Unit4 Unforgettable experience
Period 1. Listening
Teaching objectives and demands:
1.The activity is designed to encourage students to think about some unforgettable experience and
to activate relevant vocabulary.
2.Ask the students to describe a famous person and give examples of situations the person or the
accident happened. Use the activity as a brainstorming session done either in groups or with the whole class.
https://www.doczj.com/doc/ba3474758.html,nguage use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication.
2. Words and useful expressions
Teaching procedures:
Step 1 Warm up
1. Game: Ask students to guess what or whom the teacher is talking about.
1) He invented the first telephone in the world. ---------- Alexander Bell
2) He is also a great inventor in America. He invented the phonograph and the electric lamp----- Thomas
Edison
3) He is a Jewish, and he presented the theory of relativity. ----------- Albert Einstein
4) He is a very famous cartoon maker. He created Mickey mouse. ----------Walt Disney
5) They are American brothers. They invented the plane. ------------Laite Brother
2. Tell Ss: We can use attributive clause to describe these persons.
e.g. Alexander Bell is the person who invented the first telephone in the world.
Ask Ss to give other four sentences using the attributive clause.
Tell Ss: All of these people are unforgettable, because what they did have developed human beings’ life. Then please turn to page 22, and look at the four pictures. Please use attributi ve clause to describe these persons and things.
1) Zhang heng is the man who made the earliest seismograph in 132.
2) Howard carter is the man who found the King Tut’s tomb in 1937.
3) The Titanic is the ship that/which sank after hitting an iceberg.
4) Beijing is the city that/which has got the chance to host the 2008 Olympic Games.
4. Ask Ss to make up dialogues about these pictures and practice.
e.g. ---- Do you know the man in picture 1? ---- He is Zhang heng.
---- What made him unforgettable? / How do you know him? ----- he is the man who made the earliest seismograph.
Step 2 Listening
1. Ask Ss to describe the pictures of earthquake.
2. Brief introduction: Hank Stram lives in San Francisco with his wife and daughter. On October 17th, 1989 a strong earthquake took place and killed over 100 people. He was caught in the earthquake. Here we will listen to two passages about his own experience.
3. Ask Ss to read the questions in part1, and listen to the tape twice. Then ask them to work in groups
to present their answers.
a) When did the earthquake happen? ---------- 5:15pm
b) Where was the man driving when it happened? -----------on his way to his daughter’s school
c) What was the first thing he saw? ---------- the car in front started to move from side to side.
d) What had he been doing before the earthquake? ---------- he had finished his work and gone to
the post office.
e) What was he going to do? -------- he was going to fetch his daughter from her school.
4. Listen to the tape again to check and the teacher give necessary explanation.
5. Read these five sentences in part2, and then listen to the tape twice, then fill the blanks.
a) I found myself in the dark.
b) Then I remembered what had happened.
c) It was clear to me now that I had been in an earthquake.
d) Then I heard people climbing towards me.
e) A team of people had come to see if anyone was under the broken road.
6. Listen again to check and make some explanation.
7. Ask Ss to tell the whole story (using first, next ,then, finally)
Step3 Exercise in the workbook (Page 103)
Ask Ss to listen to the tape twice and then complete the table.
Name Chrissy Jack Dr. Brown Ms. Brown
Job Student Student Doctor Teacher
Address Tianjing Beijing / Tianjing
Age 19 Young Old Middle-aged
Looks Glasses Tall Hat Purple dress Evaluation of teaching:
Period 2. Speaking and talking
Teaching objectives
1.Develop the students’ comprehension of explorative passages, especially their ability of speaking
and talking ,analyzing the structure of such kind of articles.
2.Offer the students chances of self-culture by working in groups and seeking information about the
film outside the class.
3. Infuse the students with basic knowledge about the experience
4. Learn some words and useful expressions from the text.
Teaching Approach
https://www.doczj.com/doc/ba3474758.html,municative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Speaking and talking
Teaching Procedure
Step 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.
Step 2.Review and check Ss have a word dictation and check their homework in workbook
Step 3. Speaking
1. Read the dialogue in P23 in pairs, and act out.
2. Give explanations of some phrases in the dialogue.
Be good at: do well in For fun: not seriously
3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice.
--- Don’t worry! / Just try / you can do it / Well done! / That was a very good ball.
4. Introduce them some other useful expressions.
When in danger: Help!
When in frighten: It scares me. / I’ m afraid to…
When encouraging sb: It will be ok. / Come on! / Keep trying. / It’s all right.
5. Ask Ss to describe the three pictures on P23. Then the teacher introduce the three different situations.
Pic1. You have just been saved from a terrible earthquake and you worry about your family.
Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday.
Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor. Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out.
Step 4. Talking
1. Give the Brief introduction of the situation: one discovered the tomb of a Chinese King while he
was working. He went in and had a look, but didn’t touch anything. Then a scien tist came 3 days later, so they began to talk about the tomb.
2. Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the
tomb. The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues.
Step 5. Homework
workbook
Revise the key points of this Unit.
Evaluation of teaching:
Period 3. Reading
Teaching objectives
1.Develop the students’ comprehension of reading explorative passages, especially their
ability of analyzing the structure of such kind of articles.
2. Offer the students chances of self-culture by working in groups and seeking information about the
film outside the class.
3. Infuse the students with basic knowledge about the friend and friendship
4. Learn some words and useful expressions from the text.
Teaching Approach
https://www.doczj.com/doc/ba3474758.html,municative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching (class work; individual work; group work)
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Pre-reading
1. Tell Ss: Do you remember Hank Stram’s terrible experience? He was trapped in the earthquake for
about 14 hours .It is really an unforgettable experience for him. As we all know, the earthquake is
a kind of natural disasters. Then can you list some other natural disasters?
2. Write down their answers on the blackboard---- Flood, Typhoon, Hurricane, V olcanic eruption,
Thunder storms, Snow storm, Fire …
3. Tell Ss: Among these disasters, I think most of us have experienced the Typhoons, right? Then
can you describe what it was like and how you felt? Ask some Ss to give their ideas.
4. Pose question: If you are riding a bicycle on the road, and the typhoon is coming, then what
would you see / feel / do? Please use first, next, then, and finally in your description.
Ask two or three Ss to give their description.
5. Pose question: Have you ever experienced such natural disasters?
If yes, ask them to describe. If no, ask them to use their imagination and discuss in groups to describe what would they see / feel / do in other situations. Then choose several groups to present their ideas using first, next, then, and finally.
Disaster Typhoon Flood Earthquake Fire
Situation You’re riding a
bicycle on the
road. You’re in the
classroom.
You’re sleeping
in your
bedroom.
You’re shopping
in a supermarket.
What would you see / feel / do? First, …
Next, …
T hen, …
Finally, …
First, …
Next, …
Then, …
Finally, …
First, …
Next, …
Then, …
Finally, …
First, …
Next, …
Then, …
Finally, …
Step 2. While-reading
1. Pose a question: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.
2. Listen to the tape once, and ask them to answer questions:
What happened to them finally? ---- Survive
How did they make it? ---- Stay in the room with a chimney
Why? --------It’s the strongest part of the house. (Para 8 and Para 11)
3. Ask Ss to read the whole passage carefully, and then fill in the table below.
First
What did she see and feel? Next
What did they do in the first
and second wave?
Then
What happened when
another wave came?
Finally
What happened
to them?
4. According to the table, ask Ss to catch the main idea of the whole story. Choose some Ss to retell.
5. Language study
Paragraph 1
1) Heard somebody shouting / saw Jeff running
See / hear sb doing -------- I heard him singing next door last night.
See / hear sb do ------- I heard him sing next door.
Compare the differences between the two.
2) The attributive clause: it’s a part of a sentence, and tells us which person or thing(or what kind of person or thing)the speaker means.
3) Look around:
4) Roar: (n) loud and deep sound of a lion ,thunder, or a person in pain
(v) make loud and deep sound
5) Advance: (v) move forward or develop --- Our troops ~d two miles.
---- The water is ~ing on/upon/towards her.
(n) in advance: beforehand --- if you want to come here for your holiday, please call me ~.
6) Be upon: be close to
Paragraph 2
7) Seize: take hold of suddenly and violently
Paragraph 3
8) Sweep : clean and clear away --- e.g. sweep the dust from the carpets
sweep down: knock down by the water
sweep away (Para 9)—e.g. s~ the dead leaves
9) Swallow: allow to go down the throat, here means she was taken in by the water and disappeared.
10) Drag: pull along with effort and difficulty
11) Go down :go lower; set ---- e.g. The price of egg has gone down.
The sun is going down.
Here means they were swallowed by the water
Go through: pass --- e.g. A terrible noise went through the house. (Para 10)
experience, suffer --- e.g. ~ hardships
Paragraph 4
12) Against: indicating support and close --- e.g. place the ladder ~ the wall
13) Struggle: make great efforts
Struggle against --- e.g. ~ against difficulties
14) Get on her feet: stand up
15) Fight for her life: try her best to rescue herself
16) Look into: stare at--- e.g. Jeff and Flora looked into each other’s face.
examine, investigate --- e.g. ~ a question
17) With a look of: here look is a noun, and m eans appearance on one’s face
18) Fright: fear ----- e.g. give sb a ~; take ~ at sth
Frighten (v) :scare ---- e.g. The great noise ~ed me.
Paragraph 6
19) Flow: move along as a river does ------ e.g. Rivers ~into the sea.
The tears ~ed from her eyes.
Paragraph 7
20) Strike: hit, give a blow to ---- e.g. ~ while the iron is hot.
The clock is ~ing 12.
21) Cracking noise: When the house was broken with lines of division, it made such sudden sharp noise.
Paragraph 8
22) Fall down: crash, break down /fail --- e.g. ~ on one’s promise
Paragraph 9
23) Noun + after + Noun : indicating the succession. Tree after tree; day after day; year after year
24) Must have done: He is sleepy this morning. He must have slept very late last night.
Must be doing: e.g. I hears loud voices next door. They must be quarrelling.
Must do: e.g. He is Tom’s best friend. He must know his E-mail.
Step 3. Post-reading
1) Ask Ss to find these sentences below and then work out what the underlined words refer to?
Before she could move, she heard a loud noise, which grew to a terrible roar. -------a loud noise There she saw a wall of water that was quickly advancing towards her. ------behind her
She wanted to watch it. --------- a wall of water
Flora, whose beautiful hair and dress were all cold and wet, started crying. ---------- flora’s
For some moments both were silent. --------- Jeff and Flora
2) Do the exercises in page26
Step 8. Homework
workbook Reading
Revise the key points of this Unit.
Period 4. Grammar
Teaching aims and demands
1.The students are asked to master the Grammar :
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading —Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Warming up
Play a game: The teacher describe sb or sth and ask Ss to guess.
If a person likes reading very much, we call him a bookworm.
If a person loves to play or watch sports, we call him a sports fan.
If a person often works very hard, and seldom stop working, we call him a workaholic.
If a person often spends a lot of time watching TV, we call him a cough potato.
If a person can communicate with you on the Internet, we call him an e-pal.
If a machine can tell us time, it is a watch or a clock.
If a machine can fly in the sky, it is a plane.
Step 3. Lead in
1. Tell Ss: We can use the attributive clause to describe these persons and things.
e.g. A bookworm is a person who likes reading very much.
A plane is a machine that / which can fly in the sky.
Ask Ss to use the attributive clause to describe the people and things that you have guessed in the warming up.
A sports fan is a person who loves to play or watch sports.
A workaholic is a person who works very hard.
A cough potato is a person who often spends a lot of time watching TV.
An e-pal is a person whom / who we can communicate with on the Internet
A clock is a machine which / that can tell us time.
2. Tell Ss: In the attributive clause, we will use the relative pronouns. when we talk about people, we
can use who, whom, whose and that. When we talk about things, we can use which and that.
3.Give explanation and examples.
1) She looked at Jeff who was waving his arms. ----- She looked at Jeff. Jeff was waving his arms.
2) The man to whom you talked is Mr. Li. ----- The man is Mr. Li. You talked to the man.
3) The story that / which you read is “ The Rescue”. ---- The story is “The Rescue”. You read the
story.
4) Do you know the boy whose parents are on holiday? ---- Do you know the boy? The boy’s parents
are on holiday.
4. Then ask Ss to make up sentences, using the attributive clause to describe other people and things
as we did above.
5. Do the exercises 1 in P26 and P105 ----- fill the blanks
6. Ask Ss to combine two sentences into one ,using the attributive clause. (exercise 2 in P105)
Step 4 Homework
Finish off the work in work book
Try to write a news story in about 100 words
Revise the grammar
Evaluation of teaching:
Period 5. Integrating skills
Teaching aims and demands
Integrating Skill
Grammar and writing
Get the students to write an email
Key points: 1. Useful expressions; 2.writing 3.grammar
Teaching methods: Written practice and grammar.
Teaching procedures
Step 1. Revision
(1) Check the work exercises.
(2)A test for unit 4
Step 2 Post- Integrating skill
1. Listen to the tape once, and pose questions:
what is the passage about? ------ about a travel
where do they travel? -------- Sichuan Province (Mount Emei, Leshan)
2. Read the whole passage again, and then fill in the table on the blackboard.
Going on a trip to Leshan and Emei
The reason Go on a holiday; not far away
Preparation Call a travel agent; with two friends; take bottles of water, apples,
oranges
What to see in Leshan The Buddha-------- big, taller than the highest building in their
village
What to see on Emei Monkeys--- not afraid of man; naughty ---- exciting
Temples and forest ---- beautiful
How to get to the top Maybe on foot
3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.
4. Give necessary explanations
Ask Ss to find out all the attributive clause and the linking words
Encourage Ss to use such clause and linking words.
Step 3. Summary in Unit 4
Ask Ss to talk about their own travel or some unforgettable experience
Step 4 Writing
Ask the Ss to write an article on an experience to some place.
Do the reading in P106
Assignment: write an essay about an unforgettable experience of the Ss’
Step 5. Homework
(1) Finish off the exercises in the workbook.
(2)Write an email into my email-box.
(1)Summary the key points in this unit
Evaluation of teaching:
高三英语专题复习教案 ------读写任务话题作文 设计者：李映珠 【教学目标】学生进一步熟悉读写任务指定话题写作特点和要求，掌握常用的写作模式和句型。消除对写作的恐惧心理，培养写作兴趣。 【教学重点】怎样写好指定话题写作 【教学难点】如何利用句型结构组织语言 【教学方法】讲练结合，精讲多练，引导学生体会与模仿。 【教学步骤】 Step 1 Discussion (what to write). What aspects will we mention when talking about environmental protection? global warming, littering, water pollution, air pollution, CO2, sea level to rise, human activities, suggestions, environmental friendly, etc. Step 2 Classification. Help the students classify the aspects mentioned above about environmental protection: a problem/ phenomenon, reasons/ effects or measures. Step 3 Organizing the information into sentences for each classification (how to write). 1．Discussion: how to put forward a problem/ phenomenon 2．Summary: (句子模板) ◆Recently, _________________________ has always aroused the greatest concern. ◆In recent days, we have to face the problem that __________________ _______________________________________________________________ _______________________________________________________________ 3．Practice: (仿写) 1)全球变暖。 Recently, global warming has always aroused the greatest concern. 2)作弊问题越来越严重。 In recent days, we have to face the problem that cheating is more and more serious. 4．Discussion: how to analyze the reasons/ effects 5．Summary: (句子模板) ◆The ____________ for / of ___________can be listed as follows. On one hand, ________________.On the other hand, __________________.
Teaching Plan for Book 5 Unit5First Aid Reading: First Aid for Burns 白水县尧禾中学于李娟教案背景： 《英语》（人教版）必修五是供高中二年级上学期使用，这本教材以培养学生综合运用语言能力为根本，全面准确地体现了新的英语课程标准，必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题： 新标准英语（人教版）必修五Unit5 First Aid中Reading: First Aid For Burns 教材分析： 新标准英语（人教版）必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分：First Aid For Burns陈述皮肤对人体的重要性，然后介绍烧伤的各种起因，三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。 教学方法： 任务型教学法、直观演示法、TPR教学法 Teaching Goals: 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid
treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points: How to improve the Ss’ reading ability. Difficult points: 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods: 1. Skimming & scanning methods to make the Ss get a good understanding of the text. 2. Discussion methods to make the Ss understand what they’ve learned in class. 3. Pair work of group to get every student to take part in the teaching-and-learning activities. 4. Competition and role-play method to arouse the Ss’ interest. Teaching aids: The normal teaching tools Knowledge aims: 1.Get the students to learn the following useful new words and
阅读理解(新课标版高三英语教案教学设计) （共3课时）张远哲 教学内容：阅读理解的解题指导及相关练习。 三维目标：、 （1）知识目标：了解阅读理解的命题特点、解题方法及技巧。 （2）能力目标：熟练掌握阅读理解的考核项目及解题思路、备考策略。 （3）情感目标：揭开阅读理解的神秘面纱，使学生树立信心，从容应对。 教学重点：阅读理解的解题方法及技巧。 教学难点：如何从对整篇文章的把握，对特定细节以及复杂句子的理解方面提高学生的归纳、推理、判断能力，选出最佳选项。 教学方法：演绎归纳法。通过对此题型的讲解和归纳，使学生能够更容易从方法上去把握，从练习中去体会其解题的规律。 教学课时：3～4课时 教学用具：多媒体课件；黑板； 教学过程： Step 1 Introduction 2007年广东省高考英语阅读理解题的考查目的: 高考阅读理解要求考生在20分钟左右的时间内，完成对三篇不同题材、体裁文章的理解。另外，今年还增加了信息匹配题。要求考生在5分钟左右的时间内，完成对一篇文章有关信息的筛选和匹配。阅读理解考查的不仅是考生对整篇文章的把握能力，还考查了他们快速捕捉信息、准确理解特定细节以及复杂句子的能力；考生不仅要理解文章的表层意思，更重要的是要通过文章的表层去合理推断、挖掘文章的隐含意义、延伸意义。这是对考生能力、智力、心理的一个综合检验。阅读理解的好坏在很大程度上决定着英语考试成绩。
2007年广东省高考英语阅读理解题的命题形式 高考阅读理解试题的类型主要分为四种：细节理解题、推理判断题、猜测词义题和主旨大意题。它们常见的提问形式如下： （1）细节理解题常见的提问形式 Which of the following (statements) is TRUE/not TRUE? According to the passage, who(what, where ,when, why, how, etc,)…? The following are mentioned EXCEPT______? Why does the author say…? Where in the passage does the author describe…? (2) 推理判断题常见的提问形式 The writer implies that______ It can be inferred from the passage that______ It suggests that_______ It can be included from the passage that_____ We can draw a conclusion that_____ We can learn from the passage that____ (3)猜测词义题常见的提问形式 The underlined word “hit”( in paragraph 1) probably me ans___ What does the underlined part“reimburse you” probably mean? By saying “it is all worth it” in the last paragraph ,the author means that _ _____ (4)主旨大意题常见的提问形式 What is the main idea of the passage? The best title for the passage might be____ The main purpose of the passage is to _____
教案高三英语 篇一：髙三英语教学案例 髙三英语写作课(书面表达丨教学案例 课题：看固书面表达(Writing A Story) 教学目的，教会学生如何用英语描写一个过去的故事。 教学重点：引导学生先仔细观察所给图片，掌握故事的中心 意思。然后依次确定出描述每幅图所需的中心词，并由词成句， 由旬成文。最后对文章的篇章结构进行修改，实现用词准确，行 文流畅。 教学辅助手段：电脑(或实物投影仪) 教学方法：讨论法 教学步骤： 一＞展示(Presentation) 1.通过计算机展示上次作为作业的看图书面表达材料》(帮助回顾、加深印象) 2.将含有学生在作业中所組典型错误的文章展示出来，作为改 错进行练习. 二、讨论(Discussion) 1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。
2.请找到错误的学生现场指出并改正错误之处，其他学生一 起评判对错：若改对了，教师可用鼠标单击文中的那处错误，原 本隐含的修改部分便会显示出来；若没改对，可接着请其他学生 帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错， 只要找到错误即可发言。） 3.教师总结。首先，针对文中学生未找出或改对的错误，帮 助学生一起改正。其次，对文中的错误之处进行分类C如：名词 复数、动词时态、介词等），引起学生的重视， 三、展示（Presentation） 通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。 四、讨论（Discussion） 1.学生两人一组（必要时可变为四人一组，増强协作性），针 对每幅图进行讨论，并确定描述每幅图的中心词， 2.按图片的先后顺序，分别要求几组学生将他们的讨檢结果 吿诉大家，由大家一起来讨论用词是否恰当及如何改正，同时， 教师将这些词按图片顺序依次输入计算机，展示给大家（也可通 过实物投影仪展示）， 五、练习（Practice） 要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。 六、反馈（Feedback）
高三英语专项复习教案 m5测试卷 英语知识运用（共两节，满分45分） 第一节：语法和词汇知识（共15小题；每小题1分，满分15分）从a、b、c和d四个选项中，选出可以填入空白处的最佳选项。 1. —excuse me, i want to buy a magazine, but i can’t find a bookstall.—i know ______ nearby. come on, i’ll show you. a. one b. it c. some d. that 2. when i got back home, i saw a message pinned to the door ______ “sorry to miss you. i will call later.” a. read b. reads c. to read d. reading 3. his mother wanted to discourage him ______ this ordinary-looking girl. a. to marry b. marry c. from marrying d. married 4. he felt guilty about losing, and bad about ______ football as you are. a. being as gifted at b. being so gifted for c. not being as gifted at d. not being so gifted for 5. i had a hard time ______ him to join us.
( 英语教案 ) 学校：_________________________ 年级：_________________________ 教师：_________________________ 教案设计 / 精品文档 / 文字可改 高中：高三英语教学总结及反思 (教案文本) Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.
高中：高三英语教学总结及反思(教案文 本) 高三这一年，对老师和学生来说都是一次磨砺。作为一名高三的英语老师，随着今年考试题型的突然变化，曾有一定的迷茫感，但同时这也是一件好事，促使我们用更多的时间去学习、研究新题型和高考，以便能够更好地教授学生。 回首自己高三这一年来的教学工作，在老教师的指导和帮助下，在与其他教师的交流和讨论中，教学还是比较成功的。对学生的考试技巧指导及训练是有效的、针对性强的。这主要得益于我们有一个团结、合作的学科组，在此我谈谈对复习备考的一些想法和做法。 一、加强研究，提高复习备考工作的针对性 认真学习并分析了高考题的类型，目的是总结规律寻找突破口。从历年高考试题的整体研究中找共性；从2004年各类试题的研究中
找趋势；开拓性地抓复习备考。今年高考新增加的题型，为任务型阅读，考查考生在有限的时间内根据需要捕捉有效信息的能力。阅读试题的考查全面，对中学英语教学起到了很好的导向作用。在常规教学及复习备考中，我们始终抓住加大阅读量，开展泛读教学，加强阅读技巧的指导，形成有效的阅读策略，从根本上培养考生的良好的阅读习惯和逻辑思维能力。另一增加的内容为单词拼写：该题型为10年以前高考题型。十年后再次出现。在平时的练习中我们比较重视的词汇的巩固及扩充，以及好句子和好课文背诵这一环节。 二、制定计划，加强复习的目标性。 我们根据学生的具体情况，制定出切实可行的复习计划，把复习分为三个阶段。 1、夯实基础，发展能力。 近年来高考英语逐渐侧重于语言能力的考查，对语言知识的直接考查相对地减少了。因此，在复习过程中，首先组织学生巩固各项基础知识，同时通过不断的语言练习，掌握一定的技巧。在此基础上，再通过科学系统的训练，发展能力，收到了事半功倍的效果。
分词既有动词的特征，由有形容词和副词的特征。分词有现在分词和过去分词两种。现在分词有一般式和完成式，过去分词没有这种区别。及物动词的现在分词还有主动形式和被动形式的区别。分词常用的形式如表所示（以及物动词do 和不及物动词go为例）： do go 主动被动 现在分词doing being done going 过去分词/ done gone 完成式having done having been done / 不及物动词的现在分词作定语表达强调动作正在进行，过去分词强调完成；及物动词的现在分词作定语强调主动，过去分词强调被动。分词的完成式一般不作定语。分词作其他成分时，也是如此。分词作定语，单个的分词作定语一般前置；分词词组，个别分词如given, left等，修饰不定代词等的分词，作定语需后置。例如： We can see the rising sun. 我们可以看到东升的旭日 He is a retired worker.他是位退休的工人 There was a girl sitting there.有个女孩坐在那里 This is the question given.这是所给的问题 There is nothing interesting.没有有趣的东西 分词作定语相当于定语从句，如Most of the people invited to the party were famous scientists. = Most of the people who wereinvited to the party were famous scientists. 典型例题 1）The first textbook ___ for teaching English as a foreign language came out in the 16th century. A. have written B. to be written C. being written D. written 答案 D. 书与写作是被动关系，应用过去分词做定语表被动，相当于定语从句which was written 2）What\'s the language ____ in Germany? A. speaking B. spoken C. be spoken D. to speak 答案 B. 主语language与谓语动词之间有被动的含义。spoken，在句中作定语，修饰主语language, spoken 与language有被动关系。该句可以理解为：What\'s the language （which is） 分词作状语，可以表示时间，原因，理由，条件，让步，连续等，相当于一个状语从句。例如： Not receiving any letter from him, I gave him a call. 由于没有收到他的信，我给他打了个电话。 As I didn\'t receive any letter from him, I gave him a call. Given more attention，the trees could have grown better. 多给些照顾，那些树会长得更好。 If more attention was given, the trees could have grown better. 典型例题 1）_____ some officials, Napoleon inspected his army. A. Followed B. Followed by C. Being followed D. Having been followed 答案B. Napoleon 与follow 之间有被动的含义。being followed除表达被动之外，还有动作正在进行之意。followed by（被…跟随）。本题可改为：
人教版高三英语全册教案 目录 Unit 1 That must be a record! (1) Unit 2 Crossing limits (6) Unit 3 The land down under (14) Unit 4 Green World (19) Unit 5 Getting the message (25) Unit 6 Going West (32) Unit7 A Christmas Carol (38) Unit 8 Learning a foreign language (42) Unit 9 Health Care (45) Unit 10 American literature (51) Unit 11 Key to success (65) Unit 12 Education (70) Unit 13 The mystery of the Moonstone (78) Unit 14 Zoology (86) Unit 15 Popular youth culture (89) Unit 16 Finding Jobs (97)
Unit 1 That must be a record! Ｉ．单元教学目标 技能目标Goals ▲ Talk about records, adventures and hobbies ▲ Practise mea suring and comparing ▲ Review the subject ▲ Fill in a form II．目标语言 功能句式 1. Talk about records, adventures and hobbies 2. Practise measuring and comparing Typical measurements (m=meters cm=centimeters h=hours) Height of people (When referring to people, ―tall‖ is used, not ―high‖, and measurements are given in feet and inches (but not yards) or meters and centimeters. She is about 5ft 6 in tall. The world‘s tallest man is 2.55m. Speed A speed limit of 30 mph Sound travels 186,300 miles in a second. Measurement of Temperature The normal temperature of the human body is 37°C. The lowest temperature ever recorded on earth is-89.2°C. Crossed the Three Gorge on a high wire, 646 meters long, 402 meters high, time 13 minutes 48 seconds. Walked across Mt Heng, 1,399 meters long, 436 meters high, time 52 minutes 13 second At Tiankeng, walked 687 meters, about 662 meters above the ground 词汇 1. 四会词汇beard, voyager, tight, tightrope, edition, moustache, brewery, conclude, hire, length, athletic, fade, account, attempt, suitable, inspect, confirm, certificate, gradual, blank, enthusiastic, bid, decade, committee, fascinate, burst, underline, globe, bush, skilful, administration, permission, schoolmate, grandparent, recently, familiar, helmet, truly, delight, delighted, energetic, cautious, outgoing, register 2. 认读词汇cheetah, sailfish, gorge, Urumqi, feat, hectare, Lance Armstrong, Juan Antonio Samarranch, spaceman, ramp, skateboarder, skateboard, capture, factor, teenage, skim 3. 词组set down, in a row, in the first place, apply for, burst into sth, center on/ upon, concentrate on 4．重点词汇set down, attempt, suitable, apply for, inspect, confirm, enthusiastic, bid, fascinate, burst into sth. underline, center on/ upon, concentrate on, delight, delighted, cautious, outgoing, register 语法Review the Subject 重点句子 1．Instead, the editors of the book set down the records and keep track of them in other ways. 2．Impressive as the record is, it fades next to the story of Armstrong‘s struggle against disease. 3．These new sports are called ―extreme sports‖ and all center on the ―X-factors‖--- the pure joy of doing something that you did not think you could do and overcoming your fears. III．教材分析与教材重组 1. 教材分析
高三英语公开课教案： Gerund ---------------梁胜利 教学目标： 动名词可以起名词的作用，在句子中作主语，宾语，表语和定语。教学重点：动名词与不定式作主语，表语的区别 教学难点；现在分词的形式与动名词相同，但功能不同.可在句中充当定语，表语，状语和补语。 教学过程：动名词的语法作用 1. Playing football is my favourite sport.主语 2. Our work is serving the people. 表语 3. I remember being taken to Wuhan when I was a very small child. 宾语 4. W e have a swimming poor in the back yard.定语 I remember being taken to Wuhan when I was a very small child.（动名词的一般被动态） She admitted having opened the box.（动名词的完成被动态）How about the two of us taking a walk down the garden? (MET93 17) (动名词的复合结构) 动名词与不定式作主语，表语的区别 v-ing形式作主语时往往表示一般性的、习惯性的动作；而不定式作主语则表示在具体情况下特定的或一次性的动作。但有时可
以通用。 只能用动名词作宾语的动词 1.advise, allow, avoid, admit, consider, delay, enjoy, escape, excuse, finish, imagine, mind, miss, permit, practise, risk, suggest,dislike,appreciate 2.feel like, give up, put off, keep on, look forward to ,insist on , can’t help ,get used to ,devote …to 3.It’s useless/no use/no good… doing 在begin, start, continue,intend 等动词后跟v-ing形式和不定式作宾语，句子含义相同 在like, love, hate等动词后v-ing形式作宾语时往往表示一般性的、习惯性的动作；而不定式作宾语则表示在具体情况下特定的或一次性的动作。 下列动词后跟动名词或不定式意思完全不同。 v 1.remember,forget, regret + doing 记得/忘记/遗憾曾做过某事 + to do记得/忘记/遗憾要做某事 v 2.want,need,require +doing 需要被做 +to do 需要做 v 3.stop,try, mean,go on
人教版高中英语必修三 unit 2 healthy eating教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，the same goes for?以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 二、教学方法与教材处理 1．任务型语言教学法
2019年高考英语知识点单元总复习教案XX届高考英语一轮单元总复习讲义精品荟萃外研版必修五module 2知识详解1.offer v．(主动)提出(愿意做某事)，提议，给予，提供 n．出价，建议(回归课本p)this person has offered to do a job—and may not be paid for doing it.此人主动去做一份工作——而且可能不要报酬。【归纳总结】【例句探源】①(朗文p1355)they offered him a very good job but he turned it down.他们给他提供了一份很好的工作，但他拒绝了。 ②the teacher offered a computer to his daughter as a present for her wedding.这位老师给他的女儿一台电脑当做结婚礼物。③the student offered to give me a hand when i was looking for my key everywhere.当我四处寻找我的钥匙时，那位学生主动提出要帮我的忙。④the businessman offered $2,000 for my vase.那个商人出价2,000美元买我的花瓶。⑤thank you for your offer of help.感谢你提供帮助。【易混辨析】offer，provide，supply(1)offer“提供”，侧重主动给予，多指具体的事物。多用于：offer sb.sth.或offer sth. to sb.(2)provide“供应，供给”，表示为应付某种需要而提供某物，所提供的东西一般是具体的事物，也可以是帮助、经验、机会、答案、例子等抽象的东西。一般用于：provide sth.for sb.与provide sb. with sth.(3)supply“补给，供给，提供”，只用于具体事物，侧重补充所需要的东西，有时可以与provide互换。经常用于：supply sth.to sb.或supply sb.with sth.。①the factory supplied a uniform to each of
人教版高中英语教案范文合集大全 英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是为大家准备以下的内容，希望对你们有所帮助， 人教版高中英语教案范文合集大全一 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标 通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。 教学重难点
高中英语语法专题复习教案大全(15个教案) 语法复习专题一——名词 一、考点聚焦 1.可数名词单、复数变化形式 （1）规则变化。 ①单数名词词尾直接加-s。如：boy —boys, pen —pens。 ②以s、x 、ch 、sh结尾的单词一般加-es。如：glass —glasses,box—boxes, watch —watches, brush —brushes。 特例：stomach —stomachs。 ③以“辅音字母+ y”结尾的变“y”为“i”再加“-es”。如： baby —babies, lady —ladies, fly —flies。 ④以“o”结尾的多数加-es。如：tomato —tomatoes, potato —potatoes, hero —heroes。但以两个元音字母结尾的名词和部分外来词中以o结尾的词只加-s。如：radio —radios, zoo —zoos, photo —photos, piano —pianos, kilo —kilos, tobacco —tobaccos。 ⑤以“f”或“fe”结尾的名词复数形式变“f”或“fe”为“v”，之后再加-es。如：wife —wives, life —lives, knife —knives, wolf—wolves, self —selves, leaf —leaves等。特例：handkerchief—handkerchiefs, roof —roofs, chief —chiefs, gulf —gulfs, belief —beliefs, cliff —cliffs。 ⑥改变元音字母的。如：man —men, mouse —mice, foot —feet, woman —women, tooth —teeth, goose —geese, ox —oxen。特例：child —children。 ⑦复合名词的复数形式。（A）在复合词中最后名词尾加-s。如：armchair —armchairs, bookcase —bookcases, bookstore —bookstores。（B）man和woman作定语修饰另一个名词时，前后两个名词都要变成复数。如：man doctor —men doctors, woman driver —women drivers。（C）与介词或副词一起构成的复合名词应在主体名词部分加-s。如：brother-in-law —brothers-in-law, passer-by —passers-by。 ⑧有的名词有两种复数形式。如：zero —zeros 、zeroes, deer — deers 、deer。penny的两种复数形式含义有所不同。如：pence（便士的钱数），pennies(便
高三英语第一轮复习教案Senior Book I Unit 1 – Unit 2 江苏省东台市第一中学张锦堂 I. Words 1. honest – honesty 2. brave – bravery – bravely 3. loyal – loyalty 4. wise – wisdom 5. argue – argument 6. speech – speak – speaker 7. adventure – adventurous 8. survive – survival 9. pronounce – pronunciation 10.repeat – repetition 11. equal – equality 12. tourism – tourist 13. government – governor 14. global – globe 15. service – servant – serve 16. independent – independence 17. compare – comparative – comparison II. Words and phrases 1. match n. 火柴；比赛；对手，配对的东西v. 和…较量；和…匹敌；与…相配 I lost the match to this glove. Bill is no match for his brother (不是他弟弟的对手)in chess. Tom matched his strength against / with Bob’s (和Bob比试力量). My talent does not match his (不如他的). Her clothes don’t match her age(与她的年龄不相配). Cf. fit / suit / match 2. hunt v. 猎取；搜索，寻找n. 狩猎 They hunted foxes. Hunted everywhere (被到处追赶), the wolves had nowhere to hide. I hunted the room for (在房间里找)the glasses. hunt for a job 找工作 go on a deer hunt 去猎鹿 3. in order to, in order that, so as to, so that In order to hear better0, we’ll sit in the front row. I worked slowly in order not to / so as not to make any mistake . I got up early so that / in order that I could catch the train. 4. share vt. 分享；等分；共用vi. 分担n. 一份；份额；股份(pl.) The boys shared the cake equally (平分了蛋糕). They would share their joys and sorrows (同甘共苦). I share with you in (与你分担) the cost. Here is your share of the cake (你的一份蛋糕). The company was formed with 2,000 shares (有2,000股). 5. majority n. 大多数 The majority are / is against the plan. The (great) majority of doctors believe smoking is harmful to health. He won by a majority of 900 votes. (与a连用，表示投票中的一半以上)