AC與AP互聯(lián)的心得體會及收獲 網(wǎng)絡(luò)ac+ap方案(3篇)

我們得到了一些心得體會以后，應(yīng)該馬上記錄下來，寫一篇心得體會，這樣能夠給人努力向前的動(dòng)力。那么我們寫心得體會要注意的內(nèi)容有什么呢？下面是小編幫大家整理的心得體會范文大全，供大家參考借鑒，希望可以幫助到有需要的朋友。

對于AC與AP互聯(lián)的心得體會及收獲一

period 1

welcome to the unit

teaching aims:

(1).make students talk about the opera turandot and read about the history of music from jazz to pop

(2).by talking and discussing, students’ spoken english can be practised.

important points & difficult points:

(1). students are expected to express their own opinions by talking and discussing.

(2). encourage students to speak freely.

teaching aids:

backboard

teaching procedures:

step 1: lead-in

music plays an important role in our daily life. have you ever had the experience of listening to a piece of music and feeling that it is written just for you? music can be used to express many feelings, such as love, sorrow, friendship and peace. although people from different areas of the world have different styles of music, we can still understand each other’s music. without music, what would our lives be like?

how much do you know about music? now let’s try to say some words about music:

● music: classical music, pop music, folk music, swing music, blues, jazz, rock and roll, rap, opera…

● people related to music: musician, singer, composer, pianist, violinist…

● musical instruments: guitar, piano, violin, drum…

step 2: sharing information

1. work in groups of four and discuss the four pictures on page 17.

picture of a jazz band

what are the people doing in this picture? what do you know about jazz?

(jazz is a musical art form. at the end of the 19th century, jazz music was the most popular type of music. jazz was started in new orleans in the usa and most jazz musicians at that time were black. it has been called the first original art form to develop in the usa. early jazz musicians made money by playing in small bands. often, jazz musicians made up the music as they were playing. early jazz came from folk music and later developed into something else of its own.)

do you know any famous jazz musicians?

(louis armstrong, one of the most famous jazz musicians, was born in new orleans. he created wonderful jazz music with his trumpet. in addition to playing trumpet, he also sang and danced. he performed on broadway, in films and recorded music.)

what does jazz music sound like to you?

picture of chinese opera

what are the people doing in this picture? what is chinese opera?

(chinese opera is a traditional form of drama in china. it started in the tang dynasty when emperor xuanzong founded the ‘pear garden’. a chinese opera performance includes elements such as dance, song, dialogue, swordplay and acrobatics. the features of chinese opera which can distinguish a character’s age, gender and personality are the makeup, movements, props and the colour of costumes.)

what does chinese opera sound like?

(to some young people nowadays, the music accompanied by gongs, cymbals, drums and stringed instruments sounds a bit ‘shrill’ and ‘noisy’. however, the stories and the melodies are unique.)

do you know any famous chinese opera performers?

picture of a girl playing the violin

what is the girl doing in this picture? what do you know about the violin?

(the violin belongs to the string family of instruments. it is made of wood and uses steel strings. a violinist uses a bow pulled across the strings to create beautiful music.)

do you know any famous violinists?

(in the past, the great violinists played the violin as well as writing music for the instrument. after the 19th century, composers and violinists started to be two different roles. the most famous violin composers and players are corelli, vivaldi, locatelli and later paganini, sarasate, wieniawski, vieuxtemps, ysave, kreisler and enesco.

picture of a girl playing the piano

what is the girl doing in this picture? what do you know about the piano?

(the piano belongs to the percussion family of instruments. it consists of a keyboard attached to a wooden box, inside of which are metal strings. a piano is played by pressing the keys. each of the keys is attached to a hammer that strikes one of the strings inside the box.)

do you know any famous pianists?

(among the most famous pianists are beethoven from germany, franz liszt from hungary and frederick chopin from poland. beethoven is known for his sonatas, liszt for the hungarian rhapsody and chopin for revolution etude.)

2. work in pairs and have a discussion about the three questions below the pictures.

sample answers

1 my favourite kind of music is classical music. classical music uses orchestras and many instruments cooperating to create music together. i like listening to music played by orchestras. you can hear things played on instruments from all of the different families--woodwind, string, percussion and brass. also, classical music tends to be slower, so it makes me feel calm when i listen to it.

2 the musician i like very much is jay chou. many people may think that he is just a pop singer, but i consider him to be a pop musician. he sings about broken heart, urban stress and young dreams. he expresses his experiences, feeling and personality into his music, which attracts young people who have similar thoughts. that is why many teenagers in china like him so much.

3 yes. i watched chinese operas with my grandfather when i was young. a chinese opera performance includes elements like dance, dialogue, swordplay and acrobatics. the music instruments used for chinese opera include gongs, cymbals, drums and stringed instruments. a character’s age, gender and personality are shown through the makeup, movements, props and colour costumes. in comparison, western opera puts greater emphasis on music and design, conveying a story through singing and dancing. dialogue is expressed through songs. both chinese and western opera use music to express themes like love, betrayal and hope.

step 3: discussion

many of us believe that music can have a very great effect on us. this is especially true of classical music, which some people believe can make us calmer or even smarter. there is a theory, called the ‘mozart effect’, that playing classical music for a child can help his or her brain develop. as a result, a lot of parents play classical music for their children, some even beginning before the child is born, in the hope that their children will be smarter. what do you think of the ‘mozart effect’ theory? do you think it is true? why or why not?

do you think adults can become smarter or calmer by listening to classical music? why or why not?

step 4: homework

1. collect more information about music.

2. prepare the reading part.

period 2

reading

teaching aims:

1. to help the students know some background knowledge about opera turandot and the history of music

2. to master the skills of reading a review of an opera

teaching aids:

recorder, blackboard

teaching procedures:

step 1: lead-in

boys and girls, i’m glad to tell you that today we’ll have a chance to enjoy a section of performance of giacomo puccini’s world-famous opera, turandot.

ok. it is performed in the forbidden city in beijing. can you guess who directed it? (zhang yimou.)

have you seen any of zhang yimou’s films?

do you like them? why or why not?

what else has zhang yimou directed besides films? ( they are the ‘bid for the 29th olympic games in beijing’, which was shown in moscow, a performance at the closing ceremony at athens olympic games, an outdoor performance of third sister liu in guilin and turandot in beijing).

have you seen or have you ever heard of the opera turandot?

if you have seen or heard of it, can you tell us what it is about?

step 2: fast reading for general ideas

a review is a report or an essay giving some information as well as some opinions or ideas about a book, a performance, a painting or something similar.

in our lesson today, we will read a review of an opera. what do you think the review will tell us? (it will give us some background information about turandot, tell us about the plot of the opera and give other information, such as the actors’ names, as well as an evaluation of the performance as a whole.)

go through the passage as quickly as possible and try to find answers to the three questions. just focus on and identify the information needed to answer these questions.

1. what is turandot?

2. who wrote turandot?

3. was the performance indoors or outdoors?

answers

1 turandot is an opera that tells the story of a cold-hearted chinese princess, named turandot, who lives in the forbidden city. to avoid marriage, she says that any potential husband must answer three riddles correctly or die.

2 giacomo puccini wrote the opera. the final scene was completed by franco alfano, one of his students, based on puccini’s notes after he died.

3 it was performed outdoors.

step 3: detailed reading for important information

1. let’s read the passage a second time and find out the background information of the opera. then complete the table:

main characters of the story turandot-a chinese princess；calaf-a prince；liu-calaf’s father’s young slave

setting beijing’s forbidden city

plot

the story takes on the classic love triangle of the three main characters turandot, calaf and liu. liu loves calaf, but calaf has fallen in love with turandot. because turandot does not want to get married, she declares that anyone who wants to marry her must answer her three questions. if the one cannot answer these questions, he will be killed.

director zhang yimou

conductor zubin mehta, an internationally famous conductor born inindia

actors and actresses sharon sweet-turandot; barbara hendricks-liu; kristjan johannsson-calaf; other singers and musicians from abroad and china

2. retell the story of turandot, using what has been written in the table.

step4: read the text again and choose the best answers according to the text.

a⑴ how many performances of turandot were performed in the forbidden city in beijing?

a. eight b. seven

c. one d. the text doesn’t mention it

a⑵ who wrote turandot and when was it written?

a. giacomo puccini, in 1924

b. giacomo puccini’s former student, in 1924

c. zubin mehta, in the 1990s

d. sharon sweet, in the 1990s

c⑶ when was turandot staged in beijing?

a. in 1924

b. in the twenty first century

c. in the 1990s

d. in

d⑷ how does the writer think of the opera?

a. terrible b. moving c. boring d. amazing

step5: words and expressions

vocabulary words witness, star, cast, avoid, dare, disturbing, recite, threaten, aloud, marry, breathless, guard, key, combine, heartbreaking, fluent, condemn

useful expressions the end of, be set in, instead of, for the first time, fall in love, take on, be drunk with, exercise, control over, break one’s promise, be upset by, by surprise, be condemned to death, be shocked by, win one’s affection, at the end of, bring together

sentence patterns 1. in order to avoid marriage, she says that any potential husband must answer three riddles correctly or die.

2. there could not be a better setting.

3. although he would like to, he cannot break his promise.

4. calaf says his own name aloud, leaving his future in turandot’s hands.

5. the opera finishes with a beautifully-sung final duet, which was so moving that the audience fell silent.

step6: pair work

talk about a western or a chinese opera that you are all familiar with. introduce the main characters, the setting and the plot.

chinese opera

the chinese opera is a traditional form of stage entertainment, weaving together elements of mime, dance, song, dialogue, swordplay, and acrobatics into one fluid continuous flow. gestures, movements and expressions incorporated within each performers script come together to bring forth an impressive performance. in contrast to western stage entertainment, which is subpided into different categories such as opera, drama and sketches, chinese opera has remained faithful to its original format over the centuries.

by doing away with three-dimensional stage props and complicated backdrops found in western opera, chinese opera conveys the idea of time and space to the audience through the acting of performers. this simple and flexible technique is called “imagined time and space” in chinese operatic terminology. the acting, however, is not mere imitation of movements in daily life. instead, it has been perfected to bring out just their essentials, making them highly-stylize and rhythmic dancing movements. such acting is described in chinese stage language as “stylized formula”. in addition, chinese opera has specific costumes, facial make-ups, musical motifs and recitations to represent each character in the series of characters known as xingtous. all this, plus imagined time and space and stylized acting, has enabled the story to rise above real life and create a strong dramatic atmosphere with distinct operatic effects.

western ears do not readily appreciate this art, for chinese opera often seems shrilly and noisy. shrill voices pierce the air, accompanied by loud gongs, crashing cymbals, pounding drums and droning stringed instruments. the music is not intended to be melodic, as in the west, but rather used as punctuation to the performance. chinese opera is an art of the people-enjoyed and appreciated by all across the social spectrum. in a real sense it is a folk art, comparable in many ways with the chinese circus. although the music of chinese opera may seem very alien, the stories told are very familiar to those accustomed to western opera: heroes battle overwhelmingly powerful foes, good versus evil, and lovers seek escape from domineering and disapproving parents.

a distinct feature of chinese opera is the makeup, movements, props, and colorful costumes. these features identify a characters age, sex, and personality the moment he or she enters the story. face painting leans heavily on earlier forms of mask and make up. facial patterns rely on exaggeration and the symbolism of color to suggest a characters attributes and personality. the painted faces become what the chinese call ‘a(chǎn) mirror of the soul’. well-versed members of the audience will be able to tell instantly the personality of characters on the stage by their painted faces. although colors sometime represent a physical attribute of a character, they are predominantly used as indicators of a character’s personality. apart from the exquisitely embroidered traditional costumes, head-dresses are a requisite in chinese opera. the more elaborate the head-dress, the more significant the character. costumes are extravagant in style in order to achieve as great a theatrical effect as possible. like the face makeup, the color codes of these costumes identify the various ranks, status, and personality of the characters.

although sharing a common ancestry, chinese opera boasts over 300 various distinct forms-taking their names from their places of origin. these forms are generally discernible by their use of local dialects and distinct ‘melodies’. beijing opera is considered by most to be the most refined. also widespread are pingju opera, kunqu opera, shaoxing opera, henan opera, sichuan opera, shanxi opera, huangmei opera, huagu opera and yangko opera. some chinese ethnic minority groups have some local form of operas. many modern instrumental music pieces incorporate traditional instruments while adapting a more modern style. however, instrumental music is still very traditional. many works of traditional music are still played by small quartets and large orchestras. chinese melodies are quite unique and incorporate into many modern compositions. chinese instrumental music has changed because it is no longer restricted to the traditional format. even non-traditional instruments such as the piano are used in creating modern works.

western opera

opera is a form of theatre in which the drama is conveyed wholly or predominantly through music and singing. opera emerged in italy around the year 1600 and is generally associated with the western classical music tradition. opera uses many of the elements of spoken theatre such as scenery, costumes, and acting. generally, however, opera is distinguished from other dramatic forms by the importance of song and conventions of vocal technique. the singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra. opera may also incorporate dance; this was especially true of french opera for much of its history.

comparable art forms from various other parts of the world, many of them ancient in origin, exist and are also sometimes called “opera” by analogy, usually prefaced with an adjective indicating the region (for example, chinese opera). these independent traditions are not derivative of western opera, but are rather distinct forms of musical theatre. opera is also not the only type of western musical theatre: in the ancient world, greek drama featured singing and instrumental accompaniment; and in modern times, other forms such as the musical have appeared.

the word opera means “works” in italian (from the plural of latin opus meaning “work” or “l(fā)abour”) suggesting that it combines the arts of solo and choral singing, declamation, acting and dancing in a staged spectacle. dafne by jacopo peri was the earliest composition considered opera, as understood today. it was written around 1597, largely under the inspiration of an elite circle of literate florentine humanists who gathered as the “camerata”. significantly, dafne was an attempt to revive the classical greek drama, part of the wider revival of antiquity characteristic of the renaissance. the members of the camerata considered that the “chorus” parts of greek dramas were originally sung, and possibly even the entire text of all roles; opera was thus conceived as a way of “restoring” this situation. dafne is unfortunately lost. a later work by peri, euridice, dating from 1600, is the first opera score to have survived to the present day. the honour of being the first opera still to be regularly performed, however, goes to claudio monteverdi’s orfeo, composed for the court of mantua in 1607.

step 7: homework

1. read the text again and again. try to memorize the language points.

2. parts a1 and a2 on page108 of the workbook.

period 3

word power

teaching aims:

1. learn and master the new words related to computers.

2. enlarge the knowledge about the internet.

important points & difficult points:

master the expressions about the internet.

teaching aids:

recorder, blackboard

teaching procedures:

step1. lead-in

at the beginning of today’s class, let’s play a guessing game. here are several cards, in each of which is written an instrument. i’d like one of you to give a brief description of them and other students to guess what they are.

for reference

1. piano: a large musical instrument with a row of black and white keys which are pressed to play notes.

2. violin: a wooden musical instrument with four strings which is held against the neck and played by moving a bow across the strings.

3. guitar: a musical instrument with six strings and a long neck which is usually made of wood, and which is played by pulling or hitting the strings with the fingers.

4. cello: a wooden musical instrument with four strings, that is held vertically between the legs and is played by moving a bow across the strings.

5. trumpet: a brass musical instrument consisting of a metal tube with one narrow end, into which the player blows, and one wide end. three buttons are pressed in order to change notes.

6. horn: a curved musical instrument made of metal, which is narrow at the end you blow down to make a sound, and wider towards the other end.

7. flute: a tube-shaped musical instrument with a hole that you blow across at one end while holding the tube out horizontally to one side of you.

8. clarinet: a tube-shaped musical instrument which is played by blowing through a single reed and pressing the metal keys to produce different notes.

9. cymbal: a flat round musical instrument made of brass, which makes a loud noise when hit with a stick or against another cymbal.

10. bass drum: a large drum that produces a low sound

step2: questions

1. do you know how to play the piano/violin/guitar?

2. have you ever seen a live orchestra performance or seen any orchestras playing on tv? what was it like?

3. what is an orchestra like?

4. what kind of music is performed by an orchestra?

5. do you know any famous orchestras in china or in other places around the world?

for reference

usually there are two types of orchestra. a chamber orchestra is a small group, and a symphony or philharmonic orchestra is a larger group which includes all of the instrument families.

the music that an orchestra plays is usually classical.

the members of an orchestra are musicians, including the conductor, the pianist, the violinist, the flutist and so on.

there are different types of musical instruments in an orchestra. the percussion family includes the piano, the timpani, the xylophone, the triangle, the snare drum, the bass drum, the woodblocks and the gongs. the brass family are the trumpet, the horn, the trombone and the tuba. the woodwind family members are the flute, the clarinet, the oboe and the bassoon. sometimes the saxophone also joins the orchestra. the string section has four kinds of stringed instruments in the orchestra-the violins, the violas, the cellos and the double basses.

step 3: vocabulary learning

small: a ________orchestra (chamber)

an orchestra large: a ________ orchestra (symphony/philharmonic)

________ (strings)

________ (woodwind)

four groups of musical instruments ________ (brass)

________ (percussion)

________ classical music (western)

________ (opera)

music of an orchestra popular music

music from different ________(countries)

step 3: homework

finish the exercise p22-23

period 4

grammar and usage (ellipsis)

teaching aims:

1. to sum the usage of ellipsis and learn the usages of them.

2. to focus on the special styles .

teaching important and difficult points :

1. to conclude the usages of them and do some practice .

2. how to use ellipsis correctly in a concrete sentence .

teaching procedures :

step 1: general introduction

the grammar item in this unit focuses on ellipsis. you will learn when to use ellipsis and how to use it correctly. you are expected to apply what you have learnt to practical use by finishing the two exercises in this section.

step 2: explanation and practice

read the instructions on page 24. we use ellipsis when we do not want to repeat words or phrases that are obvious.

ellipsis

省略句是英語的一種習(xí)慣用法。按照語法的分析，句子應(yīng)該具備的成分，有時(shí)出于修辭上的需要，在句中并不出現(xiàn)，這種句子叫做省略句（elliptical sentences），這種語法現(xiàn)象稱為“省略”（ellipsis or leaving words out）。其特點(diǎn)是：雖然省去句子語法構(gòu)造所需要的組成部分，但仍能表達(dá)其完整的意義。

省略形式多樣，從單詞、短語到分句，都可以省略，而且各有一定的銜接關(guān)系，不容臆斷?！笆÷浴辈坏且环N“以無為有”的最簡便的表達(dá)方法，而且也是一種簡便至極，“雖無勝有”的修辭手段。如果弄不清一句中哪些部分省略了，就可以產(chǎn)生誤解或歧義。

省略在英語運(yùn)用中，尤其是在交際對話中普遍存在，因?yàn)樗梢员苊庵貜?fù)，突出關(guān)鍵詞語，能做到言簡意賅，并使上下文緊密連接。在歷年的高考題中也屢見不鮮。省略有詞法上的省略，也有句法上的省略，有的學(xué)者把某些替代也看作一種省略。

一、詞法上的省略

1. 名詞所有格后修飾的名詞在以下情況可以省略

1）如果名詞所有格修飾的名詞在前文已出現(xiàn)，則可以省略。如：

these are johns books and those are marys (books). 這些是約翰的書，那些是瑪麗的書。

2）名詞所有格后修飾的名詞如果是指商店、住宅等地點(diǎn)時(shí)，這些名詞也常常省略。如：

at the doctors 在診所

at mr greens 在格林先生家

to my uncles 到我叔叔家

at the barbers 在理發(fā)店

2. 冠詞的省略

1）為了避免重復(fù)

the lightning flashed and thunder crashed. 電閃雷鳴。（thunder前省略了定冠詞the）2）在the next day (morning, week, year...)等短語中，有時(shí)為了使語氣緊湊定冠詞the ?？梢允÷浴Ｈ纾簑e went to the farm to help the farmers with the harvest (the) next day. 第二天，我們?nèi)マr(nóng)場幫助農(nóng)民收莊稼。

3）在副詞的最高級前面的定冠詞?？梢允÷?。如：

she sings best in the class. 她在班上唱歌唱得最好。

4）在某些獨(dú)立主格結(jié)構(gòu)中。如：

our teacher came in, book in hand. (=our teacher came in, with a book in his hand.) 我們的老師手里拿著一本書進(jìn)來了。

5）在as引導(dǎo)的讓步狀語從句中，當(dāng)作表語的單數(shù)名詞提前時(shí)，不定冠詞要省略。如：

child as he is, he knows a lot. 雖然他還是一個(gè)孩子，卻懂得很多。

3. 介詞的省略

1）both 后常跟of短語，其后可以接名詞復(fù)數(shù)形式，也可以接代詞賓格復(fù)數(shù)形式。接復(fù)數(shù)名詞時(shí)，介詞of可以省略，但接代詞賓格時(shí)，of不能省略。如：

both (of) the films were interesting. 這兩部電影都很有趣。

she invited both of us to her birthday party. 她邀請我們倆去參加她的生日派對。

2）在現(xiàn)在完成時(shí)表持續(xù)和重復(fù)的句型中，一段時(shí)間前的介詞for可以省略。如：

these shoes are worn out. they have lasted (for) a long time.

這雙鞋穿破了，已經(jīng)穿了很長一段時(shí)間了。

3）被動(dòng)結(jié)構(gòu)中，如果沒有必要強(qiáng)調(diào)動(dòng)作的執(zhí)行者，則可以省略介詞by短語。如：

the letter was posted (by me) yesterday. 這封信是昨天寄出去的。

4）和一些動(dòng)詞搭配構(gòu)成的短語中的介詞，如：consider... (as)..., prevent / stop... (from) doing..., have trouble / difficulty... (in) doing..., spend... (in / on) doing... 等中的介詞可以省略。如：

trees can prevent the earth (from) being washed away. 樹能阻止泥土被沖走。

can you stop him (from) going swimming in the river? 你能阻止他下河洗澡嗎？

i have some difficulty (in) answering the question. 回答這個(gè)問題我有點(diǎn)困難。

4. 動(dòng)詞不定式中的省略

1）有些動(dòng)詞，如：believe, find, think, feel, consider, imagine, prove等后作賓補(bǔ)的結(jié)構(gòu)to be + n. / adj. 中的to be可以省略。如：

i consider him (to be) lazy. 我認(rèn)為他懶。

his mother found him (to be) a clever boy.

他母親發(fā)覺他是一個(gè)很聰明的孩子。

2） 感官動(dòng)詞see, hear, feel, watch, notice 等以及使役動(dòng)詞let, make, have后作賓補(bǔ)的動(dòng)詞不定式中的不定式符號to要省略，但變?yōu)楸粍?dòng)結(jié)構(gòu)時(shí)，to必須保留。如：

they made the boy go to bed early. 他們強(qiáng)迫這個(gè)男孩早睡。

the boy was made to go to bed early. 這個(gè)男孩被迫早睡。

注：help后作賓補(bǔ)的動(dòng)詞不定式中的to可以省略也可以保留。

3）在can not but, can not choose but, can not help but之后的動(dòng)詞不定式一般不帶to； but之前有實(shí)義動(dòng)詞do的某個(gè)形式do, does, did, done 時(shí)，也不帶to, 否則要帶to。如：

we have nothing to do now but wait. 我們現(xiàn)在除了等沒有別的事可做。

i can not but admire his courage. 我不能不欽佩他的勇敢。

he has no choice but to accept the fact. 除了接受這個(gè)事實(shí)他別無選擇。

4）在并列結(jié)構(gòu)中為了避免重復(fù)。如：

im really puzzled what to think or say. 我真不知道該怎么想，怎么說才好。

但兩個(gè)不定式有對照或?qū)Ρ鹊囊饬x時(shí)，則后一個(gè)to不能省略。如：

i came not to scold but to praise you. 我來不是責(zé)備你，而是贊美你。

5）在why, why not 引導(dǎo)的特殊問句中后跟省略to的動(dòng)詞不定式。如：

why talk so much about it? 為什么大談這個(gè)事呢？

why not try it again? 為什么不再試一試呢？

6） 主語部分有實(shí)意動(dòng)詞do 的任何形式，is /was后是不定式做的表語解釋do 的內(nèi)容，通常省略to.

the only thing you have to do is (to) press the button.

7） 動(dòng)詞不定式中動(dòng)詞原形部分是否省略，主要看句子前面是否已出現(xiàn)過同

樣的動(dòng)詞。如果句子前面出現(xiàn)過同樣的動(dòng)詞，為了避免重復(fù)，句子后面的不定式常省略動(dòng)詞原形，而保留不定式符號to。如：

they may go if they wish to (go). 如果他們想去，他們就可以去。

dont go till i tell you to.直到我告訴你去，你才可以去。

在一些動(dòng)詞afford, agree, expect, forget, mean, pretend, remember, want, refuse, hope, wish, would like (love), try等后跟動(dòng)詞不定式作賓語，不定式中的to可以承前（后）省略。如:

-will you go to the cinema with me? 你愿和我一起去看電影嗎？

-well, id like to (go with you). 我愿意。

i would do it for you, but i dont know how to (do it for you).

我想為你做這事，但我又不知如何做。

在某些形容詞，如：afraid, glad, willing, happy, eager等后承前省略動(dòng)詞原形，只保留不定式符號to。如：

-will you join us in the game? 你愿和我們一起做這個(gè)游戲嗎？

-sure, ill be glad to (join you in the game). 當(dāng)然，我愿意。

有些動(dòng)詞，如：tell, ask, allow, expect, force, invite, permit, persuade, order, warn, wish, would like, forbid等后跟動(dòng)詞不定式作賓語補(bǔ)足語、主語補(bǔ)足語時(shí)，不定式承前省略動(dòng)詞原形， 保留動(dòng)詞不定式符號to。如： he didnt come, though we had invited him to (come). 盡管我們邀請他來，他卻沒來。

注：承前省略的動(dòng)詞不定式如果有助動(dòng)詞have或be，則要保留be或have。如：

-are you a teacher? 你是老師嗎？

-no, but i used to be (a teacher). 不，我以前是。

二、句法中的省略

在一些簡單句、并列句和復(fù)合句中，可以省略主語、謂語、賓語、表語等某一個(gè)句子成分，也可以省略多個(gè)句子成分。

1．簡單句中的省略

1) 感嘆句中常省略主語和謂語。如：

what a hot day (it is)! 多熱的天??！ how wonderful! 多妙?。?/p>

2) 在一些口語中可以省略某些句子成分。如：

-(will you) have a smoke? 你抽煙嗎？ -no. thanks. 不，謝謝了。

(is there) anything else to say? 還有別的要說嗎？

2．并列句中的省略

1) 如果主語不同，而謂語動(dòng)詞中的一部分相同，則省略謂語動(dòng)詞中相同的那部分。如：

john must have been playing football and mary (must have been) doing her homework. 約翰一定在踢球，而瑪麗一定在做作業(yè)。

2) 主語相同，謂語動(dòng)詞也相同，則二者都可以省略。如：

his suggestions made john happy, but (his suggestions made) mary angry.

他的建議使約翰高興，卻使瑪麗很生氣。

3) 主語相同，而謂語不同，則可以省略主語。如：

old mcdonald gave up smoking for a while, but (he) soon returned to his old ways. 老麥克唐納戒了一陣子煙，可很快又抽上了。

4) 在并列復(fù)合句中，如果that從句從屬于第二個(gè)并列句且它的謂語動(dòng)詞和賓語等其它一些成分與第一個(gè)并列句相同時(shí)，這個(gè)that從句通?？梢允÷赃@些相同的部分。如：

jack will sing at the party, but i know john wont (sing at the party).

杰克將在晚會上唱歌，但我知道約翰不會在晚會上唱歌。

3. 復(fù)合句中的省略

1) 名詞性從句中的省略

(1) 作賓語的what從句中的謂語動(dòng)詞與主句的相同，則what從句可以省略謂語，甚至主語。如：someone has used my bike, but i dont know who (has used it).

有人用了我的自行車，但我不知道是誰。

he has gone, but no one knows where (he has gone).

他走了，但沒人知道他去哪兒了。

(2) 有時(shí)候也可以根據(jù)說話的情景來省略主句中的一些成分。如：

(im) sorry ive kept you waiting so long. 對不起，讓你久等了。

(3) 在某些表虛擬語氣的主語從句、賓語從句、表語從句和同位語從句中，從句謂語動(dòng)詞中的助動(dòng)詞should可以省略。如：its important that we (should) speak to the old politely. 我們對老人說話要有禮貌，這很重要。

2) 定語從句中的省略

(1) 在限制性定語從句中，作賓語的關(guān)系代詞that, which, who (whom)常可以省略。如：

the man (who / whom) i saw is called smith. 我見到的那個(gè)人名叫史密斯。

where is the book (which) i bought this morning?

今天上午我買的那本書在哪兒？

(2) 關(guān)系副詞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結(jié)構(gòu)中引導(dǎo)限制性定語從句時(shí)，在非正式場合下，可以省略關(guān)系副詞when, where, why, that。如：

i shall never forget the day (when) we first met.

我永遠(yuǎn)也不會忘記我們第一次見面的那一天。

the reason (why) he came so early is his own affair.

他來這么早是他自己的事。

the way (that) you answered the questions was admirable.

你回答這些問題的方式令人欽佩。

3）狀語從句中的省略

當(dāng)狀語從句中的主語和主句的主語一致，或狀語從句中的主語是it，并且又含有be動(dòng)詞時(shí)，?？梢允÷詮木渲械闹髡Z和be動(dòng)詞。

(1) 在as, before, till, once, when, while等引導(dǎo)的時(shí)間狀語從句中。如：

while (i was) waiting, i was reading some magazines. 我一邊看雜志，一邊等。

(2) 在though, although,等引導(dǎo)的讓步狀語從句中。如：

though (they were) tired, they went on working.

雖然他們累了，但他們?nèi)岳^續(xù)工作。

(3) 在if, unless(=if... not)等引導(dǎo)的條件狀語從句中。如：

you shouldnt come to his party unless (you were) invited.

除非你被邀請，否則你不應(yīng)該來參加他的宴會。

(4) 在as, as if, as though引導(dǎo)的讓步狀語從句中。如：

he did as (he had been) told. 他按照被告知的那樣去做了。

he paused as if (he was) expecting her to speak.

他停下來，好像是在期待她說話。

(5) 在as (so)... as..., than引導(dǎo)的比較狀語從句中。如：

i know you can do better than he (can do). 我知道你能比他做得更好。

this car doesnt run as fast as that one (does). 這輛小車不及那輛跑得快。

三、替代性省略

在一些交際用語中的某些動(dòng)詞，如：think, suppose, expect, believe，guess等后常常和so， not等連用，以替代上文出現(xiàn)的內(nèi)容。如：

-do you suppose he is going to attend the meeting?

你認(rèn)為他會來參加這個(gè)會議嗎？

-i suppose not. 我認(rèn)為不會。

step3: practise

1. the boy wanted to ride his bicycle in the street, but his mother told him_________.

a. not to b. not to do c. not do it d. do not to

2. it’s a fine day. let’s go fishing, ________?

a. won’t we b. will we c. don’t we d. shall we

3. be sure to write to us, _______?

a. will you b. aren’t you c. can you d. mustn’t you

4. how about the two of us ________a walk down the garden?

a. to take b. take c. taking d. to be taking

5.-i usually go there by train.

-why not _______by boat for a change?

a. to try going b. trying to go c. to try and go d. try going

6.-alice, why didn’t you come yesterday?

-i ______, but i had an unexpected visitor.

a. had b. would c. was going to d. did

7. -could i borrow your dictionary?

-yes, of course you ________. (1992met)

a. might b. will c. can d. should

8. -don’t forget to come to my birthday party tomorrow.

-__________. (1994 nmet)

a. i don’t b. i won’t c. i can’t d. i haven’t

keys: 1-5 adacd 6-8 ccb

step 4: consolidation

i. multiple choice

1. ＿＿＿＿＿ for your brother, i would not have gone to see mr. wang.

a. if it is not b. were it not c. had it not been d. if they were not

2. - i’d like to have a piece of bread and two eggs.

- anything ＿＿＿＿＿?

a. following b. follows c. to follow d. to be followed

3. he suggested that the work ＿＿＿＿＿ at once.

a. be done b. should do c. could do d. does

4. it’s a fine day. let’s go swimming, ＿＿＿＿＿?

a. won’t we b. will you c. don’t we d. shall we

5. be sure to be here early tomorrow, ＿＿＿＿＿?

a. will you b. aren’t you c. can you d. could you

6. father advised me not to say anything until＿＿＿＿＿ at the meeting.

a. asking b. to ask c. asked d. ask

7. we will have a meeting next week, but we don’t know ＿＿＿＿＿.

a. who b. where c. as d. which

8. though the little boy is often made ＿＿＿by his brother, he made his brother ＿＿＿yesterday.

a. cry; to cry b. crying; crying c. cry; cry d. to cry; cry

9. - i’ll go to korea to watch the 14th asian games. would you mind looking after my dog?

- not all. ＿＿＿＿＿.

a. i can’t b. please don’t c. i’d like it d. i’d be happy to

10. - do you think jack is going to watch a football match this weekend?

- ＿＿＿＿＿.

a. i believe not b. i believe not so c. i don’t believe it d. i don’t believe

11. - what do you think made the girl so glad?

- ＿＿＿＿＿ a beautiful necklace.

a. as she received b. receiving c. received d. because of receiving

12. - aren’t you be chairman?

- no, and i ＿＿＿＿＿.

a. don’t want to b. don’t want c. don’t want to be d. don’t want be

13. you’re＿＿＿＿＿your time trying to persuade him. he’ll never join us.

a. spending b. wasting c. losing d. missing

14. - he promised to come to see you.

- but he ＿＿＿＿＿. i’ve been all alone.

a. didn’t b. wouldn’t c. hasn’t d. won’t

15. -- how about the number of students playing on the playground?

-- ＿＿＿＿＿.

a. small b. many c. little d. most

16. all substances, ＿＿＿＿＿ solids, liquids, or gases, are made up of entirely atoms.

a. whether they b. whether c. whether are they d. whether are

17. - have you watered the flowers?

- no, but ＿＿＿＿＿.

a. i am b. i’m going c. i’m just going to d. i will go

18. if you go to xi’an, you will find the palaces there more magnificent than commonly＿＿＿.

a. supposing b. supposed c. to suppose d. suppose

19. if ＿＿＿＿＿ the same treatment again, he is sure to get well. a. giving b. give c. given d. being given

20. he broke his legs while ＿＿＿＿＿.

a. riding b. ride c. was riding d. rode

ii. translation

1. 我伯父的身體比我上次給你去信時(shí)好些了。

2. 這種物質(zhì)稱為水，其重要性僅次于氧。

3. 上海即使不是世界上最大的城市也堪稱世界最大的城市之一。

4. 我的兄弟有時(shí)抽煙，而我不抽煙。

5. 一旦出版, 這部小說將成為今年的暢銷書之一。

keys :

i. 1-5 ccada 6-10 cbdda 11-15 bcbca 16-20 bcbca

ii.

1. my uncle is better than when i wrote to.

2. this substance we call water, and come next only to oxygen．

3. shanghai is one of the largest cities in the world, if not the largest (city).

4. my brother smokes, but i don’t (smoke).

5. when published, the novel will become one of the best sellers of the year.

period 5

task ( making an exhibition board about a composer)

teaching aims:

1. to improve the students’ listening ,speaking and writing skills.

2. to collect facts and figure out opinions.

teaching procedures:

skills building 1: listening for facts about people

every one of you must have a good friend in your class. would you like to give your best friend a brief introduction? or would you like to talk about a famous person that you admire most?

what information do you want to know when we talk about people?

● dates (born/died)

● places (born/died)

● specific things done in their life

● detailed information (why they did so; who or what influenced them)

step 1: taking notes on famous composers p26

skills building 2: finding about people’s lives

1. to obtain more detailed information, what are we supposed to do when we already know a little about a topic? (asking questions.)

2. if you already know some general information about a famous composer, but you want to get more detailed information about him or her, what should you do? what information would you like to know about the famous composer’s life? one of the good ways to learn about people’s lives is to ask some questions.

3. read the guidelines and the eleven questions on page 28 and compare them with your own questions. then decide which questions can help you get more detailed information.

step 2: asking for further information

now, let’s use the skills we just learned to get further information. suppose you interview a member of the school music club.

1. work inpidually to think up and write down as many questions as you can to find more detailed information. you can consult your notes on page 26.

2. work in pairs, one asks questions and the other answers these questions using the prompts. after that, i’d like you to present the questions and answers in front of the classroom.

skills building 3: writing someone’s life story

1. discussion:

when you write a person’s life story on an exhibition board, what should be included in it?

should the date and place of his or her birth and death, timeline of the things he or she did and people’s opinions on him or her be included? how will this information be organized?

how can you find the facts or get the timeline?

do you think it necessary to add a picture of the person you choose to write about?

2. read the guidelines in this part to find out the main things you should pay attention to when writing a life story.

step 3: writing the life story of a composer

now, let’s try to write a life story about a famous composer based on the information you have collected in step 1 and 2.

1. work in pairs: review the information you have listened to, the article you read about mozart on page 27 and the other information you read on page 28. discuss the following questions:

when and where was mozart born?

what style of music did he compose？

when did he write his first piece of music?

what famous works did he write?

when and where did he die?

2. let’s use the information that you gathered in steps 1 and 2 to write the life story of a composer, referring to the questions in skills building 3. read the instructions in this part. before writing, you should think about what you should write in your articles.

possible example

the life of a famous composer wolfgang amadeus mozart

(1756-1791)

early years

born on 27 january 1756, in salzburg, austria, mozart showed remarkable talent in music. his father was a successful composer and served as his first musical tutor. at the age of five, mozart started writing classical music. he composed classical music and had his first piece of music published in 1764. he composed his first opera at the age of twelve in 1768.

achievements

some of the famous music that he wrote included:

the marriage of figaro, which he wrote for the vienna opera, one of the world’s best-known opera houses.

don giovanni, another successful opera he wrote in 1787.

the magic flute, written in 1791, just before he died later the same year.

family

in 1782, mozart married constanze weber, a young woman from germany.

period 6

project (making a web page)

teaching aims:

improve the students’ ability of practice.

important points & difficult points:

read the passage about the history of music from jazz to pop

language points in the text

teaching procedures:

step 1: lead-in

the project in this unit is designed to help you practise and use english by completing a project. you are first asked to read a magazine article about the development of pop music over the last one hundred years. you are expected to take this article as your sample and do some research on a singer or a band to make a web page. the purpose of this section is to help you use what you have learnt to finish a project by working together. during the course of the project, you will discuss which singer or band you will focus on, what you will include in the project and how you can organize your web page. in order to finish the project, you are expected to know how to cooperate and work together to complete each part.

step2: fsat reading

have you heard of the eagles? it’s a world-famous rock & roll band. let’s first enjoy their classic “hotel california”.

like most americans, and most bands formed in california, the eagles came from eslewhere. their brand of rocknroll was nurtured in the heartland, not on the fringes. early songs from “take it easy” to “desperado” were dubbed “country rock”. but, as the seventies rolled on, the eagles soared higher and wider. “best of my love” and “l(fā)yineyes” were rock and pop and country and the fans took them as their own.. the distance between the country and the city, the redneck and the hippie, narrowed. in the nineties, that gap would be forever closed by another generation of country rockers.

well, are you interested in pop music? would you like to know more about rock music? let’s read the passage and you’ll get more information.

step3: detailed reading

read the article and find out as much information as possible about western pop music. organize the outline of the article as follows:

early jazz

● jazz began in the usa.

● after world war i, jazz was the most popular type of music.

● it came from the folk songs of american black slaves.

● the trumpet was and still is one of the most important instruments used in jazz.

● louis armstrong is seen as one of the founding fathers of jazz.

● solo performance became an essential part of every jazz song.

from swing music to rock and roll

● swing music is a kind of jazz for dancing.

● it is faster than traditional jazz music.

● swing music was usually played in dance halls by ‘big bands’, including a pianist, a violinist and a bassist, as well as others.

● r﹠b is a kind of mixture of jazz and swing.

● r﹠b included both guitar and saxophone solos.

● r﹠b developed into what we know as rock and roll.

● big jon turner, a black american singer, is thought to be one of the pioneers of rock and roll.

● sam philips, a music promoter from memphis, tennessee, found that a white man named elvis presley could sing like a black man.

1960s pop music

● the beatles were the most popular rock and roll band of the 1960s.

● the beatles helped make western pop music popular around the world.

● wherever the beatles went, large numbers of fans would welcome them.

step4: task

read the article again. underline the key words, phrases or sentences about the development of pop music.

step5: discussion

1. work in groups to discuss how to research and what to research about a singer or a band.

2. work in pairs to discuss the questions in part b.

step6: homework

read part a on page 115 of the workbook.

對于AC與AP互聯(lián)的心得體會及收獲二

課 時(shí) 教 案

課??? 題unit2 he is a doctor.

教案序號

26

授課時(shí)間

xx年12月2日

課??? 型

new

（教學(xué)目標(biāo)）

教學(xué)目標(biāo)要求

學(xué)習(xí)teacher,?doctor,?pupil等表示職業(yè)或身份的單詞；

學(xué)習(xí)使用she’s?/he’s?a…介紹家人的職業(yè)和身份；

知道he’s/she’s?的區(qū)別和完整形式。

教? 點(diǎn)

學(xué)? 難

重? 點(diǎn)教學(xué)重點(diǎn)：用 he’s / she’s a… 介紹家人的職業(yè)。教學(xué)難點(diǎn)：he/she的正確使用。

教? 準(zhǔn)

等

具? 備錄音機(jī)、磁帶、單詞卡片

板

書

設(shè)

計(jì)

unit 2 he is a ? driver policeman nurse farmer teacherhe is a ….

she is a …

教學(xué)過程step1: warm up 1. greetings. 2. sing the song: how old are you, sam? step2:presentation the new words （1）展示smart一家人的照片，請學(xué)生說出他們分別是家庭中的那個(gè)成員。（2）（point to mr smart） this is sam’s father. he’s a doctor.（point to ms smart）this is sam’s mother. what is she? she’s a teacher.(出示司機(jī)圖片)what is he? he’s a driver.學(xué)習(xí)單詞driver.（出示護(hù)士圖片）what is she? she’s a nurse.學(xué)習(xí)單詞nurse.(出示警察圖片)what is he? he’s a policeman.學(xué)習(xí)單詞policeman.（出示農(nóng)民圖片）what is he? he’s a farmer.學(xué)習(xí)單詞farmer. ? (3)a.看圖識別單詞 b.開火車，分組認(rèn)讀單詞。 2. learn the new text (1)listen and find how many people are there? what are they? (2)listen and repeat (3)read the text together step3:practise 1. 課本活動(dòng)2 listen and say ?? 2. i show and you guess(一人表演不同的職業(yè)其他人猜) 3. chant. activity4 step4:summary 看板書復(fù)習(xí)單詞，句子。 step5:homework 1. listen and repeat the text. 2. 介紹自己的家庭成員和他們的職業(yè)。

對于AC與AP互聯(lián)的心得體會及收獲三

● grammar and usage

step 1: general introduction

the grammar items in this unit focus on negative statements. you are expected to understand the meanings of negative statements. you will also learn the ways to make a negative statement. then you may apply what you have learnt to practical use by finishing two exercises.

step 2: exercises

turn the following into negative statements:

1. they’re listening to pop music now.

________________________________

2. many people can speak english nowadays.

_________________________________

3. you must make your bed after you get up every day.

_______________________________________________

4. his mother has a beautiful car.

________________________________________________

5. we need a pen and piece of paper.

________________________________________________

6. i need wear a warm coat.

_________________________________________________

7. the old man always goes for a walk in the park after supper.

_______________________________________________

8. the doctors volunteer in the countryside every year.

_________________________________________

9. mike does sports in the afternoon.

________________________________

10. you’d better talk with your parents right now.

___________________________________

keys:

1. they aren’t listening to pop music now.

2. many people can’t speak english nowadays.

3. you don’t have to make your bed after you get up every day.

4. his mother doesn’t have a beautiful car.

5. we don’t need a pen and piece of paper.

6. i needn’t wear a warm coat.

7. the old man seldom goes for a walk in the park after supper.

8. the doctors don’t volunteer in the countryside every year.

9. mike doesn’t do sports in the afternoon.

10. you’d better not talk with your parents right now.

step 3: explanation and practice

1. make a list of the most commonly used negative words:

no, not, never, neither, hardly, seldom, few, little, barely…

2. please decide whether it is a true statement: john keats was a famous short story writer.

this statement is untrue. we can correct an untrue statement in the following way:

john keats was not a famous short story writer.

3. as we learned, negative statements are often used to correct a mistaken idea. let’s recall the ways to make negative statements.

4. read part 1 and part 2. when not is used with a negative prefix, the meaning of the sentence is positive. however, the positive meaning is not as strong as that of a direct positive statement. for example:

students are not discouraged to discuss things with their classmates. (students are encouraged to discuss things with their classmates.)

your actions were not inexcusable, but they were certainly not appropriate. (your actions were excusable, but certainly not appropriate.)

it is not uncommon for him to be late. (it is very common for him to be late.)

not can be used before a phrase of time, distance or a noun phrase to emphasize the negative meaning of the phrase. for example:

it is not a long distance from the city center to the new railway station. (=it is very near from the city center to the new railway station.)

it will not be long before most people around the world know how to use a computer. (=soon, people around the world will know how to use a computer.)

there were not many people present for the lecture. (=there were very few people present for the lecture.)

5. read part 3. in informal english, the negative expressions can be used with whether and if to show doubt or uncertainty. for example:

i wouldnt be surprised if they didn’t buy a house soon. (=i wouldn’t be surprised if they bought a house soon.)

i wonder whether/if i shouldnt get a haircut. (=i wonder whether/if i should get a haircut.)

i wonder whether/if i shouldnt buy a new suit. (=i wonder whether/if i should buy a new suit.)

6. read part 4. pay attention to some negative expressions.

on no account, in no circumstances, never before, nowhere, at no time, by no means,

7. read a book report written by sharon. try to cycle the negative statements.

answers

a 1 … he experiences an abnormal childhood without any parents.

2 he is raised in a place with other children who also have no parents.

3 he is then sent to a workhouse, where he has to work very hard and hardly has time to relax.

4 oliver does not like anything about the workhouse.

5 he is treated very badly and seldom has enough food or water.

6 fagin is not a good character and cares only about himself.

7 oliver does not know anything at first and stays with fagin.

8 he does not want to steal from anyone, but in order to survive, oliver is forced to become a criminal.

9 mr barnlow is a man without any of fagin’s vices.

10 unless oliver can escape, he will never be reunited with mr barnlow.

11 he will have only misfortune, not a real family and the love he deserves, which is the major theme of the book.

8. finish part b inpidually.

answers

b 1 surprised if, didn’t

2 not uncommon

3 not many

4 wonder whether/if, shouldn’t

for reference

there are some other patterns which can be used to express negation.

1 too + adjective +to-infinitive

in this pattern too, with the meaning ‘very’, is used before an adjective. after the adjective, an infinitive is used to mean ‘(somebody) cannot do’ or ‘something cannot be done’. sometimes for somebody can be used before the infinitive. for example:

my father is too old to have such a long journey. (=my father is very old and cannot travel so long.)

she is too happy to say a word at the party. (=she is so happy that she cannot say anything at the party.)

the box is too heavy to carry. (=the box is so heavy that no one can carry it.)

the house is too expensive for us to buy. (=the house is so expensive that we cannot buy it.)

2 few + a countable noun; little +an uncountable noun

when we use few to modify a countable noun, we mean ‘not many’, and the noun should be in its plural form. when we use little to modify an uncountable noun, we mean ‘not much’. and few or little here has the negative meaning. for example:

few students in our class have ever read katherine mansfield’s short stories. (=not many/only one or two students in our class have ever read katherine mansfield’s short stories.)

we have little rain all this summer. (=it almost does not rain during this summer.)

because few or little has the negative meaning, we do not use the negative form in question tags. for example:

few people liked his painting at that time, did they?

there is little ink in the bottle, is there?

for reference

關(guān)于英語中的否定句

1)一般否定

i don’t know this. no news is good news.

there is no person /not a person/not any person in the house.

2)特指否定

he went to his office, not to see him.

i am sorry for not coming on time.

i don’t think/believe/suppose/feel/imagine you are right.

3)部分否定

i don’t know all of them.

i can’t see everybody/everything.

all the answers are not right.（并非所有答案都對。）

all is not gold that glitters. （閃光的不一定都是金子。）

both of them are not right.（并非兩人都對。）

4)全體否定

none of my friends smoke.

i can see nothing/nobody.

nothing can be so simple as this.

neither of them is right.

5) 延續(xù)否定

you didnt see him, neither/nor did i.

you dont know, i dont know either.

he doesnt know english, let alone/to say nothing of/not to speak of french.

6) 半否定句

we seldom/hardly/scarcely/barely hear such fine singing.

i know little english.

i saw few people.

7) 雙重否定

you cant make something out of nothing.

whats done cannot be undone.

there is no sweet without sweat.

no gain without pains.

i cant help /keep/ laughing whenever i hear it.

no man is so old but (that) he can learn.

8)排除否定

everyone is ready except you.

he did nothing but play.

but for your help, i couldnt do it.

9)加強(qiáng)否定

i wont do it at all.

i cant see it any more.

he is no longer a boy.

step 4: consolidation

i. multiple choice

1. his mother had talked to him for many minutes while he was watching tv, but ＿＿＿＿.

a. a little did he hear b. little did he hear

c. little heard he d. a little heard he

2. during the war, ＿＿＿＿but also he lost his wife and his child.

a. not was his job in the lab taken away

b. not only was his job in the lab taken away

c. not merely his job in the lab was taken away

d. not just was taken away his job in the lab

3. i think this is the first time that we have met.＿＿＿anywhere.

a. before have we never seen each other b. never before we have seen each other

c. each other have we seen never before d. never before have we seen each other

4. -- the old man wouldn’t stay at home for a rest even if it rained.

-- ＿＿＿＿. he would feel sick if he stayed home for one day.

a. so would my grandpa b. so wouldn’t my grandpa

c. neither would my grandpa d. nor wouldn’t my grandpa

5. by no means ＿＿＿ to our plan for the trip.

a. will she agree b. she will agree c. agrees she d. will agree she

6. they went into a small house but ＿＿＿.

a. no persons did they find b. not a person found they

c. not a person did they find d. not a person they found

7. henry often helps look after granny wang, but＿＿＿.

a. seldom is george b. seldom george does

c. seldom does george d. seldom looks george after granny wang

8. nothing but two ancient chinese coins ＿＿＿＿ after they took out the jar.

a. did they find in it b. they found in it

c. in it did they find d. in it found they

ii. translation

1. 這兩本書都不是英國出版的。

2. 你們當(dāng)中我一個(gè)也不認(rèn)識。

3． 我不同意所有這些方案。

4．在他還沒來之前，我們就把所有的工作都做完了。

5. 這些規(guī)章制度多不完善！

6. 未經(jīng)允許，任何人不得入內(nèi)。

7. 聽到這個(gè)消息后，沒有一個(gè)人不感到驚奇。

8. 人們直到失去了健康才知道健康的可貴。

9. 直到五月的一個(gè)星期六下午，瑪格麗特才安排我與她姐姐見面。

10. 不久他就告訴了我們這件事。

11. 對他的成績我們怎么贊揚(yáng)也不過分。

12. 他剛進(jìn)辦公室，電話鈴就響了。

13. 只有傻瓜才會做這種事情。

14. 她是班里最自私的了。

15. 他的失敗完全是由于他自己的粗心大意。

keys :

i. 1-5 bbdca 6-8 ccb

ii.

1. neither of the books is published in england.

2. i know none of you.

3. i agree to none of these plans.

4. we had finished all the work before he came.

5. how imperfect the rules and regulations are!

6. nobody can come in without permission.

7. having heard the news, everybody felt surprised.

there was nobody who did not feel surprised.

there was nobody but felt surprised.

8. people do not know the blessing of health until they lose it．

9. it was not until a saturday afternoon in may that margaret could arrange for me to meet her elder sister.

10. it wasnt long before he told us about this affair．

11. we can hardly praise his achievement too much．

12. no sooner had he entered the office than the telephone rang．

13. none but a fool would do such a thing．

14. nobody is more selfish than her in the class．

15. his failure was due to nothing else than his own carelessness．