高三英語教育教案都有哪些？在語法中，時態或時態表示動作發生的時間和動作發生的時間之間的關系。一般分為過去時、現在時和將來時，通常與表示動作進行或結束的進行時和完成時連用。下面是小編為大家帶來的高三英語教育教案，希望大家能夠喜歡！

高三英語教育教案【篇1】

教學準備

教學目標

三、 教學目標

1.知識技能目標

1)能從文中獲取主要信息，如獲取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;

2)能從文本中加工和處理信息，如What did the Spanish do to the Native Americans in the 16th century?(此問題需提取數個段落的文本信息)

Two groups of immigrants had something in common. What are they? (double choices) Why? (此問題需要學生從文字的表面信息加工處理后方可得到答案)__.com

3)能透過信息表層思考人文精神，培養學生的發散性思維與批判性思維，如what do you think of the Native Americans who survived and stayed at CA?

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture? 等。

2.情感目標

學生能通過信息加工后學習移民們的不畏困難、堅持不懈等珍貴品質，并推論出落后就要挨打，少年強則中國強的借鑒意義。

教學重難點

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture?

教學過程

四、 教學過程

Step1 Lead-in and Brainstorming(5 mins)

1. 導入并揭題

T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.

以競賽的方式，讓學生對美國版圖上一些主要地點加以熟悉。

[意圖說明] 首先從單元標題入手，引起學生的注意。以競賽的形式，迅速與班級同學建立聯系，活躍課堂氣氛，并用版圖來促進學生對美國—— a land of diversity 形成一個具象的認識。

2. 頭腦風暴

先請學生尋找California在地圖上的位置。然后教師啟發學生聯想與immigrate有關的詞匯，同時進行板書。

[意圖說明] 以頭腦風暴的形式，快速激活學生頭腦中已有的圖式;為導入新課做好準備。并啟發學生聯想，移民是否都是愉快的、開心的，為閱讀文本做好情感上的準備。

Step 2 Reading (30mins)

教師以The facts about each group of immigrants和what inspires us兩條主線，引導學生逐步對每一組移民事實進行閱讀，獲取、加工和處理閱讀信息。(下表斜體字部分為問題答案。)

一、Native Americans

1. What happened to the Native Americans after the arrival of the Europeans?

(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)

2. After all those sufferings, did all Native Americans choose to leave the land?

How do you know (from the text)?

(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)

So what do you think of the Native Americans who survived and stayed at CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)

二、The Spanish

1.What did the Spanish do to the Native Americans in the 16th century?

(They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.)

2. Who were the majority of the first Spanish to go to California in 18th century? (The religious men.)

3. What was their ministry?

(To teach the Catholic religion to the natives.)

4. Which of the following countries has the strongest influence in California?

A. China B. Russia C. Mexico D. Spain

How do you know? /What’s your proof (from the text)?

___________________________________________________________________________________________

(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)

2. What lessons can we draw from this?

(Keeping advanced in science and techonogy matters much!)

3. Why do you think the majority of the first Spanish to go to CA were religious men?

(They wanted to conquer the natives not only by force, but also in mind.)

4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”

So do you think language plays an important part in a culture? (Yes.)

Do you support we should learn to speak Fuzhou dialect? Why/why not?

(Open-ended answers)

三、

Gold miners

1.What kind of people were attracted to California after 1848?

People from all over the world.

2.Why did they come here?

To become rich.

3. Did they realize their dreams?

No.

4. Did most of them leave CA? (no.) What did they do?

“ most remained in CA to make a life for themselves despite great hardship.”

1. If you were the gold miner, would you choose to stay there? Why?

(Open-ended answers)

2. What kind of words would you use to describe those gold miners who chose to stay in CA?

(adventurous, persistent, brave, not afraid of difficulties, hard-working…)

四、

Later arrivals

1.Due to what reason did Chinese people go to CA in the 1860s?

The building of the rail network from the west to the east coast.

2. What did Chinese people serve as?

Physical workers/ labor force.

3. What did people from Africa serve as between 1942 and 1945?

Physical workers/ labor force.

4. What attracted the Indians and Pakistanis in the 1970s?

(The computer industry.)

5. What attracted the Jewish people to go to CA by the 1920s?

(The film industry.)

6. Two groups of immigrants had something in common. What are they? (double choices) Why?

A. the Chinese and the Africans

B. the Indians and the Chinese

C. the Indians and the Jewish

D. the Pakistanis and the Africans

(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?

(No.)

2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?

(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)

五、

Most recent arrivals and the future

T of F:

1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.

(F. They were attracted by the climate and the lifestyle.)

2. People believe that soon the mix of nationalities will be too great to tell apart the culture between major racial or cultural groups.

( T )

“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”

What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?

What does the word “home” mean here?

( always give people a sense of belonging, a sense of safety; may have some quarrals but will always get settled; shows the friendly environment /community )

[意圖說明] 以問題的形式貫穿整個閱讀過程，啟發學生查找、獲取信息的能力，層層深入，由淺層次的表層信息，過渡到深層次的思維能力訓練;學生在教師引導下，對文化交融、人文素養、民族興衰等問題進行逐層深入的研討，最終在教師引領下得出結論，加州是一個多文化的社會，這一社會的構建是經過了長期的、汗水與血水交織的斗爭，最終能以一個和諧的大熔爐的模式展現在世人面前，都是經過各種族文化共同努力的結果。

Step 3 Post-reading (8mins)

教師組織學生討論兩個話題：

1.Why is California such a multicultural community?

(The state of California is a multicultural community because European, African and Asian peoples have been moving into the state for the last 200 years. It is this mix of peoples with their own customs, culture and food that have given California its multicultural flavour. Problems that might arise include intercultural rivalry or competition, discrimination or misunderstanding. It is to the credit of Californians that such problems do not arise very often.)

2.Do you think it is good to have cultural permeation(滲透)? Why/why not? Try to use at least one example from the text.

(It depends. If a country / a community is strong enough, it’s good to have cultural mixed together, which can bring benefits to each culture; but if it’s not strong enough, it could be a disaster for the original cultural group because it’s hard to keep your own culture. Take the Native Americans for example, they were not strong enough, so they suffered a lot during the process of the culture permeation, i.e, they have to accept things unwillingly or rather, be forced into something miserable. )

學生經過3分鐘準備后各抒己見。

[意圖說明] 通過閱讀中的剖析，學生對加州的移民歷史及多文化的形成已了然于心，在讀后拋出這兩個思考問題，實際是對學生已有的文本輸入進行一個有層次的、綜合的復習與梳理，幫助學生將所學的閱讀信息加工內化為自己的見解，培養學生的發散性思維與批判性思維。

Step 5 Moral education (1min)

教師啟發學生，將歷史教訓轉化為今日必做之事，即：Study hard to make our homeland strong, to make our culture strong.

[意圖說明] 寓德于教，引導學生思考，作為學生，我們能為我們的祖國，為我們的文化做出哪些貢獻?從小做起，從現在做起，少年強則中國強，立志為國努力學習，他日成為棟梁之才!

高三英語教育教案【篇2】

教學準備

教學目標

知識目標

①通過回顧舊知，根據圖片提示，能回答關于美國基本常識的問題。

②按照線索猜測所學文章主題，初步了解加利福尼亞州的概況。

③通過認真閱讀文本，自己組織語言，準確無誤地復述和總結不同種族在加州的簡要歷史。

能力目標

①通過圖片提示，并在教師的指導下，學會提煉要點并復述文章，鍛煉自己的表達能力。

②通過完成寫作任務總結文章主要內容的方法，明白加利福尼亞州具有多元文化的原因。

情感、態度、價值觀目標

通過觀看圖片和聆聽歌曲，對加利福尼亞州的歷史有所了解，增強跨文化交際的能力。

教學重難點

根據圖片提示，能回答關于美國基本常識的問題。

按照線索猜測所學文章主題，初步了解加利福尼亞州的概況。

教學過程

導入

Warming Up (Guessing Game )\

Reading

Look at this picture. Where is this lady?

Question: Do you know anything about America? Here are some questions for you.

Show a map of the fifty states of the USA. Give the students some clues to let them guess which state we will learn.

Task 1 Fast Reading

1. According to para. 1, what’s the topic of this text?

2. Retelling.

3. How many kinds of people are mentioned in this text?

Task 2 Detailed Reading

1. Native Americans

2. TheSpanish (Time VS. Event)

In theearly 16th century

In the 18th century

In1821

In 1846

短文填空

At thattime, California was _____ (rule) by Spain. _______ (Spain) soldiers firstarrived in the early 16th century, _____ they fought against the natives andtook their land. Of the first Spanish to go there, the ________ (major) werereligious men, whose ministry is _______ (teach) the Catholic religion. In1821, Mexico gained its ___________ (independent) In 1846 the US declared war___ Mexico. Mexico was _______ (defeat) and had to give California to the USA.That is ____ today over 40% of Californians still speak Spanish.

3. The Russians and Gold miners

4. Later arrivals and most recent arrivals

5. The future

Task 3 Micro-writing

Why is California such a multiculturalcommunity in the 21st century? Explain in your own words. Write three or four sentences.

課后習題

課前練習

1.繼續存在，繼續生存 __________________ 9.許多;很多 ____________________________

2.用…辦法，借助于 ___________________ 10.與…合作或一起工作____________________

3.習慣于新的生活方式、工作等___________ 11.脫離…而獨立 _________________________

4.背靠背 ___________________________ 12.對…宣戰 _____________________________

5.堅持;維持;沿襲______________________ 13.在十九世紀早期 _______________________

6.包括;吸收 __________________________ 14. 向…宣戰 ____________________________

7.劃線;標出…的界限___________________ 15.實現做…的夢想 _______________________

8.申請;請示得到______________________ 16.成了更多亞洲人的家園_________________

課中練習

1. According to para. 1, what’s the topic of this text?

A. The culture of California

B. The history of California

C. the population of California

2. Retell it with the help of the given words.

3rd largest → largest population → distinction → multicultural → attract → customs/languages

3. How many kinds of people are mentioned in this text?

4. Fill in the blanks.

5. 短文填空

At that time, California was _____ (rule) bySpain. _______ (Spain) soldiersfirst arrived in the early 16th century, _____ they fought against the nativesand took their land. Of the first Spanish to go there, the ________ (major)were religious men, whose ministry is _______ (teach) the Catholic religion. In1821,Mexicogained its___________ (independent) In 1846 theUSdeclared war ___Mexico.Mexicowas _______ (defeat)and had to give California to theUSA. That is____ today over 40% of Californians still speak Spanish.

6. Later arrivals and most recent arrivals

7. The future: what will happen in the future?

___ is believed that ___________ the _____ of nationalities will be ____ great _____ there will be ___ distinct major racial or cultural groups, ___ simply a ________ of many races and cultures.

高三英語教育教案【篇3】

教學準備

教學目標

1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

2、進一步學習有關“朋友”的知識信息，啟發學生對朋友和友誼的思考。

3、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

4、訓練學生一定的閱讀技巧，使他們掌握一些有效的學習策略，從而提高閱讀速度和理解的準確性，并養成一定的自主學習能力。

5、培養學生快速閱讀的能力、捕捉信息的能力及運用語言進行交際的能力。

6、通過個人活動、小組活動和班級活動等方法，培養學生的合作互助精神，分享英語學習的經驗，感受用英語交流的成功和喜悅。

教學重難點

教學重點:

1、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

2、訓練學生的閱讀技巧，提高學生閱讀速度和理解能力。

教學難點:

對所獲得的信息進行處理、加工和學習，形成有效的學習策略。

教學工具

ppt課件

教學過程

...

板書

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

高三英語教育教案【篇4】

教學準備

教學目標

■To help students learn to express attitudes, agreement & disagreement and certainty

■To help students learn to read the text and learn to write diaries in English

■To help students better understand “friendship”

■To help students learn to understand and use some important words and expressions

■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

教學重難點

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

Patterns

“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face to face…

教學工具

ppt

教學過程

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

1. Warming up

⑴ Warming up by defining friendship

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定義). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

Situation 1: Friends get angry with each other when they try to talk about something difficult.

Try to understand your friend/ Try to talk about the problem in a different way.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that are told to you.

Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良師益友).

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

高三英語教育教案【篇5】

教學目標

通過本單元教學，使學生掌握有關提出建議或忠告的句型，對他人的一些具體問題提出自己的建議或忠告。復習有關看病的用語。通過對課文的學習，了解有關營養與衛生方面的基本常識，描寫中國食譜與西方食譜之間的差異及優勢。

1.重點詞匯

examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

2.重要句型

1)I advise you not to eat fruit that isn't ripe in future.

2)The result is that many of them become fat.

3)There is as much sugar in it as eight pieces of sugar.

3.語法

學習英語中提出建議和忠告的句型

4.日常交際用語

a. Seeing the doctor：

1)What can I do for you? What was the matter?

2)Lie down and let me examine you.

3)I've got a pain/cough/headache.

4)I don't feel well.

5)There's something wrong with……

6)Take this medicine three times a day.

7)Drink plenty of water and have a good rest.

8)Take two pills now and two more in four hours'time.

b. Making suggestions and giving advice

1)You'd better have a good rest.

2)I advise you to do something.

3)I advise you not to do something.

4)I suggest that you do…

5)Why not do…?

6)Why don't you do…?

教學建議

寫作建議

1.首先讓學生們寫在練習本上，然后與同組討論，互相交換議建議。

2.談論書中所給出的幾個題目，練習學生們看病的用語。如：

I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.

課文建議

Step1本篇課文是有關健康飲食的話題，通過對比中西方飲食的對比，讓學生們能夠對課文的了解，教師列表寫在黑板上。(略)

Step2通過閱讀，讓學生掌握一些飲食的名稱，如What's your favorite food?

duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…

聽力建議

Step1.Preparation for listening

讓學生們準備去聽聽力，首先讓他們看P121頁的練習，使學生們能夠了解練習的大概內容。

Setp2.每一道題先放一遍，提問學生們是否聽懂，大概的內容是什么。然后再放兩遍，讓學生們單獨去做練習。

Setp3.讓學生們能夠重復每一段小故事。如：Ex1.

I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

重點難點講解

辨析pain與ache

相同點：兩者都表示疼痛。不同點：

pain要注意以下三個方面：

① 表示身體某部位不適時，屬于可數名詞;

I've a pain in my back. 我后背有點疼。

② 表示精神上的痛苦時，屬于不可數名詞;

He gave his mother much pain by failing all the subjects. 他所有的考試不及格使他媽媽很痛苦。

③作“努力”、“辛苦”講時，只用復數形式，但不能用many，few修飾。

No pains，no gains. 不勞則無獲。

ache表“疼痛”時，其主語是身體的某部位，而不是“人”。

My legs ache. = I have pains in my legs. 我腳疼。

注：head，tooth，stomach(胃)與ache一起構成復合名詞，如：headache(頭疼)，但leg，foot，hand，forehead不行。

辨析asleep，sleepy 和sleeping

相同點：這三個詞都具有形容詞性質。不同點：

asleep意思是“睡著了，它是表語形容詞，在句中只能作表語或賓語補足語，不能作定語。

The teacher found Tom asleep in class and kept him behind after school.

老師發現湯姆在課上睡著了，放學后把他留了下來。

sleepy意思是“想睡了”但并沒有睡著。它可以在句中作定語。

I'm sleepy and I'd like to go to bed.老想睡了，我去房間休息了。

sleeping意思是“正在睡覺”。它可以在句中作定語。

They woke up the sleeping girl and asked her where her parents were.他們把那位正在睡覺的女孩叫醒，問她父母在哪兒。

辨析diet與food

相同點：diet，food都可作“食物”解。不同點：

diet指的是習慣的食物或規定的食物，特指維持健康的定量或定質的食物，如病人的療養飲食。

The doctor has ordered me a special diet.醫生給我安排了特殊的飲食。

注意：diet是可數名詞，常與不定冠詞a連用，如：

food是一般用法，凡能吃喝的具有營養的東西都稱food. food是不可數名詞，但在表示食品的種類時，可以用復數。

The doctor put him on a diet after operation.手術之后，醫生規定了他的飲食。

Too many sweet foods will make you fat.太多的甜食會使你發胖。

辨析in the future 與 in future

相同點：這兩個短語都表示“在將來”的意思，一般可以互換。不同點：

1)in future (= from now on)強調“從今以后/今后”，如：

Don't do that again. Be more careful in future. 別再那樣做了，今后更要注意。

2)in the future (=time that has not come yet)側重表示“將來某個時候/將來”，不一定就是從今立即開始，與in the past相對。

My sister wants to be an actress in the future. 我妹妹將來想當演員。

辨析 too much 與 much too

1)much too具有副詞功能，作程度狀語，常用來修飾形容詞或副詞原級，意為“實在太，非常”。它不能修飾動詞。

It is much too expensive. 這實在太貴了。

2)too much具有形容詞、名詞和副詞的功能，可用作主語、賓語、表語、定語或狀語，意為“太多、過多、過分、太厲害”。中心詞為much，too用于修飾much，表示程度，用以加強語氣。其用法可以歸納為以下幾種：

a. 用作形容詞，修飾不可數名詞;

b. 用作副詞，修飾動詞，作狀語。

c. 用作名詞，后常與of連用。

d. 用作代詞;

e. 一般不單獨用在be動詞之后，但可用在 “be too much for sb.”結構中，表示“對某人來說太難了(受不了)”。例如：

1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

2)She is afraid the rip will be too much for her. 她怕受不了旅途的勞累。

3)You are asking for too much.你要的太多了。

4)Jack thinks too much of himself.杰克太自以為是。

It cost him too much. 他付出的代價太大了。

辨析advise和suggest

相同點：這二個動詞都是提出建議和忠告，后面同時可接如下用法：

1)可接名詞：He advised / suggested a rest.他建議休息一下。

2)代詞：They advised / suggested nothing to us.他們對我們沒有什么建議。

3)動名詞：Tom advised / suggested sending for a doctor at once.湯姆建議立即叫醫生。

4)that引導的賓語從句(that從句中用should+動詞原形，should可省略，意思相近)。

I advised / suggested that he (should)eat more fruit.我建議他應多吃水果。

不相同點：

advise可以接賓語+不定式短語或疑問詞引導的不定式短語，而suggest不能這樣用。

The doctor advised me to rest for a week.醫生建議我休息一星期。

I suggested to hold a meeting (×)

I suggested holding a meeting.(√)

John suggested us to go for a walk.(×)

John advised us to go for a walk.(√)

辨析die of 與die from

相同點：兩者含有“由于……而死”之意，后均接名詞或動詞-ing形式。在因外界環境影到體內或疾病，衰弱，年邁而造成的死亡時，兩者可互換。

He died of/from overeating/hunger/cold /illness.他因為消化不良/饑餓/寒冷/疾病而死亡。

不同點：

die of 可用來表示因內在感情而造成的死亡，或因直接原因導致死亡，常用于以下情況：

die of cancer/a cold/a fever/old age/sorrow/love

die from用來表示非人體的而是環境污染，事故等造成的死亡，或者說因間接原因導致死亡，常用以下情況：

die from polluted air /an accident/drinking too much/ a wound因污染的空氣/事故/飲酒過度/受傷而死

分析句型as much /many as…

作“多達……程度”解。所涉及的數量如果是可數的，則用many，如果是不可數 的，則用much，如：

You can eat as much as you like.你愛吃多少就吃多少。

Here are plenty of magazines. Take as many as you want. 這里有大量的雜志，你要多少拿多少吧。

分析discuss用法

vt.討論，商量，商討

1.+疑問詞+to do

We'll discuss when to hold the sports meeting.我們將討論什么時候開支運動會。

2. +從句

We discussed where we should go.我們討論了我們該上哪兒去。

n.討論，議論

We had a long discussion about the question.關于這個問題我們討論了很長時間。

cause much discussion 引起議論

be under discussion 在討論中。

1.When playing football or basketball，you might be using 400 calories an hour.

這句是狀語從句中省略了主語和動詞be.在表示時間、地點、條件、方式(比較)或讓步等的狀語從句中，如果謂語含有動詞be，主語又和主句的主語一致，或其主語是it，那么從句中的主語和謂語的一部分(尤其是動詞be)往往可以省略，如：

連詞+V-ing

When (she was)walking along the river，she met the stranger.

連詞+V-ed

He won't come unless (he is )invited.

連詞+adj/adv

The news will change all our plan，if (it is )true.

另外，在比較狀語從句或方式狀語從句中，可根據需要省略相同的成份。

You can jump much higher on the moon than (you jump)on the earth.

2.What food do you think is healthy and which is unhealthy?

該句為“特殊疑問詞+do you think+其他部分構成的，用以征詢對方的看法或推測等。其中的do you think 是插入語，并不影響全句結構。可以用于這一結構的動詞還有believe，imagine，suppose等，如：

Who do you think has got the first prize? 你認為誰獲得了第一名?

Which do you suppose will be taken away next? 你認為接下來被拿走的是哪一個?

但是當think，believe，imagine，suppose等用在“think+賓語+to be”結構時，要慎重選擇who(主格)或whom (賓格)，試比較：

1)Whom do you think to be the best in our class?你認為誰是我們班的學生?

2)Who do you think will be our English teacher next term?你認為下學期誰會當我們英語教師?

句1為“think sb. to be”結構，是對sb.表示疑問。

句2是對I think 后賓語從句的主語表示疑問。

表示建議和提出忠告的方法

“建議”可以包括兩個方面，即表示建議對方做某事和表示建議對方和自己一起做某事，第二種情況在現代漢語中可用“咱們”這個人稱代詞。“建議”有許多表達方法，有直接了當地提出自己的想法，也有轉彎抹角地暗示自己的想法;有隨時想起的提議，也有經過周密思考提出的建議。表達“建議”的常用方法有：

1)用“Let's” 開頭的祈使句后面接動詞原形，建議對方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求對方看法的詞語，從而使語氣緩和得多。例如：

Let's cross over here while the light's green.

Let's call it a day now，OK?

Let's go upstairs，shall we?

“Let's…，shall we?” 句型可以和 “Shall we…?” 換用，肯定回答常用 “Yes，let's…” .例如：

—Shall we listen to some music? —Yes，let's listen to some.

2)用 “Why don't you…” 句型建議對方做某事，可縮略為 “Why not…?”。 例如：

Why don't you sell the car if you need money?

Why not look in the local paper?

3)用“How/ What about…?” 句型，表達非正式的建議，征求對方意見，多數情況下建議對方和自己一起做某事。例如：

How about a trip to the beach on Sunday?

What about coming across the road for a break?

4)用suggest，suggestion等詞匯表示比較正式的建議，在會議和討論中使用較多，也常用于書面語中。例如：

I suggest a meeting with the new members.

I suggest trying it once more.

I suggest (that)we (should)take the night train.

“勸告”偏重于為對方著想，替對方出主意、想辦法，或者是長輩對晚輩、師長對學生、有經驗的對無經驗的人講應該做什么或怎樣去做。表達“勸告”的常用方法有：

1)“You'd better….”句型表達隨便的勸告，口語中有時省略had和主語you.例如：

You'd better take an umbrella. It's going to rain.

Better do it yourself. It's no good depending on others.

2)用should，ought to，might，could 等情態動詞表達責任和義務。例如：

—Please tell me which courses to take in the first term.

—Well，you could take a history course. You might also take art course. You should certainly take a language course.

3)用advise，advice 等詞匯。例如：

I strongly advise you to see the doctor.

My advice is： Go to the doctor right now.

高三英語教育教案【篇6】

教學準備

教學目標

1. Ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,fresh,organize,bury,atanend,digout,coalmine,inruins

2. Ss will be able to know the basic knowledge about Earthquake

教學重難點

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

教學工具

課件

教學過程

Step I lead-in

Let students see a short video and answer the questions

1.What happened in the video? Earthquakes

2.How do you feel seeing the plots(情節)? Students’ discussion.

Step II Fast reading

1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976

2. Skim the text and answer the questions

The type of writing (寫作體裁)

Narrative writing

Topic sentence of Paragraph 1

Sentence 1

Topic sentence of Paragraph 2

Sentence 2

Topic sentence of Paragraph 3

Sentence 1

Topic sentence of Paragraph 4

Sentence 1

Step III Detailed reading

Ask students to read the text carefully and answer the questions

Task1: What were the nature signs of the coming earthquake?(選擇)Para 1

1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )

A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds

F. Too nervous to eat G. Rose and fell, fell and rose

Task 2 Fill in the blanks

Main Idea

Details

Damage caused by

earthquake

Para 2-3

At _____ am, the __________ earthquake of the 20th century began .

_______ burst from holes in the ground.

Hard hills of the rock became rivers of ____.

________ covered the ground like red autumn leaves.

Two _______ and most of the bridges fell.

The railway tracks were now _________pieces of _______.

______ now filled the wells instead of water.

Water,food,and ______________ were hard to get.

The reconstruction(重建) after the earthquake

Para 4

1. The army _____________

2. Workers ____________for survivors.

3._____________was taken to the city.

Details:

1. At 3:42 am, the greatest earthquake of the 20th century began.

2. Steam burst from holes in the ground.

3. Hard hills of the rock became rivers of dirt.

4. Bricks covered the ground like red autumn leaves.

5. Two dams and most of the bridges fell.

6. The railway tracks were now useless pieces of steel.

7. Sand now filled the wells instead of water.

8. Water, food, and electricity were hard to get.

Step IV consolidation (當堂鞏固)

Let students fill the blanks according to the passage

Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped out

Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.

In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.

1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who

這部分目的是讓學生進一步鞏固課文的內容。

Step V Post-reading-Activity: news report Group work(小組活動):

假設我們時光倒流到1976年這場災難的現場。

小組討論出一篇關于唐山大地震的五句話新聞報道。

選出一名組員做新聞報道員。

向全班做一個新聞報道。

新聞報道要包括以下內容:

寫作提綱 outline

新聞的標題 headline 簡潔明了,吸引人

新聞的導語 introduction 新聞消息的第一句 揭示核心內容

新聞的主體 main body 對導語進行展開和闡釋

結束語 conclusion 對全文概括總結

唐山地震發生的時間,地點

地震發生前的一些預兆

地震帶來的破壞和損失

地震后的救援工作

這部分主要是培養學生的小組合作能力和語言表達能力,進一步鞏固課堂所學的內容。

Step VI Homework: write a news report about Yushu earthquake.

高三英語教育教案【篇7】

教學準備

教學目標

1). To learn the knowledge of the cultural relics.

2). Discuss how to protect our cultural relics.

3).Reading and understanding, catching the history and information of the Amber Room.

4). Functional item, how to tell the story about the Amber Room

5). Finish the comprehending exercises after the reading passage.

6). Use scanning; skimming and careful reading to learn the story of the Amber Room.

教學重難點

Key points

To understand cultural relics.

How to tell the story about the Amber Room

Difficulties

Talk about cultural relics at home and abroad in English freely.

To learn the story of the amber room.

教學工具

課件

教學過程

導入

1). Guessing:

Teacher present some pictures and statements ,let the students guess whtat or where it is.

The Great Wall; The Pyramid ; Taj Mahal

2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:

A. Can you name them out?

Who have the right to own and confirm them?

(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City

Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

and Mogao Caves)

Step I: Pre-reading

1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?

Show some pictures of amber. Let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

Amber is the fossil(化石) form of resin(樹脂) from trees.

It takes millions of years to form.

2). Can you imagine a house made of amber?Please preview “In search of the amber room.”

Step II: Fsat reading and thinking about the title:

1). Teacher give students the following questions to think:

When you see this title, what do you want to know?

What is the Amber Room?

Why was it called the Amber Room?

What was it made for?

What happened to it?

Why to search for it?

(Ask the students just remember these questions in their mind not find the answers.)

2). Fast reading to get the main idea:

The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .

(Students read the passage quickly and fill in the blans)

3). Now, let the students try to answer the questions in part 1). (PPT 7)

(Teacher may give some necessary help)

Step III: Scanning

Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)

After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)

Step IV: Skimming

Ask students to skim the passage and complete exercise 2 on page2.

( 3 ) How did the Amber Room become one of the wonders of the world?

( 5 ) How was a new Amber Room built?

( 4 ) How did the Amber Room get lost?

( 1 ) How was the Amber Room made?

( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?

Step V: Careful reading

Let the students read the text carefully and try to find some details to complete the form on PPT 11.

Step VI: Role play

Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?

( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

Homework

1. Read the story of The Amber Room again after class.

2. Write the introduction of the Amber Room you have discussed in class.

3. Prepare for next period by underline the difficult points in the text.

板書

Blackboard Design

Unit 1 Cultural relics

Warming up & pre-reading

What is cultural relics?

A.a cultural relic is sth. that survived for a long time

B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

C. a cultural relic is something rather rare