初中英语外研版（2024）八年级下册（2024））Developing ideas教学ppt课件

这是一份初中英语外研版（2024）八年级下册（2024））Developing ideas教学ppt课件，共55页。PPT课件主要包含了Contents，语言能力，思维品质，学习能力，文化意识，教学重点，教学难点，教学重难点，save，offer等内容，欢迎下载使用。
掌握vlunteer、cmmunity等核心词汇及help ut、lend a hand等短语，在助人话题语境中准确理解、拼写与运用，夯实主题词汇基础。熟练运用must、may、can三类情态动词，正确表达能力、许可、推测与助人意愿，在写作与口语中避免句式混淆、否定误用等语法错误。能读懂“The circle f gdwill”等叙事语篇，梳理受助 — 助人 — 传递善意的故事脉络，模仿结构撰写 80 词左右的助人小故事，语言通顺、逻辑清晰。
通过分析语篇的情节与细节，推断人物动机、情感变化与行为意义，培养逻辑推理与文本解读能力，理解“微小善意也能产生大影响”的内涵。对比“帮助他人”与“接受帮助”的不同体验，辩证思考善意循环的价值，形成换位思考、关爱他人的同理心，提升辩证分析与情感共情能力。围绕 “如何帮助他人” 展开思考，梳理问题 — 方案 — 行动 — 结果的写作思路，学会有条理地组织观点、规划内容，培养结构化表达与批判性思维。
学会自主梳理单元词汇、句型与语法要点，借助语境、例句与思维导图归纳记忆，提升自主预习、整理知识与高效复习的学习能力。通过小组讨论、合作策划 “一日帮助计划”，主动交流、分工协作、分享成果，在互动中取长补短，培养合作学习、沟通表达与实践探究能力。能对照写作要求与范文自评、互评助人故事习作，发现语言、逻辑与内容问题并修改完善，养成自我反思、持续优化的自主学习习惯。
理解中西方文化中乐于助人、友善互助的共同价值，感悟 “赠人玫瑰，手有余香” 的文化内涵，培养友善待人、关爱他人的道德品质。了解社区服务、志愿服务等公益形式，认识个体在社会中的责任，培养社会责任感与奉献精神，主动关注身边人与社会需求。感悟 “善意循环、爱心传递” 的文化意义，明白帮助是相互的，懂得感恩与回馈，在生活中践行互助理念，传递温暖与正能量。
掌握helping ut 主题核心词汇、短语与情态动词 must/may/can的基本用法，能在听、说、读、写中准确运用，夯实语言知识基础，突破主题表达难点。理解“善意传递”类叙事语篇的结构、主旨与写作手法，梳理故事脉络，把握人物情感与情节逻辑，为模仿写作搭建清晰框架。学会围绕助人经历构思、撰写完整小故事，运用主题词汇与句型，做到内容完整、语句通顺、情感真实，落实 “以读促写” 的教学核心。
准确区分must、may、can 表推测、能力、许可的不同语境与用法，避免否定形式、句式搭配错误，在写作中灵活、得体运用情态动词表达意图。深入理解语篇中双关、隐喻等修辞（如 “brighter pictures”），解读深层含义，在写作中尝试运用简单修辞，提升语言感染力与表达深度。将助人主题与生活实际结合，写出真实、具体、有细节的故事，避免内容空洞、语言单调，培养真情实感表达与实践迁移能力。
Lk and discuss
D yu knw this stry?
I'm familiar with this stry. My mther tld me abut it when I was yung.
What have yu learned frm this stry?
Frm this stry, I learned that when we see thers in danger, we shuld be brave enugh t ffer help, and use ur intelligence t think f a smart and reasnable way t rescue them, rather than acting blindly and recklessly.
Cultural nte
司马光砸缸的故事从宋代开始讲述，从明代开始就是童蒙教材的一部分了，经过明代、清代、民国、新中国始终沿用。不同时代的“司马光砸缸”的故事在教材中体现了不同的教育意义。民国时代，掀起了白话文运动、国语运动，“司马光砸缸”由文言文变成了白话文，继承过去强调的“智”，滋养仁爱之心，培养良好道德品质，更是从安全教育角度，引导儿童理解生命之重，教育儿童无论做事游戏都要小心谨慎，注意避让危险，同时赞美见义勇为的行为。现如今新中国的教育中除了继承上述精神之外，强调司马光聪明勇敢、遇事不慌、沉着冷静，让儿童以司马光为智勇双全的榜样，并且发展学生的“逆向”“创新”的思维能力。司马光砸缸的故事以小学课文、连环画、动画、动漫等方式广为传播，妇孺皆知 ，司马光砸缸不仅是中华传统经典的历史故事，也是中华传统文化的载体，更是培养儿童道德素养的媒介。
Lk at the title f the passage and the pictures. Predict what the passage is abut. Use the wrds and expressins t help yu.
Pre-writing
race against time
a circle f gd will
a helping hand
This passage tells that a pair f hands reached ut t the authr when an earthquake happened. The authr was saved. The sldiers, firemen, dctrs and nurses raced against time t save as many peple as pssible. Later, the authr became a nurse. When she supprted anther hspital, she fund that the head nurse had als ffered a helping hand t the earthquake victims. Lve creates acircle f gdwill and kindness.
Skim the passage and chse the crrect answer.
What is the genre (体裁) f this passage?A. A nticeB. A persnal stryC. A science reprtD. A play scriptWhat is the main idea f the passage?A. It tells the terrible experience f the Wenchuan earthquake.B. It shws hw t becme a gd nurse t help thers.C. It explains the meaning f "a circle f gdwill" thrugh the authr's life experience.D. It intrduces different jbs that can help peple in need.
初中英语个人叙事类文章一、核心定义与文体特征个人叙事类文章是初中英语阅读、写作的高频体裁，指以第一人称（I/we）讲述亲身经历、情感变化与成长感悟的记叙文，核心是 “讲故事 + 抒真情 + 明道理”，贴合新课标 “人与自我、人与社会” 的主题语境。
二、常考题型与解题技巧1. 高频考查题型
2. 解题避坑指南主旨题：不选只讲细节的选项，要选覆盖全文、升华主题的内容细节题：忠于原文，不脑补信息，选项与原文表述完全一致才正确推理题：不选原文直接给出的内容，要选 “言外之意” 的合理推断三、写作框架与高分语料1. 标准三段式结构开头（背景引入）：交代时间、地点、人物，引出事件高分句型：I will never frget the day when...（我永远忘不了…… 的那一天）It was a cld winter mrning when...（那是一个寒冷的冬日清晨……）
One f my mst unfrgettable experiences happened...（我最难忘的经历之一发生在……）中间（事件经过）：按时间顺序写清事件发展，加入动作、心理、环境细节高分句型：At first, I felt... but then...（起初，我感到…… 但后来……）Suddenly, smething unexpected happened...（突然，意外发生了……）With the help f..., I managed t...（在…… 的帮助下，我成功做到了……）结尾（感悟升华）：总结收获，点明主题，呼应开头高分句型：Frm this experience, I learned that...（从这次经历中，我明白了……）
This stry tells us that lve creates a circle f gdwill.（这个故事告诉我们，爱会创造善意的循环）It was this experience that made me grw int a better persn.（正是这次经历让我成为更好的自己）2. 主题高分语料助人主题：ffer a helping hand, spread kindness, a circle f gdwill, be deeply tuched, make up ne's mind t help thers成长主题：vercme difficulties, step ut f cmfrt zne, gain cnfidence, learn the true meaning f life情感主题：feel warm, be grateful, be prud f, be mved t tears
Scan the passage and match the main idea.
D. The authr emphasized the life lessn f "lving thers and spreading kindness" and elevated the theme.
A. The authr was inspired by the rescue wrkers and decided t becme a nurse, fulfilling her dream.
B. While wrking at the supprt hspital, the authr met the nurse wh had rescued her 12 years ag.
C. The authr recalled the experience f being rescued by the rescue wrkers during the Wenchuan earthquake.
E. The authr vluntarily signed up t supprt ther hspitals and passed n the kindness received in the past.
Scan the passage, divide the passage and write the main idea f each part.
开头：背景引入（Beginning）
中间：事件发展（Develpment）
结尾：主题升华（Ending）
Describe the time and scene f the Wenchuan earthquake, recunt the authr's experience f being rescued, and lay the emtinal fundatin fr the entire text.
① Influenced by the rescue wrkers, the authr determined t becme a nurse and achieved her career gal; ② The authr vluntarily applied t supprt the hspital and cnveyed kindness; ③ At wrk, the authr met the nurse wh had rescued her back then and cmpleted the cycle f kindness.
The authr summarizes life experiences and clarifies the cre message f "Lve leads t lve, and thus creates a circle f gdwill and kindness", which eches the title.
Read the passage and select the crrect answer.
1. When did the earthquake happen in the writer's hmetwn?A. At 2:30 am n a schl day.B. Just befre 2:30 pm during a music lessn.C. At 2:30 pm after schl.D. Just befre 2:30 am during a PE lessn.2. Why did the writer decide t becme a nurse?A. Because her parents wanted her t be a nurse.B. Because she was deeply tuched by the rescuers in the earthquake.C. Because she thught being a nurse was an easy jb.D. Because she wanted t wrk in a big city hspital.
3. What did the writer d when she heard anther hspital needed supprt?A. She refused t help because the wrk was t hard.B. She asked her head nurse t g instead f her.C. She signed up t help right away.D. She waited fr 12 years befre ffering help.4. What can we learn abut Ye Man frm Paragraph 4?A. She was a new nurse when she helped in Wenchuan 12 years ag.B. She was the writer's head teacher in cllege.C. She didn't knw the writer befre they wrked tgether.D. She was much lder than the writer when she helped in Wenchuan.
One day, anther hspital needed 5 . She 6 right away. The head nurse, Ye Man, gave her 7 . T her surprise, Ye Man had 8 Wenchuan 12 years ag.
When the writer was a student, she experienced a(n) 1 .A pair f strng hands 2 her frm the disaster.
Cmplete the chart with the wrds and expressins frm the passage.
She was deeply tuched by the 3 f thse sldiers, firemen, dctrs and nurses. S she decided t becme ne f them. After graduatin, she became a(n) 4 .
curage and hard wrk
a lt f help
ffered a helping hand
Answer the questins.
1. What des "jumped t my feet" mean?
It means the writer std up quickly.
2. Why did the sldiers, firemen, dctrs and nurses "race against time"?
Because they wanted t save as many peple as pssible.
3. Hw d yu understand "the circle f gdwill"?
It means kindness passes frm ne persn t anther. In the stry, peple helped the writer during the earthquake. She then became a nurse t help thers. The head nurse wh helped her als gave kindness t Wenchuan 12 years ag.
Why did the writer decide t becme a medical wrker?
Because she was deeply tuched by the curage and hard wrk f the sldiers, firemen, dctrs and nurses wh saved her in the Wenchuan earthquake. She wanted t help thers.
What kind f persn d yu think she is?
I think she is a kind and helpful persn. She is als very grateful and wants t pass n the lve she received.
Learning t think fr questin 1 Smetimes there is a cause-and-effect relatinship between tw ideas. This may help yu understand smene's feelings r decisin.
学习思考题 1有时，两个想法之间存在着因果关系。这种关系或许能帮助你理解某人的感受或决定。
Write a stry abut a persn passing n help.
While-writing
Step 1 Organise yur and cmplete the chart.When was the persn helped?When did the persn help thers?Where was the persn helped?Where did the persn help thers?Wh ffered the help? Whm did the persn help?
When he was a child.
When he grew up.
In the muntains.
In the same muntains.
A kind-hearted stranger.
Children in the muntainus area.
Step 1 Organise yur and cmplete the chart.When did thers d t help the persn?What did the persn d t help?What did it mean t the persn?What did it mean t the persn?What can yu learn frm the stry?
The stranger dnated mney t help him finish his educatin.
He built a schl fr the children.
It changed his life and made him knw the imprtance f helping thers.
It made him feel that he was repaying the kindness he received.
We shuld pass n the kindness and help thse in need.
如何写有关帮助他人的故事
一、写作核心框架（总分总结构）英语故事类写作，尤其是“帮助他人”主题，核心是“清晰叙事+情感表达”，无需复杂句式，重点突出“帮助的过程”和“帮助后的感受”，框架分为3部分，记牢就能快速上手：1. 开头（1段，1-2句话）：交代背景，引出事件核心：时间（When）、地点（Where）、人物（Wh）、事件起因（Why），用简单过去时开篇，避免冗长。常用句式（直接套用）：One afternn/On a rainy day, I was walking n the street when I saw sb. in truble.Last weekend, my classmate Li Ming met a prblem, and I decided t help him.
It was a sunny mrning. I nticed that an ld man culdn't carry his heavy bags.2. 中间（1-2段，3-5句话）：详细描述帮助过程（核心部分）核心：按“发现问题→思考办法→实施帮助”的顺序写，用简单过去时，加入1-2个动作细节，让故事更真实。关键技巧：用and、but、s等连词衔接，避免句子零散；加入动作（carry、help、give、explain）、神态（wrried、happy、thankful）描写。常用句式（直接套用）：I walked up t him/her and asked what happened.He/She tld me that he/she culdn't... , s I decided t help him/her.First, I... , then I... , finally we finished it tgether.Althugh I felt a little tired, I kept helping him/her until he/she slved the prblem.
3. 结尾（1段，1-2句话）：表达感受，升华主题核心：写出“帮助他人后的心情”，结合“帮助他人，快乐自己”的主题，无需复杂道理，贴合初中生认知。常用句式（直接套用）：After helping him/her, I felt very happy. I realized that helping thers is a great thing.Frm this experience, I learned that we shuld help peple in need. It makes me feel warm.He/She thanked me a lt, and I knew that giving help is mre imprtant than getting help.二、素材选择素材无需复杂，优先选择校园、家庭、社区场景，贴近初中生生活，避免生僻词
汇，以下3类素材最实用：1. 校园场景（最易得分，推荐）示例：帮助同学补习功课、帮助同学找回丢失的物品、帮助摔倒的同学、帮助老师搬书。优势：词汇简单（classmate、study、help、find、carry），句式易组织，符合初中英语语境。2. 社区/街头场景（贴合生活，有画面感）示例：帮助老人过马路、帮助老人提重物、帮助迷路的小孩找家长、帮助邻居解决小困难。优势：能加入动作和神态描写，让故事更生动，容易获得高分。
3. 家庭场景（简单易写，适合基础薄弱的学生）示例：帮助弟弟/妹妹写作业、帮助妈妈做家务、帮助生病的家人做力所能及的事。优势：词汇熟悉（family、help、d husewrk、hmewrk），无需复杂构思，不容易跑题。三、关键技巧1. 时态要求故事是“过去发生的事”，全程用「一般过去时」，避免时态混乱（高频错误：混用一般现在时和一般过去时）。2. 词汇替换
初中英语写作，避免重复用“help”，可用以下词汇替换（简单易记）：- help sb. → give sb. a hand、assist sb.- very happy → glad、pleased- thank → express thanks t sb.- in truble → in difficulty3. 避坑指南不写流水账：中间部分不要只写“我帮助了他，他很感谢我”，要加入具体动作（比如“我帮他捡起来，然后送他到教室”）。不跑题：全程围绕“帮助他人”，不要写无关内容（比如写帮助同学后，又写自己去玩，偏离主题）。不使用复杂句式：初中生无需写定语从句、宾语从句，用简单句（主谓宾）、并列句（and/but/s连接）即可，保证语法正确比追求复杂更重要。
Pst-writing
Step 2 Write yur stry with the help f the chart.
When Li Hua was a child, he lived in the muntains. One day, a kind-hearted stranger dnated mney t help him finish his educatin. This act f kindness changed his life. When he grew up, he went back t the same muntains. He fund that many children there needed a schl. S he decided t build a schl fr them. Just like the stranger wh helped him, he ffered a helping hand t thse children. Fr him, it was a way t repay the kindness he received. Frm this stry, we can learn that kindness can be passed n and we shuld always be ready t help thers.
Step 3Check. Did yu: include all the infrmatin in the chart in Step 1?use the wrds and expressins frm the reading passage?express yur ideas abut ffering help?
Step 4Share yur stry with the class.
gdwill /ˌɡʊdˈwɪl/ n. 好意，亲善，友善
例句：Her smile is full f gdwill. 她的微笑充满善意。earn sb.'s gdwill 赢得某人的好感例句：He helped the ld man and earned his gdwill.他帮助了这位老人，赢得了他的好感。a spirit f gdwill 友善的精神例句：Peple in the cmmunity live tgether in a spirit f gdwill.社区里的人们怀着友善的精神和睦相处。shw gdwill 表示友好例句：The tw teams shk hands t shw gdwill befre the game.比赛前两队握手以示友好。
1. gd (adj. 好的)例句：She has a gd heart. 她心地善良。2. well (adv. 好地；adj. 健康的)例句：He gets alng well with his classmates. 他和同学们相处融洽。同类合成词拓展（gd + 名词）gdbye /ˌɡʊdˈbaɪ/n.&int. 再见例句：We said gdbye t each ther at the statin. 我们在车站互相道别。gdness /ˈɡʊdnəs/n. 善良，美德例句：We shuld believe in the gdness f peple. 我们应该相信人性的善良。gd-lking /ˌɡʊdˈlʊkɪŋ/adj. 好看的，英俊的例句：He is a gd-lking yung man. 他是个帅气的年轻人。
sldier /ˈsəʊldʒə(r)/ n. 士兵，军人
例句：He wants t be a sldier in the future. 他将来想成为一名士兵。serve as a sldier 当兵；服役例句：He served as a sldier fr tw years. 他当了两年兵。sldierly /ˈsəʊldʒəli/adj. 军人般的；英勇的例句：He has a sldierly manner. 他有军人般的风度。sldiery /ˈsəʊldʒəri/n. 军人（总称）例句：The sldiery std in line neatly. 士兵们整齐地列队站立。-er 后缀表示 “人” 的单词拓展teacher；wrker；farmer；driver；player；writer；singer；runner
fireman /ˈfaɪəmən/ n. 消防队员
例句：The fireman saved the by frm the fire. 这名消防员把男孩从火中救了出来。firemen /ˈfaɪəmən/n. 消防员（复数）例句：The firemen are very helpful. 消防员们非常乐于助人。firefighter /ˈfaɪəfaɪtə(r)/n. 消防员（更常用现代说法）例句：She wants t be a firefighter. 她想成为一名消防员。fire /ˈfaɪə(r)/n. 火；火灾 v. 开火；点燃例句：Dn't play with fire. 不要玩火。fireless /ˈfaɪələs/adj. 无火的；没有火焰的例句：They had a fireless meal. 他们吃了一顿不用明火的饭。
against /əˈɡenst/ prep. 和...对抗
表示 “靠着、紧贴”；常与 stand, lean, put 等连用。例句：She leaned against the tree. 她靠在树上。表示 “反对”；反义词：fr（赞成）例句：Are yu fr r against the plan? 你赞成还是反对这个计划？表示 “对抗、比赛”；多用于体育、竞争语境。例句：Our team will play against yurs. 我们队将和你们队比赛。表示 “违反”；后接 rules /law/nature 等。例句：It's against nature t hurt animals. 伤害动物是违背自然的。表示 “以…… 为背景”例句：The huse lks beautiful against the blue sky. 在蓝天的映衬下，这座房子很美。
graduate /ˈɡrædʒueɪt/ v. 大学毕业
例句：She will graduate frm cllege next year. 她明年将从大学毕业。graduate frm + 学校 从…… 毕业例句：He graduated frm Peking University. 他毕业于北京大学。graduate in + 专业 毕业于…… 专业例句：She graduated in English literature. 她毕业于英语文学专业。a cllege graduate 大学毕业生例句：His brther is a cllege graduate. 他哥哥是一名大学毕业生。graduate schl 研究生院例句：Many students g t graduate schl fr further study.许多学生去研究生院深造。
graduatin /ˌɡrædʒuˈeɪʃn/n. 毕业；毕业典礼例句：Her graduatin day is cming sn. 她的毕业典礼快到了。pstgraduate /ˌpəʊstˈɡrædʒuət/n. 研究生 adj. 研究生的例句：He is a pstgraduate student. 他是一名研究生。undergraduate /ˌʌndəˈɡrædʒuət/n. 本科生 adj. 本科的例句：This is her last year as an undergraduate. 这是她作为本科生的最后一年。
cllege /ˈkɒlɪdʒ/ n. 大学，学院
例句：I will g t cllege next year. 我明年要上大学了。g t cllege 上大学例句：Many yung peple hpe t g t cllege. 许多年轻人都希望上大学。in cllege 在大学读书例句：He is studying English in cllege. 他正在大学里学英语。cllege student 大学生例句：His sister is a cllege student. 他姐姐是一名大学生。cllege life 大学生活例句：Everyne enjys their clurful cllege life. 每个人都享受丰富多彩的大学生活。
易混辨析：cllege vs university vs schlcllege 多指学院、专科院校，也可泛指 “大学”，侧重专业性学院，例如：art cllege, teachers cllege；口语中常代替 university 表示 “上大学”university指综合性大学，规模大、学科全，由多个 clleges 组成，例如：Beijing Universityschl最普通用词，泛指学校，可指小学、中学，也可指大学里的 “学院”，例如：middle schl, law schl简单记：university 是大综合，cllege 是学院或泛指大学，schl 是所有学校统称。
warmth /wɔːmθ/ n. 温暖
例句：We felt the warmth f the sun. 我们感受到了太阳的温暖。the warmth f heart 内心的温暖例句：His kindness shwed the warmth f heart. 他的善良体现出内心的温暖。with warmth 热情地例句：They welcmed us with warmth. 他们热情地欢迎了我们。lse warmth 失去暖意例句：The rm began t lse warmth at night. 夜里房间渐渐变冷。warm /wɔːm/adj. 温暖的；热情的例句：It is warm tday. 今天很暖和。warm /wɔːm/v. 使温暖；变暖
例句：The cat warms me. 这件外套让我很暖和。warmly /ˈwɔːmli/adv. 温暖地；热情地例句：We were warmly welcmed. 我们受到了热烈欢迎。-th 后缀：形容词 → 名词拓展这类词多表示性质、状态、长度、深度等。lng → length /leŋθ/ n. 长度例句：Please measure the length f the desk. 请量一下桌子的长度。wide → width /wɪdθ/ n. 宽度例句：The width f the river is 10 meters. 这条河宽 10 米。deep → depth /depθ/ n. 深度例句：N ne knws the depth f the lake. 没人知道这个湖的深度。
means /miːnz/ n. 手段，方法，工具
例句：A car is a means f transprt. 汽车是一种交通工具。by means f 借助，依靠，用…… 方法例句：He pened the bx by means f a knife. 他用一把刀子打开了盒子。by all means 当然可以；务必例句：—Can I use yur pen? —By all means.— 我能用一下你的笔吗？— 当然可以。by n means 绝不，一点也不例句：This is by n means easy. 这绝不容易。a means f (ding) sth 做某事的方式 / 工具例句：The phne is a useful means f cmmunicatin. 手机是一种有用的交流工具。
mean /miːn/v. 意思是；打算；意味着例句：What des this wrd mean? 这个单词是什么意思？meaning /ˈmiːnɪŋ/n. 意思，含义例句：I dn't understand the meaning f this sentence. 我不懂这句话的意思。meaningful /ˈmiːnɪŋfl/adj. 有意义的例句：We had a meaningful talk. 我们进行了一次有意义的谈话。易混辨析：means / way / methd / apprach 都表示 “方法、方式”means 侧重 “工具、手段、方式”，常与 by means f 连用，单复数同形way最普通、口语化，搭配：the way t d / f dingmethd侧重 “系统、科学的方法”，例如：a teaching methd 教学方法apprach侧重 “思路、处理问题的方式”，搭配：apprach t (ding) sth
lucky /ˈlʌki/ adj. 运气好的，幸运的
例句：Yu are s lucky t have such gd friends. 你真幸运，有这么好的朋友。lucky day 幸运日例句：Tday is my lucky day. 今天是我的幸运日。feel lucky 感到幸运例句：I feel lucky t be here. 我很幸运能来到这里。a lucky break 好运；转机例句：He gt a lucky break in his career. 他事业上迎来了转机。luck /lʌk/n. 运气；好运例句：Gd luck with yur exam! 祝你考试好运！luckily /ˈlʌkɪli/adv. 幸运地；幸好
例句：Luckily, n ne was hurt. 幸运的是，没有人受伤。unlucky /ʌnˈlʌki/adj. 不幸的；倒霉的例句：Friday the 13th is cnsidered unlucky. 黑色星期五被认为是不吉利的。unluckily /ʌnˈlʌkɪli/adv. 不幸地例句：Unluckily, he missed the bus. 不幸的是，他错过了公交车。易混辨析：lucky /frtunatelucky口语常用，侧重偶然、碰巧的好运（日常、轻松、随意）例句：Yu're s lucky!frtunate较正式，侧重因机遇好而幸运（多用于书面、正式场合）例句：We were frtunate t get help.