高中英语微课教案——with的复合结构

第一篇：高中英语微课教案——with的复合结构

高中英语微课教案

微课名称:With的复合结构

知识点来源:牛津高中英语Module4 Unit2 教学设备:黑板、多媒体辅助（播放将本课所需要的图片、文字等制成的PPT课件）设计思路: 1.通过对with复合结构的基本构成和句法功能的概括和总结，促使学生能较好掌握其用法并能够灵活运用。

2.通过典型例题的训练，进一步巩固所学知识。

教学背景: With的复合结构是学生学习的重点和难点，也是高考常考知识点，但在学习的过程中，许多学生不能完全掌握其用法并灵活运用。

教学方法:讲授法、启发法、练习法等。教学目的：

1.体验语言的美感，培养学生学习英语的兴趣。

2.通过讲解，帮助学生掌握with复合结构的基本用法及其在具体语境中的应用。3.培养学生分析、概括的能力和应用所学知识解决实际问题的能力。

教学重点:理解with复合结构的句法功能。教学难点:with复合结构在真实语境中的应用。教学过程：

一、引入课题

以游戏“猜猜我是谁”的形式引入课题“with的。

二、基本用法

师：它是由介词with+复合结构构成，即with+宾语+宾语补足语。

课件演示：充当with复合结构中的宾语补足语可以是名词，形容词，副词，介词短语，不定式，现在分词，过去分词。

三、句法功能

师：With的复合结构可在句中可用作状语表示伴随，方式，原因，条件等；在少数情况下也可用作定语。

课件演示：结合典型的例句，提供学生with复合结构所使用的具体语境。

四、典型例题

通过两个典型例题的讲解，帮助学生提高运用所学知识解决实际问题的能力。

教学小结：

在本节微课中，本人将根据学生的实际情况出发，通过讲授式、启发式和练习式教学方法调动学生的求知的欲望，结合教学课件帮助学生归纳总结出with的复合结构的基本用法以及句法功能，再结合典型的例题讲解巩固所学的知识。在讲授的过程中努力注重结合具体的语境来培养学生的分析、归纳和运用所学知识解决实际问题的能力。

第二篇：高中英语写作课教案

Task based writing—How to describe a person I.Teaching objectives: Students will be able to:

1.Learn how to write a short passage of a great man.2.Get some useful adjectives for describing a person 3.Develop students’ awareness of waring

4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:

1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person 2.Knowing how to write a basic writing 3.Brainstorm about the topic 4.Finish the writing in group

III.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)

IV.Homework: writing another passage V.Teaching procedures Lead in

Step 1: T.let students think about how to describe a person.Such as “Mary is a nice girl.” “Jim is an outgoing boy.”

Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?

2.Find out some useful words, expression and sentence patterns in the passage

3.If you want to write a composition about a person, how will you write it? While-writing

Step 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the passage must be written with five sentences.3.Give students time to get key information

Step 4: Ss try to translate the information they get into five English sentences

Sentence Main information

When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South AfricaHis famous saying and dream.Post-writing

Step 5 Group work: Discussion

1.Ss check the translation for their partners and discuss how to correct their mistakes

2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be? 3.What can we learn from a great person.VI.Sample and Summary

Step 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patterns Step 7 Sum up: How can you do a task based writing

1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences

3.Translate the information you get into five English sentences 4.Check your composition and discuss it with you partner 5.Correct your mistakes if available VII.Step 8: Homework(after class)

Write an article in the form of task based writing which is about an armless pianist-Liu Wei（刘伟）

第三篇：高中英语写作课教案[模版]

Book6 Module3 Interpersonal relationship—— Friendship

高中英语写作课教案

Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discussion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?

Discuss it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because we’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:

outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature

Bad qualities:

dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expressions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands on both sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Assign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole class.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is necessary to tell the truth and respect each other.教学实施过程：

针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。具体教学过程如下：

第一步，确定题目后，教师启发学生思考，回忆写作中所需要的相关词汇，必要时通过多媒体展示相关内容，然后教师在黑板上进行总结或借助多媒体把关键词语呈现给学生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,该模块的写作任务讲述朋友之间所产生的矛盾问题，并提出建议如何保持友谊：Describing a problem you had with a friend and giving advice on how to keep friends教师可先展示一些有关友谊或本班同学相处的图片、幻灯片、音乐等,以激发学生的学习兴趣。然后教师可引导学生说说自己的好朋友，尽可能用到本模块所学过的词汇：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。

第二步，分组讨论（均匀分配不同程度的学生），要求学生围绕写作话题借助有关词汇，人人动口，积极思维:1.Who is your good friend? 2.How do you become good friends? 3.Have you ever quarreled with each other? 4.What’s the problem? 5.Have you made up? 6.What should you do to keep your friendship? 等, 并让学生各抒己见,提供出不同的词语句型，如1.I’ve known him/her for...2.We first met six years ago...I remember meeting him/her for the first time 3.We have much in common.4.I not only...but also...5.I suggest that...6.Why not...? 7.Can’t we...? 8.What about...? 9.Friendship is both...and...10.If we..., we can...等也可提供一些有关友谊的名言警句如：On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)同时教师提醒学生在讨论中尽量使用正确的时态、语态并用英语交流。这一步也是学生英文写作收集写作素材的过程。教师可参考与到各个组中，帮助学生解决疑难问题，并根据不同的写作内容和各小组的实际水平适当给他们提供一些新的词汇，同时鼓励那些平时不善于言谈的学生开口交流和帮助基础较差的学生。通过不断的教学实践，我发现：在这种活动或情景之下，学生无拘无束，大胆热烈讨论，加之教师的指导，写作的素材自然获得不少。最后每组选一位代表执笔完成书面表达，并在时间允许内在全班朗读；

第三步，教师进行总结归纳： Friendship is a kind of human relations.It is a human instinct to make friends.When in trouble, we need friends to offer us help, support and encouragement.With success achieved, we also need friends to share our joys..Long live friendship!同时再次强调写作中所需的时态、语态和学生写作过程中容易犯的错误等关键问题。而后要求学生课后完成各自的写作内容并上交作业。

第四步，作文评价是个意义重大的环节，可采用以下评价机制，包括学生自评→学生互评→教师评价→全班反馈→范文共赏五个环节。

学生参与情况：

运用这种教学方式，我所教的班级学生普遍反映：这种讨论和写作的方式更适合他们，因为气氛活跃，让人觉得轻松，通过小组的讨论、互相帮助和老师的指引，较容易搜集到写作素材,而且参考小组素材再结合自己的观点，就更容易下手写作了。每个小组都能写出较为优秀的文章，而且，学生完成作业情况非常好，能充分运用课上所讲的相关词汇和表达方式，有些同学的文章写得相当好，可以作为范文展示学习。总而言之，这种写作教学法既激发了学生的写作兴趣，又提高了他们的口语表达能力，同时还培养了他们的群体合作精神，而且也达到了师生互动交流。

第四篇：高中英语听说读写课教案

高中英语听说读写课教案、反思及评议（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教学课型: 听说读写课

二、教材分析 1．教材处理

这节课是本单元的第五课时，学生在extensive reading部分已了解了“Chemical or Organic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。

2．教学目标

1）Develop students’ listening, reading, speaking and writing ability.2）Let students learn some expressions of persuation.3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.3．教学重难点

1)Get students to listen and understand the listening material.2)Get students to learn how to persuade others by using the functional items for persuasion

3)Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.4．教学方法

1)Task-based teaching and learning 2)Cooperative learning 3)Discussion

5．教具：Multi-media project;tape-recorder;cabbage;towel

三、教学设计(一)总体思路

1． 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中chemical

farming的缺点到说、读、写部分的green food的优点，从语言的输入到语言的输出。

首先让学生从听力材料中获知 “Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材料中获知 “green food”的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力。

（二）教学过程

Step1.Revision & Lead—in before listening

1.Ask students to go over what they have learned in the extensive reading by doing an interwiew.2.Teacher shows a cabbage with a hole in it to the class and ask: Look!What is wrong with the vegetable?

[设计说明]

通过记者对农民的采访，激活学生已有的知识。然后，以chemical farming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题 “What is wrong with the vegetable?”。

[反思]

有目的地布置作业，效果截然不同。由于两组学生课前准备得充分，表现得非常出色，完成了既定目标，也营造了宽松、和谐的教学氛围。尤其是林松泽同学，扮演农民这个角色尤其成功，头围毛巾，手势语丰富，口语流利，声音洪亮，致使全班同学哄堂大笑。另外，学生带着问题 “What is wrong with the vegetable?”去听，这种设疑导入法能有效激发学生的兴趣，形成对学习内容知之、好之、乐之的心理过程，达到激趣乐学，学生完全消除了恐惧畏难心理，使他们的心理调整到了最佳状态。

Step2: While-listening

1.Ask students to listen to the tape for the main idea.---The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today.[设计说明]

要求学生听懂大意，了解材料的主要信息。教材是以问答题出现的：What is the main topic of the conversation? 教师觉得听一遍就叫学生回答，难度实在太大，就对教材做了大胆的处理，变为二选一，good effects or bad effects，以降低难度，致使绝大多数学生都能回答。

[反思]

在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。教师认为这个听力材料适用，但问题设计不适合自己的学生，就用自己设计的题目来替换原有的题目，以降低难度，面向全体学生。

2.Ask students to Listen to the tape for a second time.Decide if the following statesments are true or false.Before listening, ask students to go through the five sentences first.(If necessary, write down key words.)(1)Paul thinks that Carrie is not telling him the truth.(T)(2)Using chemical fertilizers always makes vegetables empty inside.(F)(3)Today’s fruit is not as healthy for people as fruit fifty years ago.(T)

(4)Eating more vegetables is good for us.(F)

(5)All of today’s vegetables look healthy but in fact are not.(T)

[设计说明]

先让学生快速浏览5个句子，然后带着任务听录音，以减少听力训练中的盲目性，这是听力教学中常见的教学方法。必要时，学生可记下关键词。另外，考虑到教材中的第四个句子本身就很难理解，作了改动。

[反思]

学生对前四个句子掌握得很好，回答正确。不过，教师对第五个句子疏忽了，这句话也很难理解，因为从不同的角度去理解，答案会不一样。原先可以把这个句子删掉或替换。教师备课还不够仔细充分。

3.Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right.This time students can look at the material and should underline the key words, phrases and sentences.(listening text is omitted)

[设计说明]

这步主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。

[反思]

要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。

第五篇：There be句型和with复合结构的用法（范文）

There be句型的用法

一、构成：

There be...句型表示的是 “某处有(存在)某人或某物”，其结构为There be(is，are，was, were)+名词+地点状语。例如： 1.There are fifty-two students in our class.2.There is a pencil in my pencil-case.3.There was an old house by the river five years ago.二、各种句式：

否定句：There be句型否定句式的构成和含有be动词的其它句型一样，在be后加上“not”。也可用“no”来表示。即：no + n.（名词）= not aanany + n.（名词）。注意：no + n.（可数名词单数）= not aan + n.（可数名词单数）；no + n.（可数名词复数）= not any + n.（可数名词复数）；no + n.（不可数名词）= not any + n.（不可数名词）。例如： 1.There is an orange in her bag.→There isn’t an orange in her bag.→There is no orange in her bag.2.There are some oranges in her bag.→There aren’t any oranges in her bag.→There are no oranges in her bag.3.There is some juice in the bottle.→There isn’t any juice in the bottle.→There is no juice in the bottle.一般疑问句：There be结构的一般疑问句变化只需把be动词移到句首，再在句尾加上问号即可。例如：

1.There is some money in her handbag.→ Is there any money in her handbag?(疑问句和否定句中，some改为any，something改为anything.)2.There is something new in today’s newspaper.→There isn’t anything new in today’s newspaper.→Is there anything new in today’s newspaper?

特殊疑问句：

There be句型的特殊疑问句有以下三种形式：

① 对主语提问：当主语是人时，用 “Who’s + 介词短语?”；当主语是物时，用 “What’s + 介词短语?”。其中there在口语中常常省略。注意：无论原句的主语是单数还是复数，对其提问时一般都用be的单数形式(回答时却要根据实际情况来决定)。如：

There is a bird in the tree.→What’s in the tree?

There are some bikes over there.→What’s over there? There is a little girl in the room.→Who is in the room?

② 对地点状语提问：用 “Where is are + 主语?”表示（注意其答语变化）：例如：

There is a computer in my office.→ Where is the computer?----It’s in my office.There are four children in the classroom.→Where are the four children?—They’ re in the classroom.③ 对数量提问：一般有两种提问方式：

如果主语是可数名词，无论是单数还是复数，都用“How many +可数名词复数 + are there + 介词短语？”表示：

There are twelve months in a year.→How many months are there in a year? There is only one book in my bag.→ How many books are there in your bag? There is a cat in the box.→ How many cats are there in the box?

如果主语是不可数名词，则用“ How much + 不可数名词 + is there + 介词短语？”表示： There is some money in my purse.How much money is there in

your purse?

反意疑问句：There be或There加其它动词，其反意疑问句一律用…there? 例如： There is a beautiful girl in the garden, isn’t there? There used to be no school here, used there did there?

三、注意事项：

1.There be句型中be动词的形式要和其后的主语在人称和数上保持一致。如果句子的主语是单数的可数名词，或是不可数名词，be动词用“is”“was”。例如： There is a basketball in the box.There is a little milk in the glass.如果句子的主语是复数名词，be动词就用“are” “were”。例如： There are many birds in the tree.There were many people in the street yesterday.如果有两个或两个以上的名词作主语，be动词要和最靠近它的那个主语在数上保持一致，也就是我们常说的 “就近原则”。例如：

There is an orange and some bananas in the basket.There are some bananas and an orange in the basket.2.There与be中间可插入一些表推测的情态动词、表时态的短语和一些动词短语(如和将来时be going to will、现在完成时

havehas + pp.、used to结构等连用，注意其构成形式,这一内容在我们日常练习中经常出现错误,是一难点,也是历年中考试题中的一个考点.)。例如：

There must be a pen in the box.There happened to be some money in my pocket.There is going to be a meeting tonight.There has been a big tree on the top of the hill.There used to be a church across from the bank.3.There be句型和havehas的区别：

There be句型表示 “存在有”, havehas表示 “拥有” “所有”,两者不能同时使用.例如： 桌子上有三本书.There are three books on the desk.我有三本书.I have three books.4.There be + 主语 + doing +介词短语.例如： There is a truck collecting rubish outside.There is a wallet lying on the ground.四、there be 结构的高级句型： 1.There is no doubt that....毫无疑问......There was no doubt that he was telling the truth, but his mother didn’t believe him.2.There is some doubt whether...尚有疑问.....There is some doubt whether he can overcome the difficulty.3.There is no need to do sth.(=It is unnecessary to do sth.)没有必要做.....There is no need to tell such bad news to her.4.There is no sense in doing sth.做.....没有意义

There is no sense in waiting here without knowing when he will be back.5.There is no use(in)doing sth.(= It is useless to do sth.)做某事没用

There is no use crying the spilt milk.6.There is no denying...(=It is impossible to tell...)无可否认（抵赖）......There is no denying the fact that Japan invaded China.7.There is no telling...(It is impossible to tell...)无法知道......There is no telling who will win the game as both players are very excellent.练习：

1.There isn’t _____water in the glass.Let’s go and get some.A.many B.lots C.any D.some 2.There ___a lot of news about Zhang Ziyi on TV last night.A.was B.had C.is D.were 3.There ____ many changes in the village recently.A.is B.are C.have been D.to be 4.---There _______a lot of meat on the plate.Would you like some?---Just a little, please.A.is

B.are

C.am

D.be 5.There _______ some books, a ballpen and a ruler on the desk.A.is

B.are

C.have

D.has 6.There _______ a ballpen, a ruler and some books on the desk.A.is

B.are

C.have

D.has 7.There is a boy _______at the door.A.stand

B.standing

C.stood

D.is standing 8.---_______is in the house?---There is an old women in the house.A.What

B.Whose

C.Who

D.Which 9.There used to be a tower here, _____?

A.usedn’t it B.used there C.didn’t it

D.didn’t there 10.There ____a meeting tonight.A.is going be B.is going to have C.is going to D.is going to be 翻译句子：

1.灯亮着，办公室里肯定有人。

2.战前这儿曾经有家电影院。

3.恰好那时房里没人。

4.我家门前有一条河。

5.广州，一座拥有2200多年文明历史的古老城市，现在发展得也非常快。

6.现在不能预知未来会怎么样。

7.毫无疑问，他是总经理的最佳人选。

8.不求甚解、死记硬背课文没有意义。

9.你没有必要跟他解释此事。

10.他能否接受你的帮助尚有疑问。

11.是发达国家造成了全球变暖，这是不容否认的事实。

with+复合宾语的用法

一、所谓“with的复合结构”，即是“with +宾语+宾语补足语”的结构。其中的宾语一般由名词充当(有时也可由代词充当)；而宾语补足语则是根据具体的需要由形容词，副词、介词短语，分词短语(包括现在分词和过去分词)及不定式短语充当。下面结合例句就这 一结构加以具体的说明。

二、情况分类：

1、with +宾语 +形容词

① He slept well with all the windows open.(82年高考题)上面句子中形容词open作with 的宾词all the windows的补足语，② It's impolite to talk with your mouth full of food.形容词短语full of food作宾补。③Don't sleep with the window open in winter

2、with+宾语+副词

①with John away, we have got more room.②He was lying in bed with all his clothes on.③Her baby is used to sleeping with the light on.句中的on是副词，作宾语the light的补足语。

④The boy cant play with his father in.句中的副词in作宾补。

3、with+宾语+介词短语。

①We sat on the grass with our backs to the wall.②His wife came down the stairs,with her baby in her arms.③They stood with their arms round each other.④With tears of joy in her eyes ,she saw her daughter married.⑤She saw a brook with red flowers and green grass on both sides.句中介词短语on both sides作宾语 red flowersandgreen grass的宾补，⑥There were rows of white houses with trees in front of them.，介词短语in front of them作宾补。

4、with+宾词+分词（短语）

这一结构中作宾补用的分词有两种，一是现在分词，二是过去分词，一般来说，当分词所表示的动作跟其前面 的宾语之间存在主动关系则用现在分词，若是被动关系，则用过去分词。

①All the afternoon he worked with the door locked.②She sat with her head bent.③She did not answer, with her eyes still fixed on the wall.④The day was bright,with a fresh breeze(微风）blowing.⑤I won't be able to go on holiday with my mother being ill.⑥With winter coming on,it is time to buy warm clothes.⑦He soon fell asleep with the light still burning.⑧From space the earth looks like a huge water covered globe,with a few patches of land stucking out above the water 而在下面句子中因with的宾语跟其宾补之间存在被动关系，故用过去分词作宾补： ⑨The murderer was brought in ,with his hands tied back.但当with的复合结构中语是表示人体部位名称的名词时，作宾补用的分词是现在分词是过去分词，则应视这 一动词而定。一般来说，若此动词是及物动词则用其过去分词形式，若是不及物动词，则用其现在分词形式。

⑩An old man was lying there with his eyes shut.此句中shut是及物动词，故用其过去分词

He lay on his back with his eyes looking straight up wards.look为不及物动词，故用现在分词。

5、with+宾语+不定式短语。

①I can't go out with you, with much homework to be done.句中的宾补由to be done这一不定式的被动结构充当，表示do这一动作的将来含义或未完成之意，用其被动态则说明其与宾语之间存在被动关系。②With five minutes to go before the last train left,we arrived.③I can't go out with all these dishes to wash.④So in the afternoon, with nothing to do, I went around the school.⑤With such an experienced teacher to teach us English,we are very happy.6, with+宾语+名词

He died in the battle with his son only a ten-month-old baby.二、with的复合结构的用法: 1，在句子中with结构多数充当状语，表示行为方式，伴随情况、时间、原因或条件

①She came into the room，with her nose red because of cold.（with+名词+形容词，作伴随状语）②With the meal over，we all went home.（with+名词+副词，作时间状语）

③The master was walking up and down with the ruler under his arm。（with+名词+介词短语，作伴随状语。）

④The teacher entered the classroom with a book in his hand.⑤He lay in the dark empty house，with not a man，woman or child to say he was kind to me.（with+名词+不定式，作伴随状语）

⑥He could finish it with me to help him.（with+代词 +不定式，作条件状语）⑦She fell asleep with the light burning.（with+名词+现在分词，作伴随状语）

⑧With nothing left in the cupboard，she went out to get something to eat.（with+代词+过去分词，作为原因状语）

2，With结构在句中也可以作定语。例如：

①From space the earth looks like a huge water-covered globe with a few patches of land sticking out above the water.②A little boy with two of his front teeth missing ran into the house.③Do you know the woman with a gold necklace around her neck?

三，几点说明:

without +宾语+宾语补足语是with +宾语+宾语补足语结构的另一表现形式。①He could not finish it without me to help him.（without+代词 +不定式，作条件状语）②Without anything left in the cupboard，she went out to get something to eat.（without+代词+过去分词，作为原因状语）③Possibly this person died without anyone knowing where the coins were hidden.(高二22课）

（without+代词+现在分词，作为伴随状语）

④Without anyone noticing，I slipped out of the room.（without+代词+现在分词，作为伴随状语）

⑤Without a word more spoken，he went back home 练习：

用所给词的正确形式填空

1.I couldn’t do my homework with all that noise _______(go)on.2.With much work _______(do), he had no time to play.3.It was a pity that the great writer died with his work ______(finish)4.I send you 100 yuan today, with the rest _____(follow)in a year.5.With the sun _____(set)down, we all went home.6.The lorry with apples ______(load)on belongs to me.7.With all the factors _______(consider), this project is a good one.用with+复合宾语结构完成句子：

1.因为你站在这里，所以我无法集中精力学习。

2.那位戴帽子的人就是我父亲。

3.有向导为我们带路，我们毫不费力地找到了他的家。

4.他经常开着灯睡觉。

5.因为作业做完了，所以他就出去玩了。

6.一个小女孩跑进房间，鼻子冻得红红的。

7.她眼泪汪汪地离开了家乡。