) X% Z/ ~8 z3 e& s; M一切为了秒T！！坚持，努力！
1 Z- j: a) Q5 Q% B" ^. n# B- q4 {9 z* J4 F$ S/ e2 K: H% N7 b+ }/ [
开始准备考试了～～
6 \% y5 }0 d- V忽然发现底子差的有点离谱....../ s  p, z- M. C7 M0 }
报了六月份的新东方，于是准备在这个月努力一下，至少回到我可怜的六级水平啊（虽说六级非常低）
7 Q! P: P! P- H! t/ A( A$ q2 M4 S准备了三天，觉得自己方法有问题，于是又重新回小马看帖子。
& p/ f4 C  m$ G) m& h/ H本来打算这个月攻听力和词汇的，
# T: u1 U1 M1 w7 Y" c! I听力：每天听写4个小时（加跟读），第一天很侥幸，因为，听MINI音训练（小马听力讲义里面的那个，似乎是最简单的）的对话部分，感觉基本没什么问题，所以 暗自窃喜了很久，但是听第二段文章的时候就崩溃了，什么都听不懂，只是单单的听懂几个单词，文章过去三分之二了，终于明白在讲什么，但是细节还是听不懂。而且，我还听的是全文，整个就是沦陷了的感觉，我当时第一意识就是，这篇文章如果放到阅读，我肯定也看不懂。然后回小马，看帖子，决定一句一句的听，每句3－5遍。可能之前听过一遍的原因，这次就好多了，而且一边听，一边把不明白的单词查出来，之后听的就比较舒畅了，除了长难句，整篇文章下来，可能就两句听不懂的。其他略有问题，但是我相信通过继续听写会有提升。然后开始跟读，刚开始没明白，以为是看着文章跟着读，后来才发现是听着声音跟着读，因为跟读之前读了几遍，所以跟基本能跟上，但是语速状态把握不好，听着特别急，不像录音带那么舒缓。然后第三天做了下一篇的passage，感觉好多了，大概能听懂，听到的不是一片，是独立的单词了，但是文章大概意思还是把握的不好，6道题只对了一半。感觉目前出现的问题是：单词量太小，瞬间存储量太小。而且目前时间分配有问题：4个小时听写，我一般是1个小时听写，3个小时跟读，或者3个小时听写，1个小时跟读。* i0 J  F5 p2 J5 ~' f* `% E
词汇方面是拿着老俞的书背～～～太痛苦了～～所以现在改为看，一边读一边看，不知道效果好不好～" G# B" Z# Q) B0 ^% y* I. k
今天决定在复习计划中加阅读。
, @2 b$ V" N: w+ z" ]: i; a写作的话我觉得阅读好了，写作也就差不多了，口语我觉得听力好了，口语也差不多了。所以这两个暂且不练。! T, J' K4 M9 K" H. O  l' l; S# n( Y  S
这就是到今天的进度～～我继续努力！！！/ e8 k7 H' Z9 }" v) E

* I7 \3 K: V6 H4 H如果有哪位刀客碰巧路过，还能指点二三的话，在下非常非常的感激涕零～～～～～～～
5 J6 i* i3 A- R3 j( _- G2 z5 m  s+ D
[ 本帖最后由 流浪北国 于 2008-7-21 23:20 编辑 ]

前些天看了穗棉布族的东西～～很受教育～～# L8 |0 ^4 e0 ^3 N/ T" @
于是开始坚定信念，踏踏实实的做听写，我从5月3号开始做听写，以前的是手写的，就不发了～～& l( H( R3 B6 S8 j
我知道自己很差，但是我相信，付出总有收获～～也希望听到各位的意见，谢谢6 Y. ^! \; b1 p! n: s5 q# X0 b! {0 \

2008-5-9
5 r/ w- i% M" b9 `% O( EMINI练习4

答案：错一个

听写部分：

错误的，冠词语法，眼睛和耳朵不认识的，没有听清楚的，去掉的

We've been reading about how people's perception are often different (often differ ) from the reality (reality). What does this mean, that the perception are different from the reality (perceptions differ from reality). Yes?

Well, it means that people may think something is true when, in reality, itis not. I mean, (When) the opposite is right (true).

Yes. That is what is(it)
" J; j* f2 o! T, s, L( omeans when perception(perceptions) are different(differ) 5 g& j! N; c( @/ a. N# D
from the reality. Now, today we are going to look at a really clear case that(where) certain percepts(perceptions) that how by Americans
* {& ?5 f& z) Z8 M$ Ycondiffer and considering of the reality(held by Americans can differ considerably from reality). The example I am using today is about what American think talked about multimillionaires and what researcher had(have)
6 _2 \) i5 A* |; x$ ]* d) ?discovered to be true about multimillionaires

For class today you are(were) supposed to answer the short questions(questionnaire) about the millionaires that we had(I handed out：拿出，给) last week. Do you have your questions(questionnaire：一组问题) with you. Let's take a look at them. How many of you thought(felt) that the tipical(typical:类型) on
- _& Z4 |$ @! gAmerican multimillionaires there were drove（would drive a） new car. % v8 A" E2 ^0 I: [1 A# p: ^+ L
How about the(a) five of your(year) old cars(car). How many of you thought that the typical on American multimillionaires were(would) prefer are eating(to eat) Cavy(caviar:鱼子酱) or other expensive foods, and how many of you cost on(guessed club) sandwiches? How many of you thought (felt) that the(a)
/ d; a* M. l+ M. m  e6 N' btypical on American multimillionaire spend(spent) over $1000
! k, S- \4 H: C" mon a suit? How many of you guessed it was under $400. And finally how many of you thought(felt) that the typical on American multimillionaires use centrel of coopers on (cents-off coupons) when buying the food or house or other(and household) products. And how many did not? 5 N" h, L- z# W
Let's say yes(see a) show your(of) hands. Well,(wow) not too many of you have your hands up. Well, you are in the simple part (ballpark:近似的)with most people.Most people think that the typical of American multimillionaire have(has) the most expensive car, the most expensive food, and the most expensive clothes, and doesn't worry about the pennies, and you see the homa (seem to) have the same idea.

Now, remember our main point that the perception can differ from the reality. Severals studies have been done that about how perceptions are really volved(of really wealthy) in Americans has differ from the real American multimillionaires.Across the board, Americans have a major(an image of) multimillionairesspending a whole large(lot) of money, perhaps quite carelessly. Although there are(is a)$ P& ]3 V1 P- L2 X  s* V, n
certain percentage of wealthy people who face it or in part of this(fit this image or parts of it), study(studied) have shown that most(the majority of) American multimillionaires seems to look like ordinary people.They drive old vehicles, eat everyday American food, shopping (shop at) discount stores, use coopers on it(coupons:回数票的一张), and are very, very froogle(frugal：节约的，便宜的).
2 s: D; j# s9 w& _* TIn fact typical worthy(wealthy) Americans , t  U8 o  `  x. K4 J
multimillionaires live under their means. They save money when everyone else is spending.Today I'm going to give you 5 case studies on(of) typical of American multimillionaires. For next week, I'd like you to read the case studies and see if you(they) are more closely fit the general) C+ g2 [  B( K% @7 S3 q
American percefet(perception) of the American multimillionaire or then(the) finding out(of) the studies you(we) read about this week. See you Monday.

2008-5-10+ v( [  v( m; \! E; c6 |. I  w
MINI练习5

答案：错两个

听写部分：

Hello everyone. Today we will be talking about a(the) historical background of a(the) song “Yankee doodle,” Well(Now), this is, of course, a song that American children learnt in necessary(nursery:托儿所). It does have a pleasant round (rhyme：音) and reason (rhythm) that make it easy to learn, but(and)
0 S7 M9 X$ Z! n# b8 ]. f0 Qit also provides an interesting perspective on editues(attitudes) at the time of the: _$ Z$ b1 n$ I( ?& t
America Revolution.

Now let's think about the words to “Yankee Doodle”. How many of you know the words to the song? You all should. What's about(Let’s see) show your hands. Yes, everyone seems to know the words. Now would anyone like to sing it for us? Let's a
9 k. S! m* p+ {2 @0 \( tshow the hands on it(this). Anyone want to(Any volunteers：志愿者)? No one? There is not a single hand up. OK, then, if no one wants to sing it for us, let me put up the words for you.

Here are the words to “Yankee Doodle”. And, let's think about the perspective these words provide on the privior for (prevailing : 流行的，普遍的attitudes at the time of the) American Revolution. This reference(refrain：乐曲). F7 c6 p# t% q% @: B2 B
should be quite familiar to you:

( H; t9 u- Y% M1 Z! C9 ~
Yankee Doodle came to town

9 q7 c9 ~6 W5 p6 D; e$ b
riding on a ponney(pony：小马)

; S) Y0 `& a+ J* z, Q9 SHe stuck a feather on a(in his) cap

& R4 z# \8 x) C  f
And called it micorunny(macaroni：花花公子)

Now we'll focus on three words in the(this) song: Yankee, Doodle, and macaroni.

The word Yankee in the(this) song refers to an American colonist, It probably comes from the Dutch words for jorney (Johnney). The word Doodle, prectively(pretty) , r# E- r, O7 y3 [4 f: V. T
clearly seem to be some kind of insalt(insult：冒犯，侮辱)- L) G, u6 r* b  P
of(about) American colonist mannerals(manner of) dressed some(and) behavior. Now the word macaroni was slanterm(a slang：俚语 term) was used in 18 century of England, this word(term) was used to describe a person who dressed extravagantly（过度的）$ A6 N7 I! g1 F# E/ {7 g" X
in order to look fashionable but ended up looking silly instead.

Now let's look at some drawings of a typical American colonist and a typical British solider, and (as) we try to understand the message of the song. OK first of all, how does the British soldier on the left look to you

The British soldier looks nice and
- u& L3 N$ h9 E1 p- ?neet(neat：整洁的), very well-groomed

Yes you can see that British soldier takes a lot of pride and dressed(in dressing) neatly# y" M% Z5 \, v+ c
and correctly. Now what about the American colonist, how does he look?

He certainly looked a lot srobby(sloppier：邋遢的)
1 E) @) ~" y$ Z$ H2 C% M, not at all like the British solider.

Yes(Yeah), that's right. he looks quite regard(ragged：褴褛的), and unconcerned to(about) his experience(appearance). Now as you look at these two pictures, the message of the song should seem quite clear. The British considered themselves quite fashionable and neat, and they considered the American colonists unfashionable and slabby (sloppy). And(An) American might stick a feathering on(feather in) his cap in order to appear more fashionable, but to British eyes, this was just macaroni.

Now that we have talked about the meaning of the song, let's look at the song’s rather unusual history. Clearly, this song was invented by the British to be insulting& R! c. L4 N& o
to Americans. The song came about in the period of priod(prior：在先的) of(to) the American Revolution. It was sung by British soldier then(in the) American colonist(colonies) to mark(mock：嘲弄) the colonist before the Revolution. Then a surprising thing happened with this song during the cross(course) of Revolution. You see, during the war, the Americans heard the British singing the song as an insult, but the Americans took this insulting song over and began singing it right back to(at) the British. According to a traditional story about the ending of the war, after the British ceremony (ceremoniously) as surrounding(surrendered：投降) to Americans at/ }5 I: Y, \$ Z
Yorktown, the Americans even played and sang a losticold(lusty：活泼的1 ^; W+ u% N8 H( {. B
chorus of)” Yankee Doodle” to the defeeded(defeated：击败) British soldiers. I'm not quite sure this story is a historically accurate, but it certainly does make a nice story, doesn't it?

我用excel 编辑的～～怎么发不上来呢～～，上来以后格和颜色都没了～～ ～～
* K2 _8 L1 D1 B% ]/ M( z) a哪位教我一下～～
3 t  J" B8 V2 {- n% H8 E5 g这次先用附件了～～! Y  I& i0 E7 e' U5 Y
附件也不支持～～xls～～1 n0 ~( Z2 n0 G, A. V, S
只能压缩了～～% J& o7 r$ }* O9 _% x% i( |% J0 ~
谁教教我？？
, p1 a% N' h! ?4 G
. D2 \6 V& ~$ n+ s; f# c不过我觉得用excel练这个很清楚的～～小小的推荐一下～～

2008-5-11
, B5 o5 U  O! J" R' P  u  oMINI练习5

答案：错三个（恶心死了）

听写部分：

The professor sure spent a lot of time on discussing news(those) huge earthquake near the
! u5 |. k) H1 T% S7 i# KMississippi

Yes(Yeah) , well, that's because they were such big earthquakes

The biggest known occurs(to have occurred) on North American continent

And when did it take place?

In the 18th century, I believe, is that what you heard?

No, they were in the early 1800s, in the winter of 1811 to 1812. There were big earthquakes in December, and(in) January, and then it gets(again) in February

So that will(would) be the early part of 19th century, then.

Exactly

Now there was something I didn't understand. Where did the earthquake take place? Was it in Mississippi or in Missouri, the professor mentioned both.

Oh, now that was more than a big(bit) confusion(confusing), the earthquakes (quakes) were centered in the state of Missouri and not Mississippi, but they were in Mississippi River valley in Missouri. That's why the professor mentioned both, Missisipy and Missouri.

Look, there is a map here in our text. You can see that the earthquakes were centered in New Madrid, Missouri, which is located the long side(alongside) of (the) ' _6 g5 d! q/ X; A& p: B( V6 o
Mississippi River. So the earthquakes were centered in the state of Missouri rather than the state of Mississippi, but they were along the Mississippi River.

And these circles make(indicate) how far away the earthquake could be felt?1 n" T$ E" g% f9 ]7 t, w! W
Yes these were supposedly probably the most powerful earthquakse ever recorded in North of America. They were so strong that they can(could) be felt all the way up to(the) East Coast.

The professor said they can(could) be felt over the(an) area of more than a million square miles.

And they were strong enough to cause
3 l( ]- X" R1 b3 [  B( @topigraphic(topographic) changes in area. Topographic changes? Those are changes and(in the) physical features ever(of a) region, aren’t they?
- M0 w- Y& b* t& |. R, e, C

Yes, they are. And the(these) earthquakes(quakes) had really unusual degree of% X  w; V  V2 S' M; q" j
from the graphical(effect on the topography of the area), didn’t they?

They did. Over 30000 square miles of land sank. in the area of sinking land, lakes were formed, including real footly, cantinent sea(Reelfoot Lake in Tennessee).! C/ m8 ]5 _' _
In other areas, the elevation of land increasing(increased) enough to make lakes there disappeared. Thousands of lakes(acres) of priory(prairie) were created, ( ?0 j( c& W8 p$ p% u( X
and thousands of craters of empty sands were formed .The earthquakes were so powerful that they even changed the cross(course) of Mississippi .

So those earthquakes had a huge fect(effect) on Topography in the area. They caused the land to rise and fall, lakes to form, and rivers to change its direction. That's incorretable(incredible).Now in addition to Topography, the professor also talked about the theory of plate Tatanis(tectonics). exactly what is the theory of plate tectonics?

According to the theory of plate tectonics , earthquakes can occur when the large plates that make up the cross(crust) of the earth move and push the(up) ganst(against) each other. Look, you can see the words image(world’s major) tectonics on this map.

How vally(valid) is the theory plate tectonics? Do earthquake always occur along the edges of plates?

Well, it explains about 95% of the earthquake inspite(that) occur in the world. However the remaining 5% of the earthquakes occur in the middle of the large plates, so the theory of plate tectonics doesn't explain them. These earthquakes are called interpolates(intraplate) earthquakes.

So they must because of(be caused in a) different way.

Was that why the professor was talking about the theory of plate tectonics and(in) relation to the Mississippi earthquakes? After all, Mississippi is far from the edge sof plates.

Yeah, most huge earthquakes occur when the plates meet, but the Mississippi earthquakes were huge earthquakes that occurred in the middle of the plates, so they are exception of(to) the theory that earthquakes occur when(where) just(giant) the plates meet.

Yeah, that's true. The Mississippi earthquakes are intraplate earthquakes.

They are part of the 5% of earthquakes that occur in the middle of plates and not part of the 95% of earthquakes that occur along the edges of the plates. These earthquakes, huge though they were, did not occur at the point where the huge plates crushing(came crashing) together.

This is all much clearer to me now; I'm really glad we got together and discussed a lot (all) of this.

You could(can) say that again.

上一篇听完，地球科学关于版块的话题你就有了了解。如果将来你做了红色delta的模拟的话，你发现那篇的话题与你放做的那个有30%成分重合，而且有关版块的词汇你也没问题了。
; z( ]+ H% k$ D
7 ?- f) J; I: @; v4 Y9 P所以，一定要在听写结束后强迫自己熟悉文章，哪怕就是熟悉那些词……  g, x, s8 x* W3 _: a% y- r

! h+ |; m1 {8 j1 X. h) A$ v. b" l% R跟读很重要……

~~谢谢老师～～我继续努力～～

2008-5-12
3 v3 b* ?# h# c$ NMINI练习7

答案：错一个

听写部分：……无语的冠词和介词……

颜色标记：错误的，眼睛和耳朵不认识的，没有听清楚的，去掉的

Today we are going to be talking about two books that have had a7 a; W$ |1 ]9 i$ Z5 V* o. R- e7 Y0 y
tremendous impact in shaping American English. Both of these books were written by Noah Webster. Do any of you ever recognize the name of Noah Webster? He wrote a number of books, but we will be discussing only two of them today. One of Webster’s two books will most probably be quite familiar to you, while the other will(most) probably will not. While teaching in New York in 1782, Webster wrote an elementary（基本的，基础的） spelling book which was published in late addition(later edition) under the title The American Spelling Book. Is this book familiar to you? Have any of you ever heard about(of) it? No, this is, of course, the book that is not so familiar to you. You can probably understand from the title that this book contained American eyes(Americanized：美国化的) spellings of English words rather than British spellings. Even in the 18th century, the authorilogy(orthographies：拼字学者) of words of the(in these) two versions of English were already beginning to show and marked the differences.

Of the two books that we are going to discuss, this is the less familiar one. Although this little speller isn’t familiar to most people today, it was hugely and successful in its time. By the time of Webster's death in 1843, more than 15 million copies of the book have been printed, and by the beginning to the 20th century, the number had risen to more than 60 million. Through the different addition (editions) of the speller, varies othigraphic (orthographic：正确拼字的，拼字法的) and forms(reforms：改革，改进) were introduced, and speller had much to do with the standaration (standardization：标准化，规格化) of spelling throughout the young United States.

0 I7 t& G6 W  I8 U- n0 k/ S6 D9 S7 W
The second of Noah Webster's important works should be more than a little familiar to you. This second of his works that we are discussing today is a dictionary, An English Dictionary of the American Language. Oh, excuse me, did I really say that? I have it backward, it's not An English Dictionary of the American Language, it's an American Dictionary of the English Language. Now we've(that I’ve) got the(it) straight, An American Dictionary of the English Language was completed in 1825.This huge dictionary wasn't(was an) ambitious scholarly achievement. In this work, Webster wanted to show the actual state of the American English language. He added the newest(numerous：) words to the dictionary that had come to(into)8 _/ b% f) D7 ~
the English language of(in) American and were not part of British at that(the) time. Let me give you a few examples. a few of the words that were added to the English language in America were the animal called a skunk, the soup known as chowder（杂烩，羹汤） and the type of tree named hikry(hickory：山胡桃). Webster included the American meanings of the words whose meanings differed from(on) the opposite sides from(of) the Atlantic, and he spelled words as they were commonly spelt in the United States rather than in the England.

Webster's purpose in describing the English language as it was used in the United States in these two books were too followed(twofold：二倍的). He wanted, first, to help Americans realized that they did not need to look to England for a standard of correctness in their own language; this was because the thought that America should look to its mother country England for the(a) standard of good and bad, right and wrong, correct and incorrect was prevailing(prevalent：普遍的，流行的) in the country at that time. Second, Webster wanted to force(foster：培养) a reasonable uniformity（一律，一样） in the American English, something that he felt was quite necessary because of the lack of the standarzition(standardization) of(in) the language at that(the) time.

I'm sure that you can see from all of this just was(what) a vital role these books by Webster played in the establishing American English as a language of its own. Well, that's all for today's class. Tomorrow we will be discussing some other important influences in(on) early American English.
! T$ |! `8 g; E* {

补一下以前落掉的东西" t9 W2 ]- Z1 I6 K7 P) {" N
1 把语音识别和以前听写过的东西看一遍，不熟悉的不明白的和生词记录下来，背会
8 E2 r. h! A4 {0 \2 跟读N遍……好奇怪，听听力的时候觉得语速还算比较慢，跟着读就觉得很快，像赶车似的，以前听完就直接跟读，没什么太多感觉，我现在决定听完以后，修改完听写，再对着听一遍，看能不能听出来，如果再听不出来……那我背下来好了 。; [& Z7 o, h' {4 X
我目前能想到的就这个+ ]0 y0 [+ p3 ]( Q6 z
……) r! `3 A! m' b
继续听写，语音识别似乎好多了，记忆存储也好一点，以前听一篇要2个小时，现在差不多一个小时就好了，但是还不够～～
$ n8 L# \! d1 L% j1 U! j$ y继续fighting！！！

Mini的迅速搞完……然后进入——场景分类训练——的蹂躏中……