第一篇：学习笔记《葛传槼：向英语学习者讲话》（最终版）
关键词：Reading aloud;reading widely;reading carefully;imitating consciously;commit them to your memory.Above all, we should learn to be modest.葛先生的建议：要读英文，就读当代英文，而且要出声读，大声朗读可以避免尴尬，而且避免没有英语学习环境的困境。先生认为，凡我们想要表达的话，别人都已经说过，所以我们在写作时，首先要避免自己根据所谓的语法写，而要根据惯用法写。要写好，写对只有读得多，读得仔细，认真模仿才行。其次先生建议可以编写属于自己的字典。一类是词的用法的字典，便于充分认识单词，把原本是别的字典的词变为真正是自己的词，再者可以编写以主题分类的字典，编字典时不需要逐字逐句摘抄，可以以索引加提示的方式来编写。以下是我的摘抄，原文来自于《葛传槼---向学习英语者讲话》。
1.What to Read My advice to you is to change it for something else.Your chief reading matter must have been written far less than a hundred years ago, a few weeks ago if possible, must have been written in simple English, and must have been written by an Englishman or an American.Your chief reading matter need not be a literary masterpiece.Nor need it be written by a famous author.A volume of short pieces of narration or exposition is better than a novel or some long argumentative essays.You have a book or two for your chief reading matter.You should also read something else, which may be a little more difficult, but which still had better not be a classic of more than a hundred years ago.2.Reading Aloud Reading aloud helps you to learn by heart, and learning by heart is essential to all who aims at writing well.Reading aloud helps you to cultivate good pronunciation and good intonation, and good pronunciation and good intonation are essential to all language learners.Reading aloud helps you to discover certain beauties of language that you may fail to see in your silent reading.Unless you read aloud, you cannot lean to write naturally or to appreciate literature.3.Can You Read Englishmen’s English? I would advise you to read as much as possible in general English literature and to cultivate the habit of thinking in English.I would also advise you to read some concise history of England and commit to memory every bit of knowledge about English life and thought that you may find in reading or study.4.What kind of English? There are English English, American English, Scotch English, Irish English, and other kinds of English.I call it foolish of one to attempt the other English before one has acquired the ability to speak, read and write English as it is used by the average educated Englishman or American of today.One has yet much to learn before one can be properly called an advanced learner of English so long as one cannot read the news or cannot express oneself intelligibly to Englishmen or Americans in speaking and writing.By “English as it is used by the average educated Englishman or American”I mean everyday idiomatic English.It is practical, if that means actually used, but not if that means specially adapted to Chinese psychology The fact is, however, that one cannot master English---that is, what I call practical English---by reading about things Chinese only.I would advise those who are in the habit of confining themselves to Chinese news when reading newspapers in English, to give up the habit.5.The Question of Background It includes history, geography, mythology, the Bible, characters and facts in fiction, proverbs, customs, games, and sports, superstitions, and other things.And in order to understand fully the works of any author, one needs to possess as much knowledge of these things as he does.This is practically impossible with the average Chinese leaner of English.(but would you like to acquire such knowledge?)
6.Books on English and Books in English Language is not an exact science, nor a mere matter of principles, rules, exceptions, definitions, formulas, and diagrams.Books on English are helpful, but no one can master English by reading such books only.This is due to their ignorance of the fact that without wide and careful reading, the mastery of English is impossible.I would advise all learners of English to devote more time to reading books in English and less time to reading books on English.Well, if you happen to spend your days and nights on books on English, it is time you acted on my warning.7.An Easy Sentence to Study Why, after all, did the young man fail to understand the short sentence---They cannot see enough of each other? My answer is that it is because its way of expression does not have its corresponding way in our own language.There are many ways of expression in English that have no corresponding ways in Han.These are puzzling to most Chinese learners of English.In your reading you will do well to pay special attention to those ways of expression for which you do not find corresponding ways in Han.This will help you both in reading and writing.I am sorry to find that many Chinese learners do not realize the importance of doing this, with the result that while they can read English by Chinese authors and write long and tolerably grammatical essays, yet they may not be able to understand an Englishman’s social letter thoroughly or write a short paragraph in purely idiomatic English.8.What Does “Would of Come” Mean? You ought to learn to use English correctly.But you ought as well to learn to understand the incorrect expressions that are common among Englishmen or Americans.It is partly owing to their ignorance of such incorrect expressions that many Chinese leaners can parse and analyze well without being able to read a single page in an English-language magazine published in England or America.There are many mistakes that are common among Englishmen or Americans but from which we Chinese are absolutely free.As I have said, you ought to understand them, but you ought not to adopt them as ornaments of style.9.“More Presently”
Equipped with a good knowledge of grammar, Chinese learners of English are apt to think they are quite able to read general literature without much difficulty so long as they have a good dictionary within reach.What is more, they are too ready to dismiss as wrong any combination of words that does not seem to him to be capable of grammatical analysis.Important as grammar is, there are many turns of expression that are generally considered blameless English though they are not quite defensible from a narrowly grammatical point of view.So that the mastery of English grammar in its narrow sense does not enable one so much as to read English intelligently.When you come across in good writing any construction that you do not find grammatical, I would advise you to note it down instead of calling it a mistake, and to see if you will meet with a similar one in your reading.You will very soon, perhaps, and then you will most likely understand the construction.10.Double Negatives in Current English Double negatives always mean emphatic negation rather than assertion.What I wish to tell you is that this unreasonable fact is not peculiar to Elizabethan literature.It exists at present.I don’t want to you use this unreasonable construction(I want you to talk and write like an educated person).But I believe every learner of English should know it.There are several English usages that every learner of English should know, but which many, or even most, Chinese learns do now know, because these are not to be understood by means of mere logic and are not to be found in ordinary grammars.The double negative is one of them.11.About the Study of Grammar
The object of this article, however, is to advise you not to devote much time to the study of grammar.You study English in order to be able to make practical use of it.This object is not to be attained by mere study of grammar.I don’t even think I should now be able to write such simple English as that of this book if I had read nothing but grammars.Grammar tells you some general rules, some exceptions to rules, and perhaps some idioms.But the correct use of English is not a mere matter of such.English is not to be learnt from grammar but only from careful reading.Many Chinese students write sentences that might be justified by one grammatical rule or another but are certainly wrong.Grammar may help you to use English, but only to a certain extent.Do not look on the study of grammar as all or nearly all that you have to do in order to master English.Careful reading and constant practice are far more important.12.Knowing Just Enough Grammar to Go Wrong Students’ narrowly grammatical conscience, however, often causes them to change idiomatic English into unidiomatic English.There are several forms of expression that are purely idiomatic and do not admit of grammatical analysis.In your reading, reader, take care to note down those idiomatic constructions that you do not find grammatical enough.Commit them to memory and try to use them in your writing.You must not think, however, that idiom and grammar are always incompatible.What is idiomatic is far more often grammatical than ungrammatical.I mean simply that not every idiomatic construction is grammatically explainable, nor is every strictly grammatical construction idiomatic.13.The Language Is the Main Thing Of course, it is all right to read and enjoy and remember a story, and d so long as one wants to know the story only, one needs not bother about the language.But the case is quite different with a learner of English, I mean a student of English as distinguished from a student of stories or what is called the general reader.Whatever a learner of English reads, he should, in my opinion, regard the language as the main thing.In this way, he does learn some English though what he reads may happen to be otherwise uninteresting or uninstructive.It may safely be said that this is a far better way of learning English composition than to read and consider the so-called principles of the subject.Incidentally, I would advise teachers of English to question their pupils on points of diction and construction as well as facts and thoughts.14.Logic and Usage There are a number of other illogicalities in English that are quite idiomatic.As I have said, logic has time on its side.But how many years the English language will take to become a perfectly logical speech!
15.Something Unnatural Chinese learners of English often misunderstand or fail to understand a group of simple words put together in a simple way.My advice is to stop to think again when you find something unnatural in an expression.That something is perhaps not in the expression itself but in your interpretation of it
16.A Good Knowledge of Bad English Perhaps you think that bad English is not worth learning, and that the English of the average Chinese learner of the language is bad enough without his ever making any effort to learn to be bad.Bad English means bad grammar, bad spelling, bad usage, and bad pronunciation.All these things form an interesting and useful study.Without a good knowledge of these one will miss much in modern literature and will fail to understand any uneducated Englishman or American one has occasion to have anything to do with.17.Reading Dictionaries I am sure that reading dictionaries is, after all, not so foolish as you might think.I used many years ago to read through many articles on common words in the Concise Oxford Dictionary.Ifound that very helpful in the mastery of common words and phrases.Such common words and phrases can be very easily picked up by English-speaking boys and girls.But they are not likely to be acquired by Chinese students without any special effort in this respect.The reading of articles on common words in dictionaries is no doubt a great aid.18.Make your own Dictionary The chief reason is that being a conscientious learner of EnglishI am always careful to avoid slipshod or perfunctory work.I hope that the delay in publication will be compensated for by the richer and better contents of the book.I think that every learner could make his own dictionary of usage.He could keep a notebook in which to record, in alphabetical order, such points of usage as he might find of particular interest to him.Such a book would serve him as a constant companion to composition, though many things in it might seem quite dull or useless to others.I think that every learner could make his dictionary of usage as large as the sum total of the books he reads.I mean that he might make a usage index, so to speak, to those books.For a particular point he would have to record only the book, the page, and the line concerned.I wish I could find time to do this.And I believe that I could thus lay the foundation of a live and original dictionary---quite different from those based on nothing but one or more dictionaries.19.Make Another Dictionary of Your Own
I mean a dictionary in which a certain number of topics are arranged in alphabetical order and useful phrases and sentences about each topic are grouped together.This can be done by reading and making notes.It is not necessary to copy the phrases and sentences.It is enough to jot down the page number and line number, and give one or two words as a hint.In this way, any book may be turned into a topic dictionary by merely providing it with a topic index.And several such dictionaries may be turned into a fairly complete topic dictionary.20.More about What to Read Since it is with a view to learning composition that you read, and since it is in present-day English prose that you ought to learn to express yourself, what you read must be present-day English prose.Expressions in common use a hundred years ago may not be so at the present day.Likewise, expressions in common use in verse may not be so in prose.Since it is in StandardEnglish that you ought to learn to express yourself, what you read must not contain too much slang, whatever significance one may attach to the word.Since it is things in everyday life that you ought to learn to write about, what you read must not be of a technical character.What you read must be fairly easy for you;too much time and energy spent in reading between the lines and finding out all kinds of references and allusions would very likely distract your mind from your purpose, which is to learn English composition.21.Reading to Learn the Art of Expression As you are a learner of English, I think you should often read to learn the art of expression.And for this purpose you may read either a short story or a biographical sketch, either an essay or a news item, indeed, anything that is written in good current English.Even from a short paragraph you may learn several forms of expression if you are observant enough.In this way you will learn the art of expression very quickly;perhaps one or two paragraphs a day will teach you hundreds of forms of expression in a month, and these forms of expression will greatly improve your writing.If you can---I believe you can---commit to memory one or two paragraphs a day that you have already read in this way, the results will be still greater.22.Learning English Conversation by Imitation The other day I met a Chinese woman who spoke perfect English.She speaks it in the way she does, not because she thinks it is the right way but because she knows no other.She is free from, and probably ignorant of, the thousand and one mistakes peculiar to Chinese students of English.This woman learnt to speak English by imitating unconsciously.It is no doubt the best way.But not all Chinese learners have the change of learning in this way.Well, there is the second best way;I mean learning by imitatingconsciously.If there are people who spent years in England or America but who do not speak English correctly, it is because they did not do much conscious imitating when abroad.They have carried their mistakes over and then carried them back, though they ought to have left them there.I simply mean that by careful imitation one can very well learnt it---and that not only in countries where English is the mother language but also in some places in China.It needs to be generally realized among Chinese learners of English that good speaking leads to good writing and that language is essentially something spoken.23.Imitation, Good and Bad Too often a learner of English who has read one or two classics tries to imitate their style.The fact, however, is that style cannot be imitated.Different authors have different styles.They do not endeavor to write the way they write.So the imitation of any style often results in affectation.The result will be still worse if the style imitated is that of a work written a hundred years ago or more.We are of the eighties of the twentieth century, and we should not write the English of the eighties of the nineteenth century.I would advise you not to aim at a special style.Take care to write correct, simple, idiomatic, and clear English, that’s all.But imitation is not always bad.Very often it is important to imitate something.Where personal style is out of place, imitation is the only means by which correctness may be secured.24.Tongue and Pen In fact, language is essentially a spoken thing.To study Englishwithout trying to speak it is not advisable.And it is absurd to read a conversation book in just the same manner as to read a grammar.As ordinary written English is not quite different from ordinary spoken English, to learn to speak is a very good way to learn to write.One who speaks good English writes good English too.The pen cannot go wrong where the tongue goes right.Many everyday phrases and everyday constructions come natural to one who uses them in speaking.I think it would be very doo method of learning writing as well as learning speaking for a pupil to talk to his teacher in English about whatever subject the former is interested in and to have himself corrected whenever he makes a mistake.25.Simply Didn’t Know People don’t write well though having a good knowledge of grammar.One of your troubles, I think, is that you often cannot express what you want to say.You cannot, but when you have seen you meaning expressed by someone who can express it, you will most probably say to yourself “That seems easy enough.I simply didn’t know.”
You simply didn’t know.Just a few common words arranged in a simple grammatical order by someone who is at home in English.That expresses your meaning, and yet you simply didn’t know which common words to choose and how to arrange them.This is very common trouble with Chinese learners of English.It is due to the fact that they do not read widely enough, not carefully enough.There are thousands of useful expressions that are not generally considered idioms.They are so easy to understand that they are apt to be neglected.But those who neglect them will forget them, and fail to use them when they need them.You cannot learn to write with much freedom of expression till you have laid in a stock of useful phrases and sentences, and you cannot do it without reading widely and carefully.26.So Many Points Lapses in idiom always betray one’s unfamiliarity with correct English.It follows that the seemingly trifling points of usage are well worthy of the attention of all who wish to write English correctly.What I call points of usage, however, are not so formidable an enemy as they may seem to you.Close attention to them helps to conquer them.What English-speaking persons get from speaking you may get from reading aloud, which will help you in the same way as speaking would, though perhaps less quickly.There is an advantage in reading aloud over speaking in the fact that in reading good written English, you are not in danger of getting those common solecisms, barbarisms, and improprieties in the speech of persons of limited culture.27.How to Say it You did have something to say, but you did not know how to say it, hence the importance of studying composition.As matter of fact, many of the ideas and thoughts you often have occasion to express have already been expressed by others before you.Read any page in any book carefully, and you will perhaps find some expressions that will help you to say things.Many such expressions may seem to you to be too simple to deserve much attention, but the fact is that you cannot invent them, nor can you use them unless you noted them.The trouble with those people who, with a good knowledge of grammar, cannot even write tolerable English is that they may either not have read widely enough or not have read carefully enough or not have committed to memorize enough words, phrases and sentences that they may have found too easy to understand to be worth remembering.28.A “Foolish” Principle of Composition I discovered the principle myself, and I acted up to it as soon as I discovered it many years ago.I have found it so helpful that I believe you will do well to adopt it.The principle is that you should use no construction, no form of expression, and no combination of words that you have not seen in your reading.It seems to me that the average Chinese learner of English has a fair knowledge of grammar and a fairly large vocabulary and that when he writes English, he makes sentences according to his knowledge of grammar and his understanding of the meaning of words.The result is that his English often seems to be correct enough but is not really correct.For correct English is a matter of usage, not merely a matter of grammar and vocabulary.In composition correction I have often been asked why I had changed a certain word or construction to another.Well, I cannot always say why.I have substituted that word or construction simply because that is the word or construction that an Englishman would have used them.I regard the principle very helpful, and I hope that you will try to put it into practice.Shall I not find it practically impossible to write anything because I do not always remember whether I have ever seen a certain construction or form of expression or combination of words? Well, you should remember.You should read carefully.You should learn the art of expression from your reading.29.An Aid to Composition If you come across things that cannot simply be translated into readable Han, I would advise you not to try to translate them.Just commit them to memory.They will often come in useful when you write.They will help you to write more idiomatic English.Sometimes, Chinese learners tend to neglect some idiomatic usage of certain words because they do not usually use an English word in a sense that cannot be easily translated into Han such as “society” used in the sentence “The old man enjoys the society of young people”, meaning companionship.30.Some Mistakes to Consider I find that there are some mistakes in the use of many other common English words.I am of opinion that discussion of such mistakes ought to form a large part of every composition book specially intended for Chineselearners, and it is a matter of regret that many, many Chinese learners are studying rules and principles of grammar and rhetoric without caring a bit about such mistakes.31.Some More Mistakes to Consider Grammars mention the double object and give examples of it, but they do not tell you that only a few verbs can take the double object, nor do they mention any verbs with which this construction is impossible.To tell the truth, grammar does not help you much in writing.It tells you what is right, but it does not tell you much about what is wrong.When you have seen a certain construction in your grammar, you try to make use of it in your own writing.Possibly you have made no mistake, but it is also possible that you have made a mistake.32.Better Short than Long I full agree with the view that a sentence is not good or bad merely because it is long or short.Length is a false test of a sentence.It is wrong to think that a series of long sentences is a proof of one’s good command of English.It is equally wrong to think that simple and clear English requires every sentence to contain a certain number of words at most.While I would warn all learners of English composition against two mistakes, I think the mistake of writing long sentences is the commoner one.And learners ought to take more care to avoid it, not merely because in the hands of those who have not had much practice in the use of words and phrases and idiomatic constructions, long sentences are much harder to manage than short ones.It must not for a moment be supposed that an error in grammar or idiom embedded in a long sentence can easily escape detection.33.Something More Important than Enlarging One’s Vocabulary By knowing a word I mean knowing its true sense or senses instead of merely knowing one or more of what we call its Han equivalents.We are apt to neglect common words.Apart from the possibility of misuse and misunderstanding we are apt to neglect their various senses, or rather idiomatic uses.34.Make the Word Your Own A word is not your own until you can use it correctly.You may know one or more Han equivalents for a word and yet you may not be able to use it correctly.I am afraid that of all the English words that the average Chinese learner can translate into Han, less than half may really called his own.Remember that not every word that you think you understand well is really your own.35.A Warning Regarding the Use of Words When in writing, it can be commonly found that people would use destruct instead of destroy, and destroyal instead of destruction.I do not think that the users of these non-existing words did not know the correct words.They were careless enough, though.They just seize upon a combination of letters that looked like the word they wanted.It is true that these non-existing words may be understood by all who see them.But, of course, they cannot therefore justify themselves.I would therefore advise you to use no word that you are not sure you have seen used by standard authors, and to consult your dictionary in case of doubt.One word more of warning.It is possible that you sometimes use a word that is recorded in your dictionary, but which is not in common use, and which you use not because you are sure of its existence but simply because you think it is the word you want.For instance, because you know the noun “aggression” and the adjective “aggressive”, you may use the verb “aggress”---which, however, is a very uncommon word.36.The Word Sometimes I fail to get the exact word in spite of much thinking and weighing.In such cases I have to content myself with using the word that I regard as being nearest to the meaning I want to express.This is a common experience with writers of English, and is one they ought to feel sorry for.The study of synonyms is no doubt very helpful in the careful choice of words, which is essential to precision, one of the qualities of good writing.But there are two mistakes against which I think learners ought to be warned.One is that of trusting to the so-called Han equivalents as given in English-Han dictionaries.The other is that of studying the explanations in articles on synonyms but neglecting the illustrative examples.Correct English, however, is largely a matter of the use of common words, the correct use of which depends on not so much upon their “meanings” as upon what is known as usage.For native English writers, they use the word as a matter of habit rather than as a result of the careful choice of words.The study of synonyms is of no help in this matter.One can improve only by the careful reading of idiomatic English---which no amount of word study can supplant.37.What is “Literary English” Means? Literary English, if you please, does not mean English confined in its use to literature.It is not a distinctly elegant sort of English.It is just the ordinary English that well-educated Englishmen or Americans use in writing---not necessarily for literary purposes, but often for practical purpose.It does not follow that English used in conversation is necessarily too colloquial to be used in writing.The majority of the words and idioms used by well-educated English and American people in conversation are certainly literary English.
第二篇：英语学习笔记
小学英语新课标学习心得体会
小学英语教学属于英语启蒙教育，学生通过听、说、动唱、玩具备一定的语言基础。并获得初步的听说能力和一定的语感。基于小学生的心理特点，以及新课标的要求，小学英语教学应该以提高兴趣为主。
一、激发学生学习英语的兴趣
兴趣是最好的老师，学生只有对英语有浓厚的兴趣才会愿意学，要让学生有兴趣，我们首先得让学生感到英语易学，其次让学生乐学，最后培养学生的自学能力，培养他们对英语学习的积极态度。使他们建立初步的学习英语的自信心。
二、教学方式
依据新课标的要求，新教材的教学必须根据小学生的学习特点，创建以活动课为主的教学模式。重点培养学生用语言进行交流的能力。采用听、说、唱、玩、演的方式对于零起点的农村的学生来说，我认为要尽可能让他们多听地道的英语，语言介绍宜采用先输入后输出的方式。
1、Just Listen
即尽可能让学生多听，运用听觉记忆，使他们用第一语言做出反应，在课堂实际教学中如何进行操作呢？例如,教文具单词时，以前教师大部分采用这样的方法：Look at the picture and read after me.出示图片，学生跟读。现在新教材要求在Just listen这一步时教师出示图片，反复示范发音，让学生静听，使他们处在听觉记忆的过程中，然后可以把图片朝下，打乱顺序，由教师本人抽出一张，做猜谜游戏，教师问：Pencil? Is it a pencil?学生只要回答Yes或No即可，这一步学生仍然是听，并用第一语言作出反应。
2、Listen and move
即学生在听的过程中指一指，找一找，做出相应的动作，这一阶段他们运用的是形体或运动记忆。如Listen and point/colour/number/circle/check.也就是教师发指令，学生动一动，例如在教数字时，教师快速报数字，学生做出手势，再把数字卡片发给学生，按照老师的口令排顺序，我们还可以设计这样的游戏：在教室前放几把椅子，让手持数字卡片的学生坐在椅子上，教师报出两个数字，手持这两个数字的学生尽快更换位置，教师也可参与进去抢座位，这样，形体记忆在这一阶段得到发挥。
3、Listen and pass it on
即学生先听再重复，这时他们运用的是短期记忆，也就是跟读学说的过程，如在教对话时，教师放录音学生边听边看，继续放录音，学生听替换进对话里的新单词，边听，边说，就属于这一过程，在教句型时，由于不讲语法，我们可以教学生唱语法歌，教材中配有相应的语法歌。
4、Choose what to say
在这一阶段学生能够开始用英语说话，这时他们运用的是长时记忆，他们可以用英语选择他们会说的，每个学生都会有成功的愉悦。例如，教食物bread, ice-cream…和句型I like …, I don’t like …可采用开放式教学，让他们自由选择所知道的食物来说出喜欢吃的和不喜欢吃的，有的学生就会说出，sandwish,salad…这样能使学生感到成功增加他们的自信心。
5、Just say it
在这一阶段学生能说出他们所学的内容，甚至能脱口而出，这是长期记忆起着作用。在这一步中，可让学生表演，自由对话，复述故事，同时教师不必急
于纠正学生语言表现中的错误，要让学生有安全感，并积极主动地学习外语。鼓励学生积极参与，大胆表达使学生从动脑、动口、积极思维参与教学活动。如低年级学生可灵活处理教材内容，将其编成儿歌、童谣。课堂中多采用游戏教学法，加上教师灵活亲切的身体语言，使得课堂丰富多彩、轻松活跃。培养学生能在图片、手势的帮助下，听懂语速较慢的话语或录音材料。
三、创设情景
用自己充满激情的表情和动作去感染学生，让学生积极的参与到学习中来。变被动学习为主动学习，创设情景，相互交流，启发学习动机，树立学习信心。直观情景教学是小学英语教学之中一种很重要的教学技巧。教师要充分利用教科书中的课文来创设情景，如打电话、购物、生日聚会、旅游、问路等。为学生提供使用英语进行交流的机会。
通过新课标的学习，我们迎接了新理念新考验新挑战。我们只要大胆运用新理念、新方法到课堂实践中。努力落实新课标。就会探出一条用好新教材的新路子。
小学英语新课标学习心得体会
新课改倡导全人教育，强调课程要促进每个学生身心健康的发展，培养学生良好的品质的终身学习的能力，新课改倡导建设性学习，注重科学探究的学习，关注体验性学习，提倡交流与合作、自主创新学习，课程改革的成败关键在于教师，教师是课程改革的实施者，作为教师的我必须做好充分的准备，学习新课程改革理论，更新教学观念，迎接新课改的挑战，下面简单地谈一下英语新课标学习的几点体会。
一、面向全体学生，为学生全面发展和终身发展奠定基础。
1、鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。
2、为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。
3、鼓励学生通过体验、实践、合作、探索等方式，发展听、说、读、写的综合能力。
4、创造条件让学生能够探究他们自己的一些问题，并自主解决问题。
二、关注学生情感，创造民主、和谐的教学气氛。情态是学好英语的重要因素，因此我努力创造宽松民主、和谐的教学空间，做到：
1、尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性，2、把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。
3、关注学习有 困难的或性格内向的学习，尽可能地为他们创造语言的机会。
4、建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和帮助，做到教学相关。
三、加强学习策略的指导，让他们在学习和适用的过程中逐步学会如何学习做到：
1、积极创造条件，让学生参与到阶段性学习目标，以及实现目标的方法。
2、引导学生结合语境，采用推测、查阅和协调的方法进行学习。
3、引导学生在学习过程中，进行自我评价，并根据需要调整自己的学习目标和学习策略。
四、对学生进行有效的评价。评价采用形成性评价与终结性评价相结合。让学生认识自我，树立自信，有助于反思及调整自己的学习过程，评价或采用测验及非测验形式，平时重视形成性评价，对学生回答学习过程中的表现所改进的诚绩，及反映的情感、态度、策略某方面进行及时的评价，如有口头评价、等级评价、学生之间互相评价等方法，充分发觉学生的进步，鼓励学生自我反思，自我提高，测验以学生综合运用能力为目标，侧重于学生理解和获取信息，能力减少客观题，增加主观题，通过评价学生学会分析自己的成绩和不足，明确努力方向。新课程改革不能只停留在理论上，在实践中发现问题，在新课标的理论指导下解决问题，在课改中不断学习，不断实践，不断反思，愿与新课程共同成长。
第三篇：易经学习笔记--序卦传
序卦传 上
作者：石家庄聚仟射箭馆杨涛 时间：2016年3月
卦的顺序，也是经过了多次演变的。连山易，以艮为第一卦。归藏易，以坤为第一卦。当然也有人主张以谦为第一卦。但是多番演变之后，现在大家比较认同的是周易当中的顺序。《周易·序卦传·上》
有天地，然后万物生焉。盈天地之间者唯万物，故受之以《屯》。《屯》者，盈也；物之始生也。物生必蒙，故受之以《蒙》。《蒙》者，蒙也；物之稚也。物稚不可不养也，故受之以《需》。《需》者，饮食之道也。饮食必有讼，故受之以《讼》。讼必有众起，故受之以《师》。《师》者，众也。众必有所比，故受之以《比》。《比》者，比也。比必有所畜，故受之以《小畜》。物畜然后有礼，故受之以《履》。履而泰然后安，故受之以《泰》。《泰》者，通也。物不可以终通，故受之以《否》。物不可以终否，故受之以《同人》。与人同者物必归焉，故受之以《大有》。有大者不可以盈，故受之以《谦》。有大而能谦必豫，故受之以《豫》。豫必有随，故受之以《随》。以喜随人者必有事，故受之以《蛊》。《蛊》者，事也。有事而后可大，故受之以《临》。《临》者，大也。物大然后可观，故受之以《观》。可观而后有所合，故受之以《噬嗑》。嗑者，合也。物不可苟合而已，故受之以《贲》。《贲》者，饰也。致饰然后亨则尽矣，故受之以《剥》。《剥》者，剥也。物不可以终尽，剥，穷上反下，故受之以《复》。复则不妄矣，故受之以《无妄》。有无妄然后可畜，故受之以《大畜》。物畜然后可养，故受之以《颐》。《颐》者，养也。不养则不可动，故受之以《大过》。物不可以终过，故受之以《坎》。《坎》者，陷也。陷必有所丽，故受之以《离》。《离》者，丽也。
序卦传屯、蒙—易经学习笔记11 原文：有天地，然后万物生焉。盈天地之间者唯万物，故受之以《屯》。屯者，盈也（盈就是怀孕），物之始生也。物生必蒙，故受之以蒙。简单说就是生了孩子，你得养。
万物始生，郁结未通，故为盈塞于天地之间。至通畅茂盛，则塞意亡矣。
天地生万物，屯，万物之始生，故继乾坤之后。蒙者物之稚也。物始生稚小，蒙昧未发，所以蒙卦在屯卦后面。
就是有天地生万物，屯就是万物初生，蒙就是初生之后的教育引导，就是启蒙。生孩子难啊，十月怀胎，养孩子更难，生下来的才是刚开始。
序卦传需、讼—易经学习笔记12 原文：《蒙》者，蒙也；物之稚也。物稚不可不养也，故受之以《需》。《需》者，饮食之道也。饮食必有讼，故受之以《讼》。
养育孩子，首先得吃饱饭，所以需卦就是吃饭，饮食之道。
有所需，就会有争执，你也想要，我也想要，所以产生争讼。所以需卦之后是讼卦。
序卦传师比—易经学习笔记13 师和比的含义可以从这两个词来理解。兴师动众，比翼双飞。
原文：讼必有众起，故受之以《师》。《师》者，众也。众必有所比，故受之以《比》。《比》者，比也。
讼是争执，当争执产生以后无法解决了，怎么办？ 那就出师了，打仗吧。所以讼卦后面是师卦
打仗分一伙一伙的，那就有比了，比就是搞在一起了。归附，比附。说的好听一点就是合作。
当然我们现在也可以理解为，打仗解决不了问题的时候怎么办？ 谈判，合作。共同开发。这才是问题的解决之道。比卦就排到师卦后面了。
序卦传小畜、履—易经学习笔记14 原文：比必有所畜，故受之以《小畜》。物畜然后有礼，故受之以《履》。有合作，自然比打仗要强，社会安宁，大家都可以安安稳稳的生活。这样下来，大家慢慢的就会有所积蓄，也就是最初的财富积累。要记着，合作，才是积累财富的好方法。
那么有点小钱了，不愁吃穿了，会怎么样？人们会有更高一级的精神上的追求。履，鞋子，规矩，制度。就是礼仪。也有履行的意思。
履行什么？天道。有点钱了，不要瞎折腾。要履行天道。要懂礼仪。守规矩。
序卦传泰、否—易经学习笔记15 原文：履而泰然后安，故受之以《泰》。《泰》者，通也。物不可以终通，故受之以《否》。以礼来规范节制人心，个人家庭社会国家生活安泰、精神安泰。泰就是通。泰卦是政通人和的意思。通，通达，顺遂。事物不可能长久处于通泰的状态，所以接着是否塞不通。但是万事都不会一直保持这种通达的状态，走着走着就歪了。顺着顺着就背了。也就是咱们说的，三十年河东，三十年河西。为啥呢？因为人会在顺境中膨胀，逆境中成长。
本来是通的。但是你膨胀，就过不去了。就堵住了。
你看那高速公路为啥是弯弯曲曲的？因为安全，太直的路段，司机一放松，更容易睡着。也更容易出事故。
序卦传同人、大有—易经学习笔记16 原文：物不可以终否，故受之以《同人》。与人同者物必归焉，故受之以《大有》。只有当你点背的时候，你才知道谁是你的真朋友。逆境中，依然对你不离不弃的才是真感情。
所以否了，你才能见真心，才能找到同心同德的人。同人，同人之心，亲如一体。
与人和同，有富同享，有乱同当，我为人人，人人为我；万物一定归附。所以接着是大有卦。
同心同德才能众望所归，众望所归，才会要啥有啥。才能大有可为。
序卦传谦、豫—易经学习笔记17 原文：有大者不可以盈，故受之以《谦》。有大而能谦必豫，故受之以《豫》。
能够大有作为的人，都不会太满，大有，也需虚心。因为满招损，谦受益。所以大有之后是谦。
谦虚，是一个真正的，在精神上物质上大有的人才能够表现出来的。真正的有修养的人，在精神上强大，才可以做到对人对事的冷静和淡然。
真正的有钱的人，才可以在花钱的态度上有平常心。这样的人，都是快乐的。有大业而能够谦虚待人待物，一定安豫快乐。豫，安乐吉祥。所以跟着一卦是豫。
序卦传随、蛊—易经学习笔记18 原文：豫必有随，故受之以《随》。以喜随人者必有事，故受之以《蛊》。《蛊》者，事也。谁都喜欢快乐的人和快乐的事，所以就有人愿意跟随你。跟你一起快乐，这就是随卦。
随便，随时，随机。随是看准方向的一种努力，有所准备，有机会，我就跟上。随机应变，能够根据情况及时修正自己的行为。随遇而安，能够适应各种环境。
但是跟随波逐流，是一种顺境，顺境总会出各种问题。
流水不腐，户枢不蠹。一旦习惯了顺境就不会动了。当然就会生虫子。蛊就是生虫子了，就是腐败了。出事了。怎么办？反腐倡廉。
序卦传临、观—易经学习笔记19 原文：有事而后可大，故受之以《临》。《临》者，大也。物大然后可观，故受之以《观》。反腐倡廉，就要靠近群众，你离群众近了，才能了解民间的问题。离的近就显得大。做为一个领导，你越是和民众接触的多，越是亲民，那么在群众的眼睛里，你就越高大。比如这个词，如朕亲临，就好像皇帝自己到了现场一下，高大了吧。
一个这么高大的形象，出现在民众面前，那么大家就可以仔细的观察你，学习你了。所以跟着是观卦。
序卦传噬嗑、贲—易经学习笔记20 原文：可观而后有所合，故受之以《噬嗑》。嗑者，合也。物不可苟合而已，故受之以《贲》。《贲》者，饰也。
可观，就是有了学习的榜样，有所合，那就向人家学习，在这个学习的过程，就会发现自己身的一些问题，一些不正确的做法。就得改。
噬嗑就是咬断。有东西在嘴里，嘴巴合不上，那就得咬断才行了。让事情顺利，有时候就需要一些强硬的手断。
但是通常过于强硬的手段会让大家难以接受，所以需要一些装饰。
装饰可以让接合的部分看起来更舒服，自然。所以接着就是贲卦。就是装饰。也是现在说的广告。
还可以理解成，秋天果实累累的样子。
序卦传剥、复—易经学习笔记21 原文：致饰然后亨则尽矣，故受之以《剥》。《剥》者，剥也。物不可以终尽，剥，穷上反下，故受之以《复》。
装饰到了极点，亨通就到了尽头，所以接着是剥卦。
说到底装饰就是个表象，你广告做的没边没沿的，现在谁看信？没了信用，自然就没人买你的东西了。
那就到了剥卦，是慢慢剥落的意思。
这里也有点像是经历过秋天硕果累累之后，到了冬天都掉的干干净净的样子。当你冬天果实落在地上的时候，那么之后自然就是春天万物复苏了。以接着是复卦。
序卦传无妄、大畜—易经学习笔记22 原文：复则不妄矣，故受之以《无妄》。有无妄然后可畜，故受 之以《大畜》。胆大妄为，就是瞎折腾。无妄之灾，就是啥也没干，却被雷劈了。下面打雷的图，就是无妄的样子。你别乱跑，应该没事。无妄，就是不得瑟，不瞎折腾。所以无妄就是老子所说的无为。不是啥也不干，是为无为。干应该做的事，别瞎折腾没用的，给自己找麻烦。
那为什么复之后是无妄呢？
复是恢复，返回正道，是实实在在的，所以无妄。
能够真正做的到没有虚妄，那是掌握了大智慧，这样一定可以得到大量的财富，资源，人脉等等。
那才是大畜，不只是有点钱就可以的，要钱我有钱，要地我有地，要人才，我有人才，要政策我有政策。什么都有才是大畜。那是在精神上和物质上，都很充足。
序卦传颐、大过—易经学习笔记23 原文：物畜然后可养，故受之以《颐》。《颐》者，养也。不养则不可动，故受之以《大过》。
什么也不缺了，你干什么？
养生！什么都有不养生，挂了不就白折腾一辈子了？ 所以跟着是颐卦，就是吃东西，也是管住嘴。
包括了别乱吃东西，别乱说话。一方面是身体上的不乱吃东西。另一方面是道德上的修养，不乱说话。都很重要。
大过不是咱们对学生的处分，大过不是大错。而是一种非常时期，非常人，所做的非常事。过是过错，过分，经过三重意思。
过分的事情，在一段时间之后，你也许会有不同的看法。那么为什么颐卦之后是大过？
有养而后能成，一旦养成之后，强大了，就会做一些非常事。
比如秦始皇，统一文字，统一度量衡。就是大过，过分啊，那么多的文化产物都没有了。换个角度，哇，伟大啊，统一了。第一位始皇帝！
序卦传坎、离—易经学习笔记24 原文：物不可以终过，故受之以《坎》。《坎》者，陷也。陷必有 所丽，故受之以《离》。《离》者，丽也。
要做非常事，那就必然会困难重重。那就要学会面对各种危险。所以大过之后跟着坎卦，就是陷阱，就是困难。
但是学会怎么去面对困难，适应对于种种困难的应对。陷必有所丽（依附，依靠），是指掉进水里的人都会拼命去抓那根救命的稻草。越是在黑暗的时候，人们越会奔向光明。所以坎之后是离卦。
离卦也是文明高度发展的景象。
序卦传 上经部分总结—易经学习笔记25 万物初生，都不容易，这叫做始生之难，了解这个难，就应该学会尊重生命。从生下来什么都不知道，渐渐了解了这个世界，就会想要这个，想要那个。任何生命，都会趋向于对自己有利的一面。最基本的需求，就是要吃饭。都想吃饭，资源有限的情况下，就会发生争执。争吵不能解决问题的，就会打仗。
打仗不是一个人的事，肯定有一伙的。和你一伙的，也有对方一伙的。相互间如果都打不过对方，结果打架的双方，也就合作了。通过合作，大家都能得利。就能小有积蓄。
物质上有了基础，就要追求精神上的提高，就要学习礼仪。能够处处守礼，就会时时通达。
但是哪哪都通，慢慢的就会膨胀，以前通畅的路，也会显得有点堵了。发现寸步难行的时候，进入了人生的低谷，就会知道，谁才是真正的朋友。才能找到真正志同道合的人。
找到志同道合的朋友，必然会大有作为。
大有作为，就大有收获，拥有的越多，就会越谦虚，人的内心越是丰富，就越能表现的淡然。能谦虚的对人对事，就能得到真正的快乐。
快乐都是可以相互感染的，快乐，会让更多的人愿意接近，跟随。
跟随别人的人，都是顺流而下的人，他们处在顺境中，得到变得容易，也就容易发生腐败。要治理腐败，就要深入民间，贴近群众。
能靠近群众的领导，都是高大的榜样值得我们学习。
要学习，首先得改掉自己的坏习惯。要追上先进的队伍，就得剔除队伍中的问题分子。向先进的模式，优秀的人靠拢，要学会装饰自己的，打扮自己。装扮的过分，早晚会脱落，但是最终留下的，是你真正的核心价值。保住这点核心，你就有东山再起的机会。
能够恢复过来的人，都是重新走上正路的人。就不会再迷茫。
不再迷茫，终会有一天，得到大的收获。那个时候，真的啥也不缺了。什么都不缺的人，只有最后一个目标了，就是活的更长，于是开始养生。生命不只是为了活着，于是养生成功的人，开始追求更高的人生价值。要做一些突破常理，比较过分的事。做这样的事，自然是困难重重的。
但是当你越是陷入一片黑暗的时候，越是奔向光明。就是我们所说的道路是坎坷的，前途是光明的。
可能有很多人看到这里，还不太明白，我这啰嗦半天说的是啥。其实这就是易经的上经三十卦。天地孕育万物，从出生，到长大，直到最后走向光明。上经的部分，展示了天道的运行规律。口诀：乾坤屯蒙需讼师，比小畜兮履泰否，同人大有谦豫随，蛊临观兮噬嗑贲，剥复无妄大畜颐，大过坎离三十备。
序卦传 下
有天地，然后有万物；有万物，然后有男女；有男女，然后有夫妇；有夫妇，然后有父子；有父子，然后有君臣；有君臣，然后有上下；有上下，然后礼义有所错。夫妇之道，不可以不久也，故受之以《恒》。《恒》者，久也。物不可以久居其所，故受之以《遁》。《遁》者，退也。物不可以终遁，故受之以《大壮》。物不可 以终壮，故受之以《晋》。《晋》者，进也。晋必有所伤，故受之以《明夷》。夷者，伤也。伤于外者必反其家，故受之以《家人》。家道穷必乖，故受之以 《睽》。《睽》者，乖也。乖必有难，故受之以《蹇》。《蹇》者，难也。物不可以终难，故受之以《解》。《解》者，缓也。缓必有所失，故受之以《损》。损而 不已必益，故受之以《益》。益而不已必决，故受之以《夬》。《夬》者，决也。决必有所遇，故受之以《姤》。《姤》者，遇也。物相遇而后聚，故受之以 《萃》。《萃》者，聚也。聚而上者谓之升，故受之以《升》。升而不已必困，故受之以《困》。困乎上者必反下，故受之以《井》。井道不可不革，故受之以 《革》。革物者莫若鼎，故受之以《鼎》。主器者莫若长子，故受之以《震》。《震》者，动也。物不可以终动，止之，故受之以《艮》。《艮》者，止也。物不可 以终止，故受之以《渐》。《渐》者，进也。进必有所归，故受之以《归妹》。得其所归者
必大，故受之以《丰》。《丰》者，大也。穷大者必失其所居，故受之以 《旅》。旅而无所容，故受之以《巽》。《巽》者，入也。入而后说之，故受之以《兑》。《兑》者，说也。说而后散之，故受之以《涣》。《涣》者，离也。物不 可以终离，故受之以《节》。节而信之，故受之以《中孚》。有信者必行之，故受之以《小过》。有过物者必济，故受之以《既济》。物不可穷也，故受之以《未 济》终焉。
序卦传 咸、恒—易经学习笔记26 有天地，然后有万物；有万物，然后有男女。
这段的原文都很容易理解，咸就是男女。饮食男女，自然而然。日久生情。有了感情，就希望能在一起，而且是永远在一起。所以就要结婚。那就是恒。
序卦传遁、大壮—易经学习笔记27 所有我们追寻的永恒，其实都不存在，那只是相对于短暂而存在的长久。早晚都会有结束的时候，所以遁就是一种好的处理方式。不要等别人推你下台，激流勇退，也是一种智慧。可以有效的保存自己。
有效的保存自己之后，就可以在有机会的时候，有大的发展。遁就到展到了大壮。
序卦传晋、明夷—易经学习笔记28 发展壮大之后，必然会积极进取。就想往前冲。前进就是晋。冲的越靠前，就越是容易受伤。从来都是枪打出头鸟。晋之后，是明夷，就是受伤。
序卦传家人、睽—易经学习笔记29 动物受了伤会回到窝里，人要受了伤就回到家里了。所以之后是家人卦。家里人也有分别的时候，睽就是背离的意思。
比如说，两个女儿要出嫁了，这就是睽，所以天下事，分久合，合久分。睽不是坏事，对立而统一，天地如果不分开，就没有万物。异性相吸，就是睽的主要作用。
序卦传蹇、解—易经学习笔记30 在家千日好，出门一朝难。
与家人分离，自然感觉到外面的困难。蹇就是困难，灾难。
灾难的来了，不会永远在这儿里，坚持下去，问题总是会慢慢解决的。解卦就是有所缓解。
序卦传损、益—易经学习笔记31 破财免灾，要缓解，消除灾祸，那必须有所损失。
比如壁虎遇到了灾难，留下了尾巴，自己跑了。这就是付出了损失，躲过了灾难。万物是平衡的，有损失的一方，就有受益的一方。
序卦传夬、姤—易经学习笔记32 一直在增益的一方，最终还是要有所决断的。
水库的水，一直在增加，如果你不去疏通泄洪。那总有一天就会决堤。你不决也得决。所以之后是夬卦。就是有所决断。一旦有所决断，自然会有新的遭遇。（相遇就是姤）
家里的小姑娘，虽然你一天天的不让她出门，但是她总有一天会长大（益），终于有一天，要出去转转看看（夬），一出去，就会遇到一些人（姤）。然后就不回来了。
序卦传萃、升—易经学习笔记33 萃，就是聚集。
相遇之后不分开，就会聚集在一起。而遇到合适的人和环境，自然也愿意在一起。所以姤之后是萃卦。
聚在一起，就会越堆越高，比如说聚沙成塔。所以聚之后是升卦。
序卦传困、井—易经学习笔记34 升到不能再升，没有上升的力量了，就被困在那里了。
困住了，四面不能离开，向上也没有空间，那就只有向下了。向下挖就是井，所以困卦之后是井卦。
序卦传革、鼎—易经学习笔记35 井其实也是困，只是一个是困在天上，一个是困在地下。
想要离开这种状态，那就得突破包围，那就得打破常规，就是革命！革是丢弃旧的，鼎就创造新的。
要改变，要革新，就得有器物。当然如果从卦象上看就更容易理解一些了。革就像煮水，要不然就是水被烧干，要不然就是下面的火被浇灭。
那要是想安全一点方便一点怎么办，就是用鼎。有一个锅在，烧水就比较方便了。变革也可以更缓和一些。
序卦传震、艮—易经学习笔记36 用器（鼎）首选的应该是长子（震），所以后面眼着是震卦。震也是动，有动就有止，运动与静止是相对的。所有跟着是艮卦 我的看法是：创新时候，需要的是一股冲劲。这种冲动可以推动我们将创业坚持下来。但是冲动后总会冷静下来。
序卦传渐、归妹—易经学习笔记37 停止只是为了更远的前进，所以艮卦之后是渐卦。意思是慢慢的再次启程，重新回到大路上前进。
在前进的路上，你会遇到很多走不动的，停在路上的人，还有想往回走的。你有前进的方向，他们会来归附你。
序卦传丰、旅—易经学习笔记38 来归附你的人多了，你自然会有大的收获。所以后面是丰卦。
东西多了，人也多了，家里不够住了，怎么办？出去想办法。所以旅卦就到了。
序卦传巽、兑—易经学习笔记39 出了门，没个地方容身，所以就找个山洞钻进去休息。进入，就是巽卦。
也可以理解成，出门在外，没个亲戚朋友，就想加入一个组织。
能有个容身之所，或者山洞也好，或是某个组织也好。就会高兴起来。就是兑卦。
序卦传涣、节—易经学习笔记40 将快乐传播，散开，就是涣卦。
分散就显得声势浩大。但是这种涣散必须要节制，不能任其发展。所以后面是节卦。讲的是收放自如。
序卦传中孚、小过—易经学习笔记41 节约并不是不用，而是应该用就用，不应该用，就不浪费。
所以守中道。所以做事情更有信心。因为你知道自己平时的节制，可以有更长久的发展。中道，信心，就是中孚卦。
小过不是过错，是小的通过。你有信用，一些小事上，大家自然会给你方便。
序卦传既济、未济—易经学习笔记42 小事都这么方便，那么大事一定也可以成功。所以小过之后是既济。
但是世界上的不会就此终结，永远有没有完成的事情等着我们，所以最后一卦是未济。代表着万事万物，没有终结。
序卦传 下经部分总结—易经学习笔记43
感情是短暂的开始，但是希望能够走向天长地久。
退是为了进，太阳会升起就会落下去。
家人有亲情，也有反目的。有困难有灾难，但也都会有缓解的时候。有人得利，就有人失利。得到的好还是失去的好？
决定就会有机遇。有聚就有散。有动就有静，出去就有回。有出就有入。
很多事都是相对的。这一段目标完成，还会有下一段目标，万物不会有所终结。
下经一共三十四卦，代表着人道循环。
从感情，到家庭，再到社会，和政治。并没有像上经一样太强的连惯性。
但是突出了人一生当中的起起落落，反反复复。真的好像人的一生展现在眼前。多是以事物的相对方面来讲解人与人之间的问题所在。以及解决问题的方式。最后以未济结束，反而是在说没有结束。口诀：咸恒遁兮及大壮，晋与明夷家人睽，蹇解损益夬姤萃，升困井革鼎震继，艮渐归妹丰旅巽，兑涣节兮中孚至，小过既济兼未济，是为下经三十四。
第四篇：英语学习笔记[最终版]
剩下的 remaining;the rest of
剩下的全部：all the rest
the rest of用作定语 后面可加n.the restn.剩余者；其余者 可作主语、宾语
区别在于make sense 是不及物的，译为“讲得通，有道理” 而make sense of是及物的，译为“弄懂，理解”
可如下相互转换:
This sentence doesn't make sense to me
I can not make sense of this sentence
contribute 发布，贡献，出力；投稿
distribute 分配；散布；分开
fourteen [fɔrˈtin]
forty [ˈfɔrti] 读di的音 就像city
police [pəˈlis]
please [pliz]
advice：[əd'vais] 名词形式 建议，忠告，劝告，意见
advise：[əd'vaiz] 动词形式
social[ˈsoʃəl]adj 社会的, 社交的, 群居的一个人的社交生活a busy social life
社交能力 social skills
联谊活动可以说是social events
Society[səˈsaiəti]n 社会,社团,...会,...社, 交际, 社交界, 上流社会adj.上流社会的，社交界的pre在..之前
post 在..之后
specialadj.特殊的；专门的； n.专车；特价；特刊
especialadj.特别的，突出的especially adv.尤其地；特别地 specify [ˈspesɪfaɪ] V指定；详述
suppose [sə'pəʊz] vt.假设；猜想, 以为 supposal
purpose ['pɜ:pəs]n.目的；作用；vt.打算；企图on purpose propose [prə'pəʊz]vt.建议；打算proposal
有意地，故意
affect [əˈfɛkt] 与 effect [ɪˈfɛkt] 均可表示“影响”，其区别是：前者是动词(及物)，主要指一时的影响，着重影响的动作，可指一般意义的影响(不分好坏)，也可指不良影响；后者是名词(可数或不可数)，两者的关系大致为：affect＝have an effect on.The news did not affect her at all.＝The news had no effect on her at all.这条消息对她没有一点影响。effect 有时虽用作动词(及物)，但不表示“影响”，而表示“实现”或“产生”等。如： He effected great changes in the company.他使公司发生了巨大的变化。influence
vt.影响, 感化
n.影响力, 权势, 势力,影响
influence所表达的影响可以是好的影响，也可以是坏的影响。
作动词的搭配就是influence sb 影响某人 influence sth 影响某事
Don't let me influence your decision.不要让我影响你的决定
作名词的搭配就是 a influence on/over sb./sth.对某人某事有影响
His parents no longer have any real influence over him.他的父母对他不再有任何真正的约束力了。
affect 作主语通常是物而不是人，指一物对另一物产生的消极影响。
influence 侧重在思想、性格、行为等方面所产生的潜移默化的影响，也可指自然力的影响。impact 是不及物动词，对某物有强烈影响（have a strong effect）（+on）
sustaining[sə'steɪnɪŋ]连续的intermittent [ˌɪntɚˈmɪtnt] 间歇的断断续续的reduce是一种主观的减少、降低，主语是使减少的外力 可以表示尺寸，数量，程度或强度的减少，词义引申后，还可以表示地位，处境或状况的降低。
decrese是一种客观的减少、下降，主语是减少的东西（size, amount, or price
1.the conductor reduced the speed of the train(降低火车速度）because of the traffic accident ahead.2.the number of milu deer has decreased to 250（减少到250只）in that area 3.the time he spent on his study has decreased(减少）since he became interested in on-line games
4.the population of the village has decreased by 120 to about 600(减少了120人还有大约600人）
marry Vi Vt 结婚；嫁；娶；与......结婚等。
一、marry sb表示嫁给某人；与......结婚。
例如：John married Mary last week.上星期约翰和玛丽结婚了。
二、be/get married to sb表示与某人结婚。
例如：Jane was married to a doctor last month.Rose got married to a teacher.罗斯和一位教师结婚了。
三、marry sb to sb表示父母把女儿嫁给某人或为儿子娶媳妇。
She married her daughter to a businessman.她把女儿嫁给了一位商人。
四、marry作不及物动词时，往往用副词或介词短语来修饰。
例如：She married very early.她很早就结婚了。
五、marry 一般不与介词with 连用。
她和一位英国人结了婚。
【误】She married with an Englishman.【正】She married an Englishman.【正】She was / got married to an Englishman.六、若问某某是否结婚，而不涉及结婚的对象，可用be / get married的形式，相当于系表结构。
例如：你结婚了吗？
【正】 Are you married?/ Have you got married
in terms of根据；用…的话；就…而言；以…为单位
Our goods compete in terms of product quality, reliability and above all variety...我们的产品在质量、可靠性，尤其是品种方面颇具竞争力。
esolve 动词 vt解决，vi决心。名词：决心，解决
decide指“经过询问、研讨和考虑之后, 在几种可能的选择之中作出决定”, 如:
She decided to leave here on Sunday instead of Monday.她决定星期日而不是星期一离开这里。
determine指“决心作某一件事而不动摇”, 如:
We have determined to get the work done ahead of schedule.我们已经决定要提前完成这项工作。
resolve指“打定主意做某事或不做某事”, vt解决，vi决心。名词：决心，解决
I resolve to study English.我决定学英语。
decide抉择反义词：hesitate犹豫hesitation
Village 村，村民
town 镇
county县
area、district 区,地区
City市
state州，国家vt规定 声明
province省
capital 首都,country 国家 家乡
hundred 百
thousand 千
million 百万
billion 十亿
sever ['sevə(r)] V切断 断绝 sever connections with sb.与某人断绝关系
severe [sɪ'vɪə(r)] adj.严峻的；严厉的；苛刻的several [ˈsevrəl]adj.几个的；分别的 pron.几个，数个；一些
serve [sɜ:v] V 招待；服务,适用, 提供
server ['sɜ:və(r)] n 服务员服务器
service ['sɜ:vɪs] n.服务；服务业； vt.检修，；保养
ex的读音规则：
1.若ex后接一个元音字母（a, e, i, o, u）或不发音字母h，且重音不落在第一个音节上，则ex的发音为 /ɪgz/ 例如：
exact /ɪg'zækt/ 精确的，确实的； exam /ɪg'zæm/ 考试，测验；
example / ɪg'zɑːmpl/ 例子，榜样；exist /ɪg'zɪst/ 存在，生存；
exhibit /ɪg'zɪbɪt/ 陈列，展览；exhaust/ ɪg'zɔːst/ 竭尽，耗尽;
exert/ig'zə:t/ v.发挥, 施以影响, 运用
2.若ex后接一个辅音字母，且重音不落在第一个音节上，则ex的发音为 /ɪks/ 例如： exchange / ɪks'tʃeɪndʒ / 交换，交易；excuse /ɪk'skjuːz/ 原谅，借口； expect / ɪk'spekt/ 预期，期望；except /ɪk'sept / 除……外；
experience /ɪk'spɪərɪəns/ 经历，经验； experiment /ɪk'sperɪmənt/ 实验； explain /ɪk'spleɪn/ 解释，说明；expose /ɪk'spəʊz/ 使暴露，揭露；
express /ɪk'spres/ 表达；expression /ɪk'spreʃn/ 表达法，表情；
extend /ɪk'stend/ 延展，伸展；expense / ɪk'spens/ 费用；
expensive /ɪk'spɛnsɪv/ 昂贵的；extraordinary /ɪk'strɔrdn,ɛrɪ/ 突出的，特别的。
3.只要重音（或次重音）落在第一个音节上，则ex的发音为 /eks/ 例如：
exercise / 'eksəsaɪz/ 练习，训练； expert /'ekspɜːt/ 专家，能手；
extra / 'ekstrə/ 额外的；exhibition /‚eksɪ'bɪʃn/ 陈列，展览
-ed
在浊辅音和元音后面 [d]
在清辅音后面 [t]
在[t] [d]音后面 [id]
规则动词的过去式由“动词原形+-ed”构成，具体变化有：
1.直接在词尾加-ed。如: want—wanted, work—worked, need—needed, clean—cleaned
2.以不发音的e结尾的在词尾加-d。如：like—liked, live—lived, use—used, move—moved
3.以一个元音字母加一个辅音字母结尾的重读闭音节动词，先双写结尾的辅音字母，再加-ed。如：stop—stopped, trip—tripped
4.以辅音字母加y结尾的动词，先把y变成i，再加-ed。如：study—studied, carry—carried, hurry—hurried, marry—married
不规则动词的过去式大体上归纳有以下六条记忆法：
1.以t结尾的词，过去式与原形相同。如：put—put, let—let, cut—cut, beat—beat
2.以d结尾的词，把d变成t。如:build—built, lend—lent, send—sent, spend—spent
3.以n结尾的词，在词后加t。如：mean—meant, burn—burnt, learn—learnt
4.以ow / aw结尾的词，把ow / aw变成ew。如：blow—blew, draw—drew, know—knew, grow—grew
5.含有双写字母的词，将双写改为单写，在词尾加t。如：keep—kept, sleep—slept, feel—felt, smell—smelt
6.含有元音字母o / i的词，将o / i变成a。如：sing—sang, give—gave, sit—sat, drink—drank
第五篇：英语外出学习笔记
外出学习笔记
崔志超
2013年9月份，我参加了在潍坊市举行的山东省第二届小学英语教学技能观摩会，作为一名年轻的英语教师,能有机会参加教研室为我们提供的这次学习机会,我觉得十分荣幸。这次学习为我们小学英语老师提供了一次很好的学习的平台，也留给了我满满的收获和深深的思考,现将自己的学习心得体会总结如下：
一、从专家报告中受到的启示
本次会议三天中分别由清华大学的催刚教授、英语辅导报创始人包天仁教授、国家外语教学研究中心副主任等做专题报告，他们分别从小学英语语音教学、小学英语课堂教学基本要求、小学英语教学的目标和任务等方面做了专题报告。
催刚教授在分析小学英语教学的现状中指出，基础教育各学科中小学英语教学较为薄弱，而其中语音教学最为人们忽视，原因一方面是语音教学意识不强，另一方面是受教师自身语音知识和素质限制。崔教授对为什么要在小学阶段重视语音教学做了具体的阐述，还指出了小学英语教师应该给学生系统教授哪些语音知识、培养哪些语音技能，此外还结合中国小学生学习英语的特点介绍了一些语音教学好的方法。其中提到的自然拼读法和我们学校之前福尼斯英语的音图教学法有很多相同之处，我们应该发挥我校在这一方面的优势，利用好、保留好福尼斯英语教学中好的方法，为我校探索和实践英语语音教学服务。
包天仁教授从小学英语课堂教学的问题出发，分析和阐述了小学英语课堂教学的基本要求。他从八个方面分析了小学英语课堂教学目前存在的主要问题，针对以上问题提出了课堂教学要注意的事项和要做到的基本要求。包教授提倡“四位一体”的英语教学法，要求教师在课堂上必须是直接的、公开的、显性的传授知识，反对交际法中以听说为主、不重视语言点、语音语法知识的体验式学习，强调技能的基础是知识的习得。包教授报告中的一些英语教学理念，使我不仅深刻地反思了自己的教学，也使我明白了教学要求我们要敢于质疑、敢于实践，要不断的学习和吸取更好的、更适合学生的教育教学方法。
二、从专家点评中得到的信息
本次会议比赛中，由来自全国各省市的教研员、一线优秀教师进行点评，在对三十几节参赛课的点评中，各省市教研员共同关注的有以下四个方面：一是关注学生的学习过程而不是学习结果，即学生在课堂上是怎样学习的、怎样学会的，教师是如何引导学生学习、练习、消化和应用的；二是关注学生学习策略的培养，在不同的课型和教学模式中，教师是如何培养学生听、说、读、写等学习策略的，有没有引导学生的细节和步骤；三是关注学生的语音学习，在教学的过程中教师是否注重语音知识和技能的讲解和培养；四是注重课堂的实效性，主张英语课堂教学要平时、有效，而不是花哨、热闹。
三、从参赛课中寻找到的不足
本次会议中有10名教师进行了优秀课说课展评，32名教师进行了基本功比赛。通过认真听课和分析，我发现自己存在的不足还很多，主要有以下两个方面：一是缺乏英语语言系统性知识，要加强对英语语音学、英语教学法等方面的系统性学习，只有全面的、有体系的掌握知识，才能准确的把握教学的目标，才能站在学生终生英语语言学习的角度去思考小学阶段的英语学习；二是对先进的英语语言教学理论了解不够，平时教学过程中立足自己的课堂，只关注了自己身边有限的、已知的方式方法，没有积极的通过各种信息渠道去获得最新的、先进的理念来引导自己的教学。以上是我本次外出学习的一些心得体会，我将与全组成员继续进行研讨与反思，加强学习，积极改进。
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