牛津英语用法指南

牛津英语用法指南 《牛津英用法指南》语——语语语语语语语语语语语 中 小学 小学生如何制作手抄报课件柳垭小学关于三违自查自纠报告小学英语获奖优质说课课件小学足球课教案全集小学语文新课程标准测试题 英教必的工具之一 2010-09-07 14:46:42 作者:湖北武　惠民汉汉 来源:九通子音像出版社《新英教育》汉汉汉汉汉汉汉汉汉汉汉汉汉汉 　　【作者介】　惠民　男,汉汉汉汉汉汉汉汉汉汉1942年10月出生。1966年于中范大学外系英汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉。特教。期从事中学英教学、教研工作。主教育部划中 等划教材《算机英》,担任英系列《基英汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 ...中小学英教在教学中,无一例外要使用工具，汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉reference books,,使用得最多的是典,其次是汉汉汉汉汉汉汉法。位教都会精心地挑几,置于案,以便随,而于汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉每有英用法的工具,注程度略一。牛津、、朗文、柯汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 林斯等出版社出版的典、法,品全,次丰富,可琳琅目。而适汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 合中小学教学要求的英用法工具的品相稀缺,有的,版本比汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 旧,即使教想添置,的余地也不大。外研社不久前引出版了汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 牛津《英用法指南》，第三版,中本,可以弥方面的缺憾。汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 《英用法指南》英文名汉汉汉汉汉汉汉汉汉汉Practical English Usage,按字面意名用英用法，用法下称汉汉汉“汉汉汉汉”汉汉“”用法, 汉名下称第...版,。用法一在英教学中繁出,不少人于什是用法“”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 不甚了了,典的解也焉不。如汉汉汉汉汉汉汉汉汉汉汉汉“usage the way that words are used in a language ” LDOCE,于抽象。汉“”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉用法是一个的,面很广,一言两以明确界定。涉Oxford Dictionary of English Grammar 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉用法作了全面的,可作参考,摘要如下: “Usage Established and customary ways of using language. Usage is a somewhat wider and somewhat vaguer term than grammar or syntax. In one sense, usage is what people generally say and write, how they actually use their language. Ideally therefore, usage should (a) include grammar and (b) be objective and descriptive, rather than prescriptive. In practice, usage guides deal cursorily with consensual core grammar and pay most attention to areas of disputed usage, giving guidance that veers towards prescription (which is doubtless what most users of such books want)...” 由此可知:用法是已确立的、符合的言使用方法,“”汉汉汉汉“”汉汉汉 汉汉用法描述性地反映言的使用情况,用法 指南主要通描述解答口、笔言中有争的汉汉汉汉汉汉汉……汉汉汉汉汉汉汉汉。第三版正是一本工具。Practical English Usage第二版的封底刊有一段推介,明确直白地 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 明了其用途:汉汉汉汉汉汉汉汉汉汉汉汉汉汉“Practical English Usage is a dictionary of problem points in the language for foreign learners and their teachers. It answers the learner’s question, ‘Is this right or wrong, and why?’ and the teacher’s question, ‘How can I explain this to my classes?’ It gives information and advice that is practical, clear, reliable and easy to find ...” 此推介完全汉汉汉 适用于第三版。英用法是教学中最棘手的,学生的千奇百怪,汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 出不,教往往以答。《牛津英用法指南》，第三版,是汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 学生解疑惑的威依据,是中小学英教必的工具之一。汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 Practical English Usage的作者 Michael Swan是英国著名言学家,深英教,英汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 教材、工具自由撰稿人。作者在网站上介了自己的汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉PROFESSIONAL ACTIVITY:“After studying Modern Languages at Oxford University, I worked in English Language teaching for around twenty years. I co-founded and directed the Swan School of English in Oxford, and later worked in adult education in Paris. During that period I began writing and publishing English language teaching and reference materials, and this is now my main occupation. I have published with OUP, CUP ，牛津大学出版社、大学出版社,汉汉汉汉汉汉汉汉...”,“I am a freelance writer, specialising in English-language teaching and related matters.”Practical English Usage第一版1980年世,共重印汉汉汉汉汉汉26次,1995年出版第二版,2005年出版第三版,全球 汉汉售超1,500,000本，With over one million and a half copies sold worldwide, ...汉汉汉汉第三版封底,,盛 况,在用法工具中几乎无出其右。第三版推出后,言学家充分汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 肯定,各国者，含美、加、澳、新,在汉汉汉汉汉汉汉汉汉汉汉汉汉Amazon.com汉汉汉汉汉汉汉汉汉汉汉帖,几乎一致予正面价,以下便 是其中的几条:“This reference book is almost perfect. I nearly always find in it what I look for.”,“This book really is an indispensable resource for any teacher of English as a second language or serious student.”,“This is the bible for the TEFL educator.”,“As an English teacher, I can’t live without this book.”,“If you are looking for a good reference book on English usage, look no further. Just buy this book and you will be glad that you did it.”。其受迎的程度,可一斑。笔者上世八十年代初偶第一版 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 英版,不,汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉益匪浅。日前又得第三版中本,后,感 新版修汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉全面,条目精,解明,使用方便。本不盛名,极具用价,得有。 Practical English Usage的成功主要原因在于作者学深汉汉汉汉汉汉汉汉汉汉汉汉汉汉厚,自不待言,其科学的治 学度也其汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉成功提供了重要保。 第一,本汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉内容全部来自教学。作者在期英教学程中始作有心人,注意收集与累料,中解 答的都是学生在学中汉汉汉汉汉汉汉汉“”汉汉汉汉汉汉汉凭空捏造提出的,不是造出来的。一次接受采,当被到 “How did you get involved in writing EFL textbooks?”汉“,他的回答是:After teaching for ten years I had a big pile of notes on grammar, and took time out to try to turn them into a book. The draft was accepted by OUP, and ultimately turned into Practical English Usage. ” 第二,作者善于汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉和借助各方面的力量。第一版出版前,他各界人 士汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉稿,展,同事、学生表意,提出。修,他注重 吸收前人的研究成果,参考威著作,汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉就教家学者。更能可的是他特 注重研汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉究,广泛收集各国英教的意和建,作取条目和 修内容汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“ 的重要依据。在第三版致中他写道:... A large number of teachers in different countries were kind enough to respond to an enquiry asking how they felt Practical English Usage could be improved, ... Many other teachers and students — too many to name — have taken the trouble to suggest ways in which particular entries could be improved; ...”援手者众,他甚至虚汉汉汉汉汉汉“地:So many people have helped me to write this revised edition that I am no longer totally sure of my claim to be its author.” ，第二版致汉汉汉汉汉汉篇句,。 第三,汉汉汉 汉作者撰慎,精心推敲。写、修Practical English Usage汉汉汉汉汉汉,字斟句酌,在主上力求例 句汉汉汉汉汉汉汉言是真的，... the examples are as realistic as I can make them.第一、二版前言,。随着汉汉汉汉汉汉算机技的 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉步,作者以料依托,底核全的言,在客上确保第三版中 的例句和汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉明都是当代人口、面所运用的真言，The explanations ... are illustrated with realistic examples of current usage. Both explanations and examples have been thoroughly checked against large electronic databases (‘corpora’) of authentic spoken and written English.第三版前言,。可以断言,明汉汉汉汉某 一言象而主汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉造的例句已不存在,Don’t say it“不能汉”汉汉汉汉汉汉汉汉汉中的所列的不正确的言形 式一般也是汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉存在、比典型的常。 第三版是全面修汉汉汉汉汉汉汉汉汉汉汉版,英版封面左上方NEW和Fully Revised非常醒目。第三版具体作了哪些修汉汉汉汉,未作 全面比,不可汉“汉”汉汉汉汉汉汉新妄言,但新版的突出特点和作者点,得注。 第一,作者着力反映英的用法汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉化,当代英用法正在生化,言可 能的汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“展,描述性地呈当代英的使用状况:English, like all languages, is changing ... Consequently, some usages which were unusual in standard British English a few decades ago have now become common ... The third edition takes account of a number of changes of this kind, in order to give a fully up-to-date description of contemporary usage.”例如:have表示“汉”汉汉汉汉有,有其疑句和 否定句的构成在第一、二、第三版中的明分是:汉汉汉汉汉汉 Do- forms are also becoming common in British English even when there is no idea of repetition, ..., Traditionally, do-forms of have have been used in British English mostly to express habit or repetition ..., In American English and modern British English, questions and negatives are commonly formed with do.汉汉汉汉汉汉明的化展了have用法的汉汉汉汉汉汉汉汉汉汉汉化程,各个期的使 用汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉和化的果,者可从中了解have的用法。汉汉汉汉汉 在英的中,作者用比大的“汉汉汉”汉汉“汉汉”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉异和化篇幅述,及言化的原因和状,也 是笔者孤陋寡汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉,有的提法感新，括号内原文要点或例,: Languages change over time. Younger people adopt newer forms of expression, while older people often resist change; so even people who speak the same standard language do not speak it in exactly the same way. There are several reasons for change. 1 communicative need，如第二人称汉汉汉汉数形式you guys, 2 influence from other dialects，如美国英的汉汉汉汉汉影响, 3 Languages simplify themselves，如条件句主从句都用would have, 4 Small, less important distinctions are confused or disappear，如某些不汉汉汉汉汉汉汉汉汉汉汉汉汉去式与去分的 混淆,汉汉-ing形式与不定式的混用等, When confusions like these become widespread, they can lead to language change. 5 New forms and uses spread through the language，如 How many eggs were you wanting?, 6 ‘Underground’ forms become respectable ，汉汉汉汉汉汉汉汉汉汉汉汉汉汉去避免使用的得常用了,如Here’s your papers. , 7 Mistakes become part of the language Sometimes a mistake is made by so many people that it becomes the normal form, and can no longer be called incorrect. ，... recently people have started using between ... to instead of between ... and ..., This, too, could end up as a normal and correct expression. 8 Phonetically weak forms disappear The weak form of have in I’ve got is so quiet that it is often not heard at all; and people are beginning to say I got instead of I’ve got. In time, this could become a new regular form. 9 some more examples of changes in modern English，作者列了汉汉9汉汉汉汉汉汉汉汉汉汉汉汉汉常的,如数名作定, 双音加汉汉汉er、est构成比、最汉汉汉汉汉汉汉汉高等: Comparatives and superlatives with more and most are gaining ground in two-syllable adjectives. ‘Commoner’ used to be commoner, but ‘more common’ is now more common., 作者描述了当代英用法正在生汉汉汉汉汉汉“”汉汉汉“汉汉”批判性,正反映了作者的化和可能的展,未作言。各 版的前言均有一段文字言汉汉汉“”汉汉汉汉“汉汉汉”汉汉正确性,形式的措辞不尽相同,述的不正确的化似乎示出作者于 言形式有于汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉容的迹象。第三版的前言在Correctness后增加了一:汉汉How important is correctness? “If someone makes too many mistakes in a foreign language, he or she can be difficult to understand, so a reasonable level of correctness is important. However, it is quite unnecessary to speak or write a language perfectly in order to communicate effectively (very few adults in fact achieve a perfect command of another language). Learners should aim to avoid serious mistakes (and a book like Practical English Usage will help considerably with this); but they should not become obsessed with correctness, or worry every time they make a mistake. Grammar is not the most important thing in the world. ”汉汉汉于正确性有多重要作者着墨不多,也未展 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉,只是出了性的回答:适度的正确性是重要的,成年人学外 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉有精通者,达到有效交而追求、写完美,大可不必,法并不 是最重要的,不犯大即可。者可汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉能作者是指非正式言,解有 可能与作者的知相汉汉汉汉汉左，Most words and expressions are neither formal nor informal, but neutral — English speakers do not have to know two ways of saying everything.,何汉“”汉汉汉汉汉汉汉汉汉适度正确,不正确言形式 容到什程度,用法在教学汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉和考中何F汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉地位,都得英教育工作者、英考决策者注、察和 探汉汉汉汉汉“汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉中有。中本者些地方的提法反映了作者的点与情趣,我相信广大者能正确加以 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 和 汉”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“汉汉”汉。,管太者了,也不能以一疑的度去一本寄予厚望的工具。作者的提法到底是 是主“”流,限于水平,笔者无法判断,望国内方家指点迷津。，注: Michael Swan并不地反法汉汉汉汉汉汉汉 教学,在一篇汉汉汉汉汉汉汉汉汉“文中,他明确表示In this article I shall take the position that, in general, grammar does need to be taught to foreign-language learners. ”, 第二,第三版重言的用汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉交功能,不反映英用法的化,收了 随着人生汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉活内容化衍生出的新的言表形式。如第一、二版中的条目letters在第三版中汉汉 correspondence。由一个条目汉汉汉汉汉汉汉汉展成两个条目:correspondence(1):letters 和correspondence(2):emails and text messages。前者介英汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉信的写的格式和,化不是太大,后者 新增内容,包含正式汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉子件、非正式子件、件示例及手机短信,并 介了子汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉件地址的法和短信中略的使用。有些 材料 关于××同志的政审材料调查表环保先进个人材料国家普通话测试材料农民专业合作社注销四查四问剖析材料 他以 得,如 / 汉作forward slash,\ 汉作back slash,略如汉汉汉汉 c u l8r (See you later), wil b @ bbq @ 9 (Will be at barbecue at 9)等。 本汉汉汉汉汉没有收communication汉一条目,communicate一在第三版前言中出一次,汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 但汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉中与英交使用相的内容比比皆是。列10个条目的常汉汉汉汉汉,用5个条目描写英的,用汉汉汉汉汉汉 3个条目述汉汉……汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉。礼貌我言国，中小学,英程准中所列的功能意念目在第 三版基本上都所及到涉了,教学中的疑大多可从中汉汉汉汉汉汉汉汉汉汉汉汉汉找到解答。 第三,作者言汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“汉汉汉翻史点的明文字易懂,明确清晰,尽量不使用模糊言,不延伸理探,不 旧,不汉”“汉”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉留想象空,者提供准确的用信息。如第三版英条目each other and one another的明:汉汉汉 no difference Each other and one another mean the same,定,一目了汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉然。第一、二版明,气游移 汉“”汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉留有尾巴,大多数人,通常,者感无所适从,不如第三版来得干脆，In modern English, most people normally use each other and one another in the same way. Perhaps one another is preferred (like one) when we are making very general statements, and not talking about particular people.汉第二版,。 第四,第三版充分体汉“汉”了者友好，user-friendly,的代出版汉汉汉汉汉汉汉汉汉汉汉汉汉汉物写理念。除内容适 合者汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉需要,言明易懂之外,在排上具匠心,独一,起 来极其方便。第三版英封面上印有 Easier, faster reference,此言不 汉汉汉汉汉汉汉汉汉虚。者使用方便大加 称道:“The book is very well organized, and subjects are easy to find.”,“You can find the answer to what you’re looking for very quickly by using the index and alphabetized organization of the book.” 事上有汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“汉汉汉汉”不便些英用法工具极具参考价,但使用者寥寥,究其原因,除学气太重之外,首推 打汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉本,如入五里中,前翻后,索遍全,答案安在,踪 影,只得弃之不用。而第三版方便者,想汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉尽了法,下足了功夫。正文中的634个条目汉汉汉汉号按字 母序排汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉上面有条目列,序号,下面有面号。正文前有条目概，Contents Overview每,,勾画出全汉汉 言点廓汉汉汉，This overview gives a general picture of the topics covered in the book, ... ,,正文后有汉汉汉尽索 引，Index,。大多数汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉言点在相的不同名目中重列出,索极方便，Most points are indexed under several different names, so it is not difficult to locate the entry you need.,。 第三版在封底列出5汉New in the third edition,其中最具意的一是汉汉汉汉汉汉 Don’t say it! section — 130 common mistakes in English and how to avoid them。 Don’t say it汉汉汉汉近正文之前,以三个，don’t say/write, say/write, see section,分四个次列出不汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉同水平的英学者避免的 典型汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉。除参之外,是不可多得的学材料,初高中教学、考具有重要的参考价。 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉于本主要供英作第二言的教学者使用,作者一般使用的 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉“法,回避的理,度明:Where it has been necessary to use grammatical terminology, I have generally preferred to use traditional terms that are simple and easy to understand, ... Some of these terms (e.g. future tense) would be regarded as unsatisfactory by academic grammarians, but I am not writing for specialists.”。如区分gerund,和present participle。再如沿用一,而汉汉汉汉汉“汉”“”、体并非用,常 常用汉汉汉“汉”汉“体涵盖所:的Grammarians prefer to talk about progressive and perfective aspect, rather than progressive and perfect tense, since these forms express other ideas besides time (e.g. continuity, completion). However, in this book the term tense is often used to include aspect for the sake of simplicity.”作者中使汉汉汉汉 用的法汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉集中作了明的明，中本加上了英言表等,, 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉英教学者就不会被与言运用度不高的陌生法或以捉摸的法概念所困惑。 第三版主要供着“汉汉汉”汉汉汉汉汉汉汉使用,以解答教学中的疑。如名man和woman作定的汉汉汉汉汉汉汉汉汉汉数,可直接翻 singular and plural条目,或根据索引中man或woman的提示汉汉汉汉汉汉汉汉汉汉汉汉汉相条目,很容易找到答 案:“We use the plurals men and women to modify plural nouns when they have a ‘subject’ meaning; man and woman are used to express an ‘object’ meaning. Compare: — men drivers (= men who drive) women pilots (= women who fly planes) — man-eaters (= lions or tigers that eat people) woman-haters (= people who hate women)”。再如,通汉汉汉索begin或start可汉汉汉汉汉汉汉汉汉汉汉汉“到两个的用法差:1 meaning; formality Begin and start can both be used with the same meaning .... We generally prefer begin when we are using a more formal style ... 2 cases where begin is not possible Start (but not begin) is used to mean: a ‘start a journey’ ... b ‘start working’ (for machines) ... c ‘make something start’ ... For infinitives and -ing forms after begin and start, see 299.10.” 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉卷有益,中小学英教如能当作修,出将第三版通一 遍,必能受惠,自己的英汉汉汉汉汉汉汉汉汉汉汉汉水平会得到明的提升。 第三版无疑得了汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉巨大的成功,但作者其正确定位,不夸大其辞: “Practical English Usage is not a complete guide to the English language. ... the book does not aim to replace a dictionary.”他汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉者推荐几本典和法,些国内大多已引出版, 教工具可作参考:汉汉汉汉汉汉汉汉汉汉汉汉“Those who need a systematically organised account of the whole of English grammar should consult a book such as the Oxford Learner’s Grammar, by John Eastwood (Oxford University Press), A Student’s Grammar of the English Language, by Greenbaum and Quirk (Longman),or Collins Cobuild English Grammar (Collins). For a detailed treatment of English vocabulary, see the Oxford Advanced Learner’s Dictionary, the Cambridge Advanced Learner’s Dictionary, the Longman Dictionary of Contemporary English, the Macmillan English Dictionary or the Collins Cobuild English Dictionary. ” 牛津大学出版社2005年推出Practical English Usage ，Third Edition,， Michael Swan 2005,First published 2005,,原版价汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉高且不易得,中小学英教可望不可及。2010年外教学汉汉汉汉汉汉汉汉与研究出版 社将本引,出版了《英用法指南》，第三版中本,,汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉我国 者汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉益于本提供了方便,其成中小学英教的必工具之一 提供了可能。中本的汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉量得称道,者多国内名家,文行文流, 表意准确。双色印刷,醒目易汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉,封面封底,清新,用究,装精美。 本的主要象中等汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉水平以上的英学者和英教,他都有一 定的汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉能力,如果明部分也能像例例句一英照,必将更受 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉迎。可引全英版,以足高次者的需要。也可考出版精 装字典本,使之便于汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉携。外研社引第一版出了两个版本,翻 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉版和英版。第三版不妨沿用先例,笔者相信英版者群会有相 当大的汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉模。中学老,尤其是高中老,需要用英向学生解言 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉象,更向于使用英版,就是笔者在介第三版中本引文却全来自英各版本的原因。 【作者介】汉汉汉 　 汉惠民　男,1942年10月出生。1966年于中范大学外系英。特教。汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉 汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉期从事中学英教学、教研工作。主教育部划中等划教材《 算机英》,担任英系列《基英》、《汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汽英》等数教材的稿。1992~2004参全国汉汉汉 高考英分汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉析。曾任中国技教育学会外教学研究会，中, 主任、湖北省教育学会外汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉汉委会副理事、武市教育学会外委会理事。