以下是小编整理的方法英语怎么说（共含8篇），欢迎阅读分享，希望对大家有帮助。同时，但愿您也能像本文投稿人“ghexxx”一样，积极向本站投稿分享好文章。
方法英语怎么说
method 英[meθd] 美[mθd]
n.方法；条理；类函数
adj.使用体验派表演方法的
短语
Teaching method教学方法；教学法；教学方式；教学手段
Kjeldahl method凯氏定氮法；基耶达尔法；凯氏法；氮测定法
Iterative method[数]迭代法；迭代；迭代方法；叠代法
扩展资料
同近义词
1、approach 英[prt] 美[prot]
n.方法；途径；接近
vt.接近；着手处理
vi.靠近
短语
Instrument approach决断高度；仪表进近；[航]仪表进场着陆；仪器进场
Final Approach爱情泡泡糖；无路可退；[航]最后进场；爱情泡泡糖主题曲
Appro achangle[车辆]接近角；拉模变形锥；离出角；近场角
2、way 英[we] 美[we]
n.方法；道路；方向；行业；习惯
adv.大大地；远远地
adj.途中的
n.(Way)人名；(中)见Wei；(英、缅)韦
短语
Milky Way银河；银河系；天川；牛奶湖
Give way让路；快车先行；让步；屈服
Baltic Way波罗的海之路
method
英 [ˈmeθəd] 美 [ˈmɛθəd]
n.方法;条理
method的基本意思是“方法，办法”,指在做某项工作或为达到某目的时所采取的(抽象的)方法或(具体的)程序，多与介词of或for连用，是可数名词。
method的另一个意思是“秩序，条理”,即在进行过程中有条不紊，是不可数名词。
method可与介词by连用，表示“使用……方法”。
We can do it by the new method. 我们可以使用新方法来完成它。
method
英 ['meθəd] 美 ['mɛθəd]
n. 方法;条理;类函数
adj. 使用体验派表演方法的
短语
Teaching method 教学方法 ; 教学法 ; 教学方式 ; 教学手段
Kjeldahl method 凯氏定氮法 ; 基耶达尔法 ; 凯氏法 ; 氮测定法
iterative method [数] 迭代法 ; 迭代 ; 迭代方法 ; 叠代法
执行方法英语怎么说
manner of execution
相似短语
in the manner以这种态度;当场,在现场
in the manner of以…方式,按照,根据…
no manner of一点…也不,丝毫没有…
in this manner用这种方式;这样
with the manner以这种态度;当场,在现场
in manner of以...方式
by no manner of means决不,丝毫不,一点不
friendly manner友好的方式
same manner同样办法
descending manner下降式(展层)
英语方法怎么说
method
英 [ˈmeθəd] 美 [ˈmɛθəd]
n.方法;条理
method的基本意思是“方法，办法”,指在做某项工作或为达到某目的时所采取的(抽象的)方法或(具体的)程序，多与介词of或for连用，是可数名词。
method的另一个意思是“秩序，条理”,即在进行过程中有条不紊，是不可数名词。
method可与介词by连用，表示“使用……方法”。
We can do it by the new method. 我们可以使用新方法来完成它。
method
英 ['meθəd] 美 ['mɛθəd]
n. 方法;条理;类函数
adj. 使用体验派表演方法的
短语
Teaching method 教学方法 ; 教学法 ; 教学方式 ; 教学手段
Kjeldahl method 凯氏定氮法 ; 基耶达尔法 ; 凯氏法 ; 氮测定法
iterative method [数] 迭代法 ; 迭代 ; 迭代方法 ; 叠代法
执行方法英语怎么说
manner of execution
相似短语
in the manner以这种态度;当场,在现场
in the manner of以…方式,按照,根据…
no manner of一点…也不,丝毫没有…
in this manner用这种方式;这样
with the manner以这种态度;当场,在现场
in manner of以...方式
by no manner of means决不,丝毫不,一点不
friendly manner友好的方式
same manner同样办法
descending manner下降式(展层)
学好英语的简单方法介绍
坚持听说训练，加深巩固单词在大脑中的痕迹。
①.每天都要坚持听英语磁带并跟着朗读。哪怕每天20分钟也行，关键是要养成每天坚持练习的习惯。这种习惯养成以后能使自己的英语学习终生受益。
②.每天坚持背诵单词。英语单词量的深度和广度是外语学习成绩好坏的一个标志，掌握大量的单词非常有助于外语的学习。
③.每天坚持听英语广播几分钟，以便熟习语感。听英语广播也有助于学习语法知识。
④.尽可能“心译”接触到的英语。如一闪而过的广告，偶尔听到的短语或话语等。
⑤.勇敢地说外语，不要害怕出错。学习外语还要勇于请别人纠正，不要难为情，更不要泄气。
⑥.抄录和记录接触到的句型和习惯用语。
清理时态、语态，熟练掌握动词各种形式的作用。
现在初中阶段总共学习八种时态、两种语态及动词在句子中的四种形式，高中还要复杂一些。同学们要做到正确判断和灵活应用时态、语态和动词的各种形式，任何英语考试中几乎每一道题都离不了动词的变化。
重视看试卷。分析、熟记自己所犯的错误，并找出犯错误的原因加以纠正。
这一点在高年级更重要。郑州大学有一位硕士多年考博都是被英语拖了后腿，曾经为此专门请教笔者。笔者通过了解发现，其主要问题就是出现在他经常犯同一类型的错误，即使别人给予纠正后还是重复犯，根源就是没有找到犯错误的原因。
每天一篇短文阅读，每周一篇书面表达。
可以阅读一些浅显的英文刊物，像《21 st century》等。书面表达可以写自己身边发生的生活小事，单词不熟悉可以通过查字典来解决。
用英语写日记。哪怕只写一两句心里想说的话或几个单词也可以。
写日记就像走进大自然一样，也是开启心灵的灵丹妙药，它一旦被养成习惯，就会成为我们学习外语的好朋友。
学生学好英语要做的事
1.制定长远目标，明确每节课的学习任务根据不同学习阶段及自身能力确立一个“跳一跳才能够得着”的长远目标。有了目标就有了学习动力，有了责任感、紧迫感及努力方向。另外还要学会根据不同课型确定每节课的认知小目标，这样一开始上课，就会受到目标的激励，使大脑处于兴奋状态，才能定向注意，专心致志地去主动学习，提高学习效率。
2.争取课内外各种机会多练习英语语言不是教会的，而是在使用中学会的。交际能力只能在交际中得到最有效的培养。一个优秀的语言学习者应具有强烈的语言交际的欲望，应力争语言训练的各种机会。应不怕因犯语言错误而被别人讥笑。
3.课前预习，有备而听预习是个人独立的阅读和思考。它可以培养学习者快速阅读抓主旨大意、抓主要信息、依据上下文猜测词义的能力，也可以培养分析综合及归纳概括、自己发现问题及解决问题等能力。预习也像“火力侦察”，可发现疑难引起思考，一方面可促使学习者自己查阅有关资料，查阅字典，另一方面可减少听课的盲目性，增强听课效果。
4.专心上课，有心识记上课是学生学习的主渠道，而学好英语的关键是尽一切努力将所学的东西记住，需要时能运用自如。因此，上课时应高度集中注意力.尽量做到五到，即心到、眼到、耳到、口到、手到。应培养瞬间记忆能力，强化“有意注意”，争取就在课内有目标、有意识地去识记该课的生词、短语、句型、重点句子。当接触到该记忆的内容时，应通过眼看、耳听、口念，将其迅速输入到记忆中枢，然后再复现出它的形象。在复现时快速用手指在桌上划出这个单词，或一个长句中最难记的或最重要的单饲，强迫自己在课内就能记住这节课最重要的东西。这样，使自己真正有着“这节课确实学到不少东西”的踏实感、成功感，进而激发动机，提高兴越，更有信心地去继续今后的学习。
5.勤记笔记，巩固记忆课内扼要记笔记可以帮助集中注意力，理顺思路，增进记忆，锻炼分析归纳、综合概括以及快速反应能力。俗话说“好记性不如烂笔头”。笔记也为日后复习提供一个复习记忆纲要。要学好英语离不开泛读。进行课外阅读时也应扼要记些笔记，做些索引、摘录等，这对加深理解、巩固、积累知识，培养学习能力大有好处。
灵活说英语
Introduction 介绍
Making introductions 给人作介绍
1. Jane, Tom. Tom, Jane.
2. Jane, this is Tom, Tom, this is Jane.
3. Jane, I'd like you to meet my friend Tom.
4. Jane, have you met Tom?
5. Jane, do you know Tom?
6. Look, Tom's here. Tome, come and meet Jane.
7. Jane, this is Tom. He's a friend from college.
8. Jane, Tom is the guy I was telling you about.
9. Do you know each other?
10. Have you two met ?
11. Have you two been introduced?
12. Allow me to introduce Professor Linda Ferguson of Harvard University.
13. Let me introduce our guest of honor, Mr.David Morris.
14. If you want to be introduced to the author, I think I can arrange it.
Making a self-introduction 作自我介绍
1. May I introduce myself
2. Hello, I’m Hanson Smith.
3. Excuse me, I don’t think we’ve met. My name’s Hanson Smith.
4. How do you do? I’m Hanson Smith.
5. I’m David Anderson. I don’t believe I’ve had the pleasure.
6. First let me introduce myself. I’m Peter White, production manager.
7. My name is David. I work in the marketing department.
After being introduced. 被介绍与对方认识后.
1. I’m glad to meet you. 很高兴认识你.
2. Nice meeting you. 很高兴认识你. (平时用得最多的.是Nice to meet you )
3. How nice to meet you. 认识你真高兴.
4. I’ve heard so much about you. 我知道很多关于你的事儿.
5. Helen has told me all about you. 海伦对我将了好多你的事儿.
6. I’ve been wanting to meet you for some time. 很久以来我一直想见你.
7. I’m delighted to make your acquaintance. 认识你我觉得非常高兴.
8. It’s a privilege to know you. 认识您是我的荣幸.
在现实生活中，不少英语学习者发现在交际过程中有时不能很好表达自己的思想或理解别人的情感，会说出闹不少笑话的chinglish (中国式英语)。怎样才能避免这种情况呢？以下几点供你参考。
一、要了解西方国家的文化和风土人情强调了解中西文化差异，及其不同表达方式，才能使交际有效。如：Jack is a green hand at doing this work. (杰克做这种工作没有经验)这里“green hand”意思是“生手”、“没有经验”，而不是“绿色的手”之意。England是个岛国，船是重要交通工具，为保养船只，常用与海水一样的绿色油漆来漆船。一个不熟练的油漆工，工作时常会双手粘满油漆。了解了这一背景，“green hand”之意就不喻自明。
又如：Smith can do nothing in the company because he is just a small potato there. (史密斯在这家公司起不了什么作用，因为他在那里是个小人物)“a small potato”是“小人物”之意，而非“小土豆”的意思。只有了解西方文化，才会理解这种修辞的意义
二、要学会在适当语言环境中使用适当的语言
语言环境在很大程度上制约着用词。要注意在不同的语言环境中使用适合上下文的词，使思想连贯、内容完整。如：在西方，医生看到病人常问?quot;How do you feel“ ”What's wrong“看到病人脸色不好，会说：”You look pale.“或问：”Do you sleep well“而不说：”How are you“(你好吗？)那是西方人见面时相互寒暄的用法，并不是真的询问别人的身体状况。
当看到”好“字，就十分自然联想起英语里的”good“或”well“，但我们更要研究其深层涵义，即在特定语境中”好“字的内涵和外延，如：Put on your coat before going out.(外出前，穿好外衣)Tom is a yes -person.(汤姆是个好好先生)If the matter isn't dealt with properly : you'll get into trouble.(如果这桩事没有很好处理，你会陷入困境)Oh: some one is injured.(不好，有人受伤了)
三、要学会判断交际时哪些语言形式可接受，哪些不可接受。
我们常会给对方提建议，提建议的目的是让别人接受我们的建议。当然，对方是否接受我们的建议取决于与对方关系和建议的可行性，但是要避免使用带有命令口气的词语和方式。如：”Is groups you ( not)to do sth….“，”You must／should…“等，而用婉转语气，恰当的语言都会在很大程度上影响对方接受建议与否。如：”Why don't you…?“，”Why not…?“，”You'd better….“”Do you think…?“等。
Why don't you／Why not spend more money on books?(为什么不在书上多花些钱？)
You'd better do your homework all by yourself.(你最好独立完成作业)
Don't you think smoking too much is harmful to your health?
(难道你没有想过抽烟太多有害你的健康吗？)
四、要养成用英语来思维英汉两种语言差异较大，用汉语思维模式来取代英语思维模式，往往会逐字理解、对释，这种一一对应的错误模式违反了英语表达规律。
如：(错)Today is very close.(今天天气很闷)英语语法中表示天气时间和距离，常用it做主语。(正)It is very close today.
又如：(错)Sorry: I forget my dictionary at home.
(对不起，我把字典忘在家里了)这是按照汉语的字面意思来表达，动词”forget“在表示”忘记带某物“时，不与地点状语连用。该句正确表达是”I left my dictionary at home.“
湖南常德市桃源八中 管明骏
一、Introduction（导言）
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序
1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？
6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question-and-answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
，
在你刚刚开始在一个新环境上班，你可能对某些礼仪感到难以运用得体甚至觉得是繁文缛节，但是不要马上改变它。留心观察该怎样做和为什么这样做：接电话、穿衣服、办公桌和办公区的布局及装饰，在办公室用餐、传阅文件等等。你首先要对别人的'行为留下印象然后再确定自己的行为规范。在你对约定俗成的习惯熟悉后再开始做一些改变会更加富有成效。
Every Office has its own protocol for who is called by his or her first name and who is called by his or her title. New employees should follow suit, after listening carefully to how people are addressed.
每个办公室对于称呼某人名字或者是称呼他/她的头衔都有固定的习惯。新雇员要遵循习惯，注意别人是怎样称呼的。
Whatever your position, a ”thank you" is in order, no matter how small the task or favor.
无论你在公司处于何种职位，即便别人帮了个小忙，也要说一声谢谢。
更多礼仪英语阅读请访问职场英语：表示欢迎的礼仪英语表示送别的礼仪英语
★ 英语说课
★ 英语课前预习方法
★ 学习英语方法
★ 配方法说课课件
★ 学习英语阅读方法
★ 英语写作的方法
★ 说爱情的英语句子
