高中英语语法教学视频急急急，
《英语思维：十节课搞定中高考语法》
http://study.163.com/course/courseMain.htm?courseId=1108004
语法是非常重要的，语法不好，听课听不懂，做语法题做不对，阅读理解困难，写作错误百出，直接影响了英语学习的兴趣，百害而无一利。
但是语法的提升和完善又并不是很困难，小学初中高中大学的语法却可以短期快速的掌握吃透。
英语学习要有技巧和正确步骤的。首先先建立一个强悍的英语语法和思维处理器，这时做语法题，阅读理解，英文写作等基本不会在有问题，剩下的就是如何增加词汇量和高效的练习听说读写。
推荐华东师范大学的《英语思维：解密英语语法的原理》这本书，该书是国内第一本系统讲解英语语法原理和思维内涵的书，是第一本从语言原理层面完整系统的呈现英语语法全貌和完整框架体系的书。
也可以学习同名视频课程，学习的更加快速轻松，会让小孩对英语的认识脱胎换骨，对初高中学习如虎添翼。
voa慢速英语 哪有得下载？
你没找错，慢速英语知识速语速变慢了而已内容还是一样的，之所以说是适合初学者是因为它慢，可以给初学者练听力用～你觉得深奥只是因为里面有些专业词汇而已，其实不难的，你慢慢来，先听几遍在对照原文查查字典啥的，慢慢来啊，开始当然不容易了。这里给你一个网站，可以下载历年VOA的包括文本，常慢速都有，还有BBC,CNN,SSS之类的，你可以自己选～～～满意别忘顺便赞一下http://www.chinavoa.com/list-810-1.html
英语听力音频从哪下载
英语听力音频可以从普特英语网、新概念英语听力训练、百词斩等网站或软件下载。在全面提高英语的前提下，要提高听、说能力，注意区分和模仿正确的语音。 扩展资料 英语听力音频可以从普特英语网、新概念英语听力训练、百词斩等网站或软件下载。在全面提高英语的前提下，要提高听、说能力，注意区分和模仿正确的语音。
英语听力，怎么练习？有哪些资料可以下载学习？
英语听力和口语一样，只要是以平时练习为主，而且，听力和口语是可以配套练习的。你可以找教材，根据音频来做练习。像黑眼睛和listen to this 系列，都是听力神器。然后，就是方法。可以先用细听的方法，就是每句话，都听到后听写出来！时间长了，就可以做配套练习。相信你按照上面的方法来做的话，进步应该还比较快的。如果一边练习听力，还能开口说的话，还能锻炼口语，这样不是更好吗？达到效率最大化！我上传了美剧2 BROKE GIRLS 的学习资料，你直接下载来学习就可以了！
VOA Special English和VOA Standard English有什么区别
VOA Standard English （标准英语）和 VOA Special English（特别英语）的主要区别在于播音速度不同。VOA Special English 又叫“慢速英语”,是VOA 专为全世界非英语国家初学英语的听众安排的一种简易、规范的英语广播节目。 概括起来， VOA Special English 特别于以下三点： 词汇量较严格地限定在美国人最常用的1500个基本单词内； 句式简单，清晰； 语速约为90 words/min,即2/3的Standard English速度。VOA Standard English是美国人日常使用的规范用语，其播音速度不低于140 words/min。词汇量4000以上，句子较长、结构复杂、内容详实。因此，收听难度明显高于Special English。
VOA special english education report原文
Longer School Day = More Learning? Not Necessarily
Researchers say teachers must be trained to use added time in the classroom effectively. Transcript of radio broadcast:
19 September 2007
This is the VOA Special English Education Report.
Recently we talked about how some American schools have made changes in the traditional school year. Their goal is to improve student learning.
Some have extended the school year, or reorganized it to avoid a long summer break. Another choice is to extend the school day. A new report from the Center for Evaluation and Education Policy at Indiana University examines research into how effective this is.
The traditional school day has not changed much in more than a century. Activities or special programs might mean a longer day. But younger children usually go to school from about nine o'clock in the morning until about three in the afternoon. Older ones are traditionally in school from about seven a.m. until around two p.m.
Some high schools have changed to later start times because of findings that teenagers learn better that way. But the new report says results have been mixed. Teachers say students are more awake. But students say the changes interfere with after-school activities or jobs.
By two thousand one, almost one-third of all secondary schools had some form of block scheduling. The idea is to provide longer periods in the school day to teach basic subjects.
More class time should mean better results. This is the thinking, at least. Yet a two thousand one study found that secondary schools with traditional schedules had higher test scores by comparison. Schools with block scheduling did have higher scores in science, though.
In any case, the study agreed with earlier findings that students feel better about their schools in systems with nontraditional scheduling.
So how useful is a longer school day? Not surprisingly, the policy experts at Indiana say it is what educators do with the extra time that has the largest effect on student learning. They note a criticism that education leaders often make scheduling changes without changing the learning environment of a school.
The experts say teachers must be trained to use the added time effectively. Professional development is needed. The report notes that simply adding time to a program that is not very good or very interesting will not increase student learning.
Community support is also valuable for any changes. And there is another consideration. Schools may need a lot of extra money to pay for an extended day.
And that's the VOA Special English Education Report, written by Nancy Steinbach. I'm Bob Doughty.
