hat

how do you think about = what do you think of

Well,life is a poem,enjoy your bitter and sweet experiences,do not focus too much on any consequences.Hey,never tell me that it"s merely a topic composition,I"ve no appetite for that.

In my hometown XX, the traffic is really bad, especially in the rash hour. Thousands of cars are lining there just like they were parking. Step by step, will those cars move forward. What is worse, the big buses are rashing in head of time, trying to go faster, which however cause more problems for the followings. For me, the distance usually takes 15 minutes from my home to school, but it can take more than ONE HOUR if I chose a bad time.But, on the other hand, the gorverment is doing everything they can to get it better. Regulations keep going out, such as limited days on the read, raising the gas prices and lincese prices. It will surely take a long term to modify the traffic to a better position. But I am positive that in the future we will not only have a beautiful city, but also a good read condition.

The most important invention in the world is Computer.

句子本事有问题,应该是这样表达的： 1.What do you think? 2.Do you think so? 3.Why do you think so?

第一句中文意思:你怎样想?第二句中文意思是:你也是这样想么?

是why do you think so?

B 试题分析：短语辨析。be interested in对...感兴趣；care for喜欢，照顾；be pleased with对…满意；be fond of喜欢。句意：我的阿姨把它送给我作为生日礼物，但是我不喜欢它的颜色。因助动词don"t说明使用动词短语，而不是形容词短语。故B正确。点评：be interested in对...感兴趣；care for喜欢，照顾；be pleased with对…满意；be fond of喜欢。

没有 我what do you think so, 只有what do you think,你怎么看？回答， i thinks so.

I thinku2026

正确说法:how/whydoyouthinkso?你怎么/为什么会这么认为呢?没有whatdoyouthinkso?这种说法.

When Arthur was in the first grade, the teacher directed the class to “think.” “Now, class,” she said, “I know this problem is a little harder than the ones we"ve been doing, but I"m going to give you a few extra minutes to think about it. Now start thinking.” It was not the first time Arthur had heard the word used. He"d heard it many times at home, but never quite this way. The teacher seemed to be asking for some special activity, something he should know how to start and stop—like his father"s car. “Vroom-m-m,” he muttered half aloud. Because of his confusion, he was unaware he was making the noise. “Arthur, please stop making noises and start thinking.” Embarrassed and not knowing quite what to do, he looked down at his desk. Then, out of the corner of his eye, he noticed that the little girl next to him was staring at the ceiling. “Maybe that"s the way you start thinking,” he guessed. He decided the others had probably learned how to do it last year, that time he was home with the measles. So he stared at the ceiling. As he progressed through grade school and high school, he heard that same direction hundreds of times. “No, that"s not the answer, you"re not thinking—now think! ” And occasionally he would hear from particularly self-pitying teachers given to muttering to themselves aloud: “What did I do to deserve this? Don"t they teach them anything in the grades anymore? Don"t you people care about ideas? Think, dammit, THINK.” So Arthur learned to feel somewhat guilty about the whole matter. Obviously, this thinking was an important activity that he"d failed to learn. Maybe he lacked the brain power. But he was resourceful enough. He watched the other students and did what they did. Whenever a teacher started in about thinking, he screwed up his face, furrowed his brow, scratched his head, stroked his chin, stared off into space or up at the ceiling, and repeated silently to himself, “Let"s see now, I"ve got to think about that, think, think—I hope he doesn"t call on me—think.” Though Arthur didn"t know it, that"s just what the other students were saying to themselves. Your experience may have been similar to Arthur"s. In other words, many people may have simply told you to think without ever explaining what thinking is and what qualities a good thinker has that a poor thinker lacks. If that is the case, you have a lot of company. Extensive, effective training in thinking is the exception rather than the rule. This fact and its unfortunate consequences are suggested by the following comments from accomplished observers of the human condition: The most interesting and astounding contradiction in life is to me the constant insistence by nearly all people upon “logic,” “logical reasoning,” “sound reasoning,” on the one hand, and on the other their inability to display it, and their unwillingness to accept it when displayed by others. Most of our so-called reasoning consists in finding arguments for going on believing as we already do. Clear thinking is a very rare thing, but even just plain thinking is almost as rare. Most of us most of the time do not think at all. We believe and we feel, but we do not think. Mental indolence is one of the commonest of human traits. What is this activity that everyone claims is important but few people have mastered? Thinking is a general term used to cover numerous activities, from daydreaming to reflection and analysis. Here are just some of the synonyms listed in Roget"s Thesaurus for think: | appreciate | consult | fancy | reason | | ————— | —————- | ———— | ————- | | believe | contemplate | imagine | reflect | | cerebrate | deliberate | meditate | ruminate | | cogitate | digest | muse | speculate | | conceive | discuss | ponder | suppose | | consider | dream | realize | weigh | All of those are just the names that thinking goes under. They really don"t explain it. The fact is, after thousands of years of humans" experiencing thought and talking and writing about thinking, it remains in many respects one of the great mysteries of our existence. Still, though much is yet to be learned, a great deal is already known. Most modern researchers use the word mind synonymously with brain, as if the physical organ that resides in the human skull were solely responsible for thinking. This practice conveniently presupposes that a problem that has challenged the greatest thinkers for millennia—the relationship between mind and physical matter—was somehow solved when no one was looking. The problem itself and the individuals who spent their lives wrestling with it deserve better. Neuroscience has provided a number of valuable insights into the cognitive or thinking activities of the brain. It has documented that the left hemisphere of the brain deals mainly with detailed language processing and is associated with analysis and logical thinking, that the right hemisphere deals mainly with sensory images and is associated with intuition and creative thinking, and that the small bundle of nerves that lies between the hemispheres—the corpus callosum—integrates the various functions. The research that produced these insights showed that the brain is necessary for thought, but it has not shown that the brain is sufficient for thought. In fact, many philosophers claim it can never show that. They argue that the mind and the brain are demonstrably different. Whereas the brain is a physical entity composed of matter and therefore subject to decay, the mind is a metaphysical entity. Examine brain cells under the most powerful microscope and you will never see an idea or concept— for example, beauty, government, equality, or love—because ideas and concepts are not material entities and so have no physical dimension. Where, then, do these nonmaterial things reside? In the nonmaterial mind. The late American philosopher William Barrett observed that “history is, fundamentally, the adventure of human consciousness” and “the fundamental history of humankind is the history of mind.” In his view, “one of the supreme ironies of modern history” is the fact that science, which owes its very existence to the human mind, has had the audacity to deny the reality of the mind. As he put it, “the offspring denies the parent.” The argument over whether the mind is a reality is not the only issue about the mind that has been hotly debated over the centuries. One especially important issue is whether the mind is passive, a blank slate on which experience writes, as John Locke held, or active, a vehicle by which we take the initiative and exercise our free will, as G. W. Leibnitz argued. This book is based on the latter view. Let"s begin by making the important distinction between thinking and feeling. I feel and I think are sometimes used interchangeably, but that practice causes confusion. Feeling is a subjective response that reflects emotion, sentiment, or desire; it generally occurs spontaneously rather than through a conscious mental act. We don"t have to employ our minds to feel angry when we are insulted, afraid when we are threatened, or compassionate when we see a picture of a starving child. The feelings arise automatically. Feeling is useful in directing our attention to matters we should think about; it also can provide the enthusiasm and commitment necessary to complete arduous mental tasks. However, feeling is never a good substitute for thinking because it is notoriously unreliable. Some feelings are beneficial, honorable, even noble; others are not, as everyday experience demonstrates. We often feel like doing things that will harm us—for example, smoking, sunbathing without sunscreen, telling off our professor or employer, or spending the rent money on lottery tickets. Zinedine Zidane was one of the greatest soccer players of his generation, and many experts believed that in his final season (2006) he would lead France to the pinnacle of soccer success—winning the coveted World Cup. But then, toward the end of the championship game against Italy, he viciously head-butted an Italian player in full view of hundreds of millions of people. The referee banished him from the field, France lost the match, and a single surrender to feeling forever stained the brilliant career Zidane had dedicated his life to building. In contrast to feeling, thinking is a conscious mental process performed to solve a problem, make a decision, or gain understanding. Whereas feeling has no purpose beyond expressing itself, thinking aims beyond itself to knowledge or action. This is not to say that thinking is infallible; in fact, a good part of this book is devoted to exposing errors in thinking and showing you how to avoid them. Yet for all its shortcomings, thinking is the most reliable guide to action we humans possess. To sum up the relationship between feeling and thinking, feelings need to be tested before being trusted, and thinking is the most reasonable and reliable way to test them. There are three broad categories of thinking: reflective, creative, and critical. The focus of this book is on critical thinking. The essence of critical thinking is evaluation . Critical thinking, therefore, may be defined as the process by which we test claims and arguments and determine which have merit and which do not. In other words, critical thinking is a search for answers, a quest . Not surprisingly, one of the most important techniques used in critical thinking is asking probing questions . Where the uncritical accept their first thoughts and other people"s statements at face value, critical thinkers challenge all ideas in this manner: | Thought | Question | | —————————————————————————————— | —————————————————————————————— | | Professor Vile cheated me in my composition grade. He weighted some themes more heavily than others. | Did he grade everyone on the same standard? Were the different weightings justified? | | Before women entered the work force, there were fewer divorces. That shows that a woman"s place is in the home. | How do you know that this factor, and not some other one(s), is responsible for the increase in divorces? | | A college education isn"t worth what you pay for it. | Is money the only measure of the worth of an education? | | Some people never reach a salary level appreciably higher than the level they would have reached without the degree. | What about increased understanding of self and life and increased ability to cope with challenges? | Critical thinking also employs questions to analyze issues. Consider, for example, the subject of values. When it is being discussed, some people say, “Our country has lost its traditional values” and “There would be less crime, especially violent crime, if parents and teachers emphasized moral values.” Critical thinking would prompt us to ask,

When I was twelve years old, my father took me to see Zig Ziegler. I remembered sitting in that dark auditorium listening to Mr. Ziegler, who raised everyone"s spirits up to the ceiling, I left there feeling like I could do anything. When we got to the car, I turned to my father and said, "Dad,I want to make people feel like that. "My father asked me what I meant. "I want to be a motivational 2 speaker just like Mr Ziegler. "I replied. A dream was born.我十二岁的时候,父亲带我去见齐格齐格勒。我记得坐在黑暗的礼堂听齐格勒先生,他提高了每个人的灵魂到天花板,感觉我离开了那里,我可以做任何事。当我们要车,我转向我的父亲说,“爸爸,我想让人们有这样的感觉。“我父亲问我什么意思。“我想成为一名励志2扬声器齐格勒先生一样。”我回答说。一个梦想诞生了。Recently,　　I began pursuing my dre最近,我开始追求我的衣服

原文： When I was about twelve years old, my mother told us that we would not be ___1___ Christmas gifts for lack of money．I felt sad and thought, “What would I say when the other kids asked what I"d ___2___?” Then，three women ___3___ at our house with gifts for all of us．For me they bought a doll．I would no longer have to be ___4___ when I returned to school．Years later, when I stood in the kitchen of my new house, thinking how I wanted to make my ___5___ Christmas special and memorable there, I ___6___ remembered the women"s visit．I decided that I wanted to create the same feeling of ___7___ for as many children as I could possibly ____8__．So I ___9__ a plan and gathered forty people from my company to help．We gathered about 125 orphans （孤儿） at the Christmas party．For every child, we wrapped colorful packages filled with toys, clothes, and school supplies, each with a child"s name．We wanted all of them to know they were ___10__．Before I called out their names and handed them their gifts, I ___11__ them that they couldn"t open their presents until every child had come forward．Finally the __12___ they had been waiting for came as I called out, “One, two, three．Open your presents!” As the children opened their packages, their faces beamed and their bright smiles ___13__ up the room．The __14___ in the room was obvious, and it wasn"t just about toys．It was a feeling---the feeling I knew from that Christmas so long ago when the women came to visit．I wasn"t forgotten．Somebody still remembered me．I know I___15___．1．A．sending 　　B．receiving 　　C．making 　　D．exchanging2．A．found 　　　B．prepared　　 C．got　　　　 D．expected3．A．broke in 　　B．settled down　 C．showed up 　D．turned off4．A．puzzled 　　B．embarrassed 　C．worried　　　 D．relieved5．A．present　　 B．first 　　　　　C．recent 　　　D．previous6．A．hardly　　　 B．suddenly 　　C．regularly 　　　D．occasionally7．A．strength 　　B．sadness 　　C．importance　　 D．safety8．A．know 　　　B．reach 　　　　C．remember 　　D．mention9．A．kept up with 　B．caught up with 　C．came up with 　D．put up with10．A．fine 　　　B．special 　　　C．helpful 　　　　D．normal11．A．reminded 　B．waited 　　　C．convinced 　　D．promised12．A．chance 　　B．gift 　　　　　C．moment 　　　D．reward13．A．lit 　　　　B．took　　　　 C．burned 　　　　D．cheered14．A．atmosphere　　 B．sympathy　　 C．calmness　　 D．joy15．A．matter　　 B．wonder 　　　C．doubt　　　　 D．suppose同学，为你解答：答案：1-5 BCCBB 6-10 BCBCB 11-15 ACADA文章大意：作者小时候曾经收到过陌生的好心人送来的圣诞礼物，给作者带来了很大的欢乐。长大后，在第一次搬进新房后的圣诞节来临之际，作者也做了同样的事，给孤儿院的孩子们送去了圣诞礼物。 1．B 由上下文可知，还是小孩子的我，在圣诞节来临，我应该是收到礼物。2．C 联系上下文，此处表达的意思是别人问我收到了什么礼物。3．C 闯入；安居；出现；关闭。4．B 有了礼物在学校就不会感到难堪了。5．B 联系上下文，提到是new house，肯定选择first，西方人对于圣诞节很重视，是一家人团圆的日子，所以此时表达重要性。6．B 联系上下文，可了解当时作者那种激动的心情，所以应该是突然就想到了那件让她难忘的事情。7．C 根据第一段中描述那次圣诞节礼物给我的感慨，和作者此刻的心情，她认为送圣诞节礼物者给自己以及孩子们的重要性。8．B 此处表示“够得着，能联系上的”。不能选择A，因为我不可能认识这么多此类儿童。9．C 从上一段可以推断，是我提出了（came up with）一个四十个人来我公司帮忙的计划。10．B 每个人都有属于自己的礼物，而且不是固定的，所以作者的意思是给孩子们启示：每个人都是独一无二的。11．A 从下文的“One, two, three．Open your presents!”可知，在分发礼物时，我提醒每个人开始不要打开礼物。12．C 根据下文的意思，此处表示大家等待的拆礼物的时刻到来了。13．A 根据文章上下文，他们灿烂的笑容照亮了整个房间。14．D 联系上下文，分析四个选项的意思，此处是表示欢乐。15．A 此处必须联系上下文。有人记得我说明我重要。

完形填空 1．B 由上下文可知，还是小孩子的我，在圣诞节来临，我应该是收到礼物。 2．C 联系上下文，此处表达的意思是别人问我收到了什么礼物。 3．C 闯入；安居；出现；关闭。 4．B 有了礼物在学校就不会感到难堪了。 5．B 联系上下文，提到是new house，肯定选择first，西方人对于圣诞节很重视，是一家人团圆的日子，所以此时表达重要性。 6．B 联系上下文，可了解当时作者那种激动的心情，所以应该是突然就想到了那件让她难忘的事情。 7．C 根据第一段中描述那次圣诞节礼物给我的感慨，和作者此刻的心情，她认为送圣诞节礼物者给自己以及孩子们的重要性。 8．B 此处表示“够得着，能联系上的”。不能选择A，因为我不可能认识这么多此类儿童。 9．C 从上一段可以推断，是我提出了（came up with）一个四十个人来我公司帮忙的计划。 10．B 每个人都有属于自己的礼物，而且不是固定的，所以作者的意思是给孩子们启示：每个人都是独一无二的。 11．A 从下文的“One, two, three．Open your presents!”可知，在分发礼物时，我提醒每个人开始不要打开礼物。 12．C 根据下文的意思，此处表示大家等待的拆礼物的时刻到来了。 13．A 根据文章上下文，他们灿烂的笑容照亮了整个房间。 14．D 联系上下文，分析四个选项的意思，此处是表示欢乐。 15．A 此处必须联系上下文。有人记得我说明我重要。 When I was about twelve years old, my mother told us that we would not be ___1___ Christmas gifts for lack of money．I felt sad and thought, “What would I say when the other kids asked what I"d ___2___?” Then，three women ___3___ at our house with gifts for all of us．For me they bought a doll．I would no longer have to be ___4___ when I returned to school． Years later, when I stood in the kitchen of my new house, thinking how I wanted to make my ___5___ Christmas special and memorable there, I ___6___ remembered the women"s visit．I decided that I wanted to create the same feeling of ___7___ for as many children as I could possibly ____8__． So I ___9__ a plan and gathered forty people from my company to help．We gathered about 125 orphans （孤儿） at the Christmas party．For every child, we wrapped colorful packages filled with toys, clothes, and school supplies, each with a child"s name．We wanted all of them to know they were ___10__．Before I called out their names and handed them their gifts, I ___11__ them that they couldn"t open their presents until every child had come forward．Finally the __12___ they had been waiting for came as I called out, “One, two, three．Open your presents!” As the children opened their packages, their faces beamed and their bright smiles ___13__ up the room．The __14___ in the room was obvious, and it wasn"t just about toys．It was a feeling---the feeling I knew from that Christmas so long ago when the women came to visit．I wasn"t forgotten．Somebody still remembered me．I know I___15___． 1．A．sending B．receiving C．making D．exchanging 2．A．found B．prepared C．got D．expected 3．A．broke in B．settled down C．showed up D．turned off 4．A．puzzled B．embarrassed C．worried D．relieved 5．A．present B．first C．recent D．previous 6．A．hardly B．suddenly C．regularly D．occasionally 7．A．strength B．sadness C．importance D．safety 8．A．know B．reach C．remember D．mention 9．A．kept up with B．caught up with C．came up with D．put up with 10．A．fine B．special C．helpful D．normal 11．A．reminded B．waited C．convinced D．promised 12．A．chance B．gift C．moment D．reward 13．A．lit B．took C．burned D．cheered 14．A．atmosphere B．sympathy C．calmness D．joy 15．A．matter B．wonder C．doubt D．suppose

不会说韩语吗？那迟些就去学汉语，天天都学汉语。

你如何看待韩籍华人？

应该为：Which is harder to learn,Chinese or Korean ?

where are you from? 答：I"m from + 国家 例如：I"m from China 我来自中国what nationality are you? 答：I"m +国籍种类 例如：I"m Australian 我是澳大利亚人

可以的。没有问题。

1、直接回答表示“XX国人”意思的这类词语，比如Chinese/English/German/French等。2、以He is XX.的格式回答，XX处填Chinese/English/German/French等词。注意，严格来说，要回答关于国籍的问题，最好不要说成He is a(an) Chinese/English/German/Frenchman.这种格式，即不要加a/an，否则意思会有细微的变化。当然，在口语中加不加a/an都能理解。

my nationality is China.或者It is China.

They are +国籍 例如：They are Chinese

she is chinese. 回答国籍即可

that is to say

B就是这个

i am italian.italian 表示意大利人是前面不加冠词，只有当italian后加名词是，前面才需要冠词，如i am an italian girl

What is your nationality?

他们是哪国人?

因为完整的回答是 My nationality is Chinese Nationality. Chinese 使用来修饰nationality的

以我是中国人为例 I am Chinese

1、直接回答表示“XX国人”意思的这类词语,比如Chinese/English/German/French等.2、以He is XX.的格式回答,XX处填Chinese/English/German/French等词.注意,严格来说,要回答关于国籍的问题,最好不要说成He is a(an) ...

China.Nationakity是国籍的意思，提问句就是说你的国籍是哪？回答中国

Q:What is your nationality?你是哪个国家的人？A：My nationality is China.(I am Chinese.)我的国籍是中国。

I am Italian是对的“我是意大利的（国籍）”或“我是意大利人”所以没错~I am Chinese是“我是中国人”所以新概念的答案没错哦``

他得到那份工作靠的是技术而不是机会。

1.What was John"s first job?, It was office work._ 2.Why didn"t Joan like her first job?_ She did not like staying in the same place with the same people around her all day and every day.___ 3.Why didn"t Joan go on with her second job? The singing group broke up .___ 4.How did Joan find out the information about the nursing job?; She saw an advertisement in a paper._________ 5.What was Joan"s plan for the future? Get married sometime,Continue to be a nurse.

那这个意思是什么单词？

我们相遇是偶然的

easily, easy 第一个用副词是用来修饰动词got back。第二个用的是形容词，是做feel的表语的。

楼主，你好doubt if 或that的用法1. doubt如果是动词引导宾语从句时，如果主句是肯定句，则宾语从句的引导词可用if/whether.如：I doubt if/whether he is a student.当然，如果此宾语从句中含有or/or not时，只能使用whether.如：I doubt whether he is a student or not.I doubt whether he is a student or a teacher.另：doubt如果是动词引导宾语从句时，如果主句是否定句/疑问句，则宾语从句的引导词只能用that.如：I don"t doubt that he is a student.2. doubt如果是名词引导同位语从句时，如果主句是肯定句，则同位语从句的引导词只能用whether.如：I have doubt whether he is a student.doubt如果是名词引导同位语从句时，如果主句是否定句/疑问句，则同位语从句的引导词只能用that.如：There is no doubt that he is a student.望采纳！

小题1:what小题2:hope小题3:herself小题4:like小题5:happiest小题6:prepare小题7:unhappiness小题8:only小题9:need小题10:Give 小题1:本句的含义为这是我们最想知道的事情，故本句空格处填不具有疑问性质的单词what。小题2:本句的含义为我向我的母亲保证在大学努力学习，因为这是她的希望，故本句空格处填希望的单词hope。小题3:本句的含义为我只是想让她答应我他照顾好她自己和我的爸爸，故本句空格处填她自己的单词herself。小题4:本句的含义为因为他们就像在我身体里的血液，故本句空格处填像的单词like。小题5:本句的含义为妈妈说爸爸最开心的时候就是看到我和我的妹妹回家，故本句空格处填最开心的单词happiest。小题6:本句的含义为当爸爸和妈妈为我们做美味食物的时候，我们在房间里做我们喜欢的事情，故本句空格处填准备的单词prepare。小题7:本句的含义为我忘记了所有的困难和不开心，故本句空格处填不开心的名词形式unhappiness。小题8:本句的含义为我想做的唯一事情就是和我的父母在一起开心的生活，故本句空格处填唯一的单词only。小题9:本句的含义为有时候爱不需要许多话语，故本句空格处填需要的单词need。小题10:本句的含义为爱你的父母就向他们爱你一样，给他们打个电话告诉他们你爱他们，故本句空格处填给的单词Give。

It"s my first day at senior high school. I feel so excited that every thing in school in my eyes are fantastic.Since I come in high school, it"s symbolize that I"m growing up and become a old children.What"s more , I should be more independence than before and learn to take care of myself.It"s a suitable time to prove myself.

小题1:what小题2:There小题3:However小题4:Besides小题5:till/until小题6:her小题7:the小题8:without 试题分析：文章是上大学 的孩子写给父母的信，信中关心父母的生活，答应要努力学习，希望父母保重身体。小题1:这是我最想知道的事情。这里用what连接表语从句，在表语从句在what做宾语。小题2:我没有必要自己烧饭，没有必要自己洗碗。使用了：There is no need to do sth“没有必要做...”。小题3:然而，现在是父母最忙的时候。这句话和前面的句子是转折关系，用副词：However然而。小题4:除了她自己的工作，她还要做.葡萄园的工作。这里用Besides表示“此外”。小题5:每天早上她要4点起床，工作到天黑。使用连词till/until“直到”。小题6:我答应她在大学努力学习。使用人称代词表格her代替my mother。小题7:他们就像我身体里面的血液。表示特指，用the。小题8:没有他们我不能生活。使用介词without“没有”。

4444444444人体而我台风德维尔江西zvjKH贷记卡拉开丢和科技部非常的好iuahffiadugfuy卡劳烦啊附加费

i practiced that我练习过了

lives,that,in,united,states, the,pandas(.)(连词成句)That panda lives in the United States.那只熊猫住在美国。

A

在美国，中学后学生们有什么选择？答题不易，满意请采纳！有问题追问！谢谢！

你好！in the United States, what choices do the student在美国，学生选择做什么

他看起来怎么样？中等个头.beof+名词意思相当于be+adj(名词的形容词形式)

how is he like 这个形式错误了,应该是 【What is he like 】=What does he look like=How about his appearance? 祝你开心如意!

what"s he like

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what is he like、what does he like、what does he look like的区别为：意思不同、用法不同、侧重点不同。一、意思不同1、what is he like：他是什么样的人。2、what does he like：他喜欢什么。3、what does he look like：他长什么样儿。二、用法不同1、what is he like：like的基本意思是“喜欢”“喜爱”，指对某人或某事赞赏或发生兴趣，有好感或不厌恶，主要用于使人愉快但尚不至唤起极大热情或迫切愿望的人与事。2、what does he like：like表示“喜欢，爱好”时，其后接名词、代词、动名词、动词不定式或that从句作宾语，也可接以“(to be+) adj./v -ed”或动词不定式充当补足语的复合宾语，作“想要”解时，用作like的宾语的动名词可用属格或者宾格的代词，表示其逻辑主体。3、what does he look like：like用作形容词时，其意思是“相似的，相同的”，指两个或两个以上的人或物具有某些类似之处，以至区别不开，但并非同一个人或物。三、侧重点不同1、what is he like：用于问人的性格特点。2、what does he like：用于问人的喜好。3、what does he look like：用于问人的外貌。

look作情态动词的意思和BE一样,比如,you look beautiful,在这里look可以用are代替,因此在这里look也被称为情态动词. 你的句子what does he look like的look不是情态动词,因为作为一句特殊疑问词,look前面有does作修饰,只有一般动词才有这个特点,因此在这里look是一般动词

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

What does he look like?He looks smart, handsome and energetic.He looks like a scientist with glasses all day long.

look是动词，提问的时候要用助动词，其实不用纠结，就当固定搭配，读多了自然而然就是这样的，不用每句话都用语法去分析，多读培养语感。

what does he look like = How does he look? = How is he?

does作为三单助动词,后应该跟动词原形，不应该在look后面加s了。所以what does he look like是正确的。

前句的回答一般要具体说出他长相的特征，而后句只需评论出他长得好坏与否即可

How is ……？

what is he like?

　　 课前预习资料 　　 单元知识结构 　　词汇： 　　名词：hair,height，build，captain，team，bit，joke，person，heard，grasses，mustache，image，winneretc. 　　形容词：short，curly，straight，high，thin,heavy，etc 　　2.短语：looklike,good一looking，alittlebit，etc 　　3.句型：Whatdoeshe/shelooklike?--He/Sheistall. 　　Whatdoyoulooklike?--I"mthin. 　　4.语法：Whatdoeshe/shelooklike?--He/Sheistall. 　　Whatdoyoulooklike?--I"mthin. 　　 单元总体目标 　　1.Masterthevocabulary. 　　2.Masteranduse： 　　---Whatdoeshe/shelooklike? 　　---He/Sheistall. 　　---Whatdoyoulooklike? 　　—I"mthin. 　　 课后复习资料 　　 一.短语 　　1.looklike看起来像.... 　　2.curly/short/straight/longhair卷/短/直发 　　3.mediumheight/build中等高度/身体 　　4.alittlebit一点儿… 　　5.apopsinger一位流行歌手 　　6.haveanewlook呈现新面貌 　　7.goshopping(dosomeshopping)去购物 　　8.thecaptainofthebasketballteam 篮球队队长 　　9.bepopularwithsb为---所喜爱 　　10.oneof------中的一个 　　11.stoptodosth停下来去做某事 　　12.stopdoingsth停止正在做的事情 　　13.telljokes/stories讲笑话/讲故事 　　14.havefundoingsth愉快地做某事 　　15.remember(forget)todosth记得(忘记)做某事(没有做的) 　　16.remember(forget)doingsth记得(忘记)做过某事(已做) 　　 二.本单元的重点句： 　　1.Isthatyourfriend?No,itisn"t. 　　2.Whatdoesshelooklike? 　　3.IthinkIknowher.(Idon"tthinkIknowher.) 　　4.WangLinisthecaptainofthebasketballteam. 　　5.She"salittlebitquiet. 　　6.XuQianlovestotelljokes. 　　7.Sheneverstopstalking. 　　8.Shelikesreadingandplayingchess. 　　9.Idon"tthinkhe"ssogreat. 　　10.Icangoshoppingandnobodyknowsme. 　　11.Nowhehasanewlook. 　　 三.重难点解析 　　1.Whatdoes/do+主语+looklike?询问某人的外貌特征，看上去什么样? 　　Eg:Whatdoesyourfriendlooklike? 　　2.形容头发时，可按照先长短，后曲直，最后说颜色的"顺序说。(长形色) 　　Eg:Shehaslongcurlyblackhair. 　　3.oneof+名词复数，谓语动词要用“单三”形式。 　　Eg:Oneofhisfriendsisaworker. 　　4.不定代词做主语时，谓语动词要用“单三”形式。修饰不定代词词，应该放在它的后面. 　　Eg:Icangoshoppingandnobodyknowsme. 　　5.Heis…(通常为形容词，包括身高、体形等) 　　Hehas…(通常为形容词修饰的名词，包括头发、五官) 　　Hewears…(穿、戴、留。可以是衣服、帽子、鞋子等，也可以是眼镜、手表、胡须) 　　6.Idon"tthink…的用法表达否定的看法 Idon"tthinksheisgood-looking.(否定主观态度) 　　以上就是为您提供的初一英语下册第七单元知识点：What does he look like，愿大家有所收获。

不一样。一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

不一样吧，how是他长得好不好看，what是他长得像什么或他有什么样貌特征。

What is he like? 他什么样？like 是介词What does he like? 他喜欢什么？like是动词“喜欢”的意思

综述：不一样。两者的指代不一样。what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。简介：代词（英文pronoun，简称pron.），是指代名词或一句话的一种词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、反身代词、相互代词、疑问代词、关系代词、连接代词、不定代词和替代词十种。

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

what does he look like?"标准用法,地球人都知道是询问某人长相的意思. 回答： He has straight hair. 关于"how does he look like?"需要好好分析一下语法结构. 一,He looks like a soldier的问句---> "he looks like what"---> What does he look like? 二,He looks like his father的问句---> "he looks like who"----> Who does he look like? 三,He looks well.He looks sick.的问句---> "he looks how"----> How does he look? 所以从‘三"的可以看出由于he looks like sick不是标准英语,所以"how does he look like?"也不是标准的英语. 所以我认为,‘how does he look like?"是不地道的英语. 再补充一下： A person "looks like" something or someone. 或者 A person "looks" somehow . 但 A person can"t "look like" somehow.

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

what is he like、what does he like、what does he look like的区别为：意思不同、用法不同、侧重点不同。一、意思不同1、what is he like：他是什么样的人。2、what does he like：他喜欢什么。3、what does he look like：他长什么样儿。二、用法不同1、what is he like：like的基本意思是“喜欢”“喜爱”，指对某人或某事赞赏或发生兴趣，有好感或不厌恶，主要用于使人愉快但尚不至唤起极大热情或迫切愿望的人与事。2、what does he like：like表示“喜欢，爱好”时，其后接名词、代词、动名词、动词不定式或that从句作宾语，也可接以“(to be+) adj./v -ed”或动词不定式充当补足语的复合宾语，作“想要”解时，用作like的宾语的动名词可用属格或者宾格的代词，表示其逻辑主体。3、what does he look like：like用作形容词时，其意思是“相似的，相同的”，指两个或两个以上的人或物具有某些类似之处，以至区别不开，但并非同一个人或物。三、侧重点不同1、what is he like：用于问人的性格特点。2、what does he like：用于问人的喜好。3、what does he look like：用于问人的外貌。

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

初中英语说课稿《What does he look like》 　　下面是关于初中英语说课稿《What does he look like》说课稿范文，欢迎参考! 　　Unit 7 What does he look like ? section A 　　Good afternoon everyone ! Iu2019m very glad to interpret my lesson here today.The lesson plan I"m going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe peopleu2019s looks . and there are some new description words in it .My understanding of teaching materials include three parts 　　1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them . (2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .(3) the last part is Grammar Focus , in this part Iu2019ll ask students to sum what they have learned in class and Explain some important things to them 　　l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does heshe look like ?What do you hey look like? the answers and some description words. 　　l The ability aim is to describe peopleu2019s looks . 　　l As a new lesson Iu2019ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class . 　　There are eight steps in the lesson . Here are the steps . 　　Step I Revision 　　Show some pictures of people or other things to revise description words they have learned 　　Like 　　ld young eautiful ugly cute long and so on . Here are the pictures : 　　Step II presentation 　　First , Iu2018ll use some pictures to teach new words : Show some famous staru2019s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here Iu2019ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together . 　　Step III pair work 　　1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper . 　　Step IV listening 　　In this part weu2019ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it . then finish Exercise 2 　　Step V Game 　　Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise II.Work in groups . and at last find which group has the most right answers and they are the champion . have a flag . 　　Step VI Pair work and writing 　　Describe Lilyu2019s new friend . complete the dialogue with words to describe Nancyu2019s looks . then write a new conversation imitate it Finish Exercise 3. 　　Step VII Sum and Test 　　Review the grammar box . Ask students to read the questions and answers . Point out some important things : Iu2019m , theyu2019re , heu2019s and sheu2019s with description of height and build . 　　Step VIII Homework . 　　Write a short passage about your good friends ,mother , or father . 　　I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities . 　　At last is my blackboard designment : 　　What does he look like ? Words : 　　Heu2019s tall. Short hair 　　He has short hair . curly hair medium build hinmedium height 　　That"s all for my presentation. Thank you for your attention. 　　Exercises : 　　1. 完成对话： 　　A: Do you know my good friend Linda ? 　　B: Linda ? What _____ she look ______ ? 　　A: Sheu2019s ______ ______ (中等身材)， sheu2019s very ______ (瘦)。 　　B: What about her hair ? 　　A: Oh, she has long and _______ (卷曲的`)hair . She has a round face with ______ _____ (大眼) and a small mouth. 　　B: What about her clothes ? 　　A: Well, she often ______ (穿) a red dress . 　　2.看图写句，你能描述下列图画中的人物吗? 　　1. She is ____________________. 　　She has ___________________. 　　2. He is ____________________. 　　He has ____________________. 　　He likes __________________. 　　3. She is __________________. 　　She has ___________________. 　　She wears ___________________. 　　3.补全对话： 　　A: So you ___ my sister ? 　　B: What _____ she look like ? 　　A: She ______ medium height. And she ____ short hair . 　　B: Is ____ thin ? 　　A: No, she isnu2019t , And she always ______ glasses . 　　B: Does she ____ curly blonde hair ? 　　A: Yes, she does. 　　B: Oh. I know ____ ! 　　Test 　　单项选择： 　　1. ____ doesn your father look like ? 　　A. How B. What C. Who D. Where 　　2. He always _____ black shoes . 　　A. wear B. put on C. puts on D. wears 　　3. --- What does old Henry _____ ? 　　---- Heu2019s sad. 　　A. look like B. looks like C. look for D. look at 　　4. He _____ tall and he _____ a medium build. 　　A. is, is B. has, is C. is , has D. has, has 　　5. This person is medium height. She ________ short hair . 　　A. is B. have C. has D. there is 　　句型转换： 　　1. She has long blonde hair . 　　______ ______ long blonde hair . 　　2. The boat looks like a duck . 　　______ ______ the boat ________ _______ ? ;

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

what does he look like和how does he look like的区别为：指代不同、用法不同、侧重点不同一、指代不同1、what does he look like：他长什么样儿。2、how does he look like：他看起来怎么样。二、用法不同1、what does he look like：what用作疑问代词时，其基本意思是“什么，什么东西，什么事情”，用作疑问句，为特殊疑问句的一个标志。what作关系代词时，其含意是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。2、how does he look like：how作“怎样，怎么样”解时，主要是指做某事或某事发生的方式或方法，还可以引导从句或动词不定式，在句中作宾语，引导的从句在句中还可作定语。三、侧重点不同1、what does he look like：侧重于询问长相。2、how does he look like：侧重于询问近况。

保证准确率! What is he like? = What does he look like? = How does he look? = How is he? 如果你满意我的答案,敬请点击“选为满意回答” ,

What does he look like？他长啥样？what 作look like 的宾语