第一篇：公立學(xué)校對(duì)比私立學(xué)校的英語(yǔ)作文

For primary and secondary school students, private schools the traditional education teaching methods, private school students to wear school uniforms, obey strict rules, have an after school homework and so on, the old methods and strict teaching students.Parents think for public school students are too indulgent, giving too much freedom, conducive to child growth.Second, the number of private school students per class rarely, generally not more than 30.Limited teachers, teachers have the energy to take care of each student's learning progress.Private school students because of the strict rules and accommodation and food are higher than public schools, parents can rest assured that their children's school life.The third, with most of the Comparison of public schools, private school students test scores are relatively high.However, after entering the University, students to enter the public university to learn more knowledge, because in public universities, teachers are more powerful, more authoritative academic research and discussion, let students have the opportunity to contact with the outside world.School with better facilities, better campus environment, lets the student be able to spend in the beautiful campus rich and beautiful university time.So, public university is student better choice.Both public schools and private schools are designed to enable students to receive a better education.Therefore, the school itself should conscientiously fulfill their obligations to complete their mission, responsible for every student.

第二篇：馬來(lái)西亞留學(xué)公立學(xué)校與私立學(xué)校區(qū)別

馬來(lái)西亞留學(xué)公立學(xué)校與私立學(xué)校區(qū)別

在的教育當(dāng)中，擇校部分分為公立學(xué)校和私立學(xué)校，不管是公立學(xué)校，還是私立學(xué)校，都受到教育部的認(rèn)可。

大家在對(duì)于國(guó)家的選擇上可能是因經(jīng)濟(jì)、喜好或其它條件的限制可能會(huì)有所不同，但在學(xué)校的選擇上卻有一個(gè)共同的觀念即首選一定會(huì)是國(guó)公立的政府院校，以這種方式來(lái)選擇學(xué)校的學(xué)生和家長(zhǎng)幾乎占了出國(guó)總?cè)藬?shù)的70%以上，下面我們就馬來(lái)西亞的教育體制為您解析“公”和“私”的利與弊。

一、語(yǔ)言環(huán)境：

在馬來(lái)西亞留學(xué)中，公立的大學(xué)實(shí)行的是馬來(lái)文與英文雙語(yǔ)的授課方式，作為國(guó)際學(xué)生在入學(xué)之后，不但英文要達(dá)到很高的標(biāo)準(zhǔn)，而且必須要學(xué)習(xí)馬來(lái)文，這就在無(wú)形當(dāng)中給國(guó)際學(xué)生增加了很多的負(fù)擔(dān)，當(dāng)然多學(xué)一些知識(shí)是好事情，但要用于何地呢?也許可以考慮在馬來(lái)西亞工作;而在私立的國(guó)際化的學(xué)院或大學(xué)當(dāng)中，所有的學(xué)生都是以英文為授課媒介，根本不需要學(xué)習(xí)馬來(lái)文，這樣學(xué)生可以更加安心的來(lái)學(xué)好自己的專業(yè)課程。

二、教育方式：

馬來(lái)西亞留學(xué)公立大學(xué)都是由國(guó)家撥款，承擔(dān)國(guó)家高等教育的使命，偏重基礎(chǔ)學(xué)科的研究和教學(xué);而私立大學(xué)是依托市場(chǎng)生存，設(shè)立課程面對(duì)市場(chǎng)需求，課程設(shè)置不斷創(chuàng)新，教學(xué)質(zhì)量是其生存的保障，這樣的課程對(duì)于學(xué)生來(lái)說(shuō)更注重實(shí)踐性、應(yīng)用性。

三、教學(xué)規(guī)模：

一般來(lái)講，馬來(lái)西亞留學(xué)公立大學(xué)的創(chuàng)辦年限都要比私立的大學(xué)時(shí)間長(zhǎng)，可以說(shuō)是初具規(guī)模并且在校學(xué)生的數(shù)量也很多，有很大的穩(wěn)定性;面私立大學(xué)因?yàn)槠涫杖雭?lái)源主要是科研收入、基金會(huì)捐助以及學(xué)費(fèi)，其中學(xué)費(fèi)收入在大多數(shù)私立學(xué)校中占大頭部分。因此，在自負(fù)盈虧的壓力下，私立大學(xué)都十分注重辦學(xué)質(zhì)量、專業(yè)設(shè)置，以保證學(xué)生的就業(yè)率，從而吸引更多的生源。所以，私立大學(xué)的在校學(xué)生越多，越能說(shuō)明其辦學(xué)實(shí)力及在學(xué)術(shù)界的影響力。一旦私立大學(xué)出現(xiàn)生源不足現(xiàn)象，經(jīng)費(fèi)短缺的后果就是關(guān)門破產(chǎn)。

四、招生的條件：

因?yàn)轳R來(lái)西亞公立大學(xué)有95%以上都是馬來(lái)人，這樣就造成了招收條件上的不平等性，一方面是專業(yè)性的不平等體現(xiàn)在專業(yè)的招生過(guò)程中往往名額都是留給馬來(lái)西亞的學(xué)生，國(guó)際學(xué)生根本申請(qǐng)不到一些就業(yè)前景很好的專業(yè)，如經(jīng)濟(jì)、會(huì)計(jì)等商科類的課程;另一方面對(duì)于馬來(lái)的學(xué)生，學(xué)校會(huì)實(shí)行各類的學(xué)費(fèi)的優(yōu)惠及減免政策和制度，但國(guó)際學(xué)生基本上享受不到任何的獎(jiǎng)學(xué)金或?qū)W費(fèi)的減免;

而在私立大學(xué)當(dāng)中，由于生源基本上都來(lái)自于國(guó)際學(xué)生，這樣所有的學(xué)生都是憑借自己的成績(jī)和學(xué)術(shù)背景去申請(qǐng)，錄取與否是在于個(gè)人條件而非國(guó)籍，對(duì)各個(gè)國(guó)家學(xué)生的數(shù)量沒(méi)有差別性的限制，而且這樣一來(lái)，國(guó)際馬來(lái)西亞留學(xué)生就可以選擇去申請(qǐng)自己喜歡的專業(yè)和科目。

第三篇：英語(yǔ)詩(shī)歌對(duì)比評(píng)析

Dingyu Wang(5***)Vy100 Professor Thorpe 11.22.2015

I Prefer Poets: Poets Can Do More than Barking In November 2011, Notch officially completed work on Minecraft 1.0, “an open world game that has no specific goals for the player to accomplish”(Gallegos), which turned out to be a huge success(McCarthy).McCarthy first regards its success as a mystery since it’s only an indie game without any advertising but he finally points out that the success is just because players“have free rein to build, build, build”(par.18).People do enjoythe freedom to think and create.In effect, the situation is analogical when people encounter poems.“Who Is a Poet” and “Another Reason I Don’t Keep a Gun in the House” are two poems that both take advantages of audience’s imagination in order to convey its message.However, “Who Is a Poet” provides more freedom for audience to understand and to imagine, thus giving a more effective argument, while “Another Reason I Don’t Keep a Gun in the House” restricts audience’s imagination in the author’s world by giving a detailed imaginary scene.The detailed reasons why “Who Is a Poet” is better than “Another Reason I Don’t Keep a Gun in the House” will be gradually revealed by analyzing the logos, ethos, and pathos in those poems.Billy Collinswrites “Another Reason I Don’t Keep a Gun in the House” in an imaginarily narrative way, encouraging people to seek joy amidst sorrow.In the poem, the neighbors’ dog keeps barking which almost drives the speaker craze.Then he falls into his imaginary world where the annoying dog becomes a soloist.The story that the speaker uses imagination to make an irritating dog so funny tells people not to be stuck by little annoyance and try to make life happier.Wang2

Alternatively, Tadeusz Ró?ewicz writes “Who Is a Poet” to answer the question who is a poet.His argument is that poets are hard to define-anyone can be a poet under certain circumstances.Therefore, he actually gives a “vacant” definition of poets, and leaves the work to the audience who are guided to define their own poets.This kind of argument seems ridiculous but actually is a more effective way to argue such ill-defined items-it has no complete argument in the poem itself, but it has a unique argument once a reader start to read it.It’s the reader who completes the other half of the argument.Although the story in “Another Reason I Don’t Keep a Gun in the House” is quite interesting, it can only offer a very limited extent.“Who Is a Poet” does a much better job in offering chances for audience to think deeply.As a result, the latter one is superior to the former one in the interaction between poets and audience, which makes it a better argument.The logos,or the width of a poem’s context may wellconstrain the width of audience’s thoughts, thus playing an important role in an argument.The objects are very limited in “Another Reason I Don’t Keep a Gun in the House”-just the neighbors’ barking dog and the fictional dog soloist.Although that“dog” is likely to be a represent of all the annoyance, which provides a little more extent, the poem is far more restricted in comparison with “Who Is a Poet”.In “Who Is a Poet”,Ró?ewicz covers both abstract and figurative parts about poets.Thanks to its complex context, readers are able to think over it in severallevels, thus obtaining profound understanding that comes from thinking deeply.Generally, the width of poems’ contexts provides objective condition for readers to think freely.The ethos,or the reading process of a poem, does matter a lot with respect to the effect of the argument.Collins’s story starts from a narrative of the actual barking dog and then turns into a narrative of a fictional dog soloist using a transitional sentence “and now I can see him sitting

Wang3

in the orchestra”(Collins).The transitional sentence is a signal and it’s so clear and obvious that people jump into that particular scene without any other thoughts.However, the literal meaning of “Who Is a Poet” is somehow contradictory-Ró?ewicz states a poet can be both one who writes verses and one who doesn’t write verse(Ró?ewicz).The literal contradiction can lead audience into deeper thoughts, thus being capable of sending more messages which are not on the surface of the poem.This kind of sentence-pairs also appears in the beginning of the novel Tale of Two Cities-“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness …”(Dickens 8), which are a recognized extraordinary opening that constructs a solemn atmosphere.Such atmosphere helps people think deeply.The pathos isthe choice ofperson in poems.“Another Reason I Don’t Keep a Gun in the House” uses the first person which constrains the thoughts of readers, while “Who Is a Poet” is in the third person so that it can free the readers’ thoughts.Using the first person is known to be a good method to tell stories, though;it’s not a good idea to apply the first person in an argument.The use of “I” will absorb readers into the story and trap them within the story.Notice that although poems using the first person can take advantages of audience’s imagination,this kind of imagination is limitedwithin the author’s imagination.That is to say, the audience could at most imagine in the way the author imagines, being not able to go out of the author’s imagination.“Another Reason I Don’t Keep a Gun in the House” is actually an interesting poem with wild imagination, but after reading it, people only get the interesting idea of the barking dog and then little thing else.Alternatively, “Who Is a Poet” keeps in the third person and provides an insight of poets by offering a distance between readers and the characters in the poem.As a result, “Who Is a Poet” is also superior to “Another Reason I Don’t Keep a Gun in the House” according to the pathos.Wang4

“The message of the poem was defined as the interpretation of the poem, often linked to theme but encompassing more than that.It involves analyzing of unfolding what that would mean to the reader”(Patel).That’s true.Therefore, in order to “have something to be unfolded”, poems need some extra space that is left to readers, as opposed to proses, which are designed to instill the text into readers’ brain thus providing no extra space for readers.People prefer play games rather than watch television, for the former activity provides the freedom to think and create and Minecraft made a huge impact just by providing freedom for players.Not surprised, the poem “Who Is a Poet” which possessesan expansive width, a guidance of in-depth reading process, and the solemn use of the third person is superior to “Another Reason I Don’t Keep a Gun in the House”, for the former one has a higher degree of freedom provided for audience.According to the history of human beings’ exploration, in which humanbeings try again and again to free themselves from the limit of nature, human beings do pursue freedom, and do enjoy freedom, even when they are reading a poem.Wang5

Works cited

Collins, Billy.“Another Reason I Don’t Keep a Gun in the House.”

Dickens, Charles.Tale of Two Cities.London, GBR: ElecBook, 2001.ProQuest ebrary.Web.23 November 2015.Gallegos, Anthony.“Minecraft Review — PC Review at IGN.” IGN.Web.26 Nov.2015.McCracken, Harry.“The Mystery of Minecraft.” Time 181.21(2013): 40.Academic Search Complete.Web.23 Nov.2015.Patel, Pooja, and Leslie E.Laud.“Poetry Feedback That Feeds Forward.” Middle School Journal 46.4(2015): 24-31.ERIC.Web.22 Nov.2015.Ró?ewicz, Tadeusz.“Who Is a Poet.”

第四篇：對(duì)比選擇型英語(yǔ)作文

對(duì)比選擇型：

Dictions: For this part, you are allowed 30 minutes to write a composition on the topic: Is A Test of Spoken English Necessary? You should write at least 120 words, and base your composition on the outline given in Chinese below: 1）很多人認(rèn)為有必要舉行英語(yǔ)口語(yǔ)考試，理由是…… 2）也有人持有不同意見(jiàn)…… 3）我的看法和打算

Is A Test of Spoken English Necessary? A test of spoken English will be included as an optional component of College English Test(CET).Model One Is A Test of Spoken English Necessary? A test of spoken English will be included as an optional component of College English Test(CET).This news causes a heated debate over the necessity of the test.It is commonly accepted that such a test in China is very necessary.In contrast, others think it unnecessary.Those who hold the first opinion suggest that the speaking ability is very important in today’s society.In their view, a test of spoken English will urge college students to improve their oral English.However, others think that writing skills would be enough for daily use.They argue that spoken English does not necessarily mean better opportunities.Considering one after another, I stand on the side of the former idea.First of all, English, as a language is a tool for oral communication.Furthermore, the ability to speak English fluently is a must for us in the more open China.Thirdly, the test will help us in our job seeking.Therefore, the test of spoken English is necessary.Model Two Is A Test of Spoken English Necessary? A test of spoken English will be included as an optional component of College English Test(CET).We may hear quite different comments on this idea.Most people take it for granted that such a test is necessary for college students.However, others hold a different opinion.A dominant idea is that English as a language is a tool for oral communication.In this opinion, such a test will make college students realize the importance of oral English.Nevertheless, the objectors think that many people need not use oral English at work.They argue that the test may not reflect the true level.As to me, I prefer the former opinion.On the one hand, I like exchanging ideas with foreigners.On the other hand, the ability to speak English fluently is a must for us in the more open China.Therefore, the test will give more incentive to our oral English.In conclusion, the test of spoken English is necessary.Model Three Is A Test of Spoken English Necessary? A test of spoken English will be included as an optional component of College English Test(CET).Different people will offer quite different ideas on this news.Many people assert that such a test is unnecessary in China.However, others believe that it is necessary.Some may proclaim that fluent oral English does not necessary mean better opportunities.They maintain such an idea because many people need not use oral English at work.In contrast, the objectors think that a fluent spoken English is badly in need in today’s society.They argue that English as a language is a tool for oral communication.As far as I am concerned, I agree to the latter opinion.First, the test can encourage college students to improve their spoken English.Second, the ability to speak English fluently is a must for us since China will continue her open-door policy.Last but not least, I like exchanging ideas with foreigners.In a word, the test of spoken English is necessary.

第五篇：英語(yǔ)培訓(xùn)機(jī)構(gòu)對(duì)比

英語(yǔ)培訓(xùn)機(jī)構(gòu)特點(diǎn)整理

一、李陽(yáng)瘋狂英語(yǔ)——讓三億中國(guó)人講一口流利的英語(yǔ)，讓中國(guó)之聲響徹全世界！李陽(yáng)瘋狂英語(yǔ)是在中國(guó)本土土生土長(zhǎng)的實(shí)用高效的英語(yǔ)學(xué)習(xí)方法，在廣大校園有很大的影響力。李陽(yáng)文化教育發(fā)展有限公司由“瘋狂英語(yǔ)”創(chuàng)始人李陽(yáng)老師于一九九五年九月創(chuàng)建，是一家從事語(yǔ)言文化教育事業(yè)推廣的企業(yè)；其前身是李陽(yáng)?克立茲國(guó)際英語(yǔ)推廣工作室。公司的中心品牌為“李陽(yáng)瘋狂英語(yǔ)”及“瘋狂漢語(yǔ)”。李陽(yáng)瘋狂英語(yǔ)學(xué)校以一流的專業(yè)口語(yǔ)培訓(xùn)為龍頭，在教學(xué)中堅(jiān)持使用 “李陽(yáng)瘋狂英語(yǔ)快速突破法”和“李陽(yáng)瘋狂英語(yǔ)Emax 課文快速背誦法”為教學(xué)兩大法寶，開(kāi)設(shè)了三大類王牌課程，1.世界公認(rèn)的一流的口語(yǔ)培訓(xùn)；

2.李陽(yáng)瘋狂英語(yǔ)Crazy Baby少兒英語(yǔ)專業(yè)培訓(xùn)；

3.李陽(yáng)瘋狂英語(yǔ)口語(yǔ)強(qiáng)化集訓(xùn)營(yíng)。

在一個(gè)相對(duì)封閉的環(huán)境中, 要求學(xué)生在衣食住行的過(guò)程中只能使用英語(yǔ)，在短時(shí)間內(nèi)形成英語(yǔ)思維習(xí)慣，適合學(xué)生參加。多以訓(xùn)練營(yíng)、夏令營(yíng)等短期全封閉培訓(xùn)為主，作為一種交新朋友、集體生活的體驗(yàn)對(duì)于學(xué)生來(lái)說(shuō)，參加一次這樣的英語(yǔ)培訓(xùn)也很不錯(cuò)。

總結(jié)：中國(guó)人喜歡的方法，注重口語(yǔ)的練習(xí)；已經(jīng)做了20多年，說(shuō)明其方法還是很有效果的，算是一大競(jìng)爭(zhēng)對(duì)手。

二、洛基國(guó)際英語(yǔ)——在線英語(yǔ)培訓(xùn)領(lǐng)導(dǎo)品牌 上海洛基國(guó)際英語(yǔ)，是一個(gè)致力于英語(yǔ)培訓(xùn)與個(gè)人潛能激發(fā)及個(gè)人發(fā)展規(guī)劃的知名教育品牌。公司不僅擁有與國(guó)際接軌專業(yè)性的管理人員，經(jīng)驗(yàn)豐富、細(xì)致踏實(shí)的編輯小組，還擁有完善的教學(xué)體系以及高度負(fù)責(zé)、富有激情的年輕師資隊(duì)伍。

洛基國(guó)際英語(yǔ)針對(duì)中國(guó)學(xué)員學(xué)習(xí)英語(yǔ)的思維和習(xí)慣，重點(diǎn)研發(fā)出了一套先進(jìn)有效的1+1的學(xué)習(xí)模式（短期突破+長(zhǎng)期鞏固）。

短期突破課程（洛基英語(yǔ)精英特訓(xùn)營(yíng)）以國(guó)際最新英語(yǔ)教材為核心，輔助整合和提煉了全世界數(shù)十種頂尖英語(yǔ)品牌最有效的聽(tīng)說(shuō)突破技術(shù)以及全世界最頂尖的互動(dòng)訓(xùn)練技術(shù)，連續(xù)5天5夜近百個(gè)小時(shí)的高強(qiáng)度魔鬼訓(xùn)練，每天至少連續(xù)16個(gè)小時(shí)浸泡在英語(yǔ)環(huán)境中，讓純正的英語(yǔ)輕松進(jìn)入學(xué)員的潛意識(shí)，讓你不知不覺(jué)地突破英語(yǔ)！

隨著IT技術(shù)的迅速發(fā)展，洛基國(guó)際英語(yǔ)結(jié)合了原有的英語(yǔ)訓(xùn)練技術(shù)與先進(jìn)的網(wǎng)絡(luò)學(xué)習(xí)技術(shù)平臺(tái)，打造了另一長(zhǎng)期精品課程“英語(yǔ)天才計(jì)劃網(wǎng)絡(luò)課程”。通過(guò)網(wǎng)絡(luò)在 線授課，可以為不同城市的學(xué)員同時(shí)提供更加長(zhǎng)期、系統(tǒng)的教學(xué)服務(wù)。先進(jìn)的“云學(xué)習(xí)”技術(shù)平臺(tái)，讓學(xué)員無(wú)論是在辦公室、在家還是出差中，隨時(shí)隨地方便學(xué)習(xí)。通過(guò)在線網(wǎng)絡(luò)，以最科學(xué)、時(shí)尚、便捷高效的學(xué)習(xí)方式，接受E-learning長(zhǎng)期、系統(tǒng)的教學(xué)。

中國(guó)最有效的面授培訓(xùn)技術(shù)和最先進(jìn)的網(wǎng)絡(luò)學(xué)習(xí)的平臺(tái)的完美整合，使洛基國(guó)際英語(yǔ)構(gòu)已躋身成為中國(guó)最頂級(jí)的英語(yǔ)教育培訓(xùn)機(jī)構(gòu)?！罢先蛑腔郏屓巳私钥蓪W(xué)習(xí)并從中受益”是洛基國(guó)際英語(yǔ)始終如一的教育使命。洛基國(guó)際英語(yǔ)全體同仁，正以飽滿的熱情，專注、專業(yè)的姿態(tài)，秉承不斷創(chuàng)新的能力，幫助越來(lái)越多人擺脫“聾 啞英語(yǔ)”，創(chuàng)造人生的輝煌。

總結(jié)：這個(gè)也是做短期英語(yǔ)培訓(xùn)的，你可以上他的網(wǎng)站看看，我覺(jué)得有借鑒的價(jià)值，他也是從嘴型開(kāi)始練，我目前感覺(jué)這個(gè)是我查的機(jī)構(gòu)中和我們最相似，也比較成熟的。http://jixun.rockyenglish.com/

三、新東方培訓(xùn)機(jī)構(gòu)——專注教育20年

新東方教育科技集團(tuán)，由1993年11月16日成立的北京新東方學(xué)校發(fā)展壯大而來(lái)，集團(tuán)以語(yǔ)言培訓(xùn)為核心，是一家集教育培訓(xùn)、教育產(chǎn)品研發(fā)、教育服務(wù)等于一體的大型綜合性教育科技集團(tuán)。新東方教育科技集團(tuán)于2006年9月7日在美國(guó)紐約證券交易所成功上市，成為中國(guó)第一家海外上市的教育機(jī)構(gòu)。截止到2008年底，新東方教育科技集團(tuán)已經(jīng)在全國(guó)39個(gè)城市設(shè)立了41所學(xué)校、400多個(gè)學(xué)習(xí)中心和6家子公司，累計(jì)培訓(xùn)學(xué)員700萬(wàn)人次。

聞名遐邇的應(yīng)試培訓(xùn)，英語(yǔ)四六級(jí)、雅思、托福等考試技巧傳授得不錯(cuò)，應(yīng)試品牌效用很強(qiáng)大。成人培訓(xùn)的影響力不如他家應(yīng)試培訓(xùn)做的那么聞名遐邇，不過(guò)品牌效用還是很好。明星老師口才比較好，上課氣氛熱烈，價(jià)錢相對(duì)實(shí)惠。是課堂面授，大班上百人，小班十余人，屬于傳統(tǒng)教學(xué)，創(chuàng)新度沒(méi)其他高，上課人數(shù)比較多。主要面向大學(xué)生、出國(guó)考試

總結(jié)：傳統(tǒng)培訓(xùn)

四、美聯(lián)培英語(yǔ)訓(xùn)機(jī)構(gòu)——全球體驗(yàn)式英語(yǔ)培訓(xùn)領(lǐng)先品牌

美聯(lián)的“體驗(yàn)式學(xué)習(xí)”是通過(guò)實(shí)踐來(lái)掌握語(yǔ)言,而不是傳統(tǒng)的課堂教學(xué)，或者說(shuō)，通過(guò)能使學(xué)習(xí)者完完全全地參與學(xué)習(xí)過(guò)程，使學(xué)習(xí)者真正成為課堂的主角。教師的作用不再是一味地單方面地傳授知識(shí)，更重要的是利用那些可視、可聽(tīng)、可感的教學(xué)媒體努力為學(xué)生做好體驗(yàn)開(kāi)始前的準(zhǔn)備工作，讓學(xué)生產(chǎn)生一種渴望學(xué)習(xí)的沖動(dòng)，自愿地全身心地投入學(xué)習(xí)過(guò)程，并積極接觸語(yǔ)言、運(yùn)用語(yǔ)言，在親身體驗(yàn)過(guò)程中掌 握語(yǔ)言。

美聯(lián)的“體驗(yàn)式學(xué)習(xí)”具備以下一些特征:

1.主動(dòng)學(xué)習(xí)

2.寓教于樂(lè)

3.學(xué)以致用

IPO+個(gè)性化輔導(dǎo)

Input: 通過(guò)軟件學(xué)習(xí)和美聯(lián)特有的英語(yǔ)游戲,輸入必要的詞匯,語(yǔ)法等語(yǔ)言儲(chǔ)備.為之后的語(yǔ)言加工和輸出打好基礎(chǔ)。

Process: 在體驗(yàn)式的課程上,以及課堂外的全英語(yǔ)教學(xué)環(huán)境中,老師會(huì)根據(jù)學(xué)生的語(yǔ)言輸入情況,通過(guò)交際教學(xué)法,糾正學(xué)生在語(yǔ)法,語(yǔ)音等方面的錯(cuò)誤,提高學(xué)生的語(yǔ)言精準(zhǔn)度。

Output: 在沙龍課,會(huì)話課上,以及美聯(lián)創(chuàng)造的真實(shí)的語(yǔ)言使用環(huán)境中,學(xué)員要使用英文來(lái)完成各種真實(shí)的任務(wù),比如采訪新學(xué)員,獲取外教信息等.是真正的task-based學(xué)習(xí).語(yǔ)言變成了完成任務(wù)的工具,回歸其社會(huì)屬性。

個(gè)性化跟蹤輔導(dǎo): SA的跟蹤輔導(dǎo)是美聯(lián)英語(yǔ)最富特色和競(jìng)爭(zhēng)力的教學(xué)服務(wù)內(nèi)容和方式，充分體現(xiàn)了美聯(lián)英語(yǔ)以學(xué)員為中心的核心理念。是指SA作為學(xué)習(xí)指導(dǎo)，對(duì)學(xué)員學(xué)習(xí)情況的跟蹤及指導(dǎo)。SA從學(xué)員進(jìn)校開(kāi)始，就應(yīng)該重點(diǎn)關(guān)注他們的學(xué)習(xí)方法，吸收的程度，及學(xué)習(xí)進(jìn)度，督促和鼓勵(lì)學(xué)員經(jīng)常來(lái)校上機(jī)和上課, 幫助學(xué)員最大限度地利用教學(xué)資源，在學(xué)習(xí)期內(nèi)成功完成學(xué)習(xí)。

與其他機(jī)構(gòu)有點(diǎn)不一樣的是，開(kāi)發(fā)了游戲

總結(jié)：上課的形式，注重體驗(yàn)式教學(xué)，注重學(xué)與玩的結(jié)合五、英孚培訓(xùn)機(jī)構(gòu)——全球卓著英語(yǔ)培訓(xùn)專家

1965年，一位名叫BertilHult的瑞典年輕人創(chuàng)辦了EF 英孚教育。1994年進(jìn)入中國(guó)市場(chǎng)的英孚教育，基于各大城市布點(diǎn)宣傳較多，網(wǎng)絡(luò)搜索排名第二。EF 英孚教育已躍居為全球最大的私人英語(yǔ)教育機(jī)構(gòu)，旗下有15個(gè)下屬機(jī)構(gòu)及非盈利性組織，主要致力于語(yǔ)言學(xué)習(xí)、留學(xué)旅游及學(xué)位課程等方面。如今，EF 英孚教育遍布全球51多個(gè)國(guó)家，幫助了1500多萬(wàn)學(xué)員，員工和教師多達(dá)31000多人。EF 英孚教育已經(jīng)把世界變成了一個(gè)英語(yǔ)大課堂。老外開(kāi)的公司，品牌宣傳投入大，知名度、費(fèi)用很高的英語(yǔ)培訓(xùn)“貴族”機(jī)構(gòu)之一。局限于大城市，高檔寫字樓的教學(xué)環(huán)境，英語(yǔ)學(xué)習(xí)氛圍較好。學(xué)習(xí)時(shí)間自由，要自制力較好和有品質(zhì)要求的學(xué)員。面授為主，輔助在線預(yù)習(xí)等學(xué)習(xí)，一對(duì)4+大班課+在線學(xué)習(xí)。面向成人、商務(wù)人士

總結(jié)：學(xué)習(xí)模式已經(jīng)比較成熟，配套學(xué)習(xí)軟件等設(shè)備已經(jīng)比較完善，費(fèi)用比較貴。

六、華爾街培訓(xùn)機(jī)構(gòu)——全新面貌，只為嶄新明天！

與英孚有很多類似，老外開(kāi)的公司，品牌宣傳投入大，知名度、費(fèi)用很高的英語(yǔ)培訓(xùn)“貴族”機(jī)構(gòu)之一。大城市高檔寫字樓的教學(xué)環(huán)境，英語(yǔ)學(xué)習(xí)氛圍較好。學(xué)習(xí)時(shí)間自由，要自制力較好和有品質(zhì)要求的學(xué)員。面授為主，輔助在線預(yù)習(xí)等學(xué)習(xí)，一對(duì)4+大班課+在線學(xué)習(xí)主要面向成人、商務(wù)人士

通過(guò)有效利用中心的外教小班輔導(dǎo)課、外教補(bǔ)充課和社交俱樂(lè)部及在線學(xué)習(xí)資源，“多元法”系統(tǒng)幫助您在社交、職場(chǎng)、學(xué)術(shù)領(lǐng)域成功提升英語(yǔ)溝通技能。

支持多媒體互動(dòng)課程讓您“聽(tīng)說(shuō)讀寫”樣樣行“讀寫練習(xí)”讓學(xué)習(xí)溫故而知新

外教小班輔導(dǎo)課，實(shí)現(xiàn)英語(yǔ)口語(yǔ)的突破

外教補(bǔ)充課，讓您的口語(yǔ)更流利

社交俱樂(lè)部和英語(yǔ)角，與外教開(kāi)心交流零距離

華爾街英語(yǔ)頻道 — 與外教互動(dòng)的在線課堂

華爾街英語(yǔ)頻道 — 與外教互動(dòng)的在線課堂

《哈佛管理大師》--管理培訓(xùn)課程華爾街英語(yǔ)國(guó)際網(wǎng)絡(luò)社區(qū)

隨時(shí)學(xué)英語(yǔ)在線課程--體驗(yàn)華爾街英語(yǔ)多媒體

英國(guó)《金融時(shí)報(bào)》網(wǎng)站獨(dú)家訪問(wèn)權(quán)

朗文在線英語(yǔ)辭典

總結(jié)：培訓(xùn)模式和英孚一樣，這里放了一些細(xì)節(jié)供參考，配套設(shè)備、系統(tǒng)規(guī)劃有必要。

七、韋博國(guó)際英語(yǔ)——為中國(guó)人提供更好、更快捷的英語(yǔ)學(xué)習(xí)方法

韋博國(guó)際英語(yǔ)于1998年來(lái)到中國(guó)，在中國(guó)經(jīng)濟(jì)最活躍的上海、廣州、大連、重慶、杭州、寧波、無(wú)等地開(kāi)辦了數(shù)十所培訓(xùn)中心。韋博已成為全中國(guó)最具規(guī)模的國(guó)際英語(yǔ)培訓(xùn)機(jī)構(gòu)，每年協(xié)助包括國(guó)家公務(wù)員、企事業(yè)管理人員、在校大學(xué)生在內(nèi)的近150，000人提高英語(yǔ)水平，開(kāi)創(chuàng)更理想的事業(yè)、更成功的人生，在不到10年的時(shí)間里在中國(guó)掀起了一場(chǎng)英語(yǔ)學(xué)習(xí)的新浪潮。優(yōu)勢(shì)：

時(shí)尚風(fēng)趣的專業(yè)外教

距離更近的英語(yǔ)學(xué)校

科學(xué)的學(xué)習(xí)方式

韋博國(guó)際英語(yǔ)以腦神經(jīng)語(yǔ)言科學(xué)的研究成果為依據(jù)，研發(fā)了一套革命性的以多媒體互動(dòng) 式英語(yǔ)學(xué)習(xí)，結(jié)合真正的全英語(yǔ)母語(yǔ)環(huán)境的“多元學(xué)習(xí)法”，著重針對(duì)中國(guó)學(xué)員的英語(yǔ)能力 提高。

合理的課程設(shè)置

更廣泛的社交面

卓越的英語(yǔ)學(xué)習(xí)效果

總結(jié)：主要市場(chǎng)目標(biāo)人群是成人。

八、環(huán)球雅思——中國(guó)最大的出國(guó)留學(xué)語(yǔ)言培訓(xùn)機(jī)構(gòu)！

雅思是最受語(yǔ)言培訓(xùn)網(wǎng)民關(guān)注的語(yǔ)言考試，市場(chǎng)上存在眾多以雅思輔導(dǎo)起家的語(yǔ)言培訓(xùn)機(jī)構(gòu)，市場(chǎng)競(jìng)爭(zhēng)激烈。環(huán)球雅思創(chuàng)于1997年，2001年成立環(huán)球雅思學(xué)校，2006年9月獲得軟銀賽富基金數(shù)億投資組建環(huán)球天下教育科技有限公司（Global Education & Technology Co., Ltd.）。在雅思考試這一塊是絕對(duì)的權(quán)威，要移民出國(guó)的語(yǔ)言考試選擇這錯(cuò)不了。針對(duì)考試開(kāi)設(shè)聽(tīng)力、口語(yǔ)、寫作、閱讀方面的針對(duì)性課程，適合專項(xiàng)突破。面授為主，大班教學(xué)。面向偏重出國(guó)、移民、留學(xué)的人士

總結(jié)：更多是出國(guó)的目標(biāo)人群

九、新航道——英語(yǔ)成功之道!

【簡(jiǎn)介】新航道英語(yǔ)（NEW CHANNEL INTERNATIONAL EDUCATION GROUP LIMITED）是由中國(guó)英語(yǔ)培訓(xùn)界著名領(lǐng)軍人物、英語(yǔ)教育專家胡敏教授率領(lǐng)一批國(guó)內(nèi)外語(yǔ)言培訓(xùn)界精英及專家學(xué)者共同創(chuàng)辦，美國(guó)國(guó)際數(shù)據(jù)集團(tuán)（IDG）和全球著名的教育培訓(xùn)機(jī)構(gòu)美國(guó)Kaplan國(guó)際教育集團(tuán)參與戰(zhàn)略投資的國(guó)際化語(yǔ)言教育機(jī)構(gòu)。

下轄教育文化發(fā)展公司、語(yǔ)言文化傳播公司、培訓(xùn)學(xué)校、留學(xué)服務(wù)中心、“學(xué)得快”個(gè)性化學(xué)習(xí)中心、各省市分支機(jī)構(gòu)等二十余家機(jī)構(gòu)，合作單位包括中國(guó)高等教育出版社、北京大學(xué)、外交學(xué)院、湖南衛(wèi)視等著名學(xué)術(shù)機(jī)構(gòu)和知名學(xué)府。

十、凱樂(lè)迪口譯——用國(guó)際譯員的方法，提高你的英語(yǔ)！

凱樂(lè)迪（Kinracdine）實(shí)戰(zhàn)口譯口語(yǔ)聽(tīng)力中心是由凱樂(lè)迪教育集團(tuán)在歐亞地區(qū)成立的權(quán)威實(shí)戰(zhàn)英語(yǔ)培訓(xùn)機(jī)構(gòu)（Kinracdine Interpretation and Translation Training Center）。凱樂(lè)迪培訓(xùn)中心擁有專職口譯講師87人，兼職口譯講師50人。口譯研發(fā)人員獨(dú)創(chuàng)“Detailing interpretation”(細(xì)化口譯)的教學(xué)體系，以“實(shí)戰(zhàn)國(guó)際會(huì)議口譯學(xué)習(xí)體系”為核心，秉承“提供頂尖教育服務(wù)”的辦學(xué)理念，為口譯學(xué)員修筑提高自身競(jìng)爭(zhēng)價(jià)值的踏腳石。國(guó)內(nèi)80%的知名企業(yè)高層助理和首席口譯員來(lái)自凱樂(lè)迪口譯培訓(xùn)。在全國(guó)一線城市布點(diǎn)較多，致力于英語(yǔ)同聲傳譯培訓(xùn)等口譯有深入研究和教學(xué)經(jīng)驗(yàn)。課堂面授，寒暑假班+周末班+口譯證書培訓(xùn)。主要面向大學(xué)生、商務(wù)人士、從事口譯相關(guān)工作的人士

總結(jié)：專注細(xì)分市場(chǎng)，做口譯，發(fā)展時(shí)間比較久，有一些帶薪實(shí)習(xí)的機(jī)會(huì)給學(xué)員去實(shí)踐練習(xí)。