2023年初二英语三分钟演讲稿.docx

此资料由网络收集而来，如有侵权请告知上传者立即删除。资料共分享，我们负责传递知识。 初二英语三分钟演讲稿 can see this is the left extension. then you see his left leg. small flick, and the only purpose of that is to rotate his hips so he can get to the opposite side. and the entry point for his right hand -- notice this, he's not reaching in front and catching the water. rather, he is entering the water at a 45-degree angle with his forearm, and then propelling himself by streamlining -- very important. incorrect, above, which is what almost every swimming coach will teach you. not their fault, honestly. and i'll get to implicit versus explicit in a moment. below is what most swimmers will find enables them to do what i did, which is going from 21 strokes per 20-yard length to 11 strokes in two workouts with no coach, no video monitoring. and now i love swimming. i can't wait to go swimming. i'll be doing a swimming lesson later, for myself, if anyone wants to join me. 　　last thing, breathing. a problem a lot of us have, certainly, when you're swimming. in freestyle, easiest way to remedy this is to turn with body roll, and just to look at your recovery hand as it enters the water. and that will get you very far. that's it. that's really all you need to know. 　　languages. material versus method. i, like many people, came to the conclusion that i was terrible at languages. i suffered through spanish for junior high, first year of high school, and the sum total of my knowledge was pretty much, &donde esta el bano& and i wouldn't even catch the response. a sad state of affairs. then i transferred to a different school sophomore year, and i had a choice of other languages. most of my friends were taking japanese. so i thought why not punish myself i'll do japanese. six months later i had the chance to go to japan. my teachers assured me, they said, &don't worry. you'll have japanese language classes every day to help you cope. it will be an amazing experience.& my first overseas experience in fact. so my parents encouraged me to do it. i left. 　　i arrived in tokyo. amazing. i couldn't believe i was on the other side of the world. i met my host family. things went quite well i think, all things considered. my first evening, before my first day of school, i said to my mother, very politely, &please wake me up at eight a.m.& so, (japanese) but i didn't say (japanese). i said, (japanese). pretty close. but i said, &please rape me at eight a.m.& (laughter) you've never seen a more confused japanese woman. (laughter) 　　i walked in to school. and a teacher came up to me and handed me a piece of paper. i couldn't read any of it -- hieroglyphics, it could have been -- because it was kanji, chinese characters adapted into the japanese language. asked him what this said. and he goes, &ahh, okay okay, eehto, world history, ehh, calculus, traditional japanese.& and so on. and so it came to me in waves. there had been something lost in translation. the japanese classes were not japanese instruction classes, per se. they were the normal high school curriculum for japanese students -- the other 4,999 students in the school, who were japanese, besides the american. and that's pretty much my response. (laughter) 　　and that set me on this panic driven search for the perfect language method. i tried everything. i went to kinokuniya. i tried every possible book, every possible cd. nothing worked until i found this. this is the joyo kanji. this is a tablet rather, or a poster of the 1,945 common-use characters as determined by the ministry of education in 1981. many of the publications in japan limit themselves to these characters, to facilitate literacy -- some are required to. and this became my holy grail, my rosetta stone. 　　as soon as i focused on this material, i took off. i ended up being able to read asahi shinbu, asahi newspaper, about six months later -- so a total of 11 months later -- and went from japanese i to japanese vi. ended up doing translation work at age 16 when i returned to the u.s., and have continued to apply this material over method approach to close to a dozen languages now. someone who was terrible at languages, and at any given time, speak, read and write five or six. this brings us to the point, which is, it's oftentimes what you do, not how you do it, that is the determining factor. this is the difference between being effective -- doing the right things -- and being efficient -- doing things well whether or not they're important. 　　you can also do this with grammar. i came up with these six sentences after much experimentation. having a native speaker allow you to deconstruct their grammar, by translating these sentences into past, present, future, will show you subject, object, verb, placement of indirect, direct objects, gender and so forth. from that point, you can then, if you want to, acquire multiple languages, alternate them so there is no interference. we can talk about