Mr Green will give us some ideas（）our Eglish study

If you think you are going to study English hard you will do better in English.

Introduction
Oral English is an important course for EFL college students in China. However, for a long time there has been a controversy about who should teach oral English, a native English speaker or a Chinese teacher of English. Undoubtedly, a good oral English teacher should be a good English speaker. Many native English speakers have proven to be successful teachers in oral English classes in China. However, this does not necessarily mean a good English speaker is a good oral English teacher. Apart from fluency and accuracy of the English language, a good oral English teacher must have a good grasp of the teaching syllabus, have a good understanding of the teaching objects (students), and have a good mastery of teaching techniques. To help Chinese teachers of English gain confidence and do well in their oral English classes, it is necessary to objectively evaluate their advantages and disadvantages compared with native English speakers in oral English classes.
I. The Course and Its Aims
According to the teaching syllabus, in China, college English majors are supposed to take oral English in the first two years of their college curriculum. Usually, they would have it once a week.
1. Aims of the Course
By the end of the first scholastic year, students are expected to be able to carry on daily conversations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes' prior preparation.
By the end of the second year, students are expected to be able to carry on conversations with native English speakers not only about daily life but also about social issues. Given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with one or two minutes' preparation beforehand.
2. Students' Background Conditions
By the time they have entered college, Chinese students have already had six years' experience of studying English. However, they have been studying hard preparing for university entrance exams. So most of them, being accustomed to memorizing new words and expressions and paying attention to grammar points and language structures, find it hard to express themselves in oral English. On the other hand, they may find that the textbooks for oral English, which are largely full of dialogues and conversations, appear to be of little or no use to them, because they find few new words or expressions.
II. Requirements For an Oral English Teacher
What's needed for an oral English teacher?
According to Zhang Zhengdong's description (Zhang Zhengdong: p320) of Myrna Delson-Karan's idea, in educational evaluation, the following items may be taken into consideration for the evaluation of a teacher of second language teaching.
Proficiency at the Target Language
This includes the teacher's ability to understand, to speak, to read and to write English; accuracy in pronunciation; knowledge of foreign customs, culture and cross-cultural communication; knowledge of linguistics and of the essence of language acquisition; and his/her ability to initiate, to sustain, and to close basic communicative tasks in an appropriate way.
Teaching Effectiveness
This includes the teacher's ability to prepare a lesson plan focusing on the teaching aim and to work towards the aim with certain teaching strategies.
Presentation of Foreign Culture
The teacher should bear an open attitude towards foreign culture, share with students what he/she knows about how foreign culture differs from his/her own, and present them in teaching.
Classroom Management
This includes proper arrangement of seats, board, and time to fit for certain activities. This also includes the teacher's ability to be clear in the classroom and to change modes of presentation and types of questions. The teacher is also supposed to be able to engage students in the learning process, to provide opportunities for feedback and to use group and individual activities so as to bring students' initiative into full play.
Psychological Elements and Personality
The teacher should have patience, confidence, imagination, enthusiasm, humor and creativity. He/She should be friendly, sympathetic and on good terms with the students, and have an affirmative attitude towards the students and occasionally encourage them if necessary.
As for oral English teachers, the above mentioned abilities are of course necessary. He/she also needs to acquire the following abilities, as suggested by Stephen Tchudi and Diana Mitchell in Explorations in the Teaching of English:
Oral language involves a complex interaction of speaker and listener, of voice, tone, style, intonation, nonverbal expression... the spoken language cannot truly be "taught". People learn to speak and listen by doing it successfully. Conversely, they become inarticulate and inept when their oral language experiences are unsuccessful or constrained...Learning the skills of oral English is closely related to using them, and we believe the teacher should focus attention on making the classroom a place where the use of spoken language is strongly supported. x(p270)
III. Advantages and Disadvantages of Native English Speakers and Chinese Teachers of English in Oral English Course
The teacher should be an expert or at least should be able to do, with ease, whatever the students are expected to do. A native English speaker can certainly do whatever the students are asked to do himself. And he/she knows everything about the English language and about the western culture. He/She can talk freely, which assures the Chinese students as well as the Chinese teacher of English that the native English speaker is the only choice and the best candidate for teaching oral English.
Many native English speakers are successful teachers of oral English. The reasons for their success may be summarized as follows:
A native English speaker himself is foreign, new and different and thus interesting in every way to the student.
He/She is the best model set for the students to learn the language he/she speaks and the culture he/she comes from.
He/She gives the students a natural language environment as well as a chance to talk with a native speaker, which gives them a feeling of accomplishment when they can, by and large, get their ideas across to him.
He/She can talk about his/her country, his/her life and everything that is new and interesting. So the students are interested in what he/she talks about.
He/She is good at teaching, which is both a science and an art.
He/She is able to discard those useless, less-than-effective things in the textbook. Instead, they would talk about something useful, everyday affairs or current news, through which the students feel that they have acquired the ability to talk about them too.
There are some other reasons that account for a native English speaker's success in oral English class, e.g., the teacher's personality-- being humorous, friendly, etc.
Unfortunately, there have been cases in which native English speakers have turned out to be poor teachers in oral English classes because they have no teaching experience or teaching training. In these cases, the students may simply have some listening practice or gain little at all if the teacher speaks non-standard English or always speaks too fast for the students to comprehend.
In comparison with a native English speaker, a Chinese teacher of English in oral English classes may have some disadvantages in language proficiency and in familiarity with western culture. But having got a Bachelor's or even a Master's Degree of Arts after four or seven years' of postgraduate or graduate study of the English language, a Chinese teacher, though a non-native English speaker, should understand how to teach English.
It's also possible for any Chinese to learn about foreign culture through various ways. Whether the teacher can succeed in oral English classes seems to be a question of whether he/she has proper psychological elements and knows the right way to manage the class.
In teaching, a Chinese teacher of English may encounter some of these problems.
He/She may find there are almost nothing new to the students in the textbooks, so he/she may wonder what to teach in class.
He/She consults some information for something about foreign culture and brings it to the classroom, which really can arouse students' interests of listening but changes the oral English class into listening practice. And the teacher himself/herself makes great progress in speaking English but is usually over-exhausted because of the long time of which the teacher speaks in class.
He/She asks the students to read or recite dialogues, but they make little improvement in expressing themselves appropriately in interaction activities.
He/She tries some classroom activities, e.g. pair work or group discussion, only to find that some students remain silent or speak in Chinese or are constantly looking for some new words in the Chinese-English dictionary.
These problems emerge because Chinese teachers of English have been accustomed to teaching English by telling students the uses of new words, expressions and grammar points, and by asking students to recite or memorize something, so, oral English, which can not be "taught" at all, becomes a difficult course for them to handle.
IV. How Can a Chinese Teacher of English Succeed in Oral English Classes
To succeed in oral English classes, a Chinese teacher of English should first change his/her concept of "teaching" oral English. Oral English learning is mainly a matter of practice but not a matter of teaching. This is to say, the use of language is more important than knowing about the usage of language. Students should be given enough time to communicate with each other in authentic situations.
When the teacher realizes this, he/she will try to make oral English classes activity oriented and student centered. What he/she focuses his/her attention on will be how to encourage the students to speak English more often and more fluently.
The teacher may guide the students to do some pair work or group discussions, but if they are not interested in the topic, if they have little knowledge about the topic, or if they lack the means of expressing themselves in English, they may fail in communication.
Here are some techniques and methods that are essential for a Chinese teacher of English to employ in successful classroom activities:
The first time a teacher meets his/her students, he/she should try in some way to get to know about their interests so that he/she may find some interesting topics for discussion, and so that the students may feel that the teacher is interested in each of them which allows for a better relationship between the teacher and the students to be established. This may be done by asking each individual to make a short talk or by designing a questionnaire, in which one can get some detailed information about each student's likes and dislikes in their college life, their attitude towards certain social problems, and their problems in study and life, etc. It seems that the latter is a better choice because in this way one can keep the answers for a long time and refer to them whenever there is a need.
As for the use of textbooks, Chinese teachers of English should learn from some native English speakers: just ask the students to go through them by themselves before class so that they can do some situation practice or role-play in class. In preparing for the role-play, it is necessary for the teacher to create some "information gap" exercises. This may be achieved by giving each student a role card so that each may know what to do himself without knowing anything about some other role. To make sure that the students use the expressions they are supposed to use, the teacher may write them on the blackboard. This may help them to use the expected expressions.
When asking for "free conversation" work, the teacher should make sure that the students know how to express their ideas in English, otherwise they can not carry it out. To do this, the teacher may encourage students to form small groups according to their different interests to do some extracurricular activities. For example, there may be a sports group, a music group, a current events group, a social problems group, a school life problems group, a study method research group, a drama group, a western culture study group, or even a fashion group, etc. They are supposed to collect some reading material on a specific aspect in their everyday reading of newspapers or magazines in English and do some reports of their extracurricular activities every time they meet in class. They may do some different things in their extracurricular activities, such as making up dialogues, conversations, or discussions or debates, or they may just simply discuss some of the latest news. This can really help them in working independently and in speaking more in English. When the students are interested in the topic and some of them have got some knowledge about the topic they are given, they can have real practice of oral English. And as time goes on, they will get used to learning from each other instead of referring to a Chinese-English dictionary.
To get students familiar with Western culture, a teacher may create some situational contexts or employ role-play games for the students to experience this culture and know its difference in comparison with their own.
A teacher himself/herself should have as wide a range of knowledge about Western culture as possible. There are many festivals in Western world and the teacher can celebrate together these festivals with the students in the way they are observed in the West.
It's necessary for a Chinese teacher of English to make good use of audio and visual aids. The most common audio aid may be radio. For freshmen, they may be asked to listen to Special English Programs of VOA every day and retell in class anything they find interesting. If it is available, students may be shown some video English teaching programs, or some famous original version of Western films. These will help the students with pronunciation and intonation and enlarge their knowledge about Western culture.
To help students speak accurately, it's important for the teacher to correct students' errors. However, it is not acceptable to make corrections when they are speaking. It's suggested that the teacher take down notes of errors students make in class. If they are common problems, he/she can present them as language points and ask the students to do some practice; if they are mistakes committed by individual student, just point them out at the completion of the individual performance or give the student a note with the corrections.
To help students speak fluent English, paraphrasing and retelling have been proven effective.
Finally, it is necessary to change the activities of pair works or group activities so that the students do not get bored. Sometimes, a drama, a game, or simply an English song may cheer up the students and make them work more efficiently.
Conclusion
Having analyzed the aim and the criteria of the oral English course, the students' conditions, the reason for some native English speakers' success, and some problems Chinese teachers of English may encounter in oral English classes, it may be concluded that both native and non-native English speakers have a role in teaching oral English. In order to teach oral English well, a Chinese teacher of English needs to make up for the disadvantages of being a non-native English speaker and for the cultural differences. Both native and non-native English speaking teachers need to be aware of the importance of varying their roles in their teaching behaviors, not only as an authority figure but as an assessor, or an organizer, or a participant. A qualified and sympathetic teacher must have a full understanding of his/her students' needs and interests as well. If a teacher knows his/her own advantages and disadvantages in oral English classes, and those of his/her students, he/she is sure to succeed in oral English classes.
转载

选C 1t is easy for __to speak Eglish well.for是介词 所以后面用宾格
选D
补充 选 C祈使句的否定形式

1 .It is Monday .Is it Monday Yes,it is./ No,it isn't.
2.It is sunny.Is it sunny Yes,it is ./ No,it isn't.
3.I have math ,English and Chinese.
Do you have maths,English,and Chinese?
Yes,I do./ No,I don't.
4.I am going skating
Are you going skating?
Yes,I am./ No,I'm not.
5.It is spring now.
Is it spring now?
Yes,it is./ No,it isn't
6.I like winter.
Do you like winter?
Yes,I do./ No,I don't.
7.I like spring.
Do you like spring?
Yes,I do./ No,I don't.

How to be a successful English learner and speaker English learning starts with basics . Memorising lots of new words gives us a good beginning .But it makes no sense if we just put words together. Grammar rules helps us learn a foreign language better and good pronunciation benefits stronger foundations. As for pronunciation having a suitable environment is wondrful but if not -,we can refer to tapes ,radios or talk with others while paying attention to and improve our pronunciation. As a student listening to the teacher carefully in class cannot be ignored.A student who is critical of the teacher often results in poor English . As everyone knows ,bad teacher-student relationship must do harm to both. A teacher is also a learner . A good language learner remembers to use the language as much as possible. During the break we try to talk with classmates to strengthen what we have learnt or to arouse our interest. Back home we should listen to tapes to make preparations or revise by listening .Doing many exercises in reading comprehensions and language points is essential . That needs a careful plan ,which is very important unless you don’t want to be an independent English learner. If there is a long holiday , we can watch English films , learn or enjoy English songs and read some magazines to have fun. If we have greater interest ,we can from a group , join a club or translate some beautiful stories ( get it published ). Of cousrse ,making pen-pals or e-pals is another way to motivate ourselves in making rapid progress. When a study period comes to an end, we should think of evaluating ourselves, consider our strong and weak point and find out why it has occurred . To sum up ,a successful language learner must have his/her unique method and skills .If we tend to consider all of those above ( things like that ) as often as possible and carry them out--- patiently , success is on the way. 不错吧!要谢谢我喵~

I teach you English

know a little Eglish
英语不可数

machinist
或者是mechanical enginee

I can sing an Eglish song.
--can you sing an English song?
--yes,i can.
Helen can play chess.
--can Helen play chess?
-- yes,she can.
I play the piano well.
--Amy plays the piano well.
改写时主意动词的人称变化.

Are you an English student?
Yes,I am.No,I'm not.

尊敬的用户,
都可以.两个看上去都是正确的,这就要看是什么题目了.
如果是选择题,答案只有一个的话,那就选第一个,因为相比较而言,第一个更加具体.
如果是填空题,看下面的横线,如果是别的,随便选个就行.
希望能对您有所帮助,

helping
spend.doing.：花.做某事

English is an important language, because it is the most widely used in the world. It is spoken not only in England, America, Canada, Australia and New Zealand but also in many other countries in the ...

如遇航程变更或发现保险单所载明的货物、船名或航程有遗漏或错误时,被保险人应在获悉后立即通知保险人并在必要时加缴保险费,本保险才继续有效.
In case of a change of voyage or any omission or error in the description of the interest the name of the vessel or voyage,this insurance shall remain in force only upon prompt notice to this company when the insured becomes aware of the same and payment of an additional premium if required.

more any

1.is reading
2.are having
3.are drinking
4.Are building
5.are watching
现在进行时,表示动作正在进行,一般提示词有,look,now等等

that
没有时间,不用when
没有原因不用why
how 不直接和名词连用,不是how

没有错得
这个是一个宾语从句 it is necessary fou you to learn Eglish.是从句部分
从句中就是像二楼说的 it is adj.for sb to do sth句型.
我知道对你来说学英语是必要的

1.of whome
2.of whom
3.with whom
4.of whom
5.with which
6.to whom
7.because of which
8.by which/不填
9.on which(应该是diamond……）

Well,the differences between American English and British English ,the most important is the pronouncation.Although the pronouncation is very different,the grammar and the vocabulary are the same.But the spoken English is different in different countries.For example,in the United States,if you want to show the meaning,you could just say the main meaning.They might understand your meaning.But in British,you 'd better say a full sentence,cos(because) they can't nderstand what you are saying.
(Also,the history of American English and British English is different.)
(I think my language accumulate is very nice,isn't is)
THAT IS ALL!

Learning english can be a very difficult task for most people,this is because we dont live in a environment where we are forced to speak or write english.so i think the best way to learn english is by communicating with others using the lagnguage itself and not just learn from the book.Im sure if you live in an environment such as a foreign country and were forced to speak and write english everyday then your english will imprve dramatically.Although we must agree that we need to read and write english from the book in order to get the foundations that we need for basic communication,this is essential but as i said,this is only a foundation,what you develop afterwards all depends on your ability to adapt to an environment and your courage.

Not studying

move to to

Learning english can be a very difficult task for most people, this is because we dont live in a environment where we are forced to speak or write english. so i think the best way to learn english is by communicating with others using the lagnguage itself and not just learn from the book. Im sure if you live in an environment such as a foreign country and were forced to speak and write english everyday then your english will imprve dramatically. Although we must agree that we need to read and write english from the book in order to get the foundations that we need for basic communication, this is essential but as i said, this is only a foundation, what you develop afterwards all depends on your ability to adapt to an environment and your courage. 满意请好评

how to make a good impression
First you should have a good preparation about your topic.When you want to talk or introduce something to somebody,your language should be thought twice.An attracive content is the essential,and together with you words,the fluency,logicality and consision will be in your consideration.Nobody likes a prolix conversition or introduction,catch your central idea is important.
Second,as a project,you should analyse your target group.Who will be your listeners.Is he/she your friend,colleague,boss,client even your elder?According to different person,you should organaze different words,tone and attitude.
Third,during the communication,you need to show your charm.This charm comes from your language skills,movement,professional knowledge,passion and humour.
Last,but not the least,no metter who you talk with,if you want to gain a good impression,you must have a proper behaviour.Respect is the principle of the communication.

1.Do you have an English name?
No,but I will think up an English name myself.
2．这个单词怎么读?
2.How do you pronounce this word?

we should work harder in Eglish than before.我们应该比以前更加努力学习英语 .
祝楼主更上一层楼啦!加油!

I （like ）Eglish （most ） of all the subject

1.B 因为有宾语is 所以前面是个名词结构 practise something/doing sth.是搭配
2.B what is somebody?的问句一般是提问职业之类的 因为有your mother已经指定了是谁 所以不用who
3.A be worse at doing at后面一般跟名词形式 用ing代表名词 然后than的前后词性要一致所以还是doing
4.A 回答句中的go someplace for sth.其他都不通
5.A most important 最重要的 修饰want to be safe的方法
mostly表示大多数 more是比较级 需要后文中有比较 此处没有 而importantly是副词形容动词的 这里所要修饰的是名词所以不可用

the teacher encourages her students to speak English as much as possible.

what makes he like english so much?

interested 改为 interesting
interested 形容人
interesting 形容事/物

1 i feel more interested in Eglish than （Mary does）
等于 i feel more interested in Eglish than Mary feels more interested in English
但那样显然过于罗嗦,所以 somebody do sth more than somebody do
do 可以省略
因为是MARY 所以用第三人称单数 does
2 hear sb do sth 固定搭配,只能用原型
同理 还有 see

I am teaching english