英语题型练习之改写句子的画线部分通用20篇

aboutasto

getacquire(knowledge/skills)

offerafford(jobopportunities)

expectanticipatechanges/difficulities)

solvetackle/grapplewith

raiseelevate/heighten

mostimportantoverriding/override

combinesynthesize

supportuphold(ournationalvalues)

deepen

weak

usetoomuch

becauseof

satisfy

learn

finally

right

know

miss

dotogether

boring

balance

difference

prettybutlessuseful

fresh

happenagain

good

difficult

perfect

urgent

sad

many/toomuch

fast-growing

maketrue

should

control

broadenone’shorizon

spendAonB

AisimportanttoB

finishsthby

decidetodo

sthisimportant

finditdifficulttodofuelvfuelconflictssap/one’sconfidencestretchnaturalresourcestothelimitattributeto/ascribetomeet/begearedtoward+sthdrawonothers’experienceendupdoing/endwithmakesensenaildownpassuppitchinsitthroughequilibriumecologicalequilibriumdistinctionnicetiesnoveltyrecurringpaindesirableundesirable:notgoodchallengingflawlesspressingbittermounting/awealthofburgeoningpopulationfulfillbesupposetoholdfasttoone’sdreamexpandone’soutlookdedicateAtoBAbeanessentialingredientof/bepartandparcelof/bethecornerstoneofBexploreeveryavenuetowardmakeitapointtodobeamilepostinbehard-pressedtodo/haveahardtimedoingsth

conflictbeatoddswith

few/littleverylittle,ifany

opposefrownon

befullofbeinundated/saturatedwith

todoharmtobelikelytofallpreyto/bevulnerableto

concerncausegraveconcern/concernshavearisenabout

meanspelldisaster/troublefor

makesthsthAhasrenderBsth

tootosthhasreachedsuchproportionthat/…tothepointwhere…mostimportantmorethananything,/andaboveall

growtheproliferationoffast-food/cybergames

seesthobjectivelyputsthinperspective

thinksthmostimportantit’shardtooverstatethesignificanceofneedsthnecessitate/entail

bedevotedtobebenton/upon

showmirror/embody

differentthewholespectrumof

turningpointbeawatershed

accordingtointheeyesof

affecthinder

ageera

aimtargetv

andalongwith/aswellas

andsoonthelike

appearmushroom/springup/sproutup

applyputintopractice

askconsult

aspectsphere

attachenclose

attracttempt/appealto

audienceviewer

basisfoundation

beabletobecapableto

beconvenientatone’sconvenience

begoodatbeskilledat

behelpfulbeofhelp

beimportantbeofimportance

benearbearoundthecorner

beobviousitgoeswithoutsayingthat…/itisarguablethatberisingskyrocket/rocket/soar

besuretobeboundto

besurprisedatbeamazedat

beuselessbeofnouse

bearbeloadedwith

becauseofdueto

becomefashionablecomeintoafashion

becomehappycheerup

beforeoriginal

buildfound/putup/shape

buyafford

byoneselfallalone

carefulattentive

causeattributeto/leadto

changemodify/shift/fluctuation

changewithvarywith

cheatingdeception

choosefrommakeachoicebetween

clearevident/self-evident

comefromstemfrom/springfrom

comeoutcomeforth

complainplaceacomplaintagainst

considerconvince/figureout/givethoughtto

consider…..importantattachimportanceto/laymuchemphasisuponcontinuegoahead

controlinthegripsof

cooperatejoinhandswith

decidedetermine

deepprofound/far-reaching

dependonhingeupon/counton

dependononeselfliveonone’sown

developcultivate/buildup

difficultybarrier

diligentindustrious

dogoinfor/carryout

dogooddofavor/helpv

dropdecline/ontheebb

eatlessgoonadiet

emphasisputahighvalueon/treasurev/valuev/cherishv

enablefacilitate

encouragespursbonto/motivate

endangerjeopardize

enforcestrengthen

engagemajorin

enjoybecrazyabout

enlargebroaden

enoughadequate

evaluatespeakhighlyof

explainuavelthemysteryof/accountfor/beresponsiblefor

facebefacedwith/faceup

failfrustrate

failurefrustration

fameprestige

famousprominent

famouspeoplegalaxy

feelingpassion/sentiments

findlocate

findoutsortout

finishaccomplish

firelayoff

fixinginstallation

focusoncenteron

forexampleacaseinpoint

foreverpermanent

futureprospective

getacquire/regain

getridofeliminate

givegrant/issue

give/supplyprovide…with

giveattentiontogivepriorityto

globaluniversal

goonbringforward

goalheart’sdesire

goodbeneficial

goodstudentstopstudents

goodsnecessity

greatenormous/dramatic

greatprime/utmost

greetingsregards

growflourish

happinesswell-being

havepossess

havearelationshipwithbeontermswith

hopelookforwardto

hopetodosthbeeagertososth./longtodosthhopefulpromising

ignoreneglect

illnessdisease

importantessential/vita

improveenhance/boost/upgrade

improvementadvance

ingroupsintwosandthrees

includemakeup

increasesoar

influencemold

intendtargettodosth./bemeanttodointerestedcrazy

interestinglywithgreatinterestintroductionprospectus

investigationsurvey

joboccupation/employment

joinmaintain/holdonto

keepmaintain/holdonto

killoneselfcommitsuicide

knowgrasp/beawareof/knowaboutknowledgecommand

leavedepartfrom

likepreference

limitconfine

loadburden

lookaroundexamine

lookforruninto/huntfor

lookup…inreferto

lowerinferior

makenervousplacestrainon

makeprogressmakeleapsin/pressforwardmakesureguarantee

makesurethattoseeitthat…

manyberichin/countless

meetruninto/comeacross

messchaos

necessaryindispensable

needbeinneedof

nothesitatefeelfreetodosth

notknowbeignorantof

number

obvious

occupation

offer

only

outcome

overcome

pass

payattentionto

people

perform

period

下面是小编给大家整理的改写句子的方法，欢迎大家查看。

一、 陈述句改感叹句的方法

1、 把句中有“很”字改成“真”或“多么”，没有就直接加“真”或“多么”。

2、 把句尾的句号改成感叹号。

二、 感叹句改陈述句的方法

1、 把句中的“真”或“多么”改成“很”或直接去掉。

2、 把句尾的感叹号改为句号。

三、反问句改为陈述句的方法

1、将反问句中的肯定词改为否定词，或将否定词改为肯定词。(有不去不，没不加不。)

2、将反问句中的反问语气词(怎、怎么、难道等)去掉。

3、将句末的疑问助词(呢、吗等)去掉，问号改为句号。

四、陈述句改为反问句的方法：

1、将肯定句中的肯定词(是、能、会等)改为否定词(不是、不能、不会等)。

2、将否定句中的否定词(不是、不能、不会等)改为肯定词(是、能、会等)。

3、在肯定词或否定词前面加上“怎、怎么、难道、岂”等反问语气词。

4、句尾加上疑问助词“呢、吗”等，句末的句号改为问号。

五、把字句和被字句改写的方法

把字句和被字句是特殊的句式。把字句中，介词“把”能把手动词支配的宾语改称动词的状语。被字句中，充当介词“被”宾语的这个成分是主动者，主语则是被动者。一般来说，需要将把字句和被字句变为不用“把”字和“被”字的一般句子，再做缩句或比较，来帮助理解句子。 1：先在陈述句中分析出什么1、什么2和怎么样，再按下面格式改写：

(1)改为把字句：什么1+把+什么2+怎么样

(2)改为被字句：什么2+被+什么1+怎么样

方法2：理解句子意思，自问自答。如“谁做了什么”该为“谁把什么做了”， “谁怎么样”改为“谁把什么怎么样”; “谁做了什么”和“谁怎么样”改为“什么被谁怎么样”。 (把字句改为被字句，被字句改为把字句，什么1和什么2互调位置。)

六、缩写句子的方法

缩句的要领和一般方法：“授之以鱼，不如授之以渔。”我们把缩句的要领归纳为八字口诀：“舍枝留主，缩到最简”;把缩句的一般方法归结为四个步骤：“读、划、缩、读。”缩写句子就是把结构比较复杂的句子中的修饰、限制和补充说明的成分去掉，保留主要成分，而不改变句子的主要意思。

怎样区分句子的主干和枝叶?知道哪部分是主干?哪些是枝叶?这是运用缩句来更好地分析句子和理解句子的首要问题。可以用“谁干什么”、“谁怎么样”、“什么干什么”、“什么怎么样”、“谁是什么”、“什么是什么”等来区分。

缩句的方法有五种：

一、删去“的”前修饰成分。例如：“美丽的蝴蝶飞走了。”句中，“美丽的”是用来修饰“蝴蝶”的，因此，应该删去。

二、删去“地”前的修饰、限制成分。例如：“人们都惊讶地呼喊起来。”句中，“都惊讶”是用来修饰“呼喊起来”的，要删去。

三、删去“得”后补充说明成分。例如：“他高兴得跳起来。”句中，“跳起来”是对“高兴”的程度进行补充说明的，要删去。

四、删去数量短语。例如：“罗丹塑了一座女像。”句中，“一座”这个数量短语可删去。

五、抓住主干来缩简。只要抓住句子的主干“谁做什么”或“什么怎么样”(这是每个完整句子都具备的)，就可迅速地缩句。例如：“铁球同时从高处落下来。”这句话：说“什么?”——“铁球”，“怎么样?”——“落下来”。因此，这句话可缩为：“铁球落下来。”

缩句有时需要各种方法综合运用。例如：“几只小鸟在空中自由自在地飞翔。”这句话可缩为：小鸟飞翔。

补语与“着”“了”“过”如何处理不迷惑。

缩句是为了帮助理解句子，那就不一定要所到最简。只要理解了句子，就行了。补语保留可以，删去也行，不过要看具体情况。“着、了、过”是时态助词，助词在句子中几乎没有独立性，是不能删的。

缩句时，要注意三条：一是不改变原句的意思，二是不改变原句的结构，三是缩写后仍然是句子。

缩句的要求：

1.缩句后主要成分必须是词或词组

例如：“大熊猫贪婪地吃着鲜嫩的竹叶。”不能缩成“熊猫吃叶”，而应缩成“大熊猫吃着竹叶”。因为“大熊猫”和“竹叶”是完整的概念，“熊猫”和“大熊猫”的外延并不一致。“叶”在这里是语素而不是词，“竹叶”才是词。

2.保留必要的成分

例如：“我班先进学生经常主动热情地帮助后进学生”。如果缩成：“学生帮助学生”则意思模糊，只能缩成“先进学生帮助后进学生”。保留了“先进”和“后进”两个附加成分，意思就清楚明确了。

3.“着”、“了”、“过”要保留

“着”字用在动词后面表示动作正在进行，如：“同学们上着课”，如果缩成“ 同学们上课”，就没说清楚是现在上课还是以前上课。“了”字用在动词后面表示动作已经完成。如：“赵老师给我们上了一堂难忘的科学课。”应当缩成“赵老师上了科学课。”若缩成“赵老师上课。”是正在上，还是上完了?不知道。“过”字用在动词后面表示动作已经过去。如：“我曾经游览过美丽的桂林。”如果缩成“我游览桂林。”是正在游览，还是曾经游览?没有说清楚。由此可见，谓语后面的“着”、“了”、“过”不能去掉的。

4.复指成分应完整地保留

例如：“我们应当遵守自己过去许下的诺言。”应当缩成“我们遵守自己的诺言”。若缩成“我们遵守诺言。”意思是不完整的。

5.表示方位的词组应该完整地去掉

例如：“我们在清澈的河水里游泳。”应当缩成“我们游泳。”不能缩成“我们在游泳”，此外，像“在……下”、“在……里”“在……外”“在……中”等句子中表示方位的词组作状语时，都不能保留“在”字，应该同后面的状语一起完整地去掉。

6.补语的处理

首先，动词谓语后面的补语一般应保留中心词;其次，形容词后面的补语一般删去。如“发表作文后的张小南高兴得跳起来”，可缩成“张小南高兴”。

7.不改变句子的语气

句子的语气不能改变，如“莫非他想在这里安安稳稳地睡上半天吗?”应缩成“他想睡吗?”

缩句方法：

第一组：缩句不能改变原句的主语

原句：广场上千万盏灯静静地照耀着天安门广场周围的宏伟建筑。

缩句A：灯照耀着建筑。

B：广场上千万盏灯照耀着宏伟建筑。

C：广场上灯照耀着建筑。

分析：缩句最重要的是不能改变原句的意思，特别是不能改变原句陈述的对象，即主语。另外，还要让压缩后的句子基本上像句话，不能缩得过分简略。

原句说的是“广场上”怎么样，而不是“灯”怎么样，A句改变了主语，当然也就改变了原句的意思;C句基本正确，但缩得过分简略;B句是正确的。

如果原句是“广场上的千万盏灯”如何如何，“广场上”后面加了一个“的”字，情况就不一样了，主语肯定是“灯”了。

第二组：缩句不能改变原句的谓语

原句：夏天，老人们都爱到河边的树阴下钓鱼。

缩句A：老人们钓鱼。

B：夏天，老人们爱钓鱼。

C：夏天，老人们爱到树阴下钓鱼。

分析：缩句既不能改变原句的主语，也不能改变陈述主语的谓语，缩句只能压缩掉次要成分，如果是属于主要成分的词语，也不能压缩掉。

原句是说“老人们”爱好干什么，“爱好钓鱼”不等于“钓鱼”，A句把谓语“爱”改成了“钓鱼”，明显改变了句子的原意;这个句子是说老人们爱好什么，并不是说他们干什么。B句把“到树阴下”误认为“钓鱼”的状语压缩掉了，其实“爱到树阴下钓鱼”表示两个连续的动作，都不能压缩掉。C句是正确的。

第三组：缩句不能改变原句的结构

原句：灰黑色的鸬鹚整齐地站在船舷上，像列队的士兵在等待命令。

缩句A：鸬鹚站在船舷上，在等待命令。

B：鸬鹚站在船舷上。

C：鸬鹚站在船舷上，像士兵。

分析：缩句不能改变原句的结构，如果原句是复句，压缩后应当还是复句。

原句是一个复句，前面的分句说鸬鹚站立的动作，后面的分句说它像什么。A句前半部分正确，后半部分把后面分句的主要动词“像”压缩掉了，把“等待命令”的主体“士兵”换成了鸬鹚，不符合原句意思;B句把原句砍掉了一半，当然更不行;C句没有把后面分句的意思表达完整，“等待命令”不能压缩掉。

正确的缩句应当是：鸬鹚站在船舷上，像士兵等待命令。

第四组：缩句不能把表示处所的词语改为表示事物的名词

原句：三棵大海棠树上开满了红红的花。

缩句A：海棠树上开满了花。

B：海棠树开花。

C：海棠树开满了花。

分析：句子陈述的对象(主语)，有的是人或事物，有的是某个处所，有时虽然只有一字之差，但所指却不一样，如“学校”和“学校里”。缩句时不能因为意思差不多就把表示处所的词语改为表示事物的。有一些补语和动词结合得很紧密，特别是那些短小的、甚至只有一个字的补语，缩句时不宜缩掉。

原句主语的中心词是“海棠树上”，而不是“海棠树”;谓语动词“开”后面有一个简短的补语“满”。A句合乎这类句子缩句的要求;B句改换了主语，缩去了简短补语，压缩后的句子意思很不确定，表达不出“海棠树上开满了花”的意思;C句改换了主语。

第五组：缩句不应当缩掉必要的简短补语

原句：岸边的柳树上挂满了亮晶晶的冰条儿。

缩句A：柳树上挂满了冰条儿。

B：柳树挂满了冰条儿。

C：柳树上挂冰条儿。

D：柳树挂冰条儿。

E：树挂冰条。

分析：这组句子同第四组相仿，简评如下：

A句，正确;B句，改换了主语;C句，缩去了不应当缩掉的简短补语“满”;D句，改换了主语，缩去了简短补语，缩后句子意思很不确定;E句，过分简略，既不像句子，也不像短语。

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do语句能够改写为语句篇一：C++程序设计

单选题

1.C++源程序文件的缺省扩展名为()。

A.cppB.exeC.objD.lik

2.由C++源程序文件编译而成的目标文件的缺省扩展名为()。

A.cppB.exeC.objD.lik

3.由C++目标文件连接而成的可执行文件的缺省扩展名为()。

A.cppB.exeC.objD.lik

4.编写C++程序一般需经过的几个步骤依次是()。

A.编译、编辑、连接、调试

B.编辑、编译、连接、调试

C.编译、调试、编辑、连接

D.编辑、调试、编辑、连接

5.以下标识符中不全是保留字的是（）。

A.caseforint

B.defaultthenwhile

C.boolclasslong

D.gotoreturnchar

6.能作为C++程序的基本单位是()。

A.字符B.语句C.函数D.源程序文件

7.程序中主函数的名字为（）。

A.mainB.MAINC.MainD.任意标识符

8.C++程序的基本模块为（）。

A.表达式B.标识符C.语句D.函数

9.可用作C++语言用户标识符的一组标识符是()。

A.voiddefine+WORD

B.a3_b3_123YN

C.for-abcCase

D.2aDOsizeof

10.存储以下数据，占用存储字节最多的是（）。

A.0B.‘0’C.“0”D.0.0

11.程序运行中需要从键盘上输入多于一个数据时，各数据之间应使用()符号作为分隔符。

A.空格或逗号B.逗号或回车C.逗号或分号D.空格或回车

12.设”inta=12;”，则执行完语句”a+=a*a;”后，a的值是()。

A.12B.144C.156D.288

13.

假设在程序中a、b、c均被定义成整型，所赋的值都大于1，则下列能正确表示代数式1的表达式是()。abc

A.1.0/a*b*cB.1/(a*b*c)C.1/a/b/(float)cD.1.0/a/b/c

14.设”inta=15,b=26;”，则”cout

A.15B.26,15C.15,26D.26

15.设x是一个bool型的逻辑量，y的值为10，则表达式x&&y的值为（）。

A.1B.0C.与x值相同D.与x值相反

16.x>0&&x

A.x10B.x10

C.x0&&x>10

17.x>0||y==5的相反表达式为（）。

A.x

C.x>0||y!=5D.x>0&&y==5

18．设x和y均为bool量，则x&&y为真的条件是()。

A.它们均为真B.其中一个为真

C.它们均为假D.其中一个为假

19．设x和y均为bool量，则x||y为假的条件是()。

A.它们均为真B.其中一个为真

C.它们均为假D.其中一个为假

20.字符串”a+b=12 ”的长度为（）。

A.6B.7C.8D.9

21.假定下列x和y均为int型变量，则不正确的赋值为（）。

A.x+=y++B.x++=y++C.x=++yD.++x=++y

22.下列的符号常量定义中，错误的定义是（）。

A.constM=10;B.constintM=20;

C.constcharch;D.constboolmark=true;

23.循环语句“for(inti=0;i

()。

A.1B.n-1C.nD.n+1

24.在下面循环语句中循环体执行的次数为（）。

for(inti=0;i

if(i>n/2)break;

A.n/2B.n/2+1C.n/2-1D.n-1

25.在下面循环语句中内层循环体S语句的执行总次数为（D）。

for(inti=0;i

for(intj=i;j

2A.nB.(n+1)/2C.n(n-1)/2D.n(n+1)/2

26.在下面循环语句中循环体执行的次数为（）。

inti=0,s=0;while(s

A.4B.5C.6D.7

27.在下面循环语句中循环体执行的次数为（A）。

inti=0;doi++;while(i*i

A.4B.3C.5D.2

28.当处理特定问题时的循环次数已知时，通常采用（）来解决。

A.for循环B.while循环C.do循环D.switch语句

29.循环体至少被执行一次的语句为（）。

A.for循环B.while循环C.do循环D.任一种循环

30.switch语句能够改写为（）语句。

A.forB.ifC.doD.while

31.do语句能够改写为（）语句。

A.复合B.ifC.switchD.while

32.在下面的一维数组定义中，哪一个有语法错误。（）

A.inta[]={1,2,3};B.inta[10]={0};

C.inta[];D.inta[5];

33.在下面的字符数组定义中，哪一个有语法错误。（）。

A.chara[20]=”abcdefg”;B.chara[]=”x+y=55.”;

C.chara[15];D.chara[10]=’5’;

34.在下面的二维数组定义中，正确的是()。

A.inta[5][];B.inta[][5];

C.inta[][3]={{1,3,5},{2}};D.inta[](10);

35.假定一个二维数组的定义语句为“inta[3][4]={{3,4},{2,8,6}};”，则元素a[1][2]的值为（）。

A.2B.4C.6D.8

36.假定一个二维数组的定义语句为“inta[3][4]={{3,4},{2,8,6}};”，则元素a[2][1]的值为（）。

A.0B.4C.8D.6

37.若定义了函数double*function(),则函数function的返回值为（）。

A.实数型B.实数的地址C.指向函数的指针D.函数的地址

38.以下说法中正确的是（）。

A.C++程序总是从第一个定义的函数开始执行

B.C++程序总是从main函数开始执行

C.C++函数必须有返回值，否则不能使用函数

D.C++程序中有调用关系的所有函数必须放在同一个程序文件中

39.以下叙述中不正确的是（）。

A.在一个函数中，可以有多条return语句

B.函数的定义不能嵌套，但函数的调用可以嵌套

C.函数必须有返回值

D.不同的函数中可以使用相同名字的变量

40.函数重载是指（）。

A.两个或两个以上的函数取相同的函数名，但形参的个数或类型不同

B.两个以上的函数取相同的名字和具有相同的参数个数，但形参的类型可以不同

C.两个以上的函数名字不同，但形参的个数或类型相同

D.两个以上的函数取相同的函数名，并且函数的返回类型相同

41.以下关于函数模板叙述正确的是（）。

A.函数模板也是一个具体类型的函数

B.函数模板的类型参数与函数的参数是同一个概念

C.通过使用不同的类型参数，函数模板可以生成不同类型的函数

D.用函数模板定义的函数没有类型

42.下列（）的调用方式是引用调用。

A.形参和实参都是变量B.形参是指针，实参是地址值

C.形参是引用，实参是变量D.形参是变量，实参是地址值

43.为了提高程序的运行速度，可将不太复杂的功能用函数实现，此函数应选择（）。

A.内联函数B.重载函数C.递归函数D.函数模板

44.函数原型语句正确的是（）。

A.intFunction(voida);B.voidFunction(int);

C.intFunction(a);D.voidint(doublea);

45.C++中函数返回值的类型是由（）决定的。

A.return语句中表达式的类型B.该函数定义时的类型

C.调用函数时的调用语句D.系统根据结果

46.以下函数的返回结果是（）。

intfunction(char*x){

char*p=x;while(*p++);return(p-x-1);

}

A.求字符串的长度B.将字符串x连接到字符串p后面

C.将字符串

x复制到字符串p中D.将字符串x反向存放

47.函数调用func((exp1,exp2),(exp3,exp4,exp5))中所含实参的个数为()个。

A.1B.2C.4D.5

48.设有如下函数定义

intf(char*s){

char*p=s;

while(*p!=’’)p++;

return(p-s);

}

在主函数中用cout

A.3B.4C.5D.6

49.以下正确的函数原型语句是()。

A.doublefun(intx,inty)

B.doublefun(intx;inty)

C.doublefun(int,int);

D.doublefun(intx,y);

50.以下正确的说法是（）。

A.用户调用标准库函数前，必须重新定义

B.用户可以重新定义标准库函数，若如此，该函数将失去原有含义

C.系统不允许用户重新定义标准库函数

D.用户调用标准库函数前，不必使用预编译命令将该函数所在文件包括到用户源文件中

51.函数调用不可以（）。

A.出现在一个表达式中

B.出现在执行语句中

C.作为一个函数的实参

D.作为一个函数的形参

52.以下正确的描述是（）。

A.函数的定义可以嵌套，函数的调用不可以嵌套

B.函数的定义不可以嵌套，函数的调用可以嵌套

C.函数的定义和函数的调用均可以嵌套

D.函数的定义和函数的调用均不可以嵌套

53.若用数组名作为函数调用的实参，传递给形参的是（）。

A.数组的首地址B.数组中第一个元素的值

C.数组全部元素的值D.数组元素的个数

54.以下错误的描述是（）。

A.被调用函数中可以不用return语句

B.被调用函数中可以用多个return语句

C.被调用函数中，如果有返回值，就一定要有return语句

D.被调用函数中，一个return语句可返回多个值给调用函数

55.以下正确的描述是（）。

A.不允许设置参数的默认值

B.设置参数的默认值只能在定义函数时设置

C.设置参数的默认值时，应该设置右边的参数

D.设置参数的默认值时，应该全部参数都设置

56.采用重载函数的目的是（）。

A.实现共享B.减少空间

C.提高速度D.使用方便，提高可读性

57.将两个字符串连接起来组成一个字符串时，选用（）函数。

A.strlen()B.strcap()C.strcat()D.strcmp()

58.以下叙述中正确的是()。

A.使用#define可以为常量定义一个名字，该名字在程序中可以再赋另外的值

B.使用const定义的常量名有类型之分，其值在程序运行时是不可改变的

C.在程序中使用内联函数使程序的可读性变差

D.在定义函数时可以在形参表的任何位置给出缺省形参值

59.下面的标识符中，()是文件级作用域。

A.函数形参B.语句标号C.外部静态类标识符D.自动类标识符

60.以下叙述不正确的是()。

A.宏替换不占用运行时间B.宏名无类型

C.宏替换只是字符替换D.宏名必须用大写字母表示

61.C++语言的编译系统对宏命令的处理是()。

A.在程序运行时进行

B.在程序连接时进行

C.和C++程序的其它语句同时进行编译

D.在对源程序中其它成分正式编译之前进行

62.当#include后面的文件名用双引号括起来时，寻找被包含文件的方式是()。

A.直接按系统设定的标准方式搜索目录

B.先在源程序所在目录搜索，再按系统设定的标准方式搜索目录

C.仅仅搜索源程序所在目录

D.搜索当前逻辑盘上的所有目录

63.当#include后面的文件名用尖括号括起来时，寻找被包含文件的方式是()。

A.直接按系统设定的标准方式搜索目录

B.先在源程序所在目录搜索，再按系统设定的标准方式搜索目录

C.仅仅搜索源程序所在目录

D.搜索当前逻辑盘上的所有目录

64.在下面存储类中，()对象的可见性与生存期不一致。

A.外部类B.自动类C.内部静态类D.寄存器类

65.在下面存储类中，（）的对象不是局部变量。

A.外部静态类B.自动类C.函数形参D.寄存器类

do语句能够改写为语句篇二：C++程序设计

1.以下正确的说法是（）。

A.用户调用标准库函数前，必须重新定义

B.用户可以重新定义标准库函数，若如此，该函数将失去原有含义

C.系统不允许用户重新定义标准库函数

D.用户调用标准库函数前，不必使用预编译命令将该函数所在文件包括到用户源文件中答案：B

2.do语句能够改写为（）语句。

A.复合

B.if

C.switch

D.while

答案：D

3.循环语句“for(inti=0;i＜n;i++)cout＜＜i*i＜＜’’;”中循环体执行的次数为（）。

A.1

B.n-1

C.n

D.n+1

答案：C

4.在下面循环语句中循环体执行的次数为（）。for(inti=0;i＜n;i++)if(i＞n/2)break;

A.n/2

B.n/2+1

C.n/2-1

D.n-1

答案：B

5.下列适宜采用inline定义函数情况是（）。

A.函数体含有循环语句

B.函数体含有递归语句

C.函数代码少、频繁调用

D.函数代码多、不常调用

答案：C

6.定义p并使p指向动态空间中的包含30个整数的数组所使用的定义语句为（）。

A.int*p=newint[30]；

B.int*p=newint(30)；

C.int*p=new[30]；

D.*p=newint[30]；

答案：A

7.将两个字符串连接起来组成一个字符串时，选用（）函数。

A.strlen()

B.strcap()

C.strcat()

D.strcmp()

答案：C

8.switch语句能够改写为（）语句。

A.for

B.if

C.do

D.while

答案：B

9.关于void指针，下列说法正确的是（）。

A.void指针就是不能指向任何数据的指针

B.void指针就是已定义而未初始化的指针

C.指向任何类型数据的指针可直接赋值给一个void指针

D.void指针值可直接赋给一个非void指针

答案：C

10.循环while(inti=0)i--；执行次数是（）。

A.0

B.1

C.5

D.6

答案：A

11.预处理命令在程序中都是以（）符号开头的。

A.*

B.#

C.＆

D.@

答案：B

12.以下能正确地定义整型变量a,b和c，并为其赋初值5的语句是（）。

A.inta=b=c=5；

B.inta,b,c=5；

C.a=5,b=5,c=5；

D.a=b=c=5；

答案：A

13.若有说明语句:charc=72则变量c（）。

A.包含1个字符

B.包含2个字符

C.包含3个字符

D.说明不合法，c的值不确定

答案：A

14.可用作C++语言用户标识符的一组标识符是（）。

A.voiddefine+WORD

B.a3_b3_123YN

C.for-abcCase

D.2aDOsizeof

答案：B

15.以下标识符中不全是保留字的是（）。

A.caseforint

B.defathenwhile

C.boolclasslong

D.gotoreturnchar

答案：B

16.下列变量名中，（）是合法的。

A.Forest

B.byte-size

C.double

D.A+a

答案：A

17.函数调用func((exp1,exp2),(exp3,exp4,exp5))中所含实参的个数为（）个。

A.1

B.2

C.4

D.5

答案：B

18.this指针存在的目的是（）。

A.保证基类私有成员在子类中可以被访问

B.保证基类保护成员在子类中可以被访问

C.保证每个对象拥有自己的数据成员，但共享处理这些数据成员的代码

D.保证基类公有成员在子类中可以被访问

答案：C

19.定义类的动态对象数组时，系统只能够自动调用该类的（）对其进行初始化。

A.友员

B.析构函数

C.无参构造函数

D.类成员

答案：C

20.对两个数组a和b进行如下初始化:chara[]="ABCDEF";charb[]={‘A’,‘B’,‘C’,‘D’

A.a和b数组完全相同

B.a和b中都存放字符串

C.sizeof(a)比sizeof(b)大

D.sizeof(a)与sizeof(b)相同

答案：C

21.对长度为N的线性表进行顺序查找，在最坏情况下所需要的比较次数为（）。

A.N+1

B.N

C.(N+1)/2

D.N/2

答案：B

22.二维数组在内存中的存放顺序是（）。

A.按行存放

B.按列存放

C.由用户自己定义

D.由编译器决定

答案：A

23.假如指针p已经指向某个整型变量x，则(*p)++相当于（）。

A.x++

B.p++

C.*(p++)

D.&x++

答案：A

24.如有数组intnum[5]={12,13,14,15,16};则num[0]的值为（）。

A.12

B.13

C.14

D.15

答案：A

25.若p1、p2都是指向整型的指针，p1已经指向变量x，要使p2也指向x，正确的是（）。

A.p2=p1；

B.p2=**p1；

C.p2=&p1；

D.p2=*p1；

答案：A

26.有语句inta[10]={10,9,8,7,6,5,4,3,2,1}，*p=a；则数值为2的表达式是（）。

A.a[9]

B.*p[8]

C.*（a+8）

D.p+8

答案：C

27.在C++中，访问一个指针所指向的对象的成员所用的指向运算符是（）。

A.*

B.

C.->

D.=

答案：C

28.在面向对象的程序设计中，将一组对象的共同特性抽象出来形成（）。

A.对象

B.实例

C.类

D.数组

答案：C

29.在用C＋＋进行程序设计时，最好用（）代替malloc。

A.new

B.

C.指针

D.循环

答案：A

30.不同对象可以调用相同名称的函数，但执行完全不同行为的现象称为（）。

A.继承

B.访问控制

C.派生

D.多态性

答案：D

31.若定义了函数double*function(),则函数function的返回值为（）。

A.实数型

B.实数的地址

C.指向函数的指针

D.函数的地址

答案：B

32.所谓数据封装就是将一组数据和与这组数据有关操作组装在一起，形成一个实体，这实体也就

A.类

B.对象

1. 不用说…… It goes without saying that …

= (It is)needless to say(that)…

= It is obvious that …

例：不用说早睡早起是值得的。

It goes without saying that it pays to keep early hours。

2. 在各种……之中，…… Among various kinds of …，… /= Of all the …

例︰在各种运动中我尤其喜欢慢跑。

Among various kinds of sports，I like jogging in particular。

3. 就我的看法……;我认为……

In my opinion，…

= In my mind，…

= As far as I am concerned，…

= I am of the opinion that …

例：In my opinion，playing video games not only takes much time but is also harmful to health。

就我的看法打电动玩具既花费时间也有害健康。

4. 随着人口的增加…… With the increase/growth of the population，…

随着科技的进步……With the advance of science and technology，…

例：With the rapid development of Taiwans economy，a lot of social problems have come to pass。

随着台湾经济的快速发展许多社会问题产生了。

5. ……是必要的 It is necessary(for sb。)to do / that …

…… 是重要的 It is important/essential(for sb。)to do / that …

…… 是适当的 It is proper(for sb。)to do / that …

……是紧急的 It is urgent(for sb。)to do / that …

例：It is proper for us to keep the public places clean。

It is proper that we(should)keep the public places clean。

我们应当保持公共场所清洁。

改写句子

改写句子：侧重于改变原句的形式。句式的改变或要求的其他形式的改变。

常见的考题类型：

1、把字句和被字句

2、反问句与陈述句

3、直述句与转述句（及直接引语与间接引语）

4、扩句、缩句

5、双重否定句与肯定句

6、将句子改成感叹句、拟人句、夸张句、比喻句

7、用关联词把两个句子合并成一个句子

8、将原句用上文明用语

改写句子的类型和方法：

一、陈述句与反问句互改

一般来说，做陈述句与反问句的互改时，有几句口诀：

1、反问句改成陈述句：

（1）去掉疑问词

（如：难道、吗、怎么、呢……）；

（2）有“不”去“不”，无“不”加“不”

（如：字典不正是我无声的朋友和老师吗？改成：字典正是我无声的朋友和老师。）；

（3）把“？”改成“。”

2、陈述句改成反问句：

（1）加上疑问词

（如：难道、吗、怎么、呢……）；

（2）有“不”去“不”，无“不”加“不”

（如：功课没做完，不能去看电影。改成：功课没做完，怎么能去看电影呢？）；

（3）把“。”改成“？”

二、缩句

缩写句子就是去掉修饰、限制和补充说明的成分，保留主要成分，（即谁干什么？什么是什么？什么怎么样？）但不改变句子的主要意思。

缩写句子是有技巧和方法的：

1、“的”前的修饰都删去

2、“地”前的限制要删去

3、“得”后的补充说明删去

如“海力布着急得没办法。”中“没办法”是对“着急”的程度进行补充说明的，它也要删去。这句话缩写为“海力布着急。”

4、方位词语删去

如：“在……上”“在……里”“在……中”等。

5、时间词语删去

如：“有一天”、“……的时候”、“……的一天”等。

6、数量词语照样删

7、“着、了、过”不能删

8、抓住主干来缩简

句子的主干，即“谁干什么？”“什么是什么？”“什么怎么样？”

三、引述句（直接引语）和转述句（间接引语）的互换

1、标点符号的改变

引述句改为转述句，冒号和引号要改为逗号。转述句改引述句，要加上冒号和引号。

感叹号、问号改成句号。

2、感叹词（啊、呢、呀、吧、嗨、唉、呦……）去掉

表示程度的词“多、真、太”改成“很、十分、非常”。

3、人称的变化

①引述句改为转述句时，把“我”改为“他”或“她”。

把“你”改成听话人的名字或“我”。

②转述句改为引述句时，把“他”或“她”改为“我”，

听话人的名字改成“你”。

句中的“他”一定是指说话的那个人。引号外的人称（就是说话人）不能改变

3、提示语在中间或在句末的句子，把提示语调整到句首可按以上方法进行改动。

如：

①“……。”×××说，“我……。”

②“……。”×××对×××说。

以上两种形式都应变成：×××说：“……。”

4、句型的变化：

①原本的疑问句变陈述句，改成“是否……，是不是……，不知道……，有没有……，为什么……”等句型。②原来是祈使句（即让“别人”干某事的句型）则要在“别人”前面加上“让、命令、指挥、请、叫”等词。

5、要改变的词：

原句中的“这、这里、这儿、这些、这个”等要改成“那、哪里、那些、那儿”等。

原句中的“来”要改成“去”。

改句分清句子成分：

从句法结构的关系意义出发，对句子作成分功能或作用分析的方法叫句子成分分析法，

即用各种方法标出基本成分（主语、谓语、宾语）和次要成分（状语、补语）。

句子成分有六种——主语、谓语、宾语、定语、状语、补语。

汉语句子成分口诀：

主谓宾、定状补，主干枝叶分清楚。

定语必居主宾前，谓前为状谓后补。

状语有时位主前，逗号分开心有数。

四、修改病句：

1、常见病句类型：

（1）用词不当。如：狮子是一种猛烈的动物。

（2）搭配不当。如：战士们冒着大雨和泥泞继续前进。

（3）成分残缺。如：我们要学习白求恩毫不利已，专门利人。

（4）重复罗嗦。如：他经常一贯保持艰苦朴素的作风。

（5）自相矛盾。如：他笑嘻嘻的脸上露出了严肃的神情。

（6）词序混乱。如：厂长介绍了许多陈师傅的先进事迹。

（7）指代不明。如：小强和小明放学了，他告诉他作业已做完了。

（8）分类不当。如：菜市场里有冬瓜、西瓜、苦瓜等许多蔬菜。

（9）不合情理。如：一串红在春风中微笑。

2、怎么样修改病句：

（1）认真地读原句，弄清楚句子要表达的是什么意思。

（2）找出有毛病的地方，根据病因修改，不能改变原句的意思

（3）再读改后的句子，看句子是否完整、通顺、合情理。

五、双重否定句。

常见的句式如：“不能不”“不得不”“不是不”

“无不”

“没有??不??”

“没有??否认??”

“非??不

可??”等。

六、常见的几种关联词。

1、并列关系；既??又??；不是??而是??；

2、因果关系；因为??所以??；??之所以；

3、条件关系；只要??就??；只有??才??；

无论??都??；不管??总??

4、转折关系；虽然??但是??；尽管??还是

5、假设关系；如果??就??；即使??也??；

6、选择关系；不是??就是??；是??还是??；缩写句子

一、缩写句子：就是去掉句子中起修饰、限制作用的“枝叶”,保留使句子意思完整的“主干”部分,把句子变成一个最简单的句子。

换句话说，“主干”就是把所有的定语、状语、补语都压缩了之后余下的部分。

缩写句子就是把结构比较复杂的句子，去掉其修饰、限制和补充说明的成分，保留主要成分，但不改变句子的主要意思。缩写句子的训练，可以让我们更清楚地认识句子的基本结构，更好地理解和掌握句子的主要意思。

二、缩句的对与错，优与劣的标准：

一是不改变原句的意思。

二是不改变原句的结构。“凶恶的敌人被英勇的红军消灭了”如果缩为“红军消灭了敌人”就不行。

三是不留下多余的枝叶。如把“精彩的表演在热烈的掌声中结束”缩为“表演在掌声中结束”就多了“在掌声中”这个枝叶。

四是缩写后仍然是句子。

三、缩句的要求：

1．缩句后主要成分必须是词或词组

例如：“大熊猫贪婪地吃着鲜嫩的竹叶。”不能缩成“熊猫吃叶”，而应缩成“大熊猫吃着竹叶”。

因为“大熊猫”和“竹叶”是完整的概念，“熊猫”和“大熊猫”的外延并不一致。“叶”在这里是语素而不是词，“竹叶”才是词。

2．保留必要的成分

例如：“我班先进学生经常主动热情地帮助后进学生”。如果缩成：“学生帮助学生”则意思模糊，只能缩成“先进学生帮助后进学生”。

保留了“先进”和“后进”两个附加成分，意思就清楚明确了。

3．“着”、“了”、“过”要保留“着”字用在动词后面表示动作正在进行

如：“同学们上着课”，如果缩成“同学们上课”，就没说清楚是现在上课还是以前上课。“了”字用在动词后面表示动作已经完成。

如：“赵老师给我们上了一堂难忘的科学课。”应当缩成“赵老师上了科学课。”若缩成“赵老师上课。”是正

在上，还是上完了？不知道。“过”字用在动词后面表示动作已经过去。

如：“我曾经游览过美丽的桂林。”如果缩成“我游览桂林。”是正在游览，还是曾经游览？没有说清楚。由此可见，谓语后面的“着”、“了”、“过”不能去掉的。

4．复指成分应完整地保留

例如：“我们应当遵守自己过去许下的诺言。”应当缩成“我们遵守自己的诺言”。若缩成“我们遵守诺言。”意思是不完整的。

5．表示方位的词组应该完整地去掉

例如：“我们在清澈的河水里游泳。”应当缩成“我们游泳。”不能缩成“我们在游泳”，

此外，像“在……下”、“在……里”“在……外”“在……中”等句子中表示方位的词组作状语时，都不能保留“在”字，应该同后面的状语一起完整地去掉。

6．补语的处理

首先，动词谓语后面的补语一般应保留中心词；

其次，形容词后面的补语一般删去。

如“发表作文后的张小南高兴得跳起来”，可缩成“张小南高兴”。

7.不改变句子的语气

句子的语气不能改变，如“莫非他想在这里安安稳稳地睡上半天吗?”应缩成“莫非他想睡吗?”

四、缩句的常见情况及应对技巧：

缩写句子常连带扩写，仿写和修改句子考查。

1.缩句常出现的有两种情况：

第一种，去掉全部枝叶，只保留主干。如：“精彩的表演在一片热烈的掌声中结束。”缩为：“表演结束”。第二种，去掉大部分枝叶，保留主干和小部分枝叶。

保留的枝叶有：

①否定句中的否定词。

如“我绝对不同意你的这种无理要求”。缩为“我不同意你的要求”。“不”必须保留。

②“把”字句和“被”字句中的“把”和“被”以及它们连带的重要词语。

如：他把我漂亮的水杯带来了。缩为他把我的水杯带来了。把修饰词去掉，谁：他，干什么：把我的水杯带来了。

③疑问句子中表达疑问的词语要保留。

如“五年级的运动员为什么会在运动会上夺走了好几项冠军呢？”缩为“运动员为什么夺走了冠军呢？”

2.缩句步骤：

a.弄懂句子的意思；

b.找出主要部分，谁是什么；谁干什么；谁怎么样；

c.检查对错优劣。是否缩写成了最简单的句子，是否保留了句子的主干。

3.缩句方法：

①分辨句式，提出问题。

先看看这句话是写人还是写景物的，然后可以提出“主”“谓”“宾”来找出句子的主要部分。

如：“满头白发的老奶奶拄着拐杖，焦急而又耐心地等待着周总理的灵车。”

这是一个长句，我们就可以提问：主——老奶奶；谓——等待灵车。缩句后就成为：“老奶奶等待着灵车。”又如：“这毛茸茸的在地上流动着的小绒球原来是刚孵出来的小鸡。”

我们可提问：主——小绒球；谓——是小鸡。缩句后就成为：“小绒球是小鸡。”

②进行词语比较，找出主要词语。

有些句子很长，修饰的部分较多，我们就要在几个词语中选出主要的，才能正确地缩句。

如“工人宿舍前的草地上开满了五颜六色的野花。”

因为“野花”只能开在“草地上”。所以“草地上”是主要词，而“工人宿舍前”是修饰“草地”的。③如果是否定句缩句，就要把否定词一起写出来，否则就会改变句意。

如“我不相信他那种骗人的鬼话。”应缩成“我不相信鬼话”，而不能缩成“我相信鬼话”。④将形容词，修饰词删去。

五、缩写句子练习：

1．打柴的孩子吃力地背着满满一背篼柴火。

2．雄伟的大坝凝聚着人民群众的热情。

3．我们在道边高声诵读凿在石壁上的古人的题句。

4．北京自然博物馆的古生物大厅里，陈列着一具大象的骨架。

5．巨大的吊车轻松自如地提起千斤重物。

6．像炸弹头的震捣器发出“嗡嗡”的吼声。

7．微风吹拂着千万条才展开嫩叶的柳丝。

8．将军的脸色顿时严峻起来。

9．冻僵的老战士神态十分镇定。

10．一位船员在一所普通的乡村小学上了一节他终生难忘的语文课。

导语：自我激励很重要,如果自己对自己都没有信心,那么别人再多的激励也是没用的。下面是yuwenmi小编为大家整理的激励自己的句子，欢迎阅读与借鉴，谢谢!

1、For man is man and master of his fate.

人就是人，是自己命运的主人。

2、A lazy youth, a lousy age.

少壮不努力，老大徒伤悲。

3、Do one thing at a time, and do well.

一次只做一件事，做到最好!

4、Youth means limitless possibilities.

年轻就是无限的可能。

5、Knowledge makes humble, ignorance makes proud.

博学使人谦逊，无知使人骄傲。

6、Go for it! Just do it!

加油!向前冲!做了再说!

7、A man is only as good as what he loves.

一个人要用他所爱的东西有多好来衡量。

8、If winter comes , can spring be far behind ?

冬天来了，春天还会远吗?

9、Sharp tools make good work.

工欲善其事，必先利其器。

10、Bad times make a good man.

艰难困苦出能人。

11、Journey of a thousand miles begins with single step.

千里之行，始于足下。

12、The first step is as good as half over.

第一步是最关键的一步。

13、Failure is the mother of success.

失败乃成功之母。

14、Genius is an infinite capacity for taking pains.

所谓的天才是不断地承受痛楚。

15、Difficult circumstances serve as a textbook of life for people.

困难坎坷是人们的生活教科书。

16、A man is only as good as what he loves.

一个人要用他所爱的东西有多好来衡量。

17、I know that my future is not just a dream.

我知道我的未来不是梦。

18、A mans best friends are his ten fingers.

人最好的朋友是自己的十个手指。

19、I will greet this day with love in my heart.

我要用全身心的爱来迎接今天。

20、The good seaman is known in bad weather.

惊涛骇浪，方显英雄本色。

21、Suffering is the most powerful teacher of life.

苦难是人生最伟大的老师。

22、If you are doing your best,you will not have to worry about failure.

如果你竭尽全力，你就不用担心失败。

23、True mastery of any skill takes a lifetime.

对任何技能的掌握都需要一生的刻苦操练。

24、There is no royal road to learning.

求知无坦途。

25、I am a slow walker,but I never walk backwards.

我走得很慢，但是我从来不会后退。

26、Where there is a will, there is a way.

有志者事竟成。

27、A man has two ears and one mouth that he may hear much and speak little.

人有两只耳朵一张嘴，就是为了多听少说话。

28、The only limit to our realization of tomorrow will be our doubts of today .

实现明天理想的唯一障碍是今天的疑虑。

29、If the short cut to learning, it also must be diligent.

如果说学习有捷径可走，那也一定是勤奋。

30、Victory belongs to the most persevering.

坚持必将成功。

31、A bird in the hand is worth two in the bush.

双鸟在林不如一鸟在手。

32、Time is a bird for ever on the wing.

时间是一只永远在飞翔的鸟。

33、Nothing is impossible!

没有什么不可能!

34、When all else is lost the future still remains.

就是失去了一切别的，也还有未来。

35、Winners do what losers dont want to do.

胜利者做失败者不愿意做的事!

36、Adversity is the midwife of genius.

逆境造就天才。

37、Time is money.

时间就是金钱。

38、Every noble work is at first impossible.

每一个伟大的工程最初看起来都是不可能做到的!

39、Never a negative acknowledge why it is impossible.

永远也不要消极地认为什么事是不可能的。

40、What a man needs most is appreciated.

人性最深切的需求就是渴望别人的欣赏。

41、The best preparation for tomorrow is doing your best today.

对明天做好的准备就是今天做到最好。

42、A girl because she had no shoes to cry, until she saw a man who had no feet.

一个女孩因为她没有鞋子而哭泣，直到她看见了一个没有脚的人。

43、The reason why a great man is great is that he resolves to be a great man.

伟人之所以伟大，是因为他立志要成为伟大的人。

44、Pursue your object, be it what it will, steadily and indefatigably.

不管追求什么目标，都应坚持不懈。

45、If you do not learn to think when you are young, you may never learn.

如果你年轻时不学会思考，那就永远不会。

46、A positive attitude may not think time and effort spent on the little things.

有积极心态的人不把时间精力花在小事情上。

47、Dont try so hard, the best things come when you least expect them to.

不要着急，最好的总会在最不经意的时候出现。

48、The world is like a mirror: Frown at itand it frowns at you; smile, and it smiles too.

世界犹如一面镜子：朝它皱眉它就朝你皱眉，朝它微笑它也朝你微笑。

49、Our greatest glory consists not in never falling but in rising every time we fall.

我们最值得自豪的不在于从不跌倒，而在于每次跌倒之后都爬起来。

50、The greatest test of courage on earth is to bear defeat without losing heart.

世界上对勇气的最大考验是忍受失败而不丧失信心。

51、In our task at the beginning of mind decided finally had much success, which is more than any other factor is very important.

我们在一项任务刚开始时的心态决定了最后有多大的成功，这比任何其他因素都重要。

52、When we start with a positive attitude and view themselves as successful when we start a success.

当我们开始用积极的心态并把自己看成成功者时我们就开始成功了。

53、Dont aim for success if you want it; just do what you love and believe in, and it will come naturally.

如果你想要成功，不要去追求成功;尽管做你自己热爱的事情并且相信它，成功自然到来。

54、The talent of success is nothing more than doing well whatever you do without a thought of time.

成功之路没它，唯全力投入工作，而不稍存沽名钓誉之心。

55、Those who turn back never reach the summit.

回头的人永远到不了最高峰!

56、You cannot improve your past, but you can improve your future. Once time is wasted, life is wasted.

你不能改变你的过去，但你可以让你的未来变得更美好。一旦时间浪费了，生命就浪费了。

57、How do we treat the life, the life how we treat.

我们怎样对待生活，生活就怎样对待我们。

58、Do not, for one repulse, forgo the purpose that you resolved to effort.

不要只因一次挫败，就放弃你原来决心想达到的目的。

59、While there is life there is hope.

一息若存，希望不灭。

60、Great works are performed not by strength , but by perseverance.——Samuel Johnson

完成伟大的事业不在于体力，而在于坚韧不拔的毅力。——英国作家和评论家约翰逊

导语：2016中考不久就要到了，写英语作文的时候可以套用万能句型。下面是yjbys作文网小编为您收集整理的资料，希望对您有所帮助。

1.打算做....../计划做......

intend /plan to do 打算做......

be going to do 打算做......

decide to do决定做......

determine to do决定做......

be determine to do 决定做......

make up ones mind to do 下定决心做......

2.想/希望......

want to do= would like to do想做......

hope to do希望做......

expect to do期待做......

wish to do 希望做......

consider doing 考虑做......

looking forward to doing盼望做......

dream of doing 梦想做......

cant help doing 情不自禁地做......

3.表示喜欢和感兴趣

like /love doing 喜欢做......

enjoy doing 喜欢做.......

be fond of doing 喜欢做......

be keen on+n/doing 喜欢做......

prefer to do A rather than B 宁愿做A也不愿做B

be interest in n/doing对......感兴趣

show/take interest in n/doing 对......产生兴趣

4.其他短语

keep on doing 坚持做......

keep/stop/prevent sb from doing 阻止某人做......

be busy (in) doing= be busy with +名词 忙于做......

spend time/money(in) doing =spend time/money on+名词 花费时间做......

have fun/have a good time/enjoy oneself doing 玩得开心

have trouble/have problem/ have difficulty (in) doing 或with +名词 做...有困难

满分句型

1.Its adj for sb to do 做...对某人来说是...

2. ...so...that ...如此...以至于...

...too...to do 太...而不能...

such...that...如此...以至于...

3.not...until...直到...才...

4. The reason why+句子is that +句子...的原因是...

5.That is why+句子 那是...的原因

6. That is because+句子 那是因为...

7.It is said that+句子 据报道...

It is reported that+句子 据报道...

8.There is no doubt that+句子 毫无疑问...

9.It goes without saying that+句子 不言而喻/毫无疑问...

10. There is no need to do 没必要做...

11.There is no point in doing 做某事毫无意义

12. You had better (not) do ...最好(不)做

13.How about /What about doing...怎么样?

14. I think you should do我认为你应该...

15. I suggest that you (should) do 我建议你做...

16. If I were you, I would do...我要是你的话，我会做...

so…that,too…to和enoughto

so…that,too…to和enoughto都是初中英语教材中的重要结构，在一定条件下它们可以相互转换，并经常成为中考考查的热点之一。先请看下面两道中考试题：

1.Heisoldenoughtogotoschool.

Heis____________________that____________________gotoschool.

2.Shewassoweakthatshecouldn?ttakecareofherbaby.

Shewas__________weak__________takecareofherbaby.

（答案：1.soold;hecan2.too;to）

那么在什么情况下三者可以相互转换呢？

一、so…that与too…to的转换

当that引导的从句为否定式且从句主语与主句的主语相同时，so…that可转换为too…to结构；若从句主语与主句的主语不相同时，so…that可转换为too…forsbto结构。例如：Sheissoyoungthatshecan?tgotoschool.＝Sheistooyoungtogotoschool.

Theboxissoheavythathecan?tcarryit.＝Theboxistooheavyforhimtocarry

二、so…that与enoughto的转换

1.当that引导的从句为肯定式时，若从句主语与主句主语相同时，so…that可转换为enoughto结构；若从句主语与主句主语不相同时，so…that可转换为enoughforsbto结构。例如：XiaoLinissooldthathecangotoschool.＝XiaoLinisoldenoughtogotoschool.Theboxissolightthathecancarryit.＝Theboxislightenoughforhimtocarry.

2.当that引导的从句为否定式时，若从句主语与主句主语相同时，so…that可转换为enoughto的否定结构；若从句主语与主句主语不相同时，so…that可转换为enoughforsbto的否定结构。同时要注意，转换后的形容词（副词）要用其相应的反义词。例如：

Themanissooldthathecan?tgotowork.＝Themanisn?tyoungenoughtogotowork.ThedeskissoheavythatIcan?tmoveit.＝Thedeskisn?tlightenoughformetomove.

三、enoughto的句式为否定式时，enoughto可以转换为too…to结构。

转换后的too…to结构中的形容词（副词）要用其相应的反义词。例如：

Heisnotoldenoughtodothework.＝Heistooyoungtodothework.

Theproblemistoodifficultformetoworkout.＝Theproblemisn?teasyenoughformetoworkout.

so与such用法

都有“如此、这么、那么”的意思，可进行同义改写，但用法不同。

1.so是副词，修饰形容词和副词；而such是形容词，修饰名词。它们后面接单数可数名词时，词序不同。

so的词序为：so+adj.+a（an）+n.

such的词序为：such+a（an）+adj.+n.

它们可以表达同样的意思，因此它们可以进行同义改写。

soniceacoat=suchanicecoat这么漂亮的一件外套

sointerestingabook=suchaninterestingbook那么有趣的一本书

补给站：后面接复数名词或不可数名词时，只能用such，而不能用so.如：

suchbeautifulflowers这么美丽的花

suchcleverchildren如此聪明的孩子

但是，复数名词或不可数名词前有many，few，much，little等表示数量的词修饰时，只能用so而不能用such，这是一种固定用法。如：

somanybooks这么多书

sofewpeople这么少的人

somuchmoney那么多的钱

solittlemilk那么少的牛奶

需要提醒的是，little还可作

为“小”的意思，这个时候仍然用such。Ihaveneverseensuchlittlesheepbefore.

2.和“that”连用时，意思基本一样，但句型结构不同。“so…that…”句型结构为：so+adj.（adv.）+that…

so+adj.+a（an）+单数n.+that…

so+many（few）+复数n.+that…so+much（little）+不可数n.+that…如：

ThisbookissointerestingthatIhavereaditthreetimes.这本书如此有趣，我已经看了三遍。Hespokesofastthatwecouldn?tunderstandhim.他说得太快，我们都未能听懂他的话。Itwassohotadaythatnobodywantedtodoanything.天气很热，谁都不想干活。

Thereweresomanypeoplethatwecouldhardlymoveon.这么多人，我们简直无法继续往前走。

“such…that…”句型结构为：

such+a（an）+adj.+单数n.+that…

such+adj.+复数n.+that…

such+adj.+不可数n.+that…

Sheissuchaprettygirlthateveryonelikesher.她是个很可爱的小姑娘，大家都喜欢她。TheyaresuchdeliciouscakesthatIwanttoeatanothertwo.这么可口的蛋糕，我还想再吃两块。

Itissuchsweetmilkthatweallwanttodrinkit.这么香的牛奶，我们都想喝。

补给站：由于so和such后跟单数可数名词时，可以换用，同样“so…that…”与“such…that…”也可以进行同义句改写。如上文中：ThisbookissointerestingthatIhavereaditthreetimes.可改写成：ThisissuchaninterestingbookthatIhavereaditthreetimes.

Itwassohotadaythatnobodywantedtodoanything.可改写成：Itwassuchahotdaythatnobodywantedtodoanything.

4.当so…that引导的结果状语从句为肯定句时，可与be…enoughtodo替换；当为否定句时，可与too…to…或benot+该形容词的反义词enoughtodo替换。

Heissoyoungthathecan?tgotoschool.=Heistooyoungtogotoschool.

=Heisnotoldenoughtogotoschool.

3.so与that可以直接构成词组“sothat”，引导目的状语从句，表示“以便、”的意思。从句中常用can/could/will/should等情态动词。

如：

Heworkedhardsothathecouldpasstheexams.为了能通过考试，他学习很认真。（但such没有这种用法）

练习

()1.Shewas____welldressedthatsheattractedeveryone?sattentionattheparty.

A.soB.quiteC.tooD.very

()2.Whenthefirebrokeout,manypeoplewereso_______thattheyran_______.

A.frightening;wildB.frightened;wild

C.frightened;wildlyD.frightening;wildly（失去控制地）

()3.Itwas_________musicthatIlostmyselfinit.

A.suchabeautifulB.sobeautifula

C.sobeautifulD.suchbeautiful

()4.Wearrived______latethattherewerenoseatsleft.

A.muchB.tooC.soD.very

()5.Ilikethepopstar_______thatInevermisshisconcert.

A.verymuchB.toomuchC.quitemuchD.somuch

()6.Themusicinthesupermarketsoundedso______thatIwantedtoleaveatonce.

A.softB.wonderfulC.friendlyD.noisy

()7.Curingsickpeopleis_______important_______doctorsmustbecareful.

A.too;toB.so;thatC.enough;toD.such;that

()8.Thequestionis_______thatnobodycananswerit.

A.veryhardB.toodifficultC.strangeenoughD.sostrange

()9.Thatfilmwasso_______thatmostoftheaudience(观众)keptscreaminginfear（惊恐地）whilewatchingitlastnight.

A.excitingB.frighteningC.boringD.amazing

()10.Thisis_______difficultproblemthatfewstudentscanworkitout.

A.soB.soaC.suchD.sucha

()11.ThedoctorsinORBIShavedone_______animportantjob_______thepatientsareallgratefultothem.

n.奥比斯（一个致力于为世界各国盲人和眼疾患者恢复光明的国际性慈善机构），orbis在拉丁文中有“眼睛”的意思。

A.too;toB.so;thatC.such;thatD.as;as

人们对的观点因人而异。有些人认为，然而其他人却认为。小编收集了英语万能句子，欢迎阅读。

1、it must be realized that。

我们必须意识到。

2、all in all， we cannot live without but at the same time we must try to find out new ways to cope with the problems that would arise。总之，我们没有是无法生活的。英语万能句子。但同时，我们必须寻求新的解决办法来对付可能出现的新问题。

3、i sincerely believe that。

我真诚地相信。

4、it is natural to believe that ， but we shouldnt ignore that。

认为是很自然的，但我们不应忽视。

5、obviously， if we dont control the problem， the chances are that will lead us in danger。

很明显，如果我们不能控制这一问题，很有可能我们会陷入危险。英语万能句子。

6、obviously， if we want to do something ， it is essential that。

显然，如果我们想做某事，很重要的是。

7、only in this way can we。

只有这样，我们才能。

8、recently，http://tongxiehui.net/by/7321.html the problem of has aroused peoples concern。

最近，问题已引起人们的关注。

9、the best way to solve the troubles is。

解决这些麻烦的最好办法是。

10、no doubt， unless we take effective measures， it is very likely that。

毫无疑问，除非我们采取有效措施，很可能会。

11、it is time to take the advice of and to put special emphasis on the improvement of。

该是采纳的建议，并对的进展给予特殊重视的时候了。

12、people have figured out many ways to solve this problem。

人们已找出许多办法来解决这个问题。

13、here are some suggestions for handling。

这是如何处理某事的一些建议。

14、there are different opinions among people as to。

关于，人们的观点大不相同。

15、many people insist that。

很多人坚持认为。

16、nowadays， (overpopulation) has bee a problem we have to face。

如今，(人口过剩)已成为我们不得不面对的问题了。

17、personally， i am standing on the side of。

就个人而言，我站在的一边。

18、peoples views on vary from person to person。 some hold that 。 however， others believe that。

人们对的观点因人而异。有些人认为，然而其他人却认为。

19、from my point of view， it is more reasonable to support the first opinion rather than the second。

在我看来，支持第一种观点比支持第二种观点更有道理。

20、it is urgent that immediate measures should be taken to stop the situation。

很紧迫的是，应立即采取措施阻止这一事态的发展。

21、different people hold different attitudes toward (failure)。

对(失败)人们的态度各不相同。

22、it may be true that ， but it doesnt mean that。

可能是对的，但这并不意味着。

23、as far as something is concerned。

就某事而言。

24、hence/therefore， wed better e to the conclusion that。

因此，我们最好得出这样的结论。

25、it is monly believed that / it is a mon belief that。

人们一般认为。

26、attitudes towards (drugs) vary from person to person。

人们对待吸毒的态度因人而异。

27、taking into account all these factors， we may reasonably e to the conclusion that。

考虑所有这些因素，我们可能会得出合理的结论。

28、there is no doubt that (job-hopping) has its drawbacks as well as merits。

毫无疑问，跳槽有优点也有缺点。

29、i cannot entirely agree with the idea that。

我无法完全同意这一观点。

30、it is high time that we put an end to the (trend)。

该是我们停止这一趋势的时候了。

31、with the development of science and technology， more and more people believe that。

随着科技的发展，越来越多的人认为。

32、there is no evidence to suggest that。

没有证据表明。

33、taking all these factors into consideration， we naturally e to the conclusion that。

把所有这些因素加以考虑，我们自然会得出结论。

34、a lot of people seem to think that。

很多人似乎认为。

35、people may have different opinions on。

人们对可能会有不同的见解。

36、there is no doubt that enough concern must be paid to the problem of。

毫无疑问，对问题应予以足够的重视。

37、in my opinion， it is more advisable to do than to do 。

在我个人看来，做比做更明智。

38、the inter has been playing an increasingly important role in our day-to-day life。 it has brought a lot of benefits but has created some serious problems as well。

互联网已在我们的生活中扮演着越来越重要的角色。它给我们带来了许多好处，但也产生了一些严重的问题。

1、she loves him more than he&ll ever know. He loves her more than he&ll ever show.她爱他比他知道的更多，他爱她比他表现的更深。

2、"we are not together, but you are in my heart from the recent. 我们没有在一起，可是你却在我心最近的距离。"

3、"we have all got our "good old days" tucked away inside our hearts, and we return to them in dreams like cats to favorite armchairs. 每个人心底都会有深藏的美好记忆，我们常会在梦中温习他们，那心情就像猫咪会跳上心爱的椅子一般。"

4、"no one is worth your tears,and the one who is ,won&t make you cry.没人值得你为他流泪，唯一值得你这样做的那个人不会让你伤心的。"

5、don’t cry because it came to an end. smile because it heppened. 不要因为它的结束而哭，应当因为它的发生而笑。

6、don’t spend time with someone who doesn’t care spending it with you. 不要把时间花在一个不在乎与你一起分享的人身上。

7、a true friend is the one who holds your hand and touches your heart. 一个真正的朋友会握着你的手，触动你的心。

8、"Just because someone doesn’t love you as you wish, it doesn’t mean you’re not loved with all his/her being. 只因为某人不如你所愿爱你，并不意味着你不被别人所爱。"

9、"no person deserves your tears, and who deserves them won’t make you cry. 没有人值得你流泪，值得你流泪的人是不会让你哭的。"

10、"i love you not for whom you are, but who i am when i ’m by your side.我爱你并不是因为你是谁，而是因为我在你身边的时候我是谁。"

11、"i suddenly feel myself like a doll,acting all kinds of joys and sorrows.There are lots of shining siliery thread on my back,controlling all my action.我突然就觉得自己像个华丽的木偶，演尽了所有的悲欢离合，可是背上总是有无数闪亮的银色丝线，操纵我的哪怕一举手一投足。"

12、atrue friend is some one who reaches for your hand and touches your heart.一个真正的朋友是向你伸出手，触动你心灵的人。

13、"don‘t cry because it is over, smile because it happened. 不要因为结束而哭泣，微笑吧，为你的曾经拥有。"

14、i miss you so much already and i haven’t even left yet!尽管还不曾离开，我已对你朝思暮想！

15、"Brief is life, but love is long.生命虽短，爱却绵长。"

16、The nature of promises is that they remain immune to changing circumstances.所谓承诺，就是无论环境如何变化也不受影响。

17、"not always stood on tiptoe to love a person, the focus of instability, can not hold too long.不能一直踮着脚爱一个人，重心不稳，撑不了太久的。"

18、"i may not be perfect, but i’m always me. 我也许不完美，但我一直在做自己。"

19、"if wrinkles must be written upon our brows, the only thing you can do is not letting them be written upon the heart.如果额头终将刻上皱纹，你只能做到，不让皱纹刻在你的心上。"

20、Faith: not wanting to know what the truth is.信仰就是不想知道真相是什么。

21、"You have your way. i have my way. as for the right way, the correct way, and the only way, it does not exist.你有你的路。我有我的路。至于适当的路，正确的路和唯一的路，这样的路并不存在。"

22、Education is what remains after one has forgotten everything one has learned in school.教育就是当一个人把在学校所学全部忘光之后剩下的东西。

23、never use your eyes to cry for the wrong person who hurt you. instead use it to search for the right one.眼睛，不应该用来为伤害你的人哭泣，而应该用来寻找那个正确的人。

24、You make millions of decisions that mean nothing and then one day your order takes out and it changes your life.你每天都在做很多看起来毫无意义的决定，但某天你的某个决定就能改变你的一生。

25、"if i have no knife,i can&t protect you.if i had a sword,i can&t hold you.如果我没有刀，我就不能保护你。如果我有刀，我就不能拥抱你。"

26、"we laughed and kept saying"see u soon",but inside we both knew we&d never see each other again.我们笑着说再见，却深知再见遥遥无期。"

27、"Life is not measured by the number of breaths we take, but by the moments that take our breath away.生命的意义并不在于我们呼吸了多少次，而是有多少刻我们摒住了呼吸。"

28、"i don&t know how to love you ,looking at you is the only way i know.不知道如何爱你，看着你，是我唯一的方式。"

29、"if the person you like doesn&t like you ,wouldn&t it still be lonely even if the whole world loves you.如果你喜欢的人不喜欢你，那么就算全世界的人都喜欢你，还是会觉得孤独吧。"

30、"whatever comes, i’ll love you, just as i do now. Until i die.无论发生什么事，我都会像现在一样爱你，直到永远。"

31、"in life, then boring time, also are limited edition.生命中，再无聊的时光，也都是限量版。"

32、"if you were a cactus,i&d endure all the pain just to hug you.就算你是一个仙人掌，我也愿意忍受所有的疼痛来拥抱你。"

33、"Eyes are raining for her,heart is holding umbrella for her,this is love. 眼睛为她下着雨，心却为她打着伞，这就是爱情。"

34、"to be or not to be,that&s the question.生存还是毁灭，这是个问题."

35、"Life may always have regret, but the future is still good.生活或许总有遗憾，但未来依旧美好。"

36、"somethings we couldn&t understand when we were young; when we finally understood, we are not young anymore.有些事情，当我们年轻的时候无法懂得，当我们懂得的时候已不再年轻。"

37、"if i should see you，after long year.How should i greet, with tears, with silence. 假若他日相逢，我将何以贺你？以沉默，以眼泪。"

38、would rather be a loser don&t do a coward afraid to try.宁愿做个失败者，也不做一个不敢尝试的懦夫。

39、"Leave a place，the scenery is no longer belongs to you;miss a person,that person would no longer do with you. 离开一个地方，风景就不再属于你；错过一个人，那人便再与你无关。"

40、The best things in life are unseen，that why we close our eyes when we kiss cry and dream. 生命中最美好的都是看不见的，这就是为什么我们会在接吻，哭泣，许愿的时候闭上眼睛。

41、"i leave uncultivated today, was precisely yesterday perishes tomorrow which person of the body implored。我荒废的今日，正是昨日殒身之人祈求的明日。"

42、To the world you may be just one person. To the person you may be the world. 对于世界，你可能只是一个人，但对于某个人，你却是整个世界。

43、"Everything will be okay in the end. if it&s not okay, it&s not the end.一切都终会好的，若还不好，那这还不是结局。"

44、The hardest thing is to take less when you can get more.世上最难的事莫过于能取千金却只索半厘。

45、Life isn&t about finding yourself. Life is about creating yourself.生活的意义不是发现自我，而是创造自我。

46、i learned the value of hard work by working hard.只有真的努力了，才会知道努力的价值。

47、i never feared death or dying，i only fear never trying.我无畏死亡，唯恐止步不前。

48、Be yourself. The world worships the original.做自己，因为世人崇尚原创。

49、"To live is the rarest thing in the world. most people exist, that is all.大多人只是存活于世，活出精彩的寥寥无几。"

50、"You only live once, but if you do it right, once is enough.人生只有一次，但如果活对了，一次也就够了。"

提出建议:

It is high time that we put an end to the (trend).该是我们停止这一趋势的时候了.

It is time to take the advice of … and to put special emphasis on the improvement of …

该是采纳……的建议，并对……的进展给予特殊重视的时候了。

There is no doubt that enough concern must be paid to the problem of …

毫无疑问,对……问题应予以足够的重视.

Obviously, … If we want to do something … , it is essential that …

显然,如果我们想做某事,很重要的是…

Only in this way can we … 只有这样，我们才能……

It must be realized that …我们必须意识到……

预示后果:

Obviously, if we don’t control the problem, the chances are that … will lead us in danger.

很明显,如果我们不能控制这一问题,很有可能我们会陷入危险.

No doubt, unless we take effective measures, it is very likely that …

毫无疑问,除非我们采取有效措施,很可能会……

It is urgent that immediate measures should be taken to stop the situation.

很紧迫的是,应立即采取措施阻止这一事态的发展.

论证

From my point of view, it is more reasonable to support the first opinion rather than the second. 在我看来,支持第一种观点比支持第二种观点更有道理.

I cannot entirely agree with the idea that …我无法完全同意这一观点……

Personally, I am standing on the side of …就个人而言,我站在……的一边.

I sincerely believe that …我真诚地相信……

In my opinion, it is more advisable to do … than to do ….

在我个人看来,做……比做……更明智.

Finally, to speak frankly, there is also a more practical reason why …

给出原因:

This phenomenon exists for a number of reasons. First, … Second, … Third, …

这一现象的存在是有许多原因的.首先，……;第二,，……;第三，……

Why did …? For one thing …，for another …. Perhaps the primary reason is…

为什么会……?一个原因是……，令一个原因是……;或许其主要原因是……

I quite agree with the statement that … The reasons are chiefly as follows.

我十分赞同这一论述,即……，其主要原因如下:

列出解决办法:

Here are some suggestions for handling … 这是如何处理某事的一些建议.

The best way to solve the troubles is … 解决这些麻烦的最好办法是……

People have figured out many ways to solve this problem. 人们已找出许多办法来解决这个问题.

批判错误观点和做法:

As far as something is concerned, … 就某事而言，……

It was obvious that …很显然,….

It may be true that …, but it doesn’t mean that …

可能……是对的,但这并不意味着……

It is natural to believe that …, but we shouldn’t ignore that …

认为……是很自然的,但我们不应忽视……

There is no evidence to suggest that … 没有证据表明……

如何连接

强调 still, indeed, apparently, oddly enough, of course, after all, significantly, interestingly, also, above all, surely, certainly, undoubtedly, in any case, anyway, above all, in fact, especially, obviously, clearly.

比较 like, similarly, likewise, in the same way, in the same manner, equally.

对比 by contrast, on the contrary, while, whereas, on the other hand, unlike, instead, but, conversely, different from, however, nevertheless, otherwise, whereas, unlike, yet, in contrast.

开头：

Recently, the problem of … has aroused people’s concern. 最近,……问题已引起人们的关注.

The Internet has been playing an increasingly important role in our day-to-day life. It has brought a lot of benefits but has created some serious problems as well.

互联网已在我们的生活中扮演着越来越重要的角色.它给我们带来了许多好处,但也产生了一些严重的问题.

Nowadays, (overpopulation) has become a problem we have to face.

如今，(人口过剩)已成为我们不得不面对的问题了.

It is commonly believed that … / It is a common belief that … 人们一般认为……

Many people insist that … 很多人坚持认为……

With the development of science and technology, more and more people believe that…

随着科技的发展,越来越多的人认为……

A lot of people seem to think that … 很多人似乎认为……

引出不同观点:

People’s views on … vary from person to person. Some hold that …. However, others believe that….人们对……的观点因人而异.有些人认为……，然而其他人却认为……

People may have different opinions on …人们对……可能会有不同的见解.

Attitudes towards (drugs) vary from person to person.人们对待吸毒的态度因人而异.

There are different opinions among people as to …关于……，人们的观点大不相同.

Different people hold different attitudes toward (failure). 对(失败)人们的态度各不相同。

结尾

Taking all these factors into consideration, we naturally come to the conclusion that…

把所有这些因素加以考虑,我们自然会得出结论……

Taking into account all these factors, we may reasonably come to the conclusion that …

考虑所有这些因素,我们可能会得出合理的结论……

Hence/Therefore, we’d better come to the conclusion that …

因此,我们最好得出这样的结论……

There is no doubt that (job-hopping) has its drawbacks as well as merits.

毫无疑问,跳槽有优点也有缺点.

All in all, we cannot live without … But at the same time we must try to find out new ways to cope with the problems that would arise.

总之,我们没有…是无法生活的.但同时,我们必须寻求新的解决办法来对付可能出现的新问题.

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

to introduce myself(介绍我自己)

hello,every one!(大家好)

my name is **** . (我叫****)

im a 15 years old boy. (我是一个15岁的男孩)(具体情况自己改)

i live in the beautiful city of rizhao.(我住在美丽的rizhao城)(你可以把rizhao改成自己家乡的城市的名称的拼音)

im an active ,lovely and clever boy.(我是一个活跃的可爱的聪明的男孩)

in the school , my favourite subject is maths . (在学校，我最喜欢数学)

perhaps someone thinks its difficult to study well .(也许有些人认为这很难学)

but i like it.(但我喜欢他)

i belive that if you try your best, everything can be done well.(我相信每件事付出努力就会有害结果)

i also like sports very much.(我也很喜欢运动)

such as,running,volleyball and so on. (像跑步、排球等等)

im kind-hearted.(我很热心)

if you need help ,please come to me .(如果你需要帮助，就来找我)

i hope we can be good friends!(我希望我们能成为好朋友)

ok.this is me .a sunny boy.(好了，这就是我，一个阳光男孩)

一、教学内容：

反问句改陈述句。

二、教学目标：

1、知识目标：通过复习，让学生更进一步学习反问句改陈述句的方法。

2、情感目标：通过复习过程中的讨论交流，互相评价，增强学生合作的意识

3、能力目标：培养学生的观察和分析能力，学会在实践过程中总结出学习的方法。

三、教学重点：

找到反问句改陈述句的方法。

四、教学方法：

教师引导，学生主导，师生讨论，同学交流，小组成员互相评价，集体反馈等。

五、教具准备：

幻灯片反问句改陈述句的练习题。

六、教学过程：

（一）引入课题，提出学习目标。

1、也示幻灯，学生观察分析，自由发言。

那奔驰的列车正是我们祖国奋勇前进的象征。

他不是我们班的学生。

你们怎么能破坏环境呢？

问：比较这几个句子的句式和意思有什么异同？标点和语气有何不同？

2、学生发言。

3、教师引入课题，板书课题：反问句改陈述句。

4、给学生提出学习目标。

（二）反问句换陈述句。

1、总结把反问句改陈述句的方法

（1）将反问句中的肯定词改为否定词或将否定词改为肯定词。

（2）将反问句中的反问语气词（怎、怎么、难道等）去掉。

（3）将句末的疑问助词（呢、吗等）去掉，问号改为句号。

2、出示反问句换陈述句的例题。

①教师出示例句，要求学生反问句换陈述句的学习过程和学习方法讨论学习。（小组讨论）

例句：我们怎能言而无信呢？

班主任难道不应该以身作则吗？

②小组讨论学习。

③交流汇报。

幻灯出示练习题，学生练习，教师及时收集反馈信息，及时指导。要奋斗就会有牺牲，这难道不是真理吗？

4、小结。

5、练习活动。

请同学拿出自己收集的反问句，和同桌同学互练互评，若有意见和答案分歧，与全班同学和老师共同讨论解决。

（三）总结。

通过本堂课的复习，你又有了什么更大的收获？

仿写句子

1.以我国古今的发明创造或杰出人物为对象，加上适当的修饰语写一句话。

例如：我们有雄伟壮丽的万里长城，有博大精美的故宫，有举世闻名的秦始皇陵兵马俑。

2.仿照例句：以“时间”为开头，仿写两句比喻句。

例句：书籍好比一架梯子，它能引导我们登上知识的殿堂。

书籍如同一把钥匙，它将帮助我们开启心灵的智慧之窗。

3.根据语境，并依照画线的句子仿写。

阅读名著会让我们受益无穷。阅读名著既可以积累知识，又可以提高素养。

阅读名著。

4.仿照例句，再写三个你对“语文”的理解的比喻句。

例句：语文是滋味甘甜的美酒，让人回味无穷。

仿句：语文是，让人。语文是，让人。语文是，让人。

5.仿照例句写句子。（“爱”的对象可以天气，景，物等）例句：我们都爱秋天，爱她的天高气爽，爱她的香飘四野。

仿句：人们都爱，。

6.从例句以外的23个大写英文字母中任选一个，发挥想象，仿写句子。

例句：A是一座金字塔，是进取。B是连接在一起的心，是友谊。C是未满的月牙儿，是缺憾。

仿句：，。

7.仿照例句，在下面句子中的横线上补写恰当的内容。例句：没有泥石的聚集，就没有高山的巍峨。

没有的聚集，就没有。

8.仿照例句，补写比喻句。

例句：生活就是一块五彩斑斓的调色板。

仿句：生活就是。希望就是。

9.仿照例句，对“O”进行想象，仿写两个比喻句。

例句：O是一面镜子，让你重新认识自己。，。，。

10.仿照例句，在下面两个句子中的横线上不写相应的内容。

例句：如果我是阳光，我将照亮所有的黑暗。

如果我是清风，我将。

如果我是春雨，我将。

11.以“爱心”为陈述对象，仿照下面的句式，续写两句话，使之成为一组排比句。

爱心是冬日里的阳光，使饥寒交迫的你分外感到人间的温暖；爱心是，；爱心是，。

12.结合语境，在横线上仿写恰当的词语。如果生命是水，尊严就是流动；如果生命是，尊严就是；如果生命是，尊严就是。

13.仿照划线部分，补写恰当的内容，要求句式相同，语意连贯。

如果你是鱼儿，那快乐就是一汪清凉清凉的水；如果你是小草，那快乐就是一束暖暖香香的阳光；如果你是，那快乐就是；如果你是，那快乐就是。

14.品读句子，找规律，再补写。

人生的意义在于奉献而不在于索取。如果你是一棵大树，就撒下一片阴凉；如果你是一泓清泉，就滋润一方土地；，。

15.仿照加线的句子，在空白处填写两个句子，使之构成排比句。

爱读书是一种美德。世界上有大成就的人，对人类有特殊贡献的人，几乎都是爱读书的人。读书，使人思维活跃，聪颖智慧；读书，；读书；读书，使人思想插上翅膀，感情绽开花蕾。

16.仿照例句写一个句子。（提示：可以把知识，青春，友谊等作为描写对象）

例句：母爱是人生的一首歌，责备是低音，呵护是高音，牵挂思念是主旋律。

仿句：。

17.金钱能买来书籍，但买不来知识；金钱能买来药品，但买不来健康。

仿句：；

。

18.仿照例句，以“笔”为话题立意开头，并作为本体，写出两个句式相同的比喻句。

例句：书似阶梯，开启心灵之门；书似灯塔，照亮前行之路。

仿句：；

。

19.仿照例句的形式，写一个句子，内容自定。

例句：太阳无语，却放射光辉；高山无语，却体现巍峨；大地无语，却展示广博。仿句：，；；。

20.仿照例句“假如生命是??，不要??，要??”的句式，写一个类似的句子，不超过

30个字。

例句：假如生命是船，不要随波逐流，要高扬风帆在天风海雨中奋斗搏击。

仿句：

21.仿照例句，从“快乐/忧伤，顺境/逆境，得意/失意”中任选一组词语仿写句子。

要求：（1）句式相同（2）修饰手法相同（3）语意连贯

例句：朋友是什么，朋友是成功道路上的一位良师，热情地将你引向阳光的地带；朋友

是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

仿句：朋友是什么，朋友是；朋友是。

22.仿照例句，写一组句子。

例句：母爱是一缕阳光，让你的心灵即使在寒冷的冬天也能感受到温暖如春；

母爱是一泓清泉，让你的情感即使蒙上岁月的风尘依然纯洁明净。

仿句：父爱是；父爱是。

23.仿写句子，要求句式相同。

例句：青春是多彩的朝霞，映照着广阔的大地；青春是智慧的火花，点缀着灿烂的星空；青春是美丽的鲜花，装扮着绚丽的人生。

仿句：宽容是，；宽容是；宽容是。

一、小学三年级按要求改写句子(精炼题目)

（一）照样子写句子。

1.例：重庆是我的家乡。我的家乡是重庆。

（1）大熊猫是中国的国宝。

（2）李老师是我们的知心朋友。

2.例：我把桌子擦干净了。桌子被我擦干净了。

（1）小明把水彩笔带回家了。

（2）猎人的枪把小白兔的后腿打中了。

（3）我把小鸟的伤治好了。

（4）燕子把窝搭在屋檐镀下。

（5）我把墨水滴到了笔记本上。

3.例：小明拿出作业本。小明开始做作业。

小明拿出作业本开始做作业。

（1）达尔文钻进鸡窝。达尔文观察母鸡怎样孵蛋。

（2）狐狸叼起那块肉。狐狸钻到洞里去了。

（二）照样子把下面句子换个说法。

1.例：这点小病还用打针？

这点小病不用打针。

2.有几个虫子怕什么！

3.煮一半，烤一半，不就两全其美吗？

4.少先队员怎么能向困难低头呢？

5.小姑娘纯洁的心灵，不正像一个含苞欲放的花蕾吗？

（三）照样子写句子。

例：小猴子吃桃子。小猴子大口大口地吃桃子。

1.小朋友唱歌。

2.小松鼠爬上树。

3.雪花飘落下来。

4.列车在奔驰。

(四)比喻句：把一类事物形容成相像的另一类事物。

1.大象的身子像，腿像

2.燕子的尾巴像

3.湖水平静得像

4.蘑菇像

5.蒲公英像

6.弯弯的月亮像

7.圆圆的月亮像

(五)修改病句。（在原句上修改）

1.常常忘了干别的事。

2.春天的郊外。

3.今天早上下了一天的雨。

4.大熊猫是我国可贵的动物。

5.老师的神情变得严格了。

6.花园里开满了五颜六色的红花。

7.今天下午，妈妈一定可能早回家。

8.老师多次反复教育我们要好好学习。

9.这是一场热烈的小足球赛。

10.上课的时候，李老师举了许多有趣的例子和故事。

11.今天参加演出的有教师、学生、工人、青年人。

（六）缩写句子：（缩到最短）

1.例：一轮明月悬挂在高高的天空。缩：明月挂天空。

2.微风吹拂着千万条才展开带黄色的嫩叶的柳丝。

3.人们常常看见天边五彩的云霞。

4.绿油油的麦苗在微风的吹拂下轻轻地点着头。

5.宽阔的马路上奔驰着一辆辆满载货物的汽车。

6.我们要像爱惜自己的生命一样爱惜宝贵的时间。按要求写句子

7.海里有许多珊瑚。海里有许多鱼。（用关联词合并成一句话）

8.熊猫抱着大皮球。熊猫在草地上打滚。（用关联词合并成一句话）

9.例：我国的首都是北京。北京是我国的首都。

大树长满了嫩绿的叶子。_____________________________________

10.例：羊圈不是修好了吗？羊圈修好了。

你不是写齐作业了吗？________________________________________

11.例：翠鸟飞过去。翠鸟像箭一样飞过去。

妹妹的脸蛋红通通的。________________________________________

12.祖孙俩打死了那只凶恶的打老虎。（缩句）

13.沙滩上遍地都是贝壳。（扩句）

___________________________________________________________

14.露珠在荷叶上滚动。（改拟人句）

___________________________________________________________

二、篇二：三年级语文上册期末改句子复习

1.今天下雨。（扩句）

2.蒲公英是我们最热爱的花。（修改病句）

3.女孩有的弯腰捡着，两条辫子像蜻蜓的翅膀，上下飞舞着。（仿写比喻句）

4.月亮升起来了。（扩句）

5.小鱼在水里游来游去。（改成拟人句）

6.那鲜艳的民族服装，把学校打扮得更加绚丽多彩。（改成“被”字句）

7.十万支箭，三天怎么造得完呢？（改为陈述句）

8.列宁已经知道，那个男孩是诚实的。

列宁没有再问那个男孩。（用关联词将两句话连成一句话）

9.李四光是我国闻名的地质学家。（修改病句）

10.你不是一直想去伯伯家吗？（改为陈述句）

11.这块大石头是从遥远的秦岭被冰川带到这里来的。（改为“把”字句）

12.老师想了想，说：“这块石头恐怕有几百年的历史了。”（改成说话人在后）

13.高尔基看见人行边上坐着个十岁左右的小男孩。（缩句）

14.我们看见远远的水面上半沉半浮着一个巨大的木轮。（缩句）

15.植物学家把花圃修建得像钟面一样。（改成被字句）

16.你只要看看什么花刚刚开放，就知道大致是几点钟，这是不是很有趣？（改为陈述句）

17.它们飞得这么低，怎么能看到遥远的家呢？（改为陈述句）

18.他发现我们平时看到的世界。

他发现另一个平时看不到的世界。（用关联词将两句合成一句）

19.玩耍常常被认为是浪费时间的行径。（修改病句）

20.我的文具盒里有铅笔、卷笔刀、橡皮、糖果等学习用品。（修改病句）

21.要是你仔细观察，怎能发现不了骆驼留下的痕迹？（改成陈述句）

22.大雨淋湿了战士们的衣服。（改在“被”字句和“把”字句）

23.蔷薇花开了。（改成拟人句）

24.老人说：“你问的那只骆驼，是不是左脚有点跛？”（改成话说人在后）

25.你看看是什么花刚刚开放。

你看看大致是几点钟。（用关联词连成一句）

26.西沙群岛变美丽。（扩句）

27.海滩上有拣不完的美丽的贝壳。（缩句）

28.紫貂和黑熊不得不躲进各自的洞里。（改成肯定句）

29.元宵节、端午节、中秋节和国庆节都是我国的传统节日。（修改病句）

30.森林被密密层层的枝叶封得严严实实的。（改成把字句）

31.西沙群岛是南海上的一群岛屿。

西沙群岛是我国的海防前哨。（用关联词连成一句）

32.英子总是默默地坐在教室的一角。（缩句）

33.周围的一切，都在起变化。（改成反问句）

三、篇三：三年级语文上册按要求写句子练习题

（一）把下面的句子改写成“把字句”或“被字句”，并且加上标点符号。

一对小蚂蚁正在忙个不停地搬运粮食回家。

改写成“把字句”：

改写成“被字句”

（二）把两句话合成一句话，并且加上标点符号。

1.星期天，我和妈妈来到江油西山公园。我们看到了五颜六色的菊花。合成一句话：

2.下课铃响了，同学们有序地跑出教室。同学们来到操场上做操。

合成一句话：

3.妈妈和我去书店。妈妈和我买了很多书。

合成一句话：

（三）扩句

1.小姑娘端着水罐。

2.秋天到了，树叶从飘落下来。

3.老师讲解着课文。

（四）我能修改下面的病句，并且加上标点符号。

1.我最喜欢听电视台放的《熊出没》这部动画片了。

改：

2.我猜想他肯定是一个六年级的学生。

改：

3.妈妈从菜市场买回来黄瓜、白菜、茄子和苹果等蔬菜。

改：

4.今天下午，我做完了所有的作业和数学作业。

改：

5.六一节那天，我们看到了精彩的舞蹈和优美动听的歌曲。

改：

6.数学作业他都做完了，只剩下最后一道题还没算出得数来。

改：___________________________________

（五）按要求改写成比喻句或拟人句，并且加上标点符号。

1.雪花从天上落下来。

改写成比喻句：改写成拟人句：

2.秋天到了，树上的枯黄的叶子飘落下来，像（写成比喻句）

3.茂盛的树上有很多鸟，它们在一起鸣叫。

改写成拟人句：

4.公路两边的白杨树很整齐。

改写成比喻句：

（六）把下面的句子换个说法，但意思不变。

1.对浪费能源的现象，我们怎么能容忍呢？

改：

2.既然煮熟的麦种不能发芽，难道煮熟的鸡蛋能下蛋吗？

改：

3、不好好学习，自然不能取得好成绩。

改：___________________________________

4、小玲取得的优异成绩正是她勤奋学习的结果。

改：__________________________________

（七）缩写句子。

1.詹天佑是我国杰出的爱国工程师。

2.洪亮的钟声在天空中经久不息地回响。

3.敬爱的周总理无微不至地关怀着年轻的战士。

4.吴国的都督周瑜十分妒忌很有才干的诸葛亮。

5.银色的雪光照着一望无际的大草原。

6.夏天，老人们都爱到河边的树阴下钓鱼。

7.时光老人给我们的礼物是珍贵的。

1、Wuhan

just had a disease, the motherland and we still love it!

武汉只是生了一场病，祖国和我们依然爱它！

2、With

so many people sticking it out, why wouldnt we try.

有这么多人都在坚守，我们有什么理由不去努力。

3、No

party this year, double love next year.

今年不聚会，来年双倍情。

4、All

over China is waiting for you to recover. We will meet you in spring to watch

the cherry blossoms!

全中国等你痊愈，我们相约春天观赏樱花！

5、Having

a meal together will not break the family relationship; eating together will add

chaos to society.

少聚一顿饭，亲情不会断；聚一起吃饭，给社会添乱。

英文写作中常用的句子有哪些?下面来看看小编为大家整理的内容吧。

Never think yourself above business.勿自视过高;不要眼高手低;永远不要认为自己是大才小用。

Life is measured by thought and action, not by time. 衡量生命的尺度是思想和行为，而不是时间。

It pays to help others. 帮助别人是值得的。

It is time the authorities concerned took proper steps to solve the traffic problems.该是有关当局采取适当的措施来解决交通问题的时候了。

He that thinks his business below him will always be above his business.自命大才小用，往往眼高手低。

Business may be troublesome,but idleness is pernicious.事业虽扰人，懒惰害更大。

We should get into the habit of keeping good hours.我们应该养成早睡早起的习惯。

We should bring home to people the value of working hard.我们应该让人们明白努力的价值。

Time tries truth.时间检验真理。

Time past cannot be called back again.光阴一去不复返。

Those who violate traffic regulations should be punished.违反交通规则的人应该受到处罚。

There is no one but longs to go to college.人们都希望上大学。

The progress of thee society is based on harmony.社会的进步是以和谐为基础的。

The great use of life is to spend it for something that overlasts it.生命的最大用处是将它用于能比生命更长久的事物上。

Taking exercise is closely related to health.做运动与健康息息相关。

Since the examination is around the corner, I am compelled to give up doing sports.既然考试迫在眉睫，我不得不放弃作运动。

常用短语：

1. 有利有弊 Every coin has its two sides。(不推荐用。。。) No gardenwithout weeds。

2. 对…观点因人而异 Views on …vary from person to person。

3. 重视 attach great importance to…

4. 社会地位 social status

5. 把时间和精力放在…上 focus time and energy on…

6. 扩大知识面 expand one’s scopeof knowledge

7. 身心两方面 both physically and mentally

8. 有直接/间接关系 be directly / indirectly related to…

9. 提出折中提议 set forth a compromise proposal

10. 可以取代 “think”的词 believe, claim, hold the opinion/beliefthat

11. 缓解压力/ 减轻负担 relievestress/ burden

12. 优先考虑/发展… give (top) priority to sth。

13. 与…比较 compared with…/ in comparison with

14. 对这一问题持有不同态度 hold different attitudes towards this issue

15. 支持前/后种观点的人 people / those in favor of theformer/latteropinion

16. 有/ 提供如下理由/ 证据 have/ provide the followingreasons/evidence

17. 在一定程度上 to some extent/ degree / in some way

18. 理论和实践相结合 integratetheory with practice

19. …必然趋势 an irresistible trend of…

20. 日益激烈的社会竞争 the increasingly fierce social competition

21. 眼前利益 immediate interest/ short-term interest

22. 长远利益. interest in the long run

23. …有其自身的优缺点 … has its merits and demerits/ advantagesanddisadvantages

24. 扬长避短 Exploit to the full one’s favorableconditions andavoidunfavorable ones

25. 取其精髓，去其糟粕 Take the essence and discard the dregs。

26. 对…有害 do harm to / be harmful to/ be detrimental to

27. 交流思想/ 情感/ 信息 exchange ideas/ emotions/ information

28. 跟上…的最新发展 keep pace with / catch up with/ keep abreastwiththe latest development of …

29. 采取有效措施来… take effective measures to do sth。

30. …的健康发展 the healthy development of …

31. 相反 in contrast / on the contrary。

32. 代替 replace/ substitute / take the place of 大写)

33. 经不起推敲 cannot bear closer analysis / cannot hold water

34. 提供就业机会 offer job opportunities

35. 社会进步的反映 mirror of social progress

36. 毫无疑问 Undoubtedly, / There is no doubt that…

37. 增进相互了解 enhance/ promote mutualunderstanding

38. 充分利用 make full use of / take advantage of

39. 承受更大的工作压力 suffer from heavier work pressure

40. 保障社会的稳定和繁荣 guarantee the stability and prosperity ofoursociety

41. 更多地强调 put more emphasis on…

42. 适应社会发展 adapt oneself to the development of society

43. 实现梦想 realize one’s dream/ make one’s dream come true

44. 主要理由列举如下 The main reasons are listed as follows:

45. 首先 First， Firstly， In the first place, To begin with

46. 其次 Second, Secondly, In the second place

47. 再次 Besides，In addition, Additionally,Moreover,Furthermore

48. 最后 Finally, Last but not the least, Above all, Lastly,

49. 总而言之 All in all, To sum up, In summary, In a word,

根据下面的提示，以Talking about Having Sports为题编写一段对话(字数：80--120)。

提示：

Susan每天下午参加体育活动。她喜欢游泳，每星期游泳一次。David在中学时代也常游泳，但现在没有时间，人也开始发胖了。Susan邀请David当天下午一起去游泳，并约定下午三点在游泳池见面。

Talking about Having Sports

David： Susan, you like sports, dont you?

Susan： Yes. I have sports every afternoon.

David： Do you often go swimming?

Susan： Yes, I go swimming once a week.

David： I used to swim at middle school, but I don t have time any more.

Susan： Thats too bad! Exercise is very important.

David： I know. I am getting fat, you see. Anyway, I dont want to be heavy.

Susan： Well, Im going to swim this afternoon. Do you want to go with me?

David： OK! I really need more exercises. When and where shall we meet?

Susan： How about three oclock, at the swimming-pool?

David： All right. Good-bye!

Susan： Good-bye!

[英语中考作文练习Talking about Having Sports

1. John can hardly understand Russian. (反意疑问句)

John can hardly understand Russian, ______ ______?

2. Tom said to Alice, Can you help me with the work? (宾语从句)

Tom asked Alice _____ she _____ help him with the work.

3. The Red Cross has helped the homeless people in the floods four times since last

year.(划线提问)

_____ _____ times has the Red Cross helped the homeless people in the floods since last year?

4. Tom didnt watch TV that evening. He listened to music. (句意不变)

Tom listened to music ______ ______ watching TV that evening.

5. Will you go home tomorrow? the mother asked her son. (保持句意不变)

The mother asked her son ________ he ________go home the next day.

6. They will move into the new school in a month. (对划线部分提问)

________ ________ will they move into the new school?

7. Mr. Smith wanted to know where he could get the information. (保持句意不变)

Mr. Smith wanted to know ________ ________ get the information.

8. You can do it in class. You can also do it at home. (保持句意不变)

You can do it ________ in class ________ at home.

课文中的经典句子，又是精华中的精华，背熟之后对你的写作语法有很大的帮助。下面来看看小编为大家带来的英语课文经典句子吧，希望对你有帮助。

1、 Flora,whose beautiful hair and dress were all cold and wet, started crying.

2、 Tree after tree went down, cut down by the water, which must have been three meters deep.

3、 The garden that was once so beautiful was completely destroyed, swept away by the wild water.

4、 I found some photos of interesting places which were not too far away from Chengdu.

5、 He told me that I could go on a two-day trip to Leshan and Emei, which wasn’t too expensive.

6、 First,we went to Leshan, where we climbed all the way up the mountain to see the Buddha.

7、 Looking up at the large head and down at the large feet makes you feel so small.

8、 Wei Bin took photos of us standing in front of the Buddha.

9、 Steven Spielberg, whose mother was a music teacher, was born in 1946 in a small town in America.

10、 In 1959 Spielberg won a prize for a film which he made when he was thirteen years old.

11、 The reason why he could not go there was that his grades were too low.

12、 Here he worked on a short film, which won him a job as the youngest film director in the world.

13、 This was the moment when Spieberg’s career really took off.

14、 I hate hiking and Im not into classical music.

15、 I surf the Internet all the time and I like playing computer games.

16、 Rock music is OK, and so is skiing.

17、 When are you off to Guangzhou?

18、 My plane leaves at seven, so I think we’ll take a taxi.

19、 See you when I get back.

20、 The next moment the first wave swept her down, swallowing the garden.

21、 Now ,the water, which was cold as ice and flowed faster than a river, was above her knees.

22、 Jeff and Flora looked into each other’s face with a look of fright.

23、 Chuck is a businessman who is always so busy that he has little time for his friends.

24、 One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

25、 He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

26、 Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about.

27、 When he makes friends with Wilson, he understand that friendship is about feelings and that we must give as much as we take.

28、 The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

29、 I found the bathroom, but I didn’t find what I was looking for.

30、 Don’t forget to buy me some ketchup on your way back.

31、 There are more than 42 countries where the majority of the people speak English.

32、 In total, for more than 375 million people English is their mother tongue.

33、 In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.

34、 In only fifty years, English has developed into the language most widely spoken and used in the world.

35、 With so many people communicating in English every day ,it will become more and more important to have a good knowledge of English.

36、 For a long time the language in America stayed the same, while the language in England changed.

37、 In the same way Americans still use the expression “I guess “(meaning “I think”),just as the British did 300 years ago.

38、 At the same time, British English and American English started borrowing words from other languages ,ending up with different words.

39、 Except for these differences in spelling, written English is more or less the same in both British and American English.

40、 However,most of the time people from the two countries do not have any difficulty in understanding each other.

41、 Many people travel because they want to see other countries and visit places that are famous, interesting or beautiful.

42、 Many of today’s travelers are looking for an unusual experience and adventure travel is becoming more and more popular.

43、 Instead of spending your vacation on a bus, in a hotel or sitting on the beach, you may want to try hiking.

44、 Hiking is fun and exciting, but you shouldn’t forget safety.

45、 A raft is a small boat that you can use to paddle down rivers and streams.

46、 If you want a normal rafting trip, choose a quiet stream or river that is wide and has few fallen trees or rocks.

47、 The name “whitewater “comes from the fact that the water in these streams and rivers looks white when it moves quickly.