2023高三英语复习课件。
我们已经搜集到了相关资料，可供参考："高三英语复习课件"。教案课件是老师教学的基础，也是提高教学效果的必要条件，每位教师都应该认真制定自己的教案课件。制定有计划的教案课件能够事半功倍。如果你对这个话题感兴趣，请持续关注本站！
高三英语复习课件(篇1)
1.利用课文的词、句复习，训练学生的组句能力。从词和句入手，将每个单元课文的词和句与基础写作结合起来，是培养和提高学生的英语能力的有效途径。这不仅能帮助提高学生记忆和灵活应用词汇的能力，而且还有助于训练学生语句表达的正确性。
(1)归纳词汇和句型，帮助学生建立对词、句使用的感性认识。写作是一种语言的输出形式，只有大量的语言输入，语言输出才有可能;只有积累了一定的感受和大量的语言素材，写作才有可能进行。为了帮助学生记忆课文中的单词和短语，达到积累语言素材，掌握基本语法知识与语句结构的目的，教师可以从训练学生归纳每个单元课文中出现的重要词汇、短语和常用句型入手，使学生对句型结构的认识更加清楚，并对词、句的使用语境形成感性的认识。
(2)操练词汇和句型，训练学生的记忆和使用词、句的能力。为了使学生掌握和应用课文中所学词汇和句型，教师应为学生创设多层次的练习活动，拓宽写作的.训练途径。教师可采用将学生从课文中归纳的词汇、句型进行词类转换、习惯用法、句型转换、完型填空、写短文等形式的训练，帮助提高学生的记忆和使用词、句的能力。
二、借鉴课文词、句进行仿写。
通过提供情景让学生模仿造句，不仅可以降低写作难度，而且可以增加学生写作的兴趣、自信和成就感，使学生的遣词造句的能力在实践中得到提升。
三、借鉴课文句型，训练写作多种表达与技巧，拓展学生思维。
教师在教学实践中会发现，学生在基础写作中往往出现句式雷同、语句呆板、行文单一等现象，缺乏用5个句子有效表达和传输信息的能力。因此，教师就有必要继续进一步加强句子多样化表达、句子转换替代、句子合并等训练，教会学生使用不同的短语、句型结构表达同一的意义;同时，还让学生明白写作的逻辑原则:一个句子表达的信息量越多，而且使用的句子越精练、清楚，那么句意表达和传输信息就越有效。
四、利用课文体裁，训练学生谋篇布局的能力。
教师会发现高三学生在写作中存在的另一个问题是层次不清、结构散乱以及逻辑性不强，这是因为学生缺乏谋篇布局的能力。针对这方面问题，教师可以在教学中利用课文的体裁进行文章结构方面的训练以及进行句子、段落间的连接训练。
高三英语复习课件(篇2)
1.now that; due to; because of; owing to; since; as
now that作“既然”讲时，相当于since。now that中的that 可省去。如：Now(that)you are well again, you can travel, 你既然恢复了健康，就能够旅行了。
due to作 “起因于、归功于”时，常作表语或跟在名词后，如：
His failure is due to the fact that he lacks experience.他的失败源于他缺少经验。
Mistakes due to carelessness may have serious results.粗枝大叶造成的错误可能带来严重后果。
The team’s success was largely due to her efforts.该队的成功在很大程度上是由于她的努力。
because of“由于、因为”，在句中作状语或表语。如：
Lincoln is admired because of his good leadership.林肯由于其出色的领导而受到人们的赞赏。
His anger is because of your bad deeds.他是因你的失礼行为而生气。
owing to“由于、因为”，常在现代英语中与because of, due to换用。如：
Owing to unfavourable weather, I was unable to carry on with it.由于天气不好，我不能把它进行下去。
此组动词意为“联合、连接”。
combine意为“结合、联合”，指为了某一目的而把两事物结合在一起。如：
We must combine theory with practice.我们必须把理论和实践联系起来。
He combines botany with chemistry.他把植物学和化学联系起来了。
connect“连接”，指用东西把两事物连接在一起，或两事物直接相连，二者仍保持原状。
The two cities are connected by a railway. 两座城市由铁路相连。
He connected the gas stove with gas pipe.他把煤气和接在煤气炉上。
join意为“连接”，指以线、绳、桥等把两物或两地连接在一起，和connect意思相近，也可指两物互相紧密相接。如：
We had better join the island to the mainland with a steel bridge.我们最好建一座钢筋桥把这个岛与大陆连接起来。
Where does this stream join the Changjiang River?这条河和长江在哪里会合？
unite意为“联合”，指两种以上的事物结合为一体，有合二为一的意味，强调结合后的统一性。
The two companies will unite into one.这两家公司将合并成一家。
The whole family united to help him.全家齐心协力帮助他。
repair指将受损、故障、用旧之物修理好，如用于修补机械方面的东西多用repair。如：
Ask him to repair my watch/TV set.请他给我修一下手表/电视机。
The garage charged forty dollars to repair the car. 修车行修理这辆车收了四十美元。
repair还可作“弥补、补偿”讲。如：
How can I repair the damage I have caused?我怎样才能弥补我造成的损失？
I’d like to repair our differences .我想我们应该重归于好。
mend指将打破、撕碎或用坏之物修补完整，“缝补衣服”多用mend。如：
His clothes need mending.他的衣服该补了。
She mended the broken jar with cement. 她用水泥把破碎的缸补好了。
mend 还可意为“改正、纠正、治愈、使恢复健康”等。如：
The prisoner is mending his way.囚犯在改过自新。
It is never too late to mend.亡羊补牢，犹未为晚。
两者均是形容词，意思是“值得……的”，用法如下：
（1）worthy可以作定语，worth不能。例如：
（2）worth后面直接跟名词（多为表示钱或代价的名词），其作用相当于介词；worthy后面接名词时须与of连用（一般不接表示钱的名词）。例如：This second-hand book is worth 100 dollars.这本旧书值100美元。
His deed is worthy of praise.他的事迹值得赞扬。
（3）worth后面可直接跟动名词的主动结构；worthy后接动名词的被动结构，且须与of连用，worthy后也可接不定式的被动式。例如：
This book is worth reading./ This b
高三英语复习课件(篇3)
教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后 依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。
1.通过计算机展示上次作为作业的看图书面表达材料。（帮助回 顾、加深印象）
2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进 行练习。
1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。
2. 请找到错误的学生现场指出并改正错误之处，其他学生一起评判 对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。）
3. 教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。
通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。
1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。
2. 按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。
要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。
1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。
2. 重复此步骤，展示其它几幅图的句子。
3. 从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。
要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性。学生只有通读全文，才会发现）。然后分组讨论如何对篇章结构进行修改，使文章更连贯。
1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。
2.展示范文并指出范文中的精彩之处。
总结写此类看图书面表达的思路：掌握全文中心--确定每幅图的中心词--由词成句--由句成文--修改篇章结构。
发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。
II. Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.
III. Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.
VI. Teaching Procedure:
Present the composition with the typical mistakes made by the students to the class.
1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.
2.Ask some students to correct the mistakes in public. At the same time, present the right ones to the whole class.
3.Classify the typical mistakes.
Present the pictures of a story to the class. Give the students two minutes to look through the pictures and try to get the main idea of the story.
1.Let the students work in groups of four to get the key words of each picture orally.
2. Ask several students to report their answers to the rest of the class. Present these key words to the whole class.
According to the key words, ask the students to write down their own sentences about each picture.
1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.
2.Present another two students’ sentences about Picture 2 to the class and correct the grammar mistakes too.
3.Repeat this step with the other pictures.
4.Choose either of the models from each picture to make up a passage. Present it to the class.
Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.
rrect this passage with the whole class.
2.Present the model to the class.
3.Emphasize the way of writing this kind of composition.
Write another story as homework.
高三英语复习课件(篇4)
高三英语专题复习教案――基础写作 教学重点：如何审题；如何进行信息整合；上下文的承接。 教学难点：写作思路及方法的培养 教学方法：讲练结合，精讲多练，引导学生体会与模仿。 教学目标：学生进一步熟悉基础写作的特征和基本要求，培养正确的写作思路及方法，掌握常用的写作模式和句型。消除对写作的恐惧心理，培养写作兴趣。 一、基础写作题的特点 高考设置基础写作题的目的是要检测考生最基础的书面语言表达能力，如用词的合理性、句子结构的复杂度、语法运用的正确性、信息内容的完整性、句子之间的连贯性等。因此，基础写作题与往年的书面表达依然会有很多相似点，但也会出现一些新的特点。 1．写作题材贴近考生的学习和生活。历年来高考作文题的题材都非常贴近考生的学习和生活，如校园活动、校外见闻、交友、旅游、以及与考生有关的话题讨论等。可以预料明年高考写作题的题材还会在这些范围内，并为所有考生所熟悉。 2．写作的题材主要是故事性描述和应用文。历年的基础写作题的题材也会与往年书面表达相似，主要有故事性描写和应用文写作两大类。命题形式可能是看图写故事、看图表说明、根据表格信息完成一封短信或一份通知这类的应用文等。 3．内容呈现的方式具有半封闭性。作文试题逐步走向开放将是大势所趋。但是，基础写作题还只能是半封闭的，其特点是写作的内容是被规定了的，考生必须将文章所规定的信息点完整、全面地表达出来，但对于语言表达的方式、信息组织的先后秩序、需要补充哪些必要的信息等，考试又有一定的自主构思空间。 4．用5句话表达。这是基础写作题与往年书面表达题最显著的不同点。往年是规定字数（100词左右），句子的数量不作规定，所以很多考生为了不犯句法错误总是使用一些简单句。而历年的基础写作只能用5句话来表达题目所给的全部信息点，但所给的信息点与往年的书面表达相比并不会减少，所以，用5个简单句很难完成任务，必须使用复合句或并列句来综合多个信息点，而且还要照顾句子之间的衔接和语意上的连贯。从只一点来说，基础写作题对考试运用语言能力的要求大大提高了。 二、基础写作题提出的新要求 1．信息组织能力。信息组织能力包括信息归类、信息排列和信息表达三个环节。对于题目所提供的各种信息点，考生首先需要依照一定的标准将信息进行归类，并初步计划将哪些信息放到同一个句子中；其次是将信息进行合理的排列，排列必须依照一定的标准，如时间顺序、空间顺序、因果关系、递进关系等；第三是选择表达的秩序，确定句子之间的先后顺序，这既要考虑语句上能否衔接，还要考虑语意上的连贯。在组织信息的过程中，还要对某些信息进行必要的增删，使文章意思连贯、语言畅谈、逻辑严密。 2．运用复杂句子的能力。在整理和归类信息点之后，就需要正确地使用比较复杂的句子，综合的表达信息。复杂句子主要有三类： 第一类是复合句或含有非谓语动词、介词短语的复杂句。复合句主要有三类：含有名词性从句的复合句，含有状语从句的复合句，含有定语从句的复合句。 第二类是并列句或带有并列成分的复杂句。连接并列句或并列成分的并列连词主要有四类：表示意义引申的并列连词，如and，both… and，not only…but also，and… as well，not… nor，neither… nor等；表示选择的并列连词，如or，whether… or，either… or等；表示转折或对比的并列连词，如but，while，whereas，only等；表示因果关系的for。此外，therefore，besides，however，nevertheless，moreover，furthermore，what’s more，in addition，on the contrary，after all等连接性状语也可以在句子之间起连接作用，表示分句之间的并列关系。 第三类是一些特殊句型，如使用强调句、倒装句、含有with复合结构的句子、there be开头的句子、以形式主语it 开头的句子等。 正确使用各种句型，不仅能够完成题目所要求的任务，还能使文章的句式变得丰富、行文更加流畅、中心和主旨更加突出。 三、基础写作题的备考策略 在基础写作的备考过程中，一方面要重视养成一些良好的写作习惯，如认真审题、巧妙构思、常写草稿、工整书写、仔细核对等好习惯，另一方面在组织信息和训练复杂句子结构方面要多下工夫。下面以“广东省普通高等学校招生全国统一考试广东省英语科考试说明”中的样题为例，探讨如何备考基础写作题。 第一节：基础写作（共1小题，满分15分） 假设你最近参加了由某电视台举办的中考生英语演讲比赛并获奖，该台准备组织获奖者去北京参加一次英语夏令营活动，下表是这次活动的时间安排和活动内容。 活动时间 7月15日 ― 22日或8月15日― 22日 活动内容 参加英语角 学唱英语歌曲 听英语讲座 表演英语短剧 看英语电影 教外宾学中文 【写作内容】 电视台就活动时间和活动内容征求你的意见。请按照以下要求用英语以书信形式给予答复。 1．选择适合你的时间并说明理由； 2．解释你只能参加其中的两项活动（听英语讲座和教外宾学中文），虽然你认为所以的活动都很有意义； 3．说明你选择的理由：听英语讲座了解英美文化的信息；教外宾学中文因为北京奥运会让越来越多的外宾想了解中国。 【写作要求】 1．必须使用5个句子表达全部内容 2．信的开头和结尾已给出。 Dear Sir or Madame, I’m glad to be invited to the English summer camp. ……. Thank you very much. Yours truly, Li Ping 【评分标准】 语 言 7 ― 8 具有很好的语言运用能力；语法和句子结构准确性高，词汇方面使用较好，只有少许错误。 5 ― 6 具有较好的语言运用能力；语法和句子结构准确性较好，有一些语法结构或词汇方面的错误，但不影响理解。 3 ― 4 语言运用能力一般；语法和句子结构基本准确，语法结构或词汇方面的错误不影响理解。 1 ― 2 语言运用能力较差；语法和句子结构基本不正确，语法结构或词汇方面的错误较多，而且影响了对句子意义的理解。 0 语言运用能力很差；语法、句子结构、词汇错误很多，句子意义无法理解。 备注 每多写或少写一个句子，扣1分。 内 容 5 包括了所有信息内容 4 包括了大部分信息内容 3 包括了基本信息内容 2 包括了小部分信息内容 1 包括了少许信息内容 0 没有包括所提供的信息内容 连 贯 2 内容连贯，而且结构紧凑 1．5 内容连贯性比较好，而且结构比较紧凑 1 内容连贯性教差，而且结构不够紧凑 0 内容缺乏连贯性，而且结构松散 备注 文不对题，给0分 由此我们可以看出，信息点的数量与往年的书面表达题相比并没有减少，要想用5个句子把所有的信息都表达出来，考生必须从以下三个方面进行备考： 1．养成重视审题的习惯。虽然基础写作题是半封闭性的，但审题仍然十分重要。现以样题为例，谈谈如何审题： 思考的问题 样题分析 要写的文章主题是什么？ Topic 参加夏令营 为什么要写这篇文章？ Purpose 电视台邀请参加夏令营，写信回复。 要写文章的信息点有哪些？information items 选择的时间，参加活动的内容，解释什么 怎样安排信息点的'逻辑顺序？ order 说明要参加的活动并解释原因→说明要参加的时间并解释原因。 动作是什么时候发生的（时态）？when 夏令营还没有开始，文章主要用一般将来时 2．提高组织信息的能力。组织信息的过程包括信息分类、信息排列、和信息表达三个环节。这些步骤看起来好像很繁琐，但对于中下成绩的考生来说，一步一步地思考这些问题是很有必要的。现以样题为例，说明该怎样组织信息。 信 息 分 类 时间信息：两个时间段 内容信息：6项活动 选择信息：其中的两个活动及其理由 信 息 安 排 夏令营的内容信息点安排：可以将自己要参加的两项活动放在前面，其它信息点可以略写。 作者的选择信息排列：依照自己所参加的活动顺序逐项表述，紧接着给出选择的理由。 信 息 表 达 结合已经给出的头和尾，写作的顺序安排如下：很高兴被邀请（已给出）― 感谢安排这么多的活动 ― 说明活动的意义 ― 表达自己只能参加两项活动的遗憾和原因 ― 说明参加的活动内容及原因（两项活动用一句话）― 说明自己选择的时间及原因 3．夯实基础，掌握基本的句子结构及其用法。对于大多数考生来说，用词不准和句子结构错误是写作失分的“罪魁祸首”。夯实基础、掌握基本的句子结构及其用法是基础写作备考的主要任务，完成这项任务可以分步骤进行： 教学内容与过程： Step one: Greetings and dictation Step two: 讲练结合，并就学生作文较常出现的错误进行点评，讲评过程注意把握好学生作文中的常见的非智力因素方面的失分。 Step three: 就学生作文中出现的常见错误进行适当的点评。 Dear Sir or Madam, I’m glad to be invited to the English summer camp. ① Thank you very much for arranging so many activities, such as English corner, English lectures, English films, English songs, English plays and helping foreigners learn Chinese. ② I am sure all the activities will do a lot of good to us students. ③ But it is a pity that I can only take part in two of them, because I will have to spend some time in doing my research project. ④ I would like to listen to the lectures, by which I will learn some about western culture, and help
高三英语复习课件(篇5)
总述: 谓语动词的变化形式取决于时态和语态: 英语的时态有十六种, 中学英语中有十二种常见的时态; 语态有两种, 即主动语态和被动语态
1.在主动语态中, 各种时态的谓语动词的一般形式如下:
现在 do / does am / is / are doing have / has done have / has been doing
过去 did was / were doing had done had been doing
将来 shall / will do shall / will be doing shall / will have done X
如果谓语是be动词, 则可用be动词的适当形式( be / am / is / are / was / were / been)代替以上表格中的黑体字部分. 此外, 过去将来时的形式是: should / would do或should / would be
2.在被动语态中, 各种时态的谓语动词的一般形式如下:
现在 am / is / are done am / is / are being done have / has been done X
过去 was / were done was / were being done had been done X
将来 shall / will be done X shall / will have been done X
另外, 过去将来时的被动语态形式是should / would be done
一.一般现在时:
1.构成: 通常以动词原形表示. 主语为第三人称单数时, 则用动词的第三人称单数形式来表示
2.用法:
a. It is fine today.
b. I am a student.
c. I get up at six every day.
d. My father never takes a bus; he walks to his office.
a. Japan is to the east of China.
b. The sun rises in the east.
c. A horse is a useful animal.
③.表示将来确定会发生的动作(如己安排好或计划好的动作或按时刻表将来一定会发生的动作), 可以这样使用的动词有: go, come, leave, start, arrive等
a. My train leaves at 6:30.
b. The football match is played the day after tomorrow.
a. I will let you know as soon as I hear from him.
b. We will go if it is fine tomorrow.
c. I will be away when he arrives.
d. We shall not begin the discussion until he arrives.
e. Mother, I won’t go out unless you agree.
f. Don’t try to run before you begin to walk.
⑤.在某些以here / there开头的句子中用一般现在时动词表示现在正在发生的动作
a. Here comes the bus.=The bus is coming.
b. There goes the bell.
⑥.在体育比赛过程中, 解说员叙述迅速, 短暂动作时, 可用一般现在时, 表示正在进行的或刚刚发生的动作
a. Ma Lianbao passes the ball to Mu Tiezhu, Mu shoots – a fine shot !
a. When the curtain rises, Juliet is sitting at her desk. The phone rings. She picks it up and listens quietly.
①.表示说话时正在进行着的动作, 或现阶段正在进行而说话时不一定正在进行的动作
a. I am writing a letter.
b. My mother is making a dress these few days.
②.表示即将发生的动作(如在最近按计划或安排好要进行的动作), 常见的有这种用法的动词有: come /go / leave / start / arrive等, 常与表示将来时间的状语连用
a. They are going to Shanghai on Friday.
b. John is coming here next week.
③.现在进行时动词与always, continually, constantly等连用, 表示反复出现的或习惯性的动作
a. The little boy is always asking questions.
b. You are always saying that sort of thing.
④.在一定的上下文中, 前一句用一般现在时动词表述现在发生的事实, 后一句用现在进行时动词来阐述这一事实的原因, 结果, 目的等
a. He frowns. He is worrying about his boy.他皱着眉头, 因为他在为他的孩子担心. (is worrying表示原因)
b. She criticizes him. She is trying to correct his wrong habits. 她批评他, 想纠正他的坏习惯. (is trying表示目的)
c. She lets her child have his own way. She is spoiling him. 她不管她的孩子, 把他惯坏了. ( is spoiling表示结果)
⑤.不表示持续的行为, 而表示知觉, 感觉, 看法, 认识, 感情, 愿望或某种状态的动词通常不用现在进行时, 如: see, hear, smell, taste, recognize, notice, forget, remember, understand, know, believe, suppose, mean, think, love, hate, care, like, dislike, worry, forgive, want, wish, hope, refuse, feel like, belong to , possess, own, have, be, seem等
a. He has gone to Shanghai. ( =He went to Shanghai and he is not here now. )
b. I have opened the window. ( =I opened the window and the window is now open.)
c. The concert has started. ( =The concert started and is now going on. )
d. I have had breakfast. (=I had breakfast and I am not hungry now. )
②.表示开始于过去, 持续到现在(也许还会继续进行下去)的动作或状态, 用于延续性动词, 且句中常带有表示段时间的时间状语
a. I have studied English since 1987.
b. He has lived here for two years.
c. He has been ill for ten days.
3.现在完成时与一般过去时的区别:
①.现在完成时和一般过去时所表示的动作都发生在过去, 但前者将过去的动作与现在的结果或对现在的影响联系起来, 而后者只限于表示过去的动作本身, 与现在无关
②.现在完成时不能与表明确时间的状语如: yesterday, last year, two days ago, when I came in等连用, 但可与表示不明确时间的状语如: already, yet, sometimes, often, before, lately, recently, once, twice, ever等连用, 也可以和包括现在在内的时间状语如: this morning, today, this week, this year等连用
a. She has already come.
b. I have met him before.
c. Ma Hong has always been a good student.
d. Have you ever been to the Great Wall ?
e. I have seen him this morning.
四.现在完成进行时:
①.它具有现在完成时的特点, 即表示动作发生在过去, 延续到现在或对现在产生影响
②.它具有现在进行时的特点, 即可以表示此动作仍在进行或还会继续
a. Mr. Smith has taught English for twenty years. ( 至今为止教过二十年英语, 至于teach是否结束或是否延续, 不得而知)
b. Mr. Smith has been teaching English for twenty years.( 现在仍在教英语,而且将持续下去)
3.用法:
①.表示现在之前的一段时间里一直进行的动作, 此动可能仍在进行, 也可能刚刚停止
a. I have been reading the book all the morning.
b. He has been staying here for two hours.
c. I have been living in Beijing since 1972.
a. I have been calling you several times in the past two days.
4.现在完成时与现在完成进行时的区别: 前者着重表示过去动作对现在的影响或结果; 后者着重表示过去动作的持续进行
a. I have written six letters since I got back.我己经写了六封信 (强调结果)
b. I have been writing letter since I got back. 我回家后一直在写信 (强调“一直在写”)
c. I have read this book.我读过这本书了(强调“读过”这一结果)
d. I have been reading this book.我一直在读这本书 (强调“一直在读”)
2.用法:
①.表示过去某一时刻或某一段时间内发生的动作或情况, 其中包括习惯性动作
a. I met him yesterday.
b. I used to go to school early every morning.
c. He entered the classroom, sat down at his desk and began to work.
d. Last night, I listened to the radio for two hours and went to bed at midnight.
a. Helen had left her keys in the office so she had to wait until her husband came home.
③.用一般过去时的句子一般有过去的时间状语, 有时也用地点状语暗示动作的发生是在过去
a. Have you seen a pen ? I left it here this morning.
a. This time yesterday we were having an important meeting.
b. A year ago we were living in Shanghai.
②.过去进行时常与always, continually, frequently等词连用, 表示过去经常发生或反复发生的情况
a. The old man was always losing his way.
b. The two brothers were frequently quarrelling.
③.表示过去将要发生的动作, 这一用法仅限于一些表示位置转移的动词, 如: go, come, start, stay, leave等
④.过去进行时经常与一般过去时配合使用, 过去进行时表示过去的时间背景
a. The teacher was giving us a lesson when Tom walked into the room.
2.用法:
①.表示过去某时间或动作以前己经完成的动作或己存在的状态, 即“过去的过去”
a. When all his money had gone, Marx had to leave his house in London.
b. Marx had learned some English before he got to England.
c. He said he had never been to Shanghai.
d. By the middle of last month I had lived in Beijing for five years.
②.在带有after / before引导的时间状语的句子中, 由于after / before本身的词义己经表明了时间的先后, 所以这类句子中常用一般过去时代替过去完成时
a. We left the house before it began to rain.
b. I didn’t wait long before he came.
c. After we finished the tea, we all sat on the grass.
d. After he arrived in England, Marx worked hard to improve his English.
八.过去完成进行时:
2.用法: 表示一直持续进行到过去某一时刻的动作, 该动作可能刚刚结束, 也可能还在进行
a. I had been waiting for two hours before the manager came down to see me.
b. By the end of he had been learning English for five years.
1.shall / will do (shall用于第一人称), 此结构表示单纯的将来, 不涉及主语的主观意愿
a. I shall be twenty years old next year.
b. You will meet him at the station this afternoon.
c. The train will arrive soon.
2.be going to do sth, 此结构表示打算最近或将来要做某事, 或说话人根据己有迹象认为非常可能即将发生的事
a. I am going to meet Tom at the station at six.
b. He is going to stay here for a week.
c. Look at these black clouds --- it is going to rain.
d. I am afraid I am going to have a bad cold.
3.be +动词不定式, 此结构表示职责, 义务, 意图, 约定, 可能性等
a. You are to be back by 10 o’clock.
b. There is to be a sports meet next week.
c. We are to meet at the school gate.
4.be about to do sth, 此结构表示“立刻, 马上”要做某事或发生某情况
a. We are about to leave.
b. Autumn harvest is about to start.
a. This time tomorrow we will be talking with the boss about this matter.
b. I will be studying in this university for the next four years.
a. I will be seeing him next month.
b. We will be taking our holiday at the seaside in July.
c. He will be arriving at six tomorrow morning.
十一.将来完成时:
2.用法: 表示在将来的某一时刻之前将要完成的动作, 这一动作也可能继续进行
a. By seven o’clock this afternoon we shall have arrived in Shanghai if the train keeps good line.
b. Before noon we will have completed this work.
十二.过去将来时:
a. He said he would go to Shanghai for the holiday.
b. He told me that I should succeed.
a. They were going to have a meeting.
b. The students were going to plant some trees around the playground.
a. We were to finish the work in three days.
b. I was about to go out when a friend dropped in.
2.用法: 过去将来时表示相对过去某一时刻来说将要发生的动作或呈现的状态, 以上各形式的具体用法与一般将来时各形式的用法相似
a. The work must be done right now.
b. That prisoner may be sentenced to death.
a. His bike has been stolen.
b. This window was broken last night.
a. China was liberated in 1949.
b. I was told you were late this morning.
a. The plan has already been made.
b. Yao Ming was elected MVP of the last week.
三.主动句变被动句:
a. The manager gave me ten minutes to decide whether I should accept the offer.
→I was given ten minutes to decide whether I should accept the offer.
2.带有宾语从句的主动句变被动句时, 宾语从句变成主语从句, 通常不位于句首, 句首用形式主语it
a. We can learn from the text that delicious apples are big.
→It can be learned from the text that delicious apples are big.
3.带有双宾语的主动句变被动句时, 将直接宾语或间接宾语变成被动句的主语都可
a. My brother gave me a birthday present.
→I was given a birthday present. / A birthday present was given to me.
4.带有复合宾语 (即宾语+宾补) 的主动句变被动句时, 宾补的形式一般不变, 只是名称变成了主补, 但当宾补是不带to的不定式时, 要变成带to的不定式
a. I saw him play near the river. He was seen to play near the river.
5.含有短语动词的主动句变成被动句时, 不要遗漏短语动词中的介词或副词
a. The children must be taken good care of. / Good care must be taken of the children.
四.应注意的问题:
a. The children were excited at the news.
b. We are interested in the English novel.
c. The mother was worried about her son’s absence.
b. This kind of cloth washed very well.这种布很耐洗
c. This pen writes quite smoothly.这支笔很好使
d. This dish tastes good.这道菜味道不错【BiJIaogaO.Com 笔稿范文网】
e. This kind of cloth feels smooth and soft.这料子摸起光滑柔软
3.不是所有的及物动词都有被动语态, 某些表示状态或关系的动词或短语动词只有主动语态, 而无相对应的被动语态. 常见的这类动词有: cost花费, fit适合, have有, hold容纳, lack缺乏, own拥有, suit适合, fail失败, belong to属于, agree with同意
高三英语复习课件(篇6)
Unit 1 Great scientists
Teaching aims
1. To help students learn to describe people
2. To help students learn to read a narration about John Snow
3. To help students better understand “Great scientists”
4. To help students learn to use some important words and expressions
5. To help students identify examples of “The Past Participle (1) as the Predicative & the attribute”
Period 1 Warming up and reading
Teaching Procedures
I. Warming up
Step I Lead in
Talk about scientist.
T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?
A scientist is a person who works in science, trying to understand how the universe or other things work.
Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.
Step II
Ask the students to try the quiz and find out who knows the most.
T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
II. Pre-reading
Step I
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
1. What do you know about infectious diseases?
Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.
2. What do you know about cholera?
Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.
3. Do you know how to prove a new idea in scientific research?
Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.
Find a problem→ Make up a question→ Think of a method→ Collect results→
Analyse the results→ Draw a conclusion→ Repeat if necessary
III. Reading
Step I Pre-reading
1. Do you know John Snow?
John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.
2. Do you know what kind of disease is cholera?
It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.
Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:
Step II Skimming
Read the passage and answer the questions.
1. Who defeats “King Cholera“? (John Snow)
2. What happened in 1854? (Cholera outbreak hit London.)
3. How many people died in 10 days? (500)
4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?
(These families had not drunk the water from the Broad Street pump.)
(Optional)
Skim the passage and find the information to complete the form below.
Who When What How Result
John Snow 1854 helping ordinary people exposed to cholera Examining the source of all water supplies and finding new methods of dealing with polluted waster “King Cholera” defeated
Step III Scanning
Read the passage and number these events in the order that they happened.
2 John Snow began to test two theories.
1 An outbreak of cholera hit London in 1854.
4 John Snow marked the deaths on a map.
7 He announced that the water carried the disease.
3 John Snow investigated two streets where the outbreak was very severe.
8 King Cholera was defeated.
5 He found that most of the deaths were near a water pump.
6 He had the handle removed from the water pump.
Step IV Main idea and correct stage
Read the passage and put the correct stages into the reading about research into a disease.
John Snow Defeats “King Cholera”
Paragraph Stages General ideas
1 Find a problem:
What cause the cholera? The causes of cholera
2 Make up a question:
Which is right? The correct or possible theory
3 Think of a method:
Test two theory Collect data on where people were ill and died and where they got their water
4 Collect results:
Mark the death Plot information on a map to find out where people died or did not die
5 Analyze the results:
Find the resource of the water Look into the water to see if that is the cause of the illness
6 Find supporting evidence Find other evidences to confirm his conclusion
7 Draw a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera
Step V Group discussion
Answer the questions (Finish exercise 2 on Page 3)
1. John Snow believed Idea 2 was right. How did he finally prove it?
(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)
2. Do you think John Snow would have solved this problem without the map?
(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)
3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?
(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)
Step VI Using the stages for scientific research and write a summary.
Period 2&3 Language focus
Step I Warming up
1. characteristic
① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征;特性
What characteristics distinguish the Americans from the Canadians.
② a. very typical of a particular thing or of someone’s characer 典型性的，
Such bluntness is characteristic of him.
Windy days are characteristic of March.
[辨析]characteristic与character
characteristic是可数名词，意为“与众不同的特征“
character表示(个人、集体、民族特有的)“性格、品质”，还意为“人物;文字”
What you know about him isn’t his real character.
2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to
consider提出
He put forward a new theory.
The foreigners have put forward a proposal for a joint venture.
An interesting suggestion for measuring the atmosphere around Mars has been put forward.
☆ put on穿上;戴上;增加 put out熄灭(灯);扑灭 (火) put up with…忍受 put down写下来;放下; put off 耽误; 延期 put up建立; 建造,
put up举起，搭建，粘贴
3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察
A computer analyses the photographs sent by the satellite.
The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.
Let’s analyze the problem and see what went wrong.
He analyzed the food and found that it contained poison.
We must try to analyze the causes of the strike.
☆ analysis n.分析，解析，分解
4. conclude: decide that sth. is true after considering al the information you have 得出结论;推论出 to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止;
We concluded the meeting at 8 o’clock with a prayer.
From his appearance we may safely conclude that he is a heavy smoker.
What do you conclude from these facts?
We conclude to go out / that we would go out.
conclusion n.结论
arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion
What conclusion did you come to / reach / draw / arrive at?
From these facts we can draw some conclusions about how the pyramids were built.
Step 2 Reading
1. defeat
① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫
I’ve tried to solve the problem, but it defeats me!
Our team defeated theirs in the game.
② n.失败，输 failure to win or succeed
This means admitting defeat.
They have got six victories and two defeats.
[辨析]win, beat与defeat
① win “赢得”赛事、战事、某物;后接人时，意为“争取赢得…的好感或支持;说服”
② beat “战胜”“击败”比赛中的对手，可与defeat互换
We beat / defeated their team by 10 scores.
They won the battle but lost many men.
The local ball team won the state championship by beating / defeating all the other teams.
I can easily beat /defeat him at golf.
He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.
2. expert
① n. someone who has a special skill or special knowledge of a subject专家，能手
an expert in psychology an agricultural expert
② a. having special skill or special knowledge of a subject熟练的，有专门技术的
an expert rider an expert job需专门知识的工作
He is expert in / at cooking.
3. attend vt. &vi 参加，注意，照料
① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting
I shall be attending the meeting.
Please let me know if you are unable to attend the conference.
② attend to (on): to look after, care for, serve伺候, 照顾，看护
The queen had a good doctor attending on her.
Dr Smith attended her in hospital. 治疗
Are you being attended to?接待
Mother had to attend to her sick son.
③ attend to处理，注意倾听 attend to the matter
A nurse attends to his needs.
Can you attend to the matter immediately?
I may be late – I have got one or two things to attend to.
Excuse me, but I have an urgent matter to attend to.
[辨析]attend, join, join in与take part in
① attend指参加会议、上课、上学、听报告等
② join 指加入某组织、团体，成为其中一员
③ join in指加入某种活动;表示与某人一起做某事join sb. in sth.
④ take part in指参加正式的、有组织的活动，切在活动中起积极作用
Only 2 people attended the meeting.
He joined the Communist Youth League in 2007.
Will you join us in the game?
We often tale part in the after-class activities.
4. expose : to show sth. that is usually covered暴露
expose sth. to the light of day 把某事暴露于光天化日之下
I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.
He exposed his skin to the sun.他把皮肤暴露在阳光下.
The old man was left exposed to wind and rain.
When he smiled he exposed a set of perfect white teeth.
5. cure vt. & n. to make someone who is ill well agian治疗,痊愈
When I left the hospital I was completely cured.
①cure sb of a disease
When you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.
The only way to cure backache is to rest.
He will cure the pain in your shoulders
When I left the hospital I was completely cured.
The illness cannot be cured easily.
Although the boy was beyond cure, his parents tried to cure him of bad habits.
②a cure for a disease
Aspirin is said to be a wonderful cure for the pain.
There is still no cure for the common cold.
Is there a certain cure for cancer yet?
③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境
The prices are going up every day, but there is no cure for rising prices.
[辨析]cure与treat
① cure主要指痊愈，强调的是结果
② treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
They cured me of my influenza.
They treated me with a new drug.
6. control vt.& n.
① vt.： to have power over, rule, direct 控制，支配，管理
He cannot control his feelings / anger.
You are trying to control me as though I were your slave.
The government tries its best to control prices.
② be under the control of…; be in control of;
take/gain control of ; get / be out of control; lose control of; beyond control
George took /gained control of the business after his father died.
The car went out of control and crashed into the pole.
the head in control of the country
The driver lost control of his car and it knocked into a tree.
Mr. Brown is in control of the shop. / The shop is in the control of Mr. Brown.
This money is under control of Mr Brown.
Who’s in control of the project?
The fire has been brought under control.
7. suggest v. 建议;暗示;表明
① suggest+doing / sth. / that-clause
May suggested a picnic at the weekend.
What did you suggest to the headmaster?
I suggested leaving early for the airport.
She suggested that her father (should) give up smoking.
他建议我们参观长城。
He suggested to us a visit to the Great Wall.
He suggested us visiting the Great Wall.
He suggested that we (should) visit the Great Wall.
② suggest (暗示，表明)+从句不用虚拟语气。
The smile on her face suggested that she agreed with me.
The look on his face suggested that he was happy.
His pale face suggested that he was seriously ill.
His work suggests that he is a careful man.
8. absorb
① to take sth. in especially gradually吸收
Plants absorb carbon dioxide.
In cold climates, houses need to have walls that will absorb heat.
Paper that absorbs ink is called blotting paper(吸墨纸).
The big company has gradually absorbed these small companies into its own organization.
② to understand facts or ideas completely and remember them
It’s hard to absorb so much information.
☆ be absorbed in = concentrate on专心于
He is absorbed in the research of Chinese history recently.
The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar. I was so absorbed in a book that I didn’t hear you call.
☆ absorb one’s attention
Chinese history absorbs his attention recently.
9. suspect: to think that something is probably true or likely, especially something bad
① vt. 怀疑，猜疑 n. 嫌疑犯，有嫌疑的人 adj.可疑的，靠不住的
suspect sb. of doing sth. 怀疑某人做…
She suspected him of taking her money.
② 以为，猜想
We suspected that he had finished doing his homework.
10. severe a.
① so serious, so bad 严厉的，苛刻的，严格的
Come on! Don’t be so severe with the children.
His report contains severe criticism of the company’s actions.
His severe looks frightened me.
②very harmful or painful, serious or uncomfortable(疼痛)剧烈，的严重的，
I was caught in a severe storm last night and couldn’t go back home in time.
He has such a severe illness that he has been in hospital.
I suffered a severe attack of toothache.
He had a severe pain in the leg.
11. foresee: to know that sth. is going to happen before it actually happens vt. 预见，预料
The method was used in ways that couldn’t have been foreseen by its inventors.
Few analysts foresaw that oil rice would rise so steeply.
No one could have foreseen things would turn at this way.
It’s impossible to foresee how life will work out.
12. blame v. 责备;谴责;把……归咎于 n. 过失;责备
① blame sb. / sth. for sth.: to say or think that sb. or sth. is responsible for sth. bad
因…而指责
It’s not fair to blame me. It’s not my fault.
They blamed the secretary for the delay of the plan.
Many children are afraid of being blamed for making mistakes in speaking English.
② blame sth. on sb. / sth. 把……归咎于: be responsible for sth. bad
The police blamed the traffic accident on jack’s careless driving.
③ (be) to blame应受责备(主动表被动);承担责任
The driver was not to blame for the traffic accident.
Which driver was to blame for the accident?
Either he or I am to blame.
Mr. Green stood up in defense of the 16-year-old boy, saying that he was not the one to blame.
Who is to blame for the fire?
④ take the blame承担责任to say that sth. is your fault
He is ready to take the blame for what had happened.
⑤ put the blame on怪在……身上
It’s no use blaming our defeat on him.
13. look into 调查，了解，研究，浏览，向…里看
We’ll look into the case as soon as possible.
But now the authority is looking into the cost of modifying all of its windows.
The building around the corner caught fire last night. The police are now looking into the matter.
look around; look after, look down upon; look for; look forward to; look like; look over浏览，过目一遍; look out; look through浏览，检查; look on; look up to;
14. handle vt. to deal with处理，买卖，操作 n. 把手，把柄
The children are so naughty that I can't handle them. 处理
This shop handles paper and stationery. 买卖
We don’t handle that sort of book. 买卖
How shall we handle the problem. 处理
Can you handle the situation at present? 处理
It has a free handle.活把手
He learnt how to handle the axe. 操作
15. link
① v. 连接，联系
The two towns are linked by a railway.
The new bridge will link the island to the mainland.
Television stations around the world are linked by satellites.
The new bridge will link the island to the mainland.
② n.
Researchers have detected a link between smoking and heart disease.
Is there a link between smoking and lung disease?
A lot of links fitted together form a chain.
link up (with)连接，结合;link…with /to把…与相连接
16. announce
① to make known publicly; to give information using a loudspeaker, esp. at an airport or railway station; to introduce a program on TV o
