新聞標題：2020綿陽sat培訓機構

綿陽游仙區sat是綿陽游仙區sat培訓學校的重點專業，綿陽市知名的sat培訓機構，教育培訓知名品牌，綿陽游仙區sat培訓學校師資力量雄厚，全國各大城市均設有分校，學校歡迎你的加入。

綿陽游仙區sat培訓學校分布綿陽市涪城區,游仙區,江油市,三臺縣,鹽亭縣,安縣,梓潼縣,北川羌族自治縣,平武縣等地,是綿陽市極具影響力的sat培訓機構。

【記】詞根記憶：mon（單個）＋arch（統治者）→個人統治→君主

B: I'm not sure it's up to him.

議論文模板

1.正反觀點式議論文模板：

導入： 第1段：Recently we’ve had a discussion about whether we should... (導入話題) Our opinions are divided on this topic.(觀點有分歧) 正文： 第2段：Most of the students are in favour of it.(正方觀點) Here are the reasons. First... Second... Finally...(列出2~3個贊成的理由) 第3段：However, the others are strongly against it. (反方觀點) Their reasons are as follows. In the first place... What’s more... In addition...(列出2~3個反對的理由) 結論： 第4段：Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(個人觀點)

2.“A或者B”類議論文模板：

導入： 第1段：Some people hold the opinion that A is superior to B in many ways. Others, however, argue that B is much better. Personally, I would prefer A because I think A has more advantages. 正文： 第2段：There are many reasons why I prefer A. The main reason is that ... Another reason is that...(贊同A的原因) 第3段: Of course, B also has advantages to some extent... (列出1~2個B的優勢) 結論： 第4段: But if all these factors are considered, A is much better than B. From what has been discussed above, we may finally draw the conclusion that ...(得出結論)

3.觀點論述類議論文模板：

導入： 第1段：提出一種現象或某個決定作為議論的話題 As a student, I am strongly in favour of the decision. (亮明自己的觀點是贊成還是反對) The reasons for this may be listed as follows. (過渡句，承上啟下) 正文： 第2段：First of all... Secondly... Besides...(列出2~3個贊成或反對的理由) 結論： 第3段：In conclusion, I believe that... (照應第1段，構成\"總分總\"結構)

4.\"How to\"類議論文模板：

導入： 第1段：提出一種現象或某種困難作為議論的話題 正文： 第2段： Many ways can help to solve this serious problem, but the following may be most effective. First of all... Another way to solve the problem is ... Finally...(列出2~3個解決此類問題的辦法) 結論： 第3段：These are not the best but the only two/ three measures we can take. But it should be noted that we should take action to...(強調解決此類問題的根本方法)

在傳統的教學模式中，我們教師的角色定位往往存在以下誤區：

1.教師是課堂的主宰者

課堂上，教師照本宣科，照著事先準備的教案從頭講到尾，師生互動僅停留在一問一答上，很少給學生自主學習的機會。教師儼然成了課堂的主宰者，根本不考慮學生的學習狀態、接受情況，只是為教而教，完成教學計劃和教學任務就行了。

crew [kru] n. 全體船員；全體工作人員

【例】The terrible epidemic killed most of the people it infected. 可怕的流行病害死了受感染的大部分人。

【記】聯想記憶：en（使…）＋gage（挑戰）→使迎接挑戰→使從事于

2020綿陽sat培訓機構

至今沒有一種假說可以有力地說明月隙的起源，但有些見解是新穎的。

【例】A: I hear you're really happy with your new car. I bet it's a lot better than the last one you got stuck with, the one you bought from Cathy.

you.

dario: i always thought that conditioner was just a gimmick to make people spend more at the supermarket!

【例】The marine biologists could induce oysters to spawn not only in the summer but also in the fall. 海洋生物學家可以誘使牡蠣在夏、秋兩季均產卵。

【例】What happens when electrons and gas collide in space? 電子和氣體在空間中撞擊時會發生什么？

rupture [rptr] v. （使）破裂（*burst）

綿陽游仙區sat培訓學校成就你的夢想之旅。學sat就來綿陽游仙區sat培訓學校

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