浅谈动词leave

leave 是一常用动词,使用频繁,含义甚多。某些结构和短语有似是而非之处,需加以细辨。例 leave Shanghai 与 leave for Shanghai,leavesb.doing...与 leave sb.to do...等等,含义不同。下面归纳一下中学课本中所出现的有关 leave 一词的种种用法:一、离开某人或某地:The bat left the birds in a hurry.The visitor left Shanghai two days ago.(离开上海)The visitor left for Shanghai two days ago.(动身去上海)     

谈谈leave的用法

在初中英语的学习中我们知道leave具有名词和动词两种词性,现将其含义和用法归纳如下:一、leave用作名词1.意为"假期",是可数名词,常与介词on连用。例如:The soldiers are on leave.士兵们正在休假。Every worker has a thirty-day home leave each year.每个工人每年都享有30天的探亲假。The doctor suggests that he should take a short leave of absence.     

leave用法扫描

在初中英语教材中,leave具有名词和动词两种词性,现将其含义和用法归纳如下:     

聚焦leave的用法

leave具有名词和动词两种词性,大家对leave的用法都掌握了吗？现将其含义和用法归纳如下：     

透视leave的三大考点

先请看下面高考试题:1.A good story does not necessarily have to have a happy ending,but thereader must not be left.(2006年天津卷)A.unsatisfied B.unsatisfyingC.to be unsatisfying D.being unsatisfied2.-Are you going to have a holiday this year?-I!d love to.I     

Why he couldn''''t leave?

There was a meeting with a large number of people. At first the speaker was very interesting, but as time went on, he became very boring. Finally when he was through, there was only one man sitting in the large room. The speaker walked up to the man and…     

leave与forget的用法区别

请先看下面两道中考题:1.-Sorry,Mr.Green.I______ my English book at home.     

动词"leave"用法小结

动词"leaven"一词在中学英语教材中用法很广,很重要,学生在学习过程中因为用法繁杂而出现畏难情绪,现作-个小小归纳以助读者.     

动词“leave”用法小结

动词“leave＂一词在中学英语教材中用法很广，很重要，学生在学习过程中因为用法繁杂而出现畏难情绪，现作一个小小归纳以助读者。     

从高考题看leave的用法

ASchoolFriendofEnglish请看下面两道高考试题:1.A good story doesn7t necessarily have to have a happy ending,butthe reader must not be left____.(2006天津卷)A.unsatisfied B.unsatisfyingC.to be unsatisfying D.being unsatisfied2.Don7t leave the water____while y     

高考热点动词leave的用法

动词leave是高考试题中常见的一个单词,常结合句式、搭配、时态及其词义等对其进行考查。现将其主要用法归纳如下:一、基本用法leave的基本意义和用法如下:1.意为“离开”。例如:Itishightimethatweleft.该是我们离开的时候了。2.意为“忘记、遗忘”,通常与表示地点的状语连用。例如:Jenniferoftenleavesherkeysintheoffice.詹尼弗常常把钥匙忘在办公室里。3.意为“交付;委托”。例如:I蒺llbuythefood.Ileavethecookingtoyou.我去买食物,由你来做饭。4.意为“留下”。例如:TheyleftamessageforJessicabeforeleaving.他们走之前给杰西卡留…     

Can you leave high school behind?

In recent years, many states, including California, Texas, and Oregon, have changed admissions policies to increase access to public universities for students from lower socioeconomic backgrounds. A key concern, however, is how these students will perform. This paper examines the relationship between high school quality and student success in college. Using administrative data from the University of Texas at Austin, we take advantage of the unique policy environment provided by Texas's Top 10% automatic admissions law, which has not only increased the diversity of high schools in the state that send students to the university, but also provides an admission criteria based on a sole observable characteristic: high school class rank. We find that high school characteristics do affect student performance, and these effects seem more pronounced for women and low-income students. In addition, there is little evidence that the effects of high school characteristics decay over students’ time in college.     

leave用法“小档案”

同学们,你了解leave一词的用法吗?看看下面的"小档案"吧!一、leave用作及物动词,意为"离开;脱离"。例如:     

从一道高考题谈leave 宾语 宾补

2006年高考英语天津卷中出现了这样一道考题:7.A good story does not necessarily have to have a happy ending,but the reader must not be left__. A unsatisfied B.unsatisfying C.to be unsatisfying D.being unsatisfied正确答案为A。要做好该题可先把第二个并列句还原成主动语     

leave是"去"还是"留"

在学习英语的过程中,学生会遇见同一英语单词具有两种相反意思,但根本上并不矛盾的现象.本文将以leave为例,通过大量例句来剖析leave的真正含义.从而帮助学生在学习英语的过程中克服由这类词带来的的困扰.     

May I be excused? Why teachers leave the profession

Considerable research has been conducted into teacher retention. Less is known of ex-teachers' circumstances: salary, workload, working conditions, “job prestige”. For this study, telephone interviews were used to ask 21 ex-teachers about their journey from teaching, and views on their current working conditions by comparison. This paper focuses on the events surrounding these people's decisions to leave the profession; these ex-teachers are in a privileged position to comment on teaching by comparison with their subsequent work. Few regret their decision to leave the profession. The findings have implications for teacher recruitment, education, provision of working conditions, and for the promotion of teaching.     

Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools

ABSTRACT

Early school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9–11 and 12–14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student–teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early.     

Psychological states and working conditions buffer beginning teachers’ intention to leave the job

The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective dialogue, and deprivatised practice) and psychological states (teacher self-efficacy and affective commitment) influence turnover intentions. A sample of 272 beginning teachers from 72 Flemish (Belgian) primary schools was recruited for this questionnaire-based study. Path analysis revealed that teacher self-efficacy and affective commitment directly reduced the intention to leave the job. Furthermore, teacher self-efficacy and affective commitment fully mediated the relationships between teacher autonomy and the intention to leave the job and collective responsibility and the intention to leave the job. These findings provide insight into the underlying psychological processes of beginning teachers to leave education.