A one-step conversion of benzene to phenol with a palladium membrane

could be further diminished by using short-er electrical pulses and reducing the back-gound luminescence from the sample.

As for the prospects of realizing a single-photon–emitting diode for practical applica-tions,the emission wavelength of the quan-tum dots chosen for study here is dictated by the spectral response of the Si single-photon detectors used in the experiments.However,InAs self-organized quantum dots can be tai-lored to emit at the wavelength used for long-distance fiber optic communications,around 1.3?m (24).Furthermore,these long-er wavelength quantum dots have much deep-er carrier confinement potentials and thus emit efficiently at higher temperatures.In addition,the collection efficiency from the dot can be enhanced by means of an integrat-ed cavity structure (25).Quantum dot light-emitting diodes may therefore provide an at-tractive source of either single photons or photon pairs for applications in quantum in-formation technology and experiments in quantum optics.

References

1.G.Brassard,N.Lutkenhaus,T.Mor,B.C.Sanders,Phys.Rev.Lett .85,1330(2000).

2.E.Knill,https://www.sodocs.net/doc/188232177.html,?amme,https://www.sodocs.net/doc/188232177.html,burn,Nature 46,409(2001).

3.For a review of early work,see D.F.Walls,https://www.sodocs.net/doc/188232177.html,burn,Quantum Optics (Springer,Berlin,1994).

4.Th.Basche,W.E.Moerner,M.Orrit,H.Talon,Phys.Rev.Lett .69,1516(1992).

5.F.De Martini,G.Di Giuseppe,M.Marrocco,Phys.Rev.Lett .76,900(1996).

6.C.Brunel,B.Lounis,P.Tamarat,M.Orrit,Phys.Rev.Lett .83,2722(1999).

7.B.Lounis,W.E.Moerner,Nature 407,491(2000).8.L.Fluery,J.-M.Segura,G.Zumofen,B.Hecht,U.P.Wild,Phys.Rev.Lett .84,1148(2000).9.P.Michler et al.,Nature 406,968(2000).10.P.Michler et al.,Science 290,2282(2000).

11.C.Santori,M.Pelton,G.Solomon,Y.Dale,Y.

Yamamoto,Phys.Rev.Lett.86,1502(2001).

12.V.Zwiller et al.,Appl.Phys.Lett .78,2476(2001).13.R.M.Thompson et al.,Phys.Rev.B 64,201302R

(2001).

14.C.Kurtsiefer,S.Mayer,P.Zarda,H.Weinfurter,Phys.

Rev.Lett .85,290(2000).

15.R.Brouri,A.Beveratos,J.-P.Poizat,P.Grangier,Opt.

Lett.25,1294(2000).

16.A.Imamoglu,Y.Yamamoto,Phys.Rev.Lett .72,210

(1994).

17.J.Kim,O.Benson,H.Kan,Y.Yamamoto,Nature 397,

500(1999).

18.O.Benson,C.Santori,M.Pelton,Y.Yamamoto,Phys.

Rev.Lett .84,2513(2000).

19.C.L.Foden,V.I.Talyanski,https://www.sodocs.net/doc/188232177.html,burn,M.L.

Leadbeater,M.Pepper,Phys.Rev.A 62,011803R (2000).

20.D.Bimberg,M.Grundmann,N.N.Ledentsov,in

Quantum Dot Heterostructures (Wiley,Chichester,UK,1999).

21.Z.Yuan et al .,data not shown.

22.R.Hanbury-Brown,R.Q.Twiss,Nature 177,4497

(1956).

23.A.Kiraz et al.,preprint available at https://www.sodocs.net/doc/188232177.html,nl.

gov/abs/cond-mat/0108450.

24.R.Murray et al.,Jpn.J.Appl.Phys .38,2022(1999).25.E.Moreau et al.,Appl.Phys.Lett .79,6951(2001).

3October 2001;accepted 16November 2001Published online 13December 2001;10.1126/science.1066790

Include this information when citing this paper.

A One-Step Conversion of Benzene to Phenol with a Palladium Membrane

Shu-ichi Niwa,1Muthusamy Eswaramoorthy,1

Jalajakumari Nair,1Anuj Raj,1Naotsugu Itoh,1Hiroshi Shoji,2

Takemi Namba,3Fujio Mizukami 1*

Existing phenol production processes tend to be energy-consuming and produce unwanted by-products.We report an ef?cient process using a shell-and-tube reactor,in which a gaseous mixture of benzene and oxygen is fed into a porous alumina tube coated with a palladium thin layer and hydrogen is fed into the shell.Hydrogen dissociated on the palladium layer surface permeates onto the back and reacts with oxygen to give active oxygen species,which attack benzene to produce phenol.This one-step process attained phenol formation selectivities of 80to 97%at benzene conversions of 2to 16%below 250°C (phenol yield:1.5kilograms per kilogram of catalyst per hour at 150°C).Phenol is an important commodity chemi-cal in industry:World production exceeded 6.6megatons in 2000.Industrially,phenol has mainly been produced from benzene via cumene to cumene hydroperoxide (the so-called cumene process),but this three-step process (1)not only has a low phenol yield but is also highly energy-consuming.Furthermore,problems arise in treating its by-products,such as acetone and ?-meth-ylstyrene.Recently,direct oxidation of benzene to phenol by nitrous oxide (2–4)has been commercialized,but it is cost-effective only if nitrous oxide can be ob-tained cheaply as a by-product (5).Here we report an efficient one-step oxidation of benzene to phenol through direct hydroxyl-ation of an aromatic ring in gas phase with oxygen activated by dissociated hydrogen obtained from a palladium membrane.All direct hydroxylations (6–16)of aro-matic nuclei with oxygen and hydrogen that have been reported so far have been done by simultaneously mixing an aromatic com-pound,oxygen,and hydrogen in liquid phase,using a very complicated system containing a multicomponent catalyst,a solvent,and some additives.Besides the possibility of an explo-sive gas reaction,these hydroxylations give only very low aromatic alcohol yields of 0.0014to 0.69%(based on the amount of aromatic hydrocarbon initially used).We de-veloped the direct hydroxylation of aromatic

nuclei through a system in which hydrogen and oxygen are separately supplied or in which hydrogen is fed into a mixed gas stream of a substrate and oxygen through a metallic thin layer.This system is quite sim-ple and appears to be practical when com-pared with other direct hydroxylations (17–25)reported recently.

The membranes were prepared by coating a porous ?-alumina tube (NOK Corporation;?-Al 2O 3,99.99%;outer diameter,2.0mm;inner diameter,1.6mm;void fraction,0.43;average pore size,0.15?m)with a palladium thin layer (thickness,1?m;length,100mm)by means of a metallorganic chemical vapor deposition technique (26),using palladi-um(II)acetate (reagent grade)as the palladi-um source.At 300°C,the hydrogen and ni-trogen permeation rates of the membranes prepared were 1.0to 3.0?10?3mol m ?2s ?1Pa ?0.5and 0.1to 1.0?10?10mol m ?2s ?1Pa ?1,respectively.

A shell-and-tube reactor was set up with this membrane (Fig.1)and used for the hy-droxylation of aromatics.An aromatic hydro-carbon was fed into the membrane tube to-gether with a mixed gas of oxygen and heli-um by bubbling it into the hydrocarbon liq-uid,and a pressurized mixture of hydrogen and helium (about 2kg/cm 2)was flowed into the shell (outside of the tube).In some cases,the feeding of the gas mixtures was carried out in reverse;that is,hydrogen was fed inside of the tube and a hydrocarbon and oxygen were outside.The gaseous mixture coming out of the reactor was analyzed by an online gas chromatograph equipped with a capillary column (diameter,0.25mm;length,25m;packing reagent,PEG-20M wide bore).

This palladium membrane reactor works well under mild conditions (below 250°C)for the direct hydroxylation of an aromatic nu-

1

Institute for Materials and Chemical Process,Nation-al Institute of Advanced Industrial Science and Tech-nology (AIST),Tsukuba Central 5,1-1-1,Higashi,Tsukuba,Ibaraki 305–8565,Japan.2Research Center,Maruzen Petrochemical,3Goi,Minami-kaigan,Ichi-hara,Chiba 290–8503,Japan.3Tsukuba Technical Laboratory,NOK Corporation,25Wadai,Tsukuba,Ibaraki 300–4247,Japan.

*To whom correspondence should be addressed.E-mail:f-mizukami@aist.go.jp

https://www.sodocs.net/doc/188232177.html, SCIENCE VOL 2954JANUARY 2002105

o n F e b r u a r y 17, 2016

D o w n l o a d e d f r o m

cleus.The hydrogen permeation rate of the membrane markedly increased with feeding of a gaseous mixture of oxygen and a sub-strate,as compared with the rate without such feeding (the intrinsic hydrogen permeation rate)(27).Phenol was produced in a high selectivity over 90%at low benzene conver-sions (below 3.0%)and over 80%at high conversions (10to 15%)(Table 1and Fig.2).Dihydroxy compounds and quinones were detected in trace amounts only at the high conversions,which suggests that successive oxidations were considerably limited.Under our reaction conditions,hydrogenated com-pounds such as cyclohexane,cyclohexanol,and cyclohexanone were hardly produced at all.Thus,it is concluded that the hydrogen consumed turns almost completely into wa-ter;the molar ratios of water to phenol were 5to 9(28).However,when the reactions were prolonged,cyclohexanol and cyclohex-anone were detected in small amounts,and the deterioration of the membrane was also observed (29).

When the substrate was toluene,a mixture of cresols (o -:m -:p -isomer ratio ?3.2:1.0:5.1)was produced in a high selectivity (?80%)even at a high toluene conversion (?34%).Methyl cyclohexane (hydrogenated compound)was hardly produced at all.Aromatic by-prod-ucts (dihydroxy compounds)were barely de-tected (?1%),and methyl group–oxygenated compounds such as benzaldehyde and benzyl alcohol were produced in small amounts (?5%in sum of the two).Direct hydroxylations (12–16)of toluene reported recently,such as those catalyzed by 0.5weight %(wt %)Pt/1wt %V 2O 5/SiO 2(12),EuCl 3-Zn-CH 3COOH (14),and EuX 3-TiO(acac)2-Pt oxide/SiO 2(15)(acac,2,4-penntanedionate ion;X ?Cl,ClO 4,and CF 3SO 3–),had respective ratios (12–15)of ring oxygenation to methyl group oxygenation of 3.7,2.6,0.2,0.6,and 7.0.In the present work,this ratio was more than 8.0.

Generally speaking,the methyl group oxy-genation requires abstraction of an H ?radical by active oxygen species,whereas ring oxygen-ation is initiated by the attack of active oxygen species on the ring (15).Active oxygen species that are electrophilic tend to prefer the ring to the methyl group,and oxygen species that have a radical character prefer the methyl group to the ring (15).Thus,the active oxygen species in the present process appear to be relatively more electrophilic.

Among the various active oxygen species (denoted as O*in Fig.1)considered {for ex-ample,O [atomic oxygen at the ground state:3

P,oxene (7)],HOO ?,HO ?,O 2–,O –,OH –,etc.}negatively charged species are unlikely (7)to be the active species because they are nucleo-philic but not electrophilic.The former three species can act as the electrophile and be pro-duced as follows.Hydrogen is dissociated in permeating through the palladium

membrane

Fig.1.Apparatus for direct hydroxylation of aromatics and the working principle of the palladium

membrane.

Fig.2.Oxidation of benzene with oxygen and hydrogen catalyzed by a palladium membrane at 200°C.Flow rates:shell (outside),25ml/min (H 2/He ?5.6/20,volume ratio);tube (inside),25ml/min (benzene/O 2/He ?0.4/3.8/25,volume ratio).Solid circles,squares,and open cir-cles denote benzene conver-sions,phenol yields,and phe-nol selectivities,respectively.

Table 1.Direct hydroxylation of benzene to phenol and toluene to cresol with oxygen and hydrogen catalyzed by a palladium membrane.“Inner”and “outer”mean that a gaseous mixture containing a hydrocarbon was ?owed inside or outside of the palladium membrane tube,respectively.Selectivity was based on the amount of benzene or toluene consumed.

Catalyst

Reaction temp.(°C)

Reaction system (volume ratio)

Results

Aromatic/O 2/He (28ml/min)H 2/He (14ml/min)

Reactant conversion (%)Product selectivity

(%)Benzene Pd membrane (inner)1500.40/1.29/24.6 2.43/20.013.2585.3Pd membrane (inner)1600.45/4.70/29.8 6.72/28.2 1.6096.3Pd membrane (inner)250 1.80/8.51/24.610.06/24.9 2.0592.7Pd membrane (outer)150 2.00/1.29/24.6 2.43/20.0 2.1194.8Pd membrane (outer)200 2.00/1.29/24.6 2.43/20.0 3.0093.3Toluene Pd membrane (inner)

150

0.40/1.29/24.6

2.43/20.0

34

80

4JANUARY 2002VOL 295SCIENCE https://www.sodocs.net/doc/188232177.html,

106

(30–32),and the dissociated hydrogen (denoted as H*in Fig.1)appearing on the surface of the opposite side of the membrane immediately reacts with oxygen to give HOO ?and H 2O 2.Then H 2O 2is decomposed to HO ?,atomic ox-ygen,and water.In the direct hydroxylation (8–12)of hydrocarbons with oxygen and hy-drogen catalyzed by transition metals,it has been considered so far that,at the first step,oxygen and hydrogen react with the catalysis of the metals to give hydrogen peroxide.We also recognized that this membrane reactor can eas-ily produce hydrogen peroxide under the reac-tion conditions used here without hydrocar-bons,and quite recently it was reported (33)that a similar palladium membrane works well in water as a reactor for the direct production of hydrogen peroxide from oxygen and hydrogen.Oxene,one of the active oxygen species pro-duced by the decomposition of hydrogen per-oxide,has been known to easily add to carbon-carbon double bonds,including conjugated ones such as benzene (7,34).This type of addition is 103times faster in rate than the hydrogen abstraction from the methyl group (7,35).Thus,it is not unreasonable to consider that oxene is largely responsible for the hydroxyla-tion in this membrane process.

If the HO ?radical is the main active spe-cies,as has been considered (12),benzyl alcohol and benzaldehyde should be pro-duced more in the hydroxylation of toluene,as occurs with EuX 3-TiO(acac)2-Pt oxide/SiO 2(X ?Cl and ClO 4)catalysts (15).How-ever,it is difficult to specify the real active species from the three (HOO ?,HO ?,and ox-ene)at present,although it seems likely that the active oxygen species is derived from HOO ?and H 2O 2.

It should be emphasized that this mem-brane system could be practical,because it is simple in structure;produces phenol in a yield of 1.5kg per kilogram of catalyst per hour;and has a low probability of causing a detonating gas reaction,because oxygen and hydrogen are not simultaneously mixed.

References and Notes

1.For example,at the ?rst step for the production of cumene from benzene and propylene with the tradi-tional supported phosphoric acid catalyst (200°to 250°C,14to 21kg/cm 2),the benzene conversion is about 20%,and at the second step for the oxidation of cumene to cumene hydroperoxide with air (80°to 130°C),the conversion is about 25%.At the third step for the decomposition of cumene hydroperoxide to phenol and acetone with sulfuric acid,phenol is produced in a yield over 93%.Accordingly,in this traditional process,the one-pass yield of phenol based on the amount of benzene initially used is less than 5%.

2.G.I.Panov,CATTECH 4,18(2000).

3.G.Bellussi,C.Perego,CATTECH 4,4(2000).

4.P.P.Notte ′,Topics Catal.13,387(2000).

5.N 2O is the main component of the NO x emitted during the oxidation of cyclohexanol and cyclohex-anone to adipic acid with nitric acid.However,unless such N 2O is available,it has to be obtained by the oxidation of ammonia produced from nitrogen and hydrogen and is expensive.

6.M.G.Clerici,P.Ingallina,Catal.Today 41,351(1998).

7.Y.Moro-oka,M.Akita,Catal.Today 41,327(1998).

8.A.Kunai,K.Ishihata,S.Ito,K.Sasaki,Chem.Lett .1967(1988).

9.A.Kunai,et al.,Catal.Lett.4,139(1990).

10.T.Kitano,et al.,J.Chem.Soc.Perkin Trans.2,1990,

1991(1990).

11.T.Tatsumi,K.Yuasa,H.Tominaga,J.Chem.Soc.

https://www.sodocs.net/doc/188232177.html,mun.1992,1446(1992).

12.T.Miyake,M.Hamada,Y.Sasaki,M.Oguri,Appl.

Catal.A Gen.131,33(1995).

13.K.Otsuka,I.Yamanaka,K.Hosokawa,Nature 345,

697(1990).

14.I.Yamanaka,K.Nakagaki,T.Akimoto,K.Otsuka,

J.Chem.Soc.Perkin Trans.2,2511(1996)

15.I.Yamanaka,T.Nabeta,S.Takenaka,K.Otsuka,Stud.

Surf.Sci.Catal.130,815(2000).

16.K.Otsuka,I.Yamanaka,Catal.Today,57,71(2000).17.T.Jintoku,H.Taniguchi,Y.Fujiwara,Chem.Lett.

1987,1865(1987).

18.T.Jintoku,K.Nishimura,K.Takaki,Y.Fujiwara,Chem.

Lett.1990,1687(1990).

19.L.C.Passoni,A.T.Cruz,R.Buffon,U.Schuchardt,J.

Mol.Catal.A Chem.120,117(1997).

20.I.Yamanaka,M.Katagiri,S.Takenaka,K.Otsuka,

Stud.Surf.Sci.Catal.130,809(2000).21.B.Lipta ′kova ′,M.Hronec,Z.Cvengros ˇova ′,Catal.Today

61,143(2000).

22.A.Thangaraj,R.Kumar,P.Ratnasamy,Appl.Catal.

57,L1(1990).

23.C.W.Lee,W.J.Lee,Y.K.Park,S.-E.Park,Catal.Today ,

61,137(2000).

24.D.Bianchi,et al.,Angew.Chem.Int.Ed.39,4321

(2000).

25.The phenol yields based on the amount of benzene

initially used are 2.79%for the hydroxylation with oxygen and carbon monoxide (17,18),3.4to 4.3%for the hydroxylation with oxygen (20,21),and 0.085to 18.15%for the hydroxylation with expensive hy-drogen peroxide (11,22–24).

26.S.Yan,H.Maeda,K.Kusakabe,S.Morooka,Ind.Eng.

Chem.Res.33,616(1994).

27.This means that the reaction of oxygen with disso-ciated hydrogen permeating through the membrane is faster than the recombination between the disso-ciated hydrogen atoms themselves on the opposite membrane surface.At the same time,this suggests that under our reaction conditions,the rate-limiting step for the conversion of benzene to phenol is the reaction between oxygen and hydrogen rather than the hydrogen permeation,and direct mixing of oxy-gen and hydrogen in gas phase is very limited (oxy-gen and hydrogen are well separated except on the membrane interface where both meet).

28.The ratios of water to phenol were changed with

the palladium membranes used,because it is im-possible to prepare exactly the same membranes.Generally speaking,the ratios were lower with the membranes that showed higher performance for the phenol formation.

29.The deterioration was mainly due to peeling off

of the palladium thin layer from the ?-alumina tube.This peeling off could be suppressed by coat-ing the thin layer with a certain polymer.The polymer-coated membrane also works well for the hydroxylation.

30.B.J.Wood,H.Wise,J.Catal .5,135(1966).

31.V.M.Gryaznov,M.G.Slin’ko,Faraday Discuss.Chem.

Soc.72,73(1981)

32.N.Itoh,W.-C.Xu,Appl.Catal.A Gen.107,83(1993).33.V.R.Choudhary,A.G.Gaikwad,S.D.Sansare,Angew.

Chem.Int.Ed .40,1776(2001).34.S.Sato,R.J.Cvetanovic ′,J.Am.Chem.Soc.81,3223

(1959).

35.M.G.Neumann,N.Jonathan,J.Chem.Soc.B 1970,

167(1970).

36.We thank the New Energy and Industrial Technology

Development Organization (NEDO)for ?nancial support.

24September 2001;accepted 14November 2001

Constraints on Melt Movement Beneath the East Paci?c Rise

From 230Th-238

U Disequilibrium

Haibo Zou,1,2*Alan Zindler,2Yaoling Niu 3

We report 230Th-238U disequilibrium data on mid-ocean ridge basalts recovered 5to 40kilometers off the ridge axis near 9°30?N of the East Paci?c Rise.These data indicate near-symmetrical eruptions of normal mid-ocean ridge basalts (NMORBs)and incompatible element–enriched mid-ocean ridge basalts (EMORBs)as far as 20kilometers off axis.Our results suggest large-scale subsurface lateral transport of NMORB melt at 19to 21centimeters per year and also provide constraints on the petrogenesis of EMORBs of off-axis https://www.sodocs.net/doc/188232177.html,vas that erupt on the seafloor away from the axis of mid-ocean ridges (MORs)contain information about melting,melt movement,and crustal accretion processes associated with MOR spreading centers (1–3).For off-axis basalts to be used to develop a better

understanding of the process of melt move-ment,they must be demonstrably distin-guished from those originally erupted at the ridge axis.230Th-238U disequilibrium can provide temporal information crucial to iden-tifying basalts of off-axis origin and has been used to study basalts as far as 4km away from the ridge axis (4).To span a scale of melt movement beneath MORs that may be greater than 4km,and to avoid large axial eruptions that send lava flows as far as 3.5km away from the axis (5),we measured the 230

Th-238U disequilibrium of basalts from 5to 40km off-axis.

Our samples were collected during the

1

Department of Earth and Space Sciences,University of California at Los Angeles,Los Angeles,CA 90095,USA.2National High Magnetic Field Laboratory and Department of Geological Sciences,Florida State Uni-versity,Tallahassee,FL 32306,USA.3Department of Earth Sciences,Cardiff University,Cardiff,CF103YE,UK.

*To whom correspondence should be addressed.E-mail:hzou@https://www.sodocs.net/doc/188232177.html,

https://www.sodocs.net/doc/188232177.html, SCIENCE VOL 2954JANUARY 2002107

DOI: 10.1126/science.1066527

, 105 (2002);

295 Science et al.

Shu-ichi Niwa Membrane

A One-Step Conversion of Benzene to Phenol with a Palladium

This copy is for your personal, non-commercial use only.

clicking here.colleagues, clients, or customers by , you can order high-quality copies for your If you wish to distribute this article to others

here.following the guidelines can be obtained by Permission to republish or repurpose articles or portions of articles

): February 17, 2016 https://www.sodocs.net/doc/188232177.html, (this information is current as of The following resources related to this article are available online at

/content/295/5552/105.full.html version of this article at:

including high-resolution figures, can be found in the online Updated information and services, 150 article(s) on the ISI Web of Science cited by This article has been

/content/295/5552/105.full.html#related-urls 2 articles hosted by HighWire Press; see:cited by This article has been

/cgi/collection/chemistry Chemistry

subject collections:This article appears in the following registered trademark of AAAS.

is a Science 2002 by the American Association for the Advancement of Science; all rights reserved. The title Copyright American Association for the Advancement of Science, 1200 New York Avenue NW, Washington, DC 20005. (print ISSN 0036-8075; online ISSN 1095-9203) is published weekly, except the last week in December, by the Science o n F e b r u a r y 17, 2016

D o w n l o a d e d f r o m

从实践的角度探讨在日语教学中多媒体课件的应用

从实践的角度探讨在日语教学中多媒体课件的应用 在今天中国的许多大学，为适应现代化，信息化的要求，建立了设备完善的适应多媒体教学的教室。许多学科的研究者及现场教员也积极致力于多媒体软件的开发和利用。在大学日语专业的教学工作中，教科书、磁带、粉笔为主流的传统教学方式差不多悄然向先进的教学手段而进展。 一、多媒体课件和精品课程的进展现状 然而，目前在专业日语教学中能够利用的教学软件并不多见。比如在中国大学日语的专业、第二外語用教科书常见的有《新编日语》（上海外语教育出版社）、《中日交流标准日本語》（初级、中级）（人民教育出版社）、《新编基础日语（初級、高級）》（上海译文出版社）、《大学日本语》（四川大学出版社）、《初级日语》《中级日语》（北京大学出版社）、《新世纪大学日语》（外语教学与研究出版社）、《综合日语》（北京大学出版社）、《新编日语教程》（华东理工大学出版社）《新编初级（中级）日本语》（吉林教育出版社）、《新大学日本语》（大连理工大学出版社）、《新大学日语》（高等教育出版社）、《现代日本语》（上海外语教育出版社）、《基础日语》（复旦大学出版社）等等。配套教材以录音磁带、教学参考、习题集为主。只有《中日交流標準日本語（初級上）》、《初級日语》、《新编日语教程》等少数教科书配备了多媒体DVD视听教材。 然而这些试听教材，有的内容为日语普及读物，并不适合专业外语课堂教学。比如《新版中日交流标准日本语（初级上）》，有的尽管DVD视听教材中有丰富的动画画面和语音练习。然而，课堂操作则花费时刻长，不利于教师重点指导，更加适合学生的课余练习。比如北京大学的《初级日语》等。在这种情形下，许多大学的日语专业致力于教材的自主开发。 其中，有些大学的还推出精品课程，取得了专门大成绩。比如天津外国语学院的《新编日语》多媒体精品课程为2007年被评为“国家级精品课”。目前已被南开大学外国语学院、成都理工大学日语系等全国40余所大学推广使用。

常用介词的用法

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

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：

新视野大学英语全部课文原文

Unit1 Americans believe no one stands still. If you are not moving ahead, you are falling behind. This attitude results in a nation of people committed to researching, experimenting and exploring. Time is one of the two elements that Americans save carefully, the other being labor. "We are slaves to nothing but the clock,” it has been said. Time is treated as if it were something almost real. We budget it, save it, waste it, steal it, kill it, cut it, account for it; we also charge for it. It is a precious resource. Many people have a rather acute sense of the shortness of each lifetime. Once the sands have run out of a person’s hourglass, they cannot be replaced. We want every minute to count. A foreigner’s first impression of the U.S. is li kely to be that everyone is in a rush -- often under pressure. City people always appear to be hurrying to get where they are going, restlessly seeking attention in a store, or elbowing others as they try to complete their shopping. Racing through daytime meals is part of the pace

英语介词用法详解

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

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)。

新视野大学英语第三版第二册课文语法讲解 Unit4

新视野三版读写B2U4Text A College sweethearts 1I smile at my two lovely daughters and they seem so much more mature than we,their parents,when we were college sweethearts.Linda,who's21,had a boyfriend in her freshman year she thought she would marry,but they're not together anymore.Melissa,who's19,hasn't had a steady boyfriend yet.My daughters wonder when they will meet"The One",their great love.They think their father and I had a classic fairy-tale romance heading for marriage from the outset.Perhaps,they're right but it didn't seem so at the time.In a way, love just happens when you least expect it.Who would have thought that Butch and I would end up getting married to each other?He became my boyfriend because of my shallow agenda:I wanted a cute boyfriend! 2We met through my college roommate at the university cafeteria.That fateful night,I was merely curious,but for him I think it was love at first sight."You have beautiful eyes",he said as he gazed at my face.He kept staring at me all night long.I really wasn't that interested for two reasons.First,he looked like he was a really wild boy,maybe even dangerous.Second,although he was very cute,he seemed a little weird. 3Riding on his bicycle,he'd ride past my dorm as if"by accident"and pretend to be surprised to see me.I liked the attention but was cautious about his wild,dynamic personality.He had a charming way with words which would charm any girl.Fear came over me when I started to fall in love.His exciting"bad boy image"was just too tempting to resist.What was it that attracted me?I always had an excellent reputation.My concentration was solely on my studies to get superior grades.But for what?College is supposed to be a time of great learning and also some fun.I had nearly achieved a great education,and graduation was just one semester away.But I hadn't had any fun;my life was stale with no component of fun!I needed a boyfriend.Not just any boyfriend.He had to be cute.My goal that semester became: Be ambitious and grab the cutest boyfriend I can find. 4I worried what he'd think of me.True,we lived in a time when a dramatic shift in sexual attitudes was taking place,but I was a traditional girl who wasn't ready for the new ways that seemed common on campus.Butch looked superb!I was not immune to his personality,but I was scared.The night when he announced to the world that I was his girlfriend,I went along

高中英语45个介词的基本用法

——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

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。

新视野大学英语读写教程第一册课文翻译及课后答案

Unit 1 1学习外语是我一生中最艰苦也是最有意义的经历之一。虽然时常遭遇挫折，但却非常有价值。 2我学外语的经历始于初中的第一堂英语课。老师很慈祥耐心，时常表扬学生。由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。两年中，我的成绩一直名列前茅。 3到了高中后，我渴望继续学习英语。然而，高中时的经历与以前大不相同。以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。 4好在这种情况没持续多久。到了大学，我了解到所有学生必须上英语课。与高中老师不。大学英语老师非常耐心和蔼，而且从来不带教鞭！不过情况却远不尽如人意。由于班大，每堂课能轮到我回答的问题寥寥无几。上了几周课后，我还发现许多同学的英语说得比我要好得多。我开始产生一种畏惧感。虽然原因与高中时不同，但我却又一次不敢开口了。看来我的英语水平要永远停步不前了。 5直到几年后我有机会参加远程英语课程，情况才有所改善。这种课程的媒介是一台电脑、一条电话线和一个调制解调器。我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。 6网上学习并不比普通的课堂学习容易。它需要花许多的时间，需要学习者专心自律，以跟上课程进度。我尽力达到课程的最低要求，并按时完成作业。 7我随时随地都在学习。不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。我学习中出过许多错，有时是令人尴尬的错误。有时我会因挫折而哭泣，有时甚至想放弃。但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。 8学习外语对我来说是非常艰辛的经历，但它又无比珍贵。它不仅使我懂得了艰苦努力的意义，而且让我了解了不同的文化，让我以一种全新的思维去看待事物。学习一门外语最令人兴奋的收获是我能与更多的人交流。与人交谈是我最喜欢的一项活动，新的语言使我能与陌生人交往，参与他们的谈话，并建立新的难以忘怀的友谊。由于我已能说英语，别人讲英语时我不再茫然不解了。我能够参与其中，并结交朋友。我能与人交流，并能够弥合我所说的语言和所处的文化与他们的语言和文化之间的鸿沟。 III. 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunities IV. 1. up 2. into 3. from 4. with 5. to 6. up 7. of 8. in 9. for 10.with V. 1.G 2.B 3.E 4.I 5.H 6.K 7.M 8.O 9.F 10.C Sentence Structure VI. 1. Universities in the east are better equipped, while those in the west are relatively poor. 2. Allan Clark kept talking the price up, while Wilkinson kept knocking it down. 3. The husband spent all his money drinking, while his wife saved all hers for the family. 4. Some guests spoke pleasantly and behaved politely, while others wee insulting and impolite. 5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry. VII. 1. Not only did Mr. Smith learn the Chinese language, but he also bridged the gap between his culture and ours. 2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English. 3. Not only did we lose all our money, but we also came close to losing our lives.

新大学日语简明教程课文翻译

新大学日语简明教程课文翻译 第21课 一、我的留学生活 我从去年12月开始学习日语。已经3个月了。每天大约学30个新单词。每天学15个左右的新汉字，但总记不住。假名已经基本记住了。 简单的会话还可以，但较难的还说不了。还不能用日语发表自己的意见。既不能很好地回答老师的提问，也看不懂日语的文章。短小、简单的信写得了，但长的信写不了。 来日本不久就迎来了新年。新年时，日本的少女们穿着美丽的和服，看上去就像新娘。非常冷的时候，还是有女孩子穿着裙子和袜子走在大街上。 我在日本的第一个新年过得很愉快，因此很开心。 现在学习忙，没什么时间玩，但周末常常运动，或骑车去公园玩。有时也邀朋友一起去。虽然我有国际驾照，但没钱，买不起车。没办法，需要的时候就向朋友借车。有几个朋友愿意借车给我。 二、一个房间变成三个 从前一直认为睡在褥子上的是日本人，美国人都睡床铺，可是听说近来纽约等大都市的年轻人不睡床铺，而是睡在褥子上，是不是突然讨厌起床铺了？ 日本人自古以来就睡在褥子上，那自有它的原因。人们都说日本人的房子小，从前，很少有人在自己的房间，一家人住在一个小房间里是常有的是，今天仍然有人过着这样的生活。 在仅有的一个房间哩，如果要摆下全家人的床铺，就不能在那里吃饭了。这一点，褥子很方便。早晨，不需要褥子的时候，可以收起来。在没有了褥子的房间放上桌子，当作饭厅吃早饭。来客人的话，就在那里喝茶；孩子放学回到家里，那房间就成了书房。而后，傍晚又成为饭厅。然后收起桌子，铺上褥子，又成为了全家人睡觉的地方。 如果是床铺的话，除了睡觉的房间，还需要吃饭的房间和书房等，但如果使用褥子，一个房间就可以有各种用途。 据说从前，在纽约等大都市的大学学习的学生也租得起很大的房间。但现在房租太贵，租不起了。只能住更便宜、更小的房间。因此，似乎开始使用睡觉时作床，白天折小能成为椅子的、方便的褥子。

介词with的用法大全

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.

新视野大学英语第一册Unit 1课文翻译

新视野大学英语第一册Unit 1课文翻译 学习外语是我一生中最艰苦也是最有意义的经历之一。 虽然时常遭遇挫折，但却非常有价值。 我学外语的经历始于初中的第一堂英语课。 老师很慈祥耐心，时常表扬学生。 由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。 两年中，我的成绩一直名列前茅。 到了高中后，我渴望继续学习英语。然而，高中时的经历与以前大不相同。 以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。 每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！” 没有多久，我便不再渴望回答问题了。 我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。 好在这种情况没持续多久。 到了大学，我了解到所有学生必须上英语课。 与高中老师不同，大学英语老师非常耐心和蔼，而且从来不带教鞭！ 不过情况却远不尽如人意。 由于班大，每堂课能轮到我回答的问题寥寥无几。 上了几周课后，我还发现许多同学的英语说得比我要好得多。 我开始产生一种畏惧感。 虽然原因与高中时不同，但我却又一次不敢开口了。 看来我的英语水平要永远停步不前了。 直到几年后我有机会参加远程英语课程，情况才有所改善。 这种课程的媒介是一台电脑、一条电话线和一个调制解调器。 我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。 网上学习并不比普通的课堂学习容易。 它需要花许多的时间，需要学习者专心自律，以跟上课程进度。 我尽力达到课程的最低要求，并按时完成作业。 我随时随地都在学习。 不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。 我学习中出过许多错，有时是令人尴尬的错误。 有时我会因挫折而哭泣，有时甚至想放弃。 但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。 突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。 尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。 学习外语对我来说是非常艰辛的经历，但它又无比珍贵。 它不仅使我懂得了艰苦努力的意义，而且让我了解了不同的文化，让我以一种全新的思维去看待事物。 学习一门外语最令人兴奋的收获是我能与更多的人交流。 与人交谈是我最喜欢的一项活动，新的语言使我能与陌生人交往，参与他们的谈话，并建立新的难以忘怀的友谊。 由于我已能说英语，别人讲英语时我不再茫然不解了。 我能够参与其中，并结交朋友。

新大学日语阅读与写作1 第3课译文

习惯与礼仪 我是个漫画家，对旁人细微的动作、不起眼的举止等抱有好奇。所以，我在国外只要做错一点什么，立刻会比旁人更为敏锐地感觉到那个国家的人们对此作出的反应。 譬如我多次看到过，欧美人和中国人见到我们日本人吸溜吸溜地出声喝汤而面露厌恶之色。过去，日本人坐在塌塌米上，在一张低矮的食案上用餐，餐具离嘴较远。所以，养成了把碗端至嘴边吸食的习惯。喝羹匙里的东西也象吸似的，声声作响。这并非哪一方文化高或低，只是各国的习惯、礼仪不同而已。 日本人坐在椅子上围桌用餐是1960年之后的事情。当时，还没有礼仪规矩，甚至有人盘着腿吃饭。外国人看见此景大概会一脸厌恶吧。 韩国女性就座时，单腿翘起。我认为这种姿势很美，但习惯于双膝跪坐的日本女性大概不以为然，而韩国女性恐怕也不认为跪坐为好。 日本等多数亚洲国家，常有人习惯在路上蹲着。欧美人会联想起狗排便的姿势而一脸厌恶。 日本人常常把手放在小孩的头上说“好可爱啊！”，而大部分外国人会不愿意。 如果向回教国家的人们劝食猪肉和酒，或用左手握手、递东西，会不受欢迎的。当然，饭菜也用右手抓着吃。只有从公用大盘往自己的小盘里分食用的公勺是用左手拿。一旦搞错，用黏糊糊的右手去拿，

会遭人厌恶。 在欧美，对不受欢迎的客人不说“请脱下外套”，所以电视剧中的侦探哥隆波总是穿着外套。访问日本家庭时，要在门厅外脱掉外套后进屋。穿到屋里会不受欢迎的。 这些习惯只要了解就不会出问题，如果因为不知道而遭厌恶、憎恨，实在心里难受。 过去，我曾用色彩图画和简短的文字画了一本《关键时刻的礼仪》（新潮文库）。如今越发希望用各国语言翻译这本书。以便能对在日本的外国人有所帮助。同时希望有朝一日以漫画的形式画一本“世界各国的习惯与礼仪”。 练习答案 ５、 （１）止める並んでいる見ているなる着色した （２）拾った入っていた行ったしまった始まっていた

介词at的基本用法

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）

初中 英语 介词“with”的用法

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