大学英语四级学霸方法

『壹』 大学学霸的英语学习的规划【具体一点】

大学学霸的学习计划表
大学学霸的学习计划表 5：00-5：30 起床，洗漱半小时 5：30-6：00 从宿舍到教室的路上花费的时间 6：00-6：30 教室自习读英语文章或者单词 6：30-7：00 背语文诗歌或者美文 7：00-7：45 吃早饭，边吃边看书，一般是看英语单词，背诵古诗什么，或者是看看理化的公式，不能浪费任何时间 7：45-8：00 课间休息 8：00-8：45 第一节课 8：45-8：55 课间空里不上厕所就会提前复习下节课的内容，十分钟很多了已经，尤其是这个时候 8：55-9：40 第二节课 9：40-10：10 跑操时间，这段时间我会拿着一个小本子，在整队等待期间会背诵英语单词的，背首古诗 10：10-10：55 第三节课 10：55-11：05 课空期间会复习下节课的内容 11：05-11：50 第四节 11：50-12：40 去食堂加上吃饭然后去宿舍，吃饭期间可以看一看美文，有助于写作文 12：40-1：40 睡午觉，睡好觉一下午有精神 1：40-2：00 去教室的路上 2：00-2：45 下午第一节课 2：45-2：55 课间休息期间可以看会书，还是以背单词为主，或者跟同学做些学习上的小游戏 2：55-3：40 下午第二节课 3：40-4：00 课间空比较长，可以适当的做些活动，放松一下自己的心情 4：00-4：45 下午第三节课 4：45-4：55 课间休息期间可以看会书 4：55-5：40 下午第四节课（有的地方没有这节课，没有这节课的可以自行选择复习或者休息） 5：40-6：20 下午吃饭时间，休息时间 6：20-7：00 晚上自习时间，这个时候可以复习语文或者英语，做题为主，背为辅 7：00-7：50 理化科目，主要是看书做题，巩固自己的知识点 8：00-8：50 数学，看书做习题 9：00-10：30 这个时间段，忙了一天了，可能比较累了，就整理一下自己一天所学的，比如说今天做错的题目，拿个错题本记录下来，整理一下，便于以后自己再看一看，或者看看老师今天所讲的，有没有全部听明白了，要是不明白的明天再问老师，整理一下第二天所学习的东西，所要讲的作业等等。 10：00之后 整理完之后，按时休息。第二天即将到来，还有很多的事情等着咱们呢，革命尚未成功，同志仍需努力啊

『贰』 求哪位考过大学英语四级的学霸告诉我 要考四级应该买什么材料好 本人基础很差 高中英语基本白学

记得当时考前没买啥材料，就是做过英语老师给发的几套模拟题好像，别的就是平回时学的了。我建议你就答买几套模拟题（等你复习一定基础后再做，别的什么复习材料没必要买，而且大多材料其实都那样），然后就拿着你那大学英语的教科书，把那上面的文章每天抄写几篇，边抄的时候边要心里念着，这样除了可以帮你练习你的语感，你的读写能力，到答题时这个很有帮助的。这里面你不认识的单词查字典，默写几遍，每天复习着，单词是基础的，必须的多记。单词认识的多了阅读理解时会轻松一些。

『叁』 有没有英语学霸大学

你好！
正确答案是 What.
句子整体意思是——
在这个讲座/讲演里，我要集中讲的是某些具体的东西。
What 在句子里引导主语从句，并且在从句中作宾语。

『肆』 我以前偏科很严重，没怎么学过英语，现在大学了，什么也不会。 求学霸说下该从哪学起，怎么学，学什么

你英语不好还考上大学了说明你的学习能力挺好的嘛。学英语呢，看你有没有兴趣，有兴趣就更好了。如果没兴趣呢，也要一步一步的来，学英语都离不开四个字。听说读写，一开始听一些简单的，平常听听voa,bbc,英文歌之类的，多看英语，一开始看双语的，后来看英文版的，有空多练练写作，词语搭配，语法结构，当然了，最后就是读了，早上，晚上都可以放开声音大声朗读。其实做每件时间都是一样的，想要做好的话，关键在于坚持不懈，天道酬勤。

『伍』 请问英语学霸在大学几年是怎么把八级拿下的每天背单词练口语么四级都觉得吃力，不知道是不是自己方法

当然可以，俺和俺很多朋友都是自学英语出来的，现在在外企工作呢
关于自学，我聊一下我版的心得，如有说权错的地方，请多包涵
一般说来，不同水平的学习方式都不一样：
一，入门级，应该掌握语法、了解音标、熟悉变音规则，掌握三者之前进行其它学习都是浪费时间!
比如：你连基本的美语变音规则都不会，却跑去听BBC、看美语电影，显然是浪费时间。

二，中级，应该大量精听掌握大量句子发音、用法，积累大量词汇，这是一个较长的过程，一定要坚持下去，
本人用过爱慧外语学习系统（网络aihuiwy），采用30部美语原声电影，可选择其中10几部进行句子、词汇学习，既有趣又有效
特点有三：
1.艾宾浩斯记忆曲线安排计划
2.慢读精听
3.口、耳、手三者并用

三，高级，应该进行大量泛听，积极与人交流；有大量句子、词汇积累的基础，才能进入此等级的学习

『陆』 高一学渣，差不多全校倒数，怎样逆袭学霸，可以的话请说说方法，理想大学，浙江大学，以后理科生，英语特

多看书，多实践，多思考,少做作业！书本是理论，理论从实践中来，思考有助于理解抽回象理答论，99.9999999%的作业题都是重复的，万变不离其中，你都能掌握最核心的理论了，还有做作业的必要吗？至于外语，你中文是怎么学起来的，你是什么时候会讲话的，那你就怎么学外语！

『柒』 哪个学霸妹妹有大学英语读写教程

unit11.无论你是多么富有经验的演说家，无论你做了多么充分的准备，你都很难在这样嘈杂招待会上发表演讲,,.2.就像吉米妹妹的朋友都关心吉米一样，吉米也关心他们Justasallhissister’sfriendscaredabouthim,Jimmycaredaboutthem.3.汽车的生产商在新车的几处都印有汽车识别号码，以便帮助找回被盗车辆.4.老师回来时你敢告我状的话，我就不再和你说话了’tsayawordtoyouanymore.5.有些老年人愿意独自过日子，但大多数老人选择和儿女一起生活vewiththeirchildren.6.现在需要面对的事情是：如何筹集创建公司所需的资金:.unit2XI1.被告是位年仅30岁的女子，她坚持称自己无罪Thedefendant,awomanofonly30,.2.总体来看，枣、豆类以及一些多叶的绿色蔬菜是最好的铁质来源Alltingsconsidered,dates,.3.正餐时不供应饮料，饮料会影响消化.4.考虑到那个地方受欢迎的程度，提前订旅馆是明智的,.5.服药后若有呕吐感，请立即停止服用并尽快咨询医生,.6.总结这次讨论时，他说双方都要好好考虑怎样以最有效的方法来解决这一问题Summingupthediscussion,.unit3XI1.在思维方面，与他的行为一样，他是非常传统的Inhisthinking,asinhisbehavior,heisverytraditional.2.教师一旦同意接受新的教学计划。他们就得面对新计划所带为他们的压力,.3.从长远看，大学毕业后继续深造而不是直接参加工作是值得的Inthelongrun,itisworthwhiletopursueone’.4.由于这所学校的学宗旨是品德第一，所以道德观和学习成绩受到同样的重视,.5.据说，原定于这个月召开的会议将推迟到下个月召开Itissaidthatthemeeting,,willbeputofftillnextmonth.6.这所学校把为学生做好人生准备当作其职责，法是倡导一整套能使所有学生受益的道德标准.unit4XI1.从各方面考虑，这座城市都是世界上最令人激动的城市Everythingconsidered,thiscityistheworld’smostexcitingcity.2.尽管没有得到父母的赞同,他还是继续他的计划出国学习,.3.这座桥是以一位英雄的名字，这位英雄为人民的事业献出了生命.4.据说，画家是以他母亲为模特的，他母亲的面容沧桑却不失坚定resentedsufferingyetstrength.5.这位作家于1950年因出版一本小说而一举成名，小说的灵感来自于他和一位姑娘在农场的经历hisexperiencewithagirlonafarm.6.有个故事说，US是“山姆大叔”的缩写，“山姆大叔”原名叫山姆,威尔逊，他曾和一名男子一起工作，这名男子和美国政府签订了一份合同，给军队提供肉食Onestorysaysthat“US”wasshortfor“UncleSam”whoserealnamewasSamWilson,emeattotheUSArmy.unit5XI1.直到看到弥留之际躺在床上的母亲，他才意识到自己是多么地爱她,dying,didherealizehowmuchhelovedher.2.考虑到他最近的身体状况，我认为他这次考试成绩还不错,.3.克拉克夫人躺在床上一动不动，一时间我都纳闷她是否和活着Mrs.Clarkliesinbedmotionless,.4.整栋楼一片黑暗，只有三楼的某个窗户透出一丝光-storeywindow.5.这些士兵接受了严格的训练，并且对完成这项新任务有充分的准备thenewtask.6.他伸手拿起电话，拨通了宾馆的号码Hereachedforthephone,pickeditup,anddialedthehotel’snumber.unit6XI1.我们应该尽最大努力预测地震，这样地震造成的财产破坏才会被尽可能的避免.2.一个农民注意到有很多鱼在水面上游动，他说这预示着可能有地震发生,which,hesaid,.3.要将英英词典放在手边，当你不能准确地理解单词时，你就能随时查阅KeepanEnglish-Englishdictionaryhandy,,youmayrefertoitanytime.4.如有必要，生活在将要发生地震地区的人可以睡在帐篷里Ifnecessary,.5.对一个想找工作的学生来说，有没有硕士学位的确有很大影响Amaster’.6.这本书除了告诉我们地震方面的知识外，还告诉我们如何做好预防工作,.不好意思，只找到这么多了

『捌』 材料，你理想中的大学，是怎样的，有什么设施，你点解要选择它，你要点做 请英语学霸帮我写一写这篇

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』 大学英语作文，主题如下，急求大神学霸帮忙！！！词数100～150 1. 目前高校排名相当盛

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.