大學英語四級學霸方法

『壹』 大學學霸的英語學習的規劃【具體一點】

大學學霸的學習計劃表
大學學霸的學習計劃表 5：00-5：30 起床，洗漱半小時 5：30-6：00 從宿舍到教室的路上花費的時間 6：00-6：30 教室自習讀英語文章或者單詞 6：30-7：00 背語文詩歌或者美文 7：00-7：45 吃早飯，邊吃邊看書，一般是看英語單詞，背誦古詩什麼，或者是看看理化的公式，不能浪費任何時間 7：45-8：00 課間休息 8：00-8：45 第一節課 8：45-8：55 課間空里不上廁所就會提前復習下節課的內容，十分鍾很多了已經，尤其是這個時候 8：55-9：40 第二節課 9：40-10：10 跑操時間，這段時間我會拿著一個小本子，在整隊等待期間會背誦英語單詞的，背首古詩 10：10-10：55 第三節課 10：55-11：05 課空期間會復習下節課的內容 11：05-11：50 第四節 11：50-12：40 去食堂加上吃飯然後去宿舍，吃飯期間可以看一看美文，有助於寫作文 12：40-1：40 睡午覺，睡好覺一下午有精神 1：40-2：00 去教室的路上 2：00-2：45 下午第一節課 2：45-2：55 課間休息期間可以看會書，還是以背單詞為主，或者跟同學做些學習上的小游戲 2：55-3：40 下午第二節課 3：40-4：00 課間空比較長，可以適當的做些活動，放鬆一下自己的心情 4：00-4：45 下午第三節課 4：45-4：55 課間休息期間可以看會書 4：55-5：40 下午第四節課（有的地方沒有這節課，沒有這節課的可以自行選擇復習或者休息） 5：40-6：20 下午吃飯時間，休息時間 6：20-7：00 晚上自習時間，這個時候可以復習語文或者英語，做題為主，背為輔 7：00-7：50 理化科目，主要是看書做題，鞏固自己的知識點 8：00-8：50 數學，看書做習題 9：00-10：30 這個時間段，忙了一天了，可能比較累了，就整理一下自己一天所學的，比如說今天做錯的題目，拿個錯題本記錄下來，整理一下，便於以後自己再看一看，或者看看老師今天所講的，有沒有全部聽明白了，要是不明白的明天再問老師，整理一下第二天所學習的東西，所要講的作業等等。 10：00之後 整理完之後，按時休息。第二天即將到來，還有很多的事情等著咱們呢，革命尚未成功，同志仍需努力啊

『貳』 求哪位考過大學英語四級的學霸告訴我 要考四級應該買什麼材料好 本人基礎很差 高中英語基本白學

記得當時考前沒買啥材料，就是做過英語老師給發的幾套模擬題好像，別的就是平回時學的了。我建議你就答買幾套模擬題（等你復習一定基礎後再做，別的什麼復習材料沒必要買，而且大多材料其實都那樣），然後就拿著你那大學英語的教科書，把那上面的文章每天抄寫幾篇，邊抄的時候邊要心裡念著，這樣除了可以幫你練習你的語感，你的讀寫能力，到答題時這個很有幫助的。這裡面你不認識的單詞查字典，默寫幾遍，每天復習著，單詞是基礎的，必須的多記。單詞認識的多了閱讀理解時會輕松一些。

『叄』 有沒有英語學霸大學

你好！
正確答案是 What.
句子整體意思是——
在這個講座/講演里，我要集中講的是某些具體的東西。
What 在句子里引導主語從句，並且在從句中作賓語。

『肆』 我以前偏科很嚴重，沒怎麼學過英語，現在大學了，什麼也不會。 求學霸說下該從哪學起，怎麼學，學什麼

你英語不好還考上大學了說明你的學習能力挺好的嘛。學英語呢，看你有沒有興趣，有興趣就更好了。如果沒興趣呢，也要一步一步的來，學英語都離不開四個字。聽說讀寫，一開始聽一些簡單的，平常聽聽voa,bbc,英文歌之類的，多看英語，一開始看雙語的，後來看英文版的，有空多練練寫作，詞語搭配，語法結構，當然了，最後就是讀了，早上，晚上都可以放開聲音大聲朗讀。其實做每件時間都是一樣的，想要做好的話，關鍵在於堅持不懈，天道酬勤。

『伍』 請問英語學霸在大學幾年是怎麼把八級拿下的每天背單詞練口語么四級都覺得吃力，不知道是不是自己方法

當然可以，俺和俺很多朋友都是自學英語出來的，現在在外企工作呢
關於自學，我聊一下我版的心得，如有說權錯的地方，請多包涵
一般說來，不同水平的學習方式都不一樣：
一，入門級，應該掌握語法、了解音標、熟悉變音規則，掌握三者之前進行其它學習都是浪費時間!
比如：你連基本的美語變音規則都不會，卻跑去聽BBC、看美語電影，顯然是浪費時間。

二，中級，應該大量精聽掌握大量句子發音、用法，積累大量詞彙，這是一個較長的過程，一定要堅持下去，
本人用過愛慧外語學習系統（網路aihuiwy），採用30部美語原聲電影，可選擇其中10幾部進行句子、詞彙學習，既有趣又有效
特點有三：
1.艾賓浩斯記憶曲線安排計劃
2.慢讀精聽
3.口、耳、手三者並用

三，高級，應該進行大量泛聽，積極與人交流；有大量句子、詞彙積累的基礎，才能進入此等級的學習

『陸』 高一學渣，差不多全校倒數，怎樣逆襲學霸，可以的話請說說方法，理想大學，浙江大學，以後理科生，英語特

多看書，多實踐，多思考,少做作業！書本是理論，理論從實踐中來，思考有助於理解抽回象理答論，99.9999999%的作業題都是重復的，萬變不離其中，你都能掌握最核心的理論了，還有做作業的必要嗎？至於外語，你中文是怎麼學起來的，你是什麼時候會講話的，那你就怎麼學外語！

『柒』 哪個學霸妹妹有大學英語讀寫教程

unit11.無論你是多麼富有經驗的演說家，無論你做了多麼充分的准備，你都很難在這樣嘈雜招待會上發表演講,,.2.就像吉米妹妹的朋友都關心吉米一樣，吉米也關心他們Justasallhissister』sfriendscaredabouthim,Jimmycaredaboutthem.3.汽車的生產商在新車的幾處都印有汽車識別號碼，以便幫助找回被盜車輛.4.老師回來時你敢告我狀的話，我就不再和你說話了』tsayawordtoyouanymore.5.有些老年人願意獨自過日子，但大多數老人選擇和兒女一起生活vewiththeirchildren.6.現在需要面對的事情是：如何籌集創建公司所需的資金:.unit2XI1.被告是位年僅30歲的女子，她堅持稱自己無罪Thedefendant,awomanofonly30,.2.總體來看，棗、豆類以及一些多葉的綠色蔬菜是最好的鐵質來源Alltingsconsidered,dates,.3.正餐時不供應飲料，飲料會影響消化.4.考慮到那個地方受歡迎的程度，提前訂旅館是明智的,.5.服葯後若有嘔吐感，請立即停止服用並盡快咨詢醫生,.6.總結這次討論時，他說雙方都要好好考慮怎樣以最有效的方法來解決這一問題Summingupthediscussion,.unit3XI1.在思維方面，與他的行為一樣，他是非常傳統的Inhisthinking,asinhisbehavior,heisverytraditional.2.教師一旦同意接受新的教學計劃。他們就得面對新計劃所帶為他們的壓力,.3.從長遠看，大學畢業後繼續深造而不是直接參加工作是值得的Inthelongrun,itisworthwhiletopursueone』.4.由於這所學校的學宗旨是品德第一，所以道德觀和學習成績受到同樣的重視,.5.據說，原定於這個月召開的會議將推遲到下個月召開Itissaidthatthemeeting,,willbeputofftillnextmonth.6.這所學校把為學生做好人生准備當作其職責，法是倡導一整套能使所有學生受益的道德標准.unit4XI1.從各方面考慮，這座城市都是世界上最令人激動的城市Everythingconsidered,thiscityistheworld』smostexcitingcity.2.盡管沒有得到父母的贊同,他還是繼續他的計劃出國學習,.3.這座橋是以一位英雄的名字，這位英雄為人民的事業獻出了生命.4.據說，畫家是以他母親為模特的，他母親的面容滄桑卻不失堅定resentedsufferingyetstrength.5.這位作家於1950年因出版一本小說而一舉成名，小說的靈感來自於他和一位姑娘在農場的經歷hisexperiencewithagirlonafarm.6.有個故事說，US是「山姆大叔」的縮寫，「山姆大叔」原名叫山姆,威爾遜，他曾和一名男子一起工作，這名男子和美國政府簽訂了一份合同，給軍隊提供肉食Onestorysaysthat「US」wasshortfor「UncleSam」whoserealnamewasSamWilson,emeattotheUSArmy.unit5XI1.直到看到彌留之際躺在床上的母親，他才意識到自己是多麼地愛她,dying,didherealizehowmuchhelovedher.2.考慮到他最近的身體狀況，我認為他這次考試成績還不錯,.3.克拉克夫人躺在床上一動不動，一時間我都納悶她是否和活著Mrs.Clarkliesinbedmotionless,.4.整棟樓一片黑暗，只有三樓的某個窗戶透出一絲光-storeywindow.5.這些士兵接受了嚴格的訓練，並且對完成這項新任務有充分的准備thenewtask.6.他伸手拿起電話，撥通了賓館的號碼Hereachedforthephone,pickeditup,anddialedthehotel』snumber.unit6XI1.我們應該盡最大努力預測地震，這樣地震造成的財產破壞才會被盡可能的避免.2.一個農民注意到有很多魚在水面上游動，他說這預示著可能有地震發生,which,hesaid,.3.要將英英詞典放在手邊，當你不能准確地理解單詞時，你就能隨時查閱KeepanEnglish-Englishdictionaryhandy,,youmayrefertoitanytime.4.如有必要，生活在將要發生地震地區的人可以睡在帳篷里Ifnecessary,.5.對一個想找工作的學生來說，有沒有碩士學位的確有很大影響Amaster』.6.這本書除了告訴我們地震方面的知識外，還告訴我們如何做好預防工作,.不好意思，只找到這么多了

『捌』 材料，你理想中的大學，是怎樣的，有什麼設施，你點解要選擇它，你要點做 請英語學霸幫我寫一寫這篇

may feel that college life is boring. We do not know how to deal with the plenty of spare time. But I think the college life will become wonderful as long as you make it meaningful.
In your spare time, you could play basketball, football and so on. Doing sports is very interesting and good for your health.
In fact, you can do anything which you are interested in.Do not be nervous.We are friends.
Studying in college is a brand new start of our life.You can continue to study hard for the better scords. Libary is a good place for students to study in. If you want to show your talents and skills you can join in all kinds of activities.
In a word,college life is wonderful!

『玖』 大學英語作文，主題如下，急求大神學霸幫忙！！！詞數100～150 1. 目前高校排名相當盛

Dear Mr.Fallows:
I appreciate that,as the new editor of U.S.News & World Report,you have much to do at this moment.However,it is precisely because you are the new editor that I write to you,personally.
I emphasize you,because of your demonstrated willingness to examine journalism in the same way that journalism examines all other facets of society.And I say personally because my letter is for your consideration,and not a letter to the editor for publication.
My timing also is related to the recent appearance of the annual U.S.News "America's Best Colleges" rankings.As the president of a university that is among the top-ranked universities,I hope I have the standing to persuade you that much about these rankings - particularly their specious formulas and spurious precision - is utterly misleading.I wish I could forego this letter since,after all,the rankings are only another newspaper story.Alas,alumni,foreign newspapers,and many others do not bring a sense of perspective to the matter.
I am extremely skeptical that the quality of a university - any more than the quality of a magazine - can be measured statistically.However,even if it can,the procers of the U.S.News rankings remain far from discovering the method.Let me offer as prima facie evidence two great public universities:the University of Michigan-Ann Arbor and the University of California-Berkeley.These clearly are among the very best universities in America - one could make a strong argument for either in the top half-dozen.Yet,in the last three years,the U.S.News formula has assigned them ranks that lead many readers to infer that they are second rate:Michigan 21-24-24,and Berkeley 23-26-27.
Such movement itself - while perhaps good for generating attention and sales - corrodes the credibility of these rankings and your magazine itself.Universities change very slowly - in many ways more slowly than even I would like.Yet,the people behind the U.S.News rankings lead readers to believe either that university quality pops up and down like politicians in polls,or that last year's rankings were wrong but this year's are right (until,of course,next year's prove them wrong).What else is one to make of Harvard's being #1 one year and #3 the next,or Northwestern's leaping in a single bound from #13 to #9?And it is not just this year.Could Johns Hopkins be the 22nd best national university two years ago,the 10th best last year,and the 15th best this year?Which is correct,that Columbia is #9 (two years ago),#15 (last year) or #11 (this year)?
Knowing that universities - and,in most cases,the statistics they submit - change little from one year to the next,I can only conclude that what are changing are the formulas the magazine's number massagers employ.And,indeed,there is marked evidence of that this year.
In the category "Faculty resources," even though few of us had significant changes in our faculty or student numbers,our class sizes,or our finances,the rankings' procers created a mad scramble in rank order,for example:
Down Last year This year Up Last year This year
Harvard #1 #11 MIT #6 #2
Stanford 3 15 Duke 13 4
Brown 12 22 Yale 10 6
Johns Hopkins 15 19
Dartmouth 18 24
One component of this category,"Student/faculty ratio," changed equally sharply,and not just in rank order but in what the magazine has presented as absolute numbers.Again,this is with very little change in our student or faculty counts:
Worse Last year This year Better Last year This year
Johns Hopkins 7/1 14/1 Chicago 13/1 7/1
Harvard 11/1 12/1 Penn 11/1 6/1
Stanford 12/1 13/1 Yale 11/1 9/1
Duke 12/1 14/1
Then there is "Financial resources," where Stanford dropped from #6 to #9,Harvard from #5 to #7.Our resources did not fall; did other institutions' rise so sharply?
I infer that,in each case,the formulas were simply changed,with notification to no one,not even your readers,who are left to assume that some schools have suddenly soared,others precipitously plummeted.
One place where a change was made openly was,perhaps,the most openly absurd.This is the new category "Value added." I quote the magazine:
Researchers have long sought ways to measure the ecational value added by indivial colleges.We believe that we have created such an indicator.Developed in consultation with academic experts,it focuses on the difference between a school's predicted graation rate - based upon the median or average SAT or ACT scores of its students and its ecational expenditures per student - and its actual graation rate.
This passage is correct that such a measure has long been sought.However,like the Holy Grail,no one has found it,certainly not the "we" of this passage.The method employed here is,indeed,the apotheosis of the errors of the creators of these ratings:valid questions are answered with invalid formulas and numbers.
Let me examine an example in "Value added":The California Institute of Technology offers a rigorous and demanding curriculum that undeniably adds great value to its students.Yet,Caltech is crucified for having a "predicted" graation rate of 99% and an actual graation rate of 85%.Did it ever occur to the people who created this "measure" that many students do not graate from Caltech precisely because they find Caltech too rigorous and demanding - that is,adding too much value - for them?Caltech could easily meet the "predicted" graation rate of 99% by offering a cream-puff curriculum and automatic A's.Would that be adding value?How can the people who came up with this formula defend graation rate as a measure of value added?And even if they could,precisely how do they manage to combine test scores and "ecation expenditures" - itself a suspect statistic - to predict a graation rate?
Were U.S.News,under your leadership,to walk away from these misleading rankings,it would be a powerful display of common sense.I fear,however,that these rankings and their byprocts have become too attention-catching for that to happen.
Could there not,though,at least be a move toward greater honesty with,and service to,your readers by moving away from the false precision?Could you not do away with rank ordering and overall scores,thus admitting that the method is not nearly that precise and that the difference between #1 and #2 - indeed,between #1 and #10 - may be statistically insignificant?Could you not,instead of tinkering to "perfect" the weightings and formulas,question the basic premise?Could you not admit that quality may not be truly quantifiable,and that some of the data you use are not even truly available (e.g.,many high schools do not report whether their graates are in the top 10% of their class)?
Parents are confused and looking for guidance on the best choice for their particular child and the best investment of their hard-earned money.Your demonstrated record gives me hope that you can begin to lead the way away from football-ranking mentality and toward helping to inform,rather than mislead,your readers.