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1、辨析except, except for , besidesexcept, except for / that, besides都有除之外的意思,但用法各异,现就它们的用法进行分析比较: 一、except的用法-排除式 except意为只有除外;除去,后跟名词或代词作宾语,强调从整体中除去部分,即except后的部分不包括在整体之内。因此,常和all, everything, no one, nothing等词一起使用。其判别标志是:除去的与保留的是同类项。例如: 1. All of them went out for a walk _ John. A. besides B. except C
2、. beside D. excepts 2. Everyone is here _ Xiao Wang and me. A. except B. besides C. beside D. excepts 析:Key:1. B 2. A。因除去的与保留的是同类项,且1、2题中有信息词All、Everyone。 二、except for/that的用法-排除否定式 except 除后跟名词、代词作宾语外,还可跟介词,也可跟从句。 (1)except for.是除了因为;要不是;除去一点外的意思,表示对一个人或事物,先做一个整体评价,然后再就局部提出一点看法。即一部分被肯定,另一部分被否定,这就是所
3、谓的排除否定式。其判别标志是:除去的与保留的不是同类项。例如: 1. It was dark in the city _ a few weak lights. A. except for B. except C. besides D. but for 2. Your composition is very good _ a few spelling mistakes. A. except that B. except for C. besides D. beside 析:Key: 1. A 2. B。因为除去的与保留的不是同类项,故选except for。 (2)except that. 也是
4、除去一点外的意思,但应注意恰当地使用引导词。若从句句意和结构完整,只需用引导词that。例如: 1. The suit fitted him well _ the color was a little brighter. A. except for B. except that C. except when D. besides 析:Key: B。本题题意为除色彩艳了一点儿外,这套衣服很适合他,从句the color was a little brighter句意和结构完整,只需用引导词that,故选except that。 2. -Can you tell me all about the
5、earthquake? -Sorry, I know nothing about it _ I read in the newspaper. A. except B. except for C. except what D. except that 析:Key: C。因从句中read为及物动词,且其后无宾语,故选except what。 3. Mr Green usually goes to work by bus _ it rains. A. besides B. except when C. except what D. beside 析:Key: B。由于it rains为从句,故排除A
6、、D,且rains为不及物动词,不需要宾语,故排除C。except when 意为除了当的时候。 (3)except for与except that有时可互相转换。例如: 1. Your composition is very good except for a few spelling mistakes. =Your composition is very good except that there are a few spelling mistakes. 2. The village is very quiet except for some birds singing in the w
7、oods. =The village is very quiet except that there are some birds singing in the woods. 三、besides的用法-包括式 besides相当于as well as,意为除了以外还有,即除去一部分还有另外一部分的意思,表示besides 后面的部分包括在整体之内。例如: 1. Does John know any other foreign language _ French. A. except B. but C. besides D. beside 析:Key: C。由本题中的信息词any other f
8、oreign language,可知选besides。 Unit 10 By the time I got outside, the bus had already left The First Period Teaching Aims and Demands 1 Knowledge Objects Key Vocabulary oversleep Target Language What happened? I overslept And by the time I got up, my brother had already gotten in the shower 2 Ability O
9、bjects Teach the students to use the new words Train the students to narrate past events with the Past Perfect Tense Train the students listening and speaking skills with the target language 3 Moral Object Its a good habit to go to bed early in the evening and get up early in the morning So youll ne
10、ver be in a hurry in the morning21世纪*教育网 Teaching Key Points 1 Key Vocabulary oversleep 2 Target Language Narrate past events with the Past Perfect Tense Teaching Difficult Points 1 Train the students to narrate past events with the Past Perfect Tense 2 Train the students to understand the target la
11、nguage in spoken conversation Teaching Methods 1 Thinking of examples from the students real liveswww-2-1-cnjy-com 2 Making sentences by looking at the pictures Teaching Procedures Step I Revision 1 Ask some questions like this: What volunteer work would you like to do? Help the students to answer,
12、Id like to/I love to/I hope to 2 Practice the dialogue in Activity 3c on page 62 again 3 Check the students homework by asking some students to read their sentences with the phrasal verbs Then ask the students to hand in their homework Step 1a First write by the time on the blackboard and tell the c
13、lass the meaning of it Say this sentence to the class: By the time the teacher came in, the students had begun reading English Tell them to note the structure had begun in this sentence Begun is the past participle of begin Explain what is the past participle form of a verb for the students Tell the
14、m it is as the same as the past form for a regular verb And they have to remember the irregular verbs participles one by one Write By the time I came backon the blackboard Say to the class, By the time I came in What had happened? Help one student to answer like this, By the time the teacher came in
15、, Don had written his name on the blackboard Then get more students to answer differently, Read the instructions to the students and read these questions to the class as well What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer
16、them by saying something he or she usually does in the morning Then have the whole class practice in pairs Ask each other the questions After they finish talking, ask one or two pairs to say their conversations to the class Correct the mistakes they may make with the other students Call the students
17、 attention to the pictures in Activity la Then tell students to talk about the pictures in groups of four Move around the classroom, listening to students and offering help Make sure that they talk in English After they all finish talking, ask different groups to tell the class about the pictures St
18、ep 1b Ask the students to read the instructions together Have them look at the two columns, A and B ,in the chart Point out the sample answer Read the two parts of the sentence Then go over the other unconnected parts of sentences, too Play the recording for the first time Students only listen Then
19、play it a second time Let students match two parts of each sentence Check the answers by asking some students to tell their answers Make sure that all of them have got the correct answers by listening Say congratulations to the students who get the answers correctly by guessing Step 1c First play th
20、e recording in Activity 1b again and let the students read after it Do it at least twice Then read the instructions together with the whole class You will make conversations in pairs Each of you will have to take turns being Tina Look at the pictures in Activity la to help you Tell your partner what
21、 happened to you this morning Ask a pair to read the example to the class before they begirt Have the students work in pairs Move around the room offering language support as needed After they all finish talking, ask some pairs to say their conversations to the class Step Summary Step Homework 1 Wri
22、te out the story of Tina, Note to use the target language 2 Revise when to use the Past Perfect Tense and the verb structure of it The Second Period Teaching Aims and Demands 1 Knowledge Objects Target Language By the time she got to class, the teacher had already started teaching When she got to sc
23、hool, she realized she had left her backpack at home When I got home, I realized I had left my keys in the backpack The Three Forms of the verbs 2 Ability Objects Train the students listening skill Train the students writing skill with the target language Train the students speaking skill Train the
24、students to use the three forms of the verbs Teaching Key Points 1 Listening practice with the target language 2 Use the correct verb forms to fill in the blanks by listening 3 Make sentences using the Past Perfect Tense 4 The three forms of the verbs Teaching Difficult Points 1 Write an ending for
25、the story in Activity 2c 2 The three verb forms in Grammar Focus Teaching Procedures Step I Revision 1 Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68 2 Ask students to check each others homework in pairs, pointing out all the mistakes they migh
26、t have made 3 Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is Step 2a Read the instructions to the class Be sure that all of them know what to do Call the students attention to the four pictures Get them to guess the correct order of the pictures fi
27、rst The first one is given as a sample Ask one or two children to tell their stories by describing the pictures according to their own order Play the recording the first time, students only listen Play the recording again and ask the children to number each picture Check the answers with the class a
28、nd see who have ever got the correct answers without listening Step 2b Ask the students to read the instructions together Point out the blanks in the sentences and the verbs in the brackets2-1-c-n-j-y Let the students fill in the blanks with the correct forms individually Move around the classroom c
29、ollecting the common mistakes they may make After they all finish writing, tell them to get ready to listen to the conversation and check their answers Play the recording Students listen and check their answers Correct the answers by asking seven different students to say theirs to the class Step 2c
30、 Ask the whole class to read the instructions together We have a new task now We know Tina was late for class What do you think happened after Tina was late for class?Work with a partner Make up an ending for the story by continuing it The beginning has been given Get students to discuss in pairs Co
31、mplete the ending Make sure they are talking in English Move around the classroom, offering language support if needed After ten minutes, ask students to stop discussing Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the bes
32、t Tell each pair to write down their ending, or do it after class if time is not enough Step Grammar Focus Call students attention to the sentences on the left Ask four different students to read the four sentences and point out where had plus a past participle is used Write the sentences on the bla
33、ckboard Ask the students to make sentences correctly using each form of the verbs in the box Check the answers Step Homework 1 Write down the ending of Tinas story 2 Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3 Review the Grammar Focus The Third Period
34、 Teaching Aims and Demands 1 Knowledge Objects Key Vocabulary bell, ring, go off, rush, run off, on time, give sb a ride, lock, break down Target Language By the time I got there, the bus had already left21世纪教育网版权所有 By the time I woke up, my father had already gone into the bathroom 2 Ability Object
35、s Train the students reading skill with target language Train the students speaking skill with target language Teaching Key Points 1 Guide the students to read the article in activity 3a 2 Help the students do the oral practice with the target language Teaching Difficult Points 1 Help improve the st
36、udents reading skill by Activity 3a 2 Help the students describe what has happened to them with the target language Teaching Procedures Step Revision 1 Revise what happened to Tina by asking several students to tell the story 2 Revise the three forms of the verbs in Grammar Focus by asking four stud
37、ents to write them out on the blackboard 3 Check homework by asking one or two to read their own endings of the stroy 4 Check homework by asking some students to read the sentences which they made Step 3a Ask the whole class to read the instructions together There is an article in Activity 3a Your t
38、ask is to read the story and write the events in the correct order21*cnjy*com Have a look at the sample answer on the right of the article before you start Then let the children complete the work on their own After a while, ask some students to report their answers to the class Write the events on t
39、he blackboard as they report, putting the events in the correct order After checking the answers, tell students to read the article again more carefully Tell them to find out the words or sentences which they cant understand this time A few minutes later, let the students ask questions on the words
40、and sentences which they cant understand Do some explanation and make sure that the students make everything clear about the article Then ask the students to read the article aloud Move around the classroom while they are reading, offering help as needed Next ask students to pick out the sentences w
41、ith the Past Perfect Tense Tell them to underline them and come up with the reason to use the tence Ask two students to read their answers and explain the sentences Step 3b Call the students attention to the photo of the woman sleeping The girl is sleeping She may oversleep How about you? Have you e
42、ver overslept? Get a students to answer the question simply, such as Yes, I have /No, I havent Then ask one student to read the instructions to the class Explain that describe the circumstances means to tell when, where and how the things happened Ask one student who has ever overslept to answer the
43、 first question and describe the circumstance Help him or her use the Past Perfect Tense to describe the circumstance Then ask students to read the questions and write their answers in their exercise books Tell them that they have to describe the circumstances if their answers are Yes, and there sho
44、uld be at least one sentence with the Past Perfect Tense in each description Move around the classroom providing sentences to the ones who need Ask several students to share their stories with the class Correct any mistakes they may make Let them check the answers in pairs Step 3c Ask the whole clas
45、s to read the instructions together Then call the students attention to the sample conversation on the right Ask a pair of the students to read the conversation to the class Please ask your partner the questions in Activity 3b Ask more questions if he or she says Yes Ask the students to work in pair
46、s Encourage them to ask as many questions as they can As they work, move around the room offering help and answering questions as needed Ask some pairs to say their conversations to the class Step homework 1 Write the answers to the questions in Activity 3b 2 Write a conversation in Activity 3c The
47、Fourth Period I Teaching Aims and Demands 1 Knowledge Objects Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fools Day, go off, stay up Target Language When I got there, I found that he had fooled me After an hour, the other kids showld up, and I realized that my brother had fooled me By the time I
