牵手典型例句 探究连系动词

连系动词通常与表语一起构成谓语,表语用来说明主语的身份、性质、品性、特征和状态,作表语的通常是名词、形容词、介词短语、不定式、代词、数词、动名词、表语从句,有时也可以是副词。一般情况下,连系动词不用进行时态,也不用被动语态。根据连系动词的含义可以分为六类。一表示状态的系动词be动词作为连系动词,用来表示主语状态,其一般现在时、一般过去时可以直接构成疑问句或否定句,而其他的连系动词需要借助助动词才可以。     

动词突显度对英语中介语中过去时标记的影响

本研究采用社会语言学变项规则分析法,探讨中国英语学习者在复述故事和即席讲话语篇中动词过去时标记的变异特点,并分析动词突显度对过去时标记的影响。研究结果显示,动词突显度越高,用于过去时标记的比例越高,不规则动词用于过去时标记的比例显著高于规则动词。该结果与突显度假设基本相符。研究还发现,尽管动词过去时的标记比例在不同类型的语篇中表现出显著差异,然而动词突显度制约因素的作用值及其制约等级基本是一致稳定的,从而证明中国英语学习者中介语变异的系统性。     

一般过去时大盘点

【解析】此句为be动词的一般过去时。该句意为：许多年前,在一座小城镇里有一位医生。【归纳】当我们想要表示在过去某一时间发生的动作或存在的状态时,应用一般过去时。     

虚拟语气考点全攻略

一、虚拟语气的基本用法 1．与现在事实相反的虚拟语气,基本结构为：主语＋动词的一般过去时（be动词用were）＋其他成分＋if＋should／would／could…-I-动词原形＋其他成分。     

情态动词的易错易混点

情态动词是高中语法的重难点,也是高考考查的热点。下面就情态动词的几个易错易混点进行剖析,希望能引起同学们的注意。1.can与be able to1 can与be able to通常可以互换,但是can只能用于一般现在时和一般过去时,而be able to可用于各种时态。Can you guess what his job is?你能猜到他的工作是什么吗?Shall we be able to select two red balloons at a time?我们能够一次选择两只红气球吗?2 be able to可以与其他情态动词连用,而can     

“一般现在时”学与练

一般现在时是描述现在或经常性动作或状态的时态。 一、一般现在时的结构 主语＋系动词be＋介词短语,名词／形容词 主语＋动词原形／动词第三人称单数＋其它     

初识一般疑问句

一般疑问句是以系动词（be的形式）、情态动词或助动词开头的疑问句,译为汉语时句末多有＂吗＂,一般用yes或no来回答。本单元首先介绍系动词be的一般疑问句。     

系动词漫谈

英语中的连系动词是连接主语和谓语的动词.除了常见的系动词Be以外,还有相当一部分表状态、静态、感觉和表始等特殊的系动词.它们一般和形容词、分词、名词、介词短语、不定式等连用,用来描述句子中的主语所存在的状态或在某一方面发生的变化和产生的结果.     

试论动词词汇意义对动词时态的重要作用——以2008年全国高校英语专业四级考试一道语法题为例

转态动词及其它终结动词的一般现在时不能用来表示现在时间发生的某个变化或结果;转态动词及其它终结动词的不定式形式与情态动词过去时的结合,不能用于虚拟语气主句表示对现在事态主观设想的结果。上述原则对各层次的英语教学都具有重要的指导意义。     

英语状态被动语态结构特点探讨

英语状态被动语态表示主语所具有的状态特征或者主语由于动作的完成所导致的行为结果。表示行为结果的及物动词和表示状态特征的不及物动词可以用于状态被动语态。英语状态被动语态句型结构可以是一般现在时、一般过去时、现在完成时或者过去完成时。介词by,with,at,from,to,of,for以及in等可用于状态被动语态。     

The Importance of Marking Criteria in the Use of Peer Assessment

This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies.     

A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations

Diverse strategies for marking GCSE examinations have been identified, ranging from simple automatic judgements to complex cognitive operations requiring considerable expertise. However, little is known about patterns of strategy usage or how such information could be utilised by examiners. We conducted a quantitative analysis of previous verbal protocol data collected from twelve experienced examiners using a concurrent ‘think aloud’ method. Two contrasting examination papers had been marked: mathematics and business studies. Five senior examiners were interviewed about the findings. The analysis revealed differences in strategy usage among individual examiners, but most strikingly, between subjects and among question parts. For most questions, examiners used strategy combinations rather than single strategies. Business studies question parts could be categorised according to whether they entailed simple or complex strategies. However, most mathematics question parts entailed a mixture of diverse strategies. The examiners identified potential implications of the findings for examiner training and modernising marking systems.     

BLIND MARKING AND SEX BIAS IN STUDENT ASSESSMENT

Three studies are reported which investigated the existence of sex bias in the marking of undergraduate degrees. Study 1 failed to find any evidence that females were marked less extremely than males by second markers, as has been found in previous research. Study 2 found that marker disagreements were not resolved upwards more frequently for male candidates, again contradicting the results of some previous research. Study 3 failed to find any of the expected differences between an institution using blind marking and one using non‐blind procedures. In the light of this negative evidence and of the confusing picture presented by. previous research, it is concluded that there is little firm evidence for sex bias in marking. Despite this, it is likely that there will be increasing pressure to adopt blind marking in the future.     

An Empirical Study of the Relative Error Magnitude in Three Measures of Change

Abstract

During the past several decades, there have been numerous published papers in the measurement literature dealing with the psychometric properties of gain scores and related measures of change. Three measures which have received considerable attention are the simple gain score, the residualized difference score, and the base free measure of Tucker, Damarin, and Messick (1966). Most of the arguments appearing in the literature have been mathematical in nature, often depending on fabricated data sets or on the substitution of “reasonable” numbers into well-known measurement equations. However, there has been a sparsity of actual empirical studies designed to investigate the fallibility of any measure of change. The purpose of the present paper is to describe the procedures and results of two studies designed to yield empirical comparisons of the error magnitude in these three measures of change. In both of these studies, residualized scores were found to possess smaller standard errors of measurement than the other two measures of change. An interesting ancillary finding was that the reliability coefficient of the much maligned simple gain score turned out to be 0.96 for one of the studies and 0.82 for the other.     

Detecting Gender Bias in Peer Marking of Students’ Group Process Work

Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cases where student raters have awarded marks to same and opposite sex peers is described, and illustrated by data from two case studies. Effect sizes were found to be very small, indicating an absence of gender bias in these two cases. Results are discussed in relation to task and other contextual variables. The authors conclude that the technique described can contribute to the good practice necessary to ensure the success of peer assessment in terms of pedagogical benefits and reliable and fair marking outcomes.     

基于WEB的开放式网络考试系统设计与实现

本文阐述了基于WEB的开放式网络考试系统的设计与实现,对系统结构及实现过程中采用的主要技术进行了总体介绍．并指出本系统在功能上的特点。“开放式考试系统”解决了以往上机考试系统存在的“封闭性”问题,体现了高度的开放性、通用性等特点,为当前多种学科课程的自主命题、测试、阅卷的实现提供了一种简便、高效的方法与手段。