练习文本汇总

第八册第一课练习语音原来只有6分钟语音，在
F: Maria is in Aspen.
  She got there on Monday.

后面从

M: She's been in Aspen since Monday.到结束出现丢失，目前已经被替换语音，如有类似语音的缺失请注意替换为15分钟的完整语音。

由从B08LO1E语音替换为软件b08l01e语音即可解决语音缺失问题。

早上练习到第八册第四课。

英语学习就像解剖麻雀
    我们经常说我们学习任何一门课程都很容易，为什么英语学习就这么难，难得超过我们学习几个专业。其实不同专业学习之间还是有相通之处的。相通的地方就是压码。
  举例来说，你看到学电子专业的，只要组装一部彩电就学会了修理电器，学机械专业的组装一部汽车就学会了修理，学英语也是一样组装一部你好美国就学会了英语。
  怎样组装英语，就是压码，压码到语音、文本和意思，压码还原出来就可以了。就是一个分解和合成的压码过程。听着可以压码记住，听写可以还原出来文字，朗读可以还原出来语音，记住意思可以说出来、写出来就是自己的了。其余的就是课文之间的任意组合和变换了。
    压码听懂就是解剖麻雀，透视语言的一个过程，眼睛看着文本，耳朵听着声音，要看到、听到语音细节到字母音节的程度，你就可以压码记住语音、文本和意思。
    记住了没有？记住语音没有，你自己注音一下看看和磁带的语音是否一样；记住文本了没有，你自己听写一下，看看和课文文本是否一样，是否记住了课文的意思，你自己在一片课文里面看看是否可以将其他课文的练习综合应用到这里。
    剖工解牛的故事告诉大家，看着屠夫那样熟练的刀法是有一定技巧的。一部你好美国教材就像一头牛，他是有间架结构的，练习部分就将相互之间的结构循序渐进组合在一起。你要用压码听懂整理文本进行分解和合成，各自种语法现象就自然消化吸收了。
   
   
 

你练习压码听懂首先就可以做到记住语音、文本和意思，有人说不会的单词怎么办？记住了就理解了。看到很多人名地名，你如果不进行练习就一定以为是有大量生词，可是如果进行压码听懂练习一遍，一天利用业余时间都可以练习一册书的练习内容，通过压码整理文本透视出来了语音、文本和意思，就基本掌握了课文之间的相互关系。
  只快速练习一遍还不是你自己的英语，因为你虽然可以用英语思维快速地回想和造句，但是你自己进行英语写作，会有很多错误，就不好意思写，你自己说英语虽然已经可以大量地脱口而出说个不停了，但是说的有很多的地方还不规范，遇到人还是不敢说，因为怕被人笑话的心理在作怪，还是应用不够熟练的原因，但是你已经有了学会英语的信心，就是原来学习英语还是不难的。
  有了这一点就好办了，压码听清、注音、抄写、模仿、跟读、朗读、拓展、纵向法、看电影、读报纸，都是一次可以学会的方法，缺什么补什么就可以了。听的不够就大量听，说的不够就大量说，读的不够就大量读，写的不够就大量写，就可以了。
   

遇到问题怎样解决？--第八册第五课练习举例
    这课语法现象较多，第一遍在100%速度没有做到一遍压码听懂。因为没有压住码，语音已经过去，但是看文本还没有达到没有句子的字母语音上，所以一遍练习下来记忆力不强，这就检验出来上次整理文本中的质量不够高，实际上这次整理文本修改也比较多，这就是重新整理补漏的作用。
    进行不看文本听懂检验，果然不能做到完全听懂，特别是全文连贯理解记忆方面不好，分析原因主要是昨天休息不足造成的。
  解决的办法很容易：放低速度到50%就可以做到每个句子压码到语音文本的字母上面了，由于降低了速度就能完全理解和记忆了，再次进行不看文本听语音就完全理解并且记忆住了各种语法变化规律了，整个文章由变得非常容易了。
  对于一天练习一册课文的速度，特别是在练习感觉比较容易的时候就可以提高到150%速度，这样就可以更好低通过语音节奏掌握语音、文本和意思的关系，同时可以检验学习不足的地方，其实练习一册课文能有一课有难度也是一个很好的提高的机会，这样练习第二遍整理文本的时候，对于上次练习效果好与不佳就得到了平衡。有的学员说练习一册书以后很快就忘记了，实际上再练习的时候效率回大大提高，对于再次练习掌握不好的课文，重新练习一次记忆就深刻了。我们练习不但是要掌握本课课文，还要将前后练习起来掌握，做到融会贯通，比如最简单的be，been我就一致掌握的不好，这遍整理文本练习对于各个课文单独掌握的就比较成功，但是大量语法现象放到一篇课文在常速就不能消化吸收了，但是降低速度以后所起到的作用就是将几册课文中相关的语法现象进行压缩了。而学习语法是不能做到一次将几册的内容融会贯通的。
    昨天由于比较疲劳，适当练习了三课就提前休息了，这样保证练习质量的措施，对于提高有效学习时间是有效的。
  作为标记，以后可以整理一下基本词汇和基本句子，下次看一下就可以记住了。

一鼓作气完成了第八册练习。

9.8

BOOK NINE LESSON EIGHT

N: Welcome to Lesson Eight.
    Listen to this part of the conversation between Jake Seltzer and Abbott Larkin.
 
177 

JAKE: Are you in town for the computer meeting?
LARKIN: Yes, I am.
    I'm glad you're here.
    I think this meeting will be very important.
    I hope you'll do a story about it.
JAKE: That's why I'm here.
N: Now listen and repeat.
M: very important
    this meeting will be very important
    I think this meeting will be very important.
    I think this meeting will be very important.
F: a story about it
    you'll do a story about it
    I hope you'll do a story about it.
    I hope you'll do a story about it.
N: Notice how we use a subject and a verb after think and hope.
    For example . . .
M: I think this meeting will be very important.
F: I hope you'll do a story about it.
N: Now you'll hear a sentence using think followed by a few more words.
    Use the new words to make another sentence.
    For example,
    you hear . . .
M: I think this meeting will be very important.
F: Is very interesting.
N: And you say. . .
M: I think this meeting is very interesting.
N: You hear. . .
M: I think this meeting is very interesting.
F: Movie.
N: And you say. . .
M: I think this movie is very interesting.
N: OK, let's begin.
M: I think this meeting will be very important.
F: Is very interesting.
M: I think this meeting is very interesting.
F: Movie.
M: I think this movie is very interesting.
F: A little boring.
M: I think this movie is a little boring.
F: TV commercial.
M: I think this TV commercial is a little boring.
F: Very well made.
M: I think this TV commercial is very well made.
F: Piece of furniture.
M: I think this piece of furniture is very well made.
N: Now let's try that using a sentence with hope.
    For example,
    you hear. . .
F: I hope you'll do a story about it.
M: Me. 
N: And you say. . .
F: I hope you'll do a story about me. 
N: Then you hear. . .
F: I hope you'll do a story about me. 
M: Write a newspaper article.
N: And you say. . .
F: I hope you'll write a newspaper article about me.
N: All right, let's begin.
F: I hope you'll do a story about it.
M: Me. 
F: I hope you'll do story about me.
M: Write a newspaper article.
F: I hope you'll write a newspaper article about me.
M: The merger.
F: I hope you'll write a newspaper article about the merger.
M: Tell me all about.
F: I hope you'll tell me all about the merger.
M: Your wife and your new baby.
F: I hope you'll tell me all about your wife and your new baby.
M: Invite me to meet.
F: I hope you'll invite me to meet your wife and your new baby.
N: Now let's return to Jake Seltzer and Abbott Larkin.
    They're still discussing the future of Larkin's company,
    International Computer.
LARKIN: I think this meeting will be very important.
    I hope you'll do a story about it.
JAKE: That's why I'm here.
    I'm interested in doing a story on International Computer.
    I know you're thinking of introducing a new line of computers . . .
    I look forward to talking with you tomorrow at ten.
LARKIN: And I look forward to seeing you.
    I think this meeting will be very important.
N: Now listen and repeat.
    a story on International Computer
    doing a story on International Computer
    I'm interested in doing a story on International Computer.
    I'm interested in doing a story on International Computer.
F: introducing a new line of computers
    thinking of introducing a new line of computers
    I know you're thinking of introducing a new line of computers.
    I know you're thinking of introducing a new line of computers.
M: talking with you tomorrow at ten
    I look forward to talking with you tomorrow at ten.
    I look forward to talking with you tomorrow at ten.
N: Notice how we use the gerund form of a verb after interested in,
    thinking of,
    and look forward to.
    Now you're going to hear a sentence that uses a verb plus an infinitive,
    like want to do,
    like to do,
    and plan to do.
    Then you'll hear a cue,
    like "interested,"
    "thinking,"
    or "look forward."
    Use the cue to make a new sentence.
    For example,
    you hear.. .
M: Jake wants to meet Abbott Larkin.
F: Interested.
N: And you say. . .
M: Jake is interested in meeting Abbott Larkin.
N: Or you hear. . .
M: He likes to interview this famous man.
F: Look forward.
N: And you say. . .
M: He looks forward to interviewing this famous man.
N: OK, ready? Let's begin.
M: Jake wants to meet Abbott Larkin.
F: Interested.
M: Jake is interested in meeting Abbott Larkin.
M: He likes to interview this famous man.
F: Look forward.
M: He looks forward to interviewing this famous man.
 
    178
 
M: He's planning to interview this famous man.
F: Thinking.
M: He's thinking of interviewing this famous man.
M: I want to study American history.
F: Interested.
M: I'm interested in studying American history.
M: We like to go skiing in winter.
F: Look forward.
M: We look forward to going skiing in winter.
M: They're planning to visit California in July.
F: Thinking.
M: They're thinking of visiting California in July.
N: Now let's go to Steven and Anne's house.
    Connie has spent a very pleasant afternoon with them,
    but now she thinks it's time for her to go.
    Listen.
ANNE: Would you like another cup of coffee or another piece of cake?
CONNIE: No, thanks.
    I really should be going.
    I have to get up early tomorrow. . .
    Thanks for inviting me.
ANNE: Thanks for coming.
    We hope you'll come again.
N: Now listen and repeat.
F: I really should be going.
    I really should be going.
    I have to get up early tomorrow.
    I have to get up early tomorrow.
    Thanks for inviting me.
    Thanks for inviting me.
N: Now you're going to hear one of these sentences,
    followed by some different words.
    Use the new words to make a new sentence.
    For example,
    you hear.. .
F: I really should be going.
M: Leave.
N: And you say. . .
F: I really should be leaving.
N: Or you hear. . .
F: I have to get up early tomorrow.
M: Go home and walk my dog.
N: And you say. . .
F: I have to go home and walk my dog.
N: OK? Let's begin.
F: I really should be going.
M: Leave.
F: I really should be leaving. 
F: I have to get up early tomorrow.
M: Go home and walk my dog.
F: I have to go home and walk my dog.
F: Thanks for inviting me.
M: Ask me to come to dinner.
F: Thanks for asking me to come to dinner.
F: I really should be leaving.
M: On my way.
F: I really should be on my way.
F: I have to go home and walk my dog.
M: Meet someone for a drink.
F: I have to meet someone for a drink.
F: Thanks for asking me to come to dinner.
M: Let me see your baby.
F: Thanks for letting me see your baby.
N: And thanks for doing your best on this lesson.
    End of Lesson Eight.

第九册全部练习完毕。

难得的清静练习的好机会
    最近练习的学员只有李老师一位了，连请教问题的学员几乎都没有了，有的学员说这是恶性循环。说错了，这正是良性循环。
    我历来讲究有效学习时间，对于没有效率的辅导和学习时没有任何意义的。几年来每天辅导学员都在几个小时，对于练习的学员来说辅导一次学会一个方法是值得的，但是对于只天天要求辅导而不练习的学员来说，不练习再好的方法也不可能成功，这样的辅导就是无效辅导，所以只要不参加练习的学员就不承认学员身份，也不进行进一步辅导，这是不会改变的。即使只有一位学员练习，就只辅导一位学员，压码法的辅导工作也不会停止，没有学员辅导反而是清静学习的好机会。
    一些学员提出这样那样的要求，不达到要求自己就不练习，不论什么人，凡是不练习的学员是不会满足你的要求的，因为你只要不练习就不可能达到我的要求和辅导目标，就是无效劳动。那种等时间2、3个月了，为什么还没有成功？这是非常慌纽和可笑的想法，没有劳动就没有收获，没有练习就没有成功，这是起码的常识。以前大量学员2-3个月就成功了，大家看看那些成功学员日记是怎样练习的就知道了，辅导一次学会一个方法是外部条件，是否英语成功的内部因素还是学员自己的练习。就是说辅导学员学会一个方法以后，学员必须按照辅导的方法进行练习，直到达到方法进行检验的标准质量，直到完成练习的数量为止，你都要一致不停地练习，如果练习中有问题可以提问，可以进行进一步辅导。而只参加辅导不参加练习的学员，从一开始就进行杜绝。
 

        我再讲一下有效学习时间问题。比如说一个小时的有效学习时间，这是一个怎样的概念，就是说不论你采用多长时间学习，最后的结果就是，一个小时时间的磁带你学会掌握了，你的有效学习时间就是一个小时，而你两个月还没有练习并掌握一个小时的磁带内容就没有达到一个小时有效学习，而不是你一个小时认真学习了就是一个小时的有效学习时间。
    这几天我开始了第二遍你好美国的练习，大家可以看到我发帖自的时间，基本上是下班以后6-7点开始练习，到9-10点左右完成第一轮练习大约6课左右，一般安排2-3次左右练习，这样有利于保证有效学习时间，练习累了效果就不好了，就立即休息，一般睡到2-3点左右，有开始了第二轮练习，练习效率也较高，一般一鼓作气就练习完成了一册左右的课文练习内容，如果夜间练习的少也疲劳了，就继续休息，早上再练习。
  一般练习的进度是压码听懂整理文本一遍，再不看文本听磁带一遍进行学习效果的检验，一般一册练习内容有1-2课时不能一遍达到练习效果的，又是需要练习3-4遍才能通过，而其他十多课练习基本在第一遍练习就掌握了。
  一天练习一册左右的压码听懂是比较艰苦的，特别是一天上班以后本来就很疲劳的时候，但是都必须坚持保证质量，这次的忽视有可能需要下次练习才能检验出来，这就是一些练习需要降低速度反复练习的课文所要付出的代价。
    一天练习16课练习，一篇课文是15分钟，有效学习时间是4小时磁带时间。就是说这次第二遍练习，一天采用了6个多小时时间练习，达到了4小时的有效学习时间。
  我们对学员的要求是一天练习一课练习时15分钟有效学习时间的要求，你需要用2-5小时实际学习时间来保证这四分之一小时的有效学习时间。对学员的要求是我自己练习的十分之一是切实可行的。只要认真练习就能够达到。