高三英語教案

時間：2024-04-23 18:50:03 曉麗英語教案我要投稿

高三英語教案推薦度：
相關推薦

高三英語教案（精選10篇）

　　作為一名專為他人授業解惑的人民教師，就有可能用到教案，教案有助于學生理解并掌握系統的知識。來參考自己需要的教案吧！以下是小編整理的高三英語教案，供大家參考借鑒，希望可以幫助到有需要的朋友。

高三英語教案（精選10篇）

　　高三英語教案 1

　　教學目標

　　I. 單詞和詞組

　　permission， nation，reduce， fetch， compare， therefore， remain， dislik， share， persuade， hardly， go ahead， burn down， compared to， give up， call for， be used to， get into the habit of

　　II. 日常交際用語

　　1.請求

　　May / Could / Can I do that？

　　I wonder if I can do that.

　　Would / Do you mind if I come earlier？

　　Will you tell me if can go now？

　　2.允許

　　Yes， please. / Of course. / Sure. / Certainly.

　　Go ahead， please.

　　That’s all right. / OK.

　　It’s all right to me.

　　3.拒絕

　　I’m sorry， but it’s not allowed here.

　　You’d better not.

　　I’m afraid not. It’s not right.

　　III.語法

　　復習名詞性從句作賓語和表語的用法。

　　教學建議

　　教材分析

　　The main dialogue of this unit is to practise the students how to ask for permission， refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases， this lesson has short dialogue to give the students to speak each other.

　　重點詞匯講解

　　h fire與be on fire

　　1）catch fire：begin to burn著火；燒著。catch fire有動態含義，揩“開始燃燒”。

　　例如：

　　Paper catches fire easily.紙容易著火。

　　The bed clothes catch fire and the whole house may be burnt down.鋪蓋著火了，整個房子都可能燒掉。

　　2）be on fire：be burning著火；失火。 be on fire有靜態含義，指“燃燒的狀態”。

　　例如：

　　The house was on fire.房子著火了。

　　She woke up at midnight and found the kitchen on fire.她半夜醒來發現廚房失火了。

　　高三英語教案 2

　　一、課程類型：

　　高三復習課。

　　二、教學目標：

　　（一）認知目標

　　1.句型和語言點（見教學重點）。

　　2.用所學的知識與伙伴進行交流、溝通，學會改錯、寫作。

　　（二）情感目標

　　利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調動學生的思維活動和情感體驗，引起學生的共鳴。

　　（三）智力目標

　　在運用語言的過程中培養學生的觀察力、分析力、想象力和自學能力，幫助學生加強記憶力，提高思維能力和運用英語的'綜合能力，激發創造能力。

　　三、教材分析：

　　這是高三復習階段的一節寫作課。這節書面表達課就從審題謀篇等方面入手來完成教學目的，側重于引導學生在把握書面表達的寫作前準備即謀篇審題能力，使學生在動手寫作前迅速構思按照規范的模式來完成謀篇審題：在教學中不僅僅強調寫，對于與寫作緊密聯系的聽、說、讀、改錯都有兼顧。采用任務型教學法和小組合作探究學習法，從而激發學生的學習興趣，同時也能擴大課堂的語料輸入量及學生的語言輸出量。

　　四、教學重點：

　　1. 學會審題和謀篇

　　2. 掌握多樣化的表達方式

　　3. 熟練各段中的固定寫作套路

　　五、教學難點：

　　1. 如何幫助學生運用寫作策略，促進學生自主寫作。

　　2. 使學生了解謀篇的重要性，培養謀篇的能力和習慣。

　　六、教學方法：

　　1、活動教學法：

　　2、任務型教學法：

　　七、教學設計：

　　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.

　　高三英語教案 3

　　一、教學目標與要求

　　通過本單元教學，學生應能熟練地運用表示“提供和拒絕幫助”的常用語；復習句子的成分——主語；了解紐約的發展歷史和土著人被壓迫的歷史。

　　二、教學重點與難點

　　1．重點詞匯

　　1. a handful of

　　2. tear down

　　3. turn away

　　4. now that引導狀語從句

　　5. take possession of

　　6. have an effect on

　　7. make agreements with

　　8. become know as…

　　9. deal with

　　10. in turn

　　11. in the rush

　　2．重點句型

　　1)Today Native Americans express their anger over this business deal.

　　2)This is because the surface of the earth is not flat but round.

　　3)Now that they could ride horses, it became easier to hunt the bison.

　　4)This in return had an effect on the food supply for wolves.

　　3．語法復習和歸納句子的成分——主語

　　1)The first settlers on the plains were farmers．

　　2)The killing of the bison changed the whole wild life of the plains.

　　3)Whether he will come or not is unknown．

　　4)To see is to believe．

　　5)The learned should be respected.

　　教學建議

　　教學教法：

　　進入高三下學期的.學習，基本進入了全面備考狀態。北京特級教師張鐵城老師有如下建議：

　　1．對近年高考題精耕細作，反對盲目的題海戰術。

　　2．不要單純背詞匯表，要把詞匯與語法結合起來，要在具體語篇中記憶詞匯。

　　3．要多讀多題材的閱讀文，特別是現代生活中的熱點問題。

　　4．要增加聽力訓練的力度，充分利用高三課本資源。

　　詞語辨析：

　　1.By 1820 the population of New York had grown to about 125 000, making it the largest city in the USA．

　　making it the largest city in the USA是分詞短語作結果狀語。動詞make 意為“使成為”，接名詞或形容詞構成復合結構。如：

　　The bus was held up by the snowstorm, thus causing the delay．

　　Her husband died in the war, making her a widow with three children

　　2.In 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street and across three avenues．

　　1）tear（tore，tom）是動詞，意為“撕開，扯掉”。短語動詞 tear down，意為“撕下，拆毀”。如：

　　tear down a notice 撕下一張通知

　　tear down a dangerous wall 拆毀一道危墻

　　2）reach作“延伸”解。reaching from 59th Street. . . and across three avenues是現在分詞作定語，修飾Central Park，相當于一個定語從句。

　　①現在分詞作后置定語相當于限制性定語從句，表示主動的動作或動作正在進行。

　　Anyone swimming will be punished．

　　The road joining the two villages is very wide．連接這兩個村子的路非常寬。

　　③現在分詞的被動語態作后置定語（既表示被動，也表示動作正在進行）

　　The question being discussed is very important.

　　Do you know the boy being punished by our teacher?

　　3.In 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years．

　　1）mass是名詞，意為“大量，大批”，mass arrival是名詞修飾名詞，mass作定語。英語中名詞修飾名詞是常有的現象。如：

　　head teacher班主任 express train快車

　　news broadcast 新聞廣播 welcome speech 歡迎詞

　　time table時間表 orange juice 橘子汁

　　press conference 記者招待會 research project研究計劃

　　power plant電廠 weather forecast天氣預報

　　2）pass through為固定短語，含義為“穿過，通過，路過”，其中 through既可當介詞用，也可當副詞用。如：

　　He passed through unspeakable difficulties.

　　Were just passing through on our way to Shanghai

　　4.now that，due to，because of，owing to，since，as

　　1）now that．作“既然”時相當于since．突出事實性，而as作“既然”語氣較弱。有時now that中的that可省去。如：

　　Now（that）you are well again，you can travel．你既然恢復了健康，就能夠旅行了。

　　2）due to作“由于，因為，應歸功于”時常作表語或跟在名詞后。如：

　　The flight was cancelled due to the storm．班機因暴風雨停航了。

　　3）because of“由于，因為”只能引導副詞短語，在句中作狀語或表語。如：

　　Lincoln is admired because of his leadership．林肯由于出色的領導而受到人們的贊賞。

　　4）owing to“由于，因為”常在現代英語中與 because of，due to換用。如：

　　Owing to unfavourable weather，I was unable to carry on with it．由于天氣不好。我不能把它進行下去。

　　高三英語教案 4

　　一.教學內容分析

　　本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners 都有些什么內容呢?中外文化中對Good manners 的理解、體現有什么異同?我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners 的人呢?單元中十一個板塊的相關話題的設計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝;東西方餐桌禮儀;域外風俗禮節等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓練的內容，更重要的是學生學習這一單元的整個過程也是他們陶冶情操、規范行為、發展心智的過程，這對他們身心的發展會產生較強的感染作用，有助于他們人文素養的整體提高和跨文化意識的加強。

　　“熱身”(Warming up)部分設計了學生學習生活中及日常生活中經常發生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質問男士。讓學生學會道歉，學會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學生明白講禮貌會使我們人際之間關系和諧融洽，甚至會化干戈為玉帛;同時復習或學習一些致歉語和必要的答語。

　　“聽力”(Listening)部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦?當然是道歉。這個聽力練習要求學生通過聽學會對發生了這種事情后的道歉表達和更高姿態的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習慣表達方法，培養學生跨文化交際的意識。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”

　　“口語”(Speaking)部分提供的是三組文字情景，要求學生在前面“熱身”和“聽力”的基礎上，以雙人對話的活動形式體現情景，訓練學生在比較真實的情景中口頭表達能力和豐富他們有關道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風采。

　　“讀前”(Pre-reading)部分設計了四個情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小組活動的形式討論并寫下在中國文化中以上情景有禮有節的一些規矩，這一活動的目的是不僅要調用學生已有的直接和間接的體現Good manners 的生活經驗，加深對我們中國是文明禮儀之邦的認識，而且激活學生的思維，自然過度到下一步的 “Reading”--- 西方文化、餐飲禮儀。

　　“閱讀”(Reading)部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現了教材的國際性和民族性。

　　“讀后”(Post-reading)部分的前三項任務是要求學生針對課文的理解完成的，可作為評價學生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置;第二項：標出西方正式宴會上主要食物上桌的順序;第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎?舉例說說。可以小組討論的形式進行，目的在于讓學生對中西方餐桌禮儀的認同，以及培養學生的思辯能力。

　　“語言學習”(Language study)分詞匯和語法兩部分。詞匯部分有構詞法知識，前綴in-, im-, un-, non- 和練習部分詞匯的一篇與課文主題相關的短文。引導學生通過短文提供的生動語境培養自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學生自主學習，讓學生探究發現兩種定語從句的不同形式和含義。第二部分著重檢驗學生運用兩種定語從句拓展句子的能力。

　　“綜合技能”(Integrating skills)設計了一個很實用的寫作任務：寫感謝信。這個設計包括讀和寫。閱讀部分的內容是一封感謝信的范例;寫作部分的任務是：對老師的幫助、父母的關心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學生明白對他人的幫助心存感激，無疑是一種美德，一種素養。

　　“學習建議”(Tips)部分提供了一些行為規范的'名言警句，告戒學生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。

　　“復習要點”(Checkpoint)部分簡要地總結了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設計了一些最基本的語言練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。

　　二.課時安排：6 課時。

　　The First Period: Warming up and Listening

　　The Second Period: Speaking

　　The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

　　The Fifth Period: Language Study

　　The Sixth Period：Integrating Skills

　　三.分課時教學計劃

　　The First Period

　　GOALS:

　　To focus on talking about good manners as warming up and listening practice.

　　To learn to express apologies and responses to apologies.

　　To arouse students’ interest in learning good manners through various activities in class.

　　TEACHING PROCEDURES:

　　I. Warming up

　　設計問題、語境，誘發學生打開話匣子，不作限制，更不當練習來完成。

　　1.以舊帶新，先入為主，根據學生自己的體驗和理解，列舉Good manners 的事例。

　　2.知錯并向人道歉是Good manners 的行為之一。引入道歉用語，借書中情景和額外補充的各種情景反復演練，使學生能將這些禮貌用語嫻熟地運用于生活之中。

　　(這些情景的提供，也為最后讓學生自己描述道歉場面作準備)

　　3.作為一個有禮貌的人，對他人的誠懇道歉怎么反映?說些什么讓道歉者心里釋然?(為下一步的聽力做個鋪墊)

　　4.你上次向人道歉的情景還記得嗎?對方是否是個講禮貌的人。請描述一下。

　　1. T: We like people with good manners. We don’t like people with bad manners.

　　Well, what are good manners in your opinions? For example,Is it good manners to take your classmate’s bicycle without telling him?

　　Of course it’s ( not) good manners to do…./ that….

　　Group work: Make a list of at least four things which are good manners in our daily life.

　　2. What should we do at least to be good manners if we do something wrong?

　　Making an apology? And how to express your apologies? What expressions do you use to apologize?

　　(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

　　3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

　　4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

　　Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

　　Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

　　Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

　　Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

　　5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

　　Well, what’s your response to the following apologies?

　　1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

　　______________________________. ( It’s OK. I have another pen.)

　　2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

　　__________________________________________________________________.

　　(Are you feeling better now? You may hand in your homework tomorrow.)

　　6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

　　What did you say to express your apologies? What was the other’s response?

　　Did he / she accept your apology? Do you think him a person with good manners?

　　Why (not)?

　　II. Listening

　　1. Listening in SB.

　　遵循step by step 的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening) 三步走，并設計各個步驟的任務型活動，使整個聽力目標明確，中心話題更為突出。

　　Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

　　While-listening: Answer the questions and complete the six sentences.

　　Post-listening questions:

　　Has anything similar happened to you? What was the situation? How did you deal with it?

　　Do you think you’re a person with good manners? In what ways?

　　2. Listening in WB. P.115

　　Listen to the tape and finish the exercises in it.

　　The Second Period

　　GOALS:

　　To focus on oral practice --- Speaking.

　　The students are to use the expressions of apologies and possible answers freely through some situations.

　　They are enabled to solve some simulating problems about good manners and bad manners.

　　TEACHING PROCEDURES:

　　I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.

　　The teacher is a bitl late for the class.

　　The teacher carelessly knocks down a student’s booksl on the table.

　　The teacher blames some student wrongly for not …l

　　1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …

　　S: Oh, that’s all right.

　　創設真實情景與學生交流，既是以身示范，又自如、貼切地呈現教材中提供的常用道歉用語和回答方式。

　　2. T: What do you think of me since I made an apology for what I did?

　　What if I didn’t apologize to you for what I did?

　　就老師的行為讓學生評說會更加激發學生說的興趣，還會使學生具備一定的Good manners 的尺度標準。同時，為后面學生自己如何表現出文明禮貌、“問題”如何解決作準備。

　　3. T: What would you do in the following situations, so as to show you have good manners?

　　P.37l

　　II. Role-play: Problem solving

　　鄰里之間的關系同樣體現出文明禮貌的程度。有矛盾、有問題，原因是什么?居委會怎么解決?這項模擬活動跳出了課文，拓展了訓練內容。要求學生將學過的表達方法與新的表達方法結合使用，對信息做各種合理的處理與加工，進行創造性的語言活動。充分體現口語教學突出話題和功能的雙重要求。

　　Survey and Interview about relationship between neighbors.

　　In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.

　　我們中國人用自己的Good manners的尺度標準，處理好鄰里之間的關系。世界其他各國對Good manners 的尺度標準是否都一樣?

　　III. Discussion P.116

　　IV. Conclusion:

　　Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.

　　The Third and Fourth Periods

　　GOALS:

　　To get to know the western table manners.

　　To learn some useful expressions about table manners.

　　To compare Chinese table manners with western table manners.

　　TEACHING PROCEDURES:

　　I. Pre-reading tasks:

　　其目的是激活學生已有的相關背景知識，啟發學生思維和想象，活躍課堂氣氛，使學生很快融入課堂教學內容。如借助圖片或Powerpoint, 以小組競賽的形式復習有關中外餐桌上食物、餐具的一些單詞;以小組討論的形式重溫文明禮儀之邦的中國在待人接物、餐桌禮儀方面的獨特習俗;最后聚焦于西方的餐桌禮儀。三項任務一步一步地扣上下一步的閱讀內容。

　　高三英語教案 5

　　1.重點詞匯、短語、句型結構

　　1 )firm, go ( link v. ) , turn( link v. )

　　2)stop sb. doing sth. ,put up, keep off ,masses of, as it is ,at war, fall to pieces, take on, in a state, deal with, carry out, desert，spread，besides 和except 的區別，nowhere, search, drill, smooth, keep off, a mass of , fall to pieces, watch over, lay down ,once in a while

　　3)have sth. to do. . . ,To make things worse, . . .

　　2.課文掌握程度

　　1)了解石高棉的歷史遺址吳哥窟及以后的變化。

　　2)能復述課文

　　3.重點語法

　　1) Revise the verb tenses:

　　a)The present indefinite tense

　　b)The present contiouous tense

　　c)The present perfect tense

　　d)The past indefinite tense

　　2)The passive voice

　　4.口語交際

　　Learn to give advice and make suggestions and replies

　　We’ll have to … We should finish the floor now.

　　I think we should paint it white. Is it necessary to….?

　　We must stop people walking on this floor until it’s firm. I ought to do some studying.

　　教學建議

　　教學教法：

　　本單元重點講述了柬埔寨的著名古跡吳哥窟，教師可通過補充材料加深學生對吳哥窟的了解。教師也可鼓勵學生搜集相關資料，談談吳哥窟作為一種精神在柬埔寨人民心中的重要地位。同時，課文中出現了許多很好的詞匯與句型，建議老師充分利用。

　　語法：

　　1. 一般現在時

　　(1)經常性和習慣性的動作

　　We always care for each other and help each other. 我們總是互相關心互相幫助。

　　(2) 現在的特征或狀態

　　He majors in English. 他是英語專業的學生。

　　(3) 普遍真理

　　Light travels faster than sound.光比聲速度快。

　　(4) 按規定、計劃、安排將要發生的動作。(一般有將來的時間狀語)

　　The plane takes off at 11 a.m. 飛機上午十一點起飛。

　　(5) 電影說明，動作解說，劇情介紹，新聞標題或小說章節題目，圖片說明。

　　He sits down, shivers a little, Clock outside strikes twelve.

　　他坐下來，微微有些顫動，外面鐘敲了十二點。(劇本說明)

　　2.現在進行時

　　(1)現在或現在這一階段正在進行的.動作。

　　Where are they having the basketball match? 他們在哪里賽籃球?

　　(2)最近按計劃或安排要進行的動作，但這僅限于少量動詞，如：go, come, leave, start, arrive, return 等。

　　We are leaving on Friday. 我們星期五動身。

　　(3) 代替一般現在時，表示經常性動作和狀態，這時是為了表示說話人的一種感情。如贊嘆，厭煩，等。

　　He is always thinking of others. 他總是想著別人(贊許)。

　　He is constantly leaving things about. 他老是把東西亂扔。(不滿)。

　　He is always boasting. 他老愛說大話。(厭煩)

　　3. 現在完成時

　　(1) 到現在為止的這一時期中發生的情況(可能是多次動作的總和，也可表示狀態和習慣性的動作)

　　How many pages have you covered today? 你今天看了多少頁?

　　She has been ill for three days. 她病了三天。

　　(2)對現狀影響的某一已發生的動作。

　　The delegation has already left. 代表團已經走了。(說明現在不在這里)

　　Look what youve done. 瞧你干的事。

　　4. 一般過去時

　　(1)過去某時發生的動作或情況。

　　I wasnt in last night. 昨天晚上我不在家。

　　有些情況，發生的時間不很清楚，但實際上過去發生的，應當用過去時態。

　　What was the final score? 最后的比分怎樣?

　　(2)談到已死人的情況時多用過去時

　　Lei Feng often helped others. 雷鋒經常幫助別人。

　　語法練習

　　1. (1999NMET) —Hey, Look where you are going!

　　—Oh, I’m terribly sorry. ________.

　　A. I’m not noticing B. I wasnt noticing

　　C. I havent noticed D. I dont notice

　　分析：在沒有提供明確的時間，而是通過對話來體現情景，突出語言的交際功能。甲提醒乙“看看你往哪兒走啦!”乙說對不起“因為我剛才沒注意”，故應用“過去進行時”，答案是B。

　　2. ( 1997NMET) —Who is Jerry Cooper?

　　—________? I saw you shaking hands with him at the meeting.

　　A. Dont you meet him yet B. Hadnt you met him yet

　　C. Didnt you meet him yet D. Havent you met him yet

　　分析：從對話中可知甲還沒認出Jerry Cooper是誰，且yet常用于完成式的疑問句或否定句中表示“還沒有”或“也”等，故選D。

　　3.(2000NMET春)All the preparations for the task ________, and were ready to start.

　　A. completed B. complete

　　C. had been completed D. have been completed

　　分析： all the preparations 與complete之間是被動結構，故可排除A和B。又因下文are ready to start, 說明complete這一動作對“現在造成影響”，故用現在完成時。答案為D。

　　高三英語教案 6

　　一、教法建議

　　【拋磚引玉】

　　同學們通過本單元課文“A Problem For The Detective”，可以看到課文中所鞭撻的爾虞我詐的丑惡現象，同時受到深刻的教育。為人要誠實，遵紀守法，要有社會道德。

　　單元雙基學習目標

　　Ⅰ. 詞匯學習

　　step (vi .) will (n .) step-mother , check out , afterwards , go through , look into , build up , wealthy , divided up , anyway , private , left-handed , right-handed , brief , to the point , foresee , instruct , signature

　　Ⅱ. 交際英語

　　Possibility and impossibility

　　I / She / He may (not ) do ….

　　2. It is likely that … . / It is possible that … . / She is not likely to do … .

　　3. Can this building be 17th century ?

　　4. Do you mind if I bring a friend along with me next time ?

　　5. Will / Would you be able to come to the Party ?

　　6. Would it be possible to do … ?

　　7. It looks as if / though it might rain later .

　　8. We’ll probably do … . / I doubt if … .

　　9. It appears to me that we’ll have to go on foot .

　　10. That’s / It’s quite impossible . / It’s very unlikely . / That’s hardly possible . / That’ll never happen . / Probable not .

　　Ⅲ. 語法學習

　　在這一單元，同學們要學習歸納定語的使用。在高考測試中，經常出現一個名詞的前面被幾個形容詞所修飾的情況，形容詞的排列是有一定的順序性的。大致為：

　　限定詞（all , twice , a , this , my , each , three , last ）→ 強化形容詞（certain , perfect , complete , slight , extreme）→ 描繪性或者主觀評價或者質量形容詞（expensive , beautiful , fine , brave , dirty）→ 表示大、小、長、短、高低的形容詞（large , small , little , long , short , tall , high）→ 表示形狀的形容詞（round , straight , aquare , flat） → 表示年齡、新舊的形容詞（old , young , new , modern）→ 表示顏色的形容詞（如：red , green , brown）→ 表示國家、出處、來源的形容詞（French , Chinese） → 表示物質、材料的形容詞（wooden , stone , plastic , brick）→ 表示用途、類別的形容詞（medical , sports , evening , story）→ 名詞。

　　【指點迷津】

　　表示原因和進行意義的介詞（短語）

　　表示原因的介詞

　　1 . because of 表示引起結果的直接原因，意義與連詞 because 相同。

　　He retired last month because of illness / because he ill .

　　2 . for 表示內在的、心理上的原因，常與表示喜、怒、哀、樂等情感名詞連用；還可表示某種動作或結果的起因。而連詞 for 則表示某種結果的補充理由或顯而易見的.原因。

　　a ) He trembled for fear .

　　b ) Thank you for your help .

　　c ) When he was still a young man , he was forced to leave his homeland for political reasons .

　　3 . by 表示外部的，尤其是暴力的或無意中造成某種結果的原因。

　　a ) Her body was bent by age .

　　b ) The general died by his own hand .

　　c ) She took your umbrella by mistake .

　　4 . at 表示某種情緒或動作的原因，多與“喜，怒，哀，樂”等義的詞連用，常譯作“聽到……”，“看到……”。

　　a ) The whole nation was in deep sorrow at the news .

　　b ) He jumped at the news .

　　5 . on 表示能作為依據或條件的原因，常譯為“依照……”。

　　He has given up smoking on medical advice .

　　6 . of 和 from 表原因時常與 die 類似意義的詞連用。die of 指因疾病，凍餓，或害怕，羞愧等內因或外因造成的死亡。與疾病名詞連用時，二者均可。from 還可表示懶惰等造成某種后果的原因。

　　a ) His son having been killed in the war , the man died of a broken heart .

　　b ) In big cities during cold winter months , many old people die from the polluted air .

　　c ) She died of / from cancer .

　　d ) He wasn‘t ill ; he stayed in bed from laziness .

　　7 . with 指生理上或情感上的由外界到內心的原因，意為“隨著……”。

　　a ) The man bent with age .

　　b ) He turned red with anger .

　　8 . in 表示引起某種狀態或過程的原因。

　　a ) He is rolling on the floor in pain .

　　b ) He rejoiced in his own success .

　　9 . owing to，相當于 because of , 多表示引起某不良后果的原因。

　　a ) Owing to the rain they could not come .

　　b ) Owing to his lacking on experience , John failed this time .

　　注：owing to 也可表示“欠……錢”之意

　　How much is he owing to you ?

　　10 . thanks to 表示引起某種幸運結果的原因，常譯為“幸虧……，多虧……”。

　　Thanks to the timely rain , the farmer had a good harvest .

　　11 . out of 表示動機的起因，常譯為“出于……”。

　　a ) He asked the question out of curiosity .

　　b ) He did it out of pity .

　　12 . through 多表示因局部而影響全局的原因。

　　The war was lost through bad organization . 戰爭因組織不周而失敗了。

　　表示進行意義的介詞

　　1 . at + ( the ) + 名詞：at table ( 在用餐 ) ，at war ( 戰時 ) ，at peace ( 和平時期 ) ，at press ( 正在排印 ) ，at one ’ s meals ( 在吃飯 ) ，at one ‘ s study ( 在學習 ) ，at work ( 在工作 ) ，at the piano ( 在彈鋼琴 ) , at the end ( of ) ( 在結束時 ) 。例如：

　　a ) These boys are at play ( = playing ) .

　　b ) The surgeon fainted at the operation .

　　2 . in + ( the ) + 名詞：in reading ( 正在閱讀 ) ，in politics ( 從事政治活動 ) ，in the course of ( 在……過程中 ) ，in the act of ( 正在做某事 ) 。例如：

　　a ) The flowers are in full bloom ( = fully blooming ) .

　　b ) He was in the army .

　　3 . on + ( the ) + 名詞：on duty ( 在值日 ) ，on business ( 在辦事 ) ，on guard ( 在值勤 ) ，on leave ( 在休假 ) ，on a walk ( 在散步 ) ，on watch ( 在了望 ) ，on service ( 在服役 ) ，on holiday ( 在度假 ) ，on strike ( 在罷工 ) ，on sale ( 出售 ) ，on loan ( 出借 ) ，on the boil ( 〈水〉正在開 ) ，on the move ( 在移動，搬遷，離開 ) ，on the march ( 在行軍 ) ，on the watch / look - out ( 在警戒 ) , on the flow ( 在漲潮 ) ，on the turn ( 在轉折中 ) ，on the wing flying ( 在飛行中 ) ，on the advance / rise ( 〈行市〉看漲 ) ，on the increase ( 正在增加 )，on the go ( 正在活動，正在奔走 ) ，on the air ( 正在廣播 ) ，on the fly ( 正在飛行 ) ，on the way ( 在途中 ) 。

　　a ) The house is on fire .

　　b ) They saw the enemy soldiers on the run . ( = running )

　　4 . under + ( the ) + 名詞：under the doctor ( 在醫生的照顧下 ) ，under test / exam ( 在被測試 ) ，under development ( 在發展中 ) ，under construction ( 在建設中 ) ，under repair ( 在修理中 ) ，under consideration ( 在考慮中 ) ，under observation ( 在觀察中 ) ，under discussion ( 正在被討論 ) ，under the agreement ( 根據協議 ) ，under orders ( 聽從命令 ) 。

　　a ) He is working under my father .

　　b ) Several new railways are under construction in China .

　　二、學海導航

　　【學法指要】

　　單元重點詞匯點撥

　　1. wealthy富裕的，富有的，有錢的

　　He succeeded in business and was very wealthy

　　高三英語教案 7

　　wordpower教案 4th period Word power

　　Teaching aims:

　　(1). Learn and master different expressions related to the law.

　　(2). Enlarge the knowledge about expressions of the law.

　　Important points & difficult points:

　　(1). Talk about crime to learn new words.

　　(2). Remember the new expressions of the law.

　　Procedure:

　　Step 1 Revision:

　　Get the students to retell the passage in Reading.

　　Step 2 Words used in the law:

　　Give the students some explanations and get them to give proper words.

　　1. a dishonest, violent, or immoral action that can be punished by law

　　Last night a woman was murdered, and the ______ was committed by a male.

　　(crime)

　　2. someone who has been attacked, robbed, or murdered

　　In most sexual offences the attacker is known to the ________. (victim)

　　3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.

　　Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)

　　4. a police officer whose job is to discover information that will result in criminals being caught.

　　She hired a ________ to find out where her husband was going after work. (detective)

　　5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.

　　The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)

　　6.facts, objects, or signs that make you believe that something exists or is true.

　　The _______ was enough to prove him to be guilty. (evidence)

　　7. an illegal action or a crime

　　Driving while drunk is a serious __________. (offence)

　　8. to ask someone questions to find out something

　　The police ________ some local people and find some evidence. (interview)

　　9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.

　　His behavior that day made the police _________. (suspicious)

　　10. someone who sees a crime or an accident and can describe what happened

　　Police have appealed for _______ to come forward and help them find the murderer. (witnesses)

　　11. if the police arrest you, they take you away because they think you have done something illegal.

　　The man was _______ for breaking the law. (arrested)

　　12. someone who is involved in illegal activities or has been proved guilty of a crime

　　The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)

　　13. someone who is thought to be guilty of a crime.

　　Two _______ were arrested today in connection with the robbery. (suspect)

　　14. to do something wrong or illegal

　　Women ______ fewer crimes than men. (commit)

　　15. having done something that is a crime

　　He was found _______ of murder in the court. (guilty)

　　16. to state officially that someone is guilty of a crime

　　The man they arrested last night has been _______ with murder. (charged)

　　17. a building or room where all the information concerning a crime is given so that it can be judged.

　　The witness was required to appear in _____. (court)

　　18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.

　　Brady was on _______ for robbing an old man of his money. (trial)

　　Step 3 Read and understand

　　Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.

　　Step 4 Further study

　　1. Complete the exercise of Part C.

　　(1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims

　　2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.

　　Homework

　　1.Keep in mind all the useful expressions related to the law.

　　2.Preview grammar and usage

　　高三英語教案 8

　　教學目標：

　　1、能聽懂、會讀、會說goodbye, my friend, he’s, she’s.

　　2、能聽懂、會讀、會說日常交際用語Goodbye,… He’s/She’s… He’s/She’s my friend.

　　3、能初步運用本課所學的詞匯和日常交際用語與人告別，向他人介紹自己的朋友。

　　教學重點：

　　1、能在情境中理解friend一詞的意義。

　　2、能理解Goodbye,…這一交際用語的含義并知道如何在生活中運用。

　　教學難點：

　　能根據性別的不同，用He’s/She’s…來介紹自己的朋友。

　　教學準備：

　　PPT、頭飾等。

　　教學過程：

　　Step1Warming up&Lead-in

　　1. Free talk (T-S，S-S)

　　2.Lead-in

　　T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?

　　S1: Hello/hi/ good morning, class!

　　S2,3,4: Are you…?

　　S1: Yes, I am. / No, I’m not.

　　(當最后一個同學說時，教師參與其中)T: Let me have a try! Em，he’s/she’s…

　　Ss: No!

　　T: She’s/He’s…

　　Ss: No!

　　T: Em，I don’t know. Who’s she/he? (睜開眼睛看一看)

　　T: Oh, she’s/he’s…

　　3. Try to say

　　T: You did a good job just now! Look! I have some other pictures. Do you know them?

　　(呈現一組學生熟悉的體育、影視名星)T: Who is she? Who is he?

　　S1, 2, 3, 4: She’s/He’s…

　　(最后出現美羊羊的卡通形象)

　　Ss: She’s Mei Yangyang.

　　T: Yes! She’s Mei Yangyang. And she’s my friend. (領讀friend，my friend，并讓學生看口型，準確發音，分男女生讀，小組讀)

　　4. Work in pairs (T-S, S-S)

　　T: Now, you know my friend. Can you introduce your friend to me?

　　T: Look!You may say ‘She’s/He’s…Shes/Hes my friend.’(PPT呈現句型)

　　S1, 2, 3: (Try to introduce)

　　S1: Hello …

　　S2: Hello…

　　S1: (手指另一個同學)She’s/He’s…She’s/He’s my friend.

　　S2: She’s/He’s…She’s/He’s my friend.

　　Step2Presentation

　　1.Watch and match

　　(看完影像后指Miss Li頭像)T: Who’s she?

　　Ss: She’s Miss Li.

　　T: Yes, she’s the teacher.

　　(指Mike爸爸頭像)T: He’s Mike’s dad.

　　(指Yang Ling媽媽頭像)Who’s she?

　　Ss: And she’s Yang Ling’s mum.

　　(指Mike頭像)T: Who’s he?

　　Ss: He’s Mike.

　　T: Who’s she?

　　Ss: She’s Yang Ling.

　　T: Yes, they’re Mike and Yang Ling. And they are friends.

　　T: Today let’s talk about friends.

　　2. Read and find

　　Mike和Yang Ling是怎樣向父母介紹自己的朋友的?在文中找出來!

　　S1: She’s Yang Ling. She’s my friend.

　　S2: He’s Mike. He’s my friend.

　　Summary:學生自主歸納出用‘-He’s/She’s…-He’/She’s my friend.’向他人介紹我的朋友)

　　3.Watch and think

　　T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (讓學生找出表示告別的交際用語，并聯系文中的場景想一想，在生活中怎樣去用?)

　　Ss: Goodbye, …

　　S1:在下課的`時候說Goodbye。

　　S2:放學離開校園時Goodbye。

　　Summary：讓學生自己總結出交際用語Goodbye表示與他人告別。

　　4. Read the dialogue

　　1) Read after the video/ tape.

　　2)Open the books and read after the teacher(讀對話時要提醒學生用手指著書上的句子逐句跟讀)

　　3) Read by themselves

　　4) Read in groups(讓學生在小組內分角色讀，讀出不同角色的感情色彩)

　　Step3Production

　　1.Let’s summarize:

　　(讓學生自主小結本課所學交際用語在生活中如何運用，PPT呈現))

　　What have you learnt today? (今天你學習了什么?)

　　Topic: My friends(我的朋友)

　　Patterns: -Goodbye,…(表示與他人告別)

　　-He’s/She’s…-He’/She’s my friend.(向他人介紹我的朋友)

　　Please use them as much as you can! (請多多運用它們哦!)

　　2. Act the dialogue

　　1) (T-Ss示范表演)T: Now，I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?

　　2) Act in groups

　　情境一：文中的對話創編

　　情境二：興趣班放學了，老師宣布下課……

　　情境三：參加“好朋友”社團活動

　　情境四：卡通人物大聚會

　　3) Act out(提供表演對話的頭飾，場景圖片等，引導學生演出自己的個性風采)

　　3. 評價(T-Ss, S-Ss)(通過師生評價和生生評價選出最佳編劇獎和最佳表演獎)

　　Step4Homework

　　1) Read the dialogue after the tape five times, and act it with your friend.

　　2) Introduce your friends to your mum and dad, use what you learnt today!

　　3) Prepare two photos of your friends, cut them out and stick on the paper.

　　高三英語教案 9

　　課題

　　Starter Module1 Unit1 Good morning,Miss Zhou.

　　課型

　　Listening and speaking

　　教學目標

　　學習稱呼語和問候語

　　教學重點

　　打招呼用語

　　教學難點

　　如何正確運用打招呼用語

　　教具多媒體、錄音機

　　課時

　　教學課程

　　1. Greeting.

　　2. Warming-up

　　T: Class,Please stand up. Hello, class.

　　S: Hello, Ms…

　　T: Sit down please.

　　S: Thank you.

　　3. Drills

　　(1) 練習打招呼問好。

　　Hello ,Good morning, Good afternoon

　　(2) 練習告別語Goodbye。

　　4. Practise

　　1)Work in pairs part3

　　2) Complete the sentences.

　　5. Conclude

　　6. Homework

　　Complete part7 and part 8

　　高三英語教案 10

　　教學目標

　　1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student

　　2. Master and use: What do you do? What does he do? Does he work in hospital?

　　教學重難點

　　重點

　　1. The vocabulary

　　2. language: What does she do? She is a doctor.

　　難點Use the language to ask for the jobs

　　教學工具

　　課件

　　教學過程

　　Step 1

　　Oranization1’ Organize students to prepare for the class

　　Step 2

　　Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely

　　Step 3

　　Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?

　　2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.

　　A police officer has an exciting job.

　　3. Let students practice. Such as: He is a police officer. It’s an exciting job.

　　4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.

　　5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.

　　6. Listen to the tape: Listen and number the picture(1-3) below.

　　Then practise the dialogue.

　　7. Grammar focus: 1.叫學生口頭造句用一些有關職業的句子。爭取大部分的同學都有回答的機會，多次重復加大練習。

　　2.教師邊讓學生讀句子邊解釋這些句子的意思。

　　3.叫學生口頭練習一些有關這方面的句子。

　　4.聽錄音，讓學生填寫表格，然后再糾正答案。

　　5.分組練習，讓學生大面積的練習。

　　6.讓學生朗讀Gammar Focus

　　Step 4

　　Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.

　　One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……給學生一定的時間，讓他們充分練習。學生小組討論和練習。讓大部分的同學都有機會來表演。

　　Step 5

　　Summary 2’ Words and phrases of this class Language:

　　本節課主要是聽錄音來完成各種對話，充分讓學生學會職業的`文法以及地點的表達法。以提問的形式來進行復習總結，在讓學生有一個鞏固的機會。

　　Step 6 test 4’ 1、Self check(見后面)讓學生做后再講解答案

　　Step 7 Consolidation 4’在這節課例我們主要聽錄音然后回答問題，讓學生充分練習聽力，達到會聽、會說然后在自己編對話來練習。

　　Step 8

　　Homework Read the newspaper more and more.讓學生朗讀3A部分的內容。

　　課后小結

　　學了這節課，你有什么收獲?

　　課后習題

　　完成課后練習題。

　　板書