最新A2牌司机个人简历范文范本(4篇)

最新A2牌司机个人简历范文范本一

period 1

welcome to the unit

teaching aims:

(1).make students talk about the opera turandot and read about the history of music from jazz to pop

(2).by talking and discussing, students’ spoken english can be practised.

important points & difficult points:

(1). students are expected to express their own opinions by talking and discussing.

(2). encourage students to speak freely.

teaching aids:

backboard

teaching procedures:

step 1: lead-in

music plays an important role in our daily life. have you ever had the experience of listening to a piece of music and feeling that it is written just for you? music can be used to express many feelings, such as love, sorrow, friendship and peace. although people from different areas of the world have different styles of music, we can still understand each other’s music. without music, what would our lives be like?

how much do you know about music? now let’s try to say some words about music:

● music: classical music, pop music, folk music, swing music, blues, jazz, rock and roll, rap, opera…

● people related to music: musician, singer, composer, pianist, violinist…

● musical instruments: guitar, piano, violin, drum…

step 2: sharing information

1. work in groups of four and discuss the four pictures on page 17.

picture of a jazz band

what are the people doing in this picture? what do you know about jazz?

(jazz is a musical art form. at the end of the 19th century, jazz music was the most popular type of music. jazz was started in new orleans in the usa and most jazz musicians at that time were black. it has been called the first original art form to develop in the usa. early jazz musicians made money by playing in small bands. often, jazz musicians made up the music as they were playing. early jazz came from folk music and later developed into something else of its own.)

do you know any famous jazz musicians?

(louis armstrong, one of the most famous jazz musicians, was born in new orleans. he created wonderful jazz music with his trumpet. in addition to playing trumpet, he also sang and danced. he performed on broadway, in films and recorded music.)

what does jazz music sound like to you?

picture of chinese opera

what are the people doing in this picture? what is chinese opera?

(chinese opera is a traditional form of drama in china. it started in the tang dynasty when emperor xuanzong founded the ‘pear garden’. a chinese opera performance includes elements such as dance, song, dialogue, swordplay and acrobatics. the features of chinese opera which can distinguish a character’s age, gender and personality are the makeup, movements, props and the colour of costumes.)

what does chinese opera sound like?

(to some young people nowadays, the music accompanied by gongs, cymbals, drums and stringed instruments sounds a bit ‘shrill’ and ‘noisy’. however, the stories and the melodies are unique.)

do you know any famous chinese opera performers?

picture of a girl playing the violin

what is the girl doing in this picture? what do you know about the violin?

(the violin belongs to the string family of instruments. it is made of wood and uses steel strings. a violinist uses a bow pulled across the strings to create beautiful music.)

do you know any famous violinists?

(in the past, the great violinists played the violin as well as writing music for the instrument. after the 19th century, composers and violinists started to be two different roles. the most famous violin composers and players are corelli, vivaldi, locatelli and later paganini, sarasate, wieniawski, vieuxtemps, ysave, kreisler and enesco.

picture of a girl playing the piano

what is the girl doing in this picture? what do you know about the piano?

(the piano belongs to the percussion family of instruments. it consists of a keyboard attached to a wooden box, inside of which are metal strings. a piano is played by pressing the keys. each of the keys is attached to a hammer that strikes one of the strings inside the box.)

do you know any famous pianists?

(among the most famous pianists are beethoven from germany, franz liszt from hungary and frederick chopin from poland. beethoven is known for his sonatas, liszt for the hungarian rhapsody and chopin for revolution etude.)

2. work in pairs and have a discussion about the three questions below the pictures.

sample answers

1 my favourite kind of music is classical music. classical music uses orchestras and many instruments cooperating to create music together. i like listening to music played by orchestras. you can hear things played on instruments from all of the different families--woodwind, string, percussion and brass. also, classical music tends to be slower, so it makes me feel calm when i listen to it.

2 the musician i like very much is jay chou. many people may think that he is just a pop singer, but i consider him to be a pop musician. he sings about broken heart, urban stress and young dreams. he expresses his experiences, feeling and personality into his music, which attracts young people who have similar thoughts. that is why many teenagers in china like him so much.

3 yes. i watched chinese operas with my grandfather when i was young. a chinese opera performance includes elements like dance, dialogue, swordplay and acrobatics. the music instruments used for chinese opera include gongs, cymbals, drums and stringed instruments. a character’s age, gender and personality are shown through the makeup, movements, props and colour costumes. in comparison, western opera puts greater emphasis on music and design, conveying a story through singing and dancing. dialogue is expressed through songs. both chinese and western opera use music to express themes like love, betrayal and hope.

step 3: discussion

many of us believe that music can have a very great effect on us. this is especially true of classical music, which some people believe can make us calmer or even smarter. there is a theory, called the ‘mozart effect’, that playing classical music for a child can help his or her brain develop. as a result, a lot of parents play classical music for their children, some even beginning before the child is born, in the hope that their children will be smarter. what do you think of the ‘mozart effect’ theory? do you think it is true? why or why not?

do you think adults can become smarter or calmer by listening to classical music? why or why not?

step 4: homework

1. collect more information about music.

2. prepare the reading part.

period 2

reading

teaching aims:

1. to help the students know some background knowledge about opera turandot and the history of music

2. to master the skills of reading a review of an opera

teaching aids:

recorder, blackboard

teaching procedures:

step 1: lead-in

boys and girls, i’m glad to tell you that today we’ll have a chance to enjoy a section of performance of giacomo puccini’s world-famous opera, turandot.

ok. it is performed in the forbidden city in beijing. can you guess who directed it? (zhang yimou.)

have you seen any of zhang yimou’s films?

do you like them? why or why not?

what else has zhang yimou directed besides films? ( they are the ‘bid for the 29th olympic games in beijing’, which was shown in moscow, a performance at the closing ceremony at athens olympic games, an outdoor performance of third sister liu in guilin and turandot in beijing).

have you seen or have you ever heard of the opera turandot?

if you have seen or heard of it, can you tell us what it is about?

step 2: fast reading for general ideas

a review is a report or an essay giving some information as well as some opinions or ideas about a book, a performance, a painting or something similar.

in our lesson today, we will read a review of an opera. what do you think the review will tell us? (it will give us some background information about turandot, tell us about the plot of the opera and give other information, such as the actors’ names, as well as an evaluation of the performance as a whole.)

go through the passage as quickly as possible and try to find answers to the three questions. just focus on and identify the information needed to answer these questions.

1. what is turandot?

2. who wrote turandot?

3. was the performance indoors or outdoors?

answers

1 turandot is an opera that tells the story of a cold-hearted chinese princess, named turandot, who lives in the forbidden city. to avoid marriage, she says that any potential husband must answer three riddles correctly or die.

2 giacomo puccini wrote the opera. the final scene was completed by franco alfano, one of his students, based on puccini’s notes after he died.

3 it was performed outdoors.

step 3: detailed reading for important information

1. let’s read the passage a second time and find out the background information of the opera. then complete the table:

main characters of the story turandot-a chinese princess；calaf-a prince；liu-calaf’s father’s young slave

setting beijing’s forbidden city

plot

the story takes on the classic love triangle of the three main characters turandot, calaf and liu. liu loves calaf, but calaf has fallen in love with turandot. because turandot does not want to get married, she declares that anyone who wants to marry her must answer her three questions. if the one cannot answer these questions, he will be killed.

director zhang yimou

conductor zubin mehta, an internationally famous conductor born inindia

actors and actresses sharon sweet-turandot; barbara hendricks-liu; kristjan johannsson-calaf; other singers and musicians from abroad and china

2. retell the story of turandot, using what has been written in the table.

step4: read the text again and choose the best answers according to the text.

a⑴ how many performances of turandot were performed in the forbidden city in beijing?

a. eight b. seven

c. one d. the text doesn’t mention it

a⑵ who wrote turandot and when was it written?

a. giacomo puccini, in 1924

b. giacomo puccini’s former student, in 1924

c. zubin mehta, in the 1990s

d. sharon sweet, in the 1990s

c⑶ when was turandot staged in beijing?

a. in 1924

b. in the twenty first century

c. in the 1990s

d. in

d⑷ how does the writer think of the opera?

a. terrible b. moving c. boring d. amazing

step5: words and expressions

vocabulary words witness, star, cast, avoid, dare, disturbing, recite, threaten, aloud, marry, breathless, guard, key, combine, heartbreaking, fluent, condemn

useful expressions the end of, be set in, instead of, for the first time, fall in love, take on, be drunk with, exercise, control over, break one’s promise, be upset by, by surprise, be condemned to death, be shocked by, win one’s affection, at the end of, bring together

sentence patterns 1. in order to avoid marriage, she says that any potential husband must answer three riddles correctly or die.

2. there could not be a better setting.

3. although he would like to, he cannot break his promise.

4. calaf says his own name aloud, leaving his future in turandot’s hands.

5. the opera finishes with a beautifully-sung final duet, which was so moving that the audience fell silent.

step6: pair work

talk about a western or a chinese opera that you are all familiar with. introduce the main characters, the setting and the plot.

chinese opera

the chinese opera is a traditional form of stage entertainment, weaving together elements of mime, dance, song, dialogue, swordplay, and acrobatics into one fluid continuous flow. gestures, movements and expressions incorporated within each performers script come together to bring forth an impressive performance. in contrast to western stage entertainment, which is subdivided into different categories such as opera, drama and sketches, chinese opera has remained faithful to its original format over the centuries.

by doing away with three-dimensional stage props and complicated backdrops found in western opera, chinese opera conveys the idea of time and space to the audience through the acting of performers. this simple and flexible technique is called “imagined time and space” in chinese operatic terminology. the acting, however, is not mere imitation of movements in daily life. instead, it has been perfected to bring out just their essentials, making them highly-stylize and rhythmic dancing movements. such acting is described in chinese stage language as “stylized formula”. in addition, chinese opera has specific costumes, facial make-ups, musical motifs and recitations to represent each character in the series of characters known as xingtous. all this, plus imagined time and space and stylized acting, has enabled the story to rise above real life and create a strong dramatic atmosphere with distinct operatic effects.

western ears do not readily appreciate this art, for chinese opera often seems shrilly and noisy. shrill voices pierce the air, accompanied by loud gongs, crashing cymbals, pounding drums and droning stringed instruments. the music is not intended to be melodic, as in the west, but rather used as punctuation to the performance. chinese opera is an art of the people-enjoyed and appreciated by all across the social spectrum. in a real sense it is a folk art, comparable in many ways with the chinese circus. although the music of chinese opera may seem very alien, the stories told are very familiar to those accustomed to western opera: heroes battle overwhelmingly powerful foes, good versus evil, and lovers seek escape from domineering and disapproving parents.

a distinct feature of chinese opera is the makeup, movements, props, and colorful costumes. these features identify a characters age, sex, and personality the moment he or she enters the story. face painting leans heavily on earlier forms of mask and make up. facial patterns rely on exaggeration and the symbolism of color to suggest a characters attributes and personality. the painted faces become what the chinese call ‘a mirror of the soul’. well-versed members of the audience will be able to tell instantly the personality of characters on the stage by their painted faces. although colors sometime represent a physical attribute of a character, they are predominantly used as indicators of a character’s personality. apart from the exquisitely embroidered traditional costumes, head-dresses are a requisite in chinese opera. the more elaborate the head-dress, the more significant the character. costumes are extravagant in style in order to achieve as great a theatrical effect as possible. like the face makeup, the color codes of these costumes identify the various ranks, status, and personality of the characters.

although sharing a common ancestry, chinese opera boasts over 300 various distinct forms-taking their names from their places of origin. these forms are generally discernible by their use of local dialects and distinct ‘melodies’. beijing opera is considered by most to be the most refined. also widespread are pingju opera, kunqu opera, shaoxing opera, henan opera, sichuan opera, shanxi opera, huangmei opera, huagu opera and yangko opera. some chinese ethnic minority groups have some local form of operas. many modern instrumental music pieces incorporate traditional instruments while adapting a more modern style. however, instrumental music is still very traditional. many works of traditional music are still played by small quartets and large orchestras. chinese melodies are quite unique and incorporate into many modern compositions. chinese instrumental music has changed because it is no longer restricted to the traditional format. even non-traditional instruments such as the piano are used in creating modern works.

western opera

opera is a form of theatre in which the drama is conveyed wholly or predominantly through music and singing. opera emerged in italy around the year 1600 and is generally associated with the western classical music tradition. opera uses many of the elements of spoken theatre such as scenery, costumes, and acting. generally, however, opera is distinguished from other dramatic forms by the importance of song and conventions of vocal technique. the singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra. opera may also incorporate dance; this was especially true of french opera for much of its history.

comparable art forms from various other parts of the world, many of them ancient in origin, exist and are also sometimes called “opera” by analogy, usually prefaced with an adjective indicating the region (for example, chinese opera). these independent traditions are not derivative of western opera, but are rather distinct forms of musical theatre. opera is also not the only type of western musical theatre: in the ancient world, greek drama featured singing and instrumental accompaniment; and in modern times, other forms such as the musical have appeared.

the word opera means “works” in italian (from the plural of latin opus meaning “work” or “labour”) suggesting that it combines the arts of solo and choral singing, declamation, acting and dancing in a staged spectacle. dafne by jacopo peri was the earliest composition considered opera, as understood today. it was written around 1597, largely under the inspiration of an elite circle of literate florentine humanists who gathered as the “camerata”. significantly, dafne was an attempt to revive the classical greek drama, part of the wider revival of antiquity characteristic of the renaissance. the members of the camerata considered that the “chorus” parts of greek dramas were originally sung, and possibly even the entire text of all roles; opera was thus conceived as a way of “restoring” this situation. dafne is unfortunately lost. a later work by peri, euridice, dating from 1600, is the first opera score to have survived to the present day. the honour of being the first opera still to be regularly performed, however, goes to claudio monteverdi’s orfeo, composed for the court of mantua in 1607.

step 7: homework

1. read the text again and again. try to memorize the language points.

2. parts a1 and a2 on page108 of the workbook.

period 3

word power

teaching aims:

1. learn and master the new words related to computers.

2. enlarge the knowledge about the internet.

important points & difficult points:

master the expressions about the internet.

teaching aids:

recorder, blackboard

teaching procedures:

step1. lead-in

at 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 description of them and other students to guess what they are.

for reference

1. piano: a large musical instrument with a row of black and white keys which are pressed to play notes.

2. violin: a wooden musical instrument with four strings which is held against the neck and played by moving a bow across the strings.

3. guitar: a musical instrument with six strings and a long neck which is usually made of wood, and which is played by pulling or hitting the strings 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 sound

step2: questions

1. do you know how to play the piano/violin/guitar?

2. have you ever seen a live orchestra performance or seen any orchestras playing on tv? what was it like?

3. what is an orchestra like?

4. what kind of music is performed by an orchestra?

5. do you know any famous orchestras in china or in other places around the world?

for reference

usually there are two types of orchestra. a chamber orchestra is a small group, and a symphony or philharmonic orchestra is a larger group which includes all of the instrument families.

the music that an orchestra plays is usually classical.

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 family members are the flute, the clarinet, the oboe and the bassoon. sometimes the saxophone also joins the orchestra. the string section has four kinds of stringed instruments in the orchestra-the violins, the violas, the cellos and the double basses.

step 3: vocabulary learning

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 music

music from different ________(countries)

step 3: homework

finish the exercise p22-23

period 4

grammar and usage (ellipsis)

teaching aims:

1. to sum the usage of ellipsis and learn the usages of them.

2. to focus on the special styles .

teaching important and difficult points :

1. to conclude the usages of them and do some practice .

2. how to use ellipsis correctly in a concrete sentence .

teaching procedures :

step 1: general introduction

the grammar item in this unit focuses on ellipsis. you will learn when to use ellipsis and how to use it correctly. you are expected to apply what you have learnt to practical use by finishing the two exercises in this section.

step 2: explanation and practice

read the instructions on page 24. we use ellipsis when we do not want to repeat words or phrases that are obvious.

ellipsis

省略句是英语的一种习惯用法。按照语法的分析，句子应该具备的成分，有时出于修辞上的需要，在句中并不出现，这种句子叫做省略句（elliptical sentences），这种语法现象称为“省略”（ellipsis or leaving words out）。其特点是：虽然省去句子语法构造所需要的组成部分，但仍能表达其完整的意义。

省略形式多样，从单词、短语到分句，都可以省略，而且各有一定的衔接关系，不容臆断。“省略”不但是一种“以无为有”的最简便的表达方法，而且也是一种简便至极，“虽无胜有”的修辞手段。如果弄不清一句中哪些部分省略了，就可以产生误解或歧义。

省略在英语运用中，尤其是在交际对话中普遍存在，因为它可以避免重复，突出关键词语，能做到言简意赅，并使上下文紧密连接。在历年的高考题中也屡见不鲜。省略有词法上的省略，也有句法上的省略，有的学者把某些替代也看作一种省略。

一、词法上的省略

1. 名词所有格后修饰的名词在以下情况可以省略

1）如果名词所有格修饰的名词在前文已出现，则可以省略。如：

these are johns books and those are marys (books). 这些是约翰的书，那些是玛丽的书。

2）名词所有格后修饰的名词如果是指商店、住宅等地点时，这些名词也常常省略。如：

at the doctors 在诊所

at mr greens 在格林先生家

to my uncles 到我叔叔家

at the barbers 在理发店

2. 冠词的省略

1）为了避免重复

the lightning flashed and thunder crashed. 电闪雷鸣。（thunder前省略了定冠词the）2）在the next day (morning, week, year...)等短语中，有时为了使语气紧凑定冠词the 常可以省略。如：we went to the farm to help the farmers with the harvest (the) next day. 第二天，我们去农场帮助农民收庄稼。

3）在副词的最高级前面的定冠词常可以省略。如：

she sings best in the class. 她在班上唱歌唱得最好。

4）在某些独立主格结构中。如：

our teacher came in, book in hand. (=our teacher came in, with a book in his hand.) 我们的老师手里拿着一本书进来了。

5）在as引导的让步状语从句中，当作表语的单数名词提前时，不定冠词要省略。如：

child as he is, he knows a lot. 虽然他还是一个孩子，却懂得很多。

3. 介词的省略

1）both 后常跟of短语，其后可以接名词复数形式，也可以接代词宾格复数形式。接复数名词时，介词of可以省略，但接代词宾格时，of不能省略。如：

both (of) the films were interesting. 这两部电影都很有趣。

she invited both of us to her birthday party. 她邀请我们俩去参加她的生日派对。

2）在现在完成时表持续和重复的句型中，一段时间前的介词for可以省略。如：

these shoes are worn out. they have lasted (for) a long time.

这双鞋穿破了，已经穿了很长一段时间了。

3）被动结构中，如果没有必要强调动作的执行者，则可以省略介词by短语。如：

the letter was posted (by me) yesterday. 这封信是昨天寄出去的。

4）和一些动词搭配构成的短语中的介词，如：consider... (as)..., prevent / stop... (from) doing..., have trouble / difficulty... (in) doing..., spend... (in / on) doing... 等中的介词可以省略。如：

trees can prevent the earth (from) being washed away. 树能阻止泥土被冲走。

can you stop him (from) going swimming in the river? 你能阻止他下河洗澡吗？

i have some difficulty (in) answering the question. 回答这个问题我有点困难。

4. 动词不定式中的省略

1）有些动词，如：believe, find, think, feel, consider, imagine, prove等后作宾补的结构to be + n. / adj. 中的to be可以省略。如：

i consider him (to be) lazy. 我认为他懒。

his mother found him (to be) a clever boy.

他母亲发觉他是一个很聪明的孩子。

2） 感官动词see, hear, feel, watch, notice 等以及使役动词let, make, have后作宾补的动词不定式中的不定式符号to要省略，但变为被动结构时，to必须保留。如：

they made the boy go to bed early. 他们强迫这个男孩早睡。

the boy was made to go to bed early. 这个男孩被迫早睡。

注：help后作宾补的动词不定式中的to可以省略也可以保留。

3）在can not but, can not choose but, can not help but之后的动词不定式一般不带to； but之前有实义动词do的某个形式do, does, did, done 时，也不带to, 否则要带to。如：

we have nothing to do now but wait. 我们现在除了等没有别的事可做。

i can not but admire his courage. 我不能不钦佩他的勇敢。

he has no choice but to accept the fact. 除了接受这个事实他别无选择。

4）在并列结构中为了避免重复。如：

im really puzzled what to think or say. 我真不知道该怎么想，怎么说才好。

但两个不定式有对照或对比的意义时，则后一个to不能省略。如：

i came not to scold but to praise you. 我来不是责备你，而是赞美你。

5）在why, why not 引导的特殊问句中后跟省略to的动词不定式。如：

why talk so much about it? 为什么大谈这个事呢？

why not try it again? 为什么不再试一试呢？

6） 主语部分有实意动词do 的任何形式，is /was后是不定式做的表语解释do 的内容，通常省略to.

the only thing you have to do is (to) press the button.

7） 动词不定式中动词原形部分是否省略，主要看句子前面是否已出现过同

样的动词。如果句子前面出现过同样的动词，为了避免重复，句子后面的不定式常省略动词原形，而保留不定式符号to。如：

they may go if they wish to (go). 如果他们想去，他们就可以去。

dont go till i tell you to.直到我告诉你去，你才可以去。

在一些动词afford, agree, expect, forget, mean, pretend, remember, want, refuse, hope, wish, would like (love), try等后跟动词不定式作宾语，不定式中的to可以承前（后）省略。如:

-will you go to the cinema with me? 你愿和我一起去看电影吗？

-well, id like to (go with you). 我愿意。

i would do it for you, but i dont know how to (do it for you).

我想为你做这事，但我又不知如何做。

在某些形容词，如：afraid, glad, willing, happy, eager等后承前省略动词原形，只保留不定式符号to。如：

-will you join us in the game? 你愿和我们一起做这个游戏吗？

-sure, ill be glad to (join you in the game). 当然，我愿意。

有些动词，如：tell, ask, allow, expect, force, invite, permit, persuade, order, warn, wish, would like, forbid等后跟动词不定式作宾语补足语、主语补足语时，不定式承前省略动词原形， 保留动词不定式符号to。如： he didnt come, though we had invited him to (come). 尽管我们邀请他来，他却没来。

注：承前省略的动词不定式如果有助动词have或be，则要保留be或have。如：

-are you a teacher? 你是老师吗？

-no, but i used to be (a teacher). 不，我以前是。

二、句法中的省略

在一些简单句、并列句和复合句中，可以省略主语、谓语、宾语、表语等某一个句子成分，也可以省略多个句子成分。

1．简单句中的省略

1) 感叹句中常省略主语和谓语。如：

what a hot day (it is)! 多热的天啊！ how wonderful! 多妙啊！

2) 在一些口语中可以省略某些句子成分。如：

-(will you) have a smoke? 你抽烟吗？ -no. thanks. 不，谢谢了。

(is there) anything else to say? 还有别的要说吗？

2．并列句中的省略

1) 如果主语不同，而谓语动词中的一部分相同，则省略谓语动词中相同的那部分。如：

john must have been playing football and mary (must have been) doing her homework. 约翰一定在踢球，而玛丽一定在做作业。

2) 主语相同，谓语动词也相同，则二者都可以省略。如：

his suggestions made john happy, but (his suggestions made) mary angry.

他的建议使约翰高兴，却使玛丽很生气。

3) 主语相同，而谓语不同，则可以省略主语。如：

old mcdonald gave up smoking for a while, but (he) soon returned to his old ways. 老麦克唐纳戒了一阵子烟，可很快又抽上了。

4) 在并列复合句中，如果that从句从属于第二个并列句且它的谓语动词和宾语等其它一些成分与第一个并列句相同时，这个that从句通常可以省略这些相同的部分。如：

jack will sing at the party, but i know john wont (sing at the party).

杰克将在晚会上唱歌，但我知道约翰不会在晚会上唱歌。

3. 复合句中的省略

1) 名词性从句中的省略

(1) 作宾语的what从句中的谓语动词与主句的相同，则what从句可以省略谓语，甚至主语。如：someone has used my bike, but i dont know who (has used it).

有人用了我的自行车，但我不知道是谁。

he has gone, but no one knows where (he has gone).

他走了，但没人知道他去哪儿了。

(2) 有时候也可以根据说话的情景来省略主句中的一些成分。如：

(im) sorry ive kept you waiting so long. 对不起，让你久等了。

(3) 在某些表虚拟语气的主语从句、宾语从句、表语从句和同位语从句中，从句谓语动词中的助动词should可以省略。如：its important that we (should) speak to the old politely. 我们对老人说话要有礼貌，这很重要。

2) 定语从句中的省略

(1) 在限制性定语从句中，作宾语的关系代词that, which, who (whom)常可以省略。如：

the man (who / whom) i saw is called smith. 我见到的那个人名叫史密斯。

where is the book (which) i bought this morning?

今天上午我买的那本书在哪儿？

(2) 关系副词when, where, why以及that在the time (day, morning, afternoon, evening, night, week, month, year等) when, the place (desk, table, room, spot, house, town, country, school等)where, the reason why, the way that结构中引导限制性定语从句时，在非正式场合下，可以省略关系副词when, where, why, that。如：

i shall never forget the day (when) we first met.

我永远也不会忘记我们第一次见面的那一天。

the reason (why) he came so early is his own affair.

他来这么早是他自己的事。

the way (that) you answered the questions was admirable.

你回答这些问题的方式令人钦佩。

3）状语从句中的省略

当状语从句中的主语和主句的主语一致，或状语从句中的主语是it，并且又含有be动词时，常可以省略从句中的主语和be动词。

(1) 在as, before, till, once, when, while等引导的时间状语从句中。如：

while (i was) waiting, i was reading some magazines. 我一边看杂志，一边等。

(2) 在though, although,等引导的让步状语从句中。如：

though (they were) tired, they went on working.

虽然他们累了，但他们仍继续工作。

(3) 在if, unless(=if... not)等引导的条件状语从句中。如：

you shouldnt come to his party unless (you were) invited.

除非你被邀请，否则你不应该来参加他的宴会。

(4) 在as, as if, as though引导的让步状语从句中。如：

he did as (he had been) told. 他按照被告知的那样去做了。

he paused as if (he was) expecting her to speak.

他停下来，好像是在期待她说话。

(5) 在as (so)... as..., than引导的比较状语从句中。如：

i know you can do better than he (can do). 我知道你能比他做得更好。

this car doesnt run as fast as that one (does). 这辆小车不及那辆跑得快。

三、替代性省略

在一些交际用语中的某些动词，如：think, suppose, expect, believe，guess等后常常和so， not等连用，以替代上文出现的内容。如：

-do you suppose he is going to attend the meeting?

你认为他会来参加这个会议吗？

-i suppose not. 我认为不会。

step3: practise

1. the boy wanted to ride his bicycle in the street, but his mother told him_________.

a. not to b. not to do c. not do it d. do not to

2. it’s a fine day. let’s go fishing, ________?

a. won’t we b. will we c. don’t we d. shall we

3. be sure to write to us, _______?

a. will you b. aren’t you c. can you d. mustn’t you

4. how about the two of us ________a walk down the garden?

a. to take b. take c. taking d. to be taking

5.-i usually go there by train.

-why not _______by boat for a change?

a. to try going b. trying to go c. to try and go d. try going

6.-alice, why didn’t you come yesterday?

-i ______, but i had an unexpected visitor.

a. had b. would c. was going to d. did

7. -could i borrow your dictionary?

-yes, of course you ________. (1992met)

a. might b. will c. can d. should

8. -don’t forget to come to my birthday party tomorrow.

-__________. (1994 nmet)

a. i don’t b. i won’t c. i can’t d. i haven’t

keys: 1-5 adacd 6-8 ccb

step 4: consolidation

i. multiple choice

1. ＿＿＿＿＿ for your brother, i would not have gone to see mr. wang.

a. if it is not b. were it not c. had it not been d. if they were not

2. - i’d like to have a piece of bread and two eggs.

- anything ＿＿＿＿＿?

a. following b. follows c. to follow d. to be followed

3. he suggested that the work ＿＿＿＿＿ at once.

a. be done b. should do c.

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