为您找到与英语语法基础知识大全 初中英语语法相关的共200个结果:
下面是学习英语语法的基础知识哦,来学习下吧!
英语语法基础知识入门教程
音 标
学习提示:
在我们开始学习英语语音音标之前,有一点大家要记住:不要试图用汉语普通话的近似的音去代替英语的音标。例如,有人把英语字母“n’'念成“恩”,用汉语的“e”来代替英语的[e],把字母f、m、x分别念成“爱弗”、“爱木”、“爱克斯”。这是一种很坏的习惯,它使你永远也学不到纯正的英语发音。记住,英语的音标跟汉语的音标缺乏可比性。例如,英语的单元音有十二个之多,而汉语只有六个。即使是两者相似的音,它们在发音的口型、音的长短上都有差别。
音素分类:
英语的音标共有48个,其中元音音标20个,辅音音标28个。相信大家对它们都不陌生了,在正式开始音标学习之前,让我们再来熟悉一下这48个音标。
元音
1、单元音 前元音:[i] [i:] [e] [?]
中元音:[?:] [?] [?]
后元音:[a:] [?] [?:] [u] [u:]
2、双元音 合口双元音:[ei] [ai] [?i] [?u] [au]
集中双元音:[i?] [ε? ] [u?]
辅音
1、爆破音 [p] [b] [t] [d] [k] [g]
2、摩擦音 [f] [v] [θ] [e] [s] [z] [?] [?] [h] [r]
3、破擦音 [ts] [dz] [tr] [dr] [t?] [d?]
4、鼻音 [m] [n] [?]
5、半元音 [j] [w]
6、舌侧音 [l]
音标记忆法:
不要为音标的分类名称操心,你并不需要记住这些名称;也不要为音标的数目太多而发愁,照下面的两个记忆方法去做,你一定能在十分钟内将所有的英语音标记住。
一、元音分组记忆法:将元音音标分成四个大组和四个单个,帮助记忆。
1、四大组
第一组 第二组 第三组 第四组
[i] [i:] [i?] [ei] [ai]
[?] [?:] [?u] [ε?]
[u] [u:] [u?] [au]
[?] [?:] [?i]
记忆窍门:
第一组为“基本型”;第二组为基本型的“延长型”;在基本型后加长音符号;第三组为基本型的“前置型”;第四组为基本型的“后置型”。
2.四单个:一座山[?],一朵花[?],一个[e],一个[a:]
二、辅音成对记忆法:将辅音分成十对和八个单个,帮助记忆。
1.十对
爆破组 摩擦组 破擦组
[p] [b] [f] [v] [ts] [dz]
[t] [d] [θ] [e] [tr] [dr]
[k] [g] [s] [z] [t?] [d?]
[?] [?]
记忆口诀: 十对的辅音清、浊成对,每对的发音部位相同。
2.八单个:[m] [n] [?] [j] [w] [r] [l] [h]
记忆口诀:三鼻音[m] [n] [n], 两半元[w] [j] , 一个[r],一个[l],还有一个[h]。
音节
一、定义:一个元音音素(双元音为一个音素)为一个音节。
1、[ai] [n?u] [st?nd] [ti:t?] 均为单音节。
2、['mi:t?] ['reiz?] 均为双音节。
3、['s?u??list] [repri'zent?tiv]均为多音节。
二、音节的划分:
1、每两个元音之间有一个辅音,该辅音归后。如:['mi:t?] ['reiz?]
2、每两个元音之间有两个辅音,则前后各一个。如:['men??nd] ['f?ktri]
3、每两个元音之间有三个及以上的辅音,依次读出其本身的发音即可。如:
['empti]
简记为:一归后,二分手。
试读:[steid] ['a:ft?] ['men??nd] ['f?ktri] ['s?u??list] [repri'zent?tiv]
三、开、闭、r音节:
1、开音节,又分绝对开音节和相对开音节。
绝对开音节:以发音的元音字母结尾的音节。如:no,we.she。
相对开音节:以元音字母+辅音字母(r除外)+不发音的e结尾的音节。如:these,those,page,life,use。
2、闭音节:以一个或几个辅音字母(r除外)结尾,而中间只有一个元音字母的音节。如:bad,desk,sit,long。
3、,元音字母+r,即 ar er ir or ur
4、元音字母在重读开音节、重读闭音节和r读音节中的读音。
元音字母在重读音节中的读音
字母 开音节 例词 闭音节 例词 r音节 例词
A [ei] name [?] bag [a:] car
E [i:] these [e] pen [?:] her
I [ai] bike [i] his [?:] girl
O [?u] no, note [?] not [?:] for
U [ju:] student [?] bus [?:] nurse
由上表可见:元音字母在重读的开音节中就读字母本身的音。(注意:一切规律都不能包罗万象,如,不符合此规律的词有come, love 等等)
句子成分与句子
第一章 句子成分
构成句子的各个部分叫做句子成分。英语句子主要成分有主语、谓语、表语、宾语、状语、补足语和定语。
1、主语
主语是一个句子的主体,是句子所要说明的人或事情,表示句子描述的是“谁”“什么”。主语一般位于陈述句句首,但在there be结构中主语位于谓语后面。
能作主语的有名词类(含代词、数词);非谓语(含不定式、ing 分词)、从句。
1)名词类
Professor Smith is a famous scientist.史密斯教授是著名的科学家。
We often speak English in class.我们经常在课堂上说英语。
One-third of the students in this class are girls.这个班1/3的学生是女生。
2) 非谓语
To master a foreign language is necessary.掌握一门外语是必要的。
Smoking does harm to the health.吸烟有害健康。
3)从句
When we are going to have an English test has not been decided yet.
我们什么时候进行英语测验还没有决定。
Whether he’ll join us in the discussion is of great importance.
他是否参加我们的讨论是很重要的。
2、谓语
谓语说明主语所做的动作或具有的特征和状态。只有动词在句中才能作谓语,一般放在主语之后。
1)简单谓语
由一个动词或动词短语构成。如:
He practices running every morning.他每天早晨练习跑步。
Yesterday afternoon he reached China.昨天下午他到达桂林。
2)复合谓语
(1)由情态动词或其他助动词加动词原形构成
You may keep the book for two weeks.这本书你可以借两周。
You’d better not take the magazine out of the reading-room.
你最好不要把这本杂志拿出阅览室。
He has caught a bad cold.He has to go to see a doctor.
他患了重感冒,必须去看医生。
3、表语
表语用来说明主语的身份、特征和状态,它一般位于系动词(如be,become,get,look,grow,turn,seem等)之后。
能作表语的有名词类(含代词、数词);形容词;非谓语动词(含分词、不定式、动名词;介词短语、副词及从句。
1)名词
He is an astronaut.他是一位宇航员。
2)形容词
The weather has turned cold.天气变冷了。
3) 非谓语动词
My job is to teach English. 我的工作是教英语。
The speech is exciting.这演讲激动人心。
His hobby is playing football.他的爱好是踢足球。
The teacher was pleased with my spoken English.老师对我的英语口语很满意。
4)介词短语
The machine must be out of order.这机器一定出毛病了。
He is against our plan.他反对我们的计划。
5)副词
Time is up.The class is over.时间到了,下课。
My father isn’t in.He is out.我父亲不在家,他出去了。
6)从句
The truth is that he has never been abroad.实际情况是他从未出过国。
What I want to know is when we’ll have the sports meet.
我想知道的是我们什么时候开运动会。
4、宾语
宾语表示及物动作的对象或承受者,用于回答谓语“谁”和“什么”,一般位于及物动词后面。但英语介词后也要求用宾语。
可充当宾语的内容和主语一样。
1)名词类
They went to see an exhibition yesterday.他们昨天去看了展览。
We should learn from him.我们应该向他学习。
2)非谓语类(不定式、ing 分词)
He pretended not to see me.他假装没有看见我。
She didn’t know what to do next.她不知道下一步做什么。
I enjoy listening to popular music.我喜欢听流行音乐。
3)从句
I think(that)he is fit for his office.我认为他称职。
He asked me whose pronunciation was the best in the class.
他问我班上谁的发音最好。
5、补语
补语用于补充说明主语或宾语。补语通常由形容词、名词或其他相当的结构担任。补语可分为宾语补足语和主语补足语。
1)宾语补足语:
The government appointed her chief delegate to the conference.
政府任命她为出席那个会议的代表团团长。(名词)
He doesn’t believe the story true.
他不相信这故事是真的。 (形容词)
The doctor advised her to stay in bed for a week.
医生建议她卧床休息一周。 (不定式)
They saw her walking into the bookstore.
他们看见她进书店了。 (分词短语)
The children saw the kite up and up.
孩子们看到风筝越飞越高。 (副词)
You should put your books in order.
你应该把书摆整齐。 (介词短语)
2)主语补足语:含宾语补足语的句子改成被动语态时,原宾语和宾语补足语便分别成为主语和主语补足语。
We found him working in the office.(在此主动句子中working是宾补)
我们发现他正在办公室工作。
He was found working in the office.(在此被动句子中working是主补)
他被发现在办公室工作。
6、定语
用来修饰、说明、限定名词或代词的词、短语或从句称为定语。
可充当定语的有形容词;非谓语类(含不定式,ing 分词和ed 分词);名词类(含代词、数词、名词所有格);介词短语、副词和从句。
单个词作定语通常位于所修饰的词之前,但短语、从句作定语时通常位于所修饰的词之后。
1)形容词
Guilin is a beautiful city.桂林是一座美丽的城市。
A bright future shines before us.光明的未来展现在我们眼前。
2) 非谓语类
The building to be built next year will be our school.
明年要建的那幢楼将是我们的学校。
China is a developing country;America is a developed country.
中国是一个发展中国家,美国是一个发达国家。
3)名词类
There are thirty women teachers in our schoo1.我们学校有30名女教师。
More than thirty students in our class have read the book.
我们班三十多个学生读过这本书。
Mary’s parents have gone abroad.玛丽的父母出国了。
4) 介词短语
He is reading an article about how to learn English.
他正在读一篇有关如何学习英语的文章。
Who is the girl in red? 穿红衣服的那个姑娘是谁?
5)副词(多位于被修饰词之后)
A noise outside made him turn around.外面的喧闹声使他转过身来。
The man in the room below is friendly.楼下房间的那人很友好。
6)从句
There is nothing that worries him.没有什么事使他烦恼。
I will remember the day when I first met her.
我将记住第一次遇见她的那一天。
7、状语
修饰动词、形容词、副词或整个句子,说明动作或状态特征的句子成分,叫做状语。
可充当状语的主要有副词、介词短语、非谓语类和从句。
1)副词
Light travels most quickly.光传播得最快。
Factories and buildings are seen here and there.
到处都能见到工厂和建筑物。
2)介词短语
He has lived in the city for ten years.他在那座城市住了10年了。
In spite of the difficulties,we went on with our work.
尽管有困难,但是我们仍继续工作。
3)非谓语类
The box is too heavy for me to lift.这个箱子太重,我抬不起。
He is in the room making a model plane.他在房间里做一架飞机模型。
Not knowing what to do,he decided to ask the teacher for advice.
他不知道怎么办好,就去问老师。
Encouraged by the teacher,I made up my mind to learn English well.
在老师的鼓励下,我决心把英语学好。
4)从句
Once you begin,you must continue.一旦开始,你就得继续下去。
I must work harder in order that I may catch up with the others.
为了赶上其他人,我必须更努力学习。
状语的种类
1)时间状语
How about meeting again at six? 6:00再见面怎样?
2)原因状语
Last night she didn’t go to the dance party because of the rain.
由于下雨,她昨晚没有去参加舞会。
3)条件状语
I shall go there if it doesn’t rain.如果不下雨,我将到那里去。
As(So)long as you work hard,you can make rapid progress in English.
只要你努力,你就可以在英语方面取得很快的进步。
4)地点状语
Mr. Smith lives on the third floor.史密斯先生住在3楼。
Where there is water,there is life.有水的地方,就有生命。
5)方式状语
She put the eggs into the basket with great care.
她小心地把鸡蛋放在篮子里。
He has greatly improved his spoken English by this means.
他用这种方式极大地改善了他的英语口语。
6)伴随状语
She came in with a dictionary in her hand.她进来时手里拿着一本字典。
The teacher came in, followed by a group of students.
老师走了进来,后面跟着一群学生。
7)目的状语
In order to catch up with the others,I must work harder.
为了赶上其他人,我必须更努力学习。
I went there to see a friend of mine.我去那里看我的一个朋友。
8)结果状语
He was so tired that he fell asleep immediately.他累极了,立刻就睡着了。
We arrived there only to find an empty room.
我们到了那儿只发现了一个空房间。
9)让步状语
She works very hard though she is old.
虽然她年纪大了,但她仍然十分努力工作。
No matter when you come,you are warmly welcomed.
不管你什么时候来,都欢迎。
10)程度状语
They were greatly moved to hear the hero’s story.
听了英语的故事,他们深受感动。
I quite agree with you.我完全同意你的意见。
11)比较状语
I am taller than he is.我比他高。
The more I speak English,the better I’ll be.我越多讲英语,就讲得越好。
句子成分练习
指出下列句中画线部分的词性及在句中的作用
1. Tonight we have something special for dinner.
2. a. Thank you for years of your valuable service
b. She keeps her jewels, money and other valuables in the bank
3. He is a very fine musician.
4. a. The farmer enjoys the beauty of the long stretch of his land.
b. My wool sweater stretched when I washed.
5. a. I had a sharp pain in my back.
b. The meeting starts at 3 o’clock sharp.
6. a. Sound travels at 1,000 feet per second.
b. Your idea sounds a good one.
c. Old as Mary is,she still enjoys sound health
7. a. Father booked three seats on a plane.
b. Tom bought the tickets at the booking office outside the cinema.
8. a. On his way home he bought some apples at fruit stand.
b. The injured driver can hardly stand the pain any longer
c .This book stands high in my opinion.
9. To construct a reservoir is an important government project
10. a. Lovely Christmas presents are placed on the floor around a tree.
b. When George left office, the director presented him with a silver teapot.
c. We learn from the past, experience the present, and hope for success in the future.
第二章 句子
第一节 简单句
简单句的五种基本句型
英语句子的主要特征是:是句子就必须含有主、谓。英语简单句有以下五种基本句型。
1.主语+系动词+表语(简称,主系表)
系动词+表语构成名词性合成谓语;可作表语的有名词、名词所有格、代词主格或宾格、名词性物主代词、指示代词、不定代词、形容词、副词、数词、介词短语、现在分词、过去分词、动名词、动词不定式和从句等。
She is a student.(名词)她是个学生。
He seems a clever boy.他似乎是个聪明的男孩。
She looks like her mother.(介词短语)她样子象她母亲。
The film is moving.(现在分词)这影片令人感动。
This shirt is not yours,but hers.(名词性物主代词)
这件衬衫不是你的,是她的。
2.主语+不及物动词(简称,主谓)
The sun rises.太阳升起来了。
He has just come.他刚来。
3.主语+及物动词+宾语(简称,主谓宾)
We love our motherland.我们热爱祖国。
she reads newspapers after supper.她晚饭后读报。
I like swimming.我喜欢游泳。
Li Ping wants to be a doctor.李平想当医生。
4.主语+及物动词+间接宾语+直接宾语(简称,主谓双宾)
直接宾语和间接宾语又叫双宾语。直接宾语指物,间接宾语指人。二者没有逻辑的主谓关系。要求跟双宾语的动词可分为两类:
(1)give,show,send,pass,hand,lend,post,serve,read,take,write,tell,teach.return,wish,allow,offer,promise,throw等。(sth. to sb.)
I lent her a novel.= I lent a novel to her. 我借给她一本小说。
Please show her your photos.= Please show your photos to her.
请把你的照片给她看看。
(2)buy,do, make,find,build, choose,cut,draw, earn,gather,paint,pick, prepare get,order,sing,spare等。(sth. for sb.)
Her mother bought her a red skirt.
= Her mother bought a red skirt for her.
她母亲给她买了一条红裙子。
Please do me a favor.= Please do a favor for me. 请帮个忙。
5.主语+及物动词+宾语+宾补(简称,主谓复合宾)
有些动词带一个宾语意思不完整,还需要一个宾语补足语进一步说明,意思才完整。宾语+宾语补足语构成复合宾语。宾语和宾语补足语之间有逻辑的主谓关系。双宾语之间则没有逻辑的主谓关系。
可作宾语补足语的词类有:名词、形容词、副词、不定式、现在分词、过去分词和介词短语。
常见的要求带宾补的动词有:make,elect,choose,call,name,leave,find, keep, think, set, let,see,show,ask,tell,invite,want,wish,advise,get,force,oblige,allow,permit,like,encourage,order,expect,prefer,hate,persuade等。
Her parents named her Mary.(名词)父母给她取名玛丽。
Do you find life hard here?(形容词)你感觉这儿的生活艰苦吗?
I’m so glad I found you in.(副词)我很高兴你在家。
I strongly advised him not to do so.(不定式)我竭力劝他不要这样做。
Suddenly I felt the atmosphere grow tense.
(不带to 的不定式)我突然感到气氛紧张起来。
I noticed him leaving the house.(-ing形式)我注意到他离开房子。
I was glad to see them so well treated.
(-ed形式)看到他们受到这样好的待遇,我很高兴。
另外,有些动词要求用it作形式宾语,名词或形容词作宾补,如:make,find,feel,think.
I feel it necessary to speak about my opinion.
(形容词)我觉得有必要谈谈我的意见。
思考题
1、什么叫双宾语?
2、什么叫复合宾语?
3、双宾语和复合宾语有什么区别?举例说明。
练习题:说出系列各句分别是哪种句型;如果含有宾补,请划出作宾补的词语。
1、The old man stopped to watch the children playing.
2、She is deeply moved.
3、What I want is this.
4、She is out.
5、Her job is looking after the children.
6、I hope that you can often write me letters.
7、Allow me a few minutes to read the magazine.
8、She offered an old man her seat.
9、She wrote a letter to me.(她写了封信给我。)
10、She wrote a letter for me.(她替我写了封信。)
11、How do you find the dish?
12、Please ask them upstairs.
13、Will you allow me to take this magazine home?
14、I’ve never seen you look so well before.
15、He kept you wait a long time.
16、They invited me to attend the party.
17、They made Smith the president of the University.
18、Doctors recognize Johnson as a leading authority.
19、His teacher advised him to take up the piano.
20、He gave me the facts in brief
第二节 并列句
并列句包括两个或两个以上并列而又相互独立的简单句。其结构为“简单句+连词+简单句”或中间由“;”连接。
1、表示延续、并列关系的连词有and(同,和),so(所以,因此),for, therefore(因为,所以),not only…but(also)(不仅……而且),neither…nor(既不……也不)等。如:
We help them and they help us.
我们帮助他们,他们帮助我们。
He has been working hard, so he has made much progress recently.
他一直努力工作,所以他近来取得了很大进步。
I think,therefore I exist.
我思故我在。
She not only writes her own plays, but she also acts in them.
她不仅自己编剧本,还饰演其中的角色。
He neither speaks English, nor understands it.
他既不会讲英语,也听不懂英语。
2、表示两者之间选择其一常用的有or(或者,否则),otherwise(否则),or else(否则),either…or(不是……就是)。如:
Either he is to blame or I am.
不是他该受责,就是我该受责。
You must go to work or/or else/otherwise you’ll lose your job.
你得去上班了,要不然就要失去这份工作了。
3、表示转折关系的并列连词有but(但是),yet(然而),still(仍然),however(然而),while(而,可是另一方面),whereas(而,反过来)等。
He is well over seventy, but he doesn’t look at all old.
他七十多岁,但看上去一点儿也不老。
She trained hard all year, yet she still failed to reach her best form.
她全年艰苦训练,然而仍未达到自己的最佳状态。
I drink black coffee while he prefers it with cream
我爱喝清咖啡而他喜欢加奶油的。
第三节 复合句
复合句由一个主句和一个或一个以上的从句构成。从句包括名词性从句(主语从句,宾语从句,表语从句)、状语从句和定语从句。 如:
What he said is true. 他所说的是真的。(主语从句)
I didn’t hear what he had said. 我没听见他说的什么。(宾语从句)
The question is who will go there. 问题是谁愿意去那里。(表语从句)
I was about to leave,when the telephone rang.
我正准备离开,电话响了。(状语从句)
This is the book that I bought yesterday. 这是我昨天买的书。(定语从句)
名词性从句、状语从句和定语从句三大从句的具体用法下面我们要分别具体解释。
练习:判断下列句子是并列句还是复合句。
1. The wind blew hard; the snow fell heavily.
2. Use your head,and you’11 find the answer.
3. Do what you’ve been told,otherwise you will be punished.
4. Would you like a cup of coffee or shall we get down to business right away?
5. He is strong,while his brother is weak.
6. He got up early,(and)yet he failed to catch the early bus.
7. He knew what he wanted,however,he didn’t know how to get it.
8. Why he didn’t come wasn’t quite clear.
9. When we’ll have the sports meet hasn’t been decided yet.
10. She is weak, while his son is strong.
11. Though he is old,(yet)he works very hard.
12. I really believe(that)Tom was telling the truth.
13. I am sure that we can get there on time.
14. Do you know the man who is talking to Mr. Jack?
15. Where there is a will, there is a way.
16. Spring comes and trees turn green.
17. He doesn’t smoke,neither/nor does his brother.
18. I spoke so slowly that I could make myself understood.
第四节 名词性从句
一、 定义
首先,请同学们说出下列句各中划线词的词性及语法作用。
Mary is a teacher.
I like English.
结论:它们都是名词,在句中分别做主语、表语和宾语。即在英语中名词的主要作用是做主语、表语和宾语。
然后,我们一起分析下列各句中划线部分的语法作用。
That Mary is a teacher is known to us all.
I know that Mary is a teacher.
The fact is that Mary is a teacher.
结论:它们分别做主语、宾语和表语。均起到了一个名词的作用。再者,划线部分本身就是一个句子,故在复合句中起名词作用的从句统称名词性从句。
二、分类
请重读上述例句并依据它们在全句中的作用,说出它们具体的从句名称。
That Mary is a teacher is known to us all.
I know that Mary is a teacher.
The fact is that Mary is a teacher.
结论:在复合句中起主语作用的从句称为主语从句;
起____作用的从句称为宾语从句;
起表语作用的从句称为____从句;
名词性从句分三类:主语从句;宾语从句和表语从句。
三、连词
引导名词性从句的引导词有三类:
1. that
2. whether/if(主要用于引导主语从句和宾语从句);as if(主要用于引导表语从句)
3. who, whom, whose, what, which, when, where, why, how.
主语从句
that引导的主语从句
That he will come tomorrow is certain.
That she became monitor made us happy.
英文中有一种习惯,把that 引导的主语从句用it来代替它,即it做形式主语,把做真正主语的主语从句放在主句之后。如:
That he will come tomorrow is certain.
=It is certain that he will come tomorrow. 再例:
It is necessary that we learn English well.
It is a pity that we can’t go shopping.
It is said that he has been to England.
whether引导的主语从句
Whether she will be our teacher is not clear.
=It is not clear whether she will be our teacher.
Whether he will succeed or not doesn’t interest me.
=It doesn’t interest me whether he will succeed or not.
wh-词和how 引导的主语从句
(who, whom, whose, what, which, when, where, why均以wh开头,故统称wh-词)
Who will be our English teacher has not been decided.
What you have said sounds reasonable.
注意:1. that在主语从句中不起任何语法作用,但不能省略。
2. if 不能引导主语从句。
宾语从句
它可以作动词谓语的宾语,也可作非谓语动词、某些介词和某些形容词的宾语。
that引导的宾语从句
I really believe(that)Tom was telling the truth.
I am sure that we can get there on time.
由that引起的宾语从句在意思上相当于陈述句,此时that常可省去,但在以下几种情况下,that不可省。
1)that从句被短语,词组等与谓语动词分隔开时,that不可省。
They told us once again that this should never happen.
(此句中that引导的宾语从句被词组once again与主句隔开,因此that不可省。)
Everyone could see,I believe, that Mike was terrified.
(句中I believe为插入语,故that不可省)
2)当连接两个或两个以上的宾语从句时,第二个从句及以后的连接词that不可省。
She said(that)her mother had gone abroad and that she would come back in a week.
whether,if 引导的宾语从句
I don,t know if/whether he has ever been to New York.
I wonder whether he can speak German or not.
以上例句中的whether和if(是否)都是引导宾语从句的,一般情况下whether,和if可互换。但在下列情况下whether和if不可换用。
1)whether之后可紧跟or not或构成whether.. .or not结构,if后一般不能紧跟or not,但可构成if...or not结构.
I wonder whether/if Mr.Smith has arrived or not.
I wonder whether or not Mr.Smith has arrived.(不可用if代替)
2)当宾语从句是否定句时,只可用if而不可用whether。
I don’t care if she doesn’t smile.
3)当该宾语从句为介词宾语时,只可用whether而不可用if.
I’m not interested in whether you are against the proposal or not.
4)当宾语从句中出现了并列连词or构成的并列结构时,只可用whether而不可用if.
He asked me whether I was a student or a teacher.
wh-词和how 引导的宾语从句
I can’t imagine why he did that thing.
Please tell me where you went yesterday.
注意:1. 整个复合句是疑问句时,其中的宾语从句应用陈述句的语序。
2. 当主句的谓语动词是过去时态时,宾语从句的谓语应用过去相应的时态。(表示真理的和客观事实的除外)
表语从句
that引导的表语从句
The reason was that he fell ill.
My idea is that we should spend our holiday in Qingdao.
as if 引导的表语从句
The question is whether it is worth doing.
It looks as if it is going to rain.
wh-词和how 引导的表语从句
Is this where he was born?
The important thing is what on earth has happened to him.
The question is who will go there.
思考题
1.主语从句、宾语从句和表语从句为什么统称为名词性从句?
2.that 引导主语从句和宾语从句有什么异同?
3.whether 和if 在引导名词性从句时的区别是什么?
4.在宾语从句中,哪几种情况that不能省略?在语序和时态方面应注意什么?
练习:
一、找出下列各复合句中的从句并说明是什么从句,且口译全句。
1. It is a wonder that he should know so much about this matter.
2. I’m sure that you are the tallest man in the world.
3. We are afraid that the trip will be too much for an old man.
4. It doesn’t make much difference whether they come or not.
5. Whether or not he is your friend doesn’t too much.
6. Where she has gone is not known yet.
7. You may take whatever you like.
8. He told me where he had been.
9. I know when we will take off for London.
10. How he became a three-good student is known to us a11.
11. Why he didn’t come wasn’t quite clear.
12. It happened that they went out when I called.
13. When we’11 have the sports meet hasn’t been decided yet.
14. Whom the teacher will praise in class is an important question.
15. I’m sorry that I didn’t recognize you just now.
16. We are glad that none of you failed in this exam.
17. He said that he would call on his old teacher.
18. I heard that some of the old teachers in our school had retired.
19. I want to know what has happened to her.
20. Whose answer is correct will be discussed at the meeting.
21. Which composition is the best will be decided tomorrow.
22. I was surprised at what you said.
23. Did he say anything about how the work was to be done?
24. The question is whether it worth doing.
25. The reason is that he fell ill.
二、单项选择
1.Can you tell me_____?
A. who is that gentleman B.that gentleman is who
C. who that gentleman is D.whom is that gentleman
2.Can you tell me _____ the railway station?
A, how I can get to B. how can I get to
C. where I can get to D.where can I get to
3.Ask her _____ come with me.
A. if she will B.if will she
C.whether will she D.will she
4. I have no idea _____ far the airport is from here.
A.what B. how C.it’s D.that
5.They have no idea at all ______ .
A. where he has gone B.where did he go
C. which place has he gone D.where has he gone
6._____ he said is true.
A. What B.That C.Which D.Whether
7._____ you have done might do harm to other people.
A.That B. What C.Which D.This
8.They want to know _____ do to help us.
A. what can they B. what they can
C. how they can D.how can they
9. These photographs will show you ______.
A.what does our village look like B. what our village looks like
C.how does our village look like D.how our village looks like
10. _____ leaves the room last ought to turn off the lights.
A. Anyone B.The person C. Whoever D.Who
11. _____ we need more practice is quite clear.
A.When B.What C. That D./
l2. _____ I accept the gift or refuse it is none of your business
A.If B. Whether C. Even if D.No matter when
13._____ he is doing seems quite difficult.
A.How B.That C.Which D. What
14. ______ that there is another good harvest this year.
A.It says B. It is said C.I was said D.He was said
15. It is suggested that a new building_____.
A. be built at once B. should build next year
C.would be built at once D. could be built next year
16.It is suggested that the experiment _____ under low temperature.
A.makes B.is making C. should be made D.will be made
17._____ was quite helpful.
A. What they advised me to do B.That they advised me to do
C. What did they advise me to do D.All what they advised me to do
18._____ still needs to be discussed.
A. How is the plan to be carried out B. How the plan is to be carried out
C. Why is the plan carried out D. Why the plan is carried out
19.The question is _____ we’11 overcome all the difficulties.
A.what B. how C.that D.which
20.Shanghai is no longer the same city _____ .
A. as it used to be B.what it used to be
C. as it is used to being D.that it used to be
21.Is it possible _____ he misunderstood _____ I said?
A.that, that B. what, what
C.what, that D. that, what
22.He thought _____ he might fail in the exam worried him.
A.which B. that C.when D.so that
23.The fact is ____ he is an advanced worker.
A.what B.which C. that D.why
24.I have no idea _____.
A. what does the word“infinity”mean
B. what the word“infinity”means
C. what the meaning of word the“infinity”
D. what the word“infinity”mean
25.I wonder _____ he asked such a silly question in public.
A.how B.what C.that D. why
26.Are you sure _____?
A. whether she is honest B.that she is honesty
C. she is honest D.is she honest
27.He _____ you are not going abroad.
A.surprised that B. is surprised that
C.surprised at D. is surprised whether
28. What I said was wrong in the last letter for you.I wish I ______ it back.
A. could take B. would take C.will take D.take
浏览量:3
下载量:0
时间:
初中英语掌握好的学习方法来学习语法非常重要,下面就给您介绍一些初中英语语法学习技巧,希望能给您带来一定帮助。
英语中有大量的同义词比较,利用数学符号和表述可节约大量记忆细胞。如each,every表“每一个”作定语时的区别,就可以用这样的符号表示:each≥2,every≥3.both,all的区别both=2,all≥3;neither,none的区别neither=2,none≥3.
数学语言表述法:news不可数名词,paper不可数名词,负负得正newspaper可数名词。
图示法:other,another,the other,the others,others的区别:
○—● one…the other,
○—○●○ one…another ,
○—●●● one…the others,
○○○○—●●● some…the others ,
○○○○—●●●○○○○ some…others.
浏览量:2
下载量:0
时间:
学习一门语言,记忆这门语言的词汇是关键部分。因为对于学生而言,单词的记忆就犹如建大楼要打地基一般,地基打的是否牢固将会决定这座建筑是否稳固,质量是否合格,是否能交工、入住。词汇是英语学习的三要素之一。下面小编分享初中句子背单词给你们,希望对你们有用。
The crying boy tries to fry the dry crystal.
哭喊的男孩试图用油炸干晶体.
crying [ 'kraii? ] a. 叫喊的,啼哭的,显著的
boy [ b?i ] n. 男孩
try [ trai ] n. 尝试,试验 v. 试,尝试
fly [ flai ] n. 苍蝇,两翼昆虫,飞行 v. 飞,飞翔,逃走
dry [ drai ] a. 干的,枯燥无味的 v. 把...弄干,干掉
crystal [ 'kristl ] a. 清澈透明的,晶体的 n. 水晶
In the chimney the donkey and monkey found the key to the money monitor.
猴和驴在烟囱里找到了货币监视器的钥匙.
chimney [ 't?imni ] n. 烟囱
donkey [ 'd??ki ] a. 驴子 n. 驴
monkey [ 'm??ki ] n. 猴子 v. 胡闹,乱弄
key [ ki: ] a. 主要的,关键的 n. 钥匙 vt. 键入
money [ 'm?ni ] n. 钱
monitor [ 'm?nit? ] n. 监督器,级长,监听员 v. 监视,监听,监督 [计算机] 显示器,监视
At the edge of the wedged hedge, I acknowledged the knowledgeable man.
在楔形篱笆的边缘上,我向那位博识的人致谢.
edge [ ed? ] n. 边,边缘,优势 v. 侧身移动,挤进
wedge [ wed? ] n. 楔子,楔形物 v. 楔住,嵌,挤进
hedge [ hed? ] n. 树篱,障 碍
acknowledge [ ?k'n?lid? ] v. 承认,答谢,告知收到,确认,报偿
The shark's remark on the marble mark in the market is remarkable.
骗子关于市场上大理石标记的评论值得关注.
shark [ ?ɑ:k ] n. 鲨鱼
remark [ ri'mɑ:k ] n. 备注,评论,注意 v. 评论,注意,述及
marble [ 'mɑ:bl ] a. 大理石的,冷酷的 n. 大理石 vt.使有大理石的花纹
mark [ mɑ:k ] n. 标志,分数,马克 v. 做标记于,留意,打分数
market [ 'mɑ:kit ] n. 市场,交易,推销地区 v. 在市场上交易,使...上市
remarkable [ ri'mɑ:k?bl ] a. 显著的,异常的,非凡的,值得注意的
In the sparking park, the darling dark dog barked at the embarked larks.
在闪着火花的公园里,可爱的深色狗对着装载于船云雀吠叫.
sparking [ 'spɑ:ki? ] 发火花, 打火花, 点火
park [ pɑ:k ] n. 公园,停车处 v. 停车,置于,停车
darling [ 'dɑ:li? ] n. 亲爱的,可爱的人,可爱的物 a. 可爱的,亲爱的
dark [ dɑ:k ] a. 黑暗的 n. 黑暗,暗处
bark [ bɑ:k ] n. 树皮 v. 吠,叫
embark [ im'bɑ:k ] v. 乘船,着手,从事
lark [ lɑ:k ] n. 云雀,欢乐,百灵鸟
The drifter swiftly shifted the gift to the left of the lift.
那个漂泊者敏捷地将礼物换到电梯的左边.
drifter [ 'drift? ] n. 漂流者,漂流物,漂网渔船
swiftly [ 'swiftli ] ad. 很快地,即刻
shift [ ?ift ] n. 变化,移动,接班 v. 改变,移转
gift [ gift ] n. 礼物,天赋 vt. 给予
lift [ lift ] n. 举起,帮助,昂扬 n.电梯 v. 升高,举起,消散
The rival's arrival gives him a forgivable chance.
对手的到来给他一个可原谅的机会。
rival [ 'raiv?l ] n. 对手,竞争者 a. 竞争的 vt. 与…相匹敌,比得上
arrival [ ?'raiv?l ] n. 到达,到来
forgivable [ f?'giv?b(?)l ] a. 可宽恕的
From the fact, the shivering driver derives that the diver may thrive on river.
发抖的司机从这个事实得出结论说跳水员可以靠河流繁荣.
driver [ 'draiv? ] n. 驾驶员,司机
derive [ di'raiv ] v. 得自,起源,引申于
diver [ 'daiv? ] n. 潜水员
thrive [ θraiv ] v. 兴旺,繁荣
river [ 'riv? ] n. 江,河
The striver contrives to derive that privacy can't be deprived.
奋斗者想方设法推导得出隐私(权)不可剥夺.
contrive [ k?n'traiv ] v. 发明,设计,图谋
derive [ di'raiv ] v. 得自,起源,引申于
privacy [ 'praiv?si ] n. 隐私,隐居,秘密
deprive [ di'praiv ] v. 剥夺
The lively survivor surveyed the conveyer.
活泼的幸存者考察了输送装置.
lively [ 'laivli ] 活泼的, 活跃的, 栩栩如生的, 真实的
survivor [ s?'vaiv? ] n. 幸存者
survey [ s?:'vei ] n. 纵览,视察,测量 v. 审视,视察,通盘考虑,调查
conveyer [ k?n'vei? ] n. 输送机(运送者,交付者)
The living olive keeps the deliverer's liver alive.
活橄榄使发货人的肝脏继续存活.
living [ 'livi? ] a. 活着的 n. 生活,生计
olive [ '?liv ] n. 橄榄,橄榄树,橄榄色 a. 黄绿色的,黄褐色的,橄榄色的
deliver [ di'liv? ] v. 递送,表达,释放,交付,接生
liver [ 'liv? ] n. 肝脏
alive [ ?'laiv ] a. 活着的
With a knife the knitter ends his wife's life in the lifeboat.
在救生艇上编织者用小刀结束了他妻子的性命。
knife [ naif ] n. 刀 v. 用刀切割,如刀割般
knitter [ 'nit? ] n. 编织机(编织者)
wife [ waif ] n. 妻子
life [ laif ] n. 生活,生命
lifeboat [ 'laifb??t ] n. 救生船
Who made a whole hole in the holy holiday?
谁在神圣的假日里打了一个完整的孔?
hole [ h?ul ] n. 孔,洞,穴 v. 挖洞,掘坑,进洞
holy [ 'h?uli ] a. 神圣的,圣洁的
holiday [ 'h?l?di, 'h?lidei ] n. 假期,假日
The man who broke the sole solid lid is solemnly condemned.
打破这个仅有的实心盖子的人受到庄严谴责.
break [ breik ] n. 休息,中断,破裂 v. 打破,弄破,弄坏
sole [ s?ul ] a. 唯一的 n. 脚底,鞋底 n. sole 或soles 鳎鱼
solid [ 's?lid ] a. 固体的,结实的,可靠的,实心的 n. 固体
lid [ lid ] n. 盖
solemnly [ 's?l?mli ] ad. 严肃地, 庄严地
condemn [ k?n'dem ] v. 判刑,责备,处刑
By the ruler's schedule, the molecule capsules will play an important role in the roller.
根据统治者的时间表,这种分子胶囊将在滚筒上起重要作用.
ruler [ 'ru:l? ] n. 尺子 n. 统治者
roller [ 'r?ul? ] n. 滚筒,滚轴,滚转机
schedule [ 'sked?jul ] n. 时间表,一览表,计划 v. 安排,计划,预定,编制目录
molecule [ 'm?likju:l, 'm?u- ] n. 分子
capsule [ 'kæpsju:l ] n. 胶囊,太空舱
I deliberately liberated the man who was in despair and desperately struggled for liberation and liberty.
我有意解放了那个拼命地争取解放和自由的绝望者。
liberate [ 'lib?reit ] v. 解放,使获得自由,释出,放出 vt. 解放,使获自由
liberation [ ?lib?'rei??n ] n. 解放
liberty [ 'lib?ti ] n. 自由
despair [ dis'p?? ] n. 绝望,失望
desperately [ 'desp?ritli ] ad. 拼命地(极严重地,厉害地)
At the outset this set of setting settled the offset problem of the kettle.
在开始,这一套设置解决了水壶的弥补问题.
outset [ 'autset ] n. 开始,开端
set [ set ] n. 组合,集合,设定 n.一套,一副 v. 放置,设定 v.(太阳)落下去
setting [ 'seti? ] n. 安装,放置,周围,环境
offset [ '?:fset ] n. 抵销,支派,平版印刷 v. 弥补,抵销,用平版印刷 [计算机] 偏移
kettle [ 'ketl ] n. 水壶
I bet that he forgot the forged alphabetical targets.
我打赌他忘记了按字母顺序排列的锻造靶子.
bet [ bet ] n. 打赌,赌注 v. 打赌 vbl. 打赌
forget [ f?'get ] v. 忘记,忽略
target [ 'tɑ:git ] n. 靶,目标 vt. 把...作为目标 塔吉特(财富500强公司之一,总部所在地美国,主要经营零售)
forge [ f?:d? ] n. 熔炉,铁工厂 v. 打制,想出,伪造
alphabetical [ ?ælf?'betik?l ] a. 按字母表顺序的
The draft for aircraft is sent to the airline by airmail.
订购航空器的汇票用航空邮件寄给了航空公司.
draft [ drɑ:ft ] n. 草稿,草图,汇票 v. 起草,征兵
aircraft [ 'e?krɑ:ft ] n. 飞机
airline [ 'e?lain ] a. (飞机)航线的 n. (飞机的)航线,航空公司
airmail [ 'e?meil ] n. 航空邮件
On the impaired dairy the chairman lay in a pair of repaired chairs for haircut.
在遭到损害的牛奶场,主席躺在一对修理过的椅子上理发.
impair [ im'p?? ] v. 损害 [计算机] 损伤
chairman [ 't???m?n ] n.主席,会长
pair [ p?? ] n. 双,对,副 v. 使...成对
repair [ ri'p?? ] n. 修理,补救 v. 修理,补救,补偿
haircut [ 'he?k?t ] n. 理发
I met a fairly unfair affair upstairs.
我在楼上遇到一件颇不公平的事.
fairly [ 'f??li ] a. 公平地,相当 ad. 相当地
unfair [ '?n'f?? ] a. 不公平的
affair [ ?'f?? ] n. 事件,事情,事务
upstairs [ '?p'st??z ] a. 楼上的 ad. 在楼上,往楼上 n. 楼上
At the breakfast, the steak leaked from the break.
早餐时,肉片从缺口处漏出来。
breakfast [ 'brekf?st ] n. 早餐 v. (吃早餐 vi. 进早餐
steak [ steik ] n. 牛排
leak [ li:k ] n. 漏洞 v. 漏,泄漏 vi. 漏,渗
break [ breik ] n. 休息,中断,破裂 v. 打破,弄破,弄坏
The weak speaker made a speech on the bleak peak.
虚弱的讲话者在荒凉的山峰上发表了演说。
weak [ wi:k ] a. 不充分的,淡薄的,弱的,虚弱的,无力的
speaker [ 'spi:k? ] n. 说话者,发言者,说某种语言者,扬声器
speech [ spi:t? ] n. 演讲
bleak [ bli:k ] a. 萧瑟的,严寒的,阴郁的
peak [ pi:k ] n. 山顶,顶点,帽舌 v. 到达高点,消瘦,竖起
The mouse's tearing the blouse and trousers aroused the housewife's anger.
老鼠撕咬短衫和裤子激起了主妇的怒火。
mouse [ maus ] n. 老鼠,鼠标
blouse [ blauz ] n. 女衬衫
trousers [ 'tra?z?z ] n. 裤子
arouse [ ?=rauz ] v. 唤醒,鼓励,引起
housewife [ 'ha?swaif ] n. 家庭主妇
We beat (defeated) the cheat who heated the wheat.
我们打败了给小麦加热的骗子。
beat [ bi:t ] n. 打,敲打声,拍子 v. 打,打败
defeat [ di'fi:t ] n. 败北,失败 v. 击败
cheat [ t?i:t ] n. 骗子,欺骗行为 v. 欺骗,作弊
heat [ hi:t ] n. 热,热度,高潮 v. 加热,激昂,加热
wheat [ wi:t, hw- ] n. 小麦
He created the great creature with concrete for recreation.
他用混凝土创造了这个伟大的创造物作消遣.
create [ kri'eit ] vt. 创造,造成
great [ greit ] a. 大量的,很好的,美好的,伟大的,重要的 ad. (口语)好极了
creature [ 'kri:t?? ] n. 生物,动物,人
concrete [ 'k?nkri:t ] n. 水泥,混凝土 a. 具体的,实在的,水泥的 v. 凝结,结合
recreation [ rekri'ei?(?)n ] n. 消遣,娱乐
In the theater I threatened to treat the treaty with retreat.
在剧院里,我威胁要以退却来对待条约.
theater [ 'θi?t?(r) ] n. 戏院,电影院,剧场
threaten [ 'θretn ] vi. 构成威胁 vt. 威胁
treat [ tri:t ] n. 宴飨,款待 v. 视为,对待,处理,治疗
treaty [ 'tri:ti ] n. 条约,协定
retreat [ ri'tri:t ] n. 休息寓所,撤退,隐居 v. 撤退,隐退,向后倾
The man in neat sweaty sweater seated himself in the rear.
穿整洁的汗湿毛衣的男子在后面就坐.
neat [ ni:t ] a. 整洁的,巧妙的,端正的
sweaty [ 'sweti ] a. 汗流浃背的,热得令人发汗的
sweater [ 'swet? ] n. 毛衣
seat [ si:t ] n. 位子,席次,所在地 v. 坐
rear [ ri? ] n. 后面,背后 a. 后面的,背面的,后方的 v. 养育,饲养,举起
The lagging man tagged the bags among the luggage with small flags.
落伍者给行李中的袋子加上小旗标签.
lagging [ 'lægi? ] n. 落后(套板,外套) a. 落后的(慢的,迟缓的,凹凸不平的,粗造的)
tag [ tæg ] n. 标签,附属物,名称 v. 附以签条,尾随,添饰 n.标记, 标记符
bag [ bæg ] n. 包 v. 把...装入袋中,猎杀,占有 vt. 把...装进袋子
luggage [ 'l?gid? ] n. 行李
flag [ flæg ] n. 旗标,旗子,信号旗 [计算机] 标志 v.枯萎,减退
The ragged man drags a waggon of rag fragments.
那个衣衫褴褛的人拉着一货车破布碎片.
ragged [ 'rægid ] a. 衣衫褴褛的,粗糙的,刺耳的
drag [ dræg ] n. 拖,拖累 v. 拖累,拖拉,慢条斯理地走
rag [ ræg ] n. 破布,碎布 鲁尔煤矿(财富500强公司之一,总部所在地德国,主要经营采矿)
fragment [ 'frægm?nt ] n. 碎片,破片,断片 [计算机] 碎片
The lawyer's son-in-law likes hawk's claws and jaws.
律师的女婿喜欢鹰爪和下颌.
lawyer [ 'l?:j? ] n. 律师
hawk [ h?:k ] n. 鹰,掠夺他人的人 v. 放鹰,像鹰一般地袭击
claw [ kl?: ] n. 爪 v. (用爪)抓,撕
jaw [ d??: ] n. 颚,颌 v. 喋喋不休,教训
The drawer put the strawberries and raw paws into a drawer in the saw-mill.
绘图者把草莓和生熊掌放进锯板厂的抽屉里。
drawer [ 'dr?:? ] n. 抽屉
strawberry [ 'str?:b?ri ] n. 草莓
raw [ r?: ] a. 生的
paw [ p?: ] n. 手掌,手爪 v. 以蹄扒地,笨拙地使用,费力地前进
drawer [ 'dr?:? ] n. 抽屉
I had appetite for inviting the man who bit me despite I had spite against him.
我有意邀请咬我的人,尽管我怨恨他.
appetite [ 'æpitait ] n. 爱好,嗜好,食欲,胃口,欲望
despite [ dis'pait ] prep. 不管,尽管 v.憎恨,轻视
invite [ in'vait ] v. 邀请
spite [ spait ] n. 恶意,怨恨 vt. 刁难,伤害
against [ ?'genst, ?'geinst ] prep. 反对,靠,倚
On the exciting kite site, the excited reciter cited my verse.
在激动人心的风筝现场,激动的朗诵者应用了我的诗句。
exciting [ ik'saiti? ] a. 令人兴奋的
kite [ kait ] n. 风筝
site [ sait ] n. 位置,场所 v. 使...位于,使...放置
excited [ ik'saitid ] a. 兴奋的
recite [ ri'sait ] v. 背诵,朗读,叙述
cite [ sait ] v. 引用,引证,例证
verse [ v?:s ] n. 诗,韵文
The photographer put the graph in the paragraph on geographical geometry.
摄影师将图表插到论述地理几何学的段落.
photographer [ f?'t?gr?f? ] n. 摄影师
graph [ grɑ:f ] n. 图表,曲线图 v. 图表,用图表表示 vt. 以(曲线)图表示
paragraph [ 'pær?grɑ:f ] n. 段落 vt. 将...分段
geographical [ ?d?i?'græfik?l ] a. 地理(学)的
geometry [ d?i'?mitri ] n. 几何(学)
The telegram says that the diagrams show the grammar of the program.
电报说图表表示程序的语法.
telegram [ 'teligræm ] n. 电报 vt 用电报发送(打电报)
diagram [ 'dai?græm ] n. 图解,图表 v. 用图解法表示
program [ 'pr?ugræm ] n. 节目,程序,计划 v. 规划,拟...计划,制作节目
With gratitude he congratulated me on the celebration.
他怀着感激向我祝贺庆典.
gratitude [ 'grætitju:d ] n. 感谢的心情
congratulate [ k?n'grætjuleit ] v. 祝贺
celebration [ ?seli'brei??n ] n. 典礼,宗教仪式,庆祝会
The rational operator started a new era of opera cooperation in AD 2
理性的操作者在公元2000年开创了一个歌剧合作的新时代.
rational [ 'ræ??nl ] a. 合理的,理性的 n. 有理数
operator [ '?p?reit? ] n. 操作员,话务员,报务员
era [ 'i?r? ] n. 纪元,时代,年代
opera [ '?p?r? ] n. 歌剧
cooperation [ k?u??p?'rei??n ] n. 合作,协作
I can't tolerate the acceleration in decorating the refrigerator.
我不能容忍对冷库装饰的加速.
tolerate [ 't?l?reit ] v. 忍受,容忍,容许,宽恕 vt. 容忍,忍受,容许
acceleration [ æk?sel?'rei??n ] n. 加速,促进,加速度
refrigerator [ ri'frid??reit? ] n. 冰箱
The fateful up-to-date data of the gate have a fatal error.
大门的决定性最新数据有一个致命错误.
fateful [ 'feitful ] a. 宿命的,重大的,决定性的
up-to-date [ '?pt?'deit ] a. 最新的,现代的
data [ 'deit? ] n. 资料,数据
fatal [ 'feitl ] a. 致命的,毁灭性的
I've hatred for the hateful man's skates bought with prior private privilege.
我对那个可恶男子用优先个人特权购买的冰鞋感到厌恶.
hatred [ 'heitrid ] n. 憎恶,憎恨,怨恨
hateful [ 'heitful ] a. 憎恨的,可恨的,可恶的
skate [ skeit, skit ] n. 冰鞋 v. 滑冰 vi. 溜冰,滑冰
prior [ 'prai? ] a. 更重要的,较早的,在先的 ad. 居先
private [ 'praivit ] a. 私人的 n. 士兵
privilege [ 'privilid? ] n. 特权,特别恩典,基本人权 v. 给与...特权
With one penny I had this peculiar pen opened.
我花了一便士让人把这支奇特的钢笔打开了。
penny [ 'peni ] n. 便士
peculiar [ pi'kju:lj? ] a. 奇怪的,古怪的,特殊的,独特的
pen [ pen ] n. 钢笔 v. 圈进
open [ '?up?n ] n. 公开,户外,空旷 a. 开著的,开放的,公开的 v. 打开,公开,开放
I lowered flowing flowers below the table.
我把飘垂的花降低到桌子之下.
lower [ 'l?u? ] a. 低的,下级的,下层的 v. 降低,跌落,减弱
flowing [ 'fl?ui? ] a. 流动的,如流的,平滑的
flower [ 'flau? ] n. 花 v. 开花
below [ bi'l?u ] ad. 在下面,向下 prep.&a. 在...下面
The plowman slowly blows at the glowing globe.
犁地者对着发红的球体慢慢吹气.
plowman [ 'plaum?n ] n. 农夫
slowly [ 'sl??li ] a. 慢慢地 ad. 缓慢地
blow [ bl?u ] n. 吹,打击,殴打 v. 吹,风吹
glowing [ 'gl?ui? ] a. 白热的,灼热的,通红的
globe [ gl?ub ] n. 地球,地球仪,球体
The fellow's yellow pillow is hollowed by his follower.
那个家伙的黄色枕头被他的跟随者掏空了.
fellow [ 'fel?? ] n. 人,朋友,同事 a. 同伴的,同事的,同道的
yellow [ 'jel?u ] a. 黄色的 n. 黄色
pillow [ 'pil?u ] n. 枕头 v. 枕,搁,垫
hollow [ 'h?l?u ] n. 洞,窟窿,山谷 a. 空的,虚伪的,空腹的 v. 形成空洞,挖空
follower [ 'f?l?u? ] n. 从者,属下,追补者
The junior and senior of the senate all have driver's licenses.
参议院的年长者和年少者都有驾驶执照.
junior [ 'd?u:nj? ] n. 年少者,地位较低者,大学三年级学生 a. 年少的,下级的,后进的
senior [ 'si:nj? ] n. 年长者,上司,毕业班学生 a. 年长的,高级的,资深的
senate [ 'senit ] n. 参议院
driver [ 'draiv? ] n. 驾驶员,司机
licence [ 'lais?ns ] n. 执照,许可证,特许 v. 许可,特许,认可
The immense expense in condensing the steam made me tense.
凝结蒸汽的巨大开支使我感到紧张.
immense [ i'mens ] a. 巨大的,广大的
expense [ ik'spens ] n. 消费,支出
condense [ k?n'dens ] v. 浓缩,摘要,缩短
tense [ tens ] a. 紧张的,拉紧的 v. 变为紧张,拉紧
A sensible man's sensor is sensitive to nonsense on census.
明智者的传感器对人口调查废话敏感.
sensible [ 'sens?bl ] a. 明理的,明智的
sensor [ 'sens? ] n. 传感器,探测器
sensitive [ 'sensitiv ] a. 敏感的,仪器灵敏的,易受伤害的,感光的
nonsense [ 'n?ns?ns ] n. 无意义的事,荒谬的言行,荒.唐
census [ 'sens?s ] n. 户口普查 v. 实施统计调查
The offensive offender defended himself with the fence.
那个讨厌的触犯者用篱笆自卫.
offensive [ ?'fensiv ] a. 令人不快的,侮辱的,攻击用的
offender [ ?'fend? ] n. 罪犯,无礼的人,得罪人的人
defend [ di'fend ] v. 防护,辩护,防卫
fence [ fens ] n. 围墙,剑术 v. 用篱笆围住,练习剑术,防护 [计算机] 栅栏
The dependent dependant can't live independently and is not dependable.
依靠别人的被赡养者不能独立生活,更不可依靠.
dependent [ di'pend?nt ] a. 依靠的,依赖的
dependant [ di'pend?nt ] n. 家眷,侍从,食客
dependable [ di'pend?bl ] a. 可信任的,可靠的,可信赖的
浏览量:2
下载量:0
时间:
浏览量:3
下载量:0
时间:
下面是读文网小编整理的初中英语作文大全,欢迎大家阅读!
1、 你最喜欢的人,可以是名人;是你的家人;老师,同学,朋友等。请以The person I like Best 为题写一篇80个词左右的短文。
Tome is my good friend. He is 16 years old. He comes from America. He lives with his parents in China. He likes playing football, singing and drawing. He is good at English, but his Chinese isn’t good. He often helps me with my English, and I help him with his Chinese. We go to play football every Sunday. We always feel happy when we get together.
Notes to the Composition:
浏览量:2
下载量:0
时间:
我们从小学就开始学习英语,然而很多人却仍学不好,所以英语基础知识扎实不扎实很重要,今天读文网小编在这里为大家分享英语基础知识大全,欢迎大家阅读!
1、人称代词、物主代词和反身代词
I—me—my—mine—myself you —you—your—yourself (yourselves)
he—him—his—his—himself she—her—her—hers—herself
it—it—its—its—itself we—us—our—ours—ourselves
they—them—their—theirs—themselves
人称顺序you, he, she, I ; we, you, they
主格作主语;宾格作宾语,动词和介词之后通常作宾格;形容词性物主代词不能单独使用,通常放在名词之前;名词性物主代词=形容词性物主代词+名词,“of+名词性物主代词”表示所属关系。A friend of mine我的一位朋友; teacher of hers她的老师
浏览量:3
下载量:0
时间:
下面读文网小编为大家带来初中生英语日记大全,欢迎大家学习!
I'm a student in Senior Three. We have made a survey--"Who do you turn to when in trouble?" Here are the results.
Most of the students will go to their classroom or friends when in trouble they're almost of the same age, so they can talk with and understand each other easily. Some students will tell their teachers or parents about their troupes and ask for their help as the teachers and parents have rich experience and love them very much. They can be trusted by these students. Only a few students solve their problems all by themselves. They hate to talk with others and can’t get on well with others. They have few friends.
浏览量:2
下载量:0
时间:
初中生英文作文大全有哪些你知道吗?下面都是小编收藏的初中生英文作文大全,希望对你们有用。
Today's holiday, my father and mother went to the Ocean Park.
Ocean Park is very famous in Hong Kong. Most of the tourists come to Hong Kong, and always to visit the amusement park.
In Ocean Park, we can see a variety of marine life. For example, jellyfish, octopus, dolphins and so on.
When the submarine went to Middleton, they saw a lot of sharks, devil fish, dolphin fish, and other sorts of fish. To see them, I feel I'm very happy.
Out of Middleton, one to see KFC and McDonald's, I feel more happy . Stomachs, "cuckoo" to the music started, like Mom and Dad to see, and say "Are you hungry now? I'll eat KFC and McDonald's it, Ha ha!" Into the McDonald's, I sat down, called the chicken, milk and so on food, to eat up ......
After eating , eat belly up, they play mobile games. I went to a Ferris wheel below, looked at it, wow, good high-ah! Mom and Dad took me on the go, saw a lot of beautiful scenery, I am most pleased that I was the first time get on top rides.
Roller coaster went around and saw many sitting in a truck stop in the above is called up, and I cried with them, Mom and Dad laughed, "You're naive ah!" Mom and Dad brought me up sitting in cars, they want me cried heartily, or on the sub-scene of the. Drove up, beginning slowly, and finally how fast scary man. I cried non-stop, next to the brother and sister both laughed ......
Fast the sun goes down, Mom and Dad went home with me today, ah really memorable.
浏览量:2
下载量:0
时间:
下面是读文网小编整理的初中一年级英语作文,欢迎大家阅读!
Favorite
Last Qingming Festival,i return home to worship my grandfather.Qingming Festival is a folk Festival.In the past,In the past, the Qingming Festival was called "Arbor Day". But Today, Chinese visit their family graves to tend to any underbrush that has grown. Weeds are pulled, and dirt swept away, and the family will set out offerings of food and spirit money. Unlike the sacrifices at a family's home altar, the offerings at the tomb usually consist of dry, bland food. One theory is that since any number of ghosts rome around a grave area, the less appealing food will be consumed by the ancestors, and not be plundered by strangers.
With the passing of time, this celebration of life became a day to the honor past ancestors. Following folk religion, the Chinese believed that the spirits of deceased ancestors looked after the family. Sacrifices of food and spirit money could keep them happy, and the family would prosper through good harvests and more children.
Worship还可以用来指宗教礼拜,它还可以表示“祭拜”。
浏览量:2
下载量:0
时间:
苏霍姆林斯基曾经说过:"教学和教育的技巧和艺=术就在于,要使每一个儿童的力量和可能性发挥出来,使他享受到脑力劳动中成功的乐趣."英语课堂教学中,教师应恰当地运用游戏,创设生动乐学的氛围,给学生充分的学习自由度,让他们自己通过眼、耳、手、足、脑的并种游戏活动,促进学生全方位的发展.因此,在教学过程抓住孩子们的天性,根据不同要求目标合理设计安排游戏活动,将学习与游戏有机统一起来,对提高课堂效率大有裨益.
1、此呼彼应 :(1) 全班学生坐在原位。 (2) 教师描述一些事物,如果的是对的,例如:The dusks are swimming.学生就学叫“嘎嘎”,如果的是错的,学生就保持沉默。 (3) 做错的学生暂且退出游戏。游戏继续进行。 (4) 剩下的一个学生即游戏的优胜者。 (5) 变化:Thebike is coming .或 A cat can run. 等。 (6) 作用:可用于现在进行时态和can 句型的教学,可训练学生的听力。
2、拍皮球 :(1) 学生分两组坐在原位,合上眼,教师为两组打分。 (2) 教师拍皮球,学生默数教师拍了几下。假设教师拍了19下。 (3) 教师突然停下,问一个学生“What’s the number?”该学生应该答,“Nineteen”。如果他答对了,该组得分,并由该学生接替教师拍球,游戏继续进行,如果他讲错了,就让别的学生纠正。 (4) 哪组学生得分多,就为胜者。 (5) 变化:教师拍球时可以在中间来个停顿。如先拍4下,停一停,再拍3下,接着问:“What’s the number?”学生应答“Seven”“Four plus three is seven.” (6) 作用:操练数词和加法运算句型。
3、各就各位 :(1) 教师读一段对话Dialogue或课文Text, 也可以读一段自己编的短文。 (2) 让几个学生担任对话课文中的角色(或人或人物)。 (3) 教师先把整段文章念一遍或讲一遍。 (4) 教师在讲述第二遍的时候,每提到一个人或物,扮演该角色的学生就得马上站起来,如教师讲Saturday afternoon. The pupils are cleaning their classroom. The teacher is with them. (“Teacher”站起来)Look, Wang Hai is cleaning the window (Wang Hai 站起来)。 (5) 变化:可编排其内容,如At the Zoo 或In the Park. (6) 作用:培养学生理解短文内容,找出关键词的能力。
4:友谊之圈目的:用英语向别人进行简单的问候、自我介绍及告别。方法:1.大家一起面对面围成两个同心圆。 2.一起拍手唱歌或放音乐,两个圈分别朝相反方向移动。歌曲结束,或老师喊"Stop!"时,每位同学就与这时正好和自己面对面的同学进行问候对话。 3.当大家安静下来表示都做完以后,重新开始一首歌曲拍手转圈。 4.游戏的乐趣在于,学生不知道自己下一个将会面对谁,也许是新的同学,也许就是刚才问候过的同学。
5:抛绣球目的:练习使用"What's your name?" "I'm..."以及一些学过的问候语。道具:沙包方法:1.学生坐在座位上,或者站成一队,老师站在学生前面,背向学生抛球,球离手后转身面对学生。 2.谁接到球就和老师进行对话练习。对话结束后,由他取代老师的位置,上前抛球继续游戏。 3.此方法可扩展到其他需要两个人进行对话练习的语言点。
6:猜颜色目的:练习红、黄、蓝、绿、黑五种颜色的表达。道具:用这五种颜色的彩纸,做五顶可以戴在手指上的小帽子。可以多准备几套作为给学生的奖品方法:老师把手背在身后或用物品遮挡,然后任选一种颜色的小帽子戴在手指上。让学生猜测他戴的是哪种颜色的小帽子。奖励猜中的同学一顶彩色小帽子。
7:传球数数目的:学习数字的英文表达。道具:一只皮球方法:1. 让学生站或坐成一圈。 2. 由拿球的人开始向任意一个学生传球,球出手后说出一个数字。 3. 接球的同学必须说出传球者所说的的数字的下一个数字。 4. 说对了继续游戏;说错了,罚唱一首英文歌。然后开始新一轮游戏。
8:续数字(说三个连续数字)游戏方法:学生若干人(或是小组,或是排、行但人数应为偶数)起立,面向其他同学。站在最右边的同学任意说出一个数字,如:Three。站在他旁边的同学说:Four,five,six.第三位同学任意说出一个数字Eleven,站在他旁边的同学说:Twelve, thirteen, fourteen.以此类推,把游戏做完。此游戏如果在小组之间进行,可以增加竞争性、趣味性。每小组(排或行)的同学为一个队(Team),任意一个同学说错,全队同时坐下。另一队同学继续。
9:记忆电话(号码)游戏方法:学生若干人,每个同学在大小、形状一样的纸片上任意写上一个8位数,作为自己的“电话号码”,同时写上自己的名字。游戏主持人把这些写好的纸片收集在一起,写字的一面朝上摆放在桌子上。参加游戏的同学用1分钟时间默记这些“电话号码和名字”。主持人把纸片反扣(写字的一面朝下)在课桌上。主持人发令:Ready , Go !参加游戏的同学用举手抢答的方式,取得答题的优先权,然后说出自己记忆的其他同学的“电话号码和姓名”。每正确地说出一个“电话号码和姓名”得1分,同时主持人把纸片翻过来。其他同学仍用举手抢答的方式。每正确说出一个电话号码和姓名也得1分。直到主持人宣布比赛结束,或者所有“电话号码”都被说出来。得分多的同学获胜。第一轮比赛结束后,同学们重新写“电话号码”,准备第二轮比赛。
10: 描述人物(猜词1)游戏方法:教师在课前把关于表示“周围的人们”如家庭成员、亲戚、朋友等的名词制成卡片。课上开始游戏前说明游戏做法:一名同学到教室前面,面向其他同学。教师拿出一张卡片给这位同学。这位同学用自己的话说明卡片上的这个名词,如daughter,学生可以说:It is a child of a family . It is a girl .It has 8 letters ./ The first letter of the word is D .其他同学就可以猜出卡片上的名词。又如uncle,学生可以说:A father’s brother /A mother’s brother. (有些同学可能不满足于这样简单的表述)他们可以说:It’s a man . He is my father’s friend . I call him…又如cook,学生可以说:It has 4 letters . It’s in the sentence “My mother cooks good meals.”She or he works in the kitchen .注意:(1) 教师在指导学生准备时,应提出从多角度说明卡片上单词的方法,如从性别、年龄、工作、与个人的关系或者单词的字母个数、首尾字母等说明;(2) 必要时提示表述句型:It’s a man . He _____. It’s a woman . She ______. It has ___letters.等。(3) 学生也可以通过动作、手势表现这个单词的意思,让其他同学猜。
11: 描述职业(猜词2)游戏方法: 教师把有关表示职业的名词制成卡片,然后让一名同学到教室前面,面向同学,教师出示卡片给站在面前的同学,通过他(她)的表演与描述,使同学们猜出卡片上的名词。 此游戏可以用于小组竞赛。猜词正确及速度快的得分。积分高的为优胜组。
12: 心有灵犀(猜词3)(I know what you mean----words guessing)操作方法:1、 准备道具一套(可以是10张)写有“日常活动”词汇的卡片,每卡一词。2、 学生4人一组,一人翻卡,一人用动作或语言解释词汇,两人协作猜词。3、 猜词的同学面向全体,翻卡的同学站在他们两个背后,确保猜词的同学看不到卡上的单词。解释的同学站在既能看清楚卡上的单词,又能让猜词的同学和全体同学能看到的位置。4、 每位同学限时60秒,在规定的时间内猜词多的组获胜。
14:问答接龙操作方法:1、 学生准备说明周围人一般情况的书面材料。2、 部分同学到教室前面,当教师说“Go”时,他们闭上眼睛在自己的周围摸索着走路,教师说“Stop”时,他们停下来,睁开眼睛,和最近的同学进行交谈,交际的内容开始是互相问候,然后可以谈论其他人的情况,当教师再次说“Go”时,继续游戏。对话内容如:——What’s your name ?____How old are you ?____Where does your father work ?____What does your father do ? ___He’s a postman .____Which sport do you like better , football or basketball ?____What animal do you like best ?____Who is your monitor ?____Who sits beside you ?此游戏如果在小组之间进行,可以增加竞争性、趣味性。每小组(排或行)的同学为一个队(team),任意一个同学说错,全队同时坐下。另一队同学继续。
15:看一看,猜一猜操作方法:1、将班级学生分成小组形式,指定小组负责人。小组准备各种职业的材料。2、各组同时活动。组内轮流以各种方式(但不可以直接用语言)表达出各种职业的特征,如worker, teacher, doctor, nurse, driver, postman, businessman, fisherman, singer, dancer等。组内轮流表演1个职业特征,由1个学生猜单词。结束后再轮下1个。依次类推,组内轮完为止。3、以小组为单位依次派出代表进行表演。由其他小组同学出示动作,该组同学轮流猜职业,评出最佳组。
16:听一听,猜一猜操作方法:1、将班级学生分成若干组。2、组内准备好代表各种职业的声音材料,如:上课的铃声、手机的声音、歌声、机器开动的声音、小汽车的喇叭声、拖拉机的声音。让同学们听声音猜职业。猜得快和准的学生得分。
17:看动作说地点操作方法:1、将班级学生分成2组。2、一组学生每人表演一个在不同地点的动作(如:睡觉、用餐、做饭、看电视等)。做后问:Where is he /she ?3、另一组学生逐一猜:…is in the kitchen. …is watching TV in the sitting room.等3、 每组确定一名评判员,参赛人在限定时间内每说对1 项得1分;每错1项扣1分。得分多的获胜。
18:当向导操作方法:将学生分成为2人一组。学生A表达想去做某事,学生B指引去什么地方。例如:A: I want to find some information on the Internet.B: You can go to the computer room.A: I can’t find Miss Wang.B: You can go to the teacher’s office first.
19:动作接龙操作方法:1、 准备道具:写有“日常琐事”的词汇卡片若干张,每卡1词。2、 将全班分为四组,每一轮每组派三人为代表,教师只给一个同学出示卡片,该同学根据内容作出动作反应(如wash your clothes),第二个同学接着做出一个与之相关联的动作,(如fold his clothes或get dressed)第三个同学根据前两人的动作说出自己的理解,如washes his clothes, folds his clothes.3、 教师向全班出示卡片并还核对三个同学的配合是否吻合,两个同学的动作相关且第三个同学的理解(表达)是否正确。全部正确的的得3分,任何一个环节不符的,都不得分。4、 四组间竞赛,积分多的组获胜。
20、 猜问句操作方法:1、教师事先准备好正面写有问句、背面写有答语的卡片若干,(答语要相对完整并能提供一些相应的信息)。2、将全班分成若干组。3、教师展示卡片背面的答语,学生根据答语所暗示的信息猜问句。4、教师出示问句,与教师所提供的问句一致或接近的,得1分。在规定的时间内,积分做多的获胜。卡片示例1正面:Could you please buy some drinks and snacks ? 背面:Sorry , I can’t . I’m so busy . Besides , I have no money with me.卡片示例2正面:Could I use your car this afternoon ? 背面:Sure . But you have to be back before six . I’ll have to go out to have a party then .
21:变脸操作方法:1、让学生准备谈论对某事感受的书面材料。如体育比赛、帮助他人、骑自行车旅游等。2、找同学到教室前面,面向全体同学,让学生轮流口头描述对某事的感受,站在前面的同学根据所描述的内容表演。此游戏也可用作小组竞赛形式,表演正确的得分,积分多的组为优胜组。
22:表达情感,给出理由操作方法:1、教师给出语言材料,如: (1)Your father hit you yesterday . What did you behave ? (2) You see your classmate making faces . What will you behave ? (3)You fell off the bike . And you hurt badly . What will you behave ? (4)Your dog died yesterday . What did you behave ? (5)You saw your classmate drawing a dog on a student’s back . What did you behave ?4、 要求学生阅读材料,然后根据材料内容表演。表演要求;(1) 演材料中叙述的事件。(2)模拟动词的声音或动作表达情感。 3、其他同学用下列形式给出理由:He cried because….
23:走走停停操作方法:1、将学生分成若干组。2、教师告诉学生,当你说“Go !”的时候,他们要低头看着地板在教室里快步行走。当你说“Stop !”时他们要停下来,和站在最近的同学进行对话,对话内容是教师确定的目标语言。例如:学生甲:Do your parents let you watch TV ?学生乙:No , they don’t .(Yes , they do .)学生甲:How do you feel ?学生乙:I’m angry .当你再次说“Go !”时,学生立即重新低头快步行走。依次类推…...每次参加的人数可根据学生要求和班级的人数决定。
24:“体态语”解读操作方法:1、将班级学生分成若干小组。让小组协作准备与“体态语”有关的材料。2、然后小组之间以“接龙”形式竞猜体态语的含义。一个小组说出一种体态语并做肌体动作,由另一小组解读,记录员记录。3、活动依次进行,哪一组说完所准备的体态语,就先退出活动。坚持到最后的小组获胜。例如:组A: Shaking one’s head .组B: Disagreeing . Nodding one’s head .组C: Agreeing .小组数可根据班内的人数确定。
25:Why not ?(为什么不呢?)操作方法:1、两个参与游戏者站在同学面前,一个想办法说服另一个人和他一起做某事。排除用手去拉外,可以采取任何形式:说服、请求、施压,但只能是“君子动口不动手”,在规定的时间内看能说服对方。2、如果规定的时间到,两名游戏者互换景色。3、被劝说者可以用完整回答,也可只用“No”来作简单回答,或者干脆表示沉默。4、被劝说者可以被同伴说服,也可以拒绝合作。游戏说明:游戏者为了说服别人,就要开动脑筋,使出各种论据来支持自己、反对对方。同时还能增加游戏者战胜困难的勇气,增强责感。
26:Hot potatoes操作方法:从一个同学开始传递一件物品,如一朵花、一支铅笔或钢笔等。这件物品传到哪个同学手中,哪个同学就说一种食品(按快餐、蔬菜、饮料等分类)的名称。不能立刻说出来或说的那个食品和前面的同学重复者,要为其他同学表演一个小节目,如说一段英文韵律诗等。 然后继续传递物品,或从另一种食品重新开始。
初中英语课堂教学游戏
听指令做动作这个游戏可训练学生听祈使句并快速反应的能力。教师可快速说出一些祈使句, 如:Touch your head(eye,ear,nose ...).Put up your hands. Close your eyes. 等,学生听到后便做这一动作。最快最准的获胜。可以用来发出指令的词句还有:Touch your book(yourpen,the desk ...)。Open the door(your book ...)。Hold your book(pen, pencil ...)。Wash your face(hands,teeth ...)等。这个游戏也可以用竞赛的形式进行,将全班分成若干小组,每组抽一名学生,一起到前面做动作,做错了就被淘汰,最后剩下的一人(或两人)为优胜。给该组(或该两组)记10分。然后各组再抽另一名学生上前继续进行。
西蒙说(Simon says)这个游戏的玩法与[65]差不多,不同的是教师在发出指令前可以说“Simon says”,也可以不说。如说:“Simon says, touch your nose.”或“Touch your nose.”。如指令前有“Simon says”,则学生做此动作,指令前没有“Simon says”学生便不做此动作。如教师说“Touch your nose.”,而学生做了摸鼻子的动作,便算错了,要扣分。这个游戏同样可以用竞赛的形式进行,每组抽一名学生,一起到前面做动作,做错了就被淘汰,最后剩下的一人或两人为获胜。
听音猜人教师让猜谜的人到前面来,面对黑板,然后让一位学生站起来用英语跟他说一句话。如“Good morning,XXX.”。猜的学生要根据说话人的声音判断是谁。然后提问:“Is he(she)XXX?”全班学生答“Yes.”或“No.”。可以规定问题不得超过五个,如果问了五个问题还猜不出来,就算输了。十个问题这个游戏可以由一人出题一人猜,可以一人出题多人猜,也可以将学生编成每组10人的两个组,在两组间比赛。出题的人可以想出任何一样东西,例如一种动物、植物、一种交通工具,或一个人等,把它写在纸上,并将纸扣放在讲台上。猜的学生可以问10个问题,但只能问一般疑问句,如“Is it an animal?”“Does it have four legs?”等。出题的人只回答:“Yes.”或“No.”。如果问了10个问题还猜不出,就算输了。如果采取两组比赛的形式,由一组出题另一组答,则猜的组可以每人轮流问一个问题,出题的组每人轮流回答。
传话每一纵排为一组,全班分成若干组。 老师分别发给每一组最后一排的学生一张纸,上面写一句话。在老师说“开始”后,最后一排的学生即用耳语把纸上的话告诉前面的学生,这位学生再把听到的话告诉前面的学生……这样依次进行下去。最后第一排的学生把所传的话写到黑板上或说出来。传得最快,最准确的组获胜。
浏览量:2
下载量:0
时间:
时态(Tense)是表示行为、动作和状态在各种时间条件下的动词形式。以下是读文网小编整理的英语语法16种时态讲解,希望对大家英语学习有所帮助。
用法:A) 表示动作到现在为止已经完成或刚刚完成。
例:I bought a new house, but I _________ my old one yet, so at the moment I have twohouses.
A) didn't sell B) sold C) haven't sold D) would sell
答案是C) haven't sold。
B) 表示从过去某时刻开始,持续到现在的动作或情况,并且有可能会继续延续下去。此时经常用延续性动词。时间状语常用since加一个过去的时间点,或for加一段时间,或by加一个现在时间。
例:Great as Newton was, many of his ideas ___________ today and are being modified bythe work of scientists of our time.
A) are to challenge C) have been challenged
B) may be challenged D) are challenging
全句的意思是:“虽然牛顿是个伟大的人物,但他的许多见解直到今天还在受到挑战,并且被现代科学家的工作所修正。”challenge是及物动词,在本句中应当是被动语态;其动作延续到今天,所以要用现在完成时态。可见答案是C) have been challenged。A) are to challenge和D) arechallenging都是主动语态,不可能是答案。B) may be challenged虽然是被动语态,但意思与全句内容不合,所以不对。
C) 表示发生在过去,但对现在仍有影响的动作或情况。通常用点动词,如:arrive, begin, find, give, lose等。
例:John has broken his left leg.(约翰摔断了左腿。)
注意事项:A) 现在完成时是联系过去和现在的纽带。现在完成时和过去时的区别在于:现在完成时强调动作的动态,或受动态的影响,是动态的结果,对现在有影响;过去时只表示过去的某个具体时间里发生的动作,与现在没有联系。
例:He worked in that hospital for 8 years.(他曾经在那家医院工作了8年。这只是讲述一个过去的事实,他现在已经不在那家医院了。)
He has worked in that hospital for 8 years.(他已经在那家医院里工作了8年。表示他从过去开始工作,一直工作到现在,现在仍在那家医院工作。)
B) 因为含有for加一段时间或since加一个时间点这样的时间状语的完成时,有动态和延续性的特点,所以不能使用终端动词或瞬间动词。
例:My sister has been married for 5 years.(过去分词做表语表示状态,可以延续)
My sister has married. Don't disturb her.(终端动词)
C) 在"this is the first/ second/ third…… time that……"句型里要求用完成时。
例:This is the second time that the products of our company have been shown in theInternational Exhibition.(这是我公司产品第二次参加国际展览会。)
D) 句型"It is/ has been……since"所使用的两种时态都正确。
例:It is/ has been 10 years since I last saw him.(从我上次见到他以来已经10年了。)
E) 在"no sooner than"、"hardly/ scarcely ……when"、"before"、"prior to"等句型中,主句要求完成时。
例:I haven't met that professor prior to today.(以前我从未见过那位教授。)
浏览量:3
下载量:0
时间:
利用顺口溜来学习英语,至少有三大好处:一是节省了时间。死记硬背效果差不说,还费时间,而利用顺口溜,效果又高又省时;二是培养了自己的概括思维能力。把一些词语编成顺口溜,看似容易,其实也难;三是使人觉得学习英语还是饶有兴趣的。
既然顺口溜有这么多好处,那么,何乐而不为呢?
动词根本是原形,变化形式有四种: 原形词尾加“s”,现在第三单人称;过去原形加“ed”, 过去分词也相同; 原形加上“ing”, 现在分词或动名。 原形词尾加“s”,如同名词复数式。若加“ed / ing”,以下情况要注意:词尾有 ie 只加 d,Ing去掉无声 e ;词尾 ie 变成 y , 然后再加 ing ;辅音之后y结尾, Y要变 i 加 ed;现在分词不变y,直接加上ing;词尾重读闭音节,结尾辅音都双写, r 做结尾也一样,重读音节 r 双写;结尾字母若是“t”,不是重读也双写。过去分词过去式,不按规则也有些。
浏览量:2
下载量:0
时间:
学习兴趣是学好语言的关键,提高学生学习兴趣胜过教育灌输,课堂中适当加入游戏教学,是培养学生兴趣、提高教学效果的有力手段。轻松的教育环境,浓厚的学习氛围是加速提高认知成果的有效途径。本文意在探讨英语课堂中游戏教学的重要性及必要性,切合实际地探讨游戏教学的设计和组织方式,阐述游戏在课堂上的运用。
游戏1:续数字(说三个连续数字)
游戏方法:学生若干人(或是小组,或是排、行但人数应为偶数)起立,面向其他同学。站在最右边的同学任意说出一个数字,如:three。站在他旁边的同学说:four,five,six.第三位同学任意说出一个数字eleven,站在他旁边的同学说:twelve,thirteen,fourteen.以此类推,把游戏做完。
此游戏如果在小组之间进行,可以增加竞争性、趣味性。每小组(排或行)的同学为一个队(team),任意一个同学说错,全队同时坐下。另一队同学继续。
游戏2:记忆电话(号码)
游戏方法:学生若干人,每个同学在大小、形状一样的纸片上任意写上一个8位数,作为自己的“电话号码”,同时写上自己的名字。游戏主持人把这些写好的纸片收集在一起,写字的一面朝上摆放在桌子上。参加游戏的同学用1分钟时间默记这些“电话号码和名字”。主持人把纸片反扣(写字的一面朝下)在课桌上。
主持人发令:ready , go !
参加游戏的同学用举手抢答的方式,取得答题的优先权,然后说出自己记忆的其他同学的“电话号码和姓名”。每正确地说出一个“电话号码和姓名”得1分,同时主持人把纸片翻过来。其他同学仍用举手抢答的方式。每正确说出一个电话号码和姓名也得1分。直到主持人宣布比赛结束,或者所有“电话号码”都被说出来。
得分多的同学获胜。
第一轮比赛结束后,同学们重新写“电话号码”,准备第二轮比赛。
游戏3: 描述人物(猜词1)
游戏方法:
教师在课前把关于表示“周围的人们”如家庭成员、亲戚、朋友等的名词制成卡片。课上开始游戏前说明游戏做法:一名同学到教室前面,面向其他同学。教师拿出一张卡片给这位同学。这位同学用自己的话说明卡片上的这个名词,如daughter,学生可以说:it is a child of a family . it is a girl .
it has 8 letters ./ the first letter of the word is d .
其他同学就可以猜出卡片上的名词。
又如uncle,学生可以说:
a father’s brother /a mother’s brother. (有些同学可能不满足于这样简单的表述)他们可以说:
it’s a man . he is my father’s friend . i call him…
又如cook,学生可以说:
it has 4 letters . it’s in the sentence “my mother cooks good meals.”
she or he works in the kitchen .
注意:
(1)教师在指导学生准备时,应提出从多角度说明卡片上单词的方法,如从性别、年龄、工作、与个人的关系或者单词的字母个数、首尾字母等说明;
(2)必要时提示表述句型:it’s a man . he _____. it’s a woman . she ______. it has ___letters.等。
(3)学生也可以通过动作、手势表现这个单词的意思,让其他同学猜。
游戏4: 描述职业(猜词2)
游戏方法:
教师把有关表示职业的名词制成卡片,然后让一名同学到教室前面,面向同学,教师出示卡片给站在面前的同学,通过他(她)的表演与描述,使同学们猜出卡片上的名词。
此游戏可以用于小组竞赛。猜词正确及速度快的得分。积分高的为优胜组。
游戏5: 心有灵犀(猜词3)(i know what you mean----words guessing)
操作方法:
1、准备道具一套(可以是10张)写有“日常活动”词汇的卡片,每卡一词。
2、 学生4人一组,一人翻卡,一人用动作或语言解释词汇,两人协作猜词。
3、 猜词的同学面向全体,翻卡的同学站在他们两个背后,确保猜词的同学看不到卡上的单词。解释的同学站在既能看清楚卡上的单词,又能让猜词的同学和全体同学能看到的位置。
4、每位同学限时60秒,在规定的时间内猜词多的组获胜。
游戏6:问答接龙
操作方法:
1、 学生准备说明周围人一般情况的书面材料。
2、 部分同学到教室前面,当教师说“go”时,他们闭上眼睛在自己的周围摸索着走路,教师说“stop”时,他们停下来,睁开眼睛,和最近的同学进行交谈,交际的内容开始是互相问候,然后可以谈论其他人的情况,当教师再次说“go”时,继续游戏。
对话内容如:
——what’s your name ?
____how old are you ?
____where does your father work ?
____what does your father do ? ___he’s a postman .
____which sport do you like better , football or basketball ?
____what animal do you like best ?
____who is your monitor ?
____who sits beside you ?
此游戏如果在小组之间进行,可以增加竞争性、趣味性。
每小组(排或行)的同学为一个队(team),任意一个同学说错,全队同时坐下。另一队同学继续。
游戏7:看一看,猜一猜
操作方法:
1、将班级学生分成小组形式,指定小组负责人。小组准备各种职业的材料。
2、各组同时活动。组内轮流以各种方式(但不可以直接用语言)表达出各种职业的特征,如worker, teacher, doctor, nurse, driver, postman, businessman, fisherman, singer, dancer等。组内轮流表演1个职业特征,由1个学生猜单词。结束后再轮下1个。依次类推,组内轮完为止。
3、以小组为单位依次派出代表进行表演。由其他小组同学出示动作,该组同学轮流猜职业,评出最佳组。
游戏8:听一听,猜一猜
操作方法:
1、将班级学生分成若干组。
2、组内准备好代表各种职业的声音材料,如:上课的铃声、手机的声音、歌声、机器开动的声音、小汽车的喇叭声、拖拉机的声音。让同学们听声音猜职业。猜得快和准的学生得分。
游戏9:看动作说地点
操作方法:
1、将班级学生分成2组。
2、一组学生每人表演一个在不同地点的动作(如:睡觉、用餐、做饭、看电视等)。做后问:where is he /she ?
3、另一组学生逐一猜:…is in the kitchen. …is watching tv in the sitting room.等
4、每组确定一名评判员,参赛人在限定时间内每说对1 项得1分;每错1项扣1分。得分多的获胜。
游戏10:当向导
操作方法:
将学生分成为2人一组。学生a表达想去做某事,学生b指引去什么地方。例如:
a: i want to find some information on the internet.
b: you can go to the computer room.
a: i can’t find miss wang.
b: you can go to the teacher’s office first.
游戏11:动作接龙
操作方法:
1、准备道具:写有“日常琐事”的词汇卡片若干张,每卡1词。
2、将全班分为四组,每一轮每组派三人为代表,教师只给一个同学出示卡片,该同学根据内容作出动作反应(如wash your clothes),第二个同学接着做出一个与之相关联的动作,(如fold his clothes或get dressed)第三个同学根据前两人的动作说出自己的理解,如washes his clothes, folds his clothes.
3、教师向全班出示卡片并还核对三个同学的配合是否吻合,两个同学的动作相关且第三个同学的理解(表达)是否正确。全部正确的的得3分,任何一个环节不符的,都不得分。
4、四组间竞赛,积分多的组获胜。
游戏12 猜问句
操作方法:
1、教师事先准备好正面写有问句、背面写有答语的卡片若干,(答语要相对完整并能提供一些相应的信息)。
2、将全班分成若干组。
3、教师展示卡片背面的答语,学生根据答语所暗示的信息猜问句。
4、教师出示问句,与教师所提供的问句一致或接近的,得1分。在规定的时间内,积分做多的获胜。
卡片示例1正面:could you please buy some drinks and snacks ?
背面:sorry , i can’t . i’m so busy . besides , i have no money with me.
卡片示例2正面:could i use your car this afternoon ?
背面:sure . but you have to be back before six . i’ll have to go out to have a party then .
游戏13: 记忆单词
操作方法:
1、教师事先画好一幅本学校的平面图,挂在黑板上。
2、教师事先把单词如等分别做成的小卡片若干套。
3、教师先借助图片向学生呈现这些单词,要求学生尽量多记。
游戏14:变脸
操作方法:
1、让学生准备谈论对某事感受的书面材料。如体育比赛、帮助他人、骑自行车旅游等。
2、找同学到教室前面,面向全体同学,让学生轮流口头描述对某事的感受,站在前面的同学根据所描述的内容表演。
此游戏也可用作小组竞赛形式,表演正确的得分,积分多的组为优胜组。
游戏15:表达情感,给出理由
操作方法:
1、教师给出语言材料,如:
(1)your father hit you yesterday . what did you behave ?
(2) you see your classmate making faces . what will you behave ?
(3)you fell off the bike . and you hurt badly . what will you behave ?
(4)your dog died yesterday . what did you behave ?
(5)you saw your classmate drawing a dog on a student’s back . what did you behave ?
4、 要求学生阅读材料,然后根据材料内容表演。表演要求;
(1) 演材料中叙述的事件。
(2)模拟动词的声音或动作表达情感。
3、其他同学用下列形式给出理由:
he cried because….
游戏16:走走停停
操作方法:
1、将学生分成若干组。
2、教师告诉学生,当你说“go !”的时候,他们要低头看着地板在教室里快步行走。当你说“stop !”时他们要停下来,和站在最近的同学进行对话,对话内容是教师确定的目标语言。例如:
学生甲:do your parents let you watch tv ?
学生乙:no , they don’t .(yes , they do .)
学生甲:how do you feel ?
学生乙:i’m angry .
当你再次说“go !”时,学生立即重新低头快步行走。依次类推…...
每次参加的人数可根据学生要求和班级的人数决定。
游戏17:“体态语”解读
操作方法:
1、将班级学生分成若干小组。让小组协作准备与“体态语”有关的材料。
2、然后小组之间以“接龙”形式竞猜体态语的含义。一个小组说出一种体态语并做肌体动作,由另一小组解读,记录员记录。
3、活动依次进行,哪一组说完所准备的体态语,就先退出活动。坚持到最后的小组获胜。例如:
组a: shaking one’s head .
组b: disagreeing . nodding one’s head .
组c: agreeing .
小组数可根据班内的人数确定。
游戏18:配音比赛
操作方法:
1、将学生分成3---5人一组。根据教师提供内容,分景色为录象或图片配音。
2、教师出示情景:(1)班上来了新同学。(2)你将新同学带回你家。请同学们为其中的人物配音。(教师平时应注意搜集相关资料或者精心创设情景。根据条件可使用多媒体或简单图片。)
3、各小组轮流表演,哪组语言恰当,表演生动真实,哪组为获胜组。
游戏19:说假设
操作方法:
1、教师提供一些if从句,并且向学生说明,他们要发挥想象力,完成句子。
if i’m free tomorrow…
if it is sunday tomorrow…
if it doesn’t rain tomorrow…
if it’s teachers’ day tomorrow …
if i had a hundred million…
2. 将学生分成5——6人一组。每个同学必须根据前一个同学的假设,说出完整的句子。例如:
(1)if i’m free tomorrow , i’ll go to beijing .
(2) if i go to beijing tomorrow , i’ll go to beijing zoo .
(3) if i go to beijing zoo , i’ll go to see pandas .
(4) if i go to see pandas , i’ll take some photos f or them .
(5) if i take some photos for them , i’ll show them to you .
游戏20:why not ?(为什么不呢?)
操作方法:
1、两个参与游戏者站在同学面前,一个想办法说服另一个人和他一起做某事。排除用手去拉外,可以采取任何形式:说服、请求、施压,但只能是“君子动口不动手”,在规定的时间内看能说服对方。
2、如果规定的时间到,两名游戏者互换景色。
3、被劝说者可以用完整回答,也可只用“no”来作简单回答,或者干脆表示沉默。
4、被劝说者可以被同伴说服,也可以拒绝合作。
游戏说明:游戏者为了说服别人,就要开动脑筋,使出各种论据来支持自己、反对对方。同时还能增加游戏者战胜困难的勇气,增强责感。
游戏21:hot potatoes
操作方法:从一个同学开始传递一件物品,如一朵花、一支铅笔或钢笔等。这件物品传到哪个同学手中,哪个同学就说一种食品(按快餐、蔬菜、饮料等分类)的名称。不能立刻说出来或说的那个食品和前面的同学重复者,要为其他同学表演一个小节目,如说一段英文韵律诗等。
然后继续传递物品,或从另一种食品重新开始。
4、pair work开始后,学生2人一组到黑板前面,一个同学(sa)说出单词,另一个(sb)随意(不要翻看)从单词卡片中抽取一张反扣在平面图相应的位置上。第一位同学说几个单词(实际上就是他记住的),另一个同学就扣几个单词卡片。
5、第二组(pair)同学到黑板前面来,一个对照平面图说出学校各部位名称,如“classroom”,另一个同学将相应位置上反扣的卡片翻过来,其他所有同学判断“right”,“wrong”。
6、教师在黑板的另一侧为第一组同学记分。记分分2部分:(1)sa同学说出的(实际上他记住的)所有单词的个数。(2)sb同学在黑板上贴正确的单词卡片的个数。每个1分,两部分合计得分多者胜
浏览量:2
下载量:0
时间:
坚持英语晨读是我们学习英语的最好方法,下面读文网小编为大家带来新概念早读初中英语美文,欢迎大家阅读!
Edith Cavell was born in a little English village.
伊迪丝.卡维尔出生在英国一个小山村里。
She was a clever, hard-working girl and did well atschool,
她是个既聪明又勤奋的女孩,在学校里表现出色,
especially in music and French.
尤其是在音乐和法语方面。
After she left school,
离开学校之后,
her first job was to look after the children of a rich family in Belgium.
她的第一份工作是替一位富有的比利时人照顾孩子。
The language they spoke was French,
他们说法语,
so she found that her school studies were useful.
因此伊迪丝觉得她在学校里学到的东西派上了用场。
She,in turn,taught the children to speak English and to play the piano.
反过来,她耐心地教孩子们说英语,弹钢琴。
After hearing that her father was seriously ill,
听到父亲病重的消息后,
Edith returned home to look after him. She then decided to become a nurse.
伊迪丝回到家里去照顾他.那时,她下决心要当一名护士。
Then for five years she worked in an English hospital
后来,她在一家英国医院里工作了五年。
where she proved to be highly professional at her job.
她在工作中表现出了很高的专业技能。
A Belgian doctor was so impressed
一位比利时医生对她印象深刻
that he invited her to his country to organize a training school for nurses.
并邀请她去比利时组织一个护士培训学校。
The First World War broke out in 1914
1914年,第一次世界大战爆发,
and Edith Cavell's school of nursing became a hospital.
伊迪丝.卡维尔的护士学校变成了一所医院。
She remained there to look after the sick and wounded soldiers.
她留在那里照顾生病和受伤的士兵们,
Edith treated them with kindness.
对他们充满爱心。
Between November 1914 and August 1915 she secretly helped
从1914年11月到1915年 8月期间,她秘密地帮助
about 200 wounded soldiers and prisoners escape from the Germans.
大约200名士兵和囚犯从德国人手中逃脱。
Later the German army found out what Edith had done and they arrested her.
后来,德国敌人发现了伊迪丝的举动,于是逮捕了她。
Finally,the Germans killed her,but they could not kill her memory.
伊迪丝最后被德国人杀害,但人们永远不会忘记她。
A beautiful statue has been built in Trafalgar Square, London,
人们在伦敦的特拉法尔加广场建造了一个美丽的雕塑,
in honor of the brave English nurse.
以纪念这位勇敢的英国护士。
新概念早读英语美文相关
浏览量:10
下载量:0
时间:
英语美文是初中的同学们进行英语晨读的最好阅读材料,只要保持晨读的良好习惯,相信你的英语阅读能力绝对会有所提升。下面读文网小编为大家精选了两篇初中晨读英语美文,希望大家喜欢!
Your vacation doesn’t have to be dead time when it comes to self-improvement.
对于自我提升这件事来说,假期并不一定得是空窗期。
You can boost your skills while relaxing and de-stressing.
在休闲减压的同时,你也可以精进自己的技能。
In other words, your vacation can be a great time to improve your emotional intelligence—and still thoroughly remain in vacation mode.
换句话说,假期其实非常适合你提升自己的情商,而同时,你也完全可以沉浸在休假模式中。
Since that’s one of the most important job skills on the market right now, it’s worth taking a page or two from the most emotionally intelligent vacationers’ play books.
既然情商现在已经是就业市场里最重要的几个技能之一,那么向高情商的人借鉴一些旅游经验想必就是一件值得做的事情。
1. THEY USE THE TIME TO SELF-REFLECT
他们利用这段时间来自省。
As the pace of things slackens, ask yourself:
随着生活节奏放慢,问问自己:
· What kind of people irritate me?
什么样的人会惹我生气?
·What kind of people am I drawn to?
什么样的人会吸引我?
· Who do these people remind me of?
而这些人又会让我想到些什么?
Being in a laid back, relaxed state is an excellent time to do some self-reflection.
处在这种悠闲、慵懒的环境中时,正是适合自省的时候。
So sure, have a cocktail or dive into a book, but carve out some time just to be alone with your thoughts.
所以嘛,来一杯鸡尾酒、啃一本书是挺不错的,不过也要计划出一些独处的时间来思考思考哦。
2. THEY LOOK FOR WAYS TO EMPATHIZE
他们会设法去共情
Most people do this in their own heads anyway when they’re traveling overseas or someplace unfamiliar.
很多人无论去哪里旅行的时候都会在脑子里这么做。
Notice people and their facial expressions, their posture, dress, and manner of walking—these are all great ways to gather clues about what’s going on with them.
注意观察人们的面部表情、姿势、穿着、走路方式——这些都能很好地告诉你他们正在经历些什么。
In fact, you can assume this mind-set even when you’re going to a movie, out to eat, or to a live performance.
实际上,你甚至可以在去看电影的时候、出去吃饭的时候、去看演出的时候做这些事。
3. THEY PRACTICE POLITE ASSERTIVENESS
他们会练习有礼貌地表达坚定的立场
Many people struggle with asking for what they want.
很多人在想要提要求的时候都觉得难以开口。
Emotionally intelligent people realize that the worst that can happen is getting a no, in which case they’re no worse off than before asking for something they want.
而高情商的人则知道:最坏的结果也不过是被拒绝,这就和他们问之前没啥两样。
You might think of the boardroom as the real place to be more assertive, but vacation is actually just as good a time to stretch your “asking muscles.”
你可能以为董事会的办公室才是你该表达立场的地方,不过其实假期正是一个适合练习“提要求”的好时机。
When you check into your accommodation, try asking for an upgrade. If there’s a problem with your meal, tell the server.
当你去前台登记住宿的时候,试试要求他们给你升个级。如果你的食物有问题,就告诉服务员。
Just be polite.
只要记住保持礼貌就好了。
Because you often won’t see the people you’re dealing with again, it may be easier to ask for what you want.
由于你通常不会再见到这些和你打交道的人,所以对他们提要求会显得容易很多。
4. THEY RECONSIDER THEIR GOALS
他们重新思考自己的目标
Vacations are a great time to revisit past goals or even set new ones.
假期很适合思考以前的目标,也很适合构建新的。
When you’re away from your everyday routine, you’re better positioned to take a look at where you are in life and contemplate where you’d like to be.
当你摆脱了每天一沉不变的生活时,你能更好地思索自己的现况,也能更好地思考自己到底想过怎样的生活。
Those who get high scores for emotional intelligence are usually pretty good at getting away from their daily habits now and then in order to refocus and take an inventory of their lives.
那些情商高的人通常很擅长时不时摆脱日常的琐事,从而重新找回重心,并对自己的生活做出一些改变。
5. THEY IMPROVE THEIR RESILIENCE HABITS
他们会去提升那些非必须的习惯
While you might like to tell yourself that next month you’ll finally start meditating daily or picking up a journaling routine, life often gets in the way.
虽然你可能也会对自己说:下个月就开始每天冥想,或者就开始写日记。但生活常常让你不能如愿以偿。
Emotionally intelligent people aren’t immune to this, but they’re good at using vacation time to retool those resilience strategies.
高情商的人也不是对此免疫,但他们擅长通过假期来重拾这些有弹性的策略。
Vacations give us a chance to return to what we know we should be doing for ourselves but don’t often make time for.
假期让我们可以回归那些我们知道自己该做却没有时间做的事情。
浏览量:3
下载量:0
时间:
想要写出一篇优秀的初中英语作文,就要多学习其他优秀范文的写作方法,下面读文网小编为大家带来初中英语写作范文,欢迎同学们阅读学习。
Different students like different ways to go to school. As for me, I like to go to school on foot the most. There are four reasons.
Firstly, my home is not far away from my school. It takes me only twenty minutes to get to school. Secondly, the traffic on my way to school is heavy. There are a lot of bikes, buses and cars. I think it's safe to go to school on foot. Thirdly, I think walking is a kind of sport. It’s good for my health. Finally, I can listen to my MP3 when I am walking. It's fantastic, but a little dangerous.
These are the reasons why I like to go to school on foot the most. What about you?
不同的人喜欢用不同的方式去学校。至于我,我最喜欢走路去学校,有四个理由:
首先,我家离学校不远。只要二十分钟就到学校了。第二,去学校路上的交通太拥挤了。有很多自行车,巴士和私家车。我觉得走路去学校很安全。第三,在我看来,走路也是一直运动。对我的健康有好处。最后,我可以一边走路一边听我的MP3。真是太棒了,不过就是有点危险。
这就是为什么我最喜欢走路上学的原因。你呢?
浏览量:4
下载量:0
时间:
想要学好初中英语,那么坚持每天的英语美文晨读是很多人都推荐的学习方法。下面读文网小编为大家带来精选的初中英语晨读美文,供大家阅读欣赏!
Have you ever been around someone who immediately put you at ease? Perhaps you may be one of those people who others feel safe around.
有没有遇到过那么个人,只要他/她在你身边,你立即就觉得安心?或许你就是让别人觉得安心的那么一个人。
What is the common thread in people who emanate warmth? Some may think it is related to personality or physical appearance. But this does little to explain why bright beacons of light can be found anywhere. Essence has nothing to do with our exterior.
那些气场中自带温暖的人有哪些共性呢?一些人也许认为这与性格或外貌有关。但这基本解释不了为什么明亮的灯塔之光四处可见。本质与我们的外在无关。
I like to believe the common thread is a universal trait we are all able to tap into. When we see the truth of who we are and wholeheartedly love every part of that truth, we automatically shine. When we embrace our essence and live in congruence with who we are, we radiate peace.
我愿意相信这个共性是我们都能够触及的、普遍存在的品质。当我们欣赏自己的本质并全心全意热爱着这一切的时候,我们自然而然就会出类拔萃。当我们欣然接受自己的本质并遵循本心来生活的时候,我们会自带平和的光环。
Every day we can choose to wake up and see the gift of getting to be who we are. When we decide to live from this way of "being," it becomes easy to see this same light and gift in everyone — even those who may not yet see it in themselves.
每一天,我们都可以选择一醒来就欣赏做自己这一项天赋。当我们决定以“本性”来生活的时候,在每个人身上,甚至是那些可能还没有开始欣赏自身本性的人身上,我们变得很容易就能看到同样的光芒和天赋了。
The benefits of self-love are many. What I know to be true without a doubt in my heart, is that we are all capable of giving this gift to ourselves.
自爱的益处有很多。我所知道的真相就是,我们都能赋予自己这项天赋,这一点我深信不疑。
These words help me remember why embracing my essence is always the best thing to do. Perhaps this may resonate with where you are.
这些话让我想起欣然接受自己的本质始终是上策的原因。或许这也会与你产生共鸣。
When you love who you are,
当你爱自己的时候,
you become a conduit of light.
你会成为一道光。
Just drop into your heart space,
只需触及心房,
and live life from this view.
并遵循本心来生活。
For all of this doing
做这一切
is not who you are.
无关你是谁。
Listen to your heart’s soft whisper,
聆听内心轻柔的呢喃,
this voice will show you the way.
她会告诉你方法。
Live life from your essence
遵循本性来生活
is what she will say.
她会这样告诉你。
See the light in yourself,
欣赏自身的光芒,
and your world will be bright.
你的世界都会变得明亮。
There is no need to worry,
没必要担心,
you are exactly as you should be;
你正是自己本来的模样;
remember to love who you are,
记得爱自己,
and love you will see.
爱自己欣赏的一切。
浏览量:4
下载量:0
时间: