东北speaking，怎么学东北话

各位老铁们，大家好，今天由我来为大家分享东北speaking，以及怎么学东北话的相关问题知识，希望对大家有所帮助。如果可以帮助到大家，还望关注收藏下本站，您的支持是我们最大的动力，谢谢大家了哈，下面我们开始吧！

EA、ED学校分析之十二-东北大学NU

      NU是一个奇葩校，EA，ED同时有，当然它的奇葩不止这些。比如刷排名，从10年前的100多名总算刷进了前40名，不容易吧。各种肢氏心思用尽。还有个奇葩就是开设了桥梁项目，为了赚钱，让很多成绩不达标的学校先过来读语言项目，通过后再入学，这点应该是会有人想要喷的。

       关于东北大学不同的特殊项目，NUbound，NUimmerse，AmericanClassroomProgram，GlobalPathways，这些可能是学生最容易混乱的地方，尤其最后两个项目每年淘汰的学生不少，读项目期间还要通过学校内测，这也是对学生的一把双刃剑。我来简单的介绍下：

NUbound：是东北在苏州工业园区的一个校区，要求学生第一年在那边就读，第二年回到东北主校区就读，这个相明饥咐当于是一个学生分流的作用，开设的还是比较新，据了解，托福在100左右的学生被分配去这个项目的较多。

NUimmerse：是18年新开的，直接在东北就读，但是会带上一些语言课程，只要学术表现优秀就可以直接进入大二，具体的通过准备暂时还没有对外公布。

AmericanClassroomProgram（本科，简称ACP）和GlobalPathway（硕士，简称GP）：ACP最多有三个学期，现在只允许考NU内测（题型等于老托福+写作考试），除了cps学院要求550+20的写作之外，其他所有学生要求达到580+22的水平。GP除了NU内测之外，允许学生提供托福或者雅思成绩通过。

        不能光说奇葩，我们也来客观分析下NU的好处吧，

1.从地理位置来说：

       NU在波士顿市里，属于后湾BackBay地区，紧邻红袜队主场FenwayPark。波士顿作为一个可行走的城市，NU的学生基本可以步行至任何地方。学校旁边就是新英格兰音乐学院，波士顿交响乐团，和伯克利音乐学院，NU的学生可以凭学生折扣买到很便宜的音乐会门票。著名的波士顿美术博物馆也在附近，NU的学生可以凭学生证免费进馆。

2.从networking看：

      NU在整个新英格兰地区还是很受认可。学校很重视globalmindset和思想交流，经常会有名人来校演讲或者是开seminar，门票一般都不要钱。学校享誉全国的Co-op项目也的确是吸引了很多优秀学生。校友也是这个rewardingexperience里的重要因素。他们大多都有职场经验或者奇特的人生经历，又乐于分享和共情。通过跟他们的沟通交流，自己的open-mindedness和视野格局也在提高。同时，这些同学、校友又是很重要的connection。此外，有着辉煌履历的NU教授们也是在尽力关照着我们。当然，我指的是对你熟悉、了解的教授。

3.从学校资源看：

      学校提供的学术、课外活动等资源都很丰富，我主要说一下职业发展中心CareerDevelopmentCenter和图书馆资源吧。首先，这些资源都是免费供NU学生使用的。只需提前预约。学校有专门处理国际学生身份、签证的部门。说回职业发展中心，它提供求职类相关服务——简历、求激纯职信、模拟面试、职业规划、美国职场知识等等，每次去收获的都是满满的干货。

       不过，NU为了抓桥梁项目（赚钱啊），我感觉它在托福这块下手了。要求不高，只要92分。问题是看到单项（readingsubscore22,listeningsubscore22,speakingsubscore24,writingsubscore22）口语24分（what？），是不是感觉有点不爽了。基本这是个坎，不过人家也对，人家要推COOP，没口语怎么行能，正好送你去学语言，它也赚点钱，一举两得，犹太人就是厉害啊。如果你愿意接受桥梁项目,告诉你托福65分以上就可以去了，至于你是否能混出来，那我就不知道了。

       最后我们看下NU的录取情况，NU只统计正式录取的，所有桥梁项目的人都不在范围内。2018年一共录取了3000多人，你看下它们的标化，惊呆了吧，不弱于很多排名前30的学校哦。不过其实我们不用关心，中国人的数据不在里面。为了排名，去做分控，啥都敢干啊。最后说一句，去年ED的人数是953人，实际录取361人，录取比例还是不小的。真心觉得COOP是对你胃口的，波士顿又是喜欢的位置，ED东北大学是不错的。人家就是刷刷排名，为你挣脸，没毛病。

海南话和东北话接近吗

差远了！

海南话是由闽南语+粤语演变而成了，

带了绝大部分闽南携昌语素，少部分粤语语素。

例如广东湛江雷州半岛一带的居民跟海南地区居民语言就很相似，孝旅

相互之巧隐凳间能顺利交流。

怎么学东北话

可以和东北人学。。。东北话,也可以去东北生活一段时间学。。。。东北官话,是汉藏语系汉语族官话语支的一门声调语言,是黑龙江省大部分地区、吉林省、辽宁省中北部,内蒙古自治区东部、河北省东北部地区的主要方言,170多个市县旗,使用人口约1.2亿。

我觉现在全世界都在学东北话儿。真的。东北话太魔性了，到哪儿都能同化银，哦不，同化人。我最近总说，天气太液了，太液了。大前天吃完饭晚后，带闺女遛弯儿，门一打开，就感觉到一股子热浪扑面而来。六六来了一句：太液了。

我当场就石化了。六妈怪我在闺女面前乱说话，让她给学去了。我比窦娥还冤，我们广东人说句太液了，不是很正常吗？这是我们广普啊！然而，东北银，也说太液了。所以，从根子上来说，广东人和东北人，是一家人。扯远了。

上周，看了一位女患者，47岁，从大连飞来的。她的主要症状是什么呢？她说：我心口这里滋滋拉拉地痛，痛了三年了。我问：怎么痛？她说：滋滋拉拉地痛。我再问：怎么个痛法？她说：唉呀，说不上来枣穗友，反正就是滋滋拉拉地痛。

我深吸了口气，再问：麻烦你给我详细地描述一下是怎么样地痛？是刺痛？胀痛？空痛？族蔽钝痛？绞痛？还是牵扯痛？她凳槐说：我也不知道怎么形容，就是滋滋拉拉的，等一下啊！我想想，可能就是你说的，有点牵扯痛吧！我说：总算把主诉给搞明白了。

你接着说。她说：己经闭经了，就是偶尔会有一阵烘热出汗，有时也眩晕，自己会用桂枝茯苓丸合活络效灵丹加味来治，有时也吃点逍遥丸，效果还可以。就是平常有点急躁。我查了一下，舌稍暗红苔薄，脉稍弱，不好品脉。就她这个痛吧。

结合年龄，结合月经，汗出，眩晕，这个其实就是年龄上来了，肾精不足，肝阳化风，内攻心脏，才会产生痛。肝阳化风，也有汗出、眩晕。

How to improve the ability of listening, speaking, reading

Howtoimprovetheabilityoflistening，speaking，readingandwritingI.Introduction

ThepurposeofmiddleschoolEnglishteachingistoimprovethestudents'fourskillsoflistening,speaking,readingandwriting,withthebaseofnecessaryphonetics,largevocabularyandgoodgrammar,Butthisisnotthefinalpurpose.Thefinalpurposeistolotletstudentsbeabletousethelanguage.

WhydowestudyEnglish?Ifamanisonlygoodatlisteningandspeaking,canwesaythatheisgoodatEnglish?No,Ifamanisonlygoodatreadingandwriting,canwesaythatheisgoodatthelanguage?No,IfastudentisgoodatEnglish,heshouldbeabletousethelanguage,bothinspokingandwriting.

升中NowmostofthestudentsdobetterinreadingandwritingEnglishthaninlisteningandspeaking.Theycanreadandwrite,buttheycanhardlycommunicate.Theycanhardlyexpressthemselveswiththeirownwords.Thisispartiallybecauseofourexaminationsystem,andpartiallyoftheteachingmethod.Wearenotabletochangetheexaminationsystem,butwecanimproveourteachingmethod.

塌渗Mostofalltheteachersliketoprovidethestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon,Theyarefocusingthesething,especiallyonthegrammar.Yes,thestudentsdoneedthese,butmanyteachersforgettoteachthemhowtostudyEnglish,andhowtouseit.Sowhenyouaregivingtheknowledgetothestudents,don'团笑脊tforgettoteachthemalltheabilitiesofthefourskills.

II.Waysondevelopingthefourabilities

1.Listening

Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan'tsaythatyouhavemasteredthelanguagewithoutanyoneofthem,Listening,oneofthemeansoflanguagecommunication,isusedmostwidelyinpeople'sdailylives.About45%ofanadult'stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Inlinguistics，givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.

Ihavedoneaninvestigation.About43.2%ofthestudentsthinkthatthemostbotheringandmostdifficultislisteningcomprehension,andevensomeofthemhavedifficultyinunderstandingtheirteacherwhogiveslessonsinEnglish.

Withoutquestion,itisdifficultofamiddleschoolstudenttounderstandthelisteningmaterial,ifhehasn'tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon'tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofawhattheyhaveheard.Inmyanotherinvestigation,studentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.;But80%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,Ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.

Itisclearthatthereadingspeedofamaterialalsoaffects.About43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn'tfollow.

Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentriestounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly,TheyoftentranslatetheEnglishintoChineseintheirheart,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.

Thenhowtoimprovethestudents'listeningskill?

Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.

Butforaforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.SoIthinkyoushouldtrytoletthestudentsbeinalanguageenvironment.

Letthestudentsgraspthephoneticsymbol.Ithinkthephoneticsymbolisthebase.Agoodintonationandphoneticdependsonthebase.Oralreadingafteraradioorateacherisagoodwayatthebeginning,Studentsshoulddomuchaboutit.

Payattentiontotheoralreadingskill,Itincludesstress,strongform,weakform,intonationincompleteplosiveconsonant,affricateconsonant,syllableandsoon.Trainingandpracticingtheoralreadingisnotaday'sword.Theteachermustgivecorrectinformationaboutit.Thereisnoeasyway.

Enlargethestudents'knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.Forexample,therearetwomaterialsofthesamedifficulty.OneexplainssomethingaboutChina'sSpringFestival,theotherisaboutThanksgivingDayofthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Why?Itisclearlybecausethestudentsknowlittleaboutthelatter.

Bothlisteningtestandlisteningpracticearenecessary,butpracticeismoreimportant.

Youcanunderstandyourstudentsthroughlisteningtests.Onlythroughthepracticecanthestudentsimprovetheirlisteningcomprehension.

2.Speaking

Speakingcan'tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.

Thetraditionalwayoflisteningandspeakingisaural-oralmethod.Now,thenewmethodoftwo-waycommunicationisverypopular.

Asyouknowthatanyteachingmethodhasitspsychologicalbase.Theaural-oralmethodbeganinthe1940's.Itisbasedonbehaviourism.Oneofitspsychologicaltheoryisthatlearningalanguageisformingasetofnewlanguagehabit.

Thisisitsusualprocess:Stimulus-Response-Reinforcement.

Theaural-oralmethodisfitfortheteachingofbeginningstage.ItfocusesonthepracticeoforalEnglishdrills.Buttoomanydrillsarebeingpracticedwithoutanycontextorgivenconditions.Sowhatislearnedisisolatedclauses.Andithasfewcommunicativefunctions.

Thetwo-waycommunicationmakesupforthedefectincommunicativeabilityinthetraditionalteaching.Two-waymeanstherelationshipofthecommunicationbetweentheteacherandthestudents.

Thisrelationshipisconnectedwiththecommunicativeactivitiesbetweentwopeople.Thismethodisdifferentfromthetraditionalaural-oralmethod.ButitalsobasesontheprocessofS-R-R.Sowecallitamewtypeofaural-oralmethodhassomepeculiarities.

ItcancreateafreshenvironmentforspeakingEnglish.

ItneedssomenecessaryexplanationsofGrammar,includingsomesentencestructures.

Hintsarethemajorwayofpractice.

Teacherscancontrolthepracticewhollyorpartly.

Thepracticecanalsobecontroledbystudentsfreely.Theinternalforceofstudyisnotduetotheinsterestsinphoneticstructure,butthecontentofthematerial.

Tomakethecorrectresponse,thestudentsareaskedtopaymoreattention.

Example:

Teacher:AskmeifIamastudent.

Student:Areyouastudent?

T:Tellme-No,You'reateacher.

S:No,I'mateacher.

Inthisexample,"Askme"meansthatthestudentmustsayaquestionsentencewhile"Tellme"showsthatthestudentmustsayadecarativesentence.Butbeforedoingthis,theteachermustexplainsomethingabouttheexchangeofinterrogativesentenceanddeclarativesentence.

Thetwo-waycommunicationcanlengthenthedialoguelimitlessly.Thisisitsadvantage.Atthesametime,ifthestudentwantstogivethecorrectresponse,hehastothinkithard,Thesentenceisnoteasilyforgottenwhichisereatedbythemselvesthroughthinking,sometimeswiththeteacher'shint.Youcantalkfreely.Youcanexpressyourselfaswellasyoucan.Forexample:

T:Askmehowmangpeoplethereareinmyfamily.

S:howmanypeoplearethereinyourfamily?

T:Tellme-therearefive

S:Therearefive

T:Askmewhatmyprreutsdo.

S:Whatdoyourparentsdo?

T:tellme-yourfatherisateacherandyourmotherworksinacompany.

S:Myfatherisateacherandmymotherwordsinacompany.

T:Askmeifmyfatherlikeshisjob.

S:Doesyourfatherlikehisjob.

T:Tellme-Sure,helikesteachingverymuch.

S:Sure,helikesteachingverymuch.

Alltheseresponsesformacompletedialogue.

A:Howmanypeoplearethereinyourfamily?

B:Therearefive.

A:Whatdoyourparentsdo?

B:Myfatherisateacherandmymotherworksinacompany.

A:Doesyourfatherlikehisjob?

B:Sure,helikesteachingverymuch.

Ifyouwanttoaskmoreabout"father"orotherfamilymembers,thedialoguecangoonasfarapossible.

So,inaword,theaural-oralmethodisnotaout-of-dateone,butausefulone.Especiallyitisfitforthebeginningstage.Itattachestheimportancetotheoraldrills,andhasabadcommunicativefunction.Itisonlyusedtoaphoneticbase.Afterall,theaimofthelanguagelearningistocommunicate.Sothetwo-waycomunicationismoreeffectiveanddirect,butitisalsofitforthebeginningstage.

3.Reading

Readingisanimportantwayofgaininginformationinforeignlanguagelearning,Itisabasicskillforaforeignlanguagelearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.Todothis,youshouldchangeyourbadreadinghabitandraiseyourreadingefficiency.

Newwordspreventyoufromreadingfast.Onewaytoovercomethisproblemistoguess.Therearemanywaystoguessthemeaningofanewword.Firstyoushouldfindsomehints.Context,somephrases,suchas"means","referto","inotherwords","Thatistosag";areallthehints.

Model1.

Amiddle-agedprofessorsaidthathiswifewastooextravant,becausenomatterhowmuchhegiveherforthehouseholdexpenses,shealwaysranshort.

Inthissentence,themeaningoftheword"extravagant"canbeeasilyguessed.

Model2.

Prometheusstayedchaiedtothelockformanyyears,Thenatlastthemighty.

Herculescameforthandbrokethebonds-butthatisanotherofthewonderfulstoriesoftheGreeks.

InThispargraph,thewords"stayedchained"isthehint,Soyoucanguesswhat"bonds"means.

Model3.

Thetinydropletsthatformondustparticlesverysmallpiecesofdust,toproduceacloudarefarapartfromeachother.

Inthissentence,thewordsafterthedashshowsthemeaningoftheword"partides"(微粒)

Besidesthewaysmentionedabove,youcanguessaccordingtotheword-formation,forexample

Child-childless,Marx-Marxism

Large-enlarge,tell-foretell

Australiansatellite→Aussate

Staterun→state-run.

Sometimesyoucan'tguesswhatthewordmeans.Iftheworddoesn'taffectyourreading,letitbe.Forexample,

AGermantoldmethatalloverChinatheyuseGourmetpowderintheirfood.Itwillgiveyouhigherbloodpressure.

Youmayknowthatgourmetitakindofthingthatcanbeeat.Butitdoesn'tmatterwhetheryouknowwhatitis.

Anotherproblemthataffectyourreadingspeedisyoureadinghabitandyoureadingskill.

Someonereadswordbyword.Someonereadswithhisfingerpointingtothewordsorwithhisheadshaking.Thoseareallbadhabits.Youshouldreadphrasebyphrase.Don'tblinkyoureyessooftenanddon'tshakeyouhead.Justmoveyoureyeball.That'senough.Ifyouwanttogetmorewordinformation,theremustbeaproperdistancebetweenyoureyesandthereadingmaterial.

Ithinkbrowsingisanimportantstepwhileyouaredoingyoureadingcomprehension.

Somestudentsbegintoreadatoncewhenhegetareadingmaterial,evenwithoutknowing,itstitle.Butafterreadingformanytimes,hewon'tunderstandwhatthearticlesays.

Lookingthroughthematerialfirstmeansforereading.Inanexamination,youwanttograintheinformationwhichthequestionsask,youcan'treadthematerialinausualway,youcan'treadthewholematerialwordbyword.Yougadhavetoomitsomesentence,sometimesevenawholeparagraph,whichhavenothingtodowiththequestions.

Ithinkyoumightreadthegivenquestionsfastaswell,thenthematerial.Thereisanadvantagetodothis.Whenyoureadthematerialwiththequestions,youcansaveyourtime.

Model:

AFestivalAtmosphere.

AtmidnightonNewYear'sEve,peopleinRome,Italy,throwoutallthethingstheynolongerwant.Thestreetsarefilledwitholdchairs,beds,clothesanddishes.

InMadrid,Spain,thenewYearcomesinmorequietly.Peoplecometothemainsouare.Eachholdsabagofgrapes(葡萄).Astheclockstrikestwelve,thepeopleeatthegrapes----oneforeachstroke.

InTokyo,capitalofJapan,peopleeatnoodlesinNewYear'sEve.Thisfoodissaidtobringlonglife.Earlythenextmorning,someJapanesefamiliesclimbMountFuji,TheretheywatchthefirstsunriseofthenewYear.

1.ThisstoryisaboutNewYear'sEvein______.

A.Europe

B.EuropeandLatinAucerica.

C.Fourcapitalcities.

D.Threecountries.

2.ThewriterthinksNewYear'sEveinRomeis_____.

A.interesting

B.dull

C.noisy

D.happy

3.Thenumberofgrapesthatmustbetake.Fromeachbagis_____.

A.one

B.twelve

C.thirteen

D.fourteen

4.PeopleinbothSpainandJapanspendtheNewYear'sEve____.

A.throwingthingsaway

B.eatingaspecialfood

C.climbingamountain

D.watchingthefirstsunrise

5.PeopleclimbMountFujiontheNewYear'smorningto____.

A.lookforhappiness

B.meettheirfriends

C.enjoythebeautyofnature

D.dosomethingstrange

6.PeoplewhohopetogainlonglifefromtheirNewYear'sfoodarethe____.

A.Japanese

B.Spanish

C.Italians

D.bothAandB

Lookthroughthequestionsfirst.No.1,3,4,6arethequestionswhichareaboutthecontentofthearticle.Thisinformationisconnectedwiththenames,numbersoractivitiesinthearticle,questionNo.2andNo.5arecomprehensiveones.

Thenbrowsethearticle.Fromthequestionsandthetitleyoumayknowthatthearticleisaboutthefestivalcustomofdifferentcountries.Thearticleincludesthreeparagraphs.Eachtalksofadifferentplace____Rome,MadridandTokyo.

Sowhenyouhavethefirstglanceoverthearticle,you'vegotthekeytoquestionNo.1.Afteryourglance,thesethingshavebeenputintoyourbrain:

Rome-throwout-arefilledwith-

Madrid-quietly-mainsquare-grapes-oneforeachstroke

Tokyo-noodles-bringlonglife-climbMount

Fuji-firstsunrise

Now,youmayhavesomeideaoftheoutlineofthearticle,Thenyoumayreadthewholematerial

4.Writing

Writingisonewayofprovidingvarietyinclassroomprocedures.Itprovidesastudentwithphysicalevidenceofhisachievementsandbecomesacoursewherebyhecanmeasurehisimprovement.Ithelpstoconsolidatethestudents'graspofvocabularyandstructure,andcomplementstheotherlanguageskills.

Sentenceisthebaseofanarticle.Soweshouldbeginourwritingwithsentences.First,studentsshouldbeaskedtoexpresswithsentences-sentencesmaking,thentowriteshortarticles.

1.Translation.TranslateChineseintoEnglish.

First,theyshouldlearnthefivebasicsentencedrills.Thenchoosesometypicalsentencesinthetextasmodels,dosentencemakingafterthesemodels.

2.Sentencepatternexchanging.Byrewritingthesentences,practiseexpressingthesamemeaningwithdifferentpatterns.

3.Textshorteningandrewriting.Ithelpstounderstandthetext,andhelpstowritecompositions.Itcanfosterstudents'abilitytosummarizeandtousethelanguagefreely.

III.conclusion

Whileyouaretrainingthesefourskills,you'dbettermakefulluseofyourteachinginstrumentusevarietiesofwaystostimulatethestudents'interests.

Generallyspeakingthesefourskillscan'tbeseparated.Peopleoftensay"Firstlisteningandspeaking,thenreadingandwriting".That'sright.ButIthinkthiswayofsayingisfitforthebeginningstage.Foraseniormiddleschoolstudent,readingandwritingismoreimportant.

Beforeyouaregoingtohaveanewlesson,doreadingandwritingfirst.Askstudentstoreadthetextinadvance,anddosomeexercisesconnectedwiththetext.

Listeningandspeakingarethemajorwayswhileteachingthenewlesson.Besuretoletthelessongooninaforeignlanguagesituation.

Youcanaskthestudentsquestionsaboutthetext,dosomediscussion,checkthestudents'homework.Thishelpsstudentsraisetheirabilityoflisteningandspeaking.Italsohelpstounderstandorcomprehendthetextandthesentences.

Referencebooks:

1.扶忠汉<<双向式英语>>,北京三环出版社.1990

2.周流溪<<中国中学英语教育百科全书>>.东北大学出版社.1995

3.李庭芗<<英语教学法>>.高等教育出版社.1983.3

4.HuangYuefa《EnglishTeachingMethodology》1991.7

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Howtoimprovetheabilityoflistening，speaking，readingandwriting

好了，文章到此结束，希望可以帮助到大家。