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北师大高中英语Units1-3基础知识

一名优秀负责的教师就要对每一位学生尽职尽责,作为教师就要根据教学内容制定合适的教案。教案可以让学生更好地进入课堂环境中来,帮助教师提前熟悉所教学的内容。教案的内容具体要怎样写呢?为了让您在使用时更加简单方便,下面是小编整理的“北师大高中英语Units1-3基础知识”,仅供参考,希望能为您提供参考!

北师大高中英语Units1-3基础知识

UNIT1Lifestyles

单词

Warm-up

boring,relaxing,stressful,peaceful,active,interesting,dangerous,exciting

Lesson1

sportsprogrammes,TVseries,cartoons,gameshows

Lesson2

stress,studio,expert,pressure,social,reduce,organise,prefer,stand

Lesson3

support,solve,design,volunteer,challenge,advertisement,presentation

Lesson4

accountant,crowded,career,otherwise,nearby

CommunicationWorkshop

classical,formal,style,cycle

短语

Warm-up

onceaweek,inonesfreetime

Lesson1

switchon/off/over,gooff,takeup,befilledwith,complainabout

Lesson2

sufferfrom

Lesson3

graduatefrom,beexcitedabout,makeadecision,bepreparedfor,meetchallenges,totellthetruth,havealongtalk,winonessupport,beproudof,solveproblems

Lesson4

distancelearning,musicfan,weatherforecast

CommunicationWorkshop

atthemoment,overtheyears

句型

Ithink...but...

Ifind...very...

Iprefer/like/enjoy...because...

Icantstand...

交际用语

Allthebest.

Canyougiveme...?

Howabout...?

Whydontyou...?

语法

一般现在时和现在进行时

一般将来时will,begoingto及一般现在时表示将来

UNIT2Heroes

单词

Warm-up

heroine,interview,admire,character,calm,generous,violent

Lesson1

astronaut,train,flight,gravity,rocket,explore,peacefully,atmosphere,land,helicopter,express,introduction

Lesson2

revolution,found,republic,equal,struggle,protest,march,stress,receive,organize,retire

Lesson3

brilliant,skillful,awful,useless,amazing,keen,unusual,succeed,advantage,champion,recent,design,fantastic,cause,fortunately,improve,event,athlete

Lesson4

disaster,promote,injury,relationship,divorce,quality,confident,superhero,funeral,react,belief,courage,raise,attention

Communicationworkshop

agreement,disagreement,badminton,dive,dead(adv.),medal,absolutely,Olympic,mean,stage

短语

Warm-up

befamousfor

Lesson1

mannedspaceship,liftoff,separatefrom,becauseof,letout

Lesson2

fightfor,fightagainst,inprison,lightbulb,beginwith,continuetodo,medicaldegree,taketurnstodo

Lesson3

makeprogress,geton,competeagainst,bestrictwith,cometoanend,roadtosuccess,moveupto,lookback

Lesson4

happento,ononesown,pullthrough,giveup,commitsuicide,getinvolved,remember..,as...,returnto,feelsorryfor...

Communicationworkshop

comeoffit,intheend

句型

Thespaceship,calledShenzhouV,wascarrying...

YangLiwei,whowasapilotinthearmy,waschosenfrom...

Atfirst,hecouldntbreathewithoutamachine.

Withtheprogressofnewmedicalresearch,Imconfidentthat...

交际用语

Well,Ithink...isimportant,because...

Imsorry,butIdontagree.

Yes,youareright,but...

Iagreewithyou,butpersonally,Ithink...

Inmyopinion,...

Oh,comeoffit!

Isuppose...but...

OK,but...

Youredeadright.

Absolutely.

Thatstrue.

Youvegotapointthere.

语法

一般过去时和过去进行时

现在完成时和一般过去时

UNIT3Celebration

单词

Warm-up

graduation,theMid-AutumnFestival,wedding,theDragonBoatFestival,turkey,pudding

Lesson1

celebration,power,darkness,tradition,include,destroy,decorate,boil,serve,seasonal,traditional,sticky,nowadays

Lesson2

alcohol,barbecue,reception,salary,teenager,congratulation,retire,smartly

Lesson3

bride,bridegroom,bestman,entrance,invitation,ceremony,contribute,link

Lesson4

decoration,adult,polar,seriously

CommunicationWorkshop

anniversary,mess,unfortunately

短语

Lesson1burndown,takepartin

Lesson2applyfor

Lesson3evenif,oughtto

Lesson4theNorthPole,putup,blowup,carryon

CommunicationWorkshopabitof,aswell

句型

Thefestivaliscelebratedby...

Itissaid/believedthatsb./sth

交际用语

Givingadvice

Yououghtto...Yououghtnotto...

Youhaveto...Youdonthaveto...

Congratulations

Welldone!Youplaybeautifully!

Wow!Thatsbrilliant!

语法

被动语态

情态动词haveto,should,can及情态动词oughtto

延伸阅读

高中英语Unit1 Cultural Relics教案


俗话说,凡事预则立,不预则废。高中教师要准备好教案,这是高中教师的任务之一。教案可以让学生们能够更好的找到学习的乐趣,减轻高中教师们在教学时的教学压力。优秀有创意的高中教案要怎样写呢?下面是小编精心为您整理的“高中英语Unit1 Cultural Relics教案”,但愿对您的学习工作带来帮助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow.
T:Wouldyouwanttokeepit?
S1:Ofcoursenot.Itdoesntbelongtome.
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere.WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion.Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit.
T:Thatsagoodidea.Anyoneelsehaveanidea?
S3:Iwouldaskmybrother.Heisapoliceman.
AsksomeSstoacttheirdialogueout.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716,FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.

Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
____________________________________________________________________________________________________

高中英语连词知识点整理


古人云,工欲善其事,必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生更好的消化课堂内容,帮助教师有计划有步骤有质量的完成教学任务。那么如何写好我们的教案呢?下面是小编为大家整理的“高中英语连词知识点整理”,相信您能找到对自己有用的内容。

高中英语连词知识点整理
一.概念
连词是用来连接词,短语,从句或句子的词.连词不作成分.
二.重点连词
1.表示并列关系的连词有:and,both…and…,notonly…butalso…和neither…nor…等
1)and:和,并且(连接对等关系的字和字,句子和句子)
例如:Ienjoybasketball,footballandtabletennis.
Theweatherbecomescolderandcolder.
2)both…and…既…也…,(两者)都…
注:both…and…构成的词组作主语时,谓语动词用复数。
例如:BothJimandKatearefromEngland.
both…and…否定句表示部分否定。
例如:Youcan’tspeakbothGermanandEnglish.
Bothmyfatherandmymotheraren’tdoctors.
3)neither…nor…:既不…也不…(就近原则)
例如:NeitherInorhehasseentheplaybefore.
4)notonly…butalso…:不但…而且…(就近原则)
例如:Notonlythemotherbutalsothechildrenareill.
2.表示转折关系的连词有:but,however,yet,still,while等。
例如:Marywasanicegirl,butshehadoneshortcoming.
Hewasverytired,stillhekeptonwalking.
3.表示选择关系的并列连词有:or,either…or…,whether…or…等。
1)or:或、否则
例如:IsyourfriendEnglishorAmerican?
Hedoesn’tlikedumplingsornoodles.
祁使句后连接or,表“如果…,否则…”,有转折的意思,此时or=ifyoudon’t…,you’ll…
例如:Hurryup,oryou’llbelate.
=Ifyoudon’thurryup,you’llbelate.
2)either…or…:或者…或者…;不是…就是…(就近原则。)
例如:EitheryouorIamright.
DoeseithersheortheylikeEnglish?
注:由either…or…引导的否定句是完全否定。
例如:Sheisn’teitherastudentorateacher.
3)whether…or…不管…还是…
例如:Sheisalwayscheerful,whetherathomeoratschool.
4.表示因果关系的并列连词有:for(因为),so(所以)。
例如:Heisnotatschooltoday,forhehasabadcold.
Itwaslate,soIwenthome.
5.引导时间状语从句的从属连词有:before,after,when,while,as,till,until,since,assoonas等。
例如:Aftertheyhadplantedtheircrops,theytookarest.
Wehavelearnedsixlessonssincehebegantoteachus.
注:1)when,while,as都表示“当……时”
a.when时间点,笼统时间段whenhewasayoungman
b.while具体时间段,有始有终whileyouareeating….
c.as渐进渐变,aswebecomeold…
例如:WhenIcamein,myfatherwascooking.
Whileyouareeating.
Hesangashewalked.
2)not…..until,译为“直到……才”。
例如:Mr.Greendidn’tgotobeduntilhischildrencameback.(格林先生直到他的孩子们回来才睡觉)
6.引导条件状语从句的从属连词有:if(如果),unless(除非,如果……不)等。
例如:Ifyoudon’tgosoon,you’llbelate.
=Unlessyougosoon,you’llbelate.
7.引导原因状语从句的从属连词有because,as,since等。
because“因为”语气最强,回答why提问时只能用because
as“由于”since“既然”语气不如because强,引导的从句常置于句首
for是并列连词,语气最弱,对前面分句加以解释或补充说明,其引导的分句常置于句末且用逗号隔开。
例如:Hedidn’tgotoschoolbecausehewasill.
Asitwasraining,wewenttherebybus.
Sinceeverybodyishere,let’sbegin.
Itmusthaverainedlastnight,forthegroundiswet.
注意:because与so不能同时使用。
8.引导让步状语从句的从属连词有:although/though(虽然,尽管),eventhough/if(即使)
例如:Although/Thoughitisaveryyoungcountry,itisveryrich.
注意:although/though引导的从句不能与but连用,但可与yet,still连用。
9.引导目的状语从句的从属连词有sothat和inorderthat(以便,为了)等。
例如:Theteacherspokeloudlysothat/inorderthatwecouldhearhimclearly.
10.引导结果状语从句的从属连词有:sothat(结果是)和so/such…that…(如此…以至于)等。
例如:Itwasverycold,sothatthewaterinthebowlfroze.
Hegottheresoearlythathegotagoodseat.
11.引导比较状语从句的从属连词有:as…as…(与……一样),notas/so…as…(不及,赶不上),和than(比)等。
例如:Iknowyoubetterthanshedoes.
Heworksascarefullyasshe.
12.引导名词性从句的从属连词有:that和if/whether(是否)等。
例如:Weknowthattheearthgoesaroundthesun.(宾语从句)
Iwonderifhehasreceivedmye-mail.(宾语从句)
注意:在时间状语从句和条件状语从句中,如果主句是将来时,从句要用一般现在时。
例如:I’llgoonwiththeworkwhenIcomebacktomorrow.

高中英语语法知识点


俗话说,居安思危,思则有备,有备无患。教师在教学前就要准备好教案,做好充分的准备。教案可以让学生们能够更好的找到学习的乐趣,减轻教师们在教学时的教学压力。教案的内容具体要怎样写呢?为此,小编从网络上为大家精心整理了《高中英语语法知识点》,仅供您在工作和学习中参考。

高中英语语法知识点

1、atlast/intheend/finally

三者均有“最后、终于”的含义。

finally常用于动词之前,表示人们长期以来期待的某事最后实现了,也可指一系列事物或论点的顺序。例如:

Afterputtingitoffthreetimes,wefinallymanagedtohaveaholidayinGreece.经过三次延期之后,我们终于在希腊度了一次假。

Theytalkedaboutitforhours.Finally,theydecidednottogo.他们谈论了几个小时,最后决定不去。

atlast有时可与finally互换,但往往用于一番拖延或曲折之后,语气更强烈。例如:

Whenatlasttheyfoundhim,hewasalmostdead.当人们最终找到他时,他已经奄奄一息了。

Jameshaspassedhisexamsatlast.詹姆斯终于通过了考试。

intheend指经过许多变化、困难的捉摸不定的情况之后,某事才发生。例如:

Wemadefivedifferentplansforourholiday,butintheendwehadasummercampagain.我们制订了五种不同的度假方案,但最后我们还是选定了再来一次夏令营活动。

2、awake/wake

awake用作及物或不及物动词,表示“叫醒,唤醒;醒来”;而wake表示相同意义时,必须与up连用,对比:

Thenoiseawokeme./Thenoisewokemeup.嗓音把我闹醒。

Sheusuallyawakesatsixinthemorning./Sheusuallywakesupatsixinthemorning.她通常早上6点醒。

注意:awake不与up连用;wakeup的宾语是人称代词时必须置于两个词之间。误:wakeuphim正:wakehimup

awake还可用作形容词,只用作表语或后置定语,不能用作前置定语。其反义词是asleep.如:

Isheawakeorasleep?他睡着了还是醒着?

Anyoneawakeheardthesound.任何醒着的人都听到了那个声音。

注意:wide/fullyawake完全醒着;sound/fast/deeplyasleep熟睡

3、attempt

(1)n.尝试;企图。

Hemadeanattempttolearntoski.他尝试着学滑雪。

Hefailedinattemptatclimbingupthemountain.他企图爬上这座山,却失败了。

(2)vt.尝试;企图。

SheattemptedtolearnJapanese.她试图学习日语。

Theprisonerattemptedanescape.那犯人企图逃走。

高中英语十六大时态用法1


一位优秀的教师不打无准备之仗,会提前做好准备,准备好一份优秀的教案往往是必不可少的。教案可以让学生能够在课堂积极的参与互动,帮助高中教师提高自己的教学质量。那么怎么才能写出优秀的高中教案呢?小编为此仔细地整理了以下内容《高中英语十六大时态用法1》,但愿对您的学习工作带来帮助。

高中英语十六大时态用法1

时态(Tense)是表示行为、动作和状态在各种时间条件下的动词形式。因此,当我们说时态结构的时候,指的是相应时态下的动词形式。

英语时态分为16种:一般现在、一般过去、一般将来、过去将来时,以及这四者的进行时、完成时和完成进行时。
1.一般现在时(do/does;is/am/are)

表示现在的情况、状态或特征。

例:Heisastudent.

他是一个学生。

表示经常性、习惯性动作。

例:Healwayshelpsothers.

他总是帮助别人。

客观事实和普遍真理。

例:Theearthmovesthesun.

地球绕着太阳转。

表示一个按规定、计划或安排要发生的动作。

仅限于某些表示“来、去、动、停、开始、结束、继续”等的动词,可以与表示未来时间的状语搭配使用。

常见的用法是:飞机、火车、轮船、汽车等定期定点运行的交通方式。

例:Thenexttrainleavesat3oclockthisafternoon.
下一趟火车今天下午3点开车。

在时间、条件和让步状语从句中经常用一般现在(有时也用现在完成时)表示将的来事情。(即:主将从现原则)

例:IwillcallyouassoonasIarriveattheairport.

我一到机场就会给你打电话。

Whenyouhavefinishedthereport,Iwillhavewaitedforabout3hours.

等你完成这份报告的时候,我就已经等了将近3个小时了。

2.现在进行时(am/is/aredoing)

表示此时此刻正在发生的事情。

例:Heislistningtothemusicnow.

他现在正在听音乐。

表示目前一段时间内一直在做的事情,但不一定此时此刻正在做。

例:Iamstudyingcomputerthisterm.

这个学期我一直在学习计算机。

现在进行时可以表示将来的含义。

a.瞬时动词的进行一定表将来。

例:Iamleaving.

我要离开了。

b.持续动词的进行只有有将来的时间状语或有将来语境中才表将来。

例:Iamtravellingnextmonth.

下个月我要去旅行。

现在进行时与频度副词连用,表示说话者或褒义或贬义的感情色彩。

例:Heisalwayshelpingothers.

他总是帮助别人。(褒义)

3.现在完成时(have/hasdone)

表示动作到现在为止已经完成或刚刚完成,强调对现在产生的影响。

例:Iboughtanewhouse,butIhaventsoldmyoldoneyet,soatthemomentIhavetwohouses.

我买了一所新房子,但是还没有卖掉旧的,所以现在我又两所房子。

表示从过去某时刻开始,持续到现在的动作或情况,并且有可能会继续延续下去。此时经常用延续性动词。

时间状语常用since加一个过去的时间点,或for加一段时间,或by加一个现在时间。

例:GreatasNewtonwas,manyofhisideashavebeenchallengedtodayandarebeingmodifiedbytheworkofscientistsofourtime.
虽然牛顿是个伟大的人物,但他的许多见解直到今天还在受到挑战,并且被现代科学家的工作所修正。

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