First Aid教案_1
人教版高中英语必修5《Unit 5 first aid》教案
人教版高中英语必修5《Unit 5 first aid》教案人教版高中英语必修5《Unit 5 first aid》教案【一】一、教学内容分析本单元以“急救”为中心话题。
本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。
同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。
二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句;2、能力目标：阅读速度和技巧的训练;3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。
三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。
该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。
本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。
四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。
五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力;2.掌握急救知识和根据不同情况提出急救措施;3.能学会急救知识和相关急救措施的英语表达。
六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid?3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS 培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测Step 3. While-readingReading for general idea1. Make the students to skim the passage in limited time and get a general idea, then ask the students to divide the passage into 5 parts.2. In which order are these topics covered in the text?(Page 35)Reading for details (Get the students to read the text part by part)1. Ask the question:What is skin? What can get the skin burned? What is the function of the skin?2. Types of burns and their characteristics. Do Ex.2 of Page 35.(Label the pictures)3. Answer the following questions. (Ex.3, Page 35)Students skim the passage to find the answer.Students work individually to give the right answers.Students read and find out the answers. Do related exercises.限时阅读培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况培养学生把握文章细节的能力; 培养学生通过阅读寻找所需信息的能力; 培养学生根据信息进行判断的能力Step 4. Post-reading1. Give a few minutes for the students to read after the tape.2. Ask the students to judge the treatments of Ex.4.3. Ask the students to practise to give first aid treatments to different burns and then act it out.Students read aloud after the tape.Students read and make their judgement.Students practise in groups and act. 语音语调锻炼，同时也使得学生进一步理解所学课文本环节为输出阶段，目的在于检查学生的学以致用创设活动任务，培养学生解决实际问题的能力Step 5. Homework1. Get more about first aid from the newspaper, magazine or the Internet.2. Find out the important and difficult words and expressions to you and finish exercises on page 36.Students get ready for homework. 所布置的作业把学生的学习任务从课堂延伸到课外，有利于巩固课堂所学和进一步让学生掌握更多的急救知识七、教学评价设计评价采用了自我评价、小组比赛、学生互评和教师评价相结合的方式。
first aid词汇教案
first aid词汇教案一、教学目标。
1. 学生能够正确发音、识别“first aid”相关词汇的词性。
2. 学生能够理解并运用这些词汇进行简单的交流表达。
二、教学重难点。
1. 重点。
- 掌握“first aid”相关词汇的发音和词性。
- 能够准确记忆词汇的拼写。
2. 难点。
- 对一些专业性较强的词汇（如“ambulance”）的理解与运用。
三、教学方法。
讲授法、练习法、多媒体辅助教学法。
四、教学过程。
1. 导入（3分钟）- 通过展示一些急救场景的图片或视频，引出“first aid”这个话题，提问学生是否了解急救相关的英文表达，激发学生的学习兴趣。
2. 词汇讲解（20分钟）- first aid [fɜːst eɪd]- 发音：[fɜːst]，先发“f”音，然后是长元音“ɜː”，最后是“st”的清辅音组合；[eɪd]，由双元音“eɪ”和“d”音组成。
- 词性：名词短语，意为“急救”。
例如：Everyone should learn some first aid knowledge.（每个人都应该学习一些急救知识。
）- aid [eɪd]- 发音：[eɪd]，双元音“eɪ”加上“d”音。
- 词性：可作名词和动词。
- 名词：意为“援助；帮助；助手”。
例如：With the aid of my friends, I finished the work on time.（在我朋友们的帮助下，我按时完成了工作。
）- 动词：意为“帮助；援助；有助于”。
例如：We should aid those in need.（我们应该帮助那些有需要的人。
）- injury ['ɪndʒəri]- 发音：['ɪndʒəri]，先发“ɪn”音，然后是“dʒ”音（类似汉语的“机”），再发“ə”音，最后是“ri”音。
- 词性：名词，意为“伤害；损害”。
例如：He got a serious injury in the accident.（他在事故中受了重伤。
英语教案-Firstaid.docx
英语教案一Firstaid英语教案一Firstaid教学目标Teachingaims通过本单元的教学，学生了解有关急救的常识，在生活中如何处理一些突发事件，然后实施紧急救护等总结，归纳情态动词的用法，如：should/shouldn ' t ;must/mustn" t; oughtto等表示义务和责任的用法。
Teachingimportantanddifficultpoints1. Wordsknee, st订1,bite( bit, bitten/ bit), lay(la id, laid), mo uth-to-mout h,bum, cut, e lectric,con tainerpool, breathe, wit hin, handker chief, wound ,safety, wir e, guard, sid eway, firm, f irmlywherev er, stomach, injure, inju red, injury, poison, quan tity, nearby2.Phrasesfirstaid,ou ghtto, medic alcare, bymi stake, payat tentionto, i nashortwhil e,dealwith, takeiteasy, runningwate r, outofone" sreach, thro wup, holdup3 ・ Usefulexpr essionsWe mustcarryhe rtothesideo ftheroad・Youmustn" tm ovesomeonei ftheyarebad lyhurt.Pa rentsshould knowsomef ir staid.You shouldn" tge tupifyouare badlyhurt.I oughttogoho me.Ihavet ocooksupper formygrandm other・4. Gra mmarRevis eModalVerbs :must, shoul dStudyMod alVerb:ough tto教学建议课文建议教师安排学生大声朗读课文，理解课文含义，通过阅读，教师对学生可小组讨论，提问，口语练习，复述急救方法等，教师给学生展示几组图片，帮助学生学会一般的急救措施和家庭安全常识。
高一英语first aid教案1
Unit 8 First aidI. Brief Statements Based on the UnitIn this unit, students will do some listening, speaking, reading and writing practice, Besides, they will study the grammar item: the Subjunctive Mood. In the first period, the teacher should help Ss improve their listening ability by listening to two dialogues and finishing the exercises in the listening part. Also, Ss will read a notice about safety at home. From the notice they will know what they should do and shouldn't do at home. Then with the help of the given useful expressions below the notice, Ss will make their own dialogues. In this period, Ss will also talk about first aid according to the pictures in warming up. This may make Ss be interested in the topic of this unit, so that in the second period, when Ss read more about first aid, they will understand the text better. Through the reading material in the second period, Ss will not only improve their reading ability, but they will also learn some knowledge of first aid, which will be helpful in case of accidents in future. In the third period, Ss will revise the useful words learnt in the first two periods and study the grammar item: the Subjunctive Mood. Lots of practice is provided in this part for Ss to master it better. In the fourth period, the teacher should help Ss to improve their integrating skills by reading a passage about dealing with common injuries and writing a paragraph to explain what should be done in case of an accident. After this period, Ss can learn much about first aid and also they learn to write a paragraph to tell others about first aid. Ⅱ.Teaching Goals1. Talk about first aid and medicine.2. Practise talking about what you should and should not do.3. Learn to use the Subjunctive Mood (2).4. Write a process paragraph.Ⅲ. Teaching Time. Five periodsIV. Background Information1. First Aid (I)First aid is emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, an unobstructed airway, and breathing. In minor emergencies, first aid may prevent a victim's condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life.First aid measures depend upon a victim's needs and the provider's level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis.Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. The victim, if conscious, should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking other people or the injured person's family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating avictim’s condition is known by the acronym ABC．which stands for：A—Airway：is it open and unobstructed?B—Breathing：is the person breathing?Look．1isten．and feel for breathing．C—Circulation：is there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems．Once obvious injures have been evaluated, the injured person’s head should be kept in a neutral position in line with the body．If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position．Positioned on one side a victim can vomit without choking or obstructing the airway．2．First Aid(Ⅱ)First aid means what it says：the aid，or held that can be given to an injured person first，which is before any other help．Nowadays，there is usually a telephone not faraway and the first thing we should do if a serious accident happens is to telephone for an ambu1anee．But sometimes quick actions by us may save someone’s 1ife．Even when it is not so，there is often much that we can do to help．Shock：people often suffer from shock after receiving an injury；sometimes even the injury is a small one．The face turns grey, and the skin becomes damp and cold．They breathe quickly．They should be kept warm. Cover them with a blanket and give them a warm drink．Broken Bones：Don't move the person．Send for an ambulance at once．Treat for shock if necessary．Poison：A person who has swallowed poison should be taken to hospital at once．With some poisons, sleeping pills，for example, it is a good thing to make the person sick by pushing your ringers down his throat．But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make the person sick．by pushing your fingers down his throat. But if he has swallowed some kind of acid, or anything that burns, it would be a bad thing to make him sick. The poison would burn his throat as it cane up. It is, therefore, best to take the person to find out what the person has taken so that they call to tell the doctor.Suffocation：This means not being able to breathe．For example．a drowning person will have his lungs full of water. Lay him down with his head lower than the rest of his body so that the water will drain out. If a person has something stuck in his throat, try to remove it with your fingers, or by hitting him on the back.When a person has stopped breathing because of drowning，electric shock，breathing in a poisonous gas，etc，you can help him to begin breathing again．You can not learn t his from a book．Ask someone to show you how to do it．Many Boy Scouts Will be able to show you．Remember：When an accident happens，send someone to telephone for an ambulance at once．Keep the injured person warm and quiet．Give him plenty of air．Do not let other people crowd around him．If you see an Injured person who is being looked after，keep away．The First PeriodTeaching Aims1．Train the students’ listening ability．2．Help the students to improve their speaking ability by talking about first aid and medicine．3．Learn and master some useful words and phrases：drown，bleed，choke，prevent，electric，electrical，catch fire．be on fireTeaching Important Points：1. Improve the stu dents’listening ability．2. Train the students’ speaking ability.Teaching Difficult Points:1. How to improve the students’ listening ability.2. how to help the students finish the speaking practice.Teaching Methods：1．Listening-and-answering activity to help the students go through the listening material．2．Individual, pair or group work to make every student work in class．Teaching Aids1．a tape recorder2．a projector3．the blackboardTeaching Procedures：Step I Greetings and Warming upGreet the whole class as usual.T：(Go to one student．) How do you come to school every day，Li Hua?S：I come to school by bike．T：You must be very careful。
firstaid阅读教学设计
firstaid阅读教学设计教学设计：First Aid 阅读导语：First Aid（急救）是一项基本的生存技能，它可以在紧急情况下拯救生命。
阅读与理解First Aid的相关知识对每个人来说都是至关重要的。
本文将通过一系列的阅读活动和教学策略，帮助学生掌握First Aid 的基本概念和操作技能。
一、前期准备：1. 准备教材：教师可以选择一些与First Aid相关的文章、故事或案例，确保内容简洁明了，容易理解。
2. 确定教学目标：学生能够理解First Aid的重要性，掌握基本的First Aid知识和技能。
二、活动一：预测猜测（Predicting and Guessing）步骤：1. 教师将一段关于First Aid的文章分成几个段落，删去每个段落的最后一句话。
2. 学生阅读文章，并根据上下文猜测被删去的句子内容。
3. 学生将自己的猜测写在纸上，并与同桌分享。
4. 教师呈现完整的文章，学生核对自己的猜测并讨论正确答案。
5. 学生讨论文章中哪些地方可以进一步解释或扩展。
三、活动二：交际阅读（Interactive Reading）步骤：1. 教师备足First Aid相关短语和词汇的卡片，例如：“apply pressure”（压迫止血），“perform CPR”（进行心肺复苏）等。
2. 学生分成小组，教师分发一篇与First Aid相关的文章。
3. 学生阅读文章并标出不了解的单词和短语。
4. 学生根据自己的理解，使用卡片上的短语和词汇填写文章中的空白处。
5. 不同小组之间分享答案，教师纠正并解释正确答案。
四、活动三：信息交流（Information Exchange）步骤：1. 教师将一份First Aid相关的文章分成若干段落，并在每个段落末尾加上几个问题。
2. 学生分成小组，每个小组负责阅读并回答一个段落末尾的问题。
3. 学生互相交流各自的答案，并对不同答案进行讨论。
4. 教师引导学生就答案进行辩论，鼓励学生提供合理的解释和证据。
first aid 的阅读教学设计
first aid 的阅读教学设计First Aid的阅读教学设计一、引言在生活中，我们时常会遇到各种意外伤害的情况，因此学会急救技能是非常重要的。
而了解急救知识，则需要从阅读开始。
本文旨在设计一份涵盖First Aid（急救）主题的阅读教学方案，帮助学生提高阅读理解能力的同时，掌握基本急救知识。
二、教学目标1. 掌握与First Aid（急救）主题相关的常见单词和词组；2. 能够通过阅读文章，理解基本的急救知识；3. 提高学生的阅读理解能力和批判思维能力。
三、教学准备1. 预先准备一篇相关主题的急救文章，内容涵盖常见的急救场景和措施；2. 制作单词卡片，包括本文中出现的生词和相关词组；3. 准备填空练习和问题解答的活动。
四、教学过程1. 导入活动利用生动有趣的图片或故事开场，引发学生对急救知识的兴趣，激发他们的思考。
2. 单词与词组学习在投影屏幕上展示单词卡片，并逐一介绍单词和词组的含义、用法以及发音。
让学生跟随发音并复述。
确保学生掌握相关词汇。
3. 阅读文章在学生阅读之前，可以提供一份相关的预习问题，引导他们在阅读中寻找答案。
学生们可以独立阅读或合作阅读，了解文章的主要内容和结构。
4. 阅读理解练习a. 填空练习：提供一份和文章相关的填空练习，要求学生基于文章内容填写正确的单词或短语。
b. 问题解答：设计一系列开放性问题，引导学生深入思考，比如“你认为掌握急救知识对社会有什么影响？”等。
5. 小组讨论与分享将学生分成小组，要求他们在小组内分享对文章的理解和回答问题的思路，鼓励他们相互讨论、互相学习。
6. 总结与巩固通过师生互动讨论的形式，总结本堂课所学到的急救知识和阅读技巧，并鼓励学生回家继续拓展相关知识。
五、教学评估1. 在课堂结束前，进行一个简短的测试，检查学生对本文所学内容的掌握程度。
2. 提供一篇其他主题的文章，请学生以小组形式分享对文章的理解并回答相关问题，评估学生在阅读理解上的表现。
高中高三英语教案：First aid
高中高三英语教案：Firstd一、教学目标1.让学生掌握firstd相关的词汇和表达方式。
2.培养学生运用所学知识进行实际情景交流的能力。
3.增强学生对突发状况的应对意识。
二、教学重点与难点1.教学重点：firstd相关词汇和句型的学习，实际情景的模拟交流。
2.教学难点：firstd实际操作步骤的理解和掌握。
三、教学准备1.教学课件2.实物道具（如绷带、急救包等）3.视频资料四、教学过程Step1：导入1.利用图片或视频资料，展示firstd的场景，引导学生关注。
2.邀请学生分享自己遇到的紧急情况及处理方法。
Step2：词汇学习1.教师展示firstd相关词汇，如：bandage（绷带）、firstdkit （急救包）、callanambulance（叫救护车）等。
2.学生跟读并模仿，教师纠正发音。
3.学生分组进行词汇接龙游戏，巩固记忆。
Step3：句型学习1.教师展示firstd相关句型，如：Whatshouldwedoif?（如果我们遇到……，我们应该怎么做？）、Pleasecallanambulance.（请叫救护车。
）等。
2.学生跟读并模仿，教师纠正发音。
3.学生分组进行句型接龙游戏，巩固记忆。
Step4：情景模拟1.教师将学生分成若干小组，每组选一个组长。
2.教师提供不同的firstd情景，如：有人受伤、有人晕倒等。
3.各小组根据情景，用所学的词汇和句型进行交流，寻求解决问题的方法。
4.教师巡回指导，给予每组评价和建议。
Step5：实战演练1.教师邀请几名学生上台，进行firstd实际操作演练。
3.教师点评学生的操作，指出需要注意的地方。
2.学生分享自己的收获和感受。
3.教师布置课后作业：写一篇关于firstd的短文，介绍自己在紧急情况下的应对方法。
五、课后作业1.写一篇关于firstd的短文，介绍自己在紧急情况下的应对方法。
2.搜集更多firstd相关资料，与同学分享。
六、教学反思1.本节课通过情景模拟和实战演练，让学生在实际操作中掌握firstd的相关知识和技能。
[推荐精选]First Aid上课学习上课学习教案_1
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First Aid教案Unit5FirstAidPart1TeachingDesign第一部分教学设计Period2AsamplelessonplanforLearningaboutLanguage IntroductionInthisperiodstudentswillbewarmingupbydiscoveringuse fulwordsandexpressions.Thentheyshallbereadingandthi nking,dealingwithEx.1,2and3onpage37andgoingoverther eadyusedmaterialsforEllipsis.Theclassistoendbystude ntsdoingexercises.objectives■TohelpstudentslearnaboutEllipsis■Tohelpstudentsdiscoverandlearntousesomeusefulwordsa ndexpressions■Tohelpstudentsdiscoverandlearntousesomeusefulstruct uresProcedures.warmingupbydiscoveringusefulwordsandexpression sTurntopage36anddoEx.1and2first.checkyouranswerswith yourclassmates’.2.ReadingandthinkingTurntopage34andreadthetextofFIRSTAIDFoRBURNS.Asyour eadon,payattentiontotheellipsisofsentence.Forreference:youcangetburnedbyhotliquidsandsteam.Burnsarecalledf irstdegree,seconddegreeorthirddegreeburns.Theseburn sarenotseriousandshouldfeelbetterwithinadayortwo.3.DealingwithEx.1,2and3onpage37Turntopage37.InEx.1,youhavetolookatthedifferencesbetweenSentencesAandB;whichsentenceisbetterandwhyitis better.ThesentencesinEx.2areallcorrectbuttheysounda wkwardbecausetheyhaveunnecessarywordsinthem.youshou ldtakeouttheunnecessaryparts.EachsentenceinEx.3hase llipsis.Thisexerciseseeswhetheryouknowwhichwordshav ebeenomitted.4.GoingoverthereadyusedmaterialsforEllipsis省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。
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First Aid教案Unit5FirstAidPart1TeachingDesign第一部分教学设计Period2AsamplelessonplanforLearningaboutLanguage IntroductionInthisperiodstudentswillbewarmingupbydiscoveringuse fulwordsandexpressions.Thentheyshallbereadingandthi nking,dealingwithEx.1,2and3onpage37andgoingoverther eadyusedmaterialsforEllipsis.Theclassistoendbystude ntsdoingexercises.objectives■TohelpstudentslearnaboutEllipsis■Tohelpstudentsdiscoverandlearntousesomeusefulwordsa ndexpressions■Tohelpstudentsdiscoverandlearntousesomeusefulstruct uresProcedures.warmingupbydiscoveringusefulwordsandexpression sTurntopage36anddoEx.1and2first.checkyouranswerswith yourclassmates’.2.ReadingandthinkingTurntopage34andreadthetextofFIRSTAIDFoRBURNS.Asyour eadon,payattentiontotheellipsisofsentence.Forreference:youcangetburnedbyhotliquidsandsteam.Burnsarecalledf irstdegree,seconddegreeorthirddegreeburns.Theseburn sarenotseriousandshouldfeelbetterwithinadayortwo.3.DealingwithEx.1,2and3onpage37Turntopage37.InEx.1,youhavetolookatthedifferencesbetweenSentencesAandB;whichsentenceisbetterandwhyitis better.ThesentencesinEx.2areallcorrectbuttheysounda wkwardbecausetheyhaveunnecessarywordsinthem.youshou ldtakeouttheunnecessaryparts.EachsentenceinEx.3hase llipsis.Thisexerciseseeswhetheryouknowwhichwordshav ebeenomitted.4.GoingoverthereadyusedmaterialsforEllipsis省略是为了避免重复、突出新信息并使上下文紧密连接的一种语法修辞手段。
省略在语言中，尤其在对话中，是一种十分普遍的现象。
.小品词的省略（1）省略介词Hespentfourhoursgoingoverhislessons.他花了四个小时复习功课。
I’vestudiedEng1ishfiveyears.我已学五年英语了。
（2）省略连词thatIbelieveyouwillsucceed．我相信你们会成功的。
It’sapityhe’sleaving.他要走，真遗憾。
I’msureshewillhelpyou.我肯定她会帮你的。
（3）省略关系代词I’llgiveyouallIhave.我要把我所有的一切都给你。
HereadthebookIgotyesterday.他看过我昨天买的书了。
2.句子成分的省略（1）省略主语Begyourpardon.（我）请你原谅。
（Beg前省略了主语I）Takecare!当心！（Take前省略了主语you）Looksasifitwillrain.看起来象要下雨。
（Looks前省略了主语it）（2）省略谓语whonext?该谁了？（who后面省略了谓语comes）Theriverwasdeepandtheicethin.（ice后面省略了was）we’lldothebestwecan.我们将尽力而为。
（can后面省略了动词do）（3）省略表语Areyouready?yes,Iam.你准备好了吗？我准备好了。
（am后面省略了ready）Hewasaloverofsportsashehadbeeninhisyouth.他还是象年轻时那样，是一位运动爱好者。
（hadbeen后面省略了aloverofsports）（4）省略宾语Let’sdothedishes.I’llwashandyou’lldry.让我们洗碗吧，我来洗，你来揩干。
（wash和dry后面省略了宾语dishes）（5）省略定语Hespentpartofthemoney,andtheresthesaved.那钱他花了部分，其余的他都存了起来。
（therest后面省略了定语ofthemoney）（6）省略状语Hewasnothurt.Strange!他没有受伤，真奇怪！（Strange 前面省略了状语how）3.省略句可同时省掉句子几个成份whatexcitingnews!多么令人激动的消息啊！Pityhe’sfailed.很遗憾，他失败了。
Ilikehimmorethanher.我喜欢他更甚于喜欢她。
4.英语中有一些固定的省略结构：a)在以if,when,though,asif（好象）等连词引导的从句中，如从句中的主要动词是be，常将主语和动词be省略。
Ifnecessary,weshallsendatelegramhome.如有必要，我们就往家里打电报。
wheneverpossible,hewillcometomyhelp.他一有可能就来帮助我。
whilecycling,don’tforgetthetrafficlights.骑车时，不要忘记看红绿灯。
b)由固定词组引导的疑问句：whatabouthavingagameofchess?下盘棋怎么样？Howcometheyleftyoualonehere?他们怎么会把你一人留在这里呢？whatifit’sraining?如果天下雨怎么办？whynottryagain?为什么不再试试呢？c)在口语中，为了避免重复，不定式可以省去和句子前部重复的动词原形而只留下不定式符号to。
Hemayleaveifhewishesto.他可以走，如果他愿意的话。
Don’tgotillItellyouto.等我叫你走你再走。
5被省略的部分一般可以在句子中补上，但有时省略结构已经定型，如果把省略部分补上，反而不合乎习惯。
HeistallerthanIam.他比我高。
（am之后省略tall，补上不合习惯）Noparking.禁止停车。
（告示用语=Noparkingisallowedhere.）有一些习惯表达很难补上所省略的部分：Notatall.不用谢。
Nomatter.不要紧。
Thanks.谢谢。
5.Lookingback高考题中的省略句.whenfirst______tothemarket,theseproductsenjoyedgreatsuccess.A.introducingB.introducedc.introduceD.beingintroduced2.Itshamesmetosayit,butItoldaliewhen______atthemeet ingbymyboss.A.questioningB.havingquestionedc.questionedD.tobequestioned3.whatsurprisedmewasnotwhathesaidbut______hesaidit.A.thewayB.inthewaythatc.inthewayD.thewaywhich4.—Susan,willyoupleasegoandemptythatdrawer?--______?A.whatforB.whatisitc.HowisitD.Howcome5.Theboywantedtoridehisbicycleinthestreet,buthismot hertoldhim_________.A.nottoB.nottodoc.notdoitD.donotto6.It'safineday.Let'sgofishing,________?A.won'tweB.willwec.don'tweD.shallwe7.Besuretowritetous,_______?A.willyouB.aren'tyouc.canyouD.mustn'tyou8.-Alice,whydidn'tyoucomeyesterday?-I______,butIhadanunexpectedvisitor.A.hadB.wouldc.wasgoingtoD.did9.-couldIborrowyourdictionary?-yes,ofcourseyou________.A.mightB.willc.canD.should0.-Don'tforgettocometomybirthdaypartytomorrow.-__________.A.Idon'tB.Iwon'tc.Ican'tD.Ihaven'tkeys:1-5BcAAA6-10DAccB6.closingdownbydoingexercisesToendtheperiodyouaregoingtotakesomeexercisesonellip sis..—Iwon’tdoitanymore.—________?A.whydon’tB.whydon’tdoitanymorec.whynotD.whynotto2.Although________tostop,hekeptonworking.A.tellB.tellingc.havingtoldD.told3.—willyouwasteyourtimeandmoneyonthat? —certainly________.A.InotB.don’tc.notD.no4.—marydidn’tattendthelecture,didshe? —yes,she________.A.attendedB.didn’tattendc.didn’tD.did5.—what’sjoandoing?—_________newspapersintheroom.A.ShereadingB.Shereadsc.ToreadD.Reading6._________alwayssucceed.A.HonestandcleverstudentsB.Studentswhohonestandcleverc.HoneststudentsandcleverD.Studentsarehonestandclever7.—canyouclimbthattree,myboy?—__________?A.IB.myselfc.mineD.me8.Somepeopleareagainsttheplanbut_______supportit.A.anymoreB.manymorec.muchmoreD.nomore9.—I’llbeawayonabusinesstrip.wouldyoumindlookingaftermyc at?—Notatall._________.A.I’venotimeB.I’drathernotc.I’dliketoD.I’dbehappyto0.—whynotgoandhavedinnerinarestaurant?—_________.It’stooexpensive.A.whynotB.Iagreec.I’mafraidnotD.I’msurekeys:-5cDcDD6-10ADBDc。