課程標(biāo)題:湖州吳興區(qū)在哪里學(xué)實(shí)用英語口語好
湖州吳興區(qū)實(shí)用英語口語是湖州吳興區(qū)實(shí)用英語口語培訓(xùn)學(xué)校的重點(diǎn)專業(yè),湖州市知名的實(shí)用英語口語培訓(xùn)機(jī)構(gòu),教育培訓(xùn)知名品牌,湖州吳興區(qū)實(shí)用英語口語培訓(xùn)學(xué)校師資力量雄厚,全國各大城市均設(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、善于帶動學(xué)員融入情景體驗(yàn)式課堂
湖州吳興區(qū)實(shí)用英語口語培訓(xùn)學(xué)校分布湖州市吳興區(qū),南潯區(qū),德清縣,長興縣,安吉縣等地,是湖州市極具影響力的實(shí)用英語口語培訓(xùn)機(jī)構(gòu)。
14) 陳述部分為主語從句或并列復(fù)合句,疑問部分有三種情況:
a. 并列復(fù)合句疑問部分,謂語動詞根據(jù)鄰近從句的謂語而定。
Mr. Smith had been to Beijing for several times, he should have been in China now, shouldn\'t he?
b. 帶有定語從句,賓語從句的主從復(fù)合句,疑問部分謂語根據(jù)主句的謂語而定:
He is not the man who gave us a talk, is he?
He said he wanted to visit Japan, didn\'t he?
c. 上述部分主句謂語是think, believe, expect, suppose, imagine等引導(dǎo)的定語從句,疑問部分與賓語從句相對應(yīng)構(gòu)成反意疑問句。
雖然失敗和挫折等待著人們,一次次地奪走青春的容顏,但卻給人生的前景增添了一份尊嚴(yán),這是任何順利的成功都不能做到的。
Ali:Sure. I\'m going to visit some factories at the end of the fair.
I have something to ask you.我有事情要問你。
【例】He doesn't know many composers of classical music. 他并不了解多少古典音樂的作曲家。//The director got a South African composer to write songs with a distinct African sound. 導(dǎo)演找了一位南非作曲家來創(chuàng)作帶有獨(dú)特非洲風(fēng)格的歌曲。
【記】詞根記憶:in+dic(說)+ative→說出預(yù)言→預(yù)示的;指示的
【記】詞根記憶:as+simil(相同)+ate(使…)→使相同→使同化
equation [kwen] n. (數(shù)學(xué))等式,方程式;相等;均衡
convince [knvns] v. 使確信,說服(persuade, assure)
The figures also tell us that圖表細(xì)節(jié)二 .
In the column, we can see that accounts for (進(jìn)一步描述).
Judging from these figures, we can draw the conclusion that (結(jié)論).
pathology [pθldi] n. 反常,變態(tài)(abnormality)
It is from the sun that we get light and heat.
It was not until I had read your letter that I understood the true state of affairs.
alkali [lkla] n. 堿
【記】來自diplomat(n. 外交家,外交官)
There are two main structuralist techniques incorporated into critical social research.
湖州吳興區(qū)實(shí)用英語口語培訓(xùn)學(xué)校成就你的夢想之旅。學(xué)實(shí)用英語口語就來湖州吳興區(qū)實(shí)用英語口語培訓(xùn)學(xué)校
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