教学步骤及说明 I.Presentation.利用文本中的图片资料，引导学生通过对标题My New Neighbor以及文本中的三幅图的识读，预先进入语境的猜测和预热。或用课件展示的图片，讲述Lucy昨天忙碌的一天，引入一般过去时所表达的含义及动词的过去式。
1.导入问题，What did I do for my new neighbor last weekend? 随后让学生快速阅读My New Neighbor，并找出下列动词的过去式, 小组合作总结动词过去式的变化规律, 学生竞争展示。
（1）pick ________attach ________open ________look______ fold ________ fill ________（2）move ________smile_______
（3）am______ see _____ say______ have ________ run________ hide ________ become ________ leave ________ put ________
（设计意图：让学生进行小组合作探究，提高学生参与的积极性和主动性。）2.细读My New Neighbor，让学生回答问题： When did the girl move in?
Last weekend , a new girl ______ in next door.She _______ lonely.I _____ a great idea.First, I _______a piece of paper into the shape of a basket.Next, I _______some grass and put it inside.Then, I____ the rest of the basket with candy and flowers.Finally, I _______ a card.I ______ the basket on her doorstep, _____ her doorbell, ______away and ______ behind a tree.She _______ the door, ________ up the basket and ______.We ________ good friends after that.（设计意图：让学生在语境中再体会一般过去时动词的变化。）
1.基本定义：（1）一般过去时态表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用；（2）也表示过去经常或反复发生的动作，常和表示频度的时间状语连用。
2、时间状语：yesterday, the day before yesterday, last night, in 1990, two days ago, this morning, just now, a moment ago, in May, last night / year / week, …
1.先师生示范练习，图片展示过去时活动情景，让学生在练习中巩固加强一般过去时的句子组织，并同时了解更多运用一般过去时的时间状语。2.再生生分组练习，就亲身经历进行问答：
把刚才练习的句子记录下来，并以小组为单位把每个人的回答句子组织成篇。总之，用篇章学语法，紧密结合语篇理解；以图画形式让学生形成英语思维，在语境中识记时态，在延展语境中拓展演练；再在语篇中进一步巩固提升，力图实现“用中学，学中用”。
am，is-was，are-were，do-did，see-saw，say-said，give-gave，get-got，go-went，come-came，have-had，eat-ate，take-took，run-ran，sing-sang，put-put，make-made，read-read，write-wrote，draw-drew，drink-drank，swim-swam，sit-sat
8。What ______ she _______（find）in the garden last morning？ She __________（find）a beautiful butterfly。
小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。（1）在情景性活动中感悟语法
直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。
T: I’m drawing pictures.What are you doing, Tom? Tom: I’m drawing pictures, too.T: What is she doing?(Pointing to Amy)Ss: She is drawing pictures.T: What is he doing?(Pointing to Ben)Ss: He is drawing pictures.T: What are Tom, Amy and Ben doing?(Pointing to Tom, Amy and Ben)Ss: They are drawing pictures.教师重复之后板书： What are you doing? I’m… What is he doing? He is… What is she doing? She is… What are they doing? They are…
游戏活动可以有效激发小学生的课堂参与意识，提高学生的兴趣，使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例，介绍如何在这些游戏活动中进行语法教学。a.在竞猜中强化语法
小学生活泼好动，富于挑战性。教师可以利用小学生的这一特点，把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句Is he/she „.?时，教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句Is he/she a boy/girl.Is he/she tall/short? Is he/she in Group1? 等等。回答的人也只能用Yes 或No来回答。最后，教师对猜错次数少、很快猜中的学生给予表彰，对部分猜错次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达意义，同时也增强了学生学好英语的自信心。b.在说唱中强化语法
>，让学生吟唱，帮助学生学习、理解、掌握。I have a table in my little bedroom.My little table has a little chair.I have a table in my little bedroom.My little table has a little chair.再要求学生根据自己的实际情况，自己填词，在吟唱这首歌谣的过程中，学生不但轻松地掌握了本课的重点句型、语法结构，还陶冶了情操。
c.在故事中强化语法。
故事可以让枯燥、难懂的语法知识变得活灵活现，生动有趣。如在教学be 动词的时候，可以告诉学生be动词有一个绝活，那就是变脸。当描述现在的事情时，它遇见了I 就变成am,遇见you, we, they就变成are,遇见he, she ,it就变成is.是一个不折不扣的变脸大王。又如在教学助动词的用法时，告诉学生助动词时一个助人为乐的活雷锋。当一个句中没有be动词和情态动词的陈述句变成疑问句时，都会请助动词来帮忙，而助动词也会不遗余力的跑在最前面，因此助动词是最受大家喜爱的。通过这样生动有趣的讲解，非常的便于学生理解和记忆。（3）在任务型活动中巩固语法
在语法教学中，教师设计贴近学生生活的任务，让学生在任务活动中运用语法知识解决生活中的问题，不仅可以让学生体会和领悟语言形式的表意功能、内化语言规则，而且能有效提高其语用能力。例如，教学How many句型时，教师设计如下任务型调查活动：教师先让学生写下自己感兴趣的问题，如How many people are there in your family? How many pencils do you have? How many storybooks have you read?等，并请学生自制调查统计表，可以是如下格式。Mike Lisa Donna
How many people are there in your family? How many pencils do you have?
学生做好准备后，在班级中任意找采访对象进行提问，并填写统计表，最后汇报调查结果，并请全体学生选出班级之最；又如在教学句型“Whose „is this/are they? It’s/They’re„’s.”时，可设计一个“失物招领”的任务，先将一张桌子放在教室前面的一角，桌上放一块失物招领处的英文牌，然后把课前让学生带来的服装鞋帽一一放在桌子上，让学生在询问、辨认，找失主的过程中自然地引导他们学习口语：Whose „is this/are they? It’s/They’re„’s.在此过程中，不仅帮助学生区分be动词单复数的的使用，还培养了学生综合运用语言的能力。
2013高考英语语法时态教学设计
2013年高考英语语法时态复习教学设计
一 教学目标：学生掌握近年来高考英语语法动词时态的命题特点，及应考策略。
二教学重点: 学生掌握动词时态的命题特点，考查要点。三教学难点：学生通过历年的高考真题掌握应考策略。四教学步骤：
Step1: 用一则英语笑话导入复习的内容--动词时态
Who Is the Laziest? Father: Well, Tom, I asked your teacher today, and now I want to ask you a question.Who is the laziest person in your class? Tom:
I don't know, Father.Father: Oh, yes, you do!Think!When the other boys and
girls are reading and writing, who sits in class and only
watches how the other people work? Tom: Our teacher, father.Step2: 命题特点：
动词的时态和语态是历年高考英语测试的重中之重，每年试题一般不低于两道。命题思路有三种：
1.是直接给出标志性时间状语，考生能根据其作出选择； 2.是给出时间状语，但所给时间状语有较强的干扰性,考生不能直接根据时间状语作出选择，而需要结合语境进行判断；
3.是没有任何时间状语，需要借助于上下文语境，才能作出正确判断。Step3:应考策略：
1.高考命题中往往不会涉及单一的时态，而是更多地侧重于时态的交叉使用和时态干扰。
2.考生答题时要认真研读题干，寻找尽可能多的“时间参照信息”，尤其是句中其他动词的时态，以及修饰动词的状语信息等等。3.利用上下语境推测时态 Step4:实战演练
1.My parents ______ in Hong Kong.They were born there and have never lived anywhere else.A.live
B.lived
C.were living
D.will live(A)考点1 ：一般现在时的考查
1.基本概念：一般现在时表示一个习惯性、经常性的动作。常与表示习惯的副词always, every time, now and then, often, seldom, sometimes, usually 等连用近几年，对一般现在时的考查常用过去时态或现在完成时态对考生进行干扰。2.---Bob has gone to California.---Oh, can you tell me when he ______?(2011北京高考）
A.has left
B.left
C.is leaving
D.would leave(B)考点2：对一般过去时的考查 一般过去时表示在过去某时某刻发生的动作或存在的状态，它常与表过去的时间状语连用，如yesterday, last year, last night, the other day, just now, then, two days ago, in 2012, at that time等。但是一般过去时也经常用在没有说明过去的时间状语的句子中，这是高考的命题方向。
3.— What’s the terrible noise？
— The neighbors ____ for a party（2004年北京卷）A.have prepared
B.are preparing
C.prepare
D.will prepare
(B)考点3.对现在进行时的考查：由上下文语境表示时间。4.—You were out when I dropped in at your house.—Oh, I ____ for a friend from England at the airport.（2004年福建卷）
A.was waiting
B.had waited
C.am waiting
D.have waited
(A)考点4.对过去进行时的考查
过去进行时放在when, while, as 等引导的时间状语从句中考查。如果主句谓语和从句谓语都发生在过去 2012年辽宁卷）
5.Jack is a great talker.It's high time he ____something instead of just talking.A.will do
B.has done C.do
D.did
(D)考点5.特殊句型结构中时态的考查
It is high time that...从句常用should do或动词过去时 其它特殊句型结构中时态
1.It /That/this is the first time +that 从句 2.主句+ since +从句
3.hardly/scarcely„when;
no sooner„than„ 4.be about to do...when...1.It is the first time that we have seen a film in the cinema.2.It was the first time that we had seen a film in the cinema.3.Tom hasn’t phoned since she went to Berlin..Hardly had I got home when the rain poured down.5.I was about to leave when he came.Step5: 高考题点击
(2010.安徽）1.—Were you surprised by the ending of the film?
----No, I _____ the book, so I already knew the story.A.was reading
B.had read C.am reading
D.have read
(B)(2011.江苏高考）2.--Tommy is planning to buy a car.--I Know.By next month, he _____ enough for a used one.A.saves
B.saved C.will save
D.will have saved
(D)(2010.重庆高考）3.The book has been translated into thirty languages since it ____ on the market in 1973.A.had come
B.has come C.came
D.comes(C)(2011.湖南高考）4.---Joan, what _____ in your hand?----Look!It’s a birthday gift for my grandma.A.Had you held
B.are you holding C.do you hold
D.will you hold
(B)Step6: 课后作业：Please do the exercise on page 7.（2013年高考英语语法专题复习资料）板书设计：
It is(has been)+ 一段时间 + since从句
This(That / It)is the first(second…)time that + 完成时 This(That / It)is the only … + that + 完成时
This(that / It)is the best / finest / most interesting …
+ that 从句 + 完成时
课题： 九年级语法复习—— 状语从句
南康市麻双中学：刘荣福
一、内容分析
本课是初中九年级的语法复习课，通过复习各种状语从句的用法和考点，使学生学会掌握状语从句的作用和意义，进而掌握各种不同类型的状语从句，并能在课后利用所学的知识，形成写作和造句策略。
二、学情分析
九年级学生已基本了解各种状语从句的作用和意义。但仍有理解不透彻，写作中应用不熟练的现象，各种从句知识缺乏系统化。
三、设计思路
在中考的备考阶段，语法复习课是老师们上的最多的课型，有的学校用半学年，甚至一学年的时间来帮助学生复习语法。可和老师学生投入的时间，精力相对比，复习成效很低。教师上课滔滔不绝，讲得口干舌燥，而学生上课记笔记，死背语法规则，课堂气氛沉闷，感到索然无趣。大量的机械的知识操练，使学生的语言能力和综合能力得不到提高。由此，我想在语法复习课上，在教好英语语法的同时，也应培养学生运用语言能力的问题。学生在上课之前也基本掌握了各种状语从句的知识，本课主要是焕发学生的思维，为后续造句和写作增加有效的输入，激发学生的写作动机和兴趣，提高学生的思维和写作能力。
四、教学目标
1、通过系统复习各式从句的语法功能，全面掌握本节课介绍的状语从句在考点中的基本用法。
2、复习所学的各种状语从句，形成大量的信息，为优秀写作做准备。
五、课前准备
要求学生复习和浏览课本里面的各式状语从句，做到听、说、读、写四会。六 教学过程设计 第一步：记、读、说
学生预习和记忆了大量的各式状语从句，为跟其他组比赛谁掌握的多，和写作造句做好练笔准备。
[设计说明]
这个步骤是学生回顾所学的各式状语从句，教师利用幻灯以及多媒体等教学手段使其呈现，让学生通过多种感官观察其特点并加速记忆，在记忆和理解中进行的机械的操练，对一些状语从句进行模仿造句。这一活动是在教师的控制下开展的。这一步骤的特点是操练以语言形式为中心，操练比较单一。
第二步：教师解析——归纳各种状语从句的用法
一、时间状语从句
1.引导时间状语从句的从属连词很多，常见的有before, after, when, while, as, since, till, until, as soon as等。
2.表示“当…时候”的while, when, as的用法区别是：while从句中的谓语动词必须是延续性动词；表示带有规律性的“每当”或当主、从句谓语动词的动作发生有先后时，只能用when；当表示“一边…一边…”或“随着”时，只能用as。另外，用于此义的as所引导的时间状语从句谓语只能是动作动词，不能是状态动词。如下面一道高考题的答案是B 而不能是A：
“I’m going to the post office.” “______ you’re there, can you get me some stamps?”
A.As B.While C.Because D.If 3
3.until在肯定句中通常只连用延续性动词，表示相应动作结束的时间；在否定句中通常连用非延续性动词，表示相应动作开始的时间，意为“直到…才”。如：
He waited until she was about to leave.他等着一直到她准备离开。
I did not begin to work till he had gone.他走了后我才开始工作。
4.表示“一…就”除用as soon as外，还可用the minute, the second, the instant, immediately, directly, instantly, no sooner…than, hardly…when等。如：
I came immediately you called.你一来电话我就来了。
Hardly had she arrived when it began to snow.她刚到就下起雪来了。
The moment I have finished I'll give you a call.我一干完就给你打电话。
5.every time, each time,(the)next time,(the)last time, by the time, the first time, any time等以time结尾的词语也可用作连词，引导时间状语从句。如：
Next time you come in, please close the door.下次你进来，请关门。
He didn’t tell me anything the last time I saw him.上次我见到他时他什么也没告诉我。
By the time I got home, she had already gone to bed.我到家时她已睡觉了。
二、条件状语从句
1.引导条件状语从句的从属连词主要有if, unless, as [so] long as等。如：
Don’t come unless I telephone.除非我打电话，否则你别来。
If you watch carefully you will see how to do it.如果你仔细瞧你会看出该怎样做。
As long as you do your best, we’ll be happy.只要你尽力，我们就满意了。
2.in case也可引导条件状语从句，其意为“如果”、“万一”。如：
In case I forget, please remind me about it.如果我忘了，请提醒我。
三、让步状语从句
1.引导让步状语从句的从属连词主要有although, though, however(=no matter how), even if(即使), whether…or(不论…还是)等连词。如：
The speech is good, though it could be better.这次演讲不错，虽然还可以再好一点。
He went out even though it was raining.尽管下雨，他还是出去了。
2.as也可引导让步状语从句，但要将名词、形容词或副词等提到as前，若提前的是单数可数名词，要省略a / an。如：
Teacher as he is, he can’t know everything.虽然是老师，他也不可能什么都懂。
3.连词while有时也可表示“尽管”、“虽然”，引导让步状语从句。如：
While we don’t agree we continue to be friends.尽管我们意见不同，我们还是朋友。
4.whatever, whoever, however, whenever, wherever等引导让步状语从句。如：
Don’t lose heart whatever you do.不管你做什么，都不要灰心。
Whoever you are, you can’t pass this way.不管你是谁，你都不能从这里通过。
注：表示“虽然”的though, although不可与but连用，但可与yet, still连用。
四、原因状语从句
1.引导原因状语从句的从属连词主要有because, as, since, seeing(that), now(that)等：
They can’t have gone out because the light’s on.他们不可能出去了，因为灯还亮着。
Since you are going, I will go.既然你去，我也去。
Now that we are alone, we can speak freely.现在我们单独在一起，可以随便谈了。
2.除以上提到的大家比较熟悉的引导原因状语从句的从属连词外，when有时也可引导原因状语从句，其意“既然”。如：
I can’t tell you when you won't listen.既然你不想听，我就不告诉你了。
3.有关原因状语从句还应注意以下几点：
(1)as与 since, now that一样表示双方都知道的原因，通常位于主句前，且均不可用于强调结构被强调。
(2)当表示直接的因果关系，回答why时，或有only, just, all, partly, not, but等副词修饰时，或用在强调结构中都只能用because。
(3)for有时也可引出表示原因的分句，但它只能位于后面，对前一分句加以解释或推断。
(4)不要受汉语意思影响将表示“因为”的连词与表示“所以”的so连用。
五、地点状语从句
引导地点状语从句的从属连词主要有where(在…的地方), wherever(无论什么地方), everywhere(每个…地方), anywhere(任何…地方)。如：
I’m not living where I was.我不在原处住了。
You can’t camp where [wherever, anywhere] you like these days.如今你可不能随便在哪儿宿营。
Everywhere I go, I find the same thing.不管我走到哪里，我都发现同样情况。
2.有的同学认为地点状语从句在平时见得不多，误认为考试不会涉及，但恰恰相反，地点状语从句却是英语考试经常考查的一个知识点。请看以下考题：
(1)When you read the book, you’d better make a mark ______ you have any questions.A.at which B.at where C.the place where D.where
(2)After the war, a new school building was put up ______ there had once been a theatre.A.that B.where C.which D.when
(3)You should make it a rule to leave things ______ you can find them again.A.when B.where C.then D.there
(4)She found her calculator ______ she lost it.9
A.where B.when C.in which D.that
以上四题均选where，其意为“在…的地方”，用以引导地点状语从句。
六、目的状语从句
1.引导目的状语从句的从属连词主要有in order that, so that, in case, for fear等。如：
I hired a boat so that I could go fishing.我租了一条船去钓鱼。
Take your coat in case it rains(should rain).带着雨衣以防下雨。
He studied hard in order that he could pass the exam.他努力学习，是为了能通过考试。
2.引导目的状语从句的so that有时可省so或 that，即单独用so或 that来引导目的状语从句。如：
Check carefully, so any mistake will be caught.仔细检查，以便任何错误都可检查出。
Bring it closer that I might see it better.拿近些，使我能看得清楚些。
七、结果状语从句
引导结果状语从句的从属连词主要有so that, so…that, such…that等。如：
He was so angry that he couldn't speak.他气得话都说不出来。
He shut the window with such force that the glass broke.他关窗子用力很大，结果玻璃震破了。
注：so…that和such…that中的that有时(尤其在口语中)可省略。
八、比较状语从句
常用引导词：as(同级比较), than(不同程度的比较)
特殊引导词：the more … the more …;just as …，so…;A is to B what /as X is to Y;no … more than;not A so much as B
She is as bad-tempered as her mother.The house is three times as big as ours.The more you exercise, the healthier you will be.Food is to men what oil is to machine.食物之于人，犹如油之于机器。
九、方式状语从句
常用引导词：as, as if, how
特殊引导词：the way
When in Rome, do as the Roman do.She behaved as if she were the boss.Sometimes we teach our children the way our parents have
taught us.[设计说明]
这个步骤主要是讲解，老师可运用引入，讲解，示范，模仿和操练来让学生明确复习的语法点的结构或意义，增加语言知识的输入。教师示范后，让学生模范，强化记忆。操练可以是多种形式，如：机械替换，句型转换，师生问答，学生间问答等等。
第三步：中考链接——练中考考点（题型、内容）
一、对时间状语从句的考查分析。
1.It's quite common in Britain to say “Thank you” to the drivers ______ people get off the bus.A.after
B.since
C.until
D.when(2009年河南省)
2.Tom knew nothing about it ______ his sister told him.A.since
B.if
C.until D.when(2009年长沙市)
3.--Where was your brother at this time last night?
--He was writing an e-mail ______ I was watching TV at home.A.as soon as B.after
C.until
D.while
4.He will come here right away ______ he hears the news.A.so B.as soon as C.because
D.though(2009年恩施自治州)
[点拨平台]1.D。考查由when引导的时间状语从句。句意：在英国，人们下车时对司机说“谢谢”是很常见的。唯有选项D符合题意。2.C。考查由until引导的时间状语从句。not…until…意为“直到……才……”。题干中的nothing相当于not anything。句意：直到汤姆的姐姐告诉他这件事他才知道。根据句意可知应选C。3.D。考查由while引导的时间状语从句。由所提供的语境可知“我在看电视的时间他在写电子邮件”，两个动作同时发生，唯有选项D符合题意。4.B。考查由as soon as引导的时间状语 13 从句。句意：他一听到这个消息就会立刻赶来。as soon as表示“一……就……”，故选D。
二、对条件状语从句的考查分析。
1.You'd better look up the new word in a dictionary ______ you don't know it.A.if
B.that C.though
D.whether(2009年兰州市)
2.--David, turn off the TV ______ no one is watching it.--But it ______ off already!The music is from the radio.A.so that；has been turned B.when；has turned
C.if；has been turned
D.because；has turned(2009年深圳市)
3.The art club is for members only.You can't go in ______ you are a member.A.unless
B.because C.if
D.though(2009年临沂市)
4.--May I surf the Internet now?
--No, ______ you have finished doing the dishes.A.unless
B.if
C.because D.when(2009年宁波市)
[点拨平台]1.A。考查由if引导的条件状语从句。句意：如果你不知道生词的话，最好查词典。其余选项B、C和D均不合题意。2.C。考查连词if以及被动语态。从第一个空判断，可以填入连词if或because，但是第二个空则很明显应该使用被动语态，所以只有选项C符合语境。3.A。考查由unless引导的条件状语从句。unless的意思是“除非；如果不”。句意：美术俱乐部只为会员开放，如果你不是会员就不能进去。4.A。考查由unless引导的条件状语从句。答语是个省略句，其完整表述为You may surf the Internet ____ you have finished doing the dishes.根据语境判断，唯有选项A符合语境。
三、对让步状语从句的考查分析。
1.______ they may not succeed, they will try their best.A.Though
B.When C.Because
D.Unless(2009年河北省)
2.______ hamburgers are junk food, many children like them.A.If
B.Unless
C.Because
D.Although(2009年山东省)
3.The workers have decided to finish the task on time, ______ it means they would have no weekends these two months.A.after all B.even though C.as if D.If(2009年成都市)
4.______ well you drive, you must drive carefully.A.No matter where
B.In order that
C.No matter how
D.As soon as(2009年烟台市)
5.______ Switzerland is very small, ______ it is the land of watch and it is very rich.A.Though；but
B.Because；so
C.Because；/
D.Though；/(2009年孝感市)
[点拨平台]1.A。考查由though引导的状语从句。句意：虽然他们不会成功，但他们将尽最大的努力。根据句意可知，唯有选项A符合题意。2.D。考查由although引导的状语从句。选项A和B表示“条件”关系，选项C表示“因果”关系，选项D表示“让步”关系。句意：虽然汉堡包是垃圾食品，但许多孩子喜欢。唯有选项D符合句意。3.B。考查由even though引导的状语从句。此处表示让步关系，应使用even though，故选B项。4.C。考查由no matter how引导的状语从句。句意：无论你的驾驶技术多么高明，你都必须小心驾驶。no matter where意为“无论哪里”；in order that意为“为了……”；as soon as意为“一……就……”；no matter how意为“无论多么”。根据题意可知，选项C为正确答案。5.D。考查连词though是否可与but连用。在英语中，though与but，because和so不能同时出现在一个句子之中。由此可排除选项A和B。根据句意可知选项D符合题意。
四、对原因状语从句的考查分析。
1.--Did you call Sara back?
--I didn't need to, ______ we'll have a meeting together tonight.A.though
B.unless
C.because
D.if(2009年安徽省)
2.--Did you return Helen's call?
--I didn't need to, ______ I'll see her tomorrow.A.though
B.unless C.when D.because(2009年苏州市)
3.--Did you give Dick a call?
--I didn't need to, ______ I'll see him soon.A.when
B.though
C.until D.because(2009年无锡市)
4.Now many parents send their children to foreign countries, ______ they want them to get a better education.A.until
B.though
C.because D.till(2009年太原市)
[点拨平台]1-4小题的答案均为because。而1-3小题所设置的题干基本相同，所考查的内容也完全一样。
五、对地点状语从句的考查分析。
--What should I do here?
--Just put all the things ______ they were.A.where
B.when
C.whose
D.which(2009年武汉市)
[点拨平台]A。句意：把所有的东西放在它们原来的地方。where表示地点，可用来引导地点状语从句。其余几个选项均不合题意。
六、对结果状语从句的考查分析。
The film Kung Fu Panda is ______ interesting ______ I would like to see it again.A.such；that
B.too；to
C.as；as
D.so；that(2009年广东省)
[点拨平台]1.such修饰名词，而interesting是形容词，故予以排除；在too…to结构中，to是动词不定式符号，后面接动词原形；as…as结构表示同级比较，在此不合题意；so…that意 19 为“如此……以至”，引导结果状语从句。根据句意可知，应选择D项。
七、对时间状语从句和条件状语从句中时态的考查分析。
1.If it ______ tomorrow, we will stay at home.We won't go to the museum.A.rain B.rains C.will rain D.rained(2009年广东省)
2.If you ______ carefully, you ______ the report well.A.will listen；will be understand
B.will listen；understand
C.listen；will understand
D.listen；understand(2009年广州市)
3.--Tommy, do you know if Frank ______ to the zoo this Sunday if it ______?
--Sorry, I have no idea.A.will go；is fine
B.goes；is fine
C.will go；is going to be fine
D.goes；will be fine(2009年孝感市)
4.I will call you as soon as I ______ the ticket to the football match.A.will get
B.get
C.got
D.am getting(2009年陕西省)
[点拨平台]在英语中，如果主句是一般将来时态，那么，时间状语从句和条件状语从句的谓语动词应用一般现在时态表达，反之亦然。1-4 BCAB。
[设计说明]
从英语新课程标准精神中，要发展学生的综合语言运用能力；同时检查教得怎样和学得怎样（how well it is taught and how well it is learnt)第四步：学生写作——写各种句子、展示 每人看图合理想象说话，写成各种各样的状语从句。然后能在写作中得以运用
[设计说明]
通过实际的写作运用去深化学生写作水平，从而达到准确运用语言进行读写的目的。要达到这一目的，老师们就要完全摒弃以讲解和传授为主，死背语法条文，机械套用句型的教学模式，让语法教学和听说读写等各项技能的培养融为一体，与语篇的理解和写作的运用结合起来，让学生在轻松愉快的氛围中有效的习得系统的语法知识，增强写作能力。
作业布置
一、用when, before, after, as soon as, since, if, because, until, so that, than, as…as, so…that填空.1.I will not leave here ______ you come back.2.______ you are free today, let’s go to town to buy some new books.3.She had the day off yesterday ______ her mother was ill.4.I’ll be very glad ______ you can help me with my work..22 5.Li Hong had studied in a middle school in Tianjin for two years ______ she came to Chengdu last year.6.______ we got there, it began to rain.7.I learned some English words ______ I was a child.8.Is your bike ______ new ______ mine ? 9.Comrade Li came early in the morning ______ he could attend our meeting in time.10.I don’t think there are less books in our school library ______ those in your school library.11.______ the town was liberated, the people there began to live a new life.12.I am ______ hungry ______ I want to get something to eat right now.二、单项选择:（）1.We were getting ready to go out ______ it began to rain.23 A.where B.when C.since D.if（）2.We love spring ______ there’re beautiful flowers everywhere.A.but B.if C.though D.because（）3.The work was ______ difficult ______ it took us quite a long time to do it.A.such, that B.so, that C.too, that D.too, to（）4.I’ll tell him to give you a call ______ he comes back.A.because B.since C.as soon as D.but（）5.---Why did Li Lei use a pencil?---______ his pen was broken.A.Because B.When C.Until D.If（）6.I think Chinese is more popular ______ any other subject.A.than B.for C.as D.then（）7.What do I have to do ______ I want to be thinner? A.if B.because C.since D.for（）8.I won’t turn off the light ______ you’ve finished reading.A.when B.after C.as soon as D.until（）9.I’ll study English and other objects ______ I can.A.so hard as B.as hard as C.so hardly as D.as hardly as（）10.Though it rained heavily, ______ were still playing on the playground.A.they B.so they C.but they D.and they（）11.You should finish your exercises ______ you go to bed.A.after B.before C.because D.if（）12.---Are we going to West Hill Farm by bike? 25---No.By bus, ______ it is quite far from here.A.if B.when C.though D.because（）13.Mr.Read has taught in that small town ______ he left Canada in 1988.A.when B.after C.for D.since（）14.I’m ______ busy getting ready for Christmas ______ I have no time to write to you.A.not, until B.too, to C.so, that D.neither, nor（）15.You’ll do better in English ______ you work harder.A.or B.than C.if D.before（）16.Tom didn’t go to school yesterday ______ he was ill.A.but B.until C.if D.because（）17.Li Huaxiang ______ in the factory since she left school ten years ago.A.works B.worked C.has worked D.had worked（）18.---I’m going to Hangzhou for a holiday this weekend.---______ you are there, can you buy me some green tea? A.Because B.If C.While D.After（）19.What shall we do ______ it rains tomorrow? A.so B.if C.but D.because（）20.If you __ him tomorrow, please ask him if he ______ to work on the farm with us.A.see, goes B.will see, goes C.will see, will go D.see, will go（）21.The room is ______ dirty ______ we don’t want to stay here.A.so, that B.such, that C.either, or D.as, as 27（）22.______ he’s very young, ______ he knows several languages.A.Though, but B.Because, so C.Though, / D.Because, /（）23.They will have a sports meeting if it ______ tomorrow.A.won’t rain B.will rain C.doesn’t rain D.rains（）24.My parents will go out for an outing with me if they ______ free next Sunday.A.will be B.are C.have D.will have（）25.We ______ Xiao Li since she was a little girl.A.know B.had known C.have known D.knew（）26.Could you ring me up as soon as he ______ ? A.arrived B.would arrive C.arrives D.will arrive（）27.We ______ TV when the telephone ______.A.watched, was ringing B.were watching, rang C.watch, rings D.are watching, rang（）28.Kate ______ to bed until her father returned yesterday evening.A.won’t go B.doesn’t go C.went D.didn’t go（）29.If the child ______ , please telephone the police.A.found B.is found C.was found D.has found（）30.If you ______ here tomorrow, I’ll be delighted.A.comes B.will come C.came D.come（）31,----I’m going to Hangzhou for a holiday this weekend.----______ you are there ,can you buy me some green tea.A ,Because B ,If C ,while D ,After（）32,She is kind to her friends.She always takes a present with her ______ she visits her friends.A ,because B ,till C ,though D ,when（）33,Look after my little cat ______ I am out.A, that B, while C, where D, when（）34,Mr.Green has taught in that small town ______ he left Canada in 1988.A, when B, after C, for D, since（）35,I have known him ______ he was a little boy.A, when B, since C, before D, after（）36, he was out of the room, he turned back and knocked at the teacher’s door again.A, Before B, Since C, As soon as D, Until 30
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