unit8张连凤
市山海关桥梁中学八年级英语上册 《Unit8 How was your school trip 》教案 人教新目标版
姓名
课标中对本节内容的要求；本节内容的知识体系；本节内容在教材中
还应该思考通过本节内容的学习，对学生学科能力甚至综合素质的帮助，以及思维方式的变化影响等。
（可以从以下几个方面进行阐述，但不需要格式化，不必面面俱到）
p, seal, shark, octopus,
世上无难事，只要肯登攀。
revise the past form
以及Were there any
设计教学反馈，实际的改进效果如何。
节课，可谓大容量，高密度，快节奏。
长久的发展的，学生思维没有得到充分的发挥，更不符合新课程的要求。
答学生完成很吃力，对于听力图片提出的问题也没有达到预期效果，说明自己对学生估计不。
[新人教版]河北省滦南县青坨营镇初级中学八年级英语上册《Unit8Howdoyoumakeabananamilkshake》教案4
![[新人教版]河北省滦南县青坨营镇初级中学八年级英语上册《Unit8Howdoyoumakeabananamilkshake》教案4](https://img.taocdn.com/s3/m/533dff7310661ed9ad51f35c.png)
青坨营中学英语导学案设计主备人：备课组长签字：年级主任（组长）签字：日期：编号：课题课时 1 使用人学习目标1) 复习如何制作火鸡宴，以及其他学生们熟悉的传统食物的制作过程。
2) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
3) 能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
4）通过完成Self check的中练习题来全面复习how much和how many的用法重点难点1) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。
2) 能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。
教学内容师生随笔一.感悟新知I、预习交流1. 根据音标拼读单词并牢记；2. 自学课文，勾画出重点和疑惑。
II、翻译官1.两片面包_________________2. 三片鸡肉_________________3.一匙黄油_________________4. 两匙佐料________________5. cut up _________6. put…on_________7. add…to _________8. First, put the butter on a slice of bread._________________________________9. Then cut up an onion and a tomato._________________________________10. Add the onion and tomato to the bread._________________________________11. Finally, put another slice of bread on the top._________________________________12. Here is a recipe for a great turkeyII选择填空1. —Would you like some milk? —Yes, just . A. a fewB. a littleC. little2. —Can you a banana milk shake? —Sorry, I can’t. A. doB. makeC. cook3. —What can I do for you ? —Please two apples and then .A. peel; cut them upB. peel; cut up themC. get; cut them down4. I walked a long way, ___I got there . A. Next B. First C. Finally5. We must cut __ the tomatoes and put them theblender.A. off; inB. up; intoC. down; into6. I want to buy . A. two bottles of milk B. two bottles of milks C. two bottle milks7. —How many _______ are there near the house? —None. A. chickenB. sheep师生反思、总结：。
省泰兴市西城初级中学八年级英语上册 Unit 8 Natural disasters Reading II教案 (新版)牛津版
Unit 8 Natural disastersComic strip and welcome to the unitTeaching Aims:1. To learn the new words and phrases2. To meet the past continuous tense3. Talk about s ome natural disaster.Step 1 Presentation1. Show some pictures to learn some words.2. Then read aloud the new words.disaster mop up earthquake thousands of accident coach crash flood wash away village lightning storm thunder catch fire Step 2 Do some exercises.Do Part A on page 93.Check the answers.Step 3 PresentationShow some pictures to present comic strip.Step 4 Listen and answer1. Listen to the tape and answer the follow questions.1) What’s the weather like?2) What happened to Hobo?3) What was Hobo doing when it started to rain?4) Did Hobo hear the rain?5) Why doesn’t he want to go home alone?6) What do you think of Hobo?2. Read the dialogue in pairs.3. Act it out.Step 6 Listening1. Listen to part B and answer the following question.1) What happened to Vivien’s school?2) When did it happen?2. Read after the recorder.3. Pratice in pairs.4. Act it out.5. Make their own dialogue.Step 7 Explanation1. wake up 醒过wake sb. up 叫醒某人e.g. I wake up at six every morning!我每天早上六点钟醒来。
英语 冀教版 八年级上册(教案)Unit 8 Celebrating Me! Lesson 48
Lesson48Li Ming’s Report教学目标通过本课的学习,学生能够:1.获取本篇报告内容,了解李明的优点、缺点、梦想、好朋友以及他的爱好,提取李明在报告中如何介绍自己的信息,形成信息结构图。
(学习理解)2.通过了解李明的报告,学会运用所学知识介绍自己的学习和生活情况,并学会正确地看待自己,克服紧张,树立自信心。
(应用实践)3.运用本课所学句型,结合信息结构图,用英语通过报告的形式向他人介绍自己。
(迁移创新)语篇研读What:本课语篇是李明向全班介绍自己的报告。
文中主要介绍了李明的优点、缺点、梦想、好朋友以及他的爱好。
Why:通过了解李明的报告,引导学生运用所学知识介绍自己的学习和生活情况,并且学会正确地看待自己,克服紧张,树立自信心。
How:文章首先是李明在好朋友詹妮的帮助下克服了紧张的情绪,接着介绍了自己想去上大学以及自己想当老师的梦想;最后介绍了自己爱唱歌和爱打乒乓球的爱好以及自己需要改进的地方。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过问题导入本课主题1.Greetings.2.Free Talk.Ask questions:Do you like to talkabout yourself to others?Why or whynot?How do you talk about yourselfto others?教师观察学生表现,预判学生对这一话题的了解情况设计意图通过问题导入本课主题,激发学生兴趣Activity1: Presentation学习本课新词Learn new words in the lesson bywatching pictures.Try to grasp themin class.教师观察学生能否认读本课新词,对拼写(见PPT)暂不做要求设计意图通过图片和设置的情景能更好地帮助学生理解、掌握本课单词【学习理解】Activity2:Listening听前预测,听中获取有用信息Listen to the dialogue and fill in theblanks.(见PPT)教师观察学生是否有准确获取有用信息的能力,并给出指导设计意图通过听力练习,初步了解本课内容,并培养学生使用听中抓取关键词、速记等能力完成听力任务【学习理解】Activity3:Reading 通过不同层次的阅读,让学生对文本内容进行深度解析1.Fast readingRead the lesson and finish Exercise1on page125.2.Careful reading(1)Why does Li Ming write letters andtalk to his friends?(2)What would Li Ming like to bewhen he grows up?(3)What do you learn from LiMing?(开放题)教师观察学生能否完成相关的问题,观察学生是否能够更深入地理解文章要点,把握学生内化所学内容和语言的情况设计意图通过阅读文本,进一步理解课文内容,提高学生概括、总结的能力,并在实践中运用所学词汇【学习理解】Activity4:Retell 复述本课内容Have the students read the lessonagain and fill in the passage.Then tryto retell the lesson.教师观察学生完成任务的情况,并给出指导设计意图通过复述课文内容,学生能够整体把握文章思路,深刻理解主题,整体使用语言素材。
Unit8CelebratingMe单元知识冀教版英语八年级上册
Unit 8 Celebrating Me英语八年级上册单元知识【单元学习目标】1.语言能力：能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义。
积累常用的词语搭配；了解句子的结构特征。
2. 文化意识：能通过简短语篇获取、归纳中外文化信息，认识不同文化，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断。
3.思维品质：能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；能辨识语篇中的衔接手段，判断句子之间、段落之间的逻辑关系。
4.学习能力：对英语学习有持续的兴趣和较为明确的学习需求与目标；有积极主动的学习态度和较强的自信心。
【单元思维导图】【单元知识梳理】一、重点单词uniquesuppose v.假设；推想ourselvesperson n.人；身体talent n. 天赋；人才personal adj. 个人的strength n. 力量；长处sense n. 感官；感觉Greece n. 希腊nobody pron. 没有人return v. 归还；恢复，回到Greek n. 希腊人junior adj. 地位较低的；晚辈的continue v. 持续，继续；延续average n. 平均，平均数stupid adj. 愚蠢的，笨的smart adj. 伶俐的，漂亮的impossible adj. 不可能的weak adj. 疲软的；虚弱的mirror n. 镜子microphone n. 扩音器，麦克风program n. 计划；方案confident adj. 确信的；自信的voice n. 嗓音，声音excellent adj. 出色的，杰出的stage n. 阶段；舞台heart n. 心，感情widely adv. 广泛地；普遍地beat n. 拍打；节拍slowly adv. 缓慢地，慢慢地herself pron. 她自己loser n. 失败者，败者fail v. 失败hardly adv. 几乎不，简直不Mexico n. 墨西哥accept v. 接受；承认，承担award n. 奖品，奖赏college n. 大学；学院二、重点短语What's up? (口语)怎么了?有什么事吗?近来怎么样?SOS 紧急求救(国际救难信号，一般作为海难求救信号)be supposed to 应该;被期望make sense 有道理;有意义It's my pleasure.乐意效劳。
冀教版英语八年级上册：Unit 8 Celebrating Me!_Lesson48教案设计
Unit 8 Celebrating Me!Lesson48Teaching ContentMastery words and expressions: college, It's time for…Oral words and expressions: Practice makes perfect.Teaching Aims1．Cultivate the ability of describing the other or one's own experiences.2．Make more chances to communicate with the others in English. Important PointsHow to introduce oneself.Difficult PointsThe sequence of demonstrating one thing.Teaching PreparationFlashcards.Teaching AidsMultimedia, flashcards.Type of lessonNew lesson.Teaching ProcedureⅠ．Let's sing the song “You Are You” together.Ⅱ．Try this tongue twister:So See's saw sawed seesaw.But it is was sad to see Soar so soreJust because See's aw sawed Soar's seesaw!Ⅲ．Look at the pictures in this lesson and guess:What is Li Ming doing?Ⅳ．Listen to the material and answer the following questions:1．Who is important to Li Ming?2．What is Li Ming good at?3．What's Li Ming's ambition?4．What sports does Li Ming like?Ⅴ．Read the text silently and check the answer. Then read the text loudly in class. At the same time, the teacher walks around the class and helps the students at any time.Ⅵ．Ask the students to spot some words, phrases, expressions or sentence patterns that stand in the way of their understanding. Here is the list, which can help the students write their own reports: 1．Do you like to talk about yourself to others? 你喜欢对别人谈论自己吗?talk about意为“谈论”,后面接谈论的话题.例句:What are you talking about? 你们在谈论什么?we are talking about this film.我们在谈论这部电影.注意:about是介词,如果后面跟代词,要用其宾格形式;如果后面跟动词,要用其- ing形式.Are you talking about me? 你们在说我吗?Let's talk about cooking! 让我们谈论一下烹调吧!拓展.（1）talk to 意为“跟…谈话”,后接某人.You'd better talk to him about it.你最好找他谈谈这件事.（2）talk with 意为“与…交谈”,后接某人,强调双方交谈.Let's talk with each other.咱们谈一谈吧.（3）talk of与talk about的意思相同,一般提及某人或某事用talk of,涉及某人或某事的详细情况用talk about.2．It is time for Li Ming to present his report.到李明作报告的时候了.It's time for sb. to do sth.意为“到某人做某事的时间了”.It's time for us to go home.是我们回家的时候了.友情提示:It's time to do sth.= It's time for sth.It's time to have supper. It's time for supper.该吃晚饭了.3．Before class, he was nervous about his report.课前,他对他的报告非常紧张.be nervous about对…感到紧张.例句:Don't be nervous about the exam, you will make it!考试别紧张,你会成功的.4．I work hard in school and I hope to go to college someday.我在学校努力学习,我希望将来有一天能上大学.work hard意为“努力学习;努力工作”.work hard后常加介词at,表示在某一方面刻苦学习,意为“努力学习…”.例句:We work hard to pass the final exam.为了通过期末考试我们努力地学习.John worked hard at his subjects and became a good student.约翰努力学习功课,成了一名优秀的学生.Wang Hai is working hard at his English.王海正努力学习英语.do well意为“做得好”,后面常加介词in,构成do well in,表示“在…方面做得好;擅长…”,其同义词组为be good at,反义词组为do badly in或be bad at.例句:我哥哥擅长数学.My brother does well in math. = My brother is good at math.someday adv.将来有一天,有朝一日.例句: They would like to own their own farm someday.他们希望有朝一日能拥有自己的农场.5．I believe that practice makes perfect.我相信熟能生巧.practice名词,意为“练习;实践”.practice动词practice doing sth.例句: His sister often practices playing the piano.她妹妹经常练习拉小提琴.6．I am one of the best players in the school.我是学校最好的队员之一.One of…意为“…之一”.注意:one of之后常接可数名词复数,有时名词前可用形容词的最高级修饰.例句:I call answer one of these questions.我能回答这些问题中的一个.O ne of…做主语时和一般现在时的中谓语动词用单数.例句:One of the boys is from Canada.男孩子中的一个来自加拿大.One of the girls often wins the award.其中一个女孩子经常获奖.Ⅶ．Come to “LET'S DO IT”.Work in groups with three or four people. Write down the famous person whom you admire. What is he like? What do you want to learn from him? If you want to be him, what do you want to do now?Share your ideas with the partners.Ⅷ．Homework.1．Finish off the activity book.2．Go on the next reading in the student book.Summary:This lesson is the key of this unit. All the classes in the unit are around the subject. Li Ming gives his report at last. All the students are eager to know Li Ming's report. So arranging some questions and letting the students find the answer is a very good way. Then provide them chances to practice in the class.。
冀教版英语八年级上册Unit8Lesson48说课稿
课后作业的布置情况如下：我会布置一份综合性的作业，包括以下目的：
1.复习巩固：要求学生复习本节课所学的词汇和句型，并完成一些相关的书面练习。
2.拓展学习：鼓励学生查阅资料，了解更多关于不同节日的文化背景知识，并撰写一篇小报告。
3.实践应用：要求学生尝试用英语与家人或朋友讨论节日计划，将所学知识应用到实际生活中。
-学生在合作学习中，可能存在沟通不畅和协作不顺畅的问题，需要引导他们积极沟通，共同完成任务。
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，他们的年龄特征通常表现为正处于青春期，好奇心强，对新鲜事物充满兴趣，但注意力容易分散。在认知水平上，他们已经具备了一定的英语基础，能够理解和运用基本的英语语法和词汇。在学习兴趣方面，学生对节日的庆祝活动通常较为感兴趣，特别是能够接触到不同文化的节日。然而，他们的学习习惯可能还不够成熟，需要教师在课堂上提供明确的学习目标和结构化的学习路径，以帮助他们更好地吸收知识。
2.句型：What do people usually do during the festival? How do people celebrate...?等询问节日习俗和庆祝方式的句型。
3.语法：一般现在时态的运用，以及情态动词can的用法。
4.听力：听力练习，训练学生捕捉关键信息和概括总结的能力。
-学生学会通过观察、分析和总结，了解不同文化背景下的节日习俗；
-学生学会合作学习，与同伴共同完成任务，提高自己的团队协作能力。
3.情感态度与价值观：
-学生对节日文化产生兴趣，增强对多元文化的尊重和理解；
-学生在学习过程中，培养自己的跨文化交际意识和能力；
-学生在参与课堂活动中，体验到学习的乐趣，形成积极向上的学习态度。
八年级上册Unit8Lesson48LiMing'sReport冀教版
III.用方框中所给词的适当形式填空
college with perfect player advice
1. A famous saying goes that “Practice makes perfect ” .
Ms.Liu always gives us confidence to speak English. 刘老师总是让我们有信心开口讲英语。
3.Sometimes 副词，“有时”，相当于at times. [拓展]： 频度副词频率比较： always(总是，一
直)>usually（通常）>often(经常) >sometimes(有时)>ever >seldom > never(从不） 对这些频度副词提问时，用how often。
I would like __t_o_ _g_o__ _t_o___co_ll_e_g_e__ someday.
II. 用所给词的适当形式填空。
1. He is one of the best __p_la_y_e_r_s_ (play) in the country. 2. They enjoyed _t_h_e_m_s_e_l_v_e_s (they) during the holiday. 3. Can you give me some methods for _l_e_a_r_n_in_g_ (learn)
I am very active at my school，so I make a lot of friends. We always study and play together.
2014版人教新目标八年级下册英语unit8课文详解
Unit 8 Have you read Treasure Island yet?Section ALanguage Goal: Talk about recent events and experiences1a Have you heard of these books? Check (√) the ones you hear.______Alice in Wonderland [ˈælis ɪn 'wʌndəlænd]《爱丽丝梦游仙境》______Little Women [ˈlitl 'wɪmɪn]《小妇人》______Treasure Island ['treʒə(r) 'aɪlənd]《金银岛》______Oliver Twist [ˈɔlivə twɪst]《雾都孤儿》______Robinson Crusoe [ˈrɔbinsn ˈkru:səu]《鲁滨逊漂流记》______Tom Sawyer [ˈrɔbinsn ˈkru:səu]《汤姆·索娅历险记》A: Have you read Little Women yet?B: No, I haven’t. Have you?A: Yes, I’ve already read it.B: What’s it like?这本书怎么样?A: It’s fantastic.[fænˈtæstɪk] 棒极了！2a Listen. Who has read these books? Circle the names.1. Treasure Island Mark/ Tina2. Oliver Twist Mark/ Tina3. Robinson Crusoe Mark/ Tina4. Tom Sawyer Mark/ Tina1. Tina2. Mark Tina3. Mark Tina4. Tina2b Listen again and write T for true and F for false.1. Oliver Twist is about a boy who went out to sea and found an island full of treasures.《雾都孤儿》是关于一个男孩出海，并发现了一个充满宝藏的岛屿的故事2. Robinson Crusoe is a classic.['klæsɪk]《鲁滨逊漂流记》是一部名著。
冀教版英语八年级上册Unit8Lesson48说课稿
在新知讲授阶段，我会逐步呈现知识点，引导学生深入理解。首先，我会通过示例，教授如何使用形容词来描述动物的外貌特征和行为习惯。然后，我会让学生模仿示例，自己尝试描述其他动物。在这个过程中，我会引导学生注意使用一般现在时描述动物的习惯。接着，我会通过一些练习题，让学生巩固所学知识，并提供必要的学习指导。
（二）教学反思
在教学过程中，我预见到可能会遇到学生对形容词用法的混淆以及一般现在时态的运用困难等问题。为应对这些问题，我将提供多个例子进行讲解，并设计一些练习题让学生进行实际操作，以加深他们的理解。此外，我还将密切关注学生的学习情况，及时解答他们的疑问，并提供个别辅导。
课后，我将通过学生的作业和课堂表现来评估教学效果。如果发现大部分学生在某个知识点上存在问题，我将考虑在下一节课中进行复习和巩固。具体的反思和改进措施可能包括调整教学方法、增加练习题的难度或设计一些补充活动，以确保每个学生都能够掌握所学知识。通过不断的反思和改进，我希望能够提高教学效果，帮助学生更好地学习英语。
在整个课程体系中，Unit8Lesson48处于第八单元的第四课，属于中级阶段。学生在此之前已经学习了如何描述人物的外貌和特征，以及如何用一般现在时描述人物的习惯。本节课的内容是在此基础上，将描述的对象扩展到动物，并且通过图片匹配的方式，加深学生对形容词和一般现在时的运用。
（二）教学目标
1.知识与技能目标：学生能够准确地使用形容词来描述动物的外貌特征和行为习惯，并能够用一般现在时描述动物的习惯。学生能够通过图片匹配，找出与描述相匹配的动物。
三、教学方法与手段
（一）教学策略
在本节课中，我将以交际式教学法和任务型教学法为主。交际式教学法能够让学生在真实的语言环境中进行交流，提高他们的口语表达能力。任务型教学法能够让学生在完成任务的过程中，运用所学知识，提高他们的综合语言运用能力。这两种教学法都符合现代英语教学的理念，能够激发学生的学习兴趣，提高他们的学习积极性。
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Listening and Speaking A
What’s it?
toilet -plunger
Knighthead 支撑杆
Role- play
Peter
Hi, Lily. I have bought…
Lily
Making a guess
Can you make a guess? I think maybe it is a… I don’t know for sure, but I guess it is… I bet / believe that it must be…
How to Develop a Positive Self-Image
Self-image can be either positive or negative and can have a tremendous impact on your success and happiness. Developing a positive self-image can be a tough challenge for most people but it is always possible. Here are things you can do to achieve that goal. 1.Let go of self-defeating thoughts in your head. Train your mind to substitute positive thoughts over negative ones. 2. Make a list of your assets. List down everything you have (physical and mental attributes) that make you feel good and refer to your list everyday and be thankful. Every person is unique and you have something in you that other people don't have. 3.Stop the habit of dwelling on past mistakes and failures 4. Give yourself time to heal and rebuild your self-image. Change doesn't happen overnight; it takes days, weeks, months and even years to see the results. Be patient and keep going. One day you will be surprised how much you have changed and how proud you are of your new self!
possible / likely / probable （2）probable用来指有根据、合情理的事物，语气比 possible 强。表示“很可能”。例如： ◆It is probable that she will win the game. 她很有可 能会赢得这场比赛。 probably为probable的副词形式。表示“很可能地”。 例如： ◆ It is probable that she will win the game. (=She will probably win the game.) （3）likely侧重“从表面迹象看来，很有可能”，与 probable接近，有时可互换。例如： ◆It’s likely/probable that you will get the job. 你很可 能得到这份工作。 likely后面可以接 不定式，而probable则不能。例如： ◆ It is likely to rain tomorrow. 明天很有可能会下雨。
Warm-up
Slogan (n.) 口号，标语，广告语。 （1）He concluded his speech with a ~.
Connecting People. 科技以人为本！(Nokia) Just do it. 只管去做。（耐克运动鞋） No business too small, no problem too big. 没有不做的小生意，没有解决不了的大问题 （ IBM公司） Communication unlimited (Motorola) 沟通无极限（摩托罗拉） Let’s make things better.让我们做得更好。 （飞利浦电子）
Summary
1.create an image 6.likely/possible/probable 2.make sense of image 7.be sure/ make sure/for sure 3.create a professional image 4.stand for 5.advertising slogan 8.make a guess Can you make a guess?
slogan, image, make sense of
1.
2. 3.
image of you as always being I have the ____ cheerful and optimistic(乐观的）。 sense of what they say. Can you make __________ slogan “Service with a smile” is the store’s______
（1）possible强调客观上有可能，但带有“实际 可能性很小”的暗示。作表语时，主语不能是人， 可用 it 作形式主语，用不定式或从句作真正的主 语。例如： ◆ It is possible that the meeting will go on until late. 可能会议要开得很晚。 ◆ It is possible for me to finish the work in time. 我有可能及时完成这份工作。 possibly是possible的副词形式，它常与 can， may，must等词连用。例如： ◆ He may possibly succeed. (=It is possible that he may succeed.)
Homework
1. Recite the conversation on page 127. 2. Review the language focus and prepare for the dictation next time. 3.Finish the exercises in part one on the workbook. 4.Gather at least five slogans and translate them on your notebook.
父亲的形象经常出现在我的脑海里。 The ~ of my father often appears in my mind.
2. make sense of …搞清……的意思，理解，弄懂。
（1）Can you ~ what he says? (2) Please ~ these marks on paper immediately.
Connecting People. Just do it. No business too small, no problem too big. Communication unlimited. Let’s make things better. Engineered to move the human spirit. Intel Inside. Apple Thinks Different. The new digital era． Ask for more.
Yes, you got it./ No try again! In fact/ Actually / As a matter of fact, it is..,
Speaking: Making case
mouse
possible / likely / probable
I think maybe it is a… I don’t know for sure, but I guess it is… I bet / believe that it must be…
Yes, you got it./ No try again! In fact/ Actually / As a matter of fact, it is..
比较be sure of 和be sure to do： be sure of 和be sure that一样，主语是 人 ，主语感到“有把 握；确信”；be sure to do的主语可以是人，也可以是物，表 示说话人推测“一定；必然会”。例如： ◆ Tom is sure of his success. 汤姆确信他会成功。 ◆ Tom is sure that he will succeed. ◆ Tom is sure to succeed. 汤姆一定会成功。 (说话人的看法)
May 21, 2014
南京浦口中等专业学校 张连凤
Language focus
1. image (n.) 影像，肖像，图像，形象。 (1) His public ~ is very different from the real person. (2) The deal destroyed his ~ as Mr. Clean.
for sure 确定；无疑。例如： ◆ Nobody knows the cause of the fire for sure. 没有人确切地知道大火的原因。 (1)sure的常用词组有be sure of, be sure to do, be sure that等。 例如： ◆ Jimmy is sure of winning the game. 吉米有把握能赢得比 赛。 ◆ I’m sure to be back soon. 我一定会很快回来。