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Unit 11 What do you think of game shows?
Part 1: Teaching Design (第一部分：教学设计)
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 课文重难点学习
重点词汇学习
stand
stand作动词，通常表示“站立”和“忍受”之意。那么，怎样区分这两种不同的含义呢？请看下面的例句：
① My sister’s baby can’t stand.
我姐姐的小孩还不会站呢。
② Our teacher is standing outside the classroom.
我们老师正站在教室外面。
③ — What do you think of soap operas?
你认为肥皂剧怎么样？
— I can’t stand them.
我不能忍受它们。
④ — Can you stand the hot weather? 你能忍受炎热的天气吗？
— No, I can’t.
从上面例句中我们可以看出，stand作“站立”讲时，是不及物动词，后面不接所支配的对象，但可接表地点或位置的词汇；作“忍受”讲时是及物动词，后面要接支配的对象(即宾语)，它常用于否定句和疑问句中。
mind
mind作动词，意为“在乎；介意”，其后通常接名词，动名词（即动词的-ing形式）或句子作宾语。如：
① I don’t mind hard work.
我不在意艰辛的工作。
② — Would you mind my opening the window?
你介意我打开窗子吗？
— Certainly not.
当然不。
③ I don’t mind what young people think of me.
我不在意年轻人是怎么看我的。
agree
agree是动词，意为“同意；赞同”，可单独使用或跟介词、不定式或从句等。如：
① I asked him to come with me and he agreed.
我让他跟我来，他同意了。
② He doesn’t agree with me.
他不同意我的意见。
③ I find it difficult to agree to your terms.
我发现很难同意你们的条款。
④ We agreed to leave at once.
我们同意立刻离开。
⑤ I agree that you watch TV for an hour every day.
我同意你每天看一小时电视。
重点句子学习
What do you think of soap operas? 你觉得肥皂剧怎么样?
[重点释疑] 本句还可以说“How do you like soap operas?”，动词词组think of在此处意为“对……有某种看法”，等同于think about。如：
① What do you think of my singing?
你觉得我唱歌怎么样？
② What does he think of the play?
他认为那出戏怎么样？
In fact, I don’t like sitcoms. 事实上，我不喜欢情景喜剧。
[重点释疑] in fact是固定词组，意为“实际上；事实上”，常用于句首。如：
① In fact, he is a good student.
事实上，他是一个优秀的学生。
② In fact, she doesn’t know the thing. 事实上，她不知道那件事。
3. We’re talking to Alan, a thirteen-year-old boy.
我们正在跟艾伦——一个13岁的男孩谈话。
[重点释疑] a thirteen-year-old boy意为“一个13岁的男孩”，注意其中的year是单数形式，这个短语还可以说成a boy of 13 years old。如：
① Tina is a seven-year-old girl.
= Tina is a girl of seven years old.
蒂娜是一个七岁的女孩。
Cooking is for moms! 做饭是妈妈们的事！
[重点释疑] 本句的主语是动名词，即动词-ing形式。在英语中，如果动词作主语，要用它的动名词形式。如：
① Watching TV too much is bad for your eyes.
看电视太多对你的眼睛有害。
② Eating more fruit and vegetables is good for your health.
多吃水果和蔬菜有益于你的健康。
And the coolest thing was the belt. 最酷的物品是皮带。
[重点释疑] the coolest是形容词的最高级，意为“最酷的”。如：
① Who is the tallest boy in your class?
谁是你们班个子最高的男孩？
② Linda is the youngest student in the school.
琳达是学校年龄最小的学生。
6. I enjoyed reading your “What’s cool?” article in the school magazine, and would like to tell you what I think.
我喜欢看校刊上的你的“什么是酷？”这篇文章，想告诉你我所想的。[重点释疑] enjoy doing sth.意为“喜欢做某事”。what I think是一个宾语从句，与you一起构成句子的双宾语。如：
① I enjoy listening to music. What about you?
我喜欢听音乐。你呢？
② Do you agree with what I said?
你同意我说的话吗？
我还有课件，你要吗？有的话，加我1006842082
七上的我也有
B. 初中宾语从句讲课时，怎么导入有趣求解答
我一般从宾语入手，学生们加深宾语的印象，也就对英语从句好理专解了。我大概会说，宾属语就像你的客人，你做为主人，要照顾好客人，但是客人好几种，比如，陈述句，疑问语气的 ，选择语气”if whether“这样的，而且，还要注意”客随主便“，就是主语是过去时，宾语从句要用相应的过去时态这样的。等等。希望可以给你启示！
C. 初中宾语从句
1. 理解没错。但是如果从句是客观真理， 即使主句是过去时， 从句还用一般现在时内。 The teacher told us that the earth goes areound the sun.
2.主句是现容在时， 从句是任意时态。 也就是说从句可以是过去， 将来， 现在， 进行等。
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.
两者都不， 用neither...nor...， 后面谓语动词就近原则， 也就是和neither后面的词一致。因此用单数。 neither...nor...本身就是不的意思， 因此不要再加not。
希望能帮到你。
D. 宾语从句备课教案，学的部分该怎样设计
一.认知目标：抄
理解宾语从句的基本含义和句子结构特点.
掌握宾语从句的各类连接词
掌握宾语从句的陈述句语序
掌握宾语从句主句与从句在时态上的呼应
二.能力发展目标：
学生能够熟练掌握宾语从句的基本用法---三要素：连接词，时态，语序
在日常写作中熟练运用宾语从句
学生能把所学宾语从句知识运用到实际交际中，让语法生活化，交际化
三.情感态度目标：
情景教学，寓情于景，让学生随时感受到英语学习的乐趣，培养兴趣。
小组合作学习，人人都能感受到自己在团队的重要性，体会合作学习的喜悦和融洽气氛
E. 求初中英语中宾语从句的用法
一、宾语从句的定义：宾语从句顾名思义就是在复合句中用作宾语的从句叫做宾版语从句。即作及物动词、权介词或某些形容词宾语的部分是由句子来充当。二、引导宾语从句的引导词分为三类即:
1．表示陈述语气用that
，作从句的原句是陈述句。
注意1:
引导宾语从句的that
常可以省略,但下列情况下不能省略。（1）and连接两个或两个以上的宾语从句，除第一个从句中的that以外,后面从句中的that不能省略。如：Everybody
could
see
what
happened
and
that
Tom
was
frightened.
（2）that引导的宾语从句作介词宾语时，that不能省略。
F. 初中宾语从句讲解
变成宾语从句（直接英语变间接引语）对这两个题来说都是“去掉引号”
初中在这个语法上主要有两个考点(当然还有人称和连接词)：
1. 时态（1）引号外是过去时（2）引号外不是过去时
（1）引号外是过去时 （引号外面句子时态决定引号中句子时态）（有特殊情况，此处不说了）
例：''Do you speak English? '' he asked me. -------->
He asked me if I spoke English.
(引号外 he asked me 是过去时，所以''Do you speak English? '' 去引号时，
Speak 也 要 变成过去时 spoke)
例：The student asked Mary,''where do you live?''
The student asked Mary where she lived.（ 引号外 The student asked Mary是过去时，所''where do you live?''去引号时，live 也 要 变成过去时 lived)
例：He said,"His mom will go to Paris."--------->
He said his mom would go to Paris.（ 引号外 He said是过去时，所以"His mom will go to Paris."去引号时，will 也 要 变成过去时 would)
（2）引号外不是过去时（去引号时，引号中句子时态不变）
''Do you speak English? '' he often asks me.--------->
He often asks me if I speak English.（去引号 句子仍然是一般现在时）
''Did you know him in 2010? '' he often asks me.--------->
He often asks me if I knew him in 2010.（去掉引号 仍然是一般过去时）
2. 语序（要用陈述语序）
（陈述语序就是 把一般疑问句变成陈述句）
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. 关于初中英语的宾语从句
一. 宾语从句的种类
宾语从句是一种名词性从句，在句中作及物动词的宾语，或介词的宾语，或
形容词的宾语。根据引导宾语从句的不同连词，宾语从句可分为三类。
1. 由that引导的宾语从句。That只有语法作用，没有实在的意义，在口语
和非正式文体中可以省略。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. 由连接代词who, whom, whose, what, which和连接副词when, where, why, how引导的宾语从句。这些连接代词和连接副词在宾语从句中充当某个成分。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引导的宾语从句。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. 宾语从句的语序
宾语从句的语序应为陈述句的语序。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. 宾语从句的时态
1. 如果主句的时态是一般现在时，宾语从句该用什麽时态就用什麽时态。
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. 如果主句的时态是一般过去时，宾语从句只能用相应的过去时态（一般过去时， 过去进行时， 过去将来时，过去完成时）。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. 如果宾语从句所陈述的是客观真理，其时态常用一般现在时。例如：
Our teacher said that January is the first month of the year.
Scientists have proved that the earth turns around the sun.
【中考范例】
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。该题考查的是宾语从句的语序和时态。宾语从句应用陈述句的语序和时态，所以应选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。该题考查的是宾语从句的语序和时态。主句用的实际上是现在时，宾语从句在这个句子里应用陈述句的语序和一般过去时。
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。该题考查的是宾语从句的语序和时态。只有B在语序和时态上符合要求。
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。该题考查的是宾语从句的语序。按照他们谈论的话题可知：他们说的是某人是哪里人。A和B可以排除掉。D的语序不对，只有C正确。
动词的语态
动词的语态---表示谓语与主语之间的关系的动词形式叫做语态，分为主动语态和被动语态。
主动语态表示主语是动作的执行者,被动语态表示主语是动作的承受者
一、被动语态
结构:1.行为动词的被动语态: 助动词be + 及物动词的过去分词.
be有人称.时态.数的变化,其变化规则与be作为连系动词时完全一样.
一般现在时 am/is/are+及物动词的过去分词 一般过去时 was/were +及物动词的过去分词
一般将来时 will +be +及物动词的过去分词 现在完成时 have/has+been+及物动词的过去分词
2.情态动词的被动语态: 情态动词 + be +及物动词的过去分词
否定式:是在助动词 be 或情态动词后加not构成
疑问式:是把上述助动词或情态动词提到主语之前,句尾加问号构成.
用法: 1.不知道动作的执行者是谁,或没有必要或不想指出谁是动作的执行者.
eg. The window was broken yesterday. Is English taught in your school? 2.强调或突出动作的承受者,此时如想同时指出动作的执行者,可用“by +动作执行者(宾格)来表示.
eg.The red dress was made by her mother. The letter must be written by me.
注 意点： 1.只有及物动词能构成被动语态, 不及物动词不能构成被动语态.
2.某些不及物动词与介词.副词搭配构成短语动词,带有宾语时,则有了动作的承受者,这时应把它们看作一个整体,变为被动语态,不能丢掉其中的介词,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.有些动词短语本身即是被动语态的形式, 不要再加by 短语,常用的有
be covered with be surprised at be interested in be worried about be made of/from be known to
4.某些动词形式是主动语态,但含有被动的意思. eg. This dictionary sells well.
This kind of car drives fast. The woolen sweater costs $ 88.
5.主动语态与被动语态的相互变化关系
主动句: 主语 + 谓语 + 宾语(动作执行者) (动作承受者)
被动句: 主语 +谓语动词的被动形式+ by + 动作执行者 (动作承受者)
1）主动句如何变为被动句
a.找到动作的承受者(常为主动句的宾语)作被动句的主语.b.找到谓语变为be + 过去分词的结构.
c.找到动作的执行者(常为主动句的主语)作 by 的宾语.若不必指出动作的执行者,可省去 by 短语. d.确定be动词的时态.数. 例如: She makes the beautiful kites.
The beautiful kites are made by her. (被动句)
2）被动句如何变为主动句. a.找到动作的执行者(常为被动句的宾语)作主动句的主语.
b.找到be+过去分词结构还原为及物动词原形.
c.找到动作的承受者(常为被动句的主语)作主动句的宾语.
d.确定及物动词的时态.数(注意)在以上转换中,代词作主语用主格, 代词作宾语用宾格.
6.主动语态中有些动词如:make,see,listen, watch,feel后常跟不带to的动词不定式作宾语补足语,变为被动语态要带上to
He made the boy work for him. →The boy was made to work for him.
7.主动语态中若有双宾语,变为被动语态时, 通常把指人的间接宾语变为被动语态的主语. His uncle gave him a dictionary yesterday.→He was given a dictionary by his uncle yesterday.
G:现在完成时枣表示到目前为止已经完成，并对现在留下某种后果和影响的动作。
结构：助动词have/has + 动词的过去分词
用法:
1.表示过去发生的某一动作对现在造成的影响或结果,常与一些时间状语,如:already, yet, ever, never, just, before, once,twice等连用,也可以和包括现在在内的时间状语,如these days,today,this year,so far等连用.eg.I have already posted the letter. (信已经不在我这儿了)
2.表示过去发生的动作或存在的状态,一直持续到现在,也许还将继续下去,可以和表示从过去某一时刻延续到现在的一段时间的状语连用,即for +时间段,since+时间点/从句, in the last ten years等,谓语只可用延续性动词.
解析： 1.英语动词根据词义可分为两种,一种是延续性的,一种是终止性的,终止性动词(也可称为非延续性动词,瞬间动词,或点动词),如begin,start,die,buy,leave, come等,表示动作的发生与结束于一瞬间完成,不能再延续,所以它的现在完成时不能和表示延续的时间状语连用,即不能与表示一段时间的状语,for+时间段, since+时间点/从句连用,也不能用在how long引导的特殊疑问句中.
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.初中英语课本中常见终止性动词有:leave, go, come, arrive, begin, buy, borrow, die, join, become等.终止性动词要表示持续时, 可用以下方法:
⑴.将时间状语改为时间段 + ago,句中谓语动词用一般过去时.
eg.我弟弟参军两年了. My brother joined the army two years ago.
⑵.若保留for+时间段,since+时间点/从句, 或用在 how long 句型中,则需将终止性动词改为相应的状态动词或延续性动词
常见终止性动词与延续性动词(或状态动词)的对应关系如下
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.现在完成时中been to,gone to和been in/at been to去过某地,表示某人的一种经历,可以和once,twice,already,ever,never等连用. eg. She has been to Shanghai twice. (表示目前人在这里)
gone to 去某地了,说话时某人已离开此地,在去某地的途中或已在某地,
eg. She has gone to Shanghai。 (表示现在她人不在这里)
been in/at 逗留在某地(已经一段时间).常和for ten days,since I came here等连用.
eg. She has been in Shanghai since she moved there.
4.现在完成时和一般过去时的区别
现在完成时所表明的是过去发生的动作对现在的影响,强调的是现在的情况,不可以和表示过去的时间状语yesterday,in 1991,three days ago last time,last night等连用一般过去时表明的是过去发生的事实,和现在不发生关系.
5.现在完成时中的 for 与 since
for + 时间段 与延续性动词的现在完成时连用 since + 时间点/从句
I have kept the library book for a week.= I have kept the library book since a week ago.
6. It is /has been +一段时间 + since 从句.自从某事发生已有一段时间了. eg. It is /has been two years since my brother joined the army. 注意:1.since 引导的从句中动词用过去时
2.when 引导 的特殊问句不与现在完成时连用.
3.have got,has got 虽然是现在完成时,但have got=have has got==has
H. 如何学好初中英语的宾语从句
一、了解概念
宾语从句在复合句中作主句的宾语。整句结构是以主句开始，有主语和谓语。谓语动词是及物电池、动词，需要宾语来完成句子的，而此处的宾语是一个从句，这就是宾语从句。结构是：主＋谓＋引导词＋主＋谓。
二、了解应掌握的三种宾语从句
1、陈述句
主句＋引导词（that）＋宾语从句，其中的that在口语或非正式文体中可省略。
如： That said （that）it was cold in Moscow.
2、 特殊问句
主句＋连接代词或连接副词＋宾语从句。如：
Do you know where we will stay on the island ？
3、 一般问句
主句＋wether或if＋宾语从句。
如： Could you tell me wether that is a pen or not ？
三、应特别注意的事项
1、 从句的语序
无论是连接代词还是连接副词引导的宾语从句，其从句应用陈述语序。
如： He couldn’t remember where he had put his book.
2、 时态呼应
当主句为一般现在时，从句的时态根据实际情况，可用任何时态。
如： She says （that）she will be back in a month.
当主句为过去时，从句根据实际情况可用与过去时相应的时态、即一般过去时、过去进行时、过去将来时和过去完成时。如：
She told us （that）she was born in Jane，1990.
但如果从句所述的是客观真理时，从句时态无需改变，仍用一般现在时。
如： The teacher said （that）the earth turns around the sun.