The Teaching of Vocabulary for Middle
School Students
A Thesis Presented in Partial Fulfillment
of the Requirements for
the Degree of Bachelor of Arts
Zhu jinjin
Under the Supervision of
Wang yongqing
Foreign Languages College
Tianjin Normal University
March 2012
Abstract (English) (1)
Abstract (Chinese) (2)
Introduction (3)
Chapter 1 The Importance of Enlarging English V ocabulary (4)
Chapter 2 Learning How to Learn English V ocabulary (5)
2.1 Immersion in Words (5)
2.2Learning to Guess the Possible Meaning from Word Spelling (5)
2.3Understanding the Word Meaning from Context (6)
2.4Expanding V ocabulary in a Steady and Systematical Way (7)
Chapter 3 Some Methods for Memorizing Words (8)
3.1 Repeating---the Way to Improve the Faculty of Memory (8)
3.2Depending on Word-formation Rules (8)
3.3Analogy and Association (9)
Conclusion (10)
References (11)
Appendix (12)
English is getting more and more useful in our daily life and work. A rich vocabulary is indispensable to learners of English for better and efficient communication. In studying English, however, one of the most common problems students face is that they have a small vocabulary. A great majority of students think it is boring to remember too many words. It is, therefore, very important for English learners, especially beginners, to grasp the methods and skills of how to learn and memorize the enormous English words.
The paper discusses the importance of building up a large vocabulary for English learners and it explored the ways of learning vocabulary and of memorizing vocabulary as well. Learners need to learn how to guess the possible meaning from spelling and context, and expand the vocabulary in a steady and systematical way. For memorizing words, repeating is considered to be one of the most important way to improve the faculty of memory. Word-formation rules, analogy and association, may be of great help along with great perseverance.
For English learners, especially for beginners, these ways of learning vocabulary and ways of memorizing words may be indispensable in the long process of building up a large vocabulary.，enlarge their vocabulary is quite necessary. It can arouse the interest of study and improve their English levels.
Key words: English vocabulary、Memory、Word-formation、Analogy and association
英语在我们的日常生活、工作中变得越来越重要。而掌握丰富的词汇对于学习者来说是必不可少的。但在英语学习中，学生们所遇到的最普遍的一个问题却恰恰是词汇量不够的问题。大多数学生都认为记那么多的单词太枯燥无味。
因此，对于英语学习者来说，特别是初学者来说，掌握学习记忆大量词汇的方法和技巧是很重要的。这篇文章讨论了学习者建构大量词汇的重要性，并探讨了学习词汇和记忆词汇的方法。学习者应该掌握如何从词形和语境中猜测词义，循序渐进地扩大词汇量。对于词汇记忆而言，循环记忆、构词法则、类比和联想，再加上持之以恒的精神对学习者会受益无穷。
关键词：英语词汇、记忆、构词法、类比和联想
Introduction
One of the most important problems facing learners of English is that they have not acquired enough words. As a result, some students gradually lose their interest in studying English. Those poor students complain that English words are too many to remember. Some report that they cannot use English words correctly. Others say that, due to their lack of vocabulary, they cannot follow the teacher or cannot complete the tasks in class. Little by little, some of them may lag behind in English and take a less active role in classroom activities. A few students even want to drop English.
It is true that it?s not easy to learn English, especially for students in a foreign country. Students are not in the favorable language environment of learning English. Neither do they acquire the correct methods of learning English. Consequently, many students grasp fewer words. But without enough words in mind, they may confront a lot of troubles in listening, speaking, reading and writing, let alone communicating with foreigners.
Helping the students, especially beginners, enlarge their vocabulary is quite necessary. It can arouse the interest of study and improve their English levels.
The paper begins with the importance of building up a large vocabulary for English learners. Then it explores the ways of learning vocabulary and of memorizing vocabulary in chapter two and three respectively.
Chapter 1 The importance of enlarging English vocabulary
Nowadays, English is getting more and more important in our daily life and work. Almost every career and social activity needs English, such as foreign trade, science and technique research, sports games, culture, education, communication, broadcasting, traffic, military, and etc. That?s why there are so many people in the world who learn English now. In the last two decades, more and more people in China devote themselves to studying English. They work hard at it, and they study it with determination. Learning English is not only required by their lives and work, but meanwhile required by the reform and opening up in our country. It cater for not only their own benefits, but also for our country and the people?s benefits.
V ocabulary is the foundation for communication. It is unlikely for learners to express one?s idea clearly and communicate in English without any misunderstanding. Thus, learners need to pay much more attention to the importance of words.
An average educated adult native speakers of English has a vocabulary size of about from 15 to 20 thousand word families. To acquire such an impressive amount of vocabulary—tens of thousands of word families, is often considered as the greatest source of problems by most learners of English.
To junior middle school students, the beginners of English, their vocabulary is limited. These learners often complain that English words are too many to remember. Due to their lack of vocabulary, some cannot follow the teacher or cannot complete the tasks in class. Others even cannot pass the exams. As a result, learning and grasping more words is the most difficult for students.
Therefore, grasping more words and enlarging the vocabulary is the priority in the course of English study, which can help learners to improve their abilities of listening, speaking, reading, writing and even communicating.
Chapter 2 Learning how to learn English vocabulary
It is very important for English learners to grasp the methods and skills of how to learn the enormous English vocabulary.
2.1 Immersion in words
All of words should be used frequently in listening, speaking, reading and writing when students are trying to learn words. In class, teachers must help students arouse a desire to store and remember words by constantly using them in class work or activities. What?s more, teachers need to provide students with activities (discussions, competitions or games) in which they can demonstrate what they know and learn from each other.
This does not necessarily mean “memorizing”, but emphasizes that such opportunities should be given to students to associate what they have just encountered with what they already know, so that they can build up facilitive semantic networks within their cognitive system.
Beginners in middle schools should be given some exercises of listening and reading and integrate the spelling with the pronunciation of words. From several words, phrases to a few sentences, students increase vocabulary continuously. They can remember more words by using them in all kinds of activities than remembering words by words.
2.2 Learning to guess the possible meaning from word spelling
Traditional English teaching and learning frequently only pay attention to the words used independently, one word one meaning. However, most English words, except only a few basic words, all come from the roots of Latin and Greek with the aids of prefixes and suffixes. Roots are foundation to form words, and prefixes and suffixes are elements. Learning the limited sum of roots, prefixes and suffixes, may help students, (beginners, in particular) realize that words are constructed of morphemes which share the burden of the meaning among them.
Though the exact meanings of a few words may not be guessed from the spellings themselves, the meanings of a number of words in English, at least part of the meaning, can be discovered if students have some knowledge about the structure of words.
Beginners in middle schools should be taught to identify those roots, prefixes, and suffixes, thus assisting them in guessing the meaning of apparently new items and lightening the burden of learning so many words.
Exercises such as “topping and tailing”(that is, dividing off prefixes and suffixes) serve as an aid for students to discover the meanings of apparently unknown words. For example, “dis-” means …not the converts of? in dislike, disappear; “-ful” means …amount contained in produetive as in armful, pocketful;-age meaning …meansure of process or state?, eg. coverage, wastage To students in middle school, such exercises are more interesting and profitable when trying hard to learn vocabulary.
Once they have become adept at distinguishing elements of meaning within a word, the meaning of many words may be easily extracted from the knowledge of word formation. Therefore, many new words would not be …new? to them, even when they first meet them in learning.
Sensitivity to word formation also makes it easier to parts of speech to which words belong (e.g. communism, socialism, and capitalism are nouns, while socialize, civilize and merchandize are verbs).
Faced with countless words, beginners, equipped with the helpful knowledge, will feel eased and may even become more interested in learning vocabulary.
2.3 Understanding the word meaning from context
Knowing how to use all the tools available, for example, dictionaries (unilingual and bilingual), thesauruses, encyclopedias, should be a regular part of language learning. This does not mean that students will be encouraged to open a dictionary as soon as they encounter words whose meaning they don?t get clearly.
Students must learn how to discover new words for themselves. Part of their training from the very early stages will be in deducing the meaning of unfamiliar words from the context in which they are embedded. This is a normal process in expanding native language vocabulary. Learners of a foreign language, however, need to be trained to deduce the meaning of unknown words since they would turn to dictionaries for help whenever new words occur.
In classroom, teachers in middle school should encourage students by all kinds of
activities to reduce the reliance on dictionaries and to learn to figure out the meaning of the unfamiliar words with the help of the context in which they occur.
2.4 Expanding vocabulary in a steady and systematical way.
Students must learn how to increase their own vocabulary steadily and systematically, rather than be overwhelmed by the numerous words in English .
Beginners should keep individual lists of new words t hat interest them and problem words which are continually tripping them up when starting to learn English words. These words should be written down in a short context as an aid to memory and also as a guide to use. If words are written down each time they are met but not recognized, the list will provide a kind of frequency indicator as well.
Constant rereading of the list, with immediate efforts to use the words in some appropriate way, either in communication with others or in internal dialogues, will help to impress these words upon the mind and facilitate storage for future usage . Teachers should encourage students to seek opportunities to hear and use the language outside of the class. Much hearing, reading and using of the language in informal settings, where the students are concerned, will increase familiarity with commonly used words and phrases, increasing the probability of long-term retention and of rapid retrieval when needed .
2.5 Understanding the formation of English words is also an important way for the students
English words can be divided into three kinds of words : dervertive words ;compound words and transformed words .The teachers should help the students Under the formation of English words is also an important way in the couse of learning words .
When we add some suffix to some words ,these words can be turned into new words .eg. happy----unhappy appear----disappear friend----friendly
Some words can be formed by two words or three words .eg. black-board basket-ball brother-in-law
Some words can be used as nouns ,.as verbs as ajectives and so on. eg.
1.Open (“open” is used as a noun ) the door .
2.Now the door is open (“open” is used as an ajective ) .
Chapter 3 Some methods for memorizing words
There are some methods which facilitate the memorization of words. Students need to know these that may be helpful in committing vocabulary to long-term memory.
3.1 Repeating---the way to improve the faculty of memory
Research in psychology shows that the capability of keeping something in memory is related to the rates of stimulation. During a short while after the stimulation occurs, the mclarity is the highest and it will be decreased with the time passing by . So the efficient learning method for memorizing words should include many more times of new stimulations. Then whenever the new words are recovered, the time of keeping them in memory will be multiplied (Hu, 1990: 30).
In order to help memorize the new words, reading every day is necessary. Most words are learned from contexts. The more words students are exposed to, the larger vocabulary they will have. As we know, the vast majority of words are acquired in an incremental way through repeated exposures in context rather than be learned from direct instruction. Although oral language experience is of importance, it is written language that normally contains a higher proportion of moderate-to-low frequency words. Therefore, reading is normally the major vehicle for continued vocabulary acquisition.
Repeated exposures to words would be a good helper in memorizing new words. So students in middle school should be instructed to read a lot of materials which cover the selected topics after class. They need to learn to pay close attention to words they don?t know and try to figure out the meanings from contexts. If it impossible for inducing the meaning, then they look up the words in dictionaries. Since the materials are deliberately selected, many new words will occur repeatedly in different contexts. The time for keeping those newly-learned words in memory will be longer each time after rediscovering them. 3.2 Depending on word-formation rules
The isolated words are often memorized by beginners. As a result, learning and memorizing words become difficult and sometimes even a burden.
Word-formation rules make many words connected with one another and thus it can increase students` vocabulary rapidly. Word-formation in English mainly includes three
methods, which are called compounding, derivation and conversion (Zhang, 1997: 45).
Students can make full use of the ways above to facilitate the memorization of words. The knowledge of word formation, such as word roots, prefixes, suffixes, synthesizing, conversion and other regulations may help students grasp as many words as possible. Memorizing words in this way, the words are not only remembered quickly, but also not easily forgotten.
3.3 Analogy and association
“A ssociation” means to conceive of a new thing as being associated with a certain given thing, while “analogy "is to seek for the similarities between two or more things, in which people transfer a certain familiar meaning or character to the objects alike.
Students in middle school have strong power of contrasting, analyzing and comparing. So it is a good idea for them to memorize words through associating their synonyms, antonyms and etc.
The followings are examples of such methods.
1) Synonyms:
pretty-beautiful, factory-plant-mill-work, fine-nice-good, say-speak-tell-talk,
finally-at-last-in the end, difficult-hard, etc.
2) Antonyms:
easy-difficult, clean-dirty, high-low, long-short, old-new, etc.
3) Words in similar forms:
dear, fear, hear near, year; bright, light, night, might; cold, hold, gold told, etc.
4) Homonyms:
hair, hare; here, hear; week, weak; our, hour; meet , meat, etc.
5) Words in the same semantic field:
dog, cat, mouse, hen cock, pig, camel, monkey, etc.
By using analogy and association, the words memorized by students will not be isolated any more. They are closely connected with one another in their mind, which will lengthen the time of memory.
Conclusion
V ocabulary is the foundation in studying a language. Basic to communication, vocabulary is often considered as the greatest source of problems by most second language learners. How to develop an extensive vocabulary presents a major challenge to them.
Some important ways of learning vocabulary will be a great help to beginners. New words should be used frequently in listening, speaking, reading and writing when students are trying to learn words. Guess the possible meaning from word spelling and from context may bring about benefit as well. Students should expand vocabulary in a steady and systematical way. In order to commit the newly-learned words to memory, some methods can be adopted, i.e. repeating, word-formation rules, analogy and association and so on.
For English learners, especially for beginners, these ways of learning vocabulary and ways of memorizing words may be indispensable in the long process of building up a large vocabulary.
References
Chen Xuhua , A Handbook for Instant Superior Teaching Methods. Hebei Educational Press, 1989.
Chen Xuhua & Shi Meizhou, A Handbook for Instant Superior Vocabulary.Hubei Education Press, 1987
George Yule , The Study of Language. Foreign Language Teaching and Research Press，2000.
Sheard, J. A. The words we use. London Cambridge University Press, 1975.
Zhang Jian, Selected Words and Phrases from English Language Newspapers and Magazines, Shanghai Word Books Publishing House, 1998.
Chen Longan陈龙安.《创造性思维与教学》.北京：中国轻工业出版社,1996.
Hu Chundong胡春洞.《英语教学法》.内蒙古：高等教育出版社,1990.
Wang Rongpei汪榕培.《英语词汇学教程》.上海：上海外语教育出版社,1997. Zhang Weiyou张维友.《现代英语词汇学》.北京：外语教学与研究出版社,1997.
Appendix
Lesson 34
Teaching aims:
1. Words: movie, gas, realize, jam, nowadays
2. Phrases: think of, tie by, to it?s east, so t hat, in the past years, need doing, as early as, care
for, rush hour, be filled with, as well as, most importantly, instead of, move to, 3. Grammar: Revise the Passive V oice
Skills:
1. Let the students get the main idea of this passage.
2. Discuss different ways to make the air better
3. Learn to care for their living environment
Tools:
A recorder tape, a small blackboard, some papers
Language focus:
1. A lot of work has been done to improve the air in the past years, though much still need doing.
2. Later on, cars were made to drive with cleaner petrol.
Teaching procedures:
I. Showing the teaching aims
II. Revision
1. The teacher will ask the students to recite the dialogue of Lesson 34. Students can say it in pairs.
2. Then teach the new words and read the new words three times. Let them remember the words.
III. Leading in
The teacher takes out of a map, asks: “which country?”
The students answer: “America “
The teacher: People always say that America is a good place. What cities would you like to visit?
The students: New York, Washington, San Francisco, Los Angeles.
The teacher: Los Angels means “city of angels”. Why ? Do you want to know more about Los Angeles? Today we will learn Lesson 34.
IV. Listening and reading
Put up the small blackboard, ask one student to read the questions. Then play the tape.
The questions:
1. Where is the city of Los Angeles?
2. Which places do the people living Los Angeles come from?
3. Dose LA often have good weather?
4. Why can?t people sometimes see the mountains nearby?
5. Has the air been improved in the past years?
6. What is the air like now in LA?
Then play the tape again, let the students listen and read after it loudly.
The students can discuss the questions with their partners. The teacher can help them answer the questions.
Students read the text one by one. Pay attention to the words and the pronunciation.
V. Teaching language focus:
The students work in groups. Understand the text and find out the important phrases. While the students are studying together, the teacher can look around and help them understand the meaning.
After the students finish it, the teacher asks some of them to write the phrases on the blackboard and explain the meaning. When they are in trouble, the teacher explains it to them.
Let the students grasp the following phrases and notes.
1. think of ------ think about think over
2. lie by --------
lie—lay---- lain ----lying
lay ---laid ---laid----laying
3. to it?s east
Showing the direction can use the words “ to/ on /in”
A: ○○B: ○○C:
on to in
---Tianjin is in the north of China.
---Shannghai is to the south of Tianjin.
---Guanchang is on the west of Xiazhuang.
4. in the past thirty years: during the last thirty years
5. sth. need doing: sth. needs to be done
sb. need to do
---I need to mend my bike. My bike needs mending.
6. must---may---can?t
---She must be in the classroom. She can?t be at home.
7. as early as------as well as
8. care for ----look after ---take care of
9. rush hour
10. be filled with -----be full of
The students read the phrases which they have found out, remember them as soon as possible.
VI. Grammar
The students find out where the Passive V oice is used in pairs. From the third paragraph, ask some students to read the sentences. Revise the form of the Passive V oice. Explain the difficult places.
Note: Cars were made to drive with cleaner petrol.
make sb. / sth. do sth ---------sb. / sth. be made to do
see sb. do -----------sb. be seen to do
hear sb. do ----------------- sb. be heard to do
have sb. do ---------------sb. be had to do
e.g. They make the boy work all day--- (change into the Passive V oice)
The boy is made to work all day .
VII. Consolidation
The teacher shows the teaching aims to the class. The students look carefully and remember them. Then read phrases together. Get the students to ask and answer .let them really understand the passage.
VIII. Practice
Hand out the exercises, the students look at the papers and do exercise 1&2. After finishing the problems they can check the answers each other. The teacher helps them understand and use the phrases.
Part 1: Translate these phrases
1) during the 1970s ______ 2) need doing ______ 3) later on ______
4) as early as1953 ______ 5) care for ______ 6) in a hurry______
7) leave work ______8) rush hour ______ 9) as well as______
10) be made to do______11) think of ______12) the second largest city______
Part 2: Choosing the best answer.
1) Its western part lies_the Pacific Ocean.
A. in
B. on
C. to
D. by
2) The bike needs______.
A. mend
B. to mend
C. mending
D. to mends
3) The air in Beijing ______in the past few years.
A. has improved
B. has been improved
C. has improving
4) ______a cold winter morning she left for Japan.
A. in
B. on
C. at
D. to
5) Los Angeles is the___ largest city in the USA.
A. two
B. second
C. twice
6) ______he was tired , ______ he still worked hard.
A. Though, but
B. Although, /
C. Though , and
7) When most people mention Hollywood, they movies.
A. think about
B. think of
C. think over
8) Japan lies the east of China, India lies the south of China.
A. on , to
B. to ,on
C. in , on
D. to ,in
9) He moved to the front _he could hear her clearly.
A. that
B. so that
C. so---- that
10) The day is _cold _we put on warm clothes.
A. such, that
B. too , to
C. so , that
11) It?s 9:00. The teacher be in the school, she_ be at home.
A. must ,mustn?t
B. must , can?t
C. may , mustn?t
12) The boy is made to school early today.
A. go
B. gone
C. to go
D. going
IX. Homework
1.Discuss how to improve the air and make up a dialogue.
2.Do exercise 1-2 in workbook.
3.Retell the text.
分考点1 表示时间的介词 Point 1 at, in, on 的用法 （1）at 的用法 At 表示时间点，用于具体的时刻（几点，正午，午夜，黎明，拂晓，日出，日落等），或把某一时间看作某一时刻的词之前以及某些节假日的词之前。 at 6：00 在6点钟 At noon 在中午 At daybreak 在拂晓 At down 在黎明 At Christmas 在圣诞节 【特别注意】在以下的时间短语中，at 表示时间段。 At dinner time 在（吃）晚饭时 At weekends/ the weekend 在周末 （2）in 的用法 ①表示时间段，与表示较长一段时间的词搭配，如年份，月份，季节，世纪，朝代，还可以用于泛指的上午、下午、傍晚等时间段的词前。 In 2009 在2009年 In April 在四月 In the 1990s 在20世纪90年代 In Tang Dynasty 在唐朝 In the morning在上午 ②后接时间段，用于将来时，表示“在一段时间之后”。 The film will begin in an hour. 电影将于一个小时之后开始。 【特别注意】当时间名词前有this，that，last，next，every，each，some等词修饰时，通常不用任何介词。 This morning 今天上午last year 去年 （3）on 的用法 ①表示在特定的日子、具体的日期、星期几、具体的某一天或某些日子。 On September the first 在9月1号 On National Day 在国庆节 We left the dock on a beautiful afternoon. 我们在一个明媚的下午离开了码头。 ②表示在具体的某一天的上午、下午或晚上（常有前置定语或后置定语修饰）。 On Sunday morning 在星期日的早上 On the night of October 1 在10月1号的晚上 【特别注意】“on +名词或动名词”表示“一...就...”. On my arrival home/ arriving home, I discovered they had gone. 我一到家就发现他们已经离开了。 Point 2 in，after 的用法 In 和after都可以接时间段，表示“在...之后”，但in 常与将来时连用，after 常与过去时连用。 We will meet again in two weeks.
英语介词用法大全 TTA standardization office【TTA 5AB- TTAK 08- TTA 2C】
介词（The Preposition）又叫做前置词，通常置于名词之前。它是一种虚词，不需要重读，在句中不单独作任何句子成分，只表示其后的名词或相当于名词的词语与其他句子成分的关系。中国学生在使用英语进行书面或口头表达时，往往会出现遗漏介词或误用介词的错误，因此各类考试语法的结构部分均有这方面的测试内容。 1. 介词的种类 英语中最常用的介词，按照不同的分类标准可分为以下几类： (1). 简单介词、复合介词和短语介词 ①.简单介词是指单一介词。如： at , in ,of ,by , about , for, from , except , since, near, with 等。②. 复合介词是指由两个简单介词组成的介词。如： Inside, outside , onto, into , throughout, without , as to as for , unpon, except for 等。 ③. 短语介词是指由短语构成的介词。如： In front of , by means o f, on behalf of, in spite of , by way of , in favor of , in regard to 等。 (2). 按词义分类 {1} 表地点（包括动向）的介词。如： About ,above, across, after, along , among, around , at, before, behind, below, beneath, beside, between , beyond ,by, down, from, in, into , near, off, on, over, through, throught, to, towards,, under, up, unpon, with, within , without 等。 {2} 表时间的介词。如： About, after, around , as , at, before , behind , between , by, during, for, from, in, into, of, on, over, past, since, through, throughout, till(until) , to, towards , within 等。 {3} 表除去的介词。如： beside , but, except等。 {4} 表比较的介词。如： As, like, above, over等。 {5} 表反对的介词。如： againt ,with 等。 {6} 表原因、目的的介词。如： for, with, from 等。 {7} 表结果的介词。如： to, with , without 等。 {8} 表手段、方式的介词。如： by, in ,with 等。 {9} 表所属的介词。如： of , with 等。 {10} 表条件的介词。如：
of与for的用法以及区别 for 表原因、目的 of 表从属关系 介词of的用法 （1）所有关系 this is a picture of a classroom （2）部分关系 a piece of paper a cup of tea a glass of water a bottle of milk what kind of football，American of soccer？ （3）描写关系 a man of thirty 三十岁的人 a man of shanghai 上海人 （4）承受动作 the exploitation of man by man．人对人的剥削。 （5）同位关系 It was a cold spring morning in the city of London in England． （6）关于，对于 What do you think of Chinese food？ 你觉得中国食品怎么样？ 介词 for 的用法小结 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。What will we have for supper? 我们晚餐吃什么?
2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 Thank you for your last letter. 谢谢你上次的来信。 Thank you for teaching us so well. 感谢你如此尽心地教我们。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如: I usually do the running for an hour in the morning. 我早晨通常跑步一小时。We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如: Who are you waiting for? 你在等谁? For example, Mr Green is a kind teacher. 比如,格林先生是一位心地善良的老师。
to与for的用法和区别 一般情况下, to后面常接对象; for后面表示原因与目的为多。 Thank you for helping me. Thanks to all of you. to sb.表示对某人有直接影响比如，食物对某人好或者不好就用to; for表示从意义、价值等间接角度来说，例如对某人而言是重要的，就用for. for和to这两个介词，意义丰富，用法复杂。这里仅就它们主要用法进行比较。 1. 表示各种“目的” 1. What do you study English for? 你为什么要学英语？ 2. She went to france for holiday. 她到法国度假去了。 3. These books are written for pupils. 这些书是为学生些的。 4. hope for the best, prepare for the worst. 作最好的打算，作最坏的准备。 2．对于 1．She has a liking for painting. 她爱好绘画。 2．She had a natural gift for teaching. 她对教学有天赋/ 3．表示赞成同情，用for不用to. 1. Are you for the idea or against it? 你是支持还是反对这个想法？ 2. He expresses sympathy for the common people.. 他表现了对普通老百姓的同情。 3. I felt deeply sorry for my friend who was very ill. 4 for表示因为，由于（常有较活译法） 1 Thank you for coming. 谢谢你来。 2. France is famous for its wines. 法国因酒而出名。 5．当事人对某事的主观看法，对于（某人），对…来说（多和形容词连用）用介词to，不用for.. He said that money was not important to him. 他说钱对他并不重要。 To her it was rather unusual. 对她来说这是相当不寻常的。 They are cruel to animals. 他们对动物很残忍。 6．for和fit, good, bad, useful, suitable 等形容词连用，表示适宜，适合。 Some training will make them fit for the job. 经过一段训练，他们会胜任这项工作的。 Exercises are good for health. 锻炼有益于健康。 Smoking and drinking are bad for health. 抽烟喝酒对健康有害。 You are not suited for the kind of work you are doing. 7. for表示不定式逻辑上的主语，可以用在主语、表语、状语、定语中。 1．It would be best for you to write to him. 2．The simple thing is for him to resign at once. 3．There was nowhere else for me to go. 4．He opened a door and stood aside for her to pass.
英语常用介词用法与辨析 ■表示方位的介词：in, to, on 1. in 表示在某地范围之内。如： Shanghai is/lies in the east of China. 上海在中国的东部。 2. to 表示在某地范围之外。如： Japan is/lies to the east of China. 日本位于中国的东面。 3. on 表示与某地相邻或接壤。如： Mongolia is/lies on the north of China. 蒙古国位于中国北边。 ■表示计量的介词：at, for, by 1. at表示“以……速度”“以……价格”。如： It flies at about 900 kilometers a hour. 它以每小时900公里的速度飞行。 I sold my car at a high price. 我以高价出售了我的汽车。 2. for表示“用……交换，以……为代价”。如： He sold his car for 500 dollars. 他以五百元把车卖了。 注意：at表示单价(price) ，for表示总钱数。 3. by表示“以……计”，后跟度量单位。如： They paid him by the month. 他们按月给他计酬。 Here eggs are sold by weight. 在这里鸡蛋是按重量卖的。 ■表示材料的介词：of, from, in 1. of成品仍可看出原料。如： This box is made of paper. 这个盒子是纸做的。 2. from成品已看不出原料。如： Wine is made from grapes. 葡萄酒是葡萄酿成的。 3. in表示用某种材料或语言。如： Please fill in the form in pencil first. 请先用铅笔填写这个表格。 They talk in English. 他们用英语交谈(from 。 注意：in指用材料，不用冠词；而with指用工具，要用冠词。请比较：draw in penc il/draw with a pencil。 ■表示工具或手段的介词：by, with, on 1. by用某种方式，多用于交通。如by bus乘公共汽车，by e-mail. 通过电子邮件。
with的用法大全----四级专项训练with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。本文就此的构成、特点及用法等作一较全面阐述，以帮助同学们掌握这一重要的语法知识。 一、 with结构的构成 它是由介词with或without+复合结构构成，复合结构作介词with或without的复合宾语，复合宾语中第一部分宾语由名词或代词充当，第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。With结构构成方式如下： 1. with或without-名词/代词+形容词; 2. with或without-名词/代词+副词; 3. with或without-名词/代词+介词短语; 4. with或without-名词/代词+动词不定式; 5. with或without-名词/代词+分词。 下面分别举例：
1、 She came into the room，with her nose red because of cold.(with+名词+形容词，作伴随状语) 2、 With the meal over ， we all went home.(with+名词+副词，作时间状语) 3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语，作伴随状语。) The teacher entered the classroom with a book in his hand. 4、He lay in the dark empty house，with not a man ，woman or child to say he was kind to me.(with+名词+不定式，作伴随状语) He could not finish it without me to help him.(without+代词 +不定式，作条件状语) 5、She fell asleep with the light burning.(with+名词+现在分词，作伴随状语) 6、Without anything left in the cupboard， she went out to get something to eat.(without+代词+过去分词，作为原因状语) 二、with结构的用法 在句子中with结构多数充当状语，表示行为方式，伴随情况、时间、原因或条件(详见上述例句)。
For的用法 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。 What will we have for supper? 我们晚餐吃什么? 2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如: I usually do the running for an hour in the morning. 我早晨通常跑步一小时。 We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: Let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如: Who are you waiting for? 你在等谁? For example, Mr Green is a kind teacher. 比如,格林先生是一位心地善良的老师。 尽管for 的用法较多，但记住常用的几个就可以了。 to的用法: 一：表示相对，针对 be strange (common, new, familiar, peculiar) to This injection will make you immune to infection. 二：表示对比，比较 1：以-ior结尾的形容词，后接介词to表示比较，如：superior ,inferior,prior,senior,junior 2: 一些本身就含有比较或比拟意思的形容词，如equal，similar，equivalent，analogous A is similar to B in many ways.
介词for用法归纳 用法1：(表目的)为了。如： They went out for a walk. 他们出去散步了。 What did you do that for? 你干吗这样做？ That’s what we’re here for. 这正是我们来的目的。 What’s she gone for this time? 她这次去干什么去了？ He was waiting for the bus. 他在等公共汽车。 【用法说明】在通常情况下，英语不用for doing sth 来表示目的。如： 他去那儿看他叔叔。 误：He went there for seeing his uncle. 正：He went there to see his uncle. 但是，若一个动名词已名词化，则可与for 连用表目的。如： He went there for swimming. 他去那儿游泳。(swimming 已名词化) 注意：若不是表目的，而是表原因、用途等，则其后可接动名词。(见下面的有关用法) 用法2：(表利益)为，为了。如： What can I do for you? 你想要我什么？ We study hard for our motherland. 我们为祖国努力学习。 Would you please carry this for me? 请你替我提这个东西好吗？ Do more exercise for the good of your health. 为了健康你要多运动。 【用法说明】(1) 有些后接双宾语的动词(如buy, choose, cook, fetch, find, get, order, prepare, sing, spare 等)，当双宾语易位时，通常用for 来引出间接宾语，表示间接宾语为受益者。如： She made her daughter a dress. / She made a dress for her daughter. 她为她女儿做了件连衣裙。 He cooked us some potatoes. / He cooked some potatoes for us. 他为我们煮了些土豆。 注意，类似下面这样的句子必须用for： He bought a new chair for the office. 他为办公室买了张新办公椅。 (2) 注意不要按汉语字面意思，在一些及物动词后误加介词for： 他们决定在电视上为他们的新产品打广告。 误：They decided to advertise for their new product on TV. 正：They decided to advertise their new product on TV. 注：advertise 可用作及物或不及物动词，但含义不同：advertise sth＝为卖出某物而打广告；advertise for sth＝为寻找某物而打广告。如：advertise for a job=登广告求职。由于受汉语“为”的影响，而此处误加了介词for。类似地，汉语中的“为人民服务”，说成英语是serve the people，而不是serve for the people，“为某人的死报仇”，说成英语是avenge sb’s death，而不是avenge for sb’s death，等等。用法3：(表用途)用于，用来。如： Knives are used for cutting things. 小刀是用来切东西的。 This knife is for cutting bread. 这把小刀是用于切面包的。 It’s a machine for slicing bread. 这是切面包的机器。 The doctor gave her some medicine for her cold. 医生给了她一些感冒药。 用法4：为得到，为拿到，为取得。如： He went home for his book. 他回家拿书。 He went to his friend for advice. 他去向朋友请教。 She often asked her parents for money. 她经常向父母要钱。
——45个基本介词的用法 1、about 【原始含义】 a-b-out “A在B外面” 【引申含义】 [prep] （1）在…到处，在…各处here and there eg: We wandered about the town for an hour or so. He looked about the room. （2）在…附近next to a place eg. She lives about the office. （3）关于in connection with eg: a book about English study I don’t know what you are talking about. [adv] （1）大约close to eg: We left there about 10 o’clock. It costs about 500 dollars. （2）到处，各处 eg: The children were rushing about in the garden. （3）在附近 eg : There is no food about. 【常见搭配】 作介词时的搭配: 一.动词+(about+名词) （1）arrange (about sth) 安排关于某事（2）argue (about sth) 讨论某事 （3）ask (about sth) 询问关于某事（4）boast (about sb/sth) 吹嘘... （5）care (about sb/sth)关心…,对…感兴趣（6）chat(about sth) 谈论某事（7）complain(about sb/sth) 抱怨… （8）dream (about sb/sth) 梦见某人/某物（9）go (about sth) 着手做...；从事...
with用法归纳 （1）“用……”表示使用工具，手段等。例如： ①We can walk with our legs and feet. 我们用腿脚行走。 ②He writes with a pencil. 他用铅笔写。 （2）“和……在一起”，表示伴随。例如： ①Can you go to a movie with me? 你能和我一起去看电影'>电影吗？ ②He often goes to the library with Jenny. 他常和詹妮一起去图书馆。 （3）“与……”。例如： I’d like to have a talk with you. 我很想和你说句话。 （4）“关于，对于”，表示一种关系或适应范围。例如： What’s wrong with your watch? 你的手表怎么了？ （5）“带有，具有”。例如： ①He’s a tall kid with short hair. 他是个长着一头短发的高个子小孩。 ②They have no money with them. 他们没带钱。 （6）“在……方面”。例如： Kate helps me with my English. 凯特帮我学英语。 （7）“随着，与……同时”。例如： With these words, he left the room. 说完这些话，他离开了房间。 [解题过程] with结构也称为with复合结构。是由with+复合宾语组成。常在句中做状语，表示谓语动作发生的伴随情况、时间、原因、方式等。其构成有下列几种情形： 1.with+名词(或代词)+现在分词 此时，现在分词和前面的名词或代词是逻辑上的主谓关系。 例如:1)With prices going up so fast, we can't afford luxuries. 由于物价上涨很快，我们买不起高档商品。（原因状语） 2)With the crowds cheering, they drove to the palace. 在人群的欢呼声中，他们驱车来到皇宫。（伴随情况） 2.with+名词(或代词)+过去分词 此时，过去分词和前面的名词或代词是逻辑上的动宾关系。
of 1....的,属于 One of the legs of the table is broken. 桌子的一条腿坏了。 Mr.Brown is a friend of mine. 布朗先生是我的朋友。 2.用...做成的;由...制成 The house is of stone. 这房子是石建的。 3.含有...的;装有...的 4....之中的;...的成员 Of all the students in this class,Tom is the best. 在这个班级中,汤姆是最优秀的。 5.(表示同位) He came to New York at the age of ten. 他在十岁时来到纽约。 6.(表示宾格关系) He gave a lecture on the use of solar energy. 他就太阳能的利用作了一场讲演。 7.(表示主格关系) We waited for the arrival of the next bus. 我们等待下一班汽车的到来。
I have the complete works of Shakespeare. 我有莎士比亚全集。 8.来自...的;出自 He was a graduate of the University of Hawaii. 他是夏威夷大学的毕业生。 9.因为 Her son died of hepatitis. 她儿子因患肝炎而死。 10.在...方面 My aunt is hard of hearing. 我姑妈耳朵有点聋。 11.【美】(时间)在...之前 12.(表示具有某种性质) It is a matter of importance. 这是一件重要的事。 For 1.为,为了 They fought for national independence. 他们为民族独立而战。 This letter is for you. 这是你的信。
介词with的用法大全 With是个介词，基本的意思是“用”，但它也可以协助构成一个极为多采多姿的句型，在句子中起两种作用；副词与形容词。 with在下列结构中起副词作用： 1.“with+宾语+现在分词或短语”，如： (1) This article deals with common social ills, with particular attention being paid to vandalism. 2.“with+宾语+过去分词或短语”，如： (2) With different techniques used, different results can be obtained. (3) The TV mechanic entered the factory with tools carried in both hands. 3.“with+宾语+形容词或短语”，如： (4) With so much water vapour present in the room, some iron-made utensils have become rusty easily. (5) Every night, Helen sleeps with all the windows open. 4.“with+宾语＋介词短语”，如： (6) With the school badge on his shirt, he looks all the more serious. (7) With the security guard near the gate no bad character could do any thing illegal. 5.“with+宾语＋副词虚词”，如： (8) You cannot leave the machine there with electric power on. (9) How can you lock the door with your guests in? 上面五种“with”结构的副词功能，相当普遍，尤其是在科技英语中。 接着谈“with”结构的形容词功能，有下列五种： 一、“with+宾语+现在分词或短语”，如： (10) The body with a constant force acting on it. moves at constant pace. (11) Can you see the huge box with a long handle attaching to it ? 二、“with+宾语+过去分词或短语” (12) Throw away the container with its cover sealed. (13) Atoms with the outer layer filled with electrons do not form compounds. 三、“with+宾语+形容词或短语”，如： (14) Put the documents in the filing container with all the drawers open.
介词at的基本用法： 一、at引导的时间短语通常可表示： 1.在几点几分，例如：at one o’clock(在一点钟) I usually make the bed at one o’clock.. 2.在用餐时间，例如：at lunchtime（在午餐时间） 3.在某个节日，例如：at Christmas 在圣诞节的时候 4.在某个年龄的时候，例如：at the age of 12。在12岁的时候 5.一天中的某段较短的时间，例如：at noon在中午at night在夜里 二、at也可引导地点短语，常用于小地点之前，例如： at the bus stop在汽车站at the butcher’s 在肉店里at school在学校里at home在家里 介词on的基本用法： 一、on可引导地点短语，表示“在…上面”，例如：on the table在桌子上 二、on也可引导时间短语，通常有以下用法： 1.用于“星期”和“月份”中的任何一天之前，例如：On Monday在星期一on April 1st. 2.用于某个“星期几”当天的某段时间，例如：on Monday morning在星期一上午 3.用于具体某一天之前，例如：on that day在那一天On my birthday在我的生日那天 On Christmas day在圣诞节那天 介词in的基本用法： 一、in可引导地点短语，常表示“在…里面”，例如：in the bag在袋子里 二、in引导的时间短于通常有以下用法： 1.在某个世纪，例如：in the 21st century在21世纪 2.在某一年，例如：in 1995在1995年 3.在某一个季节，例如：in spring在春季 4.在某一个月份，例如：in March在三月里 5.在某段时期，例如：in the holidays在假期里 6.在某个持续几天的节日里，例如：in Easter Week在复活周 7.在一天中的某段时间，例如：in the morning在上午（早晨）
介词“with”的用法 1、同, 与, 和, 跟 talk with a friend 与朋友谈话 learn farming with an old peasant 跟老农学习种田 fight [quarrel, argue] with sb. 跟某人打架 [争吵, 辩论] [说明表示动作的词, 表示伴随]随着, 和...同时 change with the temperature 随着温度而变化 increase with years 逐年增加 be up with the dawn 黎明即起 W-these words he left the room. 他说完这些话便离开了房间。2 2、表示使用的工具, 手段 defend the motherland with one s life 用生命保卫祖国 dig with a pick 用镐挖掘 cut meat with a knife 用刀割肉3
3、说明名词, 表示事物的附属部分或所具有的性质]具有; 带有; 加上; 包括...在内 tea with sugar 加糖的茶水 a country with a long history 历史悠久的国家4 4、表示一致]在...一边, 与...一致; 拥护, 有利于 vote with sb. 投票赞成某人 with的复合结构作独立主格,表示伴随情况时，既可用分词的独立结构，也可用with的复合结构： with +名词(代词)+现在分词/过去分词/形容词/副词/不定式/介词短语。例如： He stood there, his hand raised. = He stood there, with his hand raise.他举手着站在那儿。 典型例题 The murderer was brought in, with his hands ___ behind his back A. being tied B. having tied C. to be tied D. tied 答案D. with +名词(代词)+分词+介词短语结构。当分词表示伴随状况时，其主语常常用
for的用法： 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。 What will we have for supper? 我们晚餐吃什么? 2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 Thank you for your last letter. 谢谢你上次的来信。 Thank you for teaching us so well. 感谢你如此尽心地教我们。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如:
I usually do the running for an hour in the morning. 我早晨通常跑步一小时。 We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: Let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如:
1.两者都可以引出间接宾语，但要根据不同的动词分别选用介词to 或for：(1) 在give, pass, hand, lend, send, tell, bring, show, pay, read, return, write, offer, teach, throw 等之后接介词to。 如： 请把那本字典递给我。 正：Please hand me that dictionary. 正：Please hand that dictionary to me. 她去年教我们的音乐。 正：She taught us music last year. 正：She taught music to us last year. (2) 在buy, make, get, order, cook, sing, fetch, play, find, paint, choose,prepare, spare 等之后用介词for 。如： 他为我们唱了首英语歌。 正：He sang us an English song. 正：He sang an English song for us. 请帮我把钥匙找到。 正：Please find me the keys. 正：Please find the keys for me. 能耽搁你几分钟吗(即你能为我抽出几分钟吗)? 正：Can you spare me a few minutes? 正：Can you spare a few minutes for me? 注：有的动词由于搭配和含义的不同，用介词to 或for 都是可能的。如：do sb a favour＝do a favour for sb 帮某人的忙 do sb harm＝do harm to sb 对某人有害
介词 介词不能单独作句子成分，而是用来表示名词或代词等和句中其他词的关系，通常放在名词或代词之前，构成介词短语。介词短语作为一个成分在句中可用作定语，表语，状语等。When shall we have the talk on the history of the Party我们何时听党史报告（定语）His elder brother is in the army.他的哥哥在部队。（表语） I went to school at half past seven yesterday.昨天我7：30 上学。（状语） 《 Will you please come along with me跟我一起走好吗（状语） ※同一个汉语词可以译成不同的英语介词。例如： 一幢石头的房子 a house of stone 这个房间的钥匙 the key to this room 明天的票 the ticket for tomorrow 《 （一）About 1．表示地点：在。。。周围；在。。。附近 We took the foreign guests about the campus. 我们带领外宾在校园里各处看看。 2．表示时间：大约。。。；近于。。。时刻前后We left there about six o’clock 我大约在六点左右离开那个地方。 3．表示客体关系：对于；关于；有关。例如：1) I must see him, I’ve heard so much about him 我必须要见他，我听到很多关于他的事情。2) What do you know about China 关于中国你知道些啥 （二）Above 表示位置，职位，数量，年龄等：在。。。上方；在。。。之上；超过。。。 1) Henry’s work is well above the average.亨利的功课大大超过一般水平。 2) A bird is flying above the woods. 一只鸟在树林上飞。 3) The portrait is above the blackboard.一幅肖像挂在黑板的上方。 4) It weighs above five tons. 这东西有5 吨多重。 （三）Across 1．表动作方向/位置：横过；穿过。（在表面）1）The boy helped the old lady across the street. 男孩扶老大娘穿过马路。2) The tree had fallen down across the railway line.树倒啦，横在铁路上。 2．表示地点：在对面；在。。。的另一边。 1）The church is across the river. 教堂在河的对面。 （四）After 1.表示时间或位置：在。。。之后。 1）Please line up one after another. 请一个挨一个排好对。 He goes on working day after day ,week after week without any change. 他继续日复一日地工作，没有丝毫改变。Shut the door after you. 随手关门！ 2．引伸意义：仿照；按照。 Please make sentences after the model. 请照示例造句。 ※（五）Against 1．表示位置：依着；紧靠；撞击；碰着。 1) He rested his bike against the wall.他把自行车靠在墙上。 2) The rain was beating against the windows. 雨敲打着窗户。 2．引伸意义：反对；禁止。 1）Are you for it or against it 你是赞成还是反对 2) Is there a law in this country against spitting right and left 你们国家有没有反对随地吐痰的规定