On Vocabulary Teaching in Middle School

On Vocabulary Teaching in Middle School Abstract: In foreign language learning, vocabulary plays a very important role. Because when the students study English at the very beginning, they will generally find that English words are very difficult to read, to remember and to write. This may affect the students‘ interest in learning English. According to school English, when the students master more vocabulary, their ability of application of language can be enhanced. So, it is very important to teach vocabulary well. If we teach vocabulary vividly and interestingly, the students will become more and more interested in learning English. If the students learn vocabulary well, it can help them learn the four language skills well. In this essay I will discuss how to teach vocabulary. And I will also analyze: first, the significance of teaching vocabulary; Second, the strategies of teaching vocabulary. In the second part, I divide it into four parts to illustrate it，That is, presenting new words, consolidating words, developing vocabulary-building strategies, and using courseware to teach vocabulary. And finally I will draw a conclusion.

Key Words: teaching；vocabulary；four language skills

浅析中学英语词汇教学

摘要：在外语学习中，词汇非常重要。因为学生在开始学习英语的时候，普遍都认为英语单词非常难读，难记，难写。这样就会影响学生学习英语的兴趣。就学校英语来看，一般是词汇掌握的越多，语言的运用能力就会越强。所以，把词汇教好非常重要。如果我们把词汇教的生动，有趣,学生将会对学习英语越来越有兴趣。词汇掌握的越多，越牢固，意味着口笔语能力得到的训练也就会越多，从而就有利于学好四种语言技能。所以在本文中我着重谈以下几个方面：第一，词汇教学的意义；第二，词汇教学的策略。在第二点着重谈以下四个方面，新词呈现、单词巩固、词汇积累、课件与词汇教学。最后得出结论。

关键词：教；词汇；语言技能

Contents

1. Introduction (4)

2. The significance of vocabulary teaching (4)

3. The strategies of vocabulary teaching (4)

3.1 Presenting new vocabulary (4)

3.2 Consolidating vocabulary (5)

3.3 Developing vocabulary-building strategies (9)

3.4 Using courseware to teach vocabulary (10)

4. Conclusion (10)

Bibliography (12)

Acknowledgment ......................................................................... 错误！未定义书签。

1. Introduction

V ocabulary is the basic material of a language. V ocabulary is one of the three elements of a language. A famous linguist once said: ―without grammar we can convey a little, but without vocabulary we can convey nothing.‖ So, if a language has no vocabulary, the language would lose its actual significance. If we have a scanty vocabulary and confuse the meaning of it, we will make the obstacle of expression. Therefore, vocabulary teaching has a very important role in language learning. Since we take the new teaching material, students‘ability of listening and speaking have obviously improved, but we excessively emphasize listening and speaking, so that we consider English communicative capability as oral communication. Hence, in English teaching, we ignore imparting the language knowledge, especially; we put vocabulary teaching at a secondary role. Apart from that, because of the structuralism, we teach vocabulary only itself, and students memorize vocabulary also only itself; so it makes the students lose interests in English. They often find that English words are hard to remember and easy to forget. Therefore, their vocabulary is very difficult to accumulate. This must affect the formation of the ability of listening, speaking, reading and writing. Hence, if the students master the scientific methods of study and memory and break through the obstacle of vocabulary, they will become more and more interested in learning English, and then their all-round ability in English can be improved.

2. The significance of vocabulary teaching

V ocabulary is a key element in language learning because a wide productive vocabulary is essential in enhancing the four language skills. When the students study English at the beginning, they will find that English words are very difficult to read, to remember and to write. This may influence the students‘interests in learning English. So, it is very important to teach vocabulary well. If we teach vocabulary vividly and interestingly, the students will become more and more interested in English. If the students learn vocabulary well, it can help the students learn the four language skills well. Reading specialists concur that vocabulary should be the focus in language instruction from the beginning stage. It is also a language area that needs continued growth and development. V ocabulary learning is a complex task, because it involves a range of abilities. To have word knowledge, a learner needs to develop the ability to recall meaning, infer meaning and comprehend a text.

3. The strategies of vocabulary teaching

3.1 Presenting new vocabulary

Whether teaching beginners or advanced students, different techniques are

appropriate for different vocabulary types, word associations, word forms, idioms, words with multiple meanings, etc. The techniques used depend to a large extent on the need of your students and the objectives for teaching the vocabulary. It is important to bear in mind that any word association strategy used must have meaning to the learners.

Different teachers have different ways to present new words. Whatever methods are used, the following advice we must consider.

1. Prepare examples to show meaning. Examples are best if they are created by the teachers themselves rather than taken from dictionaries. Students also look up words in dictionaries. If the students find that most teachers‘examples are from dictionaries, they turn out when the teacher talks.

2. Ask students to tell the meaning first. Teachers should always elicit meaning from students before they offer the meaning.

3. Think about how to show the meaning of a word with related words such as synonyms, antonyms, etc.

4. Think about how to check students‘ understanding.

5. Think about the context in real life where the word might be used. Relating newly learned language to real life promotes high motivation.

6. Think about possible misunderstanding or confusion that student may have.

I?d like to talk more ways to present and explain vocabulary:

7. Draw pictures, diagrams and maps to show meanings or connection of meaning;

8. Use real objects (realia) to show meaning;

9. Mime or act to show meaning, e.g. brushing teeth, playing Ping-Pong, smile;

Use synonyms or antonyms to explain meanings;

11. Use lexical sets, e.g. cook: fry, boil, bake, grill;

12. Translate and exemplify, especially with technical words or words with abstract meaning;

13. Use word formation rules and common affixes.

For example: using regular or irregular inflections,

e.g. adding –s or –es form plurals;

adding –s, -ing, or –ed form regular verb tenses;

adding –er, -est for comparative and superlative forms.

Special attention and practice should be given to irregular inflections such as verbs (catch – caught, go-went) and irregular inflections (bad-worse-worst, more___, most___).

3.2 Consolidating vocabulary

For the students, perhaps it is less difficult to learn vocabulary items for the first

time than to consolidate and remember them. It is too often that we hear students complain about they keep learning and forgetting. Some people say vocabulary cannot be taught, it can only be learned by the students. This is perhaps partially true. When students study vocabulary individually, very often it is rote learning whose effectiveness is seldom guaranteed; particularly they do not fully understand the meaning of the vocabulary. When students study vocabulary together, say in groups, through various activities and under the teacher‘s supervision, vocabulary learning becomes more fun and more effective. Learning is also more effective when students understand the meaning of the new vocabulary.

Below are some vocabulary consolidation activities that can be done in class or after class by the teachers and the students.

Labeling

Students are given a picture. They are to write the names of objects indicated in the picture. A competitive element can be introduced by making the first student to finish the winner.

Spotting the differences

Students are put into pairs. Each member of the pair receives a picture, which is slightly different from his partner‘s. Students hide the picture from one another and then, by a process of describing, questioning and answering, discover what the differences are.

Describing and drawing

Students are put into pairs. One student has a picture, the other a blank piece of paper and a pencil. The student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture. The student must not show the picture until the dreaming is completed.

Playing a game

Students are shown a picture or a tray with many objects on it, or a series of different flash cards or magazines pictures. They have one or two minutes to memorize as many of the objects as they can. The cards, pictures or tray are then taken away and the students have to say what they saw, or write down everything they can remember seeing, then compare their answers with the rest of the class.

Using word series

Students construct the series following an example.

Example: Cutlery: knife, fork, spoon

Transport: _____ _____ _____ _____

Vehicles: _____ _____ _____ _____

Furniture: _____ _____ _____ _____

Buildings: _____ _____ _____ _____

Completing the table

This example is taken from Senior English for China Teachers’ book 1A.

Across

2. A ___ is a tool that you use for hitting things. (6)

6. Someone who is ___is willing to do something dangerous. (5)

8. ___ is the feeling of deep sadness or regret. (6)

10. Someone who is __ is pleasantly neat and clean in appearance. (5)

Down

1.If you ___ with someone about something you say things that show that you don‘t agree with them about it. (6)

3. A ___ is a piece of glass in which you can see yourself. (6)

4. A man who is good-looking is ___. (8)

5. Someone who is ___ about something is completely truthful about it and does not hide something. (6)

Someone who is ___ is true to their friends, or their country. (5)

9.Someone who is ___ is able to use their experience and knowledge. (4) Word association

For example: matching action words in column A with nouns in column B (vocabulary taken from LTE, November 1996)

A B

bake _____turkey

change _____bread

give _____salad

roast _____sheets

wash _____gifts

make _____dishes

visit _____magazines

read _____friends

Synonyms and antonyms

The students are given a list of words and asked to find pairs of word, either synonyms or antonyms. The words in the box below are six pairs of synonyms and six pairs of antonyms. Can you find them?

Using word categories

Students put jumbled words in the middle into the boxes marked with different categories. Below is an example:

Using word network

Students fill in the ovals in a network with words that are under the same category or sub-category.

Odd man out

The teacher writes a set of words on the blackboard and asks the students to find the ―odd man out‖. The following are taken from E nglish Textbook Ⅳ.

bread fish mountain noodles

noisy mean safe money

shelf books remember magazines

building friend neighbor brother

comfortable knowledge cheaper convenient

3.3 Developing vocabulary-building strategies

Due to limitations of time, students cannot learn all vocabulary in the class. Thus we need to help students to develop their own vocabulary building strategies so that they can effectively acquire more vocabulary on their own, especially outside the class. There are some ways can help students develop their building strategies. Guess meaning from context

Guessing meaning from unfamiliar words or expressions from context is not a new idea. The problem is how students can develop the ability to do so. Initially students need the teacher‘s help regarding what contextual clues to look for and how these clues can contribute to discovery (revealing) of meaning. Generally speaking, the topic, the grammatical structure, the possible meaning connection between the given word and other words and the linguistic pattern where the word appears, all these may give hints to the meaning in one way or another. Look at an example:

A study of more than 12 000 American teenagers found that young people who spend more time with their parents are happier than…

If students do not know the word teenager, there are enough clues for them to guess the meaning.

Another example:

Cloze procedure:

Fill-in-the-blanks exercise (taken from LET, June 1997, p.30)

Choose the correct word from the list to complete each sentence.

conference slot average maids reservation tip elevator sheets

Let‘s take a (n) _____ to the 18th floor.

Bill and Sam went to Las Vegas to attend a ____.

To make sure that you have a room in a hotel, it‘s better to make ____ by phone.

If a person is not tall or short, he is ____.

The hotel ____ clean the guest s‘ rooms each day.

Towels go in the bathroom, but ____ on the beds.

In America, you usually have to ____ a waiter for his service.

To open his hotel room, Sam put the key in the ______.

Organize vocabulary effectively

Considering the massive English vocabulary, it is necessary for the teacher to guide students to organize the words they encounter. With a conscious attempt to vocabulary organization it is likely that a student‘s word store will increase

significantly. If the students organize vocabulary effectively, they could use them easily, and they will become more and more interested in English learning, so that their ability of English communication will improve.

Use learned vocabulary

Students should be encouraged to use active vocabulary items in real language use. By trying to use words or expressions correctly and appropriately, students get a better and deeper understanding of the meaning and use of the vocabulary. Besides, successful attempts at word use definitely help vocabulary consolidation.

3.4 Using courseware to teach vocabulary

In recently years, the technology of computer hardware and software are rapidly developing in the world. With sustained popularizing application of the computer and the rapidly developing of the information technology, the CALL (Computer Assisted Language Learning) is becoming a very powerful strength, which affects every aspect of foreign language learning. In the school, now we adopt some methods to help the students to learning language easily. For example, we use courseware, PowerPoint, multi-media, etc. In this part, I will talk about how to use courseware to teach vocabulary, so that the students can learn vocabulary efficiently and interestingly. When we teach a new lesson, at first we must do some preparation. Here, we talk about courseware, so we must make a courseware. We should put some related words together, so that we teach a new word, we could learn other words that related to it.

For example, when we teach the word ―care‖, first, we input the word ―care‖, and then the related words will display on the screen, that is, ―careful‖, ―carefully‖, ―careless‖, ―carelessness‖, and ―carelessly‖. So, when the students learn the word ―care‖, other related words also can be learned. But there is one thing to be mentioned, that is, when we use courseware to teach vocabulary, students must master some knowledge about the word-formation. This can let the students learn and remember words well.

4. Conclusion

In this essay I discuss vocabulary and vocabulary learning. Many students devote large amounts of time and energy to the learning of vocabulary, but they still complain that their vocabulary size is not large enough or they cannot avoid forgetting. Generally speaking, there are two problems. One is that students treat vocabulary items wrongly. Considering the large size English vocabulary, there is no wonder that students complain about their small vocabulary size. The other is that many students learn vocabulary in ineffective ways such as rote learning. So it is very important to make students aware that not all words are equally important, and effective ways of vocabulary learning help to reduce forgetting.

Although much of vocabulary learning is the responsibility of the students, but I think teachers‘ guidance and help are invaluable. If teachers present new vocabulary items effectively, vividly and interestingly, it saves a lot of time and energy for consolidation. Besides, t eachers‘ work should also include helping students to develop vocabulary-learning strategies.

Therefore, as language teachers, we must arouse our students‘ interest in words and their motivation to learn ways of expressing meaning in all four-language skills.

Bibliography

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Cambridge University Press World Publishing Crop, 2005.

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Language Teaching and Research Press, 2002.

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Language Teaching Language and Research Press, 2000: 78-85.

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英语介词用法大全

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：

表示地点的介词

表示地点的介词 in、on、behind、next to、near、over、under (1) in在……里面：The pencil is in the desk. 铅笔在课桌里。 (2) on在……上面：There are some apple on the tree. 树上有些苹果。 (3) under在……下面/正下方：What's under your desk? 你书桌底下是什么？ (4) over在……正上方：There is a shelf over the table. 桌子上方有一个书架。 (5) above 在……斜上方：Raise your arms above your head. (6) below 在……斜下方：Her skirt came below her knees. (7) behind在……之后：There is a bike behind the tree. 树后有一辆自行车。 (8) next to在……旁边：There is a shop next to the school. 理发店隔壁是一家咖啡馆。 (9) near在……附近：My bed is near the window. 我的床在窗户旁。 (10) by在……旁：He was sitting by the window. (11) beside 在旁边He sits down beside Jim. 一组：over, above和on的用法 1) over指在…的正上方，表示垂直在上。如 There is a lamp over the desk. 2) above指在上方，属于斜上方。如： Raise your arms above your head. 3) on指在上面，表示两物体接触。如： There is a cup on the table. 二组：under / below的用法： 1) under在……下面/正下方： What's under your desk? 2) below 在……斜下方： Her skirt came below her knees 三组：in 和on表示“在……上” 1)门/窗一类——镶嵌在墙里的，用in; 2)字画一类——挂/贴在墙面上的，用on ( ) 1 He put up a map ___ the back wall because there was a hole ______ it. A. on; on B. at; in C. on; in D. on; at ( ) 2 There is a door___ the wall. A. on B. to C. of D.in 3)人/鸟其他东西在树上，用in; 4)枝叶果实长在树上的，用on ( ) 1 There are some birds singing___ the trees. A. in B. on C. at D. from ( ) 2 There are so many apples___ that tree. A.in B, on C of D.from

初中英语考点 in_on_at_区别用法

in on at 区别用法 妙计口诀 1.早、午、晚要用in， at黎明、午夜、点与分。 年、月、年月、季节、周， 阳光、灯、影、衣、帽用in。 将来时态in...以后， 小处at大处in。 有形with无形by， 语言、单位、材料in。 特征、方面与方式， 心情成语惯用in。 介词at和to表方向， 攻击、位置、恶、善分。 2.日子、日期、年月日，星期加上早、午、晚， 收音、农场、值日on，关于、基础、靠、著论。 着、罢、出售、偷、公、假，故意、支付、相反，准。 特定时日和“一……就”，on后常接动名词。 年、月、日加早、午、晚，of之前on代in。 步行、驴、马、玩笑on，cab，carriage则用in。 at山脚、门口、在当前，速、温、日落、价、核心。 如大体掌握上面介词用法口诀，就不易出错。下面对该口诀分别举例帮助你理解消化。 <1.>关于时间 早、午、晚要用in in the evening 在晚上 in the day 在白天 例： in the afternoon 在下午 in the morning 在早上 at黎明、午、夜、点与分 例 at dawn /at daybreak 在黎明时候 at night 在夜间 at noon 在中午 at midnight 在午夜 （以上短语都不用冠词）

at nine o'clock 在9点钟 at half past ten 在10点半 at ten thirty a.m. 在上午10点30分 at the weekend 在周末 at a quarter to two 1点45分 <2.>关于年、月、年月、季节、周 即在“来年”，在“某月”，在“某年某月” 但在某年某月某日则用on ，在四季，在第几周等都要用in。 in 1927 在1927年 in March 在三月 in December 1986 在1986年12月 in July l984 在1984年7月 in the first week of this semester这学期的第一周 in the third week 在第三周 in spring 在春季 <3.>关于日子、日期、年月日，星期加上早午晚 以下皆用on on October the first 1949 1949年10月1日 on May the first 5月1日 on the sixteenth 16号 on the second of January /on January the second 1月2日 on a summer evening 在夏天的一个夜晚 on New Year's Day 在元旦 on my birthday 在我的生日 on winter day 在冬天 on December 12th 1950 l950年12月12日 on Sunday 在星期天 on Tuesday morning 星期二早晨 但last night 昨夜；in the evening 在晚上 on time准时，in time及时，等则不同。 【注】in the Christmas holidays在圣诞节假期 in the eighteenth century 在十八世纪 in ancient times 在古代 in earlier times 在早期 in modern times 在现代，则用in，at the present time 现在，at the present day当今则用at。 <4.>关于年月日，加早午晚，of之前on代in on the morning of 18th 18日早晨 On the eve of their departure在临行前夕 <5.>阳光、灯、影、衣、冒 in

介词的用法

（一）介词概述 介词是一种虚词，在句子中不单独作任何句子成分。它是一种表示名词和句中其他词之间关系的词。它常和名词、动词、形容词等搭配，构成固定短语，表示不同意思。介词还可以与名词构成介词短语，表示方位、方向、时间、地点、方式、原因等。这些介词短语在句中可充当定语、状语、补语等。2000—2005年的中考中主要考了形容词与介词的搭配：如：be famous for；表示时间的介词，如：at night；动词与介词的搭配，如：arrive in/have dinner with sb.；表示方式、手段的介词，如：by phone/in English. （二）基础知识梳理 1．名词与介词的搭配 a bit of有一点儿 a couple of两个、几个 a kind of一种、一类cover an area of占地面积 have pity on sb.怜悯某人huge amounts of大量的 make friends with与……交朋友make fun of拿……开玩笑 meet the needs of迎合……的需要one after another一个接一个；连续地 play a trick on捉弄the week after next下下周 2．动词与介词的搭配 agree with sb.同意某人的意见apologize to sb. for sth.为某事向某人道歉arrive at/in a place到达某地ask for请求、寻求 be covered with被……所覆盖be made of由……制成 be made up of由……组成belong to属于 break into破门而人、闯入 call on拜访 care for照顾、喜欢carry out执行 check in办理登机come across被理解；遇见 come from出生于、来自come on跟我来、走吧

地点和位置的介词

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表示地点位置的介词 w qsa 1)at ,in, on, to，for at (1)表示在小地方; (2)表示“在……附近，旁边”in (1)表示在大地方; (2)表示“在…范围之内”。on 表示毗邻，接壤，“在……上面”。to 表示在……范围外，不强调是否接壤；或“到……”2)above, over, on 在……上above 指在……上方,不强调是否垂直，与below相对；over指垂直的上方,与under 相对,但over与物体有一定的空间，不直接接触。on表示某物体上面并与之接触。The bird is flying above my head. There is a bridge over the river. He put his watch on the desk. 3)below, under 在……下面under表示在…正下方below表示在……下，不一定在正下方There is a cat under the table. Please write your name below the line. 4)in front [frant]of, in the front of在……前面in front of…意思是“在……前面”，指甲物在乙物之前，两者互不包括；其反义词是behind（在……的后面）。There are some flowers in front of the house.(房子前面有些花卉。) in the front of 意思是“在…..的前部”，即甲物在乙物的内部.反义词是at the back of…（在……范围内的后部）。There is a blackboard in the front of our classroom. 我们的教室前边有一块黑板。Our teacher stands in the front of the classroom. 我们的老师站在教室前.(老师在教室里) 5）beside，behind beside 表示在……旁边behind 表示在……后面 2.表示时间的介词 1)in , on，at 在……时in表示较长时间，如世纪、朝代、时代、年、季节、月及一般（非特指）的早、中、晚等。如in the 20th century, in the 1950s, in 1989, in summer, in January, in the morning, in one’s life , in one’s thirties等。on表示具体某一天及其早、中、晚。如on May 1st, on Monday, on New Year’s Day, on a cold night in January, on a fine morning, on Sunday afternoon等。at表示某一时刻或较短暂的时间，或泛指圣诞节，复活节等。如at 3:20, at this time of year, at the beginning of, at the end of …, at the age of …, at Christmas，at night, at noon, at this moment等。注意：在last, next, this, that, some, every 等词之前一律不用介词。如：We meet every day. 2)in, after 在……之后“in +段时间”表示将来的一段时间以后；“after+段时间”表示过去的一段时间以后；“after+将来的时间点”表示将来的某一时刻以后。3)from, since 自从……from 仅说明什么时候开始，不说明某动作或情况持续多久；since表示某动作或情况持续至说话时刻，通常与完成时连用。since表示"自（某具体时间）以来"，常用作完成时态谓语的时间状语。since liberation（1980）自从解放（1980年）以来They have been close friends since childhood．他们从小就是好朋友。（1）since the war是指"自从战争结束以来"，若指"自从战争开始以来"，须说"since the beginning of the war"。（2）不要将since与after混淆。比较：He has worked here since 1965．（指一段时间，强调时间段）自从1965年以来，他一直在这儿工作。He began to work here after 1965．（指一点时间，强调时间点）从1965年以后，他开始在这儿工作。4)after, behind 在……之后after主要用于表示时间；behind主要用于表示位置。时间名词前介词用法口诀年前周前要用in 具体日子要用on 遇到几号也用on 上午下午得是in 要说某日上下午用on换in记清楚午夜黄昏用at 黎明用它也不错at用在时分前说“差”可要用上to 说"过''要用past 3.表示运动方向的介词： across, through 通过，穿过across表示横过,即从物体表面通过，与on有关，为二

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第七单元介词 我们经常在名词或名词短语、代词或动名词前用介词表示人物、事件等与其它句子成分的关系。介词后面的名词或相当于名词的词语叫介词宾语。介词可表示地点、时间、比较、反对、原因、手段、所属、条件、让步、关于、对于、根据等。 二、介词的意义 1．表示时间的介词 in表示“在某一时间段”，或“在……某一时候”，如用在月、季、年份、时代、世纪等时间名词的前面，或用来泛指一天的某一段时间。 In July/summer/2000/ancient times/the 1999’s In the morning/afternoon/evening In也可以指“在……之后”，表示从说话起的若干时间内，如： The bus will be here in ten minutes. On表示“在特定的某一天”，也可用于带有修饰语的一天的某个时间段之前。如： on Saturday, on Saturday morning, on the morning of August 1st at表示“在某一时间点”，或用来表示不确定的时间和短期的假日、时节等。如： at six o’clock, at Easter 介词over, through (out)两者均指“经过的全部时间”。 Stay over the Christmas. 介词for, since for表示动作或状态延续的全部时间长度，为“长达……”之意；since用于指从过去特定的某个时刻到说话时为止的一段时间；两者往往用于完成时。 I have been there for six years. We have not seen each other since 1993. During指“在……时期/时间内”，必须以表示一段时间的词或词组作宾语。 She was ill for a week, and during that week she ate little. 2．表示地点的介词 介词at指小地点或集会场合；on表示线或面上的位置；in表示在立体、区域或环境内，特别是那些教大，能够容纳相应事物的环境。 He works at Peking University. Your radio is on the desk. The boat is in the lake. 3．表示原因的介词 for常常表示褒贬、奖惩的原因或心理原因。 4．表示目的的介词 for表示拟定的接收人或目的；to表示实际的接收人或目的。 I bought the gift for my little sister. I gave the gift to my little sister. 5．表示“关于……”的介词 一般about用于比较随便的谈话或非正式的文体；on用于正式的讲话、著作或报告中；7．表示价格的介词 at和for都可表示价格，at仅表示价格，for还表示“交换”，如： Eggs are sold at 95 cents a dozen here. I bought it for five pounds.

时间地点介词的用法

具体日期前用“on” 注意: 一、含有this, that, these, those, every, each 等的时间状语前不用介词。如： We are going to play football this afternoon. 今天下午我们打算踢足球。 His father goes to work early every day. 他爸爸每天很早去上班。They are working on the farm at the moment. 这几天他们正在农场干活。 二、all day, all week, all year 等由“all +表示时间的名词”构成的时间状语前不用介词。如： We stay at home and watch TV all day.我们整天呆在家里看电视。 三、由“some, any, one等＋表示时间的名词”构成的时间状语前不用介词。如： We can go to the Great Wall some day. 有一天我们会去长城的。 四、时间状语是today, tomorrow, tomorrow morning, tomorrow afternoon, tomorrow evening, the day after tomorrow (后天)等，其前不用介词。如：

What day is it today?今天星期几？ Who's on duty tomorrow? 明天谁值日？ MORE: at 表示时间的某一点 （节日或年龄、瞬间或短暂的时间） Your memory is always poor at this time. （表示一天中的某个时刻不用冠词） I got up at six in the mopning. on 表示某日或和某日连用的某个时间段 You were late on Monday last week. in 用于表示除日以外的某一时间段 （表示年、月、季节、世纪时代） Sorry, I am late, the frist time in May. in和at都可表示地点，而in表示的地点比at所表示的地点大

英语表示地点位置的介词

表示地点位置的介词 1)at ,in, on, to at (1)表示在小地方; (2)表示“在……附近，旁边”in (1)表示在大地方; (2)表示“在…范围之内”。on 表示毗邻，接壤，“在……上面”。 to 表示在……范围外，不强调是否接壤；或“到……” 2)above, over, on 在……上 above 指在……上方,不强调是否垂直，与below相对； over指垂直的上方,与under相对,但over与物体有一定的空间，不直接接触。 on表示某物体上面并与之接触。 The bird is flying above my head. There is a bridge over the river. He put his watch on the desk. 3)below, under 在……下面 under表示在…正下方 below表示在……下，不一定在正下方 There is a cat under the table. Please write your name below the line. 4)in front of, in the front of在……前面 in front of…意思是“在……前面”，指甲物在乙物之前，两者互不包括；其反义词是behind （在……的后面）。 There are some flowers in front of the house.(房子前面有些花卉。) in the front of 意思是“在…..的前部”，即甲物在乙物的内部.反义词是at the back of…（在……范围内的后部）。There is a blackboard in the front of our classroom. 我们的教室前边有一块黑板。Our teacher stands in the front of the classroom. 我们的老师站在教室前.(老师在教室里) 5）beside，behind beside 表示在……旁边 behind 表示在……后面 2.表示时间的介词 1)in , on，at 在……时 in表示较长时间，如世纪、朝代、时代、年、季节、月及一般（非特指）的早、中、晚等。 如in the 20th century, in the 1950s, in 1989, in summer, in January, in the morning, in one’s life , in one’s thirties等。 on表示具体某一天及其早、中、晚。 如on May 1st, on Monday, on New Year’s Day, on a cold night in January, on a fine morning, on Sunday afternoon等。 at表示某一时刻或较短暂的时间，或泛指圣诞节，复活节等。如at 3:20, at this time of year, at the beginning of, at the end of …, at the age

六年级 介词 at、 in与on 用法区别

1、小学英语介词at，in与on在时间方面的用法 at表示时间的一点；in表示一个时期；on表示特殊日子。如： He goes to school at seven o’clock in the morning. 他早晨七点上学。 Can you finish the work in two days. 你能在两天内完成这个工作吗？ Linda was born on the second of May. 琳达五月二日出生。 1. at后常接几点几分，天明，中午，日出，日落，开始等。如：at five o’clock （五点），at down （黎明），at daybreak （天亮），at sunrise （日出），at noon （中午），at su nset （日落），at midnight （半夜），at the beginning of the month （月初），at that time （那时），at that moment （那会儿），at this time of day （在一天的这个时候）。 2. in后常接年，月，日期，上午，下午，晚上，白天，季节，世纪等。如： in 2006（2006年），in May，2004 （2004年五月），in the morning （早晨/上午），in the afternoon （下午），in the evening （晚上），in the night （夜晚），in the daytime （白天），in the 21st century （21世纪），in three days （weeks/month）三天（周/个月），in a week （一周），in spring （春季）。 3. on后常接某日，星期几，某日或某周日的朝夕，节日等。如：on Sunday （星期日），on a warm morning in April （四月的一个温暖的上午），on a December night （12月的一个夜晚），on that afternoon （那天下午），on the following night （下一个晚上），o n Christmas afternoon （圣诞节下午），on October 1，1949 （1949年10月1日），on New Year’s Day （新年），on New Year’s Eve （除夕），on the morning of the 15t h （15日的早上）等。 2、常见的介词 about 大约在……时间 about five o'clock 在周围，大约多远 about five kilometres 关于、涉及 talk about you above 高出某一平面 above sea level across 横过walk across the street对面across the street after 在……之后 after supper 跟……后面 one a fter another 追赶run after you against 背靠逆风 against the wall, against the wind 反对 be against you among 三者以上的中间 among the trees at 在某时刻 at ten o’clock 在小地点 at the school gate 表示速度 at high speed 向着，对着 at me before 在……之前 before lunch 位于……之前 sit before me behind 位于……之后 behind the tree below 低于……水平 below zero 不合格 below the standard by 到……时刻，在……时刻之前 by five o'clock 紧挨着 site by site 乘坐交通工具 by air, by bick被由 was made by us during 在……期间during the holidays for 延续多长时间 for five years 向……去 leave for Shanghai 为了，对于be good for you from 从某时到……某时 from morning till night 来自何方 from New Y ork 由某原料制成be made from 来自何处 where are you from in 在年、月、周较长时间内 in a week 在里面 in the room 用某种语言 in English 穿着in red into 进入……里面 walk into 除分 divide into 变动 turn into water near 接近某时 near five years 在……附近 near the park of 用某种原料制成 be made of 属于……性质 a map of U. S .A