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Unit 11 What do you think of game shows?
Part 1: Teaching Design (第一部分：教學設計)
Teaching Aims
Learn some names about different kinds of shows
Learn to talk about likes and dislikes
Vocabulary Words
soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglasses, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word
Phrases
talk show, sports show, game show, soap opera, think of, in fact, animal world, Chinese cooking, key ring, ask about
Expressions what do you think of sitcoms?
I love them.
What does he think of game shows?
He doesn』 mind them. In fact he can』t stand them.
How about --?
I enjoyed reading your 「What』s cool?」 article in the school magazine.
I can』t stand that idea that old people can』t be beautiful.
Structures What do you think of soap operas / sports shows?
I can』t stand them. We don』t mind them.
What does he / she think of Pumpling king?
She doesn』t like it.
What do they think of Anna?
They love her.
Section A
Teaching goals
Master the new words: nothing, soap opera, sitcom, situation, stand, mind, king, host, culture, agree
Learn to ask and answer: What do you think of ...?
I like / love ...
I can』t stand ....
I don』t love / like / mind ...
Teaching proceres
Step 1: Warming up
Show students some pictures about fruits and ask students:
Do you like apples / bananas?
What fruit do you like?
What abut your parents / friends?
Help students answer using the following sentences.
I like / love them very much/ a little.
I don』t like / love them.
2. Ask students their feelings about different kinds of shows.
For example: Do you like comedies or action movies?
Step 2: Presenting
ask students to say out different shows they know.
talk show, soap opera, sports news, sports show, sitcom, game show, culture-China, animal world. around the world, thriller, Legal Report, action movie ...
Ask students: What do you think of ...?
Do you like / love ...?
Help them answer using the words: love, like, don』t mind, can』t stand, don』t love / like
Let students read the drills aloud.
Step 3: Practicing
Activity 1
Point to the five pictures in 1a. Let students guess what shows they are.
For example: T: There is a man playing baseball in Picture a. I think it』s a sports show.
Let students talk about the other shows in Picture b—e in the same way.
Point to the 5 phrases in 1a. Let students read them aloud.
Ask students to match the TV shows with the pictures.
Check the answers. 1.e 2.d 3.a 4.c 5.b
Activity 2
Students work in pairs, ask and answer about the shows in 1a.
Model: A: What do you think of sitcoms?
B: I love them. What about you?
A: I don』t mind them.
Step 4: Listening (1b)
Read the instructions to class. Let students listen carefully. Pay attention to what Mary says about TV shows.
Play the recording the first time, students only listen.
Tapescript
Jack: What do you think of soap opera, Mark?
Mark: I don』t like them.
Jack: What do you think of game shows?
Mark: I love them.
Jack: What do you think of sitcoms?
Mark: Sitcoms? Mm. I don』t mind them.
Jack: What do you think of sports shows?
Mark: I like them.
Jack: What do you think of talk shows?
Mark: Talk shows?!! I can』t stand them.
Play the recording the second time, students listen and write a letter a—e from activity 1a.
Check the answers: 1.b 2. a 3.c 4.d 5.e
Step 6: Listening (2a, 2b)
Call students』 attention to the five phrases in 2a and read them.
Draw students』 attention to the picture and understand the 2 girls are talking about the TV show.
Play the recording the first time, students listen and number the expressions 1—5 as they hear them.
Tapescript
A: What do you think of Dumpling King?
B: I love it.
A: Do you like Er Bao?
B: No. I can』t stand him. But I don』t mind his brother, Xiao Bao. How about you?
A: I don』t like him. In fact, I don』t like sitcoms.
4. Check the answers: 1 2 4 5 3
5.Play the recording the second time, students listen and fill in the chart. Before listening, draw their attention to the dialogue in 2b.
6.Check the answers: 1)love 2)like 3)can』t stand 4)don』t mind 5)don』t like
7.Students practice the conversation in 2b in pairs and make their own conversations about TV shows they know.
Model: A: What do you think of the Pink Lady?
B: I love it very much. How about you?
A:I don』t mind it. What do you think of Xiaoping?
B: I like her a lot. What about you?
A: I can』t stand her.
Check some pairs.
Step 5: Practicing (3a)
Activity 1
Call students』 attention to the list of TV shows and ask a student to read the names to the class.
Ask students to work in pairs: What do you think of English Today / Sports News ...?
Ask students to work in pairs. Student A looks at this page. Student B looks at Page 85. Ask and answer questions:
What do Yang Lin and Alan think of these CCTV show? Then fill in the blanks.
Check the answers: Yang Lin: loves, likes, doesn』t like, likes, can』t stand, doesn』t like
Alan: loves, likes, doesn』t like,
likes, can』t stand, doesn』t mind
Activity 2
Call students attention to the conversation in 3b. Teacher reads it to the class. Ask students to pay attention to the blanks.
Work alone. Ask students to use the information in Activity 3a. Fill in the blanks.
Check the answers.
Yes, I do. 2) I like it. 3) I don』t like it. 4) English Today 5) I like it.
Ask students to practice the conversation in pairs in 3b. Then make their own conversations.
Activity 3
Students work in groups. Take out a piece of paper and list TV shows as many as possible.
Students write down what they think of the TV shows on the paper.
Ask one of students to do a report for their group. Listen and check.
Section B
Teaching goals
Master the new words: belt, wallet, key, ring, by, fashion, show, said, article, put, cap, idea, colorful, word
Learn some new phrases: show sb sth, enjoy doing sth,
This is what I think.
Can you please put my opinions in the next month's magazine?
Here are their likes and dislikes.
Teaching proceres
Step 1: Making a revision
Show some real object used in daily life and ask them "What do you think of ...?" "Do you like ...?" " What about ...?
Show students some school things and let students talk about their likes and dislikes. for example:
I like color pencils. I don't like .... I can't stand ....
Step 2: Presenting
Call students attention to the six pictures in 1a. Teach them the new words and let them repeat.
Show students some real objects used in daily life and let students shout out their names as quickly as possible.
Ask students: What do you think of ...?
students use the verbs they learned to answer.
Step 3: Practicing
Activity 1
Call students attention to the six words in 1a. Let students read them loud together.
Students look at the pictures; match the words with the pictures.
Check the answers. 1.b 2.a 3.e 4.c 5.f 6.d
Activity 2
Ask students to work in pairs. Ask and answer about the six pictures. For example:
A: What do you think of the belt?
B: I don』t' mind it. Do you like the sunglasses?
A: Yes, I like them.
B: What does your father think of the watch?
A: He can't stand it.
Activity 3
Read the instructions to the class. Let students tell the class what they have. For example:
I have a watch, a scarf and sunglasses.
Step 4: Listening. (2a,2b)
Point to the chart in 2a. Call students attention to the things that Maria, Carol and Paul talk about.
Play the tape the first time, fill what they hear in the chart.
Tapescript
Maria: Hey, guys.
Carol: Hello, Maria.
Paul: Hi. What』s up?
Maria: I』m writing the 「What』s Cool?」 article for the school magazine, and I want to ask you some questions. Ok?
Carol: Sure.
Paul: Uh-huh.
Maria: Well, look at these things. What do you think of them?
Carol: OK. Um, well ... Hmm. I love the watch.
Paul: Oh, I don』t mind the watch. My sister has one of those.
Maria: What do you think of the sunglasses?
Carol: I like them.
Paul: Hmm .... I do, too ...Yeah, I like them.
Maria: And how about the scarf?
Paul: Oh, I don』t like the scarf.
Carol: I don』t, either. I can』t stand those scarves. My mom wears scarves like that.
Maria: What do you think of the wallet?
Paul: I like the wallet. It』s really cool.
Carol: I love it.
3. Check the answers. watch, sunglasses, scarf, wallet
4. Play the tape again. This time students write down what Carol and Paul think about each thing. Fill in the chart in 2a with the following words: loves, likes, doesn't mind, doesn't like, can't stand.
5. Check the answers: Carol: loves, likes, can』t stand, loves,
Paul: doesn』t mind, likes, doesn』t like, likes
Step 5: Reading
Ask students to read the article in 3a indivially. At the same time, students get ready to answer the following questions: What did Maria Lee do this week?
Who likes the key ring / the sunglasses?
Who loves the wallet / the watch?
Who can't stand the scarf?
Ask several students to give their answers.
Students read Maria's article again. Fill in names of the students in the chart on Page 87.
Check the answers.
(watch)Gina Taylor loves. Ann Rice doesn』t mind.
(key ring) Jack Smith likes
(sunglasses) Ann Rice likes, Jerry Green likes
(scarf) Jordan can』t stand
(wallet)William Jones loves
(belt) everyone loves
Step 6: Writing
Teacher reads the letter to class and call their attention to the blanks.
Students look at the pictures in activity 1a on Page 68. Complete the letter with their own opinions. Use the words like, love, don't mind, don't like, can't stand,
Students read the letter aloud again and pay attention to the following words and expressions:
enjoy doing sth,
This is what I think.
Self-check
Teaching goals
Help students to review all the key vocabulary presented in this unit.
Help students practice writing about others.
Give students an opportunity to use the target language in conversation.
Teaching Proceres
Step 1: Learning words
Ask students to read the words in Part 1 aloud and know the meanings of them.
Ask students to divide the words into 3 different groups.
shows: talk show, soap opera, sports show, sitcom, game show.
daily things: sunglasses, watch, scarf, wallet
words about likes and dislikes: don't mind, don't like, can't stand
Ask students to write 5 or more new words in their vocab-builder
Step 2: Reading and writing
Point to the picture in Part 3. Ask students to talk about what they see in the picture.
Ask a student to read what Rose Smith says to the class. Then ask students: Do you agree with her?
Let students talk about their own opinions in pairs about the idea that old people can't be beautiful. Use the words given below: can't stand, don』t' mind, don't like, love, like
Ask students to take out a piece of paper and write their opinions on the paper.
Ask some indivial students to read their opinions to the class.
Unit 11 課文重難點學習
重點詞彙學習
stand
stand作動詞，通常表示「站立」和「忍受」之意。那麼，怎樣區分這兩種不同的含義呢？請看下面的例句：
① My sister』s baby can』t stand.
我姐姐的小孩還不會站呢。
② Our teacher is standing outside the classroom.
我們老師正站在教室外面。
③ — What do you think of soap operas?
你認為肥皂劇怎麼樣？
— I can』t stand them.
我不能忍受它們。
④ — Can you stand the hot weather? 你能忍受炎熱的天氣嗎？
— No, I can』t.
從上面例句中我們可以看出，stand作「站立」講時，是不及物動詞，後面不接所支配的對象，但可接表地點或位置的詞彙；作「忍受」講時是及物動詞，後面要接支配的對象(即賓語)，它常用於否定句和疑問句中。
mind
mind作動詞，意為「在乎；介意」，其後通常接名詞，動名詞（即動詞的-ing形式）或句子作賓語。如：
① I don』t mind hard work.
我不在意艱辛的工作。
② — Would you mind my opening the window?
你介意我打開窗子嗎？
— Certainly not.
當然不。
③ I don』t mind what young people think of me.
我不在意年輕人是怎麼看我的。
agree
agree是動詞，意為「同意；贊同」，可單獨使用或跟介詞、不定式或從句等。如：
① I asked him to come with me and he agreed.
我讓他跟我來，他同意了。
② He doesn』t agree with me.
他不同意我的意見。
③ I find it difficult to agree to your terms.
我發現很難同意你們的條款。
④ We agreed to leave at once.
我們同意立刻離開。
⑤ I agree that you watch TV for an hour every day.
我同意你每天看一小時電視。
重點句子學習
What do you think of soap operas? 你覺得肥皂劇怎麼樣?
[重點釋疑] 本句還可以說「How do you like soap operas?」，動詞片語think of在此處意為「對……有某種看法」，等同於think about。如：
① What do you think of my singing?
你覺得我唱歌怎麼樣？
② What does he think of the play?
他認為那出戲怎麼樣？
In fact, I don』t like sitcoms. 事實上，我不喜歡情景喜劇。
[重點釋疑] in fact是固定片語，意為「實際上；事實上」，常用於句首。如：
① In fact, he is a good student.
事實上，他是一個優秀的學生。
② In fact, she doesn』t know the thing. 事實上，她不知道那件事。
3. We』re talking to Alan, a thirteen-year-old boy.
我們正在跟艾倫——一個13歲的男孩談話。
[重點釋疑] a thirteen-year-old boy意為「一個13歲的男孩」，注意其中的year是單數形式，這個短語還可以說成a boy of 13 years old。如：
① Tina is a seven-year-old girl.
= Tina is a girl of seven years old.
蒂娜是一個七歲的女孩。
Cooking is for moms! 做飯是媽媽們的事！
[重點釋疑] 本句的主語是動名詞，即動詞-ing形式。在英語中，如果動詞作主語，要用它的動名詞形式。如：
① Watching TV too much is bad for your eyes.
看電視太多對你的眼睛有害。
② Eating more fruit and vegetables is good for your health.
多吃水果和蔬菜有益於你的健康。
And the coolest thing was the belt. 最酷的物品是皮帶。
[重點釋疑] the coolest是形容詞的最高級，意為「最酷的」。如：
① Who is the tallest boy in your class?
誰是你們班個子最高的男孩？
② Linda is the youngest student in the school.
琳達是學校年齡最小的學生。
6. I enjoyed reading your 「What』s cool?」 article in the school magazine, and would like to tell you what I think.
我喜歡看校刊上的你的「什麼是酷？」這篇文章，想告訴你我所想的。[重點釋疑] enjoy doing sth.意為「喜歡做某事」。what I think是一個賓語從句，與you一起構成句子的雙賓語。如：
① I enjoy listening to music. What about you?
我喜歡聽音樂。你呢？
② Do you agree with what I said?
你同意我說的話嗎？
我還有課件，你要嗎？有的話，加我1006842082
七上的我也有
B. 初中賓語從句講課時，怎麼導入有趣求解答
我一般從賓語入手，學生們加深賓語的印象，也就對英語從句好理專解了。我大概會說，賓屬語就像你的客人，你做為主人，要照顧好客人，但是客人好幾種，比如，陳述句，疑問語氣的 ，選擇語氣」if whether「這樣的，而且，還要注意」客隨主便「，就是主語是過去時，賓語從句要用相應的過去時態這樣的。等等。希望可以給你啟示！
C. 初中賓語從句
1. 理解沒錯。但是如果從句是客觀真理， 即使主句是過去時， 從句還用一般現在時內。 The teacher told us that the earth goes areound the sun.
2.主句是現容在時， 從句是任意時態。 也就是說從句可以是過去， 將來， 現在， 進行等。
I don't know if he will come tomorrow. I don't know if he came yesterday.
3. Neither Jim nor Tom is a student.
兩者都不， 用neither...nor...， 後面謂語動詞就近原則， 也就是和neither後面的詞一致。因此用單數。 neither...nor...本身就是不的意思， 因此不要再加not。
希望能幫到你。
D. 賓語從句備課教案，學的部分該怎樣設計
一.認知目標：抄
理解賓語從句的基本含義和句子結構特點.
掌握賓語從句的各類連接詞
掌握賓語從句的陳述句語序
掌握賓語從句主句與從句在時態上的呼應
二.能力發展目標：
學生能夠熟練掌握賓語從句的基本用法---三要素：連接詞，時態，語序
在日常寫作中熟練運用賓語從句
學生能把所學賓語從句知識運用到實際交際中，讓語法生活化，交際化
三.情感態度目標：
情景教學，寓情於景，讓學生隨時感受到英語學習的樂趣，培養興趣。
小組合作學習，人人都能感受到自己在團隊的重要性，體會合作學習的喜悅和融洽氣氛
E. 求初中英語中賓語從句的用法
一、賓語從句的定義：賓語從句顧名思義就是在復合句中用作賓語的從句叫做賓版語從句。即作及物動詞、權介詞或某些形容詞賓語的部分是由句子來充當。二、引導賓語從句的引導詞分為三類即:
1．表示陳述語氣用that
，作從句的原句是陳述句。
注意1:
引導賓語從句的that
常可以省略,但下列情況下不能省略。（1）and連接兩個或兩個以上的賓語從句，除第一個從句中的that以外,後面從句中的that不能省略。如：Everybody
could
see
what
happened
and
that
Tom
was
frightened.
（2）that引導的賓語從句作介詞賓語時，that不能省略。
F. 初中賓語從句講解
變成賓語從句（直接英語變間接引語）對這兩個題來說都是「去掉引號」
初中在這個語法上主要有兩個考點(當然還有人稱和連接詞)：
1. 時態（1）引號外是過去時（2）引號外不是過去時
（1）引號外是過去時 （引號外面句子時態決定引號中句子時態）（有特殊情況，此處不說了）
例：''Do you speak English? '' he asked me. -------->
He asked me if I spoke English.
(引號外 he asked me 是過去時，所以''Do you speak English? '' 去引號時，
Speak 也 要 變成過去時 spoke)
例：The student asked Mary,''where do you live?''
The student asked Mary where she lived.（ 引號外 The student asked Mary是過去時，所''where do you live?''去引號時，live 也 要 變成過去時 lived)
例：He said,"His mom will go to Paris."--------->
He said his mom would go to Paris.（ 引號外 He said是過去時，所以"His mom will go to Paris."去引號時，will 也 要 變成過去時 would)
（2）引號外不是過去時（去引號時，引號中句子時態不變）
''Do you speak English? '' he often asks me.--------->
He often asks me if I speak English.（去引號 句子仍然是一般現在時）
''Did you know him in 2010? '' he often asks me.--------->
He often asks me if I knew him in 2010.（去掉引號 仍然是一般過去時）
2. 語序（要用陳述語序）
（陳述語序就是 把一般疑問句變成陳述句）
如：Did you speak English?——> you spoke English.
where did you live？——> where you lived.
另外 Are they good at PE？——> they are good at PE.
Can he swim? ——> He can swim.
G. 關於初中英語的賓語從句
一. 賓語從句的種類
賓語從句是一種名詞性從句，在句中作及物動詞的賓語，或介詞的賓語，或
形容詞的賓語。根據引導賓語從句的不同連詞，賓語從句可分為三類。
1. 由that引導的賓語從句。That只有語法作用，沒有實在的意義，在口語
和非正式文體中可以省略。例如：
He said (that) he wanted to stay at home.
She doesn』t know (that) she is seriously ill.
I am sure (that) he will succeed.
2. 由連接代詞who, whom, whose, what, which和連接副詞when, where, why, how引導的賓語從句。這些連接代詞和連接副詞在賓語從句中充當某個成分。例如：
Do you know who (whom) they are waiting foe?
He asked whose handwriting was the best.
Can you tell me where the No.3 bus stop is?
I don』t know why the train is late.
3. 由if或whether引導的賓語從句。If和whether在句中的意思是「是否」。例如：
I want to know if (whether) he lives there.
He asked me whether (if) I could help him.
二. 賓語從句的語序
賓語從句的語序應為陳述句的語序。例如：
I hear (that) physics isn』t easy.
I think (that) you will like this school soon.
Can you tell me how I can get to zoo?
Please tell me when we』ll have the meeting.
三. 賓語從句的時態
1. 如果主句的時態是一般現在時，賓語從句該用什麽時態就用什麽時態。
如：
I don』t think (that) you are right.
Please tell us where he is.
Can you tell me how I can get to the railway station?
2. 如果主句的時態是一般過去時，賓語從句只能用相應的過去時態（一般過去時， 過去進行時， 過去將來時，過去完成時）。例如：
He asked what time it was.
He told me that he was preparing for the sports meet.
He asked if you had written to Peter.
He said that he would go back to the U.S. soon.
3. 如果賓語從句所陳述的是客觀真理，其時態常用一般現在時。例如：
Our teacher said that January is the first month of the year.
Scientists have proved that the earth turns around the sun.
【中考範例】
1 Miss Green didn』t tell us _______ in 2009.
A. where does she live B. Where she lives
C. where did she live D. where she lived
【解析】答案：D。該題考查的是賓語從句的語序和時態。賓語從句應用陳述句的語序和時態，所以應選D。
2.Would you please tell me ________?
A. when did he come home
B. where he would play football
C. if he had seen the film
D. why he didn』t watch the game
【解析】答案：D。該題考查的是賓語從句的語序和時態。主句用的實際上是現在時，賓語從句在這個句子里應用陳述句的語序和一般過去時。
3.I don』t know when __________.
A. will the train leave B. the train will leave
C. would the train leave D. the train leave
【解析】答案：B。該題考查的是賓語從句的語序和時態。只有B在語序和時態上符合要求。
4.---We don』t know _____________.
---It is said that he was born in Sweden.
A. what he is B. if he lives here
C. where he comes from D. which country is he from
【解析】答案: C。該題考查的是賓語從句的語序。按照他們談論的話題可知：他們說的是某人是哪裡人。A和B可以排除掉。D的語序不對，只有C正確。
動詞的語態
動詞的語態---表示謂語與主語之間的關系的動詞形式叫做語態，分為主動語態和被動語態。
主動語態表示主語是動作的執行者,被動語態表示主語是動作的承受者
一、被動語態
結構:1.行為動詞的被動語態: 助動詞be + 及物動詞的過去分詞.
be有人稱.時態.數的變化,其變化規則與be作為連系動詞時完全一樣.
一般現在時 am/is/are+及物動詞的過去分詞 一般過去時 was/were +及物動詞的過去分詞
一般將來時 will +be +及物動詞的過去分詞 現在完成時 have/has+been+及物動詞的過去分詞
2.情態動詞的被動語態: 情態動詞 + be +及物動詞的過去分詞
否定式:是在助動詞 be 或情態動詞後加not構成
疑問式:是把上述助動詞或情態動詞提到主語之前,句尾加問號構成.
用法: 1.不知道動作的執行者是誰,或沒有必要或不想指出誰是動作的執行者.
eg. The window was broken yesterday. Is English taught in your school? 2.強調或突出動作的承受者,此時如想同時指出動作的執行者,可用「by +動作執行者(賓格)來表示.
eg.The red dress was made by her mother. The letter must be written by me.
注 意點： 1.只有及物動詞能構成被動語態, 不及物動詞不能構成被動語態.
2.某些不及物動詞與介詞.副詞搭配構成短語動詞,帶有賓語時,則有了動作的承受者,這時應把它們看作一個整體,變為被動語態,不能丟掉其中的介詞,常用的有look after,take care of,cut down, laugh at,talk about,turn on等 eg.Catherine always takes care of the little girl.→The little girl is always taken care of by Carherine.
3.有些動詞短語本身即是被動語態的形式, 不要再加by 短語,常用的有
be covered with be surprised at be interested in be worried about be made of/from be known to
4.某些動詞形式是主動語態,但含有被動的意思. eg. This dictionary sells well.
This kind of car drives fast. The woolen sweater costs $ 88.
5.主動語態與被動語態的相互變化關系
主動句: 主語 + 謂語 + 賓語(動作執行者) (動作承受者)
被動句: 主語 +謂語動詞的被動形式+ by + 動作執行者 (動作承受者)
1）主動句如何變為被動句
a.找到動作的承受者(常為主動句的賓語)作被動句的主語.b.找到謂語變為be + 過去分詞的結構.
c.找到動作的執行者(常為主動句的主語)作 by 的賓語.若不必指出動作的執行者,可省去 by 短語. d.確定be動詞的時態.數. 例如: She makes the beautiful kites.
The beautiful kites are made by her. (被動句)
2）被動句如何變為主動句. a.找到動作的執行者(常為被動句的賓語)作主動句的主語.
b.找到be+過去分詞結構還原為及物動詞原形.
c.找到動作的承受者(常為被動句的主語)作主動句的賓語.
d.確定及物動詞的時態.數(注意)在以上轉換中,代詞作主語用主格, 代詞作賓語用賓格.
6.主動語態中有些動詞如:make,see,listen, watch,feel後常跟不帶to的動詞不定式作賓語補足語,變為被動語態要帶上to
He made the boy work for him. →The boy was made to work for him.
7.主動語態中若有雙賓語,變為被動語態時, 通常把指人的間接賓語變為被動語態的主語. His uncle gave him a dictionary yesterday.→He was given a dictionary by his uncle yesterday.
G:現在完成時棗表示到目前為止已經完成，並對現在留下某種後果和影響的動作。
結構：助動詞have/has + 動詞的過去分詞
用法:
1.表示過去發生的某一動作對現在造成的影響或結果,常與一些時間狀語,如:already, yet, ever, never, just, before, once,twice等連用,也可以和包括現在在內的時間狀語,如these days,today,this year,so far等連用.eg.I have already posted the letter. (信已經不在我這兒了)
2.表示過去發生的動作或存在的狀態,一直持續到現在,也許還將繼續下去,可以和表示從過去某一時刻延續到現在的一段時間的狀語連用,即for +時間段,since+時間點/從句, in the last ten years等,謂語只可用延續性動詞.
解析： 1.英語動詞根據詞義可分為兩種,一種是延續性的,一種是終止性的,終止性動詞(也可稱為非延續性動詞,瞬間動詞,或點動詞),如begin,start,die,buy,leave, come等,表示動作的發生與結束於一瞬間完成,不能再延續,所以它的現在完成時不能和表示延續的時間狀語連用,即不能與表示一段時間的狀語,for+時間段, since+時間點/從句連用,也不能用在how long引導的特殊疑問句中.
eg. I've left Shanghai for three days.(×) I've been away from Shanghai for three days.( √ ).
I left Shanghai three days ago. ( √ ) It is /has been three days since I left Shanghai.( √ )
2.初中英語課本中常見終止性動詞有:leave, go, come, arrive, begin, buy, borrow, die, join, become等.終止性動詞要表示持續時, 可用以下方法:
⑴.將時間狀語改為時間段 + ago,句中謂語動詞用一般過去時.
eg.我弟弟參軍兩年了. My brother joined the army two years ago.
⑵.若保留for+時間段,since+時間點/從句, 或用在 how long 句型中,則需將終止性動詞改為相應的狀態動詞或延續性動詞
常見終止性動詞與延續性動詞(或狀態動詞)的對應關系如下
come/go/arrive/get/reach/move------be in/at open-----be open
die------be dead close----be closed become---be borrow---keep begin/start-----be on put on----wear
leave-----be away (from) buy-----have fall asleep----be asleep
end/finish-----be over catch a cold-----have a cold
join the army----be in the army be a soldier join the Party----be in the Party be a Party member
→My brother has been in the army for two years. →My brother has been a soldier for two years.
3.現在完成時中been to,gone to和been in/at been to去過某地,表示某人的一種經歷,可以和once,twice,already,ever,never等連用. eg. She has been to Shanghai twice. (表示目前人在這里)
gone to 去某地了,說話時某人已離開此地,在去某地的途中或已在某地,
eg. She has gone to Shanghai。 (表示現在她人不在這里)
been in/at 逗留在某地(已經一段時間).常和for ten days,since I came here等連用.
eg. She has been in Shanghai since she moved there.
4.現在完成時和一般過去時的區別
現在完成時所表明的是過去發生的動作對現在的影響,強調的是現在的情況,不可以和表示過去的時間狀語yesterday,in 1991,three days ago last time,last night等連用一般過去時表明的是過去發生的事實,和現在不發生關系.
5.現在完成時中的 for 與 since
for + 時間段 與延續性動詞的現在完成時連用 since + 時間點/從句
I have kept the library book for a week.= I have kept the library book since a week ago.
6. It is /has been +一段時間 + since 從句.自從某事發生已有一段時間了. eg. It is /has been two years since my brother joined the army. 注意:1.since 引導的從句中動詞用過去時
2.when 引導 的特殊問句不與現在完成時連用.
3.have got,has got 雖然是現在完成時,但have got=have has got==has
H. 如何學好初中英語的賓語從句
一、了解概念
賓語從句在復合句中作主句的賓語。整句結構是以主句開始，有主語和謂語。謂語動詞是及物電池、動詞，需要賓語來完成句子的，而此處的賓語是一個從句，這就是賓語從句。結構是：主＋謂＋引導詞＋主＋謂。
二、了解應掌握的三種賓語從句
1、陳述句
主句＋引導詞（that）＋賓語從句，其中的that在口語或非正式文體中可省略。
如： That said （that）it was cold in Moscow.
2、 特殊問句
主句＋連接代詞或連接副詞＋賓語從句。如：
Do you know where we will stay on the island ？
3、 一般問句
主句＋wether或if＋賓語從句。
如： Could you tell me wether that is a pen or not ？
三、應特別注意的事項
1、 從句的語序
無論是連接代詞還是連接副詞引導的賓語從句，其從句應用陳述語序。
如： He couldn』t remember where he had put his book.
2、 時態呼應
當主句為一般現在時，從句的時態根據實際情況，可用任何時態。
如： She says （that）she will be back in a month.
當主句為過去時，從句根據實際情況可用與過去時相應的時態、即一般過去時、過去進行時、過去將來時和過去完成時。如：
She told us （that）she was born in Jane，1990.
但如果從句所述的是客觀真理時，從句時態無需改變，仍用一般現在時。
如： The teacher said （that）the earth turns around the sun.