1 . "…be equal to+被比对象"如:A dingle day is equal to twenty years In strength, he is equal to me
2 . 一个人可以失败很多次,但是只要他没有开始责怪旁人,他还不是一个失败者。——巴勒斯
3 . stay[remain]behind留下,在别人后面留下。如:
4 . Are you good with old people?你与老人们相处得融洽吗?
5 . Man errs as long as he strives——Goethe
6 . —Can you swim?你会游泳吗?
7 . 无所求则无所获。
8 . (正 We saw many houses smaller than usual on both sides of the river
9 . The socialist system has demonstrated absolute superiority over the capitalist one
10 . 同学们都坐过飞机吗,下面是我对我第一次坐飞机的经历的介绍。
1 . (找出预习单元的中心话题,即明确本单元的课知识要点:
2 . 他会说法语,也会写法语。
3 . 每一套教材都代表着某一种教学理念和实践方法,教师在使用一套新教材之时,应站在编者的角度钻研全套教材,努力理解和领会教材编写者的教学思想和设计精神,把握教材的特点,使之在我们的教学中得以充分体现。与教材对话,首先要尊重教材,读透教材;与教材对话,更要超越教材,走向生活。我们不妨尝试“一课三案”:钻研教材,独立思考,形成“初案”;博采众长,融会贯通,写出“”;课后反思,精益求精,补充“另案”。
4 . 重点句型:
5 . The people who get on in this world are the people who get up and look for circumstances they want, and if they cannot find them, make them——Bernara Shaw
6 . I like that least of all The least用作最高级时,往往被其后面的形容词的反义词的最高级所取代。如: This is the most difficult (不用the least easy book Ive ever read This is the most uninteresting (很少用the least interesting book of the three
7 . [主语+谓语+rather than+动词原形…]
8 . A bird in the hand is worth two in the bush 双鸟在林不如一鸟在手。
9 . 如果你的快乐与否取决于别人做了什么,我想,你真的有点问题。
10 . [注] 其他如first, leave…for或两个独立分句等也可表示择比, 如: He said he would resign first
1 . Most importantly, they are good for the environment, since they can save lots of paper and trees Besides, they are very convenient To get a paper book, one has to spend a lot of time searching for it in a bookshop But we can find e-books very quickly on the computer
2 . Heisneverbehindwith[in]hiswork他工作从不拖拉。
3 . 没有了目的,生活便郁闷无光。——乔治·埃略特
4 . 人必须有自信,这是成功的秘密。——卓别林
5 . Is your father senior to mine? My father is junior to yours
6 . "…be worth+被比对象" 如:An inch of time is worth an inch of gold A bird in the hand is worth two in the bush
7 . Nothing ancient or modern seems to come near it (come near 与…相比
8 . A man can fail many times, but he isnt a failure until he begins to blame somebody else——J Burroughs
9 . 通过上面我对第一次坐飞机的经历介绍,相信大家都很想坐飞机吧,相信大家一定会有机会的哦。
10 . A good face is a letter of recommendation 好的相貌就是一封推荐的。 A good fame is better than a good face 好的名望胜於好的相貌。
1 . This book is more interesting than that one
2 . We all have moments of desperation But if we can face them head on, that’s when we find out just how strong we really are
3 . 笔者认为,树立“对话”意识,运用新课程理念备好课是基础和前提。
4 . Hecameoutfrombehindthedoor他从门后出来。
5 . A clear fast is better than a dirty breakfast 宁为清贫,不为浊富。
6 . Can you play the piano or the violin?你会弹钢琴还是会拉小提琴?
7 . I want to join the art club我想参加艺术俱乐部
8 . [注] most前,如果没有the,则不是表示比较,而表示 "很", "非常", 如: The present world situation is most favorable for the people The meeting proceeded in a most friendly atmosphere
9 . Somestudentsdroppedbehindintheirstudies有的学生在学习上落在后面。
10 . 课本的知识再多也是有限的,而我们的周围英语无处不在,电视里有丰富多彩的英语节目,cctv channel 的球赛转播,cctv channel 周二的原声影院,引人入胜的discovery, 与中学生同步的outlook, 还有收音机里的英语新闻,只要我们稍加布置和引导,这些英语就会展现在学生们的面前。因为学生感兴趣,所以这是一类不用监督也一定会出色完成的作业形式。
1 . = In whatever degree sooner you do it, in that degree better it will be The more, the merrier The more, the better
2 . 生活没有目标,犹如航海没有罗盘。-- 罗斯金
3 . I preferred these ruins to Kates pointed yellow boots He prefers doing to talking
4 . Admonish your friends in private, praise them in public
5 . [注] 如果形容词后有一个单数可数名词, 不定冠词应置于名词之前形容词后, 如:He is as poor a speaker as I
6 . 英语教学的主要目的不是让学生掌握知识即可,更重要的是应用.这就要求在课堂上尽可能地让学生去说。有一小部分的学生怕害羞怕出差错,不敢开口讲,尤其是当教师邀请他们在班上用英语进行对话或表演时,他们更少主动参与。此时教师应鼓励学生大胆去说,在说的过程中,发现错误,并及时给学生纠正,加深其印象。只有学主动与老师配合.课堂英语“活”起来了,才能让知识在学生的大胆实践体会中得到巩固提高。
7 . —No,I can’t不,我不会。
8 . 有时一个词的原级和比较级在一同结构的句中会产生不同的意义,如:If he was ten years old, he would understand it ≠ If he was ten years older, he would understand it
9 . Dictionaries are like watches; the worst is better than none, and the best cannot be expected to go quite true It is our greatest happiness to dedicate our youth to the New Long March
10 . A good winter brings a good summer 瑞雪兆丰年。
1 . 强者能同命运的风暴抗争。——爱迪生
2 . 孑L子曰:“学而时习之”“温故而知新”。学过的东西.如果不及时复习.过上了一段时间后,就会遗忘。这就要生在复习时。注意知识的重现率.加强新旧知识之间的联系和对比,在复习某些词语句型时,不妨造一个句子写一段或几小段互相联系的短文,尽量把学过的词组短语句子编织在短文中。同学间也可以互出话题,进行写作或者对话,然后再互相纠正对方的错误,加深印象。这样的复习不仅能巩固所学知识.更能让学生的应用知识能力得到提高。
3 . 江苏版的《牛津小学英语》教材按照话题——功能——结构的体例编写,在备课时,我们可着力于话题生活化,功能结构协调化。在“初案”中,我们应该重点研读教材,明确教学语言与语境语言,把握关键语句与困难语句;在“教案”形成阶段,我们应分析语用因素,结合师情学情,选择设计各环节活动:课后,结合教学实际再回头看自己的教材解读,及时补充“另案”必不可少。“另案”中,可以反思一节课对教材处理的成功之举败笔之处学生感受,当然,对教材的“再教设计”是最终目的。我们对教材的研读应该追求从“有它无我”到“有它有我”,最后达到“有我无它”的洒脱境界。
4 . He is more attentive in class now than he was last term
5 . We would sooner die fighting first before we allow this to happen to us
6 . Hewasneverbehindinofferingsuggestions他提建议从来不落在别人后面。
7 . Dear as are father and mother, the motherland is still dearer
8 . 注:有时behind是介词,其后可接宾语。如:
9 . A good example is the best sermon 身教胜似言教。
10 . Absence sharpens love, presence strengthens it 相聚爱益切,离别情更深。
1 . bebehindindoingsth做某事不落在后面。如:
2 . 冬天,将自己从被窝里掏出来,是人生最难的任务之一了。
3 . —I usually take a shower at six forty我通常六点四十淋浴。
4 . Its less cold than it was yesterday
5 . eg He is not too well these days
6 . too用作副词,意为“也并且还”,用于肯定句结构中,常位于句末,也可置于句首或紧跟在主语之后,但都常用逗号隔开。
7 . C either表示“也”,常用于否定句,置于句末。
8 . 用条件句表示范围: "If there is one thing I do not like, it is a crying child…"
9 . I am willing to work myself to death before I give up I would do anything before that
10 . I caught the last bus from town; but Harry came home even later (He came home later than I
1 . A hero is known in the time of misfortune 时势造英雄。
2 . Wise men love truth, whereas fools shun it
3 . 能量加毅力可以征服一切。——富兰克林
4 . Sounds good But I like to draw,too听起来不错。但我也喜欢画画。
5 . 生活的目标,是唯一值得寻找的财富。-- 史蒂文森
6 . 今天我很兴奋,因为我第一次坐飞机去旅游。今天父母和我去北京旅游。飞机起飞的时候,我感到它在摇晃。但是由于兴奋,我并没有觉得紧张。过了一会,飞机停止摇晃并且飞得更高了。我能够看到地上的建筑,它们越来越小,最后就再也看不到了。透过窗户,我可以看到蓝蓝的天空,很清澈。云朵在飞机下面,它们和地上看上去很不一样,那么惊奇。我很喜欢这风景。到北京花了我们两个小时。北京机场很大很壮观,飞机和人都很多。我觉得我的旅途一定会很有趣的。
7 . Sooner than marry that man, Eva would earn her living as a waitress
8 . A clear conscience is a sure card 光明磊落,胜券在握。
9 . [附注] 表示等比的还有以下一些方式:
10 . He left the bar for the pen I like geography, but I prefer history
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