grasp是什么意思中文（精选5篇）由网友“美少女壮士阿歪”投稿提供，下面是小编给大家整理后的grasp是什么意思中文，欢迎大家借鉴与参考，希望对大家有所帮助。
篇1：grasp是什么意思中文
▼grasp是什么意思
作名词：
控制;控制力;能力所及
作动词：
抓住;了解;急忙抓住
▼grasp的英语音标
英 [ɡrɑ:sp] 美 [ɡr?sp]
▼grasp的时态
现在分词： grasping
过去式： grasped
过去分词： grasped
▼grasp的英语例句
1. He let the ball slip through his grasp and into the net.
球从他的掌中滑出，钻进了球门。
2. His hand was taken in a warm, firm grasp.
他的手被热情地紧紧握住了。
3. Attlee was extremely intelligent and his grasp of the situation was masterly.
阿特利聪明过人，对局势的把握颇为高明。
4. I know that you'refloundering around, trying to grasp at any straw.
我知道你正不知所措，是在病急乱投医。
5. The people in your grasp are not guests, they are hostages.
你所控制的这些人不是客人，而是人质。
6. The immensity of the universe is difficult to grasp.
宇宙的浩瀚难以捉摸。
7. The students had a grasp of decimals, percentages and fractions.
学生们掌握了小数、百分数和分数。
8. She allowed victory to slip from her grasp.
她让胜利从手中溜走了。
9. They have a good grasp of foreign languages.
他们外语掌握得很好。
10. The hammer slipped out of her grasp.
锤子从她的手中滑落。
11. Peace is now within our grasp.
现在和平在望。
12. The bag was wrenched from her grasp.
那只包从她紧握的手里被夺了出来。
13. We have no intuitive grasp of the immensity of time.
我们对时间的无限没有什么直观的认识.
14. It's difficult to grasp the sheer enormity of the tragedy.
很难确切知道这场悲剧的严重程度.
15. I can't quite grasp the meaning of these figures.
我不能很好地领会这些数字的重要性.
篇2：To grasp “Interest points ”
Contents
I. Theory analyze to the way of “interest points”.
II. Using and guiding “interest points”.
2.1 the studying interests of students are limited by their cognition level.
2.2 The studying interests of the students have obvious gradation.
2.3 Giving consideration to interests among the excellent, general and bad students; mastering the teaching difficulty and grasping the common interests.
III. Exploring and creating “interest points”.
3.1 Preparing lessons carefully, finding “interest points” and finding out from point to area.
3.2 Creating “interest points” using various teaching methods.
3.3 Developing “interest points” in teaching course.
Abstract
Interests have a great effect on the teaching and studying in the middle schools. To most students, if they are interested in a certain subject, they will study it actively and initiatively and they are mostly likely to study this subject well. So, teachers should learn to find out, creat and use students’ “interest points”. In every student, every class, every teaching method and every teaching course lie various interests. That is to say, it offers a great task for us to study and accomplish.
Interest is an active knowledge inclination for people to study objects and a kind of complicated characters quality, which push forward people to seek new knowledge and develop new ability.
Reforming education and teaching idea and carrying out quality education needs class teaching to face the whole students, pay attention to the development of characters and the effect of non-intelligence factors. “Interesting points” teaching method guided by this is a bold trying. Satisfying class effect and teaching quality’s improving have proved it’ energy, meanwhile, open and enlighten our education workers do more benefit research in the English class teaching.
Key words:
interest points 兴趣点；radiation 辐射；communication 交流
To grasp “Interest points ” and improve class teaching
We all know that there is such a saying “Interest is the best teacher.”. Actually strong study interests can improve the activity and initiative of the study of the students and improve class teaching. How can we arouse the interests of studying English of the students then?
I. Theory analyze to the way of “interest points”.
Facing the group students who are different in base, characters, intelligence and ability, it’s difficult for us to improve the teaching quality. However, with strong study interests, the feeling and attention of the students can be in a initiative condition, and the memory, observation and thought of the students can also produce “resonance”, and be better than normal condition. Coordination movements of lots of factors of understanding can make the class teaching come into a good moving course. Common teaching of some areas whose education is very weak, must use the common interests of the students and creative the good class atmosphere.
Every step in the English class teaching, from teaching materials, teaching methods to teaching course, even the time of teaching, weather condition, hide many factors which can be used. And those factors which are convenient for students to carry out teaching and connected to class teaching focal and difficult points, becoming the “interest points”, of this text. They are the more concentrated and strong interest factors, like a poem or song, like the cream parts in a poem or song and like wonderful parts or lens in the film. It is connected to theme thought and reflect artistry works. A good lesson is just to find and use interest materials, make interest factors, and get the art results.
“Interest points” are not teaching focal and difficult points, but can make them stress and dissociation; “interest points” are not a lonely teaching methods, but can make good teaching methods be used smoothly and produce the best effect.
II. Using and guiding “interest points”.
2.1 the studying interests of students are limited by their cognition level.
Tv program “Cartoon world” is for the taste of children, because it complies with the children’s cognition structure and the image general thought characteristic. Practice and the study of psychology prove that the students interests exit the contradictory between “familiar ” and “strange”. It’s possible for these two sides to attract interests, and not to see it because of too “familiar” with the materials. So, grasping “familiar not hate” to the teaching medium needs teachers to pay attention to the perception interest, and get the good effects by screening and processing. For example, when practicing drill, it can attract the students’ studying interest and have a good effect of “Reviewing the old and knowing the knew” by changing new drills to old drilling or changing old drilling to new drills.
2.2 The studying interests of the students have obvious gradation.
Teaching should improve the grades and taste of interests from concrete to abstract, from language appearance to language knowledge judging by the conditions of the students and the teaching materials. Meanwhile, we should pay attention to regular interests which are caused by the materials, which are not connected to teaching and the moving of interests.
2.3 Giving consideration to interests among the excellent, general and bad students; mastering the teaching difficulty and grasping the common interests.
Good teaching can not only make the students interested in knowledge structure and ability aims, but also improve the students’ appreciation to the teaching courses. Between the teachers and the students in the class produce high gradation resonance like creating courses” understanding tacitly between directors and actors. Thus, teaching will not only have a good effect, but also drives the importance of studying, and come into a development of one cycle catching another.
III. Exploring and creating “interest points”.
Finding and using “interest points” well is not only effected by the students, but also depends on improving teachers’ quality and creativity labor. So, well preparing before lessons and forming the teaching thought model of creating “interest points” can make everyday teaching become more practical.
3.1 Preparing lessons carefully, finding “interest points” and finding out from point to area.
This is the original intention of “interest points” thought. Get in touch with the outside knowledge points, ability points by using this central point and spread excitation to “nerve ending” from “interest points”. Because of this “excitation chain”, teaching knowledge and ability training can improve the students’ interests to concerned content and form “interest radiation” net structure. For example, the lesson of “Mid-Autumn Day”, Han Meimei invited Lucy to come to have moon-cakes. Focal points of this lesson are practicing “invitation” communication and grammar knowledge “Comparative degree”. For that, we can set up a structure of teaching thoughts.
1) First, we can show several moon-cakes by projecting apparatus and have a “Ask and Answer Freely”. Then we show moon-cakes with different shapes and sizes by object model, simple pictures or projection and have a discussion. Because the arrangement of the text suits the practical teaching time-Mid-Autumn Day is coming, teacher may warmly “invite” the students to come to the home to have moon-cakes.
2) Then we can bring in communication content of the text naturally. Then we grasp moon-cakes’ characters: big, nice, heavy. And we bring in “comparative degree”, and have drill practices.
The students cast off the tiring grammar practice, and have a good harvest including knowledge, memory and ability training. In a word, the teaching course which takes communication training as the mainline, rounds the “interest point” of “moon-cakes” all the time, and make the concerned grammar practices become more practical and lay stress on the key points.
3.2 Creating “interest points” using various teaching methods.
Teaching methods serve for teaching aim directly and provide valuable interest factor for class teaching. Various aids to object teaching in English class (eg. Recorder, projecting apparatus, wall pictures…) and beautiful, smooth writing on the blackboard both can provide a “interest points”. Once it is connected with teaching aims and is used freely, it can become a “Key stone”, and students’ interest can turn to teaching aims from teaching methods. For example, we can broadcast the record of the two students’ English dialogue and have a listening practice about it, we can also compare it with standard record, and spread teaching from phonetics, intonation and scene communication. Students are familiar with the classmates’ voice and must get good teaching effect with the teacher’s correct guide.
3.3 Developing “interest points” in teaching course.
1) We can say that teaching materials and methods show “Still condition” interest, but teaching courses shoe “moving condition” interest. Teachers can show “interest points” by using teaching rhythm, training ways, teaching program’s change and combine. Foe example, English normal training is carried out as the model of “mechanical practice, meaning practice and communication practice”. To arouse students’ interests and avoid the minus effect of ossified teaching methods. We take an opposite way. For example, in the lesson of “Find the right place” (unit 9, Book II), after learning “Is there a post office here?” Communication language, we can arouse students to imagine hoe to answer when the distance is very long and need to take a bus. After teacher’s instruction, free answers to questions may appear these wrong sentences: “What bus do I take? Which bus shall I take? How can I get there?” even “ What bus do I sit?” For that the teacher tell the right communication language: “ Which number do I need? You’d better take No. 8 bus” or “ I think you need N0. 7 bus” and so on.
The teacher need to add necessary meaning and mechanical practice according students’ skilled level.
2) Students aim at finishing communication program and are also very active in mechanical practice and prepare for more skilled communication. Thus, teachers provides scenes and design communication materials, meanwhile, students have written and oral practice, find difficulty and communication abstract. At that time, teachers arouse and help to solve the problems and infiltrate the focal content of the text.
3) This course is a very typical of teaching course. If the teacher can control some chance factors in the class (eg. Weather changes, students’ expressions, conditions…) and connect teaching content, he must get unexpected harvest. This will also reflect deep charms of language teaching.
Surely, students’ studying interests are affected by various factors. Grasping “interesting points” to carry out teaching needs teachers, students and teaching tools to use subjective and objective factors effectively, to find out a best point of contact and attract central radiation result. It’s not difficult to find out a “interest point” in each class. No matter it’s a compendious induction explanation, truly reading or humorous simple pictures, each class will be full of energy because of the connective with the teaching aim. Creating and using “interesting points” in a good lesson will have an effect which adds a word or two to enlarge the point.
Reforming education and teaching idea and carrying out quality education needs class teaching to face the whole students, pay attention to the development of characters and the effect of non-intelligence factors. “Interesting points” teaching method guided by this is a bold trying. Satisfying class effect and teaching quality’s improving have proved it’ energy, meanwhile, open and enlighten our education workers do more benefit research in the English class teaching.
Notes:
1. abstract 摘要 2. interest points 兴趣点 3. factors 因素 4. graduation resonance 共鸣
5.quality 质量 6.radiation 辐射 7.comparative degree 比较级 8.projecting apparatus 投影仪
9. communication 交际 10. mechanical practice 机械练习
Bibliography
1.“English teaching methods”
Hu Chundong Further education publishing house 1994.9
2. “Foreign languages’ Teaching and research”
Tian Jingpong the publishing house of Jinan .8
篇3：dash是什么意思中文
She dashed in from the garden.
她从花园里猛冲进来。
Only a mad dash got them to the meeting on time.
他们一阵狂奔，总算准时到达会场。
I must dash, I'm late.
我得赶紧走，来不及了。
He cut quite a dash in his uniform.
他穿着这身制服显得特帅。
The rug adds a dash of colour to the room.
小地毯为房间增添了一点色彩。
The boy dashed out into the road.
男孩子向路中间冲去。
I dashed off a note to my brother.
我急急忙忙给我弟弟写了个字条。
篇4：body是什么中文意思
例句：
Its brain is small in relation to its body.
和它的身体相比，它的大脑很小。
The mind needs exercise as well as the body.
大脑同身体一样需要锻炼。
In her body a new life was taking form.
一个新的`生命在她的体内逐渐形成。
The body was cold and showed no signs of life.
那躯体冰凉，显现不出有生命的迹象。
The cancer cells may invade other parts of the body.
癌细胞可能扩散到身体的其他部位。
篇5：leave是什么意思中文
leave的意思
vt. 离开;遗弃;忘了带;交托
vt.& vi. 离去;出发;舍弃;
n. 准假;假期;辞别;许可
leave的用法
一、作“留下”、“丢下”、“落下”,常表示某物落在/忘在某地。
如:
You'd better leave your address and telephone number.
你最好留下你的地址和电话号码。 Bettertakeoffyourshoesandleavethemoutside.
最好把鞋脱掉,放在外面。
I left my key in the readingroom.
我把钥匙忘在阅览室了。
二、 表示“留给”、“交给”,一般与介词with或to搭配。如:
Leave it with / to me and I'll see what I can do.
把它交给我,我就知道该怎么办。
He has left a number of books with / to me.
他把好些书都存在我这儿/留给了我。
We didn't find him and left word (或a message) with his neighbours. ??我们没找到他,于是就托他的邻居留了个条。(不用to,因为便条还要交给别人) ??
注意: leave sth with sb, 表示“暂存”,以后还要取回。leave sth to sb, 表示以后不再索还。
三、 leave作使役动词,表示“使/ 让……保持某种状态”。
① 用形容词作宾语补足语
Leave the door open when you go out.
出去时,不要关门。
His illness left him very weak.
他生病以后,身体很虚弱。
② 用不定式作宾语补足语
Leave him to do it himself.
让他自个儿去做。
They killed the bison, cut off the skins and left the bodies to rot. ?他们把野牛杀死剥皮,尸体就任其腐烂。
What we've done leaves much to be desired.
我们的工作还有很多不足之处。
③ 用现在分词作宾语补足语
They walked off and left me sitting there alone.
他们走开了,让我一个人坐在那儿。
He went out, leaving his papers lying open on the desk.
他出去时,把他的文件摊在桌子上。
④ 用过去分词作宾语补足语
Did you leave the doors and windows properly fastened?
你把门窗关好了吗?
He left a few questions unanswered.
他还有些问题没有作答。
⑤ 还可用名词、介词短语等作宾语补足语
His parents both died last year, leaving him an orphan. ??他父母去年双双去世,留下他成为一个孤儿。
He left his schoolbag on the playground. 他把书包丢在操场上了。
四、 leave的过去分词left,常用作后置定语,表示“剩下的”。如:
I've got two tickets left for tonight's film.
今晚的电影票我有多余的两张。
Is there any water left in the bottle?
瓶子里还有水吗?
五、 leave还可作名词,表示“休假”、“假期”。如:
I have 3 weeks'leave.
我有三个星期休假。
My best friend, Joan is spending her leave in Beijing.
我最好的朋友琼正在北京度假。
He asked his teacher for sick leave.
他向老师请病假。
leave的短语
leave for
动身去..., 前往..., 到...去
leave out
忽略, 不考虑;漏掉, 遗漏
leave it at that
别再说了, 到此为止, 就这样算了
leave it out
(让人停止做某事)行啦, 就这样吧
take leave of your senses
丧失理智, 发疯
without a by your leave
擅自;未经许可;粗鲁地, 无礼地
without so much as a by your leave
擅自;未经许可;粗鲁地, 无礼地
sick leave
病假
leave off
中断;放弃;结束
French leave
不辞而别;擅自缺席
shore leave
登岸假
leave well alone
不要去管它;不要画蛇添足
ticket of leave
假释许可证
leave school
毕业;离校;辍学
take it or leave it
要就要;不要拉倒
leave the door open
将门敞开;确保还有机会
leave much to be desired
远不能令人满意;极不完善
leave a mark
留下深远的影响
compassionate leave
私事假
with your leave
如蒙许可;如果您同意;道歉
leave的例句
1. It got to the point where he had to leave.
到了他不得不走的地步。
2. One more question and I'll leave you in peace.
再问一个问题，我就不打扰你了。
3. I had to admire David's vow that he would leave the programme.
戴维发誓要离开这个项目，我不得不对他表示钦佩。
4. Our cars get blocked in and we can't leave for ages.
我们的车被堵在里面，要等很久才能走。
5. I do hope you'll forgive me but I've got to leave.
我真的非常抱歉，我得走了。
6. Don't leave a child alone in a room with an open fire.
房间里有裸露的明火时，不要让孩子独处其中。
★ 如何准备六级阅读
★ 传媒自我介绍
★ it 英文简历
★ 英文简历模式举例
【grasp是什么意思中文（精选5篇）】相关文章：
传媒策划求职面试自我介绍2023-07-31
应届毕业生优秀英文求职信2022-11-19
英文简历格式2022-08-09
商务英语销售求职信范文2022-10-21
牛津初中英语9b说课稿2022-05-07
英文简历59--我的英文简历.doc2022-10-04
关于英文求职信的写作技巧2022-12-13
JOB WANTED英文简历2023-01-21
商务英语 求职信怎么写2023-04-25
英文简历模板范文2022-08-09