to do,doing以及i am glad to do sth的用法（做，做以及我很高兴做某事的用法）.docVIP

下载本文档

80
0
约8.45千字
约 7页
2017-08-31 发布于河南
举报
版权申诉

to do,doing以及i am glad to do sth的用法（做，做以及我很高兴做某事的用法）.doc

1、有哪些信誉好的足球投注网站（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

to do,doing以及i am glad to do sth的用法（做，做以及我很高兴做某事的用法）

to do,doing以及i am glad to do sth的用法（做，做以及我很高兴做某事的用法） In the face of two or similar multiple-choice questions, some students often find it difficult: 1, Whether he will be elected chairman of the party again remains ______. A.to be Seen B.being C.seen D.seening 2, _____ through the street, he caught sight of a tailor s shop. A.Walking, B.To, Walk, C.Walked, D.Walk For Chinese students, the most difficult aspect of grammar in English learning is probably the non predicate verb. One is that they do not know when to use the verbs non predicate form, and the two is to wonder which of the three non finite verb forms is used. Because Chinese verbs have twists and turns, forms and syntactic functions of English grammar in general only and non predicate verbs, many teachers are confused, in the treatment of this grammatical phenomenon when the students also had to deal only with the current situation; by rote to remember. In fact, there are rules to follow. For example, for the first question, the teacher may introduce the concept of V2, that is, an English language A sentence outside of the predicate and predicate verbs are not called V2, to use the non predicate form. On this basis, three kinds of non predicate forms are divided into two categories, namely to, do and doing, and done is another category. The former usually represents active relationships, and the latter represents passive relationships. The average student understands these great principles. The difference between to, do, and doing is always confusing. The following, according to the authors experience in teaching, on how to teach students to distinguish between to, do and doing on this issue to talk about some superficial views. First, we add the auxiliary verb be before to, do and doing to form be, to, do and be doing. It is well known that the be to do expresses will do, and the be doing table is doing. This shows that the temporal features of to do are in the bud, namely do, do, do, etc., and doing is a