1 . 注:分词短语作状语时,其逻辑主语应与句子主语一致,由于thematter与sec之间为被动关系,故see要用过去分词scen
2 . not having met him, i cannot tell you what he is like
3 . 注:it在此为形式宾语,真正的宾语是句末的不定式to earn extra money。
4 . 还原为陈述句:this is the train for glasgow
5 . Heneveradmitshisfailure
6 . eg - Its fine now Lets go swimming
7 . 他发现赚点外快很容易。
8 . 他会说法语,也会写法语。
9 . 例如:ThemaninblackisMrZhang穿黑衣服的人是张先生。
10 . Weak: There is no opportunity for promotion
1 . ◎天气转晴了,这是我们没有想到的。
2 . Wewenttherebybike
3 . 还原为非强调句:because he loved my money, he married me
4 . 由于英语和汉语在表达习惯上存在差异,根据表达的需要,某些成分需要前置或后移。如:
5 . Revision: One workers plan eliminates tardiness
6 . He found it easy to earn extra money
7 . 还原为非强调句:Becausehelovedmymoney,hemarriedme
8 . The match attracted a large crowd
9 . the weather turned out to be very good, which was more than we couldexpect
10 . Wordy: My little sister has a preference for chocolate milk
1 . ◎我们迷路了,这使我们的野营旅行变成了一次冒险。
2 . there are students here from all over thecountry many of them are from the north
3 . ◎这部打字机真是价廉物美。
4 . not being tall is not a serious disadvantage in life,
5 . Better: My supervisor sauntered (=walked slowly past my desk
6 . Improved: We had a crisis at school yesterday when our chemistry laboratory caught fire
7 . 即把疑问句强调句倒装句等还原成基本结构。这是避免写错句子的一种有效的办法。如:
8 . ◎他把蛋糕分成块。
9 . Ourcampingtripturnedintoanadventurewhenwegotlost
10 . The weather turned out to be very good, which was more than we couldexpect
1 . Chinaisacountrywithalonghistory中国是历史悠久的国家。
2 . 这样做可以使学生在课堂上带着解决问题的心情去听讲,课堂效率将大大提高。而在学生所疑惑的问题得到解答时,他们的成就感也随之而来,兴趣也就增加了。
3 . 注:whotoldmethis为修饰theman的定语从句,应置于其后。
4 . 包括:that which who whom whose what ,why how when where 在这些词前切开,将其与后面的从句划在一起。
5 . Or: The landscape, bare and brown, begged for spring green (转换为并列结构作后置定语
6 . There are students here from all over thecountry Many of them are from the North
7 . 我们要干就要干好。
8 . 在英语课堂上,当孩子们遨游在光怪陆离的童话故事中,他们学习的英语积极性被充分地调动了起来,当他们和一个个栩栩如生的童话人物交上好朋友的时候,他们的英语也会取得长足的进步。
9 . if we do a thing, we should do it well
10 . 这几天他身体不是很好。
1 . 注:who told me this为修饰the man的定语从句,应置于其后。
2 . Nothavingmethim,Icannottellyouwhatheislike
3 . 在非谓语动词前切开,若后面不接名词,则单独划出。若后面有名词则将非谓语动词和后面名词一起划出,构成非谓语动词短语。
4 . Not having met him, I cannot tell you what he is like
5 . is this the train for glasgow?
6 . 还原为非强调句:Because he loved my money, he married me
7 . Hereturnedhomeforhisdictionary
8 . Revision:The brown grass and bare trees form a drab landscape (转换为前置定语
9 . too的用法大家了解了吗?下次遇到too的时候,同学们会做了吗?如果还想多理解,可以参考的初中网,那里有更多的学习方法哦!
10 . 为学生学习的几乎每一句英语,都配上了生动的动作,让孩子们边说英语,边用动作将其含义表达出来。
1 . ◎从这个角度看,问题并不像人们一般料想的那样严重。seen in this light, the matter is not as serious as people generally suppose
2 . 对于英语的学习要坚持心态调整,做到循序渐进。
3 . Wolves are highly social animals whose success depends upon their coopera-tion
4 . 初中英语学习之课后及时复习
5 . 还原为陈述句:ThisisthetrainforGlasgow
6 . Wolvesarehighlysocialanimalswhosesuccessdependsupontheircoopera-tion
7 . 课前预习是培养学生独立获得知识的前提。
8 . 从各地来的学生中有许多是北方人。
9 . A too, as well, also均指句中有关词语与前面提到的事物相结合或相一致。但这三个词的雅俗程度和句中的位置有所不同。also含有较庄重的色彩,通常用于主要动词之前(但若主要动词是be,则置于其后)。
10 . 我没有见过他,所以说不出他的模样。
1 . 例如:Ifoundeverthingingoodcondition我发现一切状况良好。
2 . 注:汉语表达中的“价”和“物”在英语中均无需译出。
3 . 它能够一下子就抓住学生的注意力,吸引学生参加活动,让他们在轻松快乐的学习环境中,犹如身临其境般的体验英语。
4 . ◎他发现赚点外快很容易。
5 . the man who told me this refused to tell me his name
6 . 直到我遇到你以后,我才真正体会到幸福。
7 . 教师利用学生过去学过的知识,设计和英语为母语的学生文化相近便于他们理解的教学活动。
8 . 教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用。
9 . 下面是对英语学习课内要敢说的讲解,希望同学们都能很好的做的课内要敢说。
10 . 通过上面对课后及时复习学习方法的内容讲解,同学们都已经很好的阅读了吧,希望上面的讲解内容给同学们的学习很好的帮助。
1 . So fast does light travel that we can hardly imagine its speed
2 . Theheavyrainkeptusinsidethehouse(大雨使得我们待在了家里。
3 . 初中英语学习方法之心态调整
4 . 个子不高不是人生中的严重缺陷。
5 . our camping trip turned into an adventure when we got lost
6 . Wordy: We are in receipt of your letter and intend to follow your recommendations
7 . (参照每单元后面的Checkpoint中的Gram.啪r及Useful and Expressions,熟悉本单元的语法项目句型及词汇等;
8 . The man who told me this refused to tell me his name
9 . 他从不承认自己的失败。
10 . This typewriter is very cheap and fine indeed
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