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From competence to commitment

From Competence to Commitment

2009-10-20 21:11

Text1:From Competence to Commitment

Ernest Boyer Translation from English into Chinese

Key to Translation Key to Vocabulary and Structure

Key to Reading Practice

1.Today's students have ambiguous feelings about their role in the world. They are devoting their energies to what seems most real to them: the pursuit of security, the accumulation of material goods. They are struggling to establish themselves , but the young people also admitted to confusion: Where should they put their faith in this uncertain age? Undergraduates are searching for identity and meaning and, like the rest of us, they are torn(被烦扰) by idealism （理想主义）of service on the one hand, and on the hand, the temptation to retreat into a world that never rises above self-interests. (Main Idea of PP1)

2.In the end, the quality of the undergraduate experience (= education) is to be measured by the willingness of graduates to be socially and civically engaged. Reinhold Niebuhr once wrote, " Man cannot behold except he be committed " . He cannot find himself without finding a center beyond himself." The idealism of the undergraduate experience must reflect itself in loyalties that transcend self. Is it too much to expect that, even in this hard-edged , competitive age, a college graduate with live with integrity真诚, civility 有礼貌- even compassion 同情心? Is it appropriate to hope that the lessons learned in a liberal education通识教育will reveal themselves in the humaneness of the graduate's relationship with others?

3.Clearly, the college graduate has civic obligations to fulfill. There is urgent need in American teaching to help close the dangerous and growing gap between public policy and public understanding. The information required to think constructively about the agendas of government seems increasingly beyond our grasp. It is no longer possible, many argue, to resolve complex public issues through citizen participation. How, they ask, can non-specialists debate policy choices of consequence when they do not even know the language?

4.Should the use of nuclear energy be expanded or cut back? Can an adequate supply of water be assured? How can the arms race be brought under control? What is a safe level of atmospheric pollution? Even the semi-metaphysical questions of when a human life begins and ends have items on the political agenda.

5.Citizens have tried with similar bafflement to follow the debate over Star Wars with its highly technical jargon of deterrence and counter-deterrence. Even what once seemed to be reasonably local matters --- zoning regulations, school desegregation , drainage problems public transportation issues, licensing requests from competing cable television companies-call for specialists who debate

technicalities and frequently confuse rather than clarify the issues. And yet the very complexity of public requires more not less information more not less participation.

6.For those who care about government by the people，the decline in public understanding cannot go unchallenged . In a world where human survival is at stake , ignorance is not an acceptable alternative. The full control of policy by specialists with limited perspective is not tolerable . Unless we find better ways to educate ourselves as citizens, unless hard questions are asked and satisfactory answers are offered, we run risk of making critical decisions, not on the basis of what we know, but on the basis of blind faith in one or another set of professed experts.

7.What we need today are groups of well-informed, caring individuals who band together in the spirit of community to lean from one another, to participate , as citizens, in the democratic process.

8.We need concerned people who are participants in inquiry, who know how to ask the right questions, who understand the process by which public policy is shaped , and are prepared to make informed discriminating judgments on questions that effect the future. Obviously, no one institution in society can single-handedly provides the leadership we require. But we are convinced确信that the undergraduate college, perhaps more than any other institutions, is obliged to有责任有义务provide the enlightened 开明的leadership our nation urgently requires if government by the people is to endure .

9.To fulfill this urgent obligation, the perspective needed is not only national, but also global. Today's students must be informed about people and cultures other than their own. Since man has orbited into space, it has become dramatically apparent that we are all custodians看守人of a single planet. In the past half century, our planet has become vastly more crowded, more interdependent,互相依赖的and more unstable. If students do not see beyond themselves and better understand their place in our complex world, their capacity to love responsibly will be dangerously diminished.

10.The world may not yet be a village, but surely our sense of neighborhood must expand. When drought干旱ravages the Sahara , when war in Indo-China creates refugees难民, neither our compassion同情心nor our analytic intelligence can be bounded by a dotted line on a political map. We are beginning to understand that hunger and human rights affect alliances as decisively as weapons and treaties. Dwarfing all other concerns, the mushroom cloud hangs ominously over our world consciousness. These realities and the obligations they impose must be understood by every student.

11.But during our study we found on campus a disturbing lack of knowledge and even at times a climate of indifference about our world . Refugees flow from one country to another, but too few students can point to these great migrations on a map or talk about the famines饥荒, wars, or poverty that caused them. Philosophers, statesmen, inventors and artists from around the world enrich our lives, but such individuals and their contributions are largely unknown or unremembered.

12.While some students have a global perspective, the vast majority, although vaguely concerned, are inadequately informed about the interdependent world in which they live.

13. University of Notre Dame campus minister William Toohey wrote recently, "The trouble with many colleagues is that they indulge the nesting instinct by building protected little communities inside their great walls ."

14.One point emerges with stark clarity from all we have said: Our world has undergone immense transformations变化. It has become a more crowded, more interconnected, more unstable place. A new generation of Americans must be educated for life in this increasingly complex world. If the undergraduate college cannot help students see beyond themselves and better understand the interdependent nature of our world, each new generation will remain ignorant, and its capacity to

live confidently and responsibly will be dangerously diminished. （世界在不断地变化）

15.Throughout our study we were impressed that what today's college is teaching most successfully is competence --- competence in meeting schedules, in gathering information, in responding well on tests, in mastering the details of a special field. Today the capacity to deal successfully with discrete problems is highly prized. And when we asked students about their education, they, almost without exception, spoke about the credits they had earned or the courses they still needed to complete.

16.But technical skill, of whatever kind, leaves open essential questions: Education for what purpose? Competence to what end? At a time in life when values should be shaped and personal priorities sharply probed, what a tragedy it would be if the most deeply felt issues, the most haunting questions the most creative moments were pushed to the fringes of our institutional life . What a monumental mistake it would be if students, during the undergraduate years, remained trapped within the organizational grooves and narrow routines to which the academic world sometimes seems excessively devoted.

17.Students come to campus at a time of high expectancy期望. And yet, all too often they become enmeshed使陷入in routines that are deadening 麻木and distracting分心. As we talked with teachers and students, we often had the uncomfortable feeling that the most vital issues of life --- the nature of society, the roots of social injustice indeed the very prospects for human survival --- are the ones with which the undergraduate college is least equipped to deal (with the most vital issues of life, undergraduate education is least prepared to address).

18.The outcomes of collegiate education should be measured by the student's performance in the classroom as he or she becomes proficient in the use of knowledge, acquires a solid basic education, and becomes competent in a specific filed. Further, the impact of the undergraduate experience is to be assessed by the performance of the graduate in the workplace and further education.

19.But in the end, students must be inspired by a larger vision, using the knowledge they have acquired to discover patterns, form values, and advance the common good. The undergraduate experience at its best (= at one's highest level of skill) will move the student from competence to commitment.

20.A recent college graduate wrote about the commitments of young people and their future, She asks: "What kind of nation will we be if we cannot even commit ourselves to other people, much less

(= certainly not) to a set of abstract values? What kinds of politicians will we elect if self-interest is our highest value, humanity an inoperative commodity?"

21.When all is said and done, the college should encourage each student to develop the capacity to judge wisely in matters of life and conduct. Time must be taken for exploring ambiguities and reflecting on the imponderables of life - in classrooms, in the rathskellers (=bar), and in bull sessions late at night. The goal is not to indoctrinate students, but to set them free in the world of ideas and provide a climate in which ethical and moral choices can be thoughtfully examined, and convictions formed.

22.This imperative does not replace the need for rigorous study in the disciplines, but neither must specialization become an excuse to suspend judgment or diminish the search for purposeful life objectives.

23.We are keenly aware of the limited impact (that) people and their institutions seem to make these days on the events of our time. But our abiding hope is that, with determination and effort, the undergraduate college can make a difference in the intellectual and personal lives of its graduates, in the social and civic responsibilities they are willing to assume, and ultimately in their world perspective. These intangibles , which reveal themselves in ways that are very real, are the characteristics by which, ultimate, the quality of the undergraduate experience much be measured.

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What is the main idea of this essay?

Translate the following paragraphs into Chinese

1. Arnold Toynbee has said that all progress, all development come from a challenge and a consequent response. || Without challenge there is no response, no development, no freedom. || So first we owe to our children the most demanding, challenging curriculum that is within their capabilities.

The second opportunity we can give our boys and girls is the right to failure. || "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it what kind of freedomwhere no one can fail? || The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. || We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard,

which either must be met, or result in failure. || These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Translate the following Chinese into English:

1. 当今的大学生，尽管他们努力希望使自己成才，但对末来还是很模糊的。( establish oneself )

2. 如果一个人不能找到自我以外的中心，就不能实现他的自我价值。所以，理想的本科教育必须使用使学生超越自我。（transcend ）

3. 我们强烈希望在大学所学到的知识在今后的工作中能起到重要的作用。（reveal oneself ）

4. 四年的本科学习班是走向成功生活的唯一道路，这种说法是无法接受的。( go unchallenged )

5. 对一个关键问题作结论时，如果只是相信所谓专家的意见而不相信自己，不根据调查的结果、不根据数据、那是冒险。（run the risk of ; blind faith in ）

6. 我们的事业需要一批受过良好教育又能关心他人的年轻人，他们能团结一致相互学习，积极参加四化建设。（band together ; participate in ）

7. 如果这所新学校要有生命力，它培养出平的学生不仅要有扎实的基础和熟练的专业技能，还要有奉献精神。（be to endure ; commit oneself ）

8. 如果大学生对考试过于投入就可能把能力与奉献放到次要的地位，这样说一点也不过分。( push to the fringes )

9. 我甚至没有跟他说话，当然更不用说与他讨论有关你们学校的改建的问题。( much less )

10. 有人认为考试是很重要的，但也有人认为考试有不少弊端。所以考试留下了一个未能解决的问题---考试对教育有什么影响？（open question )

1. competence n. = being able to do sth well, ability 能力/ have competence for /as /in sth || have competence in doing sth || competence to do sth e.g.: The committee has no actual competence in criminal matters. / No one doubts her competence as a teacher. / No one doubts her competence in solving the problem. // competent adj. competent as /at / in sth || competent to do sth e.g. She is not competent to look after young children / He is a highly competent driver.

2. commitment (to sth or to do sth ) n. [C] the hard work and loyalty that sb. gives to an organization activity 承担的义务, 承诺：commitment to sth || commitment to do sth e.g.: We must honour our commitments to small nations. / He has taken on too many commitments. / We made a commitment to pay our bills on time.

3. Ernest Boyer: a former Commissioner of Education in USA . In the article, Ernest Boyer discusses

a lot of problems about higher education in the US and he also tells us how to solve these problems Ernest Boyer is sure that undergraduate education can make a difference in the intellectual and personal lives of its students.

4.ambiguous adj. = 意义含糊的, 有歧义的，e.g.: He kept making ambiguous remarks instead of straightforward yes-or-no replies. || ambiguousness n. / ambiguity n.

5. devote oneself/ sth to:= 为某人、某事（付出时间、精力等）e.g.: devote ourselves to our study. Here "to" is a preposition. Pay attention to the following prepositional "to": acceptable to / according to / accustomed to / adequate to / adjust to / admit to / approach to / attach to / pay attention to / attribute to / belong to / close to / contrary to contribute to / devote to / due to / equal to / exception

to / inferior to / look forward to / married to / native to / necessary to / next to / opposed to / preferable to / prior to / refer to / related to / relevant to / solution to / stick to / subject to / take to / thanks to || Pay attention to the phrase "be devoted to sth/ sb", in which "devoted" is an adjective meaning loving or loyal.

6. establish themselves (in sth /as sth)= place sb/oneself in a position, office, etc, usu. on a permanent basis.

使某人任职，使某人成为，安顿E.g.: He has established himself as the leading candidate in the election. / He has now comfortably established in his new house. / The manager established (安排) his relatives in the best jobs.

7. admitted to ("to" is a preposition): confess; recognize or acknowledge sth as true, often reluctantly: 承认、坦白e.g.: He admitted to the murder. / He admitted to having taken the money. / The Vice President admitted to taking bribes. / A quarter of workers admitted to taking time off when they were not ill. // C.f. admit of: make it possible for sth., to happen or to be true 留有...的余地e.g.: The price quoted will not admit of any allowance. / His conduct admits of no complain. / The word admits of no other meaning in this case.

8.They are torn by idealism of service on the one hand, and on the other, the temptation of retreat into a world that never rises above self-interest = Ideally, they would like jobs which serve other people, but on the other hand they are also attracted by careers which will serve their own interest. // be torn by：be tortured and puzzle by sth.折磨e.g.: There are still quite a few nations torn by civil war or riots. / The party was torn by two factions. // It may also means: feel very worried, guilty, anxious, etc. because one is affected by a strong emotion or feeling.（感情上）感到担心、内疚、焦虑 e.g.: I was torn by conflicting impulses. / Her heart was torn by anxiety. || rise above 超出...之上，克服（缺点、困难)：succeed in what you are doing without being affected by it e.g.: Mate raised above all the trouble at home and did well in her classes. / Mike had risen above his limiting social position and made it as a successful businessman. / A woman who can rise above such disadvantages is clearly exceptional

9.undergraduate experience = undergraduate education

10. Reinhold Niebuhr: An American theologian （神学家）(1892-1971)

11. Man cannot behold except he be committed. = People cannot realize their own potential unless they devote themselves to society. // behold (old use)= see, realize // except = unless e.g.: Except a man be born again, he cannot see the Kingdom of God .

12. the idealism of the undergraduate experience = the perfect or ideal collegiate education (As undergraduates, students often have views which are idealistic and perhaps not very practical.)

13. hard-edged adj. = tough

14.integrity n. = uprightness, honesty, being unprejudiced 诚实、正直

15. civility n. [C], [U] = politeness 礼貌// c.f.: civil adj. 公民的、文职的e.g.: civil law, civil right / the Civil Service 行政机关、公务员e.g.: She works in the Civil Service. / civic adj. 市镇的、公民身份的e.g.: civic responsibility / civilian n. [C] 老百姓 e.g.: Two civilians were killed in the explosion. / civilize vt. 使（某人、某物文明、开化/ civilization n. [C]、[U]：civilizations of ancient Egypt and Babylon

16. compassion n. [U]: = pity 同情心/ compassion (for sb.) e.g.: Their sufferings arose our compression. // compassionate adj. 有同情心的，怜悯的e.g.: He is compassionate to the helpless.

17. humaneness (old use) n. = humanity 人，人道// c.f.: humane adj. 富于同情心的/ humanitarian adj. 人道主认的，博爱的/ humanism n. 人道主义，人本主义/ humanities 人文学科，文、历、哲学科/ humanize vt. 人格化/ humanization n. 人格化

18. atmospheric adj. atmospheric pressure 气压/ atmosphere n.

19. semi-metaphysical adj. partially based on abstract reasoning

20.bafflement n. [U] = puzzlement || baffle vt. E.g.: One of the exam questions baffled me.

21.deterrence n. [U] = threat e.g.: nuclear deterrence 核威慑/ deterrent adj. deterrent weapons 威慑性武器/ vt. deter sb. from doing sth. E.g.: Failure did not deter him (from making another attempt.)

22. desegregation n. [U] = abolition of racial separation / c.f.: segregation

23. drainage n. [U] / drain vt. 排（水）

24. licensing requests 许可的要求// license v. / licence n.

25. technicalities = technical terms

26. unchallenged adj. be accepted and believed by everyone; not doubted

27.at stake = in a situation where sth valuable might be lost. E.g.: They played much better in the next game because they felt that the honor of the school was at stake. / We cannot simplygive in to their demands; matters of principle are at stake.

28. tolerable adj. 可以忍受的c.f.: tolerant (of sth/sb)|| tolerance 宽容的|| tolerate v.

29. Pay attention to parallelism in this sentence, which is to enforce emphasis." unless... unless"

30 band together (a phrase) v. = unite e.g.: band together to protest. / band together against our common enemy

31. Pay attention to parallelism in this sentence, which is to enforce emphasis." who... who"

32. enlightened adj. free from ignorance or prejudice 文明的enlightenment n. [U]

33. endure vi. = continue 持续e.g.: These traditions have endured throughout the ages. 这些传统世代相传// enduring adj. 持久的 e.g.: enduring memories, an enduring peace // c.f.: endure = suffer patiently 忍耐/ endurable adj. 可忍受的/ endurance n. [U] 忍受力

34. perspective = (看待事物的）角度、观点

35. other than = different from e.g.: We cannot pretend to be other than who we are. // c.f. other than = except e.g.: We missed the last bus, so there was no choice other than to walk home.

36. custodian n. [C] a person who has duty of guarding 监护人/ custody n. [U] be in custody

37. Pay attention to the parallelism "more..., more..., more...", which is to enforce an emphasis.

38.ravage = damage badly, destroy badly

39.dwarfing = minimizing, making less important

40. ominously = threateningly, unluckily // [ant.] auspicious adj. = lucky, fortune

41. disturbing lack of knowledge and even at times a climate of indifference about our world = a lack of knowledge which is worrying, and sometimes an apathetic (uncaring) attitude about our world, which sometimes worries us even more

42 inadequately = improperly

43. interdependent = mutual dependent 相互依存

44. minister n. （基督教的）牧师

45. indulge the nesting instinct by building protected little communities inside their great walls = The colleges allow students to form communities inside the school which do not deal with therealities of life.// indulge =gratify e.g.: The soccer fans indulged their patriotism, waving flags and singing songs. / His mother indulged him with material possessions.

46.stark = completely

47.discrete adj. = discontinuous

48. haunting questions 经常萦绕心头的问题= the issues which are most difficult to resolve and therefore never die

49. The most creative moments were pushed to the fringes of our institutional life = the most creative moments were pushed to the fringes of our institutional life. // fringe n. = edge / (fig) a less important thing

50 monumental adj. = huge, very great (作定语): a monumental achievement /success, blunder, failure, etc.// monumental adj. 有纪念意义的：a monumental sculpture / figure, etc.

51. groove n. (fig.) 老一套/ get into a groove / be stuck in a groove = become set in a particular way of life?

52. expectancy n. [U] = the state of expecting （心情上）期待、盼望e.g.: I saw the look of expectancy in the children's eyes. // c.f.: expectation n. [U，C] = firm belief that sth will happen,; hope of gaining sth / that sth will happen （行为上）预料、期待e.g.: He has great expectation of winning a prize. / The restaurant he recommended fell far short of our expectations.

53. enmesh vt. = involve sb/ sth in a situation from which they are unable to escape = trap || "en" is a prefix which is often placed before or after a noun or an adjective to change it into a verb. E.g.: "enmesh" is composed of "en" and "mesh" (= net) Other examples are: enforce, enlighten, deepen, strengthen etc.

54. collegiate adj. (只作定语) 学院的：a collegiate contest

55. at its best = at one's highest level of skill; in as good a state as possible 处于最佳状态/ e.g.: at his best, Baker is one of the most exciting tennis players in the world to watch. / The cherry blossoms are now at their best. // c.f.: at best = taking the most hopeful view 充其量：We can't arrive before Friday at best. 我们无论如何也无法在星期五前到达

一般将来时用法及专项练习

一般将来时用法及专项练习一、一般将来时的动词形式一般将来时表示将来某个时间将要发生的动作或存在的状态，也表示将来经常或反复发生的动作。一般将来时由助动词shall或will加动词原形构成，shall用于第一人称，will用于第二、三人称。但是现在第一人称一般也用will，其区别并不明显。（或“be going to + 动词原形）常与tomorrow, next… , in （the）future，soon, in five days，in two weeks等连用。如: I shall not come if it rains tomorrow.如明天下雨我就不来。 My father will leave for China next week.我的爸爸下星期要到中国去。 “I’ll, You’ll, He’ll , She’ll , It’ll, We’ll , They’ll …”是简缩形式。二．一般将来时的句型 1.肯定句：主语+shall /will+动词+其他成份 The workers will build a new school here next year.工人们明年将在这儿盖一所新学校。 They will go shopping this afternoon. 今天下午他们将要去购物。 We shall have a delicious dinner tonight. 今晚我们将美餐一顿。 We shall be there before dark. 我们天黑前会到达那里。 2.否定句：主语+shall /will not+动词+其他成份 She won’t come back this week.这一周她不回来了。 I will not go shopping one hour later. 一小时之后我不会去购物。 He won’t play football with you before he finishes his work.他干完活后才能跟你踢足球。 3.疑问句：shall /will+主语+动词+其他成份 Will you be back in ten minutes? 十分钟后你会回来吗？ Will you please open the window? 请你打开窗户好吗？ Shall we get something hot to drink? 我们喝一些热饮怎么样？ 4.特殊疑问句：特殊疑问词+shall /will+主语+动词+其他成份 Where will you go next week? 下星期你去哪? What shall I do? 我怎么办呢? How many books will they get? 他们将有多少本书？三．will, be going to …, be to…, be about to…的区别 1.be going to +不定式，表示将来。表示打算、准备做的事或即将发生或肯定要发生的事。be going to和will相比，be going to通常表示主观，will 通常表示客观。 What are you going to do tomorrow? 明天你要做什么？ Look at the dark clouds, there is going to be a storm. 看看这些黑云，将有一场暴风雨。 It’s going to be a fine day tomorrow.明天将会是个好天。 It is going to rain. 要下雨了。 2.“be to+动词原形”表示按计划要发生的事或征求对方意见。这种结构表示计划中约定的或按职责、义务要求必须去做的事或即将发生的动作。 We are to have a meeting next Saturday. 下个周日我们有个会。 The boy is to go to school tomorrow. 这个男孩明天要去上学。 Are we to go on with this work? 我们继续干吗？ The president is to visit China next week.总统下周来访中国。 3.“be about to+动词原形”表示即将发生的动作，意为：很快，马上。后面一般不跟时间状语。这一结构用于表示客观就要发生的事，表示马上就要发生。一般不再与时间状语连用。 Don’t go out. We’re about to have a meeting. 别出去了,我们很快就开会了。 I was about to start when it began to rain.我刚要出发就下起雨来了。 He is about to leave for Shenyang.他将要离开去沈阳。 We are about to leave. 我们马上就走。 The film is about to begin. 电影马上就要开始了。四．注意事项 1. be about to 不能与tomorrow, next week 等表示明确将来时的时间状语连用。 2. Let’s …的附加疑问通常使用“…, shall we ?”。 Let’s have a rest, shall we? 3. 问句是“Shall…?”，答句就用“shall ~”；问句用“Will …？”，答句就用“will ~ ”。要前后保持一致。 Shall you go to school next week ? Yes, I shall. We’ll have an exam . Will you have an exam tomorrow? Yes, I will. / No, I won’t. 一般将来时专项练习一、单项选择。 ( ) 1. There __________ a meeting tomorrow afternoon. A. will be going to B. will going to be C. is going to be D. will go to be ( ) 2. Charlie ________ here next month. A. isn’t working B. doesn’t working C. isn’t going to working D. won’t work ( ) 3. He ________ very busy this week, he ________ free next week. A. will be; is B. is; is C. will be; will be D. is; will be ( ) 4. There ________ a dolphin show in the zoo tomorrow evening. A. was B. is going to have C. will have D. is going to be ( ) 5. –________ you ________ free tomorrow? –No. I ________ free the day after tomorrow. A. Are; going to; will B. Are; going to be; will C. Are; going to; will be D. Are; going to be; will be ( ) 6. Mother ________ me a nice present on my next birthday. A. will gives B. will give C. gives D. give ( ) 7. –Shall I buy a cup of tea for you? –________. （不，不要。） A. No, you won’t. B. No, you aren’t. C. No, please don’t. D. No, please. ( ) 8. –Where is the morning paper? –I ________ if for you at once. A. get B. am getting C. to get D. will get ( ) 9. ________ a concert next Saturday? A. There will be B. Will there be C. There can be D. There are ( ) 10. If they come, we ________ a meeting. A. have B. will have C. had D. would have ( ) 11. He ________ her a beautiful hat on her next birthday. A. gives B. gave C. will giving D. is going to giving ( ) 12. He ________ to us as soon as he gets there. A. writes B. has written C. will write D. wrote ( ) 13. He ________ in three days. A. coming back B. came back C. will come back D. is going to coming back ( ) 14. If it ________ tomorrow, we’ll go roller-skating. A. isn’t rain B. won’t rain

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would rather, rather than 与other than 用法总结Microsoft Word 文档

would rather,rather than与other than 用法总结would rather, rather than 与other than 这三个短语形式相近,意思相关,用法值得总结。一、would rather的用法：首先，我们注意到would do ...rather than do与would rather do...than do,这两个短语均是“宁可做...而不做...”的意思。其实，这两个短语非常容易掌握。Would是can系列情态动词（can, may, must，could, would, should, might, ought to, used to, shall, will）,其后必接动词原形。rather than是一个并列连词,根据对等原则，其后自然也接动词原形。如： She'd rather die than surrender.=She'd die rather than surrender. ①would do ...rather than do...与would rather do...than do…也可以颠倒为： rather than do…would do …。若选用的动词相同，那么than 后的动词还可以省略。如： I would rather have noodles than rice. Rather than work in such bad condition, he would give up. ②would rather do…than…, than 的前后要用两个同类的词或词组，如两个名词、两个不定式、两个介词短语等。如： I would rather go to work by bike than by bus. I would rather talk with his mother than with his father. ③ would rather 的否定形式为would rather not do ...。 He’d rather not work in the city than in the city countryside. 在疑问句式中，would rather 与would rather…than…中的would要放在主语之前 Would you rather stay here than go home? Which would you rather have, apples or bananas? Would you rather read a novel than read a poem? ④would rather that…that后接虚拟语气。如： He would rather that he got back home right now. ⑤如果只涉及主语本人而不涉及另一个人，则would rather之后不接that从句而接have done结构。如： I would rather have gone to the movies than stayed home night. He would rather be poor than have got money by dishonest methods．其次，我们还要知道would prefer to do...rather than (to ) do...也是“宁可做...而不做...”的意思。这个短语的对等形式是Rather than do...would prefer to do...,只是此时rather than后必须省略to；“宁可做..”.的内容放在would prefer to do...之后，“而不做...”的内容放在rather than...之后，不能弄错。 We would prefer to listen to the teacher attentively in class rather than stay up late. Rather than stay up late we would prefer to listen to the teacher attentively in class. 再次，我们要知道结构：would rather do…than do…，与prefer doing... to doing...和prefer sth. to sth的区别与联系。如： He prefers wine to beer．= He would rather drink wine than beer． I prefer tennis to golf．= I’d rather play tennis than golf．最后，would rather do = would prefer to do I’d rather fly than go by sea．= I’d prefer to fly．顺便提及would prefer to do这个短语中不能省略to的原因是would like/love/prefer 用法与want一样，所以其后接动词时必须接to。二、rather than的用法。 rather than “而不是”之意。其实，前面would do...rather than do...,would prefer to do...rather than do... 已经涉及到rather than 的具体用法。下面只是补充一下。正如前面谈到的它是一个并列连词,它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不

英语一般将来时用法总结(完整)

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more tha n other tha n rather tha n …之钻石题组（教师版） ★.（2007 福建）—Do you need any help ，Lucy? —Yes.The job is _____ I could do myself. A.less than B.more than C.no more than D.not more than 【解析】B. more than+ 含有情态动词ca n，could 的状语从句连用, 表示“不可能” 、“简直不可能” ★.（2009 浙江）It took ____ building supplies to construct these energy-saving houses. It took brains, too. A. other than B. more than C. rather than D. less than 【解析】B. 建造这些节能住宅不仅仅需要供给建筑材料，还需要人类的大脑。more than 不仅仅；other than （相当于but）除了；rather than 而不是；less than 少于。 ★.（2011 课标卷全国I）The form cannot be signed by anyone ___________ yourself. A. rather than B. other than C. more than D. better than 【解析】B 此表格必须由你本人签字。考查短语辨析。rather than 而不是；other than 除了；more than 超出，不仅仅；better than 胜于。女口：All parts of the house other than the windows were in good condition. 除了窗户外，屋子其他部分都很好。 ★（2011 江西宁冈期中） I should thank you ____ that you should thank me. A. because B. rather than C. for D. as 【解析】B. rather than 而不是 ★（2011 襄樊高一检测） Nuclear science should be developed to benefit the people ___________ harm them. A. better than B. more than C. other than D. rather than 【解析】D. rather than 而不是 ★（2011 湖北八校二联） The disaster stricken village was inaccessible ______ by helicopter, and the storm added to the rescuer ifficult'y. s d A. instead of B. other than C. rather than D. regardless of 【解析】B. other than 除了 ★（2011 福建四地六校第三次联考） The drunken driver, rather than the passers-by _______ for the traffic accident. A. was to be blamed B. was to blame C. were to be blame D. were to blamed 【解析】B. be to blame该由 ..... 承担责任”固定结构.谓语动词与rather than前的主语照应 ★（2012 山东潍坊三县市上学期联考）My son prefers us to email each other once a week ____ spend half an hour on the phone every night. A. other than B. rather than C. otherwise D. instead of 【解析】B. rather than 而不是 ★（2012 郑州第一次质量预测） To help the children who have lost their parents, it takes love and care ______ money. A. no more than B. rather than C. less than D. other than 【解析】B. other than 除了; no more than 仅仅 ★（2012 山东聊城一中月考）The driver, _____ the passengers, _______ responsible for the accident. A. more than; are B. rather than; is C. other than; were D. less than;was 【解析】B. rather than 而不是 ★（2012 宁波质检） In no country _____ B ritain, it has been said, can one experince four seasons in

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英语三种主要完成时的用法总结及练习题

一.现在完成时的构成: have(has)+done 二.现在完成时的主要用法: I.“已完成”用法 :表示一个过去发生并结束的动作对现在造成的影响或结果。这一类情况可以细致分为下述两种情况。 1）表示开始于过去的动作刚刚结束。常和just，now，already，yet，not…yet等不确定的时间状语连用。 2）表示过去动作的结果，现在仍残留着。一般不用时间状语。 I have lost my pen. 我把笔丢了。（说明过去某时丢的，现在我还没找到这支笔） She has become a teacher. 她已经当了老师。（说明她现在仍是老师） II.“未完成”用法。表示动作或状态从过去某时开始，持续到现在，可能继续下去，也可能刚刚结束。常和表示一段时间的状语连用。如today，this week（month），lately，recently，these days，in the past few days，during the last two weeks，since，since yesterday，since 2 days ago，since 1991，for a long time，for a month，so far，up to now，till（until） now等。 He has lived here for 30 years. 他住在这儿三十年了。（现在还住在这儿） III.经验性用法:表示从过去开始到目前为止这段时间中反复发生的动作或多次出现的状态。常与频度副词如often,always,every week,twice等连用。 I have been to the Summer Palace twice. 我曾经去过颐和园两次。 He has always said so.他总是这么说. 三.现在完成时的时间状语 I现在完成时属于现在时范围，故不能和过去的时间状语连用。如：yesterday,last Sunday,in1990,three years ago等。但是，在强调动作产生的后果和影响时，可以和一些表示不确定的时间状语连用。 a.用副词already和yet。already一般用于肯定句中，yet一般用于否定句和疑问句中。 b.用ever和never.多用于否定或疑问句中，表示“曾经”或“从未“等。 c.用表示到说话为止的过去时间状语，如just, before, up to now, the past few years等。 d. 用包括“现在”在内的时间状语，如now,today,this morning(month,year,term)等。例如：-Have you met him today?-No,I haven't. 今天你见过他吗？我没有。

Would rather 用法小结

Would rather 用法小结文/郭李强一、would rather意思是“宁愿、宁可、更、最好、还是为好”，后接动词原形,常省略为’d rather，表示优先选择的一种方式其否定形式是would rather not do sth. would rather没有人称和数的变化，所有的人称一律用would rather.“would rather+动词原形”是英语中常见的一个惯用句式，美国英语中多用had rather。would (had)在此决无“过去”之意，它是一个情态助动词，且无词性、时态变化。例：Mr. Li would rather not listen to rock music. 李先生不愿意听摇滚音乐。 Sh e’d rather work in the countryside. 她宁可到农村去工作。二、如果在两者中进行取舍，表示“宁愿……而不愿……，与其……宁可……”的意思时，则可用would rather…than…或would…rather than…的句型例: I would rather watch TV at home than go to the cinema.我宁可在家看电视而不愿去看电影。请注意: 1) would rather…than…/would…rather than…也可以颠倒为：rather than…would…。Would(rather)和than后都接不带to的动词不定式，若选用的动词相同，那么than 后的动词可以省略。例：He would rather drink tea than coffee．他喜欢喝茶而不喜欢咖啡。 Rather than work in such bad condition, he would give up. 与其在这样差的条件下工作，他宁愿放弃。 2)使用would rather…than…句型时要注意“平行结构”，即在than 的前后要用两个同类的词或词组，如两个名词、两个不定式、两个介词短语等。例：I would rather talk with his mother than with his father. 我宁愿和他妈说话而不愿和他爸说话。三、在疑问句式中，would rather 与would rather…than…中的would要放在主语之前例：Which would you rather have, apples or bananas? 你喜欢吃苹果还是香蕉？ Would you rather read a novel than read a poem? 你宁愿看小说而不愿朗读诗歌吗？四、would rather+从句，是一个常用的虚拟语气句型 Would rather+从句,谓语一般用过去时来表示现在或将来。其意为“宁愿……,还是……好些”“一个人宁愿另一个人做某事”。引导从句的that常省略。在谈到过去的动作时，谓语则用过去完成时。例：John wants to see me today. I would rather he came to tomorrow than today. 约翰今天想去看我。我宁愿他明天来看我而不是今天。(句中came不是表示过去而是表示将来) We’d rather he paid us the money tomorrow. 我们宁愿他明天付给我们那笔钱。 Don’t come tomorrow. I’d rather you came next weekend. 明天别来。我希望你下周末来。2）如果只涉及主语本人而不涉及另一个人，则would rather之后不接that从句而接have done结构。例：I would rather have gone to the theatre than stayed home night. 我真希望昨天晚上去看了戏而不是呆在家里。 He would rather be poor than have got money by dishonest methods．他宁可穷也不愿意用不诚实的手段获取金钱。五、would rather/sooner和prefer/would prefer的区别 would rather和would sooner 之间一般没有区别，但经常接触到的是would rather。例：Tom would rather/sooner read than talk．汤姆宁可读书而不愿谈天。 Tom prefers reading to talking．汤姆喜欢读书而不喜欢谈天。

一般将来时用法小结

一般将来时用法小结：一般将来时表示在将来某个时间要发生的动作或存在的状态。一 . 一般将来时的构成： 1. 由助动词“ shall/ will ＋动词原形”构成， shall 用于第一人称， will 用于第二、第三人称， 2. 一般将来时的否定和疑问形式：一般将来时的否定形式是 will not ，缩写为 won't; shall not ，缩写为 shan't 。一般将来时的疑问形式是把 will/ shall 提到主语前。如： He won’t go to the park this Sunday. 本周日他不去公园。 Will you go swimming with me? 和我一起去游泳好吗？二 . 一般将来时的基本用法： 1.表示“纯粹的将来”：①表示将要发生的动作或情况，常带有表示将来的时间状语，如 tomorrow, next week, in two days, from now on 等。如： It will be fine tomorrow.明天天气晴朗。②表示预料将要发生的动作或情况。如：You will feel better after having this medicine. 吃了这药，你就会感觉好些的。③表示由于习惯倾向而会经常发生的动作，本用法中的 will 要重读。如： Boys will be boys. ［谚语］男孩毕竟是男孩。 2. 表示“带有情态意义的将来”，用来表示意图，用 will 来表示。如： I will be more careful next time. 下次我要更加小心。 I won't go shopping this afternoon, but she will. 今天下午我不想去购物，但她想去。 will 在疑问句中，用来表示有礼貌地征询对方的意见。如：Will you have some more tea? 要不要再喝点茶？What shall we do this weekend? 本周末我们要干什么？三 . 一般将来时的其它几种表示法： 1. 用 be going to 表示be going to 相当于一个助动词，与其后的动词原形一起构成句子的谓语，表

现在完成时用法

现在完成时(1) 基本结构：肯定句: have/has+过去分词(done)+其他否定句：have+not/haven’t +过去分词(done) +其他 has+not/ hasn’t+过去分词(done) +其他一般疑问句及回答：Have/Has+主语+过去分词+其他 Yes, 主语+have/has.(肯定) No, 主语+haven't/hasn't.(否定) 一、表示在过去不确定的时间里发生的对现在造成影响的动作或结果。 I have already spent all of my money.(含义是:现在我没有钱花了) Guo zijun has just come. (含义：郭子君现在在这儿) My father has gone to work.(含义是:我爸爸现在不在这儿) 过去分词 1 、规则动词：规则动词的过去分词的构成规则与规则动词的过去式的构成规则相同。四点变化规则： (1)、一般动词，在词尾直接加“ ed ”。 work---worked---worked ,visit---visited---visited (2)、以“ e ”结尾的动词，只在词尾加“ d ”。 live---lived---lived , (3)、以“辅音字母+ y ”结尾的动词，将 "y" 变为 "i" ，再加“ ed ”。 study---studied---studied ,cry---cried---cried (4)、重读闭音节结尾，末尾只有一个辅音字母，先双写该辅音字母，再加“ ed ”。 stop---stopped---stopped , drop---dropped--dropped 2、不规则动词： do---did---done go---went---gone come---came---come have---had---had see---saw---seen be---was/were---been

rather than 是一个并列连词

rather than 是一个并列连词， 1.表示客观事实，意为“是……而不是……；与其……不如……”。它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不定式、动词等。现分述如下： (1) 连接两个名词或代词 He is an explorer rather than a sailor.与其说他是一个海员，不如说他是一个探险者。 You rather than I are going to go camping. 是你而不是我要去要野营。注意：rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。 (2) 连接两个形容词 The sweater she bought was beautiful rather than cheap. 与其说她买的这件羊毛衫便宜不如说它漂亮。

(3) 连接两个介词(短语)或动名词 We will have the meeting in the classroom rather than in the great hall. 我们是在教室里开会，不是在大厅里。 She enjoys singing rather than dancing.她喜欢唱歌，而不喜欢跳舞。 (4) 连接两个分句 We should help him rather than he should help us. 是我们应该帮助他而不是他应该帮助我们。 (5) 连接两个不定式 I decided to write rather than (to) telephone.我决定写信而不打电话。注意：rather than 后接不定式时，不定式可以带to，也可以不带to, 如上句。但rather than位于句首时，则只能接不带to 的不定式。如：Rather than allow the vegetables to go

英语一般将来时用法详解

英语一般将来时用法详解一、单项选择一般将来时 1． It is required that the students _____ mobile phones in their school, so seldom _____ them using one. A．should not use; you will see B．mustn’t use; will you see C．not use; you will see D．not use; will you see 【答案】D 【解析】试题分析：考察情态动词。前一个空中，should表示劝告,义务,建议,命令,其同义词是ought to ，在疑问句中,通常用should代替ought to。后一个空前面有否定词seldom所以将will提前构成部分倒装。该句意思为：学生在他们学校被要求不要使用手机，所以你很少看见他们用手机。根据句意，故选D 考点：考察情态动词。 2．If you _____ his wife’s income____ his own，the total of their income _____ 3000 yuan. A．add; to; will add up to B．add; to; adds to C．add up; to; adds up to D．will add; for; adds up 【答案】A 【解析】试题分析：考查if引导条件状语从句及词的用法。主句用一般将来时，从句用一般现在时表将来。排除D。Add...to 把...加在..., add up to总计达, add to增添。句意：如果把他妻子的收入和他的收入加起来，总计达3000元。考点：考查if引导条件状语从句及词的用法点评：if引导条件状语从句主句用一般将来时，从句用一般现在时表将来。 3．“When he _____ is not known yet.” “But when he ____, he will be warmly welcomed.”A．comes, comes B．will come, will come C．comes, will come D．will come, comes 【答案】D 【解析】试题分析：考查时态：第一个when引导的主语从句，用将来时，第二个when引导的时间状语从句，用一般现在时代替一般将来时，句意：他什么时候来还不知道。但当他回来时，他会收到热烈的欢迎。选D。考点：考查时态语态点评：时间条件状语从句的时态不能用一般将来时，而用一般现在时代替，考查时态还要注意语态。