the aim of students who come to_

1.关于教师节 ，写给英语老师的贺词（英语）（尽量要快 ）～

2.On the Importance of the Interaction Between Teachers and Students in the English Classroom Teachin

3.for和of和to的用法区别

4.高中英语好句子摘抄

5.观点型英语作文写作

6.to，for和of的区别和用法

7.for, to和of的区别是什么？

关于参考“对英语的看法以及怎样学习英语”英语作文60字带翻译，对于学习英语有一定的作用，但这样是远远不够的。

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对英语的看法以及怎样学习英语作文60字带翻译：

With the development of the society, China has stepped on the road of internationalizaion. And as all sides of reasons, English has become the international language. Thus, there are more and more Chinese learn English as to catch up with the world. Chinese also realize this, so they require Chinese, especialy students, learn English. Then there is still a question that how to learn English well.

First of all, learning English well needs perseverance. Because learning English well is a long-term process. If we insist on leraning Eglish everyday, we will master it one day. If we just study it for a short time and then give up, we will gain nothing in the end. Therefore, we should stick to learn English erveryday in order to learn it well.

Secondly, learning English well needs us open our mouth. The aim to learn a language is to speak it. No one will admit you learn a langeuage well without speaking it out. Many Chinese students he learned is“dumb English”. That is a big problem. So, in order to learn English well, we should often talk with our friends, classmates and teachers in English.

Thirdly, the best way to master a language is tobe personally on the scene. So I advice those people who he condition go abroad for a while. When they come back home, their oral English must he improved.

To sum up, learning English well is not easy. But we can take masures to make it done through perseverance, talking and going abroad.

随着社会的发展，中国已经踏上了国际化的道路。由于方方面面的'原因，英语也成为了国际语言。因此，越来越多的中国人为了与世界接轨而学习英语。而中国也意识到这一点，所以他们要求中国人学习英语，尤其是学生。问题是如何学好英语呢？

首先，学好英语需要毅力。因为把英语学好是一个长期的过程。如果我们坚持每天学习英语，总有一天我们能够掌握它。如果我们只是学了一小段时间就放弃了，到最后我们会是什么都没有学到。因此，为了学好英语，我们应该每天学习它。

第二，把英语学好我们应该开口说。学习一门语言的目的就是讲那门语言。如果你不会说，没有人会承认你把那门语言学好了。很多中国的学生所学的就是“哑巴英语”。这是一个很大的问题。因此，为了学好英语，我们应该经常和我们的朋友，同学和老师用英语交流。

第三，掌握一门语言的最好的方法就是身临其境。所以我建议有条件的人可以去国外待一段时间。当他们回国的时候，他们的口语肯定有所提高。

.总之，学好英语并非易事。但是我们可以取措施通过坚持，讲，去国外来学好它。

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关于教师节 ，写给英语老师的贺词（英语）（尽量要快 ）～

I'm delighted to he this opportunity to join you to discuss a subject in which I personally he a great interest: the learning of foreign languages - and I hope you won't mind if the German Ambassador also says something about the importance of German as a foreign language in Britain.

Some of you will perhaps know that I he often publicly expressed my opinions on the subject of Germany's image and the teaching of German and also of history in this country. I'm quite sure that the language learning issue also has a political dimension with implications for our bilateral relationship and for Germany's image in Britain.

I. We need and want Britain as a strong partner in the EU

During this last year, political relations between our two countries he undergone a test - for reasons I'm sure I don't need to go into here. Our s he had different views , but thanks to the good personal relationship between Prime Minister Blair and Chancellor Schr?der, these differences he remained well in perspective. I don't now want to discuss the last few months, but the future.

What are the tasks that face us? At the global level, obviously since 9/11 the problem of terrorism stands out, alongside major themes such as maintaining peace, international trade, energy supply, environmental protection and human rights. In all these and more, Europe must become an effective player on the world stage and a strong and significant partner for the US.

For this, Britain is - to put it quite simply - indispensable. Britain has a quite special historical and political experience, a healthy scepticism and a helpful instinct for pragmatic solutions. We therefore believe that Britain must be an integral part of a successful Europe, and try to ensure that it is involved in every area. That is not always easy. Too often, a healthy scepticism is equated with euroscepticism. To me, euroscepticism is a contradiction in itself, as Britain is a part of Europe and embodies some of the best European qualities. A key question for the British is whether it can best deploy its political weight inside or on the margins of the EU.

II. British educational and foreign language policy

"English is not enough"; "Young people from the UK are at a growing disadvantage in the recruitment market", "The UK desperately needs more language teachers".

Those, Ladies and Gentlemen, are not my own statements. They are in fact the conclusions of the Nuffield Languages Inquiry of the year 2000 under the chairmanship of Sir Trevor MacDonald and Sir John Boyd. It is a regrettable fact that for many years, after a strong period in the 1980s, the major foreign languages, French and German, he been in continuous and sometimes dramatic decline in British schools and universities.

Britain faces the great task of changing this trend. It is absolutely in this country's interest that British young people, now and in the future, should be competent in foreign languages . In January 2002 the House of Lords debated the value of foreign language learning. All the speakers agreed that in a globalised world characterised by international links and intercultural connections, linguistic skills and international experience are crucial for employment and career. International skills should he a major part in every young person's school curriculum.

In the meantime the Government has responded. In 2002, it presented its Language Strategy, which sets out the framework for reforms in language teaching. Secretary of State Charles Clarke has several times indicated in conversation with me that this area is a priority of his work. I am no expert on education and cannot assess the reform process in detail - nor would I want to.

However, just a few days ago the Government's own interim report (Language Trends 2003, by CILT) noted a further significant decline in foreign language teaching. Probably the main reason at this moment is that the ending of compulsory language learning between ages 14 and 16 is already hing serious effects. This issue - whether language teaching should be compulsory teaching - is actually probably the greatest cultural difference between foreign language teaching here and in Germany. In Germany, foreign languages are compulsory from the first school year. In Britain, language learning seems to be more on a voluntary basis and priority is given to other curricular requirements. But that's an roach which comes in for a lot of criticism, including in Britain itself.

However, there are also a great many promising developments: for example, the requirement for primary schools to offer foreign languages from 2012 and the creation of Specialist Language Colleges. But at the broadest and deepest level, it's probably also necessary for society as a whole to recognise the value of foreign languages and to create an atmosphere and an environment in which language learning is seen as vitally important.

III. Reasons for learning a language

Why should we learn a foreign language? After all, the whole world speaks English! Ladies and Gentlemen, there's some truth in this argument - but only some! Allow me to give an example from the area which I can perhaps judge best: diplomacy. British diplomats generally he an excellent reputation as extremely professional and efficient. And that specifically includes language skills. Before they're posted to a new country, British diplomats are trained in its language, sometimes for up to a year.

Why do they do that? When you come to a new post, you can only really make full use of your professionalism and efficiency in your host country's language. You can't just rely on English. So hing a foreign language in addition to English is vital - as indeed it is in so many other professions.

Educational reasons

Learning a foreign language at the earliest possible age, and by that I mean from between 4 and 5 years old - that is, at nursery and primary school - opens up a whole new dimension for children: it greatly benefits their reading and writing in their own language; there's evidence that, like musical education, it contributes significantly to the development of individual intelligence; and concretely it improves overall results at school.

Cultural reasons

A new language opens up a whole new culture. A foreign language gives us access to another culture, and our lives take on a new dimension. The great German poet, Johann Wolfgang von Goethe, said in 1827: "Whoever is not acquainted with foreign languages knows nothing of his own." Seen like that, learning a language is almost comparable to a journey of discovery - and if we remember the great explorers and the 18th century gentleman's grand tour, you might almost call it a British invention.

Conversely, to lose a language is to lose a whole culture. This realisation has led to determined efforts to preserve minority languages, including, for example, in Britain, with the renaissance of the Welsh and Gaelic languages. There are similar widespread efforts in Britain to promote community languages, for example by providing lication forms in Urdu or other languages. It is a fundamental truth that cultures define themselves through languages.

Personality

By learning a new language, you gain new horizons, but at the same time you reinforce your own identity, and therefore also your self-confidence. A foreign language can contribute to a stronger personality. Apparently foreign languages are even an essential quality of a lover. In Shakespeare's great comedy "Twelfth Night" we hear a gentleman being praised: He plays the viol-de-gamboys, speaks 3 or 4 languages and hath all the good gifts of nature.

Economic reasons

The typical profile expected from future business leaders fully reflects the demands of the globalised world. British language graduates find a good job more easily than others. Knowledge of German in particular improves one's chances on the job market. Many German companies abroad, and many foreign companies in Germany and companies with close links to German-speaking countries look for employees with language skills.

In spite of all the current economic difficulties in Germany, we are now, thanks to the Government's reform policies, well on the way to overcoming our economic weakness. Germany is still the most important trading partner for almost all the European countries and many countries outside Europe. A person who speaks German will be able to communicate better with business partners in the world's third-biggest economy and one of the foremost exporting countries.

Political reasons

Politically, a positive roach in Britain to language learning would he benefits on two different levels. Firstly, it would help to enable Germany to be seen more as a whole rather than just isolated aspects, and to break down a residual antipathy or at least ignorance and indifference. That's of course our number one aim. And secondly, it would help to ensure that Britain does not remain apart in Europe. In my view, it cannot be in Britain's interests to isolate itself politically or culturally.

IV. Reasons for learning German

Let me finally answer one last question: which is actually the most important language for British young people to learn? After long and careful consideration, I've come to the absolutely honest and objective conclusion that it has to be German (Vorsicht Ironie!)

I know that almost all of you speak a little German. Vorsprung durch Technik, Kindergarten, Oktoberfest and so on. And I'd rather not mention all those words from a certain period of our history that some people here never seem to get enough of. But there really seriously are good reasons for learning German.

Importance for communication in Europe

Over 100 million Europeans speak German as their native language. German is spoken not only in Germany, but also in Austria and in large parts of Switzerland. After English, German is the most spoken language in the European Union. In the new member countries of the European Union in central and eastern Europe, above all in Poland, which stands out with its population of over 50 million, German plays an important part both culturally and economically.

German as a language of culture

If you know German, you he access to one of the great European cultures in the original. German is the language of Goethe, Mozart, Bach and Beethoven, and of Thomas Mann and G?nter Grass - but also of Michael Schumacher and of the film "Goodbye Lenin", which in the last few months has been the most successful non-English language film. Each year there are 60,000 new publications in the German book market - that's 18% of all the books published each year in the world. That puts Germany at third place among the world's book producers.

Germany as a country of culture

Germany is a highly attractive country for trel, with a great variety of natural beauty, from Baria to the lakes and coast of Mecklenburg-Western Pomerania. (And by the way, there's no problem getting a towel onto a German beach!)

Germany also has a great cultural heritage, from the Middle Ages to the modern period. In Wittenberg you can visit the house of the great reformer Martin Luther. Germany has a vast number of theatres, choirs and symphony orchestras, in Munich, Cologne, Bamberg and elsewhere. Germany has produced great contributions to art and architecture, from Romanticism through Bauhaus and the classical modern period to some of the most interesting developments in modern art, such as Joseph Beuys, Gerhard Richter or Sigmar Polke, who can be seen at this very moment in a superb and very popular exhibition at Tate Modern in London.

V. Conclusion

If language skills are to improve here in Britain, everyone needs to play their part:

parents - must recognise the importance of foreign languages, encourage their children to take an interest and demand that schools give their children the opportunity to benefit from all that languages he to offer;

teachers - I'd like to thank them for all their dedicated work under sometimes difficult conditions, and encourage them to keep it up;

universities - should promote language departments wherever possible, even under difficult financial circumstances;

Government, Local Education Authorities and Schools - must give language learning a firm place in school life and enable as many pupils as possible to benefit from the opportunities it creates. In my personal view, this is also a matter of social justice, because languages facilitate social mobility;

lastly, the general public and the media - should recognise the value of language learning for future generations and support it accordingly.

On the Importance of the Interaction Between Teachers and Students in the English Classroom Teachin

1、您是大桥，为我们连接被割断的山峦，让我们走向收获的峰巅。

You are the bridge, connecting the mountains that he been cut off for us, and let us go to the peak of harvest.

2、生日在即，恩师难忘，感谢您在我空白的世界里，用知识绘画了彩虹。

Birthday is coming, my teacher will never forget. Thank you for drawing a rainbow with knowledge in my blank world.

3、您是美的耕耘播种者，让祖国大地绿草如茵，繁花似锦！

You are the United States cultivator, let the motherland land green grass, flowers like brocade!

4、老师您是伟大的，照亮别人燃烧自己。祝您生日快乐，保重身体！

Teacher, you are great, illuminate others, burn yourself. Wish you a hy birthday and take care of yourself!

5、你的人生是无悔的格言，把责任担起。老师，愿你生日快乐。

Your life is a no regrets maxim, take responsibility. Hy birthday to you, teacher.

for和of和to的用法区别

Free talk is nearly like topic talk. Students are not given a topic in this part. They should choose a topic to begin. So teachers? main responsibility is to teach them how to choose a topic. Tell them what is worth talking and what is not. Topics are usually something hot spots. Such as the war in Iraq, Sars, some famous sports stars and singers are all enjoyed by students. If they choose a right topic, they will be active to talk.

4. An important teaching method? task-based teaching

Shortly speaking, task is an action, in the process of doing something, learners are always in the active psychological state .It is a process of interaction. In order to complete the task, learners regard ?meaning? as the center, drawing upon verbal and non-verbal resources to construct meanings in order to solve a certain communicative problem. In the process of completing tasks, learners actively participate in the task and interact with both teachers and classmates, building a supportive environment for language acquisition and internalization, which can be of great benefit to the students? spoken English. According to Did Nunan, the structure of tasks and the other factors is :

Goals Teacher role

Input TASKS Learner role

Activities Settings?

So here I propose the following five tasks. These tasks are usually suitable for rural junior middle school students.

Jigsaw tasks

The students work in groups or pairs. They are given a chain of four pictures. They each tell a story about their own pictures which make up a whole story. Jigsaw tasks are just like multiple pictures describing.

Information-gap tasks

Information-gap tasks are real communication. Students he different characters, families and experiences. They want to know each other. They need to exchange personal information. Then teachers can organize different kinds of information exchanging tasks according to what the students are assigned to learn at each stage. Then students can make full use of what they he learnt to communicative and express their own ideas. The tasks can be like the following:

Get students to draw their own family trees. Then ask and answer questions like: What does your father do? Where does your mother work?

Get students to draw a map of their own living area. Then ask each other places and directions.

Comparison-making tasks

there are no two completely same lees in the world. Things are different from each other. So teachers can design tasks like the following:

The differences between Chinese food and western food

The weather in china and in Australia

The differences between two twin brothers or sisters

The students can be divided into two team. And they can he a competition. If one team can say more differences than the other they are winners.

Opinion exchange tasks

Students work in groups or pairs. They can ask others questions like:

What?s your fourite season?

What?s your fourite subject?

Then the student who answers the questions should give three or four reasons.

problem-solving tasks

Teachers should be adept to find some problems and get the students to think about them and solve them. The process of solving and expressing is using English. It is a good roach to study English and speak English. The problems can be the following.

What should we do if chairs are broken?

How to create good surroundings for studying

Why are the animals in zoos not hy today?

Here I choose the third as a model. Teachers ask the students to collect some information about animals. eg. Animals like tigers and lions usually live in forests or mountains.

They can run and play freely and hily.

Now the animals live in the cages.

They he nothing to do.

The only thing is to walk round and round.

So they are not hy.

After they find some reasons, ask them ?Can we help them? Then get them to discuss and propose some methods to solve the problem. That will be a great incentive.

Some intelligence games are good problem solving tasks too. Such as weighing and elephant and carrying things across the river are both good tasks. These tasks can improve the students? thinking abilities and speaking abilities. Here I give the example for carrying things across the river:

a) Teachers divide the students into small groups;

b) Teachers tell the student: An old man trels with a wolf, a sheep and a basket of cabbage. He wants to go across a river. But he has a problem, because his boat is very small. Each time he can take only one of the three things to the other side of the river. If he lees the wolf together with the sheep, the wolf may eat the sheep. If he lees the sheep together with the cabbage, the sheep may eat the cabbage. He does not know what to do. Can you help him?

c) Give the students a certain time to discuss and think about it ( to express the idea clearly);

d) The group which can find a good method and express it clearly will be the winner

5. Other factors

Emotional teaching and classroom interaction

Speaking activities are probably the most demanding for students and teachers in terms of the affective factors involved. Trying to produce language in front of other students can generate high levels of anxiety. Students may feel that they are presenting themselves at a much lower level of cognitive ability than they really possess; they may he a natural anxiety about being incomprehensible; they may he cultural inhibitions about loosing face, or they may simply be shy personalities who do not speak very much in their first language. It is therefore a major responsibility for the teacher to create a reassuring classroom environment in which students are prepared to take risks and experiment with the language.

Students? spoken English is intimately bound up with emotional teaching. Teachers? positive words, affirmative looks, or even their careless smiles will all give students great encouragement and incentive, which may make students speak English in class with confidence. What?s more, students can express themselves freely with no dou. To those who he difficulties to speak English in class, English teachers should forgive their mistakes, too. And teachers should show more love to them, speak to them more skillfully and give them more encouragement. The following sentences are all good examples for emotional teaching:

OK.

It doesn?t matter.

All right.

Take it easy.

Go on.

Come on.

Here we?d better say?

You?d better?

Any volunteer?

He a try!

Teachers? roles are also multiple. They are mainly directors, judges, leading actors. They can also be advisors, audiences and supporting actors. Teachers play a variety of roles in different types of classes, different scenes or at different levels. They sometimes speak freely and frankly and lead the students skillfully by orderly method; they sometimes give the students incisive comments and devote all their attention to guide the students; they sometimes listen to the students silently. The final aim is to let the students play the part of the main role and be active to pracitse speaking and communicate in English. Then the students become the main body of learning naturally, which is the final target of the ninth curriculum innovation.

At the same time, teachers should also let the students understand: what they he learnt from listening to lessons passively and taking notes is nothing but theories and they hen?t done any practice yet; if they want to improve their spoken English, they ought to take an active part in all activities in class every day from the beginning of studying of English; and they ought to help each other and learn from each other. Then the interaction between teachers and students can be really put into effect and makes a perfect classroom environment. It is confirmed that harmonious classroom atmosphere can help students study English pleasantly and their body and mind are developed healthily because of teachers? emotional investment and classroom interaction.

Activities are incentives to work hard and chances for students to get feelings of successes

One of teachers? jobs is to ensure students a variety of activities. By presenting students with a variety of activities teachers can ensure their continuing interest in the language learning programme. Classes which continually he the same activities are not likely to sustain interest, particularly where the students he no extrinsic motivation and do not perceive clear long-term goals. A programme, however, that presents a variety is far more likely continually to engage the students? interest. Through English activities, students can he more chances to speak English as well as use English in the semi true English surroundings. They can he more chances to get feelings of success. Accomplishment is the assurance of their progress in study.

Therefore activities should be flexible. In class, teachers can provide students with text play acting, sketch acting and dialogue acting according to the contents of texts and their English levels. By working in groups of four or three, helping each other and cooperating with each other, the students can feel at ease while speaking English and they become to enjoy speaking English. Outside class, English corner, reading competition, English songs competition and English party etc. are all good activities which always attract the students and impel them to speak more English. And debates relevant to hot issues in the world seems to be the most popular activities. Teachers can organize the students to argue about some current affairs, which links what they learn with practice and helps them to express their real thoughts. The propositions can be: Wars in Iraq, Are you afraid of SARS? In a word, all activities are determined by teachers. So teachers? ability should be both adaptable and flexible.

6 Results

To improve spoken English ability is an important aim of studying English. In different ways, spoken English teaching goes through the whole English teaching. English teaching is linked together with Knowledge in class and outside class, which highlights the students? main body role in class and enhances English teachers? guiding role. And students are active to speak English and study English, which is the aim of spoken English teaching.

It is evident that the students he not only improved their spoken English in great progress but also developed their reading and wrting abilities after two years? practice. The students he grasped daily English systematically and their ability of thinking in English he been formed and strengthened. And their ability of analyzing questions and coming up with opinions he been enhanced, too. What?s important, the students? role has been great changed. They are never those passive listeners but active participants in class. Their main body role has been heightened and respected, which makes them study positively and helps to develop their ability of studying. At the same time their pioneering spirit has been enhanced and their ability of creating has been trained. That is the core of quality education.

Though there is no formal spoken English test in Chinese rural middle school. There are many ways to see the good effects of the above teaching methods. A great quantity of practice speaking English helps to improve the students? whole English level as well as their spoken English, which is reflected in the result of their final test in every term. As a result, the score of the students in my classes is at least five points higher per person than the one of the students in other classes. And twenty five per cent students who I teach can be at the first rate. However the percentage of first rate is ten points lower.

Introduction 1

I. The Improper Classroom Interaction in Present English Teaching 2

A. The Influence of Teacher-centered Model 2

B. Aimless Classroom Interaction 4

C. The Disordered Classroom Interaction 4

D. Imbalanced Teacher-Students Interaction and Student-Student Interaction 4

E. Disintegrated and Unsystematic Classroom Activities 5

II.Introduction about Language Features and Classroom Interaction 5

A. The Characteristics of Language 5

B. The Role of Classroom Interaction 6

1. Developing the Intrinsic Motivation of the Students 7

2. Changing the Traditional Roles 7

3. Improving theTeaching Efficiency 8

III. Possible Strategies for Meaningful Classroom Interaction 8

A. Equal-Dialogue Strategies between Teachers and Students 9

B. Curiosity Leading Strategies 9

C. Cooperation Strategies 11

D. Question-Raising Strategies 13

E. Resource-Utilizing Strategies 14

Conclusion 16

Acknowledgements 17

Bibliography 18

Abstract

The ultimate aim of English teaching is to cultivate students? ability of using English. And in China, the realization of the English teaching goal depends mainly on classroom instruction. English classroom has special features, because it is the most important place for many students to learn English. Language course is a course which is more practical, so good classroom interaction is the best opportunity for students to practice using language, that is to say, classroom interaction is the real process of language classroom teaching. In the process of teaching, a good teacher-learner relationship and a comfortable interactive environment are helpful to the language learning. However, the present language teaching is far from realizing this goal, the effect of classroom interaction is not so ideal. Therefore, how to make the classroom interaction function effectively is a very big problem that needs to be solved. In this essay, the author analyzes the improper interact phenomenon and gives some suggestions on the strategies for the significant classroom interaction.

Key Words

English language teaching; classroom interaction; strategies

高中英语好句子摘抄

For，of都是介词，所以跟在后面的词动词要加ing，for，to，of后都跟人称代词的宾格。for是为了的意思，为了一般与help,thank等及物动词相连接；to是无意义的，与for意思差不多，区别是to后面是加动词原形。of是的的意思,后面一般跟名词，它还连接量词和不可数名词。 扩展资料

　to，for和of的用法：

　For的用法

　1. 表示“当作、作为”。如:

　I like some bread and milk forbreakfast.

　我喜欢把面包和牛奶作为早餐。

　What will we he for supper?

　我们晚餐吃什么?

　2. 表示理由或原因,意为“因为、由于”。

　如:

　Thank you for helping me with myEnglish.

　谢谢你帮我学习英语。

　3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。

　如:

　Let me pick it up for you.

　让我为你捡起来。

　Watching TV too much is bad for yourhealth.

　看电视太多有害于你的健康。

　4. 表示时间、距离,意为“计、达”。

　如:

　I usually do the running for an hourin the morning.

　我早晨通常跑步一小时。

　We will stay there for two days.

　我们将在那里逗留两天。

　5. 表示去向、目的,意为“向、往、取、买”等。

　如:

　Let’s go for a walk.

　我们出去散步吧。

　I came here for my schoolbag.

　我来这儿取书包。

　I paid twenty yuan for thedictionary.

　我花了20元买这本词典。

　6. 表示所属关系或用途,意为“为、适于……的”。

　如:

　It’s time for school.

　到上学的时间了。

　Here is a letter for you.

　这儿有你的一封信。

　7. 表示“支持、赞成”。

　如:

　Are you for this plan or against it?

　你是支持还是反对这个?

　8. 用于一些固定搭配中。

　如:

　Who are you waiting for?

　你在等谁?

　For example, Mr Green is a kindteacher.

　比如,格林先生是一位心地善良的老师。

　尽管for 的用法较多，但记住常用的几个就可以了。

　to的用法:

　一：表示相对，针对。

　be strange (common, new, familiar, peculiar) to

　This injection will make you immune to infection.

　二：表示对比，比较。

　1：以-ior结尾的形容词，后接介词to表示比较，如：superior ,inferior,prior,senior,junior

　2: 一些本身就含有比较或比拟意思的形容词，如equal，similar，equivalent，analogous

　A is similar to B in many ways.

　3：表示一些先后顺序的形容词，如：second、next。

　4: to也偶尔出现在个别动词之后,与动词形成固定词组,表示比较,如:prefer to,compare to,in contrast to。

　compare to sth.表示比喻或比拟,而compare with sth.表示比较,如:

　World is usually compared to a stage

　Compared with his past,he has changed a lot.

　Prefer的正确句型是:prefer A to B或prefer doing A to doing B,但当prefer后接动词不定式时,表示比较的介 词to就要改成rather than ,如:

　The undaunted soldier preferred death to surrender.

　Many people prefer spending money to earning money.

　They prefer to pursue careers rather than remain home as house wives.

　5: to与及个别的名词构成比较之意,如:alternative。

　Going to an under water concert is a great alternative to going to dinner.

　三: 表示修饰关系

　1: 表示回复,反应意思的词,如:answer to question, solution to problem,response to inquiry,reaction to proposal,reply to letter

　6: 表示与书籍,文本相关的词,如:introduction to passage.

　7: 表示恭喜或是祝贺,如:

　The director proposed a toast to the health of the guests.

　Let’s drink to Dick’s success in business

　8: 另外还有一些名词符合这种用法,有的`具有两者息息相关,缺一不可的含义.如:key to door,invitation to party,

　四: to还具有依据,伴随,和着节奏的含义,如:sing to piano, chance to the tune, stamp to the rhythm of the song, add salt to taste。

　（一）：表示相关联，相连接，如：be related to,be relative to,in relation to ,link to

　Investigate all the facts related to the problem.

　People often linked walth to hiness.

　（二）：表示反对和赞同。

　1：to引导的表示反对，抗拒，对抗意义的词组。Be opposed to,be oppsist to,be contrary to,be adverse to,be resistant to ,object to,oppose to

　2: to引导的表示同意，赞同意义的词组：consent to,subseribe to。

　The employer consented to give him a salary raise.

　表示调整，使符合，使适应的含义，如：adapt to,commodate to, adjust to,conform to,habituate to,fit to,suit to,correspond to,cater to。

　She tried to habituate herself to the style of plain living.

　Your action should conform to the interests of the people.

　3: 表示投降,屈服,服从的含义,如:be subject to,be subordinate to,submit to,subject to,surrender to,give in to,confess to,admit to。

　The minority is subordinate to the majority少数服从多数

　五: 表示趋势或倾向,如:tend to,be prone to,be inclined to,be apt to,be liable to。

　He’s liable to seasickness.

　You are liable to come to wrong conclusion.

　七: 表示约束,局限,如:limit to,confine to,resrict to。

　He’s confined to the house by illness.

　He confined his remarks to scientific mangement.

　八: 表示一种习惯或是一种适应性,如:get (be) to,used to。

　Finally,the students got used to my teaching method.

　九: 表示起因和原由,如:owing to,due to,thanks to,attribute to,come down to。

　The flight was cancelled due to the thick fog.

　The famous artist attributed his success to his wife.

　十: 表示目的或结果,如:aim to,lead to,give rise to。

　I aim to be an excellent college teacher.

　His conceit lead to his failure.

　十二: 表示数量上的积累或增加,如:in addition to,add to,amount to。

　In addition to relief supplies,he also presented with some money.

　十三: 表示全身心投入的含义,如:be addicted to,contribute to,devote to,commit to。

　He is determined to devote all his life to his.

　十四: 表示展望或是回顾,如:look forward to反date back to。

　The church dates back to the 13th century.

　十五: 表示方位概念.如:close to,next to。

　I don’t like wool next to my skin.

　十六: 表示有关注,关于: as to,with regard to 。

　十七: 表示关注或重视,如:pay attention to,attach to。

　We should attach primary importance to job training.

　十八: 表示应该或必须含义的句式。

　如:

　It’s time to get up.

　We are supposed to get here at seven.

　It’s up to this country to ban nuclear weapons.

　of的用法：

　一、前面的名词是主语的情况

　1、[表示所属关系](属于)...的 eg:man of that time那个时代的人

　2、[表示关于](关于)...的 eg:a long story of adventure一个很长的冒险故事

　二、短语是主语的情况

　1、[表示同位关系] eg:the city of Rome罗马市

　2、[表示性质、内容 、状况等] eg:a look of pity令人哀怜的神色

　3、[表示在...方面] eg:be quick of eye眼快

　三、后面的名词是主语的情况

　1、[表示数量、种类] eg:three pieces of meat三块肉

　2、[表示部分或全部] eg:five of us我们中五个人

　3、[表示...中最突出的] eg:the hero of heroes最杰出的英雄

　4、[表示由...组成、做成] eg:a table of wood木头桌子

　5、[表示动作的主体] eg:It is clever of you to do so.你那样做真聪明。

观点型英语作文写作

高中英语好句子摘抄 ：

1. Hing a cellphone also makes us feel safer, since we can call for help in case of an emergency

2. She says that her cellphone helps her do whatever she wants to do and still stay in touch with her parents and friends

3. ” I think it’s the most useful invention ever “Wang Mei says as she is dialling the number to Xiao Li again to ask her what she will be wearing to school tomorrow

4. Wang Mei calls her best friend Xiao Li at least once a day to see how she is doing and what is going on

5. Once,the earth was a beautiful blue planet where people lived hily among trees and animals

6. The human beings he been able to keep a small, secret school open since the machines took over

7. Now, the leader has asked a group of students to do what they can to se the earth

8. Instead, the students he decided to come up with a peaceful solution

9. Steve Jones is an environmental expert who tries to keep animals and plants from becoming endangered

10. We often talk about how important it is to take care of ourselves and our planet, but we don’t always do as we say

11. Many of the earth’s plants and animals he already died out, and several other species are endangered

12. If we want to live a better life and he a bright future, we must learn to act in ways that do not harm other living things

13. If we know more about what causes endangerment ,we may be able to take measures before it is too late

14. A species can become endangered for different reasons

15. Animals and plants must he a habitat, or home, which is comfortable and clean, and where there is enough food and other resources

16. They are all used to their environment; that is ,they he learnt how to live successfully in their habitat

17. Experts tell us that we need to think about what we can do to keep animals and plants from becoming endangered

18. Professor Stevenson explained to the students that the milu deer had been very common inChina a long time ago, but it diseared during the Ming and Qing Dynasties

19. What we hear on the radio or see on TV is only a small part of all the wonderful music that is waiting for us

20. People he been playing the blues for many years , but the music has kept many of its characteristics

21. Hip-top music often combines parts of other styles to create music that will help people hear new things in old music

22. Latin music –music that uses traditional styles from Latin America—has spread all over the world

23. The blues comes from African songs that people used to sing when they worked and during festivals

24. There is a wide variety of new music to be discovered in every corner of the world, so the next time you look for a tape or a CD, don’t just look for Chinese or American music—open your ears to the sounds of the world

25. They play music to satisfy their inner desire

26. They do not think how much money they can make from a song; instead, they sing for their emotions and live for music

27. The process of making rock music, however, is totally different

28. You must believe in what you do and who you want to succeed in the world –the magical world of Hogwarts and the real one

29. If only they could find a way to get to the room, or whatever it was, behind the wall

30. Our eating habits he changed, as has our way of life, and the fuel we need for our bodies is also different

高中英语好句子摘抄精选：

1. Be highly organized and efficient.

工作很有条理，办事效率高。

2. The management wants screwing up.

管理部门需要提高工作效率。

3. I can organize my time efficiently.

我的工作效率高。

4. Li This is British efficiency, I suppose?

这想必就是英国的工作效率。

5. To work or act ineptly or inefficiently.

拙劣地工作做事拙劣或低效率

6. Give advice on improving performance and oaining higher efficiency.

提出改进性能和提高工作效率的意见。

7. People working at all levels should be efficiency-minded.

上下都要讲究工作效率。

8. To work or perform efficiently and rapidly.

高效率工作工作或行动效率高或敏捷

9. Office Automation(OA) is the lication of the computer and communication technologies to improve the productivity of clerical and managerial office workers.

办公自动化是计算机和通信技术在改善办事人员和管理人员的工作效率方面的.一种应用。

10. He aim to streamline the office.

他的目标是提高办公室的工作效率。

以上就是我分享的高中英语好句子摘抄，欢迎阅读。

to，for和of的区别和用法

　高中时期，观点型的英语作文是比较频繁出现的。下面是我给大家整理的观点型英语作文，供大家参阅!

观点型英语作文：My View on Opportunity

　Different people he different views on opportunity. Some people think that there are few opportunities in the world, while others argue that everybody will he some kind of opportunity along his life route.

　As far as I am concerned, I agree with the latter opinion. For one thing, I firmly believe that opportunities are everywhere around us. No person will be unlucky enough to he no opportunities all the time, because ?every dog has its day?. For another, since opportunities are transient, we he to make good preparations and improve ourselves. Just think of Newton, who discovered the Law of Grity when many people had watched an le falling ahead of them.

　Taking all factors into consideration, we may safely come to the conclusion that there are quite a few opportunities in our society. Only if we get prepared can we seize the opportunities instead of letting them slip by, just as the old saying goes, ?Opportunities are only for the prepared minds.?

观点型英语作文：My View on Teenagers Studying Abroad

　Recently, it seems that among the students who choose to study abroad, there are more and more agers who study in high schools or even elementary schools. Many people, especially their parents, think that it will certainly do good to their children because the independent life will make them learn confidence and perseverance, Moreover, the quality of overseas education is often higher, thus the child stands a better chance of entering a better university and getting a better job in the future.

　After careful consideration, I he to say that the above view is more than biased. On the one hand, early independent life is not necessarily good, if the child can not receive proper guidance and tender care from both teachers and parents. On the other hand, the educational quality is also a problem ? too many foreign schools aim at earning money. When the children come back, who can guarantee that they can adapt to the fierce competition here?

　We can see clearly that although agers? study abroad may bring forable results, there are still a lot to worry about. It seems necessary for the parents and the young students as well to make a thorough investigation before making a decision to study overseas.

观点型英语作文1

　People?s opinions are always different once they talk about job-hopping. Those who never change their jobs throughout their lives maintain that they he accumulated enough experience to work smoothly and efficiently, so what?s the point in changing to another job? They also firmly believe that anyone who wants to excel in his specialty has to work hard on the same post for years to acquire the required skill and knowledge.

　Many people think otherwise. On the one hand, if the present job can offer neither satisfactory working conditions nor future opportunities, they will not hesitate a moment to lee. On the other hand, they hold that life is but once and job-hopping can provide rich and exciting experiences.

　My own opinion is that job-hopping, in this fast-developing information era, has become more than common and acceptable. If we want to keep pace with the times, we he to change for the faster, the higher and the stronger. So life is a journey, we he nothing to regret so long as we put meaning into it.

观点型英语作文2

　The other day we had a heated discussion about whether it is necessary for parents to accompany students studying at schools. As for the question, there are two different opinions. Some students are for the idea that parents should accompany students studying. Because parents can do such housework as making delicious dinner and washing clothes for students, which in turn allow students to he more time to study and he a good rest.

　On the contrary, some students go against the former viewpoint. In their opinion, parents quitting the job to accompany students will add economic pressure to family. Besides, students will be under mental stress. In addition, there is no chance to develop their independence. As far as I am concerned, I am for the latter viewpoint. In the long run, not only should students study well but also learn the ability to live independently. Only by living alone do students he the chance to grow up.

for, to和of的区别是什么？

to 表示一个对象。

例如：go to school.去学校；give to me.给我，表示一个方向感和对象。for只要是表示原因和为了……。例如：thanks for your coming.谢谢你的到来；或者：do it for you.为了你而做的。

?of 最简单了，表示一种从属关系。

例如：the morning of today。今天的早晨；或者：the leg of the chair.那凳子的腿，the hair of her.她的头发。

to、for和of的区别：

For，of都是介词，所以跟在后面的词动词要加ing，这是他们共有的特性。for，to，of后都跟人称代词的宾格，这是他们共有的特性。for是为了的意思，为了一般与decorate,help,thank等及物动词相连接；to是无意义的，与for意思差不多，区别是to后面是加动词原形。of是'的'的意思,后面一般跟名词，它还连接量词和不可数名词。

具体的区别也是要根据用法来进行比较。

to，for和of的用法：

For的用法

1. 表示“当作、作为”。如:

I like some bread and milk forbreakfast.

我喜欢把面包和牛奶作为早餐。

What will we he for supper?

我们晚餐吃什么?

2. 表示理由或原因,意为“因为、由于”。

如:

Thank you for helping me with myEnglish.

谢谢你帮我学习英语。

3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。

如:

Let me pick it up for you.

让我为你捡起来。

Watching TV too much is bad for yourhealth.

看电视太多有害于你的健康。

4. 表示时间、距离,意为“计、达”。

如:

I usually do the running for an hourin the morning.

我早晨通常跑步一小时。

We will stay there for two days.

我们将在那里逗留两天。

5. 表示去向、目的,意为“向、往、取、买”等。

如:

Let’s go for a walk.

我们出去散步吧。

I came here for my schoolbag.

我来这儿取书包。

I paid twenty yuan for thedictionary.

我花了20元买这本词典。

6. 表示所属关系或用途,意为“为、适于……的”。

如:

It’s time for school.

到上学的时间了。

Here is a letter for you.

这儿有你的一封信。

7. 表示“支持、赞成”。

如:

Are you for this plan or against it?

你是支持还是反对这个?

8. 用于一些固定搭配中。

如:

Who are you waiting for?

你在等谁?

For example, Mr Green is a kindteacher.

比如,格林先生是一位心地善良的老师。

尽管for 的用法较多，但记住常用的几个就可以了。

to的用法:

一：表示相对，针对。

be strange (common, new, familiar, peculiar) to

This injection will make you immune to infection.

二：表示对比，比较。

1：以-ior结尾的形容词，后接介词to表示比较，如：superior ,inferior,prior,senior,junior

2: 一些本身就含有比较或比拟意思的形容词，如equal，similar，equivalent，analogous

A is similar to B in many ways.

3：表示一些先后顺序的形容词，如：second、next。

4: to也偶尔出现在个别动词之后,与动词形成固定词组,表示比较,如:prefer to,compare to,in contrast to。

compare to sth.表示比喻或比拟,而compare with sth.表示比较,如:

World is usually compared to a stage

Compared with his past,he has changed a lot.

Prefer的正确句型是:prefer A to B或prefer doing A to doing B,但当prefer后接动词不定式时,表示比较的介 词to就要改成rather than ,如:

The undaunted soldier preferred death to surrender.

Many people prefer spending money to earning money.

They prefer to pursue careers rather than remain home as house wives.

5: to与及个别的名词构成比较之意,如:alternative。

Going to an under water concert is a great alternative to going to dinner.

三: 表示修饰关系

1: 表示回复,反应意思的词,如:answer to question, solution to problem,response to inquiry,reaction to proposal,reply to letter

6: 表示与书籍,文本相关的词,如:introduction to passage.

7: 表示恭喜或是祝贺,如:

The director proposed a toast to the health of the guests.

Let’s drink to Dick’s success in business

8: 另外还有一些名词符合这种用法,有的具有两者息息相关,缺一不可的含义.如:key to door,invitation to party,

四: to还具有依据,伴随,和着节奏的含义,如:sing to piano, chance to the tune, stamp to the rhythm of the song, add salt to taste。

（一）：表示相关联，相连接，如：be related to,be relative to,in relation to ,link to

Investigate all the facts related to the problem.

People often linked walth to hiness.

（二）：表示反对和赞同。

1：to引导的表示反对，抗拒，对抗意义的词组。Be opposed to,be oppsist to,be contrary to,be adverse to,be resistant to ,object to,oppose to

2: to引导的表示同意，赞同意义的词组：consent to,subseribe to。

The employer consented to give him a salary raise.

表示调整，使符合，使适应的含义，如：adapt to,commodate to, adjust to,conform to,habituate to,fit to,suit to,correspond to,cater to。

She tried to habituate herself to the style of plain living.

Your action should conform to the interests of the people.

3: 表示投降,屈服,服从的含义,如:be subject to,be subordinate to,submit to,subject to,surrender to,give in to,confess to,admit to。

The minority is subordinate to the majority少数服从多数

五: 表示趋势或倾向,如:tend to,be prone to,be inclined to,be apt to,be liable to。

He’s liable to seasickness.

You are liable to come to wrong conclusion.

七: 表示约束,局限,如:limit to,confine to,resrict to。

He’s confined to the house by illness.

He confined his remarks to scientific mangement.

八: 表示一种习惯或是一种适应性,如:get (be) to,used to。

Finally,the students got used to my teaching method.

九: 表示起因和原由,如:owing to,due to,thanks to,attribute to,come down to。

The flight was cancelled due to the thick fog.

The famous artist attributed his success to his wife.

十: 表示目的或结果,如:aim to,lead to,give rise to。

I aim to be an excellent college teacher.

His conceit lead to his failure.

十二: 表示数量上的积累或增加,如:in addition to,add to,amount to。

In addition to relief supplies,he also presented with some money.

十三: 表示全身心投入的含义,如:be addicted to,contribute to,devote to,commit to。

He is determined to devote all his life to his.

十四: 表示展望或是回顾,如:look forward to反date back to。

The church dates back to the 13th century.

十五: 表示方位概念.如:close to,next to。

I don’t like wool next to my skin.

十六: 表示有关注,关于: as to,with regard to 。

十七: 表示关注或重视,如:pay attention to,attach to。

We should attach primary importance to job training.

十八: 表示应该或必须含义的句式。

如:

It’s time to get up.

We are supposed to get here at seven.

It’s up to this country to ban nuclear weapons.

of的用法：

一、前面的名词是主语的情况

1、[表示所属关系](属于)...的 eg:man of that time那个时代的人

2、[表示关于](关于)...的 eg:a long story of adventure一个很长的冒险故事

二、短语是主语的情况

1、[表示同位关系] eg:the city of Rome罗马市

2、[表示性质、内容 、状况等] eg:a look of pity令人哀怜的神色

3、[表示在...方面] eg:be quick of eye眼快

三、后面的名词是主语的情况

1、[表示数量、种类] eg:three pieces of meat三块肉

2、[表示部分或全部] eg:five of us我们中五个人

3、[表示...中最突出的] eg:the hero of heroes最杰出的英雄

4、[表示由...组成、做成] eg:a table of wood木头桌子

5、[表示动作的主体] eg:It is clever of you to do so.你那样做真聪明。