Jeremy Lin is famous for playing basketball.改为同义句Jeremy Lin

这是杰里米喜欢的那类事情.that 引导的定语从句,修饰the sort of thing.

这是一个特殊疑问句
疑问词是“what", "Michael baker and Jeremy shor"（人名）是主语,谓语动词是"are"
属于特殊疑问词 + 谓语动词（组合） + 主语 + 其他 ?这一类型.例如：
What is your name, please?
希望能帮助到你!望采纳!谢谢~~

通常解释不了,老师就会说固定搭配,哈哈哈!

B

B


这题考察As well as的用法，意思是：不但…而且，和，除了…, Except for 表示（局部）排除，But for要不是，句意是：Jeremy Lin的成功不仅仅是自信，还有天才，坚持，汗水也不能忽视。选B。

因为前面有了一个定语Jeremy's,所以就不能再加the了,语法就这么定的

杰里米,已经把注意力集中在他的食物,抬头看着提到的纸张

- - 好长啊~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~·

an

is playing for.Once played fo

楼主您好,很乐意为您
1 因为回答是回答这个人的职业 所以提问用what 如果用who 提问、回答就应该是所属关系 比如回答 he is my father
2 how much 是表示程度的短语 这里翻译为,你不知道我有多么地想再次看到你 而how long 是对时间提问
3 me too 只能表肯定
4 这是语法中的规则 因为有了can you guess 所以后面要用陈述语序
不懂追问

Jeremy was amused by Jenny's answer.And then he explained why everybody laughed to Jenny.
There was another reception some time later.Jeremy took Jenny to there as well.Jeremy made a speech which was not very funny.No one laughed.This time,Jenny asked why no one laughed.

B

1、看清楚句子成分有助于理解句子意思和指代关系：
【My son主语】【 loves谓语】【 Jeremy Shu-How Lin宾语,定语从句先行词】【 very much状语】,【who从句主语】【is谓语】【 a famous basketball player.表语】
2、这是由who引导的【非限制性定语从句】.用who而不用as,which的原因是：
这里明确指代前面的 Jeremy Shu-How Lin（林书豪）宾语,定语从句先行词,即,指代人.
而as,which指代整句话的意思,不是具体哪个词或对象.
祝你开心如意!

1、元音
（1）单元音：①／i／／u／／e／与汉语单韵母对照
②／a:／／:／／:／／i:／／u:／／／
a o e i u ü
说明：先读汉语单韵母,并注意排序,再利用这个排序记英语单元音,易记.
（2）双元音：①／ai／／ei／／au／／／（／ju：／）与汉语复韵母对照：ai ei ui ao ou iu
②／i／／／／u?／
③／i／
说明：根据汉语复韵母排序来记双元音第①组,英语中无ui；／au／与ao,
／／与ou的写法不同；／ju：/是双元音.
第②组的相同点是都带／／,第③组只有一个,直接记就行了.
2、辅音
（1）辅音总数：／b／／p／／m／／f／／v／／d／／t／／n／／／／l／／g／k／／h／
／／／tF／／F／／V／／dz／／ts／／s／／W／
／z／／T／／j／／w／／dr／／tr／／r／
与汉语拼音对照：
b p m f d t n l g k h jq x zh ch sh r z s y w
说明：1．根据汉语声母排序来记英语辅音音标,汉语声母b、p、m、f、d、t、n、l、g、k、h与英语辅音／b／、／p／、／m／、／f／、
／d／、／t／、／n／、／l／、／g／、／k／、／h／基本一致；汉语声母j、q、x、zh、ch、sh、r、z、c、s、w与英语音标／dz／、／ts／、／s／、／W／、／j／、／w／作比较；／dr／、／tr／、／r／单独记.
2．汉语拼音b、p、m、f的发音比英语音标／b／、／p／、／m／、／f／多一个／／音；j、q、x、z、c、s、r比英语音标／dF／、／tF／、／F／、／dz／、／ts／、／s／、／W／、／z／、／T／隔开一个／i／音.
（2）辅音的分类
分类一：
①清浊成对的：
清：／p／／t／／k／／f／／F／s／／W／／tF／／ts／／tr／
浊：／b／／d／／g／／v／／V／／z／／T／／dV／／dz／／dr／
说明：可用谐音记忆法记住清辅音这一组,即：婆特客,福西施,七尽垂
／p／／t／／k／／f／／F／／W／／tF／／ts／／tr／
可理解为：婆婆有位特殊的客人,她的名字叫福西施,人不仅美,而且高,有七尺高（“垂”理解为“高”）.
②单干户（即不成对的辅音）
／m／／n／／N／／l／
／r／／h／／j／／w／
记成：三个鼻音（／m／、／n／、／N／）、／l／、
／r／和（即／h／）／j／、／w／
分类二：
（1）／p／／b／／t／／d／／g／／k／／f／
／v／／F／／V／／s／／z／／W／／T／／r／／h／
／tF／／dV／／ts／／dz／／tr／／dr／
记成：爆破、摩擦、破擦、前3对、中5对（添上／r／、／h／）、后3对
（2）／m／／n／／N／／l／／j／／w／
记成：三个鼻音,一个边音（l）,两个半元音（／j／、／w／）
分类三：
（1）清辅音：／p／、／t／、／k／、／f／、／F／、／s／、／W／、／tF／、／ts／、／tr／,再加上／r／、／h／,合计12个.
（2）浊辅音：／b／、／d／、／g／、／v／、／V／、／z／、／T／、／dV／、／dz／、／dr／再加
上／m／、／n／、／N／、／l／、／j／、／w／合计16个.
老师讲分类：作用：1、记住清辅音,对名词变复数,动词变第三人称单数,动词的过去式的读音规则有极好的分辨作用.2、了解爆破音,对读英语的失去爆破很有帮助.

这是强调句,没什么省略,只是强调那一周.

用法都一样, so代指前面提过的事,方法等.

Jeremy Lin is famous as a basketball player.
精锐长宁天山

A

当Jeremy Hampden,一个因为幽默而受人敬重的人,被邀请做婚礼致词的时候,他毫不犹豫的答应了
When Jeremy Hampden,（who is greatly admired for this great sense of humour,）was invited to make a speech at a wedding reception,he immediately agreed to do so.
括号内部分是个插入语,只对Jeremy Hampden起解释作用,在句子结构上没有什么重要作用,可以省略.其他的没什么好解释的了~

选A
翻译：你听说一些关于杰瑞米 林的令人兴奋的事吗?
他在上个NBA篮球赛中表现出色.
因为：疑问句要用anything,根据句意,这件事是令人兴奋的,而填 重要的 并不恰当,故选A

C

A

what is sb提问的是某个人的工作是什么

Jeremy Harmer提出的外语教学“三要素”理论对外语课堂教学起了积极的指导作用.首先,投入被列为外语教学不可或缺的一要素,这一观点非常符合现代汉语外语教学理念.它一语道破了外语教学中至关重要而又常常被忽略的一个因素.即在以往的公外教学中,教师很少关注学生的学习兴趣、学习倾向;也很少注重调整教学策略以吸引学生注意力,因而很难唤起他们对英语学习的兴趣以及培养他们长期坚持学习的毅力.教师们总觉得这些非语言因素与外语教学关系不大.殊不知,“动机影响认知”,(刘润清2004)学习动机无疑是影响学生语言能力的一个重要因素.明确的学习目标有助于积极认知,积极认知能激发学习兴趣,加强学习信心,从而进一步加强学习动机,这是一良性循环过程.
The three elements of Jeremy Harmer’s ESA Theory play a positive guiding role in foreign language classroom teaching. Firstly, engage is considered as an indispensible element
In foreign language teaching; this viewpoint completely accords with the concept of modern Chinese and foreign language teaching. It hits the nail on the head by pinpointing an important yet often neglected factor, i.e. in past common teaching courses, teachers seldom cared about students’ learning interest and propensity, and they cared little about adjusting the teaching strategy to attract students’ attention. Thus, it was hard to arouse their interests in English learning and train their perseverance in adhering to long term learning. Teachers always felt that these non-language factors had nothing to do with foreign language teaching. But they hardly realized that ‘motivation has an impact on cognition’ (Liu, 2004); undoubtedly, academic motivation is an important factor that affects the language ability of students. An explicit learning objective contributes to a positive cognition, positive cognition incites learning interest and enhances confidence, and in turn, it further strengthens the academic motivation; this is the process of a virtuous circle.
其次,学习和运用在Harmer先生的教学理论中也被赋予新的含义.以口语教学为例,运用不再是要求学生为了学习和巩固某一语言知识点而生造大量的无意义的句子,外语教学不再仅仅停留在语言知识的层面上,而是要求学生在接近真实的语言环境中完成一些教学任务,互相交流一些信息,以实现语言的主要功能———社会交际功能.这与韩礼德的功能派语言学理论(语言是社会人际交往中行使各种功能的工具)是一致的.学习也不仅仅是从书本上学习语言知识,在口语课的辩论或角色扮演活动中,教师会在中断学生口语活动的情况下,记录下同学们普遍所犯的错误,然后予以纠正,因而同学们可以从自己或他人的错误中学习新知识.一堂成功的口语课应该是这三要素共同作用的结果.(Harmer 2000)一种以语言实践为主体、学习与活动互动的口语教学模式必能极大地提高学生语言应用能力.为了达到这一目的,笔者建议采用下列这些口语教学活动形式.
Secondly, In Harmer’s theory, study and activation are also given new definitions. Take oral language learning as an example, ‘activate’ no longer means that students are required to make up lots of meaningless sentences in order to learn and consolidate a certain language point. Foreign language teaching is no longer confined only to the linguistry level, instead, it requires students to accomplish certain tasks in likeliest authentic language surroundings and to communicate information, so as to truly put into effect the primary function of language——social interactions. This is in line with the functional linguistics theory of M.A.K.Halliday (Language is a tool for exercising the various functions in social interactions). ‘Study’ does not merely mean the learning from text books; during practice exercises such as debates or role-plays, teachers will interrupt the sessions, record and correct the mistakes generally made by students, so the students can learn from their own or others’ mistakes. A successful session of oral language class should be the result of the joint functions of these three elements. (Harmer 2000) An oral English teaching mode with language practice as the principal part, coupled with the interaction of study and activation, will surely enhance students’ language capability. In order to achieve this objective, the writer suggests the following activity modes for oral language teaching:
【英语牛人团】

so是代词,这里应该代指了前面的词,要联系上下文来看,表示如此,这样

a circle of friend 是一圈／群朋友得意思,像固定用法a number of sth 一样 不可以改成其它形式
like做动词 like + doing/to do,在这里alone 是形容词,所以是be alone, 动名词就是being alone.

why this was so是主句中谓语动词asked的直接宾语从句,是一个名词性从句,由连词why引导.其中why this was so的意思是“事情是这样的”,这个宾语从句采用了主系表的陈述句语序.

小题1:C
小题2:C
小题3:B
小题4:A
小题5:D

C

我不知道你们大伙儿打算怎么靠杰里米的工资活着

When the audience saw Jeremy Lin,they got so excited that they cried out.
当观众们看到林书豪时,他们激动得大喊大叫

learned 应该对

奇迹,杰出的人才
很高兴为你解答!
请及时采纳哦!多谢你的问题!

小题1:B
小题2:D
小题3:C
小题4:A
小题5:D

读 [ 'd3erimi ],中文翻成杰里米,但发音的时候由于"r"发卷舌音,所以还是更接近杰瑞米.
三个元音都发短音.
这里的Je发音可以参考jet,跟jet的前半部分相同发音.
剩下"remy"里的"e"和"y"跟it里的"i"发相同的音.

D

When Jeremy was invited to make a speech at a wedding reception he immediately agreed who was greatly admired for his great sense of humour.It was a great success since the speech contained a lot of funny stories.But his daughter was disappointed and wanted to go home when he finished the speech because she didn't like to see so many people laughing at him.
When 是时间状语,表示当什么的时候；Who was这里是定语从句用来描述Jeremy是个什么样的人.第一句的意思大意是：当男主被邀请做婚礼演说的时候他立马答应了,他是一个公认的富有幽默感的人.定语从句Who was...放在最后修饰主句（he immediately agreed）主语he(也就是Jeremy).

两个十美分一个五美分硬币是杰里米仅剩的了.
dime n.(美国、加拿大的)10分铸币
nickel n.镍；(美国和加拿大的)五分钱

很长一段时间里,林书豪曾经是纽约尼克斯队一个默默无闻的篮球队员.

小题1:D
小题2:A
小题3:B
小题4:B

作者通过描述自己哥哥的成长历程和性格来说明做父母的应当知道如何教育他们自己的孩子。
小题1:细节理解题 根据第一段可知，他在体育方面很擅长。
小题2:细节理解题 根据第三段中“...No one sees Bob without leaving with a laugh..."可知Bob是乐观的，因此选A
小题3:细节理解题 根据最后一段可知Bob可以是个很不错的运动员，因为他擅长很多方面的运动。
小题4:推理判断题 根据作者所举的例子可推断父母应当知道如何教育他们自己的孩子。

第一句没问题,第二句which用得不恰当,可以改用that或者it.个人感觉it更贴切.that和it指代上一句中的原因.which is hard work.这句从结构上看是一个疑问句.而tkink后面的宾语部分应该为陈述语气.所以which不恰当.希望对你有所帮助.

一切你想知道的关于林书豪的书更多的是最热门的亚洲篮球采纳哦!

was可以用got代替,不过用was的时候表达的更多的是他“接受女儿要求”时的状态,如果用got侧重的是他“感觉到失望”的动作.

Jeremy asked if/whether I had enjoyed the speech.
I asked Kate if / whether she had enjoyed the movie.对.

CBCDB C(？没有空）ABD DCCAA

you are my best friend 也不加the 最高级起修饰作用
形容词最高级前有序数词、物主代词、指示代词或名词所有格等限定词修饰时,最高级前不用the.如:
The Yellow River is the second longest river in China.黄河是中国第二长河.

D