Categories and Subject Descriptors H.5.2 [User Interfaces] User Centered Design General Ter

Categories and Subject Descriptors H.5.2 [User Interfaces] User Centered Design General Ter
Categories and Subject Descriptors H.5.2 [User Interfaces] User Centered Design General Ter

Co-Present Photo Sharing on Mobile Devices

Leonard M. Ah Kun & Gary

Marsden

Department of Computer Science

University of Cape Town

Cape Town, South Africa

+27 21 650 2666

[lahkun|gaz]@cs.uct.ac.za

ABSTRACT

The paper reports a mobile application that allows users to share photos with other co-present users by synchronizing the display on multiple mobile devices. Various floor control policies (software locks that determine when someone can control the displays) were implemented. The behaviour of groups of users was studied to determine how people would use this application for sharing photos and how various floor control policies affect this behaviour. Explicit policies was shown to be the best strategy for structured presentations, but when all locks were removed, the users created a new form of social interaction which seemed to be a more compelling use of the technology than the original, intended, application.

Categories and Subject Descriptors

H.5.2 [User Interfaces]: User Centered Design

General Terms

User Centered Design

Keywords

Digital photography, storytelling, photo sharing, co-present sharing, mobile photography

INTRODUCTION

For digital images captured by cameras or camera-phones, there are many options for sharing the captured images. Single-purpose cameras are used in conjunction with desktop computers to upload images to web sites such as flickr. Camera-phone users can MMS, Bluetooth or even post an image to a mobile-blog to share their images. These are great solutions, provided you are not intending to share images with multiple co-located people. We know from studies such as [10] that co-located simultaneous sharing is a desirable social activity. To achieve this with current cameras or camera-phones one must connect the device to some external display. This is, at best, inconvenient when meeting with friends at a pub or restaurant. We were therefore interested in pursuing an approach whereby any user in a group could broadcast an image onto the screens of other devices that belong to the people in that group. Although we were interested in the technology to achieve this, two main questions drove our research design:

Would people really be interested in seeing someone else’s photos on their device – or is the screen simply too small to be engaging?

How should the system manage the social interaction – should anyone be allowed to broadcast an image at any time, or does control need to be moderated through some convention such as token passing?

To answer these questions we developed a test-bed system on PDAs and ran three separate groups of user studies.

1.RELATED WORK

“Communication of experience” is the main reason for sharing photos [5]. Chalfen identified photographs to be social artefacts that are used to trigger memories and emotions. Sharing photos is a group activity which brings about the feeling of connectedness between those who the photos are being shared with. Conventional photo sharing where stories are shared with friends and family defined Chalfen’s “Kodak Culture”. This culture is important as the practices found here seem to be the most enjoyable social interactions when sharing photographs. The main interaction includes storytelling and reminiscing which Frohlich [10] called "photo-talk".

Frohlich and his colleagues studied conventional photo-sharing practices. They established that people organise their photos in albums for social purposes or events [10]. They identified two categories of photo-talk. Storytelling photo-talk occurred in conversations where photos were shown to others who were not there at the time the photos were captured and hence did not share the memory represented by the photos. In situations where more than one person who shares the memory represented in the photo is present, this storytelling often becomes a collaborative project. Reminiscing photo-talk occurred in conversations when sharing photos exclusively with members of the original “capture group”.

Crabtree et al. conducted an ethnographic study on 22 families in the UK to investigate collaborative use of paper-based photos in the home environment [7]. It was observed that photographs do not only act as conversational resources for the holder of the photographs, but are also conversational resources for the other participants as well. The participants may ask questions upon viewing a certain photograph of the holder and raise conversational topics that may result in the telling of a story. This behaviour was also observed by Frohlich who found that

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not all stories relate to the photographs at hand. It is thus noted that having a flexible group view of photographs is important where the collaborative use of photographs is concerned. Crabtree’s findings echoed Frohlich’s findings that sharing photos exclusively with members of the original ‘capture group’ resulted in reminiscing talk. It was rare to find members of the original capture group to re-tell stories that they have experienced together.

With the development of digital cameras, the cost of taking photographs was no longer a constraining issue. Portability of photos was drastically improved and various new methods and possibilities of sharing photos have been developed. The traditional way of sharing digital photographs was via the PC screen. Users typically did not organise their digital photographs as the PC screen was not seen as a convenient device for synchronously reviewing and sharing those photos with others [10]. Online photo-sharing websites allow users to post photos and comments online to share with remote friends and family. It was found that sharing photographs this way was not as enjoyable as conventional photo sharing. Vronay [20] and his colleagues tried to determine why sharing photos this way was not as compelling as sharing photos face-to-face. They found that sharing photos online with text annotation does not convey the emotion and storytelling as sharing photos face-to-face. With the increasing popularity of mobile phones and advancements in camera technology, industry began integrating digital cameras with mobile phones. Consumers can now take digital photos at any moment they desire and send these images to their friends almost instantaneously. Research was conducted to determine the behaviours of photo sharing with these new devices. It was found that photos were not sent very often. This was due to the expense, complexity and poor image quality [13]. It was also established that mobile phones were being used as personal flip books and that most photos were shared with co-present people on the mobile phones screen.

Attempts at photoblogging from cameraphones were also pursued [6][15][16][17]. Photoblogging systems provide a way to publish mobile pictures on the web and allow visitors to comment on published pictures. These services supported ambient virtual co-presence which gives users a sense of closeness by knowing what their social network of friends or family are doing; however, this method of photo-sharing does not support photo-talk.

Current digital co-present solutions included the tabletop interfaces [1][18][19] and Balabanovi?’s Storytrack [2]. Tabletop interfaces are great for sharing digital photos, but lack the portability.

Balabanovi?’s StoryTrack is a prototype that enables digital photos to be used in a manner similar to print photos for sharing personal stories was developed [2]. This was achieved with a mobile device that could be passed around to view digital photographs. Balabanovi? stated that to share photos in a natural setting, a portable device is required and should be large enough to show photos at a size similar to regular prints. From their user experiment, the researchers found two different styles of storytelling. Photo-driven: this is where a subject explains every photo in turn, the story prompted by the existing sequence of pictures. Story-driven: the subject has a particular story in mind, then gathers the appropriate photos and recounts the story. The conclusion of this paper is that this device demonstrates that digital photos can be used to support some of the same kinds of story sharing that people enjoy with print photos. It is important, then, that any system be evaluated for both Story-driven and Photo-driven style applications.

Research from Frohlich [10], Kindberg [13] and Vronay [20] all suggest that sharing photographs face-to-face is the most common and enjoyable method of photo sharing. It would seem that to achieve compelling photo-sharing, supporting co-present face-to-face sharing should be the foundation of the design for our prototype.

It seemed clear that the next generation of photo sharing application should allow users to share photos in an ad-hoc way without involving external pieces of technology such as computers or monitors or group displays. As most people carry a device capable of displaying digital images (in the form of a camera-phone) it seemed sensible to develop an application that could broadcast an image amongst co-present handsets. WYSIWIS (What-You-See-Is-What-I-See) is the most common form of application sharing for collaboration, where all participants can see the same shared view of the application and interact with it. Our application should therefore act as a type of mobile WYSIWIS application. WYSIWIS applications are naturally synchronous and sequential which we believe supports the very nature of photo-sharing. Assuming that this can be achieved technically, the problem remains of broadcasting images in such a way as to support the type of social interaction that users experience with print photographs.

Greenberg [11] discusses the responsibilities of view sharing software that must be considered during its design and evaluation. These responsibilities include maintaining consistent shared views, managing floor controls between participants wishing to interact with the system and allowing participants to gesture and annotate around shared views. From [4], [9] and [12] it seems that social protocols have been observed to be effective in small groups of about two to three people, or groups where people are familiar with each other. More advanced floor control policies are suggested when the groups become larger. Boyd [3] described floor control as the problem of managing interaction among users of an application. We are interested in the interaction that occurs when using our prototype, and thus will focus on floor control policies.

Floor control policies are divided into two categories. Explicit policies require participants to deliberately request and release control. Implicit policies automatically requests control for participants, triggered when a participant generates input events. Crowley et al. [8] described four variants composed of a combination of explicit/implicit requests with explicit/implicit grants.

Finally, Koskinen et al. describe a study in which several groups of users were given digital cameras and mobile phones capable of sending images over a wireless network [14]. Their aim was to determine how real people sent mobile images. They state that browsing photographs is a group activity, which brings about a feeling of connectedness among the participants. They found that there is a lot of interest in technology when people can use it to entertain people. In the design of our experiments, we wanted to see if we could also discover this notion of ‘entertainment’ through image sharing.

2.Prototype System

2.1Implementation

Using a PDA to act as a cellular handset surrogate, the prototype developed was developed for HP iPAQs using the .net compact framework 2.0. The interface was based on that of a standard photo viewing application for Windows Mobile. The method of communication between devices was through IP multicasting using the built-in WiFi – WiFi multicasting was the only way to ensure interactive response times.

Using WiFi multicasting, multiple PDAs listening on the same multicast IP can synchronise with the show. A messaging system was developed to decode the multicast packets being sent and manage the co-present interacting devices. Devices can connect and disconnect from the show at anytime.

When a device connects, a message is broadcasted to determine if there is any current host on the multicast IP chosen. If no host responds, the device declares itself as the host. If a host is found, the device is sent the current show data to synchronise with the show. The host of the show can select which floor control policy to use.

The broadcasting of the photographs with no error correction was initially implemented. Photographs were sent to the other devices in a reasonable amount of time. Since no error correction was implemented, occasionally photographs would end up corrupted on the receiving device. For this reason, in our experiment the photographs were preloaded onto the devices and only coordination information was broadcast. It should be noted that the WiFi speeds on the handsets available to us was particularly slow and transmission of full images should be possible with current hardware that has a more robust WiFi implementation.

Figure 1: Illustration of how devices communicate.

The application supported the following functionality: Panning: Panning is achieved by dragging the main image display with the stylus.

Zooming: Zooming is achieved by pressing the zoom in/out icons.

Rotation: Rotation achieved by pressing the rotate icon.

Drawing: Drawing is achieved by activating the drawing feature by pressing the drawing icon. The line thickness and colour of the drawing can be chosen.

Pointer: The pointer can be used to point at objects on the screen. The pointer is moved by activating the pointer and clicking/dragging anywhere on the main display.

Thumbnail browser: The thumbnail browser is used to browse the photos in the current photo directory.

Navigation thumbnail: A thumbnail of the image is shown in the corner of the display which displays when the screen is tapped and hides when nothing is pressed for three seconds. This thumbnail shows the user the portion of the photo that the user is viewing in the main display. The image can be panned using this thumbnail by pointing the stylus on the thumbnail to the position of the photo you desire to view.

Synchronise: An option to connect/disconnect from the show was achieved by selecting the “connect/disconnect” option from the menu. When connected, the application will either join a show or host a show if no current show detected. The final interface can be seen in Figure 2 below

.

Figure 2: Software in action – the top image shows the options for image selection, whilst the second one shows a panning interface in full screen mode.

2.2Floor Control Policies

The floor control policies are the software locks implemented that determine which user and when such a user can control the show. We chose to implement three different policies to determine which best fits the requirements for photo-sharing. An implicit floor control policy, explicit floor control policy, and a “free-for-all” mode to determine whether social protocols can be effective in this highly social interaction.

Host-Token: With this policy, the user that possesses the host-token has full control over the shared display. The user that initially possesses the host token is the first user to join the show. This token can be requested by other users by pressing the “request host” button. The host will then receive a message to notify him/her that a user is requesting the host token. The host can then either release/deny the host token. This is an explicit floor control policy and reflects Crowley’s explicit request, explicit grant variant.

Figure 3: When a user requests the host token, the current host is prompted to release/deny the request.

Three-Second: With this policy, initially a user is given control of the display once he/she performs a control action. A control action is any action that would manipulate the display (i.e. pan, zoom, rotate, draw, etc). This user will retain control for three seconds after his/her last control action provided the last control action is performed within three seconds after his/her previous control action. If no control action is performed for three-seconds, another user can take control of the display by performing a control action. Users can identify when they are blocked from taking control by a notification icon that is displayed in the corner of the screen. When this red circle is displayed, it means that the user is blocked from performing any control action. When no circle is displayed, it means that he/she is free to manipulate the display. This is an implicit floor control policy and reflects Crowley’s implicit request, implicity grant variant. Three seconds was chosen as, in an initial pilot, this was the maximum length of time users

could look at an image before becoming bored.

Figure 4: Three-second notification of control.

Ad-hoc: With this “free-for-all” mode any user can control the display at any time. The motivation for implementing this mode was to determine if users can co-ordinate control socially without any software locks. It is anticipated that a social protocol would emerge to organise any chaotic behaviour that is expected.

Figure 5: Simultaneous interaction with ad-hoc “free-for-

all” mode.

3.EXPERIMENT DESIGN

The objectives for this experiment were:

?To determine what social behaviors this application will produce/encourage (e.g. the photo-driven, story-driven and entertainment behaviors described by previous researchers) ?To determine whether/how various floor control policies affect the social experience

To achieve the objectives, it was decided that a naturalistic observation would be conducted. The test subjects consisted of three groups of four friends. We engineered three of the friends in each group to have shared some experience together where they had captured a reasonable amount of digital photos. The fourth friend would not have shared the same experience and had not seen the photos before. The groups were asked to bring about 60 photos of the experience that the three friends have shared. For this experiment, the group was to talk about their photographs with each other.

The use of friends within a group allowed us to investigate the effect of the system as realistically as possible. The idea behind keeping one friend out of an experience was to engender a desire for the rest of the group to share their experiences with their friend using the medium of the PDA system. We chose only one friend to be excluded to maximize the number of photos that were available for sharing. From our reading of the literature, this group experience should lead to collaboration in story-telling.

Prior to the experiment, a tutorial was conducted to show the users how to interact with the application. They were also been given some time to explore the application on their own.

For the experiment, each user was presented with their own Pocket PC. The photos were preloaded on their devices. The users were told that they would be given about 15 minutes to talk about their photos using each floor control policy. The experimenter would notify them when the floor control policy was to change. For each group, the floor control policies were tested in different orders as to eliminate any learning effects or fatigue effects for a specific policy.

After the experiment, a group discussion was held to ask the users various questions on how they felt about the application and the various floor control policies. 3.1Observations

One group was used as a pilot and the other groups were used in the observations. Each group used the floor control policies in different orders. The groups consisted of various combinations of males and females. Users were observed using video cameras

and human observers in the room, as in Figure 6 below.

Figure 6. Four friends using the system with the image from one of the PDAs inset in the top left.

All groups tested where composed university students, all of which were computer literate and owned camera-phones. The first group consisted of four females aged between 22 to 23. Three of them shared a day outing together. The second group consisted of two males and a female that went rock climbing together. A male friend was used as the extra friend. The age of this group ranged from 23 to 26. The third group consisted of four males, three of which attended a party together. Their ages ranged between 19 to 20.

With each of the groups, a user started by taking control of the display and storytelling their photos to the fourth friend that was not part of the experience. While the user conducted the storytelling, others in the group attempted to explore if/how they could contribute.

3.1.1Host-Token

With this policy, the storytelling of photos and control of the display was very organised. Users seemed to enjoy having full control over the display, storytelling their photos without worrying about being interrupted. Some interesting behaviour was observed when passing the token. Users tended to pass the token verbally/socially. When the host was notified that a user was requesting the host token, he or she would ask who requested the host and usually deny the request. If the host was verbally asked for the host token, the host was usually more likely to release the host token. Some users wanted to release the host token before another requested it, since he/she did not want to control the display any longer. However this was not possible as method of passing the host token was not implemented this way. With one of the groups, another problem was observed with the host token policy. One user constantly tried to obtain the host token by constantly requesting it. The host did not want to release the host, which meant he had to constantly deny the

request. This seemed to irritate the host, which eventually led to him releasing the host to the requester.

3.1.2Three-Second

Storytelling persisted using this policy; however the user telling the story and the user controlling the display were occasionally two different people. This was due to the automatic release of control three seconds after the last control action of a temporary host. Users that wanted to control the display seemed to start getting frustrated as they were always being denied the control. Users would wait for the notification when control was released and try to manipulate the show, only to realize someone else obtained control before them. This led to the users asking whoever was in control to manipulate the display. When a user wanted to take full control over the show, he/she would ask the current host for control. The host would then pronounce that he/she has stopped manipulating the display and that the requester can take control. When verbally asking for control, other users in the group did not try to grab control.

3.1.3Ad-hoc

Using this mode, the users tended to stop storytelling about their photos and instead everyone started to try and manipulate the display as much as possible. This was generally in the form of drawing on the screen, typically trying to tease a co-present friend that was in the photo. The friend being teased would then try to find a photo of the others, or draw on the other co-present users captured in the photo as a response. Since there was no software lock to determine who had control over the display, all users could simultaneously manipulate the display. This seemed very chaotic. However, within this chaos, all the users seemed to be enjoying this form of interaction the most.

3.2Group Discussions

The majority of the subjects typically did all their photo activities (viewing and sharing) using a PC. This included viewing photos with their friends via the PC screen and sharing photos on the internet (online photo albums, blogs, e-mail). The interface of the application was found to be easy to use – they mentioned that the icons used to manipulate the display seemed familiar and thus intuitive. All the users enjoyed the shared display aspect of the application and agreed that they would use this type of application in real world situation.

Almost all the users preferred the host-token policy as with this policy users have the most control of the display. They disliked the three second policy as they did not know who was in control, and they could not always obtain control when they desired. They mentioned that with the ad-hoc mode, things were too chaotic. Even though the host-token policy was preferred, all users agreed that a choice of floor control policies would be best as the other policies could be useful for other situations.

The users were asked how this method of sharing photos compares with sharing printed photos. Most users did not print photos very often. If they did, they typically only print the more meaningful photos. Using this application, they could also share the photos that they would not normally print. The only criticism mentioned of using this method is that the resolution and quality of the photo displayed is not as clear as a printed photo. The size of the display is also not as large as a typical printed photo. However, these factors did not seem to detract overly from the users’ enjoyment. 4.Discussion

4.1Host-token

From the post-experiment discussions, users stated that they preferred the host-token policy. The reason being that control was explicit and removed any ambiguity (i.e. they have full control over the display). From our observations, story-telling and conversations were very controlled and happened in a civilized manner. There was little confusion on determining who was in control during the interactions. The only minor problem noticed with this policy is that users wanted to give up the host token before another user requested it first. This could not be achieved as the host token can only be released when it is requested. Our model requires that someone be in control and that the same someone must give up control. To allow voluntary token abandonment would mean that there is no one in control, allowing ambiguity to creep back in.

With this policy, a combination of story-driven and photo-driven behaviours were observed. The users’ photo set was typically in a chronological order in the thumbnail browser. The user initially in control would start by displaying the first photo in the thumbnail browser. They would then start describing the photo being displayed on the screen (photo-driven). The next photo in the browser would then be selected and the photo described again. While describing a photo, a specific story would come to mind of the user. The user would then find the specific photos in the thumbnail browser to display to enhance the story-telling (story-driven). The photos following that photo were usually related and were displayed to continue with the story.

From the observations and discussions, it is clear that this is the preferred policy for story-telling behaviour.

4.2Three-second

The main problem found with the three-second policy is that users could not obtain control when they wanted to. The user currently in control was also unidentifiable unless users resorted to asking the whole group “who’s in control?”. The interesting behaviour observed with this policy is that a new social protocol seemed to emerge to deal with the ambiguities. Due to the confusion (i.e. not knowing who is in control and not knowing when they will be able to obtain control), users started to pass control socially by verbally asking for control and verbally telling someone that they will be releasing control. In effect, the users were re-creating the explicit host-token policy described above. For this application, it would seem that implicity policies (at least, the way in which we implemented it) is inappropriate. Using this policy, story-telling persisted; however, the story-teller was occasionally interrupted while telling the story, allowing another user would grab control of the show.

4.3Ad-hoc

The “free-for-all” mode was implemented to determine whether users could co-ordinate themselves socially without implementing any software locks. When using this “free-for-all” mode, the result was always chaotic as all users tried to simultaneously manipulate the display. This typically included multiple users drawing on the display. Since users could draw on the display simultaneously, it was not known who drew what on the display. In one of the groups, a user requested that each user use a different colour so that they would know who drew a particular drawing. No signs of a social protocol emerging were

observed. Storytelling was practically abandoned. However, due to the all users interacting simultaneously, and no one having to wait for control, the users seemed to have the most fun using this mode. This would echo the findings of Koskinen et al. [11] who discovered that sharing photos can be an entertaining experience.

4.4Experimental Method

All researchers who wish to evaluate completely new forms of system face a problem in that they have little indication of how users will react to the system. If you do not know how someone will react, it is hard to ensure that the reaction will be measured correctly. For our evaluations, the approach of using friends and excluding one friend from the experience seemed to work out well. We generated a lot of discussion in the groups and, by having many people with material they wished to share, we generated mild conflict with users wishing to explain something more clearly than the person who currently had the floor. Even though the users were in an unnatural environment and knew that they were being observed, after using the application for a while, they seemed to become more comfortable in sharing and talking about their photos. Throughout the testing, none of the users seemed to get tired/bored from using the application. 5.Conclusion

From these observations, there seems to be two methods of interacting with photos.

Sharing and storytelling of photos is promoted by strict floor control policies. Not only does this ensure better behaviour from the audience, but it allows the presenter to focus on the story, knowing that their presentation will not be hi-jacked. From the observations we took of the groups, the host-token policy supported both story-led and photo-led interaction.

Teasing friends and the ‘entertainment’ aspects are promoted by the ad-hoc/”free-for-all” mode. With the other two policies, users were willing to accommodate the policies and work with them directly (host-token) or adapt them to their needs (three-second). This was emphatically not the case with the ad-hoc mode. No attempt at structure could be maintained and the session deteriorated (or improved, depending on your view) into a form of game.

Therefore, one can conclude that applications of this nature which need to support story telling should have some form of software locking built in – our experiments would indicate that host-token is the most appropriate. However, the exact form of the policy is not so important as we observed that users were more likely to pass control when verbally asked for it.

One aspect which we did not investigate was allowing users to select which policy they wished to use. Would groups realize that someone wanted to tell a story and voluntarily switch to some locking policy; or would groups always default to an ad-hoc interaction?

Also, by limiting our group size to four participants, we created groups in which it was possible to augment the locking policies with verbal interaction. Furthermore, the ad-hoc mode is sustainable because there are only four people messing with the screens. However, were that number to grow, the ad-hoc interaction may become so chaotic as to make it impossible to derive any entertainment value from the interaction. It is our goal to re-run these experiments to investigate these factors. 6.ACKNOWLEDGMENTS

The handsets for this development work were provided by a donation from HP and https://www.360docs.net/doc/5f12496032.html,. This work was funded by South Africa’s National Research Federation as well as Telkom and Siemens South Africa through their ‘Centres of Excellence’ initiative.

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初中五种基本句型的用法及其运用讲义(无答案)

学科教师辅导教案 学员编号:年级:新初三课时数:学员姓名:辅导科目:英语学科教师:课程主题:初中五种基本句型授课时间:2018.7.24 学习目标 1.掌握五种基本句型的用法以及它们在用法上的区别 教学内容

一、知识精讲 五种基本句型是句子最基本的组成部分。掌握了这五种基本句型,在阅读中当我们遇到较复杂的句子时,运用这些基本句型,对句子的分析就会变得容易多了。在写作中,首先要能运用好这些基本句型,才能得到高分。 (一)五种基本句型的句子成分: 1. 句子成分的定义:构成句子的各个部分叫做句子成分。句子成分包括主要成分和次要成分;主要成分有主语和谓语;次要成分有表语、宾语、定语、状语、补足语等。 2. 主语(subject):主语是一个句子所叙述的主体,一般位于句首。主语可由名词、代词、数词、不定式、动名词、名词化的形容词和主语从句等表示。 【例句】 We often speak English in class. 我们在课上经常说英语。 Smoking does harm to the health. 吸烟对健康有害。 The rich should help the poor. 富有的人应该帮助贫困的人。 3.谓语(verb):谓语可用来说明主语所做的动作或具有的特征和状态。动词常在句中作谓语,一般放在主语之后。分及物动词和不及物动词两种。 【例句】 He practices running every morning. 他每天早晨练习跑步。 I have caught a bad cold. 我得了重感冒。 We like helping the people in trouble 我们喜欢帮助那些处于困境中的人。 4.宾语(object):宾语在句中表示动作的对象或承受者,一般位于及物动词或介词后面。 【例句】 They went to see a film yesterday. 他们昨天看了一场电影。 She often helps her mother with their housework. 她经常帮助她的妈妈做家务。 I enjoy listening to popular music. 我喜欢听流行音乐。 5. 表语(predicative):表语用以说明主语的身份、特征和状态,它一般位于系动词(如be, become, get, look, grow, turn, seem等)之后。表语一般由名词、代词、形容词、分词、数词、不定式、动名词、介词短语、副词构成。 【例句】 The weather has turned cold. 天气变得冷了。 His job is to teach English.

雅思口语part2话题万能模板:事件类

雅思口语part2话题万能模板:事件类今天三立在线教育雅思网为大家带来的是雅思口语part2话题万能模板:事件类的相关资讯,备考的烤鸭们,赶紧来看看吧! 首先我们来说说“一件从数学中学到的事情”,拿到这个话题,先不要急着回答,可以用笔稍微构思一下思路,该怎么回答。首先,可以说一下这件事是什么、发生在什么时候,也就是作文中的事件和事件,这里需要注意的就是具体描述一下什么事但是又不能啰嗦累赘,而时间则可以大致概括点明即可。我们就从资料中的例子来说:高中的时候从乘法表中学到的一件事。 然后,要具体叙述一下这件事,即是最重要的部分,发生的地方、牵扯到的人物、以及这件事情影响到你的原因,为什么影响到你…… 资料例子来说:在高中的一次数学竞赛中失败,以至于灰心丧气,甚至对自己产生怀疑,而此时数学老师拿乘法的规则来比喻人生中的失败与成功的关系来鼓励我,以至于我从失败中走出来,从新赢得了下一次的数学竞赛。这件事情使我明白了,生活就如同数学乘法,有无数种可能,多种多样,我们要坦然面对。 而这里的例子看似像我们中文作文中的思路,但是关键在于它表述方式以及用词造句,不能太中式化。这里的重点,就是描述事件经过,即“在高中的一次数学竞赛中失败,以至于灰心丧气,甚至对自己产生怀疑,而此时数学老师拿乘法的规则来比喻人生中的失败与成功的关系来鼓励我,以至于我从失败中走出来,从新赢得了下一次的数学竞赛。”而老师的话则是重中之重,因为他让我明白了道理“生活就如同数学乘法,有无数种可能,多种多样,我们要坦然面对。”也是我深深牢记的原因,以及这件事对我影响深刻的原因。

而最后,只需要简单概括,从这件事中学到的东西即可。其实这个话题思路并不是很难,关键在于烤鸭们的表述以及词汇的积累。 其实,大家都知道事件类话题是雅思口语考试中最简单的、最容易描述,却也是最常见的话题,所以大家要多注意积累素材、思考思路。其实“A way of communication”和“A good parent”这两个话题也可以用这个例子来阐述回答,而最关键的则是把老师的那段话稍作转述即可。例如,“A way of communication”我们可以先描述手机及其性能作用,以及现今的流行趋势,然后从一件事引到交流方式,还是那件事,还是那写话,只不过要突出老师用短信的方式告知我,最后,简单概述手机的用处及好处即可。是不是很简单呢?同样的,“A good parent”只需要根据情况把那些话转述为父母亲对你说的话,已经对你的影响,所以一个模板真的是百用哦! 那么我们赶紧来看看还有哪些话题可以这样转换呢? 多米诺骨牌效应:=Something you learned from math=Something you learned from your family=A piece of advice=A change you had=An important stage in your life=A text message you got=A letter you got=An E-mail you got=A way of communication=An important decision you made=A person who helped you=A kind thing someone did to you=A family member you love talking to=A good parent=An elderly family member=A neighbor=A good friend=A teacher=A science course you took=A subject you love/d at school=Your personality=First day of college=Your experience of getting money as a gift=Your experience of getting congratulations=A person you helped=A thing your friend did made you admire.

感官动词和使役动词

感官动词和使役动词 默认分类2010-05-28 23:14:26 阅读46 评论0 字号:大中小订阅 使役动词,比如let make have就是3个比较重要的 have sb to do 没有这个用法的 只有have sb doing.听凭某人做某事 have sb do 让某人做某事 have sth done 让某事被完成(就是让别人做) 另外: 使役动词 1.使役动词是表示使、令、让、帮、叫等意义的不完全及物动词,主要有make(使,令), let(让), help(帮助), have(叫)等。 2.使役动词后接受词,再接原形不定词作受词补语。 He made me laugh. 他使我发笑。 I let him go. 我让他走开。 I helped him repair the car. 我帮他修理汽车。 Please have him come here. 请叫他到这里来。 3.使役动词还可以接过去分词作受词补语。 I have my hair cut every month. 我每个月理发。 4.使役动词的被动语态的受词补语用不定词,不用原形不定词。 (主)He made me laugh. 他使我笑了。 (被)I was made to laugh by him. 我被他逗笑了。 使役动词有以下用法: a. have somebody do sth让某人去做某事 ??i had him arrange for a car. b. have somebody doing sth.让某人持续做某事。 ??he had us laughing all through lunch. 注意:用于否定名时,表示“允许” i won't have you running around in the house. 我不允许你在家里到处乱跑。 ******** 小议“使役动词”的用法 1. have sb do 让某人干某事 e.g:What would you have me do? have sb/sth doing 让某人或某事处于某种状态,听任 e.g: I won't have women working in our company. The two cheats had the light burning all night long. have sth done 让别人干某事,遭受到 e.g:you 'd better have your teeth pulled out. He had his pocket picked. notes: "done"这个动作不是主语发出来的。 2.make sb do sth 让某人干某事 e.g:They made me repeat the story. What makes the grass grow?

The way常见用法

The way 的用法 Ⅰ常见用法: 1)the way+ that 2)the way + in which(最为正式的用法) 3)the way + 省略(最为自然的用法) 举例:I like the way in which he talks. I like the way that he talks. I like the way he talks. Ⅱ习惯用法: 在当代美国英语中,the way用作为副词的对格,“the way+ 从句”实际上相当于一个状语从句来修饰整个句子。 1)The way =as I am talking to you just the way I’d talk to my own child. He did not do it the way his friends did. Most fruits are naturally sweet and we can eat them just the way they are—all we have to do is to clean and peel them. 2)The way= according to the way/ judging from the way The way you answer the question, you are an excellent student. The way most people look at you, you’d think trash man is a monster. 3)The way =how/ how much No one can imagine the way he missed her. 4)The way =because

subject_to_浅谈

首先将subject 和to 单独理解,subject的主要和常用意思是: 1. As a noun, a person owing loyalty to a certain state or royal ruler: a subject of the United Kingdom. 作名词,指对某个国家或统治者表示忠诚的人,用常用汉语表述为“臣民、国民”;如:英国国民。 2. As a noun, something being considered, as in a c onversation: Don’t change the subject; answer the question. 作名词,指如在一个谈话中正在讨论、考虑的东西,汉语表述为“话题、主题、论题”;如:不要改变话题,回答这个问题。从翻译的角度来讲,这句话可以用更好的中文表述:不要东拉西扯,回答这个问题;不要罔顾左右而言它,回答这个问题。 3. As a noun, a branch of knowledge studied, as in a system of education: she’s taking 3 subjects in her examinations. 作名词,所学知识的一个分支,如在教育系统中的学科,汉语表述为“科目、学科”:她在参加三门学科的考试。 4. As a noun, a cause: his strange cloth was a subject for amusement. 作名词,(事情的)起因,汉语表述为“起因、原因、缘由”:他奇怪的服饰是大家取笑的原因(直译);他奇怪的服饰成了大家的笑料。 5. As a noun, the main area of interest treated in a work, esp. written: a book on the subject of love. 作名词,著作中的主题思想,尤其是在书面作品中,汉语表述“主题、主体、题材”:一本以爱情为主题的书。 6. As an adjectiv e, governed by some one else; not independent: a subject race. 作形容词,(被)统治的,不独立的;汉语表述为“隶属的、统治的、管辖的、服从的”:一个隶属民族。 7. As a verb, to cause to be controlled or ruled: These people have been subjected by another tribe. 作动词,被统治、控制;汉语表述为“统治、控制”:这些人被另外一个部落统治着。 我们都知道“to”在英语中都作介词使用,主要意思是:向、去、到、达到、比、对、在等等。 当subject 和to连用,构成短语subject to,其意思发生了很大变化,尤其是和它的名词形式。因而Subject to 是英语中一个很常见、很重要但很难把握的短语。特别是在商务合同、法律和税收等中出现的频率很高,不少人由于没有真正了解它的用法,而不能正确理解、翻译和使用它。下面谈谈subject to的用法: 一、作形容词用 1.基本含义是“应服从……的……”、“受制于……”。英语解释:owing obedience to, 示例: All the foreigner friends are subject to the law of our country. 所有外国朋友都应服从我们国家法律。 2.基本含义是“有……倾向”、“易受……”。英语解释为:prone to,vulnerable to。 Wenchuan and Qingchuan counties in Sichuan province are subject to earthquakes as they are located on Longmenshan Earthquake Zone. 四川省的汶川和青川县易受地震的影响,因为它们位于龙门山地震带上。 A weak man is subject to cold. 体质不好的人易感冒。

雅思口语part2中不建议背诵范文

雅思口语part2中不建议背诵范文 背诵的痕迹如果比较明显在雅思口语中是很不利的,下面一起来看看有哪些需要注意的吧! 雅思口语part 2中不建议背诵范文 有很多同学常常觉得雅思口语考试从6分到7分是一个不可逾越的鸿沟,其实大家如果能够将自己的语言丰富一些,细节描述更多一些,获得7分以上,还是很有机会的。 对于一些描述性的雅思口语part 2题目,不少同学表示可说的内容比较少,所以在2分钟之内的表达显得干巴巴的,没有什么实质性的东西。事实上,如果能够提升自己对于细节的专注程度,在part 2的考试中能够令人眼前一亮。 我们以“描述你在特殊场合穿着的衣服”这个话题为例。如果仅仅描述一件衣服,那么可说的内容很少。但是如果我们更加专注于如何描述这件衣服的背景和增添一些比较地道的描述,那么实际的效果是大不相同的。仅以下文为例,供广大考生参考。 Describe a piece of clothing you wear on a special occasion Key points:Graduation,school,pink dress,accessory, Actually,in my high school,students are required to wear the school uniforms each day at school. Everyone looks the same to a great extent.【程度的描述】No one's special. So after a while,we all have the similar physical features. Baggy pants,oversized jackets,and big glasses on our faces,【生动的描述】of course【的语序】. Lucky enough【选取比较自然的连接词】,we had a graduation ceremony,and the high school allowed us to wear something casual 【转换词性】on that very day. For this special day,I picked up a really nice dress. My mum and I found it at an elegant shopping mall,which was stunning in the store window.【还是细节描写,而且增添了背景故事】I had my eyes on that dress immediately. It was a pink dress with a black leather belt,which was neither too fancy nor too formal.【加入形容的部分】It boasts an graceful cutting style with a U-neck shape. Somehow,it reminded me of a typical Chanel dress.【加入了西方背景知识】My mum said it might be too mature for my age,but I believe it was OK.【自然

感官动词的用法

感官动词 1.see, hear, listen to, watch, notice等词,后接宾语,再接省略to的动词不定式或ing形式。前者表全过程,后者表正在进行。句中有频率词时,以上的词也常跟动词原形。 注释:省略to的动词不定式--to do是动词不定式,省略了to,剩下do,其形式和动词原形是一样的,但说法不同。 see sb do sth 看到某人做了某事 see sb doing sth 看到某人在做某事 hear sb do sth 听到某人做了某事 hear sb doing sth 听到某人在做某事 以此类推... I heard someone knocking at the door when I fell asleep. (我入睡时有人正敲门,强调当时正在敲门) I heard someone knock at the door three times. (听到有人敲门的全过程) I often watch my classmates play volleyball after school. (此处有频率词often) (了解)若以上词用于被动语态,须将省略的to还原: see sb do sth----sb be seen to do sth hear sb do sth----sb be seen to do sth 以此类推... We saw him go into the restaurant. → He was seen to go into the restaurant. I hear the boy cry every day. → The boy is heard to cry every day. 2.感官动词look, sound, smell, taste, feel可当系动词,后接形容词。 He looks angry. His explanation sounds reasonable. The cakes smell nice.

The way的用法及其含义(二)

The way的用法及其含义(二) 二、the way在句中的语法作用 the way在句中可以作主语、宾语或表语: 1.作主语 The way you are doing it is completely crazy.你这个干法简直发疯。 The way she puts on that accent really irritates me. 她故意操那种口音的样子实在令我恼火。The way she behaved towards him was utterly ruthless. 她对待他真是无情至极。 Words are important, but the way a person stands, folds his or her arms or moves his or her hands can also give us information about his or her feelings. 言语固然重要,但人的站姿,抱臂的方式和手势也回告诉我们他(她)的情感。 2.作宾语 I hate the way she stared at me.我讨厌她盯我看的样子。 We like the way that her hair hangs down.我们喜欢她的头发笔直地垂下来。 You could tell she was foreign by the way she was dressed. 从她的穿著就可以看出她是外国人。 She could not hide her amusement at the way he was dancing. 她见他跳舞的姿势,忍俊不禁。 3.作表语 This is the way the accident happened.这就是事故如何发生的。 Believe it or not, that's the way it is. 信不信由你, 反正事情就是这样。 That's the way I look at it, too. 我也是这么想。 That was the way minority nationalities were treated in old China. 那就是少数民族在旧中

subjectto用法解析

The obligations of the Company under the Guarantee (a) will be subject to the laws from time to time in effect relating to the bankruptcy, insolvency, liquidation, possessory liens, rights of set off, reorganization, merger, consolidation, moratorium or any other laws and legal procedures, whether of the similar nature or otherwise, generally affecting the rights of the creditors; (b) will be subject to the statutory limitation of the time within such proceedings may be bought; (c) will be subject to the principles of equity and, as such, specific performance and injunctive relief, being equitable remedies, may not be available; (d) may not be given effect to by a British Virgain Island court, whether or not it is applying the foreign laws, is and to the extent they constitute the payment of an amount which is in the nature of a penalty and not in the nature of liquidated damages; 译文: 解析: 以上是我们在翻译实物中遇到的,无论是原文表达还是翻译及修订,都比较经典,所以特摘录下来与大家一起交流学习。 本段落考查: (1)法律翻译中常见的subject to 的用法,在此句子中,"subject to + laws(statutory 的法律(诉讼时效,原则)的限制(约束)”;limitation of time, the principles)”译为“受……. (2) subject to一般有两种用法: 等法律文件名或文件中一、以介词短语形式出现,后跟“agreement”, “contract”“regulations” 特定条款名等名词配合使用; 通常可翻译成“根据……规定”及“在不抵触……的情况下”;二、以介词短语/动词短语(be subjected to,较少见)出现,后接法律文书或条款以外的 或“…..服从或接受” 等, 例: 其它名词;一般译为“使…..面临/遭受……..”  (1) Subject to the provisions of Clause 5.4.1, the contributions of Party A and Party B to the Company’s registered capital shall be made in one instalment by no later than six (6) months after the Establishment Date. The Parties shall make their respective capital contributions to the registered capital of the Company on the same date. 根据5.4.1 条款的规定,甲乙双方对公司注册资本的出资必须在成立日之后最晚6个月内一次性付清。双方必须在同一天支付各自对注册资本的出资。 (2)员工应服从公司有关部门领导的安排与指导。 The Employee shall be subject to the reasonable arrangement and direction by appropriate officers of the Company.

雅思口语万能模板

雅思口语万能模板 今天给大家收集了雅思口语万能模板,快来一起学习吧,下面就和大家分享,来欣赏一下吧。 雅思口语万能模板:自我介绍Sample Sample1: My name is ________. I am graduate from ________ senior high school and major in ________. There are ________ people in my family. My father works in a computer company. And my mother is a housewife. I am the youngest one in my family. In my spare time, I like to read novels. I think reading could enlarge my knowledge. As for novels, I could imagine whatever I like such as a well-known scientist or a kung-fu master. In addition to reading, I also like to play PC games. A lot of grownups think playing PC games hinders the students from learning. But I think PC games could motivate me to learn something such as English or Japanese.My favorite course is English because I think it is interesting to say one thing via different sounds. I wish my English could be improved in the next four years and be able to speak fluent English in the future.

英语中感官动词的用法

英语中感官动词的用法 一、感官动词 1、感官动词(及物动词)有:see/notice/look at/watch/observe/listen to/hear/feel(Vt)/taste(Vt)/smell(Vt) 2、连缀动词(含感官不及物动词) be/get/become/feel/look/sound/smell/taste/keep/stay/seem/ appear/grow/turn/prove/remain/go/run 二、具体用法: 1、see, hear, smell, taste, feel,这五个动词均可作连系动词,后面接形容词作表语,说明主语所处的状态。其意思分别为"看/听/闻/尝/摸起来……"。除look之外,其它几个动词的主语往往是物,而不是人。 例如:These flowers smell very sweet.这些花闻起来很香。 The tomatoes feel very soft.这些西红柿摸起来很软。 2、这些动词后面也可接介词like短语,like后面常用名词。 例如:Her idea sounds like fun.她的主意听起来很有趣。 3、这五个感官动词也可作实义动词,除look(当"看起来……"讲时)只能作不及物动词外,其余四个既可作及物动词也可作不及物动词,此时作为实义动词讲时其主语一般为人。 例如:She smelt the meat.她闻了闻那块肉。 I felt in my pocket for cigarettes.我用手在口袋里摸香烟。 4、taste, smell作不及物动词时,可用于"t aste / smell + of +名词"结构,意为"有……味道/气味"。 例如:The air in the room smells of earth.房间里的空气有股泥土味。 5、它们(sound除外)可以直接作名词,与have或take构成短语。 例如:May I have a taste of the mooncakes?我可以尝一口这月饼吗?taste有品位、味道的意思。 例如:I don’t like the taste of the garlic.我不喜欢大蒜的味道。 She dresses in poor taste.她穿着没有品位。 look有外观,特色的意思,例:The place has a European look.此地具有欧洲特色。 feel有感觉,感受的意思,watch有手表,观察的意思。例:My watch is expensive.我的手表很贵。 6、其中look, sound, feel还能构成"look / sound / feel + as if +从句"结构,意为"看起来/听起来/感觉好像……"。 例如:It looks as if our class is going to win.看来我们班好像要获胜了。 7、感官动词+do与+doing的区别: see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do表示动作的完整性,真实性;+doing 表示动作的连续性,进行性。 I saw him work in the garden yesterday.昨天我看见他在花园里干活了。(强调"我看见了"

(完整版)the的用法

定冠词the的用法: 定冠词the与指示代词this ,that同源,有“那(这)个”的意思,但较弱,可以和一个名词连用,来表示某个或某些特定的人或东西. (1)特指双方都明白的人或物 Take the medicine.把药吃了. (2)上文提到过的人或事 He bought a house.他买了幢房子. I've been to the house.我去过那幢房子. (3)指世界上独一无二的事物 the sun ,the sky ,the moon, the earth (4)单数名词连用表示一类事物 the dollar 美元 the fox 狐狸 或与形容词或分词连用,表示一类人 the rich 富人 the living 生者 (5)用在序数词和形容词最高级,及形容词等前面 Where do you live?你住在哪? I live on the second floor.我住在二楼. That's the very thing I've been looking for.那正是我要找的东西. (6)与复数名词连用,指整个群体 They are the teachers of this school.(指全体教师) They are teachers of this school.(指部分教师) (7)表示所有,相当于物主代词,用在表示身体部位的名词前 She caught me by the arm.她抓住了我的手臂. (8)用在某些有普通名词构成的国家名称,机关团体,阶级等专有名词前 the People's Republic of China 中华人民共和国 the United States 美国 (9)用在表示乐器的名词前 She plays the piano.她会弹钢琴. (10)用在姓氏的复数名词之前,表示一家人 the Greens 格林一家人(或格林夫妇) (11)用在惯用语中 in the day, in the morning... the day before yesterday, the next morning... in the sky... in the dark... in the end... on the whole, by the way...

介词to的用法归纳

一:表示相对,针对 be strange (common, new, familiar, peculiar, distinct, sensitive,immune, vulnerable, indispensable) to Air is indispensable to life. Aircrafts are vulnerable to interference caused by radiation. 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 The quarrel happened prior to my arrival. 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. 3:表示一些先后顺序的形容词,如:second,subsequent,next,preliminary,preparatory Subsequent to the war,they returned to their hometown. 4: to也偶尔出现在个别动词之后,与动词形成固定词组,表示比较,如:prefer to,compare to,incontrast to compare to sth.表示比喻或比拟,而compare with sth.表示比较,如: World is usually compared to a stage Compared with his past,he has changed a lot. Prefer的正确句型是:prefer A to B或prefer doing A to doing B,但当prefer后接动词不定式时,表示比较的介 词to就要改成rather than ,如: The undaunted soldier preferred death to surrender. Many people prefer spending money to earning money. They prefer to pursue careers rather than remain home as house wives. 5: to与及个别的名词构成比较之意,如:alternative Going to an under water concert is a great alternative to going to dinner. 三: 表示修饰关系 1: 表示回复,反应意思的词,如:answer to question, solution to problem,response to inquiry,reaction to proposal,reply to letter 2: 表示建筑构件的词汇,如: entry,entrance,approach,access,passage,exit,vent,path the approach to a bridge引桥 the approach to science Half of the population was estimated to have no access to the health service. The access to education 接受教育的机会 The access to medical care 享受公费医疗的权利 3: 表示人物职位和官衔的词,如:assistant to manager, ambassador to Spain, successor to tradition,heir to throne,deputy to the National People’s Congress advisor to the Prime Minister 4: 表示权利和许可的词汇,如:right,admission The employee finally got the admission to the boardroom. Everyone has an equal right to …….. 5: 表示栅栏或障碍的词汇,如:bars to development,the barrier to progress 6: 表示与书籍,文本相关的词,如:introduction to passage.

★雅思口语万能连接词

小黑雅思口语万能连接词地点描述 Like I’m fairly keen on… I’m really into… I’m quite a big fan of… I simply adore… I’m quite enthusiastic/passionate about… I generally prefer…to… I’m pretty fond of … I’m totally mad about… I’m obsessed with… I’m fascinated by… dislike I’m not so keen on… I’m really not that fond of … I’m not much of a fan of… I really cant stand… 迅速回答 Well, actually… Sure, obviously… Ok, certainly… Of course, you know… Of course, it goes without saying that…不确定 I think I would have to say that it really depends. Well, quite honestly I don’t think I’ve ever thought about hat, but I guess…Actually, this isn’t something that I’ve ever considered, but in short… I’m not really sure how to put this, but I suppose generally speaking… 种类 There’s quite a mixed variety of …There’s quite a wide range of… There’s fairly broad range of… There’s quite an extensive diversityof …There’s quite a diverse mixture of… 虚拟语气 If I lived in Mediterranean, I would/could/might…… 假设 If …, then I will most likely do….

分享常用的雅思口语句型模版

分享常用的雅思口语句型模版 本文三立在线老师为大家整理了一些雅思口语模板句型,希望同学们都能取得好成绩。 I get up at six o''clock.我六点起床。 I meet the boss himself.我见到了老板本人。 I owe you for my dinner.我欠你晚餐的钱。 I really enjoyed myself.我玩得很开心。 I''m fed up with my work !我对工作烦死了! It''s no use complaining.发牢骚没什么用。 She''s under the weather.她心情不好。 The child sobbed sadly. 小孩伤心地抽泣着。 The rumor had no basis. 那谣言没有根据。 They praised him highly.他们大大地表扬了他。 Winter is a cold season.冬天是一个寒冷的季节。 You can call me any time. 你可以随时打电话给我。 What shall we do tonight?我们今天晚上去干点儿什么呢? What''s your goal in life?你的人生目标是什么? When was the house built?这幢房子是什么时候建造的? Why did you stay at home?为什么呆在家里? Would you like some help?需要什么帮助吗?

You mustn''t aim too high你不可好高骛远。 You''re really killing me!真是笑死我了! You''ve got a point there. 你说得挺有道理的。 Being criticized is awful !被人批评真是痛苦! 15 divided by 3 equals 5.15 除以3 等于5. All for one ,one for all.我为人人,人人为我。 East,west,home is best. 金窝,银窝,不如自己的草窝。 He grasped both my hands. 他紧握住我的双手。 He is physically mature.他身体已发育成熟。 I am so sorry about this. 对此我非常抱歉(遗憾)。 以上是三立在线老师带来的关于分享常用的雅思口语句型模版的详细内容,希望各位考生能从中受益,并不断改进自己的备考方法提升备考效率,从而获得理想的考试成绩。

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