辨析except--except-for-(that)--besides

except,exceptfor/that,besides都有除……之外的意思,但用法各异,现就它们的用法进行分析比较:一、except的用法--排除式except意为只有……除外;除去……,后跟名词或代词作宾语,强调从整体中除去部分,即except后的部分不包括在整体之内。因此,常和all,everything,noone,nothing等词一起使用。其判别标志是:除去的与保留的是同类项。例如:1.Allofthemwentoutforawalk________John.A.besidesB.exceptC.besideD.excepts2.Everyoneishere________XiaoWangandme.A.exceptB.besidesC.besideD.excepts析:Key:1.B2.A。因除去的与保留的是同类项,且1、2题中有信息词All、Everyone。二、exceptfor/that的用法--排除否定式except除后跟名词、代词作宾语外,还可跟介词,也可跟从句。(1)exceptfor...是除了因为……;要不是……;除去……一点外的意思,表示对一个人或事物,先做一个整体评价,然后再就局部提出一点看法。即一部分被肯定,另一部分被否定,这就是所谓的排除否定式。其判别标志是:除去的与保留的不是同类项。例如:1.Itwasdarkinthecity________afewweaklights.A.exceptforB.exceptC.besidesD.butfor2.Yourcompositionisverygood________afewspellingmistakes.A.exceptthatB.exceptforC.besidesD.beside析:Key:1.A2.B。因为除去的与保留的不是同类项,故选exceptfor。(2)exceptthat...也是除去……一点外的意思,但应注意恰当地使用引导词。若从句句意和结构完整,只需用引导词that。例如:1.Thesuitfittedhimwell________thecolorwasalittlebrighter.A.exceptforB.exceptthatC.exceptwhenD.besides`析:Key:B。本题题意为除色彩艳了一点儿外,这套衣服很适合他,从句thecolorwasalittlebrighter句意和结构完整,只需用引导词that,故选exceptthat。2.-Canyoutellmeallabouttheearthquake?-Sorry,Iknownothingaboutit________Ireadinthenewspaper.A.exceptB.exceptforC.exceptwhatD.exceptthat析:Key:C。因从句中read为及物动词,且其后无宾语,故选exceptwhat。3.MrGreenusuallygoestoworkbybus________itrains.A.besidesB.exceptwhenC.exceptwhatD.beside析:Key:B。由于itrains为从句,故排除A、D,且rains为不及物动词,不需要宾语,故排除C。exceptwhen意为除了当……的时候。(3)exceptfor与exceptthat有时可互相转换。例如:1.Yourcompositionisverygoodexceptforafewspellingmistakes.=Yourcompositionisverygoodexceptthatthereareafewspellingmistakes.2.Thevillageisveryquietexceptforsomebirdssinginginthewoods.=Thevillageisveryquietexceptthattherearesomebirdssinginginthewoods.三、besides的用法--包括式besides相当于aswellas,意为除了……以外还有……,即除去一部分还有另外一部分的意思,表示besides后面的部分包括在整体之内。例如:1.DoesJohnknowanyotherforeignlanguage________French.A.exceptB.butC.besidesD.beside析:Key:C。由本题中的信息词anyotherforeignlanguage,可知选besides。Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyoversleep（2）TargetLanguageWhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．2．AbilityObjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．MoralObjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．21·世纪*教育网Ⅱ．TeachingKeyPoints1．KeyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints1．TrainthestudentstonarratepasteventswiththePastPerfectTense．2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．Ⅳ．TeachingMethods1．Thinkingofexamplesfromthestudents’reallives．．Makingsentencesbylookingatthepictures．Ⅴ．TeachingProceduresStepIRevision1．Asksomequestionslikethis:Whatvolunteerworkwouldyouliketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…【来源：21cnj*y.co*m】2．PracticethedialogueinActivity3conpage62again．【版权所有：21教育】3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．StepⅡ1aFirstwritebythetimeontheblackboard．andtelltheclassthemeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．Tellthemtonotethestructurehadbeguninthissentence．Begunisthepastparticipleofbegin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．WriteBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．Whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．Whatdoyouusuallydoin,themorningbeforeschool?Doyoulikemorning?Whyorwhynot?Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．Callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestudentsreadaf