Transcript Document

New
College
English
Book Two
Unit 5
Language
New College English
Book Two
Part One I. An Introduction (1)
Language
 The term "language" normally refers to human
speech, spoken or written. Language forms the
basis of communication between all human beings,
About 95% of the world's population speak one of
the 100 most widely used languages. English and
French both have more second-language speakers
than native-speakers as a result of the imperial
expansion of Britain and France. Partly due to the
British and American pop culture, English is fast
becoming the universal foreign language of
Europeans.
2015/7/17
New College English
3
An Introduction (2)
 Like all languages, English has many dialects which reflect social changes
and settlement patterns that have occurred over many centuries. Although
specialists disagree on the exact meaning of dialect, generally it refers to a
socially or regionally restricted variety of a language. A dialect usually has its
own distinctive grammatical (grammar, syntax), lexical (vocabulary) and
phonetic (accent) features. In many cases, it is impossible for people
speaking different dialects to understand each other. Someone speaking
Cockney (English spoken in a certain area of London) might have great
difficulty in understanding the English spoken by intercity Afro-Americans
in Chicago, for example. An accent is the distinctive manner of pronunciation
and intonation typical of a given region or a social group. There are many
different accents in England, Wales, Scotland, Ireland, Canada, and the
United States. Accents in the southern hemisphere (Australia, New Zealand,
South Africa) are close to British accents and are all rather similar because
they emerged less than 200 years ago and are predominantly a blend of
accents from southeastern England. The accents in the United States and
Canada are much older and more different from British accents.
2015/7/17
New College English
4
An Introduction (3)
 An accent shows where a person comes from and, to an extent, what
class he or she belongs to. Received Pronunciation (RP) or BBC English
(so called because it is used by BBC announcers) is the accent of the
southeast England. It has been associated with power and upper class
since the fourteenth century. At that time the King, the royal court and
the government settled in London, and the universities of Oxford and
Cambridge, both in the southeast, provided higher education for the
whole country. People who wanted to be part of this powerful world had
to use the same accent and language. In the nineteenth century RP was
used in public schools, universities, the government, and the army to
form small groups who would run the Empire. It was often impossible to
get any kind of high position if you did not speak in the right way.
Attitudes in Britain have changed and regional accents are now more
acceptable. RP accent is still important and will help people to get jobs
and a position in society which might be denied to them if they spoke in
a different way.
2015/7/17
New College English
5
An Introduction (4)
 British and American English are varieties of the same language.
However, they differ to some extent in pronunciation, vocabulary, spelling
and grammar. In American speech, sounds are given greater length than
in British English. Because of this the British tend to criticize the
American "drawl" while the American may mock the "clipped" round
of British speech. Everyday idiomatic expressions frequently differ.
Americans may talk about a "line on the sidewalk" whereas the British
will say there is a "queue on the pavement". American spelling often
seems simpler than the British version. The British write "humour" and
"programme", but Americans write "humor" and "program". There
are even some differences in grammatical usage. The American can say
"I have gotten" and "different than". On the other hand, the British
insist on "I have got" and "different from". However, in the worldwide
use of English as an academic language these differences are incidental
and insignificant.
2015/7/17
New College English
6
An Introduction (5)
 The language of animals has always fascinated human beings. Through
the ages, people have speculated on how animals communicate among
themselves. Yet most of the ways that animals communicate have only
been discovered in recent years. Many animals make sounds that
humans can neither recognize nor hear. Some animals communicate and
mark their territory with their scents which humans are incapable of
detecting. Considerable research has been carried out on the sounds
whales use to "talk" to each other. The song of the blue whale is the
loudest sound made by any living creature but it can only be felt as
vibrations by humans. Scientists now estimate that whales can
communicate with each other from one side of the Pacific Ocean to the
other. Various attempts have been made to teach apes to talk with sign
language. Some of these apes appear to be able to hold conversations.
However, there is considerable debate as to whether these animals are
really "talking", or merely responding to unconscious cues of their
trainers.
2015/7/17
New College English
7
II. Preparation
1. Group Discussion: How Do People
Communicate?
– tired adj.
– Ways of
–
communication
mainly include:
–
language (spoken or
–
written), signs,
gestures, facial
–
expression, body
–
language, Braille,
pictures, code,
–
2015/7/17
New College English
beacon, flag signals.
frown v.
fat adj.
cry n.
nervous adj.
dive v.
cat n.
8
Ground-air emergency code
2015/7/17
New College English
9
Telegraph code
2015/7/17
New College English
10
gestures
2015/7/17
New College English
11
Flag signals
2015/7/17
New College English
12
Braille
2015/7/17
New College English
13
Body Language
2015/7/17
New College English
14
Part Two “How I Discovered Words?”
2015/7/17
New College English
15
I. Background
Helen Keller



Helen Keller was no longer able to see or hear after she was sick at the
age of 19 months. Her world was totally dark and silent. Yet Helen
Keller became a teacher, writer and lecturer. She was inside the hearts of
millions of people.
How did this miracle happen? For the first six years and nine months of
her life she was almost like a wild animal. Her father and mother could
not control her. She screamed and kicked because she wanted other
people to understand her. She wanted to communicate with them but
there was no way. Finally Helen's parents sent for a teacher. Her name
was Anne Mansfield Sullivan. And Helen Keller' s education began.
Miss Sullivan had once been blind herself and she was an extremely
gifted teacher. She constantly spelled out words in Helen's hand. At first
Helen didn't understand the connection between words and things.
2015/7/17
New College English
16
Helen Keller (2)

But once she understood this connection she was eager to
learn everything. She couldn't see or hear so she learned by
touch and feeling. Helen also learned foreign languages:
French, German, Latin and Greek. She learned to write
and speak. Helen always wanted to do what other people
did. She went to college and her teacher went with her and
helped her graduate with honors.
 Through her lectures and her writing Helen Keller reached
millions of people. Her life is an inspiration to people
everywhere. (234 words)
– 1. At the age of 19 months. 2. She was almost like a wild animal. 3.
By touch and feeling. 4. Four. They are: French, German, Latin and
Greek.
2015/7/17
New College English
17
Helen Keller (1880-1968)
 American lecturer and writer Helen Keller overcame
severe physical disabilities,
inspiring many other
people to similar accomplishments. Deaf and blind
from
the age of 19 months, Keller learned to
communicate with the help of her teacher, Anne
Helen Keller
Sullivan. Sullivan taught Keller to read Braille and to
“listen” by feeling a speaker‘s face. Keller graduated
from Radcliffe College in 1904 and authored a number
of books about her experiences.
2015/7/17
New College English
18
Helen Keller
 Her writings include The Story of My Life
(1902), The World I Live In (1908), Out of
the Dark (1913), Midstream‘s Later Life
(1930), Let Us Have Faith (1940), Teacher:
Anne Sullivan Macy (1955), and The
Open Door (1957). Her life is the subject
of a motion picture, The Unconquered
(1954), and a play, The Miracle Worker
(1959; motion picture, 1962), by
American author William Gibson.
2015/7/17
New College English
19
II. Passage Reading
Language Points
1.… I stood on the porch, dumb, expectant. (l. 5)
I left the well-house eager to learn. (l. 56)
以上两句中的 dumb, expectant ;和 eager to
learn 是主语补足语，分别修饰主语I。
• e.g. During his lifetime, he patented 1,093 inventions, yet he
departed from the world penniless.
• He watched horrified by the terrible accident.
• She sat dumbfounded by what she had heard.
• She left the room angry and frustrated.
• She looked sad and discouraged.
2015/7/17
New College English
20
2. subject (l.38) n.
1) the thing which is being discussed,considered or
studied
– e.g. Our subject for discussion is homelessness.
2) branch or knowledge studied in a school, etc.
– e.g. English is one of my favorite subjects.
3) person or thing being treated in a certain way or being
experimented on
– e.g. He was willing to be the subject of a psychology
experiment.
4) word(s) in a sentence about which something is
predicated (主语)
– e.g. What is the subject of this sentence?
2015/7/17
New College English
21
3. in time (l.55)
1) sooner or later, eventually
e.g. In time you'll forget him.
2) not late
e.g. We got to the station just in time to catch
the bus.
Do you think we can get there in time for the
first act?
2015/7/17
New College English
22
4. On entering the door I remembered
the doll I had broken.
(l. 59)
这里on+动名词表示“词动作一发生，另一动作立即发
生”。后面还可接名词。
 e.g. On his stepping out of the taxi he was
seized by two men.
 One of the first things that he did on getting
home was to have a good sleep.
 The boys stood up on the entrance of the
headmaster.
 On investigation some curious facts came to
light.
2015/7/17
New College English
23
III. Words and Phrases
1. afterward adv.; adj.向前地/的 ② n. 前锋
– e.g. Let’s go to the theater first and eat afterward.
– an important step forward 向前迈进的重要一步
v. forward sth. to sb. 投递
–
e.g. We have today forwarded you our new catalogue.
forwarding address 新地址
–
He moved house without leaving a forwarding address.
forwarding agent 转运商
2015/7/17
New College English
24
Words and Phrases (2)
2. consciousness n. consciousness of/ that
– my consciousness of her needs我对她要求的理解
conscious adj. conscious of/ that
– Are you conscious of how people will regard such
behavior?
你知道人们对这种行为是怎样看待的吗？
unconscious adj. unconscious of sb./ sth.
be unconscious of any change
未察觉出任何变化
unconsciously adv.
He unconsciously imitated his father.
the unconscious 潜意识
2015/7/17
New College English
25
Words and Phrases (3)
3. imitation n.
a. 模仿
learn sth by imitation
通过模仿学习某事物
b. 仿制品
imitation leather, jewellery
imitate v.
–
Decide what you want to do, don’t just imitate others.
imitative adj.
Sculpture is an imitative
art.English
2015/7/17
New College
26
Words and Phrases (3)
4. immeasurable adj.
the immeasurable depths of the universe
宇宙的无限深广
measurable adj.
–
–
他的工作已经有很大改进。
There’s been a measurable improvement in his work.
measure v. 量度，测量，较量
measure one’s strength against sb. Else
跟别人比力气
2015/7/17
New College English
27
Words and Phrases (4)
n. measure of sth 程度
–
–
从他辞职(resignation)一事可见其气愤的程度
His resignation is a measure of how angry he is.
beyond measure 神魂颠倒
measured adj. 慎重的
measured words
measurement n.
–
–
2015/7/17
What’s your waist measurement?
你的腰围是多少？
New College English
28
Words and Phrases (5)
5. uncomprehending adj. / comprehend v.
I can’t comprehend how you could have been so stupid.
comprehensible adj. comprehensible to sb.
– a book that is comprehensible only to specialists
comprehension n. 理解，理解力
comprehension test
comprehensive adj. 全面的，综合的
– She has a comprehensive grasp of the subject.
– 她已经全面掌握了一学科。
2015/7/17
New College English
29
The bridge __________
quivered as the truck
crossed it.
quaked under his
The ground ________
feet.
He ______
shook the dust from the
cushions.
I could feel the youngster's hand
_______
tremble in mine.
2015/7/17
New College English
30
Her lip _________
quivered like that of a
child about to cry.
He ________
shivered as he heard the
strange noise in the night.
2015/7/17
New College English
31
IV.Exercise
1. We were____ to leave when the door bell rang.
A around
B about C bound D likely
2. He stood with _ heart outside the teacher’s office.
beating
B gift
C power
A
D ability
3. This experiment is conducted in the best tradition of the
discipline with a _______ motive.
A sound
B loud
C resounding D clear
4. I can’t make out what he’s trying to say. I think his
English is really ______
A intelligent B unintelligible C illiterate D intellectual
5. They always_____ me for his brother since we look very
much alike.
A regard
2015/7/17
B take
C have
D make
New College English
32
V. Sentence
1. metaphor
Have you ever been at sea in a dense fog, when it
seemed as if a tangible white darkness shut you in, and
the great ship, tense and anxious, groped her way
toward the shore with plummet and sounding-line, and
you waited with beating heart for something to happen?
(P1)
2. only to
In despair she had dropped the subject for the time,
only to renew it at theNewfirst
(P6)
2015/7/17
Collegeopportunity.
English
33
Sentence
3. subjunctive mood
It would have been difficult to find a happier child
than I was as I lay in my crib at the close of that
eventful day and lived over the joys it had brought
me, and for the first time longed for a new day to
come. (P9)
2015/7/17
New College English
34
related grammar
Inverted sentence
Full inversion
Put the predicate verb before the
subject, which generally happen
in present tense and past tense.
2015/7/17
New College English
35
1) adverb “ here, there, now,
then, thus” in the beginning of a
sentence:
There goes the bell.
Then came the chairman.
Here is your letter.
2015/7/17
New College English
36
2) Adverb indicating direction
in the beginning of a sentence:
Out rushed a missile from under
the bomber.
Ahead sat an old woman.
2015/7/17
New College English
37
* Only when subjects are nouns
can inversion happen. If they
are pronouns, invertion does not
exist.
Here he comes.
Away they went.
2015/7/17
New College English
38
Partial invertion
Only part of the predicate like
auxiliary verbs are put before
the subjects.
2015/7/17
New College English
39
1) Sentences headed with negative
adverbs like “no, not, never, seldom,
little, hardly, at no time, in no way, not
until” etc.
Never have I seen such a performance.
Nowhere will you find the answer to
this question.
Not until the child fell asleep did the
mother leave the room.
2015/7/17
New College English
40
* When “not until” is in front of
clauses, inversion should only
be in main clause, not in
subordinate clause.
* When negatives are not in the
beginning, there should not be
inversion.
2015/7/17
New College English
41
I have never seen such a
performance.
The mother did not leave the
room until the child fell asleep.
2015/7/17
New College English
42
2) Sentence headed with “so,
neither, nor” meaning “ too”.
Tom can speak French. So do I .
If you won’t go neither will I.
2015/7/17
New College English
43
3) Sentence headed with “only”:
Only in this way, can you learn
English well.
Only after being asked three
times did he come to the
meeting.
2015/7/17
New College English
44
* If there are clauses after “only”,
only the main clause has
inversion, not the subordinate
clauses.
Only when he is seriously ill,
does he ever stay in bed.
2015/7/17
New College English
45
4) Sentences of concession
headed with “as, though”.
In these case, predicates and
adverbs should also put before
the verb.
Young as he is, he can speak
five languages.
2015/7/17
New College English
46
* There should be no article before
the noun in the beginning.
Auxiliary verbs are put after the
action verbs if there are objects and
adverbials together with these action
verbs.
Try hard as he will, he never seems
to be able to do the work
satisfactorily.
2015/7/17
New College English
47
5) Other partial inversion:
So of “so… that” structure in the
beginning of a sentence.
So frightened was he that he did
not dare to move an inch.
2015/7/17
New College English
48
Some sentences expressing wishes:
May you all be happy.
2015/7/17
New College English
49
In some subjunctive sentences:
“if” can be omitted if there is
“were, had, should” in the
subordinate clause. In this
occasion, “were, had, should”
should be before the subjects.
Were I you, I would try it again.
2015/7/17
New College English
50
Part Three Post-Reading
1. Information Structure
1) Introduction: the most important day in her life
(Para. 1)
2) Her feelings before her teacher arrived/ her
education began (Para. 2--3)
3) The first encounter with the teacher (Para. 4)
4) How she discovered words (Para. 5--9)
A. Her initial success in learning (Para. 5):
She learned the spelling of a few words.
2015/7/17
New College English
51
Inspiring words by Helen Keller
 One door of happiness closes,
another opens. But often we
look so long at the closed
door that we do not see the
one which has been opened
for us.
2015/7/17
New College English
52
Inspiring words by Helen Keller
 Death…is no more than
passing from one room
into another.
死亡只不过是从一个房间进
入另一个房间。
2015/7/17
New College English
53
Inspiring words by Helen Keller
 As selfishness and complaint
cloud the mind, so love with
its joy clears and sharpens
the vision.
 自私和抱怨使心灵阴暗，愉
悦的爱则使视野明朗开阔。
2015/7/17
New College English
54
Inspiring words by Helen Keller
 Keep your face to the
sunshine and you cannot see
the shadow.
只管面向陽光，那你就看不到
影子。
2015/7/17
New College English
55
Inspiring words by Helen Keller
 The best and most beautiful
things in the world cannot be
seen or even touched. They
must be felt with the heart.“
世界上最美好的事物是看不到
也摸不到的,只能用心去感受.
2015/7/17
New College English
56
Information Structure 2)
B. The difficulties encountered in learning the
meanings of words and her reaction (Para. 6)
C. Her new sight that everything had a name
and each name gave birth to a new thought
(Para. 7--8)
D. Her feelings and her new outlook on life before
she fell asleep that night after her trip to the wellhouse ( Para. 9)
2015/7/17
New College English
57
2. Understanding the Details
(1)
1) A. The two lives she led before and after the teacher
came.
B. The day when her teacher came to her.
C. Before the teacher came, she lived in a still, dark
world in which there was no strong sentiment or
tenderness. From that day on, she began to learn not
only language but also gained a new sight for life.
2) Because the day marked a turning point in her life.
On that day, the teacher came to her to reveal all
things to her, including love.
2015/7/17
New College English
58
Understanding the Details (2)
A. Here being shut in the "white darkness" refers to a
feeling of being lost, like a ship at sea almost
incapable of finding her way in a white fog without
sunshine. Helen Keller compares herself to a ship lost
in thick fog, and is unable to find her way. Like the
ship with her plummet and sounding-line, she is
reaching out and crying wordlessly for light in the
dark, unknown world.
B. The ship.
4) She felt tense and anxious, waiting for something to
happen with a beating heart.
3)
2015/7/17
New College English
59
Understanding the Details (3)
5) Both the new doll and the big rag doll.
6) The words and the real objects.
7) Words are the names of things./Everything has a
name.
8) It suddenly dawned on Helen that the word "water"
referred to the wonderful cool something flowing
over her hand and the word itself became alive.
9) Because the love from the people these words-father, mother, sister and teacher--stood for, could
work wonders for Helen, just like "Aaron's rod".
2015/7/17
New College English
60
3. “How I Discovered Words?”
When...
Helen's feeling
she waited for the teacher to come
dumb, expectant
Miss Sullivan spelled "d-o-l-l" in her hand
interested
she finally succeeded in making the letters for doll
pleasant and proud
the teacher tried time and again to teach her the
connection between words and things
she felt the fragments of the broken doll at her feet
impatient
keenly delighted
pleasant/happy
she knew she was going out into the warm sunshine
she finally discovered words in the well-house
she tried vainly to out the broken doll together
she lay
2015/7/17
in her crib at the close of
the
day English
New
College
excited, eager to
learn
repentant and sad
joyful and hopeful
61
4. Helen’s Learning Experience
On the afternoon of the 3rd of March, 1887, before the teacher came, Helen
Keller felt dumb and expectant, hoping for something that would open up her
world. The first thing her teacher gave her was a doll and then she spelled the
word "d-o-l-l" in her hand. When Helen Keller finally succeeded in making the
letters for doll, she felt pleasant and proud. But when her teacher tried to help
her make the connection between words and objects, she became impatient.
Helen Keller expressed her dislike by dashing the doll on the floor. At that point,
she felt keenly delighted. When she realized that her teacher was taking her out
into the sunshine, Helen Keller was very happy. In the well-house, she discovered
that "w-a-t-e-r" meant the wonderful cool something that was running through
her fingers. The mystery of language was finally revealed to her. And she became
excited and was eager to learn. When she returned to the house and tried vainly
to put the broken doll back together, she felt sad and repentant. At the close of the
day, when she was lying in her crib, she felt joyful and hopeful.
2015/7/17
New College English
62
5. Group Discussion
The differences between Helen's learning process
and what we usually experience:
Helen
Ordinary people
-- learn by touching, feeling,
smelling, etc.
-- learn by imitating the shape,
etc.
-- start by spelling
2015/7/17
New College English
-- learn by seeing, hearing
-- learn by imitating the
sound
-- start by speaking aloud
63
6. Keys to Vocabulary
Part A
1) A 2) B 3) A 4) B 5) C 6) B 7) C 8) C 9) A 10) A
Part B
1) renewed 2) apply 3) persist 4) succeeded 5) drop 6)
revealed 7) wonder 8) keenly 9) vainly 10)
impressed
2. 1) unconsciously 2) expectant 3) eventful 4) immeasurable
5) imitation/imitating 6) continually
7) tenderness
2015/7/17
8) impatient
New College English
64
7.Translation References
 1. Seeing all the people walking to and fro outside the office, I
became more worried.
 2. In time he will see who is his true friend.
 3. That scientist's experiment gave birth to a new drug.
 4. He had been shut in by illness during much of the winter.
 5. They would practice speaking English at the first opportunity.
 6. Everything she valued might be swept away overnight.
 7. Towards the close of the term, all the students are busy
preparing for the finals.
 8. They longed for green trees and open spaces.
2015/7/17
New College English
65
Part Four Further Development
1. Group Discussion: English or Englishes?(1)
 STEP ONE
1) neighbour 2) centre
3) sceptics 4) tyre
5) catalogue 6) cheque
7) analyses 8) plough
9) programme 10) travelling
2015/7/17
New College English
66
English or Englishes? (2)

STEP TWO
The English language is like a very large family with
many members. There is American English, British English,
Australian English, etc. None of these is better than or
superior to another. They are all equally good for
communicating ideas, emotions and opinions.
The dominance of one variety is often related to the
number of speakers, economic power and the media. These
factors affect how well the variety is known and not the
quality of the language itself. For example, British English is
less dominant now because Britain is no longer the world
power it used to be.
2015/7/17
New College English
67
English or Englishes? (3)

American English is more prevalent now because the United States has
a larger population than Britain and it is still a super power. The
American film industry has contributed greatly to the popularity of
American English but it does not mean that American English is
superior to Australian English, for example. Perhaps someday another
variety of English might become more prevalent than American
English.
Language is a tool for communication between human beings. The
aim is to learn the language as well as possible. Whether we learn one
variety or another does not mean that we are superior human beings,
that the variety itself is better, or that we speak English better.
2015/7/17
New College English
68
2. Exchanging Experience in Learning English
Success
Failure
~ I love learning English. I try to
memorize 15 new words every day.
~ I think my speaking skill is good
because I try my best to participate in
class activities. I also go to the English
Corner.
~ My father gave me a big dictionary so I
can look up words very quickly. This has
helped my reading comprehension.
~ I am doing an exchange with a foreign
student---one hour of Chinese for one
hour of English. This has helped me with
my speaking and pronunciation.
2015/7/17
~ I couldn't understand tire listening
passages at all. The people spoke too
quickly and I didn' t know the vocabulary.
~ I had a lot of difficulty in reading the inclass reading passages. I should have spent
more time learning the vocabulary.
~ I feel discouraged about my spoken
English. I go to the English Corner but i am
too frightened to speak.
~ My grammar is riot so good as my class
mates'. I think they [Fad better teachers in
middle school. I have to work harder to
catch up with them.
New College English
69
3. Associated Words
 1) letters, vowels, consonants
2) Intonation 3)
syllables, stress 4) mother tongue
5) sounds, pronounce, repeat 6) vocabulary 7)
syntax
2015/7/17
New College English
70
4. Should Learners Aim to Speak English with
a Native-Speaker Pronunciation?
Against
For
 it is a goal that all language




learners should strive for.
if you don't have an accent, you
will be understood and accepted
more readily by native-speakers.
you can mix more easily with
native-speakers.
if you aim for perfection in one
aspect of the language, you will
also aim for perfection in other
aspects.
it's good training for your brain.
2015/7/17
 it is an impossible goal.
 it is a waste of time and
energy.
 there are other more
important aspects language,
 it's not necessary if people can
understand you.
 most students won't be
traveling to English-speaking
country.
New College English
71
Sample Writing (1)
 Should learners Aim to Speak English with a
Native Pronunciation?
As a learner of English, I think we'll try to master
a language well. We learn the language because we
want to use it to communicate and exchange
information with others. So first of all, we need to
make ourselves understood. Imagine if a foreigner
can't understand your speaking, you'll have to
write down all your words to communicate, then
the purpose of your learning the language is not
realized. In order to communicate better with
others, we'll have to get an understandable
2015/7/17
College English
72
pronunciation. TheNew
standard
is of course the
讲评
 这篇文章是正辩方写的。
全文遵循这样的思路：
要想沟通与交流信息
一）首先需要被人理解
二）需要说英语（靠写下来不行）
三）口语必须能让人听得懂
标准语音即是本族人的发音
四）所以虽然很少有人能学得那么好，但是
大家都很熟悉它，因此我们
也应以此为目标。
这种层层递进的说理方式容易说服读者。
这篇文章词汇简单，并且使用了一些关联词来引
2015/7/17
New College English
73
导思路的铺展，使文章的结构严密，可读性较强。
Sample Writing (2)
 Should Learners Aim to Speak English with a
Native-speaker Pronunciation?
Being a language learner, the perfect condition is
that you can use it as a Native-Speaker. In our
learning process, we are encouraged to learn to the
songs, to see the movies and to follow. All these are
just based on the hope that we would speak better
English. Yes, we should have this kind of aim.
It's easier for us to communicate with others both
native-speaker and other learners for everyone is
used to the native-speaker's pronunciation, so the
standard pronunciation is much easier to
2015/7/17
New College English
74
understand.
讲评
 从题目上来看，这篇文章最好在有限的篇幅之内，
先谈谈自己是赞成还是反对标题中所陈述的观点，
然后再说明为什么。
但是，从实际的行文来看，作者并没有按照要
求而深入地谈是与不是、为什么和为什么不，只
是蜻蜓点水般地写了一番：第一段是说应该，第
二段再说还是应该，第三段说可以不，第四段又
说因人而异，随你。结果原因是近乎于没讲，更
不用说讲透了。所以有缺少整体性和连贯性。
2015/7/17
New College English
75
8. Enjoy Yourself in English
F:\video\ My Fair Lady
2015/7/17
New College English
76