两年学习《新概念》，成为英语终结者

北京新东方学校 综合能力部 杨辰

各位读者一定是学了很多年的英语了，之所以中学大学后还是听不懂也不会说，或是每个字都看得懂放在一起不知道什么意思，根本原因不是智力问题而是方法不正确！请问各位，咱们几岁开始张嘴说话的呢？大概一岁多吧？从出生到一岁多都在做什么呢？听！而且听了一年多！我们最开始说的是什么呢？绝对不会说：“我们通常把地点状语放在句尾”。而会说：“妈妈、爸爸、宝宝”，然后说什么呢？会说：“妈妈抱！”这就是我们自然学习语言的过程：从听到说，从说简单的名词到说有动词的句子。汉语是世界上最难的语言，然而我们并不觉得费劲，因为方法正确！

任何教材，甚至是没有教材，只要大量地接触真实的语境都可以学会英语，然而正确的方法加上系统性的学习会大大节省所需要的时间。目前为止，没有任何一部教材完全能够取代《新概念英语》，它之所以能够经久不衰就是因为它的系统性。

有一个经典的比喻：学习英语就像在盖一座大楼，《新概念》一册就是大楼的地基。这一册的核心是语音，最重要的是跟中教老师学会音标，并且以句子为单位学会如何在不同的日常生活场景下与别人交流的句型，如：买东西砍价，问路，看病等等。学完第一册，基本上完成了从零到生存英语的提升过程。换句话说，达到了美国文盲的水平。这个过程大约需要三个月的时间。但是一定要记住，文盲不是眼睛看着书的，而是一定要一边听，一边张嘴复述。然后，做角色扮演，把句子和场景结合达到应用自如。

在小时候，大概在两三岁左右，妈妈开始会说：“从前，有一只大灰狼…”这就开始讲故事了，也就进入了学习语言的第二阶段，《新概念》二册。在那个大楼的比喻中，新二代表着大楼的骨架。这册书的核心是语法。当然很多人一听语法就发蒙，其实，你会发现如果你不学语法也完全可以和老外沟通，把理想说的词扔给他，让他自己造句。放心，老外心理素质很强，什么英语都听过。不过，如果你想把自己的语言组织的像个正常人说的句子，需要知道词是怎么组合排列的，这就是语法。每次上课，老师都会带着大家对课文全文的替换，把每篇课文替换成三至五个平行的故事，等下课时课文已经记住70%了，回家唯一需要做的就是按照老师的方法自己把课文改写下来，再第二次课上和同学分享，你会觉得英语语法根本就不难。三个月后，你把文章中96个故事中三分之二都可以活用了。到这里为止，你不但可以进行日常会话，还可以连续用英语讲自己的故事了。但是一定要记住，每天要花15~20分钟改写课文，这才能把英语学习和自己的实际应用结合在一起了。如果学英语的目的就是应付日常生活和一般表达，你学完二册就完全可以了。剩下就是培养英语习惯，比如：用英语界面的手机，电脑，用英语上网聊天。遇到想说而不知道的句子，短语就记下来，积累自己的高频句型库。

过了幼儿时期，我们要上小学了，才开始读写，甚至是发表自己的见解。这自然进入了“新三”的程度，在那个比喻中，新三代表着大楼骨架上的围墙。它的核心是语篇，也就是怎么通过夹叙夹议的方法来表达自己的观点，这时可以同时参加外教课程的学习，来练习话题讨论。此外你会发现，新二册教你只会说正确的句子，新三教你如何摈弃庸俗的说法而说出漂亮的句子，写出像一个有文化的人做出的文章。从新三的第一课起，你就从英语开始迈进了英文的大门。课上，老师会带你把每篇课文的第一段摹写三到四遍，每天你需要有20~30分钟时间上网看一两篇BBC,CNN的报道，并听国外网站上的新闻。并且学着套用新三的句型，自己写两句新闻报道。学完新三，你在英语上总共花了九个月，把英语中基本上的内容学完了。剩下就需要你去在你在相关的专业或者是爱好的领域去阅读，或者看电影。电影最好看动画片，因为角色是通过真人配音实现的，所以声音感情非常到位。第一次，可以通过看汉语字幕了解电影大意，第二次开始不要任何字幕，听三到五遍直到听清每一个词，如果有不会的短语，就记在自己的高频句型库里，并且一定把这个结构造三个以上的句子。

记得十六年以前，我教一位美国记者学汉语报纸，每次遇到不会的词组，他总会问两个问题：

一、这个是不是常用？二、如果常用怎么造句？他的汉语提高的速度非常令人吃惊，原因是他的方法正确！

这时，根据你的需求可以去参加各种专项的培训班，比如：商务英语、高级口语；阅读、词汇、写作、四、六级考研、公共英语等国内考试；或者是TOEFL、TOEIC、IELTS、GRE。你会发现，由于基础扎实，学习起来完全是另一番感受。

经过两三个月的学习，你会发现当你读到国外的专业杂志和报纸，或者参加高级的英语考试时，仍旧有些文章令人费解，那么你就会发现还需要提高英语，所以你又一次回到新概念课堂，学习第四册。在那个大楼的比喻中，四册书就是对文章进行装修。新概念四册的核心是语用。这册书没有任何一篇是有意写的课文，而是从各种文章中摘录的各个专业的英文原文，涉及动物学、考古学等各个学科，感觉就像在看Discovery或National Geographic一样。通过对于新四的学习，你们会了解到西方文化中的精髓，并且达到了和国外同龄人相同的语言水平。你花了一年零三个月的时间，把这个大楼从地基、框架、围墙和装修全部完成了。要达到运用自如，就可以尽情去浏览各种传媒的文章，看各种电视和电影，试着抛开汉语每天用英语写日记和读书心得。我有一个侄女，在新加坡念大学，回来看到我教新概念很好奇。我问她怎么学英语，她说：你们的教材是我们在小学时看的，丛初中开始老师让我们每天写一篇不少于800字的英语作文，半年以后英语用得和汉语一样熟练了，有时更愿意用英语，因为比汉语简单。如果英语是一门武功，那么通过一年零九个月对新概念这部秘籍的学习和训练，你已经成为英语终结者了。

还有人问我：怎样知道自己英语在什么水平？我可以告诉他一个方法和一个原则。方法是：拿出新概念任何一册书，在有单词的注解的情况下能把第一课翻译成汉语，就翻译最后一课，如果最后一课也能翻译出来，就看下一册。哪一册第一课能看懂最后一课看不懂就是适合他的级别。原则是：就低不就高。如果一个人的水平处于两个级别之间，最好选择低的级别，这样可以有利于他的复习巩固和信心的建立。

总之，如果你还在学英语的苦海中挣扎，找不到出路，就来新东方吧。让我们一起努力，帮助你在两年之成为英语终结者！

第二篇：如何成为好的英语教师

如何成为好的英语教师

As an English teacher, I have learned a lot from this training course.There are a lot of things that I didnt know before I have been trained. Firstof all , teachers need to write their teaching plan carefully ,including leanerneeds, main aim, subsidiary aim, personal teaching aim, assumptions,language systems analysis. The stages must be logical , all the activitiesmust serve your all aims , and at last you can achieve your aims. At thesame time , you must prepare your plan B. If your plan isnt be preparedwell, how your lesson will go well?

During the class, firstly teachers have great confidence, enthusiasmand rapport. Most learners will be motivated to participate simply becausethe teacher is enthusiastic, smiling and making good use of body language.Your presence and enthusiasm will effect your student. Teachers should cre-ate a strong start . In this way, the student will be interested in your class,then make sure we have a variety of different activities with students movingaround . Because all the student like all kinds of activities. Otherwise, theywill feel bored . And all activities must be student centered, teachers createopportunities for students to apply the language to their own lives , to use itto talk about themselves. We should move around and monitor carefully, tomake sure all the student are on task, they have to speak English only. Ifthe students aren’t

on task, they do their own things or chat in Chinese ,they will leam nothing from your lesson. In my fifth lesson, one of the boyswas very naught , he was always ready to talk in Chinese. I noticed that ,so I asked him to answer my question at any time. I wanted him to behavehimself. In Rosemary s fifth lesson, she found two students whispering in-stead of being on task, she just walked to them and tapped the desk.Teachers elicit, instead of giving out information ,ask questions to involveand stimulate the leamers, dont tell. Eliciting and using body language alsoreduce TTT and increase STT. The other important thing is instruction. In-structions must be short, clear and simple. Also dont forget to ask conceptquestions to replace inferior questions such as “ do you understand? Right?OK? Or yes /no questions. At the same time , dont forget peer help andpeer correction. , not the teacher giving out answers. Help should comefrom classmates first. On the one hand, peer help and peer correction canhelp student practice their oral English, on the other hand, you can reduceyour TIT. ( Teacher talking time) Next thing we should do is nominatingstudents , give everyone a fair chance to participate , don’t ask the samestudent again and again, that’not fair to the others. Teachers should appro-priate use of praise, because every student needs to be praised, let studentsbecome confident. Dont forget to have a seating plan, in order to let ourlesson go smoothly, we must arrange the students’seats properly, we canmove around and monitor

easily. Sometimes , the students chat in Chineseduring the class , we notice that but we cant move to stop them, or we dont know our task whether works well or not because of bad seating arrange-ment. Last thing also important thing is time management, to plan our timeproperly, finish our time with a strong ending, we will have a good lesson.

I have done the fourth lesson. I have great confidence and rapport, Imgood at using body language and facial expression. For example, in my sec-ond lesson, I used body language to express the adjectives “ long, short ,thin, heavy, big, small”. The students can understand easily. In my fourthlesson, I taught verb phrases like “ raise your hand, put down your hand,look at me, clap your hand, clap your hands, snap your fingers” and soon. I also used body language. My classroom management and teacher pres-ence and enthusiasm are clearly my strengths. Due to my strong teacherpresence and enthusiasm and classroom management , students generallywere on task all of the time. Before this training course , I dont know howto elicit and I never think about how to reduce TTT and increase STT。 Inmy second lesson I stcuted eliciting of adjectives through gesture or facialexpression ,or by giving students the first part of the word. When I taught” older” , I said “ I am young, my father is...” , the students said “old “.I compared two students “ he is heavy, he is ...” ,the students said “heavi-er”. Doing that helped keep TTI’ relatively low and SU suitably high. Sec-ondly , let me talk about

peer help and peer correction. From my secondlesson plenty of examples of peer and self correction were encouraged. I re-alized that peer correction not only can reduce TTI’ but also can givestudents chances to practice their oral English. To think about activities , Iskuted appealing to kinesthetic, visual and auditory learning styles. In myfourth lesson , I used body language, drew a monster and other activities toappeal different learning styles. And also activities must be relativelystudent - centred . In my four lesson, my pace was Imsk and students keptbusy on task and students seldom spoke Chinese.

There were some weaknesses in my four lessons. My biggest problem isCCQs , From the first lesson to the third lesson , I got three unhappy faceabout CCQs. There was a general lack of CCQs to support students’under-standing of instructions. I always fail to use CCQs, I tried my best to useCCQs. In my fourth lesson, I used some CCQso But TTT was further in-creased by repeating CCQs or I answered my own CCQs. In Rosemarys fifthlesson. When she gave some instructions, there were some CCQs followed,”Can you show the picture to your partner? Can you tell the words to theothers? “ Should you use the words you have learned today in your dialogue?” I will prepare my instructions carefully before my lessons and write downCCQs. When I teach new vocabulary, I also can use CCQs to check. InRosemarys fifth lesson. She checked new vocabulary they had learned byasking “Can you use paper

clip to dry your hair? What should you use?”Can you use the mop to clean the floor ?, “ if you want to change thechannel , what do you use? Using CCQs is a good way to check whether thestudents understand the new vocabulary or not. I also have a problem withmy instruction. Sometimes my instructions were not clear and short. So Iwill focus on giving clear instructions followed by CCQs. There was anotherbig problem……time management, in my second lesson , the endingwas rushed, incomplete and unsatisfactory , I wrongly assumed that becauseI started late, due to technical problems. In my third lesson, I spent moretime in talking about telling time and verb phrases. So I had no time to dofinal survey. So I plan to arrange my time properly in my lesson in the fu-ture. I didnt have a strong ending. A strong ending that means the studentscan talk about themselves, they produce what they think in their mind. It isvery important. Because they can express their own ideas. At the sametime, it shows if the main aim we have achieved or not. In this way , wecan encourage our students to speak English and use proper language in thefuture.

I really like what Jenny did in her class. When some students talked.In order to get their attention, Jenny waited without saying anything. I thinkits a good way to deal with . students bad behavior. I also enjoy Rosemarysfifth lesson. There were plenty of activities to support to achieve her mainaim. I especially love one of her

activities …… personification,let student be a thing and made a dialogue. Thats very interesting.

I will keep doing what I have done well in my lessons. I will work hardto improve my weaknesses. In the future , I will keep these things in mymind and keep my lessons active and alive, moving and changing, I will trymy best to let my students actively participate as a community of leamersrather than being spoon - fed by the teacher.