辨析exceptexceptforthatbesides.docx

辨析exceptexceptforthatbesides.docx

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辨析exceptexceptforthatbesides

except,exceptfor/that,besides都有"除……之外"的意思,但用法各异,现就它们的用法进行分析比较:

一、except的用法--"排除式"

　　except意为"只有……除外;除去……",后跟名词或代词作宾语,强调从整体中除去部分,即except后的部分不包括在整体之。

因此,常和all,everything,noone,nothing等词一起使用。

其判别标志是:

除去的与保留的是"同类项"。

例如:

　1.Allofthemwentoutforawalk________John.

　　A.besidesB.exceptC.besideD.excepts

　2.Everyoneishere________XiaoWangandme.

　　A.exceptB.besidesC.besideD.excepts

　　析:

Key:

1.B2.A。

因除去的与保留的是"同类项",且1、2题中有信息词All、Everyone。

二、exceptfor/that的用法--"排除否定式"

　　except除后跟名词、代词作宾语外,还可跟介词,也可跟从句。

（1）exceptfor...是"除了因为……;要不是……;除去……一点外"的意思,表示"对一个人或事物,先做一个整体评价,然后再就局部提出一点看法"。

即一部分被肯定,另一部分被否定,这就是所谓的"排除否定式"。

其判别标志是:

除去的与保留的"不是同类项"。

例如:

　1.Itwasdarkinthecity________afewweaklights.

　　A.exceptforB.exceptC.besidesD.butfor

　2.Yourpositionisverygood________afewspellingmistakes.

　　A.exceptthatB.exceptfor　　C.besidesD.beside

　　析:

Key:

1.A2.B。

因为除去的与保留的"不是同类项",故选exceptfor。

（2）exceptthat...也是"除去……一点外"的意思,但应注意恰当地使用引导词。

若从句句意和结构完整,只需用引导词that。

例如:

　1.Thesuitfittedhimwell________thecolorwasalittlebrighter.

　　A.exceptforB.exceptthat　　C.exceptwhenD.besides`

　　析:

Key:

B。

本题题意为"除色彩艳了一点儿外,这套衣服很适合他",从句thecolorwasalittlebrighter句意和结构完整,只需用引导词that,故选exceptthat。

　2.-Canyoutellmeallabouttheearthquake?

　　-Sorry,Iknownothingaboutit________Ireadinthenewspaper.

　　A.exceptB.exceptfor　　C.exceptwhatD.exceptthat

　　析:

Key:

C。

因从句中read为及物动词,且其后无宾语,故选exceptwhat。

　3.MrGreenusuallygoestoworkbybus________itrains.

　　A.besidesB.exceptwhen　　C.exceptwhatD.beside

　　析:

Key:

B。

由于itrains为从句,故排除A、D,且rains为不及物动词,不需要宾语,故排除C。

exceptwhen意为"除了当……的时候"。

　　（3）exceptfor与exceptthat有时可互相转换。

例如:

　1.Yourpositionisverygoodexceptforafewspellingmistakes.

　　=Yourcompositionisverygoodexceptthatthereareafewspellingmistakes.

　2.Thevillageisveryquietexceptforsomebirdssinginginthewoods.

=Thevillageisveryquietexceptthattherearesomebirdssinginginthewoods.

三、besides的用法--"包括式"

　　besides相当于aswellas,意为"除了……以外还有……",即"除去一部分还有另外一部分"的意思,表示besides后面的部分包括在整体之。

例如:

　1.DoesJohnknowanyotherforeignlanguage________French.

　　A.exceptB.but　　C.besidesD.beside

　　析:

Key:

C。

由本题中的信息词"anyotherforeignlanguage",可知选besides。

Unit10BythetimeIgotoutside,thebushadalreadyleft．

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabularyoversleep

（2）TargetLanguageWhathappened?

Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．

2．AbilityObjects

（1）Teachthestudentstousethenewwords．

（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．

（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．

3．MoralObject

It’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．

Ⅱ．TeachingKeyPoints

1．KeyVocabularyoversleep

2．TargetLanguageNarratepasteventswiththePastPerfectTense

Ⅲ．TeachingDifficultPoints

1．TrainthestudentstonarratepasteventswiththePastPerfectTense．

2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．

Ⅳ．TeachingMethods

1．Thinkingofexamplesfromthestudents’reallives．

2．Makingsentencesbylookingatthepictures．

Ⅴ．TeachingProcedures

StepIRevision

1．Asksomequestionslikethis:

Whatvolunteerworkwouldyouliketodo?

Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…

2．PracticethedialogueinActivity3conpage62again．

3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．

StepⅡ1a

Firstwritebythetimeontheblackboard．andtelltheclassthemeaningofit．

Saythissentencetotheclass:

Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．

Tellthemtonotethestructure"hadbegun"inthissentence．Begunisthepastparticipleofbegin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．

WriteBythetimeIcameback…ontheblackboard．

Saytotheclass,BythetimeIcamein．Whathadhappened?

Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．

Thengetmorestudentstoanswerdifferently,

Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．

Whatdoyouusuallydoin,themorningbeforeschool?

Doyoulikemorning?

Whyorwhynot?

Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．

Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．

Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．

Callthestudents’attentiontothepicturesinActivityla．

Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．

Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．

StepⅢ1b

Askthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．

Thengoovertheotherunconnectedpartsofsentences,too．

Playtherecordingforthefirsttime．

Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．

Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．

StepⅣ1c

FirstplaytherecordinginActivity1bagainandletthestudentsreadafterit．Doitatleasttwice．

Thenreadtheinstructionstogetherwiththewholeclass．

Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．Askapairtoreadtheexampletotheclassbeforetheybegirt

Havethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．

Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．

StepⅤSummary

StepⅥHomework

1．WriteoutthestoryofTina,Notetousethetargetlanguage．

2．RevisewhentousethePastPerfectTenseandtheverbstructureofit．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）TargetLanguage

Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

Whenshegottoschool,sherealizedshehadleftherbackpackathome．

WhenIgothome,IrealizedIhadleftmykeysinthebackpack．

（2）TheThreeFormsoftheverbs．

2．AbilityObjects

（1）Trainthestudents’listeningskill．

（2）Trainthestudents’writingskillwiththetargetlanguage．

（3）Trainthestudents’speakingskill．

（4）Trainthestudentstousethethreeformsoftheverbs．

Ⅱ．TeachingKeyPoints

1．Listeningpracticewiththetargetlanguage．

2．Usethecorrectverbformstofillintheblanksbylistening．

3．MakesentencesusingthePastPerfectTense．

4．Thethreeformsoftheverbs．

Ⅲ．TeachingDifficultPoints

1．WriteanendingforthestoryinActivity2c．

2．ThethreeverbformsinGrammarFocus．

Ⅳ．TeachingProcedures

StepIRevision

1．RevisewhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyonpage68．

2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．

3．RevisethePastPerfectTensebyaskingthechildrenwhentouseitandwhatitsverbstructureis．

StepⅡ2a

Readtheinstructionstotheclass．Besurethatallofthemknowwhattodo．

Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepicturesfirst．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribingthepicturesaccordingtotheirownorder．

Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildrentonumbereachpicture．

Checktheanswerswiththeclassandseewhohaveevergotthecorrectanswerswithoutlistening．

StepⅢ2b

Askthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．

Letthestudentsfillintheblankswiththecorrectformsindividually．

Movearoundtheclassroomcollectingthemonmistakestheymaymake．

Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers．

Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass．

StepⅣ2c

Askthewholeclasstoreadtheinstructionstogether．

Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTinawaslateforclass?

Workwithapartner．Makeupanendingforthestorybycontinuingit．Thebeginninghasbeengiven．

Getstudentstodiscussinpairs．pletetheending．MakesuretheyaretalkinginEnglish．Movearoundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostopdiscussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest．Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough．

StepⅤGrammarFocus

Callstudents’attentiontothesentencesontheleft．Askfour