kit老师教你学英语

第一篇：kit老师教你学英语

Kim老师专栏Hello Crazy English Learners!­

I am so lucky to have already made friends with so many of you in my travels all over China.I hope that this column will allow me to get to know even more of you.For those of you who don’t know me, my name is Kim.I was an English teacher in Miami, Florida(USA)before I joined

the LYCE family almost ten years ago.Teaching English is my job, but it is also my passion.I love everything about English.I love reading, writing and teaching.I even find grammar very interesting!Each month I will choose a few questions from our readers and answer them here.-

Occasionally, when I receive a really outstanding question or letter, I will award that lucky reader a prize…Maybe a book, maybe a whole set of books, or maybe even a spot at one of LYCE’s

Intensive Training Camps.I will also occasionally call a reader to personally thank him or her for her question.A person who questions is a person who learns.I always say that if one person has a question and asks it, the answer is going to help thousands of people who had the same question!This really is my goal.I hope you will help me to reach it!I’ll be waiting anxiously to hear from you!All My Very Best!-

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­Kim

疯狂英语的学习者们，你们好！­

更多的人。我向那些还不认识我的朋友自我介绍一下，我叫Kim。大约十年前，我加入了李阳疯狂英语大家庭

。在这之前，我是美国佛罗里达州迈阿密市的一名英语教师。教英语不仅是我的工作，也是我的热情所在。我

喜欢任何与英语相关的东西，喜欢阅读、写作，喜欢教书。我甚至发现语法也非常有趣！每个月我都将从我们 的读者提出的问题中选出一些问题，在这里进行解答。­

有时候，当我收到确实非常好的问题或来信时，我将给予这个幸运的读者一些奖励„„也许是一本书，也许是

一整套书，甚至也许是一个李阳疯狂英语集训营的学位。我还将不时地亲自给读者打电话，感谢他/她提出的问

题。问问题的人是好学的人。我总觉得一个人碰到了问题而且会问别人的话，问题的答案会帮助成千上万的有同

样疑问的人！这确实是我的目标。我希望你们能够帮我实现这个目标！我急切地盼望着收到你们的问题和来信！

致以最诚挚的祝福！­ ­

­Kim

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Kim老师的解疑，每周更新，敬请关注!­

问：通过句子背语法,但又不知到怎么才能用得上，不知怎样用。比如小学生一般现在时不知怎样才用得上,但他

把那种类型的句子背得脱口而出,有没有用.是否就算过关了再如,某公司董事长要学英语,就是语法不过关,他

把所有时态的句子都背得脱口而出,是不是就行了.意思是他不用去钻研语法???­

答：Learn grammar by reciting sentences.But I have no idea in what situation and how to use it.For

instance, a primary school student doesn’t know when he should use the simple present tense, but he can blurt out sentences in this tense.Is it useful and can we say that he has grasped the usage of the tense? Another case is that a chairman-in-board wants to learn English, but he doesn’t know much of grammar.He can recite and blurt out sentences in all kinds of tenses.Is it OK to him? Then it is

not necessary for him to study grammar? First of all, I beg you to break free of the idea that “grammar”

is something separate and outside of English.If you are speaking, reading, writing or listening to English, you are learning grammar!English is grammar.Every page in every English novel, every single English news broadcast and every single English dialogue between native speaking classmates contains countless examples

of subjunctive mood, attributive clause, subject-verb agreement and every other grammar point you can think

of!I will use your examples to illustrate my point: Even a native-speaking primary student will often make

mistakes using the past tense such as, “I throwed the ball to him.” This mistake comes from applying the general rule, verb+ed =past tense.Of course, this rule does not apply to irregular verbs and the child has

never even been formally taught any such “rule”.He will however, self-correct by the age of seven or eight due to exposure to the correct form.Of course, it is not as easy for a non-native speaker because exposure

to correct form of the second language is limited.This is why LYCE stresses the importance of reciting short passages and mastering useful sentences.The more familiar you are with hearing, seeing and speaking correct

grammar, the easier it is for you to internalize and develop your own language sense.Language sense is the

ability to naturally choose the correct words and grammar to express yourself.Language sense also helps you in knowing correct test item answers before you even glance at the answer choices.As for the Chairman of the

Board, if he can blurt out all kinds of sentences in all kinds of tenses at the appropriate time, I’d say he

has already completed his grammar study.Do you think it would be a wise use of his(or anyone’s)time to sit

down and start memorizing rules about transitive vs.intransitive verbs? After all, in the real world, grammar isn’t just something to know, it’s something you must know how to use!Don’t give up on reciting sentences…

but keep in mind they are just a foundation on which to build your English ability.Spend less time thinking about grammar.Spend more time using it!I’m confident that you will make it!­

首先，希望你能摒弃“语法是独立于英语之外”的观点。如果你正在说、读、写和听英语，你就是在学习语法！英语就是 语法！在每一部英语小说的每一页、每一则英语广播新闻和以英语为母语的同学的每一个对话中，都包含了虚拟语气、定语从句、主谓一致等等的无数例句，以及你所能想到的任何其他语法点。下面我将用你所举的例子来阐述我的观点：即使是一个以英语为母

语的小学生也在使用一般过去时时也经常会犯这样的错误：I throwed the ball to him。这样的错误源于一般规则的运用：动词

+-ed = 过去时。当然，这条规则不适用于不规则动词，而从来没有人教过这个小孩这样的“规则”。但是，到他七八岁的时候，由于对正确形式的耳濡目染，他会自我纠正。当然，这对于母语不是英语的国家的人来说并不容易，因为接触第二语言正确形式的

机会是有限的。这就是为什么李阳疯狂英语要强调背诵小短文、掌握有用的句子的重要性。你对听到的、看到的、说出来的正确语 法越熟悉，你就越容易使自己的语感内在化并得到发展。语感是自然选择正确词汇和语法来表达自己思想的能力。它还能帮助你在 考试中不用看选项就知道正确答案。对于一个公司的懂事长来说，如果他能在特定的语境下脱口而出各种时态的句子，我觉得他已 经完成了他的语法学习。你觉得要他坐下来去开始记忆关于及物动词和不及物动词的规则是在聪明地利用他的时间吗？不管怎么说，在现实当中，语法不是仅仅要只是知道的东西，它还是你必须知道如何使用的东西。别放弃背诵句子，但要记住，句子只是培养

英语能力的基石。别花太多时间琢磨语法，要把更多的时间放在使用语法上！我相信你能做到！

第二篇：美国老师教你学英语

1.Don't study grammar 不要学习语法

This rule might sound strange to many ESL students, but it is one of the most important rules.If you want to pass examinations, then study grammar.However, if you want to become fluent in English, then you should try to learn English without studying the grammar.Studying grammar will only slow you down and confuse you.（学习语法将影响第二外语的习得 速度）You will think about the rules when creating sentences instead of naturally saying a sentence like a native.Remember that only a small fraction of English speakers know more than 20% of all the grammar rules.Many ESL students know more grammar than native speakers.I can confidently say this with experience.I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years.However, many of my students know more details about English grammar than I do.I can easily look up the definition and apply it, but I don't know it off the top of my head.I often ask my native English friends some grammar questions, and only a few of them know the correct answer.However, they are fluent in English and can read, speak, listen, and communicate effectively.（很多母语为英语的人，都不了解 语法为何。但是他们可以非常流利的运用英文。）

Do you want to be able to recite the definition of a causative verb, or do you want to be able to speak English fluently?

2.Learn and study phrases 用学习短语代替学习词汇

Many students learn vocabulary and try to put many words together to create a proper sentence.It amazes me how many words some of my students know, but they cannot create a proper sentence.The reason is because they didn't study phrases.When children learn a language, they learn both words and phrases together.Likewise, you need to study and learn phrases.认识单词，不会用等于没学，所以学习短语并加以运用，来保证 准确率.If you know 1000 words, you might not be able to say one correct sentence.But if you know 1 phrase, you can make hundreds of correct sentences.If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say.Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker.So don't spend hours and hours learning many different words.Use that time to study phrases instead and you will be closer to English fluency.Don't translate 不要翻译

When you want to create an English sentence, do not translate the words from your Mother tongue.The order of words is probably completely

different and you will be both slow and incorrect by doing this.Instead, learn phrases and sentences so you don't have to think about the words you are saying.It should be automatic.学会英文的思维方式、组织句子的结构。如果先想中文，在翻 译成英文，将影响速度，故直接用英语方式来思考。Another problem with translating is that you will be trying to incorporate grammar rules that you have learned.Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.3.Reading and Listening is NOT enough.Practice Speaking what you hear!仅仅练习听力和阅读是不够的，不断重复你所听到的英文。

Reading, listening, and speaking are the most important aspects of any language.The same is true for English.However, speaking is the only requirement to be fluent.It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing.So the natural order is listening, speaking, reading, then writing.作者主张，二语习得的顺序为： 听、说、读、写。但是，往往教学中的顺序为：读、听、说、写。

First Problem

Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it.So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing.Second Problem

The reason many people can read and listen is because that's all they practice.But in order to speak English fluently, you need to practice speaking.Don't stop at the listening portion, and when you study, don't just listen.Speak out loud the material you are listening to and practice what you hear.Practice speaking out loud until your mouth and brain can do it without any effort.By doing so, you will be able to speak English fluently.4.Submerge yourself 语言环境

Being able to speak a language is not related to how smart you are.Anyone can learn how to speak any language.This is a proven fact by everyone in the world.Everyone can speak at least one language.Whether you are intelligent, or lacking some brain power, you are able to speak one language.作者认为：学习语言的能力，是人类与生俱来的能力，与智力无关。This was achieved by being around that language at all times.In your

country, you hear and speak your language constantly.You will notice that many people who are good English speakers are the ones who studied in an English speaking school.They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.学习语言要把自己放在置身于语言环境中。未必一定要出国才能 学好，比如可以用ipod、电视节目等等，创造语言环境。

There are also some people who study abroad and learn very little.That is because they went to an English speaking school, but found friends from their own country and didn't practice English.You don't have to go anywhere to become a fluent English speaker.You only need to surround yourself with English.You can do this by making rules with your existing friends that you will only speak English.You can also carry around an iPod and constantly listen to English sentences.As you can see, you can achieve results by changing what your surroundings are.Submerge yourself in English and you will learn several times faster.5.Study correct material 谨慎选择学习材料

A common phrase that is incorrect is, “Practice makes perfect.” This is far from the truth.Practice only makes what you are practicing permanent.If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly.Therefore, it is important that you study material that is commonly used by most people.Another problem I see is that many students study the news.However, the language they speak is more formal and the content they use is more political and not used in regular life.It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English.学习报纸、听新闻未 必是好方法，因为他们的专业性太强，生活英语很少用到。

第三篇：教你如何学好英语

一、明确的学习态度

１、先要明确学习英语的目的和意义，勤学苦练。

２、其次要保持学习英语的兴趣，持之以恒。兴趣是最好的老师，学英语最忌一曝十寒，开始学习时觉得新奇，兴趣很浓，往往忽视学习的长期性各艰巨性。

３、再次要积极大胆。学习英语一定要大胆的说，大胆的读，不能畏难怕羞，不敢开口，不能学“哑巴”英语，即只看懂、听得懂别人的而说不出、写不出自己的。

二、要注意学习方法

１、要过好语音关。学好语音是学好英语的基础，理由很简单，如果单词读不准，句子不能上口，那就无法学好任何语言，交际当中也会产生误会。

２、要掌握正确的学习词汇的方法。词汇包括音和义两个方面，虽然英语单词的拼法很不规则，但大部分的英语单词的拼写和读音是有规律可循的，因此，从开始学单词起，就要注意单词的读音和拼法之间的关系，即拼读规则。

３、要掌握好正确的学习语法的方法。

４、多听多说、常读常写。

文章来源：南京琅文培训学校

第四篇：老师教你课外阅读[最终版]

课外阅读方法指导

1.精选材料，扩大范围，培养兴趣（1）选择阅读材料的原则

首先，我们要帮助学生理顺课内与课外关系：课外阅读对课内知识有补充和促进作用，二者相辅相成，必须把它们紧密地结合起来，使课外阅读成为课内学习的延续。其次，兴趣是成功的原动力，作为教材延伸形式出现的课外阅读，材料要有其发展性，体裁要多样化，要讲求趣味性和时效性。另外，我们要培养学生发散性的元认知结构，注意材料的内容，把握语言难度，经常能够结合当前课本所学内容。我们深知，浅易的内容有利巩固基础知识，引起兴趣；较难的内容便于启发思维，增添知识。因此，阅读材料的难度适中，由浅入深，逐步升级。一般情况是，生词不太多，篇幅不太长。如果生词太多，看一句要查好几次词典，就难以把主要精力用在理解文章的内容上，阅读的效果就大打折扣了。（2）阅读材料的推荐

我们为初一年级学生选择的阅读材料，以短小精悍,幽默有趣为主。比如，在《全国外国语学校英语系列教材》的《英语阅读与写作》（初一年级）中有一系列的丰富生动，幽默有趣并涉及政治、经济、天文、航天、地理、文学、历史、文化、风土人情等方面的阅读材料，不仅使学生重温了许多经典儿童故事，而且享受到了阅读的快乐。Little Red Coat《小红帽》，The Sleeping Princess《睡美人》，The Frog Prince《青蛙王子》，Popeye the Sailor《大力水手》，Snow White《白雪公主》，Cinderella《灰姑娘》，Gulliver’s Travels《格列弗游记》等等都受到了初一年级学生的喜爱，很多学生将这些读过的小故事排练成短剧，利用英语角的时间进行演出，深受师生称赞。

随着学生阅读能力的提高,阅读材料的长度和体裁也有相应的变化。为初二的学生,我们选择了一些比较适合阅读的，并且具有时代性，新颖性的报刊《21世纪报》、《英语周报》、《上海学生英文报》等报刊杂志，它们比较贴近学生的生活，涉及体育、娱乐、学习等题材，很受学生欢迎。《上外——朗文系列读物》以及外文出版社出版的“企鹅文学经典英语简易读物”，可以让学生欣赏到一批英美文学巨匠的作品片段，如：珍妮·奥斯丁的《劝导》，《傲慢与偏见》，夏洛蒂·勃朗特的《简?爱》等等。这些都可以对学生进行英美文化的熏陶和洗礼。

对于初三的学生，因为学生已经具有一定的阅读能力，而且对自己的阅读内容也有所偏好，让他们相互推荐，进行“书讯交流”，分享阅读资源，扩大阅读量，读后摘抄好词好句，列出提纲，甚至可以用英语写短小的读后感。此外，我也为他们推荐了另外一套系列教材《展望未来》，它从各方面介绍英语世界的生活、工作、价值观等。比如第二册第七单元“Madamm Tussaud蜡像馆”，图片上显示了Joan Collins（曾主演过电视剧《豪门恩怨》）及Lanthony Hopkins（曾主演过电影《沉默的羔羊》）及足球明星Paul Gascoigne，学生非常熟悉他们，无疑想更深、更多地了解他们，因此学生会很有兴趣地读下去。（3）做好读后活动 阅读之后，我们挑选一些所读内容的语言形式进行分析，通过运用内容图式对其作进一步归纳；运用结构图式对语篇的线性结构或层次结构进行分析和讨论；围绕其开展复述、角色扮演、故事续写等活动，以期进一步激活和扩展学生的阅读图式，提高学生的元认知水平。从某种程度上看，读后活动为学生展示风采提供了平台，他们可以尽情地展现自我，展现他们被英语文化熏陶后的自我。有时候，学生和老师会讨论一些中英的“cultural shock”（文化冲突），这样激烈讨论和教师讲解之后，学生的跨文化意识增强了。此外，我们要求学生制作“阅读卡”，如下表： Title Name

Class Date Summary（60—120words）Comments(about 60 words)

通过图书卡的完成，有效地训练了学生的写作能力，并且有助于提高学生的逻辑思维能力。

2.培养学生良好阅读习惯，强化阅读意识

要养成良好的阅读习惯，我们必须从点滴做起。在学生进入中学时，就告诉他们课外阅读的重要性和必要性，并做到即时指导。我们不仅为学生提供或推荐课外阅读的资料，还有意识地给他们安排课外阅读的时间（比如：晚自修的部分时间和周末的部分时间），鼓励学生进行课外阅读。

心理因素对阅读的影响也很大，当人的情绪处于紧张焦急状态时，就容易产生恐惧心理。不少学生在阅读时缺乏信心，或被动，或急于求成。我们及时帮助学生克服心理障碍，使他们心平气和主动积极地参与这一活动。为此，我们设立并完善了一些奖励措施和评估办法，如：在每天的Duty Report的时间，请同学讲述阅读的故事或片段，并进行评比，这样不仅锻炼了学生口语，而且也促进了他们主动进行课外阅读。我们还开设了“我和好书交朋友”、“名著伴我行”的活动，让学生利用假期去读一些简易的英文书籍，开学后组织学生进行阅读材料的交流活动，以引导学生逐渐增强阅读意识。

此外，我们为学生营造良好的英语氛围，在班级里创建英语阅读环境。比如：班级专门有个小柜子，里面放一些英文报纸、英文故事、英文连环画以及一些英美文化概况的材料等，学生可以随时在教室里进行阅读。同时，我们在教室的显著位置张贴海报，开设各个不同的栏目，学生将自己的读后感，或妙语摘抄以及一些故事的转述、续写进行展示。这些活动都让学生体验到了课外阅读的乐趣和成功的喜悦。

3.指导学生掌握阅读策略，培养高效阅读的能力

在课外阅读教学中，我们用不同的阅读策略来激发学生的阅读兴趣，培养学生的阅读能力。（1）提倡平时多大声朗读，背诵精彩段落和文章，以培养英语语感。

（2）在英语课外阅读中做到精读和泛读有机结合，欣赏鉴析和专项训练相结合，课内外阅读相结合。

当学生的阅读能力达到一定程度后，我们要求学生掌握以下常规的阅读策略：默读、略读、跳读、预测、猜测词义、细读、寻找关键词和主题句等等方法。在初中阶段的专项练习中，我们较为侧重教授学生如何寻找主题句和细读。主题句通常在文章的首句或末句，但也因文而异，因此综观文章，仔细体会段段之间、句句之间的联系，了解中心意思，这样可以给没有标题的文章列出标题，而且可以回答一系列有关细节的问题。

我们的课外阅读是相对于教科书上的材料而言，它不是来自课本上的，而是教师根据不同年级，不同层次所选择推荐的不同题材，不同体裁的课外材料。我们不是一味地追求“T”、“F”、等选项，而是用其他更能够调动学生积极性的一些措施，比如对于叙述性的文章我们在阅读之前，向学生示例故事结构，包括背景、主题、情节、高潮、结局等，这样便于提高学生逻辑思维能力，并促进理解，阅读之后让学生归纳中心思想，进而达到情感目标的培养。在阅读说明文或科普文章中，我们提醒学生注意一些信号词，比如：first, next, then, for example, thus, therefore, in short, in brief, 等等。这样，有利于学生明确语篇中各个部分间的关系。学生完成阅读后要理清思路，进行巩固记忆，从而为下一步提供相关的背景知识。

我们深知，真实、地道的英语与学生所不熟悉的文化是紧密相联的。要充分理解所读材

料的内容，不仅要具备足够的语言知识，还要了解一些英语国家的风俗、文化、宗教等。例如，在Martin Luther King（马丁·路德·金）的演讲I Have a Dream中描写了美国独立战争后，美国的黑人并没有获得自由，而是处处受到种族歧视，当时的社会政治状况直接造成了黑人的悲惨命运。而Martin Luther King为争取黑人的权利做出不懈努力。他身处险境却能保持乐观的态度，对自由和平等权利充满渴望，对生活充满热爱，对人性充满信心。教师在指导阅读时，需要追溯到美国的历史，否则学生难以理解。因此，了解一些英语国家的风俗、文化、宗教等可以让学生在课外阅读实践中跨越阅读过程中的“cultural shock”，增加文化积累

（3）贯彻“整体阅读”法。

我们要求学生集中注意力于整个篇章内容，而不是个别词语。在阅读过程中，学生辨认出篇章开头的某些实词、转折词语等关键性词语时，头脑立刻开始了对篇章内容的预测。接着在继续阅读的过程中，通过对部分词语的辨认而不断证实扩展开始时的预测，或者否定它而产生新的预测，最后达到把握文章的前后呼应以及情节联系，综观全文，整体把握，避免“只见树木，不见森林”逐词逐句阅读的不良习惯，鼓励学生养成“成组视读”的阅读方法，按照意群或句群进行阅读，以提高阅读速率。与此同时，我们提倡运用上下反复平行交叉的交互式阅读法，引导学生从整体到局部，从语篇到语句，从大意到细节，利用语言形式去构建全文的语义图像，再利用这个语义图像去理解段落、句子、词组单词的语言形式，从而帮助学生把语言图式、内容图式和结构图式完整有机地联系在一起。

第五篇：老师教你写赠言范文

老师教你写赠言

同学们，六年的小学学习生涯，在不知不觉中已经接近了尾声。往日大家朝夕相处的点点滴滴，都已深深印在我们的心田，曾经经历过的酸甜苦辣，也都变得如此的珍贵。在即将告别母校，告别老师和同学之际，你一定有千言万语涌上心头，想留下你真挚的话语，送上你美好的祝愿„„的确，赠言能给人留下美好的祝愿、真诚的希望，它唤起信心，让人珍惜，令人难忘。其实，赠言的习俗在我国由来以久。早在春秋时期，就有“富贵者送人以财，仁人者送人以言”的说法。

毕业赠言寄寓着同学们对人生未来的憧憬，充溢着一股股纯真之情，是人生历程中的一个宿影，同学们在毕业以后都希望能给同学留下一些美好的印象，因此就有了书写赠言的愿望。那么如何写好你的毕业赠言呢？

首先，要明白毕业赠言是给同学留下美好的记忆和真诚的希望，是增进同学友谊、鼓励同学奋进的一种方式，富有纪念意义。毕业纪念册可是很多同学要一辈子珍藏的“宝贝”。作为受过六年正规小学教育的你们，所写的毕业赠言应该体现出自己的文化修养，倘若“信马由缰”，在同学的毕业纪念册上留下一些低级、粗俗、无聊的话语是对同学的不尊重，不仅会伤害同学之间纯真的友谊，还会损害学校、班级的集体荣誉。所以赠言的内容一定要思想健康，观点正确，或催人奋进，或满怀希望，或倾注真情，或回味无穷„„

其次，书写毕业赠言要把握以下三个原则：

一是要有针对性，因人而异，语言得体。像：“杨帆：愿你像一艘斩波劈浪的航船，在浩瀚无际的知识海洋里乘风破浪！无论前方是多大的险浪暗礁，只要你无所畏惧，勇敢地扬帆前行，就一定能抵达胜利的彼岸。”这条赠言依据受赠人的姓名寓意去写，表达赠言者的殷殷之情，很有个性，肯定能让受赠人喜欢；又如“你的风趣幽默使班级充满了欢声笑语，谢谢你，愿你这颗“开心果”永远开心。”这一赠言则根据受赠人的个性特征来写，照样受人欢迎。

二是要简短、明了，力戒长篇大论。比如：“拥有了昨天，就应该努力地开拓今天；失去了昨天，就决不能再失去明天！” 如此的赠言饱含哲理、言简意赅，具有很好的劝戒作用。又如：“母校同窗六秋，诚谢师友相助。鲲鹏碧空展翅，明日造极登峰。——与师友共勉”这款赠言则用一首朗朗上口的小诗既抒发了作者对老师和同学们的感激之情，更表达了对老师和同学还有自己的美好祝愿，还有鞭策、激励之效。

三是要形式多样，不拘一格。内容上可以从人的姓名、性格、特长、品质、兴趣、理想等方面去写，也可以从印象最深的事情着手，还可以适当用上名言、警句；在表达上可适当运用比喻、比较、排比、对偶等修辞手法，擅长画画同学也可以画一幅寓意深长的画，爱好写诗的同学还可以作一首情深意浓的小诗。

同学们，再过几天，你们就将毕业，告别母校，告别朝夕相处、患难与共的老师和同学。老师希望你们在人生最灿烂的年华里，尽情展现你们的才华，挥发你们的芬芳，未来是属于你们的。