impress的名词

impress的名词（精选8篇）

impress的名词 第1篇

The system uses an impressive graphical interface.

这一系统采用了特别好的图形界面。

The building looked as impressive in actuality as it did in photographs.

这栋大楼外观雄伟，与照片中所见一模一样。

He gave an impressive speech to a receptive audience.

他做了一次感人的讲演，听众深受感动。

There have been some impressive entries in the wildlife photography section.

野生动物摄影部分已有一些上佳参赛作品。

She was very impressive in the interview.

她在面试中表现得十分出色。

impress的名词 第2篇

That performance was pretty impressive.

那场表演很出色。

My school career was not very impressive.

我的.学业成绩并不很出色。

The case for nuclear power is impressive.

impress的名词 第3篇

带着这些问题我们对国内外涉及到汉语的N1+N2结构和英语名定结构的大部分期刊论文和专注进行了研读, 并且对日常阅读中碰到的名词定语使用情况进行了仔细分析, 发现其实这些名词定语的用法是有规律的, 同时也发现张学智等人[1][2][3]有关名词定语代替名词所有格 (’s) 的说法值得商榷, 因为尽管会出现名词定语和同根名词所有格定语相互代替的现象, 但不是在所有情况下都能相互代替, 这要看具体的语义和语境而定。下面我们先对名词定语结构和名词所有格定语结构内部的语义关系进行分析, 然后再探讨这两种结构的语义和语用差别。

一.名词定语内部的语义关系

名词定语是现代英语发展的结果。参照Dgoulas Biber等人[4][5]的语料分析结果, 我们认为名词定语和中心语之间一般有以下几种关系 (在以下的讨论中, 为了方便起见, 我们把名词定语和中心语分别称作N1和N2) :

(1) 主谓关系, 即N1是N2的动作执行者或N2是N1的动作执行者, 如child development, labor force; (2) 地点关系, 即N2是出现或发生在N1的地点上 (内) 或范围内或N1是出现或发生在N2的地点上或范围内, 如world literature, heart attack; (3) 身份, 特性或特征关系, 即N1是为了表明N2的身份, 特性或特征, 如women algebraists, men workers;4) 材料或组成关系即N2是由N1构成的或N2是由N1的材料制成的, 如glass windows, tomato sauce, egg masses; (5) 来源关系, 即N2来自N1, 如plant residue, pentagon proposals; (6) 动宾关系, 即N1是N2的宾语或N2是N1的宾语, 如Clinton impeachment, egg production; (7) 内容关系, 即N2是关于N1内容的事物, 如market report, sex magazines; (8) 时间关系, 即N2是发生、位于或出现在N1的时间内。如summer conditions, Sunday school; (9) 用途或目的关系, 即N2的存在是为了N1, 如pencil case, war fund, ; (10) 整体与部分的关系, 即N2是N1的组成部分, 如cat legs, riffle butt; (11) 专业、领域或职业关系, 即N2是从事或专注于N1领域或职业, 如finance director, football fans; (12) 因果关系, 即N2是由N1引起的, 如panic buying, death penalty (13) 方式关系, 即N2通过N1方式或手段进行的, 如voice communication, train journey; (14) 领属关系, 即N2是N1所有的, 如union assets, citizens committee; (15) 同位关系, 即名词定语和名词中心语可以相互指代, 如President Clinton, my sister Mary。

二.名词所有格定语内部的语义关系

根据所有格定语与中心语之间的关系我们可以把它们分成以下几类 (以下分类有重合之处, 如时间所有格包括在指定所有格和分类所有格之中, 我们之所以这样分类是为了方便下面的讨论) [4]: (1) 指定所有格, 即所有格定语详细说明该名词中心语是属于什么样的人或事物, 指定所有格通常分为特指所有格 (如the girl’s face, john’s report, Clinton’s impeachment) 和泛指所有格 (一般指某一类人或事物, 如The client is always right.It is the artist’s firs axiom.其中的artist’s就已经变成泛指了。) ; (2) 分类所有格, 即所有格定语对中心语进行分类或描述。请看下面的例子:His hair felt like a bird’s nest.He was a mess.在这个例子中bird’s只是起到了描述的作用, 而非指定作用; (3) 时间所有格。此类所有格表明中心语所指事物发生、出现或存在的时间点, 如Have you read today’s newspaper?

(4) 度量所有格。此类所有格表明中心语所指事物的长度, 距离, 价值或持续的时间等等。如ten year’s hard work;two week’sholiday;they now kept a stone’s throw to the left of the road;she had to buy fifty pound’s worth等。

三.英语名词定语与名词所有格 (’s) 定语的语义和语用异同

在弄清了名词定语结构和名词所有格定语结构各自的内部语义关系后, 我们下面将讨论英语名词定语与名词所有格 (’s) 定语的语义和语用异同, 并由此推断何种情况下它们之间能相互代替, 何种情况下不能代替。

从以上我们对名词定语和名词所有格的各自的内部语义关系分析中, 我们可以看出: (1) 具有领属关系或整体与部分关系的名词定语与名词所有格中的指定和分类所有格具有相同的语义关系, 因此这种名词定语可以代替名词所有格, 如John’s report worker’s participation, 在现代英语中可以分别被the John report worker participation, 替代。但是值得注意的是, 表示人或动物身体上的组成部分的所有格是不能用名词定语代替的, 如the boy’s eyes是不能替代为the boy eyes;动物的产物可以用名词所有格表示, 如cow’s milk, a bird’s egg, 但是动物死后的产生的产品只能用名词定语修饰了, 因为此时定语性质发生了变化:表明产品的属性或材料来源, 如fox fur, a lamb chop等等; (2) .时间名词定语有时可以代替分类时间所有格定语, 如a strong pungent odor of a winter’s day与the daylight of a winter day.但是特指时间所有格定语不能用时间名词定语去代替, 如Sunday’s newspaper不能被Sunday newspaper代替, 否则意义就不同了, 因为后者是表示类别或属性 (周报, 每个星期天都出版的报纸) , 意思大相径庭了。同样的道理, 像Sunday school也不能用Sunday’s school代替; (3) 度量所有格不能被名词定语替代, 如我们可以说an hour’s discussion, 但不能说成an hour discussion, 但是可以用连字符连接的词代替如an-hour discussion代替。 (4) 除了上述类型的名词定语或连字符连接的词可以替代名词所有格定语外, 其它名词定语均不能代替名词所有格定语。

由此看来, 有些名词定语和名词所有格所表达的意义基本相同, 这是否意味着它们是不是在任何情况下都能相互代替呢?接下来我们要讨论的是, 名词定语和名词所有格定语在使用的语境方面有何异同, 即名词定语和名词所有格定语有何语用异同。请看下面的有关名词定语和名称所有格定语使用的语料:

(1) a.Hemingway was wounded almost immediately and sent to an American hospital in Milan, where he fell in love with an American nurse named Agnes von Kurowsky;these events inspired the Hemingway novel A Farewell to Arms (published 1929) .b.The Hemingway hero is not a Godlike figure, but an ordinary, often flawed mortal who must look to himself for strength.c.Ernest Hemingway's novels rank among the most influential and celebrated in history, while his life remains an obscure image shrouded in myth.

(2) a.The Clinton Impeachment——Where Are They Now?Regardless of political affiliation, the events that led up to President Clinton's impeachment captivated the world.Sex, power and deception——the stuff of great drama came together in such a way that no one was able to hide from all the sordid details.b.1999 the Clinton impeachment:ten years ago, 100 U.S.senators served as jurors and deliberated whether to remove President Bill Clinton from office after his impeachment by the House of Representatives.

(3) a.Various recent studies have noted the increases in voter registration and voter enthusiasm this year.b.Arizona voters'enthusiasm has been running high.Secretary of State Jan Brewer projected statewide turnout of at least 80 percent of Arizona's nearly 3 million voters.

在第一组中, 从这些词使用的上下文我们可以看出, 名词定语Hemingway的语义范围非常广泛, 既可以是海明威小说中人物所特有的性格特征 (如The Hemingway hero) , 也可以是海明威所创作的所有小说 (如the Hemingway novel, ) , 因此名词定语Hemingway是泛指, 可以指所有跟海明威作品有关的人物形象, 故事情节, 创作方式, 艺术特色及作品本身, 此时的Hemingway已经隐喻化了;而所有格定语Hemingway’s专指海明威所创作的作品 (如Ernest Hemingway’s novels) 。

再看第二组。通过上下文的语境我们可以看出, The Clinton Impeachment是指克林顿被弹劾的整个事件, 包括弹劾的原因, 参与弹劾的人, 有关这件事的报道, 弹劾的过程, 以及被弹劾的行为等等, 含义丰富, 可以指所有跟弹劾有关的事情;而Clinton's (his impeachment专指克林顿被弹劾的这种行为, 语义比较狭窄。在上文这种语境下The Clinton Impeachment就不能代替Clinton's (his impeachment了。

最后看第三组。从它们使用的语境来看, voter enthusiasm则指范围较广泛的选民的热情, 是一种泛指;而voter’s enthusiasm的所指是较具体的 (如某个地方的或某个阶层的人或针对某个候选人的参选热情等等) , 是一种特指。

从对上面的三组语料的分析中我们可以看出, 名词定语一般是种泛指, 包含的语义非常广泛, 基本上包含了所有格定语的所指, 而所有格定语的意义所指是相对狭窄, 基本上是一种特指。这两者不是在所有语境条件下都可以相互代替。

四.结语

综上所述, 有些名词定语 (如表示所属关系, 整体与部分关系, 和时间名词定语等) 和指定与分类所有格具有基本相同的语义, 因而它们之间在某些语境下可以相互代替。但是通常情况下, 名词定语表示的是泛指, 而大部分名词所有格定语表示的是特指, 因而名词定语结构的语义内涵总是大于所有格定语结构的语义, 所以在有些语境下名词定语和名词所有格定语仍然不能相互代替的。

摘要：本文通过对名词定语结构和名词所有格结构内部语义关系进行分析, 结合具体的语料进一步探讨了名词定语与名词所有格定语的之间的语义和语用差别。

关键词：名词定语,名词所有格 (’s) 定语,语义差别,语用差别

参考文献

[1]张学智.英语名词定语管见[J].山东外语教学, 2002 (4) :110-112

[2]强百发.英语名词定语初探[J].西北农林科技大学学报 (社会科学版) , 2004 (5) :170-173

[3]黄秀君.英语名词的定语功能及其语义内涵[J].黑龙江教育学院学报, 2002 (2) :116-117

[4]Douglas Biber, et al.Longman Grammar of Spoken and Writ-ten English[M].Beijing:Foreign Language Teaching and research Press, 2000:292-311, 588-596

impress的第三人称单数 第4篇

impress的用法：

impress的用法1：impress不用于impress sb sth 结构,其间接宾语由介词on引出。

impress的名词 第5篇

(Office ambience)

陈：Mary，我下午会见到总裁，这是第一次见面，你说我要注意些什么事呀?

M： 第一次的印象，first impression，是很重要。美国人说，You never get a second chance to make a first impression。 最初的印象只有一次，决没有第二次机会。

陈：第一次印象的重要性我知道，问题是怎么才能给人留下好印象。

M：根据一项研究，人们在初次见面时对一个人的评价有55% 是根据他所看到的。

陈：这不是只看表面嘛?打扮漂亮就行了吗?

M：不是打扮漂亮，而是打扮得体。你今天不是会见到总裁吗?我们就来看看你有什么地方需要改进的吧

******

M： 首先，hair should be well maintained。嗯，你的头发梳得很整齐美观。 有的人既不洗头，也不梳头，那是非常不礼貌的。

陈：对了，我注意到我们办公室里的美国男同事好像天天剃胡子。我不是天天剃胡子的。我年纪轻，没多少胡子，人家看不出来。

M：我就看出来你今天没有剃胡子。 Unshaved look does not work for others。对了，我早上看你带着领带，怎么没有啦?你要去见总裁，领带一定要带。

陈：噢，我到了办公室，我把它取下来了。

M：在办公室里放松一会儿是可以的，但是要去见某人或出去办事，ties should be correctly tied。你一会儿千万别忘了把领带带上。

陈：行，行，我一会儿剃一下胡子，带上领带就齐了。

M：等等，一般人还会看你的腿和鞋子。哎，你的裤子太长，裤腿都拖在地上了。Pants should not drag on the floor。

陈：啊呀，我知道，可我妈没时间给我改短嘛。

M：你这双鞋是新的吧，很干净，擦得很亮。Shoes should be polished and in good condition。

陈：哟，那我裤子太长，怎么办哪?

M：别着急，你不是下午才见总裁吗?赶快回家去换条裤子。还有，千万把白袜子给换了。Never wear white sox。

陈：啊呀，还不让穿白袜子，规矩还真多。你看，我一紧张把你刚才说的都忘了。快，再说一遍。

impress的名词 第6篇

18653

Tips on making a good impression

As we all know, making a good impression is very important when we stay with others especially in an interview.The impression that you leave for the interviewer will directly decide whether you will be accepted.So it is significant for us to know how to make a good impression.First of all, you should be polite to everyone.You can use these words such as “hello”, “nice to meet you” to show that you care about others.At the same time, you should smile to others.A good smile will show that you are kind-hearted and optimistic.So it is obvious that you will make a good impression.Secondly, you are ought to show your respect to others when you talk to them.And people will happy if you respect them.As you speak to others, what you should remember is that you would better say the words such as “please” to show you have a good habit.Finally, when you walk and when you stand even when you sit on the chair, you should keep an elegant posture.That will also make you a good impression.Anyway, there are still a lot of things you should care about if you want to make a good impression.I believe that if you think more you will gain more.

名词的“数”用法 第7篇

一、可数名词:能直接用数量来表示的名词叫可数名词。例如, five eggs五个鸡蛋、two pens两支钢笔。

二、可数名词的用法, 当可数名词数量表示“一”时, 名词用单数, 此时可以直接用a或an来修饰。例如, a ruler一把尺子、a girl一个女孩。当可数名词的数量大于“一”时, 名词用复数形式, 例如, six books六本书。

巧记:表示“一”时用单数, 大于“一”时用复数。

三、可数名词的复数形式的规则变化如下:

1.一般在名词的结尾加-s。

例如:book (书) books, girl (女孩) girls

2.以s, x, ch, sh结尾的单词加-es

例如:bus (公共汽车) buses, box (箱子) boxes, watch (手表) watches

3.以辅音字母+y结尾的名词, 把y变i加-es。

例如:baby (婴儿) babies, country (国家) countries, family (家庭) families

注意:-y前是元音时, -y不变, 直接加-s。例如:day (日子) days, boy (男孩) boys

4.部分以f或fe结尾的单词, 把f和fe改为v再加-es。

例如:knife (刀) knives, leaf (树叶) -leaves

巧记:名词复数的规则变化是加-s或-es.

四、名词复数的不规则变化需要特别记忆。例如:man (男人) men, woman (女人) women, foot (脚) feet, tooth (牙齿) teeth, child (孩子) children, fish (鱼肉) fish, deer (鹿) deer, sheep (绵羊) sheep等。

五、表示“某国人”的名词, 其复数形式变化可通过歌诀记忆:

巧记:中日不变英法变, 其余-s加后面。

例如:Chinese (中国人) Chinese, Japanese (日本人) Japanese;Englishman (英国人) Englishmen, Frenchman (法国人) Frenchmen;American (美国人) Americans, Russian (俄罗斯人) Russians, German (德国人) Germans等。

六、集体名词, 以单数形式出现, 但实为复数。

如:people人们, police警察

七、有些名词以s结尾, 但是仍为单数名词, 如:

1.maths数学, politics政治, physics物理。

2.news是不可数名词“新闻”。

3.the United States美国, the United Nations联合国

4.以复数形式出现的书名, 剧名, 报纸, 杂志名, 也可视为单数。

八、没有单数形式的名词:表示由两部分构成的东西

glasses眼镜, shorts短裤, trousers裤子

九、以-o结尾的名词变复数时, 多数直接加-s。例如:radio (收音机) radios, piano (钢琴) pianos, 特殊的有:Negro (黑人) Negroes, hero (英雄) heroes, tomato (西红柿) tomatoes, potato (土豆) potatoes。巧记1:黑人英雄爱吃西红柿和土豆。巧记:两人两菜

十、不可数名词:表示不能计算数目的人或物, 称为不可数名词。不可数名词前面不能直接用a/an来修饰, 也没有复数形式, 不能在词尾加-s或-es。不可数名词要表示数量时, 需要借助于of短语。

如:a cup of tea一杯茶, seven pieces of bread七片面包, several bags of rice几袋米,

注意:当名词前面的基数词数量大于1即是two, three four或有many, few, a few, different, those, these等词修饰的时候, 名词一般用复数形式。

一、写出下列名词的复数形式。

二、选择填空。

1.There _____on the wall.They are very beautiful.

A.are photoes B.are photos C.is a photo D.is photos

2.There are four_____ and two_____ in the group.

A.Japanese, Germen B Japaneses, Germen

C.Japanese, German D.Japanese, Germans

3.The boys have got _____already.

A.two bread B.two breads

C.two pieces of bread D.two piece of bread

4.There_____ two _____in the box.

A.Is, watch B.are, watches

C.are, watch D.is, watches

5.We should_____ clean twice a day.

A.our tooth B.our tooths

C.teeth D.our teeth

6.There is some _____on the plate.

A.cakes B.meat C.potato D.pears

7.The_____ has two_____.

A.boys;watches B.boy;watch

C.boy;watches D.boys;watch

8.How many_____ can you see in the picture?

A.tomatos B.tomatoes C.tomato D.the tomato

9.Would you please pass me_____?

A.two paper B.two papers

C.two pieces of paper D.two pieces of papers

10.“What would you like, Ann?”“I’d like two_____.”

A.glass of milk B.glasses of milk

C.glass of milks D.glasses of milks

11.These are my_____.

A.box B.a box C.boxes D.the boxes

练习参考答案

一、写出下列名词的复数形式

1.oranges 2.teachers 3.pianos 4.monkeys5.classes6.children 7.shelves 8.beds 9.countries 10.families 11.toys12.feet 13.Japanese 14.radios

15.photos 16.sheep 17.tomatoes 18.buses 19.women20.knives

二、选择填空

impress的名词 第8篇

1. On British Elementary Education

During my stay in the UK, I as well as my peer teachers experienced the equal, democratic and harmonious relation ship among people; mean-while we saw with our own eyes the harmony and quietness between humans and nature. Wherever we went, the verdant green colour were always around us, Seagulls, and pigeons flying freely over our heads, kids playing happily in the grass. However, as an educator, what impressed us most still is the advanced and developed elementary education.

When you visit any class in the UK, you’ll find the school there is rather like a multifarious factory. You might be surprised by the noisy class, in which students act so randomly that it can hardly be called a class. You might sign with emotion how relaxedly and how happily the British students are learning. You might also be shocked because your deep-rooted educational ideas have to face challenges. Then you’ll have to think. Why are there so different understanding on education and talents between the two nations?

As we all know, in China, we have been so far used to having more than fifty students sitting neatly and quietly, listening to teachers. We have been used to making the school and class the tool and place to pass on knowledge, judging the students’ responses just by what is called “standard keys”. We have been used to expecting the success of our students, which is our final expectation for them.

However, in the UK, the education doesn’t focus on passing on knowledge, but on serving the live people. That is to cultivate a human being with independence in working and thinking, one with special personalities, and with special knowledge and practical techniques. This is what all the school educational system and activities set for and measure by.

They think that once one has mastered the basic knowledge of a subject and learned how to think and work independently, they will surely find their own way in the society, and can fit the changes and development more easily than those who just get the details of a knowledge. Therefore in class, teachers often ask a lot of open questions. They encourage the students to give out variety of different answers to them, what is more valuable and meaningful is the course of thinking, rather than the result of it. No winder that once an English educator said, “The aim of our teaching is not to teach our students to be as exact as computers as calculators, but to teach them to learn how to use the tools to serve their work.” Don’t you think this is a vivid description of the ideas of the British education?

Absolutely, the educators in the UK think the forming of personalities and cultivating of characters depends on the labour and behavour, not on any language that one hears or speaks. That’s why the most important educational method is to encourage students to do plenty of actual deeds. During the stay there, I saw a lot of kids of 5 years or even younger started their own projects by collecting materials themselves. In physics classes, they study the connection of electric circuit. In science technology classes, they learn to go on line to search information, sending e-mails. In design technology classes, they learn to make potteries or woodcut. In art classes, they learn to make sculptures, or draw abstract portraits of their own, hands full of paints. No wonder that when we visited several English families, we always couldn’t help saying that English people are all musicians, painters, DIY masters. Actually, all of these would never happen, but for the English educational method which focuses on actual deeds.

When they try to develop the students’ skills and abilities, more attention is also paid to developing their harmonious characters and personalities. They aim to teach children to work, to find joy in working, to develop the corporation among their peers, and realize the important social value of the work. To them, the purpose of working is to practise their efficient ability or get the thanks from others, rather than being outstanding. Teachers are always skilled in finding virtues of each student, encouraging them to express their different opinions bravely. They encourage personalities and special talent as well as the spirit of the corporation.

2. On British Family Education

In the UK. We seldom saw any parents hold babies in the arms, instead, they push cradles or have their babies stagger along with them, nor do they pack their young tightly, even it’s cold when we all wear woolen sweaters, some kids still a small T-shirt, leaving their legs out. In the park we often saw a whole family relaxing there, parents talking, children playing, never involving each other. British parents start to encourage their children’s independence as early as they can. They seem never to spoil their children, never look on them as their accessories. Instead, they treat them as independent human beings, even though they are so little and young. You can’t imagine how equal and relaxed between the two generations.

Parents respect their children’s characters, hobbies, determination and their privacy. They never force their own opinions or them or ask them to do what they dislike to. My hostess has a daughter of 18, who often comes back home at midnight. But she never seems to evaluate her life. Just ask whether she is busy and what she is doing with her friends. I wondered why she bothered her so little. She smiled, “It’s true we bore her. All what means is that we just gave her her life. From then on she has been an independent girl, she has the right to choose her own way of living. She has her own freedom. I believe and respect her choice.”

3. On British Teachers’ puzzles.

In the UK, the number of the students is small, usually 20 or so, never more than 30, But a primary school teacher takes charge of all the subjects of a class. A middle school teacher has to face different classes in the same classroom, although they have assistants who prepare the teaching tools,deal with the management of the class discipline. No matter who they are, they always work hard from 8:15 a.m to 4:00 p.m, They usually give 6 class a day, with a break at noon for snacks. After work when they come home, there’s no doubt that they should set down to preparing next lessons for students of different levels, and they also have to go through student’s work. But the salary is low, compared with some other jobs.

Another big issue is the discipline. Since there’s too much freedom in class, anything might happen among students, who are of different races. It’s very troublesome to manage the class well, Teachers can do nothing to those mischievous children but pursuade them again and again. The most serious punishment is to take away his right of playing for a moment. Even worse, parents always, take side in their children’s bad behavours, Saying they have right of listening or not listening .This will affect teaching quality badly, bringing about a number of troubles.