vamp-徕的拼音
状语从句
一 时间状语从句
在句中作状语
的从句叫做状语从句。状语从句都是由从属连词引导的。它与主句连接，位于句首时，常用
逗号分开；位
于句末时，其前一般不用逗号。状语从句可根据其用途可分为时间状语从句、地点状语从句、
原因状语从
句、目的状语从句、结果状语从句、条件状语从句、让步状语、比较状语从句、方式状语从句
九种。
的用法
(1)when意为“在……时”“在....之后”，引导时间
状语从句，表示主句的动作和从句的动作同时或先后
发生。
I feel very
happy when you come to see me.
When you are
crossing the street,you must be careful.
(2)when引导的时间状语从句中的动词可以是延续性动词，也可以是终止性动词。
He
was working at the table when i went in.
I
worked for a foreign company when I was in
Shanghai.
while引导时间状语从句时作“当……的时候；与.....同
时”讲，从句中的动词一般要用延续性动词或表示
状态的动词。
as引导时间状语从句时表达“正当，一边....一边...，随着”等意思。
(1)表示某事情一发生，另一事立即发生
As the sun rose the
fog disappeared.
(2)表示某事发生的过程中另一事发生
As
he was speaking there was a loud explosion.
(3)表示两个动作同时进行
He smiled as he passed.
before引导的时间状语从句通常表示主句的动作发生在从句的动作之前，之后用after.
ill
(1)untiltill引导时间状语从句，主句的谓语动词是延续性动词时，主句
用肯定形式表示这一动作或状态一
直延续到untiltill所表示的时间为止。till和unti
l都表示“直到”，常可换用，但till不用于句首，也不可
用于强调句。
(2)主句谓语
动词是非延续性动词时，用否定形式表示主句的主句的谓语所表示的动作直到until所表示的
时间才
发生。构成句式not...until...有时不用not,而用其他如never,nothing等表示
否定的词。
Since引导的时间状语从句，表示“自...以来”，主句用一般现在时或
现在完成时，从句用一般过去时。
I have worked for a this
company since I graduated from ....
soon as
as soon as引导的从句表示从句的动作一发生，主句的动作随即发生，“一....就...
.”。该从句经常用一般现
在时表示将来。
As soon as he
arrives,I’ll tell him.
the time
这个词组常用来指到
某一时间点为止，主句常用完成时态。若主句谓语是be的系表形式或像know等表示
“认知”的持续
性动词，则往往用一般过去时。
By the time you
arrived,the lecture had already ended.
By
the time he went abroad,he was fourteen.
二．地点状语从句
在句中作地点状语的从句称为地点状语从句，可置于句首、句中或句尾。
1.
引导地点状语从句的常用词有
where,wherever
Put
it where we can see it.
Wherever there is
injustice,we’ll try to help.
2.
地点状语从句与定语从句间的转化
在where
前加上toinfrom the place(s)或toinfrom any
place(s)等构成toinfrom the place(s)where或
toinfrom
any place(s) where,便可变为定语从句。
Just stay where
you are and don’t move.
Just stay in the
place where you are and don’t move.(定语从句)
三．原因状语从句
在句中作原因状语的从句称为原因状语从句。原因状语从句可置于句首，也
可置于句尾。引导词有
because,as ,since,now that等。
e
表因果关系的语气最强，用来回答why的问句，所引出的原因往往是说话者所不知道的或最感兴趣的
，
because引导的原因状语从句往往比主句显得更重要。
表示人们已经知道
的事实，不需强调的原因，故常译为“既然...”，通常放在句首。Since引导的从句是次
要的，
重点强调主句的内容。
Since you are free tonight,why
not drop in and play chess with me?
As与si
nce用法差不多，所引出的理由在说话者看来已经很明显，或已为听话人所熟悉而不需用because
加以强调。as引导的从句与主句同等重要。
I left a message as
you weren’t there.
重点难点：
(1)because语气最强，用来
回答why引起的提问，可表示已知的或未知的事实。它可与强调词only,merely,just
及否定词not连用，所引导的从句常位于主句之后，只有强调时才置于主句之前。它还可用于强调结构。 (2)as语气最弱，较口语化。多表达的原因比较明显或是已知的事实，故不需要强调。As之前不可用强
调
词和not，且不可用于强调结构。as从句多置于主句之前。
As it was
getting late,I turned around to start for
home.由于天色渐晚，我就调头回家了。
(3)since的语气也较弱。常表示地方已知的事实
，相当于汉语的“既然”，它和as一样，其前不可用强调
词和not，亦不可用于强调结构。
知识拓展：for和上述三个从属连词不同，它是一个并列连词，即连接并列句。它有时可用来作附加说明，<
br>为前面的事实提供一种推论的理由。一般把for引起的从句放与主句之后。
We
should be more careful,for it is already dark.
(that)
now
(that)主要用于口语，表示微弱的原因，主、从句因果关系不明显，译为“既然”。
Now
(that) you have come, you may as well stay.
四．目的状语从句
目的状语从句可置于句首、句中或句尾。常用引导词有so
that,in order that,for fear that,in case(that),for
the
purpose that等。
order that
与
so
that
多数情况下两者可以替换，句首不用so that，只用in order
that；逗号之后不用so that,只用in order that.
知识拓展：在目的状语
从句中常常含有maymightwillwouldshallshouldcancould等。
2.目的状语从句与不定式、介词短语的呼唤
当从句主语与主句主语一致时，可用so as to,in order to
He
worked day and night in order that he could
succeed.=.....night in order to succeed.
五．结果状语从句
...that....
So...that..引导结果状语从句可以构成如下结构：
adjadv
manyfew(+可数名词复数)
So
muchlittle(+不可数名词) +that+从句
adj+aan+可数名词单数
...that..
aan+adj+可数名词单数
Such+ adj+可数名词复数
+that+从句
adj+不可数名词
知识拓展：sosuch....
that...引导结果状语从句时可把sosuch置于句首，主句用倒装语序。
Such
was his worry that he couldn’t go on with his
work.
that
六．条件状语从句
条件状语从句可置于句首，也可置于句尾，有时还可置于主语和谓语之间。
(1)见八年级上unit 10 语法专项
(2)If 引导的条件状语从句所表达的前提
或条件将来可以实现或正在进行，动词要用现在完成时或进行时，
主句通常用将来时。
I’ll show you how to do it if I have finished the
book.
=if..not
七．让步状语从句
让步状语从句表示某种与主句相
反的条件或情况，但从句所表达的这些不利因素并不能阻止主句动作的发
生，即在相反的条件下，主句的
情况依然存在。引导让步状语从句的连词有thoughalthough，even
thoughif,whoeverno matter who,howeverno matter
how,whateverno matter what和as
although
(1)
although和though意义一样，都作“虽然，即使”解，都表示让步，一般情况下可互换使用，只是
although
语气较重，大多置于句首。
Although he was
Japanese,he spent most of his life in China.
The article is very important though it is short.
(2)Though可以与yet连用，这里的yet虽然意思与but相同，但yet在这里不是连词
，而是副词。Though
不与but连用。
Though it was
cold,yet he went out without a coat.
though,even if
表示语气更强的让步，常常译为“再退一步说；尽管”。Even
though更加强调对“既成事实”的让步，
even if更强调对“假设”的让步。
She is going to have problems in finding a job
even if she gets her level A.
Even though
he’s 24 now,he’s still like a little child.
We’ll make a trip even ifthough the weather is
bad.
as表示让步时常用倒装。倒装时若有带冠词的名词，
冠词需要省去。as的这种用法与though倒装时的用
法完全一致。
Pop star
asthough she is,she still needs to improve.
r..or not
与
whether...or...
Anyway,its a good story whether or not it’s true.
I shall go whether you come with me or stay
at home.
-ever
类引导词
在英语中可作疑问词，可引导名词性从句，还可引导让步状语从句。引导让步状语从句时常可换成“no
matter+相应的wh-词”，在引导名词性从句时只能用wh-ever.
八．比较状语从句
比较状语从句常用的引导词为as....as(和...一样
),not asso...as(....不如....),than,the more...the
more...，而且这
类从句通常以省略形式出现。
九．方式状语从句
方式状语从句一般位于句尾，有时位于句中。常用连接词为as,as if,as though.
Leave the children as they are.
让孩子们随便待着，不要管他们。
if,as though
(1)两者引导的方式状语
从句所表示的情况是事实或具有很大可能性时，通常用陈述语气，常与
lookseemtastesm
ellsound等词连用。
(2)从句所表示的情况不是事实，而是主观的想象或夸大性的比喻，通常用虚拟语气。
别想一下造出大海，必须先由小河川开始。
成功不是只有将来才有，而是从决定做的那一刻起，持续积累而成！
人若软弱就是自己最大的敌人，人若勇敢就是自己最好的朋友。
成功就是每天进步一点点！
如果要挖井，就要挖到水出为止。
即使爬到最高的山上，一次也只能脚踏实地地迈一步。
今天拼搏努力，他日谁与争锋。
在你不害怕的时候去斗牛，这不算什么；在你害怕的时候不去
斗牛，这没什么了不起；只有
在你害怕的时候还去斗牛才是真正的了不起。
行动不一定带来快乐，但无行动决无快乐。
只有一条路不能选择--
那就是放弃之路；只有一条路不能拒绝--那就是成长之路。
坚韧是成功的一大要素，只要在门上敲得够久够大声，终会把人唤醒的。
只要我努力过，尽力过，哪怕我失败了，我也能拍着胸膛说：我问心无愧。
用今天的泪播种，收获明天的微笑。
人生重要的不是所站的位置，而是所朝的方向。
弱者只有千难万难，而勇者则能披荆斩棘；愚者只有声声哀叹，智者却有千路万路。
坚持不懈，直到成功！
最淡的墨水也胜过最强的记忆。
凑合凑合，自己负责。
有志者自有千计万计，无志者只感千难万难。
我中考，我自信！我尽力我无悔！
听从命运安排的是凡人；主宰自己命运的才是强者；没有主见的是盲从，三思而行的是智者。
相信自己能突破重围。
努力造就实力，态度决定高度。
把自己当傻瓜，不懂就问，你会学的更多。
人的活动如果没有理想的鼓舞，就会变得空虚而渺小。
安乐给人予舒适，却又给人予早逝；劳作给人予磨砺，却能给人予长久。
眉毛上的汗水和眉毛下的泪水，你必须选择一样！
若不给自己设限，则人生中就没有限制你发挥的藩篱。
相信自己我能行！
任何业绩的质变都来自于量变的积累。
明天的希望，让我们忘了今天的痛苦。
世界上最重要的事情，不在于我们身在何处，而在于我们朝着什么方向走。
爱拼才会赢努力拼搏，青春无悔！
听说课说课稿
Good
morning, Ladies and gentlemen! It’s my great
hornor and pleasure to be
here sharing my
lesson with you. My topic
is
, Unit , taken from Module
in book
.
I have been ready to begin my
representation with 5 parts: Analysis of the
teaching material, the teaching aims, the
important and difficult points, the studying
methods, and the teaching procedure.
Part
One: Analysis of the teaching materials
As we
all know, Listening belongs to the input during
the process of the
language learning. The
input has great influence on output. Therefore,
this lesson is in
the important position of
this module. If the students can master it well,
it will be
helpful for them to learn the rest
of this Module.
Analysis of the students
Secondly, I want to tell something about the
students. Although they have the
basic
abilities of learning English, they still need
many opportunities to practice what
they have
learned and to develop their autonomous learning
ability and cooperative
ability.
Part two:
Teaching aims
1. Knowledge Objects
(1)The
students can master the usage of the important
words and expressions such as:
“________________________________…”
(2)
The students can use the grammar in the proper
situation.
(3) The students can understand the
content of the lesson.
2. Ability Objects
(1) To Develop the Ss’abilities of listening ,
speaking and reading.
(2) To
guide Ss to set up effective studying stratagies.
(3) To train the students’ abilities of
studying by themselves and cooperating.
3.
Moral Objects
Encourage the Ss to
_____________________________________________.
Part 3 .Teaching key and difficult points
a. Key points
(1) To help the Ss to
improve their listening ability and spoken
English.
(2) To develop the Ss’abilities of
communication by learning the useful structures.
b. Difficult points
Let the Ss be able to
express their own ideas about
______________________.
Part four: The
teaching methods
As is known to us all, a good
teaching method requires that the teacher should
help Ss develop good sense of the English
Language. For achieving these teaching
aims, I
will use the following methods according to the
modern social communication
teaching theories.
1. Communicative Teaching method
2. Task-
based Language Teaching method
3. Total
situational Action teaching method.
It
establishes a real scene and the interaction
between the teacher and Ss. At
the same time,
CAI can provide a real situation with its sound
and picture, it can
develop the Ss creativity
in learning English.
Part five: Teaching
procedures
Step 1 Lead-in
Brain storming: Let the Ss enjoy a movie about
______________________________________________
____
taken from the rope skipping competition
which is held in my school yesterday.
Then ask
the following questions: What are they doing in
the movie? Do you like
jumping rope? Why? How
many times did you skip yesterday? “If you don’t
like
skipping rope, what do you like in your
spare time? ”
Purpose of my designing: I think
movie of________________( the rope
skipping
competition which they took part in yesterday) can
attract the Ss’ attention
and arouse their
interest to talk about their own experience . The
teacher can lead in
the word studying
naturally, at the same time the Ss can consolidate
the learnt words
and phrases.
Step 2
Learning new words and phrases
1.
Presentation: Present the pictures
__________(entertainment) on the screen
by
using multimedia computer and answer the following
questions:
___________________________________
_________________________________
____
(What is the girlboy doing? What are they
doing? Do you know other forms of
entertainment?)
2. Pair works: Let Ss
practice the small dialogue according to these
phrases.
_____________________________________
_______________________________
___
(“Do
you like …? Why? “I like… because it is …”)
Purpose of my designing: Presenting the new
words and phrases about
__________
__________________________________________________
________
____
(forms of entertainment) by
CAI is much easier for the Ss to learn and grasp
the
meanings. CAI can provide a real situation
with its sound and picture and it makes
the
relationships between the Ss better. Pair works
can consolidate the new learnt
phrases and
cultivate the Ss’ communicative competence.
Step 3 Pre-listening
Before listening,
the Ss are required to answer the question
___
__________________________________________________
_______________
__
(“Do you know what’s my
favorite entertainment?”, )I want them to guess
and
consolidate
___________________________________ (the forms of
entertainment).
Because the listening material
about storytelling is difficult for the Ss, I ask
the Ss to
enjoy the movie of the storytelling
which is about ShaoLin and Wudang, and then let
the Ss discuss about the storytelling. And
then I ask the students to discuss about it
and deal with the difficult language points,
such as comment on, characters, is
adapted
from…
Purpose of my designing: to make the Ss
understand the listening material
more easily
and deal with the difficult language points.
Step 4 Listening
Let the Ss listen to the
dialogue. Pay attention to their pronunciation and
intonation.
And then check the answers with
the Ss.
Step 5 Listening
Let
the Ss listen to the dialogue in Part 3. Pay
attention to their pronunciation
and
intonation. If necessary, let the Ss listen to the
key sentence twice. Before their
listening,
present a question:
_______________________________, and check the
answers with the Ss and show the answers on
the screen after listening.
Step 6 Post-
listening
After listening, the Ss are asked to
answer the following
questions:_______________
_____________________(“Do you like collecting
stamps? Why?”“If you don’t like collecting
stamps, what do you do in your spare
time?”)
Purpose of my designing: to arouse the Ss’
interest to express their favorite
entertainment easily.
Step 7 Listen and
imitate
1. At first, I will let the Ss enjoy a
movie about Li Yang Crazily Speak English.
And
then encourage them to practice the sentence “Are
you sure you can make it?
I’m sure I can make
it.” as quickly as possible, as clearly as
possible, as loudly as
possible by imitate the
pronunciation way of Li Yang Crazily Speak
English.
2. Competition:
After listening,
the Ss are asked to imitate these sentences.
Different Ss can
choose different tasks.
Everyone can take part in the lesson easily. The
Ss even can
PK in pairs or groups. The one who
can read or recite as many sentences as possible
without changing breath can be the number one.
Purpose of my designing: to make the Ss
form correct pronunciation way by
using the
“Task-based”teaching method. In this way, the Ss
are full of
self-confidence and
eager to show off what they have learnt. It also
helps to cultivate
their team spirit.
Step
8 survey and summary
Interview your classmates
or our teachers here by using the following
questions:
________________________________
(what do you do in you spare time? Why? If
not, what’s your favorite
entertainment? )And
then ask some Ss to give reports to us.
Purpose of my designing: I think survey is so
important that the Ss should
speak English as
much as they can in class or after class. It is
necessary for the Ss to
investigate the others
to consolidate the knowledge they learned.
So that’s all for my representation, thank you.
Lesson 17
Entertainment
Self-reflection
In this
lesson, I mainly adopt the Task-Based Learning
Method. Try to have
students learn by
guessing, by having a competition, by
investigation. I design many
various
activities that close to students’life so as to
help students solve the difficulties
and
important points. I also arrange individual work,
pair work, and group work for
students to
practice English. I think if I want the student to
improve their oral English,
I must give them
more chances to practice. That is “Learning by
doing, Learning by
using ”. In this case, I
designed tasks according to the《New English
Curriculum
Criterion》, I will lead my students
to study and cooperate with each other. Because
the《New English Curriculum Criterion》points
out that the general aim of English
teaching
in this stage of Junior Education is to cultivate
students’comprehensive
ability of using
English. So I think my teaching methods are in
line with the
requirement of《New English
Curriculum Criterion》
Step 9 pair work and
group work
Encourage them to use different
words and find out the best group. In this step
the Ss are required to practice the Sample in
pairs by reading the dialogue aloud. This
step
is employed to make the Ss grasp the Sample. At
last I’ll ask the Ss to think hard
and act it
out with a partner according to Sample. Then find
out which group will act
it out well.
Purpose of my designing: This step
is employed to make the Ss get the general idea
of the dialogue as a whole one. At the same
time let the Ss have a chance to practice
their listening and spoken ability. “Task-
based”teaching method is used here to
develop
the Ss’ability of communication and also their
ability of co-operation will be
well trained.
I think proper competition can arouse the
Ss’interest in English learning.
If the Ss can
finish this task well, they will benefit a lot in
their spoken English.