日期:2011-7-31
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老百姓 12:53:05
因为我确实是不需要成功者的，就是在多的成功者都需要我的辅导
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遗失的童年 12:53:59
但是我还是会坚持下去的,人定胜天.就是吧老师.
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老百姓 12:54:18
我是创造一种方法，一天就能成功任何语言，这就是自然获得法，只只有这样才能根本上解决全百万外语学习者
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遗失的童年 12:55:06
但我目前就只须英语啊老师。。
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遗失的童年 12:55:19
我就想突破它
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老百姓 12:55:29
只关注英语一年学会英语
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老百姓 12:56:02
不关注英语，一天学会英语和任何英语类外语，这就是一种辩证关系
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遗失的童年 12:56:14
....
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老百姓 12:56:15
英语的功夫在英语之外
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遗失的童年 12:58:06
其实很想跟上老师的步伐去创新大胆的去尝试，但自己真的觉得跟老师对比不上，那怕那十分之一想像力都没有老师的好
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老百姓 12:58:49
不在乎你的想象力
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老百姓 12:59:13
在乎的是你是否相信我说的话，是否练习
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老百姓 13:01:06
你该睡觉休息了
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老百姓 13:01:24
有时间我辅导你英语和各种语言一次
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遗失的童年 13:01:35
我每天都还在挣扎，早睡了就浪费了时间
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遗失的童年 13:01:45
晚上1点了
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老百姓 13:02:05
英语那需要那样学习
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遗失的童年 13:02:16
我还在看老师写的日志
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老百姓 13:02:28
Welcome
Hello
Good morning
Good afternoon
Good evening
Good night
Goodbye
How are you?
Long time no see
What's your name?
Where are you from?
Pleased to meet you
Good luck
Cheers/Good health
Bon appetit
Bon voyage
Excuse me
Sorry
How much is this?
Please
Thank you
Where's the toilet?
Have a nice day
Get well soon
Would you like to dance?
I love you
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遗失的童年 13:02:31
每天都在看老师写的所有东西
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老百姓 13:02:44
我给你这几句话，你注音一下
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遗失的童年 13:03:00
要注汉音的？
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老百姓 13:03:09
Welcome
wlcm
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遗失的童年 13:03:32
你这是直接声母的简写
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老百姓 13:03:35
Hello
hl
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老百姓 13:04:04
Good morning
gd mn
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遗失的童年 13:04:22
我知道啊
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老百姓 13:04:39
Good afternoon
gd aftn
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老百姓 13:05:02
你知道注音啊
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遗失的童年 13:05:04
这已经注出来了老师？
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遗失的童年 13:05:16
就像good这个字，就是gd?
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老百姓 13:05:18
Good evening
gd evn
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遗失的童年 13:05:31
就像evening
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遗失的童年 13:05:48
e发一个音, v作音母和n
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遗失的童年 13:06:02
三节音
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老百姓 13:06:04
Good night
gd nt
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遗失的童年 13:06:06
evening
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遗失的童年 13:06:23
不知道理解对不对
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遗失的童年 13:08:19
像老师说的我从来没听过客家话，同闽南话，就那种试了下去听7成可以听到
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遗失的童年 13:08:29
只是声偏低了一下
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遗失的童年 13:09:11
就像我们的家乡话也是从粤言，演过来的
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老百姓 13:10:13
Goodbye gdb
How are you? hay
Long time no see ltns
What's your name? wtynm
Where are you from? w a y f
Pleased to meet you pls t mt y
Good luck gd lc
Cheers/Good health ces gd ht
Bon appetit b aptt
Bon voyage bvyg
Excuse me excus m
Sorry sr
How much is this? hmcs ts
Please pls
Thank you tk y
Where's the toilet? wrs t tlt
Have a nice day hv(a) nc d
Get well soon gt w s
Would you like to dance? wdy lc t dc
I love you i lv y
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遗失的童年 13:10:50
这是怎样注音呢老师
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老百姓 13:11:26
一个注音字母代表一个声母，代表一个汉字意思
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老百姓 13:11:39
不能多也不能少，也不能错
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遗失的童年 13:12:07
老师现在叫我注出汉音的汉字意思来?
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老百姓 13:12:24
你暂时先不要吧汉字写下来
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老百姓 13:12:44
你要能够注音任何语言的任何文字和文章
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老百姓 13:13:20
Language Welcome
Afrikaans Welkom
Albanian Mirë se vjen
Arabic
(Egyptian) (ahlan wa sahlan) أهلاً و سهلاً
Arabic
(Modern Standard) (ahlan wa sahlan) أهلاً و سهلاً
Armenian (Eastern) Բարի գալուստ! (Bari galu'st)
Armenian (Western) Բարի՜ եկաք: (Pari yegak)
Aromanian Ghini vinit! (plural) Ghini vinishi! (singular)
Azerbaijani Xoş gəlmişsiniz!
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老百姓 13:13:35
不认识的语言也要会注音
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遗失的童年 13:14:17
如果按这样去听这样的思维去说会不会应该不过来
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遗失的童年 13:14:31
反应
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遗失的童年 13:16:35
那我从英语下手注音吗老师
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老百姓 13:16:57
Language Welcome lgg wlcm
Afrikaans Welkom afrks wlkm
Albanian Mirë se vjen albn re s c j
Arabic arbc
(Egyptian) (ahlan wa sahlan)ept al w al
أهلاً و سهلاً al w al
Arabic arbc
(Modern Standard) (ahlan wa sahlan) أهلاً و سهلاً mdmstdd al w al ala wa al
A
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遗失的童年 13:17:49
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老百姓 13:19:58
armenian (Eastern) Բարի a mny գալուստ! (Bari galu'st) br glst
Armenian (Western) Բարի՜ եկաք: (Pari yegak) amni wst ygk pr ygk
Aromanian Ghini vinit! (plural) Ghini vinishi! (singular) armnign mnt sgl
Azerbaijani Xoş gəlmişsiniz!
azbjn xs glmsnz
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遗失的童年 13:20:44
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遗失的童年 13:21:04
除了第一个可以看懂别的都不知道老师
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老百姓 13:21:04
不同语言都能注音，是1600种语言的注音一下子就学会了
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老百姓 13:21:20
就是一个读音打字一个声母
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遗失的童年 13:22:06
超来超发觉自己的理解能力超差，，
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老百姓 13:22:31
General Editor’s Preface
Teachers and learners in second/foreign language teaching and learning have come
to welcome Earl Stevick’s publications. What he has to say always bespeaks a
lifetime of experience with learners, honestly drawn upon and cogently argued, with
illustrations that have an unmistakable ring of truth. His books can be read in many
ways and in many moods. Indeed, it is his particular talent to appear naive,
surprised by his own data and the result of his own teaching. Such an appearance,
however, is deceptive, since always his accounts have a grounding in his own work
and a relevance to ours. Like many paintings, they wear their expertise and talent
lightly, yet have important messages for those who would explore beyond the
surface.
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老百姓 13:22:44
练习一篇文章的英语注音
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老百姓 13:23:02
任何英语文章都可以
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遗失的童年 13:23:09
恩
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遗失的童年 13:23:33
general gnr ?
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老百姓 13:25:14
General Editor’s Preface
gn edts pfc
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老百姓 13:25:17
Teachers and learners in second/foreign language teaching and learning have come
to welcome Earl Stevick’s publications.
tcs ad lns i scd fr lgg tc ad hv cm t wlcm e stcvs pblcts
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遗失的童年 13:26:23
tcs ad lns i scd fr lgg tc ad hv cm t wlcm e stcvs pblcts 这些翻出来跟住怎样办老师
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老百姓 13:26:29
What he has to say always bespeaks a
lifetime of experience with learners, honestly drawn upon and cogently argued,
lft f exprc wt lns,hnstl d np ad cgtl ard
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老百姓 13:28:04
illustrations that have an unmistakable ring of truth. His books can be read in many
ways and in many moods. Indeed, it is his particular talent to appear naive,
wt ilsts tt hv a umstkb r nf tt, hs bks c b rd i mn ws ad i mn md,idd, it s ha ptcl tlt t ap nv
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遗失的童年 13:28:36
wt h hs t sy aws bsps a lftm f eprc wt lns hnsy dn upn ad cgt agd
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遗失的童年 13:28:39
是不是这样
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老百姓 13:30:04
surprised by his own data and the result of his own teaching. Such an appearance,
however, is deceptive, since always his accounts have a grounding in his own work
and a relevance to ours. Like many paintings,
sprsd b hs o dt ad t rst f hs o tc ,sc a nprc, hwvm is dcptvm sc aks hs act hv a rd i hs o wk a d(a) rlvc os, lk mn pts
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老百姓 13:31:09
they wear their expertise and talent
lightly, yet have important messages for those who would explore beyond the
surface.
t w t expts ad tlt ltl, yt hv optt msgs f ts w wd expl byd t sfc
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老百姓 13:32:11
要一个读音一个字母，不能多，不能少，不能做，固定死读音的个数，就固定了汉字的个数
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老百姓 13:32:42
连读弱读略读和变音都在里面了
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老百姓 13:33:04
All this is especially true in his first book for the Prentice Hall Language Teaching
Methodology series. At first glance we are introduced to a group of learners, on a
stage as it were. Gradually, with Stevick’s prompting, Carla and her friends tell their
stories. each different yet each contributing to a coherent theme. These stories can
be read as they stand, as personal accounts. Yet for the learner and for the teacher
who sees them as representatives of a broader population, they can usefully be
examined in the light of contemporary theories and models. This is exactly what
Stevick does in his own commentaries. Notice, though, how he speaks with them
and not against them, highlighting what they say and drawing out from their
accounts key issues for second language teaching and learning.
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老百姓 13:33:14
第二段英语
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遗失的童年 13:33:45
a t s espca t i hs
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遗失的童年 13:33:55
第一句对吗老师
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遗失的童年 13:34:12
a t s espca t i hs
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遗失的童年 13:34:10
All this is especially true in his
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老百姓 13:34:36
All this is especially true in his first book for the Prentice Hall Language Teaching
Methodology series.
a ts s espctl t i hs bks f t ptc h lgg tc mtdlg srs
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遗失的童年 13:35:44
first略读了？
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老百姓 13:36:50
At first glance we are introduced to a group of learners, on a
stage as it were. Gradually, with Stevick’s prompting, Carla and her friends tell their
stories. each different yet each contributing to a coherent theme.
at fst dlc w ea itdcd t a gp f lns, o n stg a u w,gdl,wt stvc pmpt.cl ad fd t t strs,ec dft ye ec ctbt t o crt tm
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老百姓 13:39:06
These stories can
be read as they stand, as personal accounts. Yet for the learner and for the teacher
who sees them as representatives of a broader population, they can usefully be
examined in the light of contemporary theories and models.
ts strs c b rd a t std,as psn lct, y t f t ln ad t tc w ss tm a rpsttvs f bd pplt,t c usfl b exmd i t lt f cfpr trs ad mds
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老百姓 13:40:50
This is exactly what
Stevick does in his own commentaries. Notice, though, how he speaks with them
and not against them, highlighting what they say and drawing out from their
accounts key issues for second language teaching and learning.
ts s exctl wt stvc fsi hs o cmtrs,ntc,t,h h spks wt t md nt gs tm, hlgt wt t s ad dw ot f t act k iss f scd lgg tc ad ln
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老百姓 13:41:27
decide for themselves which elements from the history of each learner speak to
which theories from the experiments of researchers. Matches and mismatches are
equally revealing. Reflective learners and reflective teachers need to look again at
the highlighted issues and not take any answers for granted, however perceptive
Stevick’s comments may be. So the sections on Working with Ideas invite readers to
compare their own experiences with those of the gifted learners, each set of
observations illuminating the other, and offering plans for action research into
learning and into teaching.
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老百姓 13:41:37
第三段
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遗失的童年 13:41:57
现在看好像有点眉目了
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遗失的童年 13:42:29
连读弱读略读和变音都在里面了
这话怎样说呢老师
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老百姓 13:43:30
decide for themselves which elements from the history of each learner speak to
which theories from the experiments of researchers. Matches and mismatches are
equally revealing.
dcd f tsvs wc elmt f t hst f ec ln spk t wc trs f t expms f rscs, mcs ad msmtcs a epk rvl
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老百姓 13:45:18
highlighted issues and not take any answers for granted, however perceptive
StevickReflective learners and reflective teachers need to look again at
the ’s comments may be.
rflctv lns d rflctv tc nd t lk g nt t hltd iss ad n ynsws f gtd,hwv pcptv stvcs cmt mb
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老百姓 13:47:11
So the sections on Working with Ideas invite readers to
compare their own experiences with those of the gifted learners, each set of
observations illuminating the other, and offering plans for action research into
learning and into teaching.
s t scts o wl wt lds ivvt rds t cp t o exprcs wt ts f t gftd lns,ec st f obsvt ilmnt t ot, ad gr pls f act rsc it ln ad it tc
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老百姓 13:47:41
In his previous books. Stevick has addressed teachers of languages. Now he turns
also to learners - and to the learner within each teacher. In so doing, he provides an
ix
x Genera/ Editor’s Preface
example - seven living examples, in fact - of how practice can contribute to theory,
and how theory can illuminate practice.
Christopher N. Candlin
General Editor
Macquarie University, Sydney
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老百姓 13:47:48
最后一段
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遗失的童年 13:49:01
注出来的是那些是什么作用的老师
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老百姓 13:51:28
In his previous books. Stevick has addressed teachers of languages. Now he turns
also to learners - and to the learner within each teacher. In so doing, he provides an
ix
i ha pvs bks,stvc hs adsd tcs f lggs,n h ts as t lns ad t t ln wt ec tc,i s d,h pvds anx
x Genera/ Editor’s Preface gnr eds pfc
example - seven living examples, in fact - of how practice can contribute to theory,
and how theory can illuminate practice.
exp sv lv exps,i fct of h pctc c ctbt t tr a d h tr c ilmnt pctc
Christopher N. Candlin crstp n cd
General Editor gn edt
Macquarie University, Sydney mcqr unvst,sdn
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老百姓 13:51:50
这是一本书的前言，这样马上就注音完毕了
