elicit draw out , draw up , draw off是什么意思? - 百度...

一般很少见这种说法..如绝败悄果确定没问题的话 可以这么理解
elicit vt.引出；诱出；探出
后面加ability一般代表 ...性 比如可枯信塑性等等
这两个连起来翻并渣译的话 应该是类似于 可探性 的意思

“nduceI”是一个常见的英语单词，表示“引起”、山纤简“诱导”、“导致”等含义。在英语中，有很多与“induce”意思相近的词语，下面将介绍几个常用的同义词以及它们的具体含义和用法。

• Stimulate

“Stimulate”是指通过*或激励某些因素，来引起或促进某种行为或反应。它通常用于描述对人或动物的生理、心理或行为的影响。例如：

Bright colors can stimulate the appetite and make food more appealing.
鲜艳的颜色可以*食欲，使食物更加美味。

• Trigger

Trigger”是指引起某种行为或反应的因素或事件。它通常竖姿用于描述引起负面情绪或行为的因素。例如：

Certain sounds can trigger anxiety or panic attacks in some people.
某些声音可以引起某些人的焦虑或惊恐反应。

• Elicit

“Elicit”是指通过提问、调查或其他方式，引出某种反应或信息。它通常用于描述获取信息或引起某种反应的方式逗裤。例如：

The survey was designed to elicit opinions and feedback from customers.
该调查旨在从客户那里获取意见和反馈。

draw out , draw up , draw off的意思分别是：

1、draw out 拉长, 拖长, 扩展 掏出, 取出 ；提取(存款) ；榨出, 抽出, 提炼出 ；召集; 使排好队; 派出 草拟, 拟出； 逗引...说话; 诱使吐露丛磨真情 ；(白昼)长起来 ；(火车)开出(车站); (船)驶离(停泊处); (汽车)驶出 ；在前面拉开距离。

2、draw up 写出; 草拟, 制订； (车、马等)停住; 使(车、马等)停住； 曳上, 拉起(鱼网等) ；逼近(to), 追上(with) ；【军】整(队)； 把...拉过来 ；吸收; 消散, 驱散。

3、draw off 排出, 放掉(水等) ；脱去(手套等)； 消除(痛等) ；转移(别人注意力等) ；撤退(军队等)。

扩展资料：

“draw out , draw up , draw off”的近义词及组句：

1、draw out的近义词： work out, elicit, exsert, reel off, shoot out, take out, whop, hollow out, pull out、 draw forth,  educe, elicit, lead to, derivation

组句：He heated the mental and drew it out into a long wire．他将那金属烧热，并把它拉成一根长的金属丝。

2、draw up的近义词： 逼近approach,gain on，整队line up，编造make up。

组句：The lawyer has drawn up the agreement.律渗运斗师制定了协议书。

3、 draw off的悄悄近义词： remove (a commodity) from (a supply source).

组句：Now draw some off, he ordered, and take it to the steward of the feast and they did so耶稣吩咐道:现在舀出来给管宴席的送去。他们照耶稣的吩咐做了。

参考资料来源： 百度百科-Draw

有点乱 没办誉禅法庆世尘 百度这个 没法编辑字体 有文档 发给你也可返胡以

Lesson 139

Content and basic aims
PATTERNS AND STRUCTURAL WORDS VOCABULARY
Tell (me) if/why... Nouns Adjectives Expressions
He wants to know if/why/what/when...
I don't know what...
company
help
line
engineering
extra
overseas
Speaking.
by the way
General remarks
* Try as far as possible to conduct the lesson in English.
* Indirect questions involving the use of if and question words will
be practised in this lesson.
Listening Comprehension
1 Introduce the story
T： Today we'll listen to a story about mistaken identity.
2 Understand the situation
Ask the students to interpret the picture.
3 Listening objective
T： Listen to the story and see if you can answer this question： Which
John Smith does Graham Turner think he is talking to? 4 Play the tape or
read the dialogue
5 Answer the question
After the reading, ask the question： Which John Smith does Graham Turner
think he is talking to? Answer： John Smith from the Overseas Engineering
Company.
6 Intensive reading
Play the tape or read the dialogue again, pausing after every line to
check the students understand.
7 Play the tape or read the dialogue again
Play the tape or read the dialogue right through again. The students
listen only.
8 Repetition
Play the tape or read the dialogue again, pausing after every line,
and ask the students to repeat (a) in chorus, (b) in *all groups, and (c)
individually.
9 Reading aloud
Ask one or two students to take parts and to read the dialogue aloud.
Comprehension
* Ask individual students questions.
1 T： Isn't Graham Turner speaking to John Smith?
S： Yes, he is. 2 T： What does Graham Turner ask John Smith to tell Mary?
S： He asks John Smith to tell Mary they willbe late for dinner this
evening.
3 T： What time did he say he would be at their house?
S： He said he'd be there at six.
4 T： Why does he say he'll be late?
S： Because the boss wants him to do some extra work.
5 T： When will he finish?
S： He doesn't know when he will finish.
6 T： What does the speaker's wife want to know?
S： She wants to know if Mary needs any help.
Asking questions
1 T： Ask me if John understands.
S： Does John understand?
T： Why doesn't ...?
S： Why doesn't John understand?
2 T： Ask me if Mary invited them to dinner.
S： Did Mary invite them to dinner?
T： Who ... ?
S： Who invited them to dinner?
3 T： Ask me if Graham will have to stay at the office.
S： Will Graham have to stay at the office?
T： Why...?
S： Why will Graham have to stay at the office?
7 T： What doesn't John Smith understand?
S： He doesn't understand what the speaker is talking about.
8 T： Is he John Smith, the engineer?
S： Yes, he is.
9 T： Is he from the Overseas Engineering Company?
S： No, he isn't. He's from the telephone company.
4 T： Ask me if John knows what Graham is talking about.
S： Does John know what Graham is talking about?
T： Why doesn't ... ?
S： Why doesn't John know what Graham is talking about?
5 T： Ask me if John works for the Overseas Engineering Company.
S： Does John work for the Overseas Engineering Company?
T： Who ... for ?
S： Who does John work for?Pattern drill： Books shut
(a) To elicit echoed questions： affirmative and negative.
T： Mr. Turner isn't speaking to Tom Brown.
S： Isn't he? etc.
(b) To elicit question tags ： affirmative/negative;
negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown. S： Mr. Turner isn't speaking to Tom Brown, is he? etc.
(c) To elicit tag rejoinders expressing agreement ：
affirmative/negative; negative/affirmative.
T： Mr. Turner isn't speaking to Tom Brown.
S： He isn't, is he. etc.
Tell the story
Ask individual students to look at the pictures and Tell the story.

Lesson 140
Spelling drill： Books shut.
Ask the students to spell the following words：
month/mumps; come/jump; dust/front; Dutch/other; stomach/lunch;
tongue/lucky; mum/son; London/hurry.
Repetition drill
(a) Chorus repetition
To elicit indirect questions involving the use of if and question words.
* Give the instructions Lesson 140. Do not open your book. Listen. Do
not speak.
* Play the examples on the tape.
( 1 ) T： Are you tired?
What does he want to know?
S： He wants to know if you are tired.
(2) T： Why is Mary late?
What does she want to know?
S： She wants to know why Mary is late.
(3) T： Does Tom get up early?
What does he want to know?
S： He wants to know if Tom gets up early.
T： Now you answer the questions. Ready?
1 As in (1) above.
2 As in (2) above.
3 As in (3) above.
4 T： Is Tom doing his homework?
What does she want to know?
S： She wants to know if Tom is doing his homework.
5 T： What are you cooking?
What does he want to know?
S： He wants to know what you are cooking.
6 T： When does Tom arrive?
What does she want to know?
S： She wants to know when Tom arrives.
7 T： Will the children go to bed early?
What does he want to know?
S： He wants to know if the children will go to bed early.
8 T： When will you have a bath?
What does she want to know?
S： She wants to know when you'll have a bath.
9 T： Did Tom go to bed early?
What does he want to know?
S： He wants to know if Tom went to bed early.
10 T： When did Tom go to bed?What does she want to know?
S： She wants to know when Tom went to bed.
(b) Group or individual repetition
* Ask *all groups or individual students to repeat the questions and
answers.Pattern drill： Books shut
* Illustrate each exercise first by providing the stimulus and the
response.
* Then, with the instruction Now you!, ask individual students to continue
in the same way.
(a) To elicit： He wants to know if you are (tired).
T： Are you tired?
S1 ： What does he want to know?
S2 ： He wants to know if you are tired. etc.
Substitute the following adjectives：
cold; wet; busy; thirsty; hungry; late; early; lazy; dirty.
(b) To elicit： Tell me if you are (tired).
T： Are you tired?
S： Tell me if you are tired. etc.
Substitute adjectives in (a).
(c) To elicit： He wants to know why you are (tired).
T： Why are you tired?
S1 ： What does he want to know?
S2 ： He wants to know why you are tired. etc.
Substitute appropriate adjectives.
(d) To elicit： Tell me why you are (tired).
T： Why are you tired?
S： Tell me why you are tired, etc.
Substitute appropriate adjectives.
(e) To elicit： He wants to know if you are (reading).
T： Are you reading?
S1 ： What does he want to know?
S2 ： He wants to know if you are reading. etc.
Substitute the following：
writing; buying books; cooking; typing; playing; painting.
(f) To elicit： He wants to know what you are (reading).
T： What are you reading?
S1 ： What does he want to know?
S2 ： He wants to know what you are reading, etc.
Substitute the verbs given in (e) above.
(g) To elicit： He wants to know if Tom (goes to bed early).
T： Does Tom go to bed early?
S1 ： What does he want to know?
S2 ： He wants to know if Tom goes to bed early. etc.
Substitute the following：travels abroad; returns early; gets up early; does his homework; arrives
late; shaves every morning; has a bath every day.
(h) To elicit： He wants to know when Tom (goes to bed).
T： When does Tom go to bed?
S1 ： What does he want to know?
S2 ： He wants to know when Tom goes to bed. etc.
Substitute the expressions given in (g).

一、elicit的意思为：

引出，探出，诱出。

二、记忆技巧：

e 出 + lic 引诱 + it → 引诱出 → 得源答出。

三、例句：

1、Mr Norris said he was hopeful that his request would elicit a positive response ——诺里斯先生说希望他的请求能够引起积极反响。

2、Phone calls elicited no further information. ——几个*都没有打听到进一步的消碧旁息。

扩展资料

词根：

1、= to be allowed，to be permitted 被允许，被批准。

illicit adj. 不合法的。

il 不 + lic 被允许，被批准 + it → 不合法的。

licence n. 特许；许可证。

lic 被允许，被批准 + ence 表状态 → 特许；许可证。

2、= to allure，雹慧慧to entice 引诱。

delicate adj. 精致的。

de 加强 + lic 引诱 + ate 具有…的 → 非常引诱人的 → 精致的。

delicacy n. 精致。

de 加强 + lic 引诱 + acy 表状态，delicate的名词 → 精致。