四大妙招教你怎样提高商务英语口语听力水平
四大妙招教你怎样提高英语商务英语口语听力水平
第一点是：某些英语单词的弱读。比如介词of，它的音标是[ov](o=hot中间的那个元音)，但它通常被弱化成[ev](e=maker的第二个元音)，有时甚至被弱化成[v]或[f]，您在“精听”一条新闻时，一定要把所有的弱读单词听出来。
第二点是：某些英语单词的连读。比如您在“精听”一条新闻时，听到一个生词，发音好象是notatal，不像是外国的人名、地名，而且《英汉词典》中也查不到，这时，您就应当想到，它很可能是两个(或两个以上)单词的连读，按照这个思路，您应当猜出它是not at all。
第三点是：某些单音节的英语单词。多音节的单词，比如foreign、minister、immigration等，由于音节多，很容易听出来，比较麻烦的是那些单音节单词，比如did、was、him等，只有一个音节，发音时间短促，很容易被忽略，因此您在“精听”一条新闻时，一定要重点识别这些单音节单词。
第四点是：单词与头脑的同步。弱读、连读、单音节单词这三个问题解决之后，最后的问题就是“单词与头脑的同步”，也就是您每听到一个单词，头脑中必须马上想到这个单词的中文意思，比如听到Russia，马上想到“俄国”，听到president，马上想到“总统”，听到visit，马上想到“访问”，等等。
一条新闻中的每个单词(请注意是每个单词)，都能准确听出来之后，您就可以复制下一条新闻，继续进行“精听”训练了。当然，每个人的具体情况不同，第一条新闻，您全部听懂，可能需要三天，第二条新闻可能缩短到一天，第三条新闻可能缩短到半天。通过英语六级考试的朋友，采用这种方法，“精听”十条新闻之后，即可明显提高自己的英语听力水平。
People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy
-- one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction.
It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped -- or, as the case might be, bumped into -- concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one.
Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers - the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table - is itself far from innate.
相关推荐：