厉害了!微乐云南麻将插件,推荐2个购买渠道

您好：这款游戏可以开挂 ，确实是有挂的
，很多玩家在这款游戏中打牌都会发现很多用户的牌特别好，总是好牌 ，而且好像能看到-人的牌一样 。所以很多小伙伴就怀疑这款游戏是不是有挂，实际上这款游戏确实是有挂的

点击添加客服微信

1.这款游戏可以开挂
，确实是有挂的，通过添加客服微

2.在"设置DD功能DD微信手麻工具"里.点击"开启".

3.打开工具.在"设置DD新消息提醒"里.前两个选项"设置"和"连接软件"均勾选"开启"(好多人就是这一步忘记做了)

4.打开某一个微信组.点击右上角.往下拉."消息免打扰"选项.勾选"关闭"(也就是要把"群消息的提示保持在开启"的状态.这样才能触系统发底层接口
。)

【央视新闻客户端】

英语字母的书写规范总结如下：

1、应按照字母的笔顺和字母在三格中应占的位置书写。

2 、书写时每个字母都应稍向右倾斜 ，约为5°~10°
，斜度要一致 。

3
、大写字母都应一样高，占上面两格 ，但不顶第一线。

4、小写字母a
，c，e ，m
，n，o ，r
，s，u ，v，w
，x，z写在中间的一格里 ，上下抵线
，但都不出格
。

5 、小写字母b，d ，h
，k，l的上端顶第一线 ，占上面两格。

6、小写字母i和j的点
、f和t的上端都在第一格中间
，f和t的第二笔紧贴在第二线下 。

7、小写字母f，g ，j
，p，q ，y的下端抵第四线
。

8 、小写字母a，d
，h，i ，k
，l，m ，n
，t和u，它们的提笔或收笔是一个上挑的小圆钩 ，不能写成锐角。

9
、书写单词时
，字母与字母之间的间隔要均匀、适当，不要凑得过紧 ，也不要离得太远 。书写句子时
，单词之间必须有适当的距离，一般以空出一个小写字母a的宽度为宜
。

四年级上册科普版的英语第九课的含意是什么

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’s\are… ” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…

It’s \They’re…

There’s no …in \on \near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…
” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast? ” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …in\on\near…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

Can you see a horse over there?

你能看见那边有匹马吗？

Yes, I can.

是的 ，我看见了。

Can you see any horses beside the house?

你能看见房子旁边有马吗？

Yes, I can.

是的，我看见了 。

How many horses can you see?

你能看见几匹马

I can see six horses.

我能看见六匹马
。

Can you see any goats?

你能看见山羊吗？

No, I can't. But I can see some cows.

不
，我不能。但是我能看见一些奶牛 。

How many cows can you see?

你能看见几头奶牛？

One, two, three,...,eleven, twelve, thirteen.

一，二 ，三
，…，十一 ，十二
，十三
。

Oh, I can see thirteen.

哦，我能看见十三头。

No, not thirteen, but fifteen.

不 ，不是十三
，而是十五 。

一 、核心词汇　

1. 名词: house房子 horse马? cow奶牛? goat 山羊

2. 数词: six 六? eleven 十一? twelve 十二? thirteen十 三?

fifteen 十五

3. 其他: beside在...旁边? over在那边;结束

4. 短语: over there在那边? how many多少

二
、拓展词汇　

数词: fourteen十四? sixteen 十六? seventeen十七? eighteen 十八

nineteen十九

三、核心句型　

—How many cows can you see? 你能看到多少只奶牛?

—I can see eleven cows. 我能看到十一只奶牛。

解读: 问句是由特殊疑问词组how many引导的特殊疑问句,用来询问数量
。

举一反三: —How many dogs can you see? 你能看到多少只狗?

— I can see sixteen dogs. 我能看到十六只狗。

四 、了解句型　

No, not thirteen, but fifteen. 不,不是十三,而是十五 。

解读: 此句是一个省略句
。“not ... but ... ”意为“不...而...
”。

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