資訊標(biāo)題：鄭州金水區(qū)英語(yǔ)口語(yǔ)培訓(xùn)班晚班
鄭州金水區(qū)英語(yǔ)口語(yǔ)是鄭州金水區(qū)英語(yǔ)口語(yǔ)培訓(xùn)學(xué)校的重點(diǎn)專業(yè)，鄭州市知名的英語(yǔ)口語(yǔ)培訓(xùn)機(jī)構(gòu)，教育培訓(xùn)知名品牌，鄭州金水區(qū)英語(yǔ)口語(yǔ)培訓(xùn)學(xué)校師資力量雄厚，全國(guó)各大城市均設(shè)有分校，學(xué)校歡迎你的加入。
1、專業(yè)的教師團(tuán)隊(duì)，掌握前沿的教學(xué)方法 2、教學(xué)經(jīng)驗(yàn)豐富，善于激發(fā)學(xué)生的潛能 3、善于帶動(dòng)學(xué)員融入情景體驗(yàn)式課堂
鄭州金水區(qū)英語(yǔ)口語(yǔ)培訓(xùn)學(xué)校分布鄭州市中原區(qū),二七區(qū),管城回族區(qū),金水區(qū),上街區(qū),惠濟(jì)區(qū),未來(lái)路,金水路,鞏義市,滎陽(yáng)市,新密市,新鄭市,登封市,中牟縣等地,是鄭州市極具影響力的英語(yǔ)口語(yǔ)培訓(xùn)機(jī)構(gòu)。
(D)an extraction can result in chewing problems
這是個(gè)鮮明的對(duì)比，表明現(xiàn)代社會(huì)中成功和失敗的兩種不同結(jié)局。
(B)and people become more dependent
18.frown on sth替換be against , disagree with sth
In today's fast-paced, driven society, much emphasis is placed on the final result of an endeavour. American society places a premium on success; our culture has little tolerance for failures or losers. Within this culture framework it sometimes becomes easy to immediately dismiss failures. However, value is not found only in success. As the examples of the recent Columbia shuttle disaster and the Vietnam War demonsstrates, events that are not successful still have value.
針對(duì)于沖分學(xué)員（也就是對(duì)于科學(xué)類文章能夠很容易碾壓的學(xué)員）,老師建議在備考的初期，從College Board 提及的Founding Documents 即"美國(guó)憲政精神"相關(guān)的文章，包括但不僅限于美國(guó)憲法，以及其他保護(hù)婦女兒童的法案等。
有關(guān)問(wèn)題的英語(yǔ)怎么說(shuō)的例句1：
不得不提及的是，她丈夫在與她分居后不久，于1970年自殺。早在1963年，她就在自己的作品中，對(duì)自己的女性身份進(jìn)行反思（examine her female identity），而她也于1976年，通過(guò)自己的引起爭(zhēng)議的作品Of Woman Born：Motherhood as Experience and Institution向世人公開(kāi)了她的同性戀傾向。
(A)but also more accurate
例：Trains A, B and C passed through a station at different speeds.. Train A's speed was 3 times Train B's speed, and Train C's speed was twice Train A's.
D中的that指代speeds，那么按D的解釋就是speeds can exceed two hundred miles per hour，從中文角度講沒(méi)有問(wèn)題，但在英文中，這樣的表達(dá)很不地道，只能說(shuō)a car can exceed two hundred miles per hour。另外，D的表達(dá)也很唆。
在SAT中，凡是nor出現(xiàn)，在其前面必須要有neither或者not，所以先排除A、B和C。在D和E中，僅僅從文法角度看，D沒(méi)有問(wèn)題，但這樣profited就變成和created或failed平行，句意上不通。所以就只能和to achieve進(jìn)行平行，即he failed to do A or to do B。本句的意思是：他沒(méi)有從他創(chuàng)作的藝術(shù)中獲得名聲，也沒(méi)有從出售作品中獲利。
這個(gè)句子在普通文法看來(lái)能說(shuō)得過(guò)去，但SAT傾向于介詞平行，故最好在that book前加上介詞from，即：
通情達(dá)理的同事們一定會(huì)回答你：It\'s fine.或That\'s ok.
I am more and more convinced that our happiness or unhappiness depends far more on the way we meet the events of life, than on the nature of those events themselves
It’s sunny/rainy/cloudy/windy/snowytoday。
今天陽(yáng)光燦爛/雨天[face161]/有風(fēng)/下雪。
二、課堂組織用語(yǔ)
1 Classbegins！上課。
2 Nowlet’s begin ourclass/Lesson。上課。
3 Time is up.The class is over。時(shí)間到了，該下課了。
4. Well,that’s the end of ourclass。下課。
5. Be quiet!
安靜！
6. Silence, please。
安靜！
7. Stand up, please。
起立！
8. Sit down, please。
坐下！
9. Sit up/well。
做好！
10. One, two, three, four ,four ,four. (做好的前提語(yǔ))
11. Noplaying。不要玩。
12. Hands onknees。小手放在膝蓋上。
13. Sit well/straight。
坐好/正。
14. Becareful。小心。
15.Followdirections。聽(tīng)指令。
16.Listencarefully。仔細(xì)聽(tīng)。
三、課堂活動(dòng)用語(yǔ)
1.Come here,please。請(qǐng)過(guò)來(lái)。
Come to the front,please. 請(qǐng)到前面來(lái)。
2.Go back to your seat,please。請(qǐng)回到你的座位上。
3.Let’slisten。咱們一起聽(tīng)。
4.Let’smake。一起做。
5.Let’schant。一起說(shuō)唱。
6.Let’ssing。一起唱。
7.Let’slearn。一起學(xué)。
8.Let’scount。一起數(shù)。
9.Let’s doactions。一起作動(dòng)作。
10.Let’s watchcartoon。一起看動(dòng)畫。
11.Let’s talk inEnglish。一起來(lái)說(shuō)英語(yǔ)。
12.Let’s play a game。
我們一起做游戲。
13.Let’s watch andplay。一起看圖說(shuō)話。
14.Let’s do aWarm-up。我們一起做熱身。
15. Are you ready ?
你們準(zhǔn)備好了嗎？
16. Ready, go!
準(zhǔn)備，開(kāi)始！
17.Quicky/slowly�？禳c(diǎn)、慢點(diǎn)。Hurryup! 趕快！
18. By turns. /One byone。按順序一個(gè)一個(gè)的來(lái)。
19.Lookat me ,please。請(qǐng)看著我。
Look at me/her/him。
看我/她/他
C、D和E中，not only的位置都是有問(wèn)題的，C的not only并列的是動(dòng)詞wastes而不是從句；D的not only并列的是沒(méi)劃線的名詞their children's time；E的not only并列的是表手段或方式的by itself。因此，都不能和but also＋that從句構(gòu)成平行。
先看下列例句：
句子結(jié)構(gòu)的變化一個(gè)非常大的優(yōu)點(diǎn)，就是文章長(zhǎng)短交叉，錯(cuò)落有致。相對(duì)于簡(jiǎn)單句子的羅列、并列句的嗦，從句和獨(dú)立結(jié)構(gòu)有自己獨(dú)到的優(yōu)點(diǎn)。
In the literary world, success is measured by the number of books sold. Authors who sell millions of books are valued morethan those who sell hundreds of books, so it appears that worth, in this case, is best judged by a writer's productivity. This scenario, however, is misleading, since one writer may produce a single work that becomes a best-seller in comparison to another writer who produces dozens of works each of which sell a limited number. Which writer truly has more worth? A specific example o illustrate this scenario is Bill Clinton compared to Judy Blume. Clinton recently published his memories, which will likely be very successful and become a best-seller. Blume, the author of many books for teenagers, probably hasn't and won't ever appear on the best-seller list. Is Clinton worth more because his name and political career make his book successful? Or is Blume worth more because her portrayals of teen life affect many meaningful criteria of judging worth.
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