Some Things We Know about Language 我们知道的关于语言的一些事情

高三英语Unit 8 –Learning a foreign language人教版【本讲教育信息】一. 教学内容：Unit 8 –Learning a foreign language二. 重、难点句解析：1. And, perhaps most puzzling of all, how were we able to make sense of what we hear and distinguish the mistakes and errors from “good〞 language ?也许最令人迷惑不解的是，我们怎样才能把听到的声音变成有意义的语言，怎样把错误同“好的〞语言区分开来的呢？make sense of：理解，使……有意义distinguish … from …：把……和……区分开2. Some believe that we are equipped with a special ability to learn language and that our brain adjust itself to the language we hear around us.有些人认为我们具有学习语言的特殊能力，而且我们的大脑会自动调节承受我们听到的身边的语言。

be equipped with … 装备……；具有……adjust … to …：使……适应、调节……3. Others think that we learn language in the same way we learn other things, such as walking or solving problems, and that what we are born with is a general ability to learn and adapt, not a language-specific part of the brain.还有人认为我们学习语言正如我们学习其他技能，例如学习走路，学习解决问题等，我们天生具有学习和适应的能力；而不是大脑中有学习语言的专门区域。

Some things we know about language 我们知道的关于语言的一些事情Many things about language are a mystery, and many will always remain so．But some things we do know．许多关于语言方面的事情还是一个谜，而且将永远是一个谜。

但是有些事情我们是知道的。

First, we know that all human beings have a language of some sort．首先，我们知道所有人类都有某种语言。

There is no race of men anywhere on earth so backward that it has no language, no set of speech sounds by which the people communicate with one another．世界上没有哪一种族落后到没有语言，没有人们用于交流的一套声音语言。

Furthermore, in historical times, there has never been a race of men without a language.历史上也没有哪个种族没有自己的语言。

Second, there is no such thing as a primitive language．其次，没有原始语言这种东西。

There are many people whose cultures are undeveloped, who are, as we say, uncivilized. but the languages they speak are not primitive．许多人的文化不发达，按照我们的说法，他们是不文明的。

但是，他们说的语言则不是原始的。

In all known 1anguages we can see complexities that must have been tens of thousands of years indeveloping．在我们所知道的语言中，我们都可以看到它们经历了几万年发展历程的复杂性。

第二十二课Some things we know about language我们知道的关于语言的一些事情 Many things about language are a mystery, and many will always remain so．But some things we do know．译文：许多关于语言方面的事情还是一个谜，而且将永远是一个谜。

但是有些事情我们是知道的。

First, we know that all human beings have a language of some sort．There is no race of men anywhere on earth so backward 反向的that it has no language, no set of speech sounds by which the people communicate with 与……相通one mother．Furthermore与此同时, in historical times, there has never been a race of men without a language．首先，我们知道所有人类都有某种语言。

世界上没有哪一种族落后到没有语言，没有人们用于交流的一套声音语言。

历史上也没有哪个种族没有自己的语言。

Second, there is no such thing as a primitive原始的language．There are many people whose cultures 文化are undeveloped, who are, as we say, uncivilized不文明的、野蛮的. but the languages they speak are notprimitive．In all known 1anguages we can see complexities复杂性that must have been tens of thousands of years in developing．其次，没有原始语言这种东西。

What are the good language features you should know Definition of language featuresLanguage is an essential part of our lives. We speak a language so that we can communicate with others. Language features literary means analyzing language. Language feature helps you to understand what the writer is saying.The writer usually uses different language techniques to convey his message. Further, the writers use techniques such as figures of speech, sentence structure, tone, and word choice.List of Language featuresActive listeningIt creates effective and efficient communication skills. It is a form of listening technique. You can use it effectively in counselling, training, and resolving conflicts. Moreover, in active listening, the listener should fully concentrate, understand, respond, and then remember what is being said.Example: In a Biology class the teacher asks the student to open the ”origin and species book”. A student in the class hears the name of the book as ‘Oranges and Peaches book”. Here thestudent is not listening actively what his teacher is saying. This is a brief example of active listening.AdjectiveAn adjective is a word that describes the qualities of a noun.Example: “She is happy”. In the sentence she is happy, we can see that the word happy is the adjective which describes the emotion of the girl.There are three different degrees of adjectives:Positive adjectiveA positive adjective is used as a normal adjective and only indicates the qualities of a people, places or everyday things.For example: “I am funny” and ‘’ This is a good soup”. In this sentence, the word funny and good are the adjectives. Here these two words, funny and good are the positive adjective.Comparative adjectiveYou can compare two things using a Comparative adjective.For example: “Lakme lipsticks are better than Revlon lipsticks”.“Thomas is funnier than Peter”.Superlative adjectiveYou can compare three or more things using Superlative adjectives.For example: “Lakme lipsticks are better than Revlon lipstick but the MAC lipsticks are the best.Now after discussing the three degrees of Adjective, we will now discuss the 7 types of an adjective.DescriptiveDescriptive adjectives describe the nouns and the pronouns. Words like beautiful, silly, tall, annoying, loud and nice are all descriptive adjectives.Moreover, these words add information and qualities in a sentence.For example“The flowers have their own smell”. Here the sentence is stating a fact. This sentence states that the flowers or their smell are alike.“The flowers have a smell”. Here the sentence is stating a fact. This sentence states that the flowers or their smell are like.“The beautiful flowers have a nice smell”. This sentence gives us a lot of information. In this sentence, you can see there are two descriptive adjectives.“The beautiful flowers have a nice smell”. This sentence gives us a lot of information. In this sentence, you can see there are two descriptive adjectives.“The cat is hungry,” or “The hungry cat.” In both cases, the word hungry is an adjective describing the cat.QuantitativeIt describes the quantity of something. When we represent a number or quantity of something then we use quantitative adjectives.For example“How many children do you have?” “I only have one daug hter.” In this sentence, “How many” is the quantitative adjective.“Do you plan on having more kids?” “Oh yes, I want many children!”. In this sentence more and many are the quantitative adjectives.“I can’t believe I ate that whole cake!”. In this sentence whole is a qualitative adjective.DemonstrativeIt describes “which” noun or pronoun you are referring to. This adjective includes words such as:This — Refer to a singular noun close to you.That — Refer to a singular noun far from you.These — Refer to a plural noun close to you.Those — Refer to a plural noun far from you.For example“Which bicycle is yours?” “This bicycle is mine, and that one used to be mine until I sold it.”PossessiveThese type of adjective show possession. It indicates to whom a thing belongs. Some of the common possessive adjectives includes:My — Belonging to meHis — Belonging to himHer — Belonging to herTheir — Belonging to themYour — Belonging to youOur — Belonging to usAll these adjectives, except the word his, can only be used before a noun. You cannot say “That’s my,” you have to say “That’s my pen.” When you want to leave off the noun or pronoun being modified, use these possessive adjectives instead:Mine, His, Hers, Theirs, Yours, and OursFor example, If you say “That’s my” it will be incorrect, but if you will say, “That’s mine” this will be perfectly fine.InterrogativeWhen you want to ask a question then you have to use Interrogative adjectives. Most importantly, a noun or a pronoun always follows them. Some of the examples of the interrogative adjective are:Which –It is used when you have to make a choice between two things.What – It is used to make a choice in general.Whose – Here you can indicate that whose thing is that.For example“Which song will you play on your wedding day?”“What pet do you want to get?”“Whose child is this?”DistributiveThese adjectives describe specific members out of a group. They single out one or moreindividual items or people. Some of the common distributive adjectives include:Each —Every single one of a group (used to speak about group members individually).Every —Every single one of a group (used to make generalizations).Either — One between a choice of two.Neither —Not one or the other between a choice of two.Any — One or some things out of any number of choices. This is also used when the choice isirrelevant, like: “it doesn’t matter, I’ll take any of them.”These types of the adjective are always followed by a noun or a pronoun they are modifying.Some more examples are“Every flower has their own smell”“Which of these fruits did you like the most”?ArticlesArticles are used to describe which noun you are referring to. There are three types of article:A— A singular, general item.An—A singular, general item. Use this before words that start with a vowel.The— A singular or plural, specific item.Some example of the article as an adjective is:“The elephants left huge footprints in the sand.”“An elephant can weigh over 6,000 pounds!”AdverbThey are the words or phrases which modifies the meaning of an adjective, verb, or another adverb.A verb, for example ‘She sings beautifully.’An adjective, for example, ‘He is really interesting.’Another adverb, for example ‘She walks very slowly.’End in “-ly”Many adverbs end in “-ly”. If you are not sure of the part of speech a word would be, and it ends with “-ly”, it is probably an adverb.Many adverbs end in “-ly”.Examples include: Financially, Willfully, Abruptly, Endlessly, Firmly, Delightfully, Quickly, Lightly, Eternally, Delicately, Wearily, Sorrowfully, Beautifully, and TruthfullyOther examples of adverbs would be words that describe how something was done or the manner in which it was done. These would be words like: Uneasily, Weirdly, Cheerfully, Expertly, Wholeheartedly, Randomly, Brutally, Really, Briskly, Sloppily, and Wickedly.Some adverb tells us that where the action has taken place. They are: Here, There, Everywhere, Somewhere, In, Inside, Underground, Out, Outside, Upstairs, and Downstairs.Some adverbs tell us that when the action has taken place: Now, First, Last, Early, Yesterday, Tomorrow, Today, Later, Regularly, Often, Never, Monthly, Always, and Usually.Some adverb tells us the level of the action: Very, Too, Almost, Also, Only, Enough, So, Quiet, Almost, and RatherNow we will see some of the examples of an adverb in a sentence: I really don’t care; You simply don’t understand; I so want to go to the concert.AlliterationThe repetition of the occurrence of the same word or letter at the starting of closely related words are Alliterations.For example: “Kim’s kid’s keep kicking”.“Mike’s microphone make much music”.ApostropheThe apostrophe is a punctuation mark. It is used for several purposes in the English language. The apostrophe indicates possession. In addition to that, it also attaches to a noun and not to a possessive pronoun. Such as hers, its, theirs, ours.Example: ‘Rosie’s cup’.SimileA descriptive technique compares one thing with the other thing. It uses ‘as’ or ‘like’.Example: The XXX from XXX is as good as blueberry cheesecake.MetaphorIt is also a descriptive technique. It names a person, thing or action as something else.Example: The circus was a magnet for the children.HyperboleHyperbole is used to give obvious exaggeration for rhetorical effect.Example:The sun-scorched through the day.PersonificationIt is more like a metaphor attributing human feelings to an object.Example: The sun smiled at the hills, ready to begin a new day.Pathetic fallacyIt is a type of personification where emotions are given to set an object or the weather. Herehuman feelings and responses are done to inanimate things or animals. Further, it is specially done in art and literature.Example: The clouds crowded together suspiciously overhead as the sky darkened.OnomatopoeiaHere the words sound a little like they mean.Example: The autumn leaves and twigs cracked and crunched underfoot.OxymoronHere the phrases are combined with two or more contradictory terms.Example: There was a deafening silenceEmotive languageA language which is intended to create an emotional response is known as Emotive language.Example: A heartbreaking aroma of death filled the air as he surveyed the devastation and destructionTill here we have discussed the language features list and the language features meaning and examples. Now we will discuss the structural features.Structural features are important in a language. They help in formulating a structure of the language. We all know that without a proper structure a language or a subject will lose its meaning. It will be meaningless to read a sentence without a proper structure.The structure of a text refers to its shape as a whole. This is usually used in plotting events in a story, novel or play.There are lists of structural features which can help us form a good sentence in a language:Structural techniquesNow we will show you a list of structural techniques:AllusionIt is an indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. Allusion does not describe in detail the person or thing to which it refers. It is just a passing comment. In allusion the writerexpects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text.Effect:Here the writers or the poets can turn the complex ideas and emotions into simple language. Now here the readers understand the complex ideas by comparing the writer’s or poet’s emotion to the references given by him.Example:“Don’t act like a Romeo in front of her.” –“Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of Juliet.AntagonistAn antagonist always stands opposite to a protagonist or the main character.Effect:Conflict is a basic or main element of any plot. In a plot, the antagonist always stands alongside a protagonist. It is vital for the typical formula of a plot. The antagonist opposes the protagonist in his actions and thus the conflict arises.ExampleRomeo and Juliet: the feuding Montagues and Capulets, predominantly Tybalt.AllegoryAllegory is a figure of speech. The characters, figures, and events describe abstract ideas and principles. We use it in prose and poetry to tell a story with the purpose of teaching an idea and a principle or explaining an idea or a principle. The objective of its use is to preach some kind of a moral lesson.Effect:A writer usually knows that if he will add allegory to his work then it will add different layers of meanings. Allegory makes its stories and characters multidimensional. It helps them make a meaning big in an aspect than it is literary means. With the help of Allegory, a writercan put forward their moral and political point of views. A careful study of an allegorical piece of writing can give us an ins ight into its writer’s mind as to how he views the world and how he wishes the world to be.Example:The Tortoise and the Hare from Aesop’s Fables: From this story, we learn that the strong and steady win the race.AmbiguityAmbiguity is a word, phrase, or statement which contains more than one meaning.Effect:It lends a deeper meaning to a literary work. Here the writers give liberty to the readers to use their imagination to explore meanings.Example:Ambiguous words or statement can lead to confusion. It can also create unintentional humour.It is ambiguous to say “I rode a black horse in red pyjamas,” because it may lead us to think the horse was wearing red pyjamas. The sentence becomes clear when it is restructured “Wearing red pyjamas, I rode a black horse.”AnaphoraThe writer uses Anaphora in writing or a speech. He deliberately repeats the first part of the sentence in order to achieve an artistic effect.Effect:Anaphora not only adds prominence to ideas but also adds rhythm to it and thus, making it more enjoyable to read and easier to remember. This technique catches the reader’s attention.Example:“Every day, every night, in every way, I am getting better and better” “My life is my purpose. My life is my goal. My life is my inspiration.”IdiomAn idiom is a set expression or a phrase comprises of two or more words. The readers understand the phrase something quite different from what individual words of the phrase would imply.Effect:Writers and public speakers use idioms generously. The writer uses an idiom to elaborate their language, make it richer and spicier and help them in conveying indirect meanings to their intentional audience.ImageryHere the writer uses abstract language to represent objects, actions, and ideas in such a way that it appeals to our physical senses.Effect:It generates a vibrant and graphic presentation of a scene that appeals to as many of the reader’s senses as possible. It helps the reader’s imagination to imagine the characters and scenes in the literary piece clearly.Example:It was dark and dim in the forest. He whiffed the aroma of brewed coffee.IronyHere the writer uses words in such a way that their intended meaning is different from the actual meaning of the words.Effect:The writer uses irony deliberately in English literature. It makes a work of literature more interesting and forces the readers to use their imagination and understand the original meanings of the texts. Moreover, real life is full of ironical expressions and situations. Therefore, the use of irony brings a work of literature closer to life.Example:The name of Britain’s biggest dog was “Tiny”.“Oh great! Now you have broken my new camera.”JuxtapositionHere two or more ideas, places, characters and their actions are placed side by side in a narrative or a poem for developing comparisons and contrasts. It is an importantEffect:Writers use the literary technique of juxtaposition in order to surprise their readers and evoke their interest. Here they develop a comparison between two dissimilar things by placing them side by side. The comparison addsvividness to a given image, controls the pacing of a poem or a narrative and provides a logical connection between two various unclear concepts.Example:The white dove lay still on the ground of the bloody fields.MetaphorA metaphor is a figure of speech which makes a hidden or indirect comparison between two things that are unrelated but share some common characteristics. In other words, a similarity of two contradictory or different objectsis made based on a single or some common characteristics.Effect:It directly appeals to the senses of listeners or readers, sharps their imaginations to understand what is being communicated to them. Moreover, it gives a life-like quality to our conversations and to the characters of fiction or poetry. Metaphors are also ways of thinking, offering the listeners and the reader’s fresh ways of examining ideas and viewing the world.Example: My brother was boiling mad.SymbolismHere the writer uses symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense.Effect:With the help of Symbolism, a writer adds double levels of meanings to his work. A literal one that is self-evident and the symbolic one whose meaning is far deeper than the literal one. Symbolism in literature increases interest in readers as they find an opportunity to get an insight of the writer’s mind on how he views the world and how he thinks of common objects and actions, having broader effects.Example:The dove is a symbol of peace.A red rose or red colour stands for love or romance.ThemeA writer uses Theme as the main idea or an underlying meaning of a literary work that may be stated directly or indirectly.Effect: Theme fixes together various other essential elements of a narrative. A theme gives readers a better understanding of the main character’s fights, experiences, discoveries, and emotions. It is because all of them are derived from them. Through themes, a writer tries to givehis readers an insight into how the world works or how he or she views human life.Example:Frankenstein: dangerous knowledge, sublime nature, monstrosity, secrecy, literary texts.A Christmas Carol: compassion and forgiveness, isolation, transformation, choices, time, family, memory, guilt.ZoomorphismHere the writer imposes animal attributes upon non-animal objects, humans, and events. On theother hand, the humans, gods and other objects ascribe the animal features.Zoomorphism means assigning a person, event or a deity with characteristics which are animalistic. While on the other hand anthropomorphism is ascribing human qualities to other objects, animals, and inhuman creatures in order to give an insight into their functions.Effect:It is very helpful as effectively describes different characters. The purpose of using this technique is to create a figurative language and provide a comparison.Example:“In the shadow of Your wings, I used to rejoice…..If I take the wings of the dawn, and settle in the remotest part of the sea….” The BibleLanguage features are a vast and detailed topic. This will help you in understanding the writing style of the writer as well as the language features. In addition, you can understand what the writer wants to express by the help of these techniques. In addition to this, using language features or language technique the writer usually makes deliberate attempts to engage the reader’s attention.Most importantly, we have discussed the different structural techniques in the English language. This list of structural features in English will help you gather vast information about English language technique. This language feature helps the reader to identify different emotions.Furthermore, we have discussed in detail the language features meanings and examples. This article will help you not only gather information on language features but also you can go through a long language.。

读书好处的英语范⽂读书的好处英语作⽂带翻译读书好处的英语范⽂读书的好处英语作⽂带翻译I think reading is important in the whole life for people. There are many benefits of reading. Firstly, reading increases our knowledge and we can learn the world affairs without going out. Secondly, reading is a good way to improve reading and writing skills. Before you learn to write, you must know how others write. Thirdly, reading can broaden our knowledge and horizon, which is important to job hunting in the future. Finally, reading helps us bee self-cultivation that would be beneficial to our whole life. Therefore, start to reading, no matter how old you are and what you are doing. Then, you may find the great charm and benefits of reading.我认为阅读对⼈们来说是终⾝受⽤的。

阅读有许多好处。

⾸先，读书可以使我们增长见识，不出门，便可知天下事。

其次，读书能够使我们的阅读和写作能⼒得到提⾼。

在你学会如何写之前，你得⾸先知道别⼈怎么写。

再者，阅读能扩宽我们的知识⾯和眼界，这对我们将来找⼯作是很重要的。

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。

阅读的好处英语作文带翻译在学习、工作或生活中，大家都经常看到作文的身影吧，根据写作命题的特点，作文可以分为命题作文和非命题作文。

那要怎么写好作文呢？下面是店铺整理的阅读的好处英语作文带翻译（通用13篇），供大家参考借鉴，希望可以帮助到有需要的朋友。

阅读的好处英语作文带翻译篇1"Book of medicine also, good reading can cure." Yes, now the society, newspapers, books and periodicals are all used to convey information, if a person is not reading, dont know the world, to keep up with the pace of the world, will be abandoned by the world.Now, many encyclopedias, such as: "hundred thousand whys", the mystery of the world "and so on a wide variety, all kinds of books can give us many benefits, our world is so vast, some things in the world, and books have, encyclopedia like" dumb teachers diligently teach us knowledge. Visible, how useful book! Also, we learn knowledge also want to use in our daily life, to be accurate and determine whether to do so, the right to enrich our knowledge, the outside is good for our healthy growth. You said, a lot of the benefits of reading?Nowadays, more and more of the books in the library, we should also learn to read and appreciate books, should put the book back on the in situ after the play, not just throw the place. Also, we must find a give us the knowledge of books to read, dont look at those who are not good for our growth.In short, the benefits of reading. Come on! Let us to soar in the sky of knowledge fully!“书犹药也，善读之可以医愈。

英语知能六年级下册2024上教版u6全文共10篇示例，供读者参考篇1Hello everyone! Today I'm going to tell you about what I learned in the sixth grade English book, Unit 6 of the 2024 edition. It's all about different kinds of animals and how to take care of them. Let's get started!In this unit, we learned about pets like dogs, cats, birds, and fish. We also learned about wild animals like lions, tigers, and elephants. It was so cool to learn about all the different kinds of animals in the world!One of the things we learned about in this unit was how to take care of our pets. We learned that pets need food, water, exercise, and love, just like we do. It's important to make sure our pets are happy and healthy.We also learned about how to be safe around animals. We learned that some animals can be dangerous, so it's important to always be careful and respectful around them. If we see a wild animal, we should never try to touch it or get too close.I really enjoyed learning about animals in this unit. It was so interesting to learn about all the different kinds of animals in the world and how to take care of them. I can't wait to learn more about animals in the future!That's all for now! Thanks for reading about what I learned in Unit 6 of the 2024 edition. Bye!篇2Hi everyone, I'm so excited to share with you all about our English Class in the 6th grade! In this article, I'll tell you all about the topics we've been learning in Unit 6 of our textbook, and how much fun we've been having while learning English.So, in Unit 6, we've been learning all about different countries and their cultures. We've learned about famous landmarks, traditional foods, and even some basic phrases in different languages. It's been really interesting to learn about all the different countries and their customs.One of the coolest things we did was a research project on a country of our choice. I chose Japan, and I learned all about sushi, sumo wrestling, and cherry blossom festivals. It was so much fun to share my findings with the class and teach them a few Japanese words and phrases.We also had a cultural exchange day where we got to taste different foods from around the world. I tried pasta from Italy, samosas from India, and even some French pastries. It was so yummy!Overall, learning about different countries and cultures has been so much fun. I've made new friends, tried new foods, and learned so much about the world around me. I can't wait to see what else we'll learn in English class!篇3Title: My Adventure in English ClassHello everyone! My name is Lily and I am in Grade 6. Today, I want to share with you my adventure in English class. In our English textbook, there is a unit called "My Dream School". It's super cool!In this unit, we learned about different subjects we would like to have in our dream school. I really like Art and Music, so I wrote about how I want to have a big art studio and music room in my dream school. I also talked about having a garden where we can learn about plants and nature.One of the activities we did in class was to write a letter to our future self. It was so fun imagining what we would be like in the future and what we would be doing. I wrote about how I want to be an artist and travel around the world painting beautiful landscapes.Another fun activity we did was to design our own dream school. We had to draw a map of the school and write about the different facilities and subjects we would have. I had so much fun thinking about all the cool things my dream school would have!Overall, I had a blast in English class learning about my dream school and writing about my hopes and dreams. I can't wait to see what else we will learn in the next unit. English class is the best! Thank you for reading about my adventure in English class. Bye-bye!篇4Hi guys, today I want to tell you something about the English textbook we are using in the sixth grade. This textbook is called "Intelligence English" and it's super cool!In Unit 6 of the second semester of 2024, we are learning all about different countries and cultures around the world. It's sointeresting to learn about how people live in other parts of the world and what their traditions are like.One of the things we learned about is Japan. Did you know that in Japan, people bow to greet each other instead of shaking hands like we do? It's so cool to learn about these cultural differences!We also learned about the United States, where people celebrate Thanksgiving by eating a big meal with their families. I wish we had a holiday like that in our country!Another country we learned about is Brazil, where people love to dance and have fun. I wish I could go to Brazil and see all the amazing festivals they have there!I love learning about different countries and cultures in our English class. It's so cool to see how people live all around the world. I can't wait to learn more in the next unit!That's all for today, guys. I hope you enjoyed hearing about our English textbook. See you next time!篇5Title: Let's Learn English with Fun!Hey everyone, it's me again! Today, I want to talk about our English textbook from the sixth grade. It's super cool and fun, and I can't wait to tell you all about it.In unit 6 of the English textbook, we are learning all about different places around the world. We get to explore famous landmarks like the Eiffel Tower in Paris, the Great Wall of China, and the Statue of Liberty in New York. It's so exciting to learn about these amazing places and the cultures that surround them.One of my favorite parts of the textbook is when we learn about different countries and their traditions. We get to read about holidays like Christmas in the United States, Diwali in India, and Chinese New Year in China. It's so interesting to see how people in different parts of the world celebrate and have fun.We also get to practice our English speaking and listening skills by doing fun activities like role plays, group discussions, and games. It's a great way to improve our English and have a blast at the same time.I think this textbook is awesome because it makes learning English so much fun. I can't wait to see what other exciting things we'll learn in the coming units. English class has never been this cool!That's all for now. Remember, English is fun and easy to learn if you just give it a try. See you next time!篇6Title: My Fantastic AdventureHello everyone! I want to share with you all about my amazing adventure, which happened last weekend. It was so exciting!Firstly, my friends and I planned to go hiking in the mountains. We packed our backpacks with snacks, water, and a map. We were all so excited to explore the beautiful nature and see the stunning views from the top.As we started our journey, we saw so many interesting things along the way. We found colorful flowers, cute little animals, and even a sparkling stream where we stopped to rest and have a picnic. It was so much fun to be surrounded by nature and breathe in the fresh air.After hiking for a few hours, we finally reached the top of the mountain. The view was absolutely breathtaking! We could see the whole city below us, with the sun setting in the distance. It was like a painting come to life.As we sat there enjoying the view, we realized it was getting late. We quickly packed up and started to make our way back down the mountain. The sun was setting, and the sky was turning pink and orange. It was a magical experience that I will never forget.By the time we reached the bottom, it was already dark. We were tired but happy. We had made it through our adventure and created memories that would last a lifetime. I can't wait for our next adventure!That's all for now. I hope you enjoyed hearing about my fantastic adventure. Bye for now!篇7Hello everyone! Today I want to share with you what I've learned from Unit 6 in the English textbook for Grade 6.In this unit, we learned a lot of interesting things about animals and their habitats. We talked about different types of animals like mammals, birds, reptiles, amphibians, and fish. We also learned about the characteristics of each type of animal and where they live.One of the coolest things we learned about was animal adaptations. We learned that animals have special features that help them survive in their environments. For example, polar bears have thick fur and a layer of fat to keep them warm in the cold Arctic. Desert animals like camels have humps to store water so they can survive in the hot, dry desert.We also learned about food chains and how animals depend on each other for food. It was really interesting to see how everything in nature is connected.Overall, I had a lot of fun learning about animals in Unit 6. I can't wait to learn more in the next unit! Animal are so amazing and it's so cool to learn about them in English class. I hope you enjoyed reading about what I learned too. Thanks for listening! Bye bye!篇8Ahoy mateys! Today we be talkin' 'bout me favorite topic in school – English class! Arrrgh, me hearties, let me tell ye 'bout the adventures we be havin' in the sixth grade English class in 2024.First off, let me introduce meself. Me name be Jack, the swashbucklin' sailor boy who be lovin' to read and write inEnglish. In me English class, we be learnin' 'bout all sorts of things – from grammar to vocabulary, and even writin' stories like a true pirate!One of me favorite lessons be learnin' 'bout verbs. A verb be a word that shows action, like runnin', jumpin', or even swabbin' the deck! Arrrgh, it be excitin' to learn how to use verbs in sentences and make 'em sound interestin' and excitin'.Another fun lesson be learnin' 'bout adjectives. Adjectives be words that describe nouns, like a shiny treasure chest or a fierce sea monster. We be learnin' how to use adjectives to make our stories come alive and paint a picture in the reader's mind.But me absolute favorite part be when we get to write our own stories. We be usin' our imaginations to create tales of adventure on the high seas, with brave pirates, hidden treasures, and fearsome battles. We be sharin' our stories with the class, and me heart be swellin' with pride when me mates be sayin' they enjoyed me tale.Me English class be a place of endless possibilities and endless fun. We be learnin' new words, playin' games to practice our grammar, and creatin' masterpieces with our pens and paper.I be grateful for the chance to learn and grow in me English class, and look forward to all the adventures yet to come.So there ye have it, me hearties – the tale of me adventures in sixth grade English class. I be sailin' away now to me next class, but I be takin' a piece of me English class with me wherever I go. Farewell, me mateys, until we meet again on the high seas of learnin'! Arrrgh!篇9Title: My Adventure in Learning EnglishHi everyone! I'm so excited to tell you all about my adventure in learning English in the sixth grade. It's been such a fun and interesting journey! Let me share with you some of the amazing things I've learned.First of all, we learned all about different tenses in English. Present simple, present continuous, past simple, past continuous...wow, so many tenses to remember! But our teacher made it really easy for us by giving us lots of examples and practice exercises. Now I'm a pro at using all these tenses correctly.Next, we studied vocabulary related to different topics like animals, sports, food, and more. We played games, did activities, and even had spelling bees to help us remember all those words.I can now confidently talk about my favorite animals and foods in English with my friends.One of the most exciting parts of learning English was when we did role plays and skits in class. We had to pretend to be different characters and have conversations in English. It was so much fun acting out different scenarios and practicing our speaking skills at the same time.And let's not forget about writing! We wrote essays, stories, and even letters in English. It was a great way to improve our writing skills and express our thoughts and ideas in a different language. I feel like a real author now!Overall, learning English has been such a cool experience. I've made new friends, learned new things, and improved my language skills in so many ways. I can't wait to continue my adventure in learning English in the future!That's all for now, folks! Thanks for listening to my English journey. Bye-bye!篇10Well, hi everyone! Today I'm going to talk about Unit 6 in our English textbook for the 6th grade. It's all about traveling around the world and learning about different cultures. Cool, right?In this unit, we will learn about different countries, their customs, traditions, and landmarks. We will also study how to plan a trip, book flights, hotels, and even learn some useful phrases to use while traveling. It's going to be so much fun!One of the things I'm really excited about is learning about famous landmarks like the Eiffel Tower in Paris, the Great Wall of China, and the Statue of Liberty in New York. I can't wait to hear all the interesting facts about these places!We will also learn about different types of transportation people use around the world, like trains, planes, buses, and even boats. It's going to be so interesting to see how people get around in different countries.I think the best part of this unit will be when we get to plan our own dream trip. We'll have to choose a destination, make an itinerary, and even budget our expenses. It's going to be like planning a real adventure!I hope you're all as excited as I am to start learning about traveling in Unit 6. It's going to be a blast exploring new placesand cultures together. Let's get started and have an amazing time learning English!。

Section B Learning about Language课后篇素养升华基础训练Ⅰ.单词拼写1.The (事件) is of great importance and I think it should be dealt with right now.2.He had just given a (试用) to a young woman who said she had previous experience.3.The children argued because one slice of cake was (稍微) larger than the other.4.Before we left the camp,my (双胞胎之一) brother and I made a chair out of mud.5.The committee will (评估) whether the old building is worth preserving.6.We have no intention of intervening in the i affairs of other countries.7.Make a good p and I will take a photo for you and your brother.8.However weak the nation may be,it will never b to a greater power.Ⅱ.完成句子1.While civilizations in the world (与……不同) one another in their length of history,none of them is superior to any other.2.On average,seventy percent of the students in each class are (赞同) the proposal.3.I (赞成) your trying to make money,but please don’t neglect your studies.4.If you don’t know what you want,you might (最终) not getting something you want.5.He managed to (挺直身子)with an air of studied ease and courage.6.(与……相比) Susan’s English,yours is better,so you should be confident about yourself.Ⅲ.语法专练1.You may drink,smoke,be overweight and still reduce your risk of (die) early by running.2.I quickly lower myself,ducking my head to avoid (look) directly into his eyes so he doesn’t feel challenged.3.I still remember (visit) a friend who’d lived here for five years and I was shocked when I learnt she hadn’t cooked once in all that time.4.Fast food is full of fat and salt; by (eat) more fast food people will get more salt and fat than they need in their diet.5.But unlike her school friends,16-year-old Sarah is not spending half-term (rest).6.The manager told me that my task was (clean) the floors of the building.7.The most popular pastime for a number of old people is (play) chess.8.My grandpa said last summer they earned quite a lot by (sell) the fish.9.We can choose between staying at home and (take) a trip.能力提升Ⅳ.阅读理解On a recent trip to the island of Newfoundland,Canada,my husband asked our talkative cab driver what made him most proud to be a native.“Our generosity and hospitality(好客),” he replied in a strong local accent.“If your car breaks down in the middle of nowhere,someone will stop to help.People here are kind like that.” His answer rang in my mind during that ride with my husband and teenage kids,as we headed out to explore on the first day of our vacation.Little did I know we were about to experience some of that remarkable Newfoundland kindness for ourselves.We met Alma that same morning at the start of a long hike.Our teenagers hurried ahead,and as we walked behind,admiring the scenery,two women in sunglasses and summer hiking equipmentstopped.They’d heard us discussing different routes,and then asked if we’d like suggestions.They looked to be in their 40s,and were both enthusiastic to share their local expertise.We listened eagerly,taking mental notes,until one of the women asked,“You have a car,right?” I explained that there were no cars available during our week on the island,so we had to rely on cabs instead.“Oh no,” she said,“you need a car.” And then,as casually as if offering a piece of chewing gum (口香糖),she said,“Take mine!” My husband and I just smiled in disbelief,dumbfounded.“Why not?” she insisted.“You need a car to get to know all these places.”“But you don’t even know us,” I said.“That doesn’t matter,” she continued with absolute determination.Surprised,I looked over at her friend,who shrugged and said,“That’s Alma.”Forty minutes of talking later,my family climbed into Alma’s car.We spent the rest of our vacation discovering different areas of this beautiful island.But it wasn’t the groups of whales we saw,or the vast areas of woodland,that made this place so memorable.Instead,it was the act of kindness from a complete stranger that made us realize how special Newfoundland really was.Next year,there’s no doubt where we’ll be taking our summer vacation.Who knows what act of kindness we’ll meet then?【语篇解读】本文是一篇记叙文。