as well,as well as,too,also与either之间的区别

正这五个词都有"也,又,同样"的意思,但用法各异。一、as well意为"也,还",常用作状语,相当于too或also,常位于句末,无须用逗号与句子分开。例如:1)I am going to Nanjing and my brother is going as well.(=and my brother is going,too).我要到南京去,我弟弟也要去。2)I not only play the guitar,I sing as well.(=I also sing).我不但弹吉他,而且还演唱。3)Come here early,and bring your brother as well.早点来这里,把你的弟弟也带来。     

as it were,as it is,as it was的用法比较

As it were是一个插入语,意思是“似乎”、“可以说是”,用来表示一个词或一句话表面上不太确切或并非如此,但实际上可以这么说。它的作用是表示那个词或那句话是个比喻说法,借以缓和或冲淡语气。此表达不受时态限制,通常位于句中,也可间或用于句末。在形式上,它是as if itwere so的缩简。英语中还有大致相当的其他短语,如if one might so put it,so to speak,in otherwords,in a manner of speaking,as one mightsay,metaphorically speaking等。例如:     

also,too,as well和either

also,too和as well都有“也,同样地,还”之意,但它们在句中的用法却不尽相同。现浅析如下: 一、also(adv.)多用于书面语或较正式的场合,通常与动词连用,修饰句子主语后面的部分。它在句中一般位于be动词和助动词之后或行为动词之前。但它在句中作连接性状语用时,应放在句首,再在后面用一个逗号;如用于强调,则就将其放在句尾;有时also也用作连词,相当于and also。例如:     

巧用as,while和when

as，while和when均可用作从属连词，引导时间状语从句，作“当……时候”解。它们所引导的时问状语从句有时意思一样，有时却有差异。意思相同时，这三个词可以互换使用；意思不同时，则不能互换。[第一段]     

浅析as,when和while

<正>as,while和when在中学英语里出现很频繁,在高考试题里也多次出现。它们在引导状语从句时,区分起来不是很容易。     

巧用as,while和when

as,while和when均可用作从属连词,引导时间状语从句,作“当……时候”解。它们所引导的时间状语从句有时意思一样,有时却有差异。意     

谈because,as,Since,for的不同用法

这一组词都含有“由于、因为”的意思,但用法不同。本文就其不同用法归纳分述如下,供同学们学习参阅。     

准关系词as,than和but

关系词通常是用来引导定语从句的,但as,than和but这三个词却与which,who,that,where,when和why等典型的关系词不同。三者本身具有常见的字面意义,前面有名词作先行词,但后面的定语从句却不像典型的定语从句。这些既像连接词又像关系词的词,我们就姑且称它们为准关系词。下面对其逐个作一分析:     

讲讲练练as,while与when

“when,as,while引导时间状语从句时,各自的侧重点有所不同,用法上也有区别。”一、when表示“当……的时候”。从句中既可用延续性动词,又可用非延续性动词,这些动词既可以表示动作,又可表示状态。从句中的动作既可和主句的动作同时发生,又可在主句的动作之前或之后发生。如:     

when,while及as考点辨析

when,while及as都能引导多种状语从句:一、when常见考点1、"当……时候",引导时间状语从句。When he was a young man,he was fond of hunting. It was already 10:00PM,when I finished the work. 2、"正在那时,这时"等于and at that time,引导时     

如何区分as much as 与as many as

有同学问：是否可用as many as 替换“On Sports Day during the relay race,you will use most of all,perhaps as much as 650 calories an hour.（在运动会的接力赛跑中，你消耗的热量最多，每小时可能多达650卡。）”一句中的as much as？     

also,too,as well和either的用法

这几个词都具有“也”、“同样地”、“还”的意思。但在句中的用法不尽相同。现浅析如下: 一、also(adv.)多用于书面语和较正式场合。通常与动词连用,修饰句子里主语后面的部分。它在句中一般位于be动词和助动词之后,行为动词之前。但当它在句中作状语时,放在句首,后面用一个逗号;当用作强调时,放句尾;also有时用作连词相当于and also。例如:     

when,while,as的八点用法区别

一、根据从句动作的持续性来区分1."主短从长"型:即主句是一个短暂性动作,而从句是一个持续性动作,此时三者都可用。如:Jim hurt his arm while[when,as] he was playing tennis.吉姆打网球时把手臂扭伤了。     

简析as well as和as well

<正>一、as well as 1.用作复合介词,意思是"除了……之外还有",后接名词、代词和动名词,可与besides互换。例如:I have a few English books as well as this.除了这本书之外,我还有一些英语书。     

also,too,either到as well的用法区别

also,too,either与as well这四个词均可表示“也”,其区别如下: 1.too和as well多用于口语中,语气较轻,通常用于肯定句或疑问句,一般不用于否定句,且通常放在句末。如: I like you too[as well].我也喜欢你。Are they coming too[as well]?他们也来吗?     

as…as…

“as…as…”结构可用于原级比较，还可用来表示比喻，意为“像……一样”、“如同……”。英语中这类短语较多，如：     

简述由“and,or,unless和as long as”分别连接或引导的条件句

一、英语中由祈使句加“ａｎｄ”再加陈述句构成的句子。其中祈使句加“ａｎｄ”构成了该句中表示肯定意义的条件部分。这一部分就相当于一个由“ｉｆ”引导的表示肯定意义的主从复合句中的真实条件句。如 :Ｓｔｕｄｙｈａｒｄｅｒａｎｄｙｏｕｗｉｌｌｐａｓｓｔｈｅｃｏｌｌｅｇｅｅｎｔｒａｎｃｅｅｘ ａｍｉｎａｔｉｏｎ .=Ｉｆｙｏｕｓｔｕｄｙｈａｒｄｅｒｙｏｕｗｉｌｌｐａｓｓｔｈｅｃｏｌｌｅｇｅｅｎ ｔｒａｎｃｅｅｘａｍｉｎａｔｉｏｎ .如果更加努力 ,你将会考上大学。句中ｓｔｕｄｙｈａｒｄｅｒａｎｄ ...=Ｉｆｙｏｕｓｔｕ…     

as...as...

"as...as..."结构可用于原级比较,还可用来表示比喻,意为"像……一样"、"如同……".英语中这类短语较多,如:     

Including disabled children at school: is it really as simple as ‘a,c, d’?

This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion.