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内。
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.Yourcompositionisverygood________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.Yourcompositionisverygoodexceptforafewspellingmistakes.
=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内。
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,themorningbeforeschoolDoyoulikemorning
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.
Movearoundtheclassroomcollectingthecommonmistakestheymaymake.
Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers.
Playtherecording.Studentslistenandchecktheiranswers.Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass.
StepⅣ2c
Askthewholeclasstoreadtheinstructionstogether.
Wehaveanewtasknow.WeknowTinawaslateforclass.WhatdoyouthinkhappenedafterTinawaslateforclassWorkwithapartner.Makeupanendingforthestorybycontinuingit.Thebeginninghasbeengiven.
Getstudentstodiscussinpairs.Completetheending.MakesuretheyaretalkinginEnglish.Movearoundtheclassroom,offeringlanguagesupportifneeded.Aftertenminutes,askstudentstostopdiscussing.GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest.Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough.
StepⅤGrammarFocus
Callstudents’attentiontothesentencesontheleft