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profession的用法总结

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profession的用法总结

篇1：profession的用法总结

profession可以用作名词

profession表示“同业,同行”是可数的集合名词,当其用作主语时,谓语动词可用单数形式,也可用复数形式。

profession用作名词的用法例句

He is a doctor by profession.他的职业是医生。

Nursing is a vocation as well as a profession.护理工作既是职业又是救死扶伤的责任。

I don't believe her profession of friendship for us.我不相信她声称同我们友好。

篇2：profession的用法总结

1、The attitude of the medical profession is very much more liberal now.

现在，医务人员的态度开明多了。

2、Catching colds is unfortunately an occupational hazard in this profession.

不幸的是，容易感冒是这个行业的职业性风险。

3、Acting is definitely a young person's profession in many ways.

从许多方面来说，表演无疑是吃青春饭的行当。

profession词组

profession of 宣称(感情、信念等);表白

legal profession 法律界;法律专业

medical profession 医疗职业

accounting profession 会计职业

teaching profession 教学工作;教学专业

by profession 在职业上;就职业来说

accountancy profession 会计专业;会计员

the oldest profession [诙谐语]卖淫[亦作world's oldest profession]

profession例句

Low salaries have feminized the teaching profession.低薪使妇女在教职中占多数。

2.The emolument of this profession is not satisfactory.此行业的报酬不令人满意。

3.I don't know what profession would suit me.我不知道什么职业适合我干。

4.He laddered to the top of his profession.他跃上他的行业的最高峰。

5.The profession of medicine is a stern taskmaster.医生这个职业总要求其从事者承担繁重的任务

6.Men are in the minority in this profession.在这一行业中，男人占少数。

7.They have left the teaching profession, demoralised and undervalued.他们已经离开了教学行业，意志消沉，受人轻视。

8.He made a profession of friendship to his classmate Mary.他向他的同学玛丽表白了他的友情。

9.She clawed her way to the top of her profession.她坚忍不拔，终于攀上了她职业的顶峰。

10.He was only sparsely read in fields outside his profession.他对自己专业以外的领域只知道一些皮毛

11.I'm able to square my profession with my religious beliefs.我可以使自己的职业与宗教信仰相安无事。

12.In this profession, training and experience are of equal importance.在这个行业中，培训和经验有着相等的重要性。

13.She was inducted into the ways of the legal profession.她被引进法律这一行

14.The ethics of his profession don’t permit him to do that.他的职业道德不允许他那样做。

15.His work was important in helping establish dentistry as a separate profession.他在推动牙医学发展成一门独立学科的过程中发挥了重要作用。

16.The medical profession calls it tatt, short for “tired all the time”.日本人对打瞌睡也是有严格的规矩的。

17.Members of the musical profession paid tribute to the late Leonard Bernstein.音乐界人士向已故的莱纳德·伯恩斯坦致敬。

18.Accept my sincere professions of regard.请接受我真诚的致意。

19.He is a lawyer by profession.他是职业律师。

20.He is a doctor by profession.他的职业是医生。

篇3：Is Language Teaching a Profession?

Is Language Teaching a Profession?

Sydney January,

David Nunan. The English Centre, University of Hong Kong

1. Introduction

On a recent flight to the United States, I was leafing through a magazine with a wide circulation, when my eye was arrested by the following headline:

“Abolishing bilingual education: a good idea”.

I read on:

Another of the myths propagated by the American Federation of Teachers and the National Education Association is being exploded. Many will recall the prophesies of doom circulated two years ago, when California voters approved Proposition 227.

That measure ended bilingual education, requiring the state’s more than 1 million Spanish-speaking pupils to learn and be taught in English.

“What happened in the wake of this revolutionary vote?” the article asks, and goes on to provide the following answer,

”Those students are improving in reading and in other subjects at often striking rates, according to standardized test scores,” reports the New York Times. Second-graders classified as limited in English have posted major gains in both reading and mathematics. In one California school district, Oceanside, where 25% of students (or more than 5,000) have “limited English proficiency,” average reading scores in the second grade have gone up by 20 percentage points. But in a nearby district, many of hose students were granted waivers and allowed to continue in bilingual classes, increased proficiency was less than half that of Oceanside. … Bilingual education became entrenched in poor Southwestern schools because states could use federal funds to pay for thousands of bilingual teachers and administrators. Ending what has been, in effect, a deprivation of the right of immigrant children to be educated in English, the language the will need, is a real triumph for parents over the public school bureaucracies.” (Weinberger, )

So, what’s the point of this anecdote? How does it connect with the theme of my talk this morning, in which I want to explore the question of whether or not language teaching constitutes a profession? I’d like to put the anecdote to one side for a while and come back to it later.

2. Defining professionalism

In order to deal with the question of whether or not our field constitutes a profession, we need to establish what we mean when we use the term ‘profession’ itself.

Whenever I attend a regional, national, or international TESOL meeting I am struck by the use of the words profession, professional, and professionalism. Participants make constant references to the teaching profession, I attend professional development sessions, and the events themselves are imbued with the spirit of professionalism. When using the ambiguous term TESOL, it’s common to hear people drawing a distinction between TESOL the association and TESOL the profession. However, I don’t think I’ve ever heard anyone spelling out what they mean when they use the term.

What is a profession, and what is meant by professionalism? According to the Cobuild Dictionary, “a profession is a type of job that requires advanced education and training.” The Newbury House Dictionary defines professionalism as “the qualities of competence and integrity demonstrated by the best people in the field.” In this presentation, I would like to explore these questions in relation to education in general and TESOL in particular.

I think that we need to take at least four criteria into account in determining whether or not a particular form of paid (or under-paid) employment constitutes a profession. There are:

1. the existence of advanced education and training,

2. the establishment of standards of practice and certification,

3. an agreed theoretical and empirical base, and

4. the work of individuals within the field to act as advocates for the profession. In the rest of this piece, I elaborate on each of these criteria.

vAdvanced Education and Training

The most tangible characteristic of occupations that are traditionally thought of as professions, from medicine to law, from engineering to architecture, is that they require many years of education and training. In addition, this education and training does not end on graduation but is career long. Few of us would willingly put ourselves in the hands of an untrained airline pilot. Only desperation would drive us to seek a tooth extraction from someone who has had not updated his or her dental training for twenty years.

So, what about the field of language education? In the past 20 years, there has been an explosion in formal programs of study offering both undergraduate and graduate-level education and training to potential and practicing ESOL teachers, and thousands of individuals have completed these courses. Training people to teach English as a foreign/second/additional language has become a huge industry.

Standards of Practice and Certification

Another defining characteristic of a profession is a set of standards of practice developed and promulgated by the profession. The

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se standards are usually tied to some form of certification or license to practice. In some cases, this licensing is under the direct control of the profession. In other cases, in which governments determine who should have a license to practice, the profession has a significant influence over the process, usually through a professional association. For example, in the United States, the American Medical Association has an important say in who should be allowed to work as medical practitioners.

In Hong Kong, the Hong Kong Society of Accountants creates and administers the examination that decides who is allowed to practice as an accountant.

A Disciplinary base

A third defining characteristic of a profession is the existence of a disciplinary base. This theoretical and empirical basis is what distinguishes some professions from trades and crafts.

Educator Lee Shulman (1988) suggests that what distinguishes disciplines from one another “is the manner in which they formulate their questions, how they define the content of their domains and organize that content conceptually, and the principles of discovery and verification that constitute the ground rules for creating and testing knowledge in their fields” (p.5)

Freeman (1988), in commenting on Shulman’s characterization, has this to say:

Each discipline has its community, the group of practitioners who accept the rules of the game. What makes a person a chemist or a literary critic is the fact that he or she plays by the rules C what Shulman calls “the principles of regularity and canons of evidence,” C of the community such that his or her ideas fit within the discipline of that field of inquiry. These paradigms, which Shulman refers to as “principles of regularity and canons of evidence” and I call the rules of the game of particular disciplines, are not static. They, too, shift with time, according to dominant meanings and values. (p.9)

A challenge for education in general, and TESOL in particular, is to define, refine, and

articulate its disciplinary basis. Education is a hybrid, drawing on a range of disciplines such as psychology and sociology. In addition to these, TESOL is influenced by linguistics (both theoretical and applied), psycholinguistics, sociolinguistics, cognitive science, and numerous other disciplines. Partly because of this, we don’t have a shared set of rules of the game. In fact, we don’t even come close.

Advocacy/Influence

The fourth and final criterion is that of advocacy. Most professions have professional

associations, and a key function of such associations is to act as advocates for the profession.

They do this by attempting to influence legislators, either to create legislation that is seen to be advantageous to the profession or to oppose legislation that is seen as inimical to the profession. In the United States, the various health professions played an important role in blocking the passage of President Bill Clinton’s health care reform bills. In California, a wide range of educational associations, including TESOL and the National Association for Bilingual Education, had less success in opposing the discriminatory Unz Initiative, an initiative designed to severely limit the provision of bilingual education in that state.

So far, I have looked at four key criteria for determining whether an occupation or area of work qualifies as a profession.

These are:

?the existence of advanced education and training;

?the establishment of ‘standards of practice and certification’;

?an agreed theoretical and empirical base; and

?the work of individuals within the field to act as advocates for the profession.

3. Yes, but!

What I want to do now is examine some of the problematic aspects of these criteria as well as look more specifically at how the criteria for TESOL as a profession can help shape the work of associations such as ATESOL.

Advanced education and training

Despite the growing availability of opportunities for education and training, however, thousands of individuals around the world who have no formal education and training in TESOL practice as ESOL teachers. In fact, at some language schools in different parts of the world, the only employment criterion is fluency in English. Not only do their employees lack TESOL qualifications, they have no teaching qualifications at all.

In addition, qualifications are considered irrelevant in many countries. In some countries,

unless you are a citizen of that country, you cannot gain permanent employment. In others, you cannot gain employment unless you are a native speaker of English. Here is a letter that was recently published in TESOL Matters from a teacher in Italy.

I am an Italian EFL teacher, hold a master’s degree in Applied Linguistics, and am working towards a doctorate in TESOL. I have been involved with English language teaching methodology ever since I was fifteen and managed to pursue my chosen career in the face of my parents’ opposition. … I know scores of native English teachers with no teaching or postgraduate qualifications under their belt who work as tutors throughout Italy. [However] as a non-native English teacher, I am barred from teach

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ing in state universities. … Is a British (or American) graduate in psychology a better teacher of English than a non-native (highly) qualified instructor? Isn’t that discrimination? (A Nava, Milan, Italy. TESOL Matters)

So, is education and training even necessary? As we see from the letter above, many people who teach English around the world have no specific training as language educators. In fact, there are many who have no training whatsoever. Does this matter? At some time or other, you’ve probably heard comments such as the following:

“Some of my best teachers had no formal qualifications.”

And “I once had a teacher with a Ph.D. in education. He was hopeless as a teacher.”

The fact that some individuals without formal training happen to be ‘natural’ teachers, and the fact that some highly trained people aren’t particularly good in the classroom isn’t a good enough reason to argue that education and training aren’t necessary. Requiring someone with a natural gift or talent to undergo training is not going to turn them into ‘bad’ teachers. Not so long ago, a top surgeon, who performed some of the most delicate operations possible under current medical technology, was found to be a fraud, with no medical training or qualifications whatsoever. He is currently serving a prison term.

Given the imperative for education and training, the question arises - What types of knowledge and skill are relevant for language educators? In considering this question, we can draw a broad distinction between declarative knowledge and procedural knowledge.

Procedural knowledge can be subdivided into discipline-specific and general knowledge. For language teachers, declarative knowledge includes all of the things we know about language. The following are examples of declarative knowledge.

“When making the 3rd person declarative statements in the simple present, put an ‘s’ on the end of regular verbs.”

“The passive voice is used when we want to emphasise a process rather than the performer of an action”.

Discipline specific procedural knowledge refers to skills that are specific to language

teaching, for example, how to introduce new grammatical items such as how to teach gerunds and infinitives. General procedural knowledge refers to skills that all teachers should possess regardless of the subject they teach. Such skills would include how to manage group work, how to deal with discipline problems, and how to improve the motivation of students. (The procedural / declarative distinction also hold for students. Last semester, I had a student who performed flawlessly in a lesson reviewing the use of adjectives ending in ‘ing’ to describe persons, actions and things, and the used of adjectives ending in ‘-ed’ to describe feelings and attitudes. At the end of the lesson, I asked him how he liked the class. “Oh,” he replied, “I am boring when we practice this -ing stuff!)

Standards of practice and certification

The second defining characteristic of a profession has to do with standards of practice and certification. In TESOL, standards of practice and certification vary widely. Most countries have some form of certification for teachers, although this is rarely TESOL specific. Further, in most countries where some form of teaching certification is required, this process is controlled by governments and educational bureaucracies, not by professional teaching associations.

In terms of institutional accreditation, the situation also varies widely. In numerous countries, there is no professional or governmental control over language schools. In such countries, nothing can stop individuals who see language as a marketable commodity from opening their own schools, hiring and underpaying unqualified teachers, and using illegally

copied materials. I am familiar with one such school that doesn’t even pay its teachers.

Native speakers of English hired as “teachers” are sent on to the streets to recruit their own students to the school. Their “salary” takes the form of a percentage of the students’ fees.

So, who has the right to grant or withhold a ‘license’ to practise to any individual or group of individuals. The danger is that if power is vested in a particular group, it may lead to a ‘closed shop’. So the question here is ‘Who has the right to set standards and to certify?’

What gives the professional associations within the field the right to say who should or should not be allowed to teach English to speakers of other languages? In other words, to what extent does the field itself, and professional associations such as TESOL and ATESOL,

have the right to act as custodians of the field?

A disciplinary base

The third criterion, the existence of a disciplinary base or shared principles of procedure, is also problematic. According to Donald Freeman, teaching doesn’t constitute a discipline because it “does not have unified or commonly held “ground rules for creating and testing knowledge”. (Freeman : 10) He goes on to state that “Teachers are seen C and principally see themselves - as consumers rather than producers of knowledge. Other people write curricula, develop teaching methodologies, create published materials, and make policies and procedures about education that teachers are called upon to implement.” (Freeman 1998: 10)

As with the second criterion, we are entitled to ask Who decides the rules of the game? Who decides ‘this is the way it should be’? In all professions, these questions are posed by those who challenge the traditional order of things. When they succeed, and force acceptance of an alternative vision of the way things should be, there is a paradigm shift. In terms of Western medical practice, it wasn’t all that long ago that the idea of curing headaches by stick

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ing needles into the sufferer’s foot was held up to ridicule, and those who advocated such practices were pilloried. These days, acupuncture is commonplace. In language teaching the so-called ‘communicative’ revolution that began in the 1970s has led to changing practices.

Many classroom procedures that are now widely embraced were branded as heretical not all that long ago.

There is clearly a role for research in determining ‘the way it should be’, although the exact nature of this research, and the shape and form it should take are hotly contested within the profession.

Advocacy

The fourth and final defining criteria is that of advocacy / influence. Within the United States, TESOL has had some successes, stemming at least in part from its employment of a professional in the area of advocacy, Marlyn McAdam, to lobby on our behalf.

Internationally, however, it has had less success. The question or caveat in relation to this criterion is: Is it possible for any profession to act as an ‘international’ advocate? Potentially, the work of intividuals such as Francisco Gomes in Brazil, who has argued vigorously for an international declaration of language rights, shows some promise.

Now, I want to go back to the story that I told at the beginning of the presentation. The person who made the scathing attack on language educators, and who argued that the politicians were right and the educators were wrong was not an educator himself, but a politicial C none other than Caspar Weinberger, who those of you who remember Ronald Regan (who doesn’t remember you) will be familiar with.

But is Weinberger correct, when he argues that English-only, not bilingual schools, lead to more effective English language development? His source, was, after all, The New York Times. I decided to find out what the researchers themselves had to say. Here is what I found out:

A study released today found that sixty-three schools with bilingual education programs [they had been exempted from the English-only requirement DN] did better on tests of academic achievement in English than over 1,000 similar schools providing instruction to most students only in English. (Arevalo, 2000)

So what is the point? The point is that we as language educators are not yet very good at advocating for our profession and the clients it exists to serve. I look forward to the when where it is the President of ATESOL whose voice is heard, not some superannuated politician.

To summarize what I have said in this section:

?Individuals are able to practise as TESOL teachers with minimal or no training whatsoever

?There is no agreed on disciplinary base or ‘rules of the game’

?Individuals whose ignorance of our field is cosmic are able to make headline pronouncements on issues to do with language education ?In contrast, we have very little power or influence over public opinion

4. Looking to the future

So, to return to the question with which I started this paper. Does language teaching constitute a profession? The answer is: it depends where you look.

Advocacy

Jack Longmate, chair of TESOL’s Caucus on Part-time Teacher Concerns has argued that “The widespread reliance on part-time faculty to lower costs tends to degrade the enthusiasm, quality and professionalism of the field and creates a downward pull on the salaries of all.”

Partly as a result of Longmate’s efforts, TESOL recently joined 15 other associations and unions to endorse the Coalition on the Academic Workforce to oppose the over-reliance on parttimers.

Is TESOL a profession? The answer to this question is: It depends where you look! It is possible to find language teaching institutions in different parts of the world which fit none of the criteria set out in this paper. However, it is also possible to find institutions and associations that are actively committed to advancing education and training, to developing standards and certification, to supporting the development of theory and research so that a disciplinary based can be established, and working as advocates to influence broader communities in ways that are positive for second language learners. It is up to us who ARE committed to the notion of TESOL as a profession to identify and promote those practices around the world that are consistent with this goal.

In conclusion, I would like to invite you to think about the stance that ATESOL takes towards advanced education and training, standards of practice, an agreed upon theoretical and empirical basis, and advocacy for the language teaching profession. If you were to rank these four criteria, what would be their order of importance for you in defining a profession?

Are there other characteristics that you feel are critical in defining a profession? (For a discussion of these issues and questions, see Bailey, Curtis and Nunan, 2001.)

5. References

Bailey, K., A. Curtis & D. Nunan. 2001. Pursuing professional development: The self as source. Boston MA: Heinle & Heinle / Thomson Learning.

Shulman, L. (1988). The disciplines of inquiry in education: An overview. In R. Jager (Ed.),

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Complementary methods of research in education. Washington, DC: American Educational Research Association.

Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. Boston, MA: Heinle & Heinle / Thomson Learning.

Weinberger, C. 2000. Abolishing bilingual education: A very good idea. Forbes, October,2000.

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篇4：Is Language Teaching a Profession?

Is Language Teaching a Profession?

Sydney January, 2001

David Nunan. The English Centre, University of Hong Kong

1. Introduction

On a recent flight to the United States, I was leafing through a magazine with a wide circulation, when my eye was arrested by the following headline:

“Abolishing bilingual education: a good idea”.

I read on:

That measure ended bilingual education, requiring the state’s more than 1 million Spanish-speaking pupils to learn and be taught in English.

“What happened in the wake of this revolutionary vote?” the article asks, and goes on to provide the following answer,

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篇5：electronic commerce profession resum

electronic commerce profession resume

Oneself is major in electronic commerce profession, and international trade profession, many part-time medium have certain experience, and have the assistant electronic commerce the certificate, self-educated do an automation application.The personality is bright and steady heavy.Work hard be responsible for, actively and actively, ability diligent.Have a stronger organizational skill and begin ability and group cooperation spirit physically, can adapt various environment quickly, blend among them

本人是专攻电子商务专业,兼国际贸易专业,多次的兼职中有一定的'经验,且有助理电子商务证,自学办自动化应用.性格开朗、稳重。工作认真负责，积极主动，能吃苦耐劳。有较强的组织能力、实际动手能力和团体协作精神，能迅速的适应各种环境，融合其中

篇6：or和and用法总结

and和or的用法：

1、and和or的用法并列结构中，or通常用于否定句，and用于肯定句。但有时and 也可用于否定句。

2、在否定中并列结构用or 连接，但含有两个否定词的句子实际被看作是肯定结构，因此要用and。

3、or用于连接并列的单词、词组、短语或句子,表示“或者”的意思。or用在选择疑问句中,灵活译为“还是”。or用于否定句中,代替and ,表示“和”的意思。

4、or用于连接两个并列的句子,表示“否则,要不然”的意思。

and：

1. Remember, keep a positive attitude and good things will happen.

记住：保持乐观的.心态，好事自然会发生。

2. The world breaks everyone, and afterward, many are stronger at the broken places.

生活总是让我们遍体鳞伤，但到后来，那些受伤的地方会变得更坚强。

3. For what do we live, but to make sport for our neighbours, and laugh at them in our turn?

我们活着是为了什么？不就是给邻居当笑柄，再反过来笑他们。

4. When life gets hard and you want to give up, remember that life is full of ups and downs, and without the downs, the ups would mean nothing.

当生活很艰难，你想要放弃的时候，请记住，生活充满了起起落落，如果没有低谷，那站在高处也失去了意义。

5. Good luck is when an opportunity comes along and you're prepared for it.

好运就是当机会来临时，你早已做好了准备。

6. I will return, find you, love you, marry you and live without shame.

我会回去，找到你，爱你，娶你，活的光明正大。《赎罪》

7. It's not about making the amazing saves. It's the little things and small things that made great gatekeepers great.

伟大的门将不是靠神奇的扑救成就，而是靠注重小事和细节成功。

or：

1. No matter where you go in life or how old you get, there's always something new to learn about. After all, life is full of surprises.

不管你生活在哪里，你有多少岁，总有新东西要学习，毕竟，生活总是充满惊喜。

2. Remember, happiness doesn't depend upon who you are or what you have; it depends solely upon what you think.--Dale Carnegie

请记住，幸福不在于你是谁或者你拥有什么，而仅仅取决于你的心态！

3. If your skin becomes red, sore or very scaly, consult your doctor.

如果皮肤发红、瘙痒或脱皮，要向医生咨询。

4. There is nothing sinister or conspiratorial about the export licensing system.

这种出口许可制度没有任何阴险或者见不得人的东西。

5. Do you sweat a lot or flush a lot?

你常出汗或是脸上常发烫吗？

6. Serve the cake warm or at room temperature, cut in squares.

等蛋糕温热或凉至室温时切成四方块端上桌。

7. I started with the Viennese speciality frittatensuppe, or pancake soup.

我吃的第一道菜是维也纳特色菜鸡蛋饼汤，也叫炒饼汤。

篇7：on用法总结

（2）on表示地点、位置,有“在.旁”、“接近”、“靠近”之意.如：

a house on the main road 临大街的房子,sit on my right 坐在我的`右边

（3）on表示状态,译为“处于.情况中,从事于.”等.如：

on duty 值日,on holiday 度假

（4）on表示“在.上面”,用在表示物体的名词前.如：

on the box 在盒子上

on和over都是介词,on表示“在.上面”,指一物体与另一物体表面相接触；over表示“在.上方”,指一物体与另一物体不接触.试比较：

There is a light on the desk．桌子上有盏台灯.（light与desk接触）

There is a light over the desk．桌子上方有一盏灯.（light与desk不接触）

表示“在.上”,介词on与in必须注意习惯用法,否则会出错.不妨比较一番：

on the tree／in the tree都译为“.在树上”.前者表示树上本身所长着的叶子、花、果实等；后者表示某物或某人在树上.

on the wall／in the wall都译为“在墙上”.由于介词不同,在使用上有区别.图画、黑板、风筝等“在墙上”,是因为它们在墙的表面上,故用on the wall；门窗、钉子、洞、孔等“在墙上”,是因为它们在墙的里面,故用in the wall.

有疑问在线交谈祝你新年快乐天天开心心想事成 ...

篇8：as用法总结

五)含as的固定词组的用法

1.as soon as作“一…就”解，引导时间状语从句。eg：

As soon as I get to Beijing，I'll write to you.我一到北京，就给你写信。

2.as/so long as作“只要”解，eg;

As/So long as you study hard，you'll make progress.只要你努力，你就会取得进步。

3.as if/though常用来引导方式状语从句，作“好像，仿佛”解。如果从句中讲的是非真实情况，则用虚拟语气。eg：

She loves the child as if/though he were her own.她爱这个孩子如同爱自己的孩子。

As if/though也可用来引导表语从句，常用在“It appears/looks/seems...+as if/though”句型结构中。eg;

It appears as if/though it is going to clear up.看起来天要晴了。

It seems as if/though he knew nothing about it.他好像对此事一无所知。

4.as to作“关于，至于”解。eg;

There is no doubt as to his honesty.他的诚实是无可置疑的。

5.as much/many as作“多达...”，“达到...之多”解。eg：

He can earn as much as 5000 dollars a month.他每月能挣5000美元。

6.so/as far as I know作“就我所知”解，在句中作插入语。eg：

As/So far as I know，he will come here next Monday.据我所知，他将于下星期一到这里来。

7.as a result，as a result of表示“由于...的结果”。eg：

She died as a direct result of the accident.她的死是那次事故的直接结果。

8，as well为“也，还”之意。eg：

Come early，and bring your brother as well.早点来，把你的弟弟也带来。

9.so as to，so...as to若跟动词原形，表示目的或结果。eg：

He studied hard so as to pass the exam.他努力学习以便通过考试。(表示目的)

as……as

AS +adj(原级)+AS

AS +adv(原级)+AS

as soon as 一……就

as soon as possible 尽可能快地

as early as possible 尽可能早的

as carefully as you can 尽可能认真地

as careful as you can 尽可能认真的

so...as 一般用于否定句,as...as 一般用于肯定句,(肯定否定都能用)

so...as不可用于肯定句.as...as与so...as均可表示“与……一样”,as...as...的用法:两个as中间可以加形容词或者副词,由它要修饰的内容决定.

它们的用法有异同之处:

肯定句用as...as,不用so...as;否定句两者均可使用.例如:

I didn't go as /so far as you.我走得不像你那么远.

They walked as far as the station.他们步行到了车站.

误:They walked so far as the station.

篇9：THAT用法总结

“that”在英文中是一个使用频率很高的单词。它有四种词性，并且句法及语法功能纷繁复杂。同学们如果不能熟练掌握其用法，很可能会形成英语学习的一种障碍，从而影响其学习兴趣和效率。现将that的用法总结归纳如下：

第一、that 用作形容词（后接复数名词时用those）。

它用来指已被提到的人或物；也可表对比，指两个中较远的那个。

what about that book you borrowed from me last month？

请注意，that 有时候在句子中具有喜欢或轻蔑等感情色彩。

that little son of his 他那个小宝贝儿子

that george！乔治那家伙！（含有轻蔑语气）

第二、that 用作代词。

1. that 用作指示代词（复数形式是those），其指代意义同形容词用法，同时它还可以用作定语从句中的先行词；还可为了避免重复，代替前述名词。

that is what he told me.

what is that (which) you have got in your hand?

the price of rice is higher than that of flour.

2. that 用作关系代词，引导限制性定语从句。先行词可人可物，用法相当于who或which。（但是在下列情况下多用that：先行词既有人又有物时；先行词有形容词最高级、序数词、不定代词、very，only等修饰时；先行词是不定代词时）

he talked about the teachers and schools that he had visited.

i think it one of the most wonderful films that the film company has ever produced.

she has little information that is useful for our research.

is there anything that i can do for you?

请注意，that 在定语从句中作宾语时通常可省略。

the books (that) i sent you will help you in your studies.

第三、that 用作连词，引导名词性从句,状语从句和强调句。

1. that名词性从句。

①引导宾语从句。及物动词后的引导词that可省略。

i didn't expect (that) he could win the championship.

the teacher pointed out that tom was not working hard enough.

② 引导主语从句。通常采用it作形式主语的句型。

that the earth goes around the sun is known to everyone.

（it is known to everyone that the earth goes around the sun.）

③引导表语从句。

the trouble is that we are short of money.

④引导同位语从句。

引导同位语从句的that和引导定语从句的that是不同的。前者只起语法作用，在从句中不作任何成分；而后者在定语从句中作主语、宾语或表语。举例说明：

the news that he resigned from office surprised us.

the idea that he holds is very common nowadays on campus.

2. that引导状语从句

①引导目的状语从句。

bring it nearer that i may see it better.

②引导结果状语从句。

what have i done that he should be so angry with me?

③引导原因状语从句。

i am afraid that i will fail in the driving test.

④引导让步状语从句。意为“虽然、尽管”。

difficult that/as the task was, they managed to accomplish it on time.

⑤引导条件状语从句。意为“假使、假设”。

supposing that you were in my position, what would you do?

on condition that you were lost in the desert, you should ask for help as soon as possible.

3. 引导强调句。

it is mrs. white that makes the decision in her family, not her meek little husband.

it is an ill wind that blows nobody good.

第四、that用作副词。

1. that用作普通副词。

i was that/so angry i could have hit him.

2. that用作关系副词。引导定语从句，可以代替when，where， why或 in which，常可省略。

i will never forget the evening (that) / when we went to the theatre.

the house (that)/where i used to live has been knocked down.

第五，与that 有关的常见重要短语。

1. in that，意为“既然、因为”。

criticism and self-criticism is necessary in that it helps us correct our mistakes.

2. now that，意为“既然、由于”。

now that they have taken matters into their hands, the pace of events has quickened.

3. see (to it) that，意为“注意、务必做到、保证”。

we will see to it that she gets home early.

see to it that you are not late again.

4. seeing that，意为“鉴于、由于”。

seeing that it is 8 o'clock, we'll wait no longer.

seeing that he was busy with his work, i didn't disturb him.

篇10：as用法总结

一)as作副词，表示程度，意为“同样地”。在“as...as...”，“not as...as...”结构中的第一个as是副词，作“和/与...(不)一样”解。eg：

Jack is as tall as his father.杰克和他的父亲一样高。

He doesn't speak English as/so fluently as you.他的英语说得不如你流利。

二)as作介词。

1.作“如，像”解。eg：

They got united as one man.他们团结得像一个人一样。

2.作“充当，作为”解。eg：

As a writer，he was famous.作为作家，他是很有名的。

三)as作连词，常用来连接主句和状语从句。

1.引导时间状语从句，作“当...的时候”解，有“随着...”之意，与while意义相近，强调两个动作同时发生;或某事一发生，另一事立即发生。eg：

He shouted aloud as her ran along.他一边往前跑，一边高声地呼喊。

I was startled as he opened the door.他一开门，我吓了一跳。

as作连词，相当于when。eg;

As a little boy (When he was a little boy)he began to learn to play piano.他小时候就开始学弹钢琴。

2.引导原因状语从句，作“因为，由于”解，与because的用法相近。eg;

I must stop writing now，as I have rather a lot of work to do.我必须停笔了，因为我还有许多工作要做。

3.引导方式状语从句或比较状语从句，作“正如，(如)像”解。例eg：

As in your country，we grow wheat in the north and rice in the south.正如(像)你们国家一样，我们在北方种小麦，在南方种大米。(方式状语从句)

When at Rome，do as Romans do.入乡随俗。(方式状语从句)

4.引导让步状语从句，作“虽然，尽管”解。这时从句常用倒装语序，即把从句中的表语、状语或动词原形放在as之前。eg;

Strange as it may seem，it is true.尽管这事看上去很奇怪，但却是真的。

Try as he might，Tom could not get out of the difficulties.不管怎样努力，汤姆还是摆脱不了困境。

四)as作关系代词。

1.引导限制性定语从句，用在“such...as”,“the same...as”，“as...as”等结构中，常译作“像...一样的人(或物)”，“凡是...的人(或物)”。例eg：

He wished to be such a man as Lei Feng was.他曾希望做一个像雷锋那样的人。

My hometown is no longer the same as it was.我的家乡再也不像过去一样了。

2.引导非限制性定语从句，用来指代它前面的整个句子(即先行句)，意思是“这一点”。这个分句可以位于句首、句中或句末。eg：

As is well known，oceans cover more than 70% of the earth.我们知道，海洋占地球面积的百分之七十以上。

篇11：that用法总结

that还常用以代替who, whom, which,但that...which中的that用做关系代词的先行词。

that可以用作连词

that用作连词时可引导主语从句、宾语从句、表语从句、同位语从句和状语从句。

that还常引导间接引语或形容词后面的.从句。

that在以it作形式主语的句子中或引导宾语从句、状语从句时常可省略。

篇12：as if 用法总结

从句表示与将来事实相反，谓语动词用“would／could／might＋动词原形”。

例句：

You look as if you didn’t care.

你看上去好像并不在乎。

He talks about Rome as if he had been there before.

他说起罗马来好像他以前去过罗马似的。

He opened his mouth as if he would say something.

他张开嘴好像要说什么。

篇13：with用法总结

1、with 结构修饰名词，with 作后置定语，不紧跟前面名词的情况。

例，Bihar is India's poorest state, with an annual per capita income of $111, lower than that of the mostimpoverished countries of the world.

with 结构修饰 Bihar

2、with 结构修饰名词，紧跟名词的情况。

例，Under the restructuring, the huge organization that operates the company's basic businesses will be divided into

five groups, each with its own executive.with 结构修饰 each (group)

篇14：pickup用法总结

例句：

He goes to clubs to pick up girls.

他到夜总会去泡妞。

She bent down to pick up her glove.

她俯身去捡手套。

Can I just pick up that guy's point?

我能接着谈一下那个人的观点吗？

篇15：not as ...as的用法总结

例句：

Things are not moving as fast as we hoped.

事情的进展不像我们希望的那么快。

Some doubters fear this news may not be as good as it appears.

一些持怀疑态度的人担心这条新闻可能并非像其表面上那样美好。

He's not very friendly, but he's not as black as he's painted.

他不太友善，但也不像别人说的那么坏。

篇16：rather用法总结

rather than

rather than 是一个并列连词，用法比较复杂，在四六级考试中经常出现，现归纳如下：

1. rather than 与would 连用时，构成“would rather...than...”句式，意思是“宁愿……而不愿……”，表示主观愿望，即在两者之中选择其一。例如：

She'd rather die than lose the children. 她宁愿死也不愿失去孩子们。

2. rather than 不与would连用时，表示客观事实，意为“是……而不是……;与其……不如……”。它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不定式、动词等。现分述如下：

(1) 连接两个名词或代词

He is an explorer rather than a sailor. 与其说他是一个海员，不如说他是一个探险者。

You rather than I are going to go camping. 是你而不是我要去要野营。

注意：rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。

(2) 连接两个形容词

The sweater she bought was beautiful rather than cheap. 与其说她买的这件羊毛衫便宜不如说它漂亮。

(3) 连接两个介词(短语)或动名词

We will have the meeting in the classroom rather than in the great hall. 我们是在教室里开会，不是在大厅里。

She enjoys singing rather than dancing. 她喜欢唱歌，而不喜欢跳舞。

(4) 连接两个分句

We should help him rather than he should help us. 是我们应该帮助他而不是他应该帮助我们。

(5) 连接两个不定式

I decided to write rather than (to) telephone. 我决定写信而不打电话。

注意：rather than 后接不定式时，不定式可以带to，也可以不带to, 如上句。但rather than位于句首时，则只能接不带to 的不定式。如：Rather than allow the vegetables to go bad, he sold them at half price. 他唯恐蔬菜烂掉，把它们以半价卖掉了。

(6) 连接两个动词

He ran rather than walked. 他是跑来的，而不是走来的。

注意：这里rather than 后用了walked，而没有用walk，表示客观事实，而不是主观愿望。如果换成walk，则作“宁愿……而不愿 ……”解。

would rather

一、would rather意思是“宁愿、宁可、更、最好、还是为好”，后接动词原形,常省略为’d rather，表示优先选择的一种方式 ,其否定形式是would rather not do sth。would rather没有人称和数的变化，所有的人称一律用would rather。

“would rather+动词原形”是英语中常见的一个惯用句式，美国英语中多用had rather。would (had)在此决无“过去”之意，它是一个情态助动词，且无词性、时态变化。

例:

Mr Li would rather not listen to rock music. 李先生不愿意听摇滚音乐。

If you’d rather be alone, we’ll all leave here. 如果你宁愿独自呆着，那我们都离开这儿。

He’d rather work in the countryside. 她宁可到农村去工作。

You would rather stay at home and do some reading this evening. 今晚你最好呆在家中读点书。

二、如果在两者中进行取舍，表示“宁愿……而不愿……，与其……宁可……”的意思时，则可用would rather…than…或would…rather than…的句型

例:

I would rather watch TV at home than go to the cinema. 我宁可在家看电视而不愿去看电影。

The children would walk there rather than take a bus. 孩子们宁愿步行去那里而不愿乘公共汽车。

请注意 1) would rather…than…/would…rather than…也可以颠倒为：rather than…would…。Would(rather)和than后都接不带to的动词不定式，若选用的动词相同，那么than 后的动词可以省略。

例:

I would rather have noodles than rice. 我宁愿吃面条也不吃米饭。

He would rather drink wine than beer. 他喜欢喝红葡萄酒而不喜欢喝啤酒。

Rather than work in such bad condition, he would give up. 与其在这样差的条件下工作，他宁愿放弃。

使用would rather…than…句型时要注意“平行结构”，即在than 的前后要用两个同类的词或词组，如两个名词、两个不定式、两个介词短语等。

例 I would rather go to work by bike than by bus. 我宁愿骑自行车也不愿乘公共汽车去上班。

I would rather talk with his mother than with his father. 我宁愿和他妈说话而不愿和他爸说话。

三、在疑问句式中，would rather 与would rather…than…中的would要放在主语之前

例:

Would you rather stay here or go home? 你愿意呆在这里，还是回家?

Which would you rather have, apples or bananas? 你喜欢吃苹果还是香蕉?

Would you rather read a novel than read a poem?你宁愿看小说而不愿朗读诗歌吗?

四、would rather+从句，是一个常用的虚拟语气句型 Would rather+从句,谓语一般用过去时来表示现在或将来。其意为“宁愿……,还是…… 好些”“一个人宁愿另一个人做某事”。引导从句的that常省略。在谈到过去的动作时，谓语则用过去完成时。

例:

John wants to see me today. I would rather he came to tomorrow than today. 约翰今天想去看我。我宁愿他明天来看我而不是今天。(句中came不是表示过去而是表示将来)

We’d rather he paid us the money tomorrow. 我们宁愿他明天付给我们那笔钱。

Don’t come tomorrow. I’d rather you came next weekend. 明天别来。我希望你下周末来。

请注意:

1) 如果谈到过去的动作，也就是表示过去已经发生的事情在选择上不恰当。此时，主句一般为I had rather ,其(that)从句则用过去完成时。例 Would rather you had not done that. 我真希望你没有做那件事。

2)如果只涉及主语本人而不涉及另一个人，则would rather之后不接that从句而接have done结构。

例 I would rather have gone to the theatre than stayed home night. 我真希望昨天晚上去看了戏而不是呆在家里。 He would rather be poor than have got money by dishonest methods. 他宁可穷也不愿意用不诚实的手段获取金钱。

Henry would rather that his girlfriend worked in the same department as he does.亨利希望他的女朋友和他在一个部门工作。

五、would rather/sooner和prefer/would prefer的区别 would rather和would sooner之间一般没有区别，但经常接触到的是would rather。

例:

Tom would rather/sooner read than talk. 汤姆宁可读书而不愿谈天。 Tom prefers reading to talking.汤姆喜欢读书而不喜欢谈天。

请注意 1)would rather后跟不带to的不定式+than+不带 to的不定式，而prefer后跟动名词+to+动名词。有时prefer后面也可跟名词，而在would rather之后要求只带动词原形。

例:

He prefers wine to beer.= He would rather drink wine than beer. 他喜欢喝红葡萄酒而不喜欢喝啤酒。

I prefer tennis to golf.= I’d rather play tennis than golf. 我喜欢打网球而不喜欢打高尔夫球。

2)某些 prefer+名词的情况不能用 would rather完全确切地表达出来：He prefers dogs to cats.(他喜欢狗而不喜欢猫。)和 He would rather have dogs than cats.(他宁可养狗而不愿养猫。)很明显，这两句的意思并不完全相同。

3) would rather+不带to的不定式有时可代替 would prefer+带 to的不定式。

例 I’d rather fly than go by sea.=I’d prefer to fly. 我宁愿乘飞机也不愿乘船。

这两个结构后面带名词时情况也一样：

例 —Would you like some gin?

—I’d prefer a coffee.=I’d rather have coffee than gin.

—您想喝点杜松子酒吗?

—我想喝点咖啡。/我想喝点咖啡，不想喝杜松子酒。

4)would rather/sooner和would prefer后面都可跟完成式，但后者带to。

例:

We went by sea but I’d rather have gone by air=I’d prefer to have gone by air. 我们是乘船去的，可我本想乘飞机去。(我愿意乘飞机去，可我的愿望未能实现。)这和 would like+不定式的完成式有点相似，would like+带to 的不定式的完成式也表示未能实现的愿望。

【干货】Rather的3种用法

先看一个中文例子:

他不是坏人;r ather ，他是个好人。

“不是坏人”与“是好人”所表达的含义是同方向的，所以“rather”单独出现在句中并不取反。

大家可以把“rather”翻译成“更精确地说”。

“rather”往往出现在“not A；rather, B”结构中。我们可以把这个结构翻译成“不是A，而是B” 。相当于大家熟悉的“not A but B”。

【例】Such exposure seldom galvanizes the public, which rather seems to resign to a sense of impotency.

【译】这种报导不能刺激大众，而是似乎让大众陷入到无能为力的境地。

在这里，“rather”和前面的“seldom”构成了“not A rather B”的结构。

rather than=instead of=not

当出现“rather than”这个词组时，它们的含义为“not”，是取反的方程等号。

【例】We will increasingly be managing ecological problems like global warming rather than solving them.

【译】我们会更多地管理诸如全球变暖的生态问题而不是解决这些问题。

在这句话里，“rather than”相当于“not”，表示前后取反，类似的用法还有“instead of”。

rather+adj. = very+adj.

“rather”还有一个常见的用法：rather+ adj. = very+adj.

大家以后可以在作文中用“rather”替换“very”。

【例】The author paints a rather dark picture of book publishing as a hidebound industry。

【译】作者描绘了一幅非常黑暗的画面，将图书出版描绘成一个保守不变的行业。

rather 和 rather than 的区别你能分清楚吗?

“rather”不管是在GRE阅读还是GRE填空中都是一个必须掌握的核心词汇，因为它往往会起到“逻辑标志词”的作用而成为我们的破题点。但很多同学对于rather的理解都停留在“rather than”这个短语上，所以只要看到“rather”就以为自己碰到了“反向”逻辑。但其实rather的用法远比我们想象中复杂的多。

1.rather than

rather than : “而不是…”, 表“反向逻辑”，可以理解成“not” A rather than B：是A而不是B

比如，GRE阅读中的一个句子：Theories arise by means of discovery rather than invention.理论来源于发现“而不是”创造。

这是同学们最熟悉的rather的用法，跟它类似的还有“instead of”。这种用法不用多说，大家在理解上都没有问题。

2.rather+动词

“rather+动词”中，rather可以理解为：“宁可/更愿意地”，相当于“preferably”

I'd rather go to the movies.我“更愿意”去看电影。

在这种用法下，从逻辑方向的角度，“rather”很明显是个“同向的”、表达肯定的逻辑。跟前一种的“rather than”正好相反。

3.or rather

or rather ：more correctly speaking; 更准确地说/更具体的说。依旧是一种“同向逻辑”的提示。

He's my friend. Or rather he was my friend.他是我的朋友。更确切地说，他曾经是我的朋友。

在这种用法下，or rather依旧是一个“同向”逻辑，可以理解成对于前一句的进一步展开说明。

比如我们看一下在GRE填空题中出现过的原句：

The description of humans as having an internal clock is not a metaphor. Or rather, it is—you do not have a tiny watch in your cerebellum—but it also refers to a real biological feature, a specialized bundle of cells that regulates cyclical processes.

“人类有内部钟”不是种比喻。它就是一种真实的生物特征。（第二句就是对第一句的具体展开）

4.rather+形容词

“rather+形容词”中rather理解为：to a certain extent;相当地。表达一种程度,类似于very (但比very的程度稍微弱一点点)。

我们看GRE阅读中的一个句子：

Levels of genetic variation within all species are high, not low, and rather than showing evidence of an intrinsic vulnerability to extinction from natural causes, independent lineages of these bats have persisted in rather small areas for very long periods of time (often millions of years) in spite of frequent typhoons and volcanic eruptions.

其中，“these bats have persisted in rather small areas”就可以理解成“very small areas”。

5.rather放句首

A. Rather, B.(A、B抽象代表两个句子)

这是同学们对于rather最容易形成误解的地方，很多同学会以为这种情况下“rather”表达了一种“转折逻辑”。逻辑都没弄对，那后果肯定是不堪设想的。

此时，一般A是一个否定句。B是用一个肯定句的形式对A进行了“同意转述 ”。所以此时rather依旧是同向逻辑的提示。

比如：I’m not a boy. Rather, I’m a girl.(两句话其实是一个意思)

类似用法的还有Instead放句首

比如，我们来看一句GRE机经中的原句：

Avant-garde was a look that signaled progressive ideas and unconventionality because it dispensed with the cardinal rule of graphic design: to take an idea and make it visually clear, concise, and instantly understood. Instead, graphics produced by avant-garde artists exclusively for the avant-garde (as opposed to their advertising work) were usually difficult to decipher, ambiguous, or nonsensical.

第一句：Avant-garde是反传统的因为它抛弃了传统会有的visually clear, concise, and instantly understood等特点。

第二句：Avant-garde是difficult to decipher, ambiguous, or nonsensical的。

(两句完全是同意转述，只不过第一句反着说第二句正着说而已。)

总结

1.rather than:「反向逻辑」= not

2.rather+动词:「同向逻辑」= preferably

3.or rather:「同向逻辑」

= more correctly speaking

4.rather+形容词: 副词、表程度，类似于very

5.Rather放句首:「同向逻辑」= Instead

这五种rather的用法中，除了rather than表反向逻辑之外;其他四种都是同向逻辑，直接把rather删除掉其实也并不影响理解。