高三英语复习课教案

高三英语复习课教案名词从句 (Noun Clauses)I. Teaching Aims: To ask the students to master the usage of noun clauses and use it freely when communicating with each other.II. Difficulties and Emphasis:How to distinguish the noun clauses. How to tell the appositive clause from the attributive clause.III. Teaching Tools:Multi—mediaIV. Teaching Processes:Step1. Review the Attributive clause. （5 minutes）Step2. Presentation (computer) (5 minutes)Showing the students some sentences, ask them to analyse the sentences, making sure they can tell every part of speech, especially subject、object、predictive and appositive.Step3. Explanation (Looking at the screen) (20 minutes)The usage of noun clauses:名词从句包括主语、宾语、表语和同位语等从句。它们可以由下列连词引导：从属连词 that, whether, if；连接代词 who(ever), whom, whose, what(ever), which(ever)；连接副词 when, where, why, how, how much / many /long /often 等。 1. 主语从句：在复合句中充当主语的从句叫主语从句，上述引导词除if外均可引起主语从句。 That he is an honest boy is known to all. What makes her different from others is her strange behaviour. Whatever was said here must be kept secret. 主语从.句常放在句尾而用 it 作形式主语使句子更加平衡，这时口语中常省略 that, 如上面第一句改成“It is known to all that he is an honest boy”更好。在下列情况下必须把主语从句放在句尾而用 it 作形式主语：　1) 主句谓语是被动语态时，如： It is said that he is a good doctor.　2)． 主句是疑问句或感叹句时，如： Is it true that the film star will come? How wonderful it is that we'll visit the Great Wall tomorrow.3)．主句谓语动词是 appear, turn out, happen, occur, come, strike, follow, matter 等 It happened that she had a cold and didn't go with us that day.　It turned out that I was wrong.4)． 表示说话人的推测或评价，如在 it seems, it may be, it is (un)likely, it is (im)possible, it is a pity, it is a wonder 等结构中，如： It seems that this test is reliable. It is a pity that he should go without telling anyone 5)． 强调主句的表语时，如： It is a mystery to me how it all happened. It is necessary that you should tell him the truth 2. 宾语从句：在复合句中作宾语的从句叫宾语从句，以上连词都可引起宾语从句。 I thought (that) you had read the book. We should learn to tell whether an element is poisonous or not. Do you know who invented this?1)． 宾语从句后有宾语补足语时常移至句末，而用 it 做形式宾语放在前面，如： We should make it clear that protecting the environment is everyone’s duty. 2 ) 宾语从句可作某些介词和某些作表语用的形容词的宾语，如： The resistance of a wire also depends upon what material it is made of. We are sure (that) it will be a success. 宾语从句应注意的几个问题：① 当一个动词带有两个或两个以上that 引导的宾语从句时，第一个that 可以省略，但从第二个开始不可以省略。 He said (that) he would spend his winter holiday in London this year and that it would be the first time he would spend his holiday alone abroad.② 当宾语从句有补语时，要用形式宾语it代替，而将宾语从句移至补语后，同时that不可省略。 We should make it clear that protecting the environment is everyone’s duty.We find it important that one forms a good habit.③ 在tell sb. that…; order sb.that…; remind sb.that…; explain to sb. that…; whisper to sb. that…等结构中that 不可省。 He told me that he was going abroad next month. He whispered to me that the man in blue is a policeman.④ 在be+adj.后的宾语从句中，that 可以省略。 I’m glad (that) I’ll see all my fiends soon. I’m sure (that) he will stand on our side.⑤ whether和if 均能引起宾语从句，但是if 只能在动词后，在介词后要用whether。 He asked whether/if we could do him a favour. We wondered whether/if he would come or not.---Will you come tomorrow?---Sorry,I really don’t know. It depends on whether it is raining (or not).⑥ 宾语从句在时态上要求与主句一致（即时态呼应），也就是说主句为一般现在时，从句可用任何时态；如从句为一般过去时态，主句应为过去时的某种时态。当然，从句为普遍真理和自然现象者例外. He says that he lives around the corner. He says that he has been here for a long time. He says that he once worked as a cook. He says that he is expecting his father’s telephone. He said that he was learning English for the 2008 Beijing Olympic Games. He said that he would go abroad for further information. He said that it does not snow in winter in Australia.⑦ 在某些动词后的宾语从句中用虚拟语气，其结构为should+动词原形，should 可以省略。这些常用动词是：一个坚决要求insist; 两个命令order,command; 三个建议suggest,advise,propose；四个要求ask,demand,request,require 注意：insist有两个意思“坚决要求”和“坚持认为”，前者用虚拟语气，而后者用陈述语气（实际时态）；同样suggest 也有两个意思“建议”和“表明”或“暗示”，当“建议”讲时用虚拟语气，否则用陈述语气（实际时态）。 如：He insisted that he should go to the front.(虚拟语气) He insisted that Tom was honest and hardworking.(陈述语气) She suggested that she should answer the phone immediately.(虚拟语气) The smile on her face suggested that he was satisfied with the result.(陈述语气)述其他动上词后一律用should+动词原形如 They requested that an immediate answer should be given. He ordered that the troops (should) start at once. 3.　表语从句：由that, as if, wh-等引起的作表语的从句叫做表语从句。 The fact remains that we are behind some developed countries. It seems /appears as if the problem has been settled. That’s what we should do. 4.　同位语从句：idea,fact,rumour,message,news,hope,belief,thought,doubt,proof,evid-ence，promise,probability等名词后出现的that 或wh-引导的从句作同位语，人们称之为同位语从句，同为语从句对所修饰得词起解释说明的作用。They expressed the hope that they would visit China again.There is no doubt that he is not fit for the job.The question how they could get the information was brought forward at the meeting . Step4. Practice . Doing some exercises(filling the blanks) (15 minutes)Step5. Disscusion of the differences of the attributive clause and apposive clause. (3 minutes)Step6. Consolidition (1 minutes)Step7. Homework.(Making some sentences with noun clauses) (1 minutes)

1 阅读理解------推理判断

推理判断题占整个阅读理解的40%左右，要求我们从已知的事件中去推测未知事件，对原文没有提及的情况进行推理想象，从而得出文章的结论、作者的观点倾向、文章的论调和写作思想等。

注意事项：

1、吃透文章的字面意思，从字里行间捕捉有用的提示。

2、注意作者遣词造句的特点，弄清词的含蓄含义。

3、时刻提醒自己作者想让我们推断什么，要忠于原文，不可臆断，凭空想象。

4、利用文章中明确表示的内容，进行推理，挖掘作者在文章中的隐含意义。

5. 不可直接选取文中的原句。

题目设计形式一般有:

1. We can infer/assume from this passage/paragraph___

2. The story suggests/implies that .

3. The writer of this passage intends to .

4. The writer’s purpose of writing the passage is to .

5. The passage is probably taken from a .

6. The writer of the passage considers it .

7. Which of the following best describes the character of .

8. What would the author probably discuss in the paragraph that follows?

9. The writer’s attitude toward is .

探析一：细节推断题

要求根据语篇关系抓住关键信息词，推断具体细节，如时间、地点、人物关系、人物身份、具体信息等。

（A）

I was blind, but I was ashamed of it if it was known. I refused to use a white

椭 圆（高三复习课）

阜阳三中 谭含影

一、教学内容分析

圆锥曲线是解析几何的主体内容，也是高中数学的重点内容，而椭圆是圆锥曲线的起始部分，通过本节课的学习，不但让学生对椭圆的知识结构有一个较清晰的认识，而且在处理问题时，让学生学会灵活运用定义，正确选用标准方程，恰当利用几何性质，合理的分析，准确的计算，并且为复习双曲线和抛物线奠定了基础。

二、学生学习情况分析

本班是普通文科班，此课之前，学生已经学习过相关内容。此时，学生已有一定的学习基础和学习兴趣。总体上来讲，由于学生应用数学知识的意识不强，创造力较弱，分析问题不透彻，知识体系不完整，使得学生在对椭圆定义的理解及其标准方程的灵活运用上有一定的难度。因此根据尝试教学法，教学过程中遵循“练习探索——自主复习——课堂研究——巩固运用”的四个要素，侧重学生的“练”、“思”、“究”的自主学习。通过学生的“练”、“ 思”、“究” ，再到教师的“讲”， 使学生的学习达到“探索有所得，研究获本质”。

三、教学目标

1、知识与能力：能用自己的语言描述椭圆的定义；准确地写出椭圆两种形式的标准方程；能根据椭圆的定义及标准方程画出椭圆的几何图形；并概括出椭圆的简单几何性质。

2、过程与方法：通过了解椭圆的实际背景，了解椭圆在刻画现实世界和解决实际问题中的作用；理解数形结合的思想，并能用数形结合的思想结合椭圆的有关性质，解决椭圆的简单应用问题。

3、情感、态度与价值观：通过与同学、老师的交流、合作与探究，体会合作学习的乐趣；通过对椭圆的定义、几何图形、基本性质的探索，体会椭圆的几何图形与方程之间的相互联系和相互转化的规律，感受数学的严谨性；逐步形成细心观察、认真分析、善于总结的良好思维习惯。

四、教学重点与难点

教学重点：1、掌握椭圆的定义，几何图形，标准方程及简单的几何性质。

2、了解椭圆的简单应用。

教学难点：椭圆的定义和简单几何性质的应用，理解数形结合的思想。

高三英语语法复习课

广东省兴宁市兴民中学 刘飞宇

英语教学是一种动态教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。本人结合区级研究课题“高中英语任务型课堂教学课题”的实施和本班学生的实际，对高三语法复习课---虚拟语气进行了操作性较强的处理。

一、教材分析：

本课是结合外研社高中英语教材选修6中有关虚拟语气的语法内容，进行高三英语语法---虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二两年英语学习的基础上，高三学生已经掌握了基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.把握本课复习的重点---语法虚拟语气的句型结构

2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标:

1.知识目标:引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问题。重语境，探语义，培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。