高三英語課程教案都有哪些？在中國的臺灣省，英語是所有中小學生的必修課外語，大學也經常要求學生達到一定程度的英語。下面是小編為大家帶來的高三英語課程教案七篇，希望大家能夠喜歡！

高三英語課程教案（精選篇1）

一、教材分析：

本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度。但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學目標：

1、知識目標：

引導學生掌握過去分詞在真實的生活語境中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象，結合語法和題干中的語境解決問題。在運用語言過程中培養學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。

2、能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規范學生運用英語知識準確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。

3、德育目標：

用含過去分詞的句子結構表達思想感情。

四、教學重點：

1、過去分詞的用法。

2、過去分詞的運用

五、教學難點：

1、結合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2、過去分詞在真實的生活語境中的使用。

六、教學策略：

通過小組討論、小組競賽等具體形式，創設有利于高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課采用教學方法———任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。

七、學習策略：

本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。

高三英語課程教案（精選篇2）

1、知識目標

學生能夠會說、認讀本課對話并能夠使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。

2、能力目標

引導學生積極運用所學英語進行表達與交流，學生的多元化只能在交際活動中得以以體現和發展

3、情感目標

把語言訓練融入各種情景之中，學生通過體驗，參與活動，學會與他人合作，共同完成學習任務，從而體驗成功，培養對語言學習的興趣。

4教學重難點

重點:1)理解并靈活運用句型What are you doing? I’m…

2)兩個祈使句：Pass me an egg，please。

Give me two apples。

難點：knife、scissors、minute的發音。以及長句子：We‘ll go to the lake and try it on the water。

5、教具準備

課件、錄音機和磁帶，剪刀，小刀，一頁紙，圖片等

方案設計方法

基于本課的特點和六年級學生好動，好奇，模仿力強，表現欲旺盛等心理特點，我在教法設想和學法指導上堅持以情景話題為核心，以功能、結構為主線，以任務型活動貫穿教學始終，運用直觀教學法，情景教學法，全身反應法等教學方法，幫助學生在視聽說讀唱玩演等饒有趣味活動中，相互合作，體驗參與，自主的、愉快的學習英語，發展能力，維持興趣。力求做到：“開課能激趣，講課蘊情趣，練習有興趣，結束藏意趣”

教案流程

1、 Warm up

(1) Greetings師生相互問候，幫助學生自然進入英語學習狀態

(2) Sing a song and dance: Front,back,right ,left

師生共同唱歌跳舞，既活躍課堂氛圍，拉進師生間距離。

2、 Revision

讓學生兩人一組復習第18課的會話，為下一步學習作了鋪墊。

3、 Presentation and drill

1)通過用紙疊船創設情景引出引出句型What am I doing? I’m making a model ship. 然后板書，進行操練，通過CAI 教學What are you doing? I’m…四幅情景圖分別配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.讓學生邊看邊聽邊感知，老師在示范并輔以肢體語言，然后讓發音準確的學生小老師教讀。

繼續進行紙疊船創設情景，師說：Who can help me? Pass me the knife ，please。板書新單詞pass 、knife。Give me two apples。 板書新單詞give、scissors。然后板書，進行操練，通過CAI 教學展示Let‘s practise中的六幅圖，讓學生造句，加深學生對這兩個祈使句的印象。

2)第二步讓學生疊紙船。通過學生用紙疊船創設情景引出句子：Can I help you? Can it go on the water?看到學生有疊完船的，老師引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通過學生用紙疊船創設情景這樣做也激發了學生的學習興趣，使學生對本科教學任務有清晰地感知，并產生豐富的想象，帶著濃厚的興趣參與本課的教學中。

4、聽音，指圖，跟讀對話

充分利用教學資源，培養學生聽和模仿的能力。以課本為載體，落實教學內容

5、Practice

1)Pair work

同桌操練新授內容并展示，鼓勵學生在真實生活情境中使用所學語言進行交流，培養運用英語的能力。

2)Sing a song

把What are you doing? I’m … 變成歌曲(曲調同“兩只老虎”)

老師先示范唱一遍，然后師生一起唱。以學生耳熟能詳的歌曲，調動學生的積極性，能有效的鞏固教學內容。

6、Consolidation。

1)、Do workbook。進一步鞏固所學知識。

2)、Fun time。學習Look out!告訴學生注意交通安全。

3)、抄寫板書四會內容，檢查學生的書寫以及書寫姿勢。

7.Homework

1) Listen and repeat。通過回家聽錄音，復習鞏固所學內容。

2) 小組合作組織一個新對話。

高三英語課程教案（精選篇3）

一．教學目標：(Teaching ais)

Finish the exercises n the wrb

1．能力目標：(abilit ai)

a) Enable the students t cand “cands and requests”

b) Thrugh cperative wr find ut crrect answers theselves

2．語言目標：(language ai)

Full understanding f the readings

二．教學重難點(Teaching iprtant pints)

Understanding the ain ideas f the passages

三．教學方法(Teaching ethd)

a. Fast and careful reading

b. Individual, pair r grup wr t finish each tas

c. Discussin

四．教具準備(Teaching aids)

a cputer

五．教學步驟(teaching prcedure)

Step 1.waring up

Step 2: speaing tas (Review cands and requests)

Offer the situatins and tr t ae dialgues with cands and requests

Step 3 :D the “Reading” n P13 and answer questins n it briefl.

Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.

Step 5: Grup wr:

As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.

Step 6: chec up their researching result.

Step 7: hewr.

高三英語課程教案（精選篇4）

教學準備

教學目標

教學目標 (這部分謝3點，按照USE的目標寫)

(1)學習建議信的結構、語言。

(2)討論學校建筑物設計中行走不便的學生的需求。

(3)給校長寫一封建議信。

(4)繼續培養對殘疾人的尊重和關愛意識。

教學重難點

教學目標 (這部分謝3點，按照USE的目標寫)

(1)學習建議信的結構、語言。

(2)討論學校建筑物設計中行走不便的學生的需求。

(3)給校長寫一封建議信。

(4)繼續培養對殘疾人的尊重和關愛意識。

教學過程

Step 1Warming-up and lead-in (5 mins)

(1)導入

用本單元的閱讀文Marty’s story來導入，引出殘疾人的話題。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

(He has a raremuscle disease.)

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

(No.)

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

(2)揭題

教師通過展示我們學校的圖片以及通過采訪班上一位曾經有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設施中可以改進的地方，以及寫一封給校長的建議信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

(Yes.)

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1. read asuggestion letter

2. discussproblems with the school facilities

3. write a suggestionletter to the headmaster

2 Reading (15 min)

本課是讀寫結合的綜合語言實踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達)的模式。沒有優質的輸入就沒有優質的輸出，因此通過閱讀建議信來理解建議信的結構、目的和寫作手法，是本節課的重要環節，是USE種的第一步U(Understanding)。

(1) 學習建議信結構。

建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結構。

T: This is aletter to an architect. What information can we get in this part?

(receiver’s nameand address.)

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

(2) 通過閱讀了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: What's thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

What's the purposeof the last paragraph?

(To persuade thearchitect to adopt her suggestions.)

(3) 通過閱讀學習寫建議信策略

建議信的目的是讓人接受所給的建議，一要讓讀者對你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。

a) 數字和斜體的運用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)

So when you writea suggestion letter, you should number the suggestions and use italics.

b) 具體寫建議時要結合問題和解決辦法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)

And what is thesuggested solution?

(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c) 運用禮貌用語

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? (It soundsmore polite and more acceptable.)

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats...

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小組討論是USE中的第二部S(Sharing)，分享。各學習小組合作學習，討論學校中哪些地方可能對行走困難學生帶來不便，積累寫作素材，為下一步的寫作做準備。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1. What parts ofour school may cause problems for those with walking difficulty?

2. What are yoursolutions?

Step 4 Writing(15 min)

寫作是USE中的第三部E(Expressing)，表達。經過前面的閱讀輸入，學生們已經基本掌握了建議信的寫作手法;通過分享，學生們積累了寫作素材;因此，寫作部分由學生完成一封給校長的建議信，指出學校設計中的不足。這也是本堂課的最終目標，實現學生從輸入到輸出的轉化。老師在寫作后進行必要的指導，指出學生寫作中的優點和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通過本單元Reading和UsingLanguage部分的學習，學生們有了理解、尊重、關心、幫助殘疾人的意識，因此在本節課的最后，做一個總結，也是培養學生情感態度價值觀的一個環節。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

高三英語課程教案（精選篇5）

Objectives

■ To use pictures to help understand new words and to use the dictionary to check meanings.

■ To read a text quickly to find specific information.

■ To practise the Present Simple Passive, Present

Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.

Resource used

Grammar Summary 5.

Possible problems

Students should be encouraged to use the Passive. It is used more in English than in many other languages.

Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material

■ If you are short of time, set some of the exercises for homework.

■ If you have time, use one of the Options ideas.

■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 76C77. Mini-Grammar 9ReadingBefore you start

Exercise 1

■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.

■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn

Exercise 2

■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.

■ Students read the texts quickly and do the matching.

AnswersPicture 1?CC the Dragon Boat Festival

Picture 2CA the Mid-Autumn Festival

Picture 3CB the Lantern Festival

Exercise 3

■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.

■ Students read the text again and fill in the table with the text information they get.

■ Have students check their answers in pairs.

■ Encourage students to add another festival they know well.

■ Students read the questions and find the answers in the texts by reading the texts again.

■ Have students talk about their festival in pairs.AnswersPassage A:

the Mid-Autumn Festival, September or October, moon cakes

Passage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings

Passage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi

Exercise 4

■ Students discuss in pairs and tell the class their opinions.

Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).

GrammarTHE PASSIVE (I)

Exercise 5

■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.

■ Students then do the exercise, finding the sentences in the text and completing the verbs.

■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.

■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?

When are school reports written? Where is football played?

When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made 2. were, organized

Exercise 6

■ Have students look at the given sentences and ask them what tenses are used in them.

■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.

Answers1. has been arranged

2. is being collected

3. was being painted

Exercise 7

■ Ask students if they have heard of the Water Festival.

■ Students read the text to find out about the festival. Then read the text again and complete the verbs.

Answers1. is celebrated 2. is splashed 3. are carried

4. are told 5. is related 6. are washed

7. are raced 8. are launched

■ Have students close their books and ask them to say what they can remember about the festival.

Exercise 8

■ Students work in pairs, changing the sentences into the passive. Answers

1. My health is being affected by stress.

2. People are being moved out of the houses.

3. The mini-helicopter has already been invented by him.

4. The forest fire has been put out by them.

5. The car was being repaired when I got there.

6. The house was being decorated when the accident happenedVocabulary

Exercise 9

■ Students may need to go back to the text to review the words before they start filling in the blanks.

Answers1. is lit 2. has decorated

3. mark 4. celebrate

5. was included 6. was burnt down

7 take part in 8. be boiled

Language in Use

Exercise 10

■ Students work in groups, writing out the questions and

adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.

Answers

1. Where is the Mid-Autumn Festival celebrated? (In China)

2. Where is “zongzi” eaten? (In China)

3. When is the Lantern Festival celebrated? (In China)

4. Who was the telephone invented by? (By Alexander Graham Bell)

5. Who was Romeo and Juliet written by? (By William Shakespeare)

6. Where are BMW cars made? (In Germany)

Options

PracticeIn groups, students prepare a written description of Spring

Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.

Extension

Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.

高三英語課程教案（精選篇6）

Wish you were here-----language points

Welcome & reading

1. I wish you were here.

wish 后面跟賓語從句，從句中要用虛擬語氣，即時態往前推一格， be動詞改成過去式時，用 were。

I wish I ____were___ (be) as clever as you.(現在)

How he wishes that he ____had passed_____ (pass) the exam last term. (過去)

How I wish I _______would/could/might have____ (have) a good holiday.(將來)

2. in case conj. “以防， 萬一 ”，引導條件狀語從句，或adv 置于于句末，作狀語

in case of +名詞或代詞

in that case 要那樣的話 in any case無論如何 in no case 決不

(1)John may phone tonight. I don’t want to go out ____in case___he phones.

(2)You’d better take an umbrella ___in case of__________ the rain.

(3)You’d better take an umbrella _____in case________it rains.

(4)I don’t think I’ll need any money but I will bring some___in case_____.

(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.

(6)It’s too late in any case. 無論如何太晚了。

(7)In no case will I give in. 我決不投降。

3. arrange Vt./Vi. 安排，準備 arrangement n.

arrange sth. arrange to do sth arrange for sb. to do

(1) 我們會安排好一切的。 We will arrange everything.

(2) 我已經安排今晚同他們見面 。 I’ve arranged to see them tonight.

(3) 我已經安排瑪麗去機場接你。 I’ve arranged for Mary to meet you at the airport.

4.We eat and drink whatever they do

Whatever adv./conj. 可引導名詞性從句和狀語從句

(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引導讓步狀語從句

Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…

(2) 引導主語從句和賓語從句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which

(3)however=no matter how引導讓步狀語從句時，常與形容詞與副詞連用

Have a try：

(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.

(2) You can eat whatever you want.

(3) Whoever breaks the law should be punished.

(4) However/No matter how difficult the job is, we must try our best.

5. supply

v. 供應，供給supply sth to sb=supply sb. with sth

provide sth for sb=provide sb with sth 提供

offer sb sth=offer sth to sb(主動)提供

(1) The media supplies lots of information __to______us every day.

=The media supplies us ____with_____ lots of information every day.

(2) A pipe line will be built to D some eastern provinces gas.

A. send B. provide C. supply D. offer

n.供應，供給，供給物 the supply of sth

(1)The water company cut off the _supplies____ of water for no good reasons.

6. scare vt.驚嚇，使害怕，使恐懼 adj. scared驚恐的; scary令人驚恐

be scared at ….對…感到害怕. be scared to do 害怕做… scare away嚇跑

1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.

3) People keep a dog _to scare away________ thieves.

4) He is scared to go out alone at night 他害怕晚上出去。

5) It was a __scary___ story and children were scared_____ after they heard it.

7. up close

close: adj(時間，空間上)接近;親密的;仔細的，嚴密的 adv靠近地 常與to連用

closely : adv 仔細地,嚴密地

Our new house is __close___to the school. Jane and I are __close____ friends.

It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.

She stood__close___ to her teacher so that she could watch__closely___.

The policeman examined his room__closely___.

Our health is closely related to (和…緊密相關)our diet.

8. tire vt. 使勞累/使厭倦 adj. tired 困倦的，厭煩的; tiring 令人厭煩的

be tired of ….厭倦… be tired from/with…因…疲勞

Too much work tired me (out)._____太多的工作使我筋疲力盡。___

I was tired from/with too much work._____我因為太多的工作而勞累。_______

He was very talkative and I was tired of talking with him.__他太健談了，我厭倦和他講話。__

His speech was tiring. I can’t put up with it. 他的演講令人厭煩。 我無法忍受下去了。

9.It’s the biggest desert in the world--the size of the US.

the size of the US= as large as the US= the same size of the US

倍數表達法 A is once/twice/three times … as +原級+as +B

A is once/twice/three times … 比較級+than B

A is once/twice/three times … the +名詞(size/ length) of B

新圖書館是老圖書館的4倍大。(3種表達)

The new library is four times as large as the old one.

The new library is three times larger than the old one.

The new library is four times the size of the old one.

9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.

get done 表被動

(1) His car got stolen (steal)at the weekend.

(2) Our car gets cleaned (clean) about once every two month.

(3) She got paid (pay) before she went on a holiday.

Word power, Grammar, Task

10. 強調句型 基本形式為：It is/was +強調部分+that+其他部分

強調部分可以是句子的主語，賓語，狀語，狀語從句等。

其特征是去掉It is/was…that…句子依然成立。

Eg. It is in the garden that his party will be hold.

It is Tom that/who helped us in the accident.

It was because his father changed his job that they moved to California.

是他昨天送那個男孩回家的。 It was he that sent the boy home yesterday.

是上個星期天小張買了輛車。 It was last Sunday that Xiaozhang bought a car.

是因為他媽媽生病他昨天沒來上課It was because his mother was ill that he didn’t come to school yesterday.

是直到他回來我們才知道這個消息It was not until he came back that we knew the news.

11. total adj. 完全的，全然的， 全部的， 總計的

It’s a total failure ._這是一次徹底的失敗. The room is in total darkness.__房間里一片漆黑。

Can you tell me the total number? 總數

n.總數，總計

What does the total come to?__總共有多少___There are 50students in total.__總共50名學生。

Project

12. reach: v/n夠得著，延伸，達成

(1) Vt. We reached Beijing to reach an agreement yesterday__到達 ____;達成(協議)

到達某地：reach sp.= arrive in/at sp.=get to sp.

Can you reach the book for me? __拿______

You letter reached me yesterday. __寄到_____

Vi. The land reaches as far as the river.________延伸 _______________

高三英語課程教案（精選篇7）

一、教法建議

【拋磚引玉】

同學們將通過本單元的閱讀課文“Milu Deer Return To China”, 深刻認識并了解保護野生動物的重要意義。

單元雙基學習目標

Ⅰ.詞匯學習

四會單詞和詞組：at present , nature , common , recently , alive , year by year , greatly , one day , sick

三會單詞和詞組：increase , similar , equipment , disappear , period , research , protect , paint , deer , performance , put on performance , one after another

Ⅱ. 交際英語

目的、意圖、同意和祝愿

1. Why are you making this journey ?

2. We are trying to collect the memory for a wildlife project .

3. We want to do … so that …

4. What is the purpose of your new project ?

5. We want to do … very much .

6. That sounds a great idea .

7. Good luck with your trip !

Ⅲ. 語法學習

在本單元，同學們要理解并初步掌握現在進行時被動語態的用法。現在進行時的被動語態是由“由be的現在式 (am , is , are ) + being + 過去分詞”構成。現在進行時的被動語態是表示“某人或者某事此時正在被……”。如：A teaching building is being built in our school .

【指點迷津】

單元重點詞匯點撥

1. deer鹿

I saw four deer in the forest .

〖點撥〗deer的單復數一樣。單復數形式一樣的名詞還有：sheep , aircraft , police , cattle等。

2. increase增加;繁殖

Travel increases one’s knowledge of the world .

The number of tourists has increased . = Tourists have increased in number .

〖點撥〗增加了百分之幾常用介詞by連接。The population of this town increased by five percent last year .

另外，on the increase是“不斷增加，正在增加中”。如：Traffic accidents in cities are on the increase this month .

3.similar類似的

The two of them are similar in character .

A cat is similar to a tiger in many ways .

〖點撥〗be similar to與……相似。又如：Gold is similar in colour to brass (銅) 。

4. recently近來

The recently completed , 35-story , four-star hotel is the tallest building in the city .

〖點撥〗recently在句中時，句子常用現在完成時。如：Have you been very busy recently ?

5. alive活著的;存在的

Who’s the greatest man alive ?

〖點撥〗alive ; living ; live ; lively ; life ; lives 這些詞都有“活著”之意，它們的用法各不相同。

1)alive 意為“活著”，側重說明生與死之間的界限，既可指人，也可指物;可用來作表語，后置定語或賓補。雖有死的可能，但還活著。例如：

The badly wounded soldier was still alive when taken to the hospital .

He is dead , but his dog is still alive . 他死了，但他的狗仍然還活著。

No man alive is greater than he . 在活著的人中沒有人比他更偉大了。(注：此時 alive 含有“在所有活著的……之中”)

He wanted to keep the fish alive . 他想讓魚活著。

2)living意為“活著”強調說明“尚在人間”，“健在”，可用來指人或物，作定語或表語。例如：

Comrade Wang is really a living Lei Feng in our country .

My first teacher is still living . 我的啟蒙老師仍健在。

English is a living language . 英語的活的語言。

A living language should be learned through listening and speaking .

He is regarded as one of the best living writers at present . 他被認為是當代活著的的作家之一。

注意：living 前加上 the , 表示類別，指“活著的人們”。例如：The living must finish the work of those dead . 活著的人必須完成那些死去的人的事業。

living 還可用于短語，例如：make a living 謀生。

3)live “活著的”，通常指物，不指人，常用來作定語放名詞的前面。還指“實況轉播的”。例如：

a live wire 有電的電線，a live fish 一條活魚。

Do you like a live show or a recorded show ? 你是喜歡直播還是錄音 。

He said he had seen a live whale . 他說他看見過活鯨魚。

make a / one\'s living by + ing 通過干……謀生

4)lively 則意為“活潑的”，“活躍”，“充滿生氣的”，可作定語、表語或賓補，既可指人，又可指物。例如：

Jenny is a lively girl . 詹妮是個活潑的女孩。

Everything is lively here . 這兒一切都生機勃勃。

He had a strange way of making his classes lively and interesting . 他有一種奇特的方法，使他的課生動有趣。

5)life 是名詞作生命可數，作生活不可數。其復數是 lives 。類似把 -fe 變為 -ves 的還有：wife , shelf , leaf , half , loaf , thief , knife , wolf , self .

I prefer country life to city life .

These children are full of life . 這些孩子充滿火力。

Many people lost their lives in the accident .

all one\'s life 一生 ，true to life 栩栩如生，in one\'s life 在……的一生中，come back to life 蘇醒過來，live / lead a happy life 過著幸福的生活。

單元詞組思維運用

1. make a trip to到……旅行

They are leaving tomorrow to make a trip to Hangzhou .

注意：“去……旅行”還可以用take a trip , have a trip , go on a trip , make a journey 。

2. collect money for= raise money for 為……籌集資金;為……募捐

These Young Pioneers are trying to collect money for a wildlife protect .

3. put on performances演出

You have put on a fine performance .

The performance put on by the senior class was a dance .

4. at present= for the time being 目前;現在;如今

How many research center are there at present for milu deer in China ?

5. do with處理;對待

What do people plan to do with the milu deer in future ?

注意：do with常與what連接使用，deal with常與how連接使用。

6. too many of太多的

Too many of the deer had been killed and they disappeared .

注意：so many和too many的順序。too much修飾不可數名詞。如：Too much of such rain will ruin the crop .

7. year by year年復一年

They liked the cool wet weather there and their number increased year by year .

We should do everything possible to enable the peasants to raise their personal incomes year by year .

注意由“名詞 + by + 名詞”的短語還有：step by step逐步地，two by two兩個兩個地，little by little逐步地。

8. south of = to the south of在……以南

The zoo is three miles south of the city . 動物園在城南三英里處。

Hunan Province lies to the north of Guangdong .

9. one day總有一天;有一天

該詞組可以指過去，也可以指將來。但some day指將來。

One day last summer I made a trip to the country .

You will come to see the importance of English one day (= some day) .

10. in the wild在荒野;在曠野

These animals had to live in the wilds of northwest China .

11. once more = once again再次;重新

The facts showed once more that he was not interested in music .

12. one after another = one after the other = one by one 一個接一個;相繼

The students left the theatre one after another after the play . 13. in the past year在過去的一年中

A lot of work has been done in the past year .

注意：類似的還有，in the past few years在過去的幾年中，in the last few months在過去的幾個月中。出現這樣的短語時，句子常用完成時態。而in the past (在過去) 卻需要使用過去時。

14. be similar to和……差不多，和……相近

If one thing is very similar to another thing , they look almost the same .

Cameras are similar to the human eye .

15. make a study of對……加以研究

She gave us some advice on how to make a study of teaching methods .

16. set free釋放

The girl set the pretty birds free .

二、學海導航

【學法指要】

單元難點疑點思路明晰

1. at present ; at the present time ; for the present

〖明晰〗這三個短語近義，都可表示“目前;現在”。第一個中的 present 是名詞，其前不用定冠詞;第二個中的 present 是形容詞 ( 意為“現在的 ) ;第三個中的 present 是名詞，其前要用定冠詞。at present 與 at the present time 通常可互換，而 for the present 側重指“暫時”。如：At present there are not many milu deer in nature parks in China .

We use this tense to show that something is being done at the present time .

For the present we do not need that book , so please go on reading it yourself .

2 . one day ; some day ; the other day

〖明晰〗這三個短語都可表示“某一天”，但用法不同。

( 1 ) one day 可指過去或將來的某一天，some day 只能指將來的某一天，the other day 指過去 ( 不久前 ) 的某一天。如：

At all these centres it is hoped that one day they will have enough animals to set them free and let them live in the wild again .

You\'ll be an engineer some day .

I met him the other day at the bus station .

( 2 ) 這三個短語通常作狀語用，但 one day 間或能作主語用。如：

One day on the moon is as long as two weeks on the earth .

( 3 ) one day 不能連寫成一個詞。而 some day 有時可連寫成 someday。如：

Someday we may drive cars that are run by electricity .

3 . greatly ; very ; much

〖明晰〗這組副詞都可作“非常”解，主要區別是：

( 1 ) greatly 修飾動詞或過去分詞。如：

Since then the number of milu deer there has greatly increased .

( 2 ) very 修飾形容詞和副詞原級，不能修飾動詞和 a - 形容詞。如：

I think he\'s very old .

( 3 ) much 修飾動詞、過去分詞、形容詞和副詞的比較級或級。如：

We like it very much .

Now it is much easier to make plans for our trips .

當修飾過去分詞時，much 有時可與 greatly 互換，但 greatly 的語氣比較強。如：

He was greatly moved .

4. would like的用法

〖明晰〗would like 用以表示說話人委婉的愿望或請求。意為“希望，想要”等。其中 would

( 適用于各種人稱 ) 可以換成 should ( 只限第一人稱 ) 。在口語中，常用其縮略式“ \'d like”。其否定式為“主語 + shouldn\'t/wouldn\'t like + 其它”;其疑問式為“Would + 主語 + like + 其它 ? ”。would like 主要有如下四種結構：

1) would like +名詞或代詞。

— Would you like some coffee ? 你要些咖啡嗎 ?

— Yes , please . 是的。

— Would you like another cup of tea ? 你還要一杯茶嗎 ?

— No , thanks . 不要了，謝謝。

2) would like + 不定式。

— Would you like to have some rice ? 你要米飯嗎 ?

— Yes , I\'d like to . 是的，我要。

— Would you like to have some more beer ? 你還要些啤酒嗎 ? — No . thanks . I\'ve had enough . 不要了，謝謝。我喝夠了。

— Wound you like to go with me ? 你愿意和我一起去嗎 ?

3) would like + 主語 + 不定式 ( 作賓補 ) 。

— Would you like something to drink now ? 你現在想喝些什么嗎 ?

— I\'d like a glass of beer . 我要一杯啤酒。

4) would like +不定式的完成式。

該結構含有責備或惋惜的意味。表示過去本該做某事但未能去做。

We\'d like to have helped her . 我們本該幫助她。

You\'d like to have gone there yesterday . 你昨天本該去那里。

5. Where are you travelling to , Gary ? 加里，你們打算到哪里旅行 ?

〖明晰〗該句用現在進行時表示將來，指按計劃、安排在不久就要發生的動作，常用在口語中。常見的這類動詞有 come , go , leave , arrive , get , start , travel , work , stay , try , fly , return 等。例如：How are you getting there ? 你們打算怎樣到那里。

6 . Good luck with your trip ! 祝你們旅途好運 !

〖明晰〗Good luck . 是分手道別時的常用祝愿語，意為“祝幸運/平安/順利”，其后常跟介詞 to ( sb . ) 或 with ( sth . ) 。又如：

Good luck with your new job !

Good luck to you !

7 . Until recently , the only milu deer alive in the world belonged to …直到不久以前，世界上僅有的活著的麋鹿屬于……

〖明晰〗 ( 1 ) until recently 意為“直到不久以前;直到最近”，until 在此相當于 till , 其意思是“直到……為止”，可作介詞或連詞，until 在此為介詞。作介詞時，其后常跟表示時間的名詞，也可跟副詞。作連詞時，引導一個時間狀語從句。例如：

I taught in No . 58 Middle School of Zhengzhou until 1993 .

Father usually doesn\'t go to bed until very late . 爸爸通常很晚才睡覺。

( 2 ) alive 意為“活著的;在世的”，相當于 living 或 live ( adj . 活著的 ) ，它屬于

表語形容詞，即只在句中作表語，不作定語。但 alive 偶爾可以作定語，要放在它修飾的名詞之后。例如：

Who is the greatest man alive in the world now ?

living 和 live 作定語時，需前置。例如：living thing 生物，live chicks 活雞

8 . In fact , there are so many deer that some are being sent to nature reserves by environmentalists who would like to return them to the wild . 其實，現在這種麋鹿已經相當多了，有一些正在被送往那些愿意把麋鹿送回野外去的地方。

〖明晰〗 ( 1 ) 該句是一個較為復雜的復合句，主句為…there are so many deer , that 引導的是結果狀語從句，which 引導定語從句。

在這個 so…that 結構中，中心詞是名詞 deer，本應該用 such…that 結構，但因名詞前有 many 修飾而用了 so…that 結構，此特殊用法需注意。

( 2 ) are being sent 是現在進行時的被動語態形式，表示“正在被送往”其中的 being 容易被誤省。又如本課中的其它兩句：

The life of the milu deer is being studied there .

More milu deer are being moved to a new large nature park in Shishou in Hubei Province .

【妙文賞析】

Two Mistakes

For a long time Dr Smith had wanted to get a better job in a certain big modern hospital . He was appointed to a particular position which he wanted , and his wife moved to the house which they were now to live in . The next day some beautiful flowers were sent to them , with a note which said , “ Deepest sympathy (沉痛悼念). ” Naturally , Dr Smith was angrily to receive such an unusual mote , and telephoned the shop which had sent the flowers to find what the note meant . When the owner of the shop heard what had happened , he apologize to Dr Smith for having made the mistake .

“ But what really worried me much more , ” he added , “ is that flowers which ought to have gone to you were sent to a person who had just died , with a card which said , ‘Congratulations on your new position . ’ ”

很久以來，史密斯醫生一直想在某一家大型的現代化醫院找一份比較錫樣的工作，這一天終于盼來了。他被任命為他想干的特殊位置，而他的妻子也搬進了他們現在住的房子。第二天送來一些鮮花，里面夾著一張條子，上面寫著： “ 沉痛悼念 ” 。

接到這樣一張奇特的字條，史密斯醫生自然很生氣，于是便給鮮花店打電話詢問怎么回事。

當店老板聽說發生的情況時，他忙向史密斯醫生道歉，說是送錯了。

“ 但真的使我更擔心的是， ” 他補充道， “ 本應該送到你那里的鮮花卻送給了一個剛死的人，鮮花里面夾著一張卡片，上面寫著：‘祝賀你搬遷新居。’ ”

【思維體操】

British public libraries were linked by computers . If 1.

your nearest library in London doesn\'t have the book you want 2.

to borrow it , a librarian will go on-line to see whether any of 3.

the other nearby libraries have . If no library has the book in 4.

store , the librarian will search for further , connecting 5.

library in other cities like Manchester . If a copy of the book 6.

has found , arrangements will be made for it to be sent to your 7.

library , and within a day and two , you\'ll be able to check it 8.

out . It\'s also possible for readers to lend books from 9.

university or college libraries even if we are not students . 10.

答案：1. were → are 2. 對 3. 去it 4. has 后加it 5. 去for 6. library → libraries 7. has 后加been 8. 第二個and → or 9. lend → borrow 10. we → you

三、智能顯示

【心中有數】

單元語法發散思維

一、現在進行時的被動語態

〖思維〗1. 現在進行時的被動語態結構。

I am/ He / She is/ You / We / They are + being done .

More milu deer are being moved to a new large nature . 更多的糜鹿正被往一所新建的大天然公園遷移。

2. 現在進行時的被動語態的用法。

A . 表示一個正在進行的被動動作即某件事情現在正在被做。例如：

The water is being turned into vapour . 水正在變成蒸汽。

The question is being discussed at the meeting now . 現在會上正在討論這個問題。

B . 表示在現階段進行被動動作，但不一定發生在說話的這一時刻。例如：

The bridge is being repaired .那座橋正在修復之中。(可指“正在講話的同時”，也可指“目前”。)

She\'s being taught English . 有人在教她英語。(在說話時，也許根本沒人教她。)

[注]現在進行時的被動語態有時可與情態動詞連用。如：

I know Mark was going to have an interview sometime this afternoon . He may be being interviewed at this very moment . 我知道馬克今天下午什么時候有面試。他此刻也許正在接受面試哩。

練習：

A . 把下列句子變成被動語態。

1 . Mr Smith is driving a car .

2 . The teacher is scolding (批評) me .

3 . They are painting the houses .

B . 單項選擇。

4 . — Have you moved into the new house ?

— Not yet . The rooms ____ .

A . are being painted B . are painting C . are painted D . are being painting 5 . I ____ English for five years now .

A . was studying B . have been studying C . studied D . am studying

6 . The blood ____ now .

A . is tested B . is being testing C . is being tested D . has been testing

7 . The new lake ____ in the park , so many workers are working there .

A . is made B . has been being made C . is being making D . is being made

8 . In some parts of the world , tea ____ with milk and sugar .

A . is serving B . is served C . serves D . served

答案：1. A car is being driven by Mr Smith . 2. I am bing scolded by the teacher . 3. The houses are being painted . 4 — 8 ABCDB

二、enough 與高考

Ⅰ . enough 作副詞用時，可修飾形容詞、副詞和動詞。修飾形容詞、副詞時，enough 應后置。

Helicopters were sent to rescue them , but it was impossible for them to get close enough .

When they reached the burning building they found that their ladders were not long enough to reach the people who were trapped .

You don\'t practise enough at the piano .

I with you\'d write clearly enough for us to read it .

Ⅱ . enough 作形容詞用時，修飾復數名詞和不可數名詞，習慣置于名詞之前。

Have you made enough copies ?

I\'ll get enough money to pay for a taxi .

當 enough 和形容詞一起位于名詞之前時，要注意辨別 enough 的詞性以及對語義的影響。比較：

1 . a) I haven\'t found enough big nails to mend the cupboard . 我還沒找到足夠的大釘子來修碗柜。

b) I haven\'t found big enough nails to mend the cupboard . 我還沒找到足夠大的釘子來修碗柜。

a) 句中的 enough 是形容詞，修飾 nails，強調釘子的數量。b)句中的 enough 是副詞，修飾 big，強調釘子的大小。

2 . a) Is there enough hot water for me to have a bath ? 有足夠的熱水讓我洗個澡嗎 ?

b) Is there hot enough water for me to have a bath ? 有足夠熱的水讓我洗個澡嗎 ?

a) 句中的 enough 是形容詞。修飾 water , 強調數量;b)句中的 enough 是副詞，修飾 hot , 強調水的溫度。

下面請看 NMET1998 — 11題。

If I had _______ , I\'d visit Europe , stopping at all the small interesting places .

A . a long enough holiday B . an enough long holiday

C . a holiday enough long D . a long holiday enough

選項A中的 enough 是副詞，修飾 long，強調程度，符合句意，故是句意，故是答案。B中的 enough 是形容詞，不能修飾單數可數名詞，故不選。選項C、D的語序不對，也不可選。