Understanding of the teaching material(语篇分析)
本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的`爱好。
本单元课时安排：
The 1st period: Warming up and listening
The 2nd period: Speaking
The 3rd period: Reading
The 4th period: Reading
The 5th period: Language study
The 6th period: Integrating skills
Teaching objectives：
一．Learning objectives:
Ability Objects：
1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information
2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .
3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .
4.Learn to describe people
5. Learn to write an essay about people
Knowledge Objects:
1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .
2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的，generous adj. 慷概的；大方的be about to do. 即将，正要做某事，around the corner. 很近
struggle through. 艰难地渡过
find?doing. 发现---处于（状态）
increase to.增加到come to terms with 甘心忍受（不愉快的处境）
rise to fame 出名
lead?to? 通向，导致etc.
3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong
wills and determination .
二． Emotional goals：
学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。
文化意识
了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。
Teaching Approaches:
1. Task----based teaching method to finish the teaching assignment.
2. Activity---based teaching class work
individual work
group work
3 .Fast reading to find out some general information .
4.Careful reading to find the details in the passage.
5.Questions and answers for inducing.
6.Inductive method to make the Ss understand the text better.
Teaching difficult points：
1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination
2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .
3．To learn agreement
Teaching aids(略)。
Teaching procedures: Period3 & 4Reading
Step 1 : Warming up
1. an dictation of the new words learned yesterday.
2.Questions:
T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?
Europe
欧洲 Africa
Oceania
大洋洲 America 美洲 Asia 亚洲
The five rings stand for the friendship of fivecontinents
象征着世界五大洲的友谊
(1)How often are the Olympic Games held?
Ss :The Olympic Games are held every four years .
(2)When and where did the ancient Olympic Games begin?
Ss: The ancient Olympic Games began around the year 776BC in Greece .
(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .
(4)When and where did the first modern Olympic Games happen?
Ss: The first modern Olympic Games happened in 1896 in Greece .
(5) How many countries and competitors took part in the games?
Ss : There were over 10,000 athletes from 227 countries taking part in the games .
(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in
Sydney?
Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .
(7) What about the 28th Olympic Games in Athens in ?
Ss: We won 32 gold medals that year and came second in the Games.
(8) Why do people say that China won another great competition in ?
Ss: Because China will host the 29th Olympic Games in Beijing in .
(9)What’s the slogan for the 2008 Olympics?
Slogan for 2008 Olympic is “One World, One Dream!”
(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?
The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”。 The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading
T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !
(1)Is it important to win in a sports match? Why or why not?
(2)Are the Olympic Games important to our society? Why?
Step3 Reading
Task1 .Skim the text and decide where in the text the questions below are answered.
T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .
1.Do the Summer Olympics and the Winter Olympics happen at the same time ?
2. When did the old Olympic Games begin? What were the old Olympic Games like?
3. When were the first modem Olympic Games held?
4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?
5. What does the Olympic motto mean? How many athletes took part in the Olympic Games?
6. How many different events are there in the 27th Olympic Games ?Give some examples .
7.What’s the competition ,which is not for a medal ?
T: OK. Now let’s check the answers . The first Q .
Task 2. Scanning
1. Sum up every paragraph in one sentence
T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain
A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .
T: Now let’s sum up every paragraph in one sentence . The first paragraph .
Para1:The Olympics are held every four years
Para2: Something about the old Olympic Games
Para3: Something about the Olympics in modern times and the 27th Olympic Games.
Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.
Para5: Beijing will host and is making preparation for the 29th Olympic Games.
T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .
3. Try to get the information of the following numbers.
T: What do the following numbers in the text refer to ?
1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !
Possible answers :
1). Both the Summer and Winter Olympic Games are held every four years.
2). The ancient Olympic Games began around the year 776 BC in Greece.
3).After about the year 393 AD the Olympic Games stopped.
4).The first modern Olympic Games happened in1896.
5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.
Task3 .True or false questions
T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .
①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”。
高一英语unit1课件
Unit 1 Good Friends
Teaching aims and demands:
a、Achieve language skills and related knowledge about the topic of friends and friendship;
b、Learn to express likes and dislikes and make apologies
c、Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d、Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend。
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them。
What should a good friend be like?
What qualities should a good friend have?
Should they be funny， smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING。 Ask some questions:
1。What doesn’t John like?
2。What does Joe think of music and skiing?
And then fill in the form on page 3。
Then ask the students to express their ideas freely。 Encourage the students to say more about friends。
Step 3 Listening
Ask the students to listen to the tape and fill in the blanks in the listening part。
Step 4 Talking/Practice
Ask the students to page 85。 Make a similar dialogue as in exercise 2。
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me。 You promised to … I’m very sorry… It won’t happen again。 I forgot。
Step 5 Homework
Finish Exercise 3 in the workbook。
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision。
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island。 Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3。
Step 3 Reading
Before asking the students to read the text， first give the students a brief introduction about Tom Hanks， his films and the film Cast Away。
Then students read the text， and answer the following questions。
1。How does Chuck Noland come to a deserted island?
2。 In order to survive on the island alone， what does he need to learn?
3。 What does he understand at last?
4。 For us， what lesson we can learn from Chuck?
At the same time explain the language points if necessary。
Step 4 Post-reading
Discuss the following questions in the Part POST-READING。
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film。
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films。
Step 2 Language Study
Ask the students fill in the blanks with proper words。
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech。
Then ask the students to do the exercise in the Part Grammar on P5。
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out。
Step 5 Homework
Ask the students to finish the exercise2 in their workbook。
Lesson4
Step 1 Revision
Check the homework。
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail。
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple。
Step 4 Writing
Ask the students to write an e-mail message。
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal。
高一英语sports课件
标题 unit 10 sports
章节 第十单元
关键词 高一英语第十单元
内容
一、教学目的
运用所学语言，围绕体育活动这一题材，完成教科书和练习册中规定的听、说、写的任务。阅读课文“the olympic games”，认真理解，并完成有关课文内容的练习。
二、语法
熟练who / which / that / whom以及介词 + whom / which引导的定语从句
三、日常交际用语
1.谈论爱好
i quite like football / i like to skate with my friends / i enjoy watching tv .
i prefer vegetable to meet / my favorite song is “right here waiting” / what’s your favorite ? / which do you prefer , …or…? / i prefer sth .
2.劝告、建议、征徇意见
better do it later / i think it’s better if you do it later / what about going there by bus ? / i prefer to do…
how about a cup of coffe ?
3.请求及应答
－would you please let me know your address ? －sure . no.5 street .
－will you please give me some fish ? －certainly . / sure . / no problem .
四、重点及难点解析
1.do you often have sports at school ? 你在学校常做运动吗？
sport指户外游戏或运动，仅限于体力锻炼，包括娱乐性的及竞赛性的；不以胜负为目的。而game则指有一定规则的。，双方竞争的游戏或运动，既可以是体力运动，也可以是脑力劳动，以输赢为主要目的。sports和games都表示“运动会”，但有大、小之分，如school sports（校运会），the asian games（亚运会），the olympic games（奥运会）
do / have sports 进行体育活动
2.which do you prefer , horse riding or shooting ?
prefer意为“宁愿要”或“更喜欢”，与“like…better”意思比较接近，但使用不同。prefer后面可以接名词，不定式或v·ing形式构成动宾结构，还可以用prefer (doing) sth. to (doing) sth .的句型表示比较级，常用句型如下：
▲prefer a to b . 喜欢a胜于b。相当于like a better than b . to为介词，后面可接名词或动词。
①i prefer tea to milk . 我喜欢茶不太喜欢奶。
②he told me he preferred the country life to the city life . 他告诉我，和城市生活相比，他更喜欢乡村生活。
③even on holidays , she prefers doing something to doing nothing . 即使在假日里，她也愿意干点什么事，而不愿意闲着。
▲prefer单独使用时，相当于like very much .后面可接名词、代词、不定式。
①she preferred to work and live with the common people . 她喜欢工作在普通人中间。
②do you prefer staying with your children on holidays ? 你喜欢和孩子们一起度假吗？
▲prefer to do sth. rather than do . 宁愿做…，也不愿做…。
①i preferred to stay behind rather than go with you . 我宁愿留下来不愿和你们去。
②she preferred to write to him rather than telephone him . 她宁愿给他写信也不愿给他打电话。
3.what about wrestling and sailing ? 摔跤和赛舰又怎么样呢？
英语作文公开课课件
英语作文是英语重要的技能之一，英语作文公开课有哪些优秀的课件。
一、背景知识介绍。
书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(guided writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分(满分为12分)。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。
二、教学过程。
1.warm-up活动：通过听一首英语歌：“the more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。
3.pre-reading 通过提问，how can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是 one of the best ways is sending e-mails to them. do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。
4.while-reading，读两则广告，了解mary和jack完成表格 name age hobbies looks personality e-mail added wish where she?
5.post-reading 引导学生讨论：do you like to make e-pals with mary or jack? why? 当大部分学生都持肯定观点时进一步思索，what will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。
6.while-writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。
7.post-writing. 提供写作标准
要求学生根据这个标准，修改自己的e-mail.
1. do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?
3.is your e-mail coherently(连贯地)written?
4.can you describe yourself in a concise(简洁的)way? 5.are there any
目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。
8.share the writing.
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
三、本堂课中的精彩片段。
就整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象。而我自己觉得其中有两个精彩片段更值得与同行们分享。 ☆使用brainstorming培养学生在英语写作中自主学习的能力。 brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以此诱发集体智慧，激发学习者创意与灵感的学习方法。在英语课中的 pre-writing阶段，使用brainstorming对促进学生的自主学习，发展学生写的能力起着积极的促进作用。
brainstorming在本堂写作一课中的应用实例。
1.围绕话题：“friends and friendship”进行brainstorming。教师使用web-spider在黑板的一侧写下学生能够想到的单词、词组和句子， friends and friendship 结合学
生思维一下子开阔起来，下面是学生讨论后呈现出来的词和短语：good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, i want to make friends with you, friends in need are friends indeed?. 在这个阶段，教师引导和鼓励学生积极参与讨论，并把每个学生的发言要点写在黑板上，出现有个学生用英语表述“患难之交才是真正的朋友”对允许其先说出中文，然后向全班同学或老师求助。
2.当学生完成careful reading之后，围绕话题：write an email to one of the e-pals. 教师通过
四。反思评价
写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养。因此，盲目的`训练往往多做无用功，我们必须在平时就十分注重方法与技巧。
1 注意多种训练方法相结合。与任务(task)相结合。有目的的写作常能更好地调动学生的积极性，所以在培养学生这方面的能力时，应尽量与教学的多种任务相结合，而不是纯粹布置一篇作文。贯穿这节写作课的也是一系列的任务： activity1: write out some words, phrases and sentences about friends and friendship. activity2: please introduce your friend to us. activity3: read the two ads(广告). get to know mary and jack activity4: write an e-mail to mary or jack 组织多样的小组活动。新世纪中，我们很重视培养学生的合作精神，而小组活动就是培养其合作精神的捷径。这堂写作课中在pre-writing时采取二人小组活动，四人小组活动，组织学生在小组活动共同完成教师呈现的任务，从而降低其难度，使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。如资料、信息的搜集，材料关键点的把握，文章完成后的修改等。
.2平时注重解题技巧的养成：
1. 准备工作
①.仔细审题，明确要求。罗列题目所提供的信息，然后认真分析，审清题意后，把要求表达的各个要点按顺序和层次一一列出。
②.紧扣要点，寻求思路。草拟一个提纲，按时间、空间或逻辑顺序，确定开头，再围绕这一顺序，周密选词、选句，并拟好如何结尾(可适当发表自己的观点)。
2. 写作之中
①.开门见山，紧扣主题。如写参观农场的日记，就可用“last sunday we visited the west hill farm.” 直接说明时间及地点。如写的是关于度假的，则可以“we had a happy holiday in jiaxin last sunday.” 来开头等等。
②.语言正确，规范地道。尽量使用学过的、最熟悉也最有把握的句型、结构，应尽量避免
中国式英语。要养成正确运用标点符号的好习惯，切忌一点到底的错误方法。(i spent 10 yuan buy the book. he by bike to school.)
③.重短轻长， 就易避难。重短轻长——写短句忌长句，由写简易句子开始，即“主语(谁)谓语(做/是)宾语/表语(什么)，应尽量写出自己最有把握，最熟悉的句子，避免写长句，以写正确、通顺为最基本要求。就易避难——多用简单句少用复合句，首先在写好简单句的基础上然后可逐步过渡到较为复杂的复合句，例如用when, before等连词引导的从句。整个句子越长，出错的可能性就越大。
3.成文之后鼓励学生学会批改自己的习作。
①.一般语法项目的检查——英语中的人称、时态、单复数、习惯用法等都是非常重要的，即使在朗读中好像全理解，但在动笔的实践中就往往出错。
②.注意语序——英语中的疑问句、感叹句和宾语从句都是通过语序的变化来构成和体现的，不注意会出现错误和意义上混淆。
③.符合习惯——说英语的国家有自己民族的文化、习俗、情感、思维方式、生活习惯等。受母语思维定式的影响，应避免在练笔当中受母语的干扰，要注意语言表达地道。例如汉语“我的工作很忙。”就不能用英语my work is very busy. 来表达，而应当说i’m very busy with my work.又如：有的同学在表达很常用的“我很喜欢它”时，会说“i very much like it.”, 而其正确表达应是 “i like it very much.”
④.书写规范，卷面整洁。卷面不整洁，使人无法看清你写的究竟是什么，那么就可能按错处理。所以在写时，如时间允许，应先打草稿，修改后再抄清楚。
总之，只要我们思想上重视，训练方法得当，经过初中一年年持续有效的训练，定能达成《课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。
高一英语公开课课件
【一】分词作状语的区别
（1）现在分词与过去分词作状语的区别。
现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。
1）现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。
He went out ，shutting the door behind him.
他出去后将门随手关上。
Not knowing what to do, he went to his parents for help.
由于不知如何办是好，他去找父母帮忙。
2）过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。
Given more attention, the trees could have grown better.
如果对这些树多关心一些，它们本来会长得更好。
Faced with difficulties, we must try to overcome them.
在遇到困难的时候，我们必须设法克服。
Caught in a heavy rain, he was all wet.
Given more encouragement, the boy could have behaved better
2)分词作状语放在句子开头，除表示原因之外有时表示时间或条件。动词不定式作状语时，除了表示目的以外，还表示结果或原因。
Reading attentively，he forgot the time for lunch．由于在专心读书，他忘了吃午饭的时间。(原因)
Reading carefully，he found something he had not known before．他仔细读书时，发现了一些从前不知道的东西。(时间)
Reading carefully，you'll learn something new．只要你仔细阅读，你会学到一些新的东西。(条件)
作宾补时，如果动词和宾语之间是主动关系，用现在分词； 如果是被动关系或者表示状态，用过去分词
we left him crying outside the gate.
we found his hands tied behind his back.
we found the world outside changed. 状态
用过去分词还是现在分词做定语的判断关键：名词与该动作的关系
【二】分词作定语的区别
1. 现在分词做定语：
从功能上看，现在分词做定语表示 1）主动（及物）；2）进行（不及物）。
做定语：相当于一个定语从句 (主动)
Do you know the boy standing at the door?
à Do you know the boy who is standing at the door?
A developing country needs aids. àA country that/which is developing needs aids.
They lived in a house facing the south
àThey lived in a house that faced the south.
The man wearing a red tie is our head.
àThe man who wears a red tie(戴红领带) is our head.
The workers working in the factory are well-paid.
àThe workers who are working in the factory are well-paid.
在这家工厂工作的工人报酬很好
2．过去分词做定语
从功能上看，过去分词做定语表示1）被动（及物）；2）完成（不及物）。
做定语：相当于一个定语从句（被动），有时侯也表示完成的
The broken window was repaired this morning.
The window broken yesterday was….
àThe window that/which was broken yesterday was…..昨天被打破的玻璃今早被修好了
The sold hamburgers are not to my taste.
The hamburgers sold in this chain are not to…..这家连锁店卖的汉堡不适合我的。口味
The hamburgers that/which are sold in this chain are not to….
The arrived guests will be led in.（此过去分词表示完成）
The guests arrived just now will….刚到的客人将会被带进来
The guests who arrived just now will be….
The book that was written by Wang sells well.
àThe book written by Wang sells well.
The tie that is worn by our head is made in Shanghai.
àThe tie worn by our head is made in SH
The shoes (that were) made in a small factory are of bad quality.小厂产的鞋子质量差
反之，一个定语从句可以转化为分词做定语的结构
The man I introduced to you yesterday had just returned from Japan.
The man introduced to you by me yesterday had just…昨天我给你介绍的那人刚从日本回来
He is a man who is loved by all. à He is a man loved by all. 他是个大家所热爱的人
The leaves that have fallen are collected by the cleaners. àThe fallen leaves are collected…
That letter I received last week was from Li. à The letter received last week was from Li.
【三】状语从句的省略
一般说来省略现象多出现在下列五种状语从句中：由 when ,while ,as ,before, after , till, until, once等引导的时间状语从句；由whether ,if , unless 等引导的条件状语从句；由 though , although ,even if ,whatever等引导的让步状语从句；由 as ,than 等引导的比较状语从句；由as, as if , as though 等引导的方式状语从句。上述状语从句在省略时，并非任何成分都可以省略而是遵循下面原则：
（1）当状语从句的主语与主句的主语一致时且从句中含有BE动词的某种形式时，可以省略状语从句的主语和系动词be ，这时从句中可出现如下结构：
① 连词（as, as if , once）+ 名词
如：Once (he was)a worker ,Pang Long now becomes a famous singer .庞龙曾经是个工人，现在变成一位著名的歌手。
②连词（ though, whether , when）+形容词
如：Work hard when (you are) young ,or you'll regret.趁年轻要努力学习，要不然你会后悔的。
③连词(whether, as if ,while )+介词短语
如：He looked everywhere as if (he was)in search of something .他到处看似乎在找什么东西。
④连词(when , while , though )+ 现在分词
如：While (he was) holding talks with President Hu Jintao , US President George W. Bush thanked China for its important role in the Six-Party Talks.美国总统布什在与主席会谈时，感谢中国在六方会谈中起的重要作用。
⑤ 连词(when ,if ,even if ,unless ,once ,until, than , as ) + 过去分词
如：The exhibition is more interesting than (it was) expected .这次展览比被预料的有趣的多
⑥ 连词(as if ,as though ) + 不定式
如：Olympic gold medallist hurdler Liu Xiang opened his lips as if (he were) to speak .奥林匹克金牌获得者跨栏运动员刘翔张开嘴好象要说什么。
（2）当从句的主语与主句的主语不一致，但从句主语是 it，从句中又含有系动词be 的某种形式时 ，可以把it和系动词be一起省略。。如：Unless (it is) necessary ,you'd better not refer to the dictionary.如果没有必要，你最好不要查字典。
各种状语从句的省略现象列举如下：
一、时间状语从句中的省略
When (she was) very young, she began to learn to play the piano. 她很小时，就开始学习弹钢琴。
While (I was) at college, I began to know him, a strange but able student. 我在上大学时就开始认识他，一个奇怪但有能力的学生。
When arriving, send me a telegram. (When you arrive, send me a telegram.) 到达之后，来个电报。
Before leaving, turn off all the lights. (Before you leave, turn off all the lights.) 走之前，请关闭所有的灯。
Don’t come in until (you are) asked to. 不叫你请你不要进来。
Whenever (it is )possible, you should come and help. 不管什么时候只要有可能就来帮忙。
You should let us know the result as soon as(it is) possible. 你应尽快让我们知道结果。
注：as在引导时间状语从句时，没有这种省略现象。我们不可说As walking, she found a nice shining thing on the ground.
二、地点状语从句中的省略
地点状语从句的省略常用下列结构：where(ver) possible, where(ver) necessary,
Lay these books where possible you can find them easily. 把这些书放在你可能容易找到的地方。
Put in articles wherever necessary in the following passages. 在下列文章中需要的地方填入冠词。
三、条件状语从句中的省略
常用的句型是：if necessary, if possible, if true, if anyone等。如：
Send the goods now if (they are) ready. 货物如果准备好了，请送过来。
He will come if (he is) asked. 如果叫他来，他就来。
If (it is) necessary, ring me at home. 如果有可能，朝我家里打电话。
Come along with me if (it is) possible. 如果有可能和我一起去吧。。
If (it is) true, this will casue us a lot of trouble. 如果是真的，这会给我们带来很多麻烦。
There are few people nowadays, if (there are) any, who remember him. 很少有人能记起他。
You should stay where you are, unless (you are) asked to leave. 你应呆在你现在的地方不动，除非叫你动。
四、让步状语从句中的省略
He is a good man, though sometimes (he is) rather dull. 他真是个好人，尽管有时有点无聊。
Even if (I am ) invited to, I won’t go to such a bad lecture. 即使邀我去，我都不想听如此坏的报告。
五、比较状语从句中的省略
She can play the piano just as wonderfully as you (do). 她钢琴弹的我你弹的一样好。
She has finished the work earlier than (it has been ) expected.
【四】with复合结构
with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重
要的作用。本文就此的构成、特点及用法等作一较全面阐述，以帮助同学们掌握这一重要的语法知识。
一、with结构的构成
它是由介词with或without+复合结构构成，复合结构作介词with或without的复合宾语，复合宾语中第一部分宾语由名词或代词充当，第二
部分补足语由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。With结构构成方式如下：
1. with或without-名词/代词+形容词；
2. with或without-名词/代词+副词；
3. with或without-名词/代词+介词短语；
4. with或without-名词/代词 +动词不定式；
5. with或without-名词/代词 +分词。
下面分别举例：
1、She came into the room,with her nose red because of cold.(with+名词+形容词，作伴随状语)
2、With the meal over , we all went home.(with+名词+副词，作时间状语)
3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语，作伴随状语。) The teacher entered the classroom with a book in his hand.
4、He lay in the dark empty house,with not a man ,woman or child to say he was kind to me.(with+名词+不定式，作伴随状语) He could not finish it without me to help him.(without+代词 +不定式，作条件状语)
5、She fell asleep with the light burning.(with+名词+现在分词 ,作伴随状语) Without anything left in the cupboard, shewent out to get something to eat.(without+代词+过去分词，作为原因状语)
二、with结构的用法
在句子中with结构多数充当状语，表示行为方式，伴随情况、时间、原因或条件(详见上述例句)。
With结构在句中也可以作定语。例如：
1.I like eating the mooncakes with eggs.
2.From space the earth looks like a huge water-covered globe with a few patches of land sticking out above the water.
3.A little boy with two of his front teeth missing ran into the house.
三、with结构的特点
1. with结构由介词with或without+复合结构构成。复合结构中第一部分与第二部分语法上是宾语和宾语补足语关系，而在逻辑上，却具有主谓关系，也就是说，可以用第一部分作主语，第二部分作谓语，构成一个句子。例如： With him taken care of,we felt quite relieved.(欣慰)→(He was taken good care of.) She fell asleep with the light burning. →(The light was burning.) With her hair gone,there could be no use for them. →(Her hair was gone.)
2. 在with结构中，第一部分为人称代词时，则该用宾格代词。例如： He could not finish it without me to help him.
四、几点说明：
1. with结构在句子中的位置： with 结构在句中作状语，表示时间、条件、原因时一般放在句子前面，并用逗号与句子分开；表示方式和伴随状况时一般放在句子后面，不用逗号分开。若with结构作定语，则放在所修饰的名词之后，一般不用逗号隔开。
2. with结构作状语时，不定式、现在分词 、和过去分词的区别： 在with结构中，不定式、现在分词作宾补，表示主动，但是不定式表示将要发生的动作，而现在分词表示正在发生或发生了的动作；过去分词表示被动或完成。
例如： With the boy leading the way,we found he house easily.(小男孩已领过路)
With the boy to lead the way,we will find the house easily tomorrow.(小男孩明天将领路)
He lay on the bed with the bedroom door shut.(寝室被关着)
3. with结构与一般的with短语的区别： with结构具有上述功能和特点，而“介词with+名词或代词(组)”组成的一般的with短语在句子中可以作定语和状语。作状语时，它能表示动作的方式、原因，但不能表示时间、伴随和条件。在一般的with短语中，with后面所跟的不是复合结构，也根本没有逻辑上的主谓关系。
4. with结构与独立主格结构的关系： with结构属于独立主格结构，但在结构上，with结构由介词with或without引导，名词前有冠词、形容词、所有格代词或其它词类所修饰，结构较松散；而独立主格结构没有with或without引导，结构严密，名词前可用可不用修饰语。在句法功能上，with结构可以作定语，独立主格结构则不能；独立主格结构通常在句中作状语，但也可以作主语，而with结构则不能。
独立主格在口语中不常用，往往由一个从句代替，而with结构较口语化，较常用。例如：
There were rows of white houses with trees in front of them.(“with+复合宾语”结构，在句中作定语)
A strong man working a whole day could not jump this high.(名词+现在分词构成的独立主格结构，作主语)
The boy said,turning to the man,his eyes opened wide and his hand raised.(独立主格结构，表示伴随状况或行为方式，作状语)
Then last night,I followed him here,and climbed in,sword in hand.(名词+介词短语构成的独立主格结构，作状语，表示伴随情况) board, she went out to get something to eat.(without+代词+过去分词，作为原因状语)
1. John received an invitation to dinner, and with his work _______, he gladly accepted it.（ 安徽）
A. finished B. finishing
C. having finished D. was finished
2.----Come on, please give me some ideas about the project.
----Sorry. With so much work _______ my mind, I almost break down. (2007 福建)
A. filled B. filling
C. to fill D. being filled
3.I couldn’t do my homework with all that noise _______.（ 北京）
A. going on B. goes on
C. went on D. to go on
4.________ two exams to worry about, I have to work really hard this weekend.( 北京)
A. With B. Besides
C. As for D/ Because of
5.It was a pity that the great writer died _______ his works unfinished.(2004 福建)
A. for B. with
C. from D. of
6. The young woman _______ a baby sleeping in her arms was wandering in the street.
A. with B.because C. on D. like
7. Everyone should go to sleep with the light turned off.
A. as B. with C. for D. on
8. _______ so many homework to do, Mary won’t have time to play with her friends this morning.
A. Without B. With C. By D. Because
9. _______ the door open, the noise of the machines is almost deafening.
A. Because B. As C. With D. Because of
10. _______ his mother out, he had to stay at home alone.
A. As B.For C. Because D. With
11. _______ all things considered, her proposal is of greater than his
A. Like B.With C. On D. Without
12. _______ time permitting, we will visit the Summer Palace.
A. By B. On C. With D. As
参考答案：1-5ABAAB
6-12ABBCDBC
模块一（第3讲）
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一Unit 2 （上）
二、教学要求：
1．学习谈论青少年经常遇到的问题 。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）
【知识重点与学习难点】
一、重要单词：
act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.
二、重点词组：
common to对…来说很普遍， turn up调高声音， 出现 a waste of 浪费， no more不再， spare time空余时间， force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求， 本应该， do with 处置， 忍受， 需要 be a mess/ in a mess乱成一团， leave sb in charge 委托 …..负责， act like行为举止象 …, go unpunished不受惩罚， go out熄灭， have one’s arm crossed双臂交叉抱在胸前， deserve to值得去做，常用否定形式表示“不配” be hard on对某人苛刻， now that既然， in the form of以 的形式， than ever before比以前任何时候都， be angry at对某事生气， even if即使， treat sb like…象 一样对待 , argue about为 …而争吵， the cause of起因， differ in many ways在许多方面不同， fit badly非常不合身。
【难点讲解】
1. Eric runs in after it, followed by a big dog, walking very slowly.
埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。
这句话里有两个不同层面上的状语：过去分词短语“followed by a big dog” 是谓语“runs in”的伴随状语，而现在分词短语“walking very slowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。
伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：
He ran after the thief, shouting angrily.
She sat nervously in the grand sitting room, watched closely by the butler.
The soldiers stood silently along the pass, rifles in hand.
2. You weren’t supposed to come home until tomorrow.
你们应该明天才回家的。
be supposed to do sth:被期望或要求去做， 本应该去做。例如；
You are supposed to hand in your articles this Friday.
Girls are supposed to behave more quietly in this country.
在肯定句中until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until 还可以用在强调句中。Not until 放在句首时，句子要倒装。例如：
He slept until 8 o’clock.
He didn’t wake up till e8 o’clock.
It was not until 8 o”clock that he woke up.
Not until 8 o’clock did he wake up.
I won’t be free till Friday.
3. The money with which you were to buy dog food is gone, but Spot looks so hungry.
本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。
“with which you were to buy dog food” 是定语从句， 当关系代词是介词宾语时，介词常放在关系代词之前。例如：
the village we used to live in→the village in which we used to live
主语＋be动词+不定式表示“按计划将要做”，例如；
We are to hold up the enemy while our troups retreat.
The presidential candidate is to make a speech in our town on his way to Washington.
4. We thought you were an adult, a person from whom we could expect good decisions.
我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。
划线部分是“an adult” 的同位语， 它 和“an adult”所指相同，句法功能也相同，是对“an adult”含义进一步的说明。这个同位于本身又带有定语从句from whom we could expect good decisions 。
Expect sth from sb: 期望从某人那里得到或看到某事，例如： You can never expect generosity from a miser.
5. This is not a family where bad behavior goes unpunished.
我们家不是一个放纵不良行为的家庭。
根据上文，this是指 our family。动词go 后面可以跟形容词，表示“变得”，例如：
go bad（变质）, go dry（变干）, go mad（发疯）, go international （国际化）。Go 和一些含否定意义的形容词连用，则表示“不受……的， 未被…的”,如： go unchallenged, go unnoticed.
His theory has gone unchallenged in the world for half a century.
It’s strange that such a mistake can go unnoticed in the textbook.
6. If they knew that Spot was ill and we used the money to take him to the vet…
假如他们知道Spot得了病， 而我们用那笔钱带他去看兽医的话……..
这句话用的是虚拟语气， 省略的部分是： they would understand why the money is gone and the house is a mess. 当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如：
If I were you, I should wait till next week.
I she saw you now, she wouldn’t recognize you.
7. None of us stopped to think and we should have.
我们本应当停下来想想，而我们都没有那么做。
Stop to do表示停下来去做另一件事， stop doing则表示停止正在做的事情。 should have
也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是：
We should have stopped to think, but none of us did.
8. Can you explain to me now why the house was a mess and what you did with the cash we left?
你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗？
Be (in) a mess表示“乱成一团”； do with 表示“处理、处置”常和what 连用，它和deal with 不同，deal with 表示“处理、应付” we left 虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。
一、学生分析：
小学一年级的学生刚刚开始接触英语，在前面的'两个单元里，学生的学习兴趣还很浓，充分利用他们的学习劲头，多做互动和练习，本节课的话题非常贴近生活，也是学生熟悉和感兴趣的，很容易调动学生的学习兴趣，取得良好的教学效果。
二、教材分析：
本节课的内容是颜色，与日常生活有着密切的关系，重点让学生能听说单词green,black,blue,red,yellow,white,能利用生活中的物体进行各种形式的实物教学，对于上这节课来说是非常有优势的。
三、教学目标：
1、知识目标：能听、说、认读单词red ,blue,green, yellow, black, white。能听懂、会说What color is it ?
2、能力目标：能用英语正确表达物品的颜色。
3、情感目标：在对话过程中培养学生的识别能力。
四、教学重、难点：
1、听、说、认读red blue green yellow black white。
2、听懂会说What colour is it ?
3、将本课的知识运用到真实的情景之中。
五、教学过程：
Step1、复习
师生互相问好，操练学过的句型，唱ABC歌曲。
Step2、导入和新课
1、我们生活在一个五彩缤纷的世界里，我们每天能看到各种各样的颜色，小朋友们喜欢这些颜色吗？
2、出示卡片，绿叶，提问：我们身边还有哪些绿色的东西？学生回答。（有效集中学生注意力，学生能积极思考）
3、板书单词green，教读，反复操练，学生跟读。（采取多种方式读，问学生是否喜欢该颜色，有喜欢的送给该学生）
4、分别出示红旗，黑夜，雪花，黄花，大海的卡片，用以上相同的方法教授单词red,black,white,yellow,blue。
Step3、操练
1、随意指认教室里的物体，让学生用英语把它的颜色说出来。
2、男女生分组比赛，看谁说得又快又好。（及时给予表扬）
教学反思
1、本节课主要围绕六种颜色展开话题，这些颜色都是我们在日常生活中常见的，在设计过程中，我以培养学生的学习兴趣为主要出发点，尽可能的给学生创造愉悦的情境，如课一开始，让学生唱英文歌曲，做游戏以便给学生营造一个轻松欢快的氛围。
2、在整个教学过程中，我非常注重学生的听、读、说的训练，单词教学时，我采取了①先听标准发音，②齐读③分小组读④男生读、女生读⑤指名读⑥指名教读这一系列步骤，其目的在于让每个学生都能开口读，而且还要读好，在读的过程中还让学生进行了评价，你认为他（她）读得怎样？虽然学生只能用简短的话语来评价，但学生明白了只要自己用心读，也能读好，增加了学生学好知识的自信心。