too much与much too

too much和much too这两个词的顺序只是颠倒了一下,但意义和用法却大不一样,非常容易混淆。请看选择题:     

too much与much too

too与much相搭配，前后位置不同，也就构成了含义和用法截然不同的两个短语，即too much 和much too。现将其用法分别归纳如下：     

too many,too much与much too

toomany，toomuch和muchtoo都有“太，太多”的意思，但它们的用法有区别，使用时容易混淆。下面结合近几年中考英语试题谈谈它们的用法。［例１］treeswerecutdownhere．A．ManytooB．MuchtooC．ToomuchD．Toomany（２００１年徐州市）［答案］D［简析］toomany的中心词是many，其用法与many一致，用来修饰可数名词的复数形式。［例２］Tellhimnottoeatmeat．Itsbadforhishealth．A．toomuchB．muchtooC．toomany（２０００年四川省）［答案］A［简析］toomuch的中心词是much，其用法与much一致，常用来修饰不可数名词。［例３］Ido…     

much too与too much之区别

In the summer holidays,I had a chance to vislt Beijing,with my family.Perhaps this was verycommon to others,but to me,a boy living in the countryside,it was a great occasion.     

辨析too much与much too的用法

too much与much too这两个词的顺序只是颠倒了一下,但意义和用法却大不一样。一、在too much搭配中,too是加强语气用的副词,作much的修饰语,表示超越了much的正常程度。too much意为“太多”,等同于more than enough(of)。注意:too much仍保留much的语法特点。1.相当于名词。用     

too much与much too的差异何在

中学英语教材里多处出现 too much 与 much too 短语。这两个短语都有“太、过分、非常”的意思,用时极易混淆。两者差异何在?可从它们的中心词上观察。现作一简析。Ⅰ.too much 相当于 much:“太、太多、过分、非常”(A)too much 不可数名词:too much 的中心词 much,为形容词,常修饰不可数名词,too 是副词,强化 much 的语气。     

浅谈much too与too much的区别

NMET2003试卷上有这么一道单项选择题: Allen had to call a taxi becausethe box was__to carry all the wayhome. A.much too heavy B.too much heavy C.heavy too much D.too heavy much 这道题主要考查了much too与toomuch的用法及区别。much too和too     

too much和much too的区别

toomuch意为“太多” ,其中副词too修饰much ,而much可以是形容词、副词或代词 ,为该词组中的主要词。所以 ,toomuch在句中可作 :1 .定语 ,相当于形容词修饰不可数名词。如 :I’msorry .I’vegivenyoutoomuchtrouble .对不起 ,我给你添了太多的麻烦。Wedon’thavetoomuchtimetoplay .我们没有太多的时间去玩。2 .状语 ,相当于副词修饰动词。如 :Pleasedon’tdrinktoomuch .请不要喝得太多。You’vespokentoomuch .你说得太多了。3.主语、宾语、表语 ,相当于代词。如 :Toomuchisbad ,soistoolittle.太多不好 ,太少也不好。 (主语 )Youhave…     

浅析much too和too much的用法

much too和too much看起来很相似,但在用法上却不一样。much too意思是“非常、太、很”的意思,是副词词组,它是用来修饰形容词和副词。这里的much主     

小议“too much”和“much too”

请看题:NMET2003第23 Allen had to call a taxi be-cause the box WaS____to car-rv all the way home. A.much too heavy B.too much heavy C.heavy too much D.too heavy much 本题考查的是too much和     

你会正确使用too many,too much和much too吗?

too m any熏 too m uch 和 m uch too 都 有 “太多”,“ ”的意思,在使用时容易混淆。下面谈谈它 太们的用法。 这三个词语的主要区别在于它们的中心词以及它们所修饰的词不同。三者之中的前一个词都是修饰词,用来加强语气,后一个词是中心词。因此,在使用时只需要考虑后一个词的用法就行了。分述如下: 一、 的中心词是 用法与 too m any m any熏 相同,用来修饰复数可数名词。例如:m any H e’s got too m any questions to ask you.他有很多问题要问你。 They bought too m any eggs yesterday. 昨天他们鸡蛋买得太多…     

Too much too little: educating just in case?

Cultural Studies of Science Education - This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through...     

The effects of choice in the classroom: Is there too little or too much choice?

Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to self‐determination theory (Ryan and Deci, 2000a, 2000b), students' needs for autonomy, competence and relatedness must be met in order to experience positive social development and growth. When these needs are met, students experience high levels of self‐motivation. Offering choice in the classroom is one way to increase student motivation by appealing to students' needs for autonomy and competence. In the fields of marketing, economics and social psychology, decision‐making research is examined as a way to shape consumers' preferences. This literature review will aim to utilise and possibly translate some of these findings to an educational setting. By examining the aspect of choice in separate fields, it can be seen that there is still much to be researched in the field of education. Recommendations for future research on choice in the field of education are made.     

Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?

Background

We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling.

Methods

Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions.

Results

Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition.

Conclusions

Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input.     

第9、10课时 副词(位置、排列、比较等级)以及very,quite,rather,too much,much too等副词用法

考测点导航 1.well一般作副词用,如:do well,但表身体好时为形容词如:look well —How are you today?—Quite well. 2.hard、fast、straight副词和形容词相同。如:walk fast,a fast train 3.much,a little,a bit,rather,even+比较级 4.程度副词so,too,quite,as,very,fairly后常接形容词或副词的原级。     

Lecturing and other face-to-face teaching – too much or too little? An assessment based on student feedback and fail rates

Institutes of higher learning are tending to reduce the amount of face-to-face teaching that they offer, and particularly through the traditional pedagogical method of lecturing. There is ongoing debate about the educational value of lectures as a teaching approach, in terms of both whether they facilitate understanding of subject material and whether they augment the student educational experience. In this study, student evaluation of teaching scores plus academic outcome (percentage of students who fail) was assessed for 236 course units offered by a science faculty at an Australian university over the course of one year. These measures were related to the degree to which lectures and other face-to-face teaching were used in these units, controlling for factors such as class size, school and year level. An information-theoretic model selection approach was employed to identify the best models and predictors of student assessments and fail rates. All the top models of student feedback included a measure reflecting amount of face-to-face teaching, with the evaluation of quality of teaching being higher in units with higher proportions of lectures. However, these models explained only 12–20% of the variation in student evaluation scores, suggesting that many other factors come into play. By contrast, units with fewer lectures have lower failure rates. These results suggest that moving away from lectures and face-to-face teaching may not harm, and indeed may improve the number of students who pass the subject, but that this may be incurred at the expense of greater dissatisfaction in students' learning experience.