whose [hu:z]

whose的基本解释

pron.

谁的

• The woman whose umbrella you took is very angry about it.
• 你拿了那女士的伞，她为此很生气。

• This is the pen whose point is broken.
• 这就是笔尖断了的那枝笔。

• My sisters, whose photos I showed you yesterday, will come to see us this evening.
• 我的姐妹们今晚要来看我们，她们的照片我昨天给你看过。

• Whose books are these?
• 这些书是谁的？

与whose相关的情景对话

态度情感 / Character-(性格)

A:

Have you heard the news about Michael?

你听到有关迈克尔德消息了吗？

B:

No, David, what happened?

没有，大卫。发生什么事了。

A:

Well, I heard that he was arrested.

噢，我听说他被逮捕了。

B:

What? Arrested? For what?

什么，被逮捕了，为什么？

A:

Apparently, he got in a fight at a bar.

显然是他卷入了一场酒吧斗殴。

B:

I don’t believe it! He wouldn’t hurt a fly!

我不相信，他心地那么善良，连只苍蝇都不会伤害。

A:

I agree with you. He’s usually so calm.

是啊，而且他通常都很冷静。

B:

Maybe he was just trying to be a good Samaritan.

也许他只是在帮助陷入麻烦的人。

A:

That’s possible. I can’t picture him trying to start a fight with someone.

很可能，我无法想象他会挑起与别人的争端。

B:

Now that I think about it, though, I do remember him being a bit aggressive once.

说得对，既然想到这儿，我的确记得他有一次曾有些好斗。

A:

Maybe he’s one of those people whose personality changes a lot when he drinks.

也许他是那种一旦喝酒性格就大变的人。

B:

Does he often drink?

他常喝酒吗？

A:

No, in fact I’ve only seen him drink once… and that was when I saw him behaving oddly.

不经常，事实上我只见他喝过一次酒，也就是那次我见到他举止有些反常。

B:

Some people are not what they seem.

有些人不能单从表面判断。

A:

However, in all fairness, we shouldn’t jump to conclusions.

不管怎样，为了公平起见，我们不应匆忙下结论。

B:

You’re right. We don’t even know if he was actually arrested or not?

你说得对。我们甚至还不知道他是否真的被逮捕了呢。

A:

Shall we call him?

我们给他打电话吗？

B:

Ok, let me just get my phone… “Hello, Michael? It’s Samantha… I’m fine. Are you alright?... Your brother was mugged?...”

好吧，让我拿出我的电话。“你好！迈克尔吗？我是萨曼萨…我很好。你好吗？你弟弟被抢劫了吗？…”

与whose相关的网络例句 [注：此内容来源于网络，仅供参考]

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

The differences of children whose playfulness are higher and children whose playfulness are lower are using of strategy. Children whose playfulness are higher use aidant strategy and evasive strategy mostly,and children whose playfulness are lower use passive strategy mostly.

不同的是在策略偏爱的排序上，游戏性高的幼儿更多地使用了寻求帮助策略和回避策略，而游戏性低的幼儿则更多地使用了被动策略。

And Moses called Bezaleel and Aholiab, and every wise hearted man, in whose heart the LORD had put wisdom, even every one whose heart stirred him up to come unto the work to do it: And Moses called Bezaleel and Aholiab, and every wise hearted man, in whose heart the LORD had put wisdom, even every one whose heart stirred him up to come unto the work to do it

凡耶和华赐他心里有智慧、而且受感前来作这工的，摩西把他们和比撒列并亚何利亚伯一同召来。

与whose相关的网络解释 [注：此内容来源于网络，仅供参考]

whose：谁的

能会意 (receptive vocabulary)的字汇至少1,200-2,000个或以上.¨ 3.0-3.6岁大: 一个句子可含3-4个字汇,会说所有格的形态的句子,不同形态的问句,例如为什么(why),谁(who),谁的(whose)和有多少(how many);

whose：(谁的)--- who's (谁是)

29. whole (整个的)--- hole (洞) | 30. whose (谁的)--- who's (谁是) | 31. May (五月)--- may (也许)

whose：通常指人,也可指物,在定语从句中做定语

Yesterday I received a letter that / which came from Australia. 昨天我收到了... | 5.Whose 通常指人,也可指物,在定语从句中做定语. | I visited a scientist whose name is known all over the country. 我拜访了...

whose：谁的 问主人

who 谁 问人 | whose 谁的 问主人 | where 在哪里 问地点

whose pro：谁的

white a.白色的 | whose pro.谁的 | wife n.妻子