1-Divide & Conqure
《新视野大学英语读写教程》1-4册-词汇表-带音标版
《新视野大学英语》第一册词汇表29 reap /ri:p / v. 收获,获得1 reward /rI5wR:d / n. 报酬,酬谢,赏金; v. 奖赏,酬谢30 benefit /5benIf I t /n. 利益; v. 获益2 frustrate /5fr QstreI t/ v. 挫败,击败,破坏; a. 无益的,挫败的,挫折的31 insight /5InsaIt / n. 洞察力3 junior /5dVu:nI E(r)/ n. 年少者,地位较低者,大学三年级学生; a. 年少的,下32 culture /5kQltFE (r)/ n. 文化,教养,种植级的,后进的33 communicate /kE5mju:nIkeIt / v. 沟通,传达,交流4 positive /5pCzEtIv/ a. 肯定的,积极的,绝对的; a. 正面的,正数的,阳性的34 favorite /5feIvErIt / a. 最喜爱的; n. 最喜爱的人或物5 senior /5si:nIE (r)/ n. 年长者,上司,毕业班学生; a. 年长的,高级的,资深的35 activity /Ak5tIvEtI / n. 活动6 former /5fR:mE (r)/ a. 以前的,在前的; pron .&n. 前者36 gap /gAp / n. (意见、个性等的)差异,缝隙,漏洞,缺口; 嘉普(财富500 强公司之一,总部所在地美国,主要经营服装零售)7 unlike /Qn5laIk/ a. 不同的,不相似的; prep . 不像,和...不同8 intimidate /In5tImIdeIt / v. 威胁,恐吓,胁迫37 be well worth + sth. / doing sth. 值得... ...的9 opportunity /9CpE5tju:nEtI / n. 机会,时机38 not only ...but also ... 不仅... ...而且... ...10 online /5CnlaIn/ n.联机,在线39 far from 一点都不11 communication /kE9mju:n I5keIFn / n. 沟通,交通,沟通; [计算机] 通信40 a couple of 几个12 medium /5mi:dIEm / n. 媒体,方法,媒介; a. 适中的,中等的41 get access to 可以使用;获得13 phone /fEJn / n. 电话; v. 打电话42 keep up with 跟上,不落后14 modem /5mEJdEm / n.调制解调器43 feel like sth. /doing sth. 想做,想要15 access /5Ak s es / n. 通路,进入,使用之权; v. 存取44 give up 放弃16 technology /tek 5nClEdVI / n. 技术,工艺45 reap the benefits of 获得益处,得到好处17 participate /pB:5t IsIpe It / v. 参加,分享,参与46 come across 偶然遇上18 virtual /5v\:tjJEl; -tFJEl / a. 虚拟的,实质的47 trade for 用... ... 换19 commitment /kE5mItmEnt / n. 委托,实行,承诺,保证(律)拘禁令; n. 奉献,48 participate in 参加献身49 now that 既然20 discipline /5dIsIplIn / n. 训练,纪律,惩罚; v. 训练,惩罚50 reach out to 接触,联系21 minimum /5mInImEm / a. 最低的,最小的; n. 最小量,最低限度51 community /kE5mju:nItI / n. 社区,团体; 群落(生)22 assignment /E5saInmEnt / n. 分配,功课,任务,被指定的(课外)作业;(分派的)任52 expand /Iks5pAnd / v. 使...膨胀,详述,扩张; [计算机] 扩充务,委派53 aware /E5weE/ a. 知道的,意识到的23 notebook /5nEJtbJk / n. 笔记本54 unique /ju:5ni:k / a. 独一无二的,独特的,稀罕的24 embarrass /Im 5bArEs / v. 使...困窘,使...局促不安,阻碍55 following /5C f lEJIN / n. 下列各项,部下,党羽; a. 下列的,其次的; vbl . 跟随25 screen /skri:n / n. 屏,幕,银幕,屏风; v. 选拔,掩蔽,遮蔽56 ideal/aI5dIEl / a. 理想的; n. 理想26 continual /kEn 5tInjJEl / a. 不断的,频繁的27 continually /kEn 5Itn jJElI / ad. 不断地,频繁地57 visual /5vIzjJEl / a. 视觉的28 finally /5fAnElI / ad. 最后,最终58 barrier /5bArIE / n. 界线,屏障,障碍物; v. 以屏障隔开---59 addition /E5dIFn / n. 增加,附加物,加,加法------60 reflect /rI5flekt / v. 反映,归咎93 horrible /5hCrEb/l a. 可怕的,令人毛骨悚然的,令人讨厌的61 environment /I n5vaI Er EnmEnt / n. 环境94 stuff /stQf /n. 材料,原料,东西; v. 填满,塞满62 critical /5krItIk El/ a. 批评的,决定性的,危险的,挑剔的; a. 临界的95 rhythm /5rITEm; 5rIWEm / n. 节奏,韵律63 ability /E5bIlEtI / n. 才能,能力96 weird /wIEd / a. 怪异的64 perspective /pE5spektIv / n. 远景,看法,透视; a. 透视的97 definitely /5defInItlI / a. 明确地,确切地; ad. 肯定地65 peer /pIE / n. 同侪,匹敌,贵族; v.凝视,窥视98 powerful /5paJEfl/ a. 强有力的66 instruct /5Inst rQkt / v. 教,命令,指导; [计算机] 指示99 youngster /5jQNstE/ n. 年青人,少年67 instructor /In5strQktE / n. 教师,讲师,指导书100 musician /mju:5zIFn / n. 音乐家68 arise/E5raIz/ v. 站立,出现101 offensive /E5ef nsIv / a. 令人不快的,侮辱的,攻击用的69 absolute /5AbsElu:t / a. 绝对的,完全的; n. 绝对102 disturb /dI5st\:b / v. 扰乱,妨碍,使...不安70 absolutely /5AbsElu:tlI / ad. 绝对地,完全地;独立地;确实地103 grab /grAb / n. 抓握,接应,掠夺; v. 抓取,抢去71 understanding /9QndE5stAndI N/n. 谅解,理解; vb l. 了解104 thorough /5WQr/E a. 彻底的,完全的,精心的72 reinforce /9ri:In5fC:s / n. 加固物; v. 增援,加强; vt . 加强,增援105 thoroughly /5WQrEI/l ad.彻底地,烦透地73 requirement /rI 5kwa IEmE nt / n. 要求106 bang /bAN / n. 重击,突然巨响,刘海; v.发巨响,重击,剪成刘海; ad. 砰然地,突然巨响地,直接地74 likely /5laIklI / a. 可能的,有希望的; ad. 很可能75 commit /kE5mIt / v. 委托(托付),犯罪,作...事,承诺; [计算机] 委托107 hustle /5hQsl / n. 急遽活动,拥挤喧嚷; v. 乱挤活动,慌张76 input /5InpJt / n. 输入108 towel /5ta JEl / n. 毛巾; v. 用毛巾擦; vt . 用毛巾擦或擦干77 essential /I5senFEl / n. 要素,要点; a. 必要的,重要的,本质的109 t‐shirt /5ti:F\:t / n. T 恤衫78 challenge /5tFAlIndV / n. 挑战; v. 向...挑战110 jeans /dVi:nz / n. 牛仔裤79 normally /5nR:mElI / ad. 正常地111 wrap /rAp / n. 披肩,围巾; v. 覆盖,包围,裹,包; n. 包裹; vt. 包,裹80 sequence /5si:k wEns / n. 序列,继起的事,顺序112 sweater /5swetE(r)/ n. 毛衣81 sequential /sI5kwInFEl / a. 连续的(序贯的) 113 makeup /5meIkQp / 化妆品; n. 组成(接通,补给,修理)82 vital /5va Itl / a. 至关重要的,生死攸关的,有活力的,充满生机的114 toast /tEJst / n. 土司面包,烤面包,干杯; v.敬酒,烤83 effective /I5fektIv / a. 有效的,有影响的115 instrument /5Inst rJmEn t/n. 乐器,工具,仪器,器械84 play a role in ... 起... ...作用116 yah /jB: / int . 唷(表示轻蔑、不耐烦等)85 be aware of 对...清楚,意识到117 disgust /dIs5gQst / n. 厌恶,嫌恶; v. 令人厌恶86 in addition 另外,加之118 disgusting /d I s5gQstI N/ a. 令人厌恶87 reflect on 深思,考虑,反省119 blouse /blaJz / n. 女衬衫88 allow for 考虑到,顾及,为... ...留出余地120 closet /5klCzIt / n. 壁橱,小室; a. 秘密的,空论的89 weekday /5wi:kdeI / n. 工作日121 bug /bQg/ n.小虫, 臭虫; v.装置窃听器, 打扰90 click /klIk / n. 点击,滴答声,拍答声; v. 点击,作滴答声,使...作拍答声122 eye‐liner n. 眼线(笔)91 blast/blB:st / n. 爆破,冲击波,一阵,汽笛声; v.爆破,炸掉123 annoy /E5nCI / v. 使...苦恼,骚扰92 forth /fC:W/ a. 向前的; ad. 向前,向外124 tattoo /tE5tu:; tA 5tu: / n. & vt. (在皮肤上)刺图案,纹身---125 pierce /pIEs / n. 皮尔斯; v. 刺穿,穿透,洞悉158 distract /dIs5trAk t/v. 转移,分心126 bolt /bEJlt / n.门闩,突发,螺钉; vt. 闩住; vi . 冲出去,急逃159 section /5sekFn/ n. 部分,章节,部门,路段; 断面,剖面,截面; v. 划分[同] divide 127 blast forth (声音)突然响起来160 lucky /5lQkI/ a. 幸运的128 along with 与⋯⋯一道129 turn off /5t\:n Ef/ 关掉161 teenager /5ti:neI dVE(r)/n. 13 岁到19 岁的年轻人130 burst into 匆匆进入突然爆发162 brow /braJ / n. 眉毛,额131 over and over 一次次163 eyebrow /5aIbraJ / n. 眉毛132 reach for 伸出手以触到或拿到164 identity /aI5dentItI / n. 身份133 turn up 发现,挖掘发生,出现,到来165 defy /dI5faI / v. 藐视,挑衅134 turn down (收音机等)关小;调低166 expel /Iks5pel/ v. 驱逐,逐出,开除135 as well as 和,以及,还有167 permanent /5p\:mEnEnt / a. 永久的,持久的136 as usual 像平常一样168 radical /5A r d IkEl / n. 急进份子,原子团; a. 急进的,根本的,激进的,基本的,,攻击彻底的137 turn on /5t\:n Cn/打开,拧开; v. 反对138 that much 那么...... 169 painful /5peInfl / a. 痛苦的; vt. 使疼痛139 bolt out 匆匆离开170 identify /aI5dentIfaI / v.识别,认明,鉴定140 sandy /5sAndI / a. 沙的,沙地的,多沙的171 negative /5negEtIv / a. 否定的,负的,消极的; n. 底片,负数; vt . 否定141 Steve Finch 史蒂夫·芬奇(男子名) 172 influence /5InflUEn s/ v. 影响,感化; n. 影响力,感化力,势力,权势142 Green Waves 绿浪(作者为故事杜撰的名字。
九年级英语unit6 sectionB知识点汇总
Unit 6 sectionB1.At the same time, they need to stop the competing team from getting the ball into their own basket. 同时,他们需要阻止对方将球投进自己的篮筐里。
stop…from doing 阻止某人做某事同义词组: keep sb from doing sthprevent sb from doing sth疾病阻止他参加这次会议。
His illness stopped him from attending the meeting.大雨让他无法回家.The heavy rain kept him from going home.交通阻塞使他没能按时上班.The traffic jam prevented him from getting to work on time.*辨析prevent ... from ...;keep ... from ...;stop ... from ... 和protect ... from ... 的用法①prevent...from...;keep...from...;stop...from...:阻止...做...或阻止某事的发生②而protect...from...:保护...不受伤害;防止...做什么(还没有做,为了预防为主)③主动语态时,只有keep--- from 中from 不可省略,而其他三个短语中from均可省略,但在被动句中from都不可省。
1.We wear sunglasses to _________ our eyes from thesun.2.We wear sunglasses to_________ the sun fromharming our eyes.3.The sheep __________its young against beingattacked by the dog.4.The sheep __________the dog from attacking itsyoung.5.The children were _________from going home.6. ______ the news from him;he will tell everyone about it(answers: protect; prevent; protected; prevented; stopped; Keep )2.The number of foreign players, including Chinese players,in the NBA has increased.NBA中的外国球员数量有所增加,其中也包括中国球员。
冀教版英语八上lesson18Lesson18 Li Ming’s Birthday说课(1)
Lesson 18:Li Ming’s BirthdayMiddle School XiaohuaHello, everyone. I’m Xiaohua from Middle School. It's my great honor and pleasure to share my lesson with you here today.My interpretation consists of 6 parts:the analysis of teaching materials&aims,teaching strategies,learning methods,teaching procedures, blackboard design and the teaching reflection.Part 1. The analysis of the teaching material& aims1.The position of the teaching materialThe content of my lesson is Lesson 18 of Unit 3, Book of Grade 8 that published by Hebei Education Press. The topic of this lesson is “Li Ming’s Birthday”. The topic of this unit is about family celebrations. The students will explore and compare holidays in China and Canada (i.e. Mid-autumn Festival and Thanksgiving), and learn to describe details related to such celebrations.They will also learn to describe and discuss details related to celebrating birthdays. In addition, students will learn some new words and phrases in relation to size and shopping for or trying on new clothes. Students will be able to express ownership or possession using pronouns in the possessive case and learn how to use and form adverbial clauses with “when’’ Therefore, this lesson plays an important role in this unit.The students are familiar with this topic. They can use some of the knowledge.2.According to the teaching syllabus and the students’ cognitive level,I set the following teaching aims.Knowledge :By the end of the lesson,the students will be able to: Read, understand and use the newwords:tape ;post; yet; address; stampphrases : best wishes to…;on the top of; All ready;have no luck Ability:1)To use the key words and phrases and talk about their birthday cards2)To improve the students’ reading listening and sp eaking ability . Emotion: By making a card for the students’ parents or friends to express their love .3. The important and difficult pointsBased on the requirement of the syllabus, the important point is that the students can use new words, phrases and target sentences of this lesson. The difficult point is that the students can talk about photos of birthday parties in groups and then in class according to the key phrases on the blackboard.Part2. Teaching strategiesIn our daily teaching, we should not only help the students develop good sense of the English language, but also help them create a goodlanguage atmosphere to stimulate their interests in learning English. In order to achieve these teaching goals I’ ll use the following strategies:1. Communicative Approach.2. Task-based Teaching Approach.3. Situational Teaching Approach.4. Group Cooperating Teaching Approach.Part 3. Learning methodsA student centered class method will be used in my class according to the new standard curriculum. And I will offer the students opportunities to participate in class to share and exchange their ideas with the group members actively, which I think can make them experience in the situation, and at the same time, develop their sense of cooperation and competition.Part4. Teaching proceduresStep 1 Lead-inLead in by showing the students a video about having a birthday party and ask them:1)What do you think they are doing?2)What song will they sing ?(Play the music of Happy Birthday to You and ask them to sing along.)The purpose of my lead-in is to attract the students' attention .Step 2 New presentationA:Pre-readingTask 1:Divide the students into eight groups and ask them to discuss in groups.1) Have you ever received an interesting gift?2)How do you usually celebrate your birthday ?(To stimulate their interests in learning English.)Task 2:Lead the students to read the words and help them learn the words by heart with the help of phonics: tape ;post; yet; address; stampMaster new word game.Give a card to the first student in each group.Whisper the words to the next student, the last student comes to the front of the class and write down the words on the board. (Those who can write the most words correctly will be the winners.)B: While-readingTask 3:Ask students to listen to the passage and answer the questions:1)How old is Li Ming?2)Who held a party for Li Ming’s birthday?(Let the student have a brief understanding.)Task4: Read the lesson and write true (T) or false (F).(Excersise 1 on Page 45)1) Li Ming's mother picked up the presents from the post office.2) The jacket fits Li Ming very well.3) Danny gave his own cap to Li Ming.4) When it was time for dessert,Li Ming's father turned off the lights,and his mother carried the cake into the room.Task 5: In order to help the students understand the passage better, I get the students to read the text and underline the sentences with the adverbial clause with “when” .Then let them discuss language points in group and let some of them make a detailed analysis to help the students understand the knowledge .Task6: Read the passage again1)Who brought the presents to Li Ming?The postman.2)Does the jacket fit Li Ming well?Yes , it fits him very well.3)What did Li Ming’s mother buy for him?Some balloons and a delicious cake.4)What did Li Ming’s mother do when it was t ime for dessert?She turned off the lights.( To review the words and phrases of this lesson again.)C: Post-readingTask 7:Listen to the dialogue and fill in the blanks.(Excersise 2 on Page 45)Task 8:Read the text again and let the students retell the passage in theirown words instead of reading the passage.Task 9:Now it’s time for the students to share their photos of having birthday parties with their group members,then ask some students to say something in front of class to have a competition.Step3: SummaryIt’s never too late to say “I love you.” to your parents.For you teenagers :To love is to give.The evaluate attitude after learning a text is much more important .Step 4 Homework:1)Make birthday cards for your parents or friends.2)Write a short passage to describe one of your birthday parties.(They don’t have enough time to write in class. They can practice writing after class.)Part5. Blackboard designLesson 18Li Ming’s Birthdaypostman balloon candle deep blowbest wishes to…;on the top of; all ready;have no luckThe jacket fits me very well.When it was time for dessert, she turned off the lights and my father carried the cake into the room.Then I took a deep breath and blew out the candles immediately.Part6. The teaching reflectionFor students of Grade Eight ,forming a good habit of learning English is especially necessary and important,so listening, reading,speaking and group work are used in my class.But I should try more ways to make more students even all the students take part in my teaching actively and attentively.。
英语 动词分辨1 Divide 和 Separate 的区别
英语动词辨别1 divide & separate Divide 和Separate 的区别两者均可表示“分开”:divide 通常指把整体分为若干部分,其后常接介词into;而separate 通常指把原来连在一起或靠近的东西分隔开来,其后常接介词from。
如:The world is divided into seven continents. 世界被分成七大洲。
Divide the money among the six of you. 这笔钱你们六个人分。
The food was divided amongst the poor. 食物都分给了穷人。
The children divided the money among (between) them. 孩子们在他们之间把钱分了。
The money was divided into two halves. 钱被分成了两半。
United we stand, divided we fall. 团结则存,分裂则亡。
Countable nouns may be sub-divided into two categories? 可数名词又可分为两类。
We’d better separate the good ones from the bad ones. 我们最好把好的和坏的分开。
She doesn’t want to be separated from him. 她不想和他分开。
The couple separated because they were not compatible. 这对夫妻因不合而分居。
The two parts of the pipe have separated at the joint. 这个管子从接口处分成两截了。
The branch has separated from the trunk of the tree. 这个树枝已从树干上脱落了。
外研版高一英语必修一第一单元
一小测验Ⅰ.课标单词1. _______ adj. 热心的,热情的→enthusiasm n. 热心;热情2.________ adj. 令人惊异的→ __________ v. 使吃惊→ __________ adj. 感到吃惊的→ amazement n. 惊愕,惊异3. _______ n. 信息→ inform vt. 通知,告知4. _______ n. 指示,用法说明→ instruct v. 教导,命令,指示5._______ adj. 令人厌烦的→ ________ adj. (对某人/事物)厌倦的,烦闷的→ ____ vt. 使厌烦6._________ adj. 尴尬的,难堪的→ ___________ v. 使困窘,使局促不安→ _____________ adj. 令人为难的→embarrassment n. 窘迫;为难7. _______ n. 行为,举止→behave v. 举动,举止8. _______ n. 描述;形容;描写→ describe vt. 描写,记述9. ____ vt. 使(人)印象深刻;使铭记→ _______ n. 印象,感想→ impressive adj. 令人印象深刻的10.________ n.纠正,改正→correct adj.正确的→ ___________ v.改正,纠正,批改11.________ v. 鼓励,激励→ ____________ adj. 鼓舞人心的→ ____________ adj. 受到鼓舞的,更有信心的→encouragement n. 鼓励,奖励12.enjoyment n. 享受,乐趣→ _______ v. 享受,喜欢→ ________ adj. 令人愉快的,有乐趣的13.fluency n. 流利,流畅→ ________ adj. 流利的,流畅的14. _____________ adj. 失望的→ ________________ adj. 使人失望的,令人失望的→ disappoint vt. 使失望→____________ n. 失望15. _________ n. 助手,助理→ assist v.帮助Ⅱ.常用短语1.____________________________________ 与……相似2.____________________________________ 某人对(做)某事的态度3.____________________________________ 离……远,远非4._____________________________________ 一点不像,与……完全不同5.____________________________________ 玩得很开心6.____________________________________ 起初,一开始7.____________________________________ 换句话说8.____________________________________ 期待;盼望9. _____________________________________ 对……印象深刻10. ____________________________________ 在……开始的时候11. ____________________________________ 在……结束的时候12. ____________________________________ 被(划)分成……13. ____________________________________ 参加二 知识点总结1 behaviour n. 举止;行为方式(1) behave v . 举止, 表现(2) behave oneself 规规矩矩, 表现好, 有礼貌 【活学活用】(1) Their ________ towards me shows that they do not like me. 从他们对我的行为可以看出他们不喜欢我。
一年级数学乘法口诀
一年级数学乘法口诀关键点:(1)看口诀,明意义。
(2)找规律,巧记忆。
(3)多形式,多练习。
(4)想实物,编儿歌。
首先,找一些规律咱们斜着看也就是“一一得一、二二得四、三三得九、,、九九八十一”,看看这九句口诀有什么特点?(是不是每句口诀的被乘数和乘数一样呢?)斜线部位每句口诀可以计算几道乘法算式和几道除法算式?口诀乘法算式除法算式一一得一1times;1=11divide;1=1二二得四2times;2=44divide;2=2三三得九3times;3=99divide;3=3四四一十六4times;4=1616divide;4=4五五二十五5times;5=2525divide;5=5六六三十六6times;6=3636divide;6=6七七四十九7times;7=4949divide;7=7八八六十四8times;8=6464divide;8=8九九八十一9times;9=8181divide;9=9一二得二1times;2=22times;1=22divide;1=12divide;2=1二三得六2times;3=63times;2=66divide;2=36divide;3=2三四一十二3times;4=124times;3=1212divide;3=412divide;4=3 四五二十4times;5=205times;4=2020divide;4=520divide;5=4 五六三十5times;6=306times;5=3030divide;5=630divide;6=5 六八四十八6times;8=488times;6=4848divide;8=648divide;6=8 七九六十三7times;9=639times;7=6363divide;9=763divide;7=9 八九七十二8times;9=729times;8=7272divide;8=972divide;9=8 找一找,下面的数是哪些口诀的得数?数字口诀 2一二得二 4一四得四,二二得四; 6一六得六,二三得六; 8一八得八,二四得八; 12二六十二,三四十二; 18二九十八,三六十八; 24三八二十四,四六二十四;找一找,哪几组口诀的积个位上的数和十位上的数对调三四十二三七二十一三六十八九九八十一三八二十四六七四十二三九二十七八九七十二四九三十六七九六十三五九四十五六九五十四以上就是精品小编为大家整理的有关一年级数学乘法口诀的全部内容,希望能够对大家在数学上的学习有所帮助。
Unit 5 Languages Around the World(学生版) 25年高考英语一轮复习
单元提升卷06Unit5Languages Around the World单元基础知识巩固I.拓展词汇变形1.n.体系;制度;系统→adj.系统的→adv.系统地2.vi.提到;参考;查阅vt.查询;叫……求助于→n.参考3.vt.以……为据点;以……为基础n.底部;根据→adj.以(某事)为基础的;以……为重要部分(或特征)的→adj.基本的;基础的4.n.(植物、语言等的)变体;异体;多样化→vi.不同;变化→adj.不同的;各种各样的5.vt.欣赏;重视;感激;领会vi.增值→n.欣赏;感激;领会;重视6.n.尊重;关注vt.把……视为;看待→prep.关于7.adj.全球的;全世界的→adv.全球地;全世界地8.adj.特定的;明确的;具体的→adv.特定地;明确地;具体地9.adj.主要的;重要的;大的n.主修课程;主修学生vi.主修;专门研究→n.多数;大多数10.vt.联系;讲述→adj.相关的;有联系的→n.关系;联系11.n.符号;象征→adj.象征的;象征性的→vt.象征;是……的象征12.n.文明;文明世界→adj.文明的13.n.同等的人;相等物adj.相同的;同样的→adv.相同地;同样地→n.平等14.n.要求;需求vt.强烈要求;需要vi.查问→adj.要求高的;苛求的15.n.描写(文字);形容→vt.描述;描写16.vt.联系;讲述→adj.相关的;有联系的→n.关系;联系II.核心短语互译1.对……的态度2.指的是;描述;提到;查阅3.注意4.追溯到5.浮沉;兴衰;荣辱6.因……著名7.被看作8.至关重要9.在……中起重要作用10.导致11.观点;看法12.适应;习惯于13.与……相关;涉及;谈到14.放弃15.做某事有困难16.取决于;依靠;依赖17.match...with..18.official language19.be connected with20.at the beginning21.develop into 22.global affairs23.no matter where,who,what,etc.24.be considered to be25.be related to一、用单词的适当形式完成句子1.Divide the cake into quarters and share it(equal).2.When we’re on holiday in Canada,we live like the(native).3.The banana is native Taiwan.4.Looking after babies is a(demand)job.5.The workers demanded(tell)what had happened to the factory.6.No one will appreciate(treat)like a second-class citizen.7.He begged(tell)the truth,but his mother refused to tell him.8.The conflict had developed into a stage the two countries were gathering big troops on the border.9.The couple just gets registered at the government office.Marriage(regard)as a cardinal issue since ancient times.10.You can refer this dictionary if you have any difficulty in learning English.11.The(major)of them demand that food and water should be supplied in time.12.Our school will organize some campus activities,like“English Evening”,a platform students can show their English.13.“Sponges become bigger and bigger over time;another fossil piece(date)back to around300 million years ago was also recently discovered in Ireland,for example.14.A(beg)is someone who lives by asking people for money or food.15.What he stressed was related teenagers’education.16.The position calls for(relate)experience in the field and good skills at using computers. 17.The article gives a detailed(describe)of the beauty of Mount Tianshan.18.Trends toward the(global)of industry have dramatically affected food production in California. 19.At that time,people(carve)some symbols on animal bones and shells.20.Every means(have)been used to calm the woman down.21.On the(base)of your basic knowledge about the history of the Tang Dynasty,I think it easier for you to understand Tang poems.22.It is a pity that some people can’t go back home at the Spring Festival for(vary)reasons.23.They have developed their friendship to a stage they share happiness and sufferings.24.No matter we are,we are able to keep in contact with loved ones with all sorts of communication software.25.The of the students look forward to in English because English can find a job easily.(major)26.I am sorry to hear that you have trouble(improve)your English at the new school. 27.the fact that she was wearing a seat belt,she was thrown sharply forward.28.In(refer)to the topic we debated yesterday,it is no good saying more.29.He opens a door which our imagination enters a new world,a world of love,beauty and heroism.30.Bones symbols were carved,known as“oracle bones”,have contributed a lot to our understanding of China’s past.二、单词拼写31.She promised to help me move into my new(公寓套房)on the weekend.32.Would you like to take the(地铁)to get there?33.It was last(学期)that I began to appreciate classic works.34.I have given a specific(描述)of the symbols carved on the bone.35.What you said was completely untrue,and I(要求)an immediate apology.36.For this reason,learning French isn’t a(费力的事)for me at all.37.The activity not only strengthened their friendship but also built up their(性格).38.(尽管)the heavy rain,they went on working hard.39.I tried every(方法)to get children interested in my class.40.She made a(n)(提及)to her previous experience in the industry during the interview.41.This(全球的)site is a place for runners to share their stories about running.42.I would(感激)it if you could pay in cash.43.China is a country with a long(文明)of5000years.44.This cultural programme is aimed to encourage teenagers to read more(经典作品).45.Not only did the race improve our physical and psychological quality,but it also helped us build a positive (态度)towards life.三、阅读理解“Learning about one’s own culture,as well as the culture of others,is important,”says Sanam Akhlagh, who set up Pardis for Children.Located in New York City,the nonprofit brings Iranian-American families together and offers after-school programs for children to learn about their heritage.Classes explore Iranian music, art,and history,among other topics.Akhlagh has always been interested in education,kids,and culture,But she felt a void(空虚)before setting up Pardis in2011.She hadn’t been able to get together with friends who share her Iranian heritage periodically. She also thought her children needed that community.“I want kids to know their culture and language,”Akhlagh said,“So if they’re Iranian,they actually know what that means.”But she also wants them to create a bond.“I want them to build a community that they’ll hopefully keep, and stay fiends together for years to come,”she said,“want them to have a beautiful,positive memory(回忆) related to Iranian culture and the Persian language.”Learning about your own culture and language,and understanding other cultures from around the world, Akhlagh explained,makes you a richer and more tolerant(宽容的)person.It also makes you appreciate other people’s way of life.“The exchange of cultures is of great importance,”Akhlagh said.“It is much harder to call people of certain countries or cultures your enemy when you actually know them.When you eat their food,or when you dance to their music together,when you read their literature,it becomes more real,and you start appreciating everyone.”When asked her advice for young people,Akhlagh encouraged exploration and discovery.“If you have the opportunity,always be curious to make friends,”she said.“Get to know people from different cultures and be curious.Always try to know more and travel.”46.What is the purpose of Pardis for Children?A.To enrich children’s social life.B.To improve children’s artistic abilities.C.To educate children on Iranian culture.D.To develop children’s love for their country.47.What does the underlined word“bond”mean in paragraph4?A.Custom.B.Program.C.Relationship.D.Schedule.48.What does Akhlagh think of the exchange of cultures?A.It is a way of life.B.It can promote peace.C.It is a chance to grow D.It increases your wealth.49.What is Akhlagh’s advice for young people?A.Caring more about their friends.B.Being open to different cultures.C.Taking every opportunity to study.D.Feeling confident about making friends.The prodigious ability of our species to rapidly assimilate vocabulary,expanding from a mere300lexemes by the tender age of two to an impressive repertoire exceeding1,000by the age of four,remains a subject of profound enigma.Certain scholars in the realms of cognitive science and linguistics have posited that the human mind enters the world equipped with innate cognitive predispositions and logical parameters that facilitate this linguistic feat.However,recent advancements in the sphere of machine learning have unveiled the potential for swift acquisition of semantic understanding from sparse data,eschewing the need for preconceived,hardwired assumptions.An ensemble of researchers has triumphantly honed a rudimentary artificial intelligence construct to correlate visual representations with their corresponding lexical entities,utilizing a mere61hours of ambient visual recordings and auditory data—previously amassed from an individual known as Sam during the years 2013and2014.Though this represents but a minuscule fraction of a child’s developmental chronicle,it transpires that this was sufficiently informative to prompt the AI in discerning the significance of select vocables.These revelations intimate that the process of linguistic acquisition may be more straightforward than hitherto presumed.It is conceivable that the juvenile mind does not necessitate a tailor-made,sophisticated linguistic apparatus to adeptly apprehend the essence of words,posits Jessica Sullivan,an adjunct professor of psychology at Skidmore College.“This is an exceptionally elegant inquiry,”she articulates,as it presents corroborative evidence that rudimentary data extracted from a child’s perspective is sufficiently abundant to initiate the processes of pattern recognition and lexical assimilation.The recent scholarly endeavor also illustrates the plausibility of machines emulating the learning modalities inherent to human cognition.Vast linguistic models are typically nurtured on colossal datasets encompassing billions,if not trillions,of lexical permutations.In stark contrast,human beings manage with a significantly reduced informational intake,as articulated by the principal scribe of the study,Wai Keen Vong.With the appropriate genre of data,the chasm separating machine and human learning could be substantially bridged.Nevertheless,further investigation is warranted in select dimensions of this pioneering research.The savants concede that their findings do not conclusively elucidate the mechanisms by which children amass vocabulary.Additionally,the study’s purview was confined to the identification of nouns pertaining to tangible entities.Despite these limitations,this represents a stride toward a more profound comprehension of our own cognitive faculties,which may ultimately contribute to the enhancement of human pedagogical practices, according to Eva Portelance,a scholar in computational linguistics.She remarks that AI research has the potential to shed light on enigmatic queries about our essence that have persisted over time.“We can harness these paradigms in a salutary manner,to the advantage of scientific discovery and societal progress,”Portelance further elaborates.50.What is a significant finding of machine-learning research?A.Vocabulary increases gradually with age.B.Vocabulary can be acquired from minimal data.C.Language acquisition is tied to built-in expectations.D.Language acquisition is as complex as formerly assumed.51.What does the underlined word“prompt”in paragraph2mean?A.Facilitate.B.Persuade.C.Advise.D.Expect.52.What is discussed about the new research in paragraph5?A.Its limitations.B.Its strengths.C.Its uniqueness.D.Its process.53.What is Eva Portelance’s attitude to the AI research?A.Doubtful.B.Cautious.C.Dismissive.D.Positive.四、完形填空Research has shown that two-thirds of human conversation is taken up not with discussion of the cultural or political problems of the day,not heated debates about films we’ve just watched or books we’ve just finished reading,but plain and simple54.Language is our greatest treasure as a species,and what do we55do with it?We gossip.About others’behaviour and private lives,such as who’s doing what with whom,who’s in and who’s out and why;how to deal with difficult56situations involving children,lovers,and colleagues.So why are we keen on gossiping?Are we just natural wasters of both time and words?Or do we talk a lot about nothing in particular simply to avoid facing up to the really important issues of life?It’s not57 according to Professor Robin Dunbar.In fact,in his latest book,Grooming,Gossip and the Evolution of Language, the psychologist says gossip is one of these really58issues.Dunbar59the traditional view that language was developed by the men at the early stage ofsocial development in order to organize their manly hunting activities more effectively,or even to promote the exchange of poetic stories about their origins and the supernatural.Instead he suggests that language evolved among women.We don’t spend two-thirds of our time gossiping just because we can talk,argues Dunbar—60,he goes on to say,language evolved specifically to allow us to gossip.Dunbar arrived at his cheery theory by studying the61of the higher primates(灵长类动物)like monkeys.By means of grooming—cleaning the fur by brushing it,monkeys form groups with other individuals on whom they can rely for support in the event of some kind of conflict within the group or62from outside it.As we human beings evolve from a particular branch of the primate family,Dunbar63that at one time in our history we did much the same.Grouping together made sense because the bigger the group,the greater the64it provided;on the other hand,the bigger the group,the greater the stresses of living close to others.Grooming helped to65the pressure and calm everybody down.But as the groups got bigger and bigger,the amount of time spent in grooming activities also had to be 66to maintain its effectiveness.Clearly,a more67kind of grooming was needed,and thus language evolved as a kind of vocal(有声的)grooming which allowed humans to develop relationship with ever-larger groups by exchanging information over a wider network of individuals than would be possible by one-to-one68contact.54.A.mission B.radiation C.comparison D.gossip 55.A.occasionally B.merely C.habitually D.originally56.A.social B.political C.historical D.leisurely57.A.the case B.the question C.the issue D.the key58.A.financial B.sensitive C.royal D.vital59.A.confirms B.outlines C.dismisses D.broadens60.A.for instance B.on the contrary C.in addition D.as a result 61.A.motivation B.motive C.emotion D.behaviour 62.A.inspection B.harmony C.attack D.assistance 63.A.convinces B.comprises C.confesses D.concludes 64.A.prospect B.protection C.maintenance D.luxury65.A.discipline B.bother C.maintain D.ease66.A.cast B.consumed C.extended D.floated67.A.common B.efficient C.scientific D.thoughtful68.A.invisible B.daily C.constant D.physical阅读下面材料,在空白处填入1个适当的单词或括号内单词的正确形式。
人教版九年级英语Unit14单词、课文,知识梳理,词汇句式精讲
人教版九年级英语Unit14单词、课文/知识梳理/词汇句式精讲Unit14 单词survey[sə:(r)vei]n.调查standard[stændə(r)d]n. 标准;水平row[rəu]n. 一排;一列;一行in a row连续几次地keyboard[ki:bɔ:(r)d]n. 琴键;键盘instruction[instrʌkʃn]n. 指示;命令double[dʌbl]v. 加倍;是⋯⋯的两倍adj. 两倍的;加倍的shall[ ʃæl]modal v. 将要;将会overcome[ əuvə(r)kʌm]v.(overcame ;overcome) 克服;战胜make a mess弄得一团糟,一塌糊涂graduate[grædʒueit]v. 毕业;获得学位keep one’s cool沉住气;保持冷静ours[auə(r)z]pron. 我们的senior[si:niə(r)]a. 级别(或地位)高的senior high (school)高中text[tekst]n.课文;文本level[levl]n.标准;水平degree[digri:]n.(.大学)学位;度数;程度manager[mænidʒə(r)]n. 经理;经营者believe in信任;信赖gentleman[dʒentlmən] n. 先生graduation [grædʒueiʃn] n. 毕业ceremony [serəməni]n.典礼;仪式congratulate [kəngrætʃuleit] v. 祝贺thirsty[θ:(r)sti]a. 口渴的;渴望的none[nʌn]pron. 没有一个;毫无task[ta:sk ]n. 任务;工作ahead[ əhed]adv. 向前面;在前面responsible[rispɔnsəbl]adj. 有责任的be responsible for对……负责任separate[sepəreit]adj. 单独的;分离的v. 分开wing[wiŋ]n. 翅膀;翼Brian[braiən]布赖恩(男名)Luke[lu:k]卢克(男名)Griffin[grifin]格里芬(姓)Trent[trent]特伦特(姓)Unit14 知识梳理【重点短语】1. win a prize 获奖2. do a school survey 做一个学校调查3. meet the standard of a strict teacher满足一位要求严格的老师的要求4. meet this group of friends 遇到这群朋友5. score two goals in a row 连续踢进两个球6. learn to play the keyboard 学会弹钢琴7. be patient with sb 对……有耐心8. work out the answer yourself 自己找出答案9. guide sb to do sth 指导某人做某事10. put in more effort 更加努力11. look back at 回首12. pride of overcoming fear 克服恐惧感的自豪13. make a great big mess 弄得一团糟14. keep my cool 保持我的清高15. try to be on time for morning reading 尽力赶上早读16. look forward to doing sth 期望做某事17. join the school swim team 加入学校游泳队18. get a business degree 取得一个商业学位【重点句型】1.——What happened in Grade 7 that was special?在七年级时发什么了什么特别的事?——Our team won the school basketball competition.我们队赢了学校的蓝球比赛。
英语教学法教程实践题(3篇)
第1篇Introduction:This practical application guide focuses on the implementation ofvarious English teaching methods in a classroom setting. The aim is to provide educators with hands-on strategies that can enhance student engagement, improve language acquisition, and foster critical thinking skills. The guide will cover a range of methods, including communicative, task-based, and problem-based learning, and will include activities and reflection questions to aid in the application and evaluation of these methods.Section 1: Communicative Language Teaching (CLT)Activity 1: Role-Playing ScenariosObjective: To practice speaking and listening skills in a realistic context.Materials:- A list of role-playing scenarios (e.g., at a restaurant, at the airport, in a doctor's office)- Props (if available) to enhance the authenticity of the scenariosInstructions:1. Divide the class into small groups, ensuring that each group has amix of language proficiency levels.2. Provide each group with a scenario and props, if necessary.3. Instruct students to prepare a short dialogue based on the scenario.4. Have each group perform their dialogue for the class.5. After each performance, ask the audience to provide feedback and suggestions for improvement.Reflection Questions:- How did the students interact during the role-plays?- Were there any language barriers or misunderstandings?- How could the activity be modified to cater to different learning styles?Activity 2: Jigsaw MethodObjective: To encourage cooperative learning and deep understanding of a topic.Materials:- A complex topic divided into smaller subtopics- Handouts or notes for each subtopicInstructions:1. Assign each student a subtopic related to the main topic.2. Students research their subtopic individually and prepare a presentation or summary.3. After researching, students form new groups based on the subtopics they have studied.4. Each student in the new group shares their knowledge with their peers.5. The class comes together to discuss the main topic, using the information gathered from the subtopics.Reflection Questions:- How did the students work in groups?- Did the jigsaw method enhance their understanding of the main topic?- What could be done to ensure that all students contribute equally to the group discussions?Section 2: Task-Based Language Teaching (TBLT)Activity 3: Real-World ProjectObjective: To apply English language skills to solve real-world problems.Materials:- A list of real-world problems (e.g., environmental issues, social inequalities)- Research materials and resourcesInstructions:1. Present the class with a list of real-world problems.2. Divide the class into small groups and assign each group a problem to research and solve.3. Instruct students to use English to communicate, research, and propose solutions.4. Allow time for groups to work on their projects and prepare presentations.5. Have each group present their findings and solutions to the class.Reflection Questions:- How did the students use English in their project work?- Were there any challenges in communicating and collaborating in English?- How could the project be adapted to different levels of English proficiency?Section 3: Problem-Based Learning (PBL)Activity 4: Case Study AnalysisObjective: To develop critical thinking and problem-solving skills through English.Materials:- A case study with a language-related problem- Discussion questions and promptsInstructions:1. Provide students with a case study that presents a language-related problem.2. Instruct students to read the case study and prepare to discuss it in class.3. Conduct a class discussion, encouraging students to analyze the problem, propose solutions, and justify their reasoning.4. After the discussion, ask students to write a short essay summarizing the main points and their own conclusions.Reflection Questions:- How did the students engage with the case study?- Were there any misconceptions or misunderstandings during the discussion?- How could the activity be made more interactive and engaging?Conclusion:The practical application of English teaching methods can greatly enhance the learning experience for students. By incorporating communicative, task-based, and problem-based learning activities, educators can create a dynamic and interactive classroom environmentthat promotes language acquisition and critical thinking. The activities and reflection questions provided in this guide aim to assist educators in implementing these methods effectively and evaluating their impact on student learning.第2篇Title: Implementing the Communicative Approach in an English ClassroomObjective: This practice question aims to guide future English teachers in implementing the Communicative Approach in their classroom settings. The Communicative Approach emphasizes language use in real-life situations, focusing on communication skills rather than just linguistic knowledge.Context: Imagine you are a teacher in a secondary school in China, teaching an intermediate English class. The students are 14 years old and have been studying English for three years. They have a basic understanding of grammar and vocabulary, but they struggle with speaking and listening skills.Task:1. Design a Lesson Plan:- Lesson Objective: By the end of the lesson, students will be able to engage in a group discussion about their favorite hobbies in English.- Teaching Methods: Use a mix of communicative techniques, including pair work, group work, and whole-class discussions.- Materials: Handouts with pictures of different hobbies, whiteboard, markers, and a clock.2. Preparation:- Warm-up Activity: Begin with a short review of hobbies in English using pictures. Ask students to guess what the hobbies are and describe them in simple sentences.- Main Activity:- Divide the class into small groups of four.- Hand out the handouts with pictures of various hobbies to each group.- Ask each group to discuss their favorite hobby using the pictures as a prompt.- Encourage students to use new vocabulary and phrases they have learned.- Set a timer for 10 minutes to ensure that each group has enough time to discuss.- Feedback and Correction:- After the discussion, bring the class together for a whole-class discussion.- Invite each group to present their findings.- Provide positive feedback and correct any mistakes in a supportive manner.- Conclusion:- Ask students to write a short paragraph about their favorite hobby, using the vocabulary and phrases they have learned.- Have students share their paragraphs with a partner for peer feedback.3. Reflection:- Assessment: How will you assess the students' speaking and listening skills in this lesson? Consider using a checklist or a rating scale.- Challenges: What challenges do you anticipate in implementing this lesson, and how will you overcome them?- Adaptations: How could you adapt this lesson for students with different learning styles or abilities?Lesson Plan Outline:Warm-up Activity:- Duration: 5 minutes- Activity: Show pictures of different hobbies and ask students to guess what they are.- Aim: To activate prior knowledge and create a relaxed learning environment.Main Activity:- Duration: 20 minutes- Activity: Group discussion about favorite hobbies using pictures.- Aim: To develop speaking and listening skills in a communicative context.Feedback and Correction:- Duration: 10 minutes- Activity: Whole-class discussion and peer feedback.- Aim: To provide students with an opportunity to practice their speaking skills and receive feedback from their peers and the teacher.Conclusion:- Duration: 10 minutes- Activity: Writing a short paragraph about favorite hobbies and peer feedback.- Aim: To reinforce the vocabulary and phrases learned during the lesson and provide an opportunity for students to practice writing.Reflection:Assessment:- Use a checklist to assess students' participation in the group discussion and whole-class presentation.- Use a rating scale to evaluate students' speaking fluency and accuracy.Challenges:- Some students may be shy or hesitant to speak in English.- Limited time for each group discussion.Adaptations:- Pair students up for more comfortable speaking practice.- Provide visual aids or gestures to help students who struggle with vocabulary.- Extend the time for group discussions if needed.Conclusion:Implementing the Communicative Approach in the English classroom can be a rewarding experience for both teachers and students. By focusing on communication skills and creating real-life situations, students are more likely to develop a genuine interest in learning the language. As a teacher, it is important to be prepared to adapt and overcome challenges to ensure that all students have the opportunity to succeed.第3篇Introduction:In this tutorial practice, we will design a lesson plan for a beginner level English as a Second Language (TESL) class. The goal of this lesson is to introduce basic vocabulary and grammar concepts, while also ensuring that the students are engaged and actively participating in the learning process. The lesson will be structured around the Communicative Language Teaching (CLT) approach, which emphasizes interaction and real-life communication.Lesson Objectives:By the end of this lesson, students will be able to:1. Identify and use basic greeting phrases in English.2. Understand and use simple present tense verbs.3. Ask and answer simple questions about themselves and others.4. Participate in a group activity to practice vocabulary and grammar.Target Group:Beginner level students with no prior knowledge of English.Materials Needed:- Whiteboard and markers- Handouts with vocabulary and grammar exercises- Flashcards with pictures and corresponding words- Pencils and erasers for students- Timer or clockLesson Duration:1 hourLesson Plan:1. Warm-Up (10 minutes)- Activity: Circle Time- Objective: To create a relaxed and welcoming atmosphere for the class.- Procedure:- Begin with a brief introduction to yourself and ask students to introduce themselves, using simple greeting phrases such as "Hello, my name is [name]."- Encourage students to ask and answer simple questions to practice using basic present tense verbs.2. Introduction to Vocabulary (15 minutes)- Activity: Vocabulary Presentation- Objective: To introduce new vocabulary related to greetings and personal information.- Procedure:- Write the following vocabulary on the whiteboard: hello, goodbye, nice to meet you, my name is, I am, I am from, I am a student, I live in, etc.- Use flashcards with pictures to illustrate each word and its meaning.- Have students repeat the words after you and ask them to use the words in sentences.3. Grammar Focus: Present Tense Verbs (15 minutes)- Activity: Grammar Practice- Objective: To introduce and practice the present tense form of verbs.- Procedure:- Explain the present tense and demonstrate the structure "I am + verb" (e.g., I am a student, I am from China).- Provide a list of common verbs and have students change them intothe present tense form.- Have students practice forming questions by adding "am I" or "are you" before the verb.4. Group Activity: Role Play (15 minutes)- Activity: Role Play- Objective: To practice vocabulary and grammar in a real-life context.- Procedure:- Divide the class into small groups of three or four students.- Give each group a scenario (e.g., meeting at a cafe, introducing friends, etc.) and a list of vocabulary and grammar structures to use.- Set a timer for 5 minutes and let the groups practice their role play.- After the timer, ask each group to present their role play to the class.5. Wrap-Up and Homework (10 minutes)- Activity: Review and Homework Assignment- Objective: To review the lesson content and assign homework forfurther practice.- Procedure:- Review the vocabulary and grammar points covered in the lesson.- Assign homework that includes writing a short paragraph about themselves, using the vocabulary and grammar structures learned.- Encourage students to ask questions or seek clarification if needed.Conclusion:This lesson plan for a beginner level TESL class focuses on introducing basic vocabulary and grammar concepts through interactive and engaging activities. By using the Communicative Language Teaching approach, students are encouraged to actively participate in the learning process, which helps reinforce their understanding of the language. The lesson plan can be adapted and expanded upon to suit the needs and abilities of the students.。
divide方法
divide方法
Divide方法是指计算机程序中常用的技术,它能够帮助程序员避免重复编码,从而减少程序的复杂度,提高程序的执行效率。
Divide方法是一种常用的过程抽象机制,它可以将一个大的问题分解成一系列小的问题,然后分别进行处理。
Divide方法可以通过拆分大的子系统,把它们分解成一个个单独的模块来实现,这样可以大大减少系统的复杂度,同时也可以节省程序员的编码时间,进而提高程序的执行效率。
Divide方法能够解决的问题远不止于此,它可以降低程序的维护成本,使程序更加灵活,可容易做出改变,从而实现更高的扩展性。
它还可以使程序的执行跟踪更容易,因为每一个模块都是可以被独立测试的,所以排查问题会变得更加容易。
Divide方法是一种重要的计算机程序设计技术,能够大有裨益,减少程序的复杂度,提高程序的执行效率,降低程序的维护成本,使程序更加灵活,可以实现更高的扩展性,也更容易跟踪查找问题。
When was it invented.
1. Before reading
sport basketball football table tennis tennis badminton volleyball rank 1 3 2 6 4 5 8
swimming
running
7
Hale Waihona Puke Do you like basketball? • How much do you know about basketball?
Homework
1. Choose an invention and do research on it. Write a paragraph about the story of it. 2. Discuss the good things and difficult things about being a basketball player.
② 前置做定语时后常接of,但a little不接of, 而 a bit of 后的of 不可省略,即a little money =a bit of money 3. Dr. Naismith created a game to be played on a hard wooden floor… (1) creat做及物动词,意为“创造, 创作, 引起, 产生” e.g. They created a new city in the desert. The new plan created quite a stir. (2)wooden做形容词,意为“木制的,呆板的, 毫无表情的”。 例如: a wooden shelf 木架 a wooden face 呆板的脸 a wooden stare 呆望
200 countries
divide的用法及短语
divide的用法及短语一、介绍使用正确的动词时态和短语是英语学习中的关键之一。
本文将介绍“divide”这个动词及其相关短语的用法。
从基础的动词形式开始,深入探讨常见的短语,帮助您更好地理解和运用这个重要词汇。
二、基础用法1. 动词形式“divide(划分; 分割)”是一个不规则动词,它的过去式是“divided”,过去分词同样是“divided”。
例如:- The teacher divided the class into small groups for the group discussion.(老师将班级划分为小组进行小组讨论。
)- The cake was divided equally among all the children at the party.(蛋糕在聚会上被平均分给所有孩子。
)2. 用于描述具体划分在描述切割、分隔或区分实际物体或场景时,我们可以使用“divide”来表示。
例如:- The river divides the city into two parts, with the old town on one side and the modern district on the other side.(这条河把城市划分为两部分,古镇在一边,现代区在另一边。
)- Divide the pizza into six equal slices, please.(请把披萨切成六块相等大小的片。
)三、常见短语1. divide... into...这个短语的意思是“将...划分为...”。
我们可以将不同事物或集合划分为更小的部分或组成部分。
例如:- The professor divided the students into different study groups according to their interests.(教授根据学生们的兴趣把他们分成了不同的学习小组。
divided的用法和短语
divided的用法和短语一、Divided的含义和用法Divided (分开的) 是一个形容词,表示被分割或划分成不同部分或组织的状态。
它可以用于多个场景和语境中,并且还有一些常用短语搭配。
下面将详细介绍divided的不同用法。
1. 表示被分裂或分离"Divided" 可以描述一个物体、地区或社群由于某种原因而在形式上或意见上产生了分歧或矛盾。
例如:“The country remains deeply divided over the issue of immigration.” (对于移民问题,该国仍然存在严重的分歧。
)2. 表示进行划分或分类另一种常见的用法是指根据特定标准或准则将事物划分为不同类别、组织或部分。
“In this report, the data is divided into three main categories: demographic, economic, and environmental.”(在这份报告中,数据被划分为三个主要类别:人口统计学、经济和环境。
)3. 表示对立观点或立场当涉及对立观点、意见或声音时,我们可以使用"divided"来表示存在争议性。
“Public opinion on the new law is divided, with some supporting it and others strongly opposing it.”(公众对新法律持有不同观点,一些人支持,而另一些人强烈反对。
)4. 表示分散或不连贯除了指代意见上的分歧外,"divided"有时还用来描述一个概念、主题或事件在不同层面上的不一致性。
“The film received mixed reviews, with critics divide d on its artistic merit.” (这部电影评价褒贬不一,评论家对其艺术价值存在争议。
1到10的英文怎么写
1到10的英文怎么写从1到10,让我从一而终地学习它的英文单词是怎么写的吧。
下面是店铺给大家整理的1到10的英文怎么写,供大家参阅!1的英文单词one1的英文例句1. You must enter a valid name of at least % 1 characters.您必须键入至少%1个字符的有效名称.2. Can I have more than 1 account?我可以有1个以上的帐户吗 ?3. This is 1 project that will lead on to several projects.这是1个项目,这将导致到了几个项目.4. It's set to a 1 px highlight on the bottom right.在右下部设置了1个像素的高光.5. This star time , is the 1 st star time which begins school.这个星期, 算是开学的第1个星期吧.2的英文单词two2的英文例句1. The spa has 6 indoor pools, 2 for women only, 2 for men only, and 2 for mixed bathing.这个温泉有6个室内池子,其中2个仅供女士,2个仅供男士,其余2个可以男女共用。
2. The inside orbit has 2 electrons.最里层的轨道上有2个电子.3. Discrete data are expressed in whole numbers: 2 children, 56 trucks, 5 actors.间断资料用整数表示,如2个孩子, 56辆汽车, 5名演员等.4. We trail Liverpool by 2 league titles, and 3 European cups.我们比利物浦少获得2个联赛冠军, 3个欧洲冠军.5. Your request will be processed within 2 business days of receipt.我们将在收到此表格后的2个工作日内处理您的请求.3的英文单词three3的英文例句1. They suffered an electoral catastrophe, winning a paltry 3 seats.他们在选举中惨败,仅获得微不足道的3个席位。
divide的用法和短语
divide的用法和短语一、了解divide的基本意思“divide”是一个常见的英语单词,它可以作为名词、动词或形容词使用。
在不同的语境下,它有不同的含义和用法。
首先,我们来了解一下divide作为动词时的几种常见用法。
二、divide作为动词的用法1. Divide sb./sth. into...“Divide”常用于表示将某人或某物分割成几部分。
例如:- The teacher divided the class into groups for a group activity.- Divide the cake into equal portions.2. Divide A by B这个用法表示将A除以B得到一个结果。
例如:- If you divide 10 by 2, you get the answer 5.3. Divide sth. among/between...当“divide”与介词“among”或“between”连用时,表示将某物分配给多个人或多个组织等。
例如:- The inheritance was divided equally among the three siblings.- The cake was divided between the two friends.4. Be divided on/about/over这个短语通常描述人们对某个问题持不同观点或意见不一致。
例如:- The committee is divided over which candidate to choose.- The students were divided on whether to have a school dance.三、相关短语及例句除了上述动词用法外,“divide”还可以与其他词汇结合形成各种短语,并且具有不同的意义和用法。
下面是常见的一些短语及其例句。
divide的用法java
divide的用法java一、什么是Divide在Java编程语言中,Divide(即除法)是一种基本的数学运算符。
它用于将一个数值除以另一个数值,并返回商作为结果。
二、使用Divide运算符进行整数除法整数除法是指当除数和被除数都为整数时所进行的运算。
在Java中,使用Divide运算符进行整数除法有两种方式:常规除法和取模操作。
1. 常规除法常规除法使用斜杠(/)作为Divide运算符。
例如,通过以下代码执行整数除法:int result = 10 / 3;此时,result的值将等于3。
这是因为10可以被3整除三次,并且余下1。
2. 取模操作取模操作使用百分号(%)作为Divide运算符。
该操作返回余数作为结果。
例如,通过以下代码执行取模操作:int remainder = 10 % 3;此时,remainder的值将等于1。
这是因为10可以被3整除三次,并且余下1。
需要注意的是,在进行整数除法或取模操作时,如果被除数小于或等于零,则会抛出ArithmeticException异常。
三、使用Divide运算符进行浮点数除法浮点数除法是指当被数字和/或数字之一不是整数时所进行的运算。
在Java中,将浮点类型数据作为操作数使用Divide运算符将执行浮点数除法,返回的结果也是浮点类型。
例如,通过以下代码执行浮点数除法:double result = 10.0 / 3.0;此时,result的值将近似等于3.3333333333333335。
四、Divide运算符与其他运算符的结合Divide运算符可以与其他算术运算符和赋值运算符结合使用,以实现更复杂的计算逻辑。
1. 结合加法或减法通过与加法或减法结合使用Divide运算符,可以实现数字之间的混合计算。
例如:int result = (10 + 2) / 4;在上述例子中,先计算括号内表达式,即10 + 2,得到12。
然后再用12除以4,并将结果赋给result变量。
part的同义词
part的同义词part表部分; 零件; 参加的意思,那么你知道part的同义词有哪些吗?接下来小编为大家整理part的同义词,希望对你有帮助哦!part的同义词辨析1:divide, separate, part, divorce这些动词都有"分开"之意。
divide :指把一个整体按要求分成几个部分,暗示分配之意;也可指分开两个对立的事物。
separate :指把两个人或物分开,着重从原属一个整体中移居一部分或把两者隔开。
part :多指使紧密相连的人或物分开,往往暗示最后分离的意味。
divorce :特指两个或更多的互为依赖的事物的分离,尤指婚姻的合法解体。
part的同义词辨析2:part, piece, section, division, portion, fraction, fragment, segment, share这些名词均可表示"整体的一部分"之意。
part :含义广,最普通用词。
常指整体中可大可小的一部分,也可指整体中可分开的独立部分。
piece :指整体中的一些个体,尤指从某个整体上分出来的一部分。
section :指整体中的分区,部分与部分之间有显著界限。
division :通常指按类划分或分割成而的部分。
常含抽象意义。
portion :侧重从整体中所分配到的那一部分,含一定的独立意义。
fraction :指包含在全体中的一部分,暗示微不足道的一部分。
fragment :指因破裂、分割等产生的支离破碎、不规则的一部分。
segment :指某物的特定部分或自然形成的部分,也指线形物品的一段。
share :指共有的东西中应占有的一部分。
词组习语:part with1. 放弃:放弃或使离开;弃权be part and parcel of1. 是…的本质特征(或要素),是…的基本部分最好承认有些不便之处是旅行中不可避免的。
it's best to accept that some inconveniences are part and parcel of travel.for my (或 his, her,等) part1. 就我(或他、她等)来说就我而言,我觉得这个报道毫无说服力。
五年级人教版上册数学教案:《用计算器探索规律》
五年级人教版上册数学教案:《用计算器探索规律》在人生的道路上,谁都会遇到困难和挫折,就看你能不能战胜它战胜了,你就是英雄,就是生活的强者。
《用计算器探索规律》教案(一)教学目标1 知识与技能:会用计算器计算比较复杂的小数乘、除法,并有利用计算器进行计算的意识。
2过程与方法:在利用计算器进行计算时,学生能通过观察、分析发现算式中的规律,并能按规律直接填得数。
3 情感态度与价值观:在引导发现规律、描述规律的过程中,培养学生的逻辑推理能力,让学生体会数学中的美以及探究的乐趣。
教学重难点1 教学重点:能用计算器探索计算规律,并能应用探索出的规律进行一些小数乘、除法的计算。
2 教学难点:发现规律。
教学工具计算器、多媒体教学过程教学过程设计1 情境引入(一)小组合作,使用计算器。
现在老师给出一个表格,请根据内容用计算器算一算。
你能发现规律吗(二)小组汇报,展示过程,讨论发现。
每组请两个同学来汇报她们的最终计算结果。
师:看了以上的结果,大家有什么感受。
师:同学们最终的答案都是一样的,真的是很神奇,仿佛掉进了数学黑洞,永远出不来,今天,我们还将利用计算器去探索更多的有趣的神奇的数学规律,有兴趣吗生:有。
2 探索新知(一)探索规律(课件出示例题:)1 divide;11=2 divide;11=3 divide;11=4 divide;11=5 divide;11=学生用计算器计算结果。
指名汇报结果。
1 divide;11=0.09092 divide;11=0.18183 divide;11=0.27274 divide;11=0.36365 divide;11=0.4545……师:观察计算出来的结果,分组交流讨论,你发现了什么规律小组汇报结果:商是循环小数,循环节都是被除数的9倍。
(二)尝试应用规律你能不用计算,用发现的规律写出后几题的商吗学生尝试写出后几题的商。
指名汇报计算结果。
6 divide;11=0.54547 divide;11=0.63638 divide;11=0.72729 divide;11=0.8181你是根据什么来写出这几道题的商呢让学生说出自己应用规律的思维过程,加深对规律的理解。
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第2章分治法(Divide & Conquer)(算法常用技术之首)六大算法常用技术:分治法(e.g. 快速排序)贪心法(局部最优法,e.g. 最小生成树)周游法(e.g. DFS, BFS)回朔法(e.g. 8皇后问题,平面点集的凸包)动态规划法分枝定界法(e.g. 整数规划)快速排序的思想:用O(n)的时间把一个规模为n的表分割为两段,前段中的数据元素均小于后段中的数据元素,然后对分割后所得的两个小一点的表采用同样的方法分别进行排序;当两个小表排好之后,整个表的排序也就完成了。
分治法的要领分治法是把一个规模较大的问题分解为若干个规模较小的子问题,这些子问题相互独立且与原问题同类;首先求出这些子问题的解,然后把这些子问题的解组合起来得到原问题的解。
由于子问题与原问题是同类的,故使用分治法很自然地要用到递归。
因此分治法分三步:1 将原问题分解为子问题(Divide)2 求解子问题(Conquer)3 组合子问题的解得到原问题的解(Combine)分治法举例:给定n个数据元素,要找出其中的最大元和最小元。
简单直观的方法:一个一个地找,用n-1次比较来找出最大元,再用n-2次比较来找出最小元。
比较次数(基本运算)为2n-3次。
用分治法如何求解?(参看Aho 书,P60, 图2.12)当n=2时,一次比较就可以找出两个数据元素的最大元和最小元。
当n>2时,可以把n 个数据元素分为大致相等的两半,一半有⎣n/2⎦个数据元素,而另一半有⎡n/2⎤个数据元素。
先分别找出各自组中的最大元和最小元,然后 将两个最大元进行比较,就可得n 个元素的最大元; 将两个最小元进行比较,就可得n 个元素的最小元。
因此算法的时间复杂度为:T(n)=⎩⎨⎧>+=22)2/(221n n T n此方程可用主定理求解:a =2,b =2, f(n)=2, aLog b n =n 1, f(n)比aLog b n 的量级低(第一种情况);所以可得T(n)= Θ (aLog b n)= Θ(n )。
但此法还不够精确。
(简单直观的算法的时间复杂度也只有2n-3。
) 设n=2k , 根据递归方程有T(2k )=2T(2k-1)+2, 令T(2k )=g(k) (函数变形法), 则有g(k)=2g(k-1)+2,从而有g(k-1)=2g(k-2)+2,g(k-2)=2g(k-3)+2,… 不断使用代入法可得:T(n)=T(2k )= g(k) = 2(2g(k-2)+2)+2= 22g(k-2)+22+2 = 23g(k-3)+23+22+2 = …=2k-1g(1)+2k-1+ … +23+22+2 =n/2*T(2) + (2k -2)= n/2+n-2 = 3n/2-2, 即T(n)=3n/2-2。
当n≠2k时,则n可表为若干2的正整数幂之和,(e.g. 42=32+8+2),若n是偶数,则算法的时间复杂度仍可达到3n/2-2。
e.g. 对n=42,将元素分为32个一组,8个一组和2个一组共3组后,各组找出最大、最小元分别需要46,10和1次比较,3个最大元用2次比较即可得整体最大元,同理3个最小元用2次比较即可得整体最小元,故有46+10+1+2+2=61, 而3n/2-2=3*42/2-2也等于61,故的确是3n/2-2。
一般地,当n≠2k但为偶数时,则可将n分解为若干2的正整数幂之和:n=2m1+2m2+ …+2mk且m1>m2> …>mk≥1,对规模为n i=2mi的每组元素,找出最大、最小元需要3n i/2-2次比较,故获得k组各自的最大、最小元需要∑=ki12)-(3ni/2=3n/2-2k;然后用2k-2次比较就可从每组的最大元、最小元(均为k个)中求出整体的最大元和最小元,故全部的比较次数仍为3n/2-2。
当n≠2k但为奇数时,则可将n分解为若干2的正整数幂之和加1:n=2m1+2m2+ …+2mk+1且m1>m2> …>mk≥1,由于2m1+2m2+ …+2mk=n-1,故∑=ki12)-(3ni/2=3(n-1)/2-2k;注意此时共有k+1组最大、最小元,取得整体解还需比较2k次(单独的一个元素既是该组最大元,也是该组最小元),故全部的比较次数为3(n-1)/2即3n/2-3/2,亦可看成为⎡3n/2-2⎤。
已经证明,在规模为n的数据元素集合中找出最大元和最小元,至少需要⎡3n/2-2⎤次比较,即⎡3n/2-2⎤是找最大最小元算法的下界。
因此,从比较次数最少的意义上来讲,找最大最小元的分治法算法已经达到最优。
虽然从理论上看,将n分解为若干2的正整数幂之和可以获得最少的比较次数,但实际计算时为简单起见,一般把n个数据元素分为大致相等的两半:一半有⎣n/2⎦个数据元素,而另一半有⎡n/2⎤个数据元素。
先分别找出各自组中的最大最小元(如组中只有一个元素,则其既是最大元又是最小元);再将两个最大元和两个最小元分别进行比较,于是就可得到n个元素的最大元和最小元。
由于T(⎣n/2⎦)、T(⎡n/2⎤)与T(n/2)相等或接近,故采用上述办法所需比较次数T(n)一般与⎡3n/2-2⎤相差不是很大,有时甚至相等(如n=15,31等,参见下表),而与2n-3相比要少n/2左右,故当n较大时要节省很多。
e.g.2:两个n位二进制数x和y相乘,通常需要Θ(n2)次位运算。
如何使用分治法来降低位运算计算量的量级?(Aho书P46,设n=2k)若n=2k,则x可表为a2n/2+b,y可表为c2n/2+d(如图),其中a, b, c, d均为n/2位二进制数。
于是x*y= (a2n/2+b) (c2n/2+d) = ac2n + (ad+bc)2n/2 + bd,即x*y可以通过4对n/2位二进制数的乘法(即ac,ad,bc,bd)以及ac的n次移位(以获得ac2n)、求(ad+bc)所做的n位加法、(ad+bc)的n/2次移位(以获得(ad+bc)2n/2)、和两个2n位加法(以获得ac2n + (ad+bc)2n/2 + bd)。
于是,这样计算x*y的时间复杂度为:T(n)=4T(n/2)+ Θ(n)。
比照递归方程T(n)=aT(n/b)+f(n),这里a=4, b=2, f(n)= Θ(n)。
因此有aLog b n= n 2,以及有f(n )=O(ε-)(a Log b n) (第一种情况,ε> 0),故T(n )= Θ (aLog b n)=Θ (n 2)。
――并没有加以改善。
但注意到:计算式ac 2n + (ad+bc )2n/2 + bd 中的ad+bc 可写为:而(ad+bc )= (a+b ) (d+c ) – ac – bd, 因此在ac 和bd 计算出之后, 只要再做4次加减法,一次(n /2位数的)乘法就可以计算出ad+bc 。
而原来计算(ad+bc )需要做2次乘法、一次加法; 新的计算公式比原方法少做了一次乘法。
(虽比原来多了3次加减法,但仍有f(n )= Θ(n )。
) 这样的计算方法的时间复杂度为:T(n )=3T(n /2) + Θ(n ),即a=3, b=2, f(n )=Θ(n )。
此时有:aLog b n= 32Log n = n 1.59,并仍有f(n )=O(ε-)(a Log b n ),于是有T(n )= Θ(n 1.59),比Θ(n 2)要好不少。
e.g.3:Strassen 矩阵乘法:(Aho 书P230)两个n ⨯n 的矩阵A ,B 相乘,其结果为C=(c ij )=A*B 。
由于c ij =∑=nk kj ik b a 1,故求一个元素要n 次乘法(及n-1次加法)。
因C 中有 n 2个元素,故计算两个n 阶矩阵的乘法, 通常需要O(n 3)时间。
分块矩阵的乘法:设n=2k ,若2k-1<n<2k ,则在矩阵中充填0,扩充矩阵直至n ’=2k 。
e.g. A 5×5*B 5×5,则按如下情况进行扩充。
⎪⎪⎭⎫ ⎝⎛321A ⎪⎪⎭⎫ ⎝⎛654B =⎪⎪⎭⎫ ⎝⎛++++6*34*2,5*3*26*14*,5*1*B A B A =⎪⎪⎭⎫⎝⎛000AB其中:15×3,23×5,33×3,45×3,53×5,63×3都是0矩阵块,故上述分块矩阵相乘后只有一块不为0,其余的块都是0矩阵, 计算结果的左上角即为所求。
设n=2k ,并设两个n 阶矩阵的乘法所需时间为T(n),把矩阵A ,B 分成4个规模为n/2的子矩阵块如下。
由于⎪⎪⎭⎫⎝⎛AA A A 22211211⎪⎪⎭⎫ ⎝⎛BB B B 22211211=⎪⎪⎭⎫ ⎝⎛C C C C 22211211, 所以,C 11=A 11B 11+A 12B 21,C 12= A 11B 12+ A 12B 22,C 21=A 21B 11+A 22B 21,C 22= A 21B 12+ A 22B 22。
即:按此矩阵分块相乘法,两个n 阶矩阵的相乘可归结为8对n/2阶的子矩阵的乘法(时间为8T(n/2)), 以及4对n/2阶的矩阵的加法(时间为4*(n/2)2=Θ(n 2))。
由此可得时间复杂度的递归方程:T(n)=8T(n/2)+Θ(n 2),nab log =n 3,高于f (n)的量级,即符合主定理的第1种情况。
由主定理,T(n)= Θ(n 3)。
时间复杂度并未降下来。
但如果引入下列M i (i=1,2,…,7):M 1=( A 12-A 22)( B 21+ B 22) M 2=( A 11+ A 22)( B 11+ B 12) M 3=( A 11-A 21)(B 11+B 12) M 4=(A 11+A 12)B 22 M 5=A 11(B 12-B 22) M 6=A 22(B 21-B 11)M 7=(A 21+A 22)B 11 则有:C 11=M 1+M 2-M 4+M 6,C 12=M 4+M 5,C 21=M 6+M 7, C 22=M 2-M 3+M 5-M 7即计算两个n阶矩阵的乘法,可归结为7对n/2阶的子矩阵的乘法(时间为7T(n/2)),以及18对n/2阶的矩阵的加减法(时间为18*(n/2)2=Θ(n2))。
因此得时间复杂度的递归方程:T(n)=7T(n/2)+Θ(n2),n a b log=n7log2=81.2n,仍高于f(n)的量级,由主定理,T(n)= Θ (81.2n)。
打破了人们认为矩阵乘法的时间复杂度为Θ(n3)的固有看法。
目前矩阵乘法最好的时间复杂度是能做到O(n376.2),争取继续降低时间复杂度的努力能否成功?目前难以下结论(目标是Θ(n2))。