The new curriculum geography
The map teaching and the ability of reading related research
Zhejiang SongYang one Que fire Ming 323400 TEL: 323400
[to] picked ordinary high school new curriculum plan in the fall of 2006 in zhejiang province into the comprehensive implementation stage, the implementation of the high school geography new curriculum concept is a gradual process. Map of new geography curriculum teaching for students of geography subject ability, geographic methods, the cultivation of the geographical point of view is very important. New geography course standard, the examination standard and the college entrance examination examination outline in are clearly the ability of reading requirements. Through questionnaire survey, the student individual interview, methods of communication between the teacher found that did not really play in the geography teaching map teaching effectiveness, teaching map establishment not science, teachers use graph to guide teaching strategy worth exploring, the imperfection of the map teaching resources, autonomous learning ability is insufficient, students use map through the map teaching to cultivate students' ability to geography has huge potential. In the actual teaching with new ideas for teaching design, attention to reflect the teacher guided students' autonomous, inquiry and cooperative learning, so that the students have to all-round development of personality; To clear the status of geography image teaching on the map, try in the teaching according to different geographical image, the different students and different effective combination between teaching content; To strengthen exchanges and cooperation, teaching in the teaching achieve resource sharing, promoting successful map teaching mode, improve teaching effectiveness. Specific measures are in the teachers, students, curriculum resources to improve the level of influence map teaching effectiveness factors such as, through effective map teaching to ensure the concept of new geography curriculum implementation and achieve the teaching goal.
[key words] map of the new curriculum teaching ability of reading
Ordinary high school new curriculum plan has smooth implementation in the country. However, the implementation of the new concept, from the theory to the education practice, there are quite a long way to go. For geography teaching, how to implement new ideas in the usual teaching, especially in the map teaching in the best legacy of traditional teaching methods and teaching means on the basis of innovation, change the past some backward teaching ideas and teaching ideas, to the new curriculum concept map teaching, new teaching material view, the new view of teachers and students to teaching orientation, to improve the effectiveness of the geographical map teaching, is an important task to geography teachers.
A, high school geography new curriculum teaching and the requirements of evaluation on the ability of reading
1. The geography curriculum requirements for students' ability of reading
In the ordinary high school geography curriculum standard (experiment) "[1] objective knowledge and skills, this dimension has such a demand:" learn to independent or cooperation geographical observations, geographical experiments, the geographical investigation; mastering reading, analysis, using the geography diagram and geographic data skills ".
Teaching Suggestions in the implementation suggestion may require attaches great importance to the geography teaching the use of information resources and information technology: "in the
conditional place, should actively making use of geographic information resources in network, electronic maps, and information technology to optimize geography teaching. Where does not yet have the condition of the can still geographical image, atlas in the textbook as the main media methods to help students from a variety of way to acquiring geographic information, and learn to apply". Activity suggest: use electronic map query information, etc.
In figure 2. The new teaching material of geography teaching
Geography teaching media can be divided into language symbol media and non-language symbol media. Geography teaching is one of the most commonly used language teaching media geography teaching with figure. In 1981, the Nobel Prize in physiology or medicine for r. w. sperry and his colleagues found that the spatial cognitive ability and the understanding of the complexity of ability right brain is better than that of the left hemisphere, words can't clear space, the concept of map huge amount of information in the form of image, determines its in the development of right brain, dig the irreplaceable role in students' potential [2]. Here is the new curriculum xiang version of ordinary high school geography textbooks of each geographic image in the use of statistical (see table 1) :
Table 1 xiang version of ordinary high school geography curriculum standard experiment textbook compulsory module illustrations use TAB
Module geographical distribution map image statistics chart diagram form data required 40 42 Ⅰ23 September 5 4 compulsory Ⅱ14 of 17 51 7 5 10 compulsory Ⅲ36 7 56 9 11 2 shows, the use of geographic chart, in textbooks in accounting for a large space, make up for the lack of text data and the limitation of expression, especially in the traditional sense of the maps, the geographic distribution, with its space, intuitive, simple easy to recognize and remember. Rendering of this kind of map is the distinctive features of geography textbooks, is the main part of the geographic board figure, is an important means of directors like distribution of the teaching.
3. The map teaching status and trend at home and abroad
(1) the geographical map teaching
The end of the 20th century, great changes have taken place in geography education in the United States. In 1993, the United States signed the 2000 target: American Education law (Goals 2000: Education America Act), in the form of law to geographical discipline specify required course for primary and middle school students, put forward the "2000 all American students have the ability to use geography". Promulgated in 1994 "the Geography of the Life: National Geography Standards (Geography for Life: National Geography Standards, 1994) is the history of Geography education programmatic document, embodies the Geography education based on students' development, to strengthen training students' geographic literacy education concept [3]. "The national curriculum standard" regulation, by geographical education, make students understand and know: how to use a map and expressed in spatial point to capture, processing and information.
(2) high school geography teaching with figure in Hong Kong
Peng Xiaofeng [4] by o 'clock 2001 high school "geography" (part ii) with the Hong Kong of publishing co., LTD., the 1997 edition of the new geographic comparisons found, pay attention to both teaching material by combining, learning practice. O 'clock and version of geography textbook are equipped with a certain number of images, the image vivid and intuitive and informative, is very beneficial to developing the students' observation, thinking, imagination, creation and so on various aspects ability. Look from the number, amount of image text version of teaching materials more than a human version of teaching materials. Above in expression form of
edition teaching material of language is life, the image is very rich, photo is a lot of more phyletic, the quality is very high. The expressions of diversification are more likely to stimulate students interest in learning.
(3) teaching Australia with figure
Tse-fai [5], etc. Through the comparative study on the overseas high school geography teaching material, found that Australian geography textbook attaches great importance to cultivate the students' understanding and social skills, namely the use of geographic information (such as maps, charts, and statistics, etc.) to clarify and find geographical problems, logical thinking, thereby improve the ability of analysis, comprehensive, reasoning, and judgment.
4. High school teaching present situation map
According to statistical data and survey interviews of some different grade students, teachers, found that there are in the teaching of teaching with figure seriously enough, a teacher is no good to guide students to use figure; Secondly, the students didn't figure habits and interests; 3 it is based on an inert, students are too lazy to look at the picture and turn figure; Four is the insufficient understanding of the map reading ability training. The lower grade, the more obvious the situation, which is based on the ability of reading and foundation is different, the geography course because of the different emphasis. On the other hand, there are quite a number of students interested in geography, especially for atlas and textbooks in teaching with figure, through the picture, greatly enriched their knowledge of geography, cultivate the ability of autonomic learning, learned to explore and enrich the emotions.
Second, the effect map teaching effectiveness and the ability of reading promotion factors
1. The middle school geography teaching on the map using the confusion
In the current middle school education in our country, map education major in geography course. Through investigation to understand, at this stage the map teaching is the actual status of the face the teacher in the teaching of geographic chart using the value degree is not enough, in cultivating students' ability to read graph analysis etc consciousness is not strong, the existing inadequate resources, teacher's drawing, such as using multimedia teaching skills needs to be strengthened, the teaching method is not flexible, the teacher's professional quality and the modern concept of education have defects. Feel no interest in maps of the students is relatively common, students' ability of reading difficult, 75.33% of the students lack of confidence in their ability of reading. School concept map teaching resources, teachers and students use figure is relatively weak, the teachers teaching level is limited, graph method is obsolete, the teaching and life less contact, students lack of practice and application and so on directly affect the geographical map reading ability enhancement. The existence of these phenomenon that is not very good play in the high school geography teaching geography image function and value in geography teaching, also hard to reflect the teaching idea of new curriculum.
2. The new curriculum teaching in high school geography teaching material with the figure of many defects and negative effects on the teaching effect
By contrast, found that the new teaching material compared with old teaching material, teaching theory and figure on the choice of although there is a clear change, such as geographic chart of accounts for a big growth space in the in the textbooks, made up for the lack of text data and the limitation of expression, but there are still many deficiencies. As in the picture color processing, the choice of teaching with the figure, the collocation with the body, the layout design process to be perfect; Maps reflect the content from the daily life of students, the lack of kindness and not
well reflect the social development of our country, the lack of realism and times; Teaching atlas can not reflect the latest information in time, map type single, rigid, contact the textbooks, the life is not close, etc., to a great extent, restricts the effectiveness of classroom teaching, is not conducive to the implementation of new curriculum concept. Teaching materials in the map figure with administrative areas, the natural geographical diagram and schematic diagram is given priority to, lack of local map and practicability, cannot be combined with life experience. Due to these reasons, the students use the map in the life consciousness, map reading ability is poor, difficult to analyze the teaching map synthesis, etc., influenced the map literacy cultivation.
3. The influence factors to the development of the students' ability of reading
From the above statistics show that factors affecting the development of students' ability of reading can be divided into the following categories:
(1) the cause of the students themselves. Interest in geography, such as individual would influence the investment subject of time and energy; The individual on the degree of using the support with the method of reading; Individual memorization methods and level; Individual learning methods and attitudes, etc., the individual degree of mastering the basic knowledge and skills; Individuals have learning resources, etc.
(2) the teachers' factors. Such as the teachers' teaching methods and attitudes; The use of teachers of various map teaching resources, teaching organization and teaching strategy; Teacher to student's assessment and requirements, etc.
(3) map teaching resources and the quality of high and low. Such as teaching with the figure is not typical, scientific, or representative, bad cooperation with writing material; Read and use maps the knowledge and skills is difficult to consolidate and so on factors, directly affect the teaching effectiveness. Such as teaching conditions and limits on the teachers' teaching level; Old teaching methods, organization forms inappropriate; Some geography teaching use figure less contact with life; Students lack of practice and application; Teaching with the figure is not typical, scientific, or representative, bad cooperation with writing material; Read and use maps the knowledge and skills is difficult to consolidate and so on factors, directly affect the teaching effectiveness. Three, improve students' ability of reading map teaching strategy
To improve the validity of the map teaching to improve students' geographical map reading ability, can be improved in the following dimensions:
1. The student level: attaches great importance to the learning methods and skills of flexible use (1) learn to autonomous learning and cooperative learning
Autonomous learning requires students to actively, in a timely manner to learn, good at organizing knowledge. Require students to good at using family, classmates, teachers, media channels to help yourself to learn, such as happiness and progress in the study together.
(2) the learning resources to make full use of various maps
Map teaching resources on the one hand, from the school, on the other hand, from the community. Such as topography, climate, rivers in the community, economic development and other natural human resources can use, let it play out the biggest effectiveness.
(3) good ability to explore and discover problems included in figure
In the process of learning to learn things or inquiry teaching in the picture is a reflection of the phenomenon of law, principle, learn to discover problems, find out the ways to solve problems, the existing knowledge and experience and teaching combined with figure, realize map teaching ability promotion effect.
(4) learn to flexible image recognition method
For the different geographic image recognition and memory should use different methods, such as the memory of geographic things in the geographical distribution of memorization methods available now are: network memorization, classified memorization, memorization, contrast image memorization, memorization, etc.
(5) the map learning combined with their own knowledge and life experience
In learning map, want to combine their existing knowledge and cognitive level, with his original life experience, not too much to study complex, difficult, partial geographic images, or in under the guidance of teachers.
(6) to try to make drawing or geographic model, study appliance, etc
Practical ability is the embodiment of the comprehensive ability, the geography study through drawing, homemade model not only can make already learn knowledge consolidated, and constantly find and solve problems in the operation, the use of learned knowledge.
(7) attaches great importance to the learning process of participation and experience accumulation The new curriculum concept attaches great importance to the students' learning methods, learning process, learning attitude, attention to the full development of students' all-round development and personality. In learning map, to pay attention to their own learning process, make learning is full of vitality, to accumulate their own learning experience, to improve learning methods, make their own learning progress.
2. Teacher: reasonable use map effective teaching strategies
Different geographic images, teaching media, using different strategies should be adopted [6] : (1) the use of the maps, charts, strategies: (1) selection of images, right on track4 (2) chart, brief and to the point (3) choose make a map of your specification. Maps, charts, display requirements: (1) pay attention to the lighting conditions (2) sheet size appropriate, to the point (3) suspension method is proper, conducive to teaching show (4) to grasp the good opportunity.
(2) the use of geographical landscape map: be careful to typicality, vividness, pertinence, comparative, show a note number, second, we must grasp the present time, third, we need to highlight to watch.
(3) the use of geographic board, board painting: simplifying the original image, highlight the main points; Show process, static to move; Inspire revulsive and develop intelligence.
(4) the use of the slide show, projection: purpose - assisted teaching, shoulds not be too much; Strong affinity, the content of the performance is closely related to the teaching content; Timely presentation - closely integrated with the teaching process; Teachers dominate - when viewed for effective guidance, clear focus; Operation skill.
(5) the use of special geography classroom: focus on the latest education media technology progress, timely grasp the modern education technology, such as making network courseware, handle general image, etc
Combining the theory of cognitive psychology in the 1980 s, many scholars such as Dreyfus and Berliner teacher professional development in the research is divided into five stages: the novice stage, advanced beginner stage, competent, skilled and expert stage [7], the teacher want to experience in the education practice is not mature to mature process, in this process, teachers need to keep learning progress, to surpass ourselves and to promote their own professional development. Geography teachers should internalize demands to education teaching, actively forge ahead, constantly improve their own teaching art accomplishment and teaching style. In the map teaching,
to explore the various curriculum resources, improve teaching skills and teaching methods, training students' geographical map reading ability.
3. School: positive construction of geography curriculum resource
Based on the status quo of the current school teaching is difficult to carry out the map, map of different schools and teachers should make efforts to improve the teaching resources, provide students with more opportunities for direct participation and awareness, create favorable conditions for the teaching. Specific content such as: 1, 2, 3, multimedia electronic teaching media traditional equipment technology four, five teaching resources, geographical map internship places, etc. On the choice of course content, with the life of the students and the society and the development of science and technology, selected students necessary content of lifelong learning and personal development.
Based on the analysis of the above, to improve the effectiveness of the map teaching, must first have a clear new curriculum concept. Without the new curriculum idea as guidance, there is no new teachers, students and teaching material view, there would be no new concept map teaching methods and strategies. Teachers should strive to improve their education quality and teaching skills, attaches great importance to the students and the teaching material, actively explore suitable for teachers, students, teaching materials of map method. Second to change teachers' teaching behavior, as a student learning guide, the teacher must make courses accessible to students, through the situation, improve the students' interest in learning. Three is guided by modern education theory, research from the Angle of modern education technology to teaching design, change student study way, change passive learning into autonomous learning, change to accept learning for inquiry learning. Four is to make the map teaching and students' knowledge and life experience, the combination of actively encourage students to participate in the life practice, driven by tasks, to make the students master the map reading skills in problem solving. Five is to improve the school's teaching, accumulating and updating all kinds of map teaching resources, provide a powerful resources for a line of teaching. Six is to strengthen exchanges and cooperation, teaching in the teaching achieve resource sharing, promoting successful map teaching mode to improve teaching effectiveness.
Main reference:
[1] YanZhiZu geography course standard, the ordinary high school geography curriculum standard (experiment) interpretation [M]. Nanjing: jiangsu education press, 2003.11.
[2] gui-xia liu, Zhang Xiaoguo. Map, highlights the geographical discipline characteristic and the breakthrough point of the development of right brain [J]. Journal of geographical education, 2007,
(2) : 66 ~ 67.
[3] BiChao. National geographic standard [J]. Journal of Beijing institute of education, 2000 (9). (o 'clock) [4] Peng Xiaofeng. Mainland and Hong Kong (his) high school geography textbooks are [J]. Journal of middle school geography teaching reference, 2003 (6) : 40, 41.
[5] tse-fai, zhang lei, etc. Comparative analysis of foreign high school geography teaching materials [J]. Journal of middle school geography teaching reference, 2004 (3) : 4-6
[6] Duan Yushan editor. Geography new curriculum classroom teaching skills [M]. Beijing: higher education press, 2003.7.
[7] Fu Jianming editor. Principle of education and teaching techniques [M]. Guangzhou:
guangdong education press, 2006.2.
(related research was awarded the first prize for teaching research achievements appraisal of lishui city in 2007)
2008/11/20
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Unit1 Where did you go on vacation? 1. go on vacation 去度假 2.stay at home 待在家里 3.go to the mountains 去爬山 4. go to the beach 去海滩 5. visit museums 参观博物馆 6. go to summer camp 去参加夏令营 7.quite a few 相当多 8.study for 为……而学习 9.go out 出去 10.most of the time 大部分时间 11. taste good 尝起来很好吃 12.have a good time 玩得高兴 13. of course 当然 14.feel like 给……的感觉；感受到 15.go shopping 去购物 16.in the past 在过去 17. walk around 四处走走 18. because of 因为 19. one bowl of…一碗…… 20. the next day 第二天 21. drink tea 喝茶
22. find out 找出；查明 23. go on 继续 24.take photos 照相 25. something important 重要的事 26. up and down 上上下下 27. come up 出来 28. buy sth. for sb. / buy sb. sth. 为某人买某物 29. taste + adj. 尝起来…… 30. look+adj. 看起来…… 31.nothing…but+动词原形除了……之外什么都没有 32.seem+（to be）+ adj. 看起来…… 33. arrive in+大地点/ arrive at+小地点到达某地 34.decide to do sth. 决定去做某事 35. try doing sth. 尝试做某事/ 36. try to do sth. 尽力去做某事 37. forget doing sth. 忘记做过某事/ 38. forget to do sth. 忘记做某事 39. enjoy doing sth. 喜欢做某事 40. want to do sth. 想去做某事 41. start doing sth. 开始做某事 42. stop doing sth. 停止做某事 43. dislike doing sth. 不喜欢做某事
2014新人教版八年级上册英语单词表全Unit 1 anyone /'eniw?n/ pron.任何人anywhere /'eniwe?(r)/ adv.任何地方 wonderful/'w?nd?(r)fl/adj.精彩的;绝妙的 few /fju:/adj.&pron.不多；很少 quite a few相当多；不少(后接可数名词) most/m??st/adj.，adv.&pron.最多；大多数 something /'s?mθ??/ pron.某事；某物 nothing(=not…anything)/'n?θ??/pron. 没有什么；没有一件东西 everyone/'evriw?n/pron.每人;人人;所有人 of course /?vk?:s/ 当然；自然myself /ma?'self/ pron.我自己；我本人 yourself /j?:'self/ pron.你自己；您自己 hen /hen/ n.母鸡 pig /p?g/n.猪 seem /si:m/ vi.好像;似乎；看来bored /b?:d/ adj.厌倦的；烦闷的someone /'s?mw?n/ pron.某人 diary/'da??ri/n.日记;日记簿(keep a diary) enjoyable/'?n'd????bl/ adj.有乐趣的;令人愉快的 activity /?k't?v?ti/ n.活动 decide /d?'sa?d/ v.决定；选定(decide to do sth.) try /tra?/ v.尝试；设法；努力 (try to do sth. /try doing sth. ) paragliding/'p?r?ɡla?d??/n.空中滑翔跳伞 feel like 给……的感觉；感受到bird /b?:d/ n.鸟 bicycle /'ba?s?kl/ n.自行车；脚踏车 building /'b?ld??/ n.建筑物；房子trader /'tre?d?(r)/ n.商人 wonder /'w?nd?(r)/ v.想知道；琢磨difference /'d?fr?ns/ n.差别；差异 top /t?p/ n.顶部；表面 wait /we?t/ v.等待；等候(wait for) umbrella /?m'brel?/ n.伞；雨伞 wet /wet/ adj.湿的；潮湿的；下雨的because of 因为 below/b?'l??/prep.&adv.在……下面;到……下面 enough/?'n?f/adj.足够的(地)adv.充足的 (地);充分的(地) hungry /'h??ɡri/ adj.饥饿的 as /?z/ conj.像……一样；如同 hill /h?l/ n.小山；山丘 duck /d?k/ n.鸭 dislike/d?s'la?k/v.&n.不喜爱(的事物);厌恶(的事物) Central Park 中央公园（美国纽约）HuangguoshuWarterfall /'w?:t?(r)f ?:l/ 黄果树瀑布(贵州) HongKong /,h??'k??/,/'ha:?,ka:?/香港（中 华人民共和国特别行政区） Malaysia /m?'le???/马来西亚; Malaysian/m?'le??n/adj.马来西亚的;n.马来西亚人 Georgetown/'d??:d?ta?n/乔治市(马来西亚) Weld /weld/ Quay /ki:/ 海墘街Penang /p?'n??/ Hill 槟城山(马来西亚） Tian'anmen Square/skwe?(r)/天安门广场 the Palace /'p?l?s/ Museum 故宫博物院 Unit 2
中学英语重点词汇和句型用法 1. 提建议的句子： ①What/ how about +doing sth.? 如：What/ How about going shopping? ②Why don’t you + do sth.? 如：Why don’t you go shopping? ③Why not + do sth. ?如：Why not go shopping? ④Let’s + do sth. 如：Let’s go shopping ⑤Shall we/ I + do sth.?如：Shall we/ I go shopping? 2. first of all首先 to begin with一开始 later on后来、随 3. also也而且（用于肯定句）常在句子的中间 either也（用于否定句）常在句末 too也 (用于肯定句) 常在句末 4. see sb. / sth. doing看见某人正在做某事强调正在发生 see sb. / sth. do看见某人做了或经常做某事如： 如： She saw him drawing a picture in the classroom.她看见他正在教室里画画。 5. too many 许多修饰可数名词如：too many girls too much 许多修饰不可数名词如：too much milk much too 太修饰形容词如：much too beautiful 6. used to do sth.过去常常做某事 否定形式：
didn’t use to do sth. used not to do sth. 如：He used to play football after school. 放学后他过去常常踢足球。 Did he use to play football? Yes, I did. No, I didn’t. He didn’t use to smoke. 他过去不吸烟。 7. 反意疑问句 ①肯定陈述句＋否定提问如：Lily is a student, isn’t she? Li ly will go to China, won’t she? ②否定陈述句＋肯定提问如：She doesn’t come from China, does she? Yo u haven’t finished homework, have you? ③提问部分用代词而不用名词如： Lily is a student, isn’t she? ④陈述句中含有否定意义的词如：little, few, never, nothing, hardly 等。 其反意疑问句用肯定式如： He knows little English, does he? 他一点也不懂英语，不是吗？ They hardly understood it, did they?他们几乎不明白，不是吗？ 8.be interested in sth.对…感兴趣 take an interest in be interested in doing sth.对做…感兴趣 如：He is interested in math, but he isn’t interested in speaking English. 他对数学感兴趣，但是他对说英语不感兴趣。
Unit 1 1.how often[hau'?f?n]多久一次 2.exercise['eks?saiz]n. 练习；习题 3.skateboard['skeitb?:d]n. 滑板；滑板运动 4.hardly['hɑ:dli]adv. 几乎不 5.ever['ev?]adv. 曾经；无论何时 6.shop[??p]n. 商店；店铺 7.once[w?ns]adv. 一次；曾经 8.twice[twais]adv. 两次；两倍 9.time[taim]n. 时间；次 10.surf[s?:f]v. 冲浪 11.Internet['int?net]n. 互联网，英特网 12.program['pr?uɡr?m]n. 节目；项目；程序 13.high school[hai sku:l]中学 14.most[m?ust]n. 大部分，大多数 15.no[n?u]a. 没有，无；不是 16.result[ri'z?lt]n. 结果；成绩 17.active['?ktiv]a. 积极的；主动的 18.for[f?:]prep. 为了… 19.as for[?z f?:]关于；至于 20.about[?'baut]prep. 关于；大约 21.junk[d???k]n. (口语)废品；破烂货 22.junk food['d???k fu:d]n. 没有营养的速食；垃圾食品 https://www.doczj.com/doc/157662453.html,k[milk]n. 牛奶 24.coffee['k?fi]n. 咖啡 25.chip[t?ip]n. (食物等的)薄片；油煎土 26.cola['k?ul?]n. 可乐 27.chocolate['t??kl?t]n. 巧克力 28.drink[dri?k]v. 喝，饮 29.health[helθ]n. 健康；卫生 30.how many['hau 'meni]多少 31.interviewer['int?vju:?]n. 采访者 32.habit['h?bit]n. 习惯；习性 33.try[trai]v. 尝试；努力 34.of course[?v k?:s]当然 35.look after[luk 'ɑ:ft?]照顾 36.lifestyle['laifstail]n. 生活方式 37.grade[ɡreid]n. 等级；年级；成绩 38.better[bet?]a. 更好的；较好的 39.same[seim]a. 同样的 40.as[?z]adv. 同样地；和…一样的 41.different['dif?r?nt]a.不同；有差异的； 有区别 42.difference['dif?r?ns]n. 不同；差异；区 别 43.unhealthy[,?n'helθi]a.不健康的不益于 健康的 44.yuck[j?k]int. (表示反感、厌恶等) 45.maybe['meibi]adv. 可能；大概；也许 46.although[?:l'e?u]conj. 虽然，尽管 47.grandpa['ɡr?npɑ:]n. 爷爷；外公 48.a lot of[? l?t ?v]许多 49.keep[ki:p]vi. 保持；保留 50.must[m?st]aux. 必须，一定；很可能 51.less[les]a. 较少的；较小的 Unit 2 1.matter['m?t?]n. 事情；物质；原因 2.have[h?v]v. 有；吃喝；经受 3.cold[k?uld]a. 寒冷的；冷淡的 4.have a cold[h?v ? k?uld]患感冒 5.stomachache['st?m?keik]n. 胃疼 6.sore[s?:]a. 疼痛的；使人伤心的；气恼 7.back[b?k]adv. 向后地 8.arm[ɑ:m]n. 手臂；武器 9.ear[i?]n. 耳朵；听觉 10.eye[ai]n. 眼睛 11.food[fu:d]n. 食物 12.hand[hand]n. 手；指针 13.head[hed]n. 头；上端；首脑；标题 14.leg[leɡ]n. 腿 15.mouth[mauθ]n. 嘴，口 1
新人教八年级下册英语重点单词短语句子Unit1 What’s the matter? 【重点单词】 matter [?m?t?] v. 重要，要紧，有关系What’s the matter? 怎么了？出什么事了？sore [s?:(r)] adj. 疼痛的，酸痛的 have a cold 感冒 stomach ['st?m?k] n. 胃，腹部stomachache ['st?m?ke?k] n. 胃痛，腹痛have a stomachache 胃痛 foot(复数feet) [fu:t] n. 脚 neck [nek] n. 颈，脖子 throat [θr??t] n. 喉咙 fever ['fi:v?] n. 发烧，发热 lie [la?] v. 躺，平躺 lie down 躺下 rest [rest] n. 剩余部分，其余；放松，休息cough [k?f] n. & v. 咳嗽 X-ray ['eksre?] n. X光，X射线toothache [?tu:θe?k] n. 牙痛 take one's temperature 量体温headache [?hede?k] n. 头痛 have a fever 发烧 break [bre?k] n. & v. 休息，暂停；打破take breaks (take a break）休息 hurt [h?:t] v. 伤害，损害，使受伤passenger ['p?s?nd??] n. 乘客，旅客 off [?f] adv. prep. 离开（某处）；从…去掉get off 下车 to one's surprise 使…惊讶，出乎…意料onto [??nt?] prep. 向，朝 trouble [?tr?bl] n. 麻烦，烦扰，问题 hit [hit] n. & v. 碰撞，打，打击 right away 立即，马上 get into 陷入，参与herself [h?:?self] pron. 她自己，她本身（she的反身代词） bandage ['b?nd?d?] n. & v. 绷带；用绷带包扎sick [s?k] adj. 患病的，不适的 knee [ni:] n. 膝盖 nosebleed [?n??zbli:d] n. 鼻出血 breathe [bri:e] v. 呼吸 sunburned [?s?nb?:nd] adj. 晒伤的 ourselves [ɑ:?selvz] pron. 我们自己（we的反身代词） climber [?kla?m?(r)] n. 登山者 be used to 习惯于…适应于… risk [r?sk] n. & v. 风险，危险；冒险 take risks (take a risk) 冒险 accident [??ksid?nt] n. 意外事件；事故situation [?sitju?ei??n] n. 状况，形式，情况 kg=kilogram [?k?l?gr?m] n. 公斤，千克 rock [r?k] n. 岩石 run out (of) 用尽，耗尽 knife [naif] n. 刀，餐刀 cut off 切除 blood [bl?d] n. 血 mean [mi:n] v. 意味着，意思是，意欲 get out of 离开，从…出来 importance [?m?p?:tns] n. 重要性 decision [d?'s??n] n. 决心，决定，抉择 control [k?n'tr??l] v. 控制，支配，操纵 be in control of 掌管，管理 spirit ['sp?r?t] n. 勇气，意志 death [deθ] n. 死亡 give up 放弃 nurse [n?:s] n. 护士 【重点短语】 1.have a fever 发烧 2.have a cough 咳嗽 3.have a toothache 牙疼 4.talk too much 说得太多 5.drink enough water 喝足够的水 6.have a cold 受凉;感冒
八年级下册 Unit 1 will[wil, w?l,] 将、会、要 robot ['r?ub?t] n.机器人 won't=will not they'll=they will everything [\evriθi?] pron.每件事物 paper ['peip?] n.纸;纸张 fewer ['fju:?] adj.(few的比较级)较少的;较少数pollution [p?'lu??n] n.污染 tree [tri:] n.树;树木 she'll=she will building ['bildi?] n.建筑物;房屋 astronaut ['?str?n?:t] n.宇航员，航天员 rocket ['r?kit] n.火箭 space [speis] n.空间;太空 space station 空间站 fly [flai] v.飞行 took [t?k] v.take的过去式 moon [mu:n] n.月亮;月球 I'll = I will fall [f?:l] v.落下;跌落;变为 fell [fel] v.fall的过去式 fall in love with 爱上 alone [?'l?un] adv.单独地;孤独地 pet [pet] n.宠物 parrot ['p?r?t] n.鹦鹉 go skating去滑冰 suit [sju:t] n.一套衣服 able ['eibl] 能、能够 be able to 有能力做某事、会做某事 dress [dres] v.穿衣 casually ['k??j??l?] adv.非正式地；随意地which [hwit?，w?t?] pron.哪个;哪几个 even ['i:v?n] adv.甚至 The World [w?:ld] Cup 世界杯 wrote [r??t] v.write的过去式 myself [mai'self] pron.(反身代词)我自己;我本人interview ['int?vju:] n.面试;面谈 predict [pri'dikt] v.预报；预言 prediction [pr?'d?k??n] n.预言；预测 came [ke?m] https://www.doczj.com/doc/157662453.html,e的过去式 come true 实现；达到 sound [saund] n.声音 company ['k?mp?ni] n.公司 Thought [θ?:t] v.think的过去式 strategy ['str?tid?i] 策略、战略 fiction ['fik??n] n.小说 unpleasant [?n'plez?nt] adj.使人不愉快的scientist ['sai?ntist] n.科学家in the future ['fju:t??] 未来、将来 hundred ['h?ndr?d] n.一百 hundreds of 大量、许多 have得(病)、患(病) already [?:l'redi] adv.早已;先前 made v.make的过去式 factory ['f?kt?ri，f?ktri] n.工厂 simple ['simpl] adj.简单的;简易的 such [s?t?] adj.这样的;这种 bored [b?:d] adj.厌烦的；厌倦的 everywhere ['evrihw??] adv.各地;到处 human ['hju:m?n] n.人;人类 huge [hju:d?] n.巨大的;极大的 shape [?eip] n.外形;形状 earthquake ['?:θkweik] n.地震 snake [sneik] n.蛇 possible ['p?s?bl] adj.可能的 electric [I'lektrik] adj.电的;导电的 toothbrush ['tu:θ'br??] n.牙刷 seem v.像是;似乎 impossible [im'p?s?bl] adj.不可能的;不会发生的housework ['hausw?:k] n.家务;家务事 rating ['reiti?] n.级别；等级
重要短语的用法及区别 ★on，in和with. on：表示使用通讯工具、信息或传媒，乘坐交通工具等；I don’t want to talk about it on the phone. in：使用语言文字等媒介；Can you speak it in English? with：借助具体的手段或工具。Don’t write it with a red pen.★at , on , in三者都可以表示“在……的时候”。 At：表示在哪个时刻用；I get up at six o’clock in th e morning . 我早晨六点起床。 On：表示在哪一天，哪一天的早上（下午、晚上）；on Wednesday , on Sunday morning , on May I , on a cold morning in 1936 in：表示在哪一年（季、月），在上午，下午等。in September , in the morning , in the afternoon ★spend,pay,cost,take
Sb. spend …on sth. 某人花了…（时间、金钱）在某事上。 (in) doing sth. 某人花了…（时间、金钱）做某事。Sb. pay …for sth.某人为某物花了…钱。 Sth. cost sb. …某物花了某人…钱。 It takes/took sb. … to do sth.花了某人…（时间、金钱）做某事。 ★too much, too many, much too too much + 不可数名词too many + 可数名词much too + 形容词 ★not … until &u ntil not … until直到…才… （主句动词是短暂性动词） until 一直到…（主句中使用延续性动词） ★few, a few; little , a little. 虽然都表示“少”，但 （1）few, a few是可数的, little, a little是不可数的。 （2）a few, a little含肯定意味，few, little含否定意味。
The new curriculum geography The map teaching and the ability of reading related research Zhejiang SongYang one Que fire Ming 323400 TEL: 323400 [to] picked ordinary high school new curriculum plan in the fall of 2006 in zhejiang province into the comprehensive implementation stage, the implementation of the high school geography new curriculum concept is a gradual process. Map of new geography curriculum teaching for students of geography subject ability, geographic methods, the cultivation of the geographical point of view is very important. New geography course standard, the examination standard and the college entrance examination examination outline in are clearly the ability of reading requirements. Through questionnaire survey, the student individual interview, methods of communication between the teacher found that did not really play in the geography teaching map teaching effectiveness, teaching map establishment not science, teachers use graph to guide teaching strategy worth exploring, the imperfection of the map teaching resources, autonomous learning ability is insufficient, students use map through the map teaching to cultivate students' ability to geography has huge potential. In the actual teaching with new ideas for teaching design, attention to reflect the teacher guided students' autonomous, inquiry and cooperative learning, so that the students have to all-round development of personality; To clear the status of geography image teaching on the map, try in the teaching according to different geographical image, the different students and different effective combination between teaching content; To strengthen exchanges and cooperation, teaching in the teaching achieve resource sharing, promoting successful map teaching mode, improve teaching effectiveness. Specific measures are in the teachers, students, curriculum resources to improve the level of influence map teaching effectiveness factors such as, through effective map teaching to ensure the concept of new geography curriculum implementation and achieve the teaching goal. [key words] map of the new curriculum teaching ability of reading Ordinary high school new curriculum plan has smooth implementation in the country. However, the implementation of the new concept, from the theory to the education practice, there are quite a long way to go. For geography teaching, how to implement new ideas in the usual teaching, especially in the map teaching in the best legacy of traditional teaching methods and teaching means on the basis of innovation, change the past some backward teaching ideas and teaching ideas, to the new curriculum concept map teaching, new teaching material view, the new view of teachers and students to teaching orientation, to improve the effectiveness of the geographical map teaching, is an important task to geography teachers. A, high school geography new curriculum teaching and the requirements of evaluation on the ability of reading 1. The geography curriculum requirements for students' ability of reading In the ordinary high school geography curriculum standard (experiment) "[1] objective knowledge and skills, this dimension has such a demand:" learn to independent or cooperation geographical observations, geographical experiments, the geographical investigation; mastering reading, analysis, using the geography diagram and geographic data skills ". Teaching Suggestions in the implementation suggestion may require attaches great importance to the geography teaching the use of information resources and information technology: "in the
英语单词and用法总结： 一、表示并列或对称的关系and可以用来连接语法作用相同的词、短语或句子，可译为“和”、“并”、“又”、“兼”等。如： Lucy and I go to school five days a week. 我和露西每周上五天学。（连接两个并列主语） You must look after yourself and keep healthy.你必须照顾自己并保持身体健康。（连接两个并列谓语） They teach us Chinese and we teach them English.他们教我们汉语，我们教他们英语。（连接两个简单句） 如果连接两个以上的词语，通常把and放在最后一个词语前面；为了强调，可在两者之间分别加上and；把词语连接起来时，通常把较短的词语放在前面。如：I like eggs，meat，rice，bread and milk.我喜欢鸡蛋、肉、米饭、面包和牛奶。All that afternoon I jumped and sang and did all kinds of things.那天整个下午我又唱又跳，做各种各样的事情。 The apples are big and delicious.苹果又大又好吃。 有些用and连接的词语，次序是固定的，不能随意改变。如： men，women and children男人、妇女和儿童； fish and chips 炸鱼加炸土豆片等。 二、表示目的在口语中，and常用在go，come，try等动词后连接另一个动词，表示目的。此时and相当于to，不必译出。如： Go and see！去看看！ Come and meet the family.来见见这家人。 三、表示条件和结果在祈使句后，常用and连接一个简单句，表示条件与结果的关系，它们在语法上是并列关系，但在意义上却是主从关系，也可译为“如果……就……”。如： Work hard and you will live happily.＝If you work hard，you will live happily.如果你努力工作，你就会活得愉快。 Come early and you will see him.＝If you come early, you will see him.如果你早来的话，你就会见到他。 四、表示承接关系and用在句首，起承上启下的作用，可译为“因此”、“那么”、“于是”等，也可不译。如： And what's this？那么这是什么呢？ And the air today is nice and clean.今天的空气真清新。 五、表示动词的先后关系and常用来连接两个动词或动词词组，后一个动词所表示的动作发生得迟一点。此时and相当于then, 可译为“然后”。如： Then he got out of the lift and climbed up to the fifteenth floor on foot.于是他从电梯里走出来，然后步行爬上第15层楼。 Go along the street，and take the third turning on the right.沿这条街走，然后在第三个路口向右拐。
初二英语的知识点大全：易错词汇归纳 初二英语知识点2017-11-15 1. clothes, cloth, clothing clothes统指各种衣服，谓语动词永远是复数，cloth指布，为不可数名词clothing 服装的总称，指一件衣服用a piece of, an article of 2. incident, accident incident指小事件, accident指不幸的事故He was killed in the accident. 3. amount, number amount后接不可数名词，number后接可数名词a number of students 4. family, house, home home 家，包括住处和家人，house房子，住宅，family家庭成员. My family is a happy one. 5. sound, voice, noise sound自然界各种各样的声音，voice人的嗓音，noise噪音I hate the loud noise outside. 6. photo, picture, drawing photo用照相机拍摄的照片，picture可指相片，图片，电影片，drawing 画的画Let's go and see a good picture. 7. vocabulary, word vocabulary词汇，一个人拥有的单词量，word具体的单词He has a large vocabulary.
8. population, people population人口，人数，people具体的人China has a large population. 9. weather, climate weather一天内具体的天气状况，climate长期的气候状况The climate here is not good for you. 10. road, street, path, way road具体的公路，马路，street街道，path小路，小径，way道路，途径take this road; in the street, show me the way to the museum. 11. course, subject course课程(可包括多门科目)，subject科目(具体的学科)a summer course 12. custom, habit custom传统风俗，习俗，也可指生活习惯，后接to do，habit生活习惯，习惯成自然，后接of doing. I've got the habit of drinking a lot. 13. cause, reason cause 指造成某一事实或现象的直接原因，后接of sth./doing sth，reason 用来解释某种现象或结果的理由，后接for sth./doing sth. the reason for being late 14. exercise, exercises, practice exercise运动，锻炼(不可数)，exercises练习(可数)，practice(反复做的)练习Practice makes perfect. 15. class, lesson
Module 1 collect收集 collection收集 tidy收拾,整理干净的 tidy up收拾 doll娃娃 fan扇子；狂热爱好者 stamp邮票 untidy不整洁的，零乱的 least最少的；最小的 take up占用 all the time一直，总是 (be)interview对......感兴趣interview采访，会见 wow噢 as作为；如同 mountain biking山地自行车运动volleyball排球 sailing驾驶帆船 creative有创造力的 lazy懒惰的 useful有用的 develop发展，发达，进步 skill技能，技巧 camp营地，野营；帐篷露营，野营 as well as并且，还 activity活动；行动 such as比如 work shop讨论会 professional职业的，专业的imagine想象，设想 senior high school高中 teenage十几岁（13へ19岁）的teenager十几岁的青少年 come out出版 result结果，效果 as a result结果 enjoyment快乐，享受 success成功，胜利 should应该；将要 Module 2 friendship友谊，友好 hold（held，held）拿，举，持，拥有hold the line（不挂断电话）等一下
right now现在 if是否；如果 whether是否 whether...or not是否 personal个人的，私人的 classmate同班同学 in fact事实上 public公共的，公众的 relation亲戚 a couple几个；两个 close亲近的；近的 foreigner外国人 feel like觉得 by the way随便说 gift礼物，赠品 junior初中 far away遥远的 lonely孤单的 afraid害怕的 (be)afraid to do害怕做...... make friends (with)和......交朋友anyone任何人 laugh大笑；笑，笑声 worry担心，焦虑，苦恼 worry about担心 usual通常的，平常的 at that moment在那时 pass通过，经过；传递 touch触摸，碰 bright明亮的 day by day一天天地 matter有关系，要紧；事件，问题believe 认为；相信 at first开始 Module 3 look out (for)小心 win v.(won,won)赢,获胜newsreader n.新闻播报员 report v.报道/n.报道 reporter n.新闻记者 score n.成绩;分数/v.得分everybody pron.每个人 mention v.提及 Don't mention it.不客气。
常用英语词语用法辨析 1:any ，some二者都可作"一些"讲。any只用于否定句和疑问句，some一般用于肯定句，但可用于表示请求，建议、反问等的疑问句中。例如：Have you any ink ? 你有墨水吗? We have to learn some English . 我们得学点英语。 Will you lend me some English books ? 你肯借给我几本英语书吗? 2:around ，round二者作为介词和副词都有"在周围"的意。其区别在于around多用美国，round多用于英语。例如：The earth goes round (或around)the sun . 地球绕太阳运行。 3:arrive ，reach ，get to三者都有"到达"之意。reach为及物动词，arrive为不及物动词，后面接介词in或at.get to常用于口语，可代替前二者。例如：The foreign visitors have arrived in Beijing . 外宾已到达北京。 She arrived at her hometown yesterday . 昨天她到达了她的家乡。 They reached Tianjin yesterday . 昨天他们到达天津。 4:as ，since ，because ，for作为连词，它们都有"因为"的意思。但because语气最强，as和since其次，for是并列连词，常用来说明理由或提供一种解释。例如：Because I am too busy ，I can't do it now . 因为我太忙，所以我现在不能做此事。 As he did not know the way ，he went to ask an old man .因为不认识路，他去问一位老人。 Since his method doesn't work ，let's try yours . 既然他的方法不行，我们就试试你的吧。 It will rain ，for it's getting dark . 要下雨了，因为天色都暗了。 5:as ，when ，while作为连词，都有"当……的时候"，其区别在于用when时，从句的动作和主句的动作可以同时，也同先于主句的动作，用as时，主句和从句的动作同时发生，有时可译作"一边……，一边"，用while常表示一段较长的时间或一个过程，主句和从句的动作同时发生。例如：When the teacher came in ，the students stood up . 当老师进来时，学生们起立。 As the children walked along the lake ，they sang merrily .他们一边沿着湖走，一边愉快地唱歌。 Don't talk while you are eating . 吃饭时你不要说话。 6:be asleep ，go to sleep二者都表示"睡着"，但前者表示"睡着"的状态，后者表示"入睡"的过程。例如：While I was watching TV ，he was asleep . 我在看电视的时候，他睡着了。 I didn't know when I went to sleep . 我不知道我什么时候入睡的。 7: at ，on ，in三者都可以表示"在……的时候"区别在于：表示在哪个时刻用at;表示在哪一天，哪一天的早上(下午、晚上)，用on;表示在哪一年(季、月)。在上午，下午等，用in.例如：I get up at six o'clock in the morning . 我早晨六点起床。 on Wednesday ，on Sunday morning ，on May I ，on a cold morning in 1936 ，in autumn ，in September ，in the morning ，in the afternoon 22. battle ，fight ，struggle它们作为名词，都有"战斗"的意思。battle和fight在"战斗"这个意义上，有时可以通用。例如：The battle(fight)lasted a long time . 这次战斗持续了很长时间。还常指战争中的一次战役。例如：the Battle of Waterloo 滑铁卢战役fight的意义比较广泛。例如：We have started a fight against pollution . 我们已开始了一场清除污染的斗争。 struggle有"斗争"，"奋斗"的意思。例如：class struggle阶级斗争，struggle for independence 为独立而斗争，struggle with a person跟某人作斗争。 8:beautiful ，pretty ，handsome三者都有"美"的意思。但含义及所形容的对象不同。