inaccuracy根据短文内容和首字母提示why d0 s0 many

be subject to 怎么翻译才恰当

be subject to v. 受支配, 从属于, 可以...的, 常遭受... “在合成图像测量中个别图像边界的长度测量受不准确度的影响” 在这里应该是“受支配，受影响”的意思

怎樣才能把英語單詞記得又快又准？

苦背不如巧背 背过了不等于背会了 　　英语复习进行到了中后期，从表面上看，考生对词汇似乎已经不再陌生。

有的人可能已经把英语词汇大纲背了两遍以上，甚至更多；有的人可能还专门学习了一本厚厚的词汇手册。

但学习效果究竟如何？最多的回答可能会是：翻开书什么单词都认识，词义也知道，但是一合上书本，就什么都不知道了。

做听力、阅读、英语知识运用题仍然会遇到大量的生词；做翻译题还是有许多词，心中大致知道其义，却不知该如何用汉语表达出来；至于写作能够用的词汇，更是捉襟见肘，不用说用词准确地道，就连找到一个马虎能应付的词来完成表达都不容易。

　　出现以上种种现象的最根本原因是大家在学习单词的时候，只是片面地追求每天背单词的数量，没有从真正意义上掌握单词。

要想解决以上问题，必须做到以下几点： 　　凡事预则立、不预则废，做好计划才能从容应对 　　静下心来将单词的学习任务列下来，计算一下能够分配给英语词汇的学习时间，计划好每天应该完成的任务量，每日的任务必须当日完成，因为下面可能再也没有专门学习词汇的时间了，如果有些单词不能一次性记全，那就应当做记录，记下这笔帐，在以后的习题练习时补上。

　　全面地学习、理解、掌握单词 　　对于重要的单词，不仅要学会其基本词义，还要能够拼写，知道它的语法特点、习惯搭配以及语体色彩等。

　　重视合成词和派生词 　　在实际的考题当中，许多生词都是以派生词的形式出现的，有时是多个词在一起组成的合成词，如disgraced，materialistic，two-and-a-half，build-up，downshifting。

　　在词汇大纲的附录3中列出了常用的前缀和后缀，对于这些词缀，大家一定要全部学会，不要以为附录里面的内容就不重要，只有学好了词缀，才能抓住实际考题中的派生词。

大部分词缀我们以前可能见过，有些可能还很陌生，如over-，under-，semi-，mini-，multi-，-en，-ify，-ous等等。

　　重点记忆核心词汇 　　任何时候学习单词都要有所区分，有重点地学习。

这一点对于英语来说，更为必要，因为区分单词有利于我们分清单词学习的轻重缓急，做到心中有数，做到有计划地学习。

一般来说，我们习惯把单词分为四类。

　　第一类为基本词(1497个)，指我们已经掌握的词，如able，active，borrow，camera，dark，death，joy，manager，restaurant等等。

　　对于这类词，我们只需查漏补缺，找出记得还不太牢固的单词加强记忆即可。

　　第二类为新义词(72个)，指那些我们以前学习过的熟词，这类词的一些意思我们已经掌握，词汇大纲中，它们又有了另外一些新的意义，如air“使通风”，fan“激起”，immediate“直接的，最接近的”，second“赞成，附和”等等。

　　对于这些新的意义，我们一定要高度重视，因为这些是命题人最偏爱的考点。

　　第三类词是认知词(1125个)，这类词指我们以前没有学过，或者我们比较陌生的词，它们的特点是意义比较偏，使用频率不是很高，有些单词的拼写还比较复杂，但是它们的用法比较固定，本身没有带短语，也不和其他词构成习惯搭配。

如anniversary，bibliography，earthenware，homogeneous，puter等等。

　　对于这类词，要达到能够识记即可，也就是说当文章中出现这类单词时，我们能够知道其意思。

　　第四类词是核心词(2606个)，也就是复习备考中最重要的词。

这类词本身意思多，附带的短语多，搭配活跃，在各种场合出现的频率高，并且有许多同义词和近义词。

如modate，ordance，municate，conform，observe等等。

　　对于这类词，大家要能认得出，听得懂，写得对，用得准。

　　掌握各种短语和搭配 　　动词是句子的核心，是绝对不可缺失的部分，同时在句子中的搭配最为活跃，其附带的短语最多，变化形式最多；介词和其他词的搭配关系是约定俗成，动词和介词搭配都是固定的，所以必须牢记，没有使用规定的单词就是错误，如use和of搭配，charge与with一起使用，这一点在写作中尤其重要。

　　各种短语是正确理解文章、解答英语知识运用试题和英译汉试题、听懂短文对话和写出地道英语句子的关键。

　　有侧重点地记忆 　　另外，学习和巩固英语单词，还可以将单词根据不同题型的要求重点记忆。

如，我们可以将一些单词规定为听力核心词汇，特别是那些在一定的话题中反复出现的单词。

如president，interview，university，pollution，publish，program，forecast，service，charge等等。

　　一些单词要重点研究它们在完形填空中的作用，如not only…but also，both…and，no sooner…than，hardly…when，on one hand…on the other hand，although，however。

　　有些单词要学习它们在阅读理解中的用法，如advocate，epted，original，generally，approach，fundamental，revolutionary，reconstitute，enhance，define，conventional，uracy，prevail，issue，decline，decrease，disadvantage，ur，trend，claim，argument等等。

　　有些单词结合写作来学习，如firstly，secondly，finally，tobeginwith，furthermore，inaddition，likely，reveal，depict，indicate，convey，inform，show，describe，symbolically，although，nevertheless，likewise，asto，support，obviously。

　　在练习中复习和检测 　　英语单词的学习不应是孤立的，一定要结合各种题型习题的练习来进行。

　　在听力练习中解决单词的读音和拼写。

做完听力试题后，一定要看一看是否存在没有听懂的单词和短语；在英语知识运用中解决单词的具体用法以及同义词和近义词的辨析。

对于有些需要辨析的选项，即使答案做对了，如果有不清楚的地方，也要停下来，查阅词典，在笔记上做记录。

　　通过阅读理解，可以学习单词在具体语言环境中的功用及其意义的活用，一篇阅读理解文章一般有400词左右，其中会包括20个左右的核心词汇，做完阅读理解试题后，将那些核心词汇找出来，仔细体会它们的意义和用法是最好的词汇巩固方法，而且通过阅读来记忆词汇也是目前最为流行的词汇记忆方法。

　　在写作练习中体会词汇的细微差别，最能帮助考生体会不同词汇的表现力。

经过对10篇左右文章的“咬文嚼字”、“字斟句酌”，一般考生都能写出比较地道的英文句子。

　　一句话，在复习的中后期，英语单词的学习是时时处处的事情，和练习是紧密联系在一起的，我们只有主动地去学习和体会单词的用法，才能真正将单词学会记牢！

以my teaching methods英语作文

展开全部 你好，很高兴为你解答，答案如下： Much of my teaching methods is a result of my experiences as a student and as a teacher.I have tried to adopt the characteristics of good teachers that I have had and also reflect on the effectiveness of my own teaching methods. 1. Fine-tune the challenge. We’re most motivated to learn when the task before us is matched to our level of skill: not so easy as to be boring, and not so hard as to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of your abilities, and keep upping the difficulty as they improve. 2. Start with the question, not the answer. Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a fait pli, but as a live question begging to be explored. 3. Encourage students to beat their personal best. Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students pete against themselves: run through the material once to establish a baseline, then keep track of how much they improve (in speed, in uracy) each time. 4. Connect abstract learning to concrete situations. Adopt the case-study method that has proven so effective for business, medical and law school students: apply abstract theories and concepts to a real-world scenario, using these formulations to analyze and make sense of situations involving real people and real stakes. 5. Make it social. Put together a learning group, or have students find learning partners with whom they can share their moments of discovery and points of confusion. Divide the learning task into parts, and take turns being teacher and pupil. The simple act of explaining what they’re learning out loud will help them understand and remember it better. 6. Go deep. Almost any subject is interesting once you get inside it. Assign the task of ing the world’s expert on one small aspect of the material they have to learn—then extend their new expertise outward by exploring how the piece they know so well connects to all the other pieces they need to know about. Due to the fact that learning is a lifelong process,I believe that my job as an educator is to teach students the skills needed to be both critical thinkers and independent learners.I see the importance of teaching the process of problem-solving and not just the end result.A student should learn to approach an issue with an open mind and attitude,so that they can recognize the true cause of a problem,and develop creative solutions.In this way,they will be able to apply what they’ve learned to real world situations after leaving the school environment. 希望我的回答对你有帮助，满意请采纳。

根据短文内容和首字母提示why d0 s0 many

Why do so many Americans distrust what they read in their newspapers? The American Society of Newspaper Editors is trying to answer this painful question. anization is deep into a long self-analysis known as the journalism credibility project. Sad to say, this project has turned out to be mostly low-level findings about factual errors and spelling and grammar mistakes,bined with lots of head-scratching puzzlement about what in the world those readers really want. But the sources of distrust go way deeper. Most journalists learn to see the world through a set of standard patterns into which they plug each day’s events. In other words, there is a conventional story line in the newsroom culture that provides a backbone and a ready-made narrative structure for otherwise confusing news. There exists a social and cultural disconnect between journalists and their readers, which helps explain why the "standard patterns" of the newsroom seem alien to many readers. In a recent survey, questionnaires were sent to reporters in five middle-size cities around the country, plus one large metropolitan area. Then residents in munities were phoned at random and asked the same questions. Replies show pared with other Americans, journalists are more likely to live in upscale neighborhoods, have maids, own Mercedes, and trade stocks, and they’re less likely to go to church, do volunteer work, or put down roots in munity. Reporters tend to be part of a broadly defined social and cultural elite, so their work tends to reflect the conventional values of this elite. The surprising distrust of the news media isn’t rooted in uracy or poor reportorial skills but in the daily clash of world views between reporters and their readers. This is an explosive situation for any industry, particularly a declining one. Here is a troubled business that keeps hiring employees whose attitudes vastly annoy the customers. Then it sponsors lots of symposiums and a credibility project dedicated to wondering why customers are annoyed and fleeing in large numbers. But it never seems to get around to noticing the cultural and class biases that so many former buyers plaining about. If it did, it would open up its diversity program, now focused narrowly on race and gender, and look for reporters who differ broadly by outlook, values, education, and class.