The Linguaphone English CourseBook One 灵格风英语教程Word格式文档下载.docx
《The Linguaphone English CourseBook One 灵格风英语教程Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《The Linguaphone English CourseBook One 灵格风英语教程Word格式文档下载.docx(39页珍藏版)》请在冰豆网上搜索。
TheCourseconsistsofdescriptivetalksandconversations.Thetextisineasy-flowingandperfectlynaturalidiomaticlanguage,whichwouldbeusedbyeducatedpeopleundersimilarcircumstances.
Practicalgrammarisintroducedintothetextofeachlessonandisabsorbedbythestudentashegoesalong.
Theillustrationsinthemaintextbook,whichhavebeenspeciallydrawnbytheartistsWilliamStobbs,JeanGrazianiandSuzanneHall,formanintegralpartoftheCourseandperformanimportantfunctioninit.
TheotherbookswhichareincludedintheCoursegivethemeaningofthetext,detailedexplanationsofgrammaticalpoints,idiomsandsoon.
ThereisalsoaspecialrecordingoftheSoundsofthelanguage,spokenbyPeterA.D.MacCarthy,M.A.,HeadoftheDepartmentofPhoneticsofLeedsUniversityandauthorofEnglishPronunciation.
AdviceonhowtomakethebestuseoftheCourseisgiveninthebookletofInstructionswhichissuppliedwithit.
Speakers
Inordertoenablethestudenttofollowthespokentexteasily,thefirstlessonsarespokenveryslowlyanddistinctly,therateofspeechincreasingastheCourseprogresses,sothatinthemoreadvancedlessonsaperfectlynaturalrateofspeechisheard.
TenspeakershavetakenpartintherecordingoftheEnglishCourse,namely:
SirIFOREVANS,M.A.,D.LIT.,ProvostofUniversityCollege,UniversityofLondon;
……
Thefirstfewlessonsarespokenbythesametwospeakers,sothatthestudentmayconcentrateonthenewsoundsofthelanguagewithoutbeingconfusedbytheintroductionoftoomanydifferentvoices.Oncehehasbecomefamiliarwiththesounds,hewillfinditpleasingandstimulatingtohearnewvoices.
Asnotwospeakersofalanguagespeakexactlyalike,differenceswillbefoundinthepronunciationofthespeakers,buteveryoneofthemcanbeacceptedasasafemodelforthegeneralstudent,whileforthosewhomakeaspecialstudyofphonetics,thevariousdifferencesodetailwillprovideamplescopeforstudy.
Extrareadingpractice
SupplementaryReadingwillbefoundattheendoftheillustratedtextbook.Thesepassageswillshowthestudenthow,withoutgoingbeyondthescopeofthelessons,hecanadaptthematerialhehaslearned,toformquitedifferentsentencesanddescribeawidevarietyofeventsandcircumstances.Theyarealsoanexcellentrevisiontest,because,ifthestudenthasreallymasteredthelessons,heshouldbeabletoreadtheSupplementaryExerciseswithoutdifficultyandwithouthavingtoconsultthevocabulary.
ThestudentwhomastersthisCoursewillhaveacquiredathoroughlypracticalknowledgeoftheEnglishlanguage,bothwrittenandspoken.Notonlywillhehaveagoodgraspofthegrammar,buthewillalsohaveathiscommandastoreofusefulwords(Thevocabularyhasbeenbasedprimarilyonstandardword-frequencycounts.),colloquialexpressionsandidiomaticsentences,whichwillenablehimtoenjoytothefullhiscontactswithEnglishpeople.Atthesametime,hewillbeabletounderstandandappreciateEnglishthoughtasexpressedintheliteratureofthecountry.
TheSpokenWord
LanguageisprimarilySpeech,andspeechisdependentultimatelyupononeandonlyonesenseorgan—theEar.Thosepartsofthehumanmechanismthataresoregularlymis-termedthe“OrgansofSpeech”areseldom,inbooksuponlanguage,madetoincludetheEar,whichis,infact,themostimportofall,forwithouttheEar,audiblespeechwouldhavebeenimpossible.SpeechisacquiredthroughtheEarandthroughtheEaralone,foritisthroughtheEarthatthemindlooksout,sotospeak,upontheworldofSound.Soundis,infact,nothingmorethanthefeatureintheworldaroundusofwhichwebecomeconsciousthroughtheEar.TheEyeplayssomepartintheacquisitionofSpeech,butitsspecialrealmisthataspectofLanguagewhichhasbeendesignedtoapproachthemindthroughthemediumoftheEyealone,i.e.thewrittenorprintedword.AttherootofallpracticalstudyoflanguageliesthesimpletruththattheEarisinabsolutedomination,andasanecessarycorollaryitfollowsthatatleastoneveryimportantroadtowardsthelearningofaforeignlanguageistohearthelanguagespokenasoftenaspossible,knowingatthesametimethemeaningofwhatisbeingsaid,andrealizingthecircumstancesthatcallforit.Thismeansofapproachisbetterprovidedbytheintelligentuseofawellconstructedcourseongramophonerecordsortapethanbythelivingteacher.
AftermanyyearsofexperienceintheUniversityofLondoninteachingEnglishpronunciationtoforeigners,IadviseallstudentsofourlanguagetopaytheutmostattentiontotwofeaturesofspokenEnglishthatareoftenimperfectlyunderstoodevenbythosenativeEnglishpeoplewhoattemptwithoutspecialtrainingtoteachtheirlanguagetoforeigners.ThesetwofeaturesareRhythmandIntonation,twofeaturesofpronunciationuponwhichintelligibilitylargelyrests.Thesurestwaytobecomeunintelligibleinalanguageistodistortitsnaturalrhythm.
AndfinallyIcommendasworthyofspecialattentiontheuseandfunctionofemphaticstressinmodernEnglish;
abundantexampleswillbefoundintherecordings.
A.LLOYDJAMES
Introduction
Let’sspeakEnglish
Goodmorning!
Listen,please.
Iamtheteacher.
Youarethestudent.
IamEnglish.
YouarenotEnglish.
AnEnglishmanspeaksEnglish.
EnglishmenspeakEnglish.
IamspeakingEnglishnow.
Thisisatable.
Thisisagramophone.
Thisisarecord.
Therecordisonthegramophone.
Thegramophoneisonthetable.
Youaresittingatthetable.
Youareholdingabookinyouhand.
Thebookisopen.
Youarelookingatthebook.
Youarelisteningtotherecord.
Youarehearingmyvoice.
Youarelearningtospeak,tounderstand,toreadandtowriteEnglish.
Iamspeakingslowly.
WhenIspeakslowly,youunderstandme.
WhenIspeakquickly,youdon’tunderstandme.
Goodafternoon.Howareyou?
Quitewell,thankyou.
Nowplease,answermyquestions.AmItheteacher?
Yes,youare.
Areyouthestudent?
Yes,Iam.
AmIEnglish?
AreyouEnglish?
No,I’mnot.
Whoistheteacher,youorI?
Youare.
Andwhoisthestudent?
Iam.
DoIspeakEnglish?
Yes,youdo.
AmIspeakingEnglishnow?
DoyouspeakEnglish?
Yes,Ido,butonlyalittle.
Whatisthis?
It’sarecord.
Whereisit?
It’sonthegramophone.
Isthisabook?
Yes,itis.
No,itisn’t,it’sarecord.
Whereareyousitting?
I’msittingatthetable.
Whatareyoulisteningto?
I’mlisteningtotherecord.
Whosevoiceareyouhearing?
I’mhearingyourvoice.
Whatareyoulookingat?
I’mlookingatmybook.
Isthebookopenorclosed?
Open,ofcourse.
Whatareyoulearning?
I’mlearningEnglish.
DoyouunderstandmewhenIspeakslowly?
Yes,Ido.
AndwhenIspeakquickly?
No,Idon’t.
Lessonone
MyFamily
Thisismyfamily:
mywife,myson,mydaughterandI.IamMr.Black.MywifeisMrs.Black.IamMrs.Black’shusband.Iamaman.Mywifeisawoman.
Wehavetwochildren,aboyandagirl.Theboy’snameisJohn.He’stwelveyearsold.Thegirl’snameisMary.She’sstillquiteyoung.She’sonlyeight.She’sfouryearsyoungerthanJohn,andJohnisfouryearsolderthansheis.MaryistheyoungestinthefamilyandIamtheoldest.
JohnisMary’sbrother.MaryisJohn’ssister.Johnismyson.Iamhisfather.Mywifeishismother.Maryismydaughter.Iamherfather.Mywifeishermother.JohnandMaryareourchildren.Iamtheirfather;
mywifeistheirmother;
wearetheirparents.Weloveourchildren.
Mywifeissittinginanarmchair,readingabook.Iamstandingbythewindow,smokingapipe.Maryiswritingaletter.Johniskneelingonthefloorandplayingwithhistrain.Thedogandthecatarelyingunderthetable.
Lessontwo
Questionsandanswers
WhoamI?
YouareMr.Black.
WhosehusbandamI?
Mrs.Black’shusband.
What’smyson’sname?
HisnameisJohn.
Whatisyourname?
MynameisPeterJones.
HaveIgotonechildortwo?
Youhavetwochildren.
IsMarymydaughter?
Yes,sheis.
Howoldisshe?
She’seight.
Whatisshedoing?
She’swritingaletter.
Isshestandingorsitting