牛津英语模块八第二单元语法教案--省略讲练1
牛津译林版-英语-八上-英语八上2单元 Grammar 教学设计
教学方法
Pair work, Free talk, Discussion
教学目标
语言知识
To learn how to form comparative and superlative adv;
To learn to say with comparative and superlative adverbs
情感态度
To let the students compare people or things happily
学习策略
Learn to say and write.
教学重点
1. Grasp the structures “fewer/less … than” and “the fewest/least/most” to describe the amount.
(2) Help the students to work out the rules: we use “more … than …”, “fewer … than …”, “the most”, “the fewest”to compare the amount of countable nouns.
Millie has the least juice.
She ran faster than Millie.
Amy came first in the race. She ran the fastest.
结构
1. Use “fewer/less … than” and “the fewest/least” to compare the amount of countable nouns and uncountable nouns correctly;
牛津译林版英语八年级上册Unit2Grammar教学设计
（一）教学重难点
1.教学重点：
-掌握一般现在时、一般过去时和一般将来时在句子中的运用。
-学会使用频率副词描述人物活动的频率。
-能够运用情态动词表达对人物能力、可能性及必要性的推测。
-熟练运用there be句型描述某个地方或场景中存在的人或物。
2.教学难点：
-时态和语态的正确运用与变换，尤其是在实际语境中的应用。
b. Choose the best answer to complete the sentence.
c. Correct the mistakes in the following sentences.
2.练习过程中，教师鼓励学生积极参与，并及时给予反馈和指导。
3.针对学生的错误，教师进行分类总结，分析错误原因，帮助学生提高语法水平。
2.小组讨论过程中，教师巡回指导，解答学生的疑问。
3.讨论结束后，每个小组选派一名代表进行汇报，分享讨论成果。
（四）课堂练习
1.教学活动：教师设计以下练习题，帮助学生巩固所学知识：
a. Fill in the blanks with the correct form of the verb in parentheses.
（三）学生小组讨论
1.教学活动：教师将学生分成小组，每组四人，要求学生以小组为单位，讨论以下问题：
a. How to use the frequency adverbs (always, usually, often, sometimes, never) correctly in sentences?
2.互动交流：鼓励学生之间进行互动交流，如小组讨论、角色扮演等，使其在交流中自然地运用频率副词和情态动词，提高语言表达能力。
牛津译林版高中英语选修模块八 选修模块8Unit2 Grammar教案-新版
牛津版选修8Unit2 Grammar教案Period Four Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly. Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard— How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence. Step 3: Instructions1. Go over Part 1& Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrasesand in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1.Read Part A carefully and find out the words that can be left out.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. — Are there any English story books for us students in the library?— There are only a few, ___________.A. if anyB. if there2. — Would you like to go with us?— Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. — Would you like to have a try once again?— ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. — What do you think made Mary so upset?— ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. — When did they get down to the job?— _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. — Are you angry?— Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCAC。
模块八unit2教案
模块八unit2教案模块8，单元2通用语言周期1欢迎和阅读i .对象:1。
帮助学生对课文有一个大致的了解。
2。
让学生熟悉课文的详细信息。
3.帮助学生掌握阅读策略。
二。
教学重点:25 6+ 1。
如何让学生更好地理解这篇文章。
2.如何帮助学生完成所有的练习。
3。
如何帮助学生发展创新能力、综合能力和巩固能力？三。
教学步骤和方法:第一步:快速阅读大意快速通读课文，找出第一部分三个问题的答案。
《图兰朵》是一部讲述一个寒冷的中国公主的故事的歌剧，她名叫《图兰朵》，住在紫禁城里。
为了避免婚姻，她说任何潜在的丈夫必须正确回答三个谜语，否则就会死去。
2.吉亚卡摩·普契尼写了这部歌剧。
根据普契尼死后的笔记，最后一幕由他的一个学生F·兰科·阿尔法诺完成。
3.这是在户外进行的。
第二步:仔细阅读详细信息1。
再读一遍这篇文章，完成C1部分。
2.听录音，完成C2。
答案5 3 7 2 1 8 4 6步骤3:练习1。
完成部分D在面试中找到单词和表达。
199用正确的定义匹配它们。
答案1 e 2 b 3 d 4 f 5 a 6 h 7 c 8 g 2。
请阅读这篇关于桑兰的报纸文章。
用下面的单词完成它。
9答案1表演2天赋3中国4黄金5公主6谜语7潜力8结婚9背景10目击4。
作业1。
阅读课文，在课文中的关键词和短语下面划线。
2.单元修订:P108五、教学后注意事项第2页，共11页模块8、单元2通用语言周期2欢迎和阅读语言点1。
教学目标:使学生掌握课文中新的语言点。
二。
教学重点和难点:如何理解新语言。
教学程序和方法:第一步检查检查家庭作业。
语言点:1。
昨晚，我看了吉亚卡摩·普契尼举世闻名的歌剧《9图兰朵》的八场演出中的第一场。
昨晚，我去看了普契尼·贾科莫的举世闻名的歌剧《图兰朵》，这是中国北京紫禁城八场演出中的第一场。
(1) witness在这个句子中是及物动词，意思是“证明；见证”；它有时可以用作不及物动词，意思是“取得证书”等两个仆人见证了老人的遗嘱。
牛津英语模块八unit2教案
牛津英语模块八unit2教案Teaching aims:(1) Students are expected to retell the story or talk about the opera and the pe rformance to reinforce their speaking ability.(2) Get students to learn the language points appearing in the text and grasp t hem.Teaching procedures:Step 1 Revision－Finish the passage according to the textTurandot, a ________ opera set in ________, was written by an ________ co mposer called Giacomo Puccini towards the end of his life. He also wrote _______ __, which is set in ________.Jane Jones was lucky enough to ________ the first of only eight performanc es in ________ in Beijing. She wrote a ________ after watching the opera. In her opinion, the performance was ________ and ________.The music and the ________ were two of the key __________ of the opera. Besides,it _______ many Western and Chinese talents. For example, the orchestr a was ________ by Zubin Mehta, a famous conductor born in ________. The well-known Chinese ________ Zhang Yimou directed the opera. Some of the world’s gr eatest opera singers as well as many great Chinese ________, actors and singers were cast.Step 2 Language points (Learn and use)1. Last night, I witnessed the first of only eight performances of Giacomo Pucci ni’s world-famous opera, Turandot, being performed in the Forbidden City in Beijing, China. (page 18, lines 1-3)昨天晚上，我去看了贾科莫·普契尼闻名世界的歌剧《图兰朵》，那是在中国北京紫禁城八场演出的首场。
牛津高中英语模块八 Unit 2 Reading教学案
Unit 2 Module 8 The universal languageIntensive Reading period Ⅰ编写：傅西江2015-6-16 Step ⅠTranslate the following phrases into English1 以日本为背景__________________________2 户外演出_________________________3 许诺_______________________________4 逃避婚姻________________________5 被处以死刑____________________________6 向某人求婚____________________7 失信，食言___________________________ 8 之后不久_________________________9 爱上_______________________________ 10 咋一看__________________________11 呈现_______________________________ 12 三角恋情____________________Step ⅡLanguage points.1. He liked East Asia very much and also wrote Madam Butterfly, which is set in Japan.be set in—以…..为背景Great Expectations is set in England in the early 1800s.【拓展】开始; 着手____________ 留出，把….置于一旁____________ 记下，放下______________出发，引起___________________ 出发，打算___________________ 开办，设立______________【高考链接】①Armed with the information you have gathered, you can _______ preparing your business plan.（2012浙江）A set outB set aboutC set offD set up②In much of the animal world, night is the time _________ for sleep--- pure and simple.（2013湖北）A set asideB set downC set offD set up2 Just imagine performing such an opera in the Forbidden City --- there could not be a more awesome setting!句中could not be a more …为“否定词+比较级”结构，表示最高级意义。
牛津英语模块八第二单元Project精品教案1
Project Making a web pageGeneral inductionThe 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.Part A: Reading1. 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 rock'n'roll 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 “Lyin'eyes” 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.2. 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.3. Read the article again. Underline the key words, phrases or sentences about the development of pop music.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.HomeworkRead Part A on page 115 of the Workbook.。
牛津译林版高中英语选修模块八 选修模块8Unit2 Reading教案-新版
牛津版选修8Unit2 Reading教案Teaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the st udents’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion orideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1 Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland. 8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys. witness vt witness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)3. setting n. e.g. The play has its setting in a wartime prison.be set in … (e.g. The sto ry was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 Homework。
M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)整理
M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)整理Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it.Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary.Step VIII. Homework.Preview the reading part.Period Two Three ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtwitness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film withbig-name actors.)3. setting n.e.g. The play has its setting in a wartime prison.be set in … (e.g. The story was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 HomeworkPeriod Four Word powerTeaching Aims:1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.2. Enlarge the students’ vocabulary.Teaching Important Points:1. Understand the meanings of words and expressions related to an orchestra.2. Master the words in this part and use them freely.Teaching Difficult Points:1. Knowing the main idea of the passage.2. Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1. Greet the whole class as usual.2. Check their homework if any.Step 2 Brainstorming1. What is an orchestra like?2. What kind of music is performed by an orchestra? (classical music/opera)3. Do you know any famous orchestras in China or in other countries around the world?Step 3 V ocabulary learning1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2. Read the report and complete Part C individually referring to PartsA and B.Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 V ocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 HomeworkPeriod Five Six Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly.Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeatwords or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard- How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence.Step 3: Instructions1. Go over Part 1 Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1. Read Part A carefully and find out the words that can be left out.Answers:Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.Jane: How were you hired for the job?Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.Jane: Was it difficult to try out?Singer: Yes, it was difficult…………Singer: The best part was visiting Beijing because the performancewas staged in the Forbidden City.……Singer: Yes, I would like to visit Beijing again.Jane: Well, it’s been fun talking to you. I thank you for your time.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. - Are there any English story books for us students in the library?- There are only a few, ___________.A. if anyB. if thereC. if someD. if has2. - Would you like to go with us?- Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. - Would you like to have a try once again?- ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. - What do you think made Mary so upset?- ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. - When did they get down to the job?- _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. - Are you angry?- Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod Seven EightTask Writing a website negative emotional languageTeaching Aims:1. To train the students’ ability of listening and writing.2. To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out about people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.Period Nine Ten Project The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together.Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the questions.What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, RB, rock and roll, and 1960s pop music.Step 4 Second readingRead different parts of the text on by one.Early jazz1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis ArmstrongFrom wing music to rock and roll1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1960s pop music1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport.Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and thendivide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
译林牛津模块8Unit2教学一体化详案（译林牛津版高三英语选修八教案教学设计）
译林牛津模块8Unit2教学一体化详案（译林牛津版高三英语选修八教案教学设计）Unit 2 welcome to the unit ---- word power1.universal adj.the Universal Declaration of Human 世界人权宣言/ 宇宙的；全世界的a universal rule 普遍规律/ 普通的；一般的；全体的=generala universal meter 通用电表/ 通用的万能的Ex: 那年普遍干旱_________________________________________________.足球是全球性的运动___________________________________________.2 witnessn.目击者，证人，证据A witness told the police how the fire started,vt.目睹，目击，作证，说明He witnessed the accident on the highway.Ex:After the explosion,the policeman did a lot of work to find out some clues from the ____-A.lookers-onB.viewersC.peopleD.witness3.star n. the North/polar star北极星a shooting star 流星The sun is a star 、、、是恒星a five pointed star 五角星/ [星状物]a film star [明星]vt.In the list the starred questions are the most difficult. (starred; starring) [常用被动态]用星（或星状物）装饰；加星号an old film starring Charlie Chaplin 以、、、为主演Ex: We know something about the play which ________ Wang Ji.A. starsB. starringC.to starD.having starred4.cast vt.及物动词vt. 投；抛；掷；脱落-He shut me up in the copper jar and had it cast into the sea.-他把我禁锢在坛子里，并叫人把坛子抛入大海。
(牛津译林版)八年级上册教案：u2 Grammar
电子备课教案模板教学内容8A,Unit2 Grammar 主备人授课人集体备课成员教学目标1.To compare the amount of things2.To use the comparative and superlative adverbs教学重点To use the comparative and superlative adverbs correctly教学难点To use the comparative and superlative adverbs correctly突破难点主要策略Group work, pair work课前准备PowerPoint, pictures, etc.集体研讨课文内容主备初稿集体讨论意见个性化内容Step1 Lead in1. Get the students to talk about theschool lives in American and Britishschools. (It is a very important job forus to help the students feel familiarwith the topic of the unit.)2. I will help the students focus onthe subjects and the after-schoolactivities by asking some questions: (1)What subjects does John/Nancy have athis school?(2) What did they do during theirfree time?Step 2 Presentation1. Inform the students with whatthey are going to learn in this period.In Unit One (8A), we have learned how tocompare two things or more. Mostadjectives then are used after a linkingverb. In Unit Two, we will learn to talk about the amount of two things or more. It is the comparative and superlative use of adjectives that are used before Show the pictures in Part A (P23) one by one. Ask the students to talk about the pictures.2. Comparing in pairsGet the students to compare John’s school, Nancy’s school and Daniel’s school in pairs.Step3 Practice1. Talking about the school lifeGet the students to talk about their school life by asking questions about subjects and the activities they do at school.2. Encourage the students to put down the information in the last column of the table. (Part A1How many subjects do we have? What are they?What do you do at school, when you are free? How much free time do you enjoy?How long do you spend doing your homework?3. Get the students to compare their own information with Nancy’s school, John’s school and Daniels school. We have too much homework to do. So we have less free time than John and Nancy. We have more subjects than Nancy.Step 4.Presentation1.Write: We have more subjects than Nancy.We work harder than Eddie.2.Students sum up the difference of the two sentences.3.Show comparative and superlative adverbs.Step 5 PracticeExercises on P242.____you are,_______ mistakesyou’ll make.A The more careful; the fewerB More careful; the lessC The more careless; the lessD More careless; fewer3. I think Amy swims__________(slow) than Helen.4. Simon has ________(little)orangejuice than Millie.Step 6 Homework教学后反思。
牛津译林版高中英语模块8 Unit 2 The universal language Word 教学
Unit 2 The universal language Word 教学案11. An orchestra is a group of musicians that mostly play classical music. (P22) 管弦乐队是由一些通常演奏古典乐的人组成的。
Mostdeterminer, pron, adv. 1) the biggest number or amount of, more than anything or anyone else: 最What’s the most you’ve ever won at cards?Which of you earns the most money?He wanted to do the most good he could with the £200，so he gave it to charity.The kids loved the fair，but they enjoyed the bumper cars most of all.2) used to form the superlative of many adjectives and adverbs: (最高级)Joanne is the most intelligent person I know.The department needs three more computers in order to work most effectively (= to work as effectively as possible).3) almost all: 大多数I don't eat meat，but I like most types of fish.In this school，most of the children are from the Chinese community.4) very: 很，非常It was a most beautiful morning.-most suffixused to mean ‘furthest’: 最远的John O'Groats is the northernmost part of the British mainland (= the part that is farther to the north than any other part).mostlyadv.In the smaller villages，it's mostly (= usually) very quiet at nights.The band are mostly (= Most of them are) teenagers，I think.2. Sometimes，though，they are used to tell the difference between two orchestras in the same city. (P22) 虽然有时他们被用来区分同是一个城市的两个管弦乐队的不同之处。
苏教牛津译林高中英语模块8_Unit2__第一课时优秀学案
背诵__________________上演____________________判刑___________________渴望___________________颤抖_____________________形容词普遍的_______________壮丽的_________________冷酷的___________________户外的________________英俊的_______________无条件的_________________烦恼的_____________ 令人心碎的______________喘不过气的_______________真实的，可信的____________________极好的_____________________短语：相爱，坠入爱河______________________醉心于，沉溺于_____________________对。
实施控制______________________食言____________________________被处死_______________________________申请__________________________课堂合作探究：1. star vt.由……主演；由……担任角色；使……成为名星n.星；明星；主角；最优秀（成功，出色）的；星相Sirius（天狼星）is the brightest star in the sky.天狼星是天空中最明亮的一颗星。
She is to star in a new film.她将主演一部新片。
2.cast(cast, cast) v.投掷；抛；扔；选派角色He was cast as Othello/cast in the role of Othello.他被选派去扮演奥赛罗的角色。
cast sb. as sb.选派……饰演某角色cast sb. in sth.选派某人扮演剧中的角色3. be drunk with 醉心于……；沉溺于……；由于……忘乎所以My family are drunk with joy.我们全家陶醉在欢乐之中。
高中英语Module 8 Unit 2 Grmmar 省略 教学案选修八
Module 8 Unit 2 Grammar 省略教学案在英语中，有时为了言简意赅，突出关键词语；有时为了避免重复；有时因为语法的客观要求，句子中的一个或几个成分不需要表达出来，这种现象称为省略。
英语中的省略的原则既不破坏语法结构，同时又不能产生歧义(要保持句子意义的准确无误)。
英语的省略大致有以下几种情况：1．不使用替代词的省略（1）省略主语I have done more than (what ) is required. (You) Open the door for me, please.（2）省略主谓语或主谓语的一部分Why (do) not (you) say goodbye to your lovely cousin ?(Are you ) Ready ?Try to answer these questions in your own words.（3）省略宾语---Which of them is better ? ---Well, it is hard to tell (which of them is better).（4）省略表语---Are you hungry ? ---Yes, I am (hungry).（5）省略所有格后面的名词Jack and his sister stayed in his uncle’s(home) during the summer vacation.The girl’s handwriting is much better than his brother’s (handwriting).（6）在限定性定语从句中作宾语的关系代词that，which, whom可以省略；在以the same... as和such... as引导的定语从句中，可以省略与主句相同的部分；the way后面的定语从句中，可以省略that，in which；在含被动语态的定语从句中，关系代词作主语时，可以省略关系代词和be,省略之后,变成过去分词短语作定语。
牛津英语模块八第二单元Wordpower精品教案1
Word powerStep 1: Brainstorming1. Guessing GameAt 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 For reference1. piano: a large musical instrument with a row of black and whitekeys which are pressed to play notes.2. violin: a wooden musical instrument with four strings which is heldagainst the neck and played by moving a bow across the strings.3. guitar: a musical instrument with six strings and a long neck whichis usually made of wood, and which is played by pulling or hitting thestrings 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 soundDo you know how to play the piano/violin/guitar?Have you ever seen a live orchestra performance or seen any orchestras playing on TV? What was it like?What is an orchestra like?What kind of music is performed by an orchestra?For referenceUsually there are two types of orchestra. A chamberorchestra is a small group, and a symphony orphilharmonic orchestra is a larger group which includesall of the instrument families.The music that an orchestra plays is usuallyclassical.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 familymembers are the flute, the clarinet, the oboe and thebassoon. Sometimes the saxophone also joins theorchestra. The string section has four kinds of stringedinstruments in the orchestra—the violins, the violas, thecellos and the double basses.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 musicMusic from different ________(countries)2. Please focus on Part B and then finish the exercise.AnswersB strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs3. Read the passage in Part C. Fill in the missing words.AnswersC (1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violinsWhat instruments are in the string section?What instruments are in the brass section?What instruments are in the string woodwind section?What instruments are in the percussion section?Step 3: Vocabulary extension1. Now, let’s come to Part D. Next time while watching the concert, be aware of these musical instruments.words: 258 time: 6’City people usually think they are a lot smarter than country people. They often laugh at simple country ways. But people do not laugh at country music. It is one of the most popular kinds of music in the United States today.Perhaps it is so popular because it is about simple but strong human feelings and events, love, sadness, good times and bad times. It tells real-life stories the way people really talk. As life becomes more and more complicated, it is good to hear music about ordinary people.Country music, sometimes called country-western, comes from two kinds of music. One is the traditional music of the people in the Appalachian Mountains in the Eastern United States. The other is traditional cowboy music from the West. The singers usually play guitars, and in the 1920s they started using electric guitars.At first city people said country music was low class. It was popular mostly in the South. But during World War II, thousands of Southerners went to the Northeast and Midwest to work in the factories. They took their music with them. Soldiers from the rest of the country went to army camps in the South. They learned to like country music. Slowly it became popular all over the world.Today country music is popular everywhere in the United States and Canada, in small towns and in New York City, among black and white, and among educators and uneducated people. About 1200 radio stations broadcast country music twenty-four hours a day. People sing it in their languages. The music that started with cowboy and poor farmers is now popular all over the world.。
苏教牛津译林高中英语模块8_Unit2_语法讲解：省略与替代
语法讲解：省略与替代（一）并列句中的省略在并列句中，第二分句（或第三、第四分句）往往可以省略与前句相同的成分。
如：Some books are to be tasted, others (are) to be swallowed, and some few (are) to be chewed and digested.（二）简单句中的省略1．省略主语1)祈使句中的主语通常被省略。
如：(You) Be seated, please.2）其他省略主语多限于少数现成的说法。
如：(I)Thank you for your help. （谢谢你的帮助。
）(It)Doesn’t matter. （没关系。
）2．省略主谓语或主谓语的一部分。
如：(There is) No smoking. （禁止吸烟。
）(Is there) Anything else? （还有其他事吗？）(You come) This way, please. （请这边走）。
(Will you)Have a smoke? （吸支烟？）What (do you) think about a cup of tea? （来一杯怎么样？）Why（do you）not say hello to him ?（为什么不和他说声再见呢？）3．省略宾语。
如：—Do you know Miss Gao? （你认识高小姐吗？）—I don’t know（her）. （我不认识。
）—Which of them is the better choice? （他们中谁是更合适的人选？）—Well, it’s hard to tell（it）. （哟，这很难说。
）4．省略表语。
如：—Are you thirsty? （你渴吗？）—Yes, I am（thirsty）. （是的，我渴。
）5．同时省略几个成分。
如：—Are you feeling better now? （你觉得好些吗？）—（I am feeling）Much better（now）. （好多了。
牛津,高中英语,模块八,第二单元_Grammar
What is Ellipsis?
Some words can be left out when we do not want to repeat them. This is called ellipsis.
Ellipsis is used when we do not want
to repeat words or phrases that are obvious. Some words of a sentence can be left
3. 在感叹句中 What a (good) boy (he is)! How (hard) they are working!
4. 名词所有格修饰的名词若表示店铺,住宅,教堂 或上下文已暗示或明确指出过的事物 At her mother’s (house) she passed many happy days. I met him at the doctors’ (house).
Unit 2
Grammar and usage
Review: Answer some questions based on Turandot in Beijing. 1. What kind of person is the princess Turandot?
(She is) Cold-hearted.
4. 定语从句中的省略
1)定语从句的关系代词that /which /who在从句中作主语且后面有be 动词，我们可以省略关系代词及be动词。 如：The girl (who is) standing under the tree is Mary. The bridge (which was) built in 1927 broke down. The girl (who is) in front of the classroom is Mary. 2)在限制性定语从句中起宾语作用的关系代词that, which, whom 可以省略;在the same... as和such... as引导的定语从句中,可以省略 与主句相同的部分;先行词是the way,后面的定语从句中,可以省略 that或in which。 如：He is one of the man (whom) I can trust. We will do the same work as they (do). I don’t like the way (that/in which) you speak to your mother.
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省略句学案1. 简单句中的省略：在对话中，交谈双方都知道谈论的对象，则可以省略句子的主语，省略主语和谓语的现象在交际用语中出现的很多。
（1）Looks like rain.（2）Hope to hear from you soon.（3）Sounds like a good idea.（4）Beg your pardon.（5）Feeling better today ?（6）This way, please.（7）—What does he want to eat ?—Some rice and vegetables.（8）Anything I can do for you ?（9）Sorry to hear that.（10）Doesn’t matter.（11）Terrible weather!（12）Pity you couldn’t come.2. 并列句中的省略：在并列句中，相同的成分如主语，谓语，宾语等都可以省略：（1）They learn French and we English.（2）My father planned and built all these houses.（3）John won the first race and Jimmy the second.（4）Coral is not a plant but a variety of animal life.3. 复合句中的省略：定语从句：（1）That’s the reason he is late for the conference.（2）I don’t like the way he talks.状语从句：（1）If heated, water will boil.（2）Tom was attacked by cramp while swimming across the river.（3）We’ll go to help you if necessary.（4）Had I time, I would come.（5）I’ll go, should it be necessary.（6）The captain can find a boat quicker than we can.宾语从句：如果宾语从句中的谓语部分与主句的谓语部分或上文的谓语部分相同，可将从句部分的谓语省略。
（1）We will do what we can（do）to help you.（2）—Is Mr. King in his office?—Sorry, I don’t know（whether he is in his office or not）.4. 动词不定式的省略：在动词不定式结构中，为了避免重复，常常省略不定式结构中的动词原形，只保留to。
（1）—Would you like to go with us ?—I’m glad to, but I have to finish my homework.（2）Don’t tell me the name of the sailor if you don’t want to.（3）—Have you ever been to the seaside?—No, we can’t afford to.在used to, ought to, have to, would like/love to, wish to, be going to等结构中，常常省略to 后面的动词原形。
（1）They do not visit their parents as much as they ought to.（2）He doesn’t get up early as he used to.（3）I’ll hand it in if I have to.（4）—Would you like to come tonight ?—I’d love to.Tell , warn , order , advise , ask等动词的宾语后面接动词不定式做宾语补足语时，可以省略to后面的动词原形。
（1）He wanted to swim across the river but I warned him not to.（2）The boy wanted to play football in the street, but his mother told him not to.省略在语言中特别是日常交际中一种普遍现象，了解常见的省略现象有助于我们准确理解句子的语境，在应试复习中要注意不定式结构的省略方式以及一些几乎形成了惯用法的省略句。
同时应当在书面表达中学会恰当地使用省略，使写出的东西更加精练，干脆利索。
1. When first _____ to the market, these products enjoyed great success.A. introducingB. introducedC. introduceD. being introduced分析：when引导的时间状语从句，如果从句的主语和主句的主语相同，且从句中谓语部分有be时，可以省略句中的主语和be，本句中when后面省略了these products were.答案：B2. It shames me to say it, but I told a lie when _____ at the meeting by my boss.A. questioningB. having questionedC. questionedD. to be questioned分析：本句when后面省略了I was答案：C3. What surprised me was not what he said but _____ he said it.A. the wayB. in the way thatC. in the wayD. the way which分析：way表示：“方式”后面的定语从句由that / in which 引导或者省略关系代词，本句的定语从句he said it省略了关系代词。
答案：A4. —Susan, will you please go and empty that drawer?—______?A. What forB. What is itC. How is itD. How come分析：第二个人不知道为什么要倒空抽屉，所以问为什么。
What for（为什么）它的完整表达应是What are you going to use the empty drawer for ?答案：A5. I’m looking forward as much to her return as she herself to _____ me.A. have seenB. seeingC. meetD. be met分析：本句后半部分as she herself to _____ me是as she herself is looking forward to seeingme的省略。
答案：B6. Who can you turn to in time of danger, if not ______?A. ourselvesB. oursC. weD. us分析：if not ______ 是if you don’t turn to us 的省略。
答案：D7. —Did you visit the museum last week ?—No, we _____, but we spent too much time shopping.A. could haveB. couldC. must haveD. must分析：句中we _____是we could have visited the museum last week.的省略形式。
答案：A8. —Is your mother going to the supermarket ?—No, ______.A. she doesn’tB. she’s cookingC. she gets by busD. to a tailor’s shop分析：根据对话的语境，表明：我妈妈不打算去超市，而是去裁缝铺。
to a tailor’s shop 是She is going to a tailor’s shop.的省略。
答案：D9. —She may not be free today.—_____, we’ll have to put the meeting off.A. If mayB. If notC. If she may notD. If she may not be free today分析：答语的前半部分的完整回答应是：If she is not free today.答案：B10. She hurriedly left the room as if _____.A. she angryB. was angryC. it was angryD. angry分析：when, if. Unless, while, though / although, as if/though引导的状语从句，如果从句的主语和主句的主语相同，且从句中谓语部分有be时，可以省略句中的主语和be。
答案：D11. —_____ did you come to know the actor ?—He’s a close friend of my sister’s.A. HowB. WhyC. WhereD. When分析：根据答语He’s a close friend of my sister’s ：他是我姐姐的一个好朋友。
可以知道：对方在问：你是怎么认识那位男演员的。
答案：A12. —Can you give me a hand with this table? I want to move it.—Sure. _____ are you going to put it?A. WhyB. HowC. WhereD. When分析：上文说：我想挪一下这张桌子。
所以第二个人问：你想把它放在哪里？答案：C13. —_____did you sleep last night ?—I sat up reading too late to fall asleep.A. How longB. How soonC. HowD. When分析：根据回答：I sat up reading too late to fall asleep.：我看书看太晚了以致于睡不着了。