see 复合宾语的用法

动词 see 的基本用法之一,是后接复合宾语(宾语 宾语补足语)。它和后接单宾语一样,既可表示感官上的感觉,也可表示心理上的感觉。表示感官上的感觉,常见有如下四种复合形式:1.名词或代词 不定式。不定式表示的动作为谓语动词的动作同时发生,因此通常只用一般式,不用进行式和完成式;在主动结构中,不定式不带 to。如:Have you seen any Austrians pass by here?     

看看“see”辨辨义

有些同学以为英语中的“see”译成汉语就是“看见”．其实不然。英语中的“see”在很多情况下不是“看见”的意思。请看下列句子中的“see”,你能把它们译成适当的汉语吗?     

How many kites can you see

目前的课堂教学还普遍存在着学生规规矩矩地坐着,面无表情地看着,唯唯诺诺地举手,小心翼翼地回答问题,教师与学生之间只有灌输,而缺乏交流。这种状态对小学教育,特别是小学英语教学极为不利,必须想方设法改变这种沉闷的局面。我认为最好的方法就是让课堂教学“活”起来。因此我     

你会see the doctor吗？

[背景链接] 在西方，很多家庭都有自己的私人医生，看病前，你应该知道自己的血型、年龄、以往病史等基本情况。有时，还必须先预约时间。     

Go to see the talk show!

1.相约一起去看电影Howa bout going to a movie?去看电影怎么样?Do you want to go to a movie?你想去看电影吗?Shall we go to a movie theater to see the latest film?我们去看最新影片吧?     

watch,see,look&read看法不同

Hello,friends!欢迎你走进“知识加油站”show吧!本站融合了1～6单元的重难点知识,诚邀朋友们到这里做客,她定会成为你的好帮手,为你解码心中的疑惑,为你化解每一个单元的"知识碉堡"噢!     

Go to see the talk show!

第一站　看电影口语秀　1.相约一起去看电影 Howa bout going to amovie？去看电影怎么样？ Do you want to go to amovie？你想去看电影吗？[第一段]     

从“Long time no see”说起

前几天,我在20多年前教过的一位学生来看我。我们谈话时,他随手拿起我书桌上的一本英语口语教材翻看,他说:“呀,老师,教材里怎么有错句?”我拿起教材一看,是“Long time no see”。我笑了。“老师,我清楚地记得,我们在中学时,您不止一次地在黑板上纠正过类似的错句,怎么20年后它又成对的了?”我说:“你问     

see,look,watch用法辨析

see,look,watch这三个动词都有“看”的意思,但是它们的含义、用法及其固定搭配不同,请同学们注意它们之间的区别。see用作及物动词或不及物动词,意思是“看、看见/望”,是通过眼睛意识到人或物的存在。例如:1.I looked carefully,but I saw nothing.我仔细地看,但是什么也看不     

谈动词see的一种特殊用法

See是我们很熟悉的一个动词。一般来说,当see在句中充当谓语动词,表示“看见”时,句子主语一般是具有视觉的人或动物。如:I looked out of the window but saw nothing.(我向窗外望去,什么也没看见。)但有时,主语可以是人,也可以是日期、地点或事物、事件等,而这时see则不能简单地译成“看见”。这种用法一般限于以下几种情况: 1.当see的含义是“目睹,目击(witness)”或“经受,经历,体     

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.     

从“Long time no see”说起

前几天，我在20多年前教过的一位学生来看我。我们谈话时，他随手拿起我书桌上的一本英语口语教材翻看，他说：“呀，老师，教材里怎么有错句?”我拿起教材一看，是“Long time no see”。我笑了。“老师，我清楚地记得，我们在中学时，您不止一次地在黑板上纠正过类似的错句，怎么20年后它又成对的了?”我说：“你问得好。”接着我对此作了解释。     

Origin of “Long time,no see”

"Long time no see" is a very interesting English expression used as a greeting by people who have not seen each other for a while. The essay shows how Chinese people and native English speaker think about "Long time no see". Meanwhile, it does research upon the historical appearances of the phrase.     

To see or not to see? Comparing the effectiveness of examinations and end of module assessments in online distance learning

Research comparing continuous assessment (e.g. coursework) with examinations generally reveals a student preference for the former. The perceived increased use of continuous assessment periodically captures media attention, with claims of greater numbers of higher degree classifications being awarded. This paper takes a case-study approach to investigate the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. By considering data gathered from second-level, undergraduate students completing 60 point, online psychology modules, this paper investigates assessment effectiveness in terms of student satisfaction, pass rate and level of pass rate. Findings reveal that modules with an end of module assessment (EMA), rather than an examination, have higher completion and pass rates. Whilst students who took a seen examination also performed well, those who completed an unseen examination recorded the lowest overall pass and completion rates, despite high ratings of student satisfaction. Findings are discussed in terms of implications for improved pedagogy and student experience.     

‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice

This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession. These aspects are interpreted building upon Dewey’s concept educative experience. The findings are discussed in the light of the importance of understanding pupils’ knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education.     

watch,look,see,read看法不一样

(1)watch意为"看;观看;注视",指特别留意、感兴趣的看运动着的东西,强调带有欣赏性的看。例如:     

watch，look，see，read看法不一样

（1）watch意为“看；观看；注视”，指特别留意、感兴趣的看运动着的东西。强调带有欣赏性的看。例如： I’m watching a basketball game．我在看一场篮球赛。     

＂I don＇t see color,I only see children!＂： A study of teachers＇ color-blindness for Asian students/family

The purpose of this study is to explore USA educators＇ resistance toward cultural awareness for Korean students and families in the New York metropolitan area. The authors aim to challenge teachers＇ color-blindness that is widely spread among USA educators. Guided by critical race theory, the authors show that the perceived fairness of color-blindness could cause struggles for Korean parents and students in American schools. The authors posit USA teachers need to thoroughly understand that if a teacher does not see color, then s/he does not really see children. This study, hopefully, will help educators recognize the necessity of understanding diverse ethnic parents＇ perspectives and needs. Also, this study will provide an opportunity for educators to rethink assumptions that are embedded in color-blindness, and advance muiticultural education that is more culturally relevant and responsive for different ethnic/racial groups＇ needs.