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2019年04月21日 07:05:38来源:飞度技术云管家

每日一句口语:You can#39;t be brave if you#39;ve only had wonderful things happen to you. 如果你只有过美好的经历,你是不会变得勇敢的。【知识点讲解】happen to 发生; 碰巧; 正巧; 偶然例句:How could this happen to me!我怎么会遇到这种事啊! /201606/449927。

  • 释义:had better 最好做某事You#39;d better+动词是对朋友或晚辈说的话,表示“最好……”的忠告或警告。一般会省略为 You#39;d better, I#39;d better, we#39;d better,有时会索性略去 had,变成 I(We, You ) ,甚至还会连人称都去掉,变成 Better+动词。例句:You#39;d better hurry up. We might be late.你最好抓紧时间。我们可能要迟到了。You#39;d better not go outside. It#39;s raining.你最好别出门,外面正在下雨。You#39;d better do it right now.你最好现在就做。对话:A: How can I be successful in the future?我将来怎样才能成功?B: You had better find a stable job and make some money.你最好找一份稳定的工作,挣点小钱。 /201610/472864。
  • 《英语流行话题阅读:语境识词3500》47:大雁的启迪暂无文本内容提要: 《英语流行话题阅读》为你开辟了一条提高英语的新捷径,引导你在愉快阅读中系统、快速地积累词汇、背景知识,提高快速阅读的技能。本丛书内容新颖翔实,具有极强的知识性、史料性、时代性与可读性,结构编排注意词汇与语言点的阶梯式循环出现,帮助读者在阅读中不断巩固,重复记忆。 本书是丛书的上卷,精选文章100篇,话题从加菲猫创造者到猫政治论,从汤姆·克鲁斯、哈里·波特到“美国偶像”,从智商、情商到爱商,从父亲节、狂欢节到美国高中生毕业舞会,从尼斯湖水怪到百慕大魔鬼三角洲,从当代购物狂到美国工作狂,从母亲到超级名模……为你展示了一个精的语言文化万花筒。每篇文章还附有精心编排的本文看点、经典句型、速记生词、知识链接等栏目,帮助你把握词汇重点,廓清语言难点,进一步开拓语言文化视野。 相关专题:英语导读1000句英语精美散文欣赏新概念优美背诵短文50篇 Article/200711/21424。
  • TEXT The author is not a preacher, and yet he does deliver a kind of sermon here. Who is his audience? Interestingly, his audience is your teachers of Advanced English as a foreign language. The author seeks to help them in their difficult task of teaching advanced students, their task of leading their students to a higher lever of ability and fluency. Does it encourage you to know that you are not the only one who is struggling at this level of language acquisition? A Kind of Sermon by W.S.Fowler It is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the language have been understood. Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so. It may not seem much consolation to point out that the teacher, too, becomes frustrated when his efforts appear to produce less obvious results. He finds that students who were easy to teach, because they succeeded in putting everything they had been taught into practice, hesitate when confronted with the vast untouched area of English vocabulary and usage which falls outside the scope of basic textbooks. He sees them struggling because the language they thought they knew now appears to consist of a bewildering variety of idioms, clichéd and accepted phrases with different meanings in different contexts. It is hard to convince them that they are still making progress towards fluency and that their English is certain to improve, given time and dedication. In such circumstances it is hardly surprising that some give up in disgust, while others still wait hopefully for the teacher to give them the same confident guidance he was able to offer them at first. The teacher, for his part, frequently reduced to trying to explain the inexplicable, may take refuge in ing proverbs to his colleagues such as: "You can lead a horse to water but you can't what you say. It's the way that you say it." His students might feel inclined to counter these with: "The more I learn, the less I know." Of course this is not true. What both students and teachers are experiencing is the recognition that the more complex structures one encounters in a language are not as vital to making oneself understood and so have a less immediate field of application. For the same reason, from the teacher's point of view, selecting what should be taught becomes a more difficult task. It is much easier to get food of any kind than to choose the dish you would most like to eat on a given day from a vast . Defining the problem is easier than providing the solution. One can suggest that students should spend two or three years in an English-speaking country, which amounts to washing one's hands of them. Few students have the time or the money to do that. It is often said that wide ing is the time or the money to do that. It is often said that wide ing is the best alternative course of action but even here it is necessary to make some kind of selection. It is no use telling students to go to the library and pick up the first book they come across. My own advice to them would be: " what you can understand without having to look up words in a dictionary (but not what you can understand at a glance); what interests you; what you have time for (magazines and newspapers rather than novels unless you can the whole novel in a week or so); the English written today, not 200 years ago; as much as you can and try to remember the way it was written rather than individual words that puzzled you." And instead of "", I could just as well say "listen to." My advice to teachers would be similar in a way. I would say "It's no good thinking that anything will do, or that all language is useful. It's no good relying on students to express themselves without the right tools for expression. It's still your duty to choose the best path to follow near the top of the mountain just as it was to propose a practicable short-cut away from the beaten track in the foothills. And if the path you choose is too overgrown to make further progress, the whole party will have to go back and you will have to choose another route. You are still the paid guide and expert and there is a way to the top somewhere." Article/200802/26358。
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