第一篇：高中英語微課教案——with的復合結構

高中英語微課教案

微課名稱:With的復合結構

知識點來源:牛津高中英語Module4 Unit2 教學設備:黑板、多媒體輔助（播放將本課所需要的圖片、文字等制成的PPT課件）設計思路: 1.通過對with復合結構的基本構成和句法功能的概括和總結，促使學生能較好掌握其用法并能夠靈活運用。

2.通過典型例題的訓練，進一步鞏固所學知識。

教學背景: With的復合結構是學生學習的重點和難點，也是高考常考知識點，但在學習的過程中，許多學生不能完全掌握其用法并靈活運用。

教學方法:講授法、啟發(fā)法、練習法等。教學目的：

1.體驗語言的美感，培養(yǎng)學生學習英語的興趣。

2.通過講解，幫助學生掌握with復合結構的基本用法及其在具體語境中的應用。3.培養(yǎng)學生分析、概括的能力和應用所學知識解決實際問題的能力。

教學重點:理解with復合結構的句法功能。教學難點:with復合結構在真實語境中的應用。教學過程：

一、引入課題

以游戲“猜猜我是誰”的形式引入課題“with的。

二、基本用法

師：它是由介詞with+復合結構構成，即with+賓語+賓語補足語。

課件演示：充當with復合結構中的賓語補足語可以是名詞，形容詞，副詞，介詞短語，不定式，現(xiàn)在分詞，過去分詞。

三、句法功能

師：With的復合結構可在句中可用作狀語表示伴隨，方式，原因，條件等；在少數(shù)情況下也可用作定語。

課件演示：結合典型的例句，提供學生with復合結構所使用的具體語境。

四、典型例題

通過兩個典型例題的講解，幫助學生提高運用所學知識解決實際問題的能力。

教學小結：

在本節(jié)微課中，本人將根據(jù)學生的實際情況出發(fā)，通過講授式、啟發(fā)式和練習式教學方法調動學生的求知的欲望，結合教學課件幫助學生歸納總結出with的復合結構的基本用法以及句法功能，再結合典型的例題講解鞏固所學的知識。在講授的過程中努力注重結合具體的語境來培養(yǎng)學生的分析、歸納和運用所學知識解決實際問題的能力。

第二篇：高中英語寫作課教案

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（劉偉）

第三篇：高中英語寫作課教案[模版]

Book6 Module3 Interpersonal relationship—— Friendship

高中英語寫作課教案

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, 一些有關友誼的名言警句如： 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.教學實施過程：

針對學生這樣的實際情況，并受任務型教學法啟示“任務型教學理論實際上就是建立在討論或交流教學思路的基礎上的,是交流教學思路的一種發(fā)展形態(tài),英語教學要以學生為中心,教師要為學生設計運用語言的環(huán)境,通過大量的交流活動總結和掌握語言的規(guī)律,并在交流活動中實踐,從而達到目的.”我對每模塊后的書面表達內容的教學作了調整，這樣處理：即把寫作課變成討論和寫作并存的活動課，并在活動課中備有相關的多媒體內容或音樂，使學生在真切愉快的情景中搜集寫作素材，完成寫作內容，最后達到激發(fā)學生寫作興趣，提高寫作技能并促進其他幾種技能的效果。具體教學過程如下：

第一步，確定題目后，教師啟發(fā)學生思考，回憶寫作中所需要的相關詞匯，必要時通過多媒體展示相關內容，然后教師在黑板上進行總結或借助多媒體把關鍵詞語呈現(xiàn)給學生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,該模塊的寫作任務講述朋友之間所產生的矛盾問題，并提出建議如何保持友誼：Describing a problem you had with a friend and giving advice on how to keep friends教師可先展示一些有關友誼或本班同學相處的圖片、幻燈片、音樂等,以激發(fā)學生的學習興趣。然后教師可引導學生說說自己的好朋友，盡可能用到本模塊所學過的詞匯：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，分組討論（均勻分配不同程度的學生），要求學生圍繞寫作話題借助有關詞匯，人人動口，積極思維: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, 并讓學生各抒己見,提供出不同的詞語句型，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...等也可提供一些有關友誼的名言警句如：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)同時教師提醒學生在討論中盡量使用正確的時態(tài)、語態(tài)并用英語交流。這一步也是學生英文寫作收集寫作素材的過程。教師可參考與到各個組中，幫助學生解決疑難問題，并根據(jù)不同的寫作內容和各小組的實際水平適當給他們提供一些新的詞匯，同時鼓勵那些平時不善于言談的學生開口交流和幫助基礎較差的學生。通過不斷的教學實踐，我發(fā)現(xiàn)：在這種活動或情景之下，學生無拘無束，大膽熱烈討論，加之教師的指導，寫作的素材自然獲得不少。最后每組選一位代表執(zhí)筆完成書面表達，并在時間允許內在全班朗讀；

第三步，教師進行總結歸納： 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!同時再次強調寫作中所需的時態(tài)、語態(tài)和學生寫作過程中容易犯的錯誤等關鍵問題。而后要求學生課后完成各自的寫作內容并上交作業(yè)。

第四步，作文評價是個意義重大的環(huán)節(jié)，可采用以下評價機制，包括學生自評→學生互評→教師評價→全班反饋→范文共賞五個環(huán)節(jié)。

學生參與情況：

運用這種教學方式，我所教的班級學生普遍反映：這種討論和寫作的方式更適合他們，因為氣氛活躍，讓人覺得輕松，通過小組的討論、互相幫助和老師的指引，較容易搜集到寫作素材,而且參考小組素材再結合自己的觀點，就更容易下手寫作了。每個小組都能寫出較為優(yōu)秀的文章，而且，學生完成作業(yè)情況非常好，能充分運用課上所講的相關詞匯和表達方式，有些同學的文章寫得相當好，可以作為范文展示學習。總而言之，這種寫作教學法既激發(fā)了學生的寫作興趣，又提高了他們的口語表達能力，同時還培養(yǎng)了他們的群體合作精神，而且也達到了師生互動交流。

第四篇：高中英語聽說讀寫課教案

高中英語聽說讀寫課教案、反思及評議（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教學課型: 聽說讀寫課

二、教材分析 1．教材處理

這節(jié)課是本單元的第五課時，學生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關情況，為本節(jié)課的聽說讀寫訓練作了鋪墊。雖然學生對chemical farming和organic farming有了一定的理解，但是要求他們把相關內容用英語表達出來仍有一定的難度。本節(jié)課的目的是讓學生通過聽、讀活動，從語言材料中獲取相關的信息，并通過對信息的加工和處理，提高他們的說、寫能力。

2．教學目標

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．教學重難點

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．教學方法

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

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

三、教學設計(一)總體思路

1． 這節(jié)課的目的是提高學生的聽說讀寫綜合能力。以一根主線下來，從聽力中chemical

farming的缺點到說、讀、寫部分的green food的優(yōu)點，從語言的輸入到語言的輸出。

首先讓學生從聽力材料中獲知 “Chemical farming”對食物的影響，訓練學生的聽力能力，提出綠色食品，注重食物安全。然后從閱讀材料中獲知 “green food”的生長環(huán)境和好處。接著提供情景，讓學生編對話，運用useful expressions of persuation，訓練學生的口語表達能力。最后，在寫作中，提供sample和三個情景，叫學生設計海報，提高學生的寫作能力。

（二）教學過程

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?

[設計說明]

通過記者對農民的采訪，激活學生已有的知識。然后，以chemical farming為切入點，給學生看實物，一個長得很大但又空心的大白菜，以引起學生對聽力的興趣，從而自然地引出聽力材料的話題 “What is wrong with the vegetable?”。

[反思]

有目的地布置作業(yè)，效果截然不同。由于兩組學生課前準備得充分，表現(xiàn)得非常出色，完成了既定目標，也營造了寬松、和諧的教學氛圍。尤其是林松澤同學，扮演農民這個角色尤其成功，頭圍毛巾，手勢語豐富，口語流利，聲音洪亮，致使全班同學哄堂大笑。另外，學生帶著問題 “What is wrong with the vegetable?”去聽，這種設疑導入法能有效激發(fā)學生的興趣，形成對學習內容知之、好之、樂之的心理過程，達到激趣樂學，學生完全消除了恐懼畏難心理，使他們的心理調整到了最佳狀態(tài)。

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.[設計說明]

要求學生聽懂大意，了解材料的主要信息。教材是以問答題出現(xiàn)的：What is the main topic of the conversation? 教師覺得聽一遍就叫學生回答，難度實在太大，就對教材做了大膽的處理，變?yōu)槎x一，good effects or bad effects，以降低難度，致使絕大多數(shù)學生都能回答。

[反思]

在教學過程中，教師可以根據(jù)實際教學需要，對教材中不太合適的內容進行替換。教師認為這個聽力材料適用，但問題設計不適合自己的學生，就用自己設計的題目來替換原有的題目，以降低難度，面向全體學生。

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)

[設計說明]

先讓學生快速瀏覽5個句子，然后帶著任務聽錄音，以減少聽力訓練中的盲目性，這是聽力教學中常見的教學方法。必要時，學生可記下關鍵詞。另外，考慮到教材中的第四個句子本身就很難理解，作了改動。

[反思]

學生對前四個句子掌握得很好，回答正確。不過，教師對第五個句子疏忽了，這句話也很難理解，因為從不同的角度去理解，答案會不一樣。原先可以把這個句子刪掉或替換。教師備課還不夠仔細充分。

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)

[設計說明]

這步主要是引導和鼓勵學生積極利用學習資源解決學習中的困難，培養(yǎng)學生的判斷能力和自己解決問題的能力。

[反思]

要求學生聽第三遍錄音時可以看材料，并劃出做題的依據(jù)，使學生做到自己問題盡量自己解決，從而增強了自信，提高了能力。

第五篇：There be句型和with復合結構的用法（范文）

There be句型的用法

一、構成：

There be...句型表示的是 “某處有(存在)某人或某物”，其結構為There be(is，are，was, were)+名詞+地點狀語。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、各種句式：

否定句：There be句型否定句式的構成和含有be動詞的其它句型一樣，在be后加上“not”。也可用“no”來表示。即：no + n.（名詞）= not aanany + n.（名詞）。注意：no + n.（可數(shù)名詞單數(shù)）= not aan + n.（可數(shù)名詞單數(shù)）；no + n.（可數(shù)名詞復數(shù)）= not any + n.（可數(shù)名詞復數(shù)）；no + n.（不可數(shù)名詞）= not any + n.（不可數(shù)名詞）。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.一般疑問句：There be結構的一般疑問句變化只需把be動詞移到句首，再在句尾加上問號即可。例如：

1.There is some money in her handbag.→ Is there any money in her handbag?(疑問句和否定句中，some改為any，something改為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?

特殊疑問句：

There be句型的特殊疑問句有以下三種形式：

① 對主語提問：當主語是人時，用 “Who’s + 介詞短語?”；當主語是物時，用 “What’s + 介詞短語?”。其中there在口語中常常省略。注意：無論原句的主語是單數(shù)還是復數(shù)，對其提問時一般都用be的單數(shù)形式(回答時卻要根據(jù)實際情況來決定)。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 對地點狀語提問：用 “Where is are + 主語?”表示（注意其答語變化）：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 對數(shù)量提問：一般有兩種提問方式：

如果主語是可數(shù)名詞，無論是單數(shù)還是復數(shù)，都用“How many +可數(shù)名詞復數(shù) + are there + 介詞短語？”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?

如果主語是不可數(shù)名詞，則用“ How much + 不可數(shù)名詞 + is there + 介詞短語？”表示： There is some money in my purse.How much money is there in

your purse?

反意疑問句：There be或There加其它動詞，其反意疑問句一律用…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、注意事項：

1.There be句型中be動詞的形式要和其后的主語在人稱和數(shù)上保持一致。如果句子的主語是單數(shù)的可數(shù)名詞，或是不可數(shù)名詞，be動詞用“is”“was”。例如： There is a basketball in the box.There is a little milk in the glass.如果句子的主語是復數(shù)名詞，be動詞就用“are” “were”。例如： There are many birds in the tree.There were many people in the street yesterday.如果有兩個或兩個以上的名詞作主語，be動詞要和最靠近它的那個主語在數(shù)上保持一致，也就是我們常說的 “就近原則”。例如：

There is an orange and some bananas in the basket.There are some bananas and an orange in the basket.2.There與be中間可插入一些表推測的情態(tài)動詞、表時態(tài)的短語和一些動詞短語(如和將來時be going to will、現(xiàn)在完成時

havehas + pp.、used to結構等連用，注意其構成形式,這一內容在我們日常練習中經常出現(xiàn)錯誤,是一難點,也是歷年中考試題中的一個考點.)。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的區(qū)別：

There be句型表示 “存在有”, havehas表示 “擁有” “所有”,兩者不能同時使用.例如： 桌子上有三本書.There are three books on the desk.我有三本書.I have three books.4.There be + 主語 + doing +介詞短語.例如： There is a truck collecting rubish outside.There is a wallet lying on the ground.四、there be 結構的高級句型： 1.There is no doubt that....毫無疑問......There was no doubt that he was telling the truth, but his mother didn’t believe him.2.There is some doubt whether...尚有疑問.....There is some doubt whether he can overcome the difficulty.3.There is no need to do sth.(=It is unnecessary to do sth.)沒有必要做.....There is no need to tell such bad news to her.4.There is no sense in doing sth.做.....沒有意義

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.)做某事沒用

There is no use crying the spilt milk.6.There is no denying...(=It is impossible to tell...)無可否認（抵賴）......There is no denying the fact that Japan invaded China.7.There is no telling...(It is impossible to tell...)無法知道......There is no telling who will win the game as both players are very excellent.練習：

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 翻譯句子：

1.燈亮著，辦公室里肯定有人。

2.戰(zhàn)前這兒曾經有家電影院。

3.恰好那時房里沒人。

4.我家門前有一條河。

5.廣州，一座擁有2200多年文明歷史的古老城市，現(xiàn)在發(fā)展得也非常快。

6.現(xiàn)在不能預知未來會怎么樣。

7.毫無疑問，他是總經理的最佳人選。

8.不求甚解、死記硬背課文沒有意義。

9.你沒有必要跟他解釋此事。

10.他能否接受你的幫助尚有疑問。

11.是發(fā)達國家造成了全球變暖，這是不容否認的事實。

with+復合賓語的用法

一、所謂“with的復合結構”，即是“with +賓語+賓語補足語”的結構。其中的賓語一般由名詞充當(有時也可由代詞充當)；而賓語補足語則是根據(jù)具體的需要由形容詞，副詞、介詞短語，分詞短語(包括現(xiàn)在分詞和過去分詞)及不定式短語充當。下面結合例句就這 一結構加以具體的說明。

二、情況分類：

1、with +賓語 +形容詞

① He slept well with all the windows open.(82年高考題)上面句子中形容詞open作with 的賓詞all the windows的補足語，② It's impolite to talk with your mouth full of food.形容詞短語full of food作賓補。③Don't sleep with the window open in winter

2、with+賓語+副詞

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是副詞，作賓語the light的補足語。

④The boy cant play with his father in.句中的副詞in作賓補。

3、with+賓語+介詞短語。

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.句中介詞短語on both sides作賓語 red flowersandgreen grass的賓補，⑥There were rows of white houses with trees in front of them.，介詞短語in front of them作賓補。

4、with+賓詞+分詞（短語）

這一結構中作賓補用的分詞有兩種，一是現(xiàn)在分詞，二是過去分詞，一般來說，當分詞所表示的動作跟其前面 的賓語之間存在主動關系則用現(xiàn)在分詞，若是被動關系，則用過去分詞。

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(微風）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的賓語跟其賓補之間存在被動關系，故用過去分詞作賓補： ⑨The murderer was brought in ,with his hands tied back.但當with的復合結構中語是表示人體部位名稱的名詞時，作賓補用的分詞是現(xiàn)在分詞是過去分詞，則應視這 一動詞而定。一般來說，若此動詞是及物動詞則用其過去分詞形式，若是不及物動詞，則用其現(xiàn)在分詞形式。

⑩An old man was lying there with his eyes shut.此句中shut是及物動詞，故用其過去分詞

He lay on his back with his eyes looking straight up wards.look為不及物動詞，故用現(xiàn)在分詞。

5、with+賓語+不定式短語。

①I can't go out with you, with much homework to be done.句中的賓補由to be done這一不定式的被動結構充當，表示do這一動作的將來含義或未完成之意，用其被動態(tài)則說明其與賓語之間存在被動關系。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+賓語+名詞

He died in the battle with his son only a ten-month-old baby.二、with的復合結構的用法: 1，在句子中with結構多數(shù)充當狀語，表示行為方式，伴隨情況、時間、原因或條件

①She came into the room，with her nose red because of cold.（with+名詞+形容詞，作伴隨狀語）②With the meal over，we all went home.（with+名詞+副詞，作時間狀語）

③The master was walking up and down with the ruler under his arm。（with+名詞+介詞短語，作伴隨狀語。）

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+名詞+不定式，作伴隨狀語）

⑥He could finish it with me to help him.（with+代詞 +不定式，作條件狀語）⑦She fell asleep with the light burning.（with+名詞+現(xiàn)在分詞，作伴隨狀語）

⑧With nothing left in the cupboard，she went out to get something to eat.（with+代詞+過去分詞，作為原因狀語）

2，With結構在句中也可以作定語。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，幾點說明:

without +賓語+賓語補足語是with +賓語+賓語補足語結構的另一表現(xiàn)形式。①He could not finish it without me to help him.（without+代詞 +不定式，作條件狀語）②Without anything left in the cupboard，she went out to get something to eat.（without+代詞+過去分詞，作為原因狀語）③Possibly this person died without anyone knowing where the coins were hidden.(高二22課）

（without+代詞+現(xiàn)在分詞，作為伴隨狀語）

④Without anyone noticing，I slipped out of the room.（without+代詞+現(xiàn)在分詞，作為伴隨狀語）

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

用所給詞的正確形式填空

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+復合賓語結構完成句子：

1.因為你站在這里，所以我無法集中精力學習。

2.那位戴帽子的人就是我父親。

3.有向導為我們帶路，我們毫不費力地找到了他的家。

4.他經常開著燈睡覺。

5.因為作業(yè)做完了，所以他就出去玩了。

6.一個小女孩跑進房間，鼻子凍得紅紅的。

7.她眼淚汪汪地離開了家鄉(xiāng)。