高三英语教案

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高三英语教案 篇1

Teaching objectives and demands:

1. The activity is designed to encourage students to think about going places and traveling and to activate relevant vocabulary.

2. Ask the students to discuss the advantages and disadvantages of different means of transportation, plan a route and explain the plan

3. Language use: Manipulate listening, speaking practice

Key points:

1. Everyday English for communication.

Teaching procedures:

When we talk about traveling, what can we think of?

2. Back-up questions:

How can we go there? (transports)

Where are we going? (destination)

With whom are we going traveling?(accompanies)

What can we eat? (food)…

3. Compare different transports and discuss in a 4-person group and tick the transport if it suits the condition.

Discuss the best transport for students of Senior One in Beijing to travel to Shanghai.

Boarding calls commonly heard in airports and wrote down the information they hear.

1. Excuse me, I am flying to Japan today, but I don’t know where I should gop. Could you please help me?

2. Excuse me, can you help me ? I am flying to Changsha and it says on my ticket that the gate is A25. Well, this is gate A25, but there’s no one here.

3. Hi, excuse me, I need some help. I am going to Paris at 11:45. Someone told me that there’s been a change. Do you know anything about that?

Extension Ask the Ss to write announcements about the following situations. the announcements can be read to the class or used for pair work.

1. Flight 225 to NewYork has been delayed and will depart one hour later.

(Ladies and gentlemen, your attention please. Flight 225 to NewYork has been delayed and will depart one hour later.)

2. Flight 2312 from Nanjing to Shanghai will depart from Gate D5 in twenty minutes.

3. Flight 778 to Berlin will depart from gate C3, not gate C7.

Extension 3 Page 97 workbook airport theme.

1. Your attention, please. Flight CA1145 from Beijing to Tokyo is now boarding at agte D45.Please get your boarding cards ready and go to the gate.

2. Ladies and gentlemen, may I have your attention pelse? The gate for flight UA445 from Beijing to Changsha has been changed. The new gate is gate A15. We will begin boarding in about ten minutes. Thank you.

3. Attention all passengers on flight SE3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready to board the flight at gate E34. Thank you.

key to the listening exercise:

Beijing Forbidden City, Great wall, Tian’an men Square Train

Paris /France Eiffel Tower, Museum,saw “Mona Lisa” Bus and lift

North Pole/South Pole Walked, saw animals plane, walked

The Moon looked at the earth, jumped Spaceship

In the Ocean Looked at fish Swam had to swim

Useful Expressions:

I would like to travel to the year…

I would like to know what life was like….years ago

I want to know what life will be like … years from now

To which year do you want to go?

Do you want to travel to the future or to the past?

(1) Finish off the exercises of Unit 3 in the workbook.

(2) Revise the key points of this unit.

(3)List the friend they get to know in class and write down some thing they want to know.

Evaluation of teaching:

1. Develop the students’ comprehension of 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 adventure travel out-

3. Infuse the students with basic knowledge about the friend and friendship

4. Learn some words and useful expressions from the text.

municative Approach should be used throughout the class. Stress should be laid on:

2.Learner-centeredness; learning-centeredness

4.Activity-based teaching (class work; individual work; group work)

Teaching type: Reading comprehension

A student is asked to report something interesting he or she picks up from newspaper or magazines.

Ss have a word dictation and check their homework in workbook

Step 3 Notes:

1. travel,journey, trip,and voyage

travel is uncountable,and means much the same as traveling in general.

Journey is countable, a long distance from one place to another.

trip is a return journey,is often used together with the activity which is the reason for the journey

2. round-trip ticket,one-way ticket

Step 4 pre-reading (group work )

Many people like traveling, but for what reasons do people like it?

It may not be as comfortable as you are at home.

Why do people like traveling? can you give /name any reasons?

Step 5 Reading Listen to tape and finish the following items

The reading states that people are beginning to travel for new reasons.

for a change, fun ,knowledge, sightseeing

1. to see famous and nature beauty

4. to experience life in other places

5. to get away from the bad weather

6. to look for an unusual experience and adventure

Hiking is a good way to combine exercise, travel, and adventure.

Hiking is easy, fun and cheap.

A hike will be more successful if you put safety first and plan the hike carefully.

2.inexpensive,cheap Uncomfortable

and exciting easy to get tired, exhausting, tiring

4.good to take fresh air no fun, inconvenient

5. easy to do and helpful t take exercise boring, long walking with heavy bags

6.not much equipment unhealthy food

7.easy to decide where to go and stay poor living conditions(sleep in open air)

Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous white water rafting.

There are basic safety rules and skills you must learn before you go rafting. P18

1.the basic equipment a raft, paddles, good clothes, helmet, life jacket

2.the places to travel on rivers or streams or whitewater

3.activities to do try whitewater fating to be careful not to hit rocks trees and other dangers think about safety, wear good clothes

4.basic skills how to handle the raft, paddle and to get in and out the raft, how to swim

Suggestions for some vocabulary of the reading text:

what is the text about?

what kind of words will be used?

Key to post –reading exercise 1 1.a 2.b 3.d 4.d 5.c

(2) Revise the key points of this Unit.

Evaluation of teaching:

1. The students are asked to master the Grammar

3. Oral practice: manipulate oral practice relevant to the reading material.

Teaching methods: Reading -Sentence structure----explanation

Teaching procedures:

(1) Check the homework exercises.

(2) Revise the key points of the previous lesson.

Task: writing about 60 words to finish the story

We paddle all day today. We saw monkeys in the trees, but we saw no human being. We like our canoe. It is a local canoe made of solid wood. The river is fast-flowing and there are some rapids. We had to get out and carry the canoe in some places. It was very happy!

What a terrible day! We paddled all morning. The river got narrower and narrower. there were bends in the river and lots of rocks. At about midday, the river disappeared. We saw a wall of white water in front of us. It was a huge waterfall. At the bottom of the waterfall were lots of sharp rocks. We made our way between the rocks to a small beach below the water. It was very hard work because the water was so fats. Then we had to carry the canoe on our heads up the steep bank of the river to the top of the fall.

It took us two hours to carry, push and pull the canoe all the way up the side of the waterfall. We stopped at the top and put down the heavy, awkward canoe in a small pool. We drank some water form our bottle sand lay ,exhausted, in the shade.

Suddenly, Alex shouted, “where is canoe? ”I sat up and started at the pool. The canoe had gone.” There!” Screamed Paddy. Then I saw it. The canoe had drifted out into the river. It was almost at the top of waterfall.

The trip should combine travel and learning about the environment. (Red-river village, snow-Mountain)

where he wants to go and why and try to get the others to agree

1. Decide who will represent each destination

2. Prepare a role card based on the example in the book/

4. Review the rules of the discussion.

5. Let each group member introduce himself and state their opinion

6. When each member has stated his opinion, ask question, discuss, and debate

Common words used in continuous tense

go, come ,leave. start. arrive, get ,return ,fly ,meet, stay, see….off, take off ,die

(1) Finish off the work in work book

(2) change the 10 sentences into indirect speech

(3) Try to write a news story in about 100 words on page 88

(4) Revise the grammar on page 178 to page 180

Evaluation of teaching:

3. Get the students to write an email

Key points: 1. Useful expressions; 2.writing 3.grammar

Teaching methods: Written practice and grammar.

(1) Check the work exercises.

To get the students to Review the grammar and write the passage on page 88

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. “We run this restaurant to make friends,” says the manager, Hu Ming.

But the students’ parents say that they are unhappy about this. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.

All the managers say that running a business takes a lot of time. “We don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.

But Liu Tao says they are doing OK.

3 Answers may vary. Possible titles/headlines include “Study First or Business First?” “Students Running Bar”

Instruction: The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the “5-star friend” activity in the student’s book.

Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).

2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.

3 List the characteristics of each kind of friend:

A fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)

A school friend studies and plays together with you, sees you in school. (students can add more)

A forever friend knows everything about you, always listens to you. (students can add more)

4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.

5 Answers may vary.

6 You can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the Internet.

7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.

8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.

A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their “comfort level” and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

Step 4. Post -INTEGRATING SKILLS

Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.

Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.

Hi Jane:

My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.

Assessment Criteria:

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.

(1) Finish off the exercises in the workbook.

(2)Write an email into my email-box.

(3) Summary the key points in this unit

Evaluation of teaching:

The Fifth period Students have an Integrating examination

The Sixth period Teachers comment the examination and Review the unit.

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高三英语教案 篇2

高考英语二轮语法专讲精品教案   第10讲非谓语动词 来源：中学学科网   非谓语动词：包括不定式to do，动名词doing，过去分词done及现在分词doing. 动词不定式： 1.作主语或表语。 1) It is hard _____ a high mountain.(climb)   （不定式作主语，常用it作形式主语。） 2) The only way to reach the edge of the forest ___ the narrow dirt path in front of us. A. was to take  B. was to taking C. will take  D. was taken （不定式作表语，常用来说明主语内容。） 2.某些动词后须跟不定式to do作宾语： e.g. afford, agree, decide, demand, offer, determine, hope, expect, wish, happen, fail, manage, desire, long(渴望), plan, prepare, pretend, promise, refuse, intend, seem;…  3.某些动词后须用不定式作宾补v.+n.+to do e.g. advise, allow, permit, forbid, ask, beg, cause, choose, drive(驱使), enable, encourage, expect, wish, force, get, invite, prefer, tell, think,  want, warn, order, require, call on, depend on… 4.动词let, have, make, notice, watch, observe, feel, hear, see, 后用动词原形作宾补. 如改为被动语态，省掉的to要还原。 e.g. I heard Mary sing last night. Mary was heard to sing last night.  5.某些结构后面要用省to的不定式(即动词原形)：  would/had rather,  would you please,  had better,  rather than(而不是)   6.不定式作定语时，与其修饰的名词有主谓关系或动宾关系。 e.g. 1) I haven’t decided which hotel ______. A.  to stay  B. to be stayed at C. to stay at  D. for staying  2) The old scientist has been invited to a party _____ next Monday evening. A.  holding B. held C. to be held D. being held  3) Little Betty found __________. A.  with no one to play  B. no one to play with C. no one to be played with  D. no one to play 4) a. Mr Smith is the very doctor ______.   b. Mr Smith is the very doctor for you __. A. to be sent for  B. to send for C. sending for  D. to be sent 7.疑问词+不定式 to do：相当于一个名词从句，常用来作主语，表语，宾语或状语。 e.g. He doesn’t know____ to stay or not. A. if B. either  C. whether  D. if he will  Last summer I took a course on _____. A.  how to make dresses B. how dresses be made C. how to be made dresses D.  how are dresses made  不定式的省略： ---Did your brother go to the party? ---No, but he _______. A. planned it  B. planned to C. planned so D. planned  形容词easy, difficult, hard, fit后的动词不定式用主动形式表被动意义。 e.g. I found the German Language hard _____.A. to be learned B. to learn  C. learned D. learning   动名词doing 1.作主语：动名词表一种抽象的和泛指的概念，而不定式表一次性的，具体的动作。 e.g. Swimming is a good exercise. To swim across that river is possible some day when I grow up.  用在It is no use (good, a waste of time, not an easy task )…和there be no (no use)…结构中。 e.g. It is no good _____ the stable door when  the horse is stolen. A. closing  B. to shut  C. locking D. to lock There is no use ______ him at this hour. A.  to call  B. called  C. to ring  D. calling  2.作宾语：某些动词后只跟动名词作宾语。 admit, appreciate, avoid, can’t help, consider, delay, enjoy, escape, fancy(爱好), suggest, excuse(原谅), finish, mind, miss, practise, allow，risk（冒险）, advise,  give up…  3.有些动词后即可接不定式，又可接动名词，但意义不一样： e.g. remember, forget, regret  +to do 动作未发生 + doing动作已发生 e.g. I remember to post the letter. I remember posting the letter. try to do 尽力做 try doing尝试做 stop to do stop doing mean to do打算做 mean doing意味着做  4.sth. need, require, want + doing某事需要被 e.g. The bike needs repairing. = The bike needs to be repaired. This place is worth traveling hundreds of miles to see.  5.动名词复合结构：（动名词带上自己的逻辑主语） e.g. His/ John’s coming made us happy. （作主语） Do you mind my /me/Mary’s/Mary going to your party? （作宾语）  6.动名词完成式与被动形式： e.g. He didn’t mention having met me.   I apologize for not having kept my promise. Being killed by sharks was a common thing here.   分词 过去分词常表完成的被动动作，而现在分词常表正在进行的主动动作。 ●现在分词 一、现在分词的'基本特征:表主动的，进行的，表特征 二、现在分词的用法 ①现在分词作表语，表示主语的特征或和连系动词连用构成进行时态。 The book is interesting. The present situation is more encouraging than ever before. The girl is watering the trees. 现在分词作表语一般可以译成“使、令…的” ②现在分词作定语表示所修饰的名词的特征，或修饰名词所做的动作。 单个的现在分词作定语必须前置；现在分词短语则后置。 现在分词短语作定语，相当于一个定语从句，都可以变成一个相应的定语从句。 现在分词作定语所修饰的名词有主谓关系。   He is a promising young man. 他是个大有前途的年轻人。 I have a friend living in London. (=I have a friend who lives in London.) ③现在分词作状语，多用来表示伴随、时间、原因、方式等。现在分词作状语它的逻辑主语是主句的主语。 如果分词表示的动作发生在谓语动作之前，并且已经完成，用现在分词的完成形式。 They stood by the road, reading books. Having stepped into the cave, Crusoe lit a fire. ④现在分词作宾语补足语，表示动作正在进行，动作是宾语发出的，主动的，多用于使役动词或感官动词之后。 We saw a light burning in the window. I cant get the clock going again. 现在分词的完成式，否定式，被动形式： e.g. a.Having worked among the workers for many years, he knew them very well. b. Not having received an answer, he decided to write another letter to them. c. Can you see the building being built? d. Having been put into prison, he felt hopeless.   ●过去分词 一、过去分词的基本特征 表被动的、完成的、表状态 二、过去分词的用法 ①过去分词作表语，和连系动词一起表示主语的状态或表示被动语态（动词应是及物动词）。 The glass is broken. She is quite pleased. The glass was broken by Li Hua. ②过去分词作定语多表示被动意义和完成意义。动作发生在谓语动词之前。 其前置和特征与现在分词相同。过去分词作定语所修饰的名词有被动关系或系表关系。 He is a man loved by all. I hate to read letters written in pencil.   ③过去分词作状语与现在分词作状语一样，可以表示伴随、时间、原因、方式等。 过去分词作状语必须注意它表示的动作是该句主语发不出来的或表示主语的状态， 但其逻辑上的主语应是主句的主语。 When (water is ) heated, water changes into steam. ④过去分词作宾补，多表示宾语的状态或被动意义。动作是宾语发不来的。 多用于使役动词、感官动词和like, want, wish, order等表示“希望”“要求”等意义的动词后面。 特别注意“have＋宾语＋过去分词”这一结构的用法。 I have to have my hair cut.   You should make yourself understood by all.   独立主格结构：在用分词短语作状语时，其逻辑主语一般必须与句子主语一致。 如不一致，分词须带上自己的逻辑主语。常表伴随的动作或情况。 e.g. a. He rushed into the classroom, his face covered with sweat. b. Weather permitting, we’ll have an outing tomorrow. c. So many teachers being absent, we decided to put the meeting off. d. His work finished, he prepared to return to his home. e. There are 180 competitors to take part in this game, the youngest being a boy of 10.

高三英语教案 篇3

Teaching Goals:

l Review a description of plants

Target language:

Ability Goals:

Enable the students to talk about botany and to say sth. about it.

Teaching important points:

Help the students learn to describe plants and how to grow and take care of them.

The contribution of the three important persons to the science of botany.

The meaning and the usage of the key words.

Teaching methods :

Teaching procedures and ways:

Greet the whole class ; Duty reports

Last week, we learned unit 3. This unit is about the only country in the world that covers an entire continent-Australia. It is a wealthy country, which produces metals, precious stones, coal, grain, meat and wines, and has the biggest iron mines in the world. Australia has the about one-sixth of the world’s sheep and produces almost one-third of its wool. The climate in Australia varies from north to south.

Modern Australia is made up of six states and two territories. The first Australians were the Aborigines and Torres Strait Islanders. The two world war had a strong influence on Australia. The official language is English, which is quite different from British and American English. However, do you know what the national flower of Australia is?-----Golden Wattle (Acacia ) 金合欢，又称相思树

Look at the pictures and match each flower with its correct name. Which flower is your favorite? Explain why.

Picture 1: peony-- the Chinese national flower, native to China, is called as the “King of Flowers”, which is widely used in Chinese medicine.

Picture 2: tulip. Tulip is native to Central and Western Asia, and parts of the Middle East, roughly in the region near Afghanistan. Tulip is mainly used for decoration. Also, tulips are beautiful flowers and people often send them to their friends as presents.

Picture 3: rose. Rose is native to Southwest Asia. Roses are best presents to be sent to friends. And it is also very popular to send roses as love signal between young people. Red roses indicate warmth and love and white ones, purity and simplicity, blue ones, honesty and sincerity. Also, rose flower is a kind of important Chinese medicine.

Picture 4: sunflower. Sunflowers get their name because they always face the sun-turning to track the sun’s movement across the sky. Sunflower is a North American native. American Indians used sunflower as food and medicine.

1.Listen to the tape and get the topic of the passage

1).This passage mainly deals with _______d_.

2).From this passage we know that_______b__.

A. People in the past had enough fruits to eat.

B. People on the voyages long ago couldn’t survive long on board, one of the main reasons was that they lacked fresh fruits and vegetables.

C. Captain Cook didn’t realise the importance of keeping ship and the crew members themselves clean and taking regular exercises.

2.Please judge the following statements as true or false.

( × )1. There were enough fruits in ancient Europe.

( × )2. Farmers in old England often got ill during the winter because they did not get enough exercises.

( √ )3 Fruit and vegetables could not be kept fresh for a very long time because they had not found ways to keep them.

( √ )4. The diet aboard ships consisted of salt meat, and hard biscuits. The sailors hardly ate any fresh vegetables or fruit.

( × )5. The discovery of Vitamin C made people realise that eating fresh vegetables and fruit could treat this disease.

Lead in:

Talk about the pictures:

Picture1: Coffee beans are used to make coffee. Coffee originally came from Africa, although coffee-drinking started in Arab countries. Coffee as a crop is now grown in subtropical regions, such as Latin America, Africa, Arabia, Indonesia, Hawaii, India and in Southeast Asia.

Picture 2: Tea is used to make tea. Tea originally came from China. Currently, the most important tea producing countries are China, Japan, India and Sri Lanka.

Picture 3: Chili is used as a spice to make food more tasty. Other than what some Chinese students may believe, chili is not originally from China, but from Latin America. Chili is grown in tropical countries all over the world.

Do you like chili?

Picture 4: Hemp is used to make rope or carpets. Hemp originally came from the Central Asia, and has been known to China for more than 10,000 years. The British spread hemp to all their colonies as its fibre was used to make sails and rope for their ships. It is now produced in all countries of the world.

Why was Carl Linnaeus important to the history of botany as a science?

His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.

1. How should we classify them scientifically?

By grouping plants in families.

2. who is the first to do this?

3. How many scientists are mentioned?

Carl Linnaeus Daniel Solander Joseph Banks Captain Cook

4. How many voyages did James Cook make?

1. Before Linnaeus botany was ________．D

A．studied by doctors B．unknown to anyone C．fully developed D．a branch of medicine

2. Some economic species plants such as____ could help to develop local economies．C

A．rose and peony B．tea and apple C．cocoa and hemp D．Cocoa and lemon

3. It was ____ who made Kew a centre of scientific and economic research．A

A．Joseph Banks B．Captain Cook C．Linnaeus D． Daniel Solander

4.Paragraph one of the text mainly tells us ___ ．C

A．the importance of botany B．how to classify plant species into groups

C．Linnaeus’contribution to botany D．Linnaeus’discoveries about different species

5.Captain Cook made ___voyages altogether around the world. C

n The relationship among three persons.

1. How did scientists classify plants before Linnaeus?

Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.

2. What were the goals of James Cook’s first voyage around the world?

To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.

3. Why did Joseph Banks have to supply his own money to equip part of the expedition?

Because the government would not pay for such a new field of science as botany.

4. What could be a possible explanation for the name “strawberry”?

When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.

Step Ⅵ Language points:

Find out the important people mentioned in the text.

Charles Darwin From England Gregor Mendel From Austria

Choose the best answers according to the passage

1. The research by Darwin, Mendel and Turesson shows that_ . C

A. genetics is more important than the environment to plants

B. genetics is less important than the environment to plants

C. both genetics and the environment are important to plants

D. neither genetics nor the environment is important to plants

2. Darwin observed that the birds with _ _ would eat_ . B

A. small beaks l hard seeds B．broad beaks；hard seeds

C. hard beaks；hard seeds D．broad beaks；soft seeds

3.Darwin joined the scientific expedition on _____ ． C

A. the Endeavour B.Tahiti C．the Beagle D．space

4. Scientists of the nineteenth century believed that . D

A．the development of new species was behind the influence of the environment

B．the development of new species and the influence of the environment were hand in hand

C．the development of new species had nothing to do with the influence of the environment

D the influence of the environment was behind the development of new species .

5. Darwin studied physics，chemistry and botany because_________ . B

A．he was invited to join scientific expedition

C．he could do a lot Of experiments

D．he wanted to finish his book“On the Origin of Species”

Scientist Research/experiment Result

Charles Darwin The wild life of Galapagos, many varieties of garden roses There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.

Gregor Mendel Flowers and peas Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.

Gote Turesson A wild plant found on the Swedish west coast Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.

The text can be divided into four parts

Part I Pa1-3: Darwin and his research.

Part II Pa4-5: Mendel and his experiment.

Part III Pa6: Turesson and his study

Part IV Pa7: the importance and significance of the research of the three.

Important sentences in the passage

1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.

2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.

3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.

4. It would take a next generation of scientists to bring the importance of the environment on species back in view.

Translate the following phrases into English:

详细地 in detail 处于支配的地位，负责 in charge of

由……负责 in the charge of 任命某人为……appoint sb. as

将……分类成classify…into… 计算……之间的距离 calculate the distance between…

一代一代传下去pass on from one generation to the next 建于…；以…为基础be based on

参与; 陷入 ……的活动be involved in 根据;视……而定；按照according to

搜索；寻找 search for 总而言之 altogether

match…with （在品质；颜色；设计等方面）相等，相当，相配

at the age of 在……岁时 look out for 警惕;留心;守侯

on a large scale 大规模地;大范围地 year after year 年年;年复一年

pass away 逝世 name…after 给……取名;命名

take care of 关心;照顾 classify…into 分类;归类

develop a lifelong friendship with 与……结存了终生好朋友 born into 出生

have an appetite for knowledge 有求知欲 a great deal of 大量;许多(用于不可数名词)

be sunken into 堕入 a bunch of flowers

make two more voyages be involved in

lead sb. to do sth. calculate the distance between

pass on from on generation to the next form the belief

in view adapt to the new environment

高三英语教案 篇4

通过本单元的学习，同学们可以了争到蜜蜂传递信息的方法，培养他们认真观察的能力，激发对科学研究的兴趣。

amazing,spot,surround,astonishment,to one't astonishment,troop,downward

Prohibitions and warnings(禁止与警告)

1.You can't/Mustn't do…

2.If you…,you will…

3.You had better not do…

4.Don't smoke.

5.No noise,please.

6.Look out!/Take care!/Be careful!

7.Make sure you lock the door when you levave!

8.Mind the wet paint!

9.Mind your own business!别管闲事!

10.Watch out where you are walking.

1.kind(sort)of后可接单数名词或复数名词，动词用单数形式。例如：

This kind of question(questions)is not easy.

2.也可修饰不可数名词。

That kind of food is too expensive.

3.口语中，学习惯说These kind (s)of+单数或复数名词，动词复数。因其结构不太亚谨，在书面语中常改用另一种说法。试比较：

These kind(s)of flower(S)are very beautiful.

Flowers of this kind (sort)are very beautiful.

These kinks of deer are very rare.

Deer of this kind are very rare.这种鹿非常罕见。

4.综上所述，这类句子有六种说法，归纳如下：

These kind of bikes are made in Shanghai.

These sorts of bikes are made in Shanghai.

These kinds of bike are made in Shanghai.

This sort of thing is often heard about.

This sort of things is often heard about.

Things of this sort are often heard about.

5.还应注意，在修饰不定代词时，this kind(sort)常放在不定代词之后。例如：

I have never heard of anything of this kind.

(1)a kind of表示“一种……”的意思。但并非都可译为“一种”，在对所说事物(人)不能确定其真正含义时，常常译成“大致可以说成是……”，“类似……的东西”。例如：

He is a kind(sort)of genius(天才).

At the same time another kind of paper was developed.同时另一种纸也被研制出来。

(2)…of a kind (sort)，也有很多不同的含义。表示“同种类的”，“徒有其名的，劣质的，勉强算是……的”等意思。例如：

Things of a kind come together.物以类聚。

You bought some tea leaves of a sort yesterday.你昨天买了什么劣质茶叶。

The boss gave his workers rice of a kind.那老板给工人们吃极差的米饭。

7.kind(sort)用于复数，也可用of kinds(sorts)形式。应注意修饰kinds(sorts)的形容词也应放在of之后。例如：

People eat different kinds of food (food of different kinds) which change into energy.

He saw all kinds (every kind)of people (people of all kinds/every kind.)

The new car goes at an amazing speed.

amazing可以作形容词。amazed作形容词是“被惊异”。amazement是名词“惊异，惊愕”。常用词组有：to one's amazement使某人惊异的是……。如：

I was amazed to find him there as well.

To my amazement I came first.

Mystery surrounded the actress's death.女演员之死笼罩着神秘的气氛。

该词常用于被动词态。surrounding是形容词“周围的，附近的”。如：

The wall surrounds the church.=The church is surrounded by/with the wall.

We found the village surrounded by a river.

The old man sat there telling stories,surrounded by some children.

The beauty of the surrounding scenery is beyond description.

另外，surrounding还常用复数形式表示“环境，周围的事物”。如：

She like to bring up her child in healthy surroundings.她希望在健康的环境中养育孩子。

with bees=make a study of bees=do research on bees研究密蜂

8.set out to do sth=set about doing sth着手干……

11.improve one's understanding of增进对……的了解

1.There are also other varieties that do not live in groups at all.还有些蜂根本不群居。

(1)variety n.变化：多样化；种种；种类。如：a variety of fruits 各种水果，make a choice from three varieties of whisky从3种威士忌酒中作一选择，a life full of variety 丰富多彩的生活，different varieties of plant不同种类的植物。

(2)in groups一组一组的；一群一群的。in large groups 大批地。

2.…many more came to it one after another in a short time .不一会儿，越来越多的蜜蜂很快就来了。

(1)one after another一个接一个地(着重表达连续性，且是三者以上)，不能变形为one…after another。但one after the other一个接一个地(常指两个间的连续动作)，有时也变形为one…after the other。而one by one 一个一个地，依次地(不着重连续性，而着重逐个，各个)如：

They entered the meeting-room one after another.

他们一个个地进了会议室。

We destroyed the enemy forces one by one.我们各不歼灭敌军。

(2)in a short time 很快，不久。in such a short time在如此短时间内。

3.Vone Frisch wanted to find out whether the dance told them how far away the feeding place was .冯弗里施想要弄清楚这种舞是否告诉它们喂食的地方离得有多元。

how far away有多远距离(带与静态性动词连用)。而how far 多远(多与移动性动词连用)。如：

How far did you go?你走了多远?

How far away do you live?你住得多远?

4.Thedancer ran in a straight line,wagging from side to side.跳舞的蜜蜂沿着直线跑，边跑边左右摇摆。

(1)in a straight line以直线的方式。in常用于表达形式、方式、排列等，译作“按照，以，符合于”。如：stand in a cicle站成圆圈，speak in a whisper低声讲话，run in threes and fours三五成群地跑，in a good order井井有条地，in my opinion/view以我之见。

(2)from side to side从一侧到另一侧；左右地。已学过的类似无结构还有：from mouth to mouth中中相传，from sun to sun 从日出到日落，from door to door沿门，挨家挨户地，from day to day 日复一日地，from end to end从头到尾(=from cover to cover),from hand to hand从一人之手到队人之手，from time时常，不时。

5.Back at the hive they watched the wagging dance closely.他们回到蜂房旁，密切注视着摇摆舞。

closely密切地。close 既可作形容词表“密切的”又可作副词表“紧紧地”亲近地。像这种有两种形式的副词在使用中应注意：一般与形容词同形副词不能用在动词之前，而带…ly 的副词可以；与形容词同形的副词不能置于It be…that强调句型中，而带-ly的副词则可以；表示距离远近、物体高度、深度及宽度时，与形容词同形的副词往往表具体含义；而加-ly的副词表抽象意义。又如：

We flew high in the sky.我们在高空飞行。

We think highly of their research.我们对他们的研究评价很高。

6.He set out to discover whether the wagging dance showed direction.他开始着

手发现这种摇摆舞是否表明方向。

set out to do开始干/set about doing开始干/set off for 出发到某地；使爆炸

7.sit up for sb;sit up with sb;sleep late;stay late;stay up

(1)sit up for sb深夜不睡以等待某人；sit up with sb熬夜照看(或护理)某人。如：He sat up for his son, who sat up with hissick mother-in-law.

他深夜不睡等待儿子回家，他的儿子通宵未睡照看生病的岳母。

(2)sleep late睡懒觉；stay late(或stay up late)很晚才睡觉。如：

I wonder why Tom never sleeps late and Mike always stays up late.

我纳闷的是为何汤姆总是不睡懒觉，约翰又为何总是很晚睡觉。

以上三个词组在作“存钱”之意时，可互换。如：

It's wise to have some money put away(或：laid up,put aside)for old age.为养老而储蓄些钱是明智之举。

但put saide着重“把……这放到一边”暂不去动它，或不做某事，而put away着重“把……收藏起来”以便以后使用。如：

Put your books aside.We are going to have a dictation.

把书放在一边，我们来听写。

Put all the instruments away on the shelf so that they won't yet broden.

把这些仪器收起来放到书架上以免打破了。

(1)put an end to使结束，使终止，使消灭。如：

That accident put an end to his life .那次事故断送了他的命。

(2)Put a stop to =bring sth to a stop使……停下来(说明只是停止，而不是终结)。如：

It's saining hard, we have to put a stop to the work.

雨下得很大，我们只好停工。

owe sb sth欠某人债务；应向某人表达……。如：

I owe her 20 yuan=I owe 20 yuan to her .我欠她20元。

We owe you an apology(=we owe an apology to you)我们应向您道歉。

We owe our happy life to our Party.(注意这时不能改换为：we owe our party our happy life.)我们的幸福生活归功于党。

of one's own“自己的”，常作定语。on one's own“独自地，独立地”，常作状语。如：

We have a house of our own.我们自己有一座房屋。

He directs the film on his own.他独自导演那部影片。

Mr.and Mrs.Wu were fed up with their neighbor. He was always borrowing things

from them.

“It's not right,”Mr,Wu said to his wife one evening.“At some time or another that man thing.”

“You're quite right,”hiswife replied,“and most of the thing he's never returned.”

“What i want to know,”her husband said,“is why can't he buy the things he needs,like everyone else?”

“Because people like us are foolish enoughto lend him what he needs,”she replied.“As long as we arewilling to lend,he'll keep on borrowing.”

“Then we'll never lend him anything again,”Mr.Wu said.“The next time he asks to borrow something,I'll say no.”

“We must have a good reason for saying no,”his wife said,“and we must always try to be polite to him.We don't want to make an enemy of the man.”

It was not long before their decision not to lend their neighbor anything ever again was put to the test.

The next morning there was a knock on the door.

Mr.Wu went to answer it.

Their neighbor was standing there.Mr.Wu knew he was going to ask to borrow something,and was ready to refuse him politely.

“Good morning,”their neighbor said,“I'm sorry to trouble you,but I wonder if I could borrow your garden scissors.”

“I'm sorry,”Mr.Wu said,“but I'm afraid my wife and I will be using them today.We'll be spending all day working in the garden.”

“Oh,I see,”the neighbor said ,“in that case,may I borrow your golf clubs?You won't be needing them if you're working in the garden all day,will you?”

1.If you were to throw a stone into the Red Sea, what would it become?

2.What is a boxer's motto?

3.What's a 747's motto?

4.What's every baby's motto?

答案：1.wet 2.If at first you don't succeed,try,try again. 3.If at first you don't succeed,fly,fly again. 4.If at first you don't succeed,cry,cry again.

1.关系代词在定语从句中作主语时，谓语动词要和先行词的性、数保持一致。如：

This is one of the books which were written by Charles Dickens.

He is the only one of the boys in our class who has learned French.

注意：which引导非限制性定语从句时，往往代表前面所说的整个情况。这时which被看作单数，其后的谓语动词应用单数形式。如：

He said he a Frenchman,which was not true.

2.whose引导定语从句时，从句前的先行词可以指人，也可以指物。如：

A young man from our school,whose name I have forgotten,has gone to Scotland.

This is the desk,whose legs we have repaired.(whose legs可改为the legs of which)

(1)根据动词选择介词。有些定语从句中的介词本身是从句的一部分，这样的介词可位

于关系代词前，也可位于关系代词后，如：

I don't know the foreigner with whom my teacher shook hands.

(或I don't know theforeigner(whom)my teacher shook hands with.)

但要注意：who和that不能直接位于介词后作宾语；有的短语动词是不能拆开的，因为这些介词存在于关系密切的固定短语中，常见的这类短语有：look for,look after等，如：

This is the pencil that Ma Lili is looking for.(对)

This is the pencil for which Ma Lili is looking.(错)

(2)根据先行词选择介词。介词和先行之间构成习惯搭配，此时，介词一般位于关系代词之前，它和从句中的动词不存在逻辑或意义上的关系，如：

He stood by the window,through which he could see what was happening outside.(the window 是介词through的逻辑宾语)

(3)有时，介词+关系代词可转换为关系副词，这样的关系副词一般为when,why,where.如：

This is the house in which(=where)Chairman Mao once lived.

Everyome knows the reason for which(=why)the High Dam was built.

I still remember the day on which(=when)we visied the temple.

4.选用定语从句的引导词时，不能只看先行词，重要的是看引导词在从句中充当什么成份。如：

The evening that people spent singing and playing music was exciting.(充当宾语)

The Summer Palace,where we spent last Sunday,is a famous place.(作状语)

The islands of Britain that we visited last year are made up of four parts.(作宾语)

5.避免关系词的重复，被关系代词所代替的部分不可在从句中复现。如：

The factory where he works there is a large one.(应去掉there)

This is the factory which we visited it last Sunday.(应去掉it)

6.注意关系代词的省略。

(1)关系代词作主语不能省略。

(2)作动词宾语的关系代词，可以省略；作介词宾语的关系代词，如果不直接位于介词后，可省略，如果直接作介词的宾语，不能省略。

(3)关系代词which在非限制性定语从句中作宾语吼不能省略。

(4)reason,way后的关系词可省可不省，如：

This is the reason(for which/why/that)he came last for class.

I don't like the way (in which/that)he talks.

1.Finally the thief handed he had stolen to the police.

A.every thing B.that C.which D.all

2.This is the highest building .

A.we have ever built in out school B.that has ever been built since1994

C.where all the senior students will live D.built for us to live in

3.The building are bright at night is our school library.

A.which B.whose windows C.where D.the windows of which

4.The girl is our new English teacher.

A.you spoke to B.that you talded

C.of whom hair is beautiful D.you said something to

5.She has two daughters .

A.two of them are bright B.neither of whom works as a teacher

C.who are both workers D.both of whom have gone to college

6.The person is a professor.

A. who is talking to the shop assistant B.that the shop assistant is talking to

C.whom you are talking D.with who they are talking

7.That is the office my mother once worked.

A.which B.in which C.when D.where

8.The skirt is mine, .

A.whose colour is blue B.that I bought last year

C.which cost me twenty yuan D.whose colour I am interested in

9.The washing machine works well.

A.I bought last Thursday B.my mother is eager to buy

C.whose sides are all white D.that is made is Shanghat

10.Shanghai is the very place .

A.which the foreigners are interested in B.the foreigners are eager to visit

C.where live a lot of foreigners D.what the foreigners like to stay at

11.Joan is one of the best writers .

B.whose books the people in the world enjoy very much

C.who have published a lot of books

12.the two friends met again,and tehy talked about a lot of things an persons

they could remember at college.

13.He is everyone likes to work with.

A.one B.theone that C.the person D.whom

14.This is the modern hotel the visitors can enjoy all good things.

A.which B.in which C.that D.where

15.The earth goes round the sun, even a child knows.

16.The railway bridge will be finished in two days.

A.which is being built now B.where we visited yesterday

C.we visited yesterday D.where there are a lot of busy workers

17.Is that laboratory ?

A.the one that we visited yesterday B.where we visited yesterday

C.the one we visited yesterday D.that we visited yesterday

18.Is that the laboratory yesterday?

A.we visited B.where we visited yesterday

C.the one we wisited D.which we visited

答案：1.AD 2.ACD 3.BD 4.AD 5.BCD 6.AB 7.BD 8.ACD 9.ABCD 10.BCD 11.ABC 12.D 13.BC 14.BD 15.AC 16.AC 17.AC 18.ABD

下面是一些同学们在英语书面表达中经常译错的句子，出错的原因是易受汉语思维的影响。请你试一试

1.我昨天收到了你的来信。

2.感谢您的邀请。

3.在我住在你们家中期间，你们给了我许多帮助。

4.如果你有空的话，请到我们的城市来参观。

5.祝您成功。

6.祝您旅游愉快。

7.今晚将要举行英语晚会。

答案：

1.I heard from you yesterday,/I received/got you letter yesterday.或者：Your letter reached me yesterday.

2.Thank you for your invitation.

3.While/When I stayed in your home,you gave me a lot of help.

4.Please come to our city for a visit if you have time./Please come to our city to visit if it is convenient to you.

5.I wish you to succeed./I wish you successful./I wish you success.

6.May you have a good trip./A good journey to you.

7.There will be an English evening party this evening.An English evening party will be held this evening.

1.My father persuaded me not to time TV all day and all night.

A.waste;to see B.spend;to watching C.waste;watching st;to see

2.Did you watch the TV broadcast of the football match last night?

B.alive C.living ly

3.She must have known the result of her maths exam, she?

A.mustn't B.haven't C.hasn't D.isn't

4.The manager is over there.Why not make yourself him?

A.know about B.known to C.known by D.known as

5.I'm glad to see you here.But in fact,I know you .

A.don't;are coming B.don't;have come

C.didn't;came D.didn't;were coming

6.These wet clothes should to dry.

A.hung up B.be hung up C.hang up D.be hanged up

7. ,we plant young trees.And the young trees grow taller .

A.Year after year;year after year B.Year by year;year by year

C.Year by year;year after year D.Year after year;year by year

8.She is a good student.She is always the first to school and the last

school.

es;leaves B.to come;to leave

9.The museum they visited last week the 15th century.

A.dates from B.dates back from C.dates since D.dating back to

10.Thinking you know in fact you don't is a terrible mistake.

A.that;what B.that;that C.what;that D.what;what

11.I feel like in the fresh air after supper,but I'd like at home today.

A.towalk;to stay B.walking;staying

C.to walk;staying D.walking;to stay

12.-Where are you from?

- .

C.I was born in Ireland D.i used to live in Wales

13.The that the church is great.

A.part;makes B.parts;plays C.part;plays D.role;play

14.The girl took of the two oranges and gave one to her brother.

A.smaller;bigger B.the small;the big

C.the smallest;the biggest D.the smaller;the bigger

15.To be honest,that problem made me .

A.puzzled;puzzled B.puzzling;puzzling

C.puzzled;puzzling D.puzzling;puzzled

16.Everything must be ready.Chairman Zhang in the minutes.

A.will arrive B.is about to arrive

C.is possible to arrive D.is probable to arrive

17.My cousin went abroad ,that is .

A.in his thirties;in the 1990s B.in his thirty;in the

C.at the age of 30;in 1999s D.at thirty;in 1990's

18.You won't get well unless you the doctor's advice.

A.hear B.listen C.follow D.receive

19.Our headmaster would like with the boy Henry.

A.to have words;whose name is B.having a talk;with the name of

C.have to word;his name is D.to have a word;named

20.-How are you getting along with you work?

-I haven't made I should.

A.so more progress as B.as much progress as

C.as many progress as D.much progress like

We are often warned by our teachers not to waste time because time(1)will never return.I think it quite(2).What does time look(3)?Nobody knows,and we can't see it or touch it and no(4)of money can buy it.Time is abstract,so we have to (5)about it.

Time passed very quickly.(6)students say they don't have(7)time to review their lessons.It is(8)they don't know how to make(9)of their time.They waste it in going to theatres or parks,and (10)other useless things.Why do we study every day?Why do we work?Why do most people(11)take buses instead of walking?The answer is very(12).We wish to save time because time is (13).

Today we are (14)in the 20th century.We(15)time as life.When a person dies,his life ends.Since life is short,we must (16)our time and energy to our studies so that we (17)be able to serve the people well in the future.Laziness is the(18)of time,for it not only brings us(19),but also does other(20)to us.If itis(21)for us todo our work today,(22)us do it today and not(23)it until tomorrow.(24)that time is much more(25).

1.A.lost B.passed C.missed D.used

2.A.important B.true mon D.terrible

4.A.amount B.quality C.quantity D.price

5.A.think B.imagine C.examine D.check

6.A.Such B.Some C.Sometime D.Most

7.A.spare B.free C.enough D.much

8.A.reasonable B.why C.because D.certain

10.A.doing B.making C.taking D.getting

11.A.ought to B.have to C.would rather D.had better

12.A.easy B.simple C.obvious D.clear

13.A.worthless B.priceless C.limiting D.little

14.ing B.living C.struggling D.advancing

15.A.look upon B.use C.think D.believe

16.A.devote B.spend C.give D.set

18.A.helper B.thief C.butcher panion

19.A.wealth B.health C.failure D.illness

20.A.danger B.harm C.trouble D.difficulty

21.A.successful nvenient C.necessary D.important

23.A.keep B.remain C.repeat D.leave

24.A.Remember B.Think C.Realize D.Save

25.A.valuable B.expensive C.worth D.fragile

(三)阅读下列短文，从每题所给的四个选项中，选出一个最佳答案。

There was a time when the owners of shops and businesses in Chicago had to pay large sums of money to gangsters(匪徒)in return for “protection”.If the money was not paid immediately,the gangsters would quickly put a man out of business by destroying his shop.Getting“protection money”is not a modern means.As longago as the fourteenth centruy,an Englishman,Sir John Hawkwood,made the remarkable discovery that people would rather pay large sums of money than have their life work destroyed by gangsters.

Then Sir John Hawkwood arrived in Italy with a group of soldiers and settled near Florence.He soon made a name for himself and came to be known to the Italians as Giovanni Acuto.Whenever the Italian city-states were at war with each other,Hawkwood used to hire his soldiers to those who were willing to pay the high price he demanded.In times of peace,when business was bad,Hawkwood and his men would march into a city-state and,after burning down a few farms,would offer to go away if protection money was paid to them,Hawkwood made large sums of money with this method.In spite of this,the Italians regarded him as a sort of hero.When he died at eighty,the Florentines gave him a state funeral and had his picture painted,which was in memory of“this bravest man”.

1.What protection did Chicago gangsters give to those who paid them?

A.They saved those people's businesses from destruction.

B.They left those people's business unharmed much.

C.They sent soldiers to serve them no matter what help they needed willingly.

D.They didn't take those people's lives

2.Sir John Hawkwook's Italian name‘Giovanni Acuto'was one which .

A.he gave himself in order to become better known to the Italians

B.he earned through his sharp practice of selling his‘protection'

C.he needed so as to hire his soldiers to Italians

D.was given him in telling his services to the others'

3.The Italians regarded Hawkwood as a sort of hero .

A.because they couldn't help admiring his bravery and boldness

B.as he aided the citizens in peacetime when business was bad for them

C.he had played an important role in their daily life

D.for he lived so long and was given a state funeral by the Florentines

4.From the passage,we can guess the gangsters were those .

A.who were of great importance to the poor

B.who made the businessmen do whatever they were in need of

C.who were always ready to be sent abroad

5.According to the writer,Hawkwood was .

A.a sort of national hero B.an experienced leader

C.a brave soldier C.a noble gangster

The sun had gone behind a cloud.I was very tired and wanted nothing in the world so much as to be at home.At last I got to the gate of Hide Park.But this was worse than ever;there were buses there-high and terribly red cars,taxis and still more buses in an endless line.Everywhere there were people hurrying past or waiting to get into the buses,while I stood lost in the middle of them.

I was ready to cry.In despair,I crossed the street on to an“island”, where I found a policeman. I took my last bit of courage in both hands and said, “Please,sir,where is Addison Road?”He began to explain,but when he saw that I couldn't understand he became helpless,too.“Are you French at school?”A few minutes later,he smiled and raised his hand.How wonderful!The traffic stopped.Even the red buses stood still and waited until I had crossed the road.

6.That is the most probable reason why she was tired out.

B.the writer had been standing lost for a long time

C.the writer had been completely lost

D.the writer had been wandering in the park for a long time

7.Because the writer was made so worn out, .

A.she wanted nothing on earth but her home

B.she thought it perfect to stay at home

C.she would never leave her home at all

D.she didn't get to the park on time.

8.In this passage“island”means .

A.a piece of land surrounded by water

B.a raised place in a busy street where people may be safe from traffic

C.a safe place that can omly be used by policemen

D.a safe place that nobody can use without permission

9.Why did the traffic stop? Because .

A.all the drivers could understand French

B.perhaps a certain driver had broken the traffic rules

C.all the drivers knew the policeman very well

D.the policeman was directing the traffic

10.In which country do you think the story happened?

A.Switzerland. B.france.

C.England. D.A certain non-English speaking country.

is my physics teacher.He has 1.75metres 1.

in the height.He was born on November4,1952.So 2.

he is a middle-aged man. graduated Qinghua 3.

University in 1978.After graduation,he becomes a middle 4.

school teacher.He has been taught physics for 20years. 5.

He is a success as a teacher.He has been given a 6.

lot of honors.He is not only a good teacher in the 7.

physics but also opeak English and Russian very well. 8.

In his spare time,he likes reading books,collect 9.

stamps and listening music.Also, is kind-hearted. 10.

答案：(一)1.C 2.A live“实况的” 3.C。对过去肯定推测的反意疑问句用have与主语相一致。 4.B 5.D对说话前动作的陈述。 6.B 7.D 8.D序数词后常用不定式作定语。 9.A date from=date back to 10.A 11.D 12.A 13.C 该句是为强调part而使其提置句首，后跟that定语从句。play a part/role in 在……起作用；扮演……角色。14.D “the+比较级+of the two+复数名词”表“两者中最……”。15.D puzzling“令人迷惑的”，puzzled“被迷惑的”。16.A“be about to ”不与表将来的时间状语连用。17.A 18.C follow/talk with advice听取……的意见，ask for one's advice征求……的意见。19.D have a word/talk with 和……聊一聊，have words with sb=quarrel with sb和……争吵 20.B

(二)1.A 2.B 3.B 4.A 5.B 6.B 7.C 8.C 9.B 10.A 11.B 12.B 13.B 14.B 15.A 16.A 17.C 18.B 19.C 20.B 21.C 22.B 23.D 24.A 25.A

(四)1.has改为is 2.去掉the 3.graduated后加from 4.becomes改为became 5.taught改为teaching 6.对 7.去掉the 8.speak改为speaks llect改为collecting 10.listening后加to

高三英语教案 篇5

一、教学背景分析

1. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

(1)进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

(2)引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

(3)指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

(4)意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

高三英语教案 篇6

（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。

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。

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：

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…?

It can be inferred from the passage that______

It can be included from the passage that_____

We can draw a conclusion that_____

We can learn from the passage that____

The underlined word “hit”( in paragraph 1) probably means___

What does the underlined part“reimburse you” probably mean?

By saying “it is all worth it” in the last paragraph ,the author means that ______

What is the main idea of the passage?

The best title for the passage might be____

The main purpose of the passage is to _____

The passage mainly tells us /is mainly about___

我们结合《英语周报》高三广州专版第30,31期的专题复习内容研以及配套的例题分析(见《英语周报》),针对高考阅读理解的四种主要题型,给学生做解题策略指导和技巧总结.

策略指导：先浏览一遍题目，把题目的要求储存在大脑中，带着疑问去快速阅读，然后找出与题目相关的信息词句加以理解分析，去伪存真。此种办法能有效地避免做细节理解题时的失误。

【技巧总结】准确捕捉信息，注意对信息进行综合分析，分清主次、真伪，避免受信息的干扰，陷入高考题所设下的“陷阱”，误选干扰项，因为某些干扰选项在文章中也能找到“依据”，具有很强的迷惑性。

策略指导：深层含义通常是隐藏在文字背后的延伸之意，弦外之音，如作者的意图、倾向、语气，人物的性格、心理、情感，故事的结局，事情的因果关系等。因此大家需调动自己的逻辑思维能力，透过字里行间，去严密推理，合理想象。

【技巧总结】隐含信息并非“空穴来风”， 而是“有源之水”，即隐含信息也是以文章的语言为载体。大家应准确捕捉信息，调动智力因素，严密推理，合理想象，忌“凭空想象 ”或“断章取义”。在阅读理解中结合自己的常识进行判断是必要的，但决不能以常识取代信息分析。推理判断既要严密，又要灵活。

策略指导：首先从词汇所处的语境进行分析，注意上下文之间的关系，如：如果出现that is, that is to say或破折号等，我们可以断定，后面的内容是对前面内容的解释；如果出现转折词but, however, yet以及表示相反结果的on the contrary, on the other hand等，我们可以从所给内容相反的意义去考虑。

【技巧总结】高考语意判断题很多都是考查旧词新义的理解。因此大家需把词汇或短句的字面意义与语境和上下文结合起来，选择最切合文章内容，最符合上下文逻辑的意义，切忌望文生义。

策略指导： 读完一篇短文后应有意识地回味一下文章的大致内容，理一理文章的脉络，体会一下段与段之间的内在联系，这样做文章的中心一般都能概括出来, 涉及文章主旨大意方面的题目自然会在头脑中由模糊变清晰。

【技巧总结】我们在归纳文章主题时，一定要注意选项的内涵和外延必须能恰如其分地概括文章的主题，既不能范围过大，也不能把某一细节或侧面误当作主题。阅读时我们还应注意捕捉文章出现频率较高的中心词汇以及文章和段落的主题句。在选择文章题目时，还应注意语言方面的特点：文章题目往往具有凝练、醒目的特点。

猜测词义是从特定的角度考查考生的阅读理解能力和处理生词的能力。猜测词义包括对词、词组和句意的理解，是高考英语试题阅读理解中的一类必考题。猜测词义题常见的解题方法：

任何一篇文章中的句子在内容上都不是绝对孤立的，都跟句子所在的段落及整篇文章有关。利用上下文提供的情景和线索，进行合乎逻辑的综合分析而推测词义，是阅读过程中的一大关键，也是高考的热点。

如：If he thinks he can invite me out, he is all wet. I don’t like to be with him.

A. drunk B. sweating C. happy D. mistaken

分析：根据I don’t like to be with him我们感受到说话人的语气。我不愿意跟他在一起，那么，他要邀请我出去是不可能的 他就大错特错了。因此答案D。

阅读文章中的有些生词尤其是新闻报导及科普类文章中的生词，往往在其后有对该词进行解释说明性的短语或句子，如to be, that is , mean, stand for, namely, to refer to, to mean ,in other words等，有时也以同位语、定语从句的形式出现，或用破折号、括号来表示。

如：Some ships carried cargo such as coal, oil and military supplies(军用物资),while others carried only passengers.

分析：such as后所列举物品均为“货物”，由此推断cargo的意思相同，和后面的passengers形成对比。

有的文章作者为了增强表达效果，会用一对反义词揭示事物的不同点，形成鲜明的对比，这时只要把握其中的一词，就不难推出另一词的含义，这种句子多见unlike, although, but, yet, while, on the contrary, on the other hand, for one thing, for another, instead of, rather than等信息词。如：One idea about business is that it can be treated as a game of perfect information. Quite the reverse, business polite, life itself is games which we must normally play with very imperfect information.

A. Quite right. B. Time enough. C. Most unlike. D. Just the opposite.

分析：由前句中perfect information到后面imperfect information这一组对比关系的词，我们可以推断应为“对比、相反”的意思。

常见的引出同义词的标志性词语有or, like, similarly等。如：

Millions of animals die each year on Us roads, the Highway administration reports. In fact, only about 80 ocelots, an endangered wild cat exist in the US today. The main reason? Roadkill.

分析：从后面的同位语an endangered wild cat可知“ocelot”是一种野生猫

某些冷僻的词汇后面会举一个例子，使词汇具体易懂。等连接性词语往往用来举例说明前面较难理解的名词。

如：You can take any of the periodicals: The World of English, Foreign Language Teaching in School, or English Learning.

分析：通过后面的例子：《英语世界》、《中小学外语教学》、《英语学习》，可知periodicals为“期刊杂志”

阅读中常会遇到一些由所熟悉的单词派生或合成的新词，可利用构词法知识来推测其意思。

如：Exhibition officials said that a person bitten by one of these snakes would need at least 80ml of an anti-poison medicine to be saved.

分析：anti-poison 是由poison加前缀anti-构成的，anti-意思是“反对、排斥、抵抗”，由此可猜出anti-poison是“解毒、抗毒”的意思。

5. 结构复杂的长句子出现在阅读理解中往往造成大家心理上的紧张，有时读了好几遍还不知道句子的意思，白白浪费了时间,如何对待阅读理解中的长句子?

策略指导：阅读理解中的结构复杂的句子一般分为两大类：第一类是由复合句或并列句构成的长复杂句子；第二类是省略句。对于第一类句子，大家应抓其主干成分，理解其主体意思，其他的成分都是对主体意思的修饰和补充。对于第二类句子，大家应通过上下文找出省略成分，把句子补充完整。

【技巧总结】结构复杂的句子往往出现在说明文或议论文中，这是造成考生心理紧张的主要原因。大家应冷静下来，结合文章所说明或议论的中心话题，抓住主干，层层理解。

主要考察学生的速读能力，即在有限的时间内理解、总结信息并且能快速找到相关的信息的能力。学生要学会寻读（scan），抓关键信息，然后进行匹配。

Step 3 Homework and consolidation exercises

1. 《英语周报》高三广州专版第30,31期的专题复习内容。

2. 《英语周报》高三广州专版第33-34期的年高考英语模拟试题（一 ）--（十二）一共12套。

3. 和2007年全国各地的英语高考试题中的阅读理解。

阅读理解旨在考查考生理解总体和特定信息的能力。

任何一篇文章都有一个主旨要义。有时从文章的第一个段落甚至第一个句子即可以得出文章的主旨要义。从这个段落或句子，读者可以知道文章描述的是谁或什么即文章的主题，也会了解作者希望读者了解主题方面的哪些内容。有时，文章的主旨要义则需要从文章的字里行间进行推断。这类试题主要考查考生的略读文章、领会大意的能力，有时候它

对考生的归纳、概括能力有一定的要求。

一篇文章的主题和中心确定之后，还需要有大量的细节信息支持。这些细节对于理解全文的内容至关重要，同时也是归纳和概括文章中心思想的基础，因而不容忽视。

正确理解文章中单词或短语的含义是理解文章的第一步，也是理解文章的基础。不懂得单词的含义根本就谈不上理解文章。但是，有时候英语单词的含义并非等同于词典上标注的汉语意思，其含义随不同的语境会有所不同。根据上下文正确理解灵活多变的词义，

才算是真正初步具备了一定的阅读理解能力。

在实际阅读活动中，有时候需要根据文章提供的线索和事实，进行逻辑推理，推测作

者未提到的事实或某事情发生的可能性。

英语文章讲究主题段和主题句。主题段通常在文章的开头，主题句可能在某一段的开头、中间或结尾，作用是交代该段的中心思想，再由全段展开或讨论这个意思。段与段之间通常有词语连接，承上启下，使文章行文连贯。如果希望准确、深刻地理解一篇文章，必须对文章的结构有所了解，把握住全文的文脉，即句与句、段与段之间的逻辑关系。对

这种能力的考查一般反映在文章的中心思想、文中某段的大意或指代关系的题目中。

每篇文章都有一个特定的写作目的，或是向读者传递某个信息，或是愉悦读者，或是讲授某个道理。而这些信息通常不是明确表达出来，而是隐含在文章之中。因此，这类问

题要求考生在理解文章总体的基础之上，去领会作者的眼外之意。

下面结合2007年广东高考阅读理解试题，具体分析对这些能力的考查：

A

How should one invest a sum of money in these days of inflation (通货膨胀)? Left in a bank it will hardly keep its value, however high the interest rate. Only a brave man, or a very rich one, dares to buy and sell on the Stock Market. Today it seems that one of the best ways to protect your saving and even increase your wealth is to buy beautiful objects from the past. Here I am going to offer some advice on collecting antique clocks, which I personally consider are among the most interesting of antiques.

I sometimes wonder what a being from another planet might report back about our way of life. “The planet Earth is ruled by a mysterious creature that sits or stands in a room and makes a strange ticking sound, it has a face with twelve black marks and two hands. Men can do nothing without it's permission, and it fastens its young round people's wrists so that everywhere men go they are still under its control. This creature is the real master of Earth and men are its slaves. ” Whether or not we are slaves of time today depends on our culture and personality, but it is believed that many years ago kings kept special slaves to tell the time. Certain men were very clever at measuring the time of day according to the beating of their own hearts. They were made to stand in a fixed place and every hour or so would shout the time. So it seems that the first clocks were human beings.

However, men quickly found more convenient and reliable ways of telling the time. They learned to use the shadows cast by the sun. They marked the hours on candles, used sand in hourglasses, and invented water-clocks. Indeed, any serious student of antique should spend as much time as possible visiting palaces, stately homes and museums to see some of the finest examples of clocks from the past.

Antique clocks could be very expensive, but one of the joys of collecting clocks is that it is still possible to find quite cheap ones for your own home. After all, if you are going to be ruled by time, why not invest in an antique clock and perhaps make a future profit?

41. According to the passage, collecting antique clocks______.

A. can hardly keep the value of your savings

B. will cost much of your savings

42. By quoting (引用) the remark of a being from another planet, the author intends to________.

A. suggest human beings are controlled by a clock

B. describe why clocks can rule the planet Earth

C. tell readers what clocks look like

D. compare clocks to human beings

43. Which of the following is NOT mentioned as a way to measure the time?

A. Counting the beating of one's own heart.

B. Making use of candles, sand and water.

C. Observing shadows cast by the sun.

D. Keeping slaves busy day and night.

44. The underlined phrase “stately homes”in paragraph 4 means________.

B. houses in very good condition

C. grand houses open to the public

D. houses where statesmen meet regularly

45. The purpose of the passage is_______.

A. to introduce the culture of antique clocks

B. to offer some advice on collecting antique clocks

C. to compare different ways to make a future profit

D. to explain convenient and reliable ways of telling time

[导读] 这是一篇叙议结合的散文。人们在通货膨胀的今天应该怎样投资一笔钱呢？存在银行里，这笔钱几乎不能够保值，无论存款利息多么高。只有勇敢的人或是富有者才敢于在股票市场买卖。今天保护你的储蓄甚至增加你的财富最好方法之一似乎是购买过去遗传下来的漂亮的物品。因此，作者顺理成章地提出一些关于收藏古董闹钟的忠告，奉劝人

们投资收藏古董闹钟以便将来盈利。

Key: 41. C 42. A 43. D 44. C 45. B

41. C。细节事实理解题。收集闹钟可以增加你的财富。根据第1段的句子：Today it seems that one of the best ways to protect your saving and even increase your wealth is to buy beautiful objects from the past. Here I am going to offer some advice on collecting antique clocks, which I personally consider are among the most interesting of antiques. 今天保护你的储蓄甚至增加你的财富最好方法之一似乎是购买过去的漂亮的物品。这里我打算提供一些关于收集古董闹钟的忠告，我个人认为它们是最令人感兴趣的古董之一。再看最后一段最后一句：After all, if you are going to be ruled by time, why not invest in an antique clock and perhaps make a future profit?别忘了，如果你打算受时间制约，请投资收藏古董闹钟以便将

来盈利吧？

42. A。深层含义理解题。作者引用外星人的话，目的是为了说明人类被闹钟所控制。根据第2段的引文意思：有时候我想知道一个外星人关于我们的生活方式可能会反馈回去的报告内容是什么。“地球这个行星被神秘的动物控制，这种动物坐在或站在一个房间里并发出一种奇怪的滴答声，它有一张脸，脸上有12个黑色的标记，还有两只手。如果没有它的命令人们什么事情也不做，并且它把它那年轻的圆圆的人们的手腕系得紧紧地，这样，无论人们走到那里，都处于它的控制之下。这个动物是地球的真正的主人，人是它的

” 奴隶。

43. D。细节判断题。A项与第2段的下列句子吻合：Certain men were very clever at measuring the time of day according to the beating of their own hearts.; B项与第3段的下列句

子吻合：They marked the hours on candles, used sand in hourglasses, and invented water-clocks；C项与第3段的下列句子吻合：They learned to use the shadows cast by the sun.；D项的含义是：“让奴隶日夜忙碌”，这与第2段的下列句子不一致：... but it is believed that many years ago kings kept special slaves to tell the time.但是人们相信许多年之前国王们畜养了专用的奴隶来辨别时间。

44. C。词义猜测题。state-owned houses国有的房子；houses in very good condition状况良好的房子；grand houses open to the public对公众开放的宏伟的房子；houses where statesmen meet regularly政治家们经常集会的房子。根据第4段的信息词student, visiting palaces和museums判断，认真研究古董的学生应该尽可能多花时间参观宫殿、宏伟的房

子和博物馆，可以看见一些过去遗传下来的最精致的闹钟的珍品。

45. B。写作意图题。作者的写作目的是为了提出一些关于收藏古董闹钟的忠告。见第1段句子：Here I am going to offer some advice on collecting antique clocks, which I personally consider are among the most interesting of antiques. 这里我打算提供一些关于收藏古董闹钟

的忠告，我个人认为它们是最令人感兴趣的古董之一。

B

Do you want to live with a strong sense of peacefulness, happiness, goodness, and self-respect? The collection of happiness actions broadly categorized as “honor” help you create this life of good feelings.

Here's an example to show how honorable actions create happiness.

Say a store clerk fails to charge us for an item. If we keep silent, and profit from the clerk's mistake, we would drive home with a sense of sneaky excitement. Later we might tell our family or friends about our good fortune. On the other hand, if we tell the clerk about the uncharged item, the clerk would be grateful and thank us for our honesty. We would leave the store with a quiet sense of honor that we might never share with another soul.

Then, what is it to do with our sense of happiness?

In the first case, where we don't tell the clerk, a couple of things would happen. Deep down inside we would know ourselves as a type of thief. In the process, we would lose some peace of mind and self-respect. We would also demonstrate that we cannot be trusted, since we advertise our dishonor by telling our family and friends. We damage our own reputations by telling others. In contrast, bringing the error to the clerk's attention causes different things to happen. Immediately the clerk knows us to be honorable. Upon leaving the store, we feel honorable and our self-respect is increased. Whenever we take honorable action we gain the deep internal rewards of goodness and a sense of nobility.

There is a beautiful positive cycle that is created by living a life of honorable actions.

Honorable thoughts lead to honorable actions. Honorable actions lead us to a happier existence. And it's easy to think and act honorably again when we're happy. While the positive cycle can be difficult to start, once it's started, it's easy to continue. Keeping on doing good deeds brings us peace of mind, which is important for our happiness.

46. According to the passage, the positive action in the example contributes to our .

47. The author thinks that keeping silent about the uncharged item is equal to .

48. The phrase “bringing the error to the clerk's attention” (in para. 5) means .

A. telling the truth to the clerk

C. asking the clerk to be more attentive

D. reminding the clerk of the charged item

49. How will we feel if we let the clerk know her mistake?

A. We'll be very excited.

B. We'll feel unfortunate.

C. We'll have a sense of honor.

D. We'll feel sorry for the clerk.

50. Which of the following can be the best title of this passage?

D. Happiness through Honorable Actions

[导读] 这是一篇说理、规劝性的议论文。本文的中心是：作者提倡通过高尚的行为获得幸福，规劝人们多行善事获得幸福，以形成一种美丽的积极的循环。高尚的思想行为可以使你的生活具有一种和平感、幸福感、善良感和自尊感。过高尚行为的生活可以创造美丽的积极的循环。高尚的思想导致高尚的行为。高尚的行为致使我们幸福的生存。当我们幸福的时候，我们容易产生高尚的思想和行为。虽然积极的循环难以开启，但是，一旦开启，就容易继续下去。坚持不断地做善事会给我们到来平静的心理，这样做对我们的幸福

46. A。细节事实理解题。第5段第6-8句：In contrast, bringing the error to the clerk's attention causes different things to happen. Immediately the clerk knows us to be honorable. Upon leaving the store, we feel honorable and our self-respect is increased.比较而言，把这个错误引起这个职员的注意导致几件事情发生。职员立刻知道我们是高尚的（honorable）。我

们一离开商店，就感觉到是高尚的，并且我们的自尊在增加。

47. B。细节事实理解题。第5段第1-2句：In the first case, where we don't tell the clerk, a couple of things would happen. Deep down inside we would know ourselves as a type of thief. 在第一个案例中，我们不告诉那个职员，有几件事情会发生。在内心深处我们会知道我们

自己就是小偷。

48. A。句子意思猜测题。第5段分两层意思。第1-5句是第一层意思：在第一个案例中，我们不告诉那个职员，有几件事情会发生。在内心深处我们会知道我们自己就是小偷。在这个过程中，我们的心理会失去平静，也失去自尊。我们也会证明我们不可以信赖，因为我们通过告诉家里的人和朋友的方式来忠告我们的耻辱。第5段第6-8句是第二层意思：比较而言，把这个错误引起这个职员的注意导致几件事情发生。职员立刻知道我们是高尚的（honorable）。我们一离开商店，就感觉到是高尚的，并且我们的自尊在增加。通过对比这两层意思，可以判断bringing the error to the clerk's attention意思是“实话告诉这个职

员”。

49. C。细节事实理解题。第5段第7-8句：Immediately the clerk knows us to be honorable. Upon leaving the store, we feel honorable and our self-respect is increased. 职员立刻知道我们是高尚的（honorable）。我们一离开商店，就感觉到是高尚的，并且我们的自

员”。

50. D。归纳标题。结合第1段和最后一段，并综合全文，我们可以得知：通过高尚的行为获得幸福。过高尚行为的生活可以创造美丽的积极的循环。高尚的思想导致高尚的行为。高尚的行为致使我们幸福的生存。当我们幸福的时候，我们容易产生高尚的思想和行为。虽然积极的循环难以开启，但是，一旦开启，就容易继续下去。坚持不断地做善事会

给我们到来平静的心理，这样做对我们的幸福很重要。

C

Malaria, the world's most widespread parasitic (寄生虫引起的)disease, kills as many as three million people every year ---- almost all of whom are under five, very poor, and African. In most years, more than five hundred million cases of illness result from the disease, although exact numbers are difficult to assess because many people don't (or can't) seek care. It is not unusual for a family earning less than two hundred dollars a year to spend a quarter of its income on malaria treatment, and what they often get no longer works. In countries like Tanzania, Mozambique, and the Gambia, no family, village, hospital, or workplace can remain unaffected for long.

Malaria starts suddenly, with violent chills, which are soon followed by an intense fever and, often, headaches. As the parasites multiply, they take over the entire body. Malaria parasites live by eating the red blood cells they infect (感染) .They can also attach themselves to blood vessels in the brain. If it doesn't kill you, malaria can happen again and again for years. The disease is passed on to humans by female mosquitoes infected with one of four species of a parasite. Together, the mosquito and the parasite are the most deadly couple in the history of the earth and one of the most successful. Malaria has five thousand genes, and its ability to change rapidly to defend itself and resist new drugs has made it nearly impossible to control. Studies show that mosquitoes are passing on the virus more frequently, and there are more outbreaks in cities with large populations. Some of the disease's spread is due to global warming.

For decades, the first-choice treatment for malaria parasites in Africa has been chloroquine, a chemical which is very cheap and easy to make. Unfortunately, in most parts of the world, malaria parasites have become resistant to it. Successful alternatives that help prevent resistance are already available, but they have been in short supply and are very expensive. If these drugs should fail, nobody knows what would come next.

51. According to paragraph I, many people don't seek care because .

C. they can remain unaffected for long

D. there are too many people suffering from the disease

52. People suffering from malaria .

A. have to kill female mosquitoes

B. have ability to defend parasites

C. have their red blood cells infected

D. have sudden fever, followed by chills

53. Which of the following may be the reason for the wide spread of the disease?

A. Its resistance to global warming.

B. Its ability to pass on the virus frequently.

C. Its outbreaks in cities with large populations.

D. Its ability to defend itself and resist new drugs.

54. It can be inferred from the passage that .

A. no drugs have been found to treat the disease

B. the alternative treatment is not easily available to most people

C. malaria has developed its ability to resist parasites

D. nobody knows what will be the drug to treat the disease

55. Which of the following questions has NOT been discussed in the passage?

A. How can we know one is suffering from malaria?

B. How many people are killed by malaria each year?

C. Why are there so many people suffering from malaria?

D. What has been done to keep people unaffected for long?

[导读] 这是一篇介绍医学科普常识的说明文。本文主要介绍疟疾病的起因、传播、危害与治疗。疟疾（Malaria）是世界上传播最广泛的寄生虫引起的病，每年都要使三百万人致命--几乎全是5岁以下的孩子，并且是贫穷的非洲人。疟疾病本身有很多基因，对于各种新药物具有抵抗性，所以目前还没有找到根治疟疾病的最佳治疗方法和药物。

51. A。细节事实理解题。见第1段第2-3句：... because many people don't (or can't) seek care. It is not unusual for a family earning less than two hundred dollars a year to spend a quarter of its income on malaria treatment, and what they often get no longer works. (多年来，有5亿多病例由这种病引起的，虽然确切的数字难以估计，) 因为许多人不去寻求（或不可能）医疗护理。这种情况对于一个年收入不到200美元的家庭并非不同寻常，因为要治疗疟疾病，

就花去年收入的四分之一，并且他们时常所得到的不再有效。

52. C。细节事实理解题。见第2段第3句：Malaria parasites live by eating the red blood cells they infect (感染) .疟疾寄生虫依靠吃他们感染的红血球生存。这说明疟疾病患者的红

血球受到感染。

53. D。细节事实理解题。这种疾病之所以广泛传播是因为它有一种自我防御和抵抗新药物的能力。见第2段倒数第3句：Malaria has five thousand genes, and its ability to change

rapidly to defend itself and resist new drugs has made it nearly impossible to control.。

54. B。推理判断题。根据第3段倒数第2句：Successful alternatives that help prevent resistance are already available, but they have been in short supply and are very expensive. 一些成功的可供选择的化学药品在阻止疟疾的这种抵抗力方面已经出现效用，但是这些可供选

择的化学药品非常短缺，并且昂贵，因此大多数人不容易得到可供选择的治疗。

55. D。细节事实理解题。A项见第2段第1句：Malaria starts suddenly, with violent chills, which are soon followed by an intense fever and, often, headaches；B项见第1段第1句：... kills as many as three million people every year almost all of whom are under five, very poor, and African.；C项见第2段第3句：Malaria has five thousand genes, and its ability to change rapidly to defend itself and resist new drugs has made it nearly impossible to control.；又见第1段第2

句：... because many people don't (or can't) seek care.；D项没有提到。

高三英语教案 篇7

◆典型陷阱题分析◆

1. Everyone in our class was working hard and doing what we could _______ a good college.

【陷阱】容易误选A。有的同学一看到空格前的情态动词 could 就断定此处应填动词原形 enter。

【分析】其实正确答案应是B。此句为省略句，即在 could 后省略了动词 do，若把句子补完整应为Everyone in our class was working hard and doing what we could do to enter a good college。即句中的不定式短语(to enter a good college)是用作目的状语的，而不是与情态动词(could)一起构成谓语。请再看类似例句：

(1) They did what they could to comfort her. 他们尽量安慰她。

(2) They did everything they could to save her life. 他们尽一切力量拯救她的性命。

(3) He studies as hard as he could to catch up with his classmates. 他拼命学习以便赶上他的同学。

值得指出的是，这也并不是说今后只要遇到类似结构的题就一定选带to不定式。请看以下试题：

(4) He ran as fast as he could _____ to catch the early bus.

此题的答案是 C不是A，其中的现在分词短语 hoping to catch the early bus 用作伴随状语。

(5) He spent every minute he could _____ spoken English.

此题答案选 C，这与前面动词 spent 的搭配有关，即 spend … (in) doing sth。若将此句补充完整，即为 He spent every minute he could spend in practising spoken English.

(6) Before going abroad he devoted all he could _______ his oral English.

此题答案选D，注意两点：一是 devote … to … 是固定搭配，意为“把……贡献给……”；二是其中的 to 是介词，不是不定式符号，后接动词时要用动名词。

2. He knows nothing about it, so he can’t help _______ any of your work.

【陷阱】容易误选B，根据 can’t help doing sth 这一结构推出。

【分析】其实答案应选A。比较以下结构：

can’t help doing sth = 禁不住做某事，情不自禁地做某事

又如下面一题，答案也是 B：

She can’t help ____ the house because she’s busy making a cake.

再请看以下试题：

While shopping, people sometimes can’t help _____ into buying something they don’t really need.

C. being persuadedD. be persuaded

此题应选C，句中的 can’t help 意为“禁不住”（注意根据句意用被动形式）。

3. All her time _______ experiments, she has no time for films.

A. devoted to do B. devoted to doing

C. devoting to doing D. is devoted to doing

【陷阱】几个干扰项均有可能误选。

【分析】此题最佳答案为B。现分析如下：

(1) devote 意为“致力于，献身于”，主要用 devote…to…或be devoted to，其中的to 是介词，不是不定式符号，故后接动词时要用动名词，不用不定式。

(3) 选B正确：all her time devoted to doing experiments为独立主格结构，用作状语。

(4) 选C错误：因为all her time 与 devote 为被动关系，故应将devoting改为devoted。

(5) 选D错误：若单独看 All her time is devoted to doing experiments，此句并没有错，但问题是逗号前后两个简单句没有必要的连接方式，所以从整体上看仍不对，假若在后一句的句首加上and或so，则可选D，或将D将中的is 改为 being也可选它。

请做以下类似题（答案均选A）：

(1) All the preparations for the project ______, we’re ready to start.

A. completed B. have been completed

C. had been completed D. been completed

(2) Such _______ the case, I couldn’t help but______ him.

A. being, support B. was, support

C. has been, supporting D. is, to support

比较以下各题，答案选B，因为句中使用了并列连词and：

(1) All the preparations for the project ______, and we’re ready to start.

A. completed B. have been completed

C. had been completed D. been completed

(2) Such _______ the case, I couldn’t help but______ him.

A. being, support B. was, support

C. has been, supporting D. is, to support

4. The purpose of new technologies is to make life easier, ______ it more difficult.

【陷阱】容易误选C，受题干中的逗号的影响，认为是现在分词表结果的用法。

【分析】其实答案应选B，句中的逗号相当于连词 and 或 but，not to make it more difficult 是对逗号前的不定式 to make life easier 的补充说明。此句的意思是“新技术的目的是为了使生活变得更容易，而不是使生活变得更困难”。两个不定式同时用以说明句子主语 purpose 的内容。请做以下类似试题（答案选B）：

The purpose of the scheme is not to help the employers but _____ work for young people.

5. The murderer was brought in, with his hands ______ behind his back.

【陷阱】容易误选B。

【分析】最佳答案为C。从意义上看，hands 与 tie 的关系应属被动关系，故排除D。在A、B、C三个选项中，选项A比较容易排除，因为不定式表示将来意义，在此与语境不符。现将B和C作一比较：B为现在分词的被动式，它表示两层意义，一是表被动，二是表进行，也就是说 his hands being tied 的实际意思是“他的手正在被捆住”，这显然与语境不符。而C为过去分词，它也表示两层意义，一是表被动，二是表示动词的完成或完成后的状态，此句中的 with his hands tied behind his back 可视为手被捆在背后的一种状态。由此可知最佳答案为C。请看下面一题：

Anyone ______ trying to take knives on heard flights would be caught by the police.

答案选B而不选C，其中的过去分词表示被动和完成。

比较下面两题，最佳答案是D不是A，现在分词的被动式表示被动和进行：

(1) The court hears about 120 cases a year; visitors are welcome to see a case ______.

C. to be arguing D. being argued

(2) The silence of the library was sometimes broken by an occasional cough or by the sound of pages _______.

6. Remind me _______ the medicine tomorrow.

【陷阱】容易误选A。受 remind sb of (doing) sth 这一常用结构的影响。

【分析】最佳答案为C。比较以下三个结构：

remind sb of [about] sth = 使某人想起某事

remind sb of doing sth = 提醒某人做过某事（暗示动作已发生）

remind sb to do sth = 提醒某人去做某事（暗示动作尚未发生）

请看两个例句：

I reminded him of his promise. 我提醒他做过的诺言。

My wife reminded me of seeing that film. 我妻子提醒我曾经看过那部电影。

Can you remind me to phone her tomorrow? 你明天能否提醒我给她打电话?

7. Once your business becomes international, _____ constantly will be part of your life.

【陷阱】几个干扰项均有可能误选。

【分析】最佳答案为D。由于空格后出现了constantly这一副词，这就说明不能选B或C，因为B、C均为名词，不能受副词 constantly 的修饰。A和D均是可能的，因为其中有动词 fly。但若选A，you fly 是一个主谓结构，与其后的谓语 will be 相冲突，所以只能选D，即动名词flying在此用作主语。

8. Not only should you get used ______ under difficult conditions but you also you pay more attention ______ your work well.

A. to work, to do B. to working, to doing

C. to work, to doing D. to working, to do

【陷阱】容易误选A，认为两个空白处均应填不定式。

【分析】正确答案为B，因为 get used to与pay attention to 这两个结构中的to均为介词，不是不定式符号，故后接动词时要用动名词，不能动词原形。类似地，以下各结构中的 to 也是介词，不是不定式符号，后接动词时也应用动名词，而不是动词原形：

pay attention to doing sth 注意做某事

devote one’s time to doing sth 把某人的时间用于(奉献于)做某事

be equal to doing sth 等于做某事，能胜任做某事

What do you say to doing sth 你认为做某事怎么样

9. Both of my parents insisted _______ a computer for me, but I don’t think it is necessary.

【陷阱】容易误选B，误认为insist后不能接不定式，但可以接动名词。

【分析】答案应选C。其实，动词 insist 后既不能接不定式也不能接动名词，因为insist 通常用作不及物动词；若语义上需接宾语，要借助介词 on或upon，即用于 insist on [upon] (doing) sth；但它有时的确也可用作及物动词，不过其宾语通常只能是 that 从句，而不能是普通的名词、代词或动名词。如：

He insisted on seeing her home. 他坚持送她回家。

I insisted that he (should) stay. 我坚持要他留下。

10. “Do you have anything more ______, sir?” “No. You can have a rest or do something else.”

【陷阱】容易误选D，根据 have sth to do 这一常用结构推出。

【分析】最佳答案是B。确实，在“have+宾语+不定式”结构中，用作定语的不定式通常用主动式表示被动含义，如 I have some clothes to wash等，即尽管其中的 some clothes 与其后的不定式 to wash 具有被动关系，但却习惯上用主动式表示被动意义。但值得指出的是，这类句型的主语与其后的不定式具有主动关系，如 I have some clothes to wash 中的 to wash 就是由该句主语 I 来完成的。而上面一题的情形有所不同，即其中的 to type 这一动作不是由句子主语 you来完成的，而是由说话者“我”来完成的。比较：

Are you going to Shanghai? Do you have anything to take to your son? 你要去上海吗？你有什么东西要带给你儿子吗？

I’m going to Shanghai next week. I have a lot of things to take with me. 下个星期我要去上海，我随身要带很多东西去。

11. She took her son, ran out of the house, _____ him in the car and drove quickly to the nearest doctor’s office.

【陷阱】容易误选B或C，误认为这考查非谓语动词的用法。

【分析】正确答案选A。句中的took, ran, put, drove 为四并列的谓语动词，其时态应一致。类似地如(答案选A)：

I got out of the taxi, _____ the fare and dashed into the station.

但是，下面一题稍有不同：

Hearing the news, he rushed out, ______ the book ______ on the table and disappeared into the distance.

A. left; lain open B. leaving; lying open

C. leaving; lie opened D. left; lay opened

此题答案选B，leaving 在此表结果，lying open 与其前的动词leave有关，leave 后接现在分词作宾语补足语，表示使某人或某物处于做某事的状态中。

12. The boss insisted that every minute ______ made full use of ______ the work well.

【陷阱】容易误选B。

【分析】其实正确答案是A。分析如下：

(1) 第一空填 be，是因为insisted 后接that从句，从句谓语要用“should+动词原形”这样的虚拟语气，其中的should也可省略。

(2) 第二空要填to do，是因为此句谓语为被动语态，假若将此句转换成主动语态，则是 …should make full use of every minute to do the work well, 句中涉及 make use of … to do sth (利用……做某事)这一结构。另外，还有 make the most of (尽量利用)，make the best of (尽量利用)等短语也可能用于此类试题。请看以下类似例子：

(1) The old professor told us every part of the materials should be made use of ______ the power station.

此题答案选 A，不是 B。为便于理解，可先考虑以下结构：

…make use of every part of the materials to build the power station

由此可见，make use of 的宾语是 every part of the materials，其后的不定式 to build the power station 为目的状语。

(2) Does the way you thought of _______ the water clean make any sense?

此题答案选B，不是A。句子主语是 the way，you thought of 是修饰主语的定语从句，不定式 to make the water clean 也是修饰主语的定语，也就是说，句子主语带有两个定语修饰语。

13. The managers discussed the plan that they would like to see ______ the next year.

【陷阱】几个干扰项均有可能误选。

【分析】答案选A。此句结构较复杂，现分析如下：

(1) that they would like to see _____ the next year 是修饰名词 the plan 的定语从句。

(2) 由于 the plan 与空格处的 carry out 有被动关系，故填过去分词 carried out。

请做以下类似试题：

(1) Who do you think you’d like _____ with you, a boy or a girl?

在确定答案之前，我们先来看看下面这个句子：

I think I’d like to have a boy go with me.

句中的 go 要用原形，这是因为其前有表示使役的动词have。在此句中，假若对名词a boy 提问，便可得出：

Who do you think you’d like to have go with you?

对照上面一题，答案很显然是A。

(2) Who did the boss _____ his car this time?

C. make washing D. making to wash

在做此题之前，也请先看看下面这个句子：

The boss made Jack wash his car this time.

假若对句中的名词Jack 提问，便可得出：

Who did the boss make wash his car this time?

由此可知上面题答案为A。

(3) You can never imagine what great difficulty I had ______ your house all by myself.

此题答案选B。考查的基本结构是 have great difficulty (in) doing sth。

14. How happy we are! The holiday we have been looking forward _______ at last.

【陷阱】几个干扰项均有可能误选。

【分析】其实正确答案是A。大家知道，短语 look forward to意为“盼望”，其中的 to 是介词，而不是不定式符号，所以后接动词要用动名词，许多同学据此便选择了C。但问题是，句中介词 to 的宾语不是have come，而是the holiday。正解的句子分析是：the holiday为句子主语，we have been looking forward to 是修饰主语的定语从句(介词 to 的宾语是引导该定语从句的关系代词 that，被省略)，has come 是句子谓语。请做以下类似试题：

(1) The man you referred to _____ just now.

答案选D，句子主语为 the man，you referred to 为修饰 the man 的定语从句，空白处填 came，为句子谓语。

(2) The theory he sticks to ______ to be of no use in our studies.

答案选A，he sticks to 是修饰主语 the theory 的定语从句，句子的基本结构为 The theory proves to be of no use in our studies.

(3) The work he devoted his time to _____ worth praising.

答案选A，he devoted his time to 是修饰主语 the work 的定语从句。句子的基本结构为 The work was worth praising.

(4) I think this is the very work that we must finish ____ her.

答案是 A。句中空格处填的动词help 并不是 finish 的宾语，正确的句子分析是：that I must finish 是修饰名词 the very work 的定语从句，finish 的宾语是引导该定语从句的关系代词 that，其后的不定式 to help her 是目的状语。

(5) Which do you enjoy ____ your weekend, swimming or fishing?

答案选 D。enjoy 的宾语是句首的疑问词 which，不是其后的动词 spending。此题中的 to spend… 用作目的状语。

(5) What the boy enjoys _____ to have a room of his own.

答案选C，而不选A。what the boy enjoys 是主语从句，空格处填的 is 为谓语动词。

(6) Nothing that he suggested _____ to be of any use.

A. prove B. proved C. proving D. to prove

答案选B，而不选C。句子主语是 nothing，that he suggested 是修饰主语的定语从句，suggested 的宾语是引导该定语从句的关系代词 that，而不是其后的动词；句子谓语是 proved。全句意为“他建议的情况没有一条是有用的。”

(7) The old house we paid a visit _____ at the top of the hill.

答案选D。we paid a visit to 是修饰the old house 的定语从句，句中的stands 为主句谓语。

(8) The life he is now used _____ quite different from ours.

答案选D。句中he is now used to 是修饰 the life 的定语从句，to 后的动词 is 是句子的谓语，句意为“他现在习惯的这种生活与我们的生活很不相同”。

(9) The work he paid special attention _____ to nothing.

答案选D。句中的he paid special attention to 是修饰 the work 的定语从句，to 后的动词 came 是句子的谓语，句意为“他特别关注的那项工作泡汤了”。

(10) The result what he said would lead _____ his regret in the future.

答案选D。句中what he said would lead to 是修饰 the result 的定语从句，to 后的动词 was 是句子的谓语，句意为“他所说的话将导致的结果是他今后的后悔”。

15. _______ the road round to the right and you’ll find his house.

【陷阱】容易误选B或C，误认为这是非谓语动词作状语。

【分析】正确答案选A。根据句中的连词and 可推知它是一个并列句。假若将此题改为下面这样，则答案为B：

_______ the road round to the right, you’ll find his house.

但是，若改成下面一题这样，则答案为C(不定式短语表目的)：

_______ the road round to the right, the blind man asked a boy to guide him.

请做以下试题，答案均选A，都是因为句中的并列连词 and（填空句为祈使句）：

(1) _______ to the top of the hill, and you can see the whole of the town.

(2) ______ the milk and set a good example to the other children.

(3) ______ me, and then try to copy what I do.

(4) _____ through this book and tell me what you think of it.

(5) _____ it with me and I’ll see what I can do.

有时不用连词连接句子，而用破折号，情况也是一样(答案均选A)。如：

(6) _____ down the radio - the baby’s asleep in the next room.

(7) _____ some of this juice - perhaps you will like it.

以下各题也应选A，是因为句中的从属连词 when, before, until 等（填空句为祈使句）：

(8) ______ him enough time to get home before you telephone.

(9) ______ left when you get to the end of the street.

(10) ______ your hand over your mouth when you cough.

(11)______ until the lights have turned to green.

(12) ______ the pieces of cloth with a loose stitch before finally sewing them together.

以下各题也应选A，因为填空句为祈使句：

(13) I don’t want to listen a long story - just _____ me the result.

(14) Why stand there watching - _____ and help us!

(15) Don’t waste your money on silly things - ______ it.

(16) First ______ the rice by washing it, then ______ it in boiling water.

A. prepare, cook B. preparing, cooking

C. preparing, cook D. prepare, cooking

(17) To test eggs, _____ them in a bowl of water: if they float they’re bad, if they sink they’re good.

但是请注意，类似下面这样的题目情形有所不同，所填部分为目的状语（用不定式，即答案选B）：

(18) ______ French well, she went to France to live with his cousins.

(19) _____ late in the morning, Mr. Smith turned off the alarm.

(20) ______ the flies out, we had to shut all the doors and windows.

(21) ______ their service, the workers of the hotel are active in learning English.

◆精编陷阱题训练◆

1. He looked around and caught a man ______ his hand into the pocket of a passenger.

2. When you’re learning to drive, _______ a good teacher makes a big difference.

3. I felt it a great honour ______ to speak to you.

4. I would love _______ to the party last night but I had to work extra hours to finish a report.

5. Before you decide to leave your job, _______ the effect it will have on your family.

6. Robert is said _______ abroad, but I don’t know what country he studied in.

C. to be studying D. to have been studying

7. It is said that in Australia there is more land than the government knows _______.

A. it what to do with B. what to do it with

C. what to do with it D. to do what with it

8. Anyone _______ bags, boxes, or whatever, was stopped by the police.

9. Mr Reed made up his mind to devote all he had to _______ some schools for poor children.

10. The discovery of new evidence led to _______.

A. the thief having caught B. catch the thief

C. the thief being caught D. the thief to be caught

11. She looks forward every spring to _______ the flower-lined garden.

12. To test eggs, _______ them in a bowl of water: if they float they’re bad, if they sink they’re good.

13. “Where is David?” “He is upstairs ______ ready to go out.”

14. “Mum, why do you always make me eat an egg every day?” “________ enough protein and nutrition as you are growing up.”

15. He was reading his book, completely _______ to the world.

16. We looked everywhere for the keys, but they are nowhere _______.

17. The boy wanted to ride his bicycle in the street, but his mother told him _______.

18. A cook will be immediately fired if he is found _______ in the kitchen.

19. Finding her car stolen, _______.

A. a policeman was asked to help

B. the area was searching thoroughly

D. she hurried to a policeman for help

20. “How do you deal with the disagreement between the company and the customers?” “The key ______ the problem is to meet the demand ______ by the customers.”

A. to solving, making B. to solving, made

C. to solve, making D. to solve, made

21. “What do you think made Mary so upset?” “_______ her new bike.”

22. The research is so designed that once _______ nothing can be done to change it.

23. Though ________ money, his parents managed to send him to university.

24. Tony was very unhappy for _______ to the party.

A. having not been invited B. not having invited

C. having not invited D. not having been invited

25. Though I have often heard this song _______. I have never heard you _______ it.

A. being sung, sang B. sang, singing

C. sung, sing D. to be sung, to sing

26. He is a man of few words, and seldom speaks until _______ to.

28. When I handed the report to John, he said that George was the person _______.

C. to send it to D. for sending it to

29. _______ on time, this medicine will be quite effective.

30. The film star walked to his car, ______ a crowd of journalists.

C. to follow D. to be followed by

31. After describing the planned improvements, she went on _______ how much they would cost.

C. to be explaining D. having explained

32. Please excuse me _______ your letter by mistake.

33. Please remember _______ the plants while I’m away.

34. Certainly I posted your letter - I remember ______ it.

35. Stop _______ me to hurry up. I can only go so fast.

36. Remember _______ off the light when _______ to bed.

A. turning, going B. to turn, to go

C. turning, to go D. to turn, going

37. _______ time, he’ll make a first-class tennis player.

38. _______ in 1636, Harvard is one of the most famous universities in the United States.

A. Being founded B. It was founded

39. The lady said she would buy a gift for her daughter with the ________.

A. 20 dollars remained B. 20 dollars to remain

C. remained 20 dollars D. remaining 20 dollars

40. The picture _______ on the wall is painted by my nephew.

41. With a lot of difficult problems ________, the newly-elected president is having a hard time.

42. Having a trip abroad is certainly good for the old couple, but it remains _______ whether they will enjoy it.

43. Tony was very unhappy for _______ to the party.

A. having not been invited B. not having invited

C. having not invited D. not having been invited

44. “Good morning. Can I help you?” “I’d like to have this package _______.”

45. What have we said _______ her so happy?

46. What worried the child most was ______ to visit his mother in the hospital.

A. his not allowing B. his not being allowed

C his being not allowed D. having not being allowed

47. “Which sweater is yours?” “The one _______ No. 9.”

A. that marked B. was marked with

48.If the car won’t start, _____ it.

C. to try pushing D. to try to push

49. They stayed up until midnight _____ the old year out and the new year in.

◆答案与解析◆

1. 选D。catch sb doing sth 意为“碰上某人在做某事”或“逮住某做某事”。

2. 选B。这是一个含when 引导时间状语从句的主从复合句，having a good teacher 在主句中用作主语。

3. 选C。句中的 it 为形式主语，不定式 to be asked to speak to you 为真正主语，因“我”与ask为被动关系，故用被动式。

4. 选 B。like 和 love后接不定式或动名词均可，但 would love / like 后只能接不定式，据此可排除选项 C、D。表示过去未曾实现的愿望，其后要接不定式完成式，即选 B。

5. 选A，before 引导的是时间状语从句，填空句为主句，而此主句为一祈使句，故动词用原形。其中 it will have … 为修饰名词 the effect 的宾语从句。

6. 选 A。根据句中的 studied 可知，他曾到国外留过学，也就是说“留学”这个动作已结束并发生在谓语动作(is said)之前，故用完成式，即选 A。

7. 选 C。do with 与 what 连用可以表示“处置”、“放置”、“利用”等。如：

What shall I do with it? 怎样处置它好呢?

What have you done with my umbrella? 你把我的雨伞放到哪 里去了?

I don’t know what to do with this strange object. 我不知道这怪东西有什么用。

8. 选B。anyone seen carrying bags…为 anyone who was seen carrying bags 之略，其中过去分词短语 seen carrying bags … 用作定语修饰代词 anyone。另外，句中的 who was seen carrying bags 为 see sb doing sth 这一结构的被动式。

9. 选 B。devote…to… 的意思是“把……贡献给……”或“致力于……”，其中 to 是介词，不是不定式符号，若后动词要用动名词。句中的 he had 为定语从句，用以修饰 all，注意不将 had to 视为同一个语义结构。

10. 选 C。lead to 意为“导致”，其中的 to 是介词，不是不定式符号，若后接动词要用动名词。由于逻辑主语 the thief 与catch 为被动关系，故答案选 C。

11. 选 D。look forward to 意为“期盼”，其中 to 是介词，后接动词要用动名词。注意不能选 B，因为 pay a visit 不能带 the flower-lined garden 作宾语，假若在 paying a visit 后加上介词 to，则可选 B。

12. 选A。句首的 to test eggs 为目的状语，填空句为祈使句谓语，故要用动词原形。

13. 选B。现在分词短语表伴随。

14. 选C。to get enough protein and nutrition 表目的。

15. 选A。(be) lost to sth 为习语，意为“不再受某事物的影响”、“将某事物置之度外”。

16. 选C。因keys 与 find 是被动关系。

17. 选 A。不定式的否定式总是将否定词 not 置于不定式符号 to 之前，而不能置于其后，同时结合 tell sb (not) to do sth 这一结构可排除选项 C、D。当不定式的动词是前面已出现过的相同的动词时，为避免重复，通常省略该不定式而只保留不定式符号 to。

18. 选 B。find 后可接现在分词（表示动作在进行）或过去分词（表被动关系）作宾语补足语，但是不接不定式。另外，由于he 与 smoke 是主动关系，故选 B。

19. 选 D。非谓语动词作状语时，其逻辑主语就是句子主语。比较四个选项，finding her car stolen 的逻辑主语显然是 she，而不是 a policeman, the area, it 等，故选 D。

20. 选 B。the key to… 意为“……的关键”，其中的 to 是介词，不是不定式符号，若后接动词要用动名词。另一方面，名词 demand 与 make 是被动关系(make demands 提出要求)，同时根据句中的 by the customers，可确定答案选 B。

21. 选 C。答句是针对疑问词 what 的回答，而问句中的疑问词 what 在句中用作主语，所以答句也应是一个能用作主语的东西，比较四个选项，只有C合适。其完整回答形式为 Losing her new bike made Mary so upset. 比较，下面一题要填不定式，因为四个选项中只有 To choose a new chairman 能回答疑问词 why：

“Why was a special meeting called?” “______ a new chairman.”

22. 选 D。由于 the research 与 begin 是被动关系，故用过去分词 begun。Once begun 可视为 once it is begun 之省略。

23. 选 C。由于 his parents 与 lack money(缺钱)是主动关系，故用现在分词，又因为 lack 是及物动词，故后接宾语无需用介词，故选 C。

24. 选 D。非谓语动词的否定式要将否定词 not 放在整个非谓语动词之前，据此可排除 A、C。另外，由于 Tony 与 invite 是被动关系，故选 D。

25. C。第一空填 sung，因为 song 与 sing 是被动关系；第二空填 sing，因为 you 与 sing 是主动关系。

27. 选 A。until spoken to 可视为 until he is spoken to 之略。

28. 选C，不定式短语to send it to 用作这语，修饰其前的名词 the person。注意句尾的介词 to 不能省略，因为被修饰的名词 the person 为介词 to 的逻辑宾语。

29. 选 C。this medicine 与动词take 为被动关系，故用过去分词。

30. 选A。从句意上看，人群跟在明星后面，反过来，明星便是被人群跟着。

31. 选A。go on doing sth = 继续做同一事情，go on to do sth = 做完某事后续继做某事。

32. 选C。excuse sb for doing sth 意为“原谅某人做了某事”。

33. 选C。remember doing sth = 记住曾经做过的事，remember to do sth = 记住要做的事。

34. 选A。remember doing sth = 记住曾经做过的事，remember to do sth = 记住要做的事。

35. 选B。根据下文的 I can only go so fast 知前文应是叫对方不要老催自己快走。比较：stop doing sth = 停止做某事，stop to do sth = 停下正在做的事去干另一事。

36. 选D。一是分清以下两个结构：remember to do sth=记住做某事，remember doing sth=记住曾做过某事；二是注意 when going to bed 相当于 when you go to bed。

37. 选 D。由于动词 give 与其逻辑主语 he 是动宾关系，故用过去分词，即选 D。其中 Given time 可视为 If he is given time 之略。

38. C。由于 Harvard(哈佛大学)与 found(建立)是被动关系，且因句中有 in 1636，故选 C。注意不能选 B，否则前后两句之间缺少必要的连词。

39. 选D，由于 remain 为不及物动词，所以包含过去分词 remained的A和C不宜选(因为两者均含有被动意味)；选项B也不宜选，不定式to remain 用作修饰 20 dollars 的后置定语，由于彼此之间有逻辑上的动宾关系，故不妥（因为 remain 不及物）。现在分词remaining 的意思是“剩下的”。

40. 选 B。动词 hang 表示“悬挂”时，可用作及物或不及物动词，此处填 hanging 或 hung 均可，但不能填 being hung，因为它表示动作正在进行，而此处表示的是一种悬挂的状态。

41. 选 C。“with+名词+不定式”的意思是“有……要……”。又如：

I can’t go out with all these clothes to wash. 要洗这些衣服，我无法出去了。

With such good cardres to carry out the Party’s policy we feel safe. 有这样的好干部执行党的政策，我们感到放心。

42. 选 B。remain 作“尚需”解，是连系动词，其后要接不定式作表语。由于 see 与 it(形式主语，指whether they will enjoy it)是动宾关系，因此用不定式的被动式。

43. 选 D。否定词 not 应放在动名词之前，故排除A、C；又因为 Tony 与 invite 是被动关系，故选 D。

44. 选 D。“have+名词或代词+过去分词”结构在此表示“请某人做某事”。

45. 选 B。to make her so happy 是结果状语。注意词序What have we…，不是 What we have…。比较下面一题(答案选D)：

What we have said ________ her so happy.

46. 选 B。否定词 not 应放在-ing 形式之前，逻辑主语 his 之后，由此可排除 C 和 D；又因为 the child 与 allow 是被动关系，故选 B。

47. 选D。marked with 可视为 which is marked with No. 9 之略。

48. 选B。注意句首为if 引导的条件状语从句，填空句为祈使句，故第一个动词应是try，不应是 to try；另外，try doing sth 的意思是“做某事试试看有何效果”。

高三英语教案 篇8

dip into here and there in a word once again look out for above all refer to shut up key to in other words take turns look over one’s shoulder remind sb. of offer(n.) fix a date for on one’s way to show sb. around have a gift for offer…to lead to so long as hear sb.’s advice value(v.) call in after all eat up report sb. to sb. work out

Will you come to…?

Yes, I’d love to…

Would you like to…?

Yes, that’s very kind/nice of you.

I’d like to invite you to…

I’d love to, but…

I apologize… Never mind.

Please excuse me… It’s not important.

I ought to… Don’t worry.

What a shame! Forget it !

She swallowed the medicine with the help of some water.

她用水把药送下去了。

He just swallows his food; he is always in a hurry.

他吃饭狼吞虎咽，总是这么匆忙。

I haven’t read that book properly. I’ve only dipped into it.

我没有好好读那本书，仅随便翻阅一下。

I’ve only dipped into politics.

我对政治研究不深。

In a word, I don’t trust him.

总这，我不信任他。

Tom is brave, careful and calm. In a word, he is admirable.

汤姆既勇敢、细心又镇静。总之，他很令人羡慕。

无被动结构，也不用进行时态。下列单词和词组也无被动形式：appear, disappear, happen, take place, break out等。

The house belongs to him.这所房子归他所有。

The book belongs to my deskmate.

这本书是我同位的。

5.be likely to 易于……；有可能的.

后跟动词不定式，往往用在一时的情形。

I shall be likely to catch cold if I go out tonight without my overcoat.

如果今晚不穿大衣出去，我会感冒的。

Is that magazine likely to interest you?

那本杂志对你有吸引力吗？

6.get a general idea of 对……了解大意（大概情况）

Read the chapter quickly to get a general idea.

快速阅读这一章，了解大意。

I have a general idea of that town.

e across=meet with(meet…by chance/accident)无意中碰到，找到，想到

Perhaps I shall come across him somewhere in the park.

也许我会在公园的某个地方遇到他。

He came suddenly across an idea.

他突然有了一个好主意。

In other words, they failed to pass the exam.

换句话说，他们考试没有及格。

He became, in other words, a great hero.

也就是说，他成了一位大英雄。

9.take turns = take in turns轮流（做某事）

The two boys took turns at digging the hole.

这两个男孩轮流来挖坑。

The three men took turns to drive so one would not be too tired.

这三个人轮流开车，因此，就不会有人过于疲劳了。

You’d better talk things through. I will listen with complete attention.

你最好把话讲完。我会专心听的。

If I had enough time, I would have talked things through.

如果有足够的时间，我会把话说完的。

11.on one’s way to…正在到……，动身往……，在往……的路上

He was on his way to school when suddenly a policeman stopped him.

他正在上学的路上就在这时一个警察截住了他。

They telephoned to say that they were on the way, but they might be late.

他们打电话说他们正在路上，但他们可能来晚。

I called on a friend of mine on my way back.

我在回来的路上拜访了我的一个朋友。

You mustn’t forget to call in at Brown’s on the way home.

你千万别忘了在回家的路上到布朗先生家拜访。

拓展：by the way顺便说；in the way挡道；in a way 某种意义上；lose one’s way迷路；by way of 途经，经由；work one’s way 通过苦干……；no way决不；make one’s way 前进；all the way to…一路至……

He told a lively story about his life in Africa.

他讲述了一个有关他的非洲生活的一个生动故事。

Young children are usually lively.

friendly 友好的；lovely可爱的；orderly井然有序的；comradely同志般的；motherly母亲般的；daily每天的；weekly每周的；monthly每月的；yearly每年的；lonely寂寞的，偏僻的；deadly致命的；likely可能的。

对比：alive(1)活着的：可以作表语，这时可与living互换；作定语时，只能作后置定语。

He was alive when he was taken to the hospital.

他被送往医院时还活着。

Although he is old, he is still very much alive.

虽然年老了，但他仍十分活跃。

live（1）（动、植物）活着的，作前置定语；如：a live fish一条活鱼

Her grandfather is still living at the age of 93.

她爷爷已经93岁了，仍然健在。

He made a lot of money by playing music.

他演奏音乐挣了很多钱。

It is very easy to make money in that city.

在那个城市挣钱很容易。

零钱，找头：change 伪钞：counterfeit money, bogus money

(2)由money构成的短语：

lose money 亏本；for love or money无论如何；

put money into… 投资于；put money on… 在……上打赌；

spend money like water挥金如土；earn good money赚大钱

(3)由money构成的谚语：

Money makes the mare go.有钱能使鬼推磨。

Money talks.金钱万能。

Time in money.一寸光阴一寸金。

14.lead to(prep.)+n./v-ing引起，造成，导致

Too much work or too little rest often leads to illness.

过度工作或很少休息经常导致疾病。

Difference of opinion led to a heated argument.

意见分歧导致了激烈的争论。

15.so song as/as long as 只要……

You will succeed so long as you work hard.

只要你努力就会成功。

It is a good idea to start a part-time job.

做一项兼职的工作是个好主意。

16.in time及时(=not later than),终究(=sooner or later)

I hope you will arrive in time for the meeting .

我希望你及时到会。

Work hard and you will succeed in time.

努力工作那么最终你将成功。

17.affect（=have an effect on sth.）vt.影响（effect n.影响）

This may affect your health.

这或许会影响你的健康。

My throat is always affected by bad weather.

我的嗓子总是受恶劣天气的影响。

18.be ready to do sth.（=be willing to do sth.）乐意做某事

Tom is always ready to help others.

汤姆总是乐于助人。

If I’ve made any mistake, I’m ready to apologize.

如果我有错误，我愿意道歉。

19.play a trick on sb.= play with sb.捉弄某人，耍弄计谋

He is always playing tricks on others.

他总爱捉弄别人。

Don’t play tricks on me. I want to know the truth.

别耍我，我想知道真相。

Have you used up you money?

你的钱用完了吗？

常用短语：eat up吃光；tear up撕掉；use up用光；lock up锁住；burn up烧光；get up起床；up and down上上下下，来来往往。

-How long at this job?

-Since 1990.

A. were you employed B. have you been employed

C. had you been employed D. will you be employed

分析：B。since指从过去某时开始到现在一直进行的动作或所处的状态，应用现在完成时态。

By the end of last year, another new gymnasium in Beijing.

A. would be completed B. was being completed

C. has been completed D. had been completed

分析：D。“by the end of last year”到去年年底，是过去的过去，故用过去完成时。

Someone called me up in the middle of the night, but they hung up

I could answer the phone.

A. as B. since C. until D. before

题4 -How are the team playing?

-They’re playing well, but one of them hurt.

分析：A。got hurt受伤，get 后接过去分词表示被动。受伤的事发生在过去，需用一般过去时。

-I’m sorry I’m calling you so late.

- okay.

A. This is B. You’re C. That’s D. I’m

分析：C。此题考查道歉与应答，That’s okay.这晨相当于That’s all right.（没关系）。

-What happened to the priceless works of art?

- .

A. They were destroyed in the earthquake

B. The earthquake was destroying them

C. They destroyed in the earthquake

D. The earthquake destroyed them

分析：A。问句的重点在那些珍贵艺术品的遭遇，所以回答的重点应放在它们所处的情况上，适合用被动态。

After supper she would sit down by the fire, sometimes for an hour, thinking of her thinking of her young and happy days.

A. as long as B. as soon as C. as much as D. as many as

分析：A。指时间“长达”应用as long as 表达。

I was really anxious about you. You home without a word.

A. mustn’t leave B. shouldn’t have left

C. couldn’t have left D. needn’t leave

分析：B。shouldn’t have done表示本不该做某事，而实际上做了。

高三英语教案 篇9

英语中动词有谓语和非谓语之分。谓语动词在人称和数上要与主语保持一致，而非谓语动词没有人称和数的变化。非谓语动词主要包括：动词不定式，动词的-ing形式和过去分词三种。

学非谓语动词必须要了解它们的形式和在句子中的功能，请看下面两个表格：

1.非谓语动词的时态和语态形式（以动词do为例）：

一般式 主动 to do doing 动词的过去分词只有一种形式即done。及物动词的过去分词常表示被动和完成，而个别动词(多数是不及物动词)只表示完成

被动 to have been done having been done

进行式 to be doing ×

完成进行式 to have been doing ×

2. 非谓语动词在句子中的功能：

不定式 √ √ √ √ √ √ ×

_ing形式 √ √ √ √ √ √ √

过去分词 × × √ √ √ √ ×

一． 动词不定式的时态：

不定式的一般式通常表示不定式动作发生在谓语动词之后或与谓语动词同时发生；不定式的进行式（通常用于动态延续性动词）表示不定式动作与谓语动作同步发生；不定式的完成式通常表示不定式动作先于谓语动词而发生或表示一个实际未发生的动作；不定式的完成进行式往往强调不定式动作在谓语动词之前一直在进行。例如：

1. When I spoke to him, he pretended ___________(look) for something here and there.

2. He looked tired. He seemed ______________(work) all night.

3. Charles Babbage is generally considered ___________(invent) the first computer.

4. I would love _________ (go) to the party last night but I had to work extra hours to finish a report.

5. He ordered the man __________ (go) there at once.

二． 动词不定式的语态：

一般情况下，在一个含有不定式的句子中，如果有不定式的逻辑主语（即不定式动作的执行者）该不定式常用主动形式；如果出现的是不定式的逻辑宾语（即不定式动作的承受者），该不定式常用被动形式。但是，下面几种结构却常用主动表示被动：

(1).在easy, difficult, hard, heavy, light, fit, nice, comfortable等表示性质特征的形容词之后的不定式或用这些词修饰一个名词后跟的不定式常用主动表示被动；

(2).少数动词如blame(责备), let(出租)等的不定式作表语时常用主动表示被动。

6. This sentence is easy ___________ (understand).

7. I can’t go out with you today, as I have a lot of clothes_________ (wash).

8. “Have you any clothes __________ (wash) today?” asked the maid (女佣).

9.Our school is a nice place _________ (visit).

10. I found the chair comfortable _________ (sit) in.

11. I think the question difficult ________ (answer).

12. It’s I who am ________ (blame).

13. The officer ordered the soldiers ________ (fire) the guns.

14. The officer ordered the guns _________ (fire).

三._ing形式的时态:

_ing形式的一般式通常表示该动作与谓语动词同时发生或发生在谓语之后；完成式则表示

动作先于谓语动词而发生。如：

15. ________ (Walk) through the park, I saw some lovely flowers.

16. He was praised for __________ (teach) for 60 years.

17. I heard him __________ (sing) when I passed his room.

18. _________ (Finish) the work, he went home.

19. He insisted on _________ (join) the army.

四._ing形式的语态：

一般情况下，需要找准-ing动词的逻辑主语，若它们之间是主谓关系，-ing动词常用

主动；若它们之间是动宾关系，-ing动词就要用被动。但在动词need, want, require,及形容

词worth之后的-ing必须用主动表示被动。如：

20. He won’t come without __________ (invite).

21. The flowers in the garden need _______ (water).

22. Thank you for _________ (give) us so much help.

23. The building ________ (build) now will be a hospital.

24. ________ (give) such a good chance, how could she let it slip?

25. The book is well worth ________ (read).

动词不定式和动词的_ing形式都可以在句子中作主语。

（1）、一般来说，不定式作主语时，通常表示一次性的、特指的、具体的或将来的动作；而_ing形式作主语时，通常表示一个经常性的、泛指的、或不具体的动作。如：

26. ________ (refuse) him is not easy this time.

27. _________ (walk) is a good form of exercise for both the young and old.

28. ________ (teach) English is my job.

29. ________ (be) a teacher is her greatest wish in the future.

（2）、当句子的主语和表语都是非谓语动词时，两者在形式上一般保持一致；比较状语从句中的主语形式通常也取决于主句里的主语形式。如：

30. ______ (see) is to believe.==________ (see) is believing.

31. ________ (say) is easier than to do.

32. ________ (speak) a foreign language is more difficult than reading it.

（3）、在日常英语中，为了句子结构的平衡，常用it作形式主语而将不定式或-ing放在句末

这时候要注意下面的习惯句型：

It + be + 形容词或名词+ (for / of sb.) + to do sth.

It + take + sb. +some time / sth. + to do sth.

It + be + no use / no good / useless / a waste of sth. / worth + doing sth.

There + be + no + doing sth. (做某事是不行或不可能的)

33. It was foolish of you _________ (give) up what you rightly owned.

34. There is no ________ (hold) back the wheel of history.

35. I think it’s no good _______ (argue) with your parents.

动词不定式和动词的_ing形式都可以在句子中作宾语。

（1）、有些及物动词后只能接动词不定式作宾语，不能接-ing形式，常见的有：hope, wish, expect, decide, promise, offer, agree, manage, pretend, plan, refuse, fail 等等。

（2）、有些及物动词后只能接动词的_ing形式作宾语，不能接不定式，常见的有：enjoy, imagine, risk, appreciate, suggest, advise, admit, miss, practise, forbid, avoid, resist, escape, delay, finish, permit, allow, mind, keep, consider, excuse 等等。

（3）、有些动词后既可以接不定式，也可以接-ing形式作宾语，意义相同，常见的有：begin, start, continue, intend, bear, attempt等等。但要注意，begin, start 如遇下面三种情况时接不定式为最佳：

A. 句子的主语是物而不是人时，如：The ice began to melt.

B. 当begin, start 用了进行时态时, 如：He’s beginning to understand it.

C. 当begin, start 后作宾语的动词属于心理活动、精神状态类动词（如realize, understand, love, like, know 等等）时，如：It began to rain and I began to realize I should go home.

（4）、有些动词后既可以接不定式，也可以接-ing形式作宾语，意义有细微差别，常见的动词有：like / love / prefer / hate to do sth.(表示一个特定的、一次性的、将来的动作)

like /love / prefer /hate doing sth. (表示一般的、习惯性的、或正在进行的动作)

36. I like _________ (swim) but I don’t like _______ (swim) today.

37. Would you love ________ (go) to the zoo with us?

38. I felt like _______ (cry) at the news.

（5）、有些动词后既可以接不定式，也可以接-ing形式作宾语，意义完全不同，常见动词有：

39. We must try ________ (finish) the work on time.

Let’s try _______ (work) out the maths problem in another way,

40. I remember ______ (see) her somewhere before.

You must remember _______ (post) the letter for me.

41. He forgot ______ (pay) and asked to be paid again.

Don’t forget _______ (turn) off the light when you leave.

42. I regret _______ (miss) such a good chance.

I regret _______ (say) that I can’t lend you so much money.

43. Doing like that means _________ (cheat).

I didn’t mean ________ (hurt) your feeling that day.

44. I can’t help ________ (do) housework today. I’m busy preparing a report.

I couldn’t help _________ (think) of my childhood while seeing the film.

45. When the teacher came in, the students stopped _______ (talk).

As he was very busy that day, he didn’t stop _______ (talk) with me.

46. Though it was raining, the peasants went on ________ (work) in the fields.

After listening to the text, we went on _______(read).

47. The baby needs ______ (look) after. =The baby needs ________ after.

You don’t need _______ (look) after the baby today.

48. Our school is well worth ________ (visit).

Our school is well worthy ________ (visit).= Our school is well worthy of _________.

（6）、介词后的宾语一般用动词的-ing形式，但要注意：but和except之后通常接不定式；介词之后若有连接词时也要接不定式。如：

49. I have no choice but _______ (wait).

50. He gave me some advice on how _______ (study) it well.

51. He has no idea of what _______ (do) next.

52. I was about ______ (go) out when it began to rain.

注意：A. 下面短语中的to是介词，后面要接动词的-ing形式而不接不定式。

devote---to---, look forward to, pay attention to, prefer---to---, lead to, be close to, refer to, belong to, as to, get down to, owing to, be / get /become used to(习惯于------),等等。

B.有些短语中介词经常省略，这时要注意接动词的-ing形式，如：be busy (in) doing sth., spend money /time (in) doing sth., have difficulty /trouble / problems (in) doing sth., prevent / stop ---(from) doing sth.,等等。

（7）、当不定式和_ing形式作“主语+谓语+宾语+补语”句型中的宾语时，要用it作形式宾语，把真正的宾语置于补语之后，常见句型有：

主语+ make / feel /think /find /consider, etc. + it + adj. / n. + (for / of sb.) + to do sth.

主语+ make /feel /think /find /consider, etc. + it + no good /no use /useless + doing sth.

所有的非谓语动词都可以在句子中作表语，其区别在：

（1）、不定式作表语通常表示一次性、特指的、将来的或具体的动作，有时还可以表示计划安排将要发生的事或一种命令要求。

（2）、-ing形式作表语通常表示习惯性、泛指的、不具体的动作或表示主语的性质特征（主要是一些表示感情情绪的词，译为“令人感到……的”）

（3）、过去分词作表语通常表示主语所处的状态，常具有被动含义（主要是一些表示感情情绪的词，译为“感到……的”），这样的动词常见的有：surprise, move, excite, interest, shock, tire, bore, touch, encourage, disappoint, invite, inspire, amuse等等。如：

53. No one is ______ (leave) this building without the permission of the police.

54. My job is ______ (teach) English and my wish is ______ (be) a lawyer.

55. The president is ______ (visit) our country next month.

56. The speech was very _________ (move) and we were all _______ (move) to tears.

所有的非谓语动词都可以作定语，其区别在：

（1）、不定式作定语常放在被修饰的名词之后，通常可以表示：

A. 一个发生在谓语动词之后的动作。如：

The building to be built next month will be a hospital.

B. 被修饰的名词与用作定语的不定式之间可能是逻辑上的“主+谓”关系，也可能是逻辑上的“动+宾”关系。如：

Do you have anyone to help you? (“主+谓”关系)

I have nothing to write. (“动+宾”关系) 我没有什么东西可写。

C. 如果是“动+宾”关系，动词不定式之后有时需要添上适当的介词，而在名词time, place, moment, way等之后的不定式所带的介词可以省略，如：

I have nothing to write on. 我没有什么东西可以上面写字。

I have nothing to write with. 我没有什么东西可以用来写字。

I have no time to rest.

注意：这种带介词的不定式短语常可以转换为“介词+which / whom+不定式”的结构。例：They had only a cold room to live in.==

They had only a cold room in which to live.

D. 下列情况常用不定式作定语：

当句子中的谓语是一些特定的动词，如：be, find, get, give, have, need, want等，它们后面的名词（宾语或表语）常用不定式修饰。

当名词前有特定的定语，如：first, last, next, only, second以及形容词最高级时，其后常用不定式作定语。

在There be句型中，主语之后常用不定式作定语。

有一些特定的名词之后常用不定式作定语，常见的有：time, chance, right, promise, wish, plan, means, ability等。

例：You have no right to speak here.

He is the only person to know the truth.

There is nothing to worry about.

My parents had no chance to go to college.

（2）、动词的_ing形式作定语时，如果是单个词，常放在被修饰名词之前；如果是-ing短语，要放在名词之后。_ing作定语通常可以表示：

A. 被修饰名词的用途，如：a sleeping car, a waiting room, a walking stick, etc.

B. 被修饰名词的性质特征，如：exciting news, a moving story, etc.

C．被修饰名词正在进行的动作，如：a falling leaf, a burning stick, boiling water, etc.

（3）、过去分词作定语通常表示：

A. 被动，如：He is a man loved by all the people.

B. 完成，如：The building built last year is our classroom building.

a fallen leaf, a developed country, boiled water

C. 被修饰名词所处的状态，如：an excited boy, the disappointed parents, surprised eyes, etc.

所有的非谓语动词都可以在句子中充当状语，其区别在：

（1）、不定式（短语）常在句子中作目的、结果和原因状语，常见句式有：

目的：to do sth.; in order to do sth.; so as to do sth.

结果：so + adj. /adv. + as to do sth.; such + n. + as to do sth.; enough to do sth.; too…to do sth.; only to do sth.

原因：be happy / glad / sorry / sad ,etc. + to do sth.

（2）、_ing形式和过去分词位于句首时常作时间、原因、条件状语，位于句末时主要作方式、伴随或结果状语。究竟该用_ing还是过去分词，主要取决于句子的主语，若它们之间是主动关系就用_ing形式，若是被动关系，就用过去分词。

57. He raised his hand ________ the taxi stop. (have)

58. _______ from the top of the hill, our school looks more beautiful. (see)

59. The parents died, _______ him an orphan. (leave)

60. ______ to college, he works very hard. (go)

61. I’m not such a boy as ______ him. (believe)

62. _______ ill, he was sent to a hospital. (be)

注意：A. 非谓语动词作状语时，其逻辑主语通常是句子的主语，如：

（×）Being a fine day, we went out for an outing.

（√）As it was a fine day, we went out for an outing.

（√）It being a fine day, we went out for an outing.

(×) Hearing the news, tears came to my eyes.

（√）Hearing the news, I burst into tears.

（√）When I heard the news, tears came to my eyes.

B．有些非谓语动词可以相当于独立成分、介词或连词使用，这时候它们常有自己固定的形式，与句子的主语不存在任何的逻辑关系，常见的有：

to tell (you) the truth, to be honest, (老实说)

generally / strictly / exactly speaking (一般/严格/准确地说)

including (其中包括……) compared with / to… (与……相比)

所有的非谓语动词都可以作补语，在使用中要注意下面几种情况：

（1）、有许多动词，如：ask, tell, allow, force, cause, encourage, 等之后都可以接不定式作宾语补足语。

（2）、在感官动词notice, observe, feel, hear, listen to, see, watch, look at之后可以接三种非谓语动词作补语，其区别在：_ing作补语表示与谓语动词同时进行的动作，如果这个动作与宾语是被动关系，还要用其被动形式being done；过去分词作补语常表示一个完成被动的动作；不定式作补语可以表示一个全过程、一个具体的、将来的、或经常性的动作。如：

63. I saw the classroom ________ (clean) when I passed by it.

64. The missing children were last seen ______ (play) by the river.

65. I often hear him ________ (sing) in the next room.

66. I saw the room _________ (clean). Everything was put in order.

67. I saw him ________ (open) the door, _______ (walk) into the room, and ______ (sit) down at the desk.

（3）、注意使让动词之后的补语用法：

A．have sb. do sth.==get sb. to do sth. “请/叫/让某人做某事” 与宾语的关系是主动的。

B．have sb./ sth. doing sth.“使某人一直做某事/容许某人做某事”，强调主动和进行。

C．get sb. doing sth.“使某人开始做某事”。

D．have sb./sth. done ==get sb./sth. done“使某人/某物被……或使……遭受……”，表示被动

E．make /let sb. do sth.表主动。

F. make /let sb. /sth. /oneself done 表示被动。

（4）、有些动词后不能接非谓语动词特别是不定式作宾语补足语，常考的动词有：agree, refuse, hope, suggest, demand, etc.

(5)、有些动词后需要接_ing作宾语，而接不定式作宾语补足语，常见的动词有：advise, allow, permit, forbid, encourage等。

例：68.You’d better have someone else _______ (help) you. I’m too busy.

69.He already had his eyes ________ (examine) in the hospital yesterday.

70.The speaker explained it again to make himself _______ (understand).

71.We don’t allow _____ (smoke) in our classroom.

72.He didn’t allow his son _____ (play) computer games.

动词的_ing形式常被用来解释一个名词的具体内容，在句子中充当同位语，如：

His habit, studying at night, remains unchanged.

The gesture for “OK”, making a circle with one’s thumb and index finger, has different meaning in different countries.

一、 否定结构：

所有非谓语动词的否定结构都是在非谓语动词前直接加否定词not或never等构成。

例：Excuse me for not coming back in time.

Not having received a reply, He decided to writer again.

He advised me never to go out alone at night.

不定式复合结构是指带有主语的动词不定式，其形式有以下两种：

（1）、for sb. to do sth.(侧重动作), 可以用于各种句子结构中。

（2）、of sb. to do sth.(侧重对逻辑主语品行的评价)，这种结构主要用于下列形容词之后：bad, brave, careful careless, clever, foolish, cruel, kind, rude, polite, stupid等。

73.It’s very important ____ us to learn English well.

74.It’s very foolish ____ you to believe him. == You are very foolish to believe him

75.There are a lot of difficulties ____ them to overcome.

76.I stepped aside ____ her to pass.

由动名词的逻辑主语和动词_ing一起构成，在句子中主要作主语和宾语，其形式有：

注意、A、当句子的主语就是_ing动词的逻辑主语时不能用复合结构。如：

Would you mind opening the door? (You open the door.)

Would you mind my / me opening the door? (I open the door.)

B、_ing作主语放在句首时，只能用第（1）种形式的复合结构。如：

His being ill made us very sad.

C、当无生命的名词或两个以上的名词/代词并列作_ing的逻辑主语时，只能用第（2）种形式的复合结构。如：

Can you hear the noise of the machine running.

Is there any hope of him and his sister winning the prize?

（1）、由“名词或代词主格+动词的_ing形式或过去分词”构成，在句子中作状语，可以表示时间、原因、条件、伴随情况或方式。主要用于句子的主语不是非谓语动词的逻辑主语时。如：

77.All the work_______ (do), he had a rest. （时间状语）

78.Weather ________ (permit), we will go outing tomorrow.（条件状语）

79.The boy stood there, his right hand _______ (raise). （伴随情况）

80.He _____ (be) ill, we sent him to a hospital. （原因状语）

81.There ______ (be) no buses, we had to walk home.（原因状语）

（2）、由“with/without +名词/代词宾格+动词_ing /过去分词/不定式/介词（短语）/形容词/副词”等构成，在句子中可以作状语或定语。如：

82.The murderer was brought in, with his hands _____ (tie) behind his back.

83.With a lot of work ____ (do), I can’t go to the cinema with you.

84.He left without anybody ______ (know).

五、“连接词+ to do”，“when/while/though/unless/if, etc. + done /doing”结构的区别

（1）、“连接词+to do”相当于一个名词的作用，在句中作主语、宾语和表语，常可以转换成由该连词引出的从句。

(2)、“when/while/though/unless/if, etc. + done/doing” 在句子中只能作状语，主句的主语是此结构中doing和done的逻辑主语，如果它们之间的关系是主动的，就用doing，是被动的就用done。

85. Please tell me what _______ (do ) next. ==Please tell me what I should do next.

86. The problem is whether _______ (go) by bus or by plane.

87. When ______ (start) the project hasn’t been decided yet.

88. Be careful when / while ________(cross) the street.

89. When________ (heat), ice will melt.

90. He won’t go to the party unless _______ (invite).

一、 省略不定式符号to的情况：

(1).不定式在感官动词notice, observe, feel, hear, listen to, see, watch, look at, 和使让动词have, make, let 之后作宾语补足语时，符号to必须省略。但是当这些动词用于被动语态时，动词不定式变为主语补足语，符号to不能省略。

例：We often hear him sing the song at home.→ He is often heard to sing the song at home.

(2).在动词help之后作宾语或宾语补足语的不定式，符号to可有可无。

(3).两个或两个以上的不定式由连词and / or / than / but 等连接时，从第二个不定式起的符号to常常省略。

例：The students are taught to read, write and do many other things.

例：It’s more difficult to do than to say.

The teacher came not to punish you but to help you.

I wondered whether to stay or to leave.

(4).不定式作表语，用来解释主语部分中do的内容时可以不带to。如：

What we want to do now is (to) lie down and rest.

The first thing she did was go up to her trainer and thank her.

(5).在why或why not引起的表示建议或责问的省略问句中不能带to。

Why quarrel with your mother? Why not join us?

(6).在一些类似情态动词的词组如：had better, would rather … than … , can’t (help / choose) but 等之后的动词不带to。

(7).不定式作but或except的宾语时，若前面有实意动词do / does / did / to do等形式，不带to。如：

I did nothing but / except do my homework last night.

She had nothing to do but wait.

(8).当助动词do / does / did用来加强语气或构成倒装句时，其后的动词不能带to。如：

Seldom does he go home this term. I did tell him the news.

(9).当dare用作实意动词时，后面的不定式有时也不带to，特别是在否定句中。

She didn’t dare (to) ask the teacher.

(10).在美国口语中，用在祈使语气中表示目的，在动词come / try / go / run等之后的不定式可以不带to。如：

Come tell me if he arrives. Go tell your mother. Try open the door again.

二、 省略to之后的动词部分的情况：

一般说来，当不定式内容是重复前面的内容时，to后的成分可以承前省略，但要保留符

号to，此时省略的成分相当于do so，这种结构一定要有上文或一定的语境。如：

_ Will you go with me? _ Well, I’d like to.

_ Why didn’t you bring an umbrella with you? _ I meant to, but I forgot about it.

The boy wanted to ride his bicycle in the street, but his mother told him not to.

He can’t eat as much as he used to.

注意：当不定式内容是助动词be / have时，to后要保留原形的be / have。如：

He hasn’t succeeded in the exam, but in fact he ought to have.

She is no longer what she used to be.

1. It shames me to say it, but I told a lie when _______ at the meeting by my boss.

A. questioning B. having questioned C. questioned D. to be questioned

2. Helen had to shout _______ above the sound of the music. (2004 Ⅲ)

A. making herself hear B. to make herself hear

C. making herself heard D. to make herself heard

3. She will tell us why she feels so strongly that each of us has a role _____ in making the earth a better place to live. ()

A. to have played B. to play C. to be played D. to be playing

4. When I handed the report to John, he said that George was the person ______ .()

A. to send B. for sending it C. to send it to D. for sending it to

5. Victor apologized for ______ to inform me of the change in the plan. (2004)

A. his being not able B. him not to be able C. his not being able D. him to be not able

6. _ Mum, why do you always ask me to eat an egg every day?

_ ______ enough protein and nutrition as you are growing up. (NMET)

A. Get B. Getting C. To get D. To be getting

7. The purpose of new technologies is to make life easier, ______ it more difficult. (NMET1999)

A. not make B. not to make C. not making D. do not make

8. European football is played in 80 countries, ______ it the most popular sport in the world. (NMET). A. making B. makes C. made D. to make

9. Don’t leave the water _______ while you brush your teeth. (2004)

A. run B. running C. being run D. to run

10. With two exams _______ , I have to work really hard this weekend. (2004)

A. worrying about B. worried about C. to worry about D. to worry

11. Reading is an experience quite different from watching TV; there are pictures _______ in your mind instead of before your eyes. (2004)

A. to form B. form C. forming D. having formed

12. Sarah, hurry up. I’m afraid you won’t have time to ______ before the party. (2004)

A. get changed B. get change C. get changing D. get to change

13. A cook will be immediately fired if he is found _______ in the kitchen. (2003)

A. smoke B. smoking C. to smoke D. smoked

14. Alice returned from the manager’s office, _______ me that the boss wanted to see me at once. (2004). A. having told B. tells C. to tell D. telling

15. _______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (2004) A. To wait B. Have waited C. Having waited D. To have wait

参考答案：1~5 CDBCC 6~10 CBABC 11~15 CABDC

第二节：1. to be looking 2. to have been working 3. to have invented 4. to have gone

5. to go 6. to understand 7. to wash 8. to be washed

9.to visit 10. to sit 11. to answer 12. to blame

13. to fire 14. to be fired 15. Walking 16. having taught

17.singing 18. having finished 19. joining 20. being invited

21. watering 22. giving 23. being built 24. Given

第三节：26. To refuse 27. Walking 28. Teaching 29. To be

30. To see; Seeing 31. To say 32. Reading 33. to give

34. holding 35. arguing 36. swimming; to swim 37. to go

38. crying 39. to finish; working 40. seeing; to post 41. being paid; to turn 42. missing; to say 43. cheating; to hurt 44. to do; thinking 45. talking; to talk

46. working; to read 47. looking/to be looked; to look 48. visiting; to be visited/being visited 49. To wait 50. to study 51. to do 52. to go 53. to learn

54. teaching; to be 55. to visit 56. moving; moved 57. to have 58. Seen

59. leaving 60. to go 61. to believe 62. Being 63. being cleaned/cleaned

64. playing 65. sing 66. cleaned 67. open; walk; sit 68. help

69. examined 70. understood 71. smoking 72. to play

第四节：73. for 74. of 75. for 76. for 77. done 78. permitting

79. raised 80. being 81. being 82. tied 83. to do 84. knowing

85. to do 86. to go 87. to start 88. crossing 89. heated 90. invited

高三英语教案 篇10

Aims and demands:

通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。

Importance and difficulty:

1. Words and expressions:

dip into, look our for, refer to , get at , respect, enlarge, digest, come across

2. Important sentences:

1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.

2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.

3) The more we practise, the better we get at listening to speech in a foreign language.

4) Then it will be someone else’s turn.

3. Grammar:

1) If he comes, I will let him know.

2) You’re always making the same mistake.

3) I didn’t expect to meet you here.

4) If you have finished reading the magazine before I leave, please give it back to me.

5) He suddenly remembered that he hadn’t locked the door.

6) Given more time, we could finish it.

7) The ground is wet. It must have rained last night.

4. Useful expressions:

1) Would you like to …?

2) I’d like to invite you to…?

3) Have dinner with us , will you?

4) Yes, I’d love to ….

5) I’d love to , but……

Aims and demands:

1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.

2. Let them know how to read different kinds of books.

Importance and difficulty:

Let them have a good understanding of the text and do the deeper understanding comprehension .

Teaching methods:

Teaching aids:

Teaching procedure:

Discussion: 1. What do you enjoy reading most?

2. What do you enjoy reading least?

3. What good books have you read recently?

4. What good stories have you read?

Read it quickly and find the answers to the two questions at the top of the text.

1. What are the three methods of reading which are described?

Tasting, swallowing, and chewing-and-digesting.

2. What is the most important piece of advice in the text?

Enjoy your reading.

Read it carefully and have a good understanding of the text.

Complete the following form on reading .

If you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.

If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.

If the book you have is on a subject that you are interested in You will want to “chew and digest it”.

Read it slowly and carefully.

If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.

When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.

When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.

If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.

Number these subjects in the order in which they occur in the text.

Page 14.

Step 6. Note making.

Write down in your own words the advice the writer gives in the text. Page 14

Step 8. Comprehension exercises---- paper

Step 9. Listening and find out the importance and difficulty

Lesson 58 The art of being a good listener

Aims and demands:

1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.

2. Teach them how to be a good listener.

Importance and difficulty:

Have a deeper understanding of the text and do the comprehension exercises.

Teaching methods: reading and speaking

Teaching aids: tape recorder and some slides .

Teaching procedure:

Ask Ss what they have learnt about reading in the previous lesson.

Ask them to talk about any techniques of their own which they find useful.

Step 2. Presentation and reading for general understanding

Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.

聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer in pairs.

1) Mainly about listening to people.

2) Both advice and information.

When you listen to someone,

what should you do?

Look at the speaker as Listen with complete

a sign of respect . attention, and with

the other person.

You should look at the speaker as a sign of respect while you are listening.

You should listen with complete attention , and with complete respect for the speaker.

More tips on First …

becoming a Second …

good listener Third …

1)Take turns to listen.

Don’t all try to speak at the same time when you are in a group.

Listen without interrupting, and stop other people from interrupting.

2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”

3) Listen and be quiet while others are talking.

Step 4. Note making and discussion

Step 6. Comprehension exercise ----paper exercises

Aims and demands:

Grasp the language points.

Importance and difficulty:

Let them know the usage of the language points.

Teaching aids:

Some slides and a small blackboard.

Teaching procedure:

1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。

Some books are to be tasted , others to be swallowed, and some few to be chewed and digested

be +不定式的被动式结构表示“某事应当/ 必需如何做”的意思，常用在通知和说明书里。

The books you borrowed are to be returned before July 5. （应当于7月5日前归还）

This medicine is to be taken three times a day after meals. (此药一日三次，饭后服用)

子女“下达命令”。be +不定式结构通常用来表示“按计划或安排将要做的事情”，或表示上级对下级，父母对子女“下达命令”。

The train is to arrive in Beijing at 10:30.

你得完成作业后才能看电视。

You are to finish your homework before you watch TV.

I’m to meet him at the station. （双方约好）

I’m going to meet him at the station.（个人打算）

2．这种书只要浏览一下，这儿读一下，那儿读一下，也就够了。

It is enough to dip into this kind of book (it) and read bits here and there.

I haven’t read that book seriously , I’ve only dipped into it. （翻阅）

Each student dipped a finger into the mixture and sucked it. （伸入）

3．不要一遇到不认识的单词或短语就停下来。

Don’t stop every time you come to a word or phrase you don’t know.

every time 一。。。就。。。（从属连词，引出表示时间的状语从句）

每当他碰到一个好的句子，他就把它抄下来。

He copies it down every time he comes to a good sentence.

Make a sentence……

4．你有什么特别嗜好或特别喜爱的体育运动吗？如果有， 你就该找一些有关的书籍，文章或杂志来读。

Are there any hobbies or sports you particularly like ? If so, look out for books , articles or magazines about them.

He has been looking out for a new job for half a year.

He has been looking for a job for half a year.

5．“听的能力”这个词组有两个意思。一个是指我们学习外语时所作的那种听力练习。另一个意思是指善于倾听别人讲话的艺术。

There are two meanings of the phrase “listening skills”. One refers to the type of listening practice which we do when learning a foreign language .The other meaning is about / (refers to) the art of being a good listener to other people.

refer to …

when doing…

6．我们练习得越多，就越能更好地听懂用外语所说的话。be good at listening to speech

The more we practice, the better we get at listening to speech in a foreign language.

get better at doing = be better at doing … 更善于做…

7．因此，当你听某人说话时，你要一心一意地听，对别人完全尊敬。

So when you listen to someone , you should listen with complete attention, and with complete respect for the other person.

with complete attention （作方式状语，修饰listen）

show / have respect to (for ) sb. (对……尊敬)

8．我们常常需要的是一位能倾听我们“畅叙衷肠”的好朋友。

Often, all we need is a good friend who will listen to us while we “talk things through” .

We talked the plan through for nearly an hour.

我们对计划讨论了将近一个小时。

After three long meetings , the question seemed to be talked through.

经过三次长时间的会议后，这个问题似乎已经详细讨论过了。

高三英语教案 篇11

Aims and demands:

通过本单元的教学，学生应能熟练地运用表示“禁止和警告”的常用语；复习定语从句和同位语从句；了解蜜蜂的习性，培养学生对科学研究的兴趣。

Importance and difficulty:

1. words and expressions: one after another, to his astonishment, come up, come to light

2. sentences:

A. Among the different types of bee, it is the honey bee that has most interested scientists because of the “language” they use to communicate wit each other.

B. To answer this question, Von Frisch and his co-worker set up a feeding place close to the hive.

C. Back at the hive they watched the wagging dance closely.

3. Grammar: Attributive and appositive clause

A. I still remember the time when I joined the army.

B. The pen which you are using is mine.

C. There is no doubt that this is the only way out.

D. I have no idea whether I will leave or not.

4. Useful expressions:

B. Look out!

C. Be careful!

D. You’d better not do …

E. Don’t ….

Lesson 85 The language of honey bees (1)

Aims and demands:

Develop the Ss’ reading ability and have a better understanding of the text.

Deal with the language points:

Importance and difficulty: Understanding and the usage of the language points.

Teaching procedure:

Step 1. Warming up ( picture showing )

T: What kind of people are compared to bees? ---- hard working people

T: Do you know what bees feed on? ----- pollen ( 花粉 ) and nectar ( 花蜜 )

T: Do you like bees? Why or why not?

Ss: People can collect honey made by the honey bees.

I am afraid of being stung / bitten.

T: All female bees have a sting.( bite – bit – bitten )

T: What are these bees doing ? ----- dancing

T: Some are making a circle dance and some are making a semicircle dance.

What do these dances mean?

----The circle dance meant that food was near. The wagging dance meant that food was far away.

Read the text and find out the answer and do the comprehension 2.

Step 3. Careful reading and do the other comprehension

Wb, paper comprehension , Questions.

Reading completion for Unit 21 (Lesson 85)3B DDABD DDBD

1. Which of the following statements is right?

A. All the bees live together.

B. Most bees live together.

C. Many bees live together.

D. Some bees live together.

2. The scientists can study the language of honey bees only after the development of ___.

A. the modern beehive B. experiments

C. dishes of honey D. both A and B

3. You can find out the main idea of the text simply from ___.

B. the first sentence of paragraph 1

C. the first sentence of paragraph 2

D. the first sentence of paragraph 3

4. The phrase “tell the bees apart” in paragraph 2 means ____.

5. Karl bon Frisch made an experiment to research __.

D. the ways honey bees communicate

6. The marked bee told the other bees by ___.

7. After the marked bee danced, the other bees ___.

A. danced together B. became very excited

C. seemed not to notice it D. both A and B

8. Different dances indicate different __.

A. food B.feeding places C.steps D.semicircles

9. The circle dance communicates ___.

A. the distance of food B. the information of food C. the amount of food D. both A and B

Step 4. Listen toe the tape and deal with the language points.

1 . It is the honey bee that has most interested scientists.

The scientists are most interested in the honey bee.

The honey bee is most interesting.

2. communicate with : pass information to sb. or to and animal

3. The development of the modern beehive in 1851 made it possible to design.

我发现学习英语口语是很重要的。

I found it important to learn spoken English.

我认为掌握一门外语是很难的。

I think it difficult to master a foreign language.

暴风雨使他们不可能准时出发。

The storm made it impossible for them to start / set out on time.

4. spend…in doing sth.

5. 先行词是way 的定语从句中，引导词可以是：that , in which , / .

eg. I don’t like the way he acts. ( that he acts. / in which he acts. )

8. tell… apart : be able to know one from another

The twins are so much alike that we can hardly tell them apart.( tell one from another)

你能辨别这两件东西吗？

Can you tell the two things apart?

10. The dance seemed to excite the surrounding bees.

The surrounding bees seemed to be excited by the dance.

11. troop: come or go together in a group

12. faraway adj. adv. 作定语时连写，作表语时常分开

nearby adj. adv. prep. 作定语时连写，作其他时有板有3 种形式

13. wag: to shake quickly and repeatedly from side to side 摇摆

The dog wagged its tail with pleasure.

Lesson 86 The language of honeybees (2)

Aims and demands: Develop the Ss’ reading ability

Importance and difficulty: Have a deeper understanding of the text and develop their reading skill

Teaching aids: tape recorder and slides

Teaching procedure:

T: Do all the bees live in groups? (No.)

Where do other types of bee live? (In holes in the ground, in holes in the rocks or trees.)

What was the name of the scientist who did research into bees? (Karl Bon Frisch.)

Was Bon Frisch a New Zealander ? (No, he was Austrian.)

What was special about the beehive he built for his research? (it had only one honeycomb and a glass wall.)

How did he mark the bees? ( With spots of colour.)

What did the wagging dance mean? (It meant that food was far away.)

What dance means food was near? ( Circle dance.)

Read the text and do the comprehension exercises:

Reading comprehension for Unit 22 Lesson 86 (3B)

1. Skim the passage to figure out what the different dance dances mean and them make a choice.

D. a slower wagging dance 1.Food is closer.

2.Food is farther away.

3.Food is near.

4.Food is far away.

II. Further comprehension (Lesson 86) CCBDC

1. Which is Wrong about the further information the professor and his men discovered?

A. The closer the feeding place is, the faster the wagging dance is.

B. Bees fly a maximum distance of 3.2 km between their hive and a feeding place.

C. The speed of the wagging dance can tell about the amount of food.

D. The direction of the wagging dance tells the direction of the feeding place.

2. Professor Von Frisch did his third experiment to discover ___.

A. whether the wagging dance showed direction

B. how far bees can fly between their hive and a feeding place

C. whether the wagging dance told the bees how far away a feeding place was

D. how the straight part of the wagging dance was different when the sun’s position changed

3. “So another astonishing fact came to light .”The underlined part can be replaced by ___.

C. remained unknown D. needed to be checked out

4. ____ can show the different position of the sun.

A. The right part of the wagging dance

B. The left part of the circle dance

C. The straight part of the circle dance

D. The straight part of the wagging dance

5. What can be inferred from the fourth paragraph?

A. Honey bees can pass news of food at high speed.

B. Man can communicate in the same way as honey bees do.

C. Man can learn something from animals’ behavior.

D. The expression “to make a beeline for someone or something” was used centuries ago.

Unit 22 Lesson 85~86 Language points

Correct the mistakes if any.

1. It was in this house which we lived last year. that

2. Where was it Mr. Smith met his friend yesterday? That

3. It is this house that we lived in last year. 定语从句 （此句的主句为一般现在时，从句为过去时，显然不是强调句。）

4. It was in this house that we lived last year. 强调句。强地点状语

5. It was this house that we built last year. 强调句。 强调宾语

6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees. it

7. The music made this possible for you to fall asleep. it

a. It 在句中可作代词（前面提到过的事物或一个句子， 或一个部分）

---- Look at that girl on the stage . She is already fifty.

----You are joking. She doesn’t look it.

8. Many people criticized me , but I did what I thought it was right.

9. The twins are so much alike that we can hardly say them apart. tell

tell 常与 can, could , be able to 连用表示区分。识别。

10. I don’t like the way which he acts ./ he speaks to his mother. That . in which . /

11. I don’t like the way in which he told me to learn English.

he learned English. Which . that

在定与从句中，当先行词是 way 时，如果在从句中作状语用 that, in which, /;

而在从句中作宾语则用 that , which.

11. In his surprise , he found nobody in the classroom. To

to one’s surprise , astonishment, pleasure, anger, disappointment, joy , delight , happiness…

12. The game was over and the players trooped to home .

14. The house is not faraway. Far away

Nearby : 可作定语、状语，既可连写（nearby）也可分开（near by ） 还可加连字符号（ near-by ）

15. I saw her going to a near-by post-box before lunch.

16. They live nearby ---- less than a kilometer.

17. He gave up his seat to the old man standing near by.

18. What I want is to get farther education. Further

19. Translate:

The farther away the feeding station was, the slower the dance was.

喂食地点越远，蜜蜂舞跳得越慢。

它给孩子们的越多，他们想要的就越多。

The more he gives his children , the more they want.

The sooner you do it, the better it will be.

20. So another astonishing fact came into light. To

21. 这笔钱直到那位老人临死才透露出来。

The money didn’t come to light until the old man was going to die.

21. The number of students in our class are 53. is

22. A number of students in our class is out by the lake. are

23. Now we have flew a distance of about kilometers. flown

24. As he spoke he made a beeline to the door. for

Step 2. Exercises （useful expressions ）

Fill in the blanks with a proper word.(Unit 22)

1. In order to tell the bees apart, he painted some bees with little spots of colour.

2. We set out in search of / for the lost child on a stormy night.

3. A new hospital will be set up next to our school.

4. After a short while , a line of bees fly to and from the hive like a thin stream.

5. Go upward along the path, you’ll find the temple on the top of the hill.

6. The students came into the classroom one after another.

7. He cares more for music than for anything else.

8. When Jack arrived there, he learned Mary had been away for almost an hour.

9. We’ll play a game . Please stand in rows.

10. Don’t get close to the river. It’s dangerous.

11.We solve the problems as soon as they came _up__.

12. Where was it _that__ Mr. Smith met his friend yesterday.

13. The suggestion was made _that__ shops remain open till ten in the evening.

14. Was it because of illness _that__ Tom was absent from school?

Correct the mistakes if any ( Lesson 85~86)

1. It was in this house which we lived last year.

2. Where was it Mr. Smith met his friend yesterday?

3. It is this house that we lived in last year.

4. It was in this house that we lived last year.

5. It was this house that we built last year.

6. The development of modern beehive in 1851 made that possible to design experiments to research the language pf honey bees.

7. The music made this possible for you to fall asleep.

8. ---- Look at that girl on the stage . She is already fifty.

----You are joking. She doesn’t look so.

9. Many people criticized me , but I did what I thought it was right.

1. The twins are so much alike that we can hardly say them apart.

2. I don’t like the way which he acts ./ he speaks to his mother.

3. I don’t like the way in which he told me to learn English./he learned English.

4. In his surprise , he found nobody in the classroom.

15. The game was over and the players trooped to home .

16. The house is not faraway.

17. I saw her going to a near-by post-box before lunch.

18. They live nearby ---- less than a kilometer.

19. He gave up his seat to the old man standing near by.

20. What I want is to get farther education.

21. 译：The farther away the feeding station was, the slower the dance was.

它给孩子们的越多，他们想要的就越多。

你越早做那事就越好。

22. So another astonishing fact came into light.

这笔钱直到那位老人临死才透露出来。

23.The number of students in our class are 53.

24. A number of students in our class is out by the lake.

25. Now we have flew a distance of about 2000 kilometers.

26. As he spoke he made a beeline to the door.

高三英语教案 篇12

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，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：

在高搞英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，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.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，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。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、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。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，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2. 过去分词的运用

五、教学难点:

1.结合语法知识，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. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

高三英语教案篇2

一、 课程类型：

高三复习课

二、 教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

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。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、 教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、 教学方法：

1、活动教学法：

2、任务型教学法：

七、 教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

GZ85.com延伸阅读

英语教案(精选6篇)

一起来深入挖掘“英语教案”的含义，探寻其中隐藏的故事。对于新来的教师而言，备课是必不可少的一环，其中写教案课件更是一项重要任务。教案作为教师和学生之间的桥梁，具有不可或缺的作用。希望这些资料能对您有所帮助，不妨保存下来！

英语教案 篇1

Lesson 1 Transportations

第一课时

一、教学内容：New words bike / bus / car

二、教学目标：1、知识目标：熟练掌握单词bike / bus / car的英

汉意思并能相互转换。

2、情感目标：理解单词在生活中的应用，培养学

生听说读英语的情趣和习惯。

3、能力目标：单词英汉都达到熟练的程度，例如：

提起“小汽车”学生能够快速回答“car”。我说“car”

学生能够快速反应是“小汽车”。

三、教学重点：这三个单词 bike / bus / car 之间可以快速英汉互

译。

教学难点：bike 和 bus 这两个单词形似，可能会混淆。 教学课时：1课时

四、学情分析：小孩子的注意力集中的时间短，这3个单词要在孩

子注意力集中的时间教会孩子，特别是易混淆的那

两个单词，要抓住有限的时间把教学目标达到。

五、教学过程：

1、课前准备：小汽车、公共汽车、自行车的卡片及单词卡片

2、方法步骤：

（1）Greeting

T：Hello, boys and girls. S：Hello, Miss Wang.

（2）展示小汽车图画卡片

T：Wow, It’s car. 引导学生猜想car 是什么（小汽车） T领读car，Ss跟读

单独找Ss读

汉语和英语之间相互转换，采用男女生互换的形式达到熟练地程度。

（3）出示自行车的图画卡片，引出bike

T领读bike，Ss跟读

单独找Ss读

采用抢答的形式达到英汉都能熟练的程度

（4）出示公共汽车的图画卡片，引出bus

T领读bus, Ss跟读

1

单独找Ss读

采用接力赛的形式大量练习英汉转换

3、巩固新知：采用开小火车的形式把bike / bus / car 系统复习

一下，找出问题，及时纠正。

4、小结：本节课你学到了什么，还有什么疑问，怎么解决。

5、作业：会读背单词bike / bus / car并知道汉语意思，给家长

展示。

六、板书设计：

小汽车 car

自行车 bike

公共汽车 bus

练习： 连线 小汽车 bus

自行车 bike

公共汽车 car

七、教学反思：这节课虽然达到了教学目标，但存在着不足的地方。没有充分让孩子们把单词的组合印到他们头脑中，而只是重视他们的发音。所以在这个过程中，孩子们有把单词的音和形脱节的现象出现。在以后的教学中，我一定要注意并重视这方面的问题。

2

第二课时

一、教学内容：掌握句型How do you go to school ? By bus / bike /

car

二、教学目标：1、知识目标：熟练掌握句型How do you go to school ?

By bus / bike / car

2、情感目标：理解句子在生活中的应用，培养学生

听说读英语的情趣和习惯。

3、能力目标：熟练掌握所学句型，能够运用所学句

型表达自己是通过什么交通工具来学校的

三、教学重点：问句 How do you go to school ? 的熟练掌握

教学难点：能够熟练运用所学句型表达自己是通过什么交通工具

来学校的。

教学课时：1课时

四、学情分析：由于孩子们接触英语的时间相对短，这个句型相对要

长，可能孩子们学起来不是那么容易。

五、教学过程：

1、Warm-up

单独找Ss回答，car / bike / bus 英汉各一遍

2 方法步骤：

（1）、展示ppt上的骑自行车的图片

T：我们已经知道自行车用英语怎么说了，那么骑自行车用英语怎么表达呢？（引起学生好奇心）

T：我们在自行车bike前加by,变成by bike.

（2）、展示PPT上乘公共汽车、小汽车的图片

T；那现在老师问乘公交车、小汽车应该怎么说呢？引出by bus / car

（3）问句的引入

T;我们还记得去学校用英语怎么表达吗？引出go to school

T:老师现在交给你一个很厉害的句子，你明天来就可以用到的很神通广大的句子。引出How do you go to school ?老师解释汉语意思 T领读，Ss跟读。然后单独找Ss读

（4）答语的引入

T:有问必有答，那我问你How do you go to school ? 你应该怎么回答我呢？

运用肢体语言把前面的内容即答语间接告诉学生

3

3、巩固新知：

T ask Ss answer

Ss ask T answer

B ask G answer

单独找学生练习

4、小结：通过这节课的学习，你有什么收获与疑问？

5、作业：熟练听说读句型How do you go to school ? By bus / bike /

car.在生活中能熟练运用。

六、板书设计：

bike by bike

bus by bus

car by car

go to school

How do you go to school?

by bike / bus / car

七、教学反思：这节课给我最大的感受就是教学需要技巧，而且很重要。这节课教学目标达到了预想的效果。抓住了孩子们的短时记忆，运用的游戏方式也激起了孩子的兴趣，所以学起来相对要积极、效果要好的多，但接下来的任务更艰巨，要不断地复习，把短时记忆转化为长时记忆。不足之处，我没有顾及到每一位学生。

4

第三课时

一、教学内容：掌握句型How do you go to school ? On foot

二、教学目标：1、知识目标：熟练掌握句型How do you go to school ?

On foot.

2、情感目标：理解句子在生活中的应用，培养学生

听说读英语的情趣和习惯。

3、能力目标：熟练掌握所学句型，能够运用所学句

型表达自己是通过什么交通工具来学校的

三、教学重点：问句 How do you go to school ? 的熟练掌握

教学难点：能够熟练运用所学句型表达自己是通过什么交通工具

来学校的。

教学课时：1课时

四、学情分析：由于孩子们接触英语的时间相对短，这个句型相对要

长，可能孩子们学起来不是那么容易。

五、教学过程：

1、Warm-up

How do you go to school? By bus / bike / car

T说汉语，Ss说英语

单独找学生回答

2、方法步骤：

（1）T:我告诉大家一个小秘密，我是步行来学校的。那用英语怎么回答你提问的问题呢？

Listen carefully

On foot

（2）T 领读，Ss跟读

单独找学生读

（3）运用到句型中

How do you go to school ? On foot

以开小火车的形式大量练习这个句型

3、巩固新知：

T ask Ss answer

Ss ask T answer

B ask G answer

单独找学生练习

英语教案 篇2

游戏种类：

角色游戏。

游戏目的：

通过游戏增强幼儿学习英语的兴趣及记忆力。

准备：

苹果、香蕉、梨、桔子、西瓜、桃、葡萄等样品，娃娃两个。

游戏过程：

教师当售货员阿姨，幼儿当顾客。顾客来到宝宝商店，看见商店摆满了各种水果及玩具非常高兴，主动问、好（goodafternoon）。售货员则回答（howdo you do）。顾客说出要买的东西的名称。（a le，banana，pear，orange，water melon，peach，grape等），买完东西后用英语致谢（thankyou），售货员说不客气（not at all、goodbay），游戏时，幼儿必须用学过的英语与老师对话，发音要准确，正确使用礼貌用语。

英语教案 篇3

《国家英语课程标准》特别强调课程要从学生学习兴趣、生活经验、认知水平出发，倡导体验、参与、实践、合作与交流的学习方式和任务型的教学途径，发展学生综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

在教学活动中，笔者通过生动有趣、形式多样的教学手段吸引着学生，激发他们的学习兴趣和热情，广泛了解学生已有认知水平，关注他们的生活经验，积极开展任务型教学活动，鼓励学生大胆参与各项语言学习活动，积极探索，团结合作；同时密切关注学生在学习过程中所反映出来的情感态度，即时评价，不断鼓励，使学生能不断感受到语言学习的成功与满足。

（一）鼓励积极探究，培养自主学习能力弘扬人的主体性是时代发展的主旋律。"自主"就是要让学生真正成为教学的主体，让学生积极能动地参与教学活动，积极主动地进行学习认识和学习实践活动。自主探究、自主学习的过程也就是学生的自我教育、自我活动和自我拓潜的过程。在本案的新授词汇呈现和理解过程中，鼓励学生用手摸物品理解数字，听音模仿，小老师带读，同桌互相观察口型并纠正等方式，让学生通过自己的理解、感悟、揣摩、纠正等反复练习中逐渐感知语言知识。

然后，在DIY教学环节中，学生可以根据自己的兴趣爱好、能力水平而自主选择相应的学习任务，主动运用已初步学到的英语数字知识，或独立操作，或与同学合作完成任务活动，很好地复习巩固了本课新授的数字内容。此外，在最后的拓展数字教学中，学生们通过自主观察和研究，发现了一些数字词汇在语音和字形上的共有现象，找到了相应的语言规律。这一方面锻炼了学生的思考、分析、和语言表达能力，同时也使他们体验到成功的喜悦和满足，激发他们发挥出自己的最大潜能。

（二）巧妙设置活动任务，提高学生学习效率语言源于生活，脱离实际生活的语言是不存在的。只有将语言融入生活，语言才会绽放它的魅力。而活动任务的展开正是培养学生将课堂语言知识与生活实际相连的最佳手段之一。创新教学改变了传统教学模式中教师讲——学生听，忽视学生主动参与和探究能力培养弊端。针对学生的不同能力层次、兴趣爱好，分别设置了不同的学习活动和任务。如：请学生设计一个和为10或10以内的数学加法算式；或者选择设计一个电话号码；还可以选择介绍时钟上的数字所表示的时间等。不同的学习任务难易程度各不相同，学生可以根据自己的兴趣爱好和实际学习水平对活动任务进行自由选择。在一个个富有挑战又充满乐趣的任务活动中学生们激情四射，兴致盎然。此时此刻，学生已完全成为了学习的主人，能够积极主动地探索和学习。

当然，在学生开展各种任务活动的同时，教师也应扮演好助学者（facilitator），组织者（organizer），监督者（monitor），以及学生的伙伴（partner）等多种角色。三年级的学生生性活泼好动，对新鲜事物有着极大的好奇心和求知欲，想学也喜欢学英语。对各种游戏、活动的参与积极性很高，有强烈的表现欲望。因此，在教学设计过程中，充分考虑采用TPR教学法，让学生唱唱、听听、说说、看看、甚至四处走走、玩玩，五官并用，不断激发学习的兴趣和热情。同时，在教学过程中，注意培养学生的记忆、观察和思维能力，让学生在各种快乐的活动过程中不知不觉回顾、复习及巩固语言知识，发展语言技能。

（三）关注学生的生活经验，创设真实生活情境学生生活在现实社会中，他们的任何学习所得都必须通过与社会生活现实进行比照、印证才能达到结构化程度。如果把学生的学习过程置于丰富的日常生活情景中，使日常生活的情境化推理进入问题发现与解决的思维路径，则不但有助于学生学习兴趣与思维积极性的激发，而且也有助于学生对科学原理的理解、掌握和发现问题、解决问题能力的提高。这就要求我们在英语教学中应尽可能创设真实的教学情境，给学生提供一个贴近生活现实的语言氛围能最大化的激起学生学习语言、运用语言的兴趣与愿望。本案的设计思路便是以数字为主线贯穿始终，围绕生活中的数字，设计了一系列丰富而又有现实意义的教学环节。如：“电话号码中的数字；商品价格上的数字；数学中的数字；时钟里的数字”这四大环节。此外，又让学生在课前便有意识的去观察和收集生活中的数字。结果学生找到了许多生活中的数字，有门牌号、邮政编码、汽车牌照、报刊杂志名称等，几乎涵盖了生活的方方面面。学生在学习过程中，感到与自己的生活非常贴近，学习的积极性和热情自然也就高涨。与此同时，也培养了学生的动手能力，获取资料、筛选并分类整理资料的能力，形成智慧共享。

（四）关注情感体验，培养团结合作的意识与能力作为英语教师，应尽可能创设机会，引导学生与他人合作，努力营造师生共同研究、共同探索的良好氛围，学会沟通，学会互相理解和尊重，学会分享知识与资源。让学生在合作学习中体会到互相团结帮助的快乐和满足，懂得许多重要的学习活动需要彼此相互合作才能完成，而合作又能为学习者提供更多的学习机会和学习资源。在本案设计的各项活动任务中，学生必须学会与他人充分合作，相互帮助，才能获得“双赢” 。如当学生为完成推销自己的商品这一活动任务时，他必须熟练运用所学的知识和语言去和同学展开积极的交流和对话，学会倾听，学会团结互助，才有可能在限定的时间内最大程度地推销出自己的商品，或者购买到自己喜爱的物品。另外，在全班的资源交流中，同学们互相学习，各取所长，尽自己最大努力汲取着别的学习小组同学用同样的勤奋和努力所得到的知识信息。

这节课目标明确，层次分明，突出认读，因此学生不仅能听说，而且还很快就能认读one，two，three，four，five，six, seven，eight这8个英语单词了。在操练巩固部分，利用低年级学生好动好胜好奇的心理活动，设计了“数一数”“记忆数字”“数字计算”等一系列游戏竞赛活动，有利于激发学生的学习兴趣，同时还培养了同学们的合作精神，最后活动“找数字”设计，让学生把所学的东西用于生活，在生活中发现，有利于培养学生们的观察能力。

在这节课上，学生们所接受的信息量是巨大的，是惊人的，远远超出了课本所要求掌握的基本知识，但他们仍学得津津有味，丝毫不觉得枯燥无聊，因为那是由他们自己主宰的课堂，他们在合作学习中品味着学习的快乐，体验着人和人之间互相关心，互相帮助，互相鼓励，共同进步的感觉有多么美好，感受着自己辛勤付出后成功的满足！

英语教案 篇4

objects目标：

1、learn the new letter o， and imitate pronunciation.

2、know that orange， owl， onion begin with the letter o.

3、understand the sentence： what do you see？ meaning， enablechildren to eak sentence i see an_______.

teaching course 教学过程

1、warming： five little frogs

2、greeting： daily interlocution about weather， greeting， date，

feeling and so on.

for example： what is the weather like today？ what day is it today？

how are you feeling today？

3、teaching： identify the letter o， and imitate its pronunciation.

teacher show the cards to children and read words， all together

repeat after teacher . enable children to eak sentence i seean______.

4、game： you say i do

5、close： rhyme---- one two buckle my shoe.

英语教案 篇5

高三年是冲刺的一年，人们也常期望高三年是创造奇迹的一年。如何使学生在有限的时光内做好新旧基础知识的结合，又能兼顾潜力的大幅提升，从而实现复习教学的有效性呢?

首先，值得一提的是融洽的师生关系是提高英语教学效率和效果的前提和保证。老师们常忽视了这一点。其实学生由对老师的信任崇拜发展到课堂的用心配合、课后的自觉学习是我们教学具有高度实效性的可靠保证。教学就是教与学，只教不学何谈提高成绩，毕竟学生是学习的主体。事实上，高三的英语教学只能在夹缝中寻求发展，单靠老师课堂上挥汗如雨、埋头苦干只会让彼此一次又一次的失望。

其次，教学在统一复习资料的基础上应根据所教班级具体状况进行有所侧重的有效教学。教学忌不了解学生实际状况，仅凭个人已有经验划定学生的错误从而不断进行无效教学，这既浪费学生宝贵时光又无成绩提高可言。每一节课教师都应给自我定下一个目标，帮忙学生突破一两个重难点。这样师生课后都有值得回忆的东西，避免师生在较长的复习过程中身心疲劳，失去教与学的热情。

第三，高三教学应注意避免课堂教学模式化。变化的教学方式和方法才能吸引学生的眼球，激发学生上课的热情和斗志。如：作业、试卷的讲评可充分发挥学习小组的作用，学生透过用心参与讨论解决各自存在的问题，并在实践中不断挑战自我，享受学习成功的快乐。学习小组讨论的最大好处是帮忙学生解决了个人的问题，集中了学生普遍存在的问题。此外，教师应做个有心人。平时注意收集一些课堂上用得着的材料，如幽默、笑话、最新英文歌曲电影。之后选取恰当时机借助多媒体展示给学生，这些都能大大活跃课堂复习气氛。

第四，坚持使用英语周报，指导学生从语篇中复习英语。透过语言的超多输入，我们有效复习巩固了所学的知识，还可透过语篇学习到很多的一词多义。它也为写作带给了很多漂亮的句子。此外，师生在紧张的高三生活之余还能接收超多国内外各行各界最前沿时尚的资料，在语篇中不断感受语言的无穷魅力。

第五，教师要坚定“高三学生潜力还有很大提升空间”的信念。教师在教学过程中才能以用心的态度愿意在学生潜力培养上花工夫。许多老师认为学生潜力早已定型，高三临时抱佛脚是白费工夫，于是就把超多的时光浪费在语言知识点的反复讲解上。其实，学生在高一、高二年已具备了必须的基础知识，高三正是老师协助他们完成知识向潜力转变的重要阶段。高三年应加强阅读理解的课堂限时训练，并重点讲评答题技巧，帮忙学生理解文章中的难句、长句，逐步引导学生对文章的理解走向思维正确的方向。完形填空部分一向都是学生进入高中以来的一大困惑，该部分不仅仅考查学生推理、运用语言的潜力，还考查了学生的所学目标语的背景知识。教师应注意引导学生进入文章的语境中充当部分主角，根据上下文作出合理的选取。教学中还应重点指导学生透过语篇正确理解字词的深层含义，因为脱离了语境，词汇就失去了生命。词义的正确理解和辨析在完形中举足轻重、不可忽视。

最后，要充分发挥班级尖子生的作用，带动中下生，互帮互助，教师在解答好问同学的问题的同时，别忘了教室里还有许多不那么用心主动解决问题的学生，要用心给予他们帮忙。

英语教案 篇6

1、教师的提问语的基本导向仍停留在学生重复或重现事实要求（主要是重复教师的话语和教材的信息），而开放型的、能激发学生想象力与创造力和发散学生思维的课堂提问比例还极小。动脑程度低的和非个性化的“全班说”的课堂活动还占相当大的比重；在英语课堂教学中，缺乏用心有效的师生互动，部分课时过于注重教师的讲授，没有以精讲精练的要求正确处理好讲与练的关系，导致教与学不合拍；忽视对学生的基础、潜力、收获的关注。有些课显然没有贴合学生的潜力实际，导致教学目标无法达成。这与新课程标准的“以学生为主体”，培养“学生主动思维”，发展“学生想象潜力和创新精神”以及“展现个性，发展心智”等教学目标还有很大的距离，和高考对高三英语课堂的要求也是不贴合的。

2、课堂教学不能针对学生实际，缺乏“备学生”、“备学案”这一必要环节；对教材的处理和把握仍然拘泥于教材，没有进行效地取舍、组合、拓展、加深；课堂教学没有真正做到对学生进行基础知识点、高考热点和高考难点的“三点”渗透，学生原有的知识不能得到及时、适时地活化；课堂容量偏小，资料单一；课堂密度要求不足，学生参与机会少、参与面小；课堂节奏过慢，课堂气氛沉闷，课堂留给学生自疑、自悟、自学、自练、自得的时光十分有限甚至没有。

3、对高考的研究不够，对高考的考试范围、要求、形式、出题的特点及规律的了解不够明确，在课堂教学中依靠于复习资料，缺乏对资料的精选与整合，忽视教师自身对知识框架的主动构建，从而课堂教学缺乏对学生在自主建立系统的英语知识体系与网络的方法指导和潜力培养。

4、课堂设计缺乏适当适时的教学评价，不能及时获悉学生在课堂上有没有收获，有多大收获等学情；课前设计“想教学生什么”，课堂反馈“学生学到什么”和课后反思“学生还想学什么”三个环节没有得到最大程度上的统一。

我虽然已经逐认识到课堂教学的重要性和对学生指导的紧迫性，但是离相对满意的高三英语课堂的实施与总体目标还存在较大的差距，因此，还需要不断地更新理念，提高自身的理论水平和实践潜力，能为学生的英语发展潜力和简单应对高考作好准备。

幼儿园英语教案精选

每位老师不可或缺的课件是教案课件，因此教案课件可能就需要每天都去写。 创新的教学课件制作有助于激发学生的探究欲望，大家是不是担心写不好教案课件？我们根据您的要求为您整理了以下相关信息：“幼儿园英语教案”，感恩您的关注希望这篇文章能够给您带来新的启示！

幼儿园英语教案(篇1)

一顿早餐

活动目标（1分钟）

1、启发引导幼儿学会banana，bread，egg，milk的正确发音。

2、培养幼儿从小热爱英语和学习英语的自豪感。

3、重点难点：重点让幼儿在愉悦中记住单词并尽可能的学习正确的发音。难点是会和老师进行简单的英语对话。

活动准备：

1、多媒体课件

2、放录象

3、自制彩色卡片

活动过程：

（一）开始部分（课堂导入）（3分钟）

１、复习上节课学过的单词apple，peach，pear，orange.

２、老师出示实物（苹果、桃子、梨、橘子）和小朋友简单对话。如：Whatsthis？Itsanapple.对话完毕。师：小朋友，今天老师再和小朋友学习4个英语单词好不好？

（二）基本部分：（15分钟）

１、老师出示实物。先让小朋友说出它们的汉语名称：香蕉、面包、鸡蛋、牛奶。

2、师一一说出它们的英语名称banana，bread，egg，milk连读三遍。然后教小朋友反复读三遍。

3、录象：师：小朋友，下面老师放一段录象一顿早餐。小朋友看时要仔细听，仔细看，里面几句话我们已经学过了。（跟着学一学，看外国人的发音）听一听里面讲没讲今天学的新单词。并跟着学一学。（大致内容：一个外国小朋友Jack早上来到餐桌前首先问：Goodmorning，mum.Goodmorning，dad.爸爸妈妈：Goodmorning，Jack.问候后Jack开始用餐，餐碟里有一个香蕉，两片面包，一个鸡蛋，一杯牛奶。Jack一边吃一边有配音解释。用完早餐，Jack背上书包去上学。Jack：Goodbye，dad.Goodbye，mum.爸妈：Goodbye，Jack.然后把动作定格，连读三遍，banana，bread，egg，milk.这时小朋友可跟随发音）

a)放课件：让小朋友看大屏幕，在欣赏动画的过程中再次巩固记忆新单词。（banana，bread，egg，milk.）

b)学习简单对话：放课件：如：Whatsthis？Itsabanana.

c)老师出示实物和小朋友反复对话，突破难点。

（三）结束部分：（１０分钟）组织小朋友游戏，在游戏过程中让小朋友巩固所学单词。

老师在宝贝袋（里面有香蕉、面包、鸡蛋、牛奶、苹果、梨、橘子、桃）一位蒙上眼睛的小朋友站在中间，其他小朋友围成大圆圈，手拉手，一边跳，一边转，高声喊：某某某，你真行，不用看，能猜中。One，two，three.老师从口袋里摸出一样东西，蒙眼的小朋友用英语猜出老师手里摸到了什么，若猜中了就送给他，其他小朋友再次喊，另一小朋友再次摸，游戏继续进行。若猜不中，就摸一个小朋友猜一猜他是谁。强调：小朋友在愉快游戏中，要动脑用英语猜老师手里摸到什么，在轻松愉快中巩固了所学知识。

（四）小结：（１分钟）

老师总结评价本次活动。表扬表现好的小朋友。对一些表现不够好的小朋友指出批评。（用引导性语言）

活动结束：

教小朋友回家给邻居家的小朋友当老师，把你学到的英语单词教给他们。

幼儿园英语教案(篇2)

遵循原则：

编写依据：

编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。一般要符合以下要求：明确地制订教学目的，具体规定传授基础知识、培养基本技能﹑发展能力以及思想政治教育的任务，合理地组织教材，突出重点，解决难点，便于学生理解并掌握系统的知识。恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。

编写教案的繁简，一般是有经验的教师写得简略些，而新教师写得详细些。平行班用的同一课题的教案设计，根据上课班级学生的实际差异宜有所区别，原定教案，在上课进程中可根据具体情况做适当的必要的调整，课后随时记录教学效果，进行简要的自我分析，有助于积累教学经验，不断提高教学质量。

在实际教学活动中，教案起着十分重要的作用。编写教案有利于教师弄通教材内容，准确把握教材的重点与难点，进而选择科学、恰当的教学方法，有利于教师科学、合理地支配课堂时间，更好地组织教学活动，提高教学质量，收到预期的教学效果。

幼儿教师带领幼儿做拓展活动的指导方案也属于一种教案。 教案是教师的教学设计和设想。

教学是一种创造性劳动。写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。我认为教师在写教案时，应遵循以下原则：

科学性

所谓符合科学性，就是教师要认真贯彻课标精神，按教材内在规律，结合学生实际来确定教学目标、重点、难点。设计教学过程，避免出现知识性错误。那种远离课标，脱离教材完整性、系统性，随心所欲另搞一套的写教案的做法是绝对不允许的。一个好教案首先要依标合本，具有科学性。

创新性

教材是死的，不能随意更改。但教法是活的`，课怎么上全凭教师的智慧和才干。尽管备课时要去学习大量的参考材料，充分利用教学资源，听取名家的指点，吸取同行经验，但课总还要自己亲自去上，这就决定了教案要自己来写。教师备课也应该经历一个相似的过程。从课本内容变成胸中有案，再落到纸上，形成书面教案，继而到课堂实际讲授，关键在于教师要能 “学百家，树一宗”。在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。

差异性

由于每位教师的知识、经验、特长、个性是千差万别的。而教学工作又是一项创造性的工作。因此写教案也就不能千篇一律，要发挥每一个老师的聪明才智和创造力，所以老师的教案要结合本地区的特点，因材施教。

艺术性

所谓教案的艺术性就是构思巧妙，能让学生在课堂上不仅能学到知识，而且得到艺术的欣赏和快乐的体验。教案要成为一篇独具特色“课堂教学散文”或者是课本剧。所以，开头、经过、结尾要层层递进，扣人心弦，达到立体教学效果。教师的说、谈、问、讲等课堂语言要字斟句酌，该说的一个字不少说，不该说的一个字也不能说，要做到恰当的安排。

可操作性

教师在写教案时，一定从实际出发，要充分考虑从实际需要出发，要考虑教案的可行性和可操作性。该简就简，该繁就繁，要简繁得当。

考虑变化性

由于我们教学面对的是一个个活生生的有思维能力的学生，又由于每个人的思维能力不同，对问题的理解程度不同，常常会提出不同的问题和看法，教师又不可能事先都估计到。在这种情况下，教学进程常常有可能离开教案所预想的情况，因此教师不能死扣教案，把学生的思维的积极性压下去。要根据学生的实际改变原先的教学计划和方法，满腔热忱地启发学生的思维，针对疑点积极引导。为达到此目的，教师在备课时，应充分估计学生在学习时可能提出的问题，确定好重点，难点，疑点，和关键。学生能在什么地方出现问题，大都会出现什么问题，怎样引导，要考虑几种教学方案。出现打乱教案现象，也不要紧张。要因势利导， 耐心细致地培养学生的进取精神。因为事实上，一个单元或一节课的教学目标是在教学的一定过程中逐步完成的，一旦出现偏离教学目标或教学计划的现象也不要紧张，这可以在整个教学进度中去调整。

幼儿园英语教案(篇3)

小班英语：苹果，雪梨和香蕉

【活动目标】

1、学会新单词：Apple；pear；banana。

2、注意发音的准确性和饱满性，语调适合，能将单词和实物联系在一起。

3、能热爱英语，喜欢用英语表达，有自信心说英语。

【活动准备】

1、一个苹果，雪梨，一个香蕉。

2、三幅水果的图片。

【活动过程】

1、教师引入话题“小朋友们，你们喜欢吃什么水果呀？”引发幼儿兴趣和讨论后，教师适当停住“好的，但是我们今天先来学习几个水果的新单词，以后慢慢都学会，好吗？”

2、教师出示苹果，孩子会用中文喊出名称。老师可直接点头并且示范“apple”，教师要注意多次示范发音，尤其注意观察每个孩子发音，但不可用直接纠正的方法，可多次示范正确的读音，让孩子自己意识到并且模仿。

3、同理示范香蕉和雪梨。

4、教师将三幅水果的图片贴在教室的墙上，并且尽量使图片隔离得有一定距离。然后老师念英文，孩子要根据听到的英文去迅速触摸墙上相应的照片，锻炼孩子将单词与实物联系的能力。孩子熟悉后，可以请别的小朋友念英文，教师与别的小朋友触摸图片。

5、看视频。看这个视频里有没有我们今天学到的英文？如果有，有哪些？带领小朋友一起巩固

自评：课堂气氛活跃，孩子们掌握的很轻松，达到了寓教于乐的目的。在第4环节中，老师说英文孩子去摸图片，孩子摸完图片，老师不应该直接说对错，应该问场下的孩子们这个孩子摸的对不对，掌声在哪里？这样互动会更好，孩子们会更积极。

幼儿园英语教案(篇4)

中班英语教案大全

【篇1：中班英语教案大全】

leon 1 the names of fruits一、教学目标：1、认识七种水果的英文名称（苹果，桔子，梨，香蕉，葡萄，柠檬，菠萝） 。

2、培育孩子的观测和察看能力、辨别能力。3、通过每种水果的一个谜语，培育孩子思考 和寻求答案的能力。 二、教学要点： 七种水果的英文名称：apple,orange,pear,banana,graper,lemon,pineapple.三、教学难点： 孩子能与教师互动，领悟教师的问题并做出对应的答复。

四、重点和难点处理方式： 通过教学课件及各种水果图片，幼儿教师演示，启发孩子重复跟读领会发音，理解意思。

五、教学预备： 课件、自制水果的图片，练习题和复习预习题目。 六、教学过程： 1、greeting t：good morning，boys and girls。how are you today?are you ready?(孩子回答) 2、warm—up let’s have a warm up，ok?“follow melody。”(与孩子一块儿做热身运动) 3、newlearning 通过重复运用水果的谜语和图片来完成对几种水果英文名称的认知和练习。

Today，i want to learn some english name of fruit with you.按顺序展示:苹果，桔子，梨， 香蕉，葡萄，柠檬，菠萝(apple,orange,pear,banana,graper,lemon,pineapple) 讲故事：通过一个动画水果故事的讲述，让孩子们了解另外一种水果：西瓜，并把它的名称 作为作业布置给学生，下次课堂和同学们一起复习和分享。

4、ending 幼儿教师做出点评，小动物向小孩们讲 thankyou。

陈马克 2013-6-18 【篇2：中班英语教案大全】

文 章 来源

1 pa the bunny 活动目标：

1．学习单词：“bunny”和句型“pa the bunny”。并理解其含义。 2．能基本听懂并按规则。 3．愿意在集体面前表演。 活动准备：

1．教师身穿一个大口袋的上衣（内装各种水果模型：苹果，橘子，葡萄，梨子，香蕉，桃子菠萝，西瓜和各类汽车模型：小汽车，卡车。公共汽车，出租车） 2．鼓一个，击棒一根。 3．小兔毛绒一个 4．兔子舞音乐 活动过程：

一．师生问好，以舞蹈的形式引起幼儿的兴趣 ：good morning boys and girls .c：good morning teacher .t：do you want to dance ? c：yes .

T：ok, let’s dance, please listen .

(兔子舞音乐起，师生共同随音乐做动作)

2．t：（教师做很累的动作）oh, i’m you tied ? c:yes.

T： find a chair and sit down .二．学习单词“bunny”

：today, here comes a new friend.(出示绒毛小兔)look,what is this ? c:小兔

T：yes bunny.

T c：:bunny，bunny（幼儿学说单词）

T：(教师模仿小兔与幼儿打招呼)hello/hi/children c:hello/hi/ bunny 2．听指令做动作

T：now, let’s play the game “i say you do “, ok? c:yes.

T:ki bunny(教师边说边示范动作，引导幼儿按照指令动作)

who can try ?touch /shake hands /embrace /ki the bunny (very good /you are smart /how cleve)

T： now please say and fllow me .pa the bunny (教师做出传递的动作，边示范边讲解)

T： pa the bunny and say it one by you understand? c::’s have a try.

三、以击鼓传花的形式玩击鼓传小兔的。 1、介绍游戏玩法及规则。

T：（教师拍拍大口袋）i have something inside .(出示玩具小兔)i also have a bunny .(拿出鼓) here’s a drum .now ,let’s play the game “pa the bunny” .

T： i’ll beat the drum (击鼓) ，and you’ll pa the bunny one to one .(示范给幼儿看) when i stop you should stop .the child who has the bunny should take one of them from the you clear?(可以先试着玩一次，老师在解释一下) 2、引导幼儿玩游戏。

T：now , let’s begin .(教师击鼓声起，幼儿传小兔到鼓声停)

’s see who has the ； xx.

T： well ,xx,come here and take one out.(xx从口袋里摸出一样) t：what is this ? /what colour is it ?do you want to eat? oh ,you are very good/give a little clap .now let’go on .

（鼓声起，由刚才摸的幼儿继续向下传小兔，到鼓声停）stop .let’s see who has the bunny……

（玩法同上，直到老师口袋中所有的东西摸完） 四、结束

T：i’m so happy ! are you happy ? c：yes .

T:：it’s later now , let’s play next time .let’s go .(音乐起，师生跳着兔子舞出去)

2 认识水果（apple、pear、orange banana 设计意图：

认识水果apple、pear、orange、banana。由于该内容是幼儿日常生活中比较熟悉的，而且是最常接触的。因此，学习的难度不是很大。在这个活动之前，教师可先复习 “eyes ears mouth and nose”这首歌，边唱边做动作，从而让幼儿对五官有进一步的认识和巩固。然后通过教师的引导，认识这些水果的英文名称,并且初步理解yes/no/i like …的含义，学会用yes/no/i like …的句式表达。以发展幼儿英语语言为主线，其中穿插摘果及品尝水果的，让幼儿在快乐愉悦的氛围中学习。 活动目标： 1、培养幼儿对于英语的兴趣，让幼儿乐意参与英语活动。 2、在教师的带领下，让幼儿了解几种水果的英文名称。 3、鼓励幼儿能模仿教师说英语。 活动内容： 活动准备：

盒子和不透明小袋子一个，苹果、梨、橘子、香蕉的实物及图片各若干，一幅画有一棵大树的画，刀、碟子、餐纸，多媒体。 活动过程：

1、热身运动。

first let us review the song 《eyes ears mouth and nose》 eyes ears mouth and nose,

mouth and nose, mouth and nose, eyes ears mouth and nose, it’s my body.

教师与幼儿边唱边做动作，以达到课前的热身准备。 2、学习水果单词。 （1）、apple。

教师把已装有苹果的盒子神秘的拿到幼儿面前，激发幼儿探索的欲望.

T: look! what’s this? c：盒子

T: box

T: what’s in the box? do you know?

T: ok, do you want to know? (引导幼儿说出yes或no) ding ding dong (敲盒子)

T: who want to try?(作举手状，并引导幼儿说出let me try) 当幼儿拿出苹果之后，教师：oh(惊喜的)，what’s this? c:苹果

T: yes, apple!(教师要抑扬顿挫的反复读).read after me, apple.（幼儿跟读） （2）、pear

教师用已切好的雪梨给幼儿尝，并让他们猜出是什么东西。 教师：hum！（作吃的动作）it’s wonderful! 然后分给幼儿吃：eat it！

接着问幼儿：what’s this？（梨）

教师：yes，pear ! read after me, pear.（幼儿跟读） （3）、orange

教师用餐巾纸把橘子包起来，然后示范闻一闻，再拿到幼儿面前给他们也闻一闻，并让他们猜猜是什么东西。 t: hmm！（作闻的动作）the smell is good.然后拿到幼儿面前：smell it! 接着问幼儿：what’s this? c:橘子

T: (教师也要用抑扬顿挫的声调反复读，让幼儿跟读)。 （3）banana

教师把香蕉装在一个不透明口袋里，然后示范摸一摸，再请一名幼儿上来摸一摸，并请他猜猜是什么东西。 t: what’s in it? do you know? c: 香蕉。 t: really?

请幼儿拿出水果。

T：（惊喜）yes, banana.(教师也要用抑扬顿挫的声调反复读，让幼儿跟读)

3、复习巩固

（电脑出示一个会变魔术的小丑）今天我们这里来了一位客人，大家看是谁呀？

瞧他的手里有一根会变出东西的魔术棒，这根魔术棒可厉害啦，今天它要用这根魔术棒变出许多好吃的东西，现在请小朋友跟魔术师一起来变。一起喊one, two, three变变变。 （1） 变出苹果并提问： t： what’s this ？ s：it’s an apple 。

T；very good！apple, ’s an apple 。

（小朋友可真棒，现在魔术师就把这个苹果送给你们）

（2） 变出橘子并提出问题。 t：wha’s this ？

S：it’s an orange。

T：read after me ，orange, orange。

（3） 现在请小朋友再看看魔术师还能变出什么？（梨子） t：what’s this？ s：it’s a pear。

T：pear，pear，pear。 （4） 变出香蕉并提问。 t：what’s this ？ s：it’s a banana

T：banana，banana 4、摘果游戏。

第一步：先把水果图片贴到大树上，让幼儿去摘自己想要的水果（可先请配班老师做示范。教师说i like orange, 配班教师摘橘子；教师说i like apple，配班教师摘苹果，然后请个别幼儿上来摘，摘到的就送给他作为奖励。并说：oh, yes, this is an apple/ good, thank you !

第二步：教师再贴一些图片，让全体幼儿参与活动去摘水果，然后坐到位子上。接着教师引导幼儿辨认。

T: apple, stand ! （拿apple 的小朋友站起来跳一下） pear, stand up! jump! （拿 pear的小朋友站起来跳一下）

orange, stand up! jump! （拿 orange的小朋友站起来跳一下） banana, stand up! jump! （拿 banana的小朋友站起来跳一下） 5、品尝水果：

魔术师今天真开心和这么多的小朋友一起玩了这么多的游戏，现在请小朋友和它一起品尝水果。

教师可先做示范：拿一片橘子放入口中：hmm！sweet！ t: do you want to eat?（继续引导二说出 yes） c: yes.

T: ok, follow me! i like apples/pears/oranges/bananas.接着教师发水果让幼儿品尝。

（拿到幼儿面前时一定要鼓励幼儿大声说出“i like apples/pears/oranges/bananas”,方可给他。人数太多可请配班老师帮忙。） 6、结束。

T: ok! we are so ’s have a ’s say goodbye to the : bye-bye, apple!

T: say goodbye to the : bye-bye, pear.

T: say goodbye to the : bye-bye, orange.

T: say goodbye to the : bye-bye, banana.多媒体播放歌曲《goodbye to you》，幼儿边表演边唱。结束活动。 活动反思：

(1)由于大部分幼儿在小班时没有英语基础，所以进入中班后在英语活动中，实行全英文教育有一定的难度，在某种程度上还需中英相结合。

(2)在教学活动中，教师的表情、动作一定要夸张，语音语调要抑扬顿挫，从而才能吸引幼儿。

(3)在活动中，千万不要忽略胆怯、内向的幼儿，多给他们一点关爱和鼓励。

3中班英语：颜色(优质课) 【设计意图】

采取小组合作的学习方式，使幼儿在相互合作中共同学习。巧妙地贯穿幼儿熟悉的“买气球”“变色”等游戏情境，激发幼儿在游戏中主动学习的兴趣。 【活动目标】

1．通过游戏激发幼儿学习英语的兴趣，培养其学习英语的积极态度。 2．幼儿能够灵活运用基本句型，能够较熟练地认读单词：blue，red，yellow；认读句子：what colour do you like? do you like red? yes，i do．no，i don’t．

3．培养幼儿合作学习的意识和习惯。 【活动准备】

所需的卡片、气球、水粉颜料、矿泉水瓶、矿泉水瓶盖(盖内侧顶端涂有蓝、红、黄三

砷颜色的水粉颜料)等。 【活动过程】 一、热身运动

1．以一首英文歌曲good morning引入学习氛围中。 2．师生打招呼问好并自由对话，营造英语氛围。 how are you? i’m fine．thank you!

How old are you? i’m four years old．

what’s the weather’like today? its a sunny day． do you like sunny day?yes．

3．出示图片，复习white、black、pink、purple、green，并提问幼儿：do you like black? peter：i don’t like black． teacher：i like purple． 二、认识颜色

1．通过卖气球的情境引出新的教学内容。

Teacher：balloon，balloon，who want to buy my balloon?(教师扮演一个卖气球药人，手里拿红、黄、蓝三种不同颜色的气球，一边走一边卖。)

Children：1 want to buy a balloon．

Teacher：what colour do you like?(教师以这个句式引出所要传授的新知识。

Children：blue!(请幼儿跟读，以此类推。)

2．读单词卡：blue, red、yellow，使幼儿尝试颜色与字卡的对应，并了解他们之间的密切关系。

3．通过游戏来检查幼儿对字卡的掌握。 (1)师生一起玩“变色”游戏。 teacher：i am very thirsty．

linda：mi yang．water，water．

Teacher：thank you．(教师准备喝水时，瓶内的水经过晃动将瓶盖内的黄色颜料溶解，变成了黄色。) teacher：is it water7

Children：no，0range juice． ～teacher：what cotour is it?。 children：yellow．

Teacher：are you thirsty? children：yes．

Teacher：please，drink water．

经过晃动矿泉水瓶，瓶盖内的水粉颜料溶解于水中，使瓶中的水分别变成了红、黄、蓝三种不同的颜色。在兴趣正浓时，教师请幼儿找到相应颜色的字卡贴在矿泉水瓶上。 (2)利用气球分组的游戏来巩固新句型。

what colour do you like? i like red balloon． 【设计评析】 文 章 来源

幼儿园英语教案(篇5)

中班英语教案三篇

1、单词：

blue red yellow green orange

2、基本表达式：

(1)、Which is the red flower?

(2)、Put the dog in the red house.活动目标：

通过多种多样的活动，让幼儿掌握基本的英语知识，并培养幼儿对英语活动的浓厚兴趣。

活动准备：

春天背景图一幅、五色花各一朵、dog、cat、bird、rabbit、butterfly图片各一张、五色小房子各一座、迪士尼英语影碟一盘

活动过程：

1、组织幼儿坐汽车去春游：（以游戏的方式激发幼儿学习英语的兴趣）

Hello, everyone!

Today I will bring you to very beautiful you want to get there?(Yes!) Now please get on my you reary?(Yes!) Let’s set out.

儿歌：A , bus, ——di—— ——

幼儿边说儿歌边表演开汽车的动作，走到自己座位前坐下。

2、出示春天风景图，教师用英语

描述画面并引导幼儿说出花朵的颜色。

The sky is tree is gra is the flowers are very you want to know what colour are they?

学习单词：blue red yellow green orange

3、出示小动物图片（复习）

Here it is animals are all coming let’s see what are they?

复习：dog cat bird rabbit butterfly

4、通过猜的方式出示各色小房子，并送小动物回家；

Put the dog in the red 、观看Pluto一家。

通过选点停放的方式，引导幼儿复习相关颜色的单词：blue red yellow green orange

6、伴随着欢快的音乐，幼儿出活动室寻找美丽的春天。

7、延伸活动：

听英语为画面涂色。

Colour the flower red.

设计思路：春天是一个温暖、美丽、生机勃勃的季节，为培养幼儿对大自然的真挚感情，我们园于上周五组织全体幼儿去新世纪广场春游。对此活动，幼儿非常感兴趣。今天的活动就以“春游”为主线，将各个活动“串编”起来，让幼儿在轻松、愉悦的氛围中，自不过然的学习英语、练习英语、掌握英语，并萌发对英语活动的兴趣和养成大胆表达的习惯。

篇2：哭和笑

要求：

1.幼儿乐意用动作、表情大胆地表现小动物地喜怒哀乐.2.幼儿能准确掌握“哭和笑”的英语含义。

准备：哭和笑的青蛙头饰两个

垃圾桶两个

录音机

套圈

过程：

一、Daily Talk (日常对话)

游戏形式：>（复习单词）

引入语：Good morning,boys and girls!Today we are going to act the monkeys!I’m Monkey Mumy and you are Monkey babies!If I caught the Monkey baby she/he would answer my ! Now say music please!Let’s go!

二、TPR (听口令做动作)

过渡句：Hi!Are you happy!Now we are going to do some warming exercises!Like this!

Pat your stomck,dong dong dong!

Shake your head,no no no !

bend your knees,yi yi yi

过渡句：Are you happy?

Song：Happy song.(引导幼儿唱唱跳跳)

三、新授：哭和笑(cry and laugh)

1.弹出笑和哭的青蛙脸谱.(引起幼儿注意)

2.幼儿跟念

3.重点指导r)和(f)的发音

4.幼儿练习（游戏：RUN AND TOUCH）

四、综合游戏： 表情歌

设计思路

在平时的活动中,我经常会看到孩子们表演各种动物在卡通片里的情景.小动物们都会唱歌跳舞,也有它们的喜怒哀乐;我们的孩子对此非常喜爱,都会去模仿它们的动作神态,非常可爱.但也有一些孩子却岿然不动、金口难开,更别说去模仿动物们可爱的表情了!我想,教师应该以一个鼓励者,倾听者,支持者的身份,努力为幼儿创设自由宽松的氛围,让他们有一个表现自己的舞台,鼓励他们大胆地作出各种动物表情的模仿,于是我设计了“哭和笑”这个活动.篇3：快乐时光

活动准备：

1、各种毛绒动物玩具，动物叫声的磁带。

2、皱纹纸做成的彩色花，铅画纸，颜料盘。

活动过程：

1、What a nice day! Come on, Let’s start off on our horse!

2、Listen! What sound is that? It’s animals’.So many animals! Gue, Who are they? They’re behind the tree, if you right, they’ll play with us!

3、Which animal do you like? Will you mimic their crowing or images?

4、Look, what’s this? Let’s play a say one, two, three, then you throw a ring on your favourite animal, are&nbs

P; you ready? Which did you get?

5、They’re ’ll go to goodbye to them.

6、Woo, How beautiful flowers! Come and have a look! What colors are they? I like red(green, blue, pink……).And you? I have a piece of cloth, Let’s decorate , let’s put on a ’t dirty your , I like ……, Who will try? Show me your flowers, how beautiful! Let’s cry “woo woo woo”.Louder please!

7、AaOo, It’s time to go ’s go on our rocking horse! Say goodbye to teachers!

活动目标：

1、通过游戏的形式进一步激起幼儿对英语的兴趣，使幼儿融于游戏，积极参与。

2、复习、巩固句型“I LIKE ……”，接触新词汇“

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幼儿园英语教案(篇6)

活动目标：

1．学习单词：farmer、Bingo，学习句型：There was……、……had……

2．通过学习英语歌曲，体验英语学习的快乐。

活动准备：

1．画有农夫、小狗的'图片各一张。

2．写有单词、句型的卡片各一张。

3．写有完整歌词的卡片一张和歌曲录音带。

Bingo Game

There was a farmer had a dog ,

And Bingo was his name-o,

B-I-N-G-O, B-I-N-G-O, B-I-N-G-O,

And Bingo was his name-o.

活动过程：

一、学习单词和句型

1．出示小狗和农夫的出片，询问幼儿：英语怎么念？

2．出示句型卡片，学习并解释句型。

二、反应练习：教师出示字母卡片，幼儿说出英文。

（以开小火车的方式）

三、完整朗读歌词，反复多次。

四、听歌曲录音，使幼儿初步熟悉歌曲的节奏和跟唱。

五下英语教案精选14篇

编辑现在向你介绍一个名为“五下英语教案”的推荐物品。教案课件是老师们必不可少的工具，因此在编写时需要花费一些时间。教案的制定离不开对学科特点和教学规律的深入了解。如果您对本文感到满意并从中获益，那将是我最大的心愿！

五下英语教案(篇1)

中班英语活动方案

活动主题：Are you sleeping

活动目标：

1、培养幼儿对英语的兴趣/

2、学唱儿歌“Are you sleeping”

幼儿园中班英语公开课教案《Are you sleeping》

活动过程：

1、fingerplay"littlebee","openshut","walking walking"

2、复习旧内容。

3、学习新内容：“Are you sleeping”

①请小朋友先看碟，一起来学儿歌

②“stand up”,跟着电视我们一起来唱儿歌

③跟老师一起来做动作，边唱边做动作

④再做几遍动作，跟着电视一起来做

⑤请几个小朋友来前面来表演，对做的好的小朋友，我们一起来鼓励"Good,Good,very good"

4、边看电视边表演。

活动结束：fingerplay

五下英语教案(篇2)

教学目标

Study aims and demands:

1. To learn some words and exp ressions.

2. To have a full understanding of the text.

3. To have a discussion about the characters in the text.

教学重难点

1. To learn some words and exp ressions.

2. To have a full understanding of the text.

3. To have a discussion about the characters in the text.

教学过程

Study aims and demands:

1. To learn some words and exp ressions.

2. To have a full understanding of the text.

3. To have a discussion about the characters in the text.

Step 3: Careful-reading

1. Read the text and answer the following questions.

⑴ Where does Henry Adams come from? Does he know much about London?

⑵ What did he do in America?

⑶ Can you imagine what happened when Henry went to the American Embassy ?

Give your reasons.

2. Do three multiple choices

(1). What happened to Mr. Adams before he landed in Britain?

A. He just sailed out of the bay for a travel

B. He planned to go to Britain by his own boat.

C. His boat was broken by a strong w ind.

D. His boat was carried out to sea by a strong wind.

(2). What did Mr. Adams feel when he heard one of the brothers saying “What luck! Brother! What luck!”?

A. He felt he was lucky, too.

B. He thought they laughed at him.

C. He was a bit of angry and was ready to leave.

D. He felt the two brothers would help him.

(3). What did Mr. Adams ask for from the two brothers?

A. A house to stay for a short moment.

B. A letter with a bank note worth million pound.

C. An honest job.

D. Charit y from the two brothers.

Step 4: Comprehending:

1. Why and how did Henry land inBritain?

2. How did Henry’s feelings change dur ing the conversation?

Find an adjective in the list to complete each sentence.

Step 5：Consolidation ------Retell the story

Step 6: Discussion

1. What kind of person do you think Henry is?

2. Why do you think that the brothers chose Henry for their bet?

Ste p 7: Prediction:

1. What do you think will happen to Henr y?

2. Will the bank-note help him o r get him into trouble?

课后习题

Homework:

1. Read the text again and pat attention to the difference between British English and American English.

2. Underline some important words and phrases.

五下英语教案(篇3)

活动内容：1 幼儿有学习用英语打电话的愿望，了解用英语打电话的习惯。

3 听懂并能将运用到打电话当中去。

2与同伴合作游戏时，能较熟练的用简短的英语打电话，声音清晰，自然、大方。

活动过程：

一、 教师以情景表演引出活动主题。

T1: Let’s go to the park!

二、 学习用英语打电话。

T; What did you hear?

T: This time ,let’s listen to the tape.

T; What did you hear?

T: “Good idea!” Guess! What’s meaning?

T :Read after me:Good idea. Good idea……….

T:Children, this time where do you go?

T:, Let’s call Miss Zhou.Ok?

让幼儿两个两个自由组合练习，鼓励幼儿大胆与教室里的老师一起玩打电话的游戏，结束本课内容。

五下英语教案(篇4)

定语从句：

（一）基础：引导词---who, which, that, whom,

练习1.I like cities___________are quiet and clean. 2.I prefer students _________are hard- working.

3.I hate TV shows _________ are noisy and boring.4.The music __________ is gentle and quiet attracts me a lot.

5.The food __________tastes delicious is not always healthy.

6.Those boys ___________ are playing basketballs over there are from Class Fifteen.

7.The books ____________ are written by Lu Xun are worth reading.

8.The town ___we visited last week is much larger than before.9.The book ___ he bought is very interesting.

（二）特例：只用that的情况

1先行词被___________或___________所修饰，或本身是______________________时，只能用 that，

2.被修饰的先行词为 ________________________________________________等不定代词时, 只能用 that.

3.先行词被 _____________________________________________等词修饰时，只能用 that，而不用 which。

4.先行词里同时含有______________________，如I can remember well the persons and some pictures that I saw in the room.

5. 以______________________引导的特殊疑问句，只能用that.如： Who is the girl that is crying?

练习1. I am interested in everything___ is about the 2006 World Cup.

2. Is there anything___I can do for you? 3. This is the very bike ______I lost

4.To my surprise, he gave me nothing __ I need. 5.This is the best dictionary __ I have ever used.

6. He was the first person _______passed the exam.

7.He talked happily about the men and books________interested him greatly.

（三）whose 1. The student ______father works in the factory is sitting there.

2. I like the rooms ______windows face south.3. This is the desk ______legs were broken.

4The woman ___ umbrella you took is angry about it.5.Here comes a girl ___ handwriting is the best .

6The banana __skin is green can’t be eaten.7That tall tree _ leaves are yellow is very old.

（四）从句谓语单复数由先行词确定，时态由从句时间状语决定，不必跟主句保持一致。

1-He is one of the boys who ____ (doesn’t, don’t) finish doing homework.

2-I like films which ____(be) exciting and interesting.

3-Children who often ____(eat) junk food are easy to become fat and unhealthy.

4-That boy who _____(run) fastest is from our class.

5Those boys who ____ playing the guitar are from our school. (be)

6The trees which _____ (be) watered yesterday belong to them. 7The man who ____ over there is our teacher.(stand) 8Those boys who ____ playing the guitar are from our school. (be)

9Mr. Brown is one of the foreign experts _______ _________ (work) in China.

10I’m one of the boys ______ ________(like) English best.

(五)“介词＋关系代词”注意： 介词的选用要考虑：

A.与先行词的搭配关系

1）I will never forget the day __________ I joined the army.

2) I will never forget the days ______ I worked here.

3) I will never forget the year ____________ my son went to college.

B. 与谓语动词的搭配习惯

1）Have you found the book ________I paid 29 dollars?

2）Have you found the book ________I spent 29 dollars?

3) Have you found the book _____________we learnt a lot?

4) Have you found the book _______she often talks?

关系副词的用法

练习：1. It must be a good place ________________we can do a lot of exercise.

2.This is the village _________________we visited last week.

3.The house _______ we live in is very big./ The house _______ we live is very big

4. The woman ___________ talked to you just now is a doctor. The woman ______ you talked to is my sister.

The woman to ___________ you talked is my sister. 5. This is the hospital ____________ I was born in.

This is the hospital in _________I was born. This is the hospital____________ I was born.

综合练习一. 用适当的关系代词或关系副词填空

1. The boy ______ is wearing the black jacket is very clever.

2. This is the present ____he gave me for my birthday.3.The man _______ talked to you just now is an engineer.

4. He talked about the teachers and schools _______ he had visited.

5. There is nothing in the world ______can frighten him.6. We visited a factory _______makes toys for children.

7. Is this the place _______ your father once lived 8. I’ll never forget the days _______ I joined the League.

9The car______my father bought last month is beautiful.10The man______hair is white is his grandfather.

二 ( )1.Rosa likes music ___ is quiet and gentle. A. when B. that C. where D. who

( )2.--Is the girl _ is interviewing the manager of that company your friend--Yes, she is a journalist from CCTV.

A. whom B. which C. who D. whose

( )3 Yao Ming is a famous basketball star ___ is playing in the NBA. A. whose B. who C. what D. which

( )4. The doctor ___I am waiting for is Mr. Smith. A. which B. whom C. whose D. why

( )5. --- Do you know Hong Zhanhui? ---Yes. He’s the college student ____ has moved Chinese people a lot.

A. who B. which C. what D. whom

( )6. In my family, my sister is the only person __ loves chocolate. A. which B. who C. whom D. she

( )7. This is the place ____ the old man lived last year. A. when B. where C. that D.which

( ) 8. The song ___ Jay Zhou sings are popular with students. A. why B. whom C. what D. which

( )9. The farmer was very thankful to the doctor ___ treated his son. A. what B. which C. who D. whose

( )10.I like to live in a house__ is big and bright. A. that B. who C. how D. why

( )11. The young lady ___ we met yesterday is our new math teacher. A. what B. whose C. whom D. which

( )12. --Can you introduce the town to me? --OK. This is the town in __ I was born. A. that B. who C. which

( )13. Miss green is the only person __ can help you with your English. A. she B. whom C. which D. who

( )14. I like the second football match ___was held last week. A. which B. who C. that D. /

( )15. Is there anything ____ to you? A. that is belonged B. that belongs C. that belong D. which belongs

( )16. I hate people ___ don’t help others when they are in trouble. A. who B. which C. they

( )17. This is the only book ___I am looking for. A. that B. which C. who D. whom

( )18 Her sister__ you met at my home was a teacher of English. A. whom B. that is C. which D. who is

( )19 The book__is sold out at the moment. A.you need Bwhat you need C.which you need it D that you need it

( )20 I'm one of the boys ______never late for school. A. that is B. who are C. who am D. who is

( )21.__cleans the classroom can go home first. A. Anyone B. Those who C. However D. The one who

( )22. The old man __yesterday is a scientist.A.I spoke B. I spoke to C. whom I spoke D. that I spoke to him

五下英语教案(篇5)

一、 教材分析：

学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。

二、教学目标：

1、能够得简单地表达自己心情，如：nice to meet you welcome back to school

2、能够听懂并回答 Where are you from？

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点：

能够听懂并回答 Where are you from？

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

五下英语教案(篇6)

(1)能听懂会说认读本单元关于形容词比较级的单词。

(2)能听、说、读、写Let’s learn中黑体部分的内容和Read and write中要求的内容。

(3)能用目标语言完成本单元的任务型活动。

(4)能学说Chant一首和Song一首。

(5)了解ei/ai/oi，p/b,t/d的发音特点，并能试着拼读简单的规则词。

(1)能听、说、读、写单词及短语：taller stronger older younger shorter heaiver thinner longer bigger smaller 句型：How tall are you? I’m 164cm. You’re shorter than me. You’re 4cm taller than me. How heavy are you? I’m 48 kg. I’m thinner than you , and shorter .

(2)能够听、说、读Part A、Part B部分Let’s learn、Let’s talk中的单词和句子。

(3)了解Story time 、Good to know等部分的内容。

(4)了解字母ei/ai/oi，p/b, t/d在单词中的基本读音。

(1)情感态度：培养和保持学生学习英语的积极态度和学习信心，引导学生养成良好的英语学习习惯。

(2)学习策略：加强学生英语学习策略的培养，为学生的终身学习奠定基础。

(3) 文化目标：培养学生文化意识，帮助学生养成良好的日常行为习惯。

1、能够听、说、认读本课时的主要词组：taller stronger older younger shorter。

2、能认读句型：How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .

1、重点掌握形容词比较级的构成。

2、难点是对新句型How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me.的理解和运用。

1、教师准备本课时所需的六张词卡。

2、教师准备录音机和录音带。

(1)教师在黑板上贴上一些人物的图像，让学生分辨Who is tall /strong/old/young/short?，然后让学生回答。

2、Presentation and practice let’s learn

(1)教师指着比较高的Tom和比较矮的Wuyifan问Who is tall ?S:Tom. T:Tom is taller than Wuyifan ,用动作来示意学生，帮助学生理解。然后出示taller的单词卡片，示范读taller.

(2)教学单词taller，边说边做动作，学生跟做。开火车合拼单词,小组比赛快速熟练的拼读。帮助学生用tall+er来记忆。简单介绍形容词的比较级第一种情况是在形容词的后面直接加“er”.本课时的几个单词都属于这种变化。

(3)教师用同样的方法教学其他四个四会单词stronger older younger shorter

(4)将五张单词卡放在一起请学生认读。男女比赛谁读错或不会读将扣去相应男女组的分数。

(5)教师把一高一矮的学生叫他们站起来，然后说You’re taller than your classmate! 引导学生做出相应的回答：Yes!教师问，How tall are you ?学生答I’m 160cm.学习let’s chant.(听磁带，分句练。)

(6)加强练习、巩固。

(1)做本单元A Let’s learn部分的活动手册配套练习。

(2)抄写所学的四会词组，一个抄两行。

五下英语教案(篇7)

英语活动 milk

英语活动：milk

teaching aims（活动目标）：

1. to learn：milk

2. review：cake

三。激发宝宝对英语活动的兴趣。

teaching aids（活动准备）：

1. cake、milk的**

2. 一盒milk的实物模型

3. **磁带

教学ste（活动过程）

1. warm up：

（1）律动歌曲：《butterfly》

（2）daily talk：

t：what’s your name？

s：i’m ××.

t：how do you do！

s：how do you do！.

2. topic：

（1）t：look at me！教师出示milk的实物模型问：“what’s this？”

教授“milk”读音。

game：品尝milk

怎么玩：老师要求孩子们来品尝牛奶，然后说出要品尝的东西的名字。同时纠正幼儿的错误发音。

（2）game：run and touch玩法：教师手上分别拿cake、milk的**，请两名幼儿上来比赛，教师说到哪个单词，幼儿就去拍哪张卡片，反应快且拍对的幼儿可以得到奖励。

五下英语教案(篇8)

（一）、活动内容：

I Like……

（二）、活动目标:

1、在愉快的游戏中学会"I Like……"的句型，能理解其意义，并掌握正确发音。

2、通过游戏幼儿熟练掌握水果（a le banana peach pear grape orange）的正确发音，并能正确运用它们。

3、幼儿在课堂上能大声的跟读与对话，乐于参与活动。

（三）、活动准备：

a le orange pear banana grape peach等图片、头饰。

（四）、活动过程：

1、师生互相问好T: Hello, boys and girls.

C: Hello, Mi zhu.

T: Good morning!

C: Good morning!

T: How are you?

C: I'm fine , thank you!

2、Warm upT:今天爸爸妈妈都来看我们上课了，你们开心吗？（开心）那你们兴队爸爸妈妈说什么呀？引导幼儿对爸爸妈妈说："I Love you!"St T: Sand up, please! Are you ready?

C: C: Yes.

T: T: One two start.

" "Daddy Daddy, Daddy Daddy, I love you!

Mummy Mummy, Mummy Mummy, I love you! (fly ki )"Ok,very good! Sit down!

Do you remember the &; lt ?(Yes)Let's do this warm up!

stand up, please!

Are you ready?

C: C: Yes.

T: T: One two start.

"One is worm, go go go.

Two is ra it, jump jump jump.

Three is cat,喵喵喵。

Four is crap, move move move.

Five is bird, fly fly fly."Ok,very good!

Sit down,please!

3、复习水果1、教师出示图片T: Please look at here. What's this?

C: A leT: What colour is it?

C: Red.

T: Yes, it's red. Read after me:"A red a le."同样方式复习：banana pear orange peach grape2、游戏T:今天Mi Zhu给每位小朋友都带来了一件礼物，请小朋友们找一找它是什么呀？

幼儿找出水果头饰T: What are these?

C:幼儿回答T: Today, let's play a game with these fruit, OK?

C: OK!

T: Now, please look at me and Mi Chen.

教师示范T: Do you want to play?

C: Yes.

T: OK!请小朋友们把你的水果头饰带在头上，待会儿Mi Zhu说的是哪一种水果，带哪一种水果头饰的小朋友就要赶快往下蹲。假如我说的`是a le，a le就要一边蹲一边说"a le蹲，a le蹲"，等到Mi Zhu说"a le蹲完banana蹲"，banana就要赶快蹲。Do you know?

C: Yes.

T: Let's play this game. Are you ready?

幼儿游戏，结束后教师可根据情况适当再进行讲解，在玩一次。

4、新授T: Now, the game is over. Are you ha y?

(Ha y Ha y Ha y哈哈哈Ha y Ha y Ha y哈哈哈)T: (指水果)今天，我们班来了这么多水果，Do you like it?

Do you like the red a le?

C: Yes.

T: If you like it, you can say "I like a le."Read after me."I like red a le, I like red a le,喵喵good,喵喵good."同样学习I like red banana/purple grapes/pink peach/yellow orangeT: Let's play a game.

我们看Mi Chen指的是哪一种水果，I like什么，看谁反映最快。OK?

C: OK.

T: Please Stand up. Are you ready?

C: Yes.

T: One two start.

幼儿游戏游戏中适当加快速度5、结束T: Today, we learned "I like ……"除了喜欢水果，你还喜欢什么呀？

教师随机引导例：Do you like this flower? Do you like Daddy/Mummy?

(I like flower, I like flower,喵喵good,喵喵good.)T: OH! You are very very clever.让我们表扬表扬自己T: Today, we played so many games. Are you ha y? If you are ha y, let's sing a song.

五下英语教案(篇9)

一、First–reading 采用自上而下模式，侧重培养快速阅读理解能力

“自上而下的模式”是哥德曼(Goodman)1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。

阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下：

1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。

2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。

3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。

1) Which was the USA’s strongest earthquakes ?

2) How many people lost their lives and how many people lost their

homes in the 1906 earthquake ?

3) How many people lost their lives in the 1989 earthquake?

4) When the 1906 earthquake happened, how many metres did the Pacific

plate jump to the north ?

5) How many measures(措施) can we take in order to deal with

earthquakes ?

6) What is " The Big One"?

经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段;二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。

二、Second–reading 采用交互作用模式，侧重培养阅读理解综合能力

语言心理学的图式理论认为，阅读过程是读者通过视觉器官接受以文字符号形式输入的外部代码，再结合大脑中的内部代码(即图式)进行编解码认知加工，从而理解并提取信息的过程。根据鲁姆哈特(D·Rumelhart)1977年提出的交互作用模式，这个过程实际上也即是读者大脑中自下而上与自上而下认知加工交互作用的过程。相互作用模式(the interactive model)也可称为图式理论模式(the schema theory model)。按图式阅读理论，读者的阅读能力由三种图式决定：语言图式、内容图式和形式图式。

语言图式是指读者对构成阅读材料的语言的掌握程度。内容图式是指读者对文章所讨论的主题的熟悉程度。形式图式是指读者对文章的体裁的了解程度。在阅读过程中，读者大脑中的这三种图式与文章的语言、内容和形式相互作用，其结果决定了读者对文章的理解程度。

阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。借助形式图式模式，教师可引导学生弄清文章的文体思路，了解各种不同体裁的课文的结构特点。例如教"Earthquakes" 时引导学生归纳出文体思路是accidents--- causes --- solutions---- prediction。

借助文章体裁结构帮助理解文章实际上也是一种阅读策略，同时也有助于学生下一阶段完成重建语篇的表达训练。借助内容图式，教师可启发学生寻找或利用文章上下文线索去激活自己大脑中相应的背景知识内容图式。例如教“Earthquakes”时引导学生回忆“板块学说”(plate tectonics)相关内容，将文章内容与大脑中的相关信息联系起来有助于学生更深刻理解文章的细节内容、中心思想、作者的写作态度、写作意图及文章的“弦外之音”。语言图式在阅读理解中起着基础的作用，没有语言图式，内容图式和形式图式就发挥不了作用。

教师应结合课文内容提高学生识别文章中词、短语和句子的能力。例如教“Earthquakes”时引导学生理解“shook”、“jumped”、“stay up”等在文章中的意思。这样做，学生读懂文章的能力才会逐步提高，下一阶段进行语言知识的学习和应用才会有基础。总之，综合利用形式图式、内容图式、语言图式来指导二读课文，对提高学生阅读综合能力是必不可少的。这一阶段的教学设计主要如下：

1、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。

2、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。

3、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。

1) What do the first three paragraphs talk about ?

2) What does the writer try to explain in the last paragraph of Lesson 26 ?

3) What does the writer intend to do in the first paragraph of Lesson 27 ?

4) Why does the writer mention "The Big One" ?

5) If we compare the 1986 earthquake with the 1989 earthquake, what can we find ?

6) If the 1989 earthquake had happened in the centre of town, what would have happened?

7) Why can’t we stop earthquakes ?

8) Do you think that San Francisco is now in danger ? Why ?

9) How does the writer make each paragraph of the two lessons coherent (连贯的) ?

10) What have you learned from the lessons ?

经过二读课文及完成一些深层阅读理解问题后，学生对文章有了深刻的理解，吸收信息或利用所获得信息来分析问题和解决问题的能力也得到培养。阅读吸收信息， 吸收是为了表达。因此，教学活动的设计不应只停留在输入的层次上，应该使语言输入(听与读)和语言输出(说与写)之间产生一种平衡。运用所学语言知识以及题材信息重建语篇、提高学生语言表达能力势在必行。

三、Post–-reading 采用自下而上模式，侧重培养知识综合运用能力

自下而上模式是指阅读者在阅读过程中从最小的单位——字母和单词(从底或下层)识别开始，逐步弄懂(在顶或上层)较大的语言单位——短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。

由此看来，阅读课教学既是一门阅读课，也是一门语言课。随着学生对课文理解的深化，教师必须提高学生对语言知识的掌握程度。阅读理解的问题，说到底就是语言方面的问题。所以，通过阅读，可以学习语言知识，通过学习语言知识，有助于提高阅读能力。阅读能力与语言学习，两者相辅相成、密切关系。

另外，中学英语大纲规定，在英语教学中要努力使基础知识转化为言语技能，并发展成运用英语进行交际的能力。为此，在完成二读课文之后采用自下而上模式深化语言知识的学习与运用则是提高学生阅读能力和语言表达能力的必然要求。这一阶段的教学设计主要如下：

1、归纳知识。可引导学生按语言单位来分类归纳;也可按段落顺序或情节内容来归纳排列。

2、深化知识。可介绍一词多义、词与词区别、长句分析和逻辑纽带等拓展性知识。

3、运用知识。口头上可采用命题发言、口述大意、复述课文、话题讨论等准交际或交际练习形式;笔头上可采用改写、缩写、书面表达等准交际或交际练习形式。

1) Why do you think San Francisco are easily shaken by earthquakes ?

2) Give a speech on what we should do in order to deal with earthquakes.

3) Write a passage to report the 1989 earthquake in San Francisco.

4) Write a short article on the 1999 earthquake in Taiwan.

实践证明，把阅读课教学活动分成三个阶段，不同阅读活动阶段采用不同阅读理论模式以实现阅读课教学的最终目的这是非常必要的，也是非常恰当的。这种做法有以下主要特点：

1、它使学生的综合能力得到了训练。

在认知能力方面，快速阅读理解训练促使学生的观察力、注意力、记忆力高度集中;深层阅读理解训练使学生思维能力、想象力得到发展。在语言能力方面，各个阶段中阅读理解问题的解决使学生的听说、读写能力得到全面培养，尤其是阅读理解能力更得到了充分发展。在交往能力方面，同学们在老师引导下，在交流与讨论中相互合作、相互沟通，最后得出认识比较统一的答案。在这一过程中，学生的相互沟通能力、协调合作能力、凝聚力自然也就得到了培养。另外，通过重建语篇训练，学生的创造能力也将得到培养。

2、它体现了素质教育的基本要求。

在素质教育的全体性方面，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。在素质教育的整体性方面，这种教学设计主张适应各类体裁的阅读课文，挖掘文章的内涵和主旨，使各种有用信息渗透到英语教学之中;整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。在素质教育的主体性方面，这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。

3、它有利于学生逐步完善自己的认知结构。

所谓认知(Cognition)就是通过学习过程的感知、领悟、推理及转化，从而实现对学习信息的了解、发现、知晓和理解。所谓认知结构就是学习者头脑里的知识信息网络结构，即已有的全部观念的内容及组织结构。从整个教学设计来看，它将学习内容有序地组织起来，并进一步内化形成新的知识结构，符合学生的认知规律。

阅读是一个综合过程，能力的提高更是一个循序渐进的过程。为此，不同年级应有不同阅读达标要求，课堂上各阶段的阅读理解训练也应随之有所侧重。总之，教师若能结合学生的认知水平，合理、灵活地把上述教学设计运用于阅读课文教学中，高中英语阅读教学目标是完全能够实现的。

五下英语教案(篇10)

教学目标：

知识与能力：

1、能听懂、会说“Ho1.65meters.I’mtallerthanthisone.Hoeter的意思

能够独立完成let’stry的练习

过程与方法：

学生能在合作交流中使用新语言进行沟通

情感与价值观：

培养学生良好的英语学习习惯。

了解基本的计量单位的运用

教学重点：

掌握句型：Ho1.65meters.I’mtallerthanthisone.Ho1.65metres.引导学生回答，并多加练习。

(2).做完后教师出示图片问Hoe164cmtall.

You’reshorterthanme.

You’re4cmtallerthanme.1听ALet’stalk部分的录音读给同伴、朋友或家长听。

2每个学生准备图片两张，会用学过的比较级单词和相关句型进行演练。(学生可以根据各自的情况以个人或小组的形式来练习。

五下英语教案(篇11)

游戏玩法：老师伸出1根手指，孩子打一声招呼，2根手指孩子要大声一点打招呼，当老师秀到5根手指的时候，孩子要捂住自己的嘴巴不出声。

游戏玩法：老师说one时孩子就拍手，说Two时孩子就跺脚，说three时就扭动身体，说four的时候就大声说出HelloAlbee。可以重复做三次，从慢到快（大班的可以难一点，直接说Clapyouhands/stampyourfeet/moveyourbody/sayhellotoAlbee，让孩子自己作出相应的表现）

游戏玩法：可以复习学过的`歌曲，到老师说Gothere的时候小朋友都回去坐好，举手说Iamhere，或者说dangerous、老师做抓的动作。

游戏玩法：准备一个锤子，当老师锤左肩膀的时候孩子大声说出单词，锤右边就小声，锤左腿大声说，锤右腿就不出声，可以由慢到快。

游戏玩法：先让孩子变着声音来读一下单词，然后让一个小朋友背对着大家，蒙着眼睛，然后邀请一个孩子来拍他肩膀并说出这个单词或者句子，然后让小朋友转过身来，让这组的小朋友一个个的说一遍，猜猜是谁拍的你。（把小朋友分成若干组）

游戏玩法：教师先出示停止检查卡，幼儿看到“stop”时手不动嘴不动，看到“check”时思考问题，教师将卡片放下，幼儿并回答老师的问题．

五下英语教案(篇12)

一、教学目标

1. 通过Part B的read a story，复习本单元所学的有关现在进行时态的词汇和句子。

2. 掌握句型 What are you doing？We are…

3. 通过唱Let‘s sing 部分的歌曲，复习巩固现在进行时态，并提高学生学习语音的兴趣。

4. 通过各项复习活动，提高学生的综合语言运用能力。

5. 通过造飞机的小故事，培养学生勇于创新坚持不懈的精神。

二、教学重点

通过Part B的read a story，复习本单元所学的有关现在进行时 态的词汇和句子。

掌握句型 What are you doing？We are… 通过唱Let‘s sing 部分的歌曲，复习巩固现在进行时态，并提高 学生学习语音的兴趣。

三、教学难点

通过各项复习活动，提高学生的综合语言运用能力。 通过造飞机的小故事，培养学生勇于创新坚持不懈的精神。

四、 教学环节

学习目标（2分钟）

1.自主完成书上练习，在小组内交流。

2.进行拓展练习，进一步巩固所学知识。

自主学习（18分钟）

1.温故知新 Let‘s sing 放录音，学生边听边唱，复习现在进行时态。

2.互助释疑 同桌交流完成歌词的翻译。

展示交流（10分钟）

Read a story

点拨升华（8分钟）

1.教师放对话录音，学生跟读，纠正读音。

2.教师讲解现在进行时态系动词Be的用法以及动词现在分词。

课堂作业（10分钟）

Ask and answer

写出下列动词的现在分词

run

jump

dance

sing

read

write

sleep

eat

listen

cook

stand

sit

fly

do

五下英语教案(篇13)

教学目标：

1、幼儿可以记忆单词：星期一，星期二，星期三，星期四，星期五

2、幼儿可以认知有关交通工具的单词(公共汽车，小轿车，出租车，大卡车，吉普车，火车，摩托车，自行车)

3、幼儿可以认知相关的动物单词

4、复习已经学过的单词，并且用游戏的形式进行巩固练习

5、在游戏中乐意用英语与人交往，感受一些单词和对话的使用情境

教学准备：

1、和交通工具相关的图片

2、动物头饰

3、CD碟

教学步骤：

1、老师和幼儿之间的互相问候，互相打招呼。

2、认知和交通工具相关的单词(在进行这个环节的时候，老师可以引入一个小故事，告诉幼儿，你们将会看到许许多多的动物，可是，没有交通工具我们怎么能去看呀，所以你们一定要记住这些交通工具的名称，然后我们才能去看动物。当老师拿出一种交通工具的卡片时，老师先读一遍，然后让幼儿跟读，最后让幼儿练习句型“This　is a ……”.

3、认知和动物相关的单词(幼儿认知完交通工具后，老师可以告诉幼儿，你们可以坐着不同的交通工具去看动物了，你们看到了什么动物呢?这时，老师便可以给每位幼儿发一个动物的头饰，然后问幼儿，例如：“老虎在哪儿?”，戴老虎头饰的幼儿便可以到台上来，自我介绍说“This is a tiger.” 其余的幼儿便说，：“oh，this is a tiger!”依此类推。

4、认知单词：car(小轿车)，先让幼儿一起读单词，然后教幼儿单词中的字母的的读音。认知完毕，老师可以把单词的字母进行打乱，考考幼儿的记忆力。

5、幼儿起立，一起唱“THE WHEELS ON THE BUS”(汽车上的轮子)，并和老师一起做相关的动作，形成互动。

五下英语教案(篇14)

Teaching aims:

1) Get the students to master some important words, phrases and sentence patterns.

2) Enable the students to use the language points by themselves.

Teaching important points:

Master the usages of “more than , come up, over, be based on, present, a/ the number of”

Teaching difficult points:

1 Do you know that there is more than one kind of English?

eg：

More than one girl in this school holds such a view.

more than one后跟___________,作主语时，谓语动词要用______。

She showed the visitors around the museum,_______________________________

___________________________________________(其建造花了3年多时间)

Music is more than just a sound--- it’s a way of thinking.

听到这个消息我很高兴。

____________________________________.

与其说他聪明倒不如说他勤奋。

________________________________.

2. Yes . I’d like to come up to your apartment.

___________________________________________________________.

In order to finish the task on time, a good piece of advice came up at the meeting.

误区警示：come up作“被提出”讲时是不及物动词短语，不能用被动语态。

拓展：

(1)Can you tell me how the accident came about?_____

(2)I came across my old classmate in the street.______

(3)The author’s new book will came out next week.________

(4)My dream has at last come true._______

(5)The doctor came up with a good idea at the meeting._____

3 So why has English changed over time?

在过去的几年间，我的家乡发生了巨大的改变。

____________________________________________________________.

The girls sing songs over their work

4 It was based more on German than the English we speak at present.

One should always base his opinion on facts.

变为被动：___________________________________________________________.

Exercise:

_____________________________________________________________.

教学是以科学为基础的一门艺术。

Teaching is an art __________________________________.

o Mother is busy preparing dinner at present.

出席的人们：__________________________

他出席了昨天的会议。

____________________________________________________.

所有出席会议的人都同意我的计划。

_____________________________________________.

present v.赠送，提出，展现，

present sb. with sth.或present sth. to sb.

Eg. On his birthday, his friends____________________________(送给他一本书)

根据括号中的汉语提示完成下列句子。?

(1)How many people _______________ (出席)at the meeting?

(2)The experts ___________________ (出席会议的)were from different parts of the world.?

(3)What is your_________________ (现在的住址)??

(4)The mayor ____________ (颁发) a silver cup to the winner next week.?

(5)What are you busy doing_______________ (目前)?

(6)He gave his mother__________ (一件礼物).?

5. For example, India has a very large number of fluent English speakers .

Today the number of people learning English in China is increasing rapidly.

a number of许多，后接______名词，作主语时谓语动词用_____.

The number of …的数量，后接_____名词，作主语时谓语动词用______.

1)去年许多人失业了。

_____________________________________________.

2)出国的人的数量正在增加。

___________________________________________.

1 The film ___________(base) on a novel by Lu xun.

2 _________(actual), I am busy at the moment.

3 Many people believe the English _________(speak) on TV and on the radio is standard English.

4 The number of students _________(pass) the exam _____(be) increasing rapidly.

单句改错：

1 She came up a new idea a new idea at the meeting.

2 More than one person are against the plan.

3 I am sorry he is out at the present.

4 Basing on facts, the novel sells well.

1对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。

2一个原因就是英语的词汇量很大。

3去西方国家学英语的人数快速增加。

4很多人尽力充分利用每个机会说英语。

5我们都知道，说得越多，就越流利。：

对于中国人来说…….一个原因是…….为了更好的学好英语，近年来……此外…….因为众所周知……

Write a passage using the words ,phrases and sentence patterns that we have learn.