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简介：on the other hand the response ability is also another reason.It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they couldn't follow.A lot of students have their own listening habits. Some students often tries to understand each word or each sentence. They will think hard when they meet some difficult words or sentences,you can hardly have a chance to meet it. So I think you should try to let the students be in a language environment.Let the students grasp the phonetic symbol. I think the phonetic symbol is the base. A good intonation and phonetic depends on the base. Oral reading after a radio or a teacher is a good way at the beginning,"Ask me" means that the student must say a question sentence while "Tell me" shows that the student must say a decarative sentence. But before doing this

简介：on the other hand the response ability is also another reason.It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they couldn't follow.A lot of students have their own listening habits. Some students often tries to understand each word or each sentence. They will think hard when they meet some difficult words or sentences,you can hardly have a chance to meet it. So I think you should try to let the students be in a language environment.Let the students grasp the phonetic symbol. I think the phonetic symbol is the base. A good intonation and phonetic depends on the base. Oral reading after a radio or a teacher is a good way at the beginning,"Ask me" means that the student must say a question sentence while "Tell me" shows that the student must say a decarative sentence. But before doing this

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简介：Learningstyleisdefinedasone’snatural,habitual,andpreferredwaysofabsorbing,processingandretainingnewinformationandskills.Inlanguagelearningprocess,learners’learningstylemayhelporhinderthemasteryofnewlanguage.Basedontheinfluentialpower,learningstyleshouldbecarefullynoticedinthewayofstrategytraining.ThispaperfocusesontheEnglishwritingstrategytrainingandaimstoputforwardsomesuggestions,puttingtheinfluenceoflearningstyleataprominentposition.

简介：InanEFLclass,writingforarealaudiencecanbringaboutmanyinherenteducationalbenefits.However,thisisoftenne-glectedbymanylanguageteachers.Thispaperreportsonthere-sultsobtainedfromusingawritingforarealaudienceprojectinanIntensiveReadingcoursefornon-Englishmajors.Studentsinthisprojectwroteletterstotheirpartnersinthetargetlanguageandsharedinformationwitheachother.Theauthorfoundthattheprocessofwritingforarealaudiencecannotonlyhelpstu-dentspracticeusingthetargetlanguagebutalsocanencouragethemtoovercomewritingapprehension.

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简介：Peerrevision,asupplementarystrategytoteacherrevisionofwritinginL2classroom,makespassivereceiversofteacherrevisionbecomeactiverevisers,enablingstudentstoinvolveinmoremotivatedlanguagelearning.Benefitsofpeerrevisionanditsimplicationsforteacherandstudentrolesarediscussed.Thisarticlealsotentativelyanalyzeswaysofpreparingstudentsforeffectivepeerrevision.

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简介：IntroductionInthisarticle,I’dliketodescribeawritingactivityIusetoimprovemystudents’writingability.Theactivityisatypeofjournal-keepingforcollege-Englishstudents.Iaskthestudentstowritesomethingatregularintervals.Itcanbeofanylength.Iftheydon’thaveanythingspecifictowriteabout,theycanwritesummariesordiscussionsabouttextsfromtheirEnglishclass.Theythensubmittheassignmentbyafixeddeadline.Theresultshavebeensatisfactory.Moststudentshandedinsomesortofworkontime,coveringawiderangeoftopicsfrompersonalmatters(suchasworriesandambitions),interests(suchashobbies,friendsandhometowns)tosomethingrelatedtotheirEnglishclass(summaries,discussionsoreventranscriptionsofmodelparagraphs).Stimulatedbyimmediatefeedbackfromtheteacher,theactivityhascontinuedthroughthewholecollege-Englishlearningperiod.

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简介：on the other hand the response ability is also another reason.It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they couldn't follow.A lot of students have their own listening habits. Some students often tries to understand each word or each sentence. They will think hard when they meet some difficult words or sentences,you can hardly have a chance to meet it. So I think you should try to let the students be in a language environment.Let the students grasp the phonetic symbol. I think the phonetic symbol is the base. A good intonation and phonetic depends on the base. Oral reading after a radio or a teacher is a good way at the beginning,"Ask me" means that the student must say a question sentence while "Tell me" shows that the student must say a decarative sentence. But before doing this

简介：on the other hand the response ability is also another reason.It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they couldn't follow.A lot of students have their own listening habits. Some students often tries to understand each word or each sentence. They will think hard when they meet some difficult words or sentences,you can hardly have a chance to meet it. So I think you should try to let the students be in a language environment.Let the students grasp the phonetic symbol. I think the phonetic symbol is the base. A good intonation and phonetic depends on the base. Oral reading after a radio or a teacher is a good way at the beginning,My father is a teacher and my mother words in a company.T摘要

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简介：Inrecentyears,althoughcollegestudentshaveacquiredahighlevelofproficiencyinEnglishreading,theyhavemadeverylittleadvancementinEnglishwriting.ThisisduetothefactthatinadequateimportanceisattachedtowritingintheteachingofEnglish,andthatstudentshaverathervagueideasabouttheroleofwritinginforeignlanguagelearningandaboutthediffer-entdiscoursepatternsexistingbetweenEnglishandChinese.Thus,thispapersuggeststhat,inordertoimprovestudents’writingability,twowaysbeadoptedtoraisestudents’awarenessoflearningtowrite:1)integratingtheproduct-orientedap-proachwiththeprocess-orientedapproach;2)usingstudents’readingasawritingsource.

简介：Englishwritingisgainingattentionandemphasisinourcol-legesyllabus,havinganimportantroletoplayinlearningandcommunication.However,ofthefourskills(speaking,reading,writingandlistening),itremainsthemostdifficult.Traditionalmethodsofteachingwritinghaveundoubtedlycon-tributedtotheimprovementofthelearner’swritingskillsandstrategies.Butnewmethodsandactivitiesareneededtomaxi-mizetheefficiencyoftraditionalmethodsandkeepstudentsin-terestedinthiscourse.Thispaperisastep-by-stepdescriptionofanactivityusedinawritingcourseforEnglishmajors,whichcombinesspeakingwithwritingandmakesthewritingtaskac-quirerealcommunicativeneeds.Toputitplainly,thestudentsareaskedtointerviewanEnglishteacherandthenwriteareportbasedontheinformationobtainedfromtheinterview.

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