以下是小编为大家准备的“探究学习”课堂教学案例 (人教版高二英语下册教学论文)（共含20篇），欢迎大家前来参阅。同时，但愿您也能像本文投稿人“大国”一样，积极向本站投稿分享好文章。
篇1：“探究学习”课堂教学案例 (人教版高二英语下册教学论文)
“探究学习”课堂教学案例
NSEFC 选修 6 Unit 1 Art
Reading: A short history of western painting
一、教学课型：阅读课
二、教材分析
1. 教学内容（见教材P1-3）
2. 教材处理
本单元涉及的中心话题是西方绘画艺术的历史，中西方各种艺术形式与风格，各时期的著名画家以及他们的作品，目的在于让学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
阅读部分主要介绍西方绘画史。文章开头阐述导致艺术发展的因素：生活方式和人们的信仰。随后，文章介绍了主要的西洋绘画艺术流派。中世纪的绘画主题主要与宗教有关；文艺复兴时期，人们的思想和价值观发生了根本性的变化，绘画主题从宗教转向人与自然，绘画手法更为现实；19世纪晚期，欧洲的工业化导致了巨大的社会变革，也使绘画风格发生了变化，巴黎出现了印象派画家，他们走出家门，捕捉瞬间作用于物体的光和影，印象派绘画一段时间引起了争议，但如今被公认为现代艺术的开端；现代艺术中，无论是抽象画还是现实画，都得益于印象派艺术的启发。
因此，文章阅读的重点应在于让学生了解西方绘画艺术四个时期及其特征。
3. 教学目标
1） 知识目标：让学生了解西方绘画艺术四个时期及其特征；
2） 能力目标：通过阅读，形成快速获取信息和处理信息的能力；
3） 情感态度目标：培养学生对艺术的兴趣。
三、教学设计
1. 总体思路
采取设置任务和小组讨论的形式组织教学，引导学生完成学习任务。
2. 教学过程
Step 1. Leading in
T: In this unit, we’ll talk about art. First, I’d like to see how much you know about some painters and their paintings. (Show students some famous painters and paintings)
(Students answer freely)
T: Which style of paintings do you like better, Chinese or western-style paintings?
(Some choose Chinese and some choose western paintings)
T: Mr. Bai like western-style better. Here is your task.
Task: Mr. Bai is an art lover and he is moving into a new house. He wants to buy three paintings, one for the sitting room, one for the bedroom and one for the study. His house is decorated in a modern way. Discuss in groups and help him decide to buy three paintings among the paintings given.
T: Do you know how to choose a painting for a house?
Ss: No.
T: Don’t worry. Today we’re going to learn a passage about western painting. After reading, you will know how to choose paintings for him.
【设计说明】
通过引入和任务的设置，激发学生对课文内容的兴趣。
Step 2. Reading
T: Now, please turn to page 1 and read the title together.
Ss: A short history of western painting
T: From the title, can you predict the main topic of the passage?
S1: the history of western painting
T: How is the passage organized?
S2: The passage is organized in time order.
T: Yes. Look at the subheadings and see what are the time of each period.
Ss: 5th to 15th century AD
15th to 16th century
Late 19th to early 20th century
20th century to today
T: Do you notice each time represent one period or an artistic style? What are they?
Ss: The Middle Ages, The Renaissance, Impressionism and Modern Art.
T: If we learn about an artistic style, what would you like to know?
S3: Characteristics, famous painters and their paintings.
T: Ok, Let’s read the Middle Ages together and learn more about it.
Read aloud with the students and fill in the chart.
Period Middle Ages Renaissance Impressionism Modern Art
Time 5th to 15th century AD
Characteristics of paintings Represented religious themes
Full of religious symbols
Famous painter Giotto di Bondone Monet Picasso
Famous painting A Judas Kiss Not mentioned Impression of Sunrise Dream
Task: read the other three artistic styles and discuss in group and finish the chart
Then ask three or more small groups to report
【设计说明】
学生通过阅读讨论的方式掌握四个画派画作的特征并了解其代表画家和画作
T: I think you are quite familiar with each artistic styles and their characteristics.
Task: Now you are visiting an art gallery. Here are some paintings in it. Discuss in groups and tell which period each belongs to, sort them out and give the reasons. (show students some paintings)
(Group1 for Middle Ages and Renaissance, Group2 for Impressionism, Group3 for Modern Art)
Ask three small groups to report
【设计说明】
学生利用所学知识运用到实际生活中，提高学生的艺术鉴赏能力
T: You’ve done a good job. After reading the passage, do you think the styles of western paintings changed a lot?
Ss: Yes.
T: Do you know why? Let’s look at paragraph 1 and read the first sentence together.
Ss: Art is influenced by the customs and faith of a people.
Task: Why did the painting styles change in each period? Discuss in groups and find out
in the passage.
Middle Ages: people had strong faith in God
Renaissance: painters returned to classical Roman and Greek ideas about art
Impressionism: Europe changed from a mostly agricultural society to a mostly industrial one
Modern Art: painters were encouraged to look at their environment in new ways
【设计说明】
在理解画派特征的基础上，深入理解影响艺术发展的原因。
Step 3. Speaking Task
T: So art is influenced by the customs and faith of people. On the contrary, our life is also influenced by art. Many people like to decorate their house with paintings. But before decorating, they should have some knowledge of paintings such as the painting’s artistic style, characteristics. Now, are you confident to help Mr. Bai solve his problem?
Ss: Yes.
T: Now discuss in groups and help Mr. Bai choose three paintings. You should state your reasons.
【设计说明】
学生利用所学知识运用到实际生活中，检查巩固了所学知识，也锻炼了口头表达能力
Step4. Summary
Step5. Homework
1. Read the words and expressions of this unit again
2. Read the passage again
3. Finish Exercises on P3 and Reading Task and Summing up in EW
板书设计
A short history of western painting
Middle Ages religious themes
The Renaissance realistic
perspective
Impressionism not detailed
Modern Art abstract
realistic
四、教学反思
本节课采用任务设置和小组讨论合作的形式组织教学，整节课围绕着解决“帮白先生新居选择画”这一大任务进行，让学生带着任务阅读，用所学绘画知识运用到解决任务中来，充分体现了新课标要求的“提高学生探究的能力和小组合作的能力”，课堂气氛活跃，效果明显。教师要注意的是小组讨论过程中，应让成绩好的同学带动成绩差的同学一起动脑、动口完成任务，让绝大部分都能够参与到课堂学习中来。
责任编辑：李芳芳
篇2：“探究学习”课堂教学模式 (人教版高三英语下册教学论文)
“探究学习”课堂教学模式
--高三英语复习课案例
一． 教学课型：高三复习课（45分钟）
二． 教材分析：
1. 教学内容 新课标人教版Module 2 Unit 5 Music
2. 教材处理
本节课的教学内容是对新课标人教版Module 2 Unit 5 Music的复习。主要任务是通过填空的形式复习课文内容，掌握本单元一些重点短语。通过对话题进行说，听，写等活动，使学生了解到各种音乐形式，国内外著名的乐队，熟悉使用有关偏好的表达方式，表达自己对音乐的偏好及认识，最后能利用课堂讨论所积累到的语言素材和听力材料完成一篇读写任务，实现从语言输入到语言输出的迁移。
3.教学目标：
1) Knowledge targets
Words and expressions about the topic
Expressions about preference
2) Ability targets
Listening：听取信息
Writing: 读写任务
3) Culture targets
Music；bands; kinds of music; effect of music
3. 教学重难点
1) Topic discussion
2) Listening
3) Writing
三．教学设计
1.总体思路
本节课总的思路是复习基础，活用知识，拓展能力。借助多媒体教学，以多种形式的活动来组织教学，让学生在学习的过程中发展自主学习和合作学习的能力，提高学生用英语进行思维和表达的能力。
本节课首先以课本内容为依托，采用填空的形式作为回顾检测，复习重点短语和表达。在完成对基础知识的复习的基础上重点训练学生综合语言运用能力（说，听，写）。围绕Do you like music? Why? 和 What kind of music do you prefer？Why？这两个问题进行讨论，在讨论和呈现讨论结果的过程中复习表达偏好的方式及积累语言表达材料。 最后通过听力训练，来培养学生在听力当中获取信息和处理信息的能力。通过对听力材料的理解也使学生明确了音乐对我们生活的影响和作用，让他们对音乐有了更全面的认识。通过讨论和听力材料增加有效的语言输入，让学生有足够丰富的语言材料来完成最后的写作任务，达到知识活用和能力拓展的教学目的。
四．教学过程
I. 话题引入
Song appreciation: Listen to a song --- Yesterday by the Beatles
Some famous bands: Beyond / Backstreet boys / Westlife / the Beatles / the Monkees
（设计说明）此环节以歌曲引入话题，能引起学生的兴趣，使学生迅速进入上课状态。此外也使学生能熟悉国内外著名的乐队，从而自然地引入到对乐队the Monkees的课文复习。
II. 语篇领悟
Summary of the text: Blank-filling
If we are ourselves, most of us have being famous sometimes in our lives. Most musicians often meet and a band. Sometimes they play in the street to passers-by so that they can some money and this also gives them a chance to their dreams. “The Monkees” started in a different way. The musicians of whom the band was formed each other as well as played music, whose music and jokes were loosely “The Beatles”. Their exciting performances were copied by other groups. However, after one year or so, they became more their work and played their own music like a real band. Though it in 1970, it reunited in the mid-1980s and it is still popular today.
（设计说明）采用填空的形式作对课文的回顾检测，复习重点短语和表达。学生对答案不肯定的空格可以和同学进行谈论，体现合作学习的精神。
III. 知识活用
A. Topic discussion（group work）
学生分组讨论下面问题：
1. Do you like music? Why?
教师可先进行示范和引导，例如: I myself am a music lover, because music can make me in a good mood after an exhausting working day.
这时可以引导学生思考表达喜欢的方式，最后由教师进行总结归纳
Possible expressions:
be fond of … / be a … lover / …is one’s hobby… （表达偏好的方式）
接着教师布置学生分组讨论：Do you like music? Why?
此时教师应鼓励学生的不同表达，充分发挥学生的自主性。另外小组成员之间也可以交流信息，体现合作探究的精神。
学生讨论完毕，小组代表在全班进行信息的交流。此时教师应对学生进行鼓励和表扬，使学生有成就感和近一步学习的动力。
最后，由教师给出参考的文段给全班同学欣赏。
Sample version:
Almost everyone is fond of music. I myself am a music lover. Listening to music is my hobby in my life.
Listening to music makes me feel relaxed. Whenever I feel sad, I will just turn on the radio and listen to some music. Music can cheer me up. Music can also relieve the tension caused by my study and work.
2. Can you name any music style?
Classical Rock and roll Orchestra
Rap Hip-hop Blues
Jazz Country music
Choral Folk music
4. What kind of music do you prefer？Why？
（对这个问题的讨论教师应引导学生回答时要针对不同音乐的特点来说明原因，否则学生有可能会只是简单的重复喜欢音乐的原因）
Sample version
I enjoy a large range of different types of music. Light music fills my heart with joyfulness. Country music features simple themes and describes day-to-day situations and the feelings of country people. Pop songs tell me the young people’s concern and I am willing to share their trouble.
Indeed, through listening to various kinds of music, I find myself richer in sympathy with other people and things around me. Music comes from the heart and flows into the heart.
(设计说明) 讨论部分的话题为学生所熟悉，学生基本上有话可说。这两个问题也都是开放性的，没有所谓的标准答案，学生也可以各抒己见。采用小组讨论的方式可以让不同层次的学生都充分的参与到活动中来，讨论结束后，每组推选出一位同学为代表来做presentation。教师在这个过程中要引导学生留意不同学生的表达和内容并将的一些重点词，句板书，让学生可以利用到最后的写作部分中去。
B. Listening
Some researchers have shown that if you listen to _______ music, especially Mozart while studying, it will improve your ability to remember. This is called the “_________.” But not all kinds of music seem to have the same effect. It seems that the regular rhythm of classical music help develop one’s ________. Scientists also think that learning _________ helps improve your _______.
（设计说明）训练学生获取信息，处理信息的能力。听前先让学生对所需信息进行预测，设当点拨听力技巧。听完后让学生阅读听力原文，使学生更好理解听力材料的内容。
IV. 能力拓展
Summary & HW: 读写任务：
1. 以大约30词概括听力材料的内容要点；
2. 以大约120词谈谈你个人对音乐的喜好：
1) 你喜欢音乐，说出你的理由；
2) 你喜欢哪种音乐，说出你选择的理由。
（设计说明）锻炼学生写作能力，作为对整节课学习的一种检测和巩固。
责任编辑：李芳芳
篇3：作文案例(人教版高三英语下册教学论文)
C 12
Dear Patti,
Nowadays, Chinese is holding a very big popularity all over the world, and I am very pleased that you want to learn Chinese, too. The best way to mention is to learn from the program called Learning Chinese on CCTV 9. Being the international channel, you can watch it 09:15 or 15:15 easily every Tuesday to Saturday. Made by the Canadian Da Shan, he is knowledgeable enough to follow with his adequate learning experience about Chinese. The Communicate in Chinese, Travel in Chinese and Sports in Chinese are the contents the program includes.
What it attracts me is that it can be learned or understood easily and express the Chinese culture vividly.（10）
内容表达到位，但有些地方语言表达欠通顺，有几处语法错误。
Resources saving
This is story about the sight of the running water. Mary turned it off while Peter walked away regardless of it.
Needless to say, Peter is to blame for he neglected the resources wasting. The similar behavior became the hot topic nowadays, that is the resources saving. With the limited resources, running out it is our obligation to save it and protect our earth.
Take the examples of my friend as a vivid illustration. Some of them forgot to turn off the light when no one was in the classroom, some of them waste the food in the canteen and so on. All of those are the least things to be followed.
Damaged by our mankind severely, the earth is losing its capability to serve us, it is high time that we took it seriously and protected our world. (21)
结构合理，多处运用了高级词汇和句型。各别地方需要更换词的用法。
C13
Dear Patti,
Nowadays, Chinese is holding a very big popularity all over the world, and I am very pleased that you want to learn Chinese, too. I know a program named Learning Chinese, is on board at 9:15 and 15:15. It is on CCTV 9, an international Channel, which is convenient for you. The instructor is named Da Shan, who is a Canadian and has a rich experience in learning Chinese. Moreover, communicate Chinese, Tourist Chinese are included and Sport Chinese will be involved in 08 Olympic Games. Dashan has made it easy to learn and understand in interesting way so you could gain more knowledge about China Culture. (9)
表达欠流畅，有些词的用法不够贴切。很多信息点应该分开来写。
Habbits reflect sence
Peter ignored a running water tap while Mary turned it off quickly. They also have different opinion about this that distinct their sence.
After reading the story, I really think highly of the little girl Mary who has a public sence. Although the running tap was not left by her. She turned it off quickly to save water. She does know the water is precious as oil. From her, I could see the hope of our society . So I appreciate the girl named Mary.
Moreover, I could see some little children pick up plastics water bottle and throw it into rubbish box in parks when they have a walk with their family. A big smile in my face but also in my heart.
In my opinion, a good habbit reflects a good sence. A good habbit should be picked up from a childhood . So , parents and society should pay more attention to children so they could set a good habbit.(19)
观点明确，思路清晰，各别地方有语法错误。
责任编辑：李芳芳
篇4：高二15单元Destinations教案(人教版高二英语下册教学案例)
Destinations
Tasks which should be achieved in this unit:
a. Talk about travel and cities;
b. practise making complaints and apoligies;
c. Review Nonefinite Verbs: -ing, -ed, to do;
d. Write a description essay.
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Task: Get to know something about travel and some world-famous tourism resorts.
Step 1.Warming up
Aim: Make students familiar with the topic.
Discussing the questions:
Which countries or which cities have you traveled to?
Step 2. Pre-reading
1. Show some photos of Rio De Janeiro in Brazil and Kitzbuhel in Austria.
2. group work:
Describe some of the pictures shown on the screen.
3. Activities:
Ask some of the students to give a description of the picture they like.
Step 3. While-reading
1. Scanning: Ss read quickly and answer the following question:
What gained the world fame in Rio De Janeiro in Brazil?
What’s Kitzbuhel in Austria famous for?
(Brazilian Carnival; Ski resort)
2. Intensive reading to know some details.
Step 4. After-reading
Finish the post-reading Ex on P36.
Step 5. Assignment
1. surf the internet and get more information about Rio De Janeiro and Kitzbuhel using search engines like yahoo or baidu. ( or just input the key words into the address column of IE)
2. additional passages:
(a bit of news from Rio---- which can remind the Ss that Rio is a city which has the highest murder rates in the world.)
1)A 20-year-old handyman confessed to the bludgeoning death of a Shell Oil executive and his wife in the bedroom of their high-security, luxury condominium last year, saying he was upset about an alleged racial insult.
But the confession by Jociel Conceicao dos Santos at a police news conference Thursday added confusion to a case that had sparked intense media coverage in Brazil for months, with police speculating on suspects ranging from the couple's children to a contract killing ordered from overseas.
Police are suspicious about the motive dos Santos provided and planned to investigate further, said Rio state security chief Anthony Garotinho.
“The crime is partially cleared up,” Garotinho told reporters at the news conference with dos Santos at his side. “We have the killer. He confessed. We found the weapon, but the motive is not totally clear.”
The victims' relatives in the U.S. state of Utah said the motive made no sense because the executive, Todd Staheli, was not racist and spoke little or no Portuguese.
At the news conference, a surprisingly relaxed dos Santos admitted using a rusty crowbar that sat on the table before him to beat Staheli and his wife, Michelle, in their bed of their condominium on Nov. 30.
“It was me, yes sir, I did it with this weapon. A crowbar,” dos Santos said after Garotinho asked him if he was responsible.
The news conference, with the suspect present and freely answering questions, was odd even by Brazilian standards of justice.
Dos Santos, who is black and who worked for a neighbor of the Stahelis, told reporters he was called one of the worst racial slurs for Brazilian blacks in fluent Portuguese by Todd Staheli.
But Todd Staheli's father, Zera, told The Associated Press in a telephone interview from Utah that his son “was not a racially prejudiced man in any way, and as far as I know he did not speak any Portuguese.”
2)The lights are blazing from the world’s largest floating Christmas tree -- a gigantic metal structure as tall as a 27-storey tower block set on a lagoon in Rio de Janeiro.
With the mountain-top Christ the Redeemer statue looking down on it, the 82-meter tree stands as a brightly flashing symbol of peace in one of the world’s most violent cities.
“We’re competing with all the violent news from Rio to show the world what a marvelous city it is,” Roberto Medina, the project’s creator, told reporters during a boat tour on the Rodrigo Freitas lagoon on Tuesday night.
The tree features moving images of church bells and doves flickering from nearly 3 million lights.
The Christmas tree, first erected in , constitutes Rio de Janeiro’s third biggest tourist event after the pre-lenten Carnival and New Year’s Eve on Copacabana and other beaches.
Some 100,000 people came to watch on Saturday night when the lights were switched on and more than a million are expected to view the structure before the lights are turned off on Jan. 6.
“It’s beautiful. Rio isn’t just shootings and killings,” said Sandra Gomes de Faria, a 51-year-old retired telephone operator.
Around 1,300 workers were hired to assemble the tree, constructed from 410 tons of metal scaffolding supported by 11 barges.
Bradesco Seguros e Previdencia, Brazil’s largest insurance company, spent 2 million reais on the project.
The Guinness Book of Records lists it as the world’s largest floating Christmas tree.
In comparison, the Christmas tree in New York’s Rockefeller Center is 71 feet tall and has 30,000 lights, although it is a real Norwegian spruce.
Rio, which has one of the world’s highest murder rates, was rocked by violence last week as rival drug gangs fought for control of drug distribution points in city slums.
Period 2.
Contents: difficulties in the passage.
Task: Learn some language points:
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 35-36.
The following may be of a little help .
1. Should you feel the urge to pack your bags and explore what the world has to offer you may want to consider one of the destinations below.
Should you feel…. = if you should feel…, should 用于多种人称，表示未来的情况，可译为“万一”等。
Should I be free tomorrow, I will come.
Feel the/an urge to do sth. “感到有。。。 的冲动或欲望”
He just felt a sudden urge to travel last year.
I felt an urge to hit him.
2. Even though the altitude of the city and its surroundings alps is not enough to guarantee snow, the good weather and breath-taking scenery make kitzbuhel a world-class ski resort.
Guarantee 用作及物动词，意为“保证，确保”，后接名词，不定式和从句做宾语。
They all guarantee his good behaviour.
We guarantee to be here tomorrow.
I can guarantee that you will be satisfied with the result.
3. There is no need to worry if you have ever skied before.
There is no need to do ….
There is no need to cry about it.
Step 3. Practice
Ss finish Ex on page 37 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –3 on page 111--112 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Task: Learn to use Nonefinite Verbs.
Step 1. Revision
Check the answers of Ex 1 -- 3 on page 111-112.
Step 2. questions and answers:
1. Do Ex 1 on p38 orally, translating the answers into Chinese if necessary.
2. Ex 2&3 on the same page is good for improving fluency in using different Verb forms.
Step 3. Talking
3. Ss four in one group and have a discussion about the topics on page 34, encouraging every student to speak.
Useful expression in expressing complaints and apologies:
I’m sorry to say….
I hate to have to say this, but….
I will look into it immediately.
What seems to be the problem?
Step 4. Speaking
Guide the Ss to talk according to the direction on p 110
Step5. Assignment
Writing on page 115.
Period 4.
Contents: Integrating skills:
Task: To improve reading skills and get familiar with Travel.
Step 1. Warming up
Ask Ss to scan the passage on P38-39 and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 40.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Step 4. Assignment:
Read the passage on P113.
Period 5.
(Listening)
Task: Improve listening skills and got familiar with the topic.
Step 1. Listening
1. Ss finish the listening task on page 33.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-2 on p 109 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 4. listen and reading:
First listen and then read the passage on p113.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion : Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.
篇5：高二14单元Freedom Fighters教案(人教版高二英语下册教学案例)
Freedom Fighters
Tasks which should be achieved in this unit:
a. Talk about civil rights and freedom fighters;
b. practise talking about causes and effects;
c. Review the Passive Voice;
d. Practise argumentative writing.
Teaching procedure:
Period 1.
Contents: Warming up & reading comprehension
Task: Get to know something about the two freedom fighters
Step 1.Warming up
Aim: Make students familiar with some words and expressions on the topic.
Discussing the questions:
How much do you know about Martin Luther King and Nelson Mandela?
Step 2. Pre-reading
1. Show some photos of Martin Luther King and Nelson Mandela.
2. group work:
Read the notes and write two short passages about the two freedom fighters?
3. Activities:
Ask some of the students to read their passages aloud.
Step 3. While-reading
1. Scanning: Ss read quickly and answer the following question:
What’s King’s work in all his life?
(Fighting for the civil rights and against the racial discrimination.)
2. Intensive reading to know some details.
True or False:
1)Martin Luther King, jr. was born in 1865.
2)Black people refused to take buses for more than 18 months.
3)Black girls could not marry white boys.
4)Martin Luther King died of cancer in Washington.
Step 4. After-reading
Finish the post-reading Ex on P29.
Step 5. Assignment
1. surf the internet and get more information about Martin Luther King using search engines like yahoo or baidu. ( or just input the key words into the address column of IE)
2. Discussion: Why do you think that Martin Luther King was a great man?
Period 2.
Contents: difficulties in the passage.
Task: Learn some language points:
Step 1. Warming up
Ask some Ss to present their homework.
Step 2. Learning about the language:
Play the tape for students to follow.
Teacher explain some language points in the text on page 28.
The following may be of a little help .
1. At that time in the southern states, blacks were not treated as equal citizen.
Treat
She treated the children to some ice creams.
I treated his remark as a joke.
2. By doing this he set an example to the rest of the world.
Set an example to..
Follow / copy the example of
For example. Take …. For example
Eg: He worked hard and set a good example to his classmates.
Take my sister for example, she is a good singer.
3. There was a time when women had no rights to vote, could not got to universities or choose their jobs.
There was a time when we had to get here at 7:00.
There was a time when people lived a simple life in this city.
Step 3. Practice
Ss finish Ex on page 29 by themselves and then check the answers.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Ex1 –5 on page 104--105 on WB
3. read the whole passage aloud.
Period 3.
Contents: Grammar; talking and speaking
Task: Learn to use Passive Voice.
Step 1. Revision
Check the answers of Ex 1 -- 5 on page 104-105.
Step 2. questions and answers:
1. Do Ex 1 on p30 orally, translating the answers into Chinese if necessary.
2. Ex 2 on the same page is good for improving fluency in using the Passive Voice.
Step 3. Talking
1. Ss four in one group and have a discussion about the topics on page 26.
What happened first was that…..
You could expect… because….
That led to ….
One of the reasons why …. Is……
2. Ss make notes during the discussion, and try to report the topic to the whole class.
Step 4. Speaking
Guide the Ss to talk according to the direction on p 103
Step5. Assignment
Writing on page 107.
Period 4.
Contents: Integrating skills:
Task: To improve reading skills
Step 1. Warming up
Ask Ss to scan the passage on P30-31 and raise some questions:
Explain some difficulties if necessary:
Step 2. Reading
1. Ss read the passage :
2. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 31.
You can give Ss some strategies for writing a short essay, or give them an outline if necessary.
Step 4. Assignment:
Read the passage on P106
The First Republic of Free Black People.
Period 5.
(Listening)
Task: Improve listening skills and got familiar with the topic.
Step 1. Listening
1. Ss finish the listening task on page 25.
2. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1-3 on p 102 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 4. listen and reading:
First listen and then read the passage on p106.
Period 6.
Revision:
Go over the important points in this unit once again, and give Ss some additional reading materials if possible.
Period 7.
Teachers can use this period freely.
Suggestion : Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 108. It is very important to improve their learning and let them have a sense of achieving gradually.
篇6：《今天怎么做教师》读后感 (人教版高二英语下册教学论文)
《今天怎么做教师》读后感
湖州二中 邵宁宁
要当好教师，要有科学的思维方式。在工作中，对待问题要多问“为什么”，学会理性的思考进行分析。下面对书中的一则案例发表自己的感触：
如果有人问我：“你会喜欢每一个学生吗？”在没有看书之前，我会不假思索的脱口而出：爱每一个孩子是教师的职责。这不正是经常教导我们的思想吗？要全身心的把爱无私的奉献给每一个孩子们？燃烧自己，照亮别人，不正是教师的职业精神吗？细细品位王老师的点评，不禁让我感触：“区分职业的爱和私人的爱”。教师也是普通人，整天把“爱”挂在嘴边，到底爱孩子的覆面有多大，爱到什么程度？我们的教师行为是否与说的相一致？
那教师对学生的爱用科学的思维方式又该如何来理解呢？书中说到：教师对学生的爱，应该主要是职业的爱，而不是私人的爱。教师的爱是一种关心，一种关切，一种理解，一种宽容，一种帮助，教师是可以一视同仁地把这样的爱献给学生的。是呀！任何一个人爱的付出，都是有选择，有重点的，“博爱”不仅会把人累死，更把教师的职责范围扩大。在这些语词，让我感受到了清新与自然，诚恳与真实，科学的思维方式下“爱”的理解。
职业的爱是必须做到的，但私人的爱是无法强求的。对于不同性格的孩子，作为教师不可避免的会有私人的情感选择倾向，但站在教师的立场上，就必须用教师的职业的爱去对待每一个孩子，在孩子有困难时，在孩子做错事时，在孩子得到进步时，作为教师都能一视同仁的对待，教师的爱就是渗透在平时的点滴中，贯穿在孩子成长的每一个阶段。在平凡的工作中付出自己的爱，这就是我们教师必须做到的职业的爱。
前不久在网上看到一则寓言：一只蜈蚣在路上自由地爬行，爬着爬着，遇到了哲学家青蛙。青蛙非常惊讶，瞪大了眼睛愣愣地盯着他，还自言自语地说着。蜈蚣很奇怪，就问：“青蛙哲学家，你在干什么呀？”青蛙说：“你真了不起，能指挥几十只腿走路。我正在思考走路是先迈左腿还是先迈右腿好？”蜈蚣一听，也愣住了，心想这个问题我怎么就从没想过？想着想着，自己也琢磨起来：是先迈左腿好呢还是先迈右脚好？谁知越想越复杂，号称百足之虫的蜈蚣平时走路灵活自如的像蛇一样快，这一刻里竟然再没几只脚能听使唤的。折腾了半天也没能前进一步。过了一会儿，青蛙哲学家恰巧又转了回来，看到蜈蚣在那里伸胳膊踢腿，就很奇怪：“蜈蚣先生，你在锻炼身体吗？”蜈蚣急了：“那里呀，我在思考你的问题，可是我越想越复杂，如今怎么也迈不出步子来了。”乍一听觉得这个故事很好笑，但是仔细体味起来，就能从这则寓言故事中得到一些启发。教师的角色就好像是故事中的青蛙，蜈蚣是被青蛙给教坏了。如果联系我们的工作，教学中可曾有过类似的将简单浅显的问题教复杂了？可曾有过将现成的问题肢解细化，细嚼慢咽的灌输给学生？可曾有过“我本将心向明月,奈何明月照渠沟”的感慨呢？在今天似乎教师的角色变得越来越复杂了，让我们这些做教师的有一些不知所措。好在书籍是全人类的营养品（莎士比亚），有了它就为我们指出了一条明朗的道路。在我看来王晓春老师做的就是这样的工作。他的《今天怎样做教师》和《教育的智慧从哪里来》都给我们这样在教育一线苦苦摸索的教师们送来了一剂沁人心脾的良药。100个案例，从教师问题、学生问题、师生关系问题、管理问题四个方面入手，给我们做了个专业化的展示：
1、主要不靠“嘴”教育孩子。靠的是情境，靠的是行动。
2、我们无法改天换地，但是没有人能阻止我们为改天换地贡献一份力量，只要我们不放弃理想。
3、正是家长的溺爱，教会了孩子自私和不孝。
4、我们的教育就是这样，大家除了考试分数什么也看不见，本该家庭教育解决的品德问题推到学校，本该幼儿园、中小学解决的品德问题推给大学。难怪我们老得“加强学生思想品德教育”，因为家庭教育的基础就没打好，学校要不断“补课”；因为学校一边“加强”某种教育，一边同时把隐患推给高一级学校，在应试的疯狂中，实际上家庭教育和学校教育“制造”的问题往往比“解决”的问题还要多，最后压力都加到社会……
5、热爱生活是热爱学习的前提。
6、保持好奇式的探究心态，是制怒的最好办法之一。
7、这可能是特点而非缺点。
8、我赞成教师做学生“灵魂的工程师”。因为到底什么样的“灵魂”最有利于他将来在社会上发展，你并不一定清楚。再说，你对自己的“灵魂”就那么自信吗？
王晓春老师这些酣畅淋漓的名言警句，无时无处不体现了王老师的睿智和深邃。而这些恰恰是我们这些青年教师说欠缺的。
人们给予教师许许多多荣耀的称誉。“教师是太阳底下最光辉的职业。”、“教师是人类灵魂的工程师。”等等，尤其是中国儒家将尊师敬孔的思想发挥到极致，“天地君亲师”、“一日为师，终身为父”影响浸润了中华文明几千年。然而今天教师也不再拥有令人真正崇敬的荣耀和光环。重塑教师形象，还教师与教育最本真的面目，是我们每一个人民教师神圣的职责和不可推卸的义务。那么站在21世纪的今天，尤其是在新课改背景下的今天，我们理想中的教师应该是怎样的呢？在我们的心中应该建立起什么样的教师形象呢？读了王晓春老师的《今天怎样做教师》也许能给我们一些启示。
“有人说，教师的生命像一个长长的句子，艰辛是定语，耐心是状语，热情是补语；又有人说，教师的生命像一个根号，一叠叠作业本为他的青春无数开平方。”其实这些都只说了一半。因为，对于幸福教育的教师来说，教育不是牺牲，而是享受；教育不是重复，而是创造；教育不是谋生的手段，而是生活本身。”我则认为：教育首先是一种服务，教师是一种带有浓厚服务性质的职业。一种为每一个学生健康成长提供帮助的服务，一种为社会培养健康健全的人类的服务。也惟有如此，作为教师心怀一种服务思想，才可能从过去高高在上，不可一世的误区中走出来，走进学生，亲近学生，关心爱护学生，蹲下来悉心聆听他们的心声，熟悉他们的呼吸，也只有这样才能为他们提供最切合实际的东西，才能为他们铺设好最适合他们的道路，让他们能够在及时的肯定和鼓励声中他们张扬个性，茁壮成长。其次，当代的教师还要树立这样的观念：“弟子不必不如师，师不必贤于弟子”。一名好教师，一名爱学生的教师，会将学生放在平等地位，信任他们，尊重他们，视他们为自己的朋友和共同探求真理的伙伴。只有这样才能达到真正的教学相长。再次，作为当代的教师还应该“善思“帕斯卡尔说：“人是一根思想的芦苇。”笛卡尔说：“我思故我在。”教师应该是个思想者。我们在教育教学工作中，要做个有心人，去认真总结教育的得与失。
以上就是我读完王晓春老师的《今天怎样做教师》后的几点不成熟的感想。最后套用这样一句话作为结尾：“我是一个行者，步履轻盈，在教育的路上，我的脸上带着笑容，我的心中充满阳光，我的行囊中为教育准备了一切：澎湃的热情、宽容的胸襟、迷人的书香、思考的大脑。”在今后的教育教学中，我一定会严格的要求我自己，尽早的做一名智慧型的教师。
责任编辑：李芳芳
篇7：南京高二英语专项训练 (人教版高三英语下册教学论文)
2南京高二英语专项训练
005-10-30
非谓语动词
基础过关题
1.Mike didn’t start ____ the importance of a foreign language till he graduated from school.
A. knowing B. to know C. know D. to have know
2.------- Why was a special meeting called ?
------_____ a new chairman.
A. To elect B. Electing C. Our electing D. Elected
3.----- Why did Bob sweep?
------He couldn’t bear _____ like that before the whole class.
A. making fun of B. being made fun of C. to be laugh at D. being made fun
4.At the shopping center ,he didn’t know what ____ and ____ with an empty bag.
A. to buy ; leave B. to be bought ; left C. to buy ; left D. was to buy ; leave
5.The students are forbidden , unless they have special passes ,_____ after 11 pm.
A. to stay out B. from staying out C. staying out D. not to stay out
6.The policeman put down the phone ,____ with a smile on his face.
A. satisfied B. satisfying C. to be satisfied D. having satisfied
7._____ , your composition is full of mistakes.
A. Writing carelessly B. Written carelessly
C. Having written carelessly D. Being written carelessly
8.She made a candle , ____ us light .
A. give B. gave C. to give D. given
9.------What do you suppose made her worried ?
----- _____ a gold ring.
A. Lose B. Lost C. Losing D. Because of losing
10.I know it’s not important , but I can’t help _____ about it.
A. to think B. and think C. thinking D. being thought
11.The food _____ at the moment is for the dinner party .
A. cooked B. to be cooked C. is being cooked D. being cooked
12. A kind old gentleman offered ____ my bags to the taxi stand .
A. his help carried B. carrying C. me to carry D. to help to carry
13. I could feel the wind ____ on my face from an open window .
A. to blow B. blowing C. to be blowing D. brown
14. ------What terrible weather ! I simply can’t get the car ____.
----- Why not try ____ the engine with some hot water.
A. started ; filling B. start ; filling C. started ; to fill D. to start ; fill
15. Nearly every great building in Beijing was built _____ south.
A. to face B. facing C. to have played D. being facing
16. As I am away for at least a year , I’d appreciate _____ from you now and then _____ me how everyone is getting along.
A. hearing ; tell B. to hear ; tell C. hearing ; telling D. to hear ; to tell
17. Such _____ the case , I couldn’t help but _____ him.
A. being ; support B. is ; to support C. has been ; supporting D. be ; supported
18.At the shopping center ,he didn’t know what ____ and ____ with an empty bag.
A. to buy ; leave B. to be bought ; left C. to buy ; left D. was to buy ; leave
19. In some parts of London, missing a bus means_________ for another hour.
A. waiting B. to wait C. wait D. to be waiting
20. When_______, the museum will be open to the public next year.
A. completed B. completing C. being completed D. to be completed
21.In order to make our city green, _________.
A. it is necessary to have planted more trees B. many more trees need to plant
C. our city needs more trees D. we must plant more trees
22.The teacher asked us ____ so much noise.
A. don’t make B. not make C. not making D. not to make
23. ______time, he’ll make a first-class tennis player.
A. Having given B. To give C. Giving D. Given
24.Mr. Smith, ______of the ______speech, started to read a novel.
A. tired; boring B. tiring ; bored C. tired ; bored D. tiring; boring
25.They're not very good, but we like______.
A. anyway to play basketball with them B. to play basketball with them anyway
C. to play with them basketball anyway D. with them to play basketball anyway
26.He sent me an e-mail, ________to get further information.
A. hoped B. hoping C. to hope D. hope
27.One learns a language by making mistakes and _________them.
A. correct B. correcting C. corrects D. to correct
28. Prices of daily goods _________through a computer can be lower than store prices.
A. are bought B. bought C. been bought D. buying
29. You will find the word “psychology” _____ under “P” in the dictionary.
A. have listed B. list C. listed D. listing
30.Sandy could do nothing but ____ to his mother that he was wrong.
A. admitting B. admits C. admit D. to admit
能力提高题
1.- What do you think made Mary so upset? (上海)
-______her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
2.The computer center, _____last year, is very popular among the students. (NMET 1997)
A. open B. opening C. having opened D. opened
3. Finding her car stolen, _________.（. 上海）
A. a policeman was asked to help B. the area was searched thoroughly
C. it was looked for everywhere D. she hurried to a policeman
4 He hurried to the hospital ____ his breakfast ____.（NEPCS. 江苏初赛卷）
A. left… unfinished B. leaving… unfinished C. leaving…unfinishing D. left… unfinishing
5.______ mud on his trousers brushes off easily.
A. Drying B. Having dried C. Being dry D. Dried
6. Quite a few people used to believe that disaster ______if a mirror was broken.
A. was certain of striking B. was certain of having struck
C. was certain to be struck D. was certain to strike
7.Though ______money, his parents managed to send him to university. (.上海.33)
A. lacked B. lacking of C. lacking D. lacked in
8. Don't use words, expressions, or phrases________ only to people, with specific knowledge.
A. being known B. having been known . C. to be known D. known
9. He had no money _____ a birthday present for her children.
A. to buy with B. buying C. bought D .with which to buy
10. A doctor can expect ____ at any hour of the day or night .
A. calling B. to call C. being called D. to be called
11. With his son _____ , the old man felt _______.
A. to be disappointed/disappointed B. disappointing/disappointed
C. being disappointed/disappointed D. to disappoint/disappointed
12. It was ______ computer games that cost the boy a lot of the time that he ought to have spent on his lessens.
A. to have played B. playing C. played D. having played
13.And there , almost_____ in the big chair , sat her little brother , who never had to be told to keep quiet.
A. having lost B. losing C. to be lost D. lost
14. _____ to sunlight for too much time will do harm to one’s skin.
A. Exposed B. Having exposed C. Being exposed D. After being exposed
15. From the dates ____ on the gold coins, it is conformed that it was made five hundred years ago .
A. marking B. marked C. to be marked D. having been marked
16. The students expected there _____ more reviewing classes before the final exams.
A. is B. to be C. being D. have been
17.____ all over the hill and around the lake are wild flowers of different kinds.
A. To grow B. Growing C. Grown D. Grow
18. You can hardly imagine the difficulty the woman had _____ her children .
A. brought up B. to bring up C. bringing up D. to have brought up
19. ------ Where should I send my form ?
------ The Personnel office is the place _____ .
A. for sending it B. to send it to C. to send D. to send it
20. She will tell us why she feels so strongly that each of us has a role _______in making the earth a better place to live. 【.上海春招，38】
A. to have played B. to play C. to be played D. to be playing
21. Tony was very unhappy for _______to the party. 【2000.上海.40】
A. having not been invited B. not having invited
C. having not invited D. not having been invited
22. ]______ the airport, I found Mary ______ to meet me.
A. On reaching, waiting for B. On arriving at, waiting
C. Getting, to be waiting D. Arriving in, to wait
23.The weather is ________ cold.
A. freezing B. frozen C. freeze D. froze
24.________ what he was asked to, he decided to stay behind.
A. Having not finished B. Not finished C. Not having finished D. Not finishing
25.How fine ______ hands like a man.
A. your B. it is to have C. you have D. are you
26.The mother heard her son shouting and ______ out as quickly as possible.
A. go B. went C. going D. gone
27.Robert is said ____ abroad , but I don’t know what country he studied in .
A. to have studied B. to study C. to be studying D. to have been studied
28. ____ some of this juice- perhaps you’ll like it. ( NMET2000 年)北京、安徽春招)
A. Trying B. Try C. To try D. Having tried
29. There are five pairs ____ , but I’m at a loss which to buy. ( NMET99上海高考)
A. to be chosen B. to chose from C. to choose D. for choosing
30. How do you deal with the disagreement between the company and the customers?
--The key________ the problem is to meet the demand_______ by the customers.
A. to solving; making B. to solving; made C to solve; making D. to solve; made
高考冲刺题
1.Which do you enjoy ____ your weekends, fishing or watching TV?
A. spending B. to spend C. being spent D. spend
2.____ Sunday , the students are at home.
A. Being B. To be C. It is D. It being
3. All the things ____ , his proposal is of greater value than yours.
A. considered B. considering C. to consider D. consider
4. He hurried to the station ,____ the 9:30 train had already left .
A. to find B. found C. only to find D. only finding
5. _____ time and labor ,cartoonists generally draw the hands of the characters with only 3 fingers and a thumb.
A. To save B. Saved C. Saving D. Having saved
6. The story ____ by the writer is very _____ with many middle school students in China.
A. . /… popular B. written… welcome C. writing… agreed D. wrote… pleased
7. Can you imagine a little boy ____ a stranger _____ into the house and _____ a box away?
A. notice… enter… steal B. watching… come… taking
C. found…going…get D. seeing… steal… carry
8.____ what he had done, he hung his head and said nothing.
A. To be asked B. When asked C. Having asked D. When asking
9. ____he said _____to hurt you.
A. That , didn’t mean B. Which, meant C. What, didn’t mean D. As, meant
10.He made another window ____ more air.
A. get B. getting C. to get D. be getting
11. I was much disappointed to see the watch I had had ______stopped again.
A. it B. it repaired C. repaired D. to be repaired
12.There is something wrong with the machine. Can you get it _____?
A. gone B. to go C. going D. to be going
13. His house was damaged by a ________ tree on a stormy night.
A. fallen B. falling C. to fall D. fell
14.The teacher forbids______ during the examination.
A. talking B. to talk C. us to talk D. A or C
15.At his appearance on the stage again, they had _______ feelings of ______ and joy.
A. mixing, surprising B. mixture, surprised C. mixed, surprise D. mix, surprise
16. She dislikes _______ in public.
A. to be made fun of B. being made fun C. being made fun of D. to be made fun
17. We must________ pollution ________ more happily.
A. prevent, from living B. stop, living C. prevent, to live D. keep, living
18.The girl spent as much time as she ______ her lessons.
A. could going B. could go over C. went over D. goes over
19.He stood on the roof for a while and then ______ down.
A. jumping B. to jump C. jumped D. was jumping
20. I was cycling in the street when I heard an old woman _____ out a _____ cry and then saw her bleeding badly.
A. give, frightening B. give, frightened C. to give, frightening D. to give, frightened
21.She looked forward to his coming back as much as he himself ______ her.
A. to see B. to seeing C. saw D. seeing
22. Friendship is like money: easier made than ________. (2003 .上海春招, 35)
A. kept B. to be kept C. keeping D. being kept
23._______ the meeting himself gave them a great deal of encouragement.
A. The president will attend B. The president to attend
C. The president attended D. The president's attending
24.Unless________ to speak, you should remain silent at the conference.
A. invited B. inviting C. being invited D. having invited
25. The discovery of new evidence led to ______.
A. the thief having caught B. catch the thief
C. the thief being caught D. the thief to be caught
26.Generally speaking, ____ according to the directions, the drug has no side effect.
A. when taking B. when taken C. when to take D. when to be taken
27An army spokesman stressed that all the soldiers had been ordered ____ clear warnings before firing any shots. (2003.上海,43)
A. to issue B. being issued C. to have issued D. to be issued
28. ____the general state of his health, it may take him a while to recover from the operation.
A. Given B. To give C. Giving D. Having given
29. As we joined the big crow I get _____ from my friend.
A. separated B. spared C. lost D. missed
30. How about the two of us _______ a walk down the garden.
A. to take B. take C. taking D. to be taking
Keys. 基础过关题1-5 BABCA 6-10 ABCCC 11-15 DDBAB 16-20 CACAA
21-25 DDDAB 26-30 BBBCC
能力提高题 1-5 CDDBD 6-10 DCDDD 11-15 BBDCB 16-20 BBCBB
21-25 DBACB 26-30 BABBB
高考冲刺题 1-5 BABCA 6-10 ABCCC 11-15 DDBAB 16-20 CACAA
21-25 DDDAB 26-30 BBBCC
责任编辑：李芳芳
篇8：现在完成时与过去完成时的(人教版高二英语下册教学论文)
现在完成时与过去完成时的擂台赛
擂台赛一：两种完成时的主要用法
A现在完成时的主要用法：
1)表示过去发生或已经完成的某一对现在造成的影响或结果的动作。列如：-Have you had your lunch yet?
-Yes, I have just had it.
2)表示过去已经开始，一直持续到现在的动作或状态。可以表示从过去从某一事可延续到现在(包括”现在”在内)的一段时间的状语连用.此时动词多是延续性动词。列如：
I have been at this school for 2 years.
-I am sorry to keep you waiting.
-Oh, not at all.I have been here only few minutes.
B过去完成时的主要用法如下：
1)过去完成时至一个动作或状态在过去某一时间或动作以前已经完成或结束，即发生在”过去的过去”。列如：
When I woke up,it has stop raining.
2)过去完成时是一个相对的时态，表示“过去的过去”，只有和过去某一时间或某一动作相比较时才能使用。
He told me he had written a new book.
3)过去完成时通常需要与一个表示过去的时间状语连用，它不能离开过去时间而独立存在。此时多与 alreadly/yet/still/before/just/never等时间adv及 by/at/before/unti等引导词的组或从句连用。
Before dark yesterday we had repaired all the broken desks.
4)过去完成时某一动作或状态在过去某时间之前已经开始，一直延续到这已过去时间，而且动作尚未结束，仍然有继续下去的可能。
By the end of last year he had taught in this school for 20 years.
5)在wish引导的宾语从句中，若表示过去的一种难以实现的愿望时，常用过去完成时。
I wish had not made a single mistake in last eaxm.
6）动词如hope/expect/think/mean/suppose/want 等后接不定式或宾语从句，若表示过去为实现的愿望，打算或意图，尝使用过去完成时，其后的分句则通常用一般过去时。
I had wanted to see you,butI was too busy to get away.
擂台赛二 两种时态的判断依据
A.现在完成时的判断依据：凡表示过去发生或已经完成且对现在造：凡表示过去发生或已经完成且对现在造成影响或结果的动作；或过去已经开始，一直持续到现在的动作或状态，可以用现在完成时。
I have washed my clothes.
B.过去完成时判断的依据：
1)过去完成时的句子中一般都以一个明确的时间或装于从句来表示过去某一个时间点；而在含有宾语从句的句子中，主语的动词就表示过去的某一时间点。也就是说时间点就是过去完成时判断依据.
Jims aid that he had seen the film twice.
注意过去的过去这种逻辑关系有时需要通过上下文体现,而不一定受时间状语的限制.
There had been someone in our room just now, because I noticed a burning cigaretted end on the fioor when we opened the front door.
2)过去完成时常用于一些固定的关系中.如 意为”一……就”,其主句多使用过去完成时.
Hardly had he begun to speak when the audience interrupted him.
3)在没有明确的过去时间状语标志时,位于东磁发生的时间的先后顺序依据上下文来判断;后发生的用一般过去时.
Jim had not stuied hard,so he did not pass the exam.
4)当两个获两个以上接连发生的动作用and 或but 连接时,安事件发生顺序,可用一般过去时来代替过去完成时;另外,在 等引导的从句中,由于这些词本身已经表示出时间的先后, 所以也可以用过去时来代替过去完成时.
He entered the room,turned on the light and sat down.
I (had )called him before left here.
责任编辑：李芳芳
篇9：新目标八年级英语上册语法复习(人教版高二英语下册教学论文)
新目标八年级英语上册语法复习
1) leave的用法
1.“leave+地点”表示“离开某地”。例如：
When did you leave Shanghai?
你什么时候离开上海的？
2.“leave for+地点”表示“动身去某地”。例如：
Next Friday, Alice is leaving for London.
下周五，爱丽斯要去伦敦了。
3.“leave+地点+for+地点”表示“离开某地去某地”。例如：
Why are you leaving Shanghai for Beijing?
你为什么要离开上海去北京？
2) 情态动词should“应该”学会使用
should作为情态动词用，常常表示意外、惊奇、不能理解等，有“竟会”的意思，例如：
How should I know? 我怎么知道？
Why should you be so late today? 你今天为什么来得这么晚？
should有时表示应当做或发生的事，例如：
We should help each other.我们应当互相帮助。
我们在使用时要注意以下几点：
1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。
例如：
You should be here with clean hands. 你应该把手洗干净了再来。
2. 用于提出意见劝导别人。例如：
You should go to the doctor if you feel ill.
如果你感觉不舒服，你最好去看医生。
3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如：
We should arrive by supper time. 我们在晚饭前就能到了。
She should be here any moment. 她随时都可能来。
3) What...? 与 Which...?
1. what 与 which 都是疑问代词，都可以指人或事物，但是what仅用来询问
职业。如：
What is your father? 你父亲是干什么的？
该句相当于：
What does your father do?
What is your father's job?
Which 指代的是特定范围内的某一个人。如：
---Which is Peter? 哪个是皮特？
---The boy behind Mary. 玛丽背后的那个男孩。
2. What...? 是泛指，所指的事物没有范围的限制；而 Which...? 是特指，
所指的事物有范围的限制。如：
What color do you like best?（所有颜色）你最喜爱什么颜色？
Which color do you like best, blue, green or yellow?
你最喜爱哪一种颜色？ （有特定的范围）
3. what 与 which 后都可以接单、复数名词和不可数名词。如：
Which pictures are from China? 哪些图片来自中国？
4) 频度副词的位置
1.常见的频度副词有以下这些： always（总是，一直）
usually（通常）
often（常常，经常）
sometimes（有时候）
never（从不）
2.频度副词的位置：
a.放在连系动词、助动词或情态动词后面。如：
David is often arrives late for school.大卫上学经常迟到。
b.放在行为动词前。如：
We usually go to school at 7:10 every day.
我们每天经常在7：10去上学。
c.有些频度副词可放在句首或句尾，用来表示强调。如：
Sometimes I walk home, sometime I ride a bike.
有时我步行回家，有时我骑自行车。
3.never放在句首时，主语、谓语动词要倒装。如：
Never have I been there.我从没到过那儿。
5) every day 与 everyday
1. every day 作状语，译为“每一天”。如：
We go to school at 7:10 every day.
我们每天7：10去上学。
I decide to read English every day.
我决定每天读英语。
2. everyday 作定语，译为“日常的”。
She watches everyday English on TV after dinner.
她晚饭后在电视上看日常英语。
What's your everyday activity? 你的日常活动是什么？
6) 什么是助动词
1.协助主要动词构成谓语动词词组的词叫助动词（Auxiliary Verb）。被协助的
动词称作主要动词（Main Verb）。助动词自身没有词义，不可单独使用，
例如：
He doesn't like English. 他不喜欢英语。
（doesn't是助动词，无词义；like是主要动词，有词义）
2.助动词协助主要动词完成以下功用，可以用来：
a. 表示时态，例如：
He is singing. 他在唱歌。
He has got married. 他已结婚。
b. 表示语态，例如：
He was sent to England. 他被派往英国。
c. 构成疑问句，例如：
Do you like college life? 你喜欢大学生活吗？
Did you study English before you came here?
你来这儿之前学过英语吗？
d. 与否定副词not合用，构成否定句，例如：
I don't like him. 我不喜欢他。
e. 加强语气，例如：
Do come to the party tomorrow evening. 明天晚上一定来参加晚会。
He did know that. 他的确知道那件事。
3.最常用的助动词有：be, have, do, shall, will, should, would
7) forget doing/to do与remember doing/to do
1.forget to do忘记要去做某事(未做)；forget doing忘记做过某事(已做)
The light in the office is still on. He forgot to turn it off.
办公室的灯还在亮着，它忘记关了。(没有做关灯的动作)
He forgot turning the light off.
他忘记他已经关了灯了。 ( 已做过关灯的动作)
Don't forget to come tomorrow.
别忘了明天来。 (to come动作未做)
典型例题
---- The light in the office is still on.
---- Oh，I forgot___.
A. turning it off B. turn it off
C. to turn it off D. having turned it off
答案：C。由the light is still on 可知灯亮着，即关灯的动作没有发生，
因此用forget to do sth.而forget doing sth 表示灯已经关上了，而
自己忘记了这一事实。此处不符合题意。
2.remember to do记得去做某事(未做)；
remember doing记得做过某事(已做)
Remember to go to the post office after school.
记着放学后去趟邮局。
Don't you remember seeing the man before?
你不记得以前见过那个人吗?
8) It's for sb.和 It's of sb.
1.for sb. 常用于表示事物的特征特点，表示客观形式的形容词，如：
easy, hard,difficult,interesting,impossible等：
It's very hard for him to study two languages.
对他来说学两门外语是很难的。
2.of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，
如：good, kind, nice, clever, foolish, right。
It's very nice of you to help me. 你来帮助我，你真是太好了。
3.for 与of 的辨别方法：
用介词后面的代词作主语，用介词前边的形容词作表语，造个句子。如果道理上通顺用of，不通则用for。如：
You are nice. (通顺，所以应用of)。
He is hard. (人是困难的，不通，因此应用for。)
9) 对两个句子的提问
新目标英语在命题中有将对句子划线提问这一题型取消的趋势，现在采取的作
法是对一个句子进行自由提问。例如：
句子：The boy in blue has three pens.
提问：1. Who has three pens?
2. Which boy has three pens?
3. What does the boy in blue have?
4. How many pens does the boy in blue have?
很显然，学生多了更多的回答角度，也体现了考试的灵活性。再如：
句子：He usually goes to the park with his friends at 8:00 on Sunday.
提问：1. Who usually goes to the park with his friends at 8:00 on Sunday?
2. Where does he usually go with his friends at 8:00 on Sunday?
3. What does he usually do with his friends at 8:00 on Sunday?
4. With whom does he usually go to the park at 8:00 on Sunday?
5. What time does he usually go to the park with his friends on Sunday?
6. When does he usually go to the park with his friends?
10) so、such与不定冠词的使用
1.so与不定冠词a、an连用，结构为“so+形容词+a/an+名词”。如：
He is so funny a boy.
Jim has so big a house.
2.such与不定冠词a、an连用，结构为“such+a/an+形容词+名词”。如：
It is such a nice day.
That was such an interesting story.
11) 使用-ing分词的几种情况
1.在进行时态中。如：
He is watching TV in the room.
They were dancing at nine o'clock last night.
2.在there be结构中。如：
There is a boy swimming in the river.
3.在have fun/problems结构中。如：
We have fun learning English this term.
They had problems getting to the top of the mountain.
4.在介词后面。如：
Thanks for helping me.
Are you good at playing basketball？
5.在以下结构中：
enjoy doing sth 乐于做某事
finish doing sth 完成做某事
feel like doing sth 想要做某事
stop doing sth 停止做某事
forget doing sth 忘记做过某事
go on doing sth 继续做某事
remember doing sth 记得做过某事
like doing sth 喜欢做某事
keep sb doing sth 使某人一直做某事
find sb doing sth 发现某人做某事
see/hear/watch sb doing sth
看到/听到/观看某人做某事
try doing sth 试图做某事
need doing sth 需要做某事
prefer doing sth 宁愿做某事
mind doing sth 介意做某事
miss doing sth 错过做某事practice doing sth 练习做某 be busy doing sth 忙于做某事
can't help doing sth
禁不住做某事
12) 英语中的“单数”
1.主语的第三人称单数形式，即可用“he, she, it”代替的。如：
he,she, it，my friend, his teacher, our classroom, Tom, Mary's uncle
2.名词有单数名词和复数名词。如：
man（单数）---men（复数） banana（单数）---bananas（复数）
3.动词有原形，第三人称单数形式，-ing分词，过去式，过去分词。如：
go---goes---going---went---gone
work---works---working---worked---worked
watch---watches---watching---watched---watched
当主语为第三人称单数的时候，谓语动词必须用相应的第三人称单数形式。
如：
The boy wants to be a sales assistant.
Our English teacher is from the US.
Their daughter makes her breakfast all by herself.
13) 名词的复数构成的几种形式
名词复数的构成可分为规则变化和不规则变化两种。
I 名词复数的规则变化
1.一般在名词词尾加-s。如：
pear---pears hamburger---hamburgers
desk---desks tree---trees
2.以字母-s, -sh, -ch, -x结尾的名词，词尾加-es。如：
class---classes dish---dishes
watch---watches box---boxes
3.以字母-o结尾的某些名词，词尾加-es。如：
potato---potatoes tomato---tomatoes
Negro---Negroes hero---heroes
4.以辅音字母加-y结尾的名词，将-y变为-i,再加-es。如：
family---families dictionary---dictionaries
city---cities country---countries
5.以字母-f或-fe结尾的名词，将-f或-fe变为-v，再加-es。如：
half---halves leaf---leaves
thief---thieves knife---knives
self---selves wife---wives
life---lives wolf---wolves
shelf---shelves loaf---loaves
但是：
scarf---scarves(fes) roof---roofs
serf---serfs gulf---gulfs
chief---chiefs proof---proofs
belief---beliefs
II 名词复数的不规则变化
1.将-oo改为--ee。如：
foot---feet tooth---teeth
2.将-man改为-men。如：
man---men woman---women
policeman---policemen postman---postmen
3.添加词尾。如：
child---children
4.单复数同形。如：
sheep---sheep deer---deer
fish---fish people---people
5.表示“某国人”的单、复数变化。
即“中日瑞不变英法变，其它国把-s加后面”。如：
Chinese---Chinese Japanese---Japanese Swiss---Swiss
Englishman---Englishmen Frenchman---Frenchmen
American---Americans Australian---Australians
Canadian---Canadians Korean---Koreans
Russian---Russians Indian---Indians
6.其它。如：
mouse---mice
apple tree---apple trees
man teacher---men teachers
14) 双写最后一个字母的-ing分词
初中阶段常见的有以下这些：
1.let→letting 让
hit→hitting 打、撞
cut→cutting 切、割
get→getting 取、得到
sit→sitting 坐
forget→forgetting 忘记
put→putting 放
set→setting 设置
babysit→babysitting
临时受雇照顾婴儿
2.shop→shopping 购物
trip→tripping 绊
stop→stopping 停止
drop→dropping 放弃3.travel→travel(l)ing 旅游
swim→swimming 游泳
run→running 跑步
dig→digging 挖、掘
begin→beginning 开始
prefer→preferring 宁愿
plan→planning 计划
15) 肯定句变否定句及疑问句要变化的一些词
1.some变为any。如：
There are some birds in the tree.→There aren't any birds in the tree.
但是，若在表示请邀请、请求的句子中，some可以不变。如：
Would you like some orange juice?
与此相关的一些不定代词如something, somebody等也要进行相应变化。
2.and变为or。如：
I have a knife and a ruler.→I don't have a knife or a ruler.
3.a lot of (=lots of)变为many或much。如：
They have a lot of friends.（可数名词）→They don't have many friends.
There is lots of orange in the bottle.（不可数名词）
→There isn't much orange in the bottle.
4.already变为yet。如：
I have been there already.→I haven't been there yet.
16) in与after
in 与 after 都可以表示时间，但二者有所区别。
1.in 经常用于将来时的句子中，以现在为起点，表示将来一段时间。如：
He will leave for Beijing in a week. 一周后他会动身去北京。
2.after 经常用于过去时的句子中，以过去为起点，表示过去一段时间。如：
He left for Beijing after a week. 一周后他动身去了北京。
不过，如果after后跟的是具体的时刻，它也可用于将来时。如：
We will finish the work after ten o'clock.十点后我们会完成工作的。
3.注意区分以下的in的用法。
I'll visit him in a week. 一周后我会去拜访他。
I'll visit him twice in a week. 一周内我会去拜访他两次。
17) 不定冠词a与an的使用
1.a 用在以辅音音素开头的单词前。如：
There is a “b” in the word “book”. 单词book中有个字母b。
类似的字母还有：c, d, g, j, k, p, q, t, u, v, w, y, z。
She has a small knife. 她有一把小刀。
2.an 用于以元音音素开头的单词前。如：
There is an “i” in the word “onion”. 单词onion中有个字母i。
类似的字母还有：a, e, f, h, l, m, n, o, r, s, x。
Do you have an umbrella? 你有一把雨伞吗？
3.以元音字母开头的单词前面不一定都用an；以辅音字母开头的单词前面也不一定都用a.如：
a useful book
a universe
a one-letter word
an hour
an uncle
an umbrella
an honest person
18) 如何表达英语中的“穿、戴”？
英语中表示“穿、戴”的表达方法有好几种，常见的有以下这些：
1、put on 主要表达“穿”的动作。如：
He put on his coat.他穿上了他的外套。
You'd better put on your shoes.你最好穿上你的鞋子。
2、wear 主要表示“穿、戴”的状态。如：
The old man wears a pair of glasses.老人戴着一副眼镜。
The girl is wearing a red skirt.那女孩穿着一条红色的短裙。
3、dress 可作及物动词，有“给......穿衣”的意思，后接“人”，而不是“衣服”。如：
Please dress the children right now.请立即给孩子们穿上衣服。
dress 也可作不及物动词，表示衣着的习惯。如：
The woman always dresses in green.那位妇女总是穿绿色的衣服。
4、be in 表示穿着的状态。如：
John is in white today.约翰今天穿白色的衣服。
The man in black is a football coach.
19) a little, a few 与 a bit (of)
a little, a few 与 a bit (of) 都有“一些、少量”的意义。他们的区别:
1. a little 意为“一些、少量”，后接不可数名词。如：
There is a little water in the bottle. 瓶子里有一点水。
还可以接形容词。如：
He is a little shy. 他有些害羞。
2. a few 意为“一些、少数”，后接复数的可数名词。如：
There are a few people in the room. 房间里有一些人。
3. a bit 意为“一点儿”，后接形容词。如：
It's a bit cold. 有点冷。
a bit of 后接不可数名词。如：
He has a bit of money. 他有一点儿钱。
4. a little和a few表肯定意义，little和few表否定意义；如：
There is a little soda in the glass. 杯子里有一点儿汽水。
There is little soda in the glass. 杯子里几乎没有汽水了。
I have a few Chinese friends. 我有一些中国朋友。
Few people like him. 几乎没有人喜欢他。
5. a little = a bit of, 后接不可数名词；
a little = a bit = a little bit = kind of, 后接形容词，意为“有
点儿”。
20) 关于like的用法
like 可以作动词，也可以作介词。
1、like 作动词，表示一般性的“爱好、喜欢”，有泛指的含义。如：
Do you like the color? 你喜爱这种颜色吗？
like 后可接不定式（like to do sth），也可接动词的-ing分词（like doing sth），有时意思不尽相同。如：
She likes eating apples.她喜爱吃苹果。（习惯）
She likes to eat an apple.她喜爱吃一粒苹果。（平常不喜欢吃）
like 与 would 连用，后接不定式，表示愿望或客气的请求。如：
Would you like a cup of tea? 您愿意喝杯茶吗？
“喜欢某人做某事”可以用结构“like sb to do sth/doing sth”。如：They all like me to sing/singing English songs.
他们都喜欢我唱英文歌。
2、like 作介词，可译成“像......”。如：
She is friendly to us like a mother.她对我们友好，就像母亲一样。
It looks like an orange.它看起来像个桔子。
3、区分以下句子：
A. What does he look like? 他长相如何？(指一个人的外貌特征)
B. What is he like? 他人怎么样？ (指人的性格特点)
C. The boy like Peter is over there. (句指外貌相似)
D. A boy like Peter can't do it. (指性格相似)
21) stop to do sth 与 stop doing sth
1. stop to do sth 意为“停下来去做某事”。如：
The students stop to listen to their teacher.
学生们停下来去听他们老师讲话。
2. stop doing sth 意为“停止做某事”。如：
The students stopped talking. 学生们停止了谈话。
与它们相反的句式是：go on to do sth “继续做某事（与刚才一事不同）”
和 go on doing sth “继续做某事（与刚才同一件事）”。如：
He finishes his homework and goes on to study English.
他完成了作业，接着继续去念英语。
They went on playing games. 他们继续玩游戏。
22) tell, speak, say 与 talk
1. tell 意为“告诉、讲述”，指某人把某一件事、一条信息传送给别人或讲
述一件事。如：
He tells me that he wants to be a teacher.
他告诉我说他想成为一位教师。
Father always tells interesting stories to us.
爸爸总是给我们讲有趣的故事。
tell sb sth 意为“告知某人某事”。如：
He told me something about his past. 他告诉我一些他的往事。
tell sb to do sth 意为“告诉某人去做某事”。如：
David told his son to do the homework. 大卫要他的儿子去做作业。
2. speak 意为“说话、讲话”，后面主要接语言。如：
He can speak English and a little Chinese.
他能讲英语和一点汉语。
speak to 意为“和.....讲话、谈话”。如：
Can I speak to Mr Zhang? 我能和张先生讲话吗？
speak of 意为“提到、说起”。如：
The book speaks of my hometown. 那本书提到我的家乡。
3. talk 意为“谈话、讲话”，如果只有一方对另一方说话时，一般用 talk to；
如果双方或多方交谈，多用 with。如：
Please talk to him right now. 请立即同他谈话。
He is talking with his friend. 他在和朋友交谈。
talk about 意为“谈论......”。如：
They are talking about the movie. 他们在谈论那部电影。
have a talk with 意为“与......交谈”。如：
Can I have a talk with you? 我可以和你交谈吗？
4. say 意为“说”。如：
Can you say it in English once more? 你能用英语再说一遍吗？
say to 意为“对......说”。如：
He said to his students that they would have a test.
他对他的学生说他们将有一个测试。
It is said that... 意为“据说”。如：
It is said that he could stay under the water for a long time.
据说他能呆在水里很长时间。
23) Excuse me! 与 I'm sorry!
1. Excuse me! 意为“打搅了！对不起！”，一般是为了与陌生人搭话，或者要打断对方所说（做）的事。如：
Excuse me, is there a hotel in the neighborhood?
请问，附近有旅馆吗？
Excuse me, could I say something? 打搅一下，我能说一些吗？
2. I'm sorry! 意为“对不起！”，表示道歉。如：
I'm sorry, Mr Zhang. I won't do it again.
对不起，张先生。我不会这么做了。
24) 表示时间的 in、on 与 at
in, on 与 at 都可以和表示时间的词（组）连用。
1. in 表示时间的一段或较长的时间。如：
in the morning 在上午 in May, 在五月
in a week 在一周之内（后）
It's Sunday, I can finish it in two days.
现在是星期天，我能在两天后完成。（星期二）
Rome was not built in a day. 罗马不是在一天内建起来的。
2. on 主要指在具体的一天。如：
on Sunday 在星期天 on May Day 在“五一”节
on a hot afternoon 在一个炎热的下午
He arrived in Beijing on April 26,2004.
他于204月26日到达北京。
3. at 表示时间的一点或比较短的时间。如：
at 8:00 在八点 at noon 在中午
I always get up at 6:00 every morning. 我总是每天早晨六点起床。
It's always warm at this time of year. 每年的这个时候总是暖和的。
25) Other及其用法
Other 及其相近的词（组），如 others, the other, the others, another,
any other 等，一直是中学生朋友们比较困扰的问题，平常的考试、作业中经常出错。下面是它们的一些用法：
1、other 指其余的人或物，所有格是 other's，复数形式是 others;the other
指“两个人或物中的另一个”，其复数形式是 the others;others相当于“other + 名词”，所以不能充当定语，修饰名词。others指整体中去掉一部分后剩余的部分，但不是全部的，即 some...others （一些...其余的人...）;the others 强调整体中除去一部分后剩余的全部，即some...the others.
2、another泛指三个以上的不定数目中的“另外一个”。由 an 和 other 合
并构成，所以不能和冠词连用。another 修饰单数名词，比如：another pencil.
3、any other 指除去本身以外的“任何其他的人或物”，后面要用名词的单数形式。
26) look 短语
常见的look短语有以下这些：
1.look at 朝......看 (look at=have a look at)
Please look at the map of China.请看中国地图。
2.look for 寻找
The old man is looking for his dog. 老人在寻找他的狗。
3.look like 看起来像
Nancy looks like her mother. 南希看起来像她母亲。
4.look the same 看上去一样
Li Ping and Li Jing look the same. 李萍和李晶看上去一样。
5.look up 查找
Please look up the word in the dictionary.请在词典中查找这个单词。
6.look over 仔细检查
The doctor looked over Mary carefully. 医生仔细检查了玛丽。
7.look after 照顾，照看
You must look after your old father. 你必须照顾你的老父亲。
8.look around 到处寻找、查看
We looked around, but we found nothing strange.
我们四处查看，但是我们没有发现奇怪的东西。
27) too，also与either
1.too用于肯定句和疑问句，一般放在句尾，其前常加逗号。如：
We are in the same school, too. 我们也在相同的学校。
Do you play soccer every day, too? 你也每天踢足球吗？
2.also用于肯定句和疑问句，一般位于实义动词前、be动词后。如：
Sandra is also a Korean student. Sandra 也是一个韩国学生。
3.either用于否定句，一般放在句末。如：
They don't know the answer, either. 她们也不知道答案。
4.as well as也有“也”的意思。如：
We have great mushroom pizza as well as soda.
He is a happy boy as well.
28) hard与hardly
1.hard既可作形容词，也可作副词。如：
It's a hard (adj.) question. (=difficult) 这是一个难的问题。
The boy studies very hard (adv.). 那男孩学习非常努力。
句子结构：It's hard for sb to do sth 做某事对某人来说是难的。如：
It's hard for him to finish the work. 完成那项工作对他来说很难。
注意区分：hard work 困难的工作
work hard 努力工作
3. hardly是频度副词，表示否定的意思。（=almost not）通常用在形容词、
副词和动词之前。如：
I can hardly see it. 我几乎看不到它。
29) sometime,sometimes,some time与some times
记忆：sometimes(有时)some times(好几次)sometime(某一次)some time(一段)
口诀：分开是一段，相连为某时。分开s是倍次，相连s为有时
1.sometime是时间副词，指不确定的将来或过去某一点时间（某时候或任何时候），不指一段时间。如：
We'll go to Beijing sometime next month.
我们下个月某一时候会去北京。
2.sometimes是频度副词，指“有时”、“不时”的意思（=at times）。如：Sometimes I get up very late on Sunday morning.
有时候我在星期天早晨起得很晚。
3.some time是名词词组，指一段时间（一些时间或若干时间）。如：
It took him some time to finish the book.她花了一些时间去完成作业。
4.some times指“几次”。如：
He met the woman some times last month. 上个月他见过那妇女几次。
30) exercise的一些用法
1.作不及物动词，译为“运动，锻炼”。如：
David exercises every morning. 大卫每天早晨进行锻炼。
2.作及物动词，译为“训练”。如：
Swimming exercises the whole body. 游泳能使身体得到全面的锻炼。
3.作名词，译为“体育锻炼、运动、体操、练习题”等。如：
It's good to do eye exercises every day.
每天做眼保键操对眼睛有好处。
Please do more exercise from now on. 从今以后请多做运动吧。
I have lots of homework to do tonight. 今晚我有很多的作业要做。
4.注意：exercise指具体运动或体操时是可数名词，复数形式为exercises；
泛指运动时是不可数名词。
31) maybe与may be
1.maybe是副词，译为“也许、可能”，相当于“perhaps”。如：
Maybe he can answer the question. 也许他能回答那个问题。
He maybe is from the USA, too. 他可能也来自美国。
2.may be中的may为情态动词，译为“可能是......”。如：
He may be from the USA, too. 他可能也来自美国。
She may be our English teacher. 她可能是我们的英语老师。
32) same与different
1.same指“相同的”，前面通常要有一个定冠词the，但是如果same前面已
经有this，those等词，就不能再与the连用了。如：
We are in the same class. 我们在同一个班级。
结构：the same as 与......一样 如：
His mark is the same as mine. 他的分数和我的分数一样。
2.different译为“不同的”，其后的可数名词应为复数形式。如：
We are in different classes. 我们在不同的班级。
结构：be different from 与......不同 如：
This sweater is different from that one. 这件毛衣与那一件不同。
different的名词形式为difference, 复数形式为differences。
33) 动词want的用法
1. want sth. 想要某物
They want some help. 他们需要一些帮助。
2. want sb. to do sth. 想要某人去做某事
My father wants me to help him on the farm.我父亲要我在农场上帮他。
3. want to do sth. 想要做某事
I want to study English in England. 我想要在英国学习英语。
4.want doing 需要...
Your sweater wants washing. 你的运动衣该洗了。
34) be good(bad) for、be good at的相关用法
1.be good for 对......有益
Doing morning exercises is good for your health.
做早操对你们的建康有益。
2.be good at 擅长于......
Li Ping is good at basketball. 李平擅长于篮球。
= Li Ping is good at playing basketball. 李平擅长于打篮球。
be good at = do well in 如：
I'm good at math. = I do well in math. 我擅长于数学。
3.be good to 对......好
Parents are always good to their children.
父母亲总是对他们的孩子好。
35) how many与how much
1.how many表示“多少”，对数量提问，后面接可数名词的复数形式。如：
There are four people in my family.
---How many people are in your family? 你家里有几个人？
We have seven classes every day.
---How many classes do you have every day? 你们每天上几节课？
2.how much也是表示“多少”，但它对不可数名词进行提问。如：
There is some milk in the bottle.
---How much milk is there in the bottle? 瓶子里有多少牛奶？
3.how much还可以对价格提问，表示“多少钱”的意思。如：
The yellow T-shirt is only 35 yuan.
---How much is the yellow T-shirt? 那件黄色的T恤衫多少钱？
36) with的几个用法
1.with表“和、同、与”。如：
Can you go to the park with me? 你能和我一起去公园吗？
2.with表“用、以、被”。如：
Don't write with the red pen. 不要用那支红色的钢笔写字。
3.with表“随着”。如：
Climate varies with the time of the year.气候随着时令的不同而不同。
4.with表“带有、有......的”。如：
The girl with long hair is my classmate. 长头发的女孩是我的同学。
5.with表“因为、由于”。如：
They were angry with hard work. 他们因为艰难的工作而生气。
6.一些with结构： play with 与......一起玩
be angry with 对......生气
talk with 与......交谈
get on well with与......相处融洽
37) a lot of(lots of)与many,much
1.a lot of意为“许多、大量”,相当于lots of.它既可以修饰可数名词，又
可以修饰不可数名词。如：
I have a lot of friends in China. 我在中国有很多朋友。
The old man has lots of money. 那位老人有很多的钱。
2.many意为“许多”.它用来修饰可数名词。如：
Do you have many beautiful skirts? 你有很多漂亮的裙子吗？
3.much意为“大量”.它用来修饰不可数名词。如：
There is much water in the lake. 湖里有大量的水。
4.a lot of（=lots of）用在肯定句中，而many，much不受限制。如果将一个含有a lot of（=lots of）的肯定句改为否定句或疑问句，要将它们
改为many或much。如：
We can see a lot of birds in the tree.
---We can't see many birds in the tree. 我们在树上看不到很多鸟儿。
He wants lots of soda.
---Does he want much soda? 他需要许多汽水吗？
38) help用法举例
help既可以作名词，也可以作动词。
1.help作名词，意为“帮助”。如：
He needs some help. 他需要一些帮助。
2.help作动词，也是“帮助”的意思。如：
Can you help me? 你能帮帮我吗？
3.help的结构：
help sb (to) do sth 帮助某人做某事
=help sb with sth 帮助某人做某事
如：They want to help the boy carry the heavy box.
=They want to help the boy with the heavy box.
他们想要帮助那位男孩搬那个重箱子。
39) well的用法
well可以作副词，也可以作形容词。
1.well作副词，意为“（某事干得）好”。如：
The boy draws very well. 男孩画得很好。
2.well作形容词，意为“健康、安好”。如：
I'm not feeling well. 我觉得不舒服。
40) ago与before
ago与before都表示“......以前”，但用法有所区别。
1.ago意为“以前”，表示从此刻算起的若干时间之前，常用于过去时的句子
中。如：He took a photo a week ago. 他一周前照了一张相片。
2.before作为副词时表示：
a.从过去某一时刻算起的若干时间以前，用于过去完成时的句子中。如：
The boy had already seen the comedy before.
那男孩以前已经看过那部喜剧片了。
b.笼统的“以前”，用于一般过去时或现在完成时的句子中，一般单独使
用，而ago不可以单独使用。如：
He's read this novel before. 他以前读过这部小说。
41) need的用法
1.need作实义动词，意为“需要”。如：
Do you need to stay at home? 你要呆在家里吗？
2.need作情态动词，一般用于对must的否定回答。如：
---Must he leave now? 他必须离开吗？
---No, he needn't. 不，他不必。
3.区分：
a.need作实义动词。
He needs to go.
He doesn't need to go.
Does he need to go?
Yes, he does./No, he doesn't.
b.need作情态动词，一般不用于肯定句。
He needn't go.
Need he go?
Yes, he need./No, he needn't.
42) decide的几种句式
1.decide to do sth 决定去做某事
They decide to fly kite on weekend. 他们决定在周末去放风筝。
2.decide on doing sth 决定做某事
They decide on flying kites. 他们决定放风筝。
3.decide on sth 就某事决定......
Betty decided on the red skirt. 贝蒂选定了那条红裙子。
4. decide的名词形式为decision，
结构：make a decision，意为“做决定”。如：
He has made a decision. 他已经做一个决定了。
43) too many,too much与much too
1.too many意为“太多”，用于修饰可数名词的复数。如：
There are too many students in our class. 我们班上有太多的学生。
2.too much意为“太多”，用于修饰不可数名词。如：
We have too much work to do. 我们有太多的工作要做。
3.much too表示“太”，用来修饰形容词或副词。如：
The box is much too heavy, so I can't carry it.
箱子太重了，所以我搬不动它。
44) can的用法
1.表示能力。如：
We can carry the heavy box. 我们可以搬得动箱子。
Who can sing an English song? 谁会唱英文歌？
2.表示惊讶、不相信等态度，主要用于否定句和疑问句中。如：
Can it be true? 这会是真的吗？
You can't be serious? 你不会当真吧？
3.表示允许，意思与may相近，主要用于口语中。如：
Can I smoke here? 我可以在这儿吸烟吗？
Can I go with him? 我可以跟他一起去吗？
责任编辑：李芳芳
篇10：澳大利亚（Australia） 教学案例(人教版英语高二)
一、课例描述
本节课为（人教版）高三年级第三单元综合技能训练部分的内容，本节课进一步完善了学生对说英语国家澳大利亚的理解，在整个高中英语教学中，学生已经完成了对美国、英国、新西兰等国家的学习，在此基础上对澳大利亚作介绍。教学对象为高中三年级的学生。
二、教学内容分析
学习有关澳大利亚动植物、面积、物产、气候、风俗等方面的情况。注意高考试卷上现
频繁的三个基本语言点。能灵活使用课本中所涉及的语言点，并能复述澳大利亚的基本情况。
拟达到的教学目标：
［知识与能力领域］
1、抓住知识点，正确把握文章的主旨，能够复述课文。
2、培养和提高阅读（浏览、寻读主要事实）的能力，强化用英语获取信息、处理分析问题、解决问题的能力以及用英语表达相关话题、复述课文的能力。
3、通过与话题相关的图片、课文的学习，逐渐形成跨文化交际意识和培养基本的跨文化交际能力，拓宽视野，理解各国文化。
［情感领域］
1、通过对动物的讨论，激发学生关注自然、热爱自然的良好习性。
2、通过寻读，培养学生细致、耐心的良好习惯。
3、通过讨论等形式，培养学生协作探究的合作精神。
［发展领域］
1、协作讨论话题，注意关联词的使用，训练英语书面表达的条理性。
2、通过发散式思维积累词汇，引导学有余力的学生通过网络、图书馆来拓宽学习渠道，并在学习活动中强化互助与共享的必要性。
三、学习者特征分析
高三年级学生年龄在17-19岁之间，自我控制能力较好，具有一定的自学能力。但现阶段由于高考的压力，学生情绪波动较大，易烦躁。教师应努力使课堂氛围轻松一些。前面课文已经对澳大利亚作了部分介绍，为学生理解相关的学习内容奠定了一定的基础。学习后应该对几个学英语国家有一定的宏观上的认识。
四、教学重点、难点
教学重点：1、谈论澳大利亚的动物、人口、面积、资源及气候。
2、三个知识点：many of which; 倍数的表达方式；单复同形的词species, series, means, works, deer, sheep等。
教学难点：1、归纳课文段落，在很短的时间内组织复述。区别feed on, live on, depend on 的用法。
五、教学策略（解决方法）
1、教学媒体设计：
自制多媒体课件，创设典型场景，渲染氛围，激发学生的学习情绪，把学习过程和情感活动结合起来。
2、自主学习设计：学生自读探究，归纳教材中的要点。
3、协作学习设计：以动物为题材，让学生自由讨论，提出看法，应强调学生的主动性，让他们主动学习，主动探究，主动获取知识。在学习过程中，让学生参与竞争。
4、加强教师的参与和指导：在学生自主学习时，进行指导监督；学生竞赛时，充当记分员；
对知识点和学生论点进行归纳总结。
六、教学准备
1、利用网上资源，为教学作好准备。
收集一组动物图案，一组澳大利亚风光图，两个视频文件和其他资料，根据自己的授课内容制成配套使用的PowerPoint 课件。两个视频文件分别为澳大利亚的鸭嘴兽和树袋熊，用于衔接和过度，让学生走进澳大利亚。
2、根据教学目的、要求，认真思考，精心设计足以启发学生思考的问题，创设学生积考的
种种条件，不断开启学生思维的门扉，引导他们发挥聪明才智。
七、教学过程和设计思路（解决的办法）
教学过程：
（一）新课导入：除了和人类交朋友外，我们还有很多的朋友。播放一组有趣的动物图片。让学生讨论：Do you like animals? Do you want to make friends with them? Why?（学生协作完成短小的口头作文）
（设计思路：引导学生积极思考，除导入新课外，也为本单元的写作奠定基础）
播放鸭嘴兽和树袋熊视频文件，提出问题：If you want to call on your new friends ,where should you go?引入澳大利亚风光。（设计说明：形象生动地吸引学生，迅速切题，有效地培养学生的注意力）
（二）研读课文，概括文章段落大意，整体把握课文。
1．听课文磁带。
2．提炼出各个段落的大意。
Australia
1. animals 2. area 3. natural products 4. the fence 5. climates and customs
(设计说明：整体把握，感知全文。引起学生对新课学习内容的关注，又为学习后面材料，深入领会文章做好铺垫)
（三）深入探讨
判断正误：
1. It was likely that South America was once connected to Australia.
2. In area Australia is more or less the same as the USA.
3. Australia has about one-third of the world’s sheep and produces almost one-sixth of its wool.
4. Australia built a long fence to keep dingoes from attacking their sheep.
5. If you are invited to an Australian home, you will probably have a barbecue and roast a steak of fish at home.
(设计说明：培养和提高阅读（浏览、寻读主要事实）的能力，培养学生耐心细致的学习作风)
分组竞赛活动：就课文进行提问回答，把全班同学分为两个组，能提出一个问题或回答一个问题的同学都分别记一分，得分的同学保持站立状态，游戏结束后统计得分
（设计说明：充分发挥学生的主观能动性，改变老师包办代替的状态）
（四）知识点的讲解。
1.区别：
I have many books, some of which are new.
I have many books, of which some are new.
I have many books; some of them are new.
I have many books. Some of them are new.
2．What a table! I’ ve never seen such a thing before. It is ___it is long.(05湖北卷)
A. half not as wide as B. wide not as half as
C. not half as wide as D. as wide as not half (as wide as 答案为C)复习倍数的三种表达。
3．单复同形的词species, series, means, works, deer, sheep等。
4．区别feed on, live on, depend on 的用法。
5．be connected to , separate…from, give birth to, keep out of , round up . all the year round , 介词to, on , in , off 表位置时的用法。
（五）知识的应用拓展。
1、组织学生用文中的词组造句。
2、让学生充当导游，向大家简单的介绍澳大利亚。
(设计说明：使学生在运用中熟记单词，更牢固地掌握知识，体验到成功的快感，使他们最终成为独立的学习者)
（六）教师总结并且布置本单元写作要求：描写澳大利亚动物。
八、板书设计：
九、教学过程流程图
十、教学反思：
本节教学活动中的收获：一是英语教学活动重在师生间的互动交流，和谐的师生关系是英语教学活动的基础。二是在教学中要充分考虑以学生为主题，发挥学生的探索精神，让学生的自主性得到充分的发挥；教师应该充分发挥其主导作用。
该节课由于与多媒体课件相结合，利用图片再现情景，能充分调动学生的积极性。但多媒体课件只是教学活动中的辅助工具，教师应该合理的应用它。不应该过分依赖它甚至受到它的限制。
篇11：unit4,book5Making the news 教学案例(人教版英语高二)
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup .(一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
Here he comes
21 Meanwhile adv = in the meanwhile / in the meantime / at the same time
22.a trick of trade = clever ways known to expert 职业的诀窍
play a trick on sb = make fun of sb / play a joke on sb
23 If the person being interviewed ….
being interviewed是现在分词的被动语态作the person 的后置定语表明先行词the person 所承受的被动动作正在进行.
24. Have you ever had a case where somebody accused your …. case : situation , 句中where= in which 引导定语从句
in case : 连词,接从句 假使/ 免得/ 以防万一,从句用一般现在时表将来
in case of : = if sth happens ,介词短语,接名词或名词短语.假使… / 万一…
in no case :决不,放在句 首时,倒装
in this / that case : 既然这/那样
in any case : 无论如何,总之
25 accuse
accuse sb of sth 指控某人某事
charge sb with sth 控告某人某事
blame / scold sb for sth 谴责/责备某人某事
26 getting the wrong end of the stick
I had meant to tell you to come here at 3 o’clock ,not at six ,you must get the wrong end of the stick . (弄错/ 误解)
27 This is how the story goes . =This is the story.
28 …deliberately…. Adv
deliberate adj 深思熟虑的/蓄意的/ 不慌不忙的
vt / vi 仔细考虑/ 商议
He is walking deliberately . 他在不慌不忙地走着.
29 so as to 为了../ 目的是
so as to do sth ---- so as not to do sth 不用于句首, 在句中作目的状语
in order to do sth ---- in order not to do sth 用于句首或句末 作目的状语
我们尽早启程以便午前赶到那里.
We started early so as to get there before noon.
We started early in order to get there before noon. = ……so that / in order that we can get there …
30 admit --- admission
admit sb / sth into / to准许…进入/加入…
admit doing sth / having done
admit sth / that clause承认…
admit of sth 容许某事物…
31 Later we were proved right .
prove vt show sth is true or certain 证明/ 证实
vi 系动词 turn out (to be) 结果是/ 原来是
prove sth to sb =prove to sb that … 向某人证明某事…
prove sb (to be )+ adj证明某人是…
prove oneself ( to be ) + adj 证明自己是…
It is proved that … 事实证明…
prove + (to be ) adj / n 结果是/原来是/被证明是…
Period 3 Reading task
Step 1 Read the passage quickly for the first time to find out the main idea of the text and find the answers to the following questions.
1. What was Zhou Yang’s first task?
2.How should he write about the story?
3.How many people read his article before it was ready to be processed into film negative? Who are they?
Step 2. Reread the passage and find out the Writing and Printing process for an article
Period 4 Grammar (倒装句)
Step1.定义：在英语中，主语和谓语的语序通常是主语在前，谓语在后。但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。
Step 2.Find out the sentences of inversion in the reading text:
1.Never will Zhou Yang forget his first assignment at the office of China Daily.
2. Only when you have seen what he or she does, can you cover a story by yourself.
3. Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4. Only if you ask many different questions will you acquire all the information you need to know.
Step2 语法精讲。
1.否定词置于句首，句子应进行倒装nor, neither 放句首
Tod can’t swim, neither can I.
用于never, hardly, seldom, scarcely, barely, little, often, at no time, not only, not once, many a time等词开头的句子
Never shall I go there again.
Little did he know who the woman was.
Seldom was he late for class.
用于no sooner --- than ---, hardly--- when和not until的句型中
Hardly had I reached the station when the train left.
No sooner had she gone out than the phone rang.
Not until the teacher came did he finish his homework.
2.用于only放句首，修饰副词、介词短语或状语从句的句 子
Only in this way can you master English well.
Only that time did he do his homework.
Only when he told me did I realize what trouble I was in.
Step 3 Do some exercise
Period 4. Do the exercise in the workbook
Period 5 Do the listening in Best English
篇12：时态 (人教版高三英语下册教学论文)
时态
一、目标
本章要求学生掌握中学阶段常用的八种时态, 即：一般现在时, 一般过去时, 一般将来时, 现在进行时, 现在完成时, 过去完成时, 过去进行时, 过去将来时。
要求掌握时态的意义、各种时态的动词形式、与各种时态连用的时间状语以及一些时态的特殊意义。
二、重点及难点
八种时态的意义；现在完成时与一般过去时的区别；点性动词与线性动词；时态一致性。
三、方法
1．Do you know something about “tense”?
你知道“时态”是什么吗？
2．You are right. For example：
I'm working.我正在工作。
I worked yesterday.我昨天工作。
I will work.我将要工作。
How many tenses have you learned ?
你们学了几种时态？
3．Now let's have a discussion on every tense.
现在咱们分别讨论每个时态。
I think the present indefinite tense is the easiest tense of all． Do you know what it means ?
我想一般现在时是所有时态中最容易的, 你知道它的含义吗？
4．What's the form of the verb ?
谓语动词形式是什么样的？
5．Very good ! Do you know how to use “am, is, are”?
Here's a saying:
（I）我用 am（you）你用 are, is连着他、她、它。单数名词用is, 复数名词全用are。
Can you learn it by heart ?
你知道行为动词第三人称怎么变化吗？
6．Do you know what sound“s” or“es” makes ?
你知道“s”或“es”怎么发音吗？
你应当记住“清-清, 浊-浊, 元-浊”。现在我解释一下：
清-清 即：“s”或“es”之前的音素如 果是清辅音的话, “s”或“es”读作［K］（清）。
浊-浊 指“s”或“es”之前的音素如果是浊辅音的话, 则“s”或“es”读作［L］（浊）。
元-浊 如果“s”“es”之前是元音音素, 则它读作［L］（浊）。
你能想出几个例子吗？
7．一般现在时表示经常性动作或状态外, 常与什么副词连用呢？
8．一般现在时除表示经常性动作或状态外, 还有其他用法。它能表示将来时, 但它是有条件的, 这个条件有两种情况：A．是在条件状语从句中, 如果主句是一般将来时或一般现在时。B．是表示计划、打算、有规律动作。你能想出几个例子吗？
9．I think you have known something about the present indefinite tense. But I have one more point to tell you.
That is：Sometimes the present indefinite tense is used in the object clause when the past indefinte tense is used in the main sentence, Can you show me an example？
10．So much for the present indefinite tense. Let's come to the present continuous tense. Do you know the form of the verb when it is used as the present continuous tense？
11．You are right. Then what kind of adverbial is used？
那么用什么状语呢？
12．现在进行时有一个特殊的意义, 它可以表示将来发生的动作。但是这些动词必须是表示位置移动的单词。例如：go, come, start, leave 等。 Would you please give me two sentences？
13．Very good. Now shall we talk about the future indefinite tense？This kind of tense refers to an action that is going to happen in the future. Would you please say more？
14．一般将来时除去will do结构外, 还有其他结构, 也可表示将来时, 但注意这些结构有其他意义在里边。如： be going to do…表示动作将要发生, 表示主观打算。
be to do表示安排、计划好的动作, 表示命令、可能等意义。
be about to do…表示眼下即将发生……
Can you make some sentences？
15．The past indefinite tense expresses an action happened in the past. It's usually used with the adverbials such as yesterday, last month（ year, week）, the day before yesterday, … ago, in 1968 etc.它的谓语动词形式是什么样的呢？
16．Now let's come to the present perfect tense. In this tense, the action also happened in the past, but the action has something to do with“now”.
现在完成时动作发生在过去, 但它对现在有影响。谓语动词的形式为have done, done代表过去分词。have还有一种变化, 即has。has用于第三人称单数, 其他人称用have, 请你给出几个现在完成时的句子。
17．请你根据刚才的句子, 归纳一下现在完成时有几种含义？
18．现在完成时的这两种含义非常重要, 要认真领会。这里引出了两个概念：延续性动词与非延续性动词。即：点性动词与线性动词。所谓点性动词就是不能延续的动词；线性动词就是可以延续的动词。延续性动词用于现在完成时的第二种用法, 点性动词用于第一种用法。
19．点点结合, 线线结合是完成时中一个重要原则, 这个问题往往是学生容易出错的地方。请把下列句子的错误改正过来：
A．He has come for 3 hours.
B．The girl has waited since two years.
C．The old man has died for ten years.
D．I have bought the book for two months.
20．那么，在英语中，同一种意思，既有点性动词，又有线性动词的实例很多。Now would you please show the continuous verbs of the following ?
A．join the army
B．join the Party
C．come back
D．borrow a book
E．buy a book
F． leave
G．go out
H．die
I．open
J．begin
K． arrive
21．在完成时的句子中, 同一种意思可以有几种英语表达方法。如：
我入团已经5年了。有以下几种表达方式：
A．I have been a League member for 5 years.
B．It's five years since I joined the League.
I joined the League 5 years ago.
I have been a League member since 5 years ago.
Now I give you some sentences and please try to express the same meaning in other ways.
A．He has been here for 2 hours.
B．They've been away since 1960.
C．The film has been on for one hour.
22．Now let's do some other exercises. Fill in the blanks with the proper forms of verbs.
A．I ____ （lose）my pen.
She ____ （ lose） her pen yesterday.
B．I ____ （be）to the Agricultural Exhibition.
I ____ （go） to the Agricultural Exhibition last week.
C．The car ____ （stop）.
The car ____ （stop） just now.
D．A： ____ you ____ your lunch ?
B：Yes, I ____ .
A：When ____ you ____ it ?
B：I ____ it about half an hour ago.
23．Now let me say something about “have been to” and“have gone to”.
have been to 意思是“去过”。
have gone to 意思是“去了”。
请翻译下列各句：
A．我去海南四次了。
B．他已经去南方了。
C．你去过东京吗？
D．小李已经去办公室了。
你可以去那儿找他。
E．你去哪儿了？
F．他去哪儿了？
24．通过练习，对现在完成时和过去时有了足够的认识, 你能说出它们的异同点吗？
25．Very good !Here's a drawing to show the difference between the present perfect tense and the past indefinite tense.
e．g．He was a student in the past.
e．g． He has been a student for 2 years.
26．现在来谈谈对比时态问题。所谓对比时态是指两个动作同时存在, 但有时间前后。这样的时态有过去将来时、过去完成时。
27．过去完成时也可跟另一个时间进行对比, 含义仍然是到过去某个时间为止, 如它与 by the end of…, by the time when…
例如：
A．They had completed the program by the end of the last year.
B．The train had left by the time when we arrived at the station.
28．You are right. The present continuous tense expresses an action happening at a present moment or during a present period of time, while the past continuous tense refers to the past.
e．g．My daughter was reviewing her lessons at eight last night.
What were you doing while I was watching TV ?
Students
1．I think“tense” is a certain form of a verb. It changes according to the time of the action.
我想“时态”是动词的某种形式, 它随动作的时间而发生变化。
2．We have learned eight tenses. They are： the present indefinite tense, the past indefinite tense, the future indefinite tense, the present continuous tense, the present perfect tense, the past continuous tense, the past perfect tense and the future-in-the-past indefinite tense.
我们学习了：一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、现在完成时、过去完成时和过去将来时。
3．一般现在时表示经常性动作或状态、过去、现在以及将来一直进行的动作或存在的状态。
4．一般现在时, 谓语动词要随主语人称而变化。be动词有三种变化形式, 即am, is, are；行为动词有两种变化形式, 即：原形和第三人称单数。
5．行为动词第三人称有以下几种变化形式：
A．动词后面直接加“s”, 如works, plays, learns。
B．以［K］［CM］, ［DN］,［M］,［L］ 结尾的单词, 词尾加“es”, 如果词尾有“e”, 则只加“s”, 如：misses, finishes, teaches, loses。
C．如词尾以辅音字母+y结尾, 应变y为“i”, 再加“es”, 如： flies, carries。
D．特殊情况：go和do词尾加“es”。
6．啊！我明白了, 像 works, 由于 s之前是k, 读作［E］, 是清辅音, 所以s读作［K］；又如：learns s之前是浊辅音［Q］, 所以它读作浊辅音［L］； plays s之前由于是ay字母组合, 读作元音音素［-!］, 所以s读作［L］这叫做“元-浊”。
7．与一般现在时连用的时间状语有：often, usually, sometimes, always, seldom, twice a week, every day…
8． A．If it is fine tomorrow, I will go out for a picnic.
（条件状语从句中一般现在时表示将来）
B．When they leave school, they will go back to the factory.（时间状语从句一般现在时表示将来）
C．The train starts at ten o'clock in the morning.
（计划, 有规律的动作表示将来）
9．Yes, I can. Here's a sentence.
The teacher said that the sun rises in the east. Here“rises”is the present indefinite tense. This tense is used because it happens regularly.
因为动作是有规律地发生。
10．The form of the verb is“be doing”, and“be”can be changeable.
For example：am, is, are. I think the present continuous tense expresses an action happening at present time or during present period of time.
For example：
He is reading a book now.
We are learning BookⅡthis week.
11．现在进行时与 now, at the present, this year（week, month）等时间状语连用。
12．
A．He is coming to see me tomorrow.
明天他要来看我。
B．They are leaving Shanghai for Beijing.他们要离开上海去北京。
13．OK ! The future indefinite tense is connected with the future time, such as, tomorrow, next week（year, month）, the day after tomorrow, from now on, in a month （year） etc.
它的动词结构是will do 有时第一人称单复数用shall do。
14．Yes, I can.
A．We are going to help the farmers on the Red Star Farm.
我们打算去红星农场帮助农民们。
B．The boys are to go to school next week.
这些男孩们下周要上学了。
C．We are about to leave, so there is no time to visit him now.
我们就要离开了, 所以现在没有时间去看他了。
15．一般过去时, 谓语动词的形式应该用过去时。即：原形动词后加ed, 还有一些特殊形式的动词。如：go----went, see----saw, do----did, read----read, give----gave, sit----sat。
我想特殊动词要特殊记忆。
16．我清楚了, 现在完成时谓语动词形式have done, 可以这样理解：have是“变量”；done是“常量”。
A．We have cleaned the room now.
我们现在已经打扫了房间。
B．He has cleaned the room now.
他现在已经打扫了房间。
C．They have been here for 3 hours.
他们在这儿呆了3个小时了。
D．The professor has worked in this university since 1969．
教授自从1969年就在这所大学里工作。
17．我想有两种含义：
一种是动作发生在过去, 动作不延续, 但对现在有结果和影响。如句子A、B表示打扫房间的动作发生在过去, 但强调的是现在房间已经干净了。
另一种是动作从过去开始一直延续到现在, 对现在有结果和影响, 如句子C、D。
18．点性动词应当与点性时间状语连用, 线性动词与线性时间状语连用。点性时间状语有：now, today, already, just, before, never, ever, always, yet等, 线性时间状语有for…, since…等。
19．A句中应当把come改为 been here, come为点性动词, for为线性时间状语。
B句有两种改法，一是将since改为for, 意思是“已经等了两年了”。另一种是在two years之后加ago, 意思是“自从两年前就开始等, 一直等到现在。”
C句将 died改为 been dead, 因为 for ten years是线性时间状语, die为点性动词, 不能延续, 而 be dead是线性动词, 可与 for短语连用。
D．将 bought改为 kept或 had。 buy为点性动词, have（keep）为线性动词。
20．Let me have a try．
join the army----serve in the army
join the Party----be a Party member
come back----be back
borrow a book----keep a book
buy a book----have a book
leave----be away
go out----be out
die----be dead
open----be open
begin----be on
arrive----be here
A．He has been here since two hours ago.
It's two hours since he came.
He came here two hours ago.
B．They went away in 1960.
They have been away for 40 years.
It's 40 years since they went away.
C．The film began an hour ago.
It's one hour since the film began.
The film has been on since one hour ago.
21．A．He has been here since two hours ago.
It's two hours since he came.
He came here two hours ago.
B．They went away in 1960.
They have been away for 40 years.
It's 40 years since they went away.
C．The film began an hour ago.
It's one hour since the film began.
The film has been on since an hour ago.
22．
A．have lost； lost
B．have been； went
C．has stopped； stopped
D．Have… had
have
did… have
had
23．
A．I have been to Hainan four times.
B．He has gone to the South.
C．Have you ever been to Tokyo ?
D．Xiao Li has been to his office. You can find him there.
E．Where have you been ?
F． Where has he gone ?
24．在我看来，它们的相同之处是动作都发生在过去，它们的不同点是现在完成时的动作对现在有影响，而过去时对现在没有影响。
25．图A表示动作发生在过去，处于静止状态, 而图B表示动作发生在过去，但它指向现在，对现在有结果和影响，最后强调的是现在。
26．当主句动作发生在过去，从句动作发生在它之后，这时从句谓语用过去将来时。如：
I said that I would go to that island.
“said”在前，相对它来讲，would go在后。
可当一个动作发生在过去而另一个动作发生在它之前, 那么这个动作则要用过去完成时。如：
I said that I had finished the composition.
said发生在过去, had finished在它之前发生, 称之为过去的过去。
27．现在我明白啦！过去完成时和过去将来时只有在与另一个过去的动作进行对比的情况下才能存在。所以把这两种时态叫对比时态。
老师，我有一个问题，过去进行时是指过去某一时刻或过去某一段时间正在进行的动作吗？
四、精选题
选择填空：
1．----Can I join your club, Dad？ [ ]
----You can when you ____ a bit older.（'94）
A．get B．will get
C．are getting D．will have got
2．----I'm sorry to keep you waiting.（'94） [ ]
----Oh, not at all. I ____ here only a few minutes.
A．have been B．had been
C．was D．will be
3．I don't really work here；I ____ until the new secretary arrives.（'94） [ ]
A．just help out
B．have just helped out
C．am just helping out
D．will just help out
4．I need one more stamp before my collection ____ . [ ]
A．has completed
B．completes
C．has been completed
D．is completed
5．I first met Lisa three years ago．She ____ at a radio shop at the time.（'97） [ ]
A．has worked
B．was working
C．had been working
D．had worked
6．----Is this raincoat yours？ [ ]
----No, mine ____ there behind the door.（'97）
A．is hanging B．has hung
C．hangs D．hung
7．----Nancy is not coming tonight. [ ]
----But she ____ ！（'98）
A．has written B．wrote
C．had written D．was writing
8．Shirley ____ a book about China last year but I don't know whether she has finished it.（'98） [ ]
A．has written B．wrote
C．had written D．was writing
9．----Hi, Tracy, you look tired. [ ]
----I am tired. I ____ the living room all day.（'98）
A．painted
B．had painted
C．have been painting
D．have painted
10． The price ____ , but I doubt whether it will remain so.（'99） [ ]
A．went down
B．will go down
C．has gone down
D．was going down
11．----Bob has gone to California. I hear. [ ]
----Oh. I wonder when he ____ .（'96海淀）
A．has left B．leaves
C．left D．was leaving
12．----Have you got your test result ? [ ]
----Not yet. The papers ____ .（'96海淀）
A．are not correcting
B．have not corrected
C．are still being corrected
D．have already been corrected
13．----Why weren't you at the meeting ? [ ]
----I ____ for a long----distance call from my father in Australia.（'99西城）
A．waited B．was waiting
C．had waited D．have been waited
14．The telephone ____ four times in the last hour, and each time it ____ for my roommate.（'99西城） [ ]
A．has rung; was
B．has been ringing; is
C．had rung; was
D．rang; has been
15． Two million tons of oil ____ exploited in this area that year.（'99西城） [ ]
A．was B．has been
C．were D．have been
16．----What time ____ Tom tomorrow？ [ ]
----At 3：00 p．m．（'99西城）
A．do you meet
B．will you meet
C．would you meet
D．are you meeting
17． That was not a good place to go skating. You ____ your leg. [ ]
A．can break
B．could break
C．could have broken
D．could have been broken
18．---- ____ the sports meet might be put off. [ ]
----Yes, it all depends on the weather.
A．I've been told
B．I've told
C．I'm told
D．I told
19．----Your phone number again？ I ____ quite catch it. [ ]
----It's 9568442．
A．didn't B．couldn't
C．don't D．can't
20． As she ____ the newspaper, Granny ____ asleep. [ ]
A．read; was falling
B．was reading; fell
C．was reading; was falling
D．read; fell
21．I don't think Jim saw me; he ____ into space. [ ]
A．just stared
B．was just staring
C．has just stared
D．had just stared
22．----Who is Jerry Cooper？ [ ]
---- ____ ? I saw gou shaking hands with him at the meeting.
A．Don't you meet him yet
B．Hadn't you met him yet
C．Didn't you meet him yet
D．Haven't you met him yet
用所给动词的正确形式填空：
1． I'm afraid I can't get in all the wheat within such a short time unless you ____ to help me tomorrow.（come）
2． They left for Beijing last week and we ____ then so far.（not hear）
3．When we reached the airport, we were surprised to find that Uncle's plane ____ . （land）
4．I ____ he had finished his work.（think）
5．We ____ the problem for quite some time, but we any conclusion yet.（discuss, not reach）
6．He said this book would be published if the writer ____ .（agree）
7．John works very hard. In fact, I think he ____ right now.（study）
8．The little boy didn't see me, he ____ a golden fish in a basin.（watch）
9．I have to make a quick phone call. Can you wait a few moments ? It ____ long.（not take）
10．They ____ themselves on the beach when the train ____ .（enjoy, come）
答案：
选择填空：
1～5 AACDB 6～10 ABDCC 11～15 CCBAC
16～20 BBAAB 21～22 BD
用所给动词的正确形式填空：
1．come 主句用将来时, 从句用一般现在时表示将来。
2．haven't heard so far与现在完成时连用。
3．had landed 在 reached之前发生, 故用过去完成时。
4．thought
5．have been discussing, haven't reached 讨论从过去开始一直到现在, 但是到目前仍没有结论。
6．agreed 主句是过去时, 从句动作受它影响。
7． is studying
8．was watching 没有看到我, 那时正观看金鱼。
9．won't take
10．were enjoying, came
责任编辑：李芳芳
篇13：It 句型 (人教版高三英语下册教学论文)
It 句型归纳
1． It is ＋adj．(＋for sb．／sth．) ＋ to do sth．
用于此句型的形容词有：easy， hard， difficult，possible，
important， impossible， necessary， good， bad， exciting，
interesting， surprising等。如：
It is necessary to change your job．
It was very hard for them to walk such a long way in
the snow．
2． It is ＋n．(＋for sb．／sth．) ＋ to do sth．
用于此句型的名词有： pity, shame, pleasure, one’s duty, one’s
job, fun, joy, good manners, bad manners等。如：
It is a pity for you to have missed such a wonderful
play．
It is bad manners for the young to take up the seats
for the old．
3． It is ＋adj．＋of sb．＋to do sth．
此句型中的形容词主要描述某人的品德、特征。能用于该句型的形容词有：
kind, nice, wise,
silly, polite, impolite, friendly, foolish, clever等。如：
How silly it was of you to give up such a good
chance！
It is friendly of the family to try to make me feel
at home in their house．
4． It is ＋adj．（＋n．）＋doing sth．
此句型中的形容词和名词常见的有：no／little use, no／much good,
useless等。如：
It’s no use crying over spilt milk．
5．It takes sb．＋一段时间＋to do sth． 表示“做某事花费某人多长时间”。如：
It took us half an hour to ride to the town by the
sea．
6．It is ＋及物动词的过去分词＋that从句
此句型中常见的及物动词的过去分词有：said, told, known, reported,
recorded, thought, believed, considered等。如：
It is reported that the Russian President will visit
China next week．
7．It ＋不及物动词＋that从句
此句型中不及物动词常见的有：seem， happen， appear， matter等。如：
It seems that there will be a heavy snow tomorrow．
It happened that I met my good friends in the museum
yesterday．
8．强调句型：It is＋被强调部分＋that／who从句
在使用强调句型时要注意，指人时可以用who或that，其它情况一律用that。如：
It was under the bed that my brother hid the ball
this morning．
It is Mr Bell who／that often comes and looks after
the old man．
9．It is／has been＋一段时间＋since从句。如：
It is ／has been three years since we saw each other
last．
10．It is (high) time that sb． did sth．
该句型表示“某人现在该做某事了”，从句常用过去时（虚拟语气）
说明现在应该做的事情。如：
It’s six o’clock．It is high time that we went home
now．
责任编辑：李芳芳
篇14：省略 (人教版高三英语下册教学论文)
省略
省略在英语运用中，尤其是在交际对话中普遍存在，因为它可以避免重复，突出关键词语，能做到言简意赅，并使上下文紧密连接。在历年的高考题中也屡见不鲜。省略有词法上的省略，也有句法上的省略，有的学者把某些替代也看作一种省略。那么--
一、词法上的省略
1. 名词所有格后修饰的名词在以下情况可以省略
1）如果名词所有格修饰的名词在前文已出现，则可以省略。如：
These are John's books and those are Mary's (books). 这些是约翰的书，那些是玛丽的书。
2）名词所有格后修饰的名词如果是指商店、住宅等地点时，这些名词也常常省略。如：
at the doctor's 在诊所
at Mr. Green's 在格林先生家
to my uncle's 到我叔叔家
at the barber's 在理发店
2. 冠词的省略
1）为了避免重复
The lightning flashed and thunder crashed. 电闪雷鸣。（thunder前省略了定冠词the）
2）在the next day (morning, week, year...)等短语中，有时为了使语气紧凑定冠词the 常可以省略。如：We went to the farm to help the farmers with the harvest (the) next day. 第二天，我们去农场帮助农民收庄稼。
3）在副词的最高级前面的定冠词常可以省略。如：
She sings best in the class. 她在班上唱歌唱得最好。
4）在某些独立主格结构中。如：
Our teacher came in, book in hand. (=Our teacher came in, with a book in his hand.)
我们的老师手里拿着一本书进来了。
5）在as引导的让步状语从句中，当作表语的单数名词提前时，不定冠词要省略。如：
Child as he is, he knows a lot. 虽然他还是一个孩子，却懂得很多。
3. 介词的省略
1）both 后常跟of短语，其后可以接名词复数形式，也可以接代词宾格复数形式。接复数名词时，介词of可以省略，但接代词宾格时，of不能省略。如：
Both (of) the films were interesting. 这两部电影都很有趣。
She invited both of us to her birthday party. 她邀请我们俩去参加她的生日派对。
2）在现在完成时表持续和重复的句型中，一段时间前的介词for可以省略。如：
These shoes are worn out. They have lasted (for) a long time.
这双鞋穿破了，已经穿了很长一段时间了。
3）被动结构中，如果没有必要强调动作的执行者，则可以省略介词by短语。如：
The letter was posted (by me) yesterday. 这封信是昨天寄出去的。
4）和一些动词搭配构成的短语中的介词，如：consider... (as)..., prevent / stop... (from)doing..., have trouble / difficulty... (in) doing...,spend... (in / on) doing... 等中的介词可以省略。如：
Trees can prevent the earth (from) being washed away. 树能阻止泥土被冲走。
Can you stop him (from) going swimming in the river? 你能阻止他下河洗澡吗？
I have some difficulty (in) answering the question. 回答这个问题我有点困难。
4. 动词不定式中的省略
1）有些动词，如：believe, find, think, feel, consider, imagine, prove等后作宾补的结构
to be + n. / adj. 中的to be可以省略。如：
I consider him (to be) lazy. 我认为他懒。
His mother found him (to be) a clever boy.他母亲发觉他是一个很聪明的孩子。
2）感官动词see, hear, feel, watch, notice 等以及使役动词let, make, have后作宾补的动词不定式中的不定式符号to要省略，但变为被动结构时，to必须保留。如：
They made the boy go to bed early.他们强迫这个男孩早睡。
The boy was made to go to bed early. 这个男孩被迫早睡。
注：help后作宾补的动词不定式中的to可以省略也可以保留。
3）在can not but, can not choose but, can not help but之后的动词不定式一般不带to； but之前有实义动词do的某个形式do, does, did, done 时，也不带to, 否则要带to。如：
We have nothing to do now but wait. 我们现在除了等没有别的事可做。
I can not but admire his courage. 我不能不钦佩他的勇敢。
He has no choice but to accept the fact. 除了接受这个事实他别无选择。
4）在并列结构中为了避免重复。如：
I'm really puzzled what to think or say. 我真不知道该怎么想，怎么说才好。
但两个不定式有对照或对比的意义时，则后一个to不能省略。如：
I came not to scold but to praise you. 我来不是责备你，而是赞美你。
5）在why, why not 引导的特殊问句中后跟省略to的动词不定式。如：
Why talk so much about it? 为什么大谈这个事呢？
Why not try it again? 为什么不再试一试呢？
6）动词不定式中动词原形部分是否省略，主要看句子前面是否已出现过同样的动词。如果句子前面出现过同样的动词，为了避免重复，句子后面的不定式常省略动词原形，而保留不定式符号to。如：They may go if they wish to(go). 如果他们想去，他们就可以去。
Don't go till I tell you to.直到我告诉你去，你才可以去。
在一些动词afford, agree, expect, forget, mean, pretend, remember, want, refuse, hope, wish, would like (love), try等后跟动词不定式作宾语，不定式中的to可以承前（后)省略。如:
-Will you go to the cinema with me? 你愿和我一起去看电影吗？
-Well, I'd like to (go with you). 我愿意。
I would do it for you, but I don't know how to (do it for you).
我想为你做这事，但我又不知如何做。
在某些形容词，如：afraid, glad, willing, happy, eager等后承前省略动词原形，只保留不定式符号to。如：-Will you join us in the game? 你愿和我们一起做这个游戏吗？
-Sure, I'll be glad to(join you in the game). 当然，我愿意。
有些动词，如：tell, ask, allow, expect, force, invite, permit, persuade, order, warn, wish, would like, forbid等后跟动词不定式作宾语补足语、主语补足语时，不定式承前省略动词原形， 保留动词不定式符号to。如： He didn't come, though we had invited him to (come).
尽管我们邀请他来，他却没来。
注：承前省略的动词不定式如果有助动词have或be，则要保留be或have。如：
-Are you a teacher? 你是老师吗？ -No, but I used to be (a teacher). 不，我以前是。
二、句法中的省略
在一些简单句、并列句和复合句中，可以省略主语、谓语、宾语、表语等某一个句子成分，也可以省略多个句子成分。
1． 简单句中的省略
1）感叹句中常省略主语和谓语。如： What a hot day (it is)!多热的天啊！
How wonderful!多妙啊！
2） 在一些口语中可以省略某些句子成分。如：
-（Will you） Have a smoke? 你抽烟吗？ -No. Thanks. 不，谢谢了。
（Is there）Anything else to say?还有别的要说吗？
2． 并列句中的省略
1） 如果主语不同，而谓语动词中的一部分相同，则省略谓语动词中相同的那部分。如：
John must have been playing football and Mary (must have been) doing her homework.
约翰一定在踢球，而玛丽一定在做作业。
2） 主语相同，谓语动词也相同，则二者都可以省略。如：
His suggestions made John happy, but (his suggestions made) Mary angry.
他的建议使约翰高兴，却使玛丽很生气。
3） 主语相同，而谓语不同，则可以省略主语。如：
Old McDonald gave up smoking for a while, but (he) soon returned to his old ways.
老麦克唐纳戒了一阵子烟，可很快又抽上了。
4）在并列复合句中，如果that从句从属于第二个并列句且它的谓语动词和宾语等其它一些成分与第一个并列句相同时，这个that从句通常可以省略这些相同的部分。如：
Jack will sing at the party, but I know John won't （sing at the party）.
杰克将在晚会上唱歌，但我知道约翰不会在晚会上唱歌。
3． 复合句中的省略
1） 名词性从句中的省略
（1）作宾语的what从句中的谓语动词与主句的相同，则what从句可以省略谓语，甚至主语。如：Someone has used my bike, but I don't know who (has used it).
有人用了我的自行车，但我不知道是谁。
He has gone, but no one knows where (he has gone).
他走了，但没人知道他去哪儿了。
（2）有时候也可以根据说话的情景来省略主句中的一些成分。如：
（I'm） Sorry I've kept you waiting so long.对不起，让你久等了。
（3）在某些表虚拟语气的主语从句、宾语从句、表语从句和同位语从句中，从句谓语动词中的助动词should可以省略。如：It's important that we (should) speak to the old politely. 我们对老人说话要有礼貌，这很重要。
2） 定语从句中的省略
（1）在限制性定语从句中，作宾语的关系代词that, which, who (whom)常可以省略。如：
The man(who / whom) I saw is called Smith. 我见到的那个人名叫史密斯。
Where is the book (which) I bought this morning?今天上午我买的那本书在哪儿？
（2）关系副词when, where, why以及that在the time(day, morning, afternoon, evening, night, week, month, year等) when, the place(desk, table, room, spot, house, town, country, school等)where, the reason why, the way that结构中引导限制性定语从句时，在非正式场合下，可以省略关系副词when, where, why, that。如：
I shall never forget the day (when) we first met.
我永远也不会忘记我们第一次见面的那一天。
The reason (why) he came so early is his own affair. 他来这么早是他自己的事。
The way (that) you answered the questions was admirable. 你回答这些问题的方式令人钦佩。
3）状语从句中的省略
当状语从句中的主语和主句的主语一致，或状语从句中的主语是it，并且又含有be动词时，常可以省略从句中的主语和be动词。
（1）在as, before, till, once, when, while等引导的时间状语从句中。如：
While（I was） waiting, I was reading some magazines. 我一边看杂志，一边等。
（2）在though, although,等引导的让步状语从句中。如：
Though (they were) tired, they went on working. 虽然他们累了，但他们仍继续工作。
（3）在if, unless(=if... not)等引导的条件状语从句中。如：
You shouldn't come to his party unless (you were) invited.
除非你被邀请，否则你不应该来参加他的宴会。
（4）在as, as if, as though引导的让步状语从句中。如：
He did as (he had been) told. 他按照被告知的那样去做了。
He paused as if (he was) expecting her to speak. 他停下来，好像是在期待她说话。
（5）在as(so)... as..., than引导的比较状语从句中。如：
I know you can do better than he (can do). 我知道你能比他做得更好。
This car doesn't run as fast as that one (does). 这辆小车不及那辆跑得快。
三、替代性省略
在一些交际用语中的某些动词，如：think, suppose, expect, believe，guess等后常常和so， not等连用，以替代上文出现的内容。如：
-Do you suppose he is going to attend the meeting? 你认为他会来参加这个会议吗？
-I suppose not. 我认为不会。
责任编辑：李芳芳
篇15：表语 (人教版高三英语下册教学论文)
表语
一、教学目标
通过本章学习, 使学生明白表语的概念及表语的用法。
二、教学重点和难点
不定式、分词、动名词作表语及表语从句。
三、教学方法
1．在谓语一章中我们已分析过表语, 最常见的是 be动词及 become。
2．在使用中我们常见到不定式用在be动词后边作表语。由于不定式表明一个具体的动作, 当放在be动词后边时表示即将要去做的事。请将下列句子翻译成汉语并作分析：
3．
A．The news sounds inspiring.
B．His absence is disappointing.
C．We are interested in the story.
D．After a long walk, we all felt tired.
E．He has got married.
一般来说～ing形式作表语表示主语的特征, 具有影响别人的能力；～ed形式作表语表示受到影响而呈现的状态。
4．A句是动名词作表语, 表示主语job的内容。
B句是现在分词作表语, 表示主语result 的特征。
动名词与现在分词作表语的不同就是前者是表内容, 后者是表特征。
5．这是一个含有主语从句和表语从句的复合句, 在后边的章节中会作进一步阐述。
1．表语表明主语的身份、状态、样子、方位、处所, 除了be, become这两个系动词外, 还有一些本身既是行为动词又是系动词的词。
2．
A．I am to go to town.
我要进城。
B．My work is to clean the classroom.
我的工作是打扫教室。
3．A．这消息听起来挺鼓舞人心的。是现在分词作表语, 表示本身具有影响别人的特征。
B．他的缺席令人失望。与上句一样表示主动。
C．我们对这故事感兴趣。过去分词作表语, 表示故事有趣, 使得我们对它感兴趣, 因此用过去分词。
D．走了一大段路, 我们都感到累了。过去分词作表语, 是走路使得我们累, 我们才感到累。
E．他结婚了。表示一状态, 过去分词作表语。 get married是个词组。
4．同样都是～ing 形式作表语, 遇到这样的句子, 怎样解释？
A．My job is running the machine.
B．The result is exciting.
5．如何理解下面这个句子？
Why he hasn't come is that he has something important to do at home.
四、精选题
1．The purpose of new technologies is to make life easier, ____ it more difficult. [ ]
A．not makeB．not to make
C．not making D．do not make
2．Cleaning women in big cities usually get ____ by the hour. [ ]
A．pay B．paying
C．paid D．to pay
3．Longjing tea, Jasmine tea and Wuyi tea are all famous, but which do you think ____ ? [ ]
A．tastes best B．smells most
C．drinks mostly D．sounds best
4．----Hello, Tom, where were you last night ?---- ____ . [ ]
A．To Brown's
B．To the Browns'
C．In Brown's
D．In the Browns'
5．Thank you very much indeed． That's ____ of you. [ ]
A．kindest B．most kind
C．the kinder D．the most kind
6．The meeting was put off, ____ was exactly ____ we wanted. [ ]
A．it；that B．as；that
C．which； what D．this ；what
7．His suit has become loose． He seems ____ weight. [ ]
A．to lose B．being lost
C．losing D．to have lost
8．----Did you enjoy yourself at the party？ [ ]
----Sorry to say I didn't． It was a meeting than a party.
A．more ofB．rather like
C．less of D．more or less
9．----Where is George？ He said he would meet me here at 3 O'clock. [ ]
----He seems ____ with Mr Brown in the office.
A．to talk
B．to be talking
C．to have talked
D．talking
10．They found there was ____ to weigh such an elephant. [ ]
A．big enough nothing
B．nothing enough big
C．enough nothing big
D．nothing big enough
答案：1～5 BCADB 6～10 CDABD
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篇16：倒装(人教版高三英语下册教学论文)
倒 装
(一)疑问句多数是倒装语序，但如果主语是疑问词或被疑问词修饰的，整个句子是自然语序，本身就是个正装句
A. Who invented the machine?
B. What impressed you most?
C. What has happened to Tom?
D. How many people took part in the demonstration?
E. Which team won the game?
(二)there be结构是倒装句，除be以外，live, happen, exist, lie, remain也都可以充当该结构的谓语
A. About 2, 300 years ago, there lived in Greece a great thinker named Aristotle.
B. There happened to be nobody in the bedroom.
C. For there lay the Combs-the set of combs that Della had worshipped for many months in a shop window.
(三)only放在句首修饰副词、介词短语或状语从句时要倒装，其他情况就不构成倒装式了。如果谓语动词是单个实意动词，倒装时加do的相应形式(即do, does, 或did)
A. Only in this way can you succeed.
B. Only yesterday did I hear of the accident.
C. Only when the war was over in 1918 was he able to get happily back to work.
D. Only my parents know the secret. (不倒装)
(四)表示否定意义的词放在句首时要倒装
hardly, scarcely, never, not, not until, not only, seldom, little等。
A. Never shall I forget it.
B. Not a single mistake did he make.
C. Hardly had I reached the bus stop when the bus started.
D. Not only was everything he had taken away from him, but also his German citizenship.
E. Not until quite recently did I have any idea what a guided missile was like. 请注意下列这组句子。
A. She didn't change her mind until yesterday. (正装句)
B. Not until yesterday did she change her mind. (倒装句)
C. It was not until yesterday that she changed her mind. (强调句不倒装)
(五)把副词so放在句首，表示前面所说的情况也适用于另一人(或物)，只用于肯定句
A. He has been to Beijing, So have I.
B. They like English very much. So does John.
C. Society has changed and so have the people in it.
但如果后面的句子是对前面句子的内容加以确认的话，那么也把so放在句首，不过后面主谓不倒装。
A. There was clearly nothing left to do but drop herself onto the shabby couch and weep. So Della did.
B. I said I was going to visit him. So I did.
C. He studies hard. So he does.
(六)如果虚拟条件从句的谓语动词含有be动词，助动词或情态动词，可将if省略，而把be动词、情态动词或第一个助动词移到主语前，构成倒装句
If it had not been for their assistance, we couldn't have got over the difficulties. (正装句)
A.
Had it not been for their assistance, we couldn't have got over the difficulties. (倒装句)
If there should be a flood, what should we do?
B.
Should there be a flood, what should we do?(倒装句)
(七)在某些让步状语从句中用倒装结构
A. Proud as these nobles are, he is afraid to see me.
B. Small as it was, the army had great fighting capacity.
C. Child as he is, he knows a lot.
(八)某些表示祝愿的句子也用倒装结构
A. Long live the solidarity of the people of the world!
B. May you both be happy!
(九)为了保持句子平衡，或为了强调表语或状语，或使上下文紧密衔接时常常把表语或状语部分放在谓语动词前
A. On the ground lay an old sick goat.
B. There, on the shore, were nine savages, sitting round a fire.
C. From a speaker on the wall comes the doctor's voice: “Good morning. ”
D. Inside the pyramids are the burial rooms for the kings and queens and long passages to these rooms.
(十)宾语在多数情况下都紧跟在谓语后面，但当我们特别想强调宾语时，亦可放到主语前面，但句中的主谓不倒装
This they kept for themselves.
All this he fixed together with glue, string, wax and many wires.
(十一)so…that结构中的so置于句首时，需要倒装
A. So excited was he that he couldn't say a word.
B. So loudly did he speak that even people in the next house could hear him.
责任编辑：李芳芳
篇17：高三英语教学初探 (人教版高三英语下册教学论文)
高三英语教学初探
周至四中 张荣利
众所周知，高三这一学年里，英语教师既要完成高中英语第三册的教学，又要带领学生进行会考、高考的复习备考，再加上我们农村地区的学生英语基础差，要让学生在一年内成绩有较大的提高，可谓任务紧、压力大。那麽，如何更加有效的进行教学呢？
分析历年考题后，我们会发现，高考、会考在重视英语基础知识的同时，都突出以测试语言运用能力为主的原则，形成了以篇章阅读为主的试题布局。说到底，高三复习最终目的是提高英语语言运用的能力。因此我的做法是这样的：
一、新课教学与单元复习同步进行.--------以新带旧,复习总结
边进行高三的课文教学，边对高中的内容如语音、词汇、语法和惯用法等语言知识进行查缺补漏和系统化训练。每单元除精选课本上的词汇、语法、填空或阅读理解习题进行即时训练外，还结合高考第一轮复习资料《创新设计》上高三部分套题对学生进行反馈训练。这些套题为每2单元一套，包括短语翻译15个，单词拼写10个，句形转换5个，单项选择15题（基本包括本单元主要语言点）、完型填空1篇。同时适当穿插语法专项、句型翻译、阅读理解和完型填空强化习题，印发一些范文让学生背。并告诉学生：词汇、短语的学习不能脱离语篇。要求同学通过诵读课文、范文，试着造句加深对词语与重点句型的印象。
二、加强词汇教学,积累语言信息．---------稳固根基,加强交际应用
在平时教学中对所学英语知识进行归纳总结，将零散的、孤单的知识有机地结合起来，使已学知识网络化，形成一个完整的知识体系，从而摸索出、总结出带规律性的东西，提高复习效率。比如：
（1）“点”： 归纳常用、常考重点词汇的基本用法、语法特点、适用条件以及相关知识点，特别是一些使用频率教高的动词，如 need, consider, suggest, expect, prefer 等。例如 suggest, 可表示“建议”，也表示“暗示”“表明” 等意义；还有suggest doing的结构, 以及做宾语从句时要用虚拟句型suggest that sb.（should）do 的结构，而作“暗示”、“表明”时则要用陈述语气；据此还可以联想到所带宾语从句中用虚拟语气的相关动词insist, demand, order, advice等。
（2） “线”：对有共同用法特点的词汇进行归纳、串联，形成知识链。如，既可作实义动词又可作系动词的词有：sound，smell，taste，get，become，turn，grow，come，fall，go，remain，look，appear，seem等。又如常用动名词（不能用不定式）作宾语的动词有：mind, enjoy, finish, imagine, suggest, avoid, practise, delay, appreciate, risk，等。
(3） “面”：由点及线，由线及面，培养发散思维和知识迁移的能力。对搭配能力强的词汇在复习时让学生先进行归纳复习。如复习Put用法时，马上想到Put away,put aside,put sth.in order,put on,put up with,put through等 。再区别记忆。
(4) “分”： 英语近义、同义词的学习和归纳可以扩大知识面，增强语言的使用能力。如在复besides 用法时，可以联系except, but, except for, except that, but for, apart from, other than 等词汇的词义区别和用法。再如: dress, be in ..., put on, have on, wear等词汇都可以表示“穿戴”，但他们的意义和用法的区别在哪？
（5）“合”：正确处理语法教学和阅读教学的关系：
要摆脱语法束缚，就得学好语法，逐步养成用英语思维的习惯。现行教材强调交际和运用，可是交际并不排斥语法，我们不能孤立地谈交际、阅读，更不能片面地教语法。这是两个极端。语言的基本功能就是交际，就是用来交流思想和看法的，很难想象一个满口病句错句的人能把他自己的思想准确无误地表达出来。形式是为内容服务的，适当的语言形式(即语法)应在运用中、在篇章阅读中让学生不断体会，进行自我总结，再由老师简要归纳，最后为学生所掌握。
三、检测：
实施单元训练和月考制度。单元训练每单元学完进行一次，重点是对阅读理解、完形填空和写作的考查，测试时量不超过45分钟，题量为一张8开试卷纸（双面）。
四、专项突破
单项选择
1、这种题型知识面考查范围较宽,要通过上下文中的暗示,附加信息掌握语境,正确推测对话双方的关系,选择符合西方文化习俗的正确答语;
2、在题中加入插入语成分、或故意打破句子的结构和平衡、或故意前置增加迷惑性;
3、句子结构题:考查强调句型、倒装句型、省略句型;
4、习语搭配型:提高区别相近习语混淆的能力;
5、逻辑题型:考查上下文的逻辑关系,选择恰当的连词;
6、将基础的语法、时态融入特设的愈境中,这时附加信息对答案有直接的影响;
完型填空
完形填空实际上是从词汇、语法、篇章、语境和用英语思维等方面对学生进行综合考查。所以，应从以下三个方面入手训练学生做完形填空的思维能力和解题技巧：
1．充分利用首句信息，掌握文章大意；
2．利用同位结构、破折号、上下文对词汇、词组进行推测;
3．掌握全文基本时态;
4、利用语篇标志解题;
语篇标志即:表明语篇内在联系的词语。如表示结构层次的firstly ,secondly ,finally等;表示逻辑关系的thus, therefore, so ;表示改变话题的by the way ,on the contrary,;表示递进的besides, what’s more ,further等;表示时间的before, after, so far, meanwhile ,later等;
5．利用语法知识分析句子结构；
6．利用词性和词语辨析法来解题；
7．利用文化背景和生活常识解题。
高考完形填空所选文章都堪称精品，其逻辑必是上下贯通，其脉络也必是井然有序，令人信服。因此，做完完形填空以后，应从文章的内在逻辑入手，看所选答案是否经得起推敲，是否能自然融入整个语篇，如果有游离于文章主旨之外或与整篇文章的逻辑相矛盾的答案，就需要重新理解、修正。
阅读理解
阅读能力一直是高考英语测试的主题，完型填空题也是以阅读能力为基础的。因此，在平时的教学中，我们尽量采用整体教学法，注意培养学生的下列能力：
1．理解文章主旨大义的能力；
2．获取课文中重点细节的能力；
3．根据上下文、词缀推测生词词义的能力；
4．根据文章的内容和提供的线索做出简单判断和推理的能力；
5．理解文章基本结构和逻辑关系的能力；
6．理解作者基本意图和基本态度的能力；
7．分清文章中的事实和观点的能力；
8．理解指代关系的能力；
9．理解图表信息的能力；
10．预测下文的能力。
在进行专项复习中，让学生限时阅读，培养他们快速阅读的技巧。对于学生无法读懂的文章，采用泛读和精读相结合的办法，通过对语义的解析，使同学理解语篇。阅读训练的重点是主旨大意和推理能力的培养。同时，课外给学生一定的阅读量，使他们熟悉各种体裁的文章，提高阅读能力。同时注意文章的时效性，题材的多样化。特别关注人与人、人与自然的和谐，健康与饮食，环保与节能内容的文章。
短文改错
1、检查是否“三一致，”即：主谓一致，指代一致，时态一致；
2、平行结构的一致：由and,but 连接或是比较状语结构是否前后一致；是否该省略“to”;是否是并列谓语；
3、用词的准确性，是否夹杂了文化差异；
4、并列与转折：根据上下文，选择恰当的连词；
5、逻辑推理与语意呼应：上下文的语意是否一致；
6、介词、动词是否搭配一致；
7、冠词是否恰当，是不是零冠词；
8、形容词是否正确，是原级、比较级还是最高级；
9、名词的数与格；
10、注意隔行句（每行只有一个错）；
书面表达
写作的过程与达标是一个渐进的过程。在高中的整个课文教学中，要求学生背诵每篇课文中的典型句式和表达好的句式。在高三的作文讲解中，也要重视对学生组句成文、文法知识、各种文体的行文方法的指导和对学生进行范文引导和习文点评。同时通过汉译英、词语造句的练习来强化学生对句法和文章结构的理解与认识。这样，学生在训练过程中逐步积累题型训练经验、获得答题技巧，提高语言交际运用能力。以下是注意事项：
1. 加强遣词造句的训练。把握五种基本句型结构，避免中式英语，力使句子语言生动、精练；
2. 练习篇章写作。循序渐进，仿写、改写、缩写、扩写，正确使用过渡词语；
3. 规范使用大小写和标点符号，避免非文字信息的丢分；
4. 注意人称、时态的一致和文章格式；
5. 学会审题，思路清晰，拟好提纲，避免要点错漏；
6. 字数适中，书写规范，卷面整洁。
五、考前训练
专项训练结束后，再进行NMET的适应性训练。训练学生审查试卷和填涂答题卡的习惯，养成良好的适应考试的能力，使学生在考试中能够发挥正常水平。时间分配上，建议单项选择用12分钟，完型填空用18分钟，阅读理解用40到45分钟，单词拼写和改错题用10分钟，写作（包括阅读填空）用25到30分钟，填涂答题卡用5分钟（建议每做完一个大题填涂一次，避免出错和没时间填涂）。
总之，高三的教学重点就在于通过第一轮对基础知识的系统复习、归纳、整理、深化，第二轮的专项训练和第三轮的模拟训练，完成由知识向应用能力的成功转化，使学生具备参加高考的能力和取胜的信心。
责任编辑：李芳芳
篇18：补语 (人教版高三英语下册教学论文)
补语
一、目标
通过本章学习, 使学生了解主动语态句子中宾语补足语的概念、使用方法及被动语态中主语补足语的使用。
二、重点和难点
不定式、分词、形容词、名词及with sb./sth.+补语结构
三、方法
1．We mean that part of the sentence which stands in the same relation to the object as the predicate stands to the subject.
2．A．At the meeting we elected him monitor.
把him与monitor扩展成一个句子则成为：He is a monitor.
B．What you said made Xiao Wang angry.
把Xiao Wang与angry扩展成一个句子则成为：Xiao Wang is angry.
3．名词、动名词、形容词、副词、不定式、现在分词、过去分词都可以在句子中作宾补。
4．Nouns used as objective complements.
Please do the following translations:
A．他们让他当会议主席。
B．我认为你弟弟是个聪明的孩子。
C．年轻的父亲给他的宝宝起名叫“强强”。
D．我认为这是撒谎。
E．你们选玲玲当经理了吗？
5．How many verbs can be followed the nouns used as by objective complements? And what are they?
6．形容词是否可以作宾补？请翻译下列句子：
A．我发现教室空无一人。
B．他们把丝绸染成红色。
C．别把布料裁得太短。
D．一切都准备好了吗？
E．这消息几乎令他发疯。
7．Generally speaking, the following can be followed by adjectives used as the objective complements: find, make, keep, cut, paint, push, drive, leave…
8．副词
A．Please call the students back at once.
B．He was seen to take his cap off.
C．It was John who took the baby upstairs.
D．I joined the two pieces of wood together.
E．Please keep yourselves off the grass.
F．We wished the talk at an end.
9．副词作宾语补足语比较难于掌握, 对高中学生来说, 多用于理解, 而不强求会用。
10．不定式
在高中阶段我们只学过如下九个及物动词后边的不定式作宾补省略to：
let, make, have, feel, see, watch, hear, observe, notice, 从日常应用的角度看, 记住上边的九个动词基本就够用了。
11．Without“to”:
A．I can't have you say so.
B．You should try your best to make him understand that.
C．I noticed the thief steal into the room.
D．We observed the students do the physics experiment.
E．I felt my hands tremble.
能够跟不定式作宾补的词很多, 我们应当在使用中注意积累。
12．现在分词作宾补
have, see, watch, feel, hear, notice, observe, keep, find, 注意make后边不能跟现在分词作补语。
13．过去分词作宾补
在 have, make, see, watch, feel, hear, notice, observe, keep, find, get后
如： get one's hair cut
have one's hair cut
make oneself understood
keep one's mouth shut
find the work done
14．上述凡能跟宾语补足语的动词, 当它们出现在被动语态的句子中时, 原来被称为宾语补足语的部分则被称为主语补足语。需要指出的一点是, 原来不定式作宾补省略to的动词变成被动语态时, to不能省。
A．We call him Lao Wang.
主 谓 宾补
He is called Lao wang.
主 谓 主 补
B．We made him copy the sentence.
主 谓 宾 补
He is made to copy the sentence.
主 谓 主补
C．We asked him to sing us a song.
主 谓 宾 补
He is asked to sing us a song.
主 谓 补
需要说明的地方是have sb. do sth.一般不用于被动语态。 let sb. do sth.一般情况下也不用被动语态。
Students
1．What do you mean by the objective complement?
2．在一个句子中谓语动词是及物动词时, 后边必须跟宾语, 如果宾语后边仍有一个能与它构成逻辑上主谓关系的部分, 我们则称其为宾语补足语。
C．We hear him singing in the hall.
把him与singing扩展成一个句子则成为：He is singing.
3．什么可以在句子中作宾补？
4．
A．They made him chairman of the meeting.
B．I think（consider） your brother a clever boy.
C．The young father named his baby “Qiang-qiang.”
D．We call this lying.
E．Have you elected Ling-ling manager?
5．They are: elect, make, name, call, think, consider…
6．形容词也可以作宾补：
A．I found the classroom empty.
B．They dyed the silk red.
C．Don't cut the cloth too short.
D．Have you got everything ready?
E．The news almost drove him mad.
7．间或我们还能见到这样的句子：
Don't swallow it whole.
I bought it cheap.
也即是说swallow与buy后边也可跟形容词作宾补, 只是不常用罢了。
8．We use adverbs as well as prepositional phrases to be the objective complements less frequently than we use adjectives.
A．请叫这些学生们立即回来。
B．只见他脱下了帽子。
C．是John把孩子带上楼的。
D．我把两块木头接到了一起。
E．请你们不要践踏草地。
F．我们希望谈话快点结束。
9．We think it a bit difficult for us students to use adverbs to be the objective complements.
10．不定式作宾补分带to与不带to两种。因为在做练习时我们常见到这样的句子：
We saw him enter the hall.
I forced him to tell me the truth.
另外help后边的不定式不论是作宾语还是作宾语补足语, to省与不省没有关系。
11．With“to”:
A．I believe him to be honest.
B．He allowed me to use his car.
C．All parents forbid their children to play with fire.
D．Can you get some students to help me with the work?
E．What caused the Second World War to break out?
12．
A．It's too cold inside, please keep the fire burning.
B．When I pushed the door open,
I found him lying in bed, sleeping.
13．
A．He saw his face reflected in the water.
B．I heard it spoken of in the next room.
C．I'll get it done in one day or two.
D．How much will it cost to have it repaired ?
E．We observed the door unlocked.
14．
A．He is seen to stand up and go out.
只见他站起来并走了出去。
B．He was observed to open the window.
有人见到他把窗子打开。
C．The students were watched to play basketball.
人们观看学生们打篮球。
D．Air can be felt to be exist if you blow to your hand.
如果你对着手吹气, 就能感觉到空气的存在。
E．They were encouraged to practise speaking English.
人们鼓励他们练习讲英语。
四、精选题
1．Robert is said ____ abroad, but I don't know what country he studied in. [ ]
A．to have studied
B．to study
C．to be studying
D．to have been studying
2．I saw the man ____ down and the driver ____ away. [ ]
A．knocking； driven
B．knock；driving
C．knocked；driving
D．knocked； drive
3．----Is there anything I can do for you ? [ ]
----I'd like to have these materials ____ by ten o'clock.
A．printed
B．print
C．printing
D．to print
4．who did the teacher ____ an article for the wall newspaper? [ ]
A．has write
B．has written
C．have write
D．have written
答案：1～4 ADAC
责任编辑：李芳芳
篇19：从句(人教版高三英语下册教学论文)
从 句
(一)定语从句
(1)as可引起定语从句，常和such, same连用，有时可代表主句所表达的内容，译作“这一点”、“这件事”。
A. My hometown is no longer the same as it was.
B. Such people as you describe are very common now.
C. This elephant is like a snake, as anybody can see.
D. As is announced in the papers, our country has launched another man-made earth satellite.
(2)表示地点的名词、表示时间的名词和表示原因的名词作先行词时，关系词不一定是where, when和why。如果它们在定语从句中充当主语或宾语时，则应用which。
I'll never forget the day when you said good-bye to me.
A.
October 1st, 1949 is a day which the Chinese people will never forget.
This is the room where he was born.
B.
This is the room which he bought four weeks ago.
This is the reason why she was absent yesterday.
C.
This is the reason which she gave for her absence yesterday.
(3)在定语从句中关系代词who, that, which等作主语时，谓语应与主句中先行词保持一致。
A. The man who is standing there looks worried.
B. Those who have seen the picture enjoy it very much.
He is one of those boys who are fond of music.
C.
He is the only one of those boys who is fond of music.
(4)定语从句通常和所修饰的先行词紧紧相连，但是如果主句的谓语部分很短，那么定语从句可放在谓语部分后面以保持句子的平衡。
A new master will come tomorrow who will teach you German.
但要注意“我把昨天买的书放在桌上”这个句子。
正：I put the books which I bought yesterday on the desk.
误：I put the books on the desk which I bought yesterday.
(5)当有二个或二个以上分别表示人和物的先行词时，用that而不用who, whom, which。
The letter and the little boy that we had discovered disappeared again.
(二)状语从句
(1)注意连词as的一词多义：
A. He had to make a living by selling newspapers as he was only a little boy. (“当……的时候”，引导时间状语从句)
B. As he was not well, I decided to go without him. (“由于、鉴于”，引导原因状语从句)
C. He is not the same man as he used to be. (“正如”，定语从句)
D. Things are not always as they seem. (表语从句)
E. Young as he is, he knows a lot. (“虽然，尽管”，让步状语从句)
F. Please state the facts as they are. (“按照，如同”，方式状语从句)
G. The work is not so easy as you imagine. (“像……一样”，比较状语从句)
(2)表示条件的状语从句除由if和whether引导外，还可由unless, suppose, in case, so(as)long as, on condition(that), provided(that)引导，并注意在条件状语从句中不能用将来式。
A. We shall go outing unless it snows.
B. You'll get there in time so long as the bus doesn't break down.
C. You can borrow the book on condition that you do not lend it to anyone else.
D. Please remind me of it again tomorrow in case I forget.
E. Suppose he is absent, what shall we do?
F. I will go provided that my expenses are paid.
(3)whatever相当于no matter what, whenever相当于no matter when，以此类推，可引导让步状语从句。
Whatever happens, we're determined to fulfill the task.
A.
No matter what happens, we're determined to fulfill the task.
Whatever dictionary you have, lend it to me.
B.
No matter what dictionary you have, lend it to me.
注意：当whatever作名词性从句的连词时，就不能和no matter交换使用了。
正：Whatever she did is perfect.
误：No matter what she did is perfect.
正：Take whatever you want.
误：Take no matter what you want.
(4)where, when引导的从句，无先行词是状语从句，有先行词则是定语从句。
A. We'll go where the Party needs us. (地点状语从句)
We'll go to the place where the Party needs us. (定语从句)
B. He came when we needed help. (时间状语从句)
He came at a time when we needed help. (定语从句)
(5)while和when的区别
while和when都可作“当……的时候”解，都可引导时间状语从句。while后的从句中谓语动词只能用延续性动词，而when则瞬间动词和延续性动词都可用。
A. My mother entered the room while I was doing some sewing.
B. 正：When I had finished the work, I took a rest.
误：While I had finished the work, I took a rest.
While还可作“而，然而”解，when则没有这个意思。
A. Motion is absolute while stagnation is relative.
B. I am a late riser while my sister is an early bird.
when有时可作and then解，而while却不能。
A. I was wandering through the streets when I caught sight of a tailor's shop.
B. I went out for a walk, when I met John.
(6)though, when, while, if, till, until等引导的状语从句中的省略
当某些表示让步、方式、时间、条件的状语从句中的主语与主句中的主语相同，且谓语动词又包含be动词，那么这种状语从句中的主谓都可省略。
A. The article is very important though(it is)short.
B. When still a boy of ten(When he was still a boy of ten), he started working to support himself.
C. Do not leave the machine till told to do so(till you are told to do so).
D. If (he is) too old to work much, the retired worker is very enthusiastic about neighborhood affairs.
E. While (he was) in school, Kim worked hard to study his chosen subject, computer science.
F. He acted as if (he was) certain of success.
固定词组if(when, where)necessary(possible)是if(when, where) it is necessary (possible)的省略形式。
A. Fill in the blanks with proper articles where(it is) necessary.
B. Whenever possible (Whenever it was possible), one of them would stop him, make him stand at attention and ask him the three questions.
(7)if作“如果”解，引导状语从句，此时应注意从句中谓语动词不能用将来式；if作“是否”解，引导宾语从句，从句中该用什么时态就用什么时态。
A. I don't know if he will come tomorrow. (“是否”，宾语从句)
B. If he comes tomorrow, I'll tell him about it. (“如果”，状语从句)
(三)主语从句
(1)当主语从句在意义上和语法上都完整的情况下，连词必不可少。
A. That she was chosen made us very happy.
B. That theory must go hand in hand with practice is a principle we should always keep in mind.
当主语从句放在句首使句子显得笨重时，一般把它移到句子后面，前面用引导词it作形式主语。
A. It is strange that he didn't come yesterday.
B. It's not your fault that this has happened.
(2)表示“是否”的主语从句用whether引导，一般不用if引导。
A. Whether or not she will go is up to her to decide.
B. It is not yet known whether they will send a delegation to the conference.
(3)由连接代词(what除外)或连接副词引起的主语从句，可以直接放在句首作主语，也可放到句子后面，前面用it作形式主语。
When we shall have our discussion is still a question.
It is still a question when we shall have our discussion.
但如果句子是疑问形式，就只能用带it的结构了：
Has it been announced who will take part in this important job?
(4)无论主语从句有多长，一般作单数处理。
A. Whether we do it this or that way doesn't matter too much.
B. That you have achieved so much in such a short time is really something unthinkable.
(四)表语从句
(1)系动词后面的从句是表语从句。除be动词以外，常用的系动词还有：
A. 单纯表示一个特征或状态：feel, look, sound, taste, smell, seem, appear;
B. 表示由一种状态变为另一种状态：become, turn, get, grow, fall, go, come, run;
C. 保持某种状态：remain, continue, stay, keep, prove
(2)引导表语从句的连词是that, whether和as if
A. The fact remains that we are still behind the other classes.
B. The question is whether it is worth doing.
C. It looked as if it was going to snow.
(3)请注意“他没来学校的原因是因为他病了”这个句子。
误：The reason why he doesn't come to school is because he is ill.
正：The reason why he doesn't come to school is that he is ill.
(五)宾语从句
(1)宾语从句在双宾语中充当直接宾语。
A. Please advise me which book I should read first.
B. Mr. Smith explained to them that John had told him all about his past when he asked for a job in his factory.
C. You may ask the policeman how you can get to the Shanghai Indoor Stadium.
(2)在介词后面的宾语从句。
A. The Emperor was pleased by what the Prime Minister told him about the cloth.
B. The Swede stood quite still, except that his lips moved slightly.
C. The study also showed that, contrary to what many people believe, if you skip breakfast, you will not lose weight.
(3)带复合宾语的从句中，that引导的从句常常移到后部去，前面用it作形式宾语。
A. I took it for granted that they were not coming.
B. We all thought it a pity that our team should have lost the game.
C. They want to make it clear to the public that they do an important and necessary job.
(4)陈述部分带that从句作宾语时，作反意问句的疑问尾句应与主句的主谓保持一致。
A. I have told him many times that he should observe traffic regulations, haven't I?
B. You never told us why you were late for the last meeting, did you?
当陈述部分的主句是I think(suppose, believe, expect, imagine)时，反意问句的疑问尾句往往与that从句中的主谓保持一致。
A. I don't suppose he cares, does he?
B. I think you two have met before, haven't you?
(六)同位语从句
(1)同位语从句一般跟在某些名词(如idea, news, fact, promise, rumour, hope, belief,
thought, doubt, answer, message)后面，用以说明名词所表示的具体内容，用连词that或连接副词how, when, where等引导。
A. During the first hundred years of my stay in the sea, I made a promise that if anyone set me free I would make him very rich.
B. You have no idea how worried I was!
C. One of the men held the view that what the book said was right.
D. Braille had to face the fact that he would go to a special school for the blind in Paris.
(2)如果主句的谓语很短，为了保持句子平衡，可将谓语放在前面，而将同位语从句放在后面。
A. Several years later, word came that Napoleon himself was coming to inspect them.
B. News reached England that they were receiving little care.
(3)在on condition that, in spite of the fact that后的从句也是同位语从句。
A. I'll lend you this money on condition that you give it back in two months. B. He came to the meeting, in spite of the fact that he was very ill.
(4)定语从句和同位语从句的先行词都是名词，如果该引导词既在从句中充当成分，又能代替所修饰的先行词，则是定语从句；
如果该引导词在从句中不充当成分，或虽充当成分却不能代替所修饰的先行词，那么这个句子就是同位语从句。
He didn't tell us the date when he would start. (定语从句)
A.
I have no idea when he will start. (同位语从句)
Often, we read to discover facts that we didn't find in our first reading. (定语从句)
B.
The fact that he had not said anything surprised everybody. (同位语从句)
责任编辑：李芳芳
篇20：并列句(人教版高三英语下册教学论文)
并列句
(一)何谓并列结构
一个英语句子有时候具有两个或两个以上相互连接而又属于同一层次即具有相同句法功能的语言结构，这种结构称为并列结构。并列结构通常用并列连词来连接两个或两个以上平行的词、词组或分词：
Are we to have the speech contest today or tomorrow?(并列连词or连接两个平行的单词)
You can go to Beijing either by train or by plane. (并列连词either…or连接两个平行的词组)
Hurry up, or we shall be late for the lecture. (or连接两句分句)
并列成分有时候不用逗号而用连词加以连接；一般讲，逗号用来连接平行的单词居多：
Fuel, rice, oil, salt--these are chief daily necessities of life. (柴米油盐--这些是主要的生活日用品。)
在现代英语里，逗号常被用来连接两个短的独立分句，如He is absent, he is ill. 实际上，这两个简短的独立分句含有因果关系，这个逗号等于从属连词because，用逗号来取代使引文更为简炼。
(二)并列连词和连接性副词的区别
引导并列结构的并列连词有and, or, but, so, for, nor等，并列连词包括关联连词both…and, either…or，neither…nor，not only…but also, as well as, as much as等。并列连词也包括连接性副词，如however, hence, therefore, besides, moreover, yet, anyway,
consequently, still, nevertheless, all the same等。但并列连词和连接性副词存在着如下的区别：
1. 位置上的区别
连接两个独立的分句时，并列连词的位置只能放在它所引导的分句句首，前面通常有逗号：
Lopez left For Woodside(美新译西州一城市)the day before yesterday, and he won't be back till the end of the month.
I must work harder, for I still have a long way to go.
Pay him back, or he will bring a suit against you. (快还他钱，不然他要向你起诉。)They all went, but I didn't(go).
连接性副词的位置较灵活，既可放在句首，也可位于句中或句末、但以置于句首居多：
Father is ill; therefore ，he doesn't go to work today.
置于句首
Father is ill; he, therefore， doesn't go to work today.
置于句首
Father is ill; he doesn't go work today, therefore.
置于句末
2. 用法的区别
两个并列连词不可以连用：
Oscar and I go to the club every Saturday evening, and but we play bridge there. (根据句意，应把but划掉。)
但并列连词却可以和连接性副词连用：
He is not in favor of the plan, and yet he raised no objection.
(三)一些常见并列连词的用法
1. and
(1)表示动作或事物的先后
I heard a crash and went out to see what had happened.
The pictures and the sound are relayed by the communication satellites. And they are received in all parts of the world.
注意，and也可置于独立分开的分句句首。
(2)表示意义上的增补
The relations between the two countries are improving: a trade agree--ment has been signed and a cultural exchange(has been)arranged.
and连接的分句a cultural exchange(has been)arranged在意义上增补前面的分句a trade agreement has been signed。
(3)表示意义上的转折或让步
He tried hard, and(=and yet)he failed to get the job.
掌握and的这一用法，便能正确理解下面一句在西方极为流行的谚语：
You can't eat your cake and have it.
显然，这里的and=and yet, 表示意义上的转折，指你可不能又要把蛋糕吃下肚同时又要把它保持下来，即“不能两全其美”之意。
(4)表示对照
Jack is clever and(=but) Jane is dull.
(5)表示对第一分句的评注
John failed to pass the entrance examination, and that's too bad.
(6)and连接两个或两个以上相同的名词可以表示数量众多的含意
In Holland, everywhere you go, you find water and water.
and在口语体中还经常被用来连接两个比较级的形容词或副词，表示“越来越……”这一逐步增强的含义：
The wind blew harder and harder.
and连接两个比较级副词，表示“风刮得越来越大”。
It's getting warmer and warmer.
and连接两个比较级形容词，表示“天气越来越热”。
在讲话中and也常用来连接两个或两个以上相同的动词，表示动作的不断重复或持续进行：
We talked and talked till it was midnight.
连续不断的动作有时也可由and连接两个或两个以上相同的名词或具有“继续”含义的相同小品词来表示：
“Sail on and on and on, ”said Columbus to the sailors.
That night, we talked for hours and hours till the day broke.
for hours and hours意义上=for a very long time.
We walked for miles and miles till it was dark, and then we went home.
for miles and miles相等于for a very long distance.
(7)当and连接两个形容词，而前面的形容词是nice, good, fine或rare时，and加上它前面的形容词实质上变成副词，对后面的形容词表示修饰的从属关系：
The room is nice and cozy.
nice and cozy=very cozy
It's good and cool outside.
good and cool=quite cool
The children are fine and joyful in the nursery.
fine and joyful=finely joyful, 即very joyful。
The girl is rare and beautiful.
rare and beautiful=rarely beautiful, 即uncommonly beautiful(美得出奇)。
and的这种用法在口语中很普通。
(8)and连接祈使句和陈述句以表示条件，即祈使句+ and=if：
Press the button and the machine runs by itself.
祈使句 陈述句
(=If you press the button, the machine will run by itself. )
Make another effort and you will succeed.
祈使句 陈述句
(=If you make another effort, you will succeed. )
注意两点：
a. 在口语中，有时可省去and以逗号代之：
Take the offer, you will never regret it.
b. 祈使句中的动词有时也可省去：
Another effort, and you will succeed. another前的动词make省略。One more word and I'll knock you flat(摆平你)。one前面的动词say也被省略。
(9)and连接某些动词(包括某些词组)和另一动词以表示目的，结构为：动词(必须原形式)+ and+ 动词(也是原形式)。
一般有以下这些动词：
go/come/run/mind/learn/send/try/stay/stop/write/remember/take care/be sure
在上列结构中and=不定式符号to, 故表示目的。如：
Try and get(=Try to get)the work done today.
The meeting is very important. You must mind and arrive(=mind to arrive)punctually.
I'll write and thank him(=write to thank him).
You look ill. You'd better go and see(=go to see) a doctor.
在现代口语里，go(或come)and see中的and往往都被省略，如“I'll go ask her. ”和“I'll go see my brother. ”
(10)and的一些常见习惯用法
a. and that+ 副词
and that用来代表前面分句中的整个谓语以避免重复。这是一种强势句法。试比较下列三组例句：
Something must be done about it without delay.
*Something must be done about it, and that without delay.
and that代表must be done about it, 是强势式。
He speaks Spanish very well.
*He speaks Spanish, and that very well.
and that代表speaks Spanish, 是强势式
He will come soon
*He will come, and that soon.
and that代表will come, 是强势
b. and all用于俗语，作“等等”，“以及其他一切”解：
To save the little boy from drowning, the man jumped into the river, clothes and all (衣服等一概未脱)。
The fire burnt the books, clothes, furniture and all. (那场火把书籍“衣服”家俱以及其他所有东西统统烧光了。)
c. and all that用于口语，意思是“等等”；“诸如此类的东西”。(=and other things of that kind)
You can get paper, ink, chalk and all that in the little store at the street corner. (在街上拐角的那家小商店里可以买到纸张、墨水、粉笔之类的东西。)
You have really been very kind to me, my hearty thanks and all that. (你对我确实是深情厚谊，我衷心地感谢你，不一一地讲了。)
d. and so on; and so forth; and so on and so forth
以上三式意义相同，都作“等等”；“如此等等”解：
The marchers carried banners, balloons, models, charts, bouquets and so on. (游行的人们拿着旗帜、汽球、模型、图表、花束等等东西。)
e. and the like作“之类”；“等等”解：
In the Kindergarten, the children learn singing, dancing, drawing, and the like.
f. and then some
这一句习惯用语在美国口语里常用；意思是“此外还有许多”；“还有好多好多”：
My uncle gave me two pencils, a pencil sharpener, a rubber, and then some. (我的叔叔给了我两支铅笔，一只卷笔刀，一块橡皮，还有好多好多东西。)
I'm afraid the expensive new car would cost all your money and then some. (恐怕把你们所有的钱都花掉买这部昂贵的新汽车还不够哩。)
g. and the rise
系美国口语常用语，作“还多些”；“不止于此”；“…以上”解：
There are eight hundred thousand volumes in our library and the rise. (我们图书馆有八十万册以上的书。)
h. and what not口语常用语，和and so on(或forth)同义，作“以及其他”；“等等”解：
He sent me some books, magazines, newspapers, pictorials and what not.
Children love to have toys, pictures and what not.
i. enough and to spare作“很多”；“绰绰有余”解，可用作定语短语和名词短语：
You two could have come with us; there was food enough and to spare for three more people. (你们两位本来可以和我们一起来，饭菜再有三个人也够吃。)用作定语
We have heard enough and to spare of his selfishness. (他的自私自利我们听得多了。)用作名词
2. both…and…
both…and…是对and意义的强化，但在用法上和and有如下的区别：
(1)and可以连接两个以上的并列成分，而both…and…只能连接两个属同一层次，即语法结构相同的并列成分：
Both Martha and her sister paid a visit to China not long ago. (连接两个并列的主语)
I teach myself both physics and mathematics. (连接两个并列的宾语)
Kenneth is both clever and diligent. (连接两个并列的用作表语的形容词)
Judith is a versatile girl. She can both sing and dance. (连接两个并列的动词)
(2)and可连接分句，both…and…则不能连接分句。
both Eric cleaned the windows and Ernest swept the floor.
在上句中，both…and…各连接一个分句，故不能成立，应改为：
Eric cleaned the windows and Ernest swept the floor. (and连接分句)
或：While Eric cleaned the windows, Ernest swept the floor. (and连接分句)
或：Eric(或Ernest)both cleaned the windows and swept the floor. (both…and…各连接一个谓语)
或：both Eric and Ernest cleaned the windows and swept the floor.
在这最后一句中，both…and…各连接一个主语，故在语法上能成立；但注意，句意是“Eric和Ernest俩人都揩了窗，又拖了地板”。
both…and…的用法中还要注意两个问题：
a. both…and…可以和at once…and…互换使用，意义上无区别：
I am at once (=both)a teacher and a student. (我既当老师又当学生。)
The writer's satirical essays were at once(=both)incisive and forceful, exposing the evils of society like a surgeon's scalpel. (作者的讽刺文章既锋利又泼辣，好像外科医生的手术刀揭露了社会的弊病。)
注意，只有在at once…and…这一词组中，at once才=both。
b. 在both…and…这一结构中，不能用as well as来代替both, …as well as…不能成立。
3. nor; neither nor和neither都是表示“也不”这一否定意义的并列连词，它们用法相同a. nor/neither单独用来连接并列成分时，前面部分通常都用否定式，nor/neither后面部分则不能用否定式，因nor/neither已含有否定意义：
Peter is a decent fellow. He won't do it, nor/neither Considers it.
否定式 肯定式
Anthony is not clever, nor/neitherヾiligent.
否定式 肯定式
b. nor/neither连接的后面并列成分是分句时，则其主谓须倒装：
Peter is a decent fellow. He won't do it, nor/neither will he consider it.
Anthony is not clever, nor /neither is he diligent.
Martha can't speak Spanish, nor/neither can her sister.
Yance does not drug (吸毒)，nor/neither does his brother.
Cannis has never been abroad, nor/neither have I.
注意，由于neither和nor都带有副词性质，故它们前面可以加上and或but:
You cannot lift it, and nor/and neither can I.
I didn't clean the room, but nor/but neither did you.
c. nor通常后面连接一个并列成分，但有时也可连好几个并列成分：
Futter does not ride, nor shoot, nor fish, nor swim.
4. neither…nor…
neither…nor…一起用时，作为关联性的并列连词，连接语法功能相同的平行结构：
Neither you nor he konws it. (连接用作主语的代词)
The old man can neither read nor write. (连接动词)
I drink neither coffee nor tea. (连接宾语)
The story is neither interesting nor instructive. (连接用作表语的形容词)
Gas is a substance with neither a definite volume nor a definite shape. (连接介词宾语)
I believe neither what you said before nor what you are saying now. (连接宾语从句)
注意：
(1)Neither置于句首时，neither…nor…所连接的分句均须主谓倒装：
I don't like that girl. Neither have I dated her for a dance(约她跳舞) nor will I do so.
Neither does he play the cello nor does his brother.
(2)Neither…nor…连接主语时，后面的动词在数上应与靠近的主语取得一致：
Neither Ike nor I am going to attend the meeting. (动词与I靠近，故用am。)
Neither Ike nor he is going to attend the meeting. (动词与he靠近，故用is。)
(3)neither…nor…作“既不…也不…”解，故谓语动词必须用肯定式，不能用否定式：
He is frightened by neither hardship nor danger. (谓语用肯定式，不能用否定式not frightened。)
Neither you nor your brother can do it. (同上，谓语动词不能用cannot do it。)
(4)neither…nor…也可连接两个以上的并列成分：
Neither you, nor I, nor anyone else knows the answer
5. or
(1)表示选择：
Which do you prefer, this one or that one?
You can go with us or stay at home.
They parted for one reason or another.
(2)表示同位关系或一种改换的说法：
Seaweeds, or algae, do not have roots like higher land plants. (海菜即海澡同较高地势的植物一样，是无根的。)
The workers are satisfied now, or at least they do not make any more complaints. (工人们现在感到满意了，或者至少说他们已不再抱怨。)
(3)表示不确定或含混的说法：
The accident happened two or three weeks ago.
I put the novel in the bookcase or somewhere.
在表示“不确定”或“大约”这一概念时，or有两个常用短语：
a. or so(左右；前后)
We'll stay here for a month or so.
I'll be back in a week or so.
There will be sixty or so people at the New Year get-together(新年联欢会). (注意，也可说sixty people or so。)
(4)or something(表示不能十分肯定)或是什么；或是做点什么)
Don't idle away your time; do some reading or something. (别虚度光阴，还是读点书或是做点别的什么事儿。)
Haven't seen you for ages! Have you moved or something? (好久没见到你了，你是搬了地方还是什么的?)
He is engaged in carpentry or something. (他是做木匠或别的什么的。)
(5)表示否定的条件：
Put on your overcoat, or(不然)you will catch cold. (=if you do not put on your overcoat)
I must work doubly hard(加倍努力)，or I'll fail in the entrance examination. (=if I do not work doubly hard)
这样用时，or后面可以加上else来强化其意义：
Do what I tell you, or else you'll be sorry. (or else=if you do not do what I tell you)
(6)与not一起用时，表示全部否定：
He is just like an illiterate(文盲)。
He cannot read or write. (他不识字，也写不来。)
I can't sing or dance. (我唱歌、跳舞都不会。)
注意，not和and一起用时，则表示部分否定，而不是表示全部否定。试比较：
The story is not interesting or instructive. (部分否定，句意是“这篇故事既不吸引人又无教育意义。”)
He story is not interesting and instructive. (全部否定，意思是“这篇故事内容很有趣，但无教育意义。”)
He does not speak English clearly or correctly. (全部否定，指英语讲得既不清楚又不正确。)
He does not speak English clearly and correctly. (部分否定，意思是英语讲得口齿很清楚，但不正确。)
从上面例子中可以看出，not…and…一起用时，and的前面部分肯定，后面部分否定，试再看下面一例：
He is not rich and kind. (前面部分肯定 后面部分否定)
这是书面语言，在日常用语中往往改用He is rich, but he is not kind这种形式来表达以避免在意义上引起误解。
6. either…or…是关联连接词，表示比or更强的选择概念。它和neither…nor…一样，连接语法功能相同的平行结构，后面动词的数和最靠近的主语保持一致：
Either you or he is wrong. (靠近的主语是he，故动词用is。)
Either he or I am wrong. (靠近的主语是I, 动词用am。)
You can Either do it yourself or ask someone else to do it. (连接两个并列谓语)
There are only two possibilities: Either you succeed or you fail. (连接两个并列分句)
(1)上面列举的前二句例句系极正式的英语，颇不自然，在日常应用中往往避免这种结构而改为：
Either you are wrong, or he is.
Either he is wrong, or I am.
(2)either后面有时可以接一个以上的or：
He Either resigned, or opened up an office of his own, or went abroad.
(3)either后面接or，不能接nor或and, 但not…either…后面则要用nor，不能用or，因not…either=neither。
7. not only…but also…
应用这一关联连词时，要注意以下几点：
(1)后面须接平行结构：
Hangzhou is famous not only for its beautiful scenery but also for its longjing tea. (连接两个介词短语)
He is not only an architect but also a painter. (连接两个表语)
She speaks not only English but also French. (连接两个宾语)
Father not only said it but also did it. (连接两个谓语动词)
Not only they but also we are invited. (连接两个作主语的代词)
Students should develop not only intellectually, but also morally and physically. (连接副词)
(2)not only…but also…着重于but also后面的部分，故句中谓语动词的数应与but also后面的主语取得一致。试比较：
Not only you but also he is invited.
Not only he but also I am invited.
(3)not only…but also…在实际应用中出现以下几个变体：
a. not only…but…(省略also)：
He not only has read the novel but remembers what he has read.
b. not only…also…(省略but)：
Man has in fact not only domesticated wild animals, also domesticated wild plants, especially those which bear edible fruit. (also前省掉了but)
c. not only…(在现代英语中，有时but also都省略，代之以逗号“，”：
She was not only compelled to stay at home, (but) she was(also)forbidden to see her friends.
D. not only…but…as well(but also为but…as well所代替：
He is not only my teacher but my friend as well.
e. not only…but…also(not only不能分开，but also可以拆开)：
She was not only compelled to stay home, but she was also forbidden to see her friends. (注意，stay home是美国英语=英国英语stay at home。)
f. not only置于句首时，主谓须倒装，但but also后面如连接从句的话，其主谓则不能倒装：
not only was the girl complain to stay home, but she was not allowed to see all her friends.
not only did he complain about the food, but he also refused to pay for it.
8. but
并列连词but能表示：
(1)意义的转折
He is poor but honest. (连接两个形容词)
All men must die, but death can vary in its significance. (连接两个分句)
He said that he was free today but that he would be busy tomorrow. (连接两个宾语从句。注意：but后面有从属连词that, but连接分句，that引导宾语从句。)
从上面的例子看，but连接的并列成分，其意义应该是相反的。如果句意顺势发展下去，不带有相反的含义，就不能用but，而应该用and:
It is more than ten years since I left Ypsilanti, but I haven't gone back there once in that time. (句意是“我离开Ypsilanti［美密执安州一城市，Eastern Michigan University所在地］以来已经十多年了，但是这些年来我一次也没有回去过。”)
两个分句的意思基本一样，第二分句是第一分句意思上的延伸，故不应用but，应把but改为and。
(2)表示对比或对照的意义。
She doesn't know a word of Japanese, but she speaks English perfectly.
表示这一意义时，but还用于下列句型中：
a. not…but…，后面须接语法功能相同的平行结构：
The book is not mine, but hers. (连接两个物主代词)
I major not in law, but in American history. (连接两个介词短语)
not what you expect to receive but what you are ready to give counts in love. (连接两个主语从句，句中的谓语动词是counts。句意是“在谈情说爱中，重要的并不是你指望得到什么而是你准备给予什么。”)
请再比较下列两句：
A good policy is not a dogma, but a guide to action. (连接两个用作表语的名词，平行结构，句意是“一项好的政策不是教条而是行动的指南。”)
A good policy is not a dogma, but it is a guide to action. (这句错，因not…but…后面的结构不平行，但在日常口语中可以接受。)
注意，not…but…可以转换成主语+ 肯定式或谓语+ but not…。如：
The book is not mine, but hers.
可转换成：The book is hers, but not mine.
I major not in law, but in American history.
可转换成：I major in American history, but not in law
b. never…but…作“不…则已，一…就…”解。
在这一句型中，never后面接谓语动词，but后面接分句=never+ 谓语动词+ without+ 动名词：
I never see him but I think of my younger brother. (=I never see him without thinking of my younger brother. )(上面两例句意思相同，即“我一看他就想起我的弟弟”)
never…but…是一个意义非常正式的书面体，具有极为强调的效果，故也用于谚语：
It never rains but it pours. (［谚］不雨则已，一雨倾盆，含意是“坏事情不发生则已，一发生则接踵而来。”)
如John got sick, and then his brothers and sisters all got sick. It never rains but it pours.
在日常应用中，never…but…往往改用when…always…I never see him but I think of my younger brother.
改成：when I see him, I always think of my younger brother.
我们也可反过来改：
when he speaks, she always contradicts(批驳)him. (口语体)(=He never speaks but she contradicts him. )(强调的书面体)
when I go past my old school, I always think of Mr. Wilkins, the headmaster. (口语体)(=I never go past my old school but I think of Mr. Wilkins, the headmaster. (强调的书面体)
c. not such或so…but…在这一句型中，but=that…not…: Octavius is not such a fool but he knows it. (=Octavius is not such a fool that he does not know it. )(奥克泰弗斯并没有傻到连这个都不知道。)
Octavius is not so big a fool but he knows it. (=Octavius is not so big a fool that he does not know it. )(意思同上。)
这一句型有一个变体，即否定主语+ be+ so…but(或but that)…
Nothing is so hard but(或but that) it becomes easy by practice. (=Nothing is so hard that it does not become easy by practice. )(再难的事情通过实践也会变得容易了。)
这一变体实际上用得比原来的句型要多，如“再难的任务我们也能完成”就可用这一变体的句型来表示：
No task is so difficult but we can accomplish it. (=No task is so difficult that we cannot accomplish it. )
(3)在特定的语言环境中，but或but that无实义，相等于连词that, 通常用于下列情况：
a. 用在“怀疑”、“否定”等表示否定意义的词后面：
I do not doubt but (=that) someone among us leaked the information.
There is no doubt/no question but (=that) he will recover.
I do not deny but/but that(=that) his statement is true.
b. 用在It is not impossible后面：
It is not impossible but (=that) such a day may come. (这样的日子的到来不是不可能。)
c. 用在It is ten to one等类似结构中：You are working so hard. It is ten to one but (=that) you will succeed. (你这么努力，十之八九你会成功的。)
d. 在口语中，but往往用在表示歉意或相反意见的词的后面，使语气缓和一些，but本身无实义，不作“但是”解，故翻译时不需译出：
Excuse me, but are you Mr. Brown from the ABC Company?
I'm sorry, but I disagree with you on that point.
(4)用于not that…but that…省略结构中
这一结构可以理解为前面省略了(I do) not(say) that…but that…或(The reason is) not that…but that…，故not that…but that…作“不是…而是…”解：
Not that I dislike the work, but that I am unequal to it. (不是因为我不喜欢这项工作，而是我不能胜任。)
(5)but then
but往往和then连用，表示委婉的相反含义，作“但是”，“不过”，“但另一方面却”解：
Your plan is a good one; but then it would take too much time and money. (你的计划好是好，不过费时太久，花钱太多。)
9. for表示因果关系的从属连词有as, since, because等好几个，但表示这一关系的并列连词只有一个，即for。
for与because的区别
(1)because是因果概念最强烈的从属连词，故直接回答由why引出的问句时，只能用because，不能用for：
A: Why are you leaving?
B：I'm leaving because I'm fed up with the life style here. (因我对这里的生活方式感到厌烦了。)
(2)because引导的原因状语从句可以置于句首或句末，置于句首时通常要用逗号分开，置于句末时则不需用逗号分开：
Girls are jealous of her because she is beautiful and successful. (because从句置于句末，不用逗号分开。)
Because she is beautiful and successful, girls is jealous of her. (从句置于句首，用逗号分开。)
但由for引导的原因分句不能置于句首，只能置于句末，并且必须用逗号分开：
Girls are jealous of her, for she is beautiful and successful.
(3)because只是直接表示因果关系，而for是并列连词，它所引导的分句对前一分句所表示的内容则起着补充说明其理由或推断其原因的作用：
I decided to stop and have lunch-for I was feeling hungry. (for引导的分句补充说明“我决定停下来吃饭”的理由。)
He must have gone to sleep, for the light is off. (从灯关掉这一for引导的分句推断出他肯定已入睡了。)
在以上两例中，不能用because来取代for。
10. as well as
as well as用作并列连词时，有两个意义：
(1)=not only…but also，但两者在用法上有如下不同：
a. not only…but also侧重后者，as well as则着重前者，也就是说A as well as B=not only B but also A:
Mr. Brown has experience as well as knowledge. (不仅有知识而且有经验)( 侧重前者，即experience。)(=Mr. Brown has not only knowledge but also experience. )(着重后者，即but also后面的部分。)
了解as well as的侧重点便能正确判断下面句子的正误：
I am a Chinese, but I have Chinese friends as well as foreign friends.
as well as强调它前面的成分，故这句的意思是：“我是中国人，但我不仅有外国朋友而
且还有中国朋友。”显然，这是讲不通的。应改为：
I am a Chinese, but I have foreign friends as well as Chinese Friends.
as well as连接的并列成分对调后，则变成“我是中国人，但我不仅有中国朋友而且还有外国朋友。”这样，句意便能成立。
b. 在带有as well as的句子中，动词须和as well as前面的主语在数上取得一致；not only…but also连接句中的并列成分时，动词的数则和but also后面的主语取得一致：试比较：
The pilot as well as two of the passengers has miraculously escaped death. (as well as前的主语pilot系单数，故动词用has。)
Not only two of the passengers but also the pilot has miraculously escaped death. (but also后面的主语pilot也系单数，动词用has。)
Two of the passengers as well as the pilot have miraculously escaped death. (as well as前的主语two of the passengers系复数，动词用have。)
Not only the pilot but also two of the passengers have miraculously escaped death. (but also后面的主语也系复数，动词也用have。)
(2)有时候，as well as所连接的成分并未有侧重的意义，这时它的意义相当于and，但和and又有以下三点不同：
a. as well as比and强调，含有“又”的涵义：
The plan is practical as well as far-sighted. (这方案切实可行，又具有远见性。)
b. and经常用于A, B, and C这一模式，但as well as则不能，A, B，as well as C是错的，应改为A and B as well as C
We study physics，chemistry as well as mathematics.
上列例句是一个常见的错误，宜改为以下两式：
We study physics, chemistry, and mathematics.
We study physics and chemistry as well as mathematics.
c. 鉴于as well as有时候意义相等于and, 而and可和both连用，故在现代英语里as well as也可与both连用：
This collection of stories includes both foreign as well as Chinese works.
11. as much as作“与……一样多；同样地；等于…”解：His remarks were directed at you as much as at me. (他的话是指你而说的，也是指向我而说的。)
That is as much as to say that you are rejecting our proposal. (这等于
说，你们拒绝我们的建议啦。)
as much as也可拆开来，即as much…as。如It is as much your responsibility as mine. (这是你的职责，同样也是我的职责。)
as much as的否定式通常是not so much…as，后面接平行结构：
I am impressed not so much by his excellent academic record as by his admirable independence of mind. (给我印象很深的与其说是他的优异的成绩倒不如说是他的令人钦佩的独立思考能力。)
责任编辑：李芳芳
