【导语】“可可球可可米”通过精心收集，向本站投稿了18篇teach的句型用法总结，以下是小编为大家准备的teach的句型用法总结，希望对大家有帮助。
- 目录
- 第1篇：teach的句型用法总结第2篇：关于teach的用法及解释第3篇：teach的用法及例句第4篇：teach的用法及例句第5篇：teach的用法及短语第6篇：will的用法总结句型第7篇：there be句型的用法总结第8篇：make it句型用法总结第9篇：as的用法总结句型第10篇：teach的过去式和用法例句第11篇：teach的过去式和用法例句第12篇：teach的名词形式及用法第13篇：whose的用法总结句型第14篇：小学therebe句型用法总结第15篇：高中therebe句型用法总结第16篇：buy的用法总结_buy的用法句型第17篇：It句型用法详解第18篇：teach的用法和短语例句辨析
篇1：teach的句型用法总结
teach sb to do sth 的基本用法 “教某人做某事”，如：
He promised to teach her to water-ski. 他答应教她滑水。
You can teach some parrots to talk. 可以教某些鹦鹉说话。
We should teach the children to know good from bad.
我们应教育儿童分辨是非。
Parents ought to teach their children to behave themselves.
父母应教导子女举止得体。
He taught me to obey all commands without asking questions.
他教我毫无疑义地服从命令。
篇2：关于teach的用法及解释
vt. 教;教导，训练;教授;
vi. 教书;
teach的例句
1. Most religions teach you to be truthful and self-disciplined.
多数宗教教导人们要真诚和律己。
2. He uses tapes of this program to teach English.
他用这个节目的录像带教授英语。
3. I want to teach Irish so that it won'tdie out.
我想教爱尔兰语，这样它就不会彻底消失。
4. The aim of discipline is to teach children to behave acceptably.
纪律的目的是教育儿童举止得体。
5. Rarely do schoolteachers have leeway to teach classes the way they want.
鲜有学校老师可随心所欲地教书的情况。
6. She was trying to teach him to play the guitar.
她在试着教他弹吉他。
篇3：teach的用法及例句
teach的意思：
vt.教;教导，训练;教授
vi.教书
第三人称单数：teaches过去式：taught过去分词：taught现在分词：teaching
teach的过去式：taught
易混淆的单词：Teach
篇4：teach的用法及例句
teach sb to do sth的引申意义
一、teach sb to do sth 的基本用法
teach sb to do sth 是大家都很熟悉的语法结构，其意为“教某人做某事”，如：
He promised to teach her to water-ski. 他答应教她滑水。
You can teach some parrots to talk. 可以教某些鹦鹉说话。
We should teach the children to know good from bad. 我们应教育儿童分辨是非。
Parents ought to teach their children to behave themselves. 父母应教导子女举止得体。
He taught me to obey all commands without asking questions. 他教我毫无疑义地服从命令。
二、teach sb to do sth 的引申用法
teach sb to do sth 有时可用于引申义，表示惩罚某人以使其不再敢做某事。这样用时主要用于以下几个句式：
1. I'll teach sb (not) to do sth
可根据情况译为：如果……我要让你有得瞧;你若……我就要教训你;如果你……我就要对你不客气。如：
I'll teach you to call me a liar 1! 你说我说谎，我就要教训你!
I'll teach you to call him names! 如果你辱骂他，我就要对你不客气了。
I'll teach you to get smart with me. 你胆敢对我出口不逊，我要好好教训你。
Where's Jimmy? I'll teach him to disobey me. 吉米在哪?他胆敢不听我的话，我要好好教训教训他。
2. That'll teach sb (not) to do sth
通常可译为：这就是给……做某事的教训;看……还(敢不敢)做不做某事。如：
That'll teach you to be late! 这就是迟到给你的教训!
So Roger spent the night in a freezing garage, did he? That'll teach him to go out without his house keys! 罗杰在冷冰冰的车库里过了一晚是吗?那就是他不带房门钥匙出去的教训。
So you lost all your money? That'll teach you to gamble 2. 这么说，你把钱都输光了? 这就是赌博给你的教训。
He's left her, has he? Ha! That'll teach her to go chasing other women's husbands! 他把她给甩了，是吗?哈哈!这看她今后还追不追别人的丈夫!
There. That'll teach you to get smart with me. 怎么样，你胆敢对我出口不逊，现在尝到什么滋味了吧。
3. This'll teach sb (not) to do sth
通常可译为：要让……尝尝做某事的后果;要给……以教训;要惩罚……做某事;好好教训……使其不敢做某事。如：
This will teach you not to shit on me. 我要让你尝尝告发我的后果。
This'll teach him to put a frog in my bed. 他胆敢把青蛙放在我床上，我就要让叫他尝尝这样干的后果。
说明：This'll teach sb (not) to do sth 与 That'll teach you (not) to do sth 的区别是，前者主通常在进行惩罚之前用，后者则通常在进行惩罚之后用。
另外，有时若语境明确，可省略其后的不定式，其翻译也可采用以上类似的表达。如：
So you were ill after eating those green apples, were you? That'll teach you. 这么说你是吃了那些生苹果才得病的，是吗?这就是给你的教训。
重点词汇：
1 liar [?la??(r)]
n.说谎的人
参考例句：
I know you for a thief and a liar!我算认识你了，一个又偷又骗的家伙!
She was wrongly labelled a liar.她被错误地扣上说谎者的帽子。
2 gamble [?g?mbl]
n.冒险;v.赌博，孤注一掷
参考例句：
Setting up this business was a bit of a gamble.开办这样的公司有点冒险。
Drive carefully and don't gamble with your life.小心驾驶，别拿你的生命冒险。
“teach English” vs.“teach about English”
有一本英语词典(Penguin English Student's Dictionary,Foreign Languages Press ,1996, Beijing)对“teach”的解释很有意思：give somebody one or more lessens ;help somebody to learn something.我认为，解释的第二部分“help somebody to learn something”接近“teaching”的本质。第一部分“give somebody one or more lessens”是含糊其辞的解释，没有触及“teaching”的核心内容。
“teach English”和“teach about English”一字之差，其境界云泥之间。“teach English”和“teach about English”只可意会不可言传。如果硬要翻译，两个都可以译为“教英语”。但前者与后者天壤之别。
下面两句话较好地诠释了“teaching English”的本质：
1. Teaching is not to teach, but to make learning happen.
2. As a matter of fact, teachers cannot teach anybody anything. They can only facilitate. The students are not empty glasses to be filled with liquid. It is up to them whether they learn or do not learn.
第一句，“教学不是教，而是使学习发生。” 既然教学不是“教”，而是使学习发生，就牵涉到“教”与“学”双方的角色定位。于是，自然引出了第二个句子的含义：“实际上，教师无法给任何人教授任何东西。他们只能助学。学生又不是等待装液体进去的空杯子。学与不学全由着他们。”
“teach English”的核心是教师帮助（facilitate.）学生学习。“teach about English”是指教师花过多的时间讲授“语言知识”(teach about grammatical rules)，或者介绍过量的课文“背景知识”、有关“答题策略”和“解题技巧”等方面的内容。
去年，我去市区某重点中学听了一节课，高考新题型“阅读理解七选五”。这节课教师一开始就用了较多时间去“teach about ”“阅读理解七选五”的“答题策略”、“解题技巧”，学生在阅读方面的训练时间却并不多。课后，我问班上一个英语成绩较好的学生的感觉如何，是否记住了老师讲授的“答题策略”和“解题技巧”，那个学生很聪明，并没有回答我的问题，而是告诉我做“阅读理解七选五”关键是能理解文本。学生的话真是一语中的!这堂课的重点活动应该是让学生有足够的时间去读，读完后进行答题，然后通过小组合作学习进行答疑解惑，在教师的引导下归纳出几条核心、实用的“答题技巧”。
如果英语教师仅仅是“teach about English”，学生的英语能力是难以提高的。那么，英语教师如何“teach English”,帮助学生学习英语，提升他们语言的运用能力呢?
首先，教师必须要少讲。 不仅要少讲，而且要精讲。只有懂得什么该讲，什么不该讲;何时该讲，何时不该讲，才能做到“精讲”。习惯多讲，“满堂灌”的教师是在“teach about English”。没有教学智慧的教师是做不到“精讲”的，因为缺乏教学智慧的教师不太懂得选择，在他们眼里什么都重要，什么都该讲;他们似乎很“耐心”，其实是好心办坏事;他们不讲透彻了，不全讲了，不放心，生怕学生弄不明白。实际上，这些教师患了“知识点情结”和“强迫症”。我们的学生由于没有比较(多数教师一教一个班就是三年)，受限于视野，也习惯了教师的讲，根本不知道科学合理的英语课堂是什么样子的。多讲的恶果是学生严重缺乏自主学习英语以及批判思维的能力。而严重缺乏自主学习英语以及批判思维的能力的学生是最难教的。
第二，精心设计教学活动。 英语是实践性很强的课程。我认为“English coach”要比“English teacher”更为贴切。是教练就要设计切实可行的训练活动。训练活动是英语课堂的灵魂。一节课成功与否与教学活动的质量息息相关。质量高的教学活动针对性强，满足学生的学习需求，引发他们参与活动的积极性，可以最大限度暴露学生学习英语的各种问题。
第三，根据英语的特质从宏观、微观把握英语教学。 英语教学无外乎是培养学生的“双基”(基础知识和基本能力)。因此，听、说、读、写、知识点课(含语法课)以及试卷讲评课为英语教学的基本课型。一言蔽之，是什么课型的课就要上出什么课的特点。
例如，从宏观角度来说，听、说、读、写的重要原则就是给足时间让学生进行听、说、读、写训练。从微观层面来说，听力训练的核心活动除了让学生多听之外，另一个重要活动是检测学生是否听懂了。 这时，教师要求学生口头重复录音里的句子或者要求学生能写出所听到的句子，而不是在A, B, C三个选项中做出判断，因为这里面有蒙的成分。
口语训练课 的核心活动除了让学生多说之外，另一个重要的活动就是训练学生说完整句子，甚至把观点用逻辑的手段连接起来的能力。
阅读理解训练课 有两个核心：让学生静下心来多读;然后通过教学活动检测他们接受信息、处理信息的的能力。学生只有具备3种阅读能力：read the lines(读字面意思), read between the lines(读懂上下文), read beyondthe lines (读懂弦外之音)，才能说是达到了理解性输入的要求。阅读理解训练课还有一个重要任务：要求学生查字典。有的教师鼓励学生遇到生词时去根据上下文的意思猜测单词的意思。这样做的出发点(本意)是好的，但效果并不是很理想。因为，由于课堂上的阅读活动常常是限时的，要让学生猜出每一个生词的意思是不现实的。教师在学生结束阅读之后吗，允许他们查字典，这是提高阅读理解能力很好、很务实的方法。
写作训练课 的有3个核心任务：
(1)学生在规定时间内完成写作任务;
(2)然后师生共同点评典型性习作;
(3)评价环节之后是“平行性练习”，巩固前面的写作和点评中所暴露的各种问题。
知识点课（含语法课） 的核心活动不是教师的讲解，“teach about English”，而是教师针对知识点、语法项目设计出各种练习、任务对学生的掌握情况进行检测。
试卷讲评课 的核心目的是根据学生所暴露的问题解决问题，尤其是那些与思维习惯有关的思维定势，从而提升学生的思维品质。英语教学说穿了是思维能力的训练(概念的训练)。
在下校听课时。我常常发现教师“满腔热情”地逐题讲解(teach about English)。试卷讲评课并不是要求教师对整份试卷进行逐题讲解，而是根据学生的答错率高的题目进行重点讲解。其实，重点讲解也不是以教师的讲解为主，而是尽量让学生在讨论之后由他们讲（talk about the problems they have met）他们所遇到的问题。通过学生之间的讲来暴露问题、分析问题、解决问题。
此外，教师在进行试卷讲评课教学之前，做好试卷各大题、各小题的统计分析。试卷讲评课的一项重要内容是要求学生把自己在考试中犯的错误登记在“错题本”上，避免下次犯同样的错误。由于每次考完之后，学生的问题各种各样，试卷讲评课的另一个重要内容是小组讨论，互相答疑解惑。这种既有形式，更有内容的“talk about problems and solutions”是应该大力提倡的。
助动词be的用法
1) be +现在分词，构成进行时态，例如：
They are having a meeting. 他们正在开会。
English is becoming more and more important. 英语现在越来越重要。
2) be + 过去分词，构成被动语态，例如：
The window was broken by Tom. 窗户是汤姆打碎的。
English is taught throughout the world. 世界各地都教英语。
3) be + 动词不定式，可表示下列内容：
a. 表示最近、未来的计划或安排，例如：
He is to go to New York next week. 他下周要去纽约。
We are to teach the freshpersons. 我们要教新生。
说明：这种用法也可以说成是一种将来时态表达法。
b. 表示命令，例如：
You are to explain this. 对此你要做出解释。
He is to come to the office this afternoon. 要他今天下午来办公室。
c. 征求意见，例如：
How am I to answer him? 我该怎样答复他?
Who is to go there? 谁该去那儿呢?
d. 表示相约、商定，例如：
We are to meet at the school gate at seven tomorrow morning. 我们明天早晨7点在校门口集合。
主语从句的用法归纳
1. 主语从句概说
主句从句即在主从复合句中用作主语的从句。主语从句通常由连词that、whether、连接代词(which, who等)或连接副词(when, where, why, how等)引导：
That he didn't come is a pity. 真遗憾他没有来。
Whether he will win is not known. 他是否会赢还不知道。
How this happened is not clear. 这是怎么发生的还不清楚。
When we arrive doesn't matter. 什么时候到没有关系。
What made her angry was not clear. 是什么使他哭的还不清楚。
【注】以下引导主语从句的what不表示“什么”，而表示“…所…的”：
What we need is money. 我们需要的是钱。
What I want to know is this. 我想知道的就是这一点。
2. 主语从句与形式主语it
有时为了考虑句子平衡，通常在主语从句处使用形式主语it，而将真正的主语从句移至句末。这分三种情况：
(1) 对于以连词that引导的主语从句，通常用形式主语代主语从句：
It's a pity that he didn't come. 很遗憾他没来。
(2) 对于以连接代词(副词)引导的主语从句，可以使用形式主语代主语从句，也可直接在句首使用主语从句：
Whether they will come is a problem. 他们是否会来还是一个问题。
It is a problem whether they will come. 他们是否会来还是一个问题。
(3) 对类似以下这样的以what引导的主语从句，通常不用形式主语，总是主语从句放在句首：
What he said was true. 他讲的都是事实。
What we need is more time. 我们需要的是更多的时间。
篇5：teach的用法及短语
teach的用法：
teach后面一般接的形式如下：
teach sb. to do sth.教某人做某事
teach sb. sth. 教某人某事
teach oneself 自学
我们重点讲解teach sb. to do sth的用法
一、teach sb to do sth 的'基本用法 “教某人做某事”，如：
He promised to teach her to water-ski. 他答应教她滑水。
You can teach some parrots to talk. 可以教某些鹦鹉说话。
We should teach the children to know good from bad.
我们应教育儿童分辨是非。
Parents ought to teach their children to behave themselves.
父母应教导子女举止得体。
He taught me to obey all commands without asking questions.
他教我毫无疑义地服从命令。
二、teach sb to do sth 的引申用法
teach sb to do sth有时可用于引申义，表示惩罚某人以使其不再敢做某事。这样用时主要用于以下几个句式：
1、I’ll teach sb (not) to do sth
可根据情况译为：如果……我要让你有得瞧；你若……我就要教训你；如果你……我就要对你不客气。如：
I’ll teach you to call me a liar! 你说我说谎，我就要教训你!
I’ll teach you to call him names! 如果你辱骂他，我就要对你不客气了。
I’ll teach you to get smart with me. 你胆敢对我出口不逊，我要好好教训你。
Where’s Jimmy? I’ll teach him to disobey me.
吉米在哪？他胆敢不听我的话，我要好好教训教训他。
2、That’ll teach sb (not) to do sth
通常可译为：这就是给……做某事的教训；看……还（敢不敢）做不做某事。如：
That’ll teach you to be late! 这就是迟到给你的教训！
So Roger spent the night in a freezing garage, did he? That’ll teach him to go out without his house keys! 罗杰在冷冰冰的车库里过了一晚是吗？那就是他不带房门钥匙出去的教训。
So you lost all your money? That’ll teach you to gamble. 这么说，你把钱都输光了? 这就是赌博给你的教训。
He’s left her, has he? Ha! That’ll teach her to go chasing other women’s husbands! 他把她给甩了，是吗？哈哈！这看她今后还追不追别人的丈夫！
There. That’ll teach you to get smart with me. 怎么样，你胆敢对我出口不逊，现在尝到什么滋味了吧。
3、This’ll teach sb (not) to do sth
通常可译为：要让……尝尝做某事的后果；要给……以教训；要惩罚……做某事；好好教训……使其不敢做某事。如：
This will teach you not to shit on me. 我要让你尝尝告发我的后果。
This’ll teach him to put a frog in my bed. 他胆敢把青蛙放在我床上，我就要让叫他尝尝这样干的后果。
说明：This’ll teach sb (not) to do sth 与 That’ll teach you (not) to do sth 的区别是，前者主通常在进行惩罚之前用，后者则通常在进行惩罚之后用。
另外，有时若语境明确，可省略其后的不定式，其翻译也可采用以上类似的表达。如：
So you were ill after eating those green apples, were you? That’ll teach you. 这么说你是吃了那些生苹果才得病的，是吗？这就是给你的教训。
篇6：will的用法总结句型
will作“愿意,希望,想要”解时,可接名词、代词作宾语,也可接that引导的从句作宾语,从句中的'谓语动词要用虚拟式。
will属于表动词语态的助动词，类似于may，might等，没有wills这一动词的单数形式的说法。
例句：
Research will be needed as a preliminary to taking a decision.
作出决定之前需要进行研究。
This will give a yield of 10% on your investment.
这会给你的投资带来10%的利润。
It would be preferable to employ two people, not one.
雇请两个人比雇请一个更好。
We estimated it would cost about 5 000.
我们估计要花费大约5000欧元。
No one could have foreseen things would turn out this way.
谁都没有预料到事情的结果会这样。
篇7：there be句型的用法总结
Could there be a non necessating causes.
可能有一个不必须的原因。
Will there be more damaging aftershocks?
是否将会发生更多的破坏性的余震？
With the release, will there be a simpler install?
这个版本是否会有一个简单一些的安装？
篇8：make it句型用法总结
2、表示某人做成某事，例句
You needn't worry; he will make it.
你不必担心，他会办成的。
3、表示设法做到某事，例句
I’ve been having violin lessons every two weeks, but I think I'll make it every week from now on.
我一直是每两个星期上一次小提琴课，但是我想从现在起每个星期都上课。
4、表示及时赶上火车等，例句
The train leaves in five minutes — we’ll never make it.
火车再有五分钟就开了——我们绝对赶不上了。
5、表示及时抵达某地，例句
We are too late; I don’t think we can make it.
我们太迟了，我想我们难以准时赶到了。
篇9：as的用法总结句型
as做介词，意思是“作为”
as做连词，引导时间状语从句，意思是“当……的时候”
as做连词，引导原因状语从句，意思是“因为”
as做连词，引导让步状语从句，意思是“虽然”
as做连词，引导方式状语从句，意思是“以……方式”
as做关系代词，引导定语从句
篇10：teach的过去式和用法例句
过去式: taught
过去分词: taught
现在分词: teaching
teach的用法：
teach的用法1：teach的基本意思是以训练或授课的方式“传授知识或技能”。可引申指“教书,教人,教学,授课”“使某人学会做某事”“以某事或某经验教训或教育某人”“教训〔告诫〕某人别做某事”“使…学习”“做…的教师”等。
teach的用法2：teach既可用作及物动词,也可用作不及物动词。用作及物动词时,可接名词、代词、动名词或从句作宾语,也可接双宾语,其直接宾语可由名词、带疑问词的动词不定式或that/wh-从句充当; 其间接宾语可转换为介词to的宾语。teach还可接由动词不定式或动名词充当补足语的复合宾语。
teach的用法3：teach后可接“sb+to- v ”结构。作“教(导)某人做…”解时,动词不定式是宾语补足语; 作“因做某事而教训某人”解时,动词不定式是原因状语,这时常与will连用。
teach的用法4：teach有时可用主动形式表达被动意义,常作“(课程等)被讲解”“被教起来”解。
篇11：teach的过去式和用法例句
1. We are taught to construe these terms in a particular way.
我们被教导要以特定的方式理解这些词语。
2. She has danced, choreographed, lectured and taught all over the world.
她在世界各地跳过舞、编过舞、讲过学、也教过书。
3. Mr Thomas was taught by the Catholic nuns whose school he attended.
托马斯先生是在天主教修女创办的学校接受的教育。
4. Should our children be taught to swim at school?
我们的孩子应该在学校学习游泳吗?
5. Naomi was given a pony and taught to ride side-saddle.
别人给娜奥米一匹小型马并教会她如何侧骑马。
6. They had pressed for their children to be taught French.
他们极力要求给他们的孩子教授法语。
7. She taught French at Cheam Comprehensive in South London.
她在伦敦南部的奇姆综合中学教法语。
8. They are not given hearing aids or taught to lip-read.
没有给他们提供助听设备，也没教过他们唇读。
9. Arthur Murray taught the foxtrot, the tango and the waltz.
阿瑟·默里教狐步舞、探戈和华尔兹。
10. We were taught how to curtsy to the Queen.
有人教我们如何向女王行屈膝礼。
11. I like your interpretation better than the one I was taught.
你的解释比我以前学过的更让我喜欢。
12. Paul is self-taught and became interested in photography just four years ago.
保罗是自学的，他四年前才开始对摄影产生兴趣。
13. The simple concepts he had been taught now sounded trite and naive.
他曾经被教导的简单观念如今听起来陈腐而幼稚。
14. My professional training has taught me to look at things logically.
专业训练使我懂得看问题要讲求逻辑。
15. The youths are taught how to spray paint cars and mend fences.
教授年轻人如何给汽车喷漆和修理护栏。
篇12：teach的名词形式及用法
teach的'用法
1、teach的基本意思是以训练或授课的方式“传授见识或技能”。
2、teach既可用作及物动词,也可用作不及物动词。用作及物动词时,可接名词、代词、动名词或从句作宾语,也可接双宾语,其直接宾语可由名词、带疑惑词的动词不定式或that/wh-从句充当; 其间接宾语可转换为介词to的宾语。
3、teach后可接“sb+to- v ”结构。作“教(导)某人做…”解时,动词不定式是宾语补足语; 作“因做某事而教训某人”解时,动词不定式是原因状语,这经常与will连用。
4、teach有时可用主动形式表达被动意义,常作“(课程等)被讲解”“被教起到”解。
篇13：whose的用法总结句型
whose的用法例句：
1. Mr Thomas was taught by the Catholic nuns whose school he attended.
托马斯先生是在天主教修女创办的学校接受的教育。
2. Choose a stylist recommended by someone whose hair you like.
选择一个你觉得发型很好看的'人向你推荐的发型师。
3. It was an actor whose name escapes me for the moment.
那个男演员的名字我一时想不起来了。
4. He is a veteran parliamentarian whose views enjoy widespread respect.
他是个资深议员，其观点受到广泛尊重。
5. Aren't you the boy whose father was a VC in the war?
你不就是那个父亲曾在战争中获得维多利亚十字勋章的男孩吗?
6. I can't remember whose idea it was for us to meet again.
我记不清我们再次会面是谁的主意了。
7. Candidates need a proposer and seconder whose names are kept secret.
候选人需要一名匿名的推荐人兼支持者。
8. I wondered whose the coat was.
我不知道那是谁的外套。
9. Now whose go is it?
现在轮到谁了?
10. “Whose is this?” — “It's mine.”
“这是谁的?”——“是我的。”
篇14：小学therebe句型用法总结
1、当动词be后所接的名词是单数可数名词或不可数名词时，be 应该取单数is;当其后所接的名词是复数的.可数名词时，be用复数are。
There is some apple juice in the bottle.
瓶子里有些苹果汁。
There are some strangers in the street.
大街上有一些陌生人。
2、There be 句型中动词be可以有一般现在时、一般过去时、将来时和完成时。
There were fabulous wildflowers in the hills last spring.
去年春天，山中有极美的野花。
There will be a fine day tomorrow.
明天将是一个晴天。
3、There be 句型可以和各种助动词、情态动词连用。
There must be some cakes on the table.
桌子上一定有些蛋糕。
There used to be a hospital there before the war.
战前，那里曾经有家医院。
there be句型和have区别：
1、相同点：在表示结构上的含有时，既可以用there be 句型，也可以用have来表示。
How many days are there in March?/How many days does March have?
三月份有多少天?
2、区别点：there be 意为存在，强调某地有某物，不表示所属关系;have 表示所有关系，强调某人或某地有某物，这是其基本用法。
There are some trees in front of the house.
房前有些树。
there be句型其他用法：
1、there be 结构作宾语时，通常用there to be ，常作这样一些词的宾语：expect，like， mean，intend，want，prefer，hate等。
I expect there to be no argument about this.
我期望关于这件事不要再争吵了。
2、there be作介词宾语时，如果是介词for，只能用“there to be”其它介词用“there being”。
I never dreamed of there being any good chance for me.
我做梦也没想到我会有好机会。
篇15：高中therebe句型用法总结
There be句型的主谓一致
当be后面的名词是可数名词单数或不可数名词时，谓语用单数is(was)；当be后面的名词是可数名词复数时，谓语用复数are(were)。如：
There is a river at the foot of the hill.（山脚下有条小河。）
There are two watermelons under the desk.（桌子下有两个西瓜。）
如果be后面是多个名词并列，be应与靠近它的'名词的数保持一致。如：
There is a river and many trees at the foot of the hill.（山脚下有一条小河和许多树。）
There is a basketball and two watermelons under the desk.（桌子下有一个篮球、两个西瓜。）
篇16：buy的用法总结_buy的用法句型
buy的用法1：buy的'基本意思是用金钱换取等价物,即“购买”,是普通用词,可接具体物品如书籍、衣物等作宾语。buy也可表示“付出…以换取…”,这时可接健康、幸福、名声、忠诚等抽象名词作宾语。buy引申还可指“收买,贿赂”“相信(即买…的账)”。
buy的用法2：buy在句中主要用作及物动词,偶尔用作不及物动词。用作及物动词时,后接名词或代词作宾语,有时还可接双宾语,其间接宾语可转化为介词for的宾语。可用于被动结构。
buy的用法3：buy的主语一般是人,也可以是无生命的事物。
buy的用法4：表示“在某商店买”可接介词at;表示“从某处买”可接介词from, of, off;表示“花多少钱买”可接介词for, at;表示“给某人买”可说buy sb sth，也可说buy sth for sb，不能说buy sth to sb。
buy的用法5：buy是非延续性动词，不可与表示时间段的状语连用，但可与表示时间点的状语连用。
buy的用法6：buy偶尔可用于进行时,此时常具有特殊意义,如“抢购”“以分期付款的方式购买”等。
buy的用法句型
1. Somehow, he'd managed to persuade Kay to buy one for him.
不知用了什么方法，他成功说服凯给他买了一个。
2. I might buy one for a friend's birthday as a giggle.
我可能会买一件送给朋友当生日礼物，逗他开心。
3. Who wants to buy a computer from a failing company?
谁愿意从一家要倒闭的公司买计算机呢?
4. Show me which one you like and I'll buy it for you.
指给我看你喜欢哪个，我给你买。
5. You can buy a formulation containing royal jelly, pollen and vitamin C.
可以买一种含蜂王浆、花粉和维生素C的配方产品。
6. They used to buy ten kilos of beef in one lump.
他们过去常买10公斤重的整块牛肉。
7. Ford had the bright idea of paying workers enough to buy cars.
福特公司想出了一绝妙的主意：付给工人足够的薪水去购买汽车。
8. They had to buy everything at inflated prices at the ranch store.
他们不得不在农场商店以高价购买所有东西。
9. Shopkeepers buy them in bulk and resell them for ?150 each.
店主们先大量购进，然后再以150英镑的单价将它们转卖出去。
10. Although people sometimes buy property sight unseen, it'sa remarkably bad idea.
尽管人们有时没看房就买了房，但这真是一个很糟糕的主意。
11. Always buy a heater with thermostat control to save on running costs.
始终购买可调温度的取暖器以节省使用成本。
12. They tend to buy cheap processed foods like canned chicken and macaroni.
他们往往会买便宜的加工食品，像鸡肉罐头和通心粉之类的。
13. People want to buy designer labels for snob value.
人们想买名牌是为了满足虚荣心。
14. Watch out for bargains, but never buy dented cans.
留意便宜货，但绝不要买表面凹陷的罐头。
15. “I've found the most wonderful house to buy!” she enthused.
“我已经找到想买的最棒的房子啦!”她兴奋地说。
buy的常用短语
buy back (v.+adv.)
buy in (v.+adv.)
buy off (v.+adv.)
buy on credit
buy out (v.+adv.)
buy up (v.+adv.)
buy和bought的区别
buy在句中主要用作及物动词，偶尔用作不及物动词。
bought表示在某商店买可接介词at;表示从某处买可接介词from、of、off;表示花多少钱买可接介词for、at。
篇17：It句型用法详解
研究1991-的高考试卷中可以发现含it的句型年年考到。可见it句型的重要性和使用的普遍性。现根据其用法特点归纳为20个句型．
1. It +be + 被强调部分 + that ...
该句型是强调句型。将被强调的部分放在前面，其它部分置于that之后。被强调部分可以是主语，宾语，表语或状语。强调的主语如果是人，that可以由who换用。如果把这种句型结构划掉后，应该是一个完整无缺的句子。这也是判断强调句型与其它从句的方法。
It was about 600 years ago that the first clock with a face and an hour hand was made.
It was they that (who ) cleaned the classroom yesterday.
It was in the street that I met her father.
It was neither you nor he that is willing to go to the Great Wall．
It was he as well as his classmates who has ever been to Suzhou．
(强调含有either．．．or．．．，neither．．．nor．．．，not only．．．but also．．．，as well
as，not．．．but．．．等词组所构成的句子)
强调句型还可以怎样设计？这种提法并不是要把我们弄糊涂，而是要培养我们对该句型的应变能力。万变不离其宗，要对强调句型产生免疫力，就要对该句型各种可能的考法烂熟于心。下面我们谈谈强调句的考法设计。
1.1.
疑问法：疑问法可分为一般疑问法和特殊疑问法两种。主要是通过改变语序后将it和that混在一块儿，使考生对结构无法辨认而出错。这形式可考查考生的纠错能力。
一般疑问句：①. Is _______ student_______ was caught smoking in the classroom?
A. it that, that B. that it, it C. it it, that D. it which, that
特殊疑问句：②. _______ he got up?
A. When was that it B. Was it when that C. When was it that D. Was that when it
③. Where________ he picked the wallet?
④. _______ student________ you referred to?
结论：一要注意语序；二要注意词序（特殊疑问词要置于句首），三要注意特殊疑问词的选用，疑问代词还是疑问副词。答案分别为：①A, ②C, ③is it that, ④Which/Whose, is it that.
1.2. 强调否定结构：
It is________ that I left for Qingdao.
A. until he came back B. not until he came back
C. that he came back D. not that he came back
此题的命题构思，第一步是原句：
I didn’t leave for Qingdao until he came.
然后是否定状语从句置于句首，主句实行部分倒装：
Not until he came did I leave for Qingdao.
第三步就是强调此状语从句：
It is not until he came back that I left for Qingdao.
结论：认清结构，推断原句。
1.3. 强调从句:
理论上来讲，任何从句都可以被强调。不过实际中状语从句是比较多地被强调的从句类型。往往从句被强调后，整个句式就显得十分复杂。设计成单项选择题时考生尤觉难以判断。此法有助于提高对难句的分析能力。请看下二例：
It was ______ my teacher worked _______ I work hard.
A. where; that B. where; where C. that ; that D. that; where
（该句原为一个带地点状语从句的主从复合句：I work hard where my teacher worked.
状语从句一经被强调，此句即显得复杂。有的考生甚至连句意都未能搞懂，所以，必须要有还原的本领。要领就是去掉It was that这三个词即可。）
It was ______ the teacher lectured in class _______ that student spoke
loudly.
A. when, that B. when, when C. that , that D. that, when
（此句为上例的模仿，但说的是时间状语从句，只要去掉It was that就成了。）
结论：强调句型的根本点就是It was that , 有和没有It was that是弄清句子意思的出发点和归宿。
1.4.
改变句式：命题人的灵感或思路往往是由某些句型的变异或者是由考生的问题激发出来的。所以我们应当有一种可以回溯命题人的基本构想的能力，这样才能做到心中有数。改变句式的目的就是为了考查考生对变式的辨识能力。请看下例：
Do you happen to know ______ the old scientist was hit by a car?
A. where was it that B. where it was that
C. it was where that D. was it where that
(首先，该强调句是作为know的宾语出现的，所以，语序是从句语序，无倒装。但由于该强调句原为特殊疑问句，其疑问副词应置于句首。当然，还得看看“金三点”It
was that是否全。)
我们再来看看命题人的思维轨迹：
原句：a. The old scientist was hit by a car at the gate.
强调：b. It was at the gate that the old scientist was hit.
疑问：c. Where was it that the old scientist was hit by a car？
插入：d. Do you happen to know where it was that the old scientist was hit by a car?
结论：理清脉络，层层推进。
1.5. 强调句型中的is /was前面可用must /may /might等表推测的情态动词。
It might be in this room that he met her.
析：该句It was的was前面虽用might，但该句仍然是强调句。
1.6. 相似句型法：利用句型的相似性训练考生的再认能力。请参阅以下各例：
①It is 20 years ago______ the two friends met in Viet Nam.
②It will be 20 years______ they meet in Viet Nam.
③It is 20 years______ he came to live here.
④It is 20 years______ he spent in writing this novel.
⑤It was not long______ the people in Austria took up guns.
结论：先分析结构，再分析意思。谨慎试词，防止混淆。①句强调时间状语，故用that；②是It…before…句型，时间状语从句，只用before；③句It is a period of time since-clause是固定结构，只用since；④是强调句型，因spend一词为及物动词，故需要宾语that。但此例是一临界例句。它可能是强调句型，亦有可能是定语从句，若为定语从句则which亦可。⑤是It…before…句型，时间状语从句，只用before.
1.7. 强调句型与定语从句的关系: 强调句型与定语从句句型结构相似，但特点各异。根本的区别在于关系词that 上。在定语从句中，that
仅有语法功能，即在从句中充当一个代词的角色，而且其在从句中当宾语时还可省掉。而在强调句型中，that 的语法功能和符号功能同样重要。作为一个语法实体，that 有可以充当代词或副词的双重角色的功能。作为一种标志，that有其不可或缺的地位。那么，如何辨认与区分强调句型与定语从句呢？请看下例：
① It is on a winter night _______ his wife left him without saying goodbye.
A. which B. that C. when D. in which
② It is a winter night _______ his wife left him without saying goodbye.
A. which B. that C. when D. in which
③ It is a winter night _______ he spent with me last year.
A. that B. where C. as D. when
结论：无论强调时间状语还是地点状语，都必须有介词短语部分。去掉“金三点”后，结构合理，句意通畅，则为强调句型，①即是。若不成结构，即看似被强调的部分不能在句中充当任何成分，则有可能是定语从句，还应注意关系副词的选用，②即是。而③例是临界的例子,前面已讨论过, 就不再赘述了。
1.8．插入法：在强调句型中插入一些有意义或没实际意义的语句是英美人士常用的表达习惯。由于插入部分云遮雾罩，考生往往难识主句的庐山真面。句式的混杂，插入的繁难直接干扰了考生的正确理解。因此，加强此类难句的训练，可提高考生的综合应变能力。
A．套语插入: It is for ten years, so far as you know, that he has been in the States.
B．从句插入: a. 定语从句 b. 同位语从句 c.主语从句 d.状语从句等。
It is the same person that both of us know that was kidnapped the day before yesterday.
C．混合插入:
用适当的词语填空:
It was his mother, _________ came from Hong Kong on the last day of 2003 ______ a car accident happened without any casualties, _______ was lucky, you know, ________ brought us the news ________ Mei Yanfang, a famous actress, ________ song “Lady Flower” is so popular ________ every fan likes it, died of cancer of liver, ________ made us shocked greatly.
(who引导的是非限制性定语从句; when引导的是时间状语从句; as引导的是非限制性定语从句; that/who是强调句型部分; that为同位语从句部分; whose为非限制性定语从句部分; that 结果状语从句部分; 最后的which为非限制性定语从句。（答案：who，when，as，that/who，that，whose，that，which )
结论: 抓住主干，理顺枝桠，结构凸显，句意全出。
本文的主旨并非想要把考生们弄得晕头转向,想着法子把试题弄难。而是想切实让考生们一是要学会读懂命题人的思路,从中悟出些道道,掌握一些命题与应对的规律。二是要帮助各位考生通晓一些重要的句型及其相互关系,从而对高考英语阅读理解部分中的难句能应付裕如。
2. It +be+ not until + 被强调部分 + that ...
该句型也是强调句型。主要用于强凋时间状语，译成汉语＂直到．．．才．．．＂，可以说是 not ... until ... 的强调形式。
It was not until she took off her dark glasses that I realized she was a famous film star.
= Not until she took off her dark glasses did I realize she was a famous film star.
= I didn’t realize she was a famous film star until she took off her dark glasses.
3. It +be+ clear ( obvious, true, possible, certain....) that .....
该句型中it 是形式主语，真正的主语是that 引导的主语从句，常译为＂清楚（显然，真的，肯定．．．）＂ 是主语从句最常见的一种结构。
It is very clear that he’s round and tall like a tree.
= That he’s round and tall like a tree is very clear.
4. It +be+ important ( necessary, right, strange, natural...) that ...
该句型和上一个同属一个句型。由于主句中的形容词不同，that 后的从句中要用虚拟语气（should + 动词原形），should 可以省去。建议记住该句型中的形容词。
It is important that we (should) learn English well.
It is necessary that he (should) remember these words.
5. It +be+ said (reported, learned, known, thought, told, believed, hoped,
announced, expected , decided,....) that ...
该句型中的it 仍是形式主语，真正主语是that 引导的主语从句。该结构常译为＂据说（据报道，据悉．．．）＂。有时也用其他引导词（how, when, where, why, etc.）引导主语从句。
It is said that he has come to Beijing.
It is reported that another earth satellite has been put into orbit.
It is known to us how he became a writer. 我们都知道他是如何成为一名作家的。
6. It +be+ suggested (asked, demanded, required, requested, proposed,
ordered ... ) that ...
该句型和上一个同属一个句型。主句中的过去分词是表示请求，建议，命令等词时，that 后的从句要用虚拟语气（should + 动词原形），should 可以省。常译为＂据建议；有命令．．．）
It is suggested that the meeting ( should ) be put off.
It was ordered that we ( should ) arrive there in two hours.
7. It is a pity ( a shame ... ) that ...
该句型中，that后的从句一般用虚拟语气（should + 动词原形），should可省去．表示出乎意料，常译为＂竟然＂。没有这种意义时，则不用虚拟语气。
It is a pity that such a thing ( should ) happen in your class.
这种事竟然发生在你们班上，真是遗憾！
It is a pity that he is ill. 他生病了，真遗憾！
8. It is time ( about time ,high time ) that ...
该句型中that 后的从句应该用虚拟语气，值得注意的是① 常用过去时态表示虚拟．② 有时也用should + 动词原形，should
不能省。常译为＂是（正是）．．．的时侯．．．＂。
It is time that children should go to bed.
= It is time that children went to bed.
9. It +be+ the first ( second ... ) time that ...
该句型要和上一个句型区别开来。该句型中的 that 从句不用虚拟语气，而用完成时态。至于用什么完成时态，由主句的谓语动词的时态决定。如果是一般现在时，后面从句用现在完成时态；如果是一般过去时，后面从句则用过去完成时态。该结构中that 可以省去；it有时用 this 替换．常译为＂是第一（二）．．．次．．．＂。
It is the first time I have been here.
= This is the first time I have been here.
10. It +be + 段时间.... since ...
该句型主要用作处理瞬间动词的完成时，又要和表示一段时间的时间状语连用的问题。主句中是时间作表语，其时态是现在时或完成时，since 引导的从句通常是一般过去时态，而且是瞬间动词。如果主句是一般过去时，从句则用过去完成时。
It is ( has been ) 5 years since his father died.
（一）since作连词，指“时间”，表示“自......以来”。Since引导时间状语从句，
表示主句的动作，从过去的某一点时间持续到现在，从名时态常用一般过去时，主句的时态一般用现在完成时。如：
He has not written to me since he graduated from high school.
自从他中学毕业以来，一直没有写信给我。
We have known each other since we came to the school two years ago
.自从两年前来到学校以来，我们已彼此熟悉。
但是，由于在since引导的时间状语从名中，谓语动词有终止性（界限性）与延续性的区别，则所表达的意思就完全不相同。例如：
1. Mr. Write has lived there since he came to this city.
2. Li Mei has done a lot of good deeds since she joined the Young Pioneer.
3. He has never seen me since I was ill .
4. Miss Mary has been in Shanghai since she lived in Beijing.
在1，2两句中，since多句中谓语动词是终止性的，表示动作亦已完成，则句子所表达的意思与动词词意是一致的。这两句应译成：
1、自从怀特先生来到这个城市以来，他就一直住在那儿。
2、李梅加入少先队以来，做了许多好事。
而3、4两句中，since从句中的谓语动词是延续性的，是表示过去的动作或状态的结束，since从句所表示时间的起点，通常是从动作完成或状态结束之时算起。这时，从句所表示的意思，与动词词意恰恰相反，具有否定意义。这两句应译成：
3、自我病愈到现在，他从未来看过我。
4、玛丽小姐自离开北京，她就一直在上海。
注意：当since从句中的谓语时态用现在完成时，这时since 从句所指某种状态，又是从过去某时开始，一直延续到现在，试比较下面两名：
a) He has never been to visit me since I was ill .我病愈到现在，他从未来看过我。
b) He has never been to visit me since I have been ill
.我患病到现在，他从未来看过我。
a) 句中意指“我病好了”，在我患病期间，他来看过我。恢复健康后，他就不来看我了。
b)句意指“我现在仍有病”。
（二）句型“It is ...since...“”,表示从过去某一点时间，持续到现在的整段时间。如：
It is two years since he left the country .他离开这个国家有两年时间了。
在该句型中，since从句同样存在谓语动词的终止性与延续性的区别。
It is three Months since the Whites were in London
.怀特夫妇离开伦敦已有3个月了。试比较:
It is five years since the boy was a Young Pioneer .这个男孩不当少先队员已经五年了。
It is five years since the boy became a Young Pioneer .这个男孩当少先队员已经五年了。
“It is ...since ...“”,可以转换使用“...ago...”，“for ...”的句子。例如：
I haven't been in the countryside for a year.
也可转换成：A year has passed since I left the countryside.
11. It +be + 点时间... when ...
该句型中的 when 引导的是一个时间状语从句，主句中的 it 指时间，表语由具体的时间充当。常译为＂当．．．的时候，是．．．＂。该句型中的
when有时用before，常译为＂是．．．之前的．．．＂。
It was 5 o’clock when he came here.
It was the night before the composition was due.
12. It +be + 段时间... before ...
该句型主句中的 it 指时间, 主句中的时态常是将来一般时或过去时两种时态．主句中的表语多是long, not long , 3 days , 2 weeks 等表示时间段的词或短语。常译为＂．．．之后才（肯定句）．．．，没过．．．就．．．（否定句）＂。
It was 3 days before he went to Beijing.
It will be not long before he finishes his job.
13. It happens (seems, appears, strikes sb., occurs to sb. ... ) that...该句型中it是形式主语，that 引导的是主语从句，主句中的happen , seem等词是不及物动词．
It happened ( so happened ) that he met his teacher in the street. 碰巧．．
It seems that he will be back in a few days. 看来．．．
It appears that all the files have been deleted.
It struck her that losing the company might be the least of her worries.
It had never occurred to him that he might be falling in love with her.
14. It looks ( seems ) as if ...该句型中it无意义。 as if 引导一个状语从句。常译为，＂看起来好像．．．＂如果与事实不相符合，则用虚拟语气．
It looks as if he is ill.（真的病了）
It looks as if he were ill. （没有生病）
It seemed as if he were dying.
15. It takes sb.+段时间/金钱... to do sth.该句型中的不定式是真正的主语，it是形式主语，句型中的直接宾语是时间。常译为＂做．．．要花费某人．．．＂。
It took thousands of people many years to build the Great Wall.
16. It doesn’t matter whether/ if /where/when/what...该句型中whether(if) 引导的从句是真正主语，该句型常译为 ＂不论（是否）．．．没关系．．．。
It doesn’t matter if they are old.
Will it matter if I'm a little late?
If I have to stay late at work tonight, it won't matter because we can go
out another night.
It doesn't matter what you wear, as long as you look neat and tidy.
Does it matter what I think?
What does it matter how old I am?
It does not matter that the gun was in fact unloaded.
Do you think it matters that the cups and saucers don't match?
17. It +be+ kind ( of sb. ) to do sth.
该句型中的不定式短语是真正主语，如果不定式的逻辑主语是由 of引起，主句中的形容词必须是能表示逻辑主语特征的形容词。常见的有： bad , brave , careless, clever , cruel , foolish , good （好心的）, honest , horrible , kind , lazy , modest , naughty , nice（有教养的）, polite, rude , silly , stupid , wise , wrong（错误的）等。 这个句型可以改写为：sb. is kind to do sth.
It is kind of you to say so.
= You are kind to say so.
18. It +be+ necessary ( for sb. ) to do sth.
该句型与上一个同属一个句型。如果不定式的逻辑主语是由for引起，主句中的形容词通常是表示重要性，紧迫性，频繁程度，难易，安全等情况的形容词。常见的形容词有：① important, necessary, natural ② easy , safe , common , normal , hard , difficult , dangerous , unusual, rare , impossible , pleasant等。
在①中的形容词作表语可以用从句改写， 如：
It is important for her to come to the party.
= It is important that she (should ) come to the party.
19. It +be+ no good (use ) doing sth.
该句型中的真正主语是动名词短语，主句中的表语可以是no good , ( not any good ) , no use , ( not any use )。
It is no good learning English without speaking English.
20. We think it important to learn a foreign language.
该句型中的it 作形式宾语。为了记忆方便我们可称该句型为“”6123结构“”。
6指主句中常用的动词：think, believe, make, find, consider, feel；
1指的是形式宾语it；
2指的是宾补的两种形式：形容词或名词；
3指的是真正宾语的三种形式：不定式短语，动名词短语或that引导的宾语从句。
We think it our duty to clean our classroom every day.
He felt it important learning English well.
They found it difficult that they would finish their work in two days.
强化训练
1．①It is 3 years ________ he joined the army.
②It will be 3 years ________ we meet again.
③Tom told me that it was 3 years ________ he had left school.
A.before B.after C.since D.when
2. ①________ is well-known to us all that the earth is round.
②________ is well-known to us all,the earth is round.
A.That B.As C.It D.Which
3. ①Was it the house ________ Abraham Lincoln was born?
②Was it in the house ________ Abraham Lincoln was born?
A.that B.where C.which D.both A and B
4. ①It’s very kind ________ you to help us.
②It’s very important ________ us to keep the balance of nature.
A.for B.of C.to D.with
5. ①________ no wonder that he has passed the exam.
②________ no need for you to wait here.
A.There being B.It was C.It is D.There is
6. ①It is strange that he ________ the work in 3 days.
②It is possible that he ________ the work in 3 days.
A.can finish B.is finishing C.should finish D.finished
7. ①It is （high） time that we ________ to school.
②It is the second time that we ________ to Beijing.
A.go B.went C.have been D.have gone
8. ①________ doesn’t matter much whether he’ll come to the party.
②I feel ________ an honour to be invited to speak here.
A.this（This） B.it（It） C.that（That） D.what（What）
9. ①It’s no good ________ such a thing.
②It’s of no importance ________ such a thing.
A.do B.to do C.doing D.done
10. ①It is hoped that you ________ there on time.
②It is advised that you ________ there on time.
A.arrive B.should arrive C.will arrive D.both A and B
高考真题练习
1. It was the third time _____ he had done this experiment.
A. since B. before C. which D that
2. --What was the party like?
-- It’s years _____ I enjoyed myself so much. (MET’93)
A. after B. before C. when D. since
3. It has been two years _____ he ____ the army.
A. before; joins B. that; joins C. since; joined D. when; joined
4. It was about 600 years ago ____ the first clock with a face and an hour
hand was made.(NMET97)
A. that B. until C. before D. when
5. It was with great joy _____ he received the news that his lost daughter
had been found.（2004福建卷）
A. because B. which C. since D. that
6. It was the first time that the old woman _____ in this city.
A. has been B. came C. was D. had been
7. It is certain _____ he will go over his business to his son when he
gets old
A. which B. that C. before D. since
8. It will be weeks ____ our headmaster comes back.
A. as B. since C. before D. until
9. It is these poisonous products ____ can cause the symptoms of the flu,
such as headache and aching muscles. (2003上海)
A. who B. that C. how D. what
10. It ______ long before we _____ the result of the experiment.
(2002上海春季)
A. will not be; will know B. is; will know
C. will not be; know D. is; know
综合练习题
1. --- I saw no more than one motorbike in that shop. Will you go and buy
____?
--- No, I’d rather find ______ in other shops.
A. one; one B. it; it C. one; it D. it; one
2. It doesn’t matter to me ______ I miss my train, because there’s another
one later.
A. that B. if C. unless D. when
3. --- Have you got used to the Chinese food, Robert?
--- Yes, but I don’t like ______ when a Chinese host keeps serving me
the food I don’t like.
A. this B. that C. those D. it
4. Was it in the lab which was taken charge of by Professor Zhang ______
they did the experiment?
A. when B. which C. where D. that
5. Someone is ringing the bell. Go and see ______.
A. who is he B. who he is C. who is it D. who it is
6. I was disappointed with the film. I had expected ______ to be much
better.
A. that B. this C. one D. it
7. --- ______ Mr. Barton changed his mind to take part in the movement?
--- After he listened to the speech by Mr. King.
A. When was that it B. When was it that C. When was that D. When was
it
8. It was 1969 ______ the American astronauts succeeded in landing on the
moon.
A. that B. when C. on which D. which
9. Why don’t you bring ______ to his attention that you are too ill to go
on working?
A. it B. you C. him D. this
10. ______ is no good ______ without doing anything.
A. This; talking B. It; talk C. It; talking D. That; to talk
11. ______ four years since I left my hometown.
A. It was B. There was C. There is D. It is
12. It’s the second time ______ he has been out with her alone.
A. that B. after C. when D. who
13. It was the training ______ he had as a young man ______ made him such
a famous writer.
A. when; that B. that; when C. that; who D. that; that
14. He was an old man, and ______ didn’t matter much where he lived.
A. it B. you C. he D. that
15. --- My mother is 45 years old.
--- Really? She doesn’t look ______.
A. it B. young C. her D. this
16. We all take ______ for granted that heavy objects fall faster than
light ones.
A. that B. one C. this D. it
17. Not until yesterday afternoon ______ raining.
A. it had stopped B. had it stopped C. it stopped D. did it stop
18. --- It’s raining cats and dogs.
--- ______.
A. So it is B. So is it C. Neither it is D. Neither is it
19. Joan had often heard ______ said that Marley had no money.
A. ones B. another C. it D. this
20. I don’t think ______possible to master a foreign language without much
memory work.
A. this B. that C. its D. it
21. We had to be patient. It ____ some time _____ we got the full results.
A. was, since B. was, before C. would be, since D. would be, before
22. Was it on her way home _____ she was robbed _____ her wallet ?
A. when, of B. that, of C. where, by D. that, off
23. It’s not _____ that you are tired; _____, you were up until eleven last
night.
A. surprising, What’s more B. surprise , In fact
C. surprised , At the most D. surprising , After all
24. It will be a long time _____ he _____ back from Sidney.
A. when , will come B. after, will come C. since , come D. before ,
comes
25. It _______ we finished our homework last night.
A. was not until 10 when B. was until 10 that C. was not until 10 that
D. was at 10 when
26. Mrs. Stewards kept telling her son not to go online too frequently, but
______ didn’t help.
A. she B. he C. it D. which
一、强化训练
1. CAC
2. CB
3. B A
4. B A
5. C D
6. C A
7. B D
8. B B
9. C B
10. C D
二、高考真题
1、D
2、D
3、C
4、A
5、D
6、D
7、B
8、C
9、B
10、C
三、综合练习题
1、A
2、B
3、D
4、D
5、D
6、D
7、B
8、B
9、A
10、C
11、D
12、A
13、D
14、A
15、A
16、D
17、B
18、A
19、C
20、D
21、D
22、B
23、D
24、D
25、C
26、C
篇18：teach的用法和短语例句辨析
teach的用法
teach的用法1：teach的基本意思是以训练或授课的方式“传授知识或技能”。可引申指“教书,教人,教学,授课”“使某人学会做某事”“以某事或某经验教训或教育某人”“教训〔告诫〕某人别做某事”“使…学习”“做…的教师”等。
teach的用法2：teach既可用作及物动词,也可用作不及物动词。用作及物动词时,可接名词、代词、动名词或从句作宾语,也可接双宾语,其直接宾语可由名词、带疑问词的动词不定式或that/wh-从句充当; 其间接宾语可转换为介词to的宾语。teach还可接由动词不定式或动名词充当补足语的复合宾语。
teach的用法3：teach后可接“sb+to- v ”结构。作“教(导)某人做…”解时,动词不定式是宾语补足语; 作“因做某事而教训某人”解时,动词不定式是原因状语,这时常与will连用。
teach的用法4：teach有时可用主动形式表达被动意义,常作“(课程等)被讲解”“被教起来”解。
teach的用法5：teach所接的动词不定式,是否加疑问词how,往往取决于工艺大小、复杂与否。工艺大、复杂的,多加how; 工艺小、简单的,一般不加how。如:(how) to swim〔dance,ride,type〕等。但在下面的句子中, how不能省略：He taught me how to light a fire without matches.他教我在没有火柴时怎样生火。
teach的用法例句
1. Most religions teach you to be truthful and self-disciplined.
多数宗教教导人们要真诚和律己。
2. He uses tapes of this program to teach English.
他用这个节目的录像带教授英语。
3. I want to teach Irish so that it won'tdie out.
我想教爱尔兰语，这样它就不会彻底消失。
4. The aim of discipline is to teach children to behave acceptably.
纪律的目的是教育儿童举止得体。
5. Rarely do schoolteachers have leeway to teach classes the way they want.
鲜有学校老师可随心所欲地教书的情况。
6. She was trying to teach him to play the guitar.
她在试着教他弹吉他。
7. The trainers have a programme to teach them vocational skills.
培训师计划教他们一些职业技能。
8. My father tried to teach me to toughen up.
我父亲试图教我变得坚强。
9. Members of the union will continue to teach their full timetables.
协会成员将继续教授所有课程。
10. British educationalists are divided about how best to teach reading.
英国教育学家在如何以最佳方式教授阅读的问题上存在分歧。
11. They teach managers to accept reversals as a fact of business life.
他们教给管理人员要将挫折视为生意上的平常事。
12. People did not teach their children to be wary of strangers.
过去人们不会教育孩子提防陌生人。
13. He made it his crusade to teach children to love books.
他把教孩子们热爱读书当做自己的使命。
14. Peter offered to teach them water-skiing.
彼得主动提出教他们滑水。
15. Teach them to voice their feelings.
训练他们敢于表达自己的感受。
teacher的英语例句
1. His remedial teacher sees signs of progress in his reading and writing.
他的辅导教师发现了他在阅读和写作方面进步的迹象。
2. Any head teacher who made errors like this would be chucked out.
哪个校长只要犯了这样的错误都会被开除。
3. The teacher training college put up a plaque to the college's founder.
那所教师培训学院为该学院的创立者立了一块纪念牌匾。
4. He was now a teacher and a respectable member of the community.
他现在是一位教师，并且是社区内受人尊敬的一员。
5. Encouraging teacher transfer would not, by itself, integrate the teaching corps.
鼓励教师调动本身不会消弭教学队伍中的种族隔离。
6. With apologies to my old history teacher, who needs history lessons?
这话对不住我亲爱的历史老师，不过有谁需要历史课呢?
7. Not surprisingly, her teacher is getting irritated with her.
毫不奇怪，她的老师有点被她惹恼了。
8. Our maths teacher was a bully and a complete barbarian.
我们的数学老师是个坏蛋，一个彻头彻尾的野蛮人。
9. It was like a teacher disciplining a roomful of second-year pupils.
那情景就像一个老师正在管教一屋子的二年级小学生。
10. Parents will be able to discuss their child's progress with their teacher.
家长将可以和老师交流谈论子女的进步情况。
11. Gwen jutted her chin forward and did not answer the teacher.
格温下巴翘得高高的，没有回答老师的问题。
12. The teacher kept the boys in detention after school.
老师将这些男生课后留堂。
13. Her teacher recalled: “She was always on about modelling.”
她的老师回忆说：“她那时老是说要当模特。”
14. The teacher who took us for economics was Miss Humphrey.
教我们经济学的是汉弗莱小姐。
15. She was a gifted teacher who never talked down to her students.
她天生就是当老师的料，从来不用居高临下的口气对学生说话。
★ can的用法总结
teach的句型用法总结（共18篇）
