“What about……？”句型浅析

My mother is a teacher She works in a middle school.She teaches music.She can sing very well She teaches four classes every day.She works very hard.She likes her work very much and she loves to work for children.too.     

“What about…?”用法一二

“What about…?”是一种省略形式的提问,也可用“How about…?”。它的用法是:     

“What about…？”用法一二

“What about…?”是一种省略形式的提问，也可用“How about…?”。它的用法是.     

认识“Where…?”句型

"Where…?"是英语口语中很常见的用于谈论物品所在地点的句式,其应答形式常用方位介词来表达地点。在学习"Where is/are 主语?这一常见句式时,应注意以下几点:     

游戏教学“Is she…?”句型

人教版小学英语教材第三册第31课中,出现了“Is she a student?Yes,she is.”这个句型,句型内容并不难,但机械地重复练习容易让学生感觉枯燥无味,结果会适得其反。正如教育家乌申斯基所说:“没有任何兴趣被迫进行学习,会扼杀学生掌握知识的意愿。”因此,教学时我在激发学生兴趣方面作了一次有益的尝试     

简析“How old…?”句型与年龄

how和不同的形容词搭配,可以对不同方面进行提问,而how与old则是对年龄的提问,常用的句型为"How old…?",中文的解释是"多少岁?"、"几岁?",例如:     

多变的“too…to…”句型

“too…to…”句型在不同的句子中，和不同的词搭配，意思大相径庭。因此弄懂各种“too…to…”句型的意思对正确理解句意起着决定性的作用。     

多变的“too…to…”句型

"too…to…"句型在不同的句子中.和不同的词搭配.意思大相径庭。因此.弄懂各种"too…to…"句型的意思对正确理解句意起着决定性的作用。     

“too…to…”句型考点分析

不管在口语中还是书面语中,“too…to…”句型的使用频率是很高的。因此,很有必要对比进行认真的分析和总结,从而达到熟练掌握和运用这一句型的目的,下面就“too…to…”句型使用中的若干难点总结如下:“too…to…”句型一般是表示否定意思,“too”后跟形容词或副词,“to”后跟动词原形(注:实际上“to”是动词不定式的标志),“too…to…”表示“太…而不能…”的意思。动词不定式在句中作结果状语。例如:My little brother is too young to go to school·(=My little brother is so young that he can′t go to school)我弟弟太小,还不能…     

谈谈“What(How)about……?”

“What(How)about…?”这一句型在口语中广泛运用,单在初一教材中就出现了15次左右。尽管它只被简单地译作“……怎么样?”,但它在不同的场合却有其不同的内在含义。一、用于请求或建议,即“吃点、喝点、消遣消遣……怎么样?”,相当于“Would you like…?”,也就是希望对方“获取”什么。如: 1.What about some fruitjuice?(L74)喝点果汁怎么样?     

What about social value?

We focus on three aspects of the articles of Reyna, of Perry, Stupnisky, Daniels and Haynes, and of Murdock, Beauchamp and Hinton. The first aspect is the logic of causal chain, a logic that we differentiate from a more deterministic approach. The second one is the mode of corrective action (attribution retraining) that is planned for students, whether cheaters or lower achievers. We differentiate this mode of action from the one that is based on the idea of normative awareness (or “clear-sightedness”): normative awareness does not imply that the speaker believes in what he says. Finally, we discuss the concept of social value (of a person) which seems to underlie the empirical results but which does not appear in the authors’ formulations. But this concept stems from a “sociologizing” meta-theory that these authors probably do not share and which makes the norm of enternality theory difficult to integrate within Weiner’s attribution theory.     

What about classroom Communicators?

Conclusion Note that the comparisons presented in this paper serve only as a springboard in pointing out some of the advantages and limitations of the Classroom Communicator. Like the bicycle and the automobile, each serving a useful purpose under certain conditions, different types of teaching aids and teaching machines will find their use. Not many individuals will want to argue whether the bicycle or the automobile is better. One would hope that an out-of-context decision on the Classroom Communicator versus this or that teaching machine is not made. It is thought, however, that some empirical or logical decision might be made with respect to the use of the Classroom Communicator in the near future. This article is adapted from a paper given by the author as part of a symposium on “Automated Instruction and Programed Learning,” Southeastern Psychological Association, Louisville, Kentucky. The opinions expressed are those of Herbert P. Froehlich, who from 1959 to 1962 was a research officer on the staff of the Chief of Naval Air Technical Training, Memphis, Tennessee, and are not necessarily shared by the Department of the Navy.     

常用句型“so…that…”及其转换

一、so…that…意为“如此……以致于……”,引导结果状语从句,so是副词,后接形容词或副词,常见句式为:so+形容词(副词)+that从句。如: Mr Green was so angry thathe couldn’t speak. He is so tired that he can’twalk any more.     

so…that…能用什么句型改写?

一、so…that…意思是“如此……以致于……,”当其句型为肯定式,并且主从句主语一致时,能用enough to do sth.进行改写,其意义不变。如:     

多功能的“What about...?”

“W hat about...?”是现代英语口语中使用较多的一种交际用语,意思是“……怎么样?”或“……好吗?”,相当于“W hat do you thinkabout...?”。美国人喜欢用“H ow about...?”,其含义和用法与“W hat about...?”相同。在这种句式中,about是介词,后面应跟名词、代词或动词的     

多功能的“What about...?”

“Whatabout．．．？”句式在初中英语（JEFC）１－３册课本中多次出现，也是每年中考英语的热点之一。它的含义丰富，是英语口语中常用的省略句式，与“Howabout．．．？”的用法基本相同，有时可以替代一般疑问句，有时可以替代特殊疑问句。在交际用语中，常用来向对方提出建议、请求，或征询对方的看法或意见，一般有具体的语境，很少单独使用。说话人和听话人可以通过上下文得知其义。在这种句式中about是介词，后面应跟名词、代词或动名词。笔者从初中英语教材中总结、归纳了该句式的种类，并举例加以说明，供同学们学习时参考。一…     

“There be…”句型用法小结

"There be…"句型又称为there-存在句,是由"There .be(或少数不及物动词) 主语(名词/不定代词) 地点/时间状语"构成的,意为"什么地方/时候有……"。它既是常用的实用句型之一,也是高考英语的一个考点。在"单项选择"、"完形填空"、"短文改错"等题型中经常出     

“as…asas”若干句型解读

“as…as”是原级比较的常见句型,但若同某些副词搭配,又能构成固定的连词词组,具有连词功能,二者不能混淆。1．assoonas①像……一样早（用于原级比较）;②一……就……（构成连词词组,引导时间状语从句）。如：