江苏省普通高中英语课程标准教学要求 (人教版高三英语下册教学论文)
【简介】感谢网友“Zzhao”参与投稿，以下是小编为大家准备的江苏省普通高中英语课程标准教学要求 (人教版高三英语下册教学论文)（共14篇），仅供参考，欢迎大家阅读。
篇1：江苏省普通高中英语课程标准教学要求 (人教版高三英语下册教学论文)
江苏省普通高中英语课程标准教学要求
依据《普通高中英语课程标准（实验）》，高中英语课程的总目标是：使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，培养自主学习和合作学习的能力；形成有效的英语学习策略；发展综合语言运用能力。
综合语言运用能力的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础之上的。语言技能和语言知识是综合运用能力的基础，情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的先决条件，文化意识则是得体运用语言的保障。
根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程强调在进一步发展综合语言运用能力的基础上，着重提高学生用英语获取和处理信息的能力，分析和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度、价值观，为学生未来发展和终身学习奠定良好的基础。
高中英语课程的目标以义务教育一至五级的目标为基础，共有四个级别（六至九级）的目标要求。其中七级是高中毕业必须达到的级别要求，八级和九级是为愿意进一步提高英语综合运用能力的高中学生设计的。学生在完成必修课程模块1-5的学习后，应达到七级目标要求；在完成顺序选修课程模块6-8的学习后，应达到八级目标要求；在完成顺序选修课程模块9-11的学习后，应达到九级目标要求。七、八、九级目标总体描述如下：
级 别 目 标 总 体 描 述
七级 有明确和持续的学习动机和自主学习意识。能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。能读懂供高中学生阅读的英文原著简写本及英语报刊。具有初步的实用写作能力，例如：事务通知和邀请信等。能在教师的指导下，主动参与计划、组织和实施语言实践活动。能主动扩展和利用学习资源，从多种渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。理解交际中的文化差异，初步形成跨文化交际意识。
八级 有较强的自信心和自主学习能力。能就熟悉的话题与讲英语的人士进行比较自然的交流。能就口头或书面语言材料的内容发表评价性见解。能写出连贯且结构完整的短文。能自主策划、组织和实施各种语言实践活动，例如：商讨和制定计划、报告实验和调查结果。能有效利用网络等多种教育资源获取和处理信息，并根据需要对所获得的信息进行整理、归纳和分析。能自觉评价学习效果，形成有效的英语学习策略。了解交际中的文化内涵和背景，对异国文化能采取尊重和包容的态度。
九级 能独立、自主地规划并实施学习任务。能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。能就国内外普遍关心的问题（例如：环保、人口、和平与发展等）用英语进行交谈，表明自己的态度和观点。能做日常生活方面的口头翻译。能利用各种机会用英语进行真实交际。能借助词典阅读题材较为广泛的科普文章和文学作品。能用常见的应用文完成一般的写作任务，并具有初步使用文献的能力。能自主开拓学习渠道，丰富学习资源。能关注时事，具有较强的世界意识。
针对我省高中英语教学的实际情况，《江苏省普通高中英语课程标准教学要求》（以下简称《教学要求》）主要是对《英语课程标准》中七级和八级目标中的语言技能和语言知识部分进行目标描述，并提出教学建议（见附录一表1.1、表1.2、表2.1和表2.2）。为便于教师教、学生学，《教学要求》将语言知识中高中语法部分的教学任务单独列表，分别按必修和顺序选修要求进行目标描述（见附录一表3.1和表3.2）。每个语法项目分别设有“学习内容”、“学习要求”和“教学建议”等栏目。各栏目的具体安排是：“学习内容”列出高中阶段学生应学习的内容；“学习要求”主要是针对学习内容提出具体要求；“教学建议”主要是对如何完成教学内容、教学中的应注意的方面或重点难点、学习内容范围、能力要求等方面提出教学建议。
为帮助教师在高一起始阶段做好初、高中教学的衔接工作，《教学要求》中还列出《英语课程标准》义务教育阶段英语学习五级目标中语言技能和语言知识中词汇和语法部分的要求（见附录二表1和表2）以及义务教育阶段语法学习内容（见附录三），供教学中参照。
评价是英语课程的重要组成部分。高中英语课程评价要以课程标准为依据，努力实现评价主体的多元化，鼓励学生、同伴、教师和家长共同参与；实现评价形式的多样化，包括听力、笔试、口试等。提倡形成性评价和终结性评价相结合，定量评价与定性评价相结合，主观题型和客观题型相结合。
形成性评价应采用多种形式，如课堂学习活动评比、家庭作业评定、课外活动参与评比、学习效果自评、学习档案、问卷调查、访谈、家长对学生学习情况的反馈与评价、平时测验等。可采取用描述性评价、等级评定或评分等评价记录方式，注意评价的正面鼓励和激励作用。所有学校均应逐步实施形成性评价。
终结性评价主要指模块结束考试、等级水平考试或结业考试等定量评价。终结性评价考试为非选拔性考试，应注意以下几点：
1、评价要以《英语课程标准》为依据，充分考虑学生认知水平的发展；
2、评价内容应以学生所学内容为主，注重考查学生综合运用语言能力，杜绝偏题怪题；
3、评价应包括考查学生听力、语言知识掌握、阅读理解和书面表达能力等方面；
4、评价内容中应增加有助于学生思维表达的主观题量，使主客观题比例适当。
附录一
表1.1 语言技能目标描述及教学建议（七级）
技能 目 标 描 述 教 学 建 议
听 1. 能识别语段中的重要信息并进行简单的推断；
2. 能听懂操作性指令，并能根据要求和指令完成任务；
3. 能听懂正常语速听力材料中对人和物的描写、情节发展及结果；
4. 能听懂有关熟悉话题的谈话并能抓住要点；
5. 能听懂熟悉话题的内容，识别不同语气所表达的不同态度；
6. 能听懂一般场合的信息广播，例如：天气预报。 1. 帮助学生掌握捕捉细节信息、语段大意的方法。
2. 帮助学生掌握如何听懂常见话题内容，如学校活动安排、天气预报、自然灾害、旅游计划、人物描述、故事情节、生活常识、体育赛事、数字及简单运算、生活经历、电话求助、专题采访等。
3. 帮助学生区别说话者所陈述的是观点还是事实，并能通过语调来体会不同的情感和态度。
4. 帮助学生用缩略、关键词、符号
等手段记录所听信息。
5. 通过鼓励、启发、引导等方法，帮助学生逐渐形成听的策略。
说 1. 日常交际中对一般的询问和要求做出恰当的反应；
2. 根据熟悉的话题，稍做准备后，有条理地做简短的发言；
3. 能就一般性话题进行讨论；
4. 能根据话题要求与人交流、合作，共同完成任务；
5. 能用恰当的语调和节奏表达意图。 1. 提供学生操练各类熟悉话题的机会。
2. 通过示范、鼓励、引导、监控、评价等方法，帮助学生逐渐提高说的能力。
3. 帮助学生掌握谈话技巧。
读 1. 能从一般性文章中获取和处理主要信息；
2. 能理解文章主旨和作者意图；
3. 能通过上下文克服生词困难，理解语篇意义；
4. 能通过文章中的线索进行推理；
5. 能根据需要从网络等资源中获取信息；
6. 能阅读适合高中生的英语报刊或杂志；
7. 除教材外，课外阅读量应累计达到23万词以上。 1. 帮助学生掌握阅读技巧（如,略读skimming， 找读scanning），以获取信息。
2. 帮助学生掌握阅读戏剧、报刊文章、信件、日记、演讲等各类文体的阅读技巧。
3. 帮助学生掌握阅读各类体裁的文章（如，记叙文、议论文和说明文）的阅读技能。
4. 帮助学生掌握预测信息，揣摩作者情感、意图的方法，培养猜测词义、根据上下文推理、总结主旨大意等的技巧。
5. 运用启发、引导、参与、反馈、评价等方法，帮助学生逐渐形成阅读策略。
写 1. 能用文字及图表提供信息并进行简单描述；
2. 能写出常见体裁的应用文，例如：信函和一般通知等；
3. 能描述人物或事件，并进行简单的评论；
4. 能填写有关个人情况的表格，例如：申请表等；
5. 能以小组形式根据课文改编短剧。 1. 提供学生操练信函、通知的书写、人物与事件的描述和表格填写等应用文运用的机会。
2. 运用批改、讲评、示范等方法，帮助学生逐步提高英文写作水平。
表1.2 语言技能目标描述及教学建议（八级）
技能 目 标 描 述 教 学 建 议
听 1. 能识别不同语气所表达的不同情感；
2. 能听懂有关熟悉话题的讨论和谈话并记住要点；
3. 能抓住一般语段中的观点；
4. 能基本听懂广播或电视英语新闻的主题或大意；
5. 能听懂委婉的建议或劝告等。 1. 帮助学生掌握听的策略，在听的过程中培养获取和处理信息的能力。
2. 培养学生语感。
3. 培养学生能评价所听内容、判断语段深层含义的能力。
说 1. 能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感等；
2. 能根据学习任务进行商讨和制定计划；
3. 能报告任务或项目完成的过程和结果；
4. 能经过准备就一般话题作3分钟演讲；
5. 能在日常人际交往中有效地使用语言进行表达，例如：发表意见、进行判断、责备或投诉等；
6. 能做一般的生活翻译，例如：带外宾购物或游览等。 1. 帮助学生提高说的准确性、得体性、流利性和连贯性，不断增强其语感。
2. 帮助学生掌握说的技巧，在说的过程中，能引出话题、维持交谈、转移话题、话轮转移、澄清意思等。
3. 培养学生善于倾听和理解的能力，并能利用正确的语音、语调表达意思和情感。
4. 帮助学生掌握话题演讲的技巧。
读 1. 能识别不同文体的特征；
2. 能通过分析句子结构理解难句和长句；
3. 能理解阅读材料中不同的观点和态度；
4. 能根据学习任务的需要从多种媒体中获取信息并进行加工处理；
5. 能在教师的帮助下欣赏浅显的英语文学作品；
6. 除教材外，课外阅读量应累计达到30万词以上。 1. 帮助学生掌握阅读策略，并运用阅读策略，在阅读过程中培养获取和处理信息的能力。
2. 培养学生运用所学语言知识理解长句、难句的能力，提高其阅读水平。
3. 帮助学生掌握在运用中阅读策略推理判断、猜测词义、理解文章结构、理解图表信息、理解逻辑关系、理解作者意图等方法。
4. 引导学生欣赏英语文学作品，正确评价所读文章。
写 1. 能根据所读文章进行转述或写摘要；
2. 能根据用文字及图表提供的信息写短文或报告；
3. 能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；
4. 能在写作中做到文体规范，语句通顺。 1. 要求学生能正确、清楚地表述事实、观点、情感，并能在写作中运用合理的想象力。
2. 帮助学生掌握写作技巧（整理思路、组织素材、规划文章结构、列出提纲、起草文章、组织语言、遣词造句、修改文章、正确运用标点符号和大小写）。
3. 要求学生写好文章后能自我修改和相互修改。
4. 帮助学生掌握各类体裁（如，记叙文、应用文、议论文和说明文）的写作技巧。
表2.1 语言知识目标描述及教学建议（七级）
知识 目 标 描 述 教 学 建 议
语
音 1.在口头表达中做到语音、语调自然和流畅；
2.根据语音、语调了解话语中隐含的意图和态度；
3.初步了解英语诗歌中的节奏和韵律；
4.根据语音辨别和书写不太熟悉的单词。 1. 帮助学生掌握元音字母、元音字母组合、辅音字母组合、辅音连缀和成节音的基本读音，并能根据语音写出不太熟悉的单词。
2. 帮助学生掌握单词重音、句子重音、读音的变化、语调与节奏的基本规则。
词
汇 1.理解话语中词汇表达的不同功能、意图和态度等；
2.运用词汇给事物命名、进行指称、描述行为和特征、说明概念等；
3.学会使用2400-2500个单词和300-400个习惯用语或固定搭配；
4.了解英语单词的词义变化以及日常生活中新出现的词汇。 1. 帮助学生通过学习和不断运用，掌握2400-2500个单词和300-400个习惯用语或固定搭配。
2. 帮助学生理解不同情景下词汇在语句中所表达出的不同意义。
3. 帮助学生掌握日常生活中新出现的
常用词汇。
语
法 1.掌握描述时间、地点和方位的常用表达方式；
2.理解并掌握比较人、物体及事物的常用表达方式；
3.使用适当的语言形式描述事物，简单地表达观点、态度或情感等；
4.掌握语篇中基本的衔接和连贯手段，并根据特定目的有效地组织信息。 各语法项目详见附录一表3.1
功
能 1.了解日常交际功能的主要语言表达形式；<, /SPAN>
2.在语境中恰当地理解和表达问候、告别、感谢或介绍等交际功能；
3.在日常人际交往中有效地使用得体的语言进行表达，例如：发表意见或进行判断等；
4.运用已学过的功能项目有效地表达情感、意图和态度。 1 帮助学生掌握社会交往、态度、情感、
时间、空间、存在、特征、计量、比
较、逻辑关系、职业等功能意念所涉
及的简单表述的方法。
2. 帮助学生了解并熟悉如何运用已学过的功能项目有效地表达情感、意图和态度。
话
题 1.熟悉个人、家庭和社会交往等方面的话题；
2.进一步熟悉有关日常生活、兴趣爱好、风俗习惯和科学文化方面的话题；
3.熟悉我国一般社会生活的话题，例如：职业、节日、风俗和社交礼仪等；
4.了解英语国家有关日常生活习惯的话题。 1. 通过不断操练，帮助学生掌握个人、家庭和社会交往等方面的话题。
2. 通过大量阅读，帮助学生了解并熟悉有关日常生活、兴趣爱好、风俗习惯、文娱体育、旅游交通和科学文化等方面的话题。
表2.2 语言知识目标描述及教学建议（八级）
知识 目 标 描 述 教 学 建 议
语
音 1.在交际中逐步做到语音、语调自然、得体和流畅；
2.根据语音、语调了解和表达隐含的意图和态度；
3.了解诗歌中的节奏和韵律；
4.根据语音辨别和书写不太熟悉的单词或简单的语句。 1. 帮助学生掌握语音、语调、重音、节
奏等在口语交流中的运用。
2. 帮助学生掌握朗读和演讲中的语音、语调、重音、节奏等技巧。
3. 帮助学生了解英式英语和美式英语
语音之差异。
词
汇 1.运用词汇理解和表达不同的功能、意图和态度等；
2.在比较复杂的情况下，运用词汇给事物命名、进行指称、描述行为和特征、说明概念等；
3.学会使用3300个左右的单词和400-500个习惯用语或固定搭配。 1. 帮助学生通过学习和不断运用，掌握3300个左右的单词和400-500个习惯用语或固定搭配的用法。
2. 帮助学生理解不同情景下词汇在语句中所表达出的不同意义。
语
法 1. 进一步掌握描述时间、地点和方位的表达方式；
2. 进一步理解并掌握比较人、物体及事物的表达方式；
3. 使用适当的语言形式进行描述和表达观点、态度或情感等；
4. 学习并掌握常见语篇形式的基本篇章结构和逻辑关系。 各语法项目详见附录一表3.2
功
能 1.在更广泛的语境中恰当地理解和表达问候、告别、感谢和介绍等交际功能；
2.在日常人际交往中有效地使用得体的语言进行表达，例如：发表意见、进行判断、责备和投诉等；
3.灵活运用已经学过的常用功能项目，进一步学习并掌握新的功能项目；
4.在实际生活中能够较熟练地进行信息沟通。 1. 帮助学生掌握社会交往、情感、态度、时间、空间、存在、特征、计量、比较、逻辑关系、职业等功能意念所涉及的表述。
2. 帮助学生在不同的交际场合时不断学习新的功能项目，并能在实际生活中有效地运用。
话
题 1. 熟悉有关个人、家庭和社会交往等方面的话题；
2. 熟悉有关风俗习惯、科学文化和文学艺术等方面的话题；
3. 熟悉我国一般社会生活的话题，例如：职业、节日、风俗和社交礼仪；
4.了解英语国家有关日常生活习惯的话题。 1. 帮助学生了解语言与文化、环境保护、自然灾害、社会差异、宗教文化、文学艺术等话题内容。
2. 帮助学生了解英语国家日常生活话题内容。
表3.1 语法学习内容、要求及教学建议（七级）
学习内容 学习要求 教 学 建 议
Prepositions and prepositional phrases
(介词和介词短语) 掌握表示时间、地点和方向的常见介词，以及一些常见的介词短语。 用对比分析的方法帮助学生总结归纳以前所学的表示时间、地点、方位等的介词或介词短语的用法以及常见介词短语的构成。
Linking verbs
(系动词) 掌握系动词的基本功能和特点，能够根据语境运用系动词。 1. 采用对比的方法帮助学生总结系动词与一般动词的区别。
2. 帮助学生掌握常用的系动词的用法。
Phrasal verbs
(短语动词) 掌握动词+副词和动词+介词的基本形式及其用法。 1. 帮助学生掌握动词+副词和动词+介词的基本结构和用法。
2. 帮助学生归纳一些常见动词短语的含义以及同一个动词短语在不同语境中意思不同的现象。
3. 短语动词的内容较多，建议在教学中逐步加以归纳和总结。
Modal verbs
(情态动词) 掌握can、may、must、could、might、should、ought to、have to、will等情态动词表示能力、职责、确定、许可、提出要求、给出建议或忠告和提供帮助的基本用法。 1. 帮助学生掌握情态动词的基本用法。
2. 帮助学生理解 “情态动词+动词的进行式”或“情态动词+动词的完成式”所表达的意义。
3. 帮助学生区分几组易混淆的情态动词，如：can 与be able to, shall 与 will, mustn't与needn't, need 与dare。
Future continuous tense
(将来进行时) 理解将来进行时的基本结构和意义。 1. 帮助学生理解将来进行时的意义，并总结它的构成规则。
2. 帮助学生理解将来进行时的语用功能。
Future in the past
(过去将来时) 理解过去将来时的基本结构和意义。 1. 帮助学生理解过去将来时的意义，并总结它的构成规则。
2. 帮助学生理解过去将来时的语用功能。
Present perfect tense
(现在完成时) 掌握现在完成时的构成及用法。 1. 帮助学生复习巩固现在完成时的用法。
2. 帮助学生总结现在完成时的句子中常用的时间状语（already, yet, lately, recently，several times，for + 一段时间，since + 某一时间点等）。
Present continuous tense
(现在完成进行时) 理解现在完成进行时的基本结构和意义。 1．帮助学生学习现在完成进行时的基本结构和用法。
2. 帮助学生区别现在完成时与现在完成进行时的不同用法。
Past perfect tense
(过去完成时) 理解过去完成时的基本结构和意义。 1. 帮助学生理解过去完成时的语用功能和构成规则。
2. 帮助学生总结归纳过去完成时中常用的时间状语（before, by, when, by the end, until, since等）。
3. 帮助学生区别现在完成时和过去完成时的不同用法。
4. 帮助学生了解过去完成时的一些特殊用法，如： hardly...when…, no sooner ... than...等。
The passive voice
(被动语态) 掌握主动语态与被动语态相互转换的方法，被动语态的进行时和完成时的构成以及常见的被动语态的特殊用法。 1. 帮助学生掌握主动语态与被动语态相互转换的方法。
2. 帮助学生掌握现在进行时、现在完成时、过去进行时和一般将来时的被动语态用法。
3. 帮助学生掌握情态动词后跟被动语态的用法。
4. 主动式表示被动意义的语法结构不作进一步拓展。
To-infinitive
(动词不定式) 掌握动词不定式在句中的语法功能，以及省略“to”的不定式的几种用法。 1. 帮助学生复习巩固初中所学不定式的相关内容。
2. 帮助学生掌握不定式的进行式和完成式的构成方法及语用功能。
3. 帮助学生总结省略to的不定式的几种用法。
Verb-ing
(动词的-ing形式--用作名词) 掌握动词的-ing形式作名词时的用法。 1. 帮助学生掌握动词的-ing形式在句中作名词时的用法。
2. 帮助学生掌握可带动词的-ing形式作宾语的常用动词（词组）。
3. 帮助学生掌握可带不定式或动词的-ing形式作宾语的常用动词。
4. 帮助学生掌握forget、remember、regret等动词后接动词不定式或动词的-ing形式的区别。
Verb-ing
(动词的-ing形式 --用作形容词和副词) 掌握动词的-ing形式作形容词和副词时的用法。 1. 帮助学生掌握动词的-ing形式在句中作形容词或副词的用法。
2. 帮助学生掌握动词的-ing形式及其完成式在句中做状语的用法。
Verb-ed
(动词的-ed形式) 掌握动词-ed形式的句法功能
理解动词-ed形式和动词的-ing形式作形容词时的区别。 1. 帮助学生掌握动词-ed形式在句中作定语、表语、宾语补足语和状语的基本句法功能。
2. 帮助学生理解动词-ed形式和动词的-ing形式作形容词时的区别。
3. 帮助学生以表格的形式总结非谓语动词的各种形式在句子中的功能。
Verb-ed and verb-ing
(动词的-ed形式和-ing形式) 掌握动词的-ed形式和-ing形式作定语、状语时的基本用法，及其否定式；
掌握动词的-ing形式的时态和语态的变化。 1. 用对比的方法帮助学生掌握动词的-ing形式和动词的-ed形式作定语和状语时的区别和用法。
2. 帮助学生掌握现在分词的完成式和被动式的用法。
3. 帮助学生掌握动词的-ing形式和-ed形式的否定式的用法。
Negative statements
（否定句） 掌握否定句的构成及其用法。 1. 帮助学生掌握否定句的基本构成方法。
2. 帮助学生掌握含有否定前缀的词与not连用时所表达的含义。
3. 帮助学生掌握一些如seldom, far from等具有否定含义的词或短语的用法。
Question tags
(反意疑问句) 掌握几种常见反意疑问句的用法。 1. 通过典型例句帮助学生理解反意疑问句的基本功能。
2. 帮助学生掌握反意疑问句的基本构成方法，用助动词、情态动词或be动词与相应的人称代词共同构成反意疑问句。
3. 反意疑问句的一些特殊用法可以在以后的练习中逐步总结。
Use of it
（it 的用法） 掌握it 的常见用法。 1. 掌握it作人称代词、非人称代词、先行主语、先行宾语的用法。
2. 掌握某些动词（seem、appear、happen、turn out等）作谓语时，it常用作形式主语的用法。
3. 掌握it 用于强调句型中的用法。
Object complement
(宾语补足语) 掌握宾语补足语的基本结构、意义和功能。 帮助学生掌握宾语补足语的语用功能及名词(词组)、形容词、不定式（或省去to）、分词和介词短语作宾语补足语。
Subject-verb agreement
(主谓一致) 掌握主谓一致的结构和功能。 1. 掌握主谓一致的基本原则，如：语法一致原则、意义一致原则、就近一致原则。
2. 主谓一致的情况较复杂，在第一次出现时不必逐一解释，要帮助学生不断地总结。
Noun clauses
(名词性从句) 掌握宾语从句的结构和功能
理解主语从句、表语从句、同位语从句的基本结构和意义。 1. 帮助学生掌握宾语从句的基本用法；
2. 通过对比的方法帮助学生理解主语从句和表语从句、同位语从句的结构和功能。
3. 帮助学生理解whether引导的主语从句、表语从句、同位语从句的用法。
4. 帮助学生理解以what、 where、 why、how等引导的名词性从句的用法。
5. 帮助学生区别名词性从句中what和that的用法。
Attributive clause
(定语从句) 1. 了解关系词在定语从句中充当的成分；
2. 掌握定语从句中常用关系代词的用法；
3. 掌握介词+关系代词；
4. 关系副词的用法；
5. 掌握非限制性定语从句的用法。 1. 帮助学生初步了解定语从句，以及定语从句中常见的关系代词的基本用法。
2. 帮助学生总结在定语从句中正确使用介词的方法。如：大部分介词的选择是根据从句中的动词来决定的。
3. 让学生初步掌握关系副词的用法。关系代词和关系副词的区别可在不断的练习中帮助学生加深理解。
4. 了解关系副词在更加正式的场合中常用介词+which替代的情况。
5. 让学生观察含有限制性定语从句和非限制性定语从句的句子，帮助他们掌握两种定语从句的区别。
Direct speech and reported speech
(直接引语与间接引语) 掌握直接引语与间接引语的基本结构、意义和功能。 1. 创设语境，帮助学生领悟直接引语与间接引语的语用功能。
2. 帮助学生掌握间接引语的结构和功能。
3. 帮助学生总结直接引语与间接引语相互转换的方法。
表3.2 语法学习内容、要求及教学建议（八级）
学习内容 学习要 求 教 学 建 议
Future in the past
(过去将来时)
掌握过去将来时的基本结构、意义和功能。 1. 帮助学生理解过去将来时的意义，并掌握它的构成规则。
2. 帮助学生掌握过去将来时的语用功能。
Future continuous tense
(将来进行时) 掌握将来进行时的基本结构、意义和功能。 1. 帮助学生理解将来进行时的意义，并掌握它的构成规则。
2. 帮助学生掌握将来进行时的语用功能。
Past perfect tense
(过去完成时) 掌握过去完成时的基本结构、意义和功能。 1. 帮助学生掌握过去完成时的语用功能和构成规则。
2. 帮助学生掌握过去完成时中常用的时间状语（before, by, when, by the end, until, since等）。
3. 帮助学生掌握现在完成时和过去完成时的区别。
4. 掌握过去完成时的一些特殊用法，如：scarcely…when..., hardly...when…, no sooner ... than...等。
Present continuous tense
(现在完成进行时) 掌握现在完成进行时的结构、意义和功能。 1. 通过复习现在完成时的用法，帮助学生学习并掌握现在完成进行时的用法。
2. 帮助学生区别现在完成时与现在完成进行时的用法。
Subject
complement
(主语补足语) 掌握主语补足语的基本结构、意义和功能。 帮助学生掌握主语补足语的语用功能及名词(词组)、形容词、不定式、分词和介词短语做主语补足语。
Noun clauses
(名词性从句) 掌握名词性从句(主语从句、表语从句、同位语从句)的基本结构、意义和功能。 1. 通过对比的方法帮助学生掌握主语从句、表语从句、同位语从句的基本用法。
2. 帮助学生掌握whether引导的主语从句、表语从句、同位语从句的用法。
3. 帮助学生掌握以what、where、why、how等引导的主语从句、表语从句、同位语从句的用法。
4. 帮助学生区别并掌握主语从句、表语从句、同位语从句中what和that的用法。
5. 帮助学生掌握同位语从句的基本用法，如在名词news, fact, order, idea, promise, message, hope, opinion, impression, evidence, belief, conclusion, possibility, story, doubt等后所接的同位语从句。
Ellipsis
（省略） 掌握省略结构、省略句的基本用法。 1. 帮助学生掌握常见的省略结构、省略句的基本用法。
2. 帮助学生掌握在一些特殊文体中使用省略结构、省略句的情况。
Inversion
（倒装） 掌握部分倒装和完全倒 装的基本用法。 1. 帮助学生掌握使用部分倒装的几种常见句型的用法。
2. 帮助学生掌握使用完全倒装的几种常见句型的用法。
3. 帮助学生掌握虚拟语气中的倒装。
Emphasis
(强调) 掌握运用副词强调、运用助动词强调谓语和强调句的基本用法。 1. 帮助学生掌握so、such、really、just等表示强调的单词的用法。
2. 帮助学生掌握强调句的基本句型：It is/was+被强调部分+ that+其他成分。
3. 帮助学生掌握强调时间的句型：It was not until…that…。
4. 帮助学生掌握在陈述句中用助动词do/does或did来加强语气的用法。
Subjunctive mood
（虚拟语气） 1. 掌握与现在、过去、将来事实相反的虚拟语气的用法；
2. 掌握虚拟语气的一些常见的特殊用法。 1. 帮助学生掌握与现在、过去和将来事实相反的条件从句、主句中虚拟语气的用法；以及宾语从句中虚拟语气的用法。
2. 帮助学生掌握虚拟语气的倒装结构。
3. 帮助学生掌握混合虚拟语气的用法。
4. 帮助学生掌握常用介词短语（代替条件状语从句）表示虚拟语气的用法。
5. 帮助学生掌握含有连词“even if, as if, as though , if only”的虚拟语气的用法以及其它连词引导的虚拟语气的用法。
附录二
表1 语言技能目标（五级）
技能 目 标 描 述
听 1. 能根据语调和重音理解说话者的意图；
2. 能听懂熟悉话题的谈话，并能从中提取信息和观点；
3. 能借助语境克服生词障碍、理解大意；
4. 能听懂接近正常语速的故事和记叙文，理解故事的因果关系；
5. 能在听的过程中用适当的方式做出反应；
6. 能针对所听语段的内容记录简单信息。
说 1. 能就简单的话题提供信息，表达简单的观点和意见，参与讨论；
2. 能与他人沟通信息，合作完成任务；
3. 能在口头表达中进行适当的自我修正；
4. 能有效地询问信息和请求帮助；
5. 能根据话题进行情景对话；
6. 能用英语表演短剧；
7. 能在以上口语活动中语音、语调自然，语气恰当。
读 1. 能根据上下文和构词法推断、理解生词的含义；
2. 能理解段落中各句子之间的逻辑关系；
3. 能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；
4. 能读懂常见体裁的阅读材料；
5. 能根据不同的阅读目的运用简单的阅读策略获取信息；
6. 能利用字典等工具书进行学习；
7. 除教材外，课外阅读量应累计达到15万词以上。
写 1. 能根据写作要求，收集、准备素材；
2. 能独立起草短文、短信等；
3. 能使用常见的连接词表示顺序和逻辑关系；
4. 能简单描述人物或事件；
5. 能根据所给图示或表格写出简单的段落或操作说明。
表2 词汇、语法目标（五级）
知识 目 标 描 述
词
汇 1. 了解英语词汇包括单词、短语、习惯用语和固定搭配等形式；
2. 理解和领悟词语的基本含义以及在特定语境中的意义；
3. 运用词汇描述事物、行为和特征，说明概念等；
4. 学会使用1500-1600个的单词和200-300个习惯用语和固定搭配。
语
法 1. 了解常用语言形式的基本结构和常用表意功能；
2. 在实际运用中体会和领悟语言形式的表意功能；
3. 理解和掌握描述人和物的表达方式；
4. 理解和掌握描述具体事件和具体行为的发生、发展过程的表达方式；
5. 初步掌握描述时间、地点、方位的表达方式；
6. 理解、掌握比较人、物体及事物的表达方式。
附录三
义务教育阶段语法学习内容
1. 名词
(1) 可数名词及其单复数 (2) 不可数名词
(3) 专有名词 (4) 名词所有格
2. 代词
(1) 人称代词 (2) 物主代词：形容词性物主代词；名词性物主代词
(3) 反身代词 (4) 指示代词
(5) 不定代词：many, much, a lot of, lots of, plenty of, some, any, all, both, each, either, none, someone, somebody, nobody, anybody, something, anything, nothing
(6) 疑问代词
3. 数词
(1) 基数词 (2) 序数词
4. 介词和介词短语：用在时间名词前的介词；用在地点、方位前的介词；描述事物运动方向的介词（across, along, through, round, from, up, down, over, to）；because of；in order to; as a result
5. 连词: and, but, when, while, before, after, until, as, as soon as, because, as, since, so
6. 形容词（包括比较级和最高级）
7. 副词（包括比较级和最高级）：频度副词；表顺序的副词（first, then, next, afterwards, finally）；表方式的副词（quietly, gently; easily …）；常用于完成时态中的副词
8. 冠词（定冠词和不定冠词）
9. 动词
(1) 动词的基本形式 (2) 及物动词和不及物动词
(3) 助动词： used to (be used to)
(4) 情态动词：can, could 表示能力；can, could 表示可能性；may, might 谈论可能性；should, ought to, must谈论应该怎样；need谈论需要; dare;用should, ought to, had better, have to, must谈论建议；用can, could, may, might 谈论许可
(5) 不定式：常与不定式连用的动词；用动词与不定式转述某人的命令、请求和建议；疑问词加不定式
10. 时态
(1) 一般现在时 (2)一般过去时
(3) 一般将来时：will, shall, be going to；用一般现在时表示将来；用现在进行时表示将来
(4) 现在进行时 (5) 过去进行时
(6) 现在完成时 (7) 过去完成时
11. 被动语态：被动语态的一般现在时和一般过去时
12. 句子种类
(1) 陈述句
(2) 疑问句（一般疑问句、特殊疑问句、选择疑问句、反意疑问句）
(3) 祈使句 （4）感叹句
13. 句子成分
(1) 主语 （2）谓语
（3）表语 （4）宾语
（5）定语 （6）状语
（7）宾语补足语
14. 并列复合句
15. 主从复合句
(1) 宾语从句：that, if, whether 及wh- 疑问词
(2) 状语从句：条件从句（主句用一般将来时；主句用一般现在时）；原因状语从句；结果状语从句（so… that …）；让步状语从句（although, unless）；目的状语从句（so that）
(3) 定语从句：that, who, which
16. there be 句型
17. 用why not, why don't you, perhaps谈论建议
18. 比较结构：形容词/副词比较级+than或最高级；数量比较；原级比较；like, alike；the same as, different from
19. 虚拟语气：wish
20. 直接引语与间接引语：无时态变化；有时态变化
21. 五种句子结构
（1）S + V （2）S + V +DO
（3）S + V + P （4）S + V + IO +DO
（5）S + V +DO + OC
责任编辑：李芳芳
篇2：[辅导]高中英语常用词语辨析 (人教版高三英语下册教学论文)
[专题辅导]高中英语常用词语辨析
一、believe和believe in 用法不一样
[观察分析]
1. Long ago ,people believed that the world was flat.很久以前，人们相信地球是扁平的。
2. I can quite believe you .我很信得过你。
3. We believe him to be honest.我们相信他是诚实的。
4. I don’t believe in fate. 我不相信命运。
5. Do you believe in the Bible?你相信《圣经》吗？
6. I don’t believe what you have said because I don’t believe in you .我不信你说的话，因为我不信任你。
[思考归纳]
believe 和believe in 在意义上有何区别？
believe一般是指相信某人_______；believe in 一般指_______某人或是对某种理论的____。
二、 情态动词+have done结构的含义及其运用
[观察分析]
1. You should have finished your homework earlier.你应该早就把作业做好了的。
2. It is wet on the ground .It must have rained last night.地上湿的。昨晚一定下雨了。
3. He is a successful businessman. In the past years, he must have worked very hard.他是一个成功的商人。在过去的几年里，他一定工作很努力。
4. There is no light in his house. He might have gone out.他的房子里没有灯光。他可能出去了。
5. You are late again. You shouldn’t have got up so late. 你又迟到了。你不该起的这么晚。
6. You needn’t have lent the book to him. He has got it.你不必把书给他的。他已经有了。
7. You are not an honest girl. You ought not to have told lies to others.你不是个诚实的女孩子。你不该跟别人撒谎。
8. Can’t you see the sign – No Smoking ? You ought not to have smoked here .你没看到那个标志吗？你不该抽烟的。
[思考归纳]
问题1.should / ought to / might /need 等 +have done 表示什么含义并如何运用？
回答：这样的句型常用来表示该做的/可能要做的/需要做的事情，没有做或发生的时候；他们的否定形式表示不该做或发生的事情而___＃_____。
问题2. must +have done 什么含义如何运用？
回答：这样的句型常用于______：对于发生了或是已经发生的事情的猜测。
三、初探“with everyone clapping and having fun”结构
[观察分析]
1. With the spring coming, the trees turn green.春天来了，树木变绿了。
2. It’s impolite of you to sit with your feet pointing to others.你坐着用脚指着别人是不礼貌的。
3. He soon fell asleep with the lights still burning.他很快就睡着了，灯还亮着。
4. He lay on the grass ,with his eyes looking at the sky.他躺在草地上，眼睛看着天空。
5. The parents went out ,with their children staying at home .父母们都出去了，孩子们呆在家里。
[思考归纳]
1. 这个结构是如何构成的？
回答：with 是_____后面跟名词、代词做______，然后后面再跟动词的______形式做宾语_____。（因为宾语和动词在逻辑上有_______关系。）
2. 这个结构在句中表示什么意义？
回答：整个with结构在句中一般作______。例如方式状语、伴随状语等。
四、break up和 break down 用法辩异
[观察分析]
1. The ship broke up on the rocks.船触礁破裂了。
2. What broke up their friendship?谁破坏了他们的友谊。
3. Their marriage broke up . 他们的婚姻破裂了。
4. The police had to use force to broke up the crowd警察不得不用武力驱散人群。.
5. I am sorry to arrive late, but my car broke down halfway.抱歉我来晚了，我的车在半路上坏了。
6. The peace talks broke down without any agreement being reached.和谈失败了，没有达成任何协议。
7. I can’t have you breaking down in health.我不能让你的身体一天天垮下去。
8. Sugar and starch are broken down in the stomach.糖和淀粉会在胃里分解。
思考归纳
这两个词组分别是什么意思？
break up 是指__________________。例如解散人群，关系破裂、某物破碎等。
Break down 是指________________。例如车发生故障，计划等失败、身体垮了、分解物质等。
五、matter一词值得一探
[观察分析]
1. Is anything the matter ? 有什么问题吗？
2. You look a bit pale. What’s the matter with you ? 你看起来脸色有点苍白。
你怎么了？
3. There is an important matter I would like to talk to you about.有一件重要的事情我要跟你讨论。
4. It doesn’t matter whether it rains or not tomorrow.明天是否下雨没什么关系的。
5. It doesn’t matter that you came late. 你来晚了没什么关系。
6. Pain doesn’t matter to him. He is very strong.痛苦对他来说没什么关系。他身体很强壮。
7. It doesn’t matter to me which one you choose.对我来说你选择哪一个都 没关系。
8. No matter what you do ,I won’t forgive you.不管你做什么，我都不会原谅你。
9. No matter where he is ,I will find him.不管他在哪，我都会找到他。
10. No matter how late you come, I will wait for you .不管你来得有多晚，我都会等你。
[思考归纳]
1. 当matter 用作名词是何意义？如何使用？
回答：matter用作名词表示_________，一般在句中用的时候要在matter的前面加上________。
2. 当matter用作动词是和意义？如何使用？
回答：matter用作动词表示________,一般用于否定句或是_______；后面可以跟what ，where，when ，whether等引导的从句。
3. no matter 引导的是什么从句，在句中做什么成分，如何来构成。
no matter 一般引导__________从句，它后面可以跟_______________________等引导的从句
六、 to one’s surprise 结构知多少
[观察分析]
1. To my surprise , he could escape from that big fire.令我惊讶的是，他能够从那场大火里逃脱出来。
2. To our great surprise, our team won the football match. 令我们很吃惊的是，我们队赢了足球赛。
3. To my joy, I could pass the difficult math exam.令我高兴的是，我能 通过那次很难的数学考试。
4. To his sorrow, his whole house was destroyed in the earthquake.令他悲伤的是，他的整座房子都在地震中毁掉了。
5. To her delight, she has got a new job in the company.令她高兴的是，她在那个公司里找到了一个新工作。
6. To our satisfaction, he could get the first prize in the competition. 我们满意的是，他在比赛中获得了一等奖。
7. To his amazement, his parents got him in such a short time.令他吃惊的是，他的父母亲在那么短的时间里就回来了。
8. To our excitement, we won the battle against the enemies.令我们激动的是，我们赢得了跟敌人的战斗。
[思考归纳]
to one’s surprise 类似的结构是怎样组成的，表示什么意义并如何使用？
回答：这样的词组一般是to 后面跟______ +表示感情或是情绪变化的____ ，通常表示某人的一种情绪和感情。一般在句中作 _________。
七、have sb do 与 have sb doing 用法比较
[观察分析]
1. The boss often has workers work for a long time.那个老板经常让他的工人长时间工作。
2. I would like to have him help me to finish the work.我想让他帮我完成那个工作。
3. Who would you rather have post this letter ? 你想让谁帮你寄这封信？
4. Don’t have the machine working all the time.不要让这个机器一直在运转。
5. It’s impolite to have him waiting outside for such a long time.让他在外面等这么长时间是不礼貌的。
6. You should be careful! Have the fire burning till tomorrow morning.你应该小心。让火一直燃烧到明天早上。
[思考归纳]
1. 两个词组分别是什么意义？
回答：have sb do 表示_________ 与 make /let sb do近义；have sb doing 表示_________。与keep sb doing近义。
2. 两个词组在用法上有什么不同？
回答：前者表示让某人去做了某事，所以用________（have sb to do ）；后者表示让某人一直做某事，所以用__________（have sb doing）
八、初探现在分词作状语
[观察分析]
1. He came running back to tell us the news. 他跑着回来告诉我们这个消息。
2. Playing all day, you will waste your valuable time.如果你整天玩，就会浪费你的宝贵时间。
3. He husband died ,leaving her with five children.她丈夫死了，留下了她和她的五个孩子。
4. Knowing that they were going there ,the students began to make preparations.当学生们知道他们要去那儿，就开始作准备了。
5. Not feeling very well, he went to see the doctor.因为感到不舒服，他就去看医生了。
6. Being ill ,he didn’t go to school.因为生病，他就没去上学。
7. Being afraid of his parents, he didn’t go downstairs.因为害怕他的父母，他没有下楼下楼。
8. Reading English novels , he seldom looks up new words in a dictionary.他看小说时很少少查字典。
[思考归纳]
1. 在句中为什么要用现在分词做状语？
回答：如果分词的逻辑主语和句中的主语是________，那就用现在分词在句中状语。
2. 现在分词在句中可以作什么状语？
回答：现在分词在句中可以做__________________________。
九、 初探what引导的名词性从句
[观察分析]
1. What he said is true.他说的是真的。
2. What really interested him was to travel outside. 确实能吸引他的是出去旅游。
3. Do you know what we are going to do this evening.你知道今晚我们要做什么吗？
4. What he does is also what I want to do . 他做的就是我想做的。
5. You are welcome. That’s what I should do .你太客气了啊。是我应该做的。
6. He didn’t know what was the matter.他不知道发生什么了。
7. That’s what I am doing now.那就是我现在在做的事情。
8. Our city is not what it used to be .我们的城市再也不是过去的那个样子了。
[思考归纳]
1. what引导的名词性从句在句中可做什么成分？
回答：what引导的名词性从句可以在句中做_______、________、________等。
2．这些名词性从句中，什么时候用what来引导？
回答：首先，判断这些从句是什么从句，再结合中文意思，最后去分析从句的结构。What在句中可以作 ________、_________ 、________等。
十、 in order to， in order that, so that 与 so as to用法探异
[观察分析]
1． People must eat in order to live.人们必须吃饭才能生活。
2． He works very hard in order to support his family.他努力工作是为了养家糊口。
3． He got up very early in order to catch the first bus.他起的很早是为了赶上头班车。
4． We should work hard in order that we can pass the exam.为了能通过考试，我们应该努力学习。
5． They talked in a very low voice in order that they could not be heard.为了不让别人听见他们讲话，他们用很低的声音讲话。
6． In order to get home on time, he didn’t rest on his way . 为了能够准时回到家，他在路上都没有休息。
7． We hurried so as to be in time.我们赶紧走，好及时到。
8． Speak clearly so that everybody can understand you .请说清楚点，这样每个人都能明白你。
9． He often told lies,so that no one believe him .他经常撒谎，都没人相信他。
10. Please wear your sun glasses so that the sun won’t burn your skin.请带上太阳眼镜，这样太阳就不会晒伤你的皮肤。
[思考归纳]
1. 这些词组是什么意思？
回答：这几个词组在意思是差不多的，都表示__________。
2. 这些词组在句中作什么成分？用法上有什么不同？
回答：这些词组在句中一般做状语，表示______。so as to 和 in order to 后面一般跟________；前者引导的动词不定式不可放在______，而后者引导的可放在______。so that 和in order that 一般后面跟_______。
责任编辑：李芳芳
篇3：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4：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5：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6：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
篇7：被动语态(人教版高三英语下册教学论文)
被动语态
(一)语态分类
英语动词有两种语态，主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。如：
They will build a new bridge over the river. (主动)
A new bridge will be built over the river. (被动)
汉语中常用“被”、“给”、“由”、“受”等词用来表示被动，而英语用：助动词be+ 及物动词的过去分词构成。
(二)被动语态的时态、人称和数的变化
主要体现在be的变化上，其形式与系动词be的变化形式完全一样。以give为例，列表如下：
［注］被动语态没有将来进行时和过去将来进行时。
(三)被动语态常用的八种时态
1. 一般现在时
People grow rice in the south of the states.
鯮ice is grown in the south of the states.
The school doesn't allow us to enter the chemistry lab without a teacher.
鯳e are not allowed to enter the chemistry lab without a teacher.
2. 一般过去时
They agreed on the building of a new car factory last month.
鯰he building of a new car factory was agreed on last month.
He had a strange way of making his classes lively and interesting.
And the students didn't forget his lessons easily.
鯤e had a strange way of making his classes lively and his lessons were not easily forgotten.
3. 一般将来时
They will send cars abroad by sea.
鯟ars will be sent abroad by sea.
They will give plenty of jobs to school-leavers.
鯬lenty of jobs will be given to school-leavers.
4. 过去将来时
The manager said they would complete the project by the end of the year.
鯰he manager said the project would be completed by the end of the year.
The workers told me they would mend the car as soon as possible.
鯰he workers told me that the car would be mended as soon as possible.
5. 现在进行时
The radio is broadcasting English lessons.
鯡nglish lessons are being broadcasted on the radio.
--Have you moved into the new house?
--Not yet. We are painting the rooms.
鯰he rooms are being painted.
6. 过去进行时
--Why didn't they drive there on time?
--Because the workers were mending the road.
鯞ecause the road was being mended.
This time last year we were planting trees here.
鯰rees were being planted here this time last year.
7. 现在完成时
Someone has told me the sports meet might be put off.
鯥 have been told the sports meet might be put off.
We have brought down the price.
鯰he price has been brought down.
8. 过去完成时
When I got to the theatre, I found they had already sold out the tickets.
鯳hen I got to the theatre, I found the tickets had already been sold out.
The whole country was very sad at the news of his death; People had considered him to be a great leader.
鯤e had been considered to be a great leader.
9. 含有情态动词的被动语态
含有情态动词的被动语态是由“情态动词+ be+ 及物动词的过去分词”构成。
The teacher said, “You must hand in your compositions after class. ”
鯰he teacher said, “Your compositions must be handed in after class. ”
He can write a great many letters with the computer.
鯝 great many letters can be written with the computer by him.
(四)被动语态的使用
1. 当不知道或没有必要指出动作的执行者时，常用被动语态，这时往往不用by短语。
“Mr. White, the cup with mixture was broken after class. ”(只是告诉老师杯子坏了，不知是谁弄坏的，或不想说出谁弄坏的)。
2. 突出或强调动作的承受者，如果需要说出动作的执行者，用by短语。
These records were made by John Denver.
The cup was broken by Paul.
3. 当汉语句子的主语既不是动作的执行者，也不是动作的承受者时，这时常用in+ 名词作状语，而代替by短语。
These cars were made in China.
15, 000 cars will be produced each year in the new factory.
(五)主动语态变被动语态的方法
1. 把主动语态的宾语变成被动语态的主语。
2. 把主动语态的谓语变成被动语态的be+ 过去分词，时态要与原句保持一致。
3. 把主动语态的主语变为介词by的宾语，放在被动语态里谓语动词之后，by短语可以省略。如果原句主语是地点名词，在被动语态中用in+ 地点名词作状语。如：
My aunt invited me to her dinner party.
主语 谓语 宾语
I was invited (by my aunt )to her dinner party.
主语 谓语 宾语
The school set up a special class to help poor readers.
A special class to help poor readers was set up in the school.
(六)语态转换时所注意的问题
1. 把主动语态变为被动语态时，其谓语动词的时态要与原句时态保持一致，其谓语动词的数要与新主语保持一致。
We have bought a new computer.
鯝 new computer has been bought. (正确)
A new computer have been bought. (错误)
2. 含有双宾语的主动句变被动句时，可分别将其中的一个宾语变为主语，另一个不动，一般变间接宾语为主语时比较多。
My uncle gave me a present on my birthday.
I was given a present on my birthday.
如果把直接宾语(指物)改为主语，则在间接宾语(指人)前加适当的介词，如上句还可以说：
A present was given to me yesterday.
注意：一般在下列动词后，常在间接宾语前用介词to，如：
bring, give, hand, lend, offer, pass, pay, promise, sell, show, take, teach, tell等。
The magazine was passed on to me.
The cup with mixture was showed to the class.
My bike was lent to her.
一般在下列动词后，间接宾语前用介词for, 如：
build, buy, cook, cut, choose, do, fetch, find, fix, get, keep, make, order, paint, play, sing等。
Mother made me a new skirt.
A new skirt was made for me.
The meat was cooked for us.
Some country music was played for us.
有些既不用to也不用for, 根据动词与介词的搭配关系。
He ask me a question.
A question was asked of me.
People all over the world know the Great Wall.
The Great Wall is known to people all over the world. (不用by短语)
3. 由动词+ 介词或副词构成的短语动词，要把它们作为整体看，即把它们看成一个及物动词，介词或副词不可拆开或漏掉。这类动词有：
不及物动词+ 介词，如: agree to, ask for, laugh at, operated on, listen to, look after, think of, talk about等。
The patient is being operated on.
The problem is solved. It needn't be talked about.
及物动词+ 副词：如：bring about, carry out, find out, give up, hand in, make out, pass on, point out, put away, put off, think over, turn down, work out, turn out等。
His request was turned down.
The sports meet will be put off because of the bad weather.
4. 带复合宾语(宾语+ 宾补)的动词改为被动语态时，一般把主动结构中的宾语改为主语，而宾语补足语保留在谓语动词后面。如：
We always keep the classroom clean.
鯰he classroom is always kept clean.
She told us to follow her instructions.
鯳e were told to follow her instructions.
注意：在see, watch, hear, notice, listen to, look at, make, feel等动词后作宾语补足语的动词不定式都不带to，但改成被动语态后都带to，这时不定式为主语补足语，也就是说不定式作主语补足语不存在省略to的问题。
We often hear him play the guitar.
He is often heard to play the guitar.
The earthquake made the road fall onto another one below.
The road was made to fall onto another one below by the earthquake.
注意：带有复合宾语的句子，如果宾语补足语是名词，变被动句时，应将宾语变为主语，不要误把宾语补足语的名词作主语。如：
Tomatoes were first taken back to Europe and people called them love apples.
误：Love apples were called them.
正：They were called love apples.
5. 还有一种短语动词由动词+ 名词+ 介词构成，变被动语态有两种形式，如下：
1)We take good care of the books.
鯰he books are taken good care of.
Good care is taken of the book.
2)You must pay attention to your pronunciation.
Attention must be paid to your pronunciation.
Your pronunciation must be paid attention to.
用于这类结构的短语动词常见的有：catch sight of, make use of, pay attention to, set fire to, take care of, take hold of, take notice of, keep an eye on等。
6. 当主动句的主语是nobody, no one等含有否定意义的不定代词时，被动句中将其变为anybody, 作by的宾语，并将谓语动词变为否定的被动语态。如：
Nobody can answer this question.
误：The question can be answered by nobody.
正：The question can not be answered by anybody.
7. 当否定句中的宾语是anything, anybody, anyone等不定代词时，在被动句中应将其分别变为nothing, nobody, no one作主语，并将谓语动词变为肯定的被动语态。如：
They haven't done anything to make the river clean.
鑫螅篈nything hasn't been done to make the river clean.
正：Nothing has been done to make the river clean.
8. 以who为主语开头的疑问句，变被动时，用by whom放在句首：
Who wrote the story?
鑫螅篧ho was the story written?
正：By whom was the story written?
9. 有些动词既是及物又是不及物，当它们和well, badly, easily等副词连用时，表示主语内在品质或性能，是不及物动词，用主动表示被动，这时不用被动语态，常见的有：write, read, clean, sell, wash, cook等。如：
The cloth washes easily. 这布很好洗。
The new product sells well. 这新产品很畅销。
The pen writes smoothly. 这支笔写字很流畅。
The books sell well. (主动句)
对比：
The books were sold out. (被动句)
The meat didn't cook well. (主动句)
对比：
The meat was cooked for a long time over low heat. (被动句)
10. 下列情况主动句不能改为被动句：
第一，感官系动词一般用主动形式表示被动意义，如：feel，look, seem, taste, sound, remain等。
--Do you like the material?
--Yes, it feels very soft.
误：It is felt very soft.
The food tastes delicious.
误：The food is tasted delicious.
The pop music sounds beautiful.
误：The pop music is sounded beautiful.
第二，谓语是及物动词leave, enter, reach, suit, have, benefit, lack, own等。如：
He entered the room and got his book.
误：The room was entered and his book was got.
She had her hand burned.
误：Her hand was had burned.
第三，一些不及物动词短语没有被动语态，如：take place, break out, belong to, lose heart, consist of, add up to等。如：
The fire broke out in the capital building.
误：The fire was broke out in the capital building.
第四，不及物动词没有被动语态，如：rise, happen, succeed, remain, lie等。
1)When we got to the top of the mountain, the sun had already risen.
误：The sun had already been risen.
2)After the earthquake, few houses remained.
鑫螅篈fter the earthquake, few houses were remained.
第五，宾语是反身代词，相互代词，同源宾语，不定式，v-ing形式及抽象名词等，不能变为被动句子的主语，如：
I taught myself English.
鑫螅篗yself was taught English.
We love each other.
鑫螅篍ach other is loved.
11. 汉语有一类句子不出现主语，在英语中一般可用被动结构表示，如：
据说……It is said that…
据报导……It is reported that…
据推测……It is supposed that…
希望……It is hoped that…
众所周知……It is well known that…
普遍认为……It is generally considered that…
有人建议……It is suggested that…
1)It is reported that it is going to rain tomorrow.
2)It is well known that Thomas Edison invented the electric lamp.
在英语语言中，被动语态是极常见的语言现象，人们进行语言交际，离不开对被动语态的使用，熟练掌握被动语态也为下一步学习打下良好的基础，在动词-ing形式，不定式等结构中，都有被动式，都需要运用被动语态的知识去理解。
责任编辑：李芳芳
篇8：作文(人教版高三英语下册教学论文)
I’d like to introduce a program named Learning Chinese to in the international channel CCTV 9, which is convenient for to watch at home. You can watch this program at 09:15 or at 15:15 from Tuesday to Saturday every week. Da Shan, a Canadian, who hosts Learning Chinese and becomes popular with foreigners, has rich experience of learning Chinese. Since Beijing Olympics, the content of this program has been enlarged, which includes Communication Chinese, Travel Chinese and PE Chinese. Being easy to understand, easy to learn and interesting, it is suitable for you to get the hang of Chinese culture and spread it wherever you go.
14分 表达流畅、自然；只有个别用词错误。
Saving the Resources
The story tells us that Peter ignored the running water tap when he passed by it. After Mary came up to turn it off and scolded him, Peter still thought it was none of his business.
In my opinion, Peter is wrong because he lacks the sense of responsibility to save the resources. As the society develops, we are in short of many kinds of resources. Turning a running tap off is such an easy thing that everyone can do. Everyone can contribute to the environment by doing such little and easy things. Peter’s thought is quite harmful.
One day, when I walked along the street, I saw a young boy picking up waste paper on the ground to get it recycled. I was moved by his behaviour, so I went up to help him. It was a beneficial experience for me.
If the idea of saving resources can be spread in the society, our world may become more beautiful.
22分
责任编辑：李芳芳
篇9：数词 (人教版高三英语下册教学论文)
数词
1. dozen , score
2. in the (early/ late)nineties / in the 1990s/ in the 90’s 在九十年代
in one’s (early/ late)nineties 在某人九十多岁
3. 分数的表达法:
1/2 a half/ one half 1/4 a/ one quarter
3/4 three fourths / three quarters 3 1/4 three and on quarter
4. nine ----ninth / ninety
four---- fourth/ forty (第九四十有变化)
5. 小数的读法
0.4 zero point four / point four 10.23 ten point two three
1.03 one point o three
1.03 meters/ 0.5 meter
6. 百分数的读法
50% fifty percent (percent 无复数形式)
7. 加减乘除法
① 加用 plus, and , add 等于用is , make, equal, 提问用how much,
② 减用minus , take from
③ 乘用 time , multiply
④ 除用 divide 的过去分词表示
注意: 加,乘的谓语单复皆可, 而减，除的谓语用单数.
Eg
Two and three is equal to five=Two and three make five.= Two added to three equals five.
Take 6 from ten and the remainder is four. = Six taken from ten is four.
Multiply three by four, we get twelve.= The multiplied by four makes 12.
Sixteen divided by four is / equals/ makes four.
主谓一致
1. 一些固定不变的名词的复数形式
如: crossroads(十字路口), barracks(兵营) , headquarters(总部), means(方法,手段) , species(种类,品种), series(系列), works(工厂)等. 动词的单复数取决于限定词或上下文内容中作者要表达的意思.
2. 以s 结尾的学科名词用单数谓语动词:
economics(经济学), electronics(电子学), mathematics(数学), politics(政治学) 等
3. 有些表示成双成对的词,常用复数形式,且谓语动词用复数.如:eyeglasses, pants(裤子), scissors(剪刀), shoes, shorts(短裤), socks(短袜), stockings(长统袜), trousers,等.
4. 集合名词: 强调整体时用单数,强调集体的成员时用复数:如:army , audience(观众), board(委员会), committee(委员会), crew(全体队员,船员,机组人员), crowd(人群), firm(公司), government(政府), group(组群), majority(多数人), minority(少数人), public(公众), staff(全体工作人员), union(联盟)等.
注意: the public 表示公共场所的人时谓语单数或复数都可以.
man(人类), police(警察)只能做复数名词使用,谓语只能用复数.
5. 表示人名,地名,国家名等专有名词或不可数名词的谓语一律用单数.
6. 注意一些名词的特殊复数形式: phenomenon-phenomena(现象), goose-geese(鹅肉), mouse-mice(老鼠), 等
7. 不定代词或every 加名词做主语: every, each, either, neither, one, no one, somebody, anybody, nobody, everyone, someone, anyone, everyone, something, anything, nothing, everything,等,在句中做主语,或做限定词限定一个名词或加of时, 谓语用单数.
8. 限定词加名词做主语: all, any, many, more, most, some的谓语取决于他们所修饰的名词.
注意: many a / more than one 是固定搭配, 谓语也用单数.
9. 含有of的短语和介词短语做主语时
① half of, all of, any of, a lot of, most of, --- percent of , some of, five sevenths of , the rest of 等短语的谓语取决于of后的名词.
②a number of 与the number of
10. 就前原则
当主语间由介词with, together with, along with, as well as, as much as, no less than, more than, not to mention, including , like, but, except等连接时, 其谓语取决于此介词前一个主语.
11. 就近原则
not only---but also , either,--- or, neither---nor, or 等连接多个主语时, 谓语取决于离谓语最近的那个主语.
12. 比较: The singer and the dancer are going to attend our party.
The singer and dancer is going to attend our party.
13. 固定词组: a knife and fork, a cup and saucer(带茶托的茶杯), ice-cream and cake (冰淇淋蛋糕), iron and steel, 不管作复合名词还是形容词, 谓语都用单数.
14. 凡是计量时间,距离,金钱,体积,尺寸等的度量衡作主语时, 位于都用单数, 常见的有:
years, dollars, dozens, miles, length, width等.
15. 数学上的加减乘除的规律是: 加,乘的谓语单复皆可, 而减，除的谓语用单数.
16. 分类词做主语是: form, kind, part, piece, portion, quantity, section, sort, type 等加of形成的短语作主语时,谓语取决于这些词本身的单复数.
The newest types of computer are on show.
17. 动名词和不定式作主语时, 谓语一律用单数.
18. 从句作主语时, 主句的谓语用单数,担当what, all(that),或such引导的句子作主语时谓语要取决于后面的表语.
What they want are some books.
All that the ask for is money.
19. 定语从句的关系代词在从句中充当主语时, 从句的谓语应与先行词保持一致.
She is the only/very one of the students who has passed the examination.
She is one of--- who have ---
责任编辑：李芳芳
篇10：虚拟语气 (人教版高三英语下册教学论文)
虚拟语气
【押题依据】虚拟语气是历年高考的选考考点。在高考15套试题中考查虚拟语气的共两题。考点常集中在含蓄条件句以及宾语从句中的虚拟语气上。所设选项常通过谓语动词的特殊形式来表示，而且都是结合具体语境来考查对考点的运用能力。今后高考对虚拟语气的命题重点仍会是在特定语境中考查虚拟语气中的含蓄虚拟条件句、宾语从句中的谓语动词等。
[押题1]-Can you come to attend our party tonight? -Sorry, but I do wish I ____. A. had B. can C. will D. could
【解题关键】 解答该题的关键是要理清上下文语境，准确判断wish引导的宾语从句中虚拟结构的使用。
【答案解析】分析上下文语境可以知道，wish引导的宾语从句表示与将来事实相反的愿望，故应用would，could+动词原形。答案D。
[押题2] It is necessary that people both young and old in China ____some English to be prepared for the Olympic Games to be held in Beijing in . A. learn B. will learn C. must learn D. have learned
【解题关键】 解答该题的关键是要注意在句型It is necessary(strange, natural, important...)+从句中，从句中谓语动词虚拟语气结构的使用。
【答案解析】在句型 It is necessary(strange, natural, important...)+从句结构中，从句中谓语动词要用“should+动词原形”构成，should 可以省略。答案A。
[押题3] If he his legs in the last training, he the coming World Cup, which he has been longing to compete in.
A. hadn’t hurt; would join in B. hadn’t hurt; would have taken part in
C. didn’t hurt; would go in for D. didn’t hurt; would have taken part in
【解题关键】 解答该题的关键是根据句子意思准确推断出主从句中谓语动词虚拟结构的使用，特别注意主从句动作所发生的时间不一致性的关系。
【答案解析】根据句子结构可以知道，该题是由if引导的条件状语从句，分析句意，该句表示一种假设，从句中的动作是在过去发生，即表示与过去事实相反，主句的动作是在将来发生，即表示与将来事实相反，故从句谓语动词用had done，主句用would (could, might) +动词原形。答案A。
[押题4] I was caught in a traffic jam for over an hour, otherwise I ____you waiting for such a long time.
A. will not keep B. have not kept C. had not kept D. would not have kept
【解题关键】 解答该题的关键是要把握otherwise表示转折意义后的句子结构中虚拟语气的使用。
【答案解析】根据句子意义，otherwise 前的分句为客观事实，使用的为一般过去时，而otherwise 后一分句则表示与过去事实相反的一种假设，句中实际省略了if 条件句if I hadn’t been caught...故选项部分应为与过去事实相反的主句虚拟结构，应选 wouldn’t have kept。答案D。
[押题5] Though the girl had been suffering from the blood disease, she acted as if nothing ____ to her while facing her friends and relations. A. happened B. would happen C. was happened D. had happened
【解题关键】 解答该题的关键是要准确判断as if引导的从句中虚拟结构的使用。
【答案解析】在as if ，as though 引导的方式状语从句中，从句谓语动词要用虚拟结构，根据题干中动词所使用的时态可以看出，选项部分是表示与过去事实相反的动作，要用had + 过去分词构成。答案 D。
[押题6] It’s high time that we students _____ even harder at our lessons as the national entrance examination is coming nearer.
A. work B. will work C. worked D. have to work
【解题关键】 解答该题的关键是要注意在句型It’s time that...结构中虚拟结构的使用。
【答案解析】在It is time that ...句型结构中，从句的谓语动词要用虚拟结构，可以用一般过去时，也可以用should +动词原形，但should不可省略。答案 C。
[押题7] ____him not to do so, he wouldn’t have made such a serious mistake.
A. Did I persuade B. If I persuade C. If I should persuade D. Had I persuade
【解题关键】 解答该题的关键是要把握在虚拟条件句中，省略if时，句子结构的使用。
【答案解析】题干中主句的谓语动词使用了wouldn’t have made， 说明该动作表示与过去事实相反，故条件句使用表示与过去事实相反的虚拟结构if sb. had+过去分词，或使用 had sb. done 即省略了if的虚拟结构。答案D。
[押题8] His suggestion that you ____once more sounds reasonable. A. try B. tried C. must try D. can try
【解题关键】 解答该题的关键是要注意把握在表示“建议、命令、要求”等引导的名词性从句中，虚拟结构的使用。
【答案解析】分析句子意思可以知道，名词suggestion之后的从句为同位语从句，从句中应使用 “should+动词原形”。其中 should 可以省略。答案A。
[押题9]-Do you mind if we set out earlier tomorrow morning? -Well, I’d rather you____.
A. don’t B. didn’t C. won’t D. wouldn’t
【解题关键】 解答该题的关键是要注意would rather后从句中虚拟结构的使用。
【答案解析】would rather后的从句，如果从句的谓语动词表示与现在或将来事实相反，常用一般过去时，如果与过去事实相反，用过去完成时。该题根据上下文语境可以知道，选项部分的动作是与将来事实相反，故用一般过去时。B。
[押题10]-I ____ to your birthday party last Sunday. -Unfortunately, you were out on business.
A. had come B. came C. would come D. would have come
【解题关键】 解答该题的关键是要根据上下文语境，准确推断出部分虚拟结构的使用。
【答案解析】根据对话情景可知，答句Unfortunately, you were out on business.（不幸的是你出差了）实际上是上一句暗示的条件。从答句所给的特定的动词时态（一般过去时）来看，上句所说内容是对过去情况的假设，故暗示的条件句应为If I hadn’t been out on business，由此可见，选项部分为主句的谓语动词，表示与过去事实相反，应选用would have come。答案 D。
责任编辑：李芳芳
篇11：虚拟语气```` (人教版高三英语下册教学论文)
虚拟语气表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。虚拟语气通过谓语动词的特殊形式来表示。下面对虚拟语气在各种句式中的用法分别介绍。
（一）虚拟语气用于条件状语从句
1.表示与现在事实相反的假设时，条件状语从句中的谓语动词用“过去式(be的过去式用were)”．而主句中的谓语动词用“would (should, could，might)＋动词原形.”例如：
If I were you, I should study English.
If he had time，he would attend the meeting.
2.表示与过去的事实相反的假设时，条件状语从句的谓语动词用“had+过去分词”，主句中的谓语动词用 “would (should, could, might)＋have＋过去分词”．例如：
If you had taken my advice，you wouldn't have failed in the examination.
3．表示与将来事实相反的假设时．条件从句和主句所用的谓语动词与“表示现在事实相反的假设” 的谓语动词相同，或者条件从句中用“were to(should)＋动词原形”．例如：
If you came tomorrow，we would have the meeting.
If it were to rain tomorrow, the meeting would be put off.
4.当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，动词的形式要根据它所表示的时间来调整。例如：
If you had worked hard，you would be very tired.（从句说的是过去，主句指的是现在。）
5.以上句型可以转换成下列形式：
（1）省略if, 用 ”were, had, should+主语“。如：
Were I in school again, I would work harder.
Had you been here earlier, you would have seen him.
Should there be a meeting tomorrow, I would come.
但在虚拟条件状语从句中，省略连词的倒装形式的句首不能用动词的缩略形式。如我们可以说：Were it not for the expend, I would go to Italy.但不能说：Weren't it for the expense, I would go to Italy.
(2)用介词短语代替条件状语从句。例如：
Without air, there would be no living things.
But for your help, I couldn't have done it.
(3)用其他方式表示。例如：
It would produce bad results to do that.＝If you have done that，it would produce bad results.
(二)虚拟语气用于宾语从句
1．“wish+宾语从句”表示不能实现的愿望．汉语可译为“可惜……”“……就好了”“悔不该….”“但愿…”等。表示现在不能实现的愿望， 从句的谓语动词用过去时；表示将来不能实现的愿望用“would(could)+动词原形”；表示过去不能实现的愿望用“had＋过去分词”或（could）＋have done．例如：
I wish you could go with us.
We wish we had arrived there two hours earlier.
2. 虚拟语气在动词 arrange, command. demand, desire, insist, order, request, require, advise, suggest, recommend, propose,等后面的宾语从句中用“(should)+do”.例如：
We suggested that we（should) have a meeting.
We insisted that they（should) go with us.
The doctor ordered that she（should) stay in bed for a few days.
He demanded that we（should) start right away.
注意:insist作“力言”“强调”解时，宾语从句不用虚拟语气。只有当insist作“坚持（认为）”“坚持（应该）”解时宾语从句才用虚拟语气。例如：Mike insisted that he had never stolen anything.
3．虚拟语气在动词mind中的使用
Would you mind if I smoked here?
4. 虚拟语气在动词would rather 中的使用
I would rather I were at home now.
I’d rather he hadn’t done such foolish things.
(三) 虚拟语气用于表语从句、同位语从句作advice idea, order, demand, plan, proposal，suggestion, request等名词的表语从句和同位语从句时，其谓语动词要用虚拟语气的结构“（should)＋动词原形”．例如：
We all agreed to his suggestion that we (should) go to Beijing for sightseeing.
My idea is that we（should）do exercises first.
(四)虚拟语气在as if (as though),even if (even though)等引导的表语从句或状语从句中的应用
如果从句表示动作发生在过去，用过去完成时；指现在状况，则用过去时；指将来则用现在将来时．例如：
He looked as if he were an artist.
He speaks English so fluently as if he had studied English in England.
Even if he were here，he could not solve the problem.
(五) 虚拟语气用于主语从句在主语从句中，谓语动词的虚拟语气结构“should+动词原形”的结构，表示惊奇、不相信、惋惜、理应如此等。例如：It is necessary (important, natural, strange, etc.) that .... we should clean the room every day.
It was a pity (a shame, no wonder, etc.) that you should be so careless.
It will be desired (suggested, decided, ordered, requested, proposed, etc.) that she should finish her homework this afternoon.
在上述三种主语从句中，should意为“应该”“竟然”，可以省去，但不可换用would。主句所用动词的时态不限。注意：这种从句表示的是事实。如果说话人对这种事实表现出惊奇的情感，就可用虚拟语气．反之。如果不表示惊奇等情感,that从句也可用陈述语气，例如：
It is strange that he did not come yesterday.
It is a pity that you can't swim.
(六）虚拟语气用于定语从句这种从句常用在It is (high) time(that)…句型中，定语从句的谓语动词用过去式，或should+动词原形(should不能省略，be用were)来表示，意为“(现在）该……”。例如：It is（high) time we left（should leave)．
It is high time we were going.
（七）虚拟语气用于if only引导的感叹句中
If only I had taken his advice.我要是听他的话就好了。
If only I were a bird.我如果是一只鸟就好了。
（八) 虚拟语气在简单句中的应用
1)情态动词的过去式用于现在时态时,表示说话人谦虚，客气，有礼貌或语气委婉，常出现在日常会话中，例如：It would be better for you not to stay up too late.
Would you be kind enough to open the door?
(2)用于一些习惯表达法中，例如：Would you like a cup of tea?
I would rather not tell you.
You had better go now.
(3)用“may+动词原形”表示“祝愿”“但愿”。
May you be happy！
May you succeed!
虚拟语气练习
1．I didn’t see your sister at the meeting. If she ____, she would have met my brother.
A. has come B. did come C. came D. had come
2. -Where ____?
-I got stuck in the heavy traffic, otherwise I ____ here earlier.
A. did you go; had arrived B. have you been; would have been
C. were you; would come D. are you; would come
3. He ____ full marks, but he was so careless as to make some spelling mistakes.
A. must have gained B. can have gained C. could have gained D. must gain
4. Without the air to hold some of the sun’s heat, the earth at night ____, too cold for us to live on.
A. would be freezing cold B. will be freezing coldly
C. would be frozen cold D. can freeze coldly
5. ____ the fog, we should have reached our school on time.
A. Because of B. In spite of C. In case of D. But for
6. ____ it rain tomorrow, we would have to put off the visit to the Yangpu Bridge.
A. Were B. Should C. Would D. Will
7. ____ to do the work, I should do it some other way.
A. If were I B. I were C. Were I D. Was I
8. Had you taken the doctor’s advice yesterday, you ____ all right now.
A. are B. were C. would be D. would have been
9. If only I ____ some English, but I know nothing of it.
A. know B. knew C. known D. has known
10. He suggested that we ____ a meeting to discuss the problem and the worried
look on his face suggested that he ____ anxious to solve the problem.
A. should hold; was B. had done; should be set
C. do; be set D. should hold; should be
11. The young man insisted that he ____ nothing wrong and ____ free.
A. did; set B. had done; should be set
C. do; be set D. had done; must be set
12. I would have telephoned her, but I _____ her number.
A. hadn’t know B. didn’t know
C. don’t know D. wouldn’t have known
13. Given a few more hours, they ____ the work that day.
A. would fulfil B. would have fulfilled
C. had fulfiled D. fulfiled
答案：1-5 DBCAD 6-10 BCCBA 11 BBB
虚拟语气练习
1. He wished that he ___ the examination the next day.
A. would pass B. will pass C. passed D. has passed
2. With better equipment, we ___ the job even sooner.
A. would finish B. might finish
C. could have finished D. had finished
3. It __ only partly right to answer in this way.
A. will be B. would be C. is D. may be
解析：to answer in the way =if we answer in this way
4. Everything taken into consideration, they ___ their output quickly.
A. would have raised B. can have raised
C. must have raised D. would raise
5. It seems as if it ___ already summer.
A. is B. were C. be D. should be
6. They both talked as if they ___ friends before.
A. should be B. had been C. would be D. have been
7. Had she found it, she ___ it.
A. would have sent B. sent C. should send D. send
8. I’d rather you ___ right away.
A. leave B. left C. should leave D. will leave
9. Without the Communist Party of China, ___New China.
A. there were not B. there would be no
C. there will be D. there hadn’t been
10. Long ___ the Communist Party of China!
A. should live B. will live C. live D. lived
11. If you ___ the doctor’s advice, you ___ quite all right now.
A. had followed; were B. had followed; would be
C. had followed; would be D. followed; would be
12. We propose that Mr White ___ the chairman.
A. be B. must C. will be D. is
13. Zhao Xin insisted that he ___ anything at all.
A. shouldn’t steal B. hadn’t stolen
C. not steal D. didn’t steal
14. We agreed to the plan that he ___ Hong Kong this summer.
A. had visited B. would visit C. visit D. could visit
15. Meeting anywhere else, we ___ each other.
A. wouldn’t have recognized B. should recognize
C. could have recognized D. recognized
16. The production ___ up still more rapidly under the more favorable conditions.
A. would have gone B. will have gone
C. should go D. must have gone
17.You could have passed the exam, ___ you spent most of your time playing and reading useless books.
A. if B. or C. but D. unless
18.-Hi, Sam! You are late.
-Sorry. I would have come sooner, but I ___ that you were waiting.
A. didn’t know B. know
C. hadn’t known D. haven’t known
19. One of the requirements for the fire is that the material ____ to its burning temperature.
A. is heated B. will be heated C. would be heated D. be heated
20. If he _____ that he _____ to work there, everything would be OK now.
A. insisted; be sent B. insisted; was sent
C. had insisted; be sent D. had insisted; was sent
21. My demand is that the information referred to in my report ____ to Mr. Brown without delay.
A. to be e-mailed B. e-mailed C. be e-mailed D. being e-mailed
22. I don’t think it advisable that Jack _____ the job since he has little experience.
A. is given B. will be given C. be given D. has been given
23. -Why didn’t Tom give you one of his paintings?
-I didn’t want one, but he would have given me one if I _____.
A. do B. would C. will D. had
24. I’d rather you did some housework when you are free, but you ____.
A. didn’t B. shouldn’t C. weren’t D. don’t
25. This time Tom _____ careful enough, otherwise he would not have passed the test.
A. will be B. was C. had been D. were
答案：1-5 ACBAB 6-10 BABBC 11-15 CABCA 16-20 ACADC 21-25 CCDDB
责任编辑：李芳芳
篇12：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13：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
