末末很烦躁
课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面是我精心整理的九年级英语课件，欢迎阅读，希望大家能够喜欢。
教学目标：
1.语言知识
(1)能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather。
(2) 能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
(3)能理解字母组合ir, ur, er, or在单词中的发音及规则。
2.语言技能
(1)在具体的情境中，运用所学新词，描绘不同的天气情况。
(2)运用新句型和同伴交流和描述天气情况。
3.情感态度
感知大自然美丽的四季和千变万化的天气，了解相关知识，保护自然环境。
4.学习策略
(1)了解名词结尾加y构成形容词的构词方法。
(2)在小组学习中，培养自主、探究的学习策略。
(3)运用本课所学的语音规律，尝试拼读新单词。
5.文化意识
了解不同的地区有不同的天气变化。
教学重点：
1.能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather
2.能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
教学难点：
在具体的情境中，运用本课描述天气情况的单词及句型谈论生活中的天气情况。
教学方法：
为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中采取了合作式的教学方法。利用网络查找学习资料，充分调动学生学习的积极性、主动性和创造性，极大地激发他们学习英语的兴趣，让学生在实际交际运用中，主动地获取知识、发展能力，从而提高学生的听、说、读、写水平和自主学习意识。
教学过程：
1.课堂导入
通过小小预报员引出“天气”话题 教学伊始，点击网站上的小小预报员栏目，然后提出问题：“Do you want to be a reporter? Can you talk about the weather in English? ” 给学生设置任务“用英语谈论天气”，进而引出本课的语言主题“天气”。
2.学习新知
(1)复习snow，wind，rain，cloud，sun
首先利用网站中“单词袋袋裤”中的“温故”栏目出示天气图片，学生看图片猜单词，从而复习snow, wind ,sun ,cloud ,rain这几个单词，同时板书单词。
【设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。】
整合点：运用网站展示图片使教学内容更直观、更形象，从而帮助学生更好的掌握有关天气的单词。
(2)学习新知snowy，windy，rainy，cloudy，sunny
T: Please look out of the window. The sun comes out. The weather is sunny. It’s warm.板书sunny,和sun对比。
学生小组讨论在snow，wind，rain，cloud的后面做怎样的变化形成本课所要学习的形容词。此时充分调动学生的学习主动性，小组派代表汇报结果，同时板书单词，之后通过网站中“单词袋袋裤”的“知新”栏目查找这些单词的汉意，教师指导学生进行单词的朗读。
【设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。】
(3)通过网站自学第一部分
点击网站的“看图识天气”栏目播放课文第一部分的flash课件，学生结合具体情境进行一对一的跟读模仿。
【设计意图：通过一对一的跟读模仿，培养学生自主学习的能力。】
整合点：通过网站播放学习内容，将静态的文字转化成动态的情境，刺激学生的.多种感官，有利于学生更好的模仿和实践。
(4)填一填
通过“填一填”栏目，复习本课形容天气的词汇，学生输入答案，回答正确与否会有相应的提示音。
【设计意图：通过操练，培养学生正确运用天气词汇。】
(5)学习句型How’s the weather today? It’s _______.
学生先整体感知，自主学习网站上的视频对话，进行一点一说的学习，跟读对话。然后结合实际情况教师提问：“How’s the weather today?” “How’s the weather in (月份)?”师生对话、生生对话，充分练习此句型。
【设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。】
整合点：学生通过网站的视频资源自主学习，充分发挥了学生的自主能动性。
3.巩固操练
(1)点击“智力大冲浪”栏目，出现相应的日期和天气情况，生生操练句型“What day is it?” “How’s the weather today?”
(2)然后点击网站中的“天气转转转”栏目，转出相应的城市天气，师生对话、生生对话，讨论此城市的天气状况。
【设计意图：在轻松愉快的气氛中，学生巩固运用本课描述天气的词汇和句型，做到学以致用，语言输出。】
整合点：利用网站，学生自己亲自操作电脑，师生对话和生生对话，使英语课堂变得丰富多彩，增加趣味性。
(3)找规律，学习字母组合ir, ur, er, or在单词中的发音
将这些不同字母组合的单词打乱顺序，学生将这些单词分类，然后指导学生读一读，找到规律后，尝试读新的单词。
【设计意图：通过找规律、总结，学生掌握字母组合在单词中的发音。】
整合点：学生在电脑上通过拖动完成单词分类，实现了人机互动，激发了学生的学习兴趣和参与热情。
4.自我展示
这节课我们学习了五个描述天气的形容词，但是在实际的生活中，天气情况远不止这些，学生通过网站拓展栏目查找foggy等更多描述天气的词汇，然后通过中国天气网，观察图片，选择某一城市结合之前学过的句型What day is it? What do you wear? 及本课新句型创编对话。
5.结束课堂
Homework:选一个季节，和同学或父母谈论这个季节的天气情况。
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes, and it was made in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3）正确理解被动语态的用法及句子结构。
2. 教学难点：
理解被动语态的用法及句子结构。
三、教学过程
Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
S1: Can Lun invented it in Han dynasty.
T: What was paper made of then?
S2: It was mainly made of bamboo.
T: was it easy for people to make paper then?
S1: No, it was very difficult then.
T: What is paper made of now?
S3: It’s mainly made of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Present the sentence structure, using the pictures on the big screen:
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
Ⅲ. Learning
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf
e.g. This pair of chopsticks are made of bamboo.
This coin is made of silver.
Is this blouse made of cotton?
No, it isn’t. It’s made of silk.
What’s the fork made of?
It’s made of steel.
These pigs like grass very much.
a piece of leaf
Kolas like leaves.
2. Ss discuss with their partner and try to learn the new words.
3. Give Ss five more minutes to remember the new words.
Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check the answers with the Ss.
Ⅳ. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
Things Made of Made in
shirts cotton Korea
chopsticks silver Thailand
ring steel America
2. Let one student read the words in the box, Play the recording for the Ss to listen.
3. Ss try to listen and match the things with the material and here they were made.
4. Play the recording again. Let Ss check the facts they hear.
5. Check the answers
Ⅴ. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b.
e.g. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.
(Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.
____ the science museum
____ the art and science fair
____ environmental protection
____ a model plane
____ a beautiful painting
____ grass and leaves
2. Play the recording for the Ss to listen and check the phrases.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)
1) Where is the art and science fair?
_________________________
2) Do Nick and Marcus have to pay to go?
_________________________
3) What is the model plane made of?
_________________________
4) What is the painting made from?
__________________________
3. Play the recording again to check the answers.
4. Play the recording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
e.g.
A: What did you see at the art and science fair?
B: I saw a model plane.
A: What is it made of?
B: It’s made of steel, glass, and plastic.
2. Let Ss make their own conversations.
3. Practice their conversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!
2. Read the conversations and Let Ss read after the teacher.
3. Explain some new words and main points in the conversation.
4. Ask Ss to role-play the conversation in groups.
X. Language points
1. What is the model plane made of?
What is the painting made from?
be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。
The paper is made from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou are
widely known for their tea.
widely adv. 广泛地；普遍地
wide (形容词) + ly → widely (副词)
e.g. Gas is widely used for cooking and heating.
天然气被广泛地用于做饭和取暖。
3. Where is tea produced in China?
produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；
生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。
e.g. This region produces over 50% of the country’s rice.
这个地区出产整个国家50%以上的大米。
These trees can produce very good apples.
这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。
e.g. These plants grow from seeds. 这些植物从种子生长而来。
The villagers grow coffee and corn to sell in the market.
村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。
e.g. How many trees have you planted this year? 今年你们种了多少棵树？
They planted tomatoes and carrots in their backyard.
他们在后院栽种了西红柿和胡萝卜。
3. For example, Anxi and Hangzhou are widely known for their tea.
be known for 以……闻名；为人知晓
be known for = be famous for
e.g. Suzhou is known for its beautiful gardens.
苏州以其美丽的园林而闻名于世。
be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。
根据句意用be known as或be known for的适当形式填空。
1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player.
Homework
I. Recite the conversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
教学内容：
九年级英语书面表达专题复习
教学目标：
1.指导学生掌握书面表达语篇结构的组织技巧。
2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
3.培养学生在有限的时间内快速构思、罗列提纲的能力。
4. 指导学生小组合作评改学生习作。
教学重点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力
教学难点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法
教学方法：
自主学习，合作学习
教学辅助手段：
电脑(或实物投影仪)
学情分析：
1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。
2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。
课后反思：
本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。
我认为本节课在以下几个方面处理得较好：
1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出主题，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。
2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。
3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。
不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。
小肥羊洋阳
你可以依据这些内容做一个PPT文件，自己用更方便内容提示： 状语从句状语从句时间状语从句地点状语从句原因状语从句的状目的状语从句结果状语从句条件状语从句方式状语从句让步状语从句比较状语从句从句 1 .时间状语从句1)由连词when, while, as, as soon as, before, after, since, till/ until等引导。�6�1 主句用将来时， 从句常用一般现在时表将来I will tell him when he comes back. 2)while, when, as辨析While引导的时间状语从句只指一段时间，强调某一段时间内， 主从句动作同时发生。 从句动词常是延续性的When既可以指一个时间点,也可以是一段既可以指个时间点,也可以是时间， 可表示主从句的动作同时或先后...状语从句状语从句时间状语从句地点状语从句原因状语从句的状目的状语从句结果状语从句条件状语从句方式状语从句让步状语从句比较状语从句从句 1 .时间状语从句1)由连词when, while, as, as soon as, before, after, since, till/ until等引导。• 主句用将来时， 从句常用一般现在时表将来I will tell him when he comes back. 2)while, when, as辨析While引导的时间状语从句只指一段时间，强调某一段时间内， 主从句动作同时发生。 从句动词常是延续性的When既可以指一个时间点,也可以是一段既可以指个时间点,也可以是时间， 可表示主从句的动作同时或先后发生。 从句动词可以是延续性的， 也可以是非延续性的。As强调主句、 从句动作相并发生,译为” 一边…一边…”段 When he returned , his wife was cooking.While he was reading, his wife was cooking.He hurried home, looking behind as he went . 对比训练 1____ he heard this, he got very angry. 2. I met Lucy____ I was walking along the river.3. ____ a child, he lived in the countrysidecountryside.A. when B. while C. as 另外, when/while还作并列连词,连接并列分句,while表示 “而,可是” 如:I like reading while my wife enjoys watching TV.when表示 “就在这时” 在下列结构中， 表示某件事正在发生或刚刚发生， 另一动作同时发生。1.be about to do… when…2.be doing… when…3.had done… when…e.g. We were about to start when it began to rain.I was playing computer games when mom came in. while的用法小结 ：①While I was walking down the street, Icame across an old friend. ( while=_______)②He likes pop music, while I am fond offolk music. ( whilefolk music. ( while③While I really don’t like art, I find hiswork impressive. (while=___________)whenwhenbutbutalthoughalthough We were about to leave____ it began to rain.2. She thought I was talking about her son, ____, in fact, I was talking about my son.3. Hardly had I finished my composition ____ the bell rang.A. when B. while C. as D. during 3)until/till(不用于句首)“延续的动词（肯定式） +until ”表示“直到…为止”I waited for him until he came back.“非延续性动词（否定式） +until ”表示“直到才”“直到┅才”He didn’t go to bed until he finished his work.注意: not until 在句首时要倒装Not until he saw it himself did he believe it. 4)表示“一…就…”的句型(1)as soon as, once, the moment/ minute/ second, immediately/ directly/ instantlyAs soon as he comes, I’ll tell him.The moment I saw him, I recognized him.I l ft idi t l thI left immediately the clock struck 5.(2)on / upon doing / on (upon) one’s +nOn arriving at the station, the thief was arrested.On his arrival in Paris, he was recognized as a famous person.lk tk 5 (3)no sooner… than/ hardly… when / scarcely… whenNo sooner had they reached home than it started to rain.Hardly had I entered the room when the telephone rangtelephone rang. 5)Every time, each time等也可以引导时间状语从句Every time I caught a cold , I had pain in my head. 连接词before的小结：1. We had sailed four days and four nights before we saw land.2. We hadn’t run a mile before he felt tired.4. Before I could get in a word, he had measured me.“……“……才”才”“ “不到不到…………就”就”“ “还没来得及”还没来得及”It will be a long time It will be a long time beforeIt won’t be long It won’t be long beforeIt is / has been two years It is / has been two years sincesthsth. .before………before…since sbsb did did 1 1） 句型） 句型It will be/wasIt will be/was＋段时间＋“ “还要过多久才还要过多久才……” 如：如： It will be two years It will be two years before the country.the country.2 2） 句型） 句型It will be/was notIt will be/was not＋一段时间＋“ “不多久就不多久就……”……”如：如：It wasn’t two years It wasn’t two years beforecountry.country.＋段时间＋before………” before he leaves before…he leaves ＋一段时间＋before…before…before he left the he left the y y 一、 若since引导的状语从句的谓语动词是终止性的过去时， 则从句表示的时间是“从动作开始的那一时刻起” 。 如：He has studied very hard since he came to our school.自从他来到我们学校自从他来到我们学校， 他学习就非常努力。We have been missing them since they left here自从他们离开这里， 我们就一直很想念他们。他学习就非常 二、 若since引导的状语从句的谓语动词是持续性动词或表示状态的动词的过去时时， 则从句表示的时间是“从那持续动作或状态结束时算起” 。 如：I haven’t heard any noise since I slept. Sleep 为持续性动词， sleep的动作结束时，即“醒来” 时， 这句应译为“我醒后还未听到任何声音” 。John is now with his parents in New York, it is already three years since he was a teacher约翰现在和父母一起住在纽约， 他不当教师已经三年了。 How long is it since you lived in Shanghai?你离开（没住在） 上海多久了 延续性； 不… 多长时间了It is half a month since he was a League member.他退团（不当团员） 半个月了。It’s been quite some time since I was last in London我离开伦敦已很长时间了。比较比较： He has written to me frequently since I was ill.自从我病愈以来， 他屡次给我写信。（从句谓语为状态动词）He has written to me frequently since I fell ill.自从我生病以来， 他就屡次给我写信。（从句谓语为终止性动词） ’ll let you know ____ he comes back.A. before B. becauseC. as soon asD. althoughIt is about ten years _____ I met you last.A.since B. forB.C. whenD. asB.C. when D. as____ we got to the station, the train had left already.A.If B. UnlessC. Since D. When We didn’t go home _____ we finished the work.A. since B. until C. because D. thoughIt was not ______ she took off her dark glasses ______ I realized she was a ffiltAfamous film star. A. when; that B. until; that C. until; when D. when; thenhth tB. He was about halfway through his meal ______ a familiar voice came to his ears. A. why B. where C. when D. while Scientists say it may be five or six years ______ it is possible to test this medicine on human patients. A. since B. after C. before D. wheWhy didn’t you tell him about the meeting? He rushed out of the room____I could say a word. A. before B. until C. when D. after _____ I accept that he is not perfect, I do actually like the person. A. While B. Since C. Before D. UnlessDid you remember to give Mary the money you owed her?money you owed her? Yes. I gave it to her ______ I saw her. A. while B. the moment C. suddenly D. once 2. 让步状语从句引导词有：although, though, even if/though, as , while（尽管） whether…or…( 无论…还是… ),whoever= no matter whowhoever= no matter who whenever= no matter whenwhatever= no matter whatwherever= no matter wherehowever= no matter how 1)as 引导的让步从句要倒装， 句型为：形容词/ 副词/ 名词（不带冠词） / 动词（原形） +主语+谓语Young as he is, he knows a lot.Much as I like it, I can’t afford it.Farmer as he is he is well-educatedFarmer as he is, he is well-educated.Try as I might, I couldn’t lift the stone.2） although不倒装，不倒装, as 必须倒装though可倒装也可Although/Though he was ill he didn’t stop working. 3） no matter +疑问句引导让步状语从句No matter what happened, he shouldn’t mind.=Whatever happened, he shouldn’t mind.No matter who you are, you should obey the social rules.=Whoever you are, you should …oe e you a e, you s ou d4) whether …orWhether you believe it or not, it is true.whether… or…不管…还是…a. Whether the weather is good or bad, they will set off as they planned. B.Whether he drives or takes the train, he will be here on time. 1 、difficult it was. A. however B. no matter C. whatever D although 2、 The old tower must be saved, ______the cost. A． however B． whatever C． whichever D． wherever 对比训练 3 1 . Child ____ she is, she know a lot.2. He did the experiment ____ he was told.3. The pianos in the other shop will be cheaper, but not ____ good.A. during B. as C. so D. thoughE. both B and CHe tried his best to solve the problem, ___ 3. 地点状语从句引导词有: where, whereverI’ll follow you wherever you go.Where there is a will , there is a way.注意： 不要混同于where 引导的定语从句注意： 不要混同于where 引导的定语从句(有志者， 事竟成）与定语从句的区别： where引导定语从句，从句前有一个表示地点的名词。Go back where you came from.Go back to the village where you came from. When you read the book ,you 'd better make a mark ___ you have any question. A at which B at where C the place where D whereWhen you read the book ,you 'd better ymake a mark at the place _____ you have any question.A which B at whereC the place where D wherey 4. 原因状语从句由because, since, now that, as引导。(1). because 语气最强， 用来回答why提问，可用在强调句型中,引导的从句表示直接的、根本的原yin It was because he was ill that he didn’t go with us.(2).Since语气比because弱， 表示关系上的自然结果， 一般译成“既然， 鉴于” （往往放于主句之前） 表示显然的或已知的原表示显然的或已知的原因因..Since no one is against it ,let’s carry out the plan.（既然没人反对, …) (3).as语气最弱， 只说明一般的因果关系（可放于主句之前， 也可放于主句之后）Wear strong shoes as we shall do a lot of walking today.与与sincesince没多大区别(4).for也可以表示原因， 不是说明直接原因， 而是对某种情况加以推倒， 用于表示补充说明理由补充说明理由。He must be ill, for he is absent today.(5).now that用来说明一种新情况， 然后加以推理， now that放于句首时， that可省略。Now ( that) everybody is here, let’s begin.没多大区别 ______ the day went on, the weather got worse.A With B Since C While D AsA. With B. Since C. While D. AsHe took off his coat _______ he felt hot.A. because B. as C. if D. since 5. 目的状语从句引导词： in order that, so that(为了 ） ,for fear that , in case,谓语动词常含有can, could, may, might, will, would等情态动词。I’ll speak slowly so that everybody can understand me.He wrote the name down for fear that( in case) he would forget. in casein case与与for fear thatfor fear thatI will have to stay at home this evening I will have to stay at home this evening ______________ my teacher comes.______________ my teacher comes.in casein casebecause of the possibility of because of the possibility of sthsth happeninghappeningStudents of Class 13 are working hard Students of Class 13 are working hard theses days _________________ they theses days _________________ they might fail the exam.might fail the exam.for fear thatfor fear thatto avoid the danger of to avoid the danger of sthsth happeninghappening Ann listened carefully _____ she could discover what she needed.A. such thatB. in order thatC. becauseD. even though11 . I hurried ____ I wouldn’t be late for class.AiBA. sinceB. so thatC. as ifD. unlessth t 6. 结果状语从句：引导词有： so…that, such…that, so that常用句型：1)so+ adj. (adv.) + that2)so+ adj + a (an) + n +that2)so+ adj. + a (an) + n. +that3)Such +a (an) +adj. + n. + that4)Such +adj. + n (s) +thatHe spoke so fast that I couldn’t follow him.It was such a good day that we all went swimming. He left in ___a hurry ___he forgot to lock the door.A. such, that B. so, that B.C. such, as D. so, when.Farmers rotate (轮作) their crops _____ the soil will remain fertile.A. so that B. because of C. in order to D. rather thanIt was ____ a hundred people looked lost in it.A. so large a room that B. so large roomC. a such large room D. such large a roomHe has ____ little education that he can’t teach ____ little children. A. so; such B. too; such C. a; so D. very; so 7. 条件状语从句1. 由if, unless(= if not), so/ as long as(只要), suppose/supposing(假设，如果), in case(以防), on condition that, only if , if only引导。e g You may use the room as long as youe.g. You may use the room as long as you clean it up afterwards.2.“祈使句+and/ or/ or else/otherwise”引导的结果句， 祈使句在实际意义上相当于条件状语从句。Use you head, and you will find a way.Get up now, or you will be late. 1 、 The WTO cannot live up to its name ____ it does not include a country that is home to one fifth of mankind. A． as long as B． while2、It is known to all that _____ you exercise regularly, you won’t keep good health. A. unless B. whenever C. although D. if unless 相当于 if not， 意思是“除非…”“如果不…就…”。 这也是高考的热点之一。 复习时也应给予高度重视。1 、 _____ I can see, there is only one possible way to keep away from the danger. A. As long as B. As far as C. Just as D. Even if 2、 I always take something to read when I go to the doctor’s ________ I have to wait. A． in caseB． so that C． in order D． as if C． if D． even though 8. 方式状语从句引导词有: as(如同 ), as if/though (好像)They are talking as if (as though) they were old friends.注意：注意：as， like 都表示“像” ，as 是连词 ， 后加句子like 是介词， 后加名词、 代词、 名词短语I work as others do .I work like others. 9.比较状语从句由as… as, not as/ so…as, than, the more… the moreHe ran as far as he could.The harder you try, the better you will understand. 四. 状语从句的时态问题问题1：1、 The house could fall down soon if no one______ some quick repair work. A has doneB is doingdone 2、 It is almost five years _______ we saw each other last time. A. before B. since C. after D. when 在条件， 时间和让步从句中， 用一般现在时表示一般将来时， 用现在完成时表将来完成时， 用一般过去时表过去将来时。 在 since 引导的时间状语从句中， 动词一般都用一般过去时， 而主句常用现在完成时。C doesD had 五、 状语从句的倒装问题问题1：1、 So difficult _____ it to live in an English-speaking country that I determined to learn English. A. I have felt B. have I felt C. I did feel D. did I feel2、 Not until all the fish died in the river _____ how serious the pollution was. A. did the villagers realize B. the villagers realizedC. the villagers did realize D. didn’t the villagers realize 状语从句的倒装一般有下面几种情况： ① 否定词开头； ② so 加 adj. 开头； ③ as / though引导的让步状语从句。Hardly had he got to the station when the train left.No sooner had he got to the station than the train left.Child as he is, he can speak seven foreign languages.
