Biofortification of cereals to overcome hidden hunger

Biofortification of cereals to overcome hidden hunger
Biofortification of cereals to overcome hidden hunger

Review

Bioforti ?cation of cereals to overcome hidden hunger

N I D H I R A W A T 1,K U M A R I N E E L A M 2,V I J A Y K.T I W A R I 1and H A R C H A R A N S.D H A L I W A L 3,4

1

Wheat Genetic and Genomic Resources Center,Kansas State University,Manhattan,KS 66506,USA;2School of Agricultural

Biotechnology,Punjab Agricultural University,Ludhiana 141001,Punjab,India;3Akal School of Biotechnology,Eternal University,Sirmour,Himachal Pradesh 173101,India;4Corresponding author,E-mail:hsdhaliwal07@https://www.360docs.net/doc/228357331.html, With 2?gures

Received February 2,2012/Accepted December 16,2012Communicated by H.Balyan

Abstract

More than 60%of the world population suffers from iron de ?ciency,and over 30%of the global population has zinc de ?ciency.Micronutrient de ?ciency leads to compromised health and economic losses and is pre-valent in populations depending on non-diversi ?ed plant-based diets.Increasing mineral content of staple food crops through bioforti ?cation is the most feasible strategy of combating micronutrient malnutrition.Addi-tionally,it will also enhance the agronomic ef ?ciency of crops on min-eral poor soils.A multipronged strategy towards enhancing mineral content of cereal grains should involve increased uptake of minerals from soil,enhanced partitioning towards grain and improved sequestration in the edible tissues of grains.At the same time,it is essential to improve mineral absorption in vivo from cereal-based diets.Both conventional and modern breeding approaches and genetic engineering are being employed for bioforti ?cation of crop plants.With increased understand-ing of mineral uptake and transport mechanisms in plants,it is becoming ever more possible to engineer bioforti ?ed crop plants with the ultimate goal of overcoming hidden hunger.

Key words:iron —zinc —hidden hunger —bioforti ?cation —uptake —transport —bioavailability

Introduction

The Copenhagen Consensus of 2008listed micronutrient de ?-ciency as the ?fth major global challenge to human health (https://www.360docs.net/doc/228357331.html,).Iron and zinc de ?ciency are the most common and widespread,af ?icting more than half of the human population (WHO 2002,White and Broadley 2009).Worst hit are the developing countries of Asia and Africa (Hotz and Brown 2004,Gómez-Galera et al.2010).More than 2bil-lion people suffer from iron de ?ciency alone,and the estimates of zinc de ?ciency are also close (Stoltzfus and Dreyfuss 1998,Welch and Graham 2002,Prasad 2003,Gibson 2006,Thacher et al.2006).De ?ciency of iron and zinc,also known as ‘Hidden hunger ’,results in poor growth and compromised psychomotor development of children,reduced immunity,fatigue,irritability,weakness,hair loss,wasting of muscles,sterility,morbidity and even death in acute cases (Prasad et al.1961,Haas and Brownlie 2001,Pfeiffer and McClafferty 2007,Wintergerst et al.2007,Stein 2010).

Due to its physico-chemical properties,iron takes part in most of the redox reactions in the body and also acts as a cofactor in numerous vital enzymatic reactions (Kim and Geurinot 2007).Likewise,zinc is an essential micronutrient for regulating gene

expression and maintaining structural integrity of proteins.It acts as a cofactor in more than 300enzymatic reactions (King and Keen 1999).

The major reason for micronutrient de ?ciency in the popula-tions of the third world countries is the predominance of non-diversi ?ed cereal-and plant-based diets,which are poor in micronutrients,as compared to the meat rich diets of people in developed countries (FAO 2004,Grotz and Guerinot 2006,Gómez-Galera et al.2010).Anti-nutritional factors like phytic acid,?bres and tannins further reduce the bio-availability of these minerals from dietary intakes by preventing their absorp-tion in the intestine (White and Broadley 2005,Pfeiffer and McClafferty 2007).Furthermore,processes like polishing,mill-ing and pearling of cereals make them even poorer in micronu-trients (Welch and Graham 2004,Borg et al.2009).

Strategies for Alleviating Micronutrient Malnutrition

Dietary diversi ?cation,supplementation,forti ?cation and biofor-ti ?cation of crop plants are the approaches proposed for alleviat-ing micronutrient malnutrition (Zimmerman and Hurrel 2007,Stein 2010).All of the above approaches have their own pros and cons,and a right mix of all the intervention approaches has to be employed to overcome the problem of hidden hunger (Stein 2010).Dietary diversi ?cation and modi ?cation suffers from dif ?culty in the change of dietary habits of people and high costs of diets with readily bio-available iron and zinc content (Brinch-Pederson et al.2007,Zimmerman and Hurrel 2007).Supplementation refers to the oral delivery of micronutrients in the forms of tables and syrups,and this strategy has been used in chronic de ?ciencies.For instance,ferrous fumarate,ferrous sulphate and ferrous gluconate are the best absorbed forms of iron.Similarly,zinc can be supplied as zinc gluconate,zinc sul-phate and zinc acetate.Forti ?cation is the addition of the desired minerals to food stuffs like iodine in salts,iron in ?our,?uorine in toothpaste and zinc in ?ours (Rosado 2003,Gómez-Galera et al.2010).The major drawback of these approaches is that these compounds have limited stability in the food stuffs (Allen 2003).For instance,iron-forti ?ed foods are susceptible to oxida-tion and also alter the taste of the food (Gómez-Galera et al.2010).Similarly,folate-forti ?ed rice loses it while boiling owing to its increased solubility (Brinch-Pederson et al.2007).Further-more,the absorption of oral supplementation also depends on the type of food ingested.These approaches require recurring

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Plant Breeding

doi:10.1111/pbr.12040

?2013Blackwell Verlag

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expenditure,robust distribution system and very careful imple-mentation as overdose may also be harmful(Subbulakshmi and Naik1999,Nantel and Tontisirin2002,Nestel et al.2006). Bioforti?cation refers to increasing genetically the bio-available mineral content of food crops(Bouis2000,Brinch-Pederson et al. 2007).Developing bioforti?ed crops also improves their ef?-ciency of growth in soils with depleted or unavailable mineral composition(Cakmak2008,Borg et al.2009).Conventional breeding and genetic engineering techniques are the two approaches that may be used to biofortify the crops with minerals like iron and zinc(DellaPenna1999,Johns and Eyzaguirre2007, Pfeiffer and McClafferty2007,Tiwari et al.2010).Cereals are the most important source of calories to humans.Rice,wheat and maize provide about23%,17%and10%,respectively,of the calories acquired globally(Khush2003).To effectively target bioforti?cation of cereals,?ve key steps can be targeted.These are(i)enhanced uptake from soil,(ii)increased transport of micronutrients to grains,(iii)increased sequestration of minerals to endosperm rather than husk and aleurone,(iv)reduction in antinutritional factors in grains and(v)increase in promoters of mineral bioavailability in grains.

Enhancing mineral uptake from soil

Plants have developed sophisticated mechanisms for uptake of minerals from soil as they are in forms which are not readily available although abundant(Hell and Stephan2003,Colangelo and Guerinot2006).The strategies used by plants to uptake metal ions from soils have been divided into two categories (Fig.1).The strategy-I plants include mostly dicots and non-graminaceous monocots.These plants secrete protons into the rhizosphere and reduce Fe3+to more soluble Fe2+form by the ferric-chelate reductase activity of membrane-bound FRO2pro-tein.FRO2is a member of family of eight proteins in Arabidop-sis and is expressed speci?cally in roots.Other members(FRO6, FRO7,FRO8)however,take part in iron transport in shoots (Mukherjee et al.2006,Jeong and Connolly2009,Palmer and Guerinot2009).Solubility of Fe increases by1000-fold for every unit decrease in the pH(Olsen et al.1981).Iron-regulated transporter(IRT)proteins then transport the readily soluble Fe2+ ions into the plant roots(Hell and Stephan2003).IRT1mediates uptake of Zn,Mn and Cd in addition to Fe(Rogers et al.2000, Curie and Briat2003,Takahashi et al.2011).Strategy-II plants are mostly the members of Poaceae,and they secrete metal che-lators called Phytosiderophores(PS)into the rhizosphere in con-ditions of limiting mineral availability(Mori1999).The metal-PS complex is then taken up by the Yellow Stripe1(YS1)trans-porter,which is an integral membrane protein of roots and shoots(Curie et al.2001).YS1was identi?ed and cloned in a maize mutant having interveinal chlorosis and defective in Fe-PS uptake(von Wiren et al.1994,Curie et al.2009).Rice is an exception to the general classi?cation based on strategies of metal uptake because it has been found to express both IRT and YS1(Ishimaru et al.2006).

The phytosiderophores released by Strategy-II plants comprise of mugineic acid family derivatives,namely–mugineic acid (MA),2′-deoxymugineic acid(DMA),3-epihydroxymugineic acid(epi-HMA)and3-epihydroxy-2-hydroxy mugineic acid (epi-HDMA;Mori1999).S-adenosylmethionine is the precursor for MA synthesis.Biosynthesis of MAs begins with trimerization of S-adenosylmethionine to nicotinamine(NA)by the activity of nicotinamine synthase(NAS).NA is then converted to a3”-keto intermediate by nicotineamine aminotransferase(NAAT),which is then converted to DMA by deoxymugineic acid synthase (DMAS).DMA is subsequently converted to other forms depending upon the species(Bashir et al.2006).All the genes involved in the MA biosynthetic pathway have been cloned and characterized(Okumura et al.1994,Takahashi et al.1999, Nakanishi et al.2000,Higuchi et al.2001,Bashir et al.2006). Once synthesized in the roots under mineral de?cient conditions, ef?ux of DMA in the rhizosphere is carried out by TOM1trans-porter.Overexpression of TOM1led to increased DMA secretion in the rhizosphere,whereas its repession decreased DMA ef?ux (Nozoye et al.2011).Lee et al.(2012)reported an increase in iron content in seeds by twofold by overexpressing OsNAS2. Ishimaru et al.(2010)overexpressed OsYSL2using phloem-spe-ci?c OsSUT1promoter and reported an increase of up to4.4 times in iron content of polished rice.Thus,metal acquisition from the soil can be increased by increasing the synthesis and release of phytosiderophores together with increased expression of genes encoding YSL proteins(Takahashi et al.2001,Douch-kov et al.2005,Ishimaru et al.2010,Lee et al.2012).

Barley secretes greatest amounts of MAs in the rhizosphere (Rümheld and Marschner1990,Kanazawa et al.1994).Genetic variability was found in wild germplasm of wheat for amount of MA released in iron suf?cient and iron de?cient growth condi-tions(Neelam et al.2010).Neelam et al.(2012)studied MA released in some wheat-Aegilops addition lines and found

that Fig.1:Strategies used by dicot(Strategy-I)and graminaceous(Strategy-II)plants for taking up minerals from soil.FRO2-Ferric reductase oxidase, IRT-Iron regulated transporter,TOM1-After the author’s name-Tomoko Nozoye,YSL1-Yellow stripe like.Source:Hell and Stephan2003,Nozoye et al.2011

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group2addition lines released higher MA in the rhizosphere not only in iron de?cient but also in iron suf?cient growth conditions.Interestingly,the higher MA was correlated with high grain iron and zinc concentrations in these addition lines. This indicates that better uptake of minerals from the soil in these addition lines may be responsible for enhanced mineral content of grains.

Enhancing mineral deposition in grains

The modern breeding practices have so far targeted improving yield potential of crops as the main objective due to which vari-ability for other genetic traits got eroded.Modern day cultivars of all major crops have limited variability of mineral(Graham et al.2001,Bouis2003).The Consultative Group on Interna-tional Agricultural Research(CGIAR)(https://www.360docs.net/doc/228357331.html,) through its HarvestPlus(https://www.360docs.net/doc/228357331.html,)initiative has been exploring the genetic variability,heritability of mineral traits,stability over different environments,genetic studies and breeding strategies to enhance the mineral content in edible parts of crops–wheat,rice,maize,beans and cassava(CIAT/IFPRI 2002).Wild germplasm of crops has been found to harbour suf-?cient variability for improvement in mineral content(Cakmak et al.2000,Ch a vez et al.2005,Vreugdenhil et al.2005,Rawat et al.2009,White and Broadley2009)which could be used for improvement in modern day varieties.In rice,a fourfold differ-ence was found in grain Fe and Zn content in some aromatic lines as compared to popular cultivars(Graham et al.1999, Gregorio et al.2000).In maize,Banziger and Long(2000)eval-uated1814accessions in13trials over6years and reported a range of9.6–63.2mg/kg of grain Fe and12.9–57.6mg/kg of grain Zn.In beans,over1000genotypes of Centro Internacional de Agricultura Tropical(CIAT)core collection were screened and were found to have Fe content in range of34–89mg/kg and Zn in the range of21–54mg/kg(Graham et al.1999,Beebe et al.2000).In wheat,many studies exploring variation in the grain iron and zinc content in the old and modern wheat culti-vars,wild germplasm,landraces have been done and wild rela-tives were found to contain three-fourfold higher grain iron and zinc content than the popular cultivars(Cakmak et al.2000, Gregorio et al.2000,Chhuneja et al.2006,Rawat et al.2009). Wild relatives have been used to transfer genes for biotic and abiotic stress tolerance and yield and quality improvement in cultivated varieties,and likewise,these can also be used to trans-fer useful variability for grain iron and zinc content using con-ventional and modern breeding approaches(Stalker1980, Chhuneja et al.2008).Oury et al.(2006)studied G9E interac-tions in wheat cultivars for iron,zinc and magnesium concentra-tions and reported genotypes to have higher effect than environment.

In rice,genetic analysis for grain Fe and Zn was done in pop-ulations of aromatic-high-Fe and popular-low-Fe varieties.The analysis of variance indicated that although environment affects the mineral content,the genetic component was more profound in determining the Fe,Zn status of the grains.Three groups of high Fe genes were mapped to rice chromosomes7,8and9 contributing to19–30%of the variation in Fe content(Gregorio et al.2000).Tiwari et al.(2009)mapped three QTL for grain iron and zinc content on chromosomes2and7in a diploid wheat RIL population.Peleg et al.(2009)also reported three major QTL for grain iron and zinc concentrations in a Triticum durum–T.dicoccoides RIL population where the QTL common for zinc and iron on chromosome7A was in the same marker interval as in Tiwari et al.(2009).Chromosomes2and 7of wild wheats–Aegilops kotschyi,Ae.peregrina and Ae.longissima have also been found to carry genes for high grain iron and zinc content(Tiwari et al.2010,Neelam et al. 2011,Rawat et al.2011).Tiwari et al.(2010)produced addition and substitution lines of2S and7U of wheat and found an increase of116%and136%in grain iron and zinc content, respectively,over cultivated varieties.Uauy et al.(2006)cloned a high grain protein(Gpc-B1)locus from a wild wheat T.turgi-dum ssp.dicoccoides and reported that it promotes senescence and simultaneously increases mobilization of iron and zinc from leaves to grains.

Genetic engineering to increase the mineral content in grains, by overexpressing metal-storage proteins like lactoferrin and fer-ritin,has also been attempted by several workers.Ferritin is an iron storage protein molecule consisting of24subunit shell around a core of up to4500Fe atoms(Thiel and Briat2004). Introduction of soybean ferritin gene into rice and wheat using maize ubiquitin promoter led to increase in iron content of leaves, but decrease in grain iron content Drakakaki et al.(2000).The reason for this observation is that leaves act as a stronger sink for the iron than the seeds.Goto et al.(1999)transformed rice with soybean ferritin under rice storage protein glutelin promoter (GluB-1)and reported a threefold increase in grain iron content as compared to non-transformed lines.Qu et al.(2005)intro-duced soybean ferritin into rice with very strong endosperm-speci?c globulin promoter,and this led to an increase of up to13 times in ferritin protein expression than in Goto et al.(1999). However,the actual increase in iron content was not concomitant, being a mere30%enhancement.Furthermore,the iron content in leaves decreased to as low as10%of the non-transformed plants and was accompanied by chlorosis.Similar observations were made in wheat(Borg et al.2009).This was because the ferritin under endosperm-speci?c promoter led to increased translocation to seeds from leaves without a simultaneous increase in iron uptake from soil by roots.Attempts are being made to improve the concurrent uptake by the plants from soil in addition to improving ferritin expression in endosperm(Borg et al.2009). Agronomic strategies to enhance mineral content of cereal crops involve application of micronutrient fertilizers to the plants in readily phytoavailable state,correcting soil alkalinity,adopting crop rotation practices or introducing bene?cial soil microorgan-isms(Rengel et al.1999,Fageria2009,White and Broadley 2011).The most attractive agronomic strategy of bioforti?cation is foliar application of mineral fertilizers to the plants in readily phytoavailable state.However,iron fertilization has met with limited success in bioforti?cation because the applied Fe2+gets rapidly oxidized to Fe3+state,which is not absorbed by the plants.Foliar spray of ferrous compounds resulted in reduction in chlorosis and a little increase in yield in sorghum and some other crops(Zhang et al.2008).Chelated forms of Fe show bet-ter absorption by roots and foliage,but their large scale applica-tion is economically not feasible(Brinch-Pederson et al.2007). Zn fertilization in the form of ZnSO4,ZnO and synthetic Zn-chelates results in increase in fruits and seeds of crops (Rengel et al.1999,Cakmak2008,White and Broadley2009). Grain Zn concentration has been found to be correlated with grain protein concentration,and thus higher N-fertilization increases Zn concentration to an extent,but after that it is satu-rated(Gomez-Becerra et al.2010,White and Broadley2011). Agronomic bioforti?cation has met with limited popularity in cereals because of the recurring expenditure and need for careful time-dependent applications of fertilizers.

Bioforti?cation of cereals3

Sequestration of minerals to endosperm

Most of the mineral content present in the grains is con?ned to the aleurone layer and embryo,which is removed during milling and processing in major crops like wheat and rice.A useful approach towards increasing the iron and zinc status of cereal-based diets would be to increase the sequestration of minerals to the endosperm portion of the grains.Metal transporters involved in uptake from soil and long distance transport from roots to shoot have been studied in detail,but little is known about trans-porters facilitating distribution of minerals across the grains (Mori1999,Colangelo and Guerinot2006,Curie et al.2009, Grennan2009,Palmer and Guerinot2009,Puig and Pen~a rrubia 2009,Conn and Gilliham2010).Recently,with the development of techniques like laser capture microdissection,it has been possible to study the expression of different genes across differ-ent issues of the grains(Borg et al.2009,Tauris et al.2009, Schiebold et al.2011).

In a beautiful study,Tauris et al.(2009)examined zinc trans-port across different tissues of the developing barley grain.They isolated transfer cells,aleurone layer,endosperm and embryo of developing barley grain using laser capture microdissection and studied the expression of various zinc transporters by microarray (Fig.2).Transfer cells are the interface between phloem of the maternal tissue and the endosperm tissue and have numerous wall ingrowths increasing the surface area by more than20-fold. Members of Heavy Metal ATPases(HMA),Zinc-regulated Iron-regulated Protein(ZIP),Cation Diffusion Facilitator(CDF), Natural resistance-associated macrophage proteins(Nramp),Vac-uolar Iron Transporter1(VIT1),CAX(Cation Exchanger),YSL (Yellow Stripe Like),Metallothioneins(MT),NAS(Nicotin-amine Synthase)and NAAT(Nicotinamine amino transferase) are highly expressed in transfer cells.It has been proposed that Zn combines with NA(Nicotinamine)or MA(Mugineic acid) and then is taken up from the phloem and stored in vacuoles by CDF,VIT1,ZIP1and CAX family transporters.YSL and ZIP transporters have been proposed to capture zinc-NA complexes from?owing back to the apoplast.The aleurone and embryo expression pro?les have a lot of resemblance.HMA8,ZIP and CDF are expressed in both the tissues at about the same level, although Nramp3,ZIF1,CAX1a,VIT1_2,NAS9and NAATB are expressed at a higher rate in aleurone than in embryo. Nramp3has been proposed to mediate ef?ux of Zn from the aleurone cells,while others control movement to the aleurone cells where it is stored chie?y in vacuoles.Expression of trans-porter genes in the endosperm tissue is limited.Borg et al. (2009)proposed a similar but preliminary roadmap for transport of iron across developing barley grain(Fig.2).There are several similarities in the two pathways.More detailed studies are required to further delineate speci?c transporter for Fe movement from transfer cells to the endosperm cavity.

Ramesh et al.(2004)overexpressed Zn transporter AtZIP1of Arabidopsis in barley under a ubiquitin promoter.The trans-genic lines produced smaller seeds with high Zn concentration. Manipulating the expression of genes regulating CAX transport-ers has been proposed as an approach to increase Zn concentra-tions in the edible tissues of transgenic plants(Shigaki et al. 2005).

Reducing the antinutritional factors in cereals

To achieve effective availability of minerals from cereal-based diets,it is essential to make it easily absorbable in the intestines, a task which is made dif?cult by the antinutritional factors like phytic acid,tannins,lignans etc.present in cereals(Welch and House1984).Phytic acid(1,2,3,4,5,6)-hexakisphosphate is a chief storage form of phosphorus in seeds and accounts for about1%of seed weight(Lott et al.2000).In ionic form,it has dense negative charge around it due to which it strongly binds to metal cations in the seeds and makes a stable phytate-metal complex.Phytic acid is considered to be the most important anti-nutritional factor in food(Bouis2000).Monogastric animals and humans do not have speci?c enzymes(Phytases)for break-ing down this phytate-metal complex in their guts and so the minerals present in their diets are not available for absorption in them(Raboy et al.2000).In fact,only5%of Fe and25%of

Zn Fig.2:Generalized roadmap for iron and zinc sequestration in a developing grain.Fe-iron,Zn-zinc,NA-nicotinamine,MA-mugineic acid,P-phytate, VIT-Vacuolar Iron Transporter,CAX-Cation Exchanger,Nramp-Natural resistance-associated macrophage proteins,HMA-Heavy metal ATPase, YSL-Yellow Stripe Like,ZIP-Zinc-regulated Iron-regulated Protein.Source:Borg et al.2009,Tauris et al.2009

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present in legume and cereal-based diets is bioavailable(Pfeiffer and McClafferty2007).

Numerous attempts have been made to reduce phytic acid con-tent of the cereal grains.Transgenic crops with microbial phyta-ses is one such approach.Brinch-Pederson et al.(2000) introduced Aspergillus niger phyA gene in wheat under the maize ubiquitin-1promoter,which resulted in signi?cantly increased seed phytase activity.Phytases from Escherichia coli, Selenimonas ruminatum, A.fumigatus and Schwanniomyces occidentalis have been used subsequently in cereals(Lucca et al. 2001,Hong et al.2004,Hamada et al.2005).Drakakaki et al. (2005)reported95%reduction in phytic acid and concomitant increase in bioavailability of iron by co-expressing recombinant soybean ferritin and A niger phytase in maize under endosperm-speci?c rice glutelin-1promoter.Chen et al.(2008) transferred A.niger phyA2gene to maize under maize embryo-speci?c globulin-1promoter,resulting in a50-fold increase over the non-transgenic maize.Transgenic approach to increase phy-tase,however,suffers from the bottleneck of phytase being non-tolerant to heat.As such,phytases in transgenic cereal grains tend to lose their activity while cooking and processing.Dai et al.(2011)have cloned barley phytase,embryo-speci?c over-expression of which can be used to generate barley lines with reduced phytic acid.

Signi?cant genetic variation has been reported for grain phy-tate concentration in rice(Glahn et al.2002),wheat(Raboy et al.1991,Welch et al.2005),barley(Dai et al.2007),pearl millet(Abdalla et al.1998),oat(Lolas et al.1976),triticale(Feil and Fossati1997)and Sorghum(Reddy et al.2005);but attempts to use genetic variability for lowering phytic acid in crops are limited.An alternative strategy to lower phytic acid content of seeds has been to manipulate the biosynthetic path-way of phytic acid(Stephens and Irvine1990,Brinch-Pedersen et al.2002).Low phytic acid(lpa)mutants have been reported in maize(Raboy et al.2000),rice(Larson et al.2000),soybean (Wilcox et al.2000),barley(Rasmussen and Hatzack1998)and wheat(Guttieri et al.2004).These lpa mutants have low phytate and high inorganic phosphorus content in their seeds.Kuwano et al.(2008)used antisense RNA for RINO1gene,which controls myo-inositol phosphate synthase activity,under aleurone-speci?c Ole18promoter.The transgenic rice had68%lower phytic acid levels than the wild type,which was even lower than the mutant lpa rice.Greater mineral absorption has been reported from lpa mutants in corn,rice,barley and soybean than in the conven-tional varieties in monogastric animals and humans(Mendoza et al.1998,Mendoza2002).Salunke et al.(2012)studied the bioavailability of zinc in a diploid wheat(T.monococcum)lpa mutant using Caco2cell lines and found that it actually had higher bioavailability than wild type.

The agronomic performance of the lpa mutants is variable (Bregitzer and Raboy2006,Guttieri et al.2006,Raboy2007). Shi et al.(2007)developed maize and soybean lines with embryo-speci?c gene silencing of a multidrug resistance-associ-ated protein(MRP)ATP-binding cassette(ABC)transporter. These lines had normal seed dry weight and germination rate showing that this may be an agronomically feasible strategy to produce commercial lpa lines of crops.QTL mapping for phytate content has been done in rice(Stangoulis et al.2007), soybean(Walker et al.2006)and bean(Cichy et al.2009),and the loci affecting phytic acid have been found to be different than grain micronutrient content,suggesting that it would be possible to enhance the micronutrient content simultaneously along with decreasing the phytic acid content(White and Broadley 2009).

Enhancing the promoters of mineral bioavailability

As opposed to antinutritional compounds like phytic acid and polyphenols,there are compounds like ascorbic acid,b-carotene and inulin that enhance the absorption of minerals in gut(Rober-froid2007,White and Broadley2009).Ascorbic acid reduces Fe3+ions to Fe2+ions which being more soluble are readily absorbed in the gut(Ballot et al.1987).Similarly,b-carotene also increases the solubility of Fe,making it more bioavailable (Garcia-Casal et al.1998).The provitamin-A activity of carote-noids has been suggested to play a role in improving iron absorption in vitro and in human studies,although the exact mechanism is unknown(Garcia-Casal2006).Inulin is a polysaccharide formed of b(2-1)linked fructose monomers.Hav-ing a prebiotic effect,inulin promotes the growth of useful lacto-bacilli and bi?dobacteria,which produce short-chain fatty acids (SCFA).These SCFA lower the pH of the gut and increase the solubility of minerals,making them more bioavailable(Abrams et al.2007,Jenkins et al.2011).

Signi?cant genetic variation has been reported for b-carotene in wheat,rice(Welch and Graham2005,Howitt and Pogson2006, Abdel-Aal et al.2007),maize(Ortiz-Monasterio et al.2007, Harjes et al.2008),sorghum(Reddy et al.2005)and pearl millet (Kapoor and Naik1970).Signi?cant breakthroughs have been made in genetic engineering attempts to increase b-carotene.Ye et al.(2000)produced golden rice with increased b-carotene con-tent by introducing the phytoene synthase(psy)gene from daffodil and a bacterial phytoene desaturase(crtI)gene from Erwinia uredovora under the control of endosperm-speci?c glutelin(Gt1) and the constitutive CaMV(cauli?ower mosaic virus)35S pro-moter,respectively.Paine et al.(2005)developed golden rice-2 with23-fold higher total carotenoids compared with the original golden rice(Ye et al.2000)by introducing the psy gene from maize which led to increased carotenoid accumulation,which was limiting in the original golden rice.In maize,Aluru et al.(2008) overexpressed bacterial genes crtB and crtI,under the control of endosperm-speci?c‘super gamma-zein promoter’leading to a34-fold increase in carotenoid(mainly)b-carotene level.

Chen et al.(2003)reported a2–4-fold increase in the ascorbic acid levels in maize and tobacco by overexpressing a wheat dehy-droascorbate reductase(DHAR),an enzyme regenerating ascorbic acid from dehydroascorbate.Naqvi et al.(2009)manipulated three separate metabolic pathways in maize to simultaneously increase the levels of b-carotene,ascorbate and folate,by169-fold,6-fold and twice,respectively,over non-transformed control.

Genetic variation has been studied for inulin concentration in wheat,maize,barley and rye(Shelton and Lee2000).Five QTL for fructan accumulation were mapped on wheat chromosomes 2B,3B,5A,6D and7A by Huynh et al.(2008).The QTL on 6D and7A contributed to the largest phenotypic variance of 17%and27%,respectively.A barley mutant(M292)was reported to lower plasma cholesterol and enhanced short-chain fatty acids in the guts of rats and pigs(Bird et al.2004a,b). Clarke et al.(2008)reported that a mutation in Starch synthase (SSIIa)gene in M292-enhanced free sugars,b-glucans and ara-binoxylans also increased inulin content(4.2mg/kg)by42-fold compared with the wild type variety(0.1mg/kg).However, more investigations are needed to propose SSIIa manipulation as a generalized strategy for increasing inulin content.

Bioforti?cation of cereals5

Conclusions and Future Directions

Bioforti?cation of crops is a feasible and most economical approach for overcoming‘hidden hunger’.Increasing the con-centration of minerals in edible portions of cereals involves better uptake from soil and improved translocation to grains from leaves and?nally enhanced sequestration to endosperm. Genetic diversity can be utilized to enhance micronutrient composition through conventional and modern breeding approaches.At the same time genetic engineering approaches can progress based on increased understanding of metabolic pathways and expression patterns of metal transporters,chela-tors and associated compounds.The most promising work plan to successfully alleviate micronutrient malnutrition will be to increase mineral content in the crops and simultaneously enhance their bioavailability by reducing antinutritional com-pounds and/or enhancing concentration of mineral absorption promoters.To effectively combat hidden hunger through bio-forti?cation,even after the development of bioforti?ed varie-ties,it will be essential to address various socio-economical and socio-political challenges to popularize their cultivation by farmers and ultimately their consumption by the end users.A multi-tier coordinated strategy will play a pivotal role in over-coming hidden hunger.

Con?ict of Interests

Authors declare no con?icts of interest.

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Bioforti?cation of cereals9

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:

to与for的用法和区别

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)。

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。

常用介词用法(for to with of)

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.

for和to区别

1.表示各种“目的”,用for (1)What do you study English for 你为什么要学英语? (2)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”用for (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 (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. 表示“因为,由于”(常有较活译法),用for (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. (1)He said that money was not important to him. 他说钱对他并不重要。 (2)To her it was rather unusual. 对她来说这是相当不寻常的。 (3)They are cruel to animals. 他们对动物很残忍。 6.和fit, good, bad, useful, suitable 等形容词连用,表示“适宜,适合”,用for。(1)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。 (2)Exercises are good for health. 锻炼有益于健康。 (3)Smoking and drinking are bad for health. 抽烟喝酒对健康有害。 (4)You are not suited for the kind of work you are doing. 7. 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.

双宾语 to for的用法

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

双宾语tofor的用法

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 favou r do a favour for sb 帮某人的忙 do sb harnn= do harm to sb 对某人有害

高中常见介词的基本用法

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

英语介词with的用法

英语介词with的用法 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)

to和for的用法有什么不同(一)

to和for的用法有什么不同(一) 一、引出间接宾语时的区别 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,具体应注意以下三种情况: 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? 3. 有的动词由于用法和含义不同,用介词to 或for 都是可能的。如: do sb a favor=do a favor for sb 帮某人的忙 do sb harm=do harm to sb 对某人有害 在有的情况下,可能既不用for 也不用to,而用其他的介词。如: play sb a trick=play a trick on sb 作弄某人 请比较: play sb some folk songs=play some folk songs for sb 给某人演奏民歌 有时同一个动词,由于用法不同,所搭配的介词也可能不同,如leave sbsth 这一结构,若表示一般意义的为某人留下某物,则用介词for 引出间接宾语,即说leave sth for sb;若表示某人死后遗留下某物,则用介词to 引出间接宾语,即说leave sth to sb。如: Would you like to leave him a message? / Would you like to leave a message for him? 你要不要给他留个话? Her father left her a large fortune. / Her father left a large fortune to her. 她父亲死后给她留下了一大笔财产。 二、表示目标或方向的区别 两者均可表示目标、目的地、方向等,此时也要根据不同动词分别对待。如: 1. 在come, go, walk, move, fly, ride, drive, march, return 等动词之后通常用介词to 表示目标或目的地。如: He has gone to Shanghai. 他到上海去了。 They walked to a river. 他们走到一条河边。

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