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上传了 claire的4月21日课堂录音

本堂课话题:middle child

学习到的重点词汇:mediator, neutral, take sides with sb. Chain smoker, pharmacy, firstborn, neglect, overlook, dedicate, show partiality to sb., you favor sb. spouse,

学习到的句型句子有: be more likely to grow up to become successful and well-adjusted adults

  Become agents of change in business, politics, science

Far from being apathetic or withdrawn

The art of delayed gratification

The picture is not all rosy.

上传了 claire的英语学习资料12

0.     Pain past is pleasure. 过去的痛苦就是快乐。

1.     There there is a will, there is a way.


2.     Well begun is half done.


3.     East, west, home is best.


4.     There is no royal road to learning.


5.     Look before you leap. First think, then act.


6.     It is never too late to mend.


7.     Light come, light go.


8.     Time is money.


9.     A friend in need is a friend indeed.


10.  Great hopes make great man.


11.  After a storm comes a calm.


12.  All roads lead to Rome.


13.  Art is long, but life is short.


14.  Stick to it, and you’ll succeed.


15.  Early to bed and early to rise makes a man healthy, wealthy, and wise.


16.  A good medicine tastes bitter.


17.  It is good to learn at another man’s cost.


18.  Keeping is harder than winning.


19.  Let’s cross the bridge when we come to it.


20.  More haste, less speed.


21.  No pains, no gains.


22.  Nothing is difficult to the man who will try.


23.  Where there is life, there is hope.


24.  An idle youth, a needy age.


25.  We must not lie down, and cry, "God help us."


26.  A plant may produce new flowers; man is young but once.


27.  God helps those who help themselves.


28.  What may be done at any time will be done at no time.


29.  All work and no play makes Jack a dull boy.


30.  Diligence is the mother of success.


31.  Truth is the daughter of time.


32.  Take care of the pence, and the pounds will take care of themselves.


33.  No man is wise at all times.


34.  Never put off till tomorrow what you can do today.


35.  Live and learn.


36.  Kill two birds with one stone.


37.  It never rains but it pours.


38.  In doing we learn.


39.  Easier said than done.


40.  An ounce of prevention is worth a pound of cure.


41.  Industry is fortune’s right hand, and frugality her left.


42.  Genius is one percent inspiration and 99 percent perspiration.


43.  He who laughs last laughs best.


44.  He who pays the piper, calls the tune.2


45.  He who has health has hope, and he who has hope has everything.


46.  No man is born wise or learned.


47.  Action speak louder than words.


48.  Courage and resolution are the spirit and soul of virtue.


49.  United we stand, divided we fall.


50.  There is no smoke without fire.


上传了 claire的4月21日上课心得

本堂课话题:middle child

学习到的重点词汇:mediator, neutral, take sides with sb. Chain smoker, pharmacy, firstborn, neglect, overlook, dedicate, show partiality to sb., you favor sb. spouse,

学习到的句型句子有: be more likely to grow up to become successful and well-adjusted adults

  Become agents of change in business, politics, science

Far from being apathetic or withdrawn

The art of delayed gratification

The picture is not all rosy.


不足:仍然不能使用高级的词汇和短语,一些句子的用法非常chinglish, 发音不好。


上传了 claire的英语学习资料11

 1I wont let her go without a fight! 我不会轻易放过她的  

2It could happen to anyone./ It happens to anybody./ That happens. 谁都可能会遇到这种情况  

3Im a laundry virgin.(注意virgin的用法,体会老美说话之鲜活)  

4I hear you. 我知道你要说什么。我懂你的意思了  

5Nothing to see here!这里没什么好看的/看什么看!  

6Hello? Were we at the same table? 有没有搞错?(注意hello的用法,用疑问语气表示“有没有搞错?”)  

7You are so sweet/ thats so sweet. 你真好。  

8I think it works for me. work为口语中极其重要的小词)  

9Rachel, you are out of my league(等级,范畴)你跟我不是同一类人 

10You are so cute. 你真好/真可爱  

11Given your situation, the options with the greatest chances for  

success would be surrogacy. given表示考虑到的意思;非常简洁好用)  

12Lets get the exam rolling. 现在开始考试了( get……rolling的用法)  

13Why dont we give this a try?我们为何不试一下呢  

14Bravo on the hot nanny!为那个性感的保姆喝彩!/赞一下那个性感的保姆!(重点是brave on sth/sb这个句型,表示为……喝彩/赞叹的意思)  

15My way or the highway.不听我的就滚蛋!(很漂亮的习语,压后韵)  

16I planed to go there but something just came up.我本想去

的,但突然有点事情(注意something just came up这个搭配)  

17Thats not the point.这不是关键/问题所在  

18(If) he shows up, we stick with him. 他一出现,我们就跟着他走(着重比较书面英语和标准的口语,表条件的if可以省略)  

19My life flashes before my eyes. 我的过往在我眼前浮现。  

20I have no idea what you have said不知道你在说什么(I dont have the slightest idea……)“我不知道”不要总说I dont know,太土了,可以说I have no idea或者I dont have a clue……  

21Just follow my lead. 听我指挥好了。  

22Good for you!你真不错/好!(老友记中极其常见的赞扬、表扬句型)  

23Let me put it this way, were having sex whether youre here or not. (主要是前半句中put的用法,这里put等于say;极其标准的口语说法)

上传了 claire的绕口令4
How much wood would a wood chuck chuck if a woodchuck could chuck wood? He would chuck,he would,as much as he could,and chuck as much wood as a woodchuck would if a wooddchuck could chuck wood.
上传了 claire的课堂听写4- 4月14日

Do you know girls’ day?

A:It should be celebrated on march.7th. But due to many kind of reasons, it is put off to now.

B: you know what, to tell you honestly, this is the first time I’ve heard of this special day calls girls’ day. But I know women’s day. Do you know that one?

A:It is an international festival. It is used to celebrate the rights and contribution of women.

B: can you tell me what you usually do on girls’ day?

A: the girls’ day is usually celebrated in high school or in university. The boys usually help the girls realize their dreams. For example, the girl needs help, the girl need somebody send her a book or a gift or a surprise. Mostly the boys will organize a party or a show for the girls. And the party is totally performed by the boys. The girl just need to enjoy it.


Lesson: questions’ answers

1. a dessert is a place where there is no plants, a few life and no buildings. Most of the land is covered by sand and soil.

   B: you said there is no plant, maybe there is, very few.

   A: the prickly pear[!!]

   B: yes , the cactus [!!]

2. B: do you know where we can find the Sahara dessert?

  A: it is located in the Africa.

  B: have you ever been to Africa. Would you like to go there?

  A: no , I don’t want to go there because it is too hot and too much sunshine. Maybe I can’t get used to the native culture.

  B: the weather there is tremendously[!!] hot. If you are not used to it, it will be hard for you/.

3. Bwhat about the Antarctica?

  A it means the south pole

4 B:.what is the highest temperature in your country?

  A: the temperature?  In our south province it may reach 40 degrees.

5. which of kind of weather will you prefer, hot or cold?

  A: I prefer hot weather. Because you can take off clothes or even wear bikini. But if it is cold, the normal life is difficult to live.


上传了 claire的英语学习资料17

·A thousand times no!                        绝对办不到 
·Don’t mention it.                           没关系,别客气。
·Who knows!                                  天晓得
·It is not a big deal!                       没什么了不起
·How come...                                 怎么回事,怎么搞得
·Easy does it.                               慢慢来
·Don’t push me.                              别逼我
·Come on!                                    快点,振作起来
·Have a good of it.                          玩的很高兴
·It is urgent.                               有急事
·What is the fuss?                            吵什么
·Still up?                                    还没睡呀
·That’s is a boy!                             太好了,好极了
·It’s up to youl                              由你决定
·The line is engaged.                         占线
·My hands are full right now.                 我现在很忙
·Dont’t make up a story.                      不要捏造事实
·Absence makes the heart grow fonder.         小别胜新婚
·She makes a mess of things.                  她把事情搞得一塌糊涂。
·Get an eyyeful.                              看个够
·He has a quick eye.                          他的眼睛很锐利 
·Potluck Party :                             一种聚餐方式,主人准备场地和餐具,参加的人必须带一道菜或准备饮料,最好事先问问主人的意思。
·Pull over!                                  把车子开到旁边。
·Drop me a line!                             写封信给我。
·Give me a ring. = Call me!                  来个电话吧!
·For here or to go?                          在这吃还是外卖?
·cool; That’s cool!                           等于年轻人常用的囗语“酷”,表示不赖嘛!用于人或事均可。
·What’s up? = What’s happening? = What’s new? 见面时随囗问候的话“最近在忙什么?有什么新鲜事吗?”一般的回答是“Nothing much!”或“Nothing new!”
·Cut it out! = Knock it out!= Stop it!       少来这一套!同学之间开玩笑的话。
·Don’t give me a hard time!                   别跟我过不去好不好!
·Get yourself together!                       振作点行不行!
·Do you have the time?                        现在几点钟?可别误以为人家要约你出去。
·Hang in there. = Don’t give up. = Keep trying. 再撑一下。
·Give me a break !                            你饶了我吧!(开玩笑的话)
·Hang on.                                     请稍候。
·Blow it. = Screw up.                         搞砸了。
·What a big hassle.                           真是个麻烦事。
·What a crummy day.                           多倒霉的一天。
·Go for it.                                   加油 
·You bet. = Of course.                        当然;看我的!
·Wishful thinking.                            一厢情愿的想法。
·Don’t be so fussy!                           别那么挑剔好不好。
·It’s a long story.                           唉!说来话长。
·How have you been? = How are you doing?      你过得如何?近来可好?
·Take things for granted.                     自以为理所当然。
·Don’t put on airs.                           别摆架子。
·Give me a lift! = Give me a ride!            送我一程吧!
·Have a crush on someone.                     迷恋某人。 
·What’s the catch?                            有什么内幕?
·Party animal.                                爱参加Party的人(喜欢参加舞会的人)。
·Pain in the neck. =Pain in the ass.          讨厌的东西、人或事。
·Skeleton in the closet.                      家丑 
·Don’t get on my nerve!                       别把我惹毛了!
·A fat chance. = A poor chance.               机会很小。
·I am racking my brains.                      我正在绞尽脑。
·She’s a real drag.                           她真有点碍手碍脚。
·Spacing out.=daydreaming.                    做白日梦。
·I am so fed up.                              我受够了! 
·It doesn’t go with your dress.               跟你的衣服不配。
·What’s the point? = What are you trying to say? 你的重点是什么?
·By all means.=Definitely.                    一定是。
·Let’s get a bite. = Let’s go eat.            去吃点东西吧!
上传了 claire的4月14日上课心得

今天我的状态非常糟糕,没有办法准确听出来老师的一些内容,比如权力的游戏的英文名 the game of thorne,但是对于其他一些发音我表示有些怀疑,比如characteristic这个词汇,我觉得外教说的不太对,后来查字典,他确实发音不准确。

这节课我们的话题是:teacher’s pet

学习到的重点词汇:  tease, idiom, idiomatic, hang, cashew, durian

学习到的重点短语:  the apple of one’s eyehang in there=hang tough! Get yourself together. Get an eye of it. Class committee, commissary in charge of study/ living/ discipline

收获:学习了teacher’s pet这一个比较地道有趣的短语和它的感情色彩,

表现不足之处:不会说偏心(be partial to sb./sth.  Show partiality to sb),不会说课代表而用了assistant代替。老师经常和我们开玩笑的表达很糟糕,应该是tell us joke/ make a joke ,而表示我们不知道笑点的时候,应该用 I cannot get the joke.表示我get 不到笑点。通话除了问题时,应该用there is something wrong with the connection. 表示我听不清你的声音,不要否定表达,表示声音的迷糊 dim and confusedmuffledindistinct,后两个尤其好。

上传了 claire的微信点赞10
上传了 claire的微信点赞9
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上传了 claire的英语学习资料10

A response paper is your chance to communicate in writing your personal viewpoint and personal learning as they relate specifically to the book, essay, paper, article, etc. in question and the ideas and values contained therein. A good response paper will artfully make a connection between the subject at hand and your own experience. A response paper is intended to be a transformative experience. The text, the artifact alone, has no meaning; it is given meaning by the reader. You are being asked to transform the new experience into a context that is meaningful to you, born of the interaction of reader’s and writer’s meanings.

A response paper is not intended to be a comprehension test, a book review, (i.e. "I really enjoyed the...) or a rehashing of the content or story (i.e. this happened, and then that happened"). It should not be terse, constipated or "academic." Your reader is familiar with the book, and is interested in discerning how deeply you have thought about the concepts, values, belief systems and attitudes that exist at the heart of the work. A response paper is a heartfelt letter to the author, a conversation, a dialogue with the work, a great idea, the man, the woman behind the artifact. It is a personal statement of one’s epistemology, even of one’s own spiritual experience. It is relaxed, clear, uncensored.

When reading, that is dialoguing with the text, keep in mind that every author writes to make a point, to promote a position, a set of beliefs or values. Your first task in a response paper is to tell your reader what you think these are. This conveys to the reader not only that you have read the book, but how well you have analyzed its content. Your second task it to reflect on the point, positions, and values you have ascribed to the work. Spend time with the author’s position and discern whether that perspective is aligned with your own experience or not. Whatever you discover in reflecting on the author’s position and how it relates to your own position and values becomes the raw material for addressing the next task of the response paper.

Within the written paper, the third task is to describe the outcome of the process mentioned above. Specifically address how the reading’s perspective and you own interweave. Do they agree? Are they similar in some way? Are they at odds? What is the conflict? How has seeing things from the author’s perspective changed (or reaffirmed) your own viewpoint? Tell why all of this is so.

In short, a good response paper answers the following questions:

l. What (meanings, values, etc.) was the author trying to promote?

2. What is my personal position relative to the author’s

3. How has reading and reflecting on this affected my lived world experience?

上传了 claire的英语学习资料9
HOW TO WRITE Position Paper

For your last paper in this class, you will take a position on an issue about how digital technology is shaping individuals and social networks today.  You may even use this paper as an opportunity to answer the question, “Just how reasonable are the descriptions of the so-called Net Generation?” 

You’ll need to write about something that is familiar to you, something that you think some of the course readings could address. You don’t have to agree with all or any of the claims the different authors have made, but you must address one or a few of their concerns in your paper to show that you understand why it’s important to discuss the meaning of digital technology today.

Taking a position on an issue simply means that you are arguing for a particular perspective about a problem that you see.  In other words, there should potentially be some people who would disagree with you or see the problems a little differently.  If your primary claim for your paper is a claim with which every reader will unquestionably agree, then you’re not writing the kind of claim that is appropriate for this task.

Within this position paper, it is even helpful to identify the kinds of perspectives that might disagree with yours—be sure to consult Chapter Six from They Say, I Say:  “Skeptics May Object:  Planting a Naysayer in Your Text.”

Audience and Task

The people who should be convinced by your argument should be your peers in this class and your teacher.  That means that if you make claims about digital technology, your peers will hold you accountable for it. . . they are a tough crowd to persuade!

The task is both informative and persuasive:  That is, you have to explain the problem, your position, and why your position makes sense.

There are many ways to conceptualize this task, but whichever way you choose, you will be the one who has an “expert’s perspective” that allows you to discuss digital technology.  In other words, you might know more about your subject than your teacher!

(1)  Critiquing a problem you’ve observed in real life, a problem that you can demonstrate linked to the course readings.  

(2)  Explaining difficulties about the descriptions of a digital youth culture, and perhaps proposing solutions to manage those difficulties.

(3)  Arguing against the claims that the authors have made about digital youth culture or use of technology in general. 

Arguing your Position within Sources
Ideally, you’ll choose about 3-4 sources that will allow you to compare different points of view within your position.  You must use at least 2 authors from the course texts (Art.1-5). 

These different points of view don’t have to be directly opposite from each other--they should simply allow you to compare some views on digital technology that you want to discuss as you argue for your own position. 

You must use 1 extra sources, namely 1 texts we will not analyze in class, Art. 6 or 7.  We’ll discuss in class what kinds of sources are appropriate for your position paper.  

Why do we use sources?
--To show that our ideas aren’t alone.  When we refer to other authors, we show that there are other people in your “camp” who share your same concerns and who may even agree or disagree with you.  

--To convince our readers that our position is credible and not written in an isolated vacuum.

Genre Expectations, Grammar, style, and usage:
All of the rhetorical and linguistic devices that we have discussed throughout the semester apply to this assignment.  These include text attribution, reporting verbs, transitional devices.  For this paper, linguistic cohesion along with conceptual coherence is very important because you will need to explain the logic of your position.  You’ll also be evaluated for how you use metacommentary to guide your reader.  

Finally, don’t forget that your reader expects to see important ideas in visible places.  

I also expect to see improvement in your “problem areas” that I’ve identified in your previous two writing tasks.

上传了 claire的英语学习资料8


Summarize TBA (to be announced).  Summarizing information from a single text is one of the most important—and challenging—practices that we learn to do.  When we write a summary, we must engage in several different mental and linguistic tasks.  If English isn’t your primary language or one of many primary languages for you, then writing a summary in English demands even more complex mental and linguistic functioning.

For this assignment, consider yourself as an author who is explaining another author.  Your purpose is not to critique author’s name here or to evaluate his claims about the “net generation.”  Rather, your purpose is to author a fair interpretation of his argument that is supported by specific parts of his text.  Moreover, writing a summary will prepare you for comparing and including more texts in later assignments.

Your audience is everyone else in our class.  You will have to convince your readers that your representation of Richtel is a useful and reasonable one.

Your process should include reading the text for a “big picture” representation of its overall meaning and then rereading the text and taking notes.  Consider writing the main point of each paragraph in the margins of the pages.  After you have taken notes on the paragraphs, prioritize them.  That is, determine which points are the most important for “proving” Richtel’s overall thesis or claim.  It’s often difficult to decide which parts of the text are critical and which are peripheral.  It helps to make the overall claim of the source text (Richtel, for this assignment) as clear as you can throughout the process.  Decide on which information is most significant by eliminating all details that might distract from Richtel’s main point as you have defined it.

In your summary, you will use some direct quotations from the text and some paraphrase.  The subject, at all times, is the content of Richtel’s argument.  The main point of your summary is, quite simply, what you think Richtel’s main point is.

Here is an excerpt about summarizing texts from the book Academic Writing for Graduate Students by John Swales and Christine B. Feak**:

A good assignment summary has three principal requirements.

(1) It should be focused on the relevant aspects of the source text. . .  (There may be no need to take information from every section or paragraph of the source text.)
(2) It should present the source material in an accurate fashion.
(3) It should condense the source material and be presented in the summary writer’s own words.  (Summaries that consist of directly copied portions of the original rarely succeed.  Such a summary may suggest that you can find potentially important information, but it does not reveal to what extent you have understood it.  In addition, you may be engaging in plagiarism. . .).

**For useful discourse patterns or templates to incorporate quotations in your summary, read Chapter 3, “The Art of Quoting” from They Say I Say by Graff and Birkenstein. 

上传了 claire的英语学习资料7

How to write a  Comparison Essay?

Task Description

So far in this semester, you have written one summary and have shown that you can read a text thoroughly and explain it fairly to someone else.  This assignment asks you to compare two authors’ perspectives - Mobile Identities & How I learned to stop worrying and love the flow, revealing the ways in which they share points of focus, or common topics. They are two seemingly different texts, but can you discover their common positions on the common topics? 

Specifically, you are supposed to briefly compare the two authors’ general arguments/main points (maybe quite different) & explain why it is important to understand the similarities that exist between these two different arguments. In comparison, you need to point out their common topics. The two authors are interested in Some same topics: what are they? You must summarize Their claims on each shared topic, and demonstrate how they support or justify them? And what evidence does each author use to support their Claims on the shared topics?

To complete this task, you’ll need to list the common themes across the texts.  (NOTE:  Be careful not to write a question that is so broad you won’t be able to cover it.  For example, “What do the authors claim about Technology” won’t be a very productive question for this assignment.) 

Language Strategies
For the first draft of your paper, you will be held accountable for the following:
Appropriate reporting verbs (refer to what your teachers explained & emphasized in academic writing)
Sentence-level clarity (refer to “STYLE” if necessary)
o Writing with clear characters and actions (avoiding unnecessary nominalizations) 
o Using cohesive moves that connect the language and meaning between and across sentences (old/new information, repetition and metadiscourse)
o Individual error patterns that we have previously discussed and documented in writing comprehensive summary.






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