我的英语复习笔记(听课整理后的)

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八年级英语听课笔记范文10篇

八年级英语听课笔记范文10篇八年级英语听课笔记（一）一、授课教师。

[教师姓名]二、授课时间。

[具体时间]三、授课内容。

Unit 1 Where did you go on vacation?四、教学过程。

1. 导入（Lead - in）- 教师通过展示一些著名旅游景点的图片，如长城、埃菲尔铁塔、泰姬陵等，引起学生兴趣，然后提问学生是否去过这些地方，假期去了哪里等问题，自然地引出本节课的话题“vacation”。

- 笔记：通过图片导入话题，能直观地吸引学生注意力，问题设置简单且与学生生活相关，易于开启课堂讨论。

2. 单词学习（Word study）- 教师使用PPT展示新单词，如“anyone，anywhere，wonderful，few，most”等，先领读单词，然后让学生跟读。

- 在讲解单词时，教师结合例句来解释单词的用法。

例如：“Did you go anywhere interesting? ”解释“anywhere”的用法。

- 笔记：单词教学采用先领读再讲解例句的方式，有助于学生掌握单词的读音和用法。

结合例句记忆单词效果更好。

3. 语法讲解（Grammar）- 重点讲解一般过去时的特殊疑问句。

教师在黑板上写出例句：“Where did you go on vacation?”“What did you do?”等。

- 分析句子结构，强调助动词“did”的用法，以及动词在一般过去时中的变化形式。

- 笔记：语法讲解清晰，在黑板上写例句方便学生观察句子结构，有助于理解一般过去时特殊疑问句的构成。

4. 听力练习（Listening practice）- 播放听力材料，听力内容是关于不同人假期的经历。

- 在播放听力之前，教师给出一些听力问题，如“Where did Tom go?”“What did he do there?”等，让学生带着问题听听力。

- 听力结束后，教师与学生一起核对答案，并对听力中的重点内容进行再次强调。

八年级英语听课笔记范文10篇

八年级英语听课笔记范文10篇听课笔记一：Unit 1 Where did you go on vacation?一、教学目标。

1. 语言知识目标。

- 学生能够掌握重点单词，如：anyone, anywhere, wonderful, few等。

- 熟练运用重点句型“Where did you go on vacation? I went to...”进行对话交流。

2. 语言技能目标。

- 通过听力训练，提高学生获取信息的能力。

- 让学生能够用英语描述自己的假期经历。

二、教学过程。

1. 导入（Lead - in）- 教师展示一些著名旅游景点的图片，如长城、埃菲尔铁塔等，然后问学生是否去过这些地方，引出本节课话题“vacation”。

这个导入方式很直观，能迅速吸引学生的注意力，激发他们的学习兴趣。

2. 新单词学习（New words learning）- 教师使用多媒体展示单词图片和例句，领读单词。

在讲解“anyone”和“anywhere”时，特别强调了“any -”的用法，以及与“someone”和“somewhere”的区别。

这种对比教学有助于学生更好地理解和记忆。

3. 听力训练（Listening practice）- 播放听力材料之前，教师先让学生快速浏览听力题目，预测听力内容。

这是一个很好的听力技巧训练。

听力播放过程中，教师提醒学生注意关键词。

听完后，让学生回答问题并进行小组讨论核对答案。

4. 对话练习（Pair work）- 教师给出对话模板，让学生两人一组练习对话，询问对方的假期去处。

在学生练习过程中，教师巡视并给予指导，及时纠正学生的语法和发音错误。

5. 课堂总结（Summary）- 教师引导学生回顾本节课所学的单词和句型，强调重点和难点。

三、教学方法。

1. 直观教学法：通过图片展示新单词，让学生更易理解。

2. 任务驱动法：以听力任务、对话任务等驱动学生学习。

四、教学评价。

1. 教师对学生的表现给予及时的评价，以正面评价为主，如“Good job”“Well - done”等，增强了学生的自信心。

英语学习笔记整理

英语学习笔记整理英语学习是许多人的共同目标。

为了更好地掌握英语，我对自己在学习过程中的一些经验进行了整理和总结，并将其记录在以下笔记中。

1. 语法知识a. 句子结构：英语句子通常由主语、谓语和宾语组成。

主语用于表达动作的执行者，谓语描述动作本身，而宾语则指示动作的对象。

b. 时态和语态：英语有多种时态和语态，例如一般现在时、过去进行时、被动语态等。

掌握这些时态和语态对于准确表达思想至关重要。

2. 词汇积累a. 单词记忆：学习新单词时，我会将其写下来，并在学习中不断重复，加强记忆。

b. 常用短语：了解常用短语的意思和用法，可以帮助提升口语表达的流利程度。

3. 阅读技巧a. 阅读速度：通过大量阅读英文文章，我逐渐提高了阅读速度。

阅读速度的提升使我能更好地理解文本。

b. 上下文推断：在阅读过程中，我经常利用上下文来推断词汇的含义，从而更好地理解文章的意思。

4. 听力训练a. 听力材料：通过聆听英语电影、英语课程及流行歌曲，我提高了自己的听力水平。

尝试理解并模仿母语人士的发音和语调有助于提高听力技巧。

b. 笔记记录：在听力训练中，我养成了做笔记的习惯。

这有助于我在课后回顾所学内容，巩固记忆。

5. 口语练习a. 语音练习：通过反复模仿和朗读，我逐渐改善了自己的发音。

特别是对于一些发音困难的单词，我会不断练习直到掌握为止。

b. 对话练习：与母语人士或其他英语学习者进行对话练习，有助于提高口语表达的自信和流利度。

通过整理这些学习笔记，我更好地了解了自己在英语学习中的进步和不足之处。

同时，这些笔记也为我以后的学习提供了宝贵的参考资料。

我会继续努力，坚持学习，以达到流利地运用英语的目标。

通过笔记整理，我深刻认识到英语学习需要时间、耐心和不断的实践。

只有持之以恒，并总结经验教训，我们才能不断提高自己的英语水平。

希望我的学习笔记对其他英语学习者也能有所帮助。

总结起来，通过记录语法知识、词汇积累、阅读技巧、听力训练和口语练习等方面的经验，我更好地了解了自己在英语学习中的进步和不足之处。

九年级英语听课笔记范文10篇

九年级英语听课笔记范文10篇The world of education is ever-evolving and the importance of English language proficiency cannot be overstated. As a student in the ninth grade, I have had the privilege of attending English language classes that have not only expanded my vocabulary but also honed my listening and comprehension skills. In this essay, I will provide a detailed account of 10 sample listening notes from my ninth-grade English classes.Lesson 1: Introduction to Verb TensesIn this lesson, our teacher delved into the fundamental aspects of verb tenses in the English language. We discussed the differences between the present, past, and future tenses, as well as the various forms within each tense, such as simple, continuous, and perfect. The teacher provided numerous examples and encouraged us to practice using the different tenses in our own sentences.Lesson 2: Developing Effective Listening StrategiesOur teacher recognized the importance of developing effective listening strategies for language learning. We explored techniquessuch as active listening, note-taking, and identifying key words and phrases. The teacher emphasized the need to focus on the overall meaning rather than getting bogged down by individual words, and encouraged us to ask clarifying questions when necessary.Lesson 3: Idioms and ExpressionsThis lesson focused on the rich and diverse world of English idioms and expressions. We learned about the origins and meanings of common idioms, such as "let the cat out of the bag" and "it's raining cats and dogs." The teacher also encouraged us to identify and use idioms in our own conversations and writings.Lesson 4: Improving Pronunciation and IntonationRecognizing the importance of clear and confident pronunciation, our teacher dedicated a lesson to improving our articulation and intonation. We practiced various tongue twisters and were given feedback on our individual strengths and areas for improvement. The teacher also highlighted the significance of stress and rhythm in English speech.Lesson 5: Mastering Conversational EnglishIn this lesson, we delved into the art of conversational English. The teacher provided guidelines on how to initiate and maintain natural-sounding dialogues, including the use of appropriate greetings, responses, and follow-up questions. We engaged in role-playingexercises to practice our conversational skills in a variety of everyday scenarios.Lesson 6: Understanding Cultural Differences in CommunicationAs English is a global language, our teacher emphasized the importance of understanding cultural differences in communication styles. We discussed how factors such as body language, eye contact, and personal space can vary across different cultures, and how being aware of these differences can enhance our cross-cultural interactions.Lesson 7: Enhancing Listening Comprehension through MediaIn this lesson, our teacher utilized various media resources, such as news clips, podcasts, and TED talks, to enhance our listening comprehension skills. We learned how to identify the main ideas, key details, and overall message of the audio materials, and discussed strategies for improving our ability to understand spoken English in different contexts.Lesson 8: Mastering English Grammar: Sentence StructureThis lesson focused on the intricacies of English grammar, particularly the structure of sentences. We explored the different components of a sentence, such as subjects, verbs, and objects, and learned how to construct grammatically correct and coherent sentences. The teacher provided exercises and examples to reinforceour understanding of sentence structure.Lesson 9: Developing Academic Writing SkillsIn preparation for future academic pursuits, our teacher dedicated a lesson to improving our academic writing skills. We discussed the elements of a well-structured essay, including the introduction, body paragraphs, and conclusion. The teacher also emphasized the importance of using appropriate academic language, citing sources, and maintaining a formal tone.Lesson 10: Effective Presentation TechniquesThe final lesson in our ninth-grade English course focused on developing effective presentation skills. We learned techniques for organizing and delivering engaging presentations, such as using visual aids, maintaining eye contact, and speaking with confidence. The teacher provided opportunities for us to practice our presentation skills and receive constructive feedback.Throughout these 10 lessons, I have gained a deeper understanding and appreciation for the English language. The diverse range of topics covered, from grammar and pronunciation to cultural awareness and academic writing, has equipped me with a well-rounded set of skills that will undoubtedly serve me well in my future academic and professional endeavors. I am grateful for the dedicatedefforts of my English teacher and the valuable learning experiences provided in this ninth-grade course.。

九年级英语听课笔记范文10篇

九年级英语听课笔记范文10篇九年级英语听课笔记（一）一、听课日期。

[具体日期]二、授课教师。

[教师姓名]三、授课内容。

Unit 1 How can we become good learners?（一）课堂导入（5分钟）1. 教师通过展示一些名人学习的图片，如爱因斯坦、居里夫人等，问学生他们成功的原因是什么，从而引出本节课的话题 - 如何成为好的学习者。

2. 教师引导学生用英语简单描述图片中的人物正在做什么，复习了一些与学习相关的动词短语，如read books, do experiments等。

（二）单词学习（10分钟）1. 教师使用多媒体展示新单词的图片和英文解释，例如：- textbook：展示一本教科书的图片，然后给出英文解释“A book used for the study of a subject in school”。

- conversation：展示两个人对话的图片，解释为“An informal talk between two or more people”。

2. 教师领读单词，学生跟读，注意纠正学生的发音，如“textbook”中“text”的发音为[tekst]。

3. 让学生以小组为单位互相读单词，互相纠正发音，并进行简单的拼写练习。

（三）课文讲解（20分钟）1. 教师播放课文录音，让学生听并整体感知课文内容，回答问题：“What are the main ways to become good learners mentioned in the passage?”2. 教师逐段讲解课文，分析重点句子。

- 例如：“I study by working with a group.”教师讲解“by + doing sth.”这个结构，表示方式、方法。

- 还有“It's too hard to understand spoken English.”教师强调“too...to...”结构的用法，表示“太……而不能……”。

英语学习笔记知识点归纳总结

英语学习笔记知识点归纳总结
1. 词汇研究
- 提高词汇量对于英语研究至关重要，可以通过背单词、阅读和听力练来扩大词汇量。

- 熟练使用英汉词典可以帮助理解单词的意思及用法。

- 注意词汇的拼写和发音，可以使用英语在线词典进行查询和练。

2. 语法知识
- 掌握基本的句型结构，如主谓宾、并列句、从句等。

- 注意使用正确的时态、语态和语气，并理解其在句子中的用法。

- 研究常用的语法规则，如动词变化、名词性质等。

3. 句子构建
- 研究如何使用连接词和过渡词来使句子更连贯。

- 使用适当的修饰词和介词来表达自己的观点和描述事物。

- 注意句子的结构和顺序，避免重复和冗长。

4. 阅读和听力技巧
- 阅读英文材料可以提高词汇量和理解能力，建议选择适合自己水平的材料进行阅读。

- 听力练可以帮助提高听力理解和口语表达能力，可以使用听力材料和英语研究软件进行练。

5. 写作技巧
- 研究如何写作不同类型的文章，如议论文、说明文、记叙文等。

- 练写作，注意语法和拼写错误，并寻求他人的反馈和建议。

- 使用合适的过渡句和段落来使文章结构更清晰。

以上是英语学习笔记的知识点归纳总结，希望对你的英语学习有所帮助。

不断积累知识，勤加练习，相信你会在英语学习中取得好成绩！。

大学英语教材笔记整理大全

大学英语教材笔记整理大全在大学学习英语时，教材是我们学习的重要资源之一。

针对大学英语教材的各个部分，我将为您整理一份大学英语教材笔记大全，方便您学习和复习。

以下是笔记的整理内容：第一部分：听力部分笔记整理听力部分是大学英语教材中的重要组成部分，对于提升听力技能至关重要。

在听力课程中，我将笔记整理为以下几个要点：1. 注意力集中：在听力课程中，要时刻保持专注，并集中注意力在听力材料上。

不要被周围的噪音或其他干扰因素分散注意力。

2. 多听多练：通过多次听听力材料，可以提高对不同口音和语速的理解能力。

同时，多做听力练习也能帮助提高听力技巧。

3. 利用标记和符号：在听力过程中，可以使用标记和符号来记录重要信息，如关键词、数字或事实细节。

这样能帮助我们更好地理解和记忆听力内容。

第二部分：阅读部分笔记整理阅读是大学英语教材中的另一个重要组成部分，对于提高阅读理解和词汇积累也有很大的帮助。

以下是阅读部分的笔记整理：1. 关键词标记：在阅读文章时，可以把关键词或重要段落用不同颜色的笔标出，这样在复习时能够更快地找到重点内容。

2. 猜词技巧：遇到不认识的单词时，可以根据上下文猜测词义。

通过猜词技巧可以提高词汇的积累和理解能力。

3. 总结概括：在阅读完一篇文章后，可以做一个总结或概括，以帮助记忆文章的主题和要点。

第三部分：写作部分笔记整理写作部分是大学英语教材中需要学生进行实践的一部分。

以下是写作部分的笔记整理：1. 语法和句型：在写作过程中，要注重语法的正确性和使用不同的句型，以丰富文章的表达方式。

2. 提纲写作：在写作之前，制定一个详细的提纲，包括引言、正文、结论等部分。

这样可以更好地组织文章的结构，使文章逻辑清晰。

3. 多做练习：通过多做写作练习，可以提高写作的技巧和表达能力。

同时，可以请教老师或同学，以获得反馈和改进意见。

第四部分：口语部分笔记整理口语是大学英语教材中培养学生口语能力的一项重要内容。

以下是口语部分的笔记整理：1. 常用口语表达：记住常用口语表达，如问候、道歉、表扬等，以便在实际口语交流中能够更流利地表达自己的意思。

初一英语听课笔记

1。

引语为一般陈述句,变为间接引语时一般由that引导(可省略）2。

如果直接引语中的主语为第一人称,变为间接引语时人称要随主语作适当变化3。

如果引述动词为一般过去时，间接引语中动词的时态一般推移到过去时间4。

其他变化指示代词时间状语地点状语动词this—that today-that day here—there come--gothese-—those now-thenRead the passage. Describe the sentences are from the radio review （R) or the newspaper review （N）1.“ It’s an excellent film，with terrific special effects。

"2.“ Although the special effects are fantastic, it's a disappointing film。

”3.“The film is very long, and becomes boring。

”4.“Elijah Wood’s scenes are boring.5.“Ian Mckellen is much better and his scenes are great。

”R ead the passage then answer the questions1。

Read Paragraph 2 and answer the following questions1). What did Chen Huan say the type of Pirates of the Caribbean?2)。

What did Chen Huan say about the actors？2。

Read Paragraph 3 and answer the following questions1）。

初中英语听课笔记范文(共4篇)

初中英语听课笔记范文(共4篇)（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作总结、工作计划、合同协议、条据文书、策划方案、句子大全、作文大全、诗词歌赋、教案资料、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays for everyone, such as work summaries, work plans, contract agreements, doctrinal documents, planning plans, complete sentences, complete compositions, poems, songs, teaching materials, and other sample essays. If you want to learn about different sample formats and writing methods, please stay tuned!初中英语听课笔记范文(共4篇)初中英语听课笔记范文第1篇初中英语的听课笔记1.引语为一般陈述句，变为间接引语时一般由that引导(可省略)2.如果直接引语中的主语为第一人称，变为间接引语时人称要随主语作适当变化3.如果引述动词为一般过去时，间接引语中动词的时态一般推移到过去时间4.其他变化指示代词时间状语地点状语动词this―that today-that day here―there come――go these――those now-then 重点词组：out不让......进入of style不时髦的；过时的打电话给......for付款for要求same as与......同样的style时髦的；流行的on相处；进展much as possible尽可能多kind sof各种；许多the one hand，......(在)一方面......the other hand，......另一方面......初中英语听课笔记范文第2篇学校：20XX年11月16日第三节科目英语年班级6年级3班Unit5Whatdoesshedo?课题课堂教学过程授课教师一．复习全班学生一起读第四单元单词，一遍英语一遍汉语。

英语听课笔记范文(共4篇)

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小学5年级英语自习的课堂笔记整理

小学5年级英语自习的课堂笔记整理当小学生走进英语课堂时，他们的目光充满好奇，而他们的笔记本则成为了探索英语世界的工具。

对于五年级的孩子们来说，整理课堂笔记不仅是记录知识的过程，更是理解和巩固所学内容的关键一步。

课堂笔记的整理首先需要一个清晰的结构。

每一页笔记都应该有明确的标题，帮助学生快速定位内容。

例如，在学习“家庭成员”这一主题时，可以在笔记的顶部写上“家庭成员”。

接着，将课堂上讲解的单词和短语列出来，如“father”、“mother ”、“brother”等，并配上简单的图画或符号，帮助记忆。

每个词汇旁边的例句也很重要，它们不仅展示了词汇的用法，还能帮助学生在实际对话中使用这些词汇。

此外，课堂笔记的整理还应包含对语法规则的总结。

例如，学习了“现在进行时”之后，学生可以在笔记中列出规则和例句，如“I am eating”与“He isplaying”。

用不同颜色的笔来标记动词和时间词，可以帮助学生更直观地理解和记忆这些规则。

练习和复习的部分同样关键。

在笔记中，学生可以创建一个“练习区”，包括课堂上做的练习题和额外的题目。

每完成一项练习，学生应当在旁边注明自己的答案和老师的反馈，这样在复习时可以迅速找到自己的薄弱环节，并进行针对性的强化。

最后，整理笔记不仅是整理信息的过程，更是思考和内化知识的过程。

学生在笔记的空白处写下自己对所学内容的感受和疑问，可以帮助他们更好地理解和记忆。

笔记不仅仅是学习的工具，它们还反映了学生的思维过程和成长轨迹。

有效的笔记整理不仅使课堂知识更加系统化，还能帮助学生在学习的旅程中建立自信。

每次翻开整齐的笔记，学生都可以感受到自己在学习英语的道路上不断进步的喜悦。

这样，笔记不仅记录了知识，更成为了他们学习的见证者和伙伴。

九年级英语听课笔记范文10篇

九年级英语听课笔记范文10篇一、授课教师：[教师姓名]二、授课时间：[具体时间]三、授课内容：Unit 1 How can we become good learners?（一）导入（Lead - in）1. 教师通过提问“Do you want to be a good learner? What do you think a good learner should be like?”来引起学生的兴趣，让学生们积极思考并参与课堂讨论。

2. 展示一些著名科学家或成功人士学习的图片，如爱因斯坦等，引导学生说出他们认为这些人是如何成为优秀学习者的。

（二）词汇教学（Vocabulary teaching）1. 利用PPT展示新单词，如textbook, conversation, aloud等。

对于每个单词，教师先领读几遍，注意纠正学生的发音。

2. 采用单词联想法帮助学生记忆单词。

例如，对于“textbook”，教师引导学生联想“text（课文）+ book（书）”，这样有助于学生理解和记忆单词的构成。

3. 让学生用新单词进行简单的造句练习，如“He reads the textbook aloud.”，及时巩固所学单词。

（三）阅读教学（Reading）1. 教师先让学生快速浏览课文标题和图片，预测文章的大致内容。

这有助于培养学生的阅读预测能力。

2. 在学生阅读过程中，教师提醒学生注意文中的重点词汇和句子结构。

例如，“by doing sth.”这个短语在文中多次出现，表示“通过做某事”。

3. 阅读后，教师提出一些理解性问题，如“How can the writer become a good English learner?”“What methods does the writer mention?”让学生们分组讨论并回答。

在这个过程中，学生们不仅提高了阅读理解能力，还锻炼了团队协作能力。

（四）语法教学（Grammar）1. 本节课的语法重点是“by + 动名词”结构。

英语听课笔记范文10篇

英语听课笔记范文10篇Lesson 1: Introduction to English Language.Key Points:English is a global language spoken by billions worldwide.It is the official language of many countries and an essential tool for international communication.English has a rich history and has evolved over centuries.Vocabulary:Global language.Official language.International communication.Rich history.Lesson 2: Basic Grammar.Key Points:English grammar follows a subject-verb-object structure.Verbs agree with their subjects in number and tense.There are different types of sentences: simple, compound, and complex.Vocabulary:Subject.Verb.Object.Number.Tense.Lesson 3: Present Simple Tense.Key Points:The present simple tense is used to describe actions that happen regularly or are true in general.It is formed by using the base form of the verb (e.g., "I work").Negative and interrogative sentences are formed using "do/does" (e.g., "I don't work").Vocabulary:Regular actions.General truths.Base form.Negative sentences.Interrogative sentences.Lesson 4: Past Simple Tense.Key Points:The past simple tense is used to describe actions that happened in the past.It is formed by adding -ed to regular verbs (e.g., "I worked").Irregular verbs have their own specific past tense forms (e.g., "I ate").Vocabulary:Past actions.Regular verbs.Irregular verbs.Lesson 5: Future Simple Tense.Key Points:The future simple tense is used to describe actions that will happen in the future.It is formed by using "will" (e.g., "I will work").Negative and interrogative sentences are formed using "will not" (e.g., "I will not work").Vocabulary:Future actions.Negative sentences.Interrogative sentences.Lesson 6: Present Perfect Tense.Key Points:The present perfect tense is used to describe actions that started in the past and continue into the present.It is formed by using "have/has" + the past participle of the verb (e.g., "I have worked").Negative and interrogative sentences are formed using "have not/has not" (e.g., "I have not worked").Vocabulary:Actions that continue into the present.Past participle.Negative sentences.Interrogative sentences.Lesson 7: Past Perfect Tense.Key Points:The past perfect tense is used to describe actions that happened before another past action.It is formed by using "had" + the past participle of the verb (e.g., "I had worked").Negative and interrogative sentences are formed using "had not" (e.g., "I had not worked").Vocabulary:Actions that happened before another past action.Negative sentences.Interrogative sentences.Lesson 8: Future Perfect Tense.Key Points:The future perfect tense is used to describe actions that will be completed before another future action.It is formed by using "will have" + the past participle of the verb (e.g., "I will have worked").Negative and interrogative sentences are formed using "will not have" (e.g., "I will not have worked").Vocabulary:Actions that will be completed before another futureaction.Negative sentences.Interrogative sentences.Lesson 9: Modal Verbs.Key Points:Modal verbs are used to express possibility, necessity, or advice.Common modal verbs include can, could, may, might, must, should, and will.Modal verbs are followed by the base form of the verb (e.g., "I can work").Vocabulary:Possibility.Necessity.Advice.Lesson 10: Conditionals.Key Points:Conditionals are used to express the possible outcomes of different situations.There are three main types of conditionals: zero, first, and second.Conditionals use different verb tenses depending on the type of condition.Vocabulary:Possible outcomes.Zero conditional.First conditional.Second conditional.中文回答：课程 1，英语语言简介。

人教版初中英语听课笔记范文10篇

人教版初中英语听课笔记范文10篇In the ever-evolving landscape of language education, the importance of effective listening skills cannot be overstated. As a crucial component of the English language proficiency, the ability to comprehend and interpret spoken discourse is a vital asset for students navigating the complexities of the junior high school English curriculum. This essay aims to provide a comprehensive exploration of 10 sample listening class notes that can serve as a valuable resource for both students and educators.Lesson 1: Introducing OneselfThe first lesson focuses on the fundamental skill of introducing oneself in English. Students are guided through the process of crafting a concise yet informative self-introduction, including key details such as name, age, nationality, and hobbies. Through interactive activities and model dialogues, learners practice articulating their personal information clearly and confidently, laying the foundation for more advanced conversational exchanges.Lesson 2: Describing Daily RoutinesIn this lesson, students explore the language necessary to describe their daily routines. They learn to use appropriate vocabulary and grammatical structures to convey information about their typical schedules, including wake-up times, meal times, and leisure activities. By engaging in role-play scenarios and listening to authentic recordings, students develop the ability to comprehend and respond to inquiries about daily habits and routines.Lesson 3: Asking for DirectionsThe third lesson equips students with the necessary skills to navigate their surroundings by asking for directions. Learners are exposed to common phrases and expressions used to request and provide directions, such as "Can you tell me how to get to the library?" and "Go straight and turn left at the traffic light." Through interactive exercises and listening comprehension tasks, students practice interpreting and following step-by-step directions to reach various destinations.Lesson 4: Describing the WeatherIn this lesson, students focus on the language used to discuss the weather. They learn to identify and employ a variety of weather-related vocabulary, including terms for different weather conditions, temperature, and precipitation. By listening to weather reports and engaging in conversational exchanges about the current or forecasted weather, students develop the ability to comprehend andcommunicate weather-related information effectively.Lesson 5: Expressing PreferencesThe fifth lesson explores the language of preferences, enabling students to express their likes, dislikes, and opinions. Learners are introduced to useful phrases and sentence structures, such as "I prefer" and "In my opinion," which they can utilize to convey their personal preferences regarding various topics, from food and hobbies to entertainment and travel destinations. Through listening activities and role-play scenarios, students practice comprehending and responding to inquiries about preferences.Lesson 6: Ordering Food at a RestaurantIn this lesson, students learn the language necessary to order food at a restaurant. They familiarize themselves with common menu items, dietary requirements, and polite expressions used in dining establishments. Through simulated restaurant scenarios and listening to authentic conversations, students develop the ability to understand and respond to requests for food and beverage orders, as well as handle any special requests or inquiries.Lesson 7: Describing People's AppearanceThe seventh lesson focuses on the language used to describe people's physical appearance. Learners are exposed to a range of vocabulary related to facial features, body types, and clothing.Through listening activities and descriptive exercises, students practice comprehending and articulating detailed descriptions of individuals, enabling them to effectively communicate their observations and impressions of others.Lesson 8: Discussing Leisure ActivitiesIn this lesson, students explore the language associated with various leisure activities. They learn to discuss their hobbies, interests, and recreational pursuits, using appropriate vocabulary and sentence structures. By listening to conversations about leisure activities and engaging in discussions of their own, students develop the ability to understand and express their preferences and experiences related to free time and recreational endeavors.Lesson 9: Expressing Feelings and EmotionsThe ninth lesson delves into the language of feelings and emotions. Learners are introduced to a wide range of emotional vocabulary, from happiness and excitement to sadness and frustration. Through listening exercises and role-play scenarios, students practice comprehending and conveying their own emotional states, as well as responding empathetically to the emotions expressed by others.Lesson 10: Making Plans and ArrangementsIn the final lesson, students focus on the language necessary for making plans and arrangements. They learn to use expressions suchas "Let's," "How about," and "What time works best for you?" to coordinate schedules, make invitations, and negotiate meeting times and locations. Through listening to model conversations and engaging in planning activities, students develop the ability to understand and participate in discussions about making plans and arrangements.These 10 sample listening class notes provide a comprehensive overview of the essential language skills and topics covered in the junior high school English curriculum. By familiarizing themselves with the content and structure of these lessons, students can enhance their listening comprehension, improve their overall English proficiency, and navigate the challenges of language learning with greater confidence and success.。

英语复习听课记录12篇

英语复习听课记录12篇英语老师听课心得体会120xx年xx月xx日我们十组全体学员参加了吉大附中的“滋兰杯”高校课堂教学活动，其中我本人参加的是四节英语课的听课活动。

吉大附中此次活动无疑为我们提供了一次不可多得的学习机会。

这对在校主抓教学的我受益匪浅，让我近距离地领略到了四位执教教师的教学风格，深厚的教学功底及精湛的教学艺术。

虽然这些优质课的水平不一，风格各异，但每一节课都为我以后在指导英语教学方面提高了不少认识。

下面就谈谈我此次听英语课的一点感受：一、通过这次听课我发现，教师自身的良好素质是上好一堂课的重要前提和基本保证。

我总结本次这四位教师的共同特点是：1、口语流利，发音准确。

只有做到这一点，才能保证孩子对课程的理解，才能保证孩子学到正确的知识，地道的语言。

2、善于利用多媒体等多种手段辅助教学，使孩子接触到的知识更立体，更直观，更生动。

3、教态亲切，表情丰富，在课堂上能轻松，活泼，潇洒地进行授课，富有艺术性。

4、有扎实的英语基础知识作为后盾，词汇丰富，课堂充实。

二、这四位教师都能调动学生积极性，让学生真正成为课堂的主人。

这是新课标的重要特点，也是素质教育的要求。

通过听课我发现教师的教学理念都发生了转变，都树立了“以学生为主体”的教学理念。

把整个课堂还给了学生，注重学生能力的培养，注重主体参与，教学中注重小组学习，尤其是到某些活动环节，全体学生打拍子等，都调动了学生学习的积极性，激起了学生们对英语学习的兴趣，营造了宽松，民主，和谐的教与学的氛围，让学生真正成为了课堂的主人。

三、在这次听课中我发现课前老师都能采用歌曲等自己独特的引领方式将学生很自然、轻松的带入课堂，激发学生兴趣来活跃课堂气氛，尤其是这几位老师流利的口语及丰富的肢体语言，都深受学生们的喜欢。

四、课题的引入与各教学环节之间的衔接是课程设计的重点。

我认为这四位教师在这一点上做得很到位。

首先，上课前的多样活动都有意引入每个交流话题，课程开始后，从单词的讲解，到听力练习，再到对话讨论，再到对文章的理解，一环扣一环可以说衔接得非常自然，学生们都能很好的理解和跟进，思维没有断点。

英语听课笔记

英语听课笔记
作为一名英语学习者，听课是提高口语和听力水平的重要途径之一。

在听课的过程中，我们需要认真记录老师所讲的内容，以便后续复习和巩固。

下面是我在英语听课过程中所做的笔记总结：
1. 记录重点内容。

在听课时，老师会强调一些重点知识点和关键词汇，我们需要将其记录下来，方便后续复习。

2. 注意语音语调。

英语是一门语音重要的语言，我们需要关注老师的语音语调，尤其是正确的发音和重音。

3. 理解上下文。

在听课的过程中，我们需要注意上下文，理解老师的意图和表达方式，并尝试用自己的语言描述和总结所听到的内容。

4. 拓展词汇量。

听课是一个不断拓展词汇量的过程，我们可以在听课时记录新的单词和短语，并加深对其含义和用法的理解。

5. 多练习口语。

听课不仅是听和记笔记的过程，更重要的是提高口语水平。

我们可以在课后模仿老师所讲的内容，练习自己的口语表达能力。

总之，英语听课对于提高口语和听力水平至关重要，我们需要认真对待每一次听课机会，并努力将所听到的内容转化为自己的知识储备。

- 1 -。

九年级英语听课笔记范文10篇

九年级英语听课笔记范文10篇听课笔记一。

一、基本信息。

- 授课教师：[教师姓名]- 授课班级：九年级[X]班。

- 授课内容：Unit 1 How can we become good learners? Section A (1a - 2d)二、教学过程。

1. 导入（Lead - in）- 教师通过展示一些名人学习的图片，如爱因斯坦、居里夫人等，问学生“What do you think made them successful?”引导学生思考成功与学习方法的关系，从而引出本节课的话题“good learners”。

这个导入很直观，能迅速引起学生的兴趣并激活他们已有的知识。

2. 单词教学（Vocabulary Teaching）- 教师使用PPT展示新单词，如textbook、conversation、aloud等。

先让学生试着根据音标读单词，然后教师纠正发音。

对于重点单词，如“aloud”，教师通过举例句“I read the text aloud.”来解释其用法，让学生在语境中理解单词。

- 之后进行了一个简单的单词游戏，将学生分成小组，教师说单词的中文意思，学生抢答单词，答对的小组加分。

这个游戏增加了课堂的趣味性，也帮助学生更好地记忆单词。

3. 听力训练（Listening Practice）- 在进行1b听力前，教师先让学生快速浏览1a中的图片和短语，预测听力内容。

这是一个很好的听力策略训练。

- 在听的过程中，教师提醒学生注意关键词，如“by working with groups”等。

听完后，教师让学生核对答案，并让个别学生重复听到的句子，以检查他们的听力理解情况。

4. 对话教学（Dialogue Teaching）- 教师播放2d的对话录音，让学生整体感知对话内容。

然后教师逐句讲解对话中的重点词汇和句型，如“have conversations with”“the secret to...”等。

六年级英语笔记整理

六年级英语笔记整理六年级了，英语学习的难度好像一下子就提高了不少。

为了能跟上老师的节奏，把英语学好，我可是下了大功夫整理英语笔记。

要说这整理英语笔记啊，那可真是一件让人又爱又恨的事儿。

还记得刚开始的时候，我总是手忙脚乱的，不知道该从哪儿下手。

老师在讲台上讲得激情澎湃，我在下面拼命地想要把所有的知识点都记下来，结果呢，笔记记得乱七八糟，自己回头看的时候都不知道写的是啥。

有一次上课，老师正在讲一个特别重要的语法点——一般过去时。

我当时心里想着：“这个一定要好好记下来，考试肯定会考！”于是，我拿起笔，刷刷刷地写起来。

可是写着写着，我发现自己光顾着写字，根本没听明白老师讲的意思。

等我反应过来，老师已经讲到下一个知识点了。

我那个着急啊，心里像有只小兔子在乱蹦。

后来，我慢慢找到了一些整理笔记的窍门。

我不再盲目地把老师说的每一句话都记下来，而是先认真听，理解了之后再挑重点记。

比如说，遇到新的单词，我会先把它的拼写、发音和中文意思记下来，然后再找个例句，这样就能更好地记住它的用法了。

还有那些复杂的语法，我会用不同颜色的笔来标记。

像一般现在时用蓝色，一般过去时用绿色，这样一眼看过去就能分得清楚。

而且，我会在旁边画上一些小图案，比如一个笑脸表示这个知识点很简单，一个哭脸表示很难，需要多复习。

记得有一次，老师讲了一个很长很长的句子，里面包含了好几种语法和单词。

我听完之后，脑袋里嗡嗡的。

但是我告诉自己：“别慌，慢慢整理。

”我先把句子抄下来，然后一个单词一个单词地分析，把涉及到的语法点都标出来。

这一整理，花了我大半节课的时间，不过当我看着整理得清清楚楚的笔记时，心里别提多有成就感了。

除了在课堂上认真整理笔记，我回家也会定期复习。

有时候，我会把笔记拿出来，自己给自己讲一遍。

如果遇到不太记得的地方，我就赶紧翻书或者找资料，把它弄明白。

现在，我的英语笔记已经变得厚厚的一本了，它就像是我的英语秘籍。

每次考试前，我都会把它翻出来，好好复习一遍。

2023年初中英语的听课笔记整理

让知识带有温度。

2023年初中英语的听课笔记整理
学校英语的听课笔记
上课或者接受培训时，记录在笔记本或其他地方的上课的重难点、要点、提纲等，叫做听课笔记。

记听课笔记的方法一般有下面二点一要明确记笔记的要点，二要学会记笔记的方法。

以下是我为大家带来的学校英语的听课笔记，盼望能关心到大家。

1.引语为一般陈述句，变为间接引语时一般由that引导(可省略)
2.假如直接引语中的主语为第一人称，变为间接引语时人称要随主语作适当变化
3.假如引述动词为一般过去时，间接引语中动词的时态一般推移到过去时间
4.其他变化指示代词时间状语地点状语动词this—that today-that day here—there come——go these——those now-then
重点词组：
1.keep out不让......进入
2.out of style不时髦的；过时的
3.call sb.up打电话给......
4.pay for付款
5.ask for要求
第1页/共2页
千里之行，始于足下。

6.the same as与......同样的
7.in style时髦的；流行的
8.get on相处；进展
9.as much as possible尽可能多
10.all kind sof各种；很多
11.on the one hand,......(在)一方面......
12.on the other hand,......另一方面......
【学校英语的听课笔记】
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第2页/共2页。

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英语考试共3个小时，分完型、阅读和写作（大小作文）建议答题顺序若觉得刚开始答题比较清醒则：1、一开始，精力充沛，先做Part A（四篇阅读），18min/篇（15~20min）2、再做翻译，共5句。

5min/句（25~30min）3、新题型（排序题）30min4、小作文10~15min（100字）5、大作文30min（160~200字）6、完型13~15min若觉得刚开始答题状态还没调整好则：按题目顺序答题1、2：00~2:15 完型2、2:15~3:20 阅读4篇3、3:20~3:40 新题型4、3:40~4:05 翻译4:05~4:20 小作文4:20~5:00 大作文PS：考研前一年的9月份每个周六下午2：00~5：00摸考训练，要做最近几年的真题一个星期做一套题，不要只看答案，要精读总结考试前做份简单的，增加信心一、完型（考语法和词汇）答题技巧——八原则（一）虚拟语气原则1、条件状语从句中的虚拟(1)与现在事实相反从句：If did(were) 主句：would/should/could/might do (2)与过去事实相反从句：If had done 主句：would/should/could/might have done (3)与将来事实相反did从句：If were to do 主句：would doshould do考点1、错综条件句If you had come tomorrow,you could see him tomorrow（真实情况是明天你不会来）2、倒装句若had were should 移到句首，变成倒装（此点考察难度比较大）3、but or（否则）otherwise 用虚拟I was ill yesterday,otherwise,I would have come to see you.2、宾语从句中的虚拟（1）I wish that did(were) 现在had done 过去I wish I had a lot of money 我希望我有钱（实际上现在没有钱）（2）suggest that (should)do考点1、第三人称（he、she、it）I suggest that he study hard.2、not doI suggest that he not study hard.3、be doneI suggest that the work be donePS：表建议的词：Advise/propose/recommend/move（提议）/order/demand/request/insist（表“坚决要求”用虚拟，表“坚持”用真实语气）表命令要求的词：（3）would rather that did 希望……I would rather that you stayde at home3、主语从句中的虚拟（1）I t is suggested that (should)do（2）It is important/necessary/essential/vital/imperative that (should)do（3）It is time that did4、表语从句中的虚拟My suggestion/advice/proposal/recommendation/motion/order/request/requirement that(should)do 5、其他（1）as if/through did 与现在事实相反had did 与过去事实相反he looks at me as if he had known me.（2）lest（以免、以防、万一）should doHe put on more clothes lest he should get cold（3）If only（句首）…要是。

就好了，表强烈希望If only didHad done（4）May（放句首）do 祝愿May you succeed（5）whether do不管…Whether he be rich or poor,she will marry himBe he rich or poor,she will marry him（倒装）She will marry him（？）rich or poor?（难句）A、he isB、is heC、he beD、be he虚拟考点网络图关于If在完型中的选择As if 一般为正确选项——可根据意思和结构其正确性If only 一般为错误选项Only if（只有在。

条件下）一般为正确选项Even if 一般为正确选项If so 一般为错误选项（二）从句原则从句可分为：名词性从句、形容词性从句（即定语从句）、副词性从句（状语从句）名词性从句分为：主语从句、宾语从句、表语从句、同位语从句形容词性从句分为：关系代词引导的定语从句和关系副词引导的定语从句副词性从句分为：时间、条件、原因、地点、让步、因果状语从句（6种）1、名词性从句三大考（难）点：what、that、其他（1）what 的用法特点：①充当主语或宾语②“的”字结构What he said is right(what做said的宾语，翻译为“他所说的是对的)(2)that 的用法①不充当任何成分②无意义That he is a good student is known to all(4)其他：wh-①充当成分②自身的意义，本意When\where\why\who\whom\whose\which\whether\howWhen we will have a meeting isn’t clear.2、同位语从句——必须用thatThe news that he passed the exam made me happy.(1)从句所修饰的名词一般是 news\idea\fact\evidence\sign…(2)从句一般用来说明前面名词的内容(3)从句中不缺少任何成分3、定语从句（该句型要会用于写作中）（1）关系代词先行词是人：who whom whose that先行词是物：which whose that关系副词 when where whyThis is the man who teaches us English（先行词是人）①作主语或宾语②代替先行词的意思This is the book which bought today(先行词是物)考点1、只用that引导的定语从句（1）先行词是sth,anything,everything,nothing,all等不定代词（2）先行词被some,any,every,no,all修饰时（3）先行词被the only,the very修饰时（4）先行词被形容词最高级和序数词修饰时（5）先行词前既有人又有物时（6）以what或who开头的特殊疑问句中的定语从句2、只用which引导的定语从句(1)非限定性定语从句中(2)在介词后3、介词+关系代词There are thirty students in our class,of whom most are from the north.4、As 引导的定语从句(1)当先行词被the same或such修饰时I bought such a book as you bought(2)先行词是整个句子时(3)当定语从句放句首时（“正如“的意思）As is known to all,he is a good student5、than引导的定语从句当先行词被比较级修饰时I have more money than you give me关系副词This is the school where I met her①先行词是地点②作地点状语③代替先行词的意思This is the day when I met her①先行词是时间②作时间状语③代替先行词的意思This is the reason why …①先行词是原因②作原因状语③代替先行词的意思考点先行词是时间却不能用when引导The day which he spent with her will stay in his mind forever先行词是地点却不能用where引导This is the school which he visited.4、状语从句（1）时间状语when which as(so)long as as far as（2）原因because since as for（3）地点where（4）条件if once（一旦）unless（除非）（5）目的so that in order that（从句中一般只有情态动词）（6）让步although though从句考点网络图in that=because 因为now that 既然——让步状语seeing that 既然provided(that) 假如、如果——条件状语in case that 如果except that so that 没有“such that”这种搭配！！！（三）倒装原则否定词的倒装：neither,nor,或not放在句首时，要将助动词放到主语前面I can’t speak English,neither can heLooks at the two boys,neither of them comes from USANot untill I get home will he go to bed(四)复现原则1、原词复现：选项中出现正文里原封不动的词2、同意复现：选项中出现正文里意思相近的词3、反义复现：选项中出现正文里意思相反的词（五）并列原则1、并列句中A B C,and X ____Y成分找成分（即A和X对应，C和Y对应，则B和____对应）Whereas while instead but2、并列连词instead ofA orB better than other thanrather than3、of 前后并列A ofB the city of beijing(六)释义原则（七）逻辑原则——转折、因果从句中用although/because的概率达50%，主句中however的概率占90%二、作文（一）小作文——应用文1、要求：100字（答题卡上共11行，最好写满，差不多150字），笔尖不要细的，不要用浅色笔写（作文扫描到网上阅卷，太细太浅看不清）2、内容：辞职、申请、建议、道歉、通知、邀请、推荐、求职、投诉等3、应用文的六句口诀：（1）开门见山说意图（2）信息要点覆盖全（3）不同方面可分段（用fiist second third分条写）（4）咨询建议分点好（5）感谢客气（6）期待回信4、小作文综合模板(Jan.10.2011)称呼：第一段：照抄或改编小作文的要求部分第二段：三点建议或原因第三段：I am looking forward to your replyY ours …（二）大作文（以图画题为主，极小可能出图表题）1、要求：160~200字，写成三段论，一段6句话，注意句式和词汇（闪光词）的使用句子要切题、条理PS2、主题句的写法主题三要素：（1）topic （2）controlling idea论述方面（3）吸引人的方面Good study habbit are useful to college student主题论述方面There are three reasons why I love her论述方面主题BMW is a fine car论述太宽泛，不好3、大作文写作格式（图画式作文）（1）第一段：描述图画①主动式The picture(cartoon/drawing)shows/manifests/depicts/describe…According to the figures shows in table/graph/bar chart ,we can see that…②被动式As is shown/depicted in the picture…③介词短语In the picture…（2）第二段：若是反映哲理的图则阐述寓意，反映现象的图就分析原因若是哲理题Having scrutinized（审查）the details of the picture,we can discuss the implications（寓意）subtly conveyed from it.Now people in growing/increasing/significant numbers are beginning to realize (understand/recognize/accept/be awared)that …①翻译图画下面的文本提示语②主题词（无提示语，需自己总结的）is of great important in our daily life若是现象题Recently the issue/problem/question/phenomenon of ….has been in the limelightRecently the issue +同位语has been brought into focus/brought to public attention/posed among the general public（3）第三段：若是反映哲理的图则发表评论，反映现象的图就提出建议若是哲理，就评论In my opinion/view as far as I am concerned from my own perspective I strongly hold thatAs far as I am concerned,I strongly hold that such a virtue/phenomenon should be advocated(prevented)openly and enthusiastically若是现象，就建议As far as I am concerned,I strongly hold two effective measures should be taken to cope with the phenomenon.第一段：①概述②描述③引申:翻译图中提示语或使用万能句子第二段：①寓意②原因第三段：①观点②分析③总结PS：收尾三招：强调主题、总结主题、展望未来=>It will only be a matter of time before the problem become things of the past.4、段落扩展的四大杀手锏（主要用于第二段）：（1）作比较（2）找原因（3）举例子（4）混合使用5、图表类型作文（与图画题格式类似）柱状图bar chart 饼状图pie chartAs is shown in the graph,the total chart is divided into…尽可能少罗列数字Total …is divided in four parts,with A、B、C and D making up % % % % respectlyThe total...is divided into four part,with A and B making up…%totally. 抓主要矛盾引申：尽管图中数字看起来是孤立存在的，但事实上他们是紧密相连的Isolated as the figures seem to be,as a matter of fact,they are connected to one another closely（三）句子写作1、五个基本句型（1）主语+系动词+表语She is beautifulAll the tourists seemed pleased（2）主语+谓语（Vi）Everybody laughs（3）主语+谓语（Vt）+宾语He opened the door（4）主语+谓语+间接宾语+宾语I gave the old man some money间接宾语直接宾语I gave some money to the old man（5）主语+谓语+宾语+宾语补足语We found him safe and sound 形容词We caught them stealing apples 动名词They advised him to accept theoffer 不定式作宾补We elected him the new monitor. 名词2、句子扩展法（3途径）（1）增加修饰成分①形容词或副词②同位语做插入语③介词结构作修饰In a sun-shining summer afternoon,the pump old zhang,with a white shirt,an old guy in his forties,enthusiastically gives us a disappoint writing lecture,more boring than the reading lecture.（2）从属结构①名词性从句三大难点：“的”字结构用what 不缺结构用that 自身意义用其他②定语从句（作文中一定要用到）想到她/他就用who 代替物体用which 表示“谁的”用whose写到谓语停一停，注意谓语的单复数形式及时态变化③状语从句（6种）（3）并列句And but so than either…or neither…nor（4）非谓语动词若前后主语相同，去一个主语，将句号改逗号，并将其中一个动词+ing或having done我是一名教师，我讲课（前后主语相同都是“我”）I am a teacher,I give classes=>Being a teacher,I give classes或I ,being a teacher,give classes我不是一名教师，我讲课I ,not being a teacher,give classes 现在分词否定时我过去是学生，但现在我讲课I ,having been a students,give classes 现在分词完成时I ,not having been a students,give classesHow can you,not being a fish,know the happiness of a fish?（汝非鱼，安知鱼之乐乎？）若前后主语不相同，用独立主格结构It is hot today,I stay at home=>It being hot today,I stay at home.3、段落的扩展扩展要求：（1）段落统一性（2）段落连贯性：使用代词、过渡词、关键词的重复扩展方法：（1）列举法listing/addition（2）举例法examplification（3）描述法description（4）因果法cause-effect（5）比较对比法comparison and contrast（6）分类法classification（7）定义法definition4、高分词（1）V eryExceedingly/excessively/extremely/surpassingly/absolutely/highly（2）AlthoughAdmitting that/conceding that/in spited of the fact that/for all that（3）BecauseConsidering that/seeing that/on the ground that/on account of the fact that/in the light of the fact that（4）IfProviding that/assuming that/in case that/supposing that（5）WhenThe instant/moment that（6）good/baddesirable/satisfactory/pleasant（7）likeappreciate/delight in/take pleasure in/be crazy about（8）enoughabundant/adequate/ample/sufficient（9）manya multitude of/a mass of/a sea of（10）more and more peoplepeople in growing/increasing/significant numbers（11）most studentsan overwhelming majority of/a sizable percentage of/a significant proportion of（12）thinkharbor/hold the view(idea)that take the attitude thatIt is widely shared thatIt is universally acknowledged that(13)showDemonstrate/display/exhibit/illustrate/indicate/manifest/reveal(14)notBy no meansBy no means will he come(15)canBe competent to be be capable of doing5、闪光词（漂亮的连词）（1）表递进关系的词In addition/additionally/moreover/furthermore/what’s more/besides（2）例举关系的词For example/instanceNo better illustration of this idea/phenomenon can be thought than the example to be mentioned below.The following illustration can serve as a strong evidence of this idea/phenomenon（3）表次序关系的词Firstly,secondly,thirdlyIn the first place,in the second place,finallyFor one thing,for another,still another（4）表过渡关系的词Regarding（致于、关于）/concerning/considering/with reference to/as to/as for（5）表总结关系的词To conclude/in conclusion/to summarize/to sum up/in summary/in brief/in short/in a word/all in all（6）表因果关系的词原因：because/since/as/for/due to/owing to/thanks to/on account of结果：so/thus/hence/therefore/accordingly/consequently/as a result/as a consequence（7）表转折关系的词But/however/on the contrary/on the other hand/nonetheless/nevertheless（8）表对照关系的词In contrast/instead/whereas/while/on one hand…on the other hand（9）表解释关系的词As a matter of fact/frankly speaking/in this case/in other words（10）表强调关系的词Of course/indeed（实际上、事实上）/above all/in fact三、翻译（一）步骤：1、一断一合2、逐片段进行词汇释义3、各个片段语序调整4、总体整合（二）翻译基本原则1、见到以下标志将句子断开，逐段翻译（1），；——：（2）从句引导词（引导词省略的也要拆开）（3）比较结构之处My interest in English has arisen,less through…but more from…2、见到连续修饰结构将其合并A ofB ofC inD for E为了E这个目的，在D方面，C的B的A。