兩個(gè)基本原理

試題詳情

N次獨(dú)立重復(fù)試驗(yàn)恰有K次發(fā)生的概率

例1變式

甲乙丙三人各射擊一次，三人擊中目標(biāo)的概率都是0.6，求其中恰有一人擊中目標(biāo)的概

率和目標(biāo)被擊中的概率。          （0.288）       （0.936）

例2變式1

如圖，每個(gè)開(kāi)關(guān)閉合的概率都為0.7，計(jì)算這段時(shí)間內(nèi)線路正常工作的概率。    0.6811

變式2

如圖，每個(gè)開(kāi)關(guān)閉合的概率都是0.7，計(jì)算這段時(shí)間內(nèi)線路正常工作的概率。 

  (提示：反向思考較為簡(jiǎn)單。（0.847）)

3、甲乙兩戰(zhàn)士向同一目標(biāo)各射擊一次

   設(shè)A={甲戰(zhàn)士射中目標(biāo)}  B={乙戰(zhàn)士射中目標(biāo)}

（1）       甲乙兩戰(zhàn)士同時(shí)射中；

（2）       甲乙兩戰(zhàn)士中至少有一人射中；

（3）       甲乙兩戰(zhàn)士中恰有一個(gè)射中。

強(qiáng)化訓(xùn)練

1、一袋中有8個(gè)白球，4個(gè)紅球，另一袋中有6個(gè)白球，6個(gè)紅球，從每袋中任取一個(gè)球，問(wèn)取得顏色相同的球的概率是多少？     （1/2）

2、從甲乙丙三種零件中各取1件組成某產(chǎn)品所有三零件必須都是正品，所得產(chǎn)品才是合格品，已知三種零件的次品率分別是2%、3%、5%，求產(chǎn)品的次品率？（結(jié)果保留四位有效數(shù)字）          （0.0969）

3、某戰(zhàn)士射擊中靶的概率為0.99，若連續(xù)射擊兩次，求：

（1）       兩次都中靶的概率；           （0.9801）

（2）       至少有一次中靶的概率；        (0.9999)

（3）       至多有一次中靶的概率。        (0.0199)

4、甲乙兩高射炮同時(shí)向一架敵機(jī)射擊，已知甲擊中敵機(jī)的概率是0.6，乙擊中敵機(jī)的概率為0.5，求

    （1）求敵機(jī)被擊中的概率；           （0.8）

     （2）已知甲乙兩炮都擊中敵機(jī)時(shí)，敵機(jī)才墜毀，求敵機(jī)墜毀的概率。        （0.3）

5、甲廠生產(chǎn)的脫粒機(jī)，每臺(tái)連續(xù)使用不少于10年的概率是2/5，乙廠生產(chǎn)的脫柴油機(jī)，每臺(tái)連續(xù)使用不少于10年的概率是3/5，將一臺(tái)脫粒機(jī)與一臺(tái)柴淚機(jī)配套使用，求下列各事件的概率：

（1）       A（脫粒機(jī)與柴油機(jī)的連續(xù)使用期都不少于10年）；   6/25

（2）       B（只有脫粒機(jī)的連續(xù)使用期不少于10年）         4/25

（3）       C（至少有一臺(tái)機(jī)器的連續(xù)使用期不少于10年        19/25

6、有4名學(xué)生參加體育達(dá)標(biāo)測(cè)驗(yàn)，4人各自合格的概率分別是1/3，1/4，1/5，1/6，求以下的概率：

   （1）四人中至少有二人合格的概率；         43/180

   （2）四人中恰好只有二人合格的概率。       71/360

歡迎您訪問(wèn)“俊秀之家”

試題詳情

Saving The Earth

October 16,2000
　　By Zhaoxiang Zhou
　　I.  Teaching focus
　　1.Realize the damage caused to the world and figure out the reasons.
　　2.Find ways to stop the earth from being polluted by discussing in groups.
　　II.Teaching approaches
　　Elicitation, Mutual Interaction
　　III.Teaching aid
　　Interactive multimedia teaching
　　IV.Teaching process
　　Step  1   Revision
　　1.  Check note-making
　　Earth: not enough rain, too many cattle, cutting down trees, strong winds
　　Air:  smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories
　　Water: waste from factories and cities
　　Step  2   Presentation
　　1． Present a series of images depicting the natural beauty of the earth, then the pollution. Highlight the sharp contrast between them. Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.
　　2． Study the map on the textbook, then scan the passages to figure out where on the world atlas the damage has happened. Encourage the students to give out their point of view toward the pollution issue.   
　　Step  3   Audiovisual Learning
　　The students watch a video on the text, then do the following true or false questions.
　　1.     Many parts of the world with large population and plenty of crops have become deserts.   T
　　2.  Land may become poor if farmers do not limit the numbers of their cattle.   T
　　3.  Good soil is gradually lost these days as trees are being cut down.    T
　　4.  Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.   F
　　5.  Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.    F
　　6.  After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged. F
　　7.  The writer to explain how water is polluted uses the examples of the accidents in both India and Russian.   F
　　8.  Once oceans are polluted, they are not able to clean themselves.  F
　　Step  4   Intensive Reading
　　Read the passages again for some detailed information
　　1.       To say something about the damage that is caused to the world by pollution, using the information from the text. Try to present possible ways to help solve the problems.
　　Phenomena
　　Causes
　　Suggestions
　　E
　　A
　　R
　　T
　　H
　　The area of desert is growing every year.
　　Cattle eat grass.
　　Limit the number of the cattle.
　　Good soil is gradually lost.
　　Trees being cut down; strong winds blowing the valuable soil away.
　　Plant more trees and try to protect them.
　　A
　　I
　　R
　　Air is being polluted.
　　Factories, power stations and cars produce a lot of waste.
　　A lot of things have to be done to reduce pollution. New laws should be passed and people should realize how serious the problem is.
　　A lot of people died from polluted air in both Russia and India.
　　There were serious accidents that polluted the air.
　　Trees in the forest are destroyed and fish in the lakes are killed.
　　Chemical rain.
　　W
　　A
　　T
　　E
　　R
　　In some places it’s no longer safe for swimming, nor is it safe to eat the fish.
　　Factories and cities produce a lot of waste.
　　Same as above.
　　Lake Baikal, which used to be cleanest I the world, s now polluted.
　　Waste produced from a chemical factory.
　　2.to summarize the text by giving the main idea of each passage.
　　Earth:
　　The area of desert is growing and good soil is gradually lost.
　　Air:
　　Chemicals in the smoke cause a lot of damage and serious accidents took place
　　from time to time.
　　Water:
　　Water pollution is caused by man’s waste.  The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil.
　　Step  5   Discussion
　　Appoint one student to host the discussion. The rest of the class fall into groups of 4, changing ideas on the following question.  
　　(1)What kind of pollution can you think of?
　　(2)Why trees are important?
　　(3)What are the causes of water pollution?
　　(4) What can be done to stop land from becoming into desert?
　　(5) What else do we know about the problems that the earth is facing?
　　(6) What steps should we take to save the earth?
　　Step   6   Role play
　　The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g. A papermaking factory) which are seriously polluting air and/or water. Record the interviews and compose a report.
　　Step   7  Assignment
　�。�1）Read the additional materials about pollution and do the reading comprehension exercises.
　　（2）Finish the report.
　　Thanks for attending this class!
　　_____________________________________________________________________________--__
　　資料    我國(guó)環(huán)境污染現(xiàn)狀令人擔(dān)憂
　　據(jù)專(zhuān)家估計(jì)，中國(guó)每年因環(huán)境污染造成的損失達(dá)到二千八百三十億元人民幣，其中，僅水污染一項(xiàng)，估計(jì)一年造成經(jīng)濟(jì)損失約五百億元。
　　據(jù)香港《東方日?qǐng)?bào)》報(bào)導(dǎo)，自六十年代至今，中國(guó)有環(huán)境監(jiān)測(cè)的四百三十二條大小河流中，八成受到不同程度的水體污染，其中大江河經(jīng)過(guò)城鎮(zhèn)河段的占二成，支流受污染的占六成，全中國(guó)二千八百多個(gè)湖泊，凡能接納城鎮(zhèn)污水的，大多出現(xiàn)水體負(fù)氧化現(xiàn)象。由于地下水過(guò)度開(kāi)采，京津滬大面積出現(xiàn)土地沉降一點(diǎn)五公尺至二公尺，桂林溶巖區(qū)三十米地下水重金屬超標(biāo)十至二十倍。
　　大氣污染造成的經(jīng)濟(jì)損失約為二百億元，由于城市燃煤、工廠排放廢氣及汽車(chē)死氣污染，大氣中二氧化硫、一氧化碳等有毒懸浮微粒彌漫在城市上空，空氣污染導(dǎo)致許多城市肺癌死亡率增至萬(wàn)分之二，全國(guó)酸雨覆蓋面積已達(dá)百分之三十，所有這些損失加起來(lái)也等于二百億元。
　　而生態(tài)環(huán)境破壞和自然災(zāi)害造成的損失估計(jì)高達(dá)二千億元，森林覆蓋率由四九年的三成左右，現(xiàn)已下降至不足一成四，草原的嚴(yán)重退化，水土流失面積達(dá)一百五十五萬(wàn)平方公里，占國(guó)土面積的百分之十六。
　　同時(shí)，城鎮(zhèn)建設(shè)卻仍以每年侵占一百五十萬(wàn)公頃土地的速度發(fā)展，破壞自然生態(tài)平衡，加上自然災(zāi)害帶來(lái)的損失，每年至少損失二百億元。
　　其他污染如固體廢物排放、噪音污染等造成的損失也高達(dá)一百三十億元。
　　專(zhuān)家分析表示，造成環(huán)境污染引起的經(jīng)濟(jì)損失原因眾多，但國(guó)家工業(yè)規(guī)劃布局失誤，調(diào)控措施不力和公民環(huán)保意識(shí)不強(qiáng)是主要原因。

試題詳情

American English

教學(xué)目標(biāo)

1. vocabulary:

difficulty, pronounce, fall(n.), ask...for, pardon, medicine, however, British, a great many, store, and so on, the same as, more or less, reason, Europe, cent, Indian, cookbook, change...into,  explain

2. Oral English:

      1) Would you please say that again more slowly ? 你能慢慢地再說(shuō)一遍嗎?

      2) Pardon ? 你說(shuō)什么?

3) I'm sorry . I know only a little English / I don't quite follow you.抱歉,我英語(yǔ)懂得很少,我不太明白你的意思。

      4) How do you pronounce / spell ... ? 你怎么讀/拼......

      5) I have some difficulty in doing sth. 我在做...方面有困難.

      6) What does ... mean ? ... 是什么意思?

3. 語(yǔ)法：學(xué)習(xí)直接引語(yǔ)和間接引語(yǔ)

教學(xué)建議

對(duì)話分析

The dialogue is quite simple, so the teacher can encourage the Ss to

act it out in class. Also the students can make up some related

dialogues. when it comes to the text, the content is quite dull.

    To make it more interesting, the teacher can tell a joke in the

    beginning. When dealing with the content of the text, the teacher

    can focus on some exercises, such as Choose and Fill in blanks.

重點(diǎn)知識(shí)講解

1.difficulty n.困難，艱難，難事；有可數(shù)名詞和不可數(shù)名詞兩種用法?

①用作不可數(shù)名詞，意為"困難、艱難"，常用在以下句型中

have no/find(some, any, much) difficulty with sth./(in) doing sth.

    There is no (some, any, much) difficulty (in) doing sth.

    I had no difficulty in learning English.

    There was much difficulty (in) explaining it to him.

    ②用作可數(shù)名詞，表示具體的困難，意為"難事，難點(diǎn)，困境，難處"。

    This book is full of difficulties.

    In face of so many difficulties, we never appeared to be afraid.

2. come about

      這是一個(gè)不及物動(dòng)詞短語(yǔ)，其意思是（happen）“發(fā)生”，“造成”。與happen一樣，沒(méi)有被動(dòng)語(yǔ)態(tài)。

     （１）You failed the exam. How did it come about? 這次考試你怎么不及格？

     （２）Sometimes it is hard to tell how a quarrel (爭(zhēng)吵) comes about.

     有時(shí)候很難說(shuō)出口角是怎么引起的。

△聯(lián)想 come 構(gòu)成的短語(yǔ)有：

       come across偶然遇到；come to do 開(kāi)始做……； come along一道去、快點(diǎn)、過(guò)來(lái)；come true 變成現(xiàn)實(shí)；come from 來(lái)自、出生于；come near 臨近；come to an end 結(jié)束；come down 下來(lái)、流傳下來(lái)；come into use 開(kāi)始使用；come back 回來(lái)、回想；come into power 上臺(tái)；come out 出來(lái)、長(zhǎng)出、被出版；come into being 產(chǎn)生；come on 進(jìn)行、進(jìn)展、趕快、來(lái)！加油；come to oneself 蘇醒；come up 發(fā)生、被提出、長(zhǎng)出、發(fā)芽。

３. And so on

 該詞組用于列舉事物，一般放在句末（但是不完全列舉。）意為“等等”，“如此等等”。如：

      （1）Vegetables are potatoes, beas, cabbages and so on.蔬來(lái)有土豆、豆子、白萊等等。

      （2）They asked what my name was, where I lived, who my parents were, and so on..

            他們問(wèn)我姓什名誰(shuí)，家住哪里，父母是何人，等等。

4. more or less這是個(gè)固定詞組，意為( about, almost, nearly) 大約，或多或少，大體上。在句中作狀語(yǔ)，可放在修飾詞之前，也可放在句末，用逗號(hào)與句子分開(kāi)。例如：

   （1）The work is more or less finished.　這項(xiàng)工作大體完成了。

   （2）The trip will take ten days more or less. 這次旅行約需十天時(shí)間。

（3）I hope my advice will be more or less helpful to you.希望我的建議對(duì)你多少有些幫助。

5. When do you take your next exams?

    1) 注意exam / examination 同動(dòng)詞的搭配：

    take / have an exam (學(xué)生參加考試)；give（students）an exam 老師考學(xué)生；

            hold an exam 舉行考試；          pass an exam 考試合格；

            fail (in ) an exam 考試不合格

    2) 注意本句中用一般現(xiàn)在時(shí)表示一般將來(lái)時(shí)。有這種用法的動(dòng)詞有：take, begin, get, go, start, leave等，表示按計(jì)劃或時(shí)刻表將要發(fā)生的事情。如：

            When does the winter holiday begin? 寒假什么時(shí)候開(kāi)始？

            The plane takes off at 9:30 a. m. 飛機(jī)上午九點(diǎn)三十分起飛。

6. I have some difficulty in pronouncing some of the words in English。

  I have some difficulties with pronunciation.

difficulty即可作不可數(shù)名詞，又可作可數(shù)名詞，意為“困難”，用于下列句式：

a. have + difficulty + (in) doing sth.

其中介詞in可省略。它表示“在做某事時(shí)有困難”、“在……方面費(fèi)勁”。difficulty前可用some, great, much, little, no等詞飾飾。例如：

            You' ll have no difficulty ( in ) finding his house, for he is well

            known in this area.

b. have + difficulty/difficulties + with sth. 名詞前用介詞with,不用in, 且with不可省略。例如：

            I'm having some difficulty with my daughter's maths homework.

            c. There is no (some, much, any) difficulty (in) doing sth.

            d. do sth. with/without any difficulty

            e .find difficulty (in) doing sth.

例如：

  （1）There was much difficulty (in) explaining it to him.

                 要給他解釋清楚真費(fèi)了不少勁。

  （2）I find some difficulty (in) learning Russian. 我覺(jué)得學(xué)俄語(yǔ)有些困難。

  （3）He finished his homework without (any) difficulty.他毫不費(fèi)力地完成了家庭作業(yè)。

  （4）His English was very bad and he spoke with difficulty.他的英語(yǔ)很差，說(shuō)起來(lái)很吃力。

7. At first, the language stayed the same as th language used in Britain. 起初這種語(yǔ)言同在英國(guó)使用的語(yǔ)言仍然相同。

    But Americans still talk about “fall” just as people do in some parts of western English. 但是美國(guó)人還是說(shuō) “fall” , 就像英格蘭西部有些地區(qū)的人說(shuō) “fall”一樣。

    1）stay

      在句中相當(dāng)于連系動(dòng)詞，意為“保持某種狀態(tài)”；相當(dāng)于keep的意思，通常接形容詞作表語(yǔ)，無(wú)被動(dòng)語(yǔ)態(tài)。它還可以用作不及物動(dòng)詞，表示“停留”等，例如：

    The shop stayed open till 6 o’clock. 這家商店一直營(yíng)業(yè)到六點(diǎn)。

    句式一：stay + 形，維持（……的狀態(tài)）。如：

       The windows stayed open all the night.

   句式二：stay(+副)，停留（在某處）。如：

       You should stay in bed.

   句式三：stay (+ 副)，留宿，客居，暫住。如：

    How long did you stay in New York?

   2）the same as / the same …as 是“和……一樣”的意思。在same之前總要加定冠詞the。 as 是關(guān)系代詞，引導(dǎo)限制性定語(yǔ)從句，as 在定語(yǔ)從句中作主語(yǔ)、賓語(yǔ)或表語(yǔ)。as 從句可用省略形式。如：

    This is the same material as is used in building the bridge.

  這和建那座橋所用的材料一樣。（as 作主語(yǔ)）

    3）just as 意為“正如，恰似”，as 是連詞，引導(dǎo)一個(gè)方式狀語(yǔ)從句，有時(shí)也可引導(dǎo)表語(yǔ)從句。如：

    She loves singing just as her mother did. 她喜歡唱歌，正像她媽媽過(guò)去喜歡唱歌一樣。

    Jack didn’t feel just as his wife did. 湯姆并不像他妻子感受的那樣。（引導(dǎo)表語(yǔ)從句。）

8．Would you please say that again more slowly? = Will you please say that again more slowly? = Please say that again more slowly.

“Would/will you please. . . ?”是婉轉(zhuǎn)提出要求時(shí)的禮貌用語(yǔ)，用would比用will更加禮貌，多用于對(duì)陌生人或長(zhǎng)輩說(shuō)話的場(chǎng)合。注意該句型后接動(dòng)詞原形，肯定回答：Yes,  I will. / Sure, / All right. Certainly. / Yes, please. 否定回答：No, I won’t. / I’m sorry, but I can’t. / No, thank you.

9．In China about seven people in ten speak putonghua.

in 作介詞，表示比例、比率，例如：

One in ten students could solve the problem.

10．I know only a little English. 我只懂一點(diǎn)英語(yǔ).

      little 作"少"解，有否定的意味，即"少得幾乎沒(méi)有"（almost no）的意思，a

      little雖然也作"少"解，但有肯定的意味，"即雖少但還有一點(diǎn)"的意思.而only a little 卻是否定的.和little 同義,在非正式文體中一般用only a little來(lái)代替little.

試比較下列對(duì)話：

     A：I'm thirsty. Can you give me some water to drink? 我渴了，給我一點(diǎn)水喝好嗎？

     B：Sure. There is a little water in the bottle. Take  it.好的，瓶里還有一點(diǎn)水，拿去吧。

     A：I'm thirsty. Can you give me some water to drink?我渴了，給我一點(diǎn)水喝好嗎？

     B：I'm sorry, but there is little / only a little water in the bottle.對(duì)不起，瓶里沒(méi)有什么水了。

1．no longer 與no more

  這是一對(duì)近義詞，都作“不再”、“再也不”（for no further period of time ）解，一般可通用。

１）no more一般位于句末或句首，而no longer則可用于實(shí)義動(dòng)詞之前，助動(dòng)詞或連系動(dòng)詞之后，或者位于句尾。例如：

     （1）He still smoked, but he drank no more. 他還在吸煙，但不再喝酒了。

     （2）They are no longer staying with us.  他們不再跟我們住在一起。

2） no more ＝ not. . . any more, no longer = not. . . any longer. no  more/ longer 是正式用法，not. . . any more/longer 比較自然。如：

（1）I do not see him any more/any longer.我不能再看到他了。

      （2）I did not feel sick any more. 我不再感到惡心了。

3）no more (not. ..any more)

     強(qiáng)調(diào)數(shù)量和程度，表示動(dòng)作不再重復(fù)，一般指把現(xiàn)在的情況將來(lái)對(duì)比，即“現(xiàn)在如何如何，將來(lái)不再這樣(now, but not in the future)”. no longer(not. . .any longer)

     強(qiáng)調(diào)時(shí)間，表示動(dòng)作不再延緩，一般是現(xiàn)在的情況同過(guò)去對(duì)比，即“過(guò)去如何如何，現(xiàn)在不再這樣(once, but not now) �！�

   例如：

    （1）She is not a child any longer.

            = She is no longer a child. 她再也不是個(gè)孩子了。

（2）I won't do such stupid things any more.

            = I'll do such stupid things no more.  我（今后）再也不干這種蠢事了。

2. 辨析  however / but / while

     從詞義上看，三詞相近，均表示上下文之間語(yǔ)氣的轉(zhuǎn)折，其中but語(yǔ)氣強(qiáng)烈，譯作“但是”；從詞性上看，however作“然而、可是”解時(shí)是副詞，而but與while是連詞，用于連接并列分句；從句子位置看，but與while一般位于兩個(gè)并列分句的中間，however位置靈活，可位于可首，句中或句尾，而且必須用“，”與句子分開(kāi)。例如：

            We love peace, but we are not afraid of war.

            This plan is all right; however, it can be made better.

            I’m interested in sports while my brother is fond of music.

               He is young, but he knows a lot. 他尚年幼，但懂得卻多。

            Later, however, he decided to go. 可后來(lái)他決定去了。

３．A great many words and expressions have come into the language from American English…

    英語(yǔ)中表“許多”的詞組有很多，一般可按其用法分為以下三類(lèi)：

    修飾可名詞：many; a great (good, large ) number of; quite a few; numbers of; many a ; a great (good) many; scores of 等。many a ,其意近似于many , 但many a 后邊接可數(shù)名詞單數(shù)，如：

     Many a student has such a question.

     修飾不可數(shù)名詞：much; a great (good ) deal of; a large amount of; large amounts of

     既可修飾可數(shù)名詞，也可修飾不可數(shù)名詞：a lot of (lots of ); plenty of; a large quantity

of; large quantities of 等。

     plenty of, a lot of / lots of常用在肯定句中，否定句中多用many或much 。如：

     Today I haven’t much work to do. 今天我沒(méi)有許多事做。

4. Now ask your partner for the answers.

     句式“ask + 名(人)+ for +名”意為“向（某人）請(qǐng)求……”；“向（某人）要求……”，例如：

     He asked his parents for a motorcycle.

     比較下列句式：

     句式一：ask +for+名，向……要，例如：

After dinner I asked for coffee.

句式二：ask +名(+ for/to+ 名),　請(qǐng)……，例如：

I have been asked for (to) dinner tonight.

句式三：ask + 名（人）＋副詞＋for / to + 名，請(qǐng)……，例如：

He asked me in for a cup of coffee.

I asked her out to lunch.

句式四：ask for + 人，要求（人）來(lái)（接電話），例如：

A Mr Simpson from Sydney is asking for the manager.

5．a(chǎn)s用法小結(jié)

１）as用作介詞，意為“作為”，“如同”。as引導(dǎo)的介詞短語(yǔ)大多作狀語(yǔ)，有時(shí)也可用作定語(yǔ)、定語(yǔ)補(bǔ)足語(yǔ)等。例如：

（1）It was Paul’s first important lesson as a student of Chemistry

            and he never forgot it.

        （2）Don't treat me as a child. 別把我當(dāng)小孩看待。

        （3）He is well-known as a writer. 作為一名作家他很出名。

２）as作連詞，有以下幾種不同含義：

          a. 引導(dǎo)時(shí)間狀語(yǔ)從句，意為“當(dāng)……時(shí)候”，“隨著……”“一邊……一邊……”。如：

           He saw his daughter as he was getting off the bus.

           他下車(chē)看見(jiàn)了他的女兒。（兩個(gè)短暫動(dòng)作幾乎同時(shí)發(fā)生）

           b. 引導(dǎo)原因狀語(yǔ)從句，意為“因?yàn)椤�，“既然”，as = since（語(yǔ)氣比because弱）。as原因狀語(yǔ)從句多位于主句前。如：

           （1）As (Since) you are not feeling well, you may stay home.

            　　　既然你不太舒服，你就留在家里吧。

           （2）As he was ill, I went without him. 因?yàn)樗�有病，我�?dú)自去了。

            　　c. 引導(dǎo)比較狀語(yǔ)從句，“像……一樣�！背Ｓ糜赼s(副詞)…as和not as …as結(jié)構(gòu)中。如：

            （3）The book is not so easy as you imagine.　這本書(shū)不像你想象的那么容易。

           d. 引導(dǎo)方式狀語(yǔ)從句，意為“按照”、“如同”。

             She loves singing just as her mother did.她正像她母親一樣喜歡唱歌。

3）as用作關(guān)系代詞，引導(dǎo)定語(yǔ)從句，意為“像……的人／物”，“如……那樣�！敝饕�用于such …as, the same …as

            結(jié)構(gòu)中，在從句中作主語(yǔ)、賓語(yǔ)、表語(yǔ)。例如：

            Such books as you bought yesterday are helpful to

            children.像你昨天買(mǎi)的那些書(shū)對(duì)孩子們有益。

直接引語(yǔ)和間接引語(yǔ)的區(qū)別

1.下列情況中，直接引語(yǔ)變間接引語(yǔ)時(shí)，時(shí)態(tài)不變：

1)直接引語(yǔ)中的過(guò)去完（進(jìn)行）時(shí)在間接引語(yǔ)中時(shí)態(tài)不變

            例如:Tom said, “My brother had been a worker for two years before he

            came here.”

            Tom said that his brother had been a worker for two years before he

            came here.

2) 間接引語(yǔ)中動(dòng)詞所表示的動(dòng)作或狀態(tài)說(shuō)話時(shí)仍繼續(xù)進(jìn)行或存在進(jìn)，其時(shí)態(tài)不變。

            例如：”I am eight.” the boy said.   The boy said that he is eight.

3) 直接引語(yǔ)中,如果表示過(guò)去的時(shí)間狀語(yǔ)用來(lái)表示事態(tài)發(fā)生或存在的具體時(shí)間,變間接引語(yǔ)時(shí),其謂語(yǔ)動(dòng)詞仍用一般過(guò)去時(shí)。

4）轉(zhuǎn)述習(xí)慣性動(dòng)作、客觀事實(shí)或科學(xué)真理時(shí),其時(shí)態(tài)不變。

5）引述動(dòng)詞為現(xiàn)在時(shí),間接引語(yǔ)中的動(dòng)詞可保持原來(lái)時(shí)態(tài)。

            例如:He says, “I have accepted her invitation.”   He says that he has

            accepted her invitation.

6).如果直接引語(yǔ)用虛擬語(yǔ)氣，變間接引語(yǔ)時(shí)，仍用原來(lái)的動(dòng)詞形式。

            例如：’I insist that you give up smoking,’ said the doctor.

            The doctor insisted that he give up smoking.

7).時(shí)間狀語(yǔ)從句中的一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí)，在間接引語(yǔ)中保持不變。

8).如果直接引語(yǔ)是以would like 作謂語(yǔ)的特殊疑問(wèn)句，間接引語(yǔ)中would like 不變；如果直接引語(yǔ)是一般疑問(wèn)句，like 之后接動(dòng)名詞或名詞作賓語(yǔ)，間接引語(yǔ)中would like也不變。

2.直接引語(yǔ)是祈使句變間接引語(yǔ)，通常將say 改為ask 或tell, order等詞，構(gòu)成ask (tell, order) sb. to do sth.結(jié)構(gòu)。原祈使句如果是否定的，要在不定式結(jié)構(gòu)前加not，原祈使句中如果帶有please一詞，間接引語(yǔ)也不再使用。

例如：‘Please open the second window,’ he said.    He asked me to open

          the second window.

3.直接引語(yǔ)是感嘆句，變間接引語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞應(yīng)用一個(gè)能表達(dá)原意的詞語(yǔ)。

例如：She said, “What a lovely day.”  She remarked with joy that it was

          such a lovely day.

試題詳情

The  Summer  Holiday

1. The students should master the following important vocabulary:

   introduce, practice, vacation, employ, regards, expression,  physics, chemistry, biology, geography, go away, in one's opinion, general idea, go on doing, as a result

2. The students should know the meaning of the following useful expressions and besides that they should know how to use them in their daily life.

  (1) I must be off now./ I must be leaving. / I must go now.

  (2) Nice to meet you. / Nice meeting you.

  (3) I'll introduce you ( to my friends ).

  (4) Give one's regards / best wishes / love to sb.

  (5) That's nice/ kind of you.

  (6) See you soon. / See you later. / See you tomorrow.

2. The students must grasp the following sentence structure.

  (1) So + be/ have/ 助動(dòng)詞/情態(tài)動(dòng)詞+ 主語(yǔ)

  (2) prefer的用法

  It's one's turn to do sth.

 教學(xué)教法：

The students are supposed to talk about their summer holidays with  the beginning of introducing themselves. Then they can make a survey to get to know what they all have done in the holiday in the form of group ( which contains 4-6 students).

    This lesson is the first lesson of the new term. And the most important point is that it is the first time that the students have met each other. So this is a good chance to get to know each other by introducing themselves. Meanwhile, the teacher can also get to know the students' ability to speak English. The teacher may teach the students how to greet and how to let others know you. Also, the students must have a lot of different experiences during the long summer holiday. Therefore, it is a good chance for them to understand what they each do during the holiday. The teacher can ask the students some general questions about their summer holidays. Such as, Did you enjoy your summer holidays? What did you do during your summer holidays? Where did you go in the holidays? Then the students can have group work or pair work---- they exchange their ideas about their summer holidays. The students ( in the form of group )can make a survey about their experiences. And then each group may choose one group leader to give the whole class a report about their group's summer holidays. The group leader may introduce it by using the third person. For example:

    "Mary went to Shanghai during the summer holidays. She went to many places of great interests, such as …… She thought the most interesting part in her summer holidays was ……"

    The survey is based on the questions of Part Two of the first lesson. The students can also ask some other questions if like. Or the teacher may ask the students to bring some photos that they took in the summer holidays and them show the photos to other students and explain what the photos were about. The teacher may set an example to the students first by showing her/his photos to the students and them the students may know what they are supposed to do.

After the introduction the students may play a game--- who can recall the other students' names and the student who can name the most students' names is the winner.

詞匯辨析

1．區(qū)別Nice to meet you 和 Nice meeting you這兩個(gè)詞組的意思都是“很高興見(jiàn)到你”。

區(qū)別是Nice to meet you用的是一個(gè)不定式。而不定式的作用是表示將要做的事情，所以這個(gè)詞組常常在剛一見(jiàn)面時(shí)說(shuō)。

    Nice meeting you用了一個(gè)現(xiàn)在分詞在此表示完成的動(dòng)作，所以它常常用在談話結(jié)束時(shí)或分手之前。同樣我們也可以說(shuō)：

剛見(jiàn)面：　　　　　　　　　 分手前：

Nice to talk with you.　　　　　Nice talking with you.

Glad to have you here.　　　　　 Glad having you here.

2。So+ be/ have/ 助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ) 與so+ 主語(yǔ)+ be/ have/助動(dòng)詞/情態(tài)

動(dòng)詞的辨析

前者表示“某人也”的意思。而后者表示“對(duì)第一個(gè)人說(shuō)的話的認(rèn)可”。

Example: So+ be/ have/ 助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ)

    (1)--- He is a good student.---- So is my brother Bob. (我弟弟Bob也是一個(gè)好學(xué)生)

    (2) ----She lives in Shanghai. ----So do I . （我也住在上海）

(3)---They have done the work ----So has she. (她也已經(jīng)做了)

    (4)---John can sing songs very well.--- So can I . (我也能唱的很好)

 (5)--- She went to the party yesterday.---- So did Mike. (Mike昨天也去了)

     Example : so + 主語(yǔ)+ be/ have/助動(dòng)詞/情態(tài)動(dòng)詞

            　　　　---I think she is a good student.

            　　　　--- So she is. (是的，她是個(gè)好學(xué)生)

She always studies very hard and helps others with their homework.

 (1) --- I guess the book must be borrowe by John.

    --- So it must. (是的，那書(shū)肯定是被John借走的) I remember that he came to you yesterday and took the book away from you.

 (2) --- She did the job successfully.

--- So she did. 是的，她的確做地很成功）And she was praised by the others in her company.

    如果表示某種情況也同樣不適用于另外一個(gè)人或物， 要用“Neither / Nor + be/ have / 助動(dòng)詞 / 情態(tài)動(dòng)詞 +

主語(yǔ)” 這個(gè)結(jié)構(gòu)。

Example:

 (1) --- He has never been to Beijing.--- Neither / Nor have I . 我也沒(méi)有去過(guò)）

I really wish to go there some day in future.

 (2) --- I can't swim across the wide river.--- Neither / Nor can my sister. (我妹妹也不能)

3．辨析too much & much too

too much + uncountable noun

much too + adj. / adv

Example:

There was too much rain last year, as a result, the farmers could

have a good harvest.

The coat is much too expensive. I can't afford to buy it.

Teaching Plan for Lesson One

Step 1 Lead in questions

Introduce yourself to the class by saying " Hello everyone. I'm very happy to be your new English teacher this term. Do you like English? I am sure that we can become good friends and I will try my best to help you speak English well. Do you want to speak English as well as the native speakers? So you must study hard and do what I will tell you to do. Now I'd love to introduce myself to you so that we can become friends very quickly. My name is ……and it is really nice to see you. Now I would love you to introduce yourselves to us. In your introduction you have to tell us what your name is and what middle school you come from and then tell us what you are interested in or what you are good at. (The students can do this task one by one in a very short time.)

Step 2. Listen to the dialogue

    Do you want to make new friends when you come to a new school? Suppose you and a classmate of yours meet at the school gate for the first time at the beginning of the new term. But you don't know each other. So you will have a talk with each other in order to go to the classroom together. And maybe you and her/him will become very good friends later on.

Ask the students to listen to a dialogue that happens in such a case in order that they can know what they should say for the first time two people meet.

    The students should find out the answers to some questions that the teacher shows them:

 (1) Were Bill and Harry at the same school last year? ( No)

 (2) Did Harry know Bob? ( Yes )

 (3) How do you know it? ( They were in the same class )

Step 3. Listen to the second dialogue

    Ask two students to come to the front of the class. Get to know their names by asking " What is your name ? " Then the teacher will point to these two students and speak to the whole class, " I am very glad to introduce you my new friends. This is Mary and this is John. "The students are then supposed to ask these two students some questions to get more information about them. Then let the students listen to the second dialogue which teaches the students how to make an introduction.

Step 4. Practice

The students are supposed to do group work---- four students make a group and each of them give a brief introduction about themselves. After they get to know each other they are supposed to ask and answer some questions about their summer vacation. The teacher may set an example----the teacher may let the students to then ask them some questions about her/ his summer holidays. 　　

The questions can be:

What did you do during your summer holidays?

Did you enjoy your summer holidays?

Where did you go and who went with you ?

Then the teacher may answer these questions and put the above questions on the blackboard for the students. Then it is the students ‘ turn to practise.

    The teacher may give the students five minutes for this task. The students are supposed to make a survey----every group chooses a leader who may write down all the answers and then in the end the group leader is asked to give a talk about the group members’ summer holidays.

 “Mary stayed at home the whole summer holidays because she had to look after her mother. John went to some places of great interests and he enjoyed his summer holidays. Mike ┅┅”

Step 5. Useful expressions

Step 6. Practice

The students are supposed to do an exercise of their work books. P

57 Exercises 2 & 3

Step 7. Homework

 Finish the exercise of workbook.

  Review the new text.

試題詳情

Charlie Chaplin

教學(xué)目標(biāo)

　　Teaching aims and requirements
　　在本單元的教學(xué)過(guò)程，通過(guò)對(duì)話課的學(xué)習(xí)，學(xué)生進(jìn)一步掌握英語(yǔ)中有關(guān)表示打算和意愿的用語(yǔ)，課文的學(xué)習(xí)，使學(xué)生了解卓別林一生的概況。學(xué)生用自己的語(yǔ)言組強(qiáng)他的作品及不同時(shí)期一些重要活動(dòng)。學(xué)習(xí)理解非限制定語(yǔ)從句。
　　Teaching important and difficult points
　　1.Words and phrases
　　Appearance, film, correction, line, set, storm, mouthful, theatre, director, stage, bury, actress, setoff, in the air, in a short while, as if, in a hurry, be uncertain about, (one’s)search for, intend to do, put on
　　2.Daily expressions
　　Intentions and wishes
　　What do you plan to do next? We intend to work hard next January?
　　I hope it will be very successful. It will certainly be very ….
　　What are your plans for the future?
　　3. Grammar
　　Revise the Non-restrictive Attributive Clause

教學(xué)建議

能力訓(xùn)練
　　1. 通過(guò)以對(duì)話練習(xí)，了解采訪問(wèn)題的設(shè)置及問(wèn)答。
　　2. 練習(xí)人物傳記的基本寫(xiě)法。

德育教學(xué)
　　通過(guò)課文學(xué)習(xí)，了解查理?卓別林對(duì)電影事業(yè)的偉大貢獻(xiàn)和敬業(yè)精神，激勵(lì)學(xué)生刻苦努力學(xué)習(xí)。

師生互動(dòng)
　　Lesson 17: 學(xué)生兩人一組，分別扮演記者和導(dǎo)演的角色進(jìn)行采訪。
　　Lesson 18: 通過(guò)做筆記掌握課文內(nèi)容。
　　Lesson 19: 通過(guò)Part3和Part4的練習(xí)歸納非限定性定語(yǔ)從句的特點(diǎn)。
　　Lesson 20: 筆頭練習(xí)：學(xué)寫(xiě)簡(jiǎn)單的人物傳記。

語(yǔ)法建議
　　教師在教學(xué)生們復(fù)習(xí)和理解非限制定語(yǔ)從句時(shí)，要反復(fù)強(qiáng)調(diào)哪些引導(dǎo)詞可用于非限制定語(yǔ)從句，同時(shí)教師可用限制定語(yǔ)與非限制定語(yǔ)從句的對(duì)比和區(qū)分，如：which, that ,as ,who, whose等引導(dǎo)詞，在練習(xí)和舉例中讓學(xué)生們弄清楚。

教材分析
　　本單元的對(duì)話主要是簡(jiǎn)單地介紹自己的表達(dá)語(yǔ)如：I’m…,I do及詢問(wèn)對(duì)方意愿What do you plan to next? 和表達(dá)自己意愿及希望 I plan….., I wish that….的交際用語(yǔ)。閱讀課主要是了解電影喜劇大師查理?卓別林的生平和他的電影。本單元使用的詞匯較為豐富如：direct, act, set off, appearance, bring up ,honor, as if, intend。非限制性定語(yǔ)從句中關(guān)系代（副）詞的使用，是本單元的重點(diǎn)語(yǔ)法項(xiàng)目。

重點(diǎn)知識(shí)講解
　　1. be known for, be known as 和 be known to
　　be known for=be famous for意為“因……而出名”，介詞for表示原因。
　　Guilin is known for its beautiful scenery.
　　be known as=be famous as 意為“作為……而出名”，介詞as指主語(yǔ)的身份或名稱(chēng)。
　　Mr. Zhang is known as an English teacher.
　　be known to 意為“為（某人）所知或熟悉”，介詞to后接人。
　　As is known to all, she is always ready to help others. 眾所周知，她總是樂(lè)于助人。
　　2. search, search for 和 in (one’s) search for/ of
　　search= try to find by looking, 意為“搜尋”、“搜查”。search的賓語(yǔ)一般是被搜查的人或某一場(chǎng)所，而不是所要尋找的東西。
　　The policeman searched the thief to see what he had in his pockets.那個(gè)警察對(duì)小偷搜身，看他口袋里有什么東西。
　　search for相當(dāng)于look for。search for的賓語(yǔ)一般為要找的東西，而不是被搜查的人或場(chǎng)所。
　　The villagers were searching for the missing boy. 村民們正在尋找那失蹤的男孩。
　　注意：I search a place for a person= search a person in a place, 意為“在某地搜尋某人”。
　　in (one’s) search for 和 in search of都意為“尋找”、“尋求”，在句中既可作狀語(yǔ)，也可作表語(yǔ)。注意兩個(gè)短語(yǔ)介詞的搭配，如果名詞search前帶有限定詞a，the或one’s，后面一般用介詞for，如果search前不帶限定詞，后面一般用介詞of。
　　The husband joined the wife in her search for the unknown element(元素).
　　Some birds fly south in search of winter sun.
　　Could you explain exactly what to do? 你能確切地解釋一下你的工作嗎？
　　explains解釋?zhuān)�說(shuō)明（單賓語(yǔ)動(dòng)詞）。例如：
　　He explained to us how the machine was used. 他給我們講解這機(jī)器怎么使用。
　　雙賓語(yǔ)動(dòng)詞與單賓語(yǔ)動(dòng)詞的區(qū)別：雙賓語(yǔ)動(dòng)詞后面，同時(shí)可接間接賓語(yǔ)（一般指人）和直接賓語(yǔ)（一般指物）。如：
　　He gave me a pen. ( = He gave a pen to me. )
　　He bought me a pen. ( = He bought a pen for me. )
　　單賓語(yǔ)動(dòng)詞后只接一個(gè)賓語(yǔ)，如果接指人的賓語(yǔ)則需用介詞“to”來(lái)連接。如：
　　He explained the matter to me. (正)=He explained to me the matter.
　　He explained me the matter. (誤)
常用的單賓語(yǔ)動(dòng)詞有：
　　announce宣布，communicate傳達(dá)，describe描述，explain解釋?zhuān)琫xpress表達(dá)，　introduce介紹，mention提及，point out指出，report報(bào)告，repeat重述，say說(shuō)，shout喊，叫；suggest建議。

　　At the end of this period we put the play on in a theatre.排練一結(jié)束，我們就在劇院上演這出戲。
　　put on
　　1) 上演，演出
　　The new play will be put on next week. 這出新戲?qū)⒂谙轮苌涎荨?br> 　　They put on a concert for us. 他們?yōu)槲覀兣e行了音樂(lè)會(huì)。
　　2) 穿上，戴上
　　He put on his cap and went out他戴上帽子出去了。
　　3) 打開(kāi)（燈、收音機(jī)等）(= turn on)
　　Let’s put the light / radio on.
　　4）其他常見(jiàn)的詞組：
　　put on airs 擺架子 put on the air 播送put on the clock one hour 把鐘撥快一小時(shí)

　　The timing is very important, not only for the movements but also for the lines of the dialogue.時(shí)間的安排非常重要．這不僅對(duì)于劇情的變化，而且對(duì)于對(duì)白也是如此。
　　not only…but also…是連詞詞組，連接兩個(gè)相同的結(jié)構(gòu)。
1) 連接主語(yǔ)
　　Not only you but also Jack has been to Hangzhou.不僅你，還有杰克去過(guò)杭州。
　　注意：連接主語(yǔ)時(shí)，句子謂語(yǔ)動(dòng)詞單復(fù)數(shù)采取就近原則。如：
　　Not only Tom but also I am an engineer.不僅湯姆，我也是工程師。
2）連接謂語(yǔ)動(dòng)詞
　　Tom can not only sing, but also dance. 湯姆不僅會(huì)唱歌，而且能跳舞。
3）連接賓語(yǔ)
　　I saw not only Tom but also Jack in the park.我去公園里不僅見(jiàn)到了湯姆，還見(jiàn)到了杰克。
4）連接狀語(yǔ)
　　We study English not only at school but also at home, not only in class but also after class.我們不僅在學(xué)校，而且在家里也學(xué)英語(yǔ)；不僅在課堂上，而且在課后也學(xué)英語(yǔ)。
5）連接表語(yǔ)
　　Lu Xun was not only a writer but also a thinker. 魯迅不僅是個(gè)作家，而且是個(gè)思想家。
6）連接補(bǔ)足語(yǔ)
　　Zhou Lan was elected not only monitor, but also League branch secretary. 周蘭不僅當(dāng)選為班長(zhǎng)，還當(dāng)選為團(tuán)支部書(shū)記。
　　not only …but also還可連接兩個(gè)分句，但第一個(gè)分句的主語(yǔ)和謂語(yǔ)要倒裝。如：
　　Not only did the teachers take part in the English evening party, but 　　　also they sang songs at the party. 老師們不僅出席了英語(yǔ)晚會(huì)，而且還在晚會(huì)上唱了歌。

　　At the age of eight, be joined a group of child dancers, and at seventeen he set off for the USA with a group of comedy actors. 8歲時(shí)，他參加了兒童舞劇團(tuán)；17歲時(shí)，他跟一些喜劇演員去了美國(guó)。
1) 年齡表達(dá)方式：
　　He was a boy of sixteen.
　　When he was sixteen, he went to college.
　　By the time he was ten, he had built himself a chemistry lab. 十歲時(shí)，他已建成了自己的化學(xué)實(shí)驗(yàn)室。
　　At (the age of ) twelve he began to sell newspapers on the train. 十二歲時(shí)，他開(kāi)始在火車(chē)上賣(mài)報(bào)。
　　When he was in his early / middle / late thirties, he began to learn 　　Russian. 他三十出頭／三十五六／年近四十時(shí)開(kāi)始學(xué)俄語(yǔ)。
2) set off = set out, start, leave動(dòng)身，出發(fā)；類(lèi)似的表達(dá)有：
　　start for A 動(dòng)身前往A地 leave B for A 離開(kāi)B地前往A地
　　set out for A出發(fā)前往 A地 set off for A 動(dòng)身前往 A地
　　sail for A 起航前往 A地 head for A 向 A地進(jìn)發(fā)
　　make way for A向A地移動(dòng)
　　以set為中心構(gòu)成的常見(jiàn)短語(yǔ)還有：
　　set about著手做，set up 搭起，建起,set sb. free釋放, set out 出發(fā)；著手,set　an example to sb. 給……樹(shù)立榜樣, set fire to 放火
3) child兒童舞蹈員child名詞作定語(yǔ)，修飾另一個(gè)名詞時(shí)須用單數(shù)。如：two book 　stores 兩家書(shū)店 three shoe shops三家鞋店 their boy friends 他們的男性朋友
　　注意：two men doctors 兩位男醫(yī)生 three women teachers 三名女教師

　　As early as his second film, Chaplin had developed his own manner of acting, the one that was too become world famous. 早在他拍第二部影片時(shí)，卓別林就形成了自己的表演風(fēng)格，就是聞名于世的那種風(fēng)格。
　　1) his own manner of acting = his own acting style他自己的表演風(fēng)格．
　　manner (n.) 指文藝上的“風(fēng)格”或“手法”。
　　2) the one是不定代詞，在句中作his own manner of acting的同位語(yǔ)，而that引導(dǎo)的從句是定語(yǔ)從句，修飾the one.
　　3) was too become 意為“就要成為”。這種由[be+動(dòng)詞不定式]的結(jié)構(gòu)相當(dāng)于be going to do sth., 常用來(lái)表示“按計(jì)劃或安排將要發(fā)生的動(dòng)作”。如：
　　All these things are to be answered for. 所有這一切都是要償還的。
　　We are to meet at the school gate at six in the morning. 我們定于早上六點(diǎn)在校門(mén)口集合。

　　Because the equipment for adding sound to films had not yet been developed.給電影配音的設(shè)備還沒(méi)有研制出來(lái)。
　　1) add vt. 增加，增添；補(bǔ)充說(shuō)。如：
　　If you add 5 to 5, you get 10. 五加五得十。
　　If the tea is too strong, add some water. 要是茶太濃，加點(diǎn)兒水。
　　“I am sorry,” he added, “I didn’t realize it.” “抱歉，”他補(bǔ)充說(shuō)，“我不明白�！�
　　2) add to 增加，增進(jìn)
　　The trip adds greatly to our understanding of your country.
　　這次旅行大大地增進(jìn)了我們對(duì)貴國(guó)的了解．
　　3) add…to…在……增加．如：
　　Please add these names to your list.請(qǐng)?jiān)谀愕拿麊紊显黾舆@幾個(gè)名字
　　4) add up to加起來(lái)（達(dá)到）……．如：
　　The figures add up to 180.這些數(shù)字加起來(lái)是180。

　　People said gold could easily picked up by washing sand from the river in a pan of water.據(jù)說(shuō)用一個(gè)水盆淘洗河里的砂子可以很容易地把金子篩選出來(lái)。
　　1）pick up 收集到；撿起；接；接收（節(jié)目）
　　The child picked up a wallet outside the school.
　　He picked up a little French during his visit to Paris.在訪問(wèn)巴黎期間他學(xué)到點(diǎn)兒法語(yǔ)。
　　We use a radio to pick up English programmes. 我們用收音機(jī)收聽(tīng)英語(yǔ)節(jié)目。
　　2) by是介詞，意為“以……方法”、“以……手段”。如：by bus, by air. 后跟動(dòng)詞-ing形式時(shí)，表示“以……動(dòng)作、做……事”。如：
We can learn English well by listening, speaking, reading and writing.通過(guò)聽(tīng)說(shuō)讀寫(xiě)我們就可以學(xué)好英語(yǔ)。

　　So far they have been unlucky in their search for gold.到那時(shí)為止，他們找金子的運(yùn)氣一直不好。
　　1) so far到目前為止；到這個(gè)地步；到這種程度。如：
　　Our lives have been easy so far. 到目前為止，我們的日子過(guò)得不錯(cuò)。
　　I can only trust him so far. 我只能相信他到這種程度。
　　2) be lucky / unlucky in 在……方面很幸運(yùn)／運(yùn)氣不佳
　　He was unlucky in business last year. 去年他生意不景氣。
　　3) In one’s search for = in search of / looking for后接名詞或代詞，通常用作狀語(yǔ)．如：
　　Mr. Smith came in his search for her.史密斯先生來(lái)找她．
　　They all went out in search of food.他們都出去尋找食物。

　　He makes it seem as if this is one of the most delicious meals that he has ever enjoyed.他把吃皮鞋的情景演得就像是他吃過(guò)的最香的一頓飯似的。
　　1) make +賓語(yǔ)+賓補(bǔ)（賓語(yǔ)可由形容詞、不帶to的動(dòng)詞不定式，過(guò)去分詞、介詞短語(yǔ)及名詞充當(dāng)。）如：
　　The teacher made him repeat it. 老師要他重述一遍。
　　I will make me happy if you can help me. 如你能幫助我，我將感到高興。
　　What made you so frightened? 什么使你這么害怕？
　　All work and no play makes Jack a dull boy. 只學(xué)習(xí)不玩耍，聰明孩子會(huì)變傻。
　　We were asked to make ourselves at home. 我們被要求呆在家里
　　 語(yǔ)法---非限制性定語(yǔ)從句
　　1）概念：非限制性定語(yǔ)從句只是對(duì)先行詞作些附加說(shuō)明與主句關(guān)系不十分密切，即使去掉，主句意思仍然明了；主句與從句間用逗號(hào)分開(kāi)，一般不用that引導(dǎo)。
而限制性定語(yǔ)從句則是先行詞在意義上不可缺少的定語(yǔ)，若省掉，主句的意思就會(huì)不完全或失去意義，主句和從句關(guān)系密切，不用逗號(hào)分開(kāi)。
　　2）which和as都可以引導(dǎo)非限制性定語(yǔ)從句，區(qū)別在于：
　�、傥恢貌煌�：which引導(dǎo)的從句只能位于句后，而as引導(dǎo)的從句可放在句首、句中或句末。
　�、诤�義不同：as表示“正如……”；當(dāng)限制性定語(yǔ)從句謂語(yǔ)是be expected、be said．be known、be reported、be announced等時(shí)，則多用as引導(dǎo)。which表示“因果”關(guān)系。
　　3）非限制性定語(yǔ)從句不可用關(guān)系代詞that引導(dǎo)，而使用關(guān)系代詞who、whom、whose、as、which和關(guān)系副詞when、where、why均能引導(dǎo)非限制性定語(yǔ)從句，與限制性定語(yǔ)從句不同的是，在非限制性定語(yǔ)從句中，作賓語(yǔ)的關(guān)系代詞不可省略。

試題詳情

2005學(xué)年第二學(xué)期期中杭州地區(qū)七校聯(lián)考試卷

高二年級(jí)數(shù)學(xué)學(xué)科

試題詳情

2005學(xué)年第二學(xué)期期中杭州地區(qū)七校聯(lián)考試卷

高一年級(jí) 數(shù)學(xué)學(xué)科

（卷Ⅰ）

注意事項(xiàng)：1、考試時(shí)間為90分鐘，滿分100分；

2、將卷Ⅰ答案做在卷Ⅱ上，交卷時(shí)僅交卷Ⅱ。

試題詳情

2006福建安溪一中高三文科數(shù)學(xué)模擬試卷

試題詳情

2006年佛山市高考模擬考試

數(shù)    學(xué)

本試卷分第Ⅰ卷（選擇題）和第Ⅱ卷（非選擇題）兩部分，共4頁(yè).滿分150分.考試用時(shí)120分鐘.

注意事項(xiàng)：

1． 答卷前，考生務(wù)必用黑色字跡的鋼筆或簽字筆將自己的姓名和考生號(hào)填寫(xiě)在答題

卡上.用2B鉛筆將答題卡試卷類(lèi)型（A）填涂在答題卡上.在答題卡右上角的“試

室號(hào)”和“座位號(hào)”欄填寫(xiě)試室號(hào)、座位號(hào)，并用2B鉛筆將相應(yīng)的試室號(hào)、座

位號(hào)信息點(diǎn)涂黑.

2． 選擇題每小題選出答案后，用2B鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑，如

需改動(dòng)，用橡皮擦干凈后，再選涂其他答案，答案不能答在試卷上.

3． 非選擇題必須用黑色字跡鋼筆或簽字筆作答，答案必須寫(xiě)在答題卡各題目指定區(qū)

域內(nèi)相應(yīng)位置上；如需改動(dòng)，先劃掉原來(lái)的答案，然后再寫(xiě)上新的答案；不準(zhǔn)使

用鉛筆和涂改液.不按以上要求作答的答案無(wú)效.

4． 考生必須保持答題卡的整潔，考試結(jié)束后，將試卷和答題卡一并交回.

參考公式：

              如果事件A、B互斥，那么P(A+B)=P(A)+P(B).

              如果事件A、B相互獨(dú)立，那么P(A?B)=P(A)?P(B).

第Ⅰ卷   選擇題(共50分)

試題詳情