to be going to用法的变化

“to be going to”与将来时间有关,含有决定或打算等意义。用这个短语表达思想,简练、流畅、方便,不但口语里广泛使用,而且在文章中也不断出现。例如: 1.It is going to rain.天快下雨了。 2.She is going to have a baby.她快生孩子了。 3.He is going to give me a book.他打算给我一本书。     

介词due to和owing to的区别

在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。     

Turner Wanted to Come to China

TurnerwasbornonNovember3,1980.HewasborninasmallvillagenearRichmondinEngland.HisfamilymovedtoTorontoinCanadafiveyears     

They Decided to Fly to Florida

Onecolddayinthemiddleofawinter,MrandMrsRossdecidedtoflytoFloridaforavacation.MrsRosspackedtheirsummerclothesverycarefullythenightbeforetheirdeparture,andthenextmorningtheygotupearlyanddrovedirect-lytotheairport.Whiletheywerewaitingatthecheck-incounter,MrRossbegantoquestionhiswifeaboutthethingsshehadpacked.“Didyouremembermyredbathingsuit?”heasked.“Ofcourse,”sheanswered.“Youdidntforgetourtennisshoes,didyou?”heaskedagain.“Ofcoursenot,”shereplied.Sud-denlytherewasalongsilence.“Whatsw…     

Attention to Intentions—How to Stimulate Strong Intentions to Change

The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers’ intentions to change. In the study described in this article, we performed “motivating-for-educational-change” interviews (MECI) and explored the influence on teachers’ intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers’ intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point.     

because of,thanks to,owing to和due to 辨析

because of ,thanks to,owing to和due to这四个词组都有“由于;因为”的意思,都不能引导从句。但它们的用法各异,现归纳如下: 一、because of是复合介词,其后接名词、代词或动名词、构成介词短语,作状语。例如:     

How to

春天到了,伴着你过冬的手套千万不要丢掉哦,你可以把它变成有趣的手套娃娃!     

Learn to Share,Learn to Looe

Sometimes you give And I take And sometimes I give And you take     

too…to和so as to

too…to是个常用句型结构,一般表示否定意义.例如:My sister is too young to go to school.该句型的enough to结构意义相反,例如上句可以改为:My sister is old enough to go to school. 有时在too…to结构中再加上一个否定词,表示肯定意义.可以加在too前,也可以加在to前.     

too…to和so as to

too…to是个常用句型结构．一般表示否定意义。例如：My sisteris too young to go to school该句型和enough to结构意义相反。     

have to的用法

[No．1]have to的基本用法 情态动词have to主要有以下两大用法： 一、have to与其它情态动词一样,后接动词原形,它表示客观上的需要,强调被迫性,有“不得不”的含义。如：     

I Have to Move to Your House

Mr Baker lost his work last September.Once he gave some food to a poor woman. Theboss of the restaurant (饭馆老板) found it andbecame angry: the man often sold the leftovers(剩饭菜)to some poor workers. It's difficult for him to find work in thesmall country though he's an able cook. The war(战争) makes all stop. Children can't go toschool, most shops are closed,even some farmers     

to的误用种种

同学们在高中阶段的英语学习中,常常会遇见许多含有to的短语,其中有些短语中所含的to为介词,它的后面要求接名词、动名词或代词。同学们往往容易将这种情况与不定式相混淆,为区别记忆,现将常见的to被误用的情况归纳如下:     

浅析"to…to…"结构

请看下面两道中考试题: 1.He is too old thebox,(2003年哈尔滨市) A.to carry B.carryingC.carry D.carries 2. It is difficult forus climb up themountain.(2003年昆明市)     

Are Homosexuals to Be Allowed to Get Married

Homosexual marriage is about to become legal in the United Sta-tes.This is an amazing turn of events.Public opinion is overwhelm-ingly against it.Bob Dole① is against it.Congress is against it.Every state legislature is against it.Even the ghastly incumbent②pre-sident is not for it. None of that matters.Election results count for less and less in ourso-called "democracies".     

First-semester students’ capacity to predict academic achievement as related to approaches to learning

ABSTRACT

Students’ ways of approaching their studies influence their academic outcomes. Expecting high grades and having the skills to steer learning activities towards assessment demands seem to be important components of academic success. However, our knowledge about students’ capacity to predict academic achievement is limited. Focusing on first-semester psychology students, this study aimed to investigate (a) students’ self-assessment skills, and (b) how approaches to learning were related to self-assessment skills, and to expected and final academic outcomes. Data from two sources were analysed: (1) students’ (N = 189) responses to the 52-item version of the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire and their assessment expectations and (2) final course grades that were retrieved from official university records. Results showed that 18 per cent of the students provided perfect ratings of their final grades while most underestimated their grades. Students reporting the best self-assessment skills expected high grades, but achieved low grades, and reported a low surface approach. Students with a low surface and a high strategic approach both expected and achieved high grades. Students with a deep approach expected high grades but did not perform as expected. Taken together, students new to a discipline seem to have difficulties estimating their grades. Variations between approaches probably relate to the discipline being new and to circumstances characterising the local educational setting, such as the examination favouring a strategic approach. Practical implications involve carefully considering how assessments may steer student approaches and learning outcomes.     

used to和be used to两者间的差异

used to和be used to在句中的用法和其含义差异很大,不可混为一谈。 used to中的“used”是动词,“to”是不定式的符号,后跟动词原形。used to有下面两种含义: ①表示以前的习惯或状态,意为“曾一度”或“过去经常”等,含有同现在对照之意。例如:     

How to Teach Integrated Skills to College Students

English is taught throughout China. What skills will be used and how many skills will be involved depends on the materials available and the classroom situation. However, given these circumstances, a major problem that has always concerned many teachers of English is how to make full use of techniques and approaches in the classroom to teach English effectively. To an English teacher, the only way to achieve this aim is to collect good and interesting coursebooks, to adopt a communicative methodology and to integrate the four skills, i.e. listening, speaking,     

be used to与used to用法区别

Beusedto与usedto虽仅一词之差,但两者用法却截然不同。其区别大致有三：1．beusedto指习惯,而usedto指行为动作。①HeisusedtolivingInthecountry．他习惯于在农村生活。②Iusedtosetmyalarmclockforexactly7a．m．我一向把闹钟上到上午七点正。2．beusedto后可接名词,动名词和代词,而usedto后只能接动词原形。＠Theimmigrantsarenotusedtothe11feInHongKong．移民们不习惯香港的生活。④I’mnotusedtoseeingwomensmoking．我不习惯看妇女吸烟。⑤＊ne卜。tncVp＊—nr＊r’s＊＊＊y：you则加＊＊劝I。ulnakwb。＊＊＊．电动打字…