优尼全能英语：其实口语就这么简单,看看老外是怎么说的

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

赶紧登陆优尼全能英语官网获取免费试听课程，开始英语学习之旅。

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

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

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

”。

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

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

有的家长也许会担心，孩子连母语都没说准就教他学外语是否有效。

对此，国外某教育家认为，幼儿同时学七种语言都不会混淆。

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

当然孩子学外语是否有效，还要看我们采用何种教学方式。

我认为千万不要把英语当作知识，教孩子去死记硬背，而应视其为语言。

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

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

孩子听多了，自然会掌握。

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

倒是这些地方的收费都十分“高档”，普通百姓就算不必望洋兴叹，也得考虑再三。

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

有实力的家长，尝试一下新兴的教育，也未尝不可。

不过对于一般的家庭，花这么一大笔投资去“跟风”，好像就不必了吧。

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

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

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

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

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

首先，我们要了解基本的方向。

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

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

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

专家们提醒家长，一定要谨慎对待各类考试，切记不要将孩子过早地沦为考试机器。

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

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

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

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

学习级别：剑桥少儿英语考试包括四个关键的级别：预备级、一级、二级和三级。

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

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

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

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

赶紧登陆优尼全能英语官网获取免费试听课程，开始英语学习之旅。

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

考生及老师普遍反映，今年英语口语试题难度没有去年大，题型内容贴近学生生活。

按照惯例，考后两周学生就能知道英语口语成绩。

而作为参考分，口语成绩将不计入高考总分。

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

为防止泄题，本次英语口语考试4个时段的考题都不一样，共有4套考题。

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

按照省教育局的规定，凡是报考外语类专业的考生必须参加口语考试。

在填报高考志愿时，如出现条件相同的考生，口语成绩将作为一个录取的参考标准。

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

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

据悉，今年全市有逾1.6万名考生报名参加英语口语考试，比去年翻一番。

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

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

中国人常犯的英语错误接触了点“国内英文”，发现有这个通病。

问了一个朋友才恍然大悟，因为在打中文时，标点符号后面是不用空格的。

但是在太平洋两岸尚未统一之前，劳驾打英文标点时，后面姑且先空一格吧。

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

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

这个错误是在中国留学生中最普遍的。

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

Seek 后面不要(不应)加for。

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

不过这比我以前看到的那个海军迷的网站叫闹的笑话要小些。

)大写往往是代表缩写。

加复数时，s不要大写。

DINKs (or DINK’s)，别写成DINKS。

PhD，不是PHD。

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

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

当然我理解中文打字的局限，这条不适用于华人。

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

楼下的那个写Thoughts after V day也别对号入座。

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

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

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

21. Sorry. 对不起。

22. Thank you. 谢谢。

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

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