Let me tell you a failure when I first became a teacher. It was the month of 1940, and I started my first semester teaching at the University of Kansas City soon after I graduated from graduate school. A tall, thin, hairy beanstalk-like male classmate came into my class, sat down, folded his arms on his chest and looked at me as if to say, OK, teach me something. "
Two weeks later, we began to learn Hamlet. Three weeks later, he walked into my office with his hands akimbo. "Look," he said, "I'm here to learn about pharmacists. Why should I read this? " Because he didn't bring his own book, he pointed to my book on the table.
Two weeks later, we began to learn Hamlet. Three weeks later, he walked into my office with his hands akimbo. "Listen," he said, "I'm here to learn to be a pharmacist. Why should I read this? " He didn't bring his own book, but pointed to mine on the desk.
Although I am a new teacher, I could have told this guy a lot. I could have pointed out that he was not admitted to a pharmaceutical technician training school, but a university. He should have obtained a bachelor of science degree when he graduated, not a "qualified grinder".
Although I am a new teacher, I can tell this guy many things. I could have pointed out that he was admitted to a university instead of a pharmaceutical technician training school, and he should have got a bachelor of science degree certificate instead of a "qualified drug grinder" when he graduated.
This certificate will prove that he is a pharmacy major, but it can also further prove that he has been exposed to some ideas in the history of human development. In other words, he went to a university instead of a skills training school, where students needed both training and education.
This certificate will prove that he is a pharmacy major, but it can further prove that he has been exposed to some ideas produced in the history of human development. In other words, he went to a university instead of a skills training school, where students should receive training and education.
I could have told him all this, but obviously he won't stay long, and it's no use telling him. But because I was young and responsible at that time, I tried to say, "For the rest of your life," I said, "it will average about 24 hours a day.
I could have told him all this, but obviously, he won't stay long, and it's no use talking. But because I am young and have a strong sense of responsibility, I try to express my meaning as follows: "In the rest of your life," I said, "there will be an average of about 24 hours a day.
It's a little short when you're in love. It feels a little long when you are lovelorn. But on average, it stays the same 24 hours a day. For the remaining eight hours or so, you will fall asleep.
I feel a little short when I am in love, and a little long when I am lovelorn. But the average 24 hours a day will remain the same. For the remaining eight hours or so, you will fall asleep.
This part of the extended information mainly introduces the knowledge points of object complement:
In English, some transitive verbs are still incomplete after being connected with the object, and another sentence component is needed to supplement the meaning and state of the object, which is called object complement for short. The object and its complement form a compound object. The first part of a compound object is usually acted by a noun or pronoun, and the second part represents the action, identity and characteristics of the noun or pronoun in the first part, which is called object complement.
The desk in the sentence is the object. Generally speaking, a sentence is composed of "subject-predicate-object" structure-that is, if I am going to paint the table, the above sentence is completely correct. The simplest example of subject-predicate-object structure is "I love you". A sentence is correct as long as it has such a subject, predicate and object as "I love you".
Then why is there pink behind the desk? Because I want to add something I want to draw a table. What I want to do is not only paint the table, but also paint it pink. "pink" is an object complement in a sentence. Pink expounds the state of the desk, which makes the meaning of the sentence more complete.
"pink" is an adjective and is used as an object complement. There are infinitives, present participles, past participles, adverbs and prepositional phrases that can be used as object complements. Generally speaking, an object is usually followed by an object.