits of the host culture. Along the same lines - if all you're going to do when you go abroad is to try to replicate your home country as closely as you can by eating the same food and dressing the same and kitting your house out the same and doing the same activities - then why did you bother to go at all?Kyung-ja YooI'm quite fortunate I'm quite the lucky one - because I now have a comparison - comparison of Eastern culture and Western culture so I could possibly understand why people are behaving like that better than the people who never left the country. But sometimes I feel like I don't really belong to anywhere - in a way it makes me free, much more free.Rebecca FongAs soon as you make the decision to change your external behaviour and your habits a little bit to match the culture you're in you'll be simply amazed by how much doors open for you, how people will admire the effort you're making to fit in and how they respond to this by taking you into their inner circles and confiding in you.Devon KrohnI think what I've learnt from being abroad is just to be more open-minded I know that sounds like a cliché but you meet so many different kinds of people and doing different things and behaving in different ways that you think to yourself - it works that way as well - it doesn't just work my way. and you become a lot more tolerant.Rebecca FongAbove all try to maintain a sense of humour through thick and thin. See the positive side. Nothing is ever all bad or all difficult. If you make a real effort to acculturate in the time that you have then living in a foreign culture will doubtlessly remain with you as one of the best experiences that you'll ever have in your life.Callum: Rebecca Fong, with a practical guide to successful inter-culturalcommunication. You also heard from Eilidh Hamilton and Devon Krohn fromBritain, Emma Kambangula from Namibia, James Keegan in the USA,Mahmoud Jamal from Pakistan, and Kyung-ja Yoo from Japan. My thanks tothem, and to all the people from around the world who have taken part in thisseries. I know they’ve helped me become a better inter-culturalist. But myspecial thanks goes to our cultural guide, Rebecca Fong. And I’ll leave thefinal word in the series to her.Rebecca FongLearning about other people's cultures is one of the most fantastically rewarding things that any of us will ever do and in asking ourselves questions about how other cultures operatewe'll inevitably have to compare and contrast them with our own cultures so that an unexpected by-product of studying other cultures will be learning more about the way that our own cultures operate - which brings us nearer to being able to answer the question - who on Earth are we?。
AboutEnglish-LearningisanArt（英语学习是一门艺术）
About English - Learning is an ArtInterest is to motivate students to learn the internal dynamics, that affect student awareness and enthusiasm of the direct factors. Primary English commenced not long since, many schools lack teachers, combined with the children at this stage of physical and psychological characteristics, the primary school English teaching some problems do exist. T o solve these problems, I designed specifically for students a good environment for learning English and learning methods.First, the physical and psychological characteristics of primary school students are curious, playful, aggressive, and love to imitate, ability to accept, but also quickly forgotten, very malleable.Unlike adults, they have the psychological, personality, emotions and feelings, according to the characteristics of children, we will try to look at from the perspective of children, the teaching of English in the emotional give respect. Care of their self-esteem, giveconfidence, to establish its confidence. Teachers do not consider themselves to education, not coercion - rebuke, humiliation, etc. to force students to obey the will of our teachers. Compulsory education is very easy to damage self-esteem of students, teachers lead students to resentment and even fear, it tends to stifle students’interest. T eacher-student relationship is based on the premise of human nature, ‘love’is one of the core elements. Love is necessary for teachers devoted considerable enthusiasm for the students, give them personalized attention. love is teaching students that exist in the ‘I’and ‘‘you ‘relationship to’our ‘relationship, obtained in the mind of interdependence communicate and then according to the child’s curiosity and thirst for knowledge to slowly develop their learning fun, so that they understand the fun of learning in the study, some students do not understand the purpose for learning English, we always hate to learn English even hostility to the English teachers have for this phenomenon, we should be emotionally moving, enlighten them with reason. to give more of a love, strengthening emotional education, patience, guidance, patiently. Do not blame,criticize, more tolerant, more like ‘Don’t worry.T ry again.T ake it easy.’ and so comfort. on their progress we must recognize and encourage. ‘Very good! Great! Well done! Good boy! You’re clever!’, etc. words of praise, let the child feel the warmth, increased interest in learning English. many teachers rely on efforts to stimulate the enthusiasm of students to learn English.1, praise and criticism.In the process of teaching English, I will study the student to evaluate their own performance, even if the students read a word of, in doing so a question, I will give ‘Good! Very good! Great!’ This kind of evaluation This is for the students, can improve self-confidence, more happiness to enjoy some success, to stimulate enthusiasm for learning.2, competition and cooperation.Now students like self-centered, who has ‘admit defeat, to win,’ the curiosity in the teaching of English to take the form of group competition, the competition between groups, the cooperation between members, towin the same time , further stimulated the enthusiasm of the students.3, the teacher’s expectations.A teacher of students sincere love and implicit expectations can have a tremendous appeal and motivation in learning, I make my students feel that I am from all aspects of his / her interest and expectations, he / she once felt that will be full of positive enthusiasm, the correct attitude towards the teacher’s request, to treat their own behavior, to fully mobilize the enthusiasm of learning. Links to free download 4, the family class .Seize the students like to imitate nature, leaving a job, to imitate the teachers lecture, when Mom and Dad will be home to a small teacher to repeat the learning content to enable students in the lecture course to learn the content of the review.Secondly, English is a practical lesson.The most important thing is to learn a language environment, we know that when children are babblingand did not bother to remember, memorize. Just because everyone said in a native environment for the growth, with the conditions mature, I do not know do not feel that a lot of words to be able to blurt, but most of the students to learn English can only be limited to only classroom space, so we should strive to create the language situation, language and create a strong atmosphere.1, online teaching provides us with an environment that allows children time to time in the English language classroom.T eachers make on the computer text, sound, images and animation in a courseware, a vivid, visual, vivid teaching so that students with immense interest, up enjoyably learn Let students play in the process of learning knowledge, improve children’s learning efficiency.2, create a learning environment and many more parents understand about English, do not worry about the standard pronunciation is not misled by the child.Children should be bold and to communicate in English, as far as possible to the children to create more exposure to English conditions for the children to choose short-term to the English-speaking countries, ‘Study T our’is a way. Use summer vacation time, let the children to Australia, the United States, Canada, Britain and other countries learn English, take a look. If the economic and time permits, not three months, the children will be able to say that a standard is fluent in English. In addition, the children will be realizing the importance of English and I know some kids, they are after ‘study tour’‘soak’ after , determined to learn English.3, children should strive to be a qualified ‘counselors.’For primary school children, parents can help their children back time to the word, read and write, etc. does not matter even if he will not in English, can speak Chinese, let the children back or back to text the word, just listen to what he said is fluent on it, This is a tired stage to the child on the school, develop good study habits in English, you can supervise their children learning to read in English,listen more, back, look for the teacher to ask questions, buy some for the children extracurricular reading materials in English, audio and video information.4, to carry out regular education, English language learning purposes. Shanghao first Introduction lesson well.Students are curious, excited and looking forward to English class on the first section of the mood of the teacher in a harmonious and relaxed atmosphere, students asked why a young age to learn English, how to learn English and other issues. Actively guide them to speak up, to eliminate their psychological barriers to learning English, to enable them to confidently meet the new learning, learning English is not easy, but finding the right learning methods, learning English will become a pleasure, a to enjoy. Links to free download 。
Talk about English
Talk About English 1Callum: Hello and welcome to Talk about English. I‟m Callum Robertson.In today‟s programme we‟re going to be looking at the topic of pronunciation. What makes good pronunciation and what is it that native speakers do when they are talking that you can do to make your spoken English more fluent and natural.To discuss these topics, I‟ve been joined today by teacher, teacher trainer and materials writer, Alan Stanton. Hello AlanAlan: HelloCallum: When learning a language there are many things to study and practice –such as vocabulary and grammar; skills like reading, writing and speaking. A key to good speaking is good pronunciation. Alan, first, how important do you think pronunciation is as a language skill and what do we mean by good pronunciation? Alan: Well people want to be understood when they speak to others. They don‟t want their words to be mistaken for other words because, because they haven‟t pronounced them very well. Hmm, I remember here a story and this is absolutely a true story about a lady who was visiting London and she wanted to buy a train ticket to Istanbul in Turkey, so she went to Victoria Station to enquire about trains to Turkey and, unfortunately she was sold a ticket to Torquay which is a town in the south west of England in completely the opposite direction, now there is a difference between Turkey and Torquay,.Callum: So good pronunciation is important because you could easily be misunderstoodAlan: Yes, I think good pronunciation has to be clear and comprehensible, not placing a strain on the listener, and making your meaning absolutely clear so that you‟re not misunderstood, but of course it doesn‟t have to be a perfect imitation of any particular native-speaker accent.Callum: Right, so where, where do learners or where should learners start with pronunciation – because something students often say is, is the spelling of English is, is very different from the pronunciation.Alan: We have twenty six letters in the alphabet that we use in English, but we have forty-four sounds, so the spelling is not always a good guide to the pronunciation, but we can use phonemic symbols and there are forty-four phonemic symbols one for each sound and these symbols represent the sounds of words accurately and it‟s possible to find out the correct pronunciation of a word by using a dictionary, because after the spelling of the word the next thing is that word in phonemic symbols and if you know these symbols and they‟re not really difficult to learn you can find out t he pronunciation, just by looking in a dictionary you don‟t have to ask your teacher. Callum: Now you mentioned before that er, em that students didn‟t need to have a native speaker er accent is that right?Alan: Em, I think that‟s right I mean there are m any, many acceptable native speaker accents. There‟s not simply one, em, native speaker accent in English and there‟s providing peoples pronunciation is clear and comprehensible, it doesn‟t matter if they have an accent from their first language, I don‟t think that‟s a problem at all, however I think it‟s important to understand native speakers- who‟s speech inevitably will be fast and fluent and this may cause difficulties for learners and I think it‟s important to know what native speakers do when they speak, because ithelps in comprehension. And it‟s useful for listening to the radio, for television, forfilms even if you don‟t actually meet many native speakers face to face, you may well be exposed to lots of native speaker English through Electronic media.Callum: So let‟s have a look now at some of these things that native speakers do when, when we‟re speaking. So what‟s the first one that comes to mind?Alan: One important feature is the weak pronunciation of vowel sounds. For example the word “and” is often pronounced /ən/, in phrases like “fish /ən/ chips”. And the preposition “to” is often is pronounced as /tə/ if you say lets go to Cambridge, for example, It just sounds like /tə/.Callum: You almost don‟t hear it at all, it‟s so, it‟s so short and that‟s why I presu me they call it weak.Alan: Yes, in fact there‟s a name for this weak form, it‟s called schwa, and the phonemic symbol looks like an upside down e (Ə)and it‟s very, very common. Callum: So that‟s schwa the weak form and we‟ll be hearing some examples of t hat later on in the program. But there‟s another interesting thing mm, about spelling and pronunciation that the number of letters in a word is not the same as the number of sounds in a word.Alan: That‟s right; there are some words like the word …cat‟ “C A T” where we can hear every sound that appears in the spelling, three letters and three sounds. But in contrast, if we take a word such as catch there are five letters, “C A T C H” but there are only three sounds, /k/ /æ/ /ʧ/, so therefore three phonemic symbols will appear in the dictionary. If we take the past tense of that word caught “C A U G H T” six letters, but only three sounds, /k/ /ɔː/ /t/.Callum: So it is important for students to not get to hung up on spelling and be aware that and be aware that pronunciation and spelling have slightly different rules. Allen: That‟s absolutely true.Callum: Today we‟re talking about pronunciation with Allen Stanton. We are going tolook now at something that is very common in the way that people speak naturally, and e m we‟ve looked at individual words, but we don‟t usually speak in individual words, do we? Allen.Allen: No in writing you can see the gaps between words, but when people arespeaking you can‟t hear gaps between word s, the words are often joined together sotwo or three words may sound like one word if we take the phrase, I‟ll say this very slowly to start with, “a cup of tea” we have four words there, but the normal way to say that is /əkʌpəv tiː/ /əkʌpəv tiː/ and in particular what is happening there is that cup is joining with the next word …of‟ or /əv/because it‟s the weak form here to produce /kʌpəv tiː/ so …cup of tea‟ may sound just as if it is one word and not four words.Callum: So this is a, a, what we call a, linking.Allen: It‟s called linking, it‟s called linking, and the particular example we‟ve lookedat in that phrase a cup of tea is a word which ends with a consonant sound joining to a word that begins with a vowel sound, so cup of becomes /kʌpəv/ /kʌpəv tiː/. Callum: /kʌpəv tiː/. Now this very, very common this feature erm, er m, isn‟t it Allen and er, erm you can find it in just about any example of, of native em, speech. Nowwe‟ve got a short section hear from a BBC News report which has a number of theselinking features in it we‟ll, we‟ll look in detail at what these features are shortly, but as you listen to this piece from a, a, news story about traffic problems in a smallRussian town see if you can pick out any of these linking‟s that is going on. Here‟s the news report. NEWS: By Russian standards Tashtagol is a tiny little town just twenty-thousand people, a few streets and a handful of roads. So you may be surprised to learn that traffic problems here have been causing chaos - not because of cars but because of cows.Callum: So erm, Allen, what was some of the linking features that er, that we heardthere anything you would like to highlight?Allen; Well I think we can hear the two words “is a” pronounced as /izə/Callum: OK shall we just have a listen to er, erm, that?NEWS: Tashtagol is a tiny little town.Callum; So, Tashtagol is a tiny little town, is a /izə/ any others?Allen: Well I think we can hear a few streets and a handful of roads, we have some linking there.Callum: OK let‟s just have a listen to that little, to that little bit.NEWS: A few streets and a handful of roads.Callum: So yes so we had “and a handful of” roads becomes /ændəhænfuləv//ændəhænfuləv/Allen: That‟s right,Callum: And er one more in there.Allen Yes well twice we heard /bikɔzəv/, /bikɔzəv/, the week form of, of and the “s” sound at the end of because linking to the word of in its weak form so we heard,/bikɔzəv/ cars /bikɔzəv/ cows.Callum: OK, let‟s listen to that.NEWS: Not because of cars but because of cows.Callum: So those examples show mainly linking from a consonant to a weak vowel,but it‟s not just weak vowels that this linking happens to it can also happen e rm, with strong vowels as well em we have an example of that, here I wonder if you can pick it up when you, when you listen to it?INSERT: "Don't forget to switch off the light before you go out"Callum: And let‟s listen to that one more timeINSERT: "Don't forget to switch off the light before you go out"Callum: OK so what‟s, what‟s the linking there Allen.Allen: Well when you listen to that, it may sound as if you‟re hearing the word /ʧpf/ but of course there is no such word as /ʧpf/ it‟s “switch off” linked together so/swiʧpf/, /swiʧpf/ the lights.Callum: OK, so that‟s, so that‟s a strong form of linkingAllen: And that, that reminds me of another absolutely true story about one of my students who said to me one day. “Allen, what is a /deg/?” And I said well I, I don‟t think /deg/ is an English word at all, I‟ve never heard that word. And he said “yes,yes it‟s an English word because every morning in the hotel where I‟m staying, the waitress say‟s to me would you like a /fr ai deg/.Callum: Ha-Ha, ha-ha. A /fr a ideg/, (so well it‟s) what should that be for those who might not be with us on that?Allen: Well, well it‟s fried, and then egg (so we‟ve linked them) but there linked together so it‟s /fr a ideg/.Callum: Right OK em, yes, I‟ve never had a /deg/ myself, but I do like “a fried egg”. (“Better scrambled”.) HA-ha, A /skræmbldeg/. A /skræmbldeg/. A /skræmbldeg/.So that‟s consonant to vowel linking bit, it‟s not the only kind of linking em, there is there‟s another example in that sentence that we were listening to about em, switch off you listen to the en d the last two words, there‟s another kind of linking, let‟s listen to that once more.INSERT: "Don't forget to switch off the light before you go out"Callum: Before you go out, what‟s happening there, Allen?Allen: Well, we have two words there we have go and we have out, now go ends with a vowel sound and out begins with a vowel sound now to make a smooth transition between the two sounds there is a linking /w/ sound so it‟s not go out there‟s no linking there, it‟s /gəʊw aʊt/, /gəʊw aʊt/ this is called a linking /w/. There is also another linking sound which is a linking /j/sound if we say /siːjit/ see it /siːjit/ there‟s a linking /j/so there are two sounds linking /w/ and linking /j/ which make a connection between two vowel sounds the last vowel sound of one word and the first vowel sound of the next word.Callum: Is that something that students can learn to do?Allen: Well, in a way students don‟t really need to learn it in a very conscious way because as you begin to speak more fluently, it happens automatically by itself, so in fact you shouldn‟t really try hard to do it because it‟s supposed to be easy and effortless and natural it‟s not emphatic if you try and do it deliberately, you will emphasize it and that, t hat‟s completely the wrong idea.Callum: Right, right, I wonder if you could just give us another, a few more examples of, a, a of where this happens.Allen: Yes, I think a good way to, to remember this is to remember the phrase/θriːjegz/ where you have a linking /j/sound and /tuwegz/ where you have a linking /w/sound because you get the linking/j/sound with words ending with sounds such as /iː/ or /aɪ/ or /i/ and you get the linking /w/ sound when the first word ends in/əʊ/ or /ʌ/ or /u/ or a sound like that.Callum: I‟m afraid that‟s all the time we have today in talk about English. Allen before we go I wonder if you could quickly recap, what are the points we‟ve looked at today.Allen: Well, today we looked at weak forms, we looked at the number of letters in a word not being the same as the number of sounds, we looked at the final consonant sound in a word linking to the vowel sound of the next word, and we looked at the final vowel linking to the vowel beginning the next word as in two eggs and three eggsCallum: Thank you very much Allen. (“Thank you”).Talk About English 2Callum: Hello, a welcome to talk about English, I‟m Callum Robertson. In today‟sprogramme we‟re looking at the topic of pronunciation, we‟ll be answering a question on spelling and pronunciation and also looking at what happens to certain sounds inwords when people are speaking naturally and fluently. That‟s all coming up in Talk about English.Callum: First today a question sent in by a visitor to our website. Broheani, wh o‟s living in the United States, wants to know why we use the article a in front of the word European, European begins with the letter e which is a vowel, so why don‟t we use an instead of a? To answer this question and to talk to us about pronunciation,t oday I‟ve been joined by teacher, teacher trainer and materials writer, Alan Stanton. Em Alan, what can you tell us about this question?Allen: Well, the reason is that European begins with the letter e which is a vowel letter, but it doesn‟t begin wit h a vowel sound, it begins /jurəpi:n/ and /j/ is a consonant sound, so we say a European the rule about using a or an is based on sound and not on spelling. Other interesting examples would be the phrase “an honest man”, now honest begins with /h/ consonant b ut we don‟t pronounce it, we start with vowel sound /ɒ/ so we say /ənɒnistmən/. Erm. Another example is the difference between a university that begins with y and an uncle both those words begin with the same letter, letter u but university has a /j/ sound at the beginning and uncle an /ʌŋ/ sound at the beginning, so the thing to remember is that it‟s a sound based rule and not a spelling based rule.Callum: So this is an example of how pronunciation actually dictates the spelling, a European may look wrong on the page, but when it‟s pronounced it, it‟s correct and these boundaries between words ah, what we try and make as smooth as possible and we do different things to make those boundaries smooth, so em, Allen, what are some of the things we do?Allen: We ll, there‟s a natural tendency to join words together in the easiest simplest and smoothest way, it simply makes life easier when we‟re speaking, um, for example, we have consonant sound to vowel sound linking in phrases, such as out of order where the final consonant sound links to the following vowel sound, we have a linking /w/ sound between two vowel sounds, for example if we say noŵentry/nəʊŵentri/ we can hear a linking /w/between the word no and entry /nəʊŵentri/, in a phrase such as see it we can hear a linking /y/between see and it seeŷit/si:jit/and these linking sounds simply make it easier to say those phrases. Callum: And there‟s another kind of linking which we haven‟t looked at yet, isn‟t there?Allen: Yes, um, that‟s to do with the sound represented by the letter r the /ŕ/ sound,now in some forms of British English people pronounce the r every time, it appears in the spelling but the variety of English that we are speaking now Callum we, we don‟t do that we don‟t always pronounce the let ter r when we see it in the spelling, in particular if it comes at the end of a word, for example, if we take a word such as caror door or star, these all end with the letter r but we don‟t pronounce that letter, we don‟t sound the, the /ŕ/ sound when we say the word in isolation but if it‟s followed by a vowel sound we do reintroduce that, the sound of the letter r, for example, wecan say there by itself without the /ŕ/ sound but we say “there is” / ðeəŕiz/ were we can hear a linking /ŕ/. If we say the n umber four by itself we don‟t sound the letter r, but if we say four eggs, /fɔːŕegz/, we can hear that linking r joining to the following vowel sound, some other examples are if we say “where is /weəŕiz/ the car?”, “where is /weəŕiz/ the car?” we have no /r/ sound at the end of car because nothing follows that‟s the end of the question, but we say /weəŕiz/ where “whereŕis” /weəŕiz/, “whereŕis” /weəŕiz/ the car if we say “the car is here”, then we have a linking /ŕ/ because it‟s followed by is /iz/, the /kɑːŕizhiə /.Callum: But this is a, a feature that is, is really only typical of a certain kind of English, the kind of English we‟re talking now, I suppose a BBC English as it might be called em, if you go to other parts of Great Britain, for example Scotland em, there they do pronounce the r at the end of words, don‟t they?Allen: Yes, they‟ll pronounce it every time it‟s there in the spelling, therefore as far as learners are concerned they should do whatever feels most natural for them because if they feel happier pronouncing the letter r whenever they see it in the spelling then they, they should do so, either way is acceptableCallum: Today we‟re looking at some more features of natural fluent speech what is it that happens when native speakers are talking that makes it difficult to catch the words even when you know them? One thing we‟ve looked at is linking, which sometimes changes or adds a sound to make it easier to say, but there are other things that also happen.Allen: Yes, we‟ve looked at some k inds of linking, but what we are going to look at now is what happens when a word ends with a consonant sound and the next word begins with the same or a very similar consonant sound.Callum: And we have an example of that here.Insert: I‟m a bit tired, I‟m a bit tired.Callum: So a, what can you highlight from that a, brief example, Allen?Allen: Well, of course we‟ve got the linking of I‟m a the weak form of a but the interesting thing here is the sound of the word bit when we say the word bit in isolation of course, we can hear the /t/ sound at the end but in this case the word bit is followed by the word tired, so bit ends in t and tired begins in t same sound now, when this happens we don‟t hear both of those /t/ sounds we only really hear one what happens is that we are ready and our tongue is in the right position to pronounce t at the end of bit but we don‟t release that sound until we start to say tired. So it sounds like this /aɪməbit aɪəd/ it‟s not I‟m a bit tired, it‟s /aɪməbit aɪəd/ Callum: Pr esumably because it‟s a lot easier to say (“yes”) /bit aɪəd/ than bit tired Allen: Yeah, that‟s, that‟s exactly the point it‟s simply easier to say /aɪməbit aɪəd/ so we always choose the easiest way of saying something.Callum: OK and we‟ve got some more ex amples of, of that now just have a listen to these and listen to the same thing happening.Insert: We‟ve a lot to do. Tell me what to say.Allen: Well it‟s, it‟s the same point we‟ve had, /əlɒtədu/, tell me /wɒtəseɪ/ we‟re hearing just one t sound there and not, not two separate sounds.Callum: And is this some thing that you think students can actually practice?Allen: I think learners should not really try to practice it because the whole point about this is that it happens in a very natural way without making any effort at all so there is no point in deliberately trying to practice it and putting any kind of emphasis on it because the point is there is no emphasis there at all but I think it‟s useful for learners to know that this happens because it can help learners understand what they hear and it may help them sometimes to work out the grammar.Callum: Em yes that‟s a good point well have a listen to some examples er of that now when you listen to these examples can you tell what tense is being used listen to these examples what tense is being used?Insert: I finished /aɪfiniʃt/ it. Sheslept /ʃi:slept/for three hours.Callum: Let‟s hear those once again.Insert: Ifinished /aɪfiniʃt/ it. Sheslept /ʃi:slept/for three hours.Callum: So Allen I finished it. She slept for three hours.Allen: Yes well I” I know what tense the se are because I can see them written down in front of me. So I know they are both present perfect it is I have finished, and she has slept, but when I hear them em, I can‟t tell the difference em, between present perfect and past simple in those examples what‟s happened there is that we‟ve reduced have to /ev/ and we don‟t hear it separately from the /f/ sound at the beginning of finished so it‟s /aɪfiniʃt/ and in the case of a, has we‟ve reduced it to /s/ then we don‟t hear it separately from the following /s/ sound in slept so really in those examples and similar examples we can‟t hear the difference between the present perfect and the past simple now of course in real life situations this is never a problem because the context makes it clear which tense we‟re using or we may hear other words such as yesterday or last week which we can use with the past simple but not with the present perfect. Em, in fact it may not matter very much which tense we‟re using em, if learners em, make a mistake with their tenses it‟s quite likely that people won‟t actually notice that they‟ve made a mistake because they can‟t tell hear difference obviously it matters a l ot when you‟re writing because you can see it very plainly when it‟s written on paper but in real life speech the differences are not always so obviousCallum: Right I, I don‟t know how many teachers would, would feel, would feel about that piece of advi ce but a, yes it is, it is true when you‟re speaking sometimes even if you get it wrong nobody notices.Allen: I think that‟s right.Callum: There‟s one more feature of fluent connected speech that we are going to look at today and I wonder if you can wor k out what it is? You‟re going to hear a number of examples and in each case you‟ll hear the word then you will hear that word in a sentence something will happen to that word in the sentence can you work out what it is here‟s a clue concentrate on the las t sound of the word, the last sound of the word, here are the examples.Insert: Next, I‟m going next week, next, next week. Worst, that was the worst job Iever had. Worst, worst job. Just, just one person came to the party, just, just one. Can‟t I can‟t swim, can‟t, can‟t swim.Callum: So did you hear the differences a, there Allen what‟s happening?Allen: Well what‟s happening is this in rapid speech the /t/ sound at the end of aword often disappears completely if there are consonant sounds on either side of that /t/ sound in other words when we have three consonant sounds in a row and the one in the middle is /t/ that /t/ sound will often disappear we can hear this in individual words if we take the word postman for example the normal way of pronouncing postman is with no /t/ sound in the middle of course we can slow down our pronunciation and say postman if we wish but normally we just say /pəʊsmən/ similarly we say /wesminstə/ and not Westminster and this happens within individual separate words and it happens from one word followed by the next word in the examples we heard for example we heard worst job where in fact we‟ve got four consonant sounds in a row, that‟s quite difficult to do in English and one of them the /t/ simply disappears so we have worst and /wə:sʤɒb/Callum: Are there any other a, consonants that disappear when they are betweentwo other consonants as with the /t/ sound we just talked aboutAllen: Yes it often, it often happens to /d/ sounds but of course that‟s very similar to/t/, /t/ and /d/ are probably the most commonCallum: Well that‟s all from today‟s program before we go a quick recap on today‟sfeatures Allan.Allen: Well we‟ve looked at the feature known as linking /ŕ/ that‟s to say the difference between saying four and /fɔːŕegz/ when we put when we say /fɔːŕegz/ we can hear the linking /ŕ/ when we say /weəŕizit/ we can hear the linking /ŕ/. We also looked at the way in which two consonant sounds can merge together in examples like a /bit aɪəd/ and a /əlɒtədu/, and we looked at how some sounds can completely disappear in words like postman and in phrases like the longest day.Callum: OK thank you very much Allen.Allen: Thank youNow in they are over there. /ðeɪəŕəʊvə/ there. Is the door openWe‟ve a lot to do. Tell me what to sa y.Allen: Well it‟s, it‟s the same point we‟ve had, /əlɒtədu/, tell me /wɒtəseɪ/ we‟re hearing just one /t/ sound there and not, not two separate sounds。
We are talking about English句子
We are talking about English句子首先we are talking English是不可以的，因为talk是不及物动词，后面不能直接加宾语，要用一个介词再跟宾语。
talk about是说“谈论关于……的事”，范围比较笼统，也就是说并不是一定在说英语，也有可能在说关于英语的学术性问题之类的东西...总之这是一个固定搭配，talk还可以用talk with sb.表示和某人谈话。
1．Everyone is talking about the new pool and the new indoor courts.每个人都在谈论新的游泳池和新的室内球场。
2．I am not talking about the quality of care,and let me hastily add.我不是在讲护理的质量，请允许我快速补充几句。
3．Hi everyone,today I'm going to be talking about the origins of ceramics.大家好，今天我要讲的是陶瓷工艺的起源。
4．We are talking about the effect of all the clouds on earth averaged together.我们讨论的是地球上所有云层的平均效果。
5．Since I started working in TB as a public health problem in 1996,we have been talking about the problems of drug management.自从1996年我开始进行结核病作为公共卫生问题方面的工作，我们就一直在谈论药物管理的问题。
6．When parents talk with children about"what we did today"or"last week"or"last year",they guide the children's formation of a framework for talking about the past.当父母与孩子谈论“我们今天做了什么”、“上周做了什么”或“去年做了什么”时，他们在引导孩子构造一个谈论过去的框架。
Teaching Plans about English letters from A to G
Teaching Plans about English letters from A to CTeacher: WendyStudents: Primary school studentsContent: English Letters from A to CTeaching Hours：Two HoursTeaching aim:1.Knowledge aim:（1）Ss master six English letters‟ spelling fluently and rightly.(2) Ss can distinguish different letters corresponding to their own capital letters andlowercase letters.(3)Ss can say “what‟s it? ” It‟s XX.2. Ability aim:(1)Master six English letters.(2)Develop students‟ imagination.3. Emotion aim:(1)Be confident during studying English.(2)Learn to cooperate with others and communicate with their partners, and share witheach other.(3)Get fun from English studyingDifficult teaching points:1.Ss can tell capital letters and lowercase letters.2. Ss can tell them with han-yu pinyin.3. Ss can write these six letters rightly.Teaching aids: cartoon stickers; letter cards; music (video); scissors; some black markers and some white papers,PowerPoint.Teaching Process:I Warming up: (12minutes)(1)Greetings: T: Hello, I am Wendy. You can call me Wendy.I sing: Hello, hello，What s‟ your name, what s‟ your name?. What s‟ yourname?(low tone)T: Hello, xx. S1：Hello，Wendy. ---(promote acquaintance among each other.)T: xx,good boy | good girl | You are super. |Good jobs | Bingo |Excellent|You areso clever |You all do good jobs… ---------(improve Ss‟ confidence)(2)Play little game: T: Let‟s play a little game. I sing an English song. If I say stop, you can notpass the ball, and if you have this ball, you must perform a show.OK?Are you ready? Ready, Go!T:( I turn my back to the students)I sing: There was a farmer who had a dog, Bingo was his nameO.B-I-N-G-O, B-I-N-G-O, and Bingo was his name O. (I can stopanytime, and let student perform) --------Play three times. If somestudents perform well and I will phrase him/her, and give them cartoonstickers. (increase enthusiasm)II Lead-in: (3 minutes)I play an English song called …I can say my ABC‟ (Video).Teach Ss to clap their ha nds to therhyme. ------(increase interest.)III Presentation and Games：(60minutes)(1)Present this letter …A;a‟ .T:Look at this letter,“what‟s it? ”(Look at PowerPoint )It says:“|ei| ”It‟s A. OK,read after me.A... (I point out the Capital letter A)T:What‟s it?I point out this picture with this letter “A”Ss:....T:Look at PowerPoint. “what‟s it? ”It says:“|ei| ”T:What‟s it?I point out this picture with this letter “a”Ss:....T:…A ‟ and …a‟ are the same pronunciation. |ei|T：If I say |ei|(loudly),you can say|ei|(lowly);If I say |ei|(lowly).I can say |ei|（loudly）I make body shape, let Ss tell me “what‟s it? ”(2) Present this letter…B;b‟ .T:Student 1 is after Student 2.So B is after A. Look at this letter,what‟s it?(This teaching process likes the above letter)(3）Match game:------I disorder these four letters(A,a,B,b)on the blackboard,and find some Ss to match the capital letter and lowercase letter. (Praise sb at anytime)(4）Magic box guessing:T:W hat‟s it in a magic bag,magic bag,open and see? (call somebody to open this magic bag) T:What‟s it?XX（paly this game twice)(5) Present this letter…C;c‟ .(6) Know these letters again.,I give out some letters …A,a,B,b,Cc‟ cards to students,and which letter I speak out ,these students with referred letter stand up.T:OK,everyone,stand up.( I make some gestures to direct them to stand up)T:The capital letter …A‟ ....(7) Teach how to write these six letters.(8)Review these eight letters.A. Play this ppt again and listen these pronunciation.B.Look at all letter cards (A,a,B,b,C,c).IV Free activity：(20minutes)------(Learn to cooperate with others and communicate with theirpartners, and share with each other.)Work in groups:(1) Let Ss write these six letters‟ capital letters and lowercase letters on the white papers, thencut them into shapes.Let‟s see who is the best one? (I can give some gifts to the good performers)(2)Students can ask and answer this question“what‟s it? ” face to face, It‟s XX.V End：(20minutes)(1)Let‟s listen to this song …I can say my ABC‟ together.(2)Let‟s read these letters we have learnt again.(2)Let‟s watch Disney Cartoon Video.VI Home task: (3minutes)(1)Say these six English letters to your parents.(2)Let your parents download this English song …I can say my ABC‟,and listen to this songtogether.-------(increase the communication between parents)VII Say Goodbye. (2minutes)。
2024年英语四级作文：LearningEnglishandLearningAboutEnglish
2024年英语四级作文：LearningEnglishandLearningAboutEnglish?（通用篇）英语四级作文：Learning English and Learning About English? 1We are learning english,not about english. a student can know all about english. and he may not be able to speak english.The people who only learn about english take english as a subject. this is a mistake. geography is no skill while english is.You learn to swim by getting into water and swimming.You learn football by kicking a ball. We learn to speak english by speaking english. Let us do more speaking if we want to learn english well.So you see there is a difference between learning english and learning about english. Now we want to learn english and we believe the best way to learn to speak english is by speaking.英语四级作文：Learning English and Learning AboutEnglish? 2One day on my way to school,I ran across a traffic accident,in which a girl was seriously injured by a motorcycle.I rushed to her rescue instinctively.I lifted her in my arms and hailed a taxi,which took us quickly to a nearby hospital.After emergency treatment,the girl came to.I felt at ease when I knew that she had only suffered from minor bone fractures and would recover in a couple of weeks.I left the hospital without giving my name,but my heart was full of joy and peace.Not until then did I understand the meaning of the proverb:"Helping others is the source of happiness."This may be the most unforgettable experience of my life.英语四级作文：Learning English and Learning About English? 3Sometimes, I feel studying English is very difficult .because we must remember the words. And we have to study grammar .So I don’t want to study English.I start hating English but later on. I realize I may need a good way for study.Luckily, I have found it. I listen to the teachercarefully and take grammar notes in class. After class, I do much practice and review lessons. I also regard difficulty as challenges. At present I don’t feel studying English is difficult any more.If you feel studying English is difficult, too. I want to give you some advice: Stick to study English, never give up English. You’ll find studying English is a happy thing.英语四级作文：Learning English and Learning About English? 4With the development of socity,English plays an important role in everyday life.Therefore,learning English is necessary for us,but how can we learn English in everyday life?Firstly,there is no doubt that we must learn words.I always remember words by reading newspaper,so that I can learn new words quickly.In addition,reading books and listening to videos in our spare time are good ways to improve our English.Next,Why not keep a diary in English,which is helpful.Do remember practice makes perfect,only in this way can we learn English well.Do you think so?英语四级作文：Learning English and Learning About English? 5Nowdays,almost everyone in the world learn English.Why we learn English? The reason is that English is the world language, and being widely used everywhere.For example,most International meetings use English as their main language,scores of important books are been translated into English.Knowing better English can help us understand the world better.whatever you do in the future ,English is important for us.It is hoped that all the students should pay more attention to the study of English and make good use of it.英语四级作文：Learning English and Learning About English? 6Today, my mother and I are on our way to school. We sing English songs, speak English songs and guess English riddles. Its very interesting. I can also talk with my mother in English. Last time, I went on stage with my good friends to perform English plays. I was not afraid at all. The teachers in the office all praised us for our good work.Once, I saw a child on TV practicing speaking English in front of a mirror every day. I also want to learn from him.只要大家努力，英语学习其实也不难。
人教高中英语必修1Unit2 writing(共20张PPT)
In conclusion, In a word, In my opinion
The importance of learning English well
English is the most commonly spoken language in the world . Learning English well is very important to us.
world. So it’s necessary for us middle school students to learn it well.
反客为主，作文赏析
评分规则：
优秀（22--25）：紧扣主题，覆盖所有要点，内容充实；语法 结构多样，词汇丰富，行文流畅，显示出较强的语言运用能力， 允许有个别语言错误，但不影响意思表达。 良好（18--21）：紧扣主题，覆盖所有要点，内容较充实，行 文较流畅，语言有少量错误，但基本不影响意思表达。 一般（15--17）：紧扣主题，基本覆盖所有要点，语言错误已 影响了部分意思的表达，但多数句子基本正确；基本达到预期 写作目的。
Dear Peter,
I’d like to ask you to write an article for our school’s English
newspaper.
The English newspaper have a “foreign culture” program.
If your article is written well, it will be select in newspaper.
较 言差 错（误较11多--1，4）半：白数要句鹭点子不基洲全本，中正内确学容。不：完整谭，昌行文胜不够连贯；语