高考復習教案英語十篇
高考復習教案英語如何寫？英語，因其在廣泛地區使用，是澳大利亞、加拿大、美國、新西蘭、英國和加勒比海英語國家等國的主要語言，在世界上每一個州都有人以之為母語或第二語言。下面是小編為大家帶來的2023高考復習教案英語十篇，希望大家能夠喜歡！
高考復習教案英語（精選篇1）
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?？苫Q，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?！苯猓饕獏^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。
高考復習教案英語（精選篇2）
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 _______________
高考復習教案英語（精選篇3）
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.
高考復習教案英語（精選篇4）
一、教學背景分析
1. 單元背景分析
隨著科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會并感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，并用英語為媒介進行知識的整合與串聯。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該了解并掌握的知識。
2.學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且，他們也已經形成并培養了一定的小組合作學習及自主學習的能力。
二、教學目標分析
語言技能
聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習并強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應能在了解一定的現代科技發明基礎上，思考并學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。
讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速并準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，并在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞匯描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，并應熟悉議論性作文的基本寫作框架。
情感態度與文化意識
(1)。進一步培養小組合作學習的能力，通過調查、采訪、討論等活動完成任務，取長補短，加強團體協作意識。
(2)。引導學生用英語進行不同學科特點的思考，體會學科之間的聯系與區別。通過話題啟發學生積極思考，調動學生的學習興趣。
(3)。指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。
(4)。意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。
語言知識
詞匯：學習并使用一些與science 和scientists有關的詞匯。
語法：進一步了解一詞多義現象與合成詞的構成。
功能：學習如何就某一事物給予別人指導與說明。
話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，并鼓勵學生增加與教師和同學交流、合作，繼續培養正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。并指導學生把英語學習從課堂延伸到課外，發揮已掌握的使用工具書，查找資料、上網等方式增加用英語思維與表達的能力，了解實驗對于科學研究的重要性，樹立正確的向上的學習態度，形成具有批判性的看問題習慣。
三、教學內容分析
本單元的中心話題是science and scientists。話題依附于聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關系，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，盡管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。
Warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在Listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與說明，并能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。
Speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所了解，(練習中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內容)然后能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，并能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
Reading講述的是科學家 Franklin的風箏實驗，從而證明Lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對于科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
Language Study是在本單元詞匯學習的基礎上，讓學生進一步了解并掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
Integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。
四、教學重點與難點
重點
(1)。能就某一話題進行合理的分析，并從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)。掌握如何就某一話題給予別人指示與說明，能熟練運用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等結構進行討論、對話與表演。
(3)。能進一步了解一詞多義及合成詞的知識。以便能更好的區別單詞詞義與猜測單詞詞義，利用構詞法知識擴充詞匯量，并能真正做到為閱讀服務。
高考復習教案英語（精選篇5）
英語快速閱讀的培養不可能一天就學會和掌握，必須有一個循序漸進的過程。本文的出發點在于平時學習過程中的培養和訓練，才能在考試過程中發揮得淋漓盡致，達到滿意的效果。因此，在日常學習中，要有意識地按照精英特快速閱讀的要求進行大量的訓練，制定出計劃和嚴格的要求，一步一個腳印地進行。只要持之以恒，必然會見效。
一、進行快速閱讀的必要條件
進行英語快速閱讀的必要條件是：基本知識、語言基礎、閱讀技能、快速閱讀不是一種孤立的能力，它必須以了解一定的基本知識為先決條件，以具備一定的詞匯和基本語法為基礎，還要掌握一些重要的閱讀技能。如果沒有語言基礎，閱讀材料通篇都是生詞，語法難點很多，即使掌握了一些快速閱讀的技能，要快也快不了。反之，如果只有語言基礎知識，而沒有閱讀技能，要想讀得快，讀得多，也是不可能的。但是，如果對材料的內容缺乏基本常識，即使語言基礎好，并具備閱讀技能，也不可能“快讀”，只能“慢讀”。
基本知識主要是指的是所涉及英語的專業知識，沒有一定的專業知識，要想把內容理解透是有相當大的難度的。
語言基礎知識主要指詞匯量和句型結構。要有一定的詞匯量。這包括兩部分，一是公共部分，二是專業部分。我認為公共英語部分至少要達到4，000個單詞量，而專業部分要有1，500個詞匯量。要有一定的句型分析能力。英語文章的語法難點是句型，句型中的難點是定語從句。一個句子很長，往往是由于定語從句連環套在作怪，定語中套著定語。這樣的連環從句表達專業概念非常嚴謹，卻給我們閱讀帶來困難。因此，我們要能夠進行層次分析，準確把握各從句之間的關系，才能提高閱讀速度。同時，要了解詞性的變化，名詞的動用和動詞的名用。至于時態等其它的語法現象對我們具備一定語法知識的參試人員來說，基本上構不成多大障礙。
二、快速閱讀的重要性
所謂的閱讀能力主要是指精讀和泛讀能力。然而，英語閱讀中，速度是人們最普遍關心的問題之一。在實際工作和生活中，百分之八十至百分之九十的閱讀一般都是快速閱讀、通過快速閱讀，我們可以更廣泛、更大量地閱讀資料，獵取知識，增長見識，開闊眼界。通過大量閱讀，頻繁地接觸語言材料，可以自覺或不自覺地學到或掌握大量的詞匯和語匯，進一步熟練閱讀技術，提高閱讀能力，培養閱讀興趣和習慣。
三、快速閱讀的速度與理解的關系
現在許多參試人員平時學習中對英語快速閱讀的認識不足，他們無論看什么英文材料，都只注重理解而不注意閱讀速度，因而閱讀的效率、水平都難以提高。這樣一來，處理好閱讀速度和理解之間的平衡關系是我們值得認真對待的一個實際問題。速度太快，理解上往往出現很大的困難；速度太慢，又浪費很多的時間和精力。
在處理這兩者之間的關系中，我認為要分為三個階段。第一個階段是篩選階段。在我們閱讀文章的過程中，首先篩選出對我們有利用價值的。每分鐘的閱讀速度可達800個字符，重點放在文章的標題和每段的第一句和最后一句上，基本上可對文章的中心、作者的意圖有個20-30%的了解。在此基礎上，進入第二階段，也就是快速閱讀階段。就是說對我們已篩選出的信息作進一步的遴選，每分鐘的閱讀速度可保持在500個左右字符，達到70%的理解，再從中挑選出對我們有重要參考價值的內容來，然后進入第三階段，也就是精研階段。這一階段，要達到90%以上的理解，力求準確把握作者的觀點，融會貫通，根據其利用價值進行取舍。本文主要討論第二階段，限于篇幅，對其它兩個階段不作過多陳述，但也可參照本文的觀點。
在提高閱讀速度的初期，理解的降低是正常的，不必大驚小怪，只要繼續以此速度讀下去，就會發現理解會漸漸回升上來，達到原來速度時的理解水平。這里有一點必須注意，在理解水平還沒有恢復到正常水平（至少要達到70%的理解）時，不要繼續加快閱讀速度。這二者的平衡在快速閱讀的過程中是很重要的，不能過多的注意其中一項。我們應該明白，一分鐘讀400字符且達到了70%的理解比一分鐘讀200字符而達到90%的理解率效率高得多。理解了這一點，我們在閱讀的過程中，就可以減少一些不必的擔心，從而更好地提高自己的快速閱讀的能力。
四、閱讀過程中的障礙
1.閱讀行為習慣的影響
在閱讀過程中，我們要有意識地克服行為上某些不良的閱讀習慣。
（1）出聲讀。因為眼睛的移動速度比舌頭動作快。出聲讀不但影響速度，而且會分散一部分精力去注意自己的發音。
（2）逐字讀。許多常見詞，如功能詞，不需停頓單獨理解。
（3）默讀。雖然沒有大聲讀出來，但在腦中一字字讀，也會影響速度，分散精力。
（4）指讀。以手指挨個指著讀，有礙理解和速度。除非手指飛速移動，引導眼睛快看。
（5）回讀。眼睛回向移動，尋找先前讀過的信息，而不是繼續讀下去以獲取完整的概念。
2.閱讀中心理因素的影響
閱讀時，除了克服不良的閱讀習慣外，還要注意克服一些影響閱讀和理解程度的不良心理因素：
（1）期望值過高
希望一次閱讀就掌握所讀材料。這種急于求成的心理狀態，不僅影響閱讀時的心境，也使得視覺器官和大腦都不能集中于閱讀過程本身，閱讀的效果自然不好。
（2）過度重視閱讀方法和技巧
由于閱讀過程中過多思考閱讀的方法、技巧等因素，而忽視了閱讀材料及閱讀本身的過程。從某種程度上講，這會使我們注意力分散，閱讀的興趣自然大大減弱。
（3）思想開小差
對文字視而不見，翻了許多頁，但腦子里仍一片空白。這樣就降低了我們的注意力，影響了正常思維。
五、快速閱讀的方法
面對繁雜的英語，要提高效率，就要有一定的方法。我認為唯有以泛讀為基礎，進行快速閱讀的培養，才是一個行之有效的好方法。具體說來，要發現對自己有利用價值的信息，需要掌握如下方法：
1.推測（prediction）
閱讀正文前，就標題（如果有標題的話）來合理推測資料的大概內容，也可在讀了二、三段之后預測下段內容。這對快速理解和整體把握文章內容以及推測出生詞的詞義范圍有積極的意義。因為英語單詞一詞多義現象太普遍了，一個單詞在不同的專業領域往往含有不同的意思，甚至有的單詞在同一專業領域在其意義的具體把握上也有細微的差別。
2.關鍵詞句（keywordandtopicsentences）
在對文章的整體內容有了基本認識的基礎上，我們學會抓主要的詞句，找出段落中的主題句，從而正確領會文章的主要內容，并注意到是否對自己有利用價值。
3.略讀或瀏覽或跳讀（Skimming）
Skim有掠過的意思，又有從牛奶等液體上撇去的意思，轉意為“快速掠過，從中提取最容易取得的精華”。用于閱讀，或譯為略讀，或譯為泛讀，似乎都未把其細微的意思譯出。而這種讀法卻包含有原詞的所有意思——快速讀過去，取出讀物中關鍵性的東西。因此，我們可以把這種讀法理解為快速瀏覽課文，領會文章大意。一般而言，通過標題可知道文章的主題。對文章的首段和末段要多加注意，以便發現作者的觀點。
4.查閱（Scanning）
Scaning的意思是掃讀或查閱，是快讀或速讀的一種。Scan就是通常所說的“掃描”。其特點是快，但又要全部掃及。Scan這個詞的詞義似乎矛盾，它既可以理解為“仔細地審視”，也可以理解為“粗略地瀏覽”。這種情況倒成了掃讀的絕好證明。從形式上看，掃讀是粗粗地一掃而過，一目十行，但從讀者的注意方面來看，卻又是高度的集中，在快速閱讀中仔細挑出重要的信息。因此，查閱可以理解為迅速找出文章中的有關事實細節或某一具體信息；有時要找出某一個單詞或詞組，如人名、地名、日期、價格等；有時要找出文中所述的某一特殊事件，而這一事件可能是由一個詞或短語交代的。若不具備一定的能力，這樣的細節恐不易發現。
5.速度變換（Readingrate）
我們要意識到閱讀的速度是不均勻的。也就是說，即使同一個人閱讀同一份材料，但由于閱讀是一種有相當心理負荷的腦力勞動，因此在開始、中途和結束時的速度不可能一樣。讀物的體裁和難度不一樣，閱讀的速度也不同。我們不要過分焦慮自己的閱讀速度，以免造成不必要的心理壓力。隨著速度的提高，理解的程度都有所降低，所以我們應認識到閱讀文章時的速度是可以調節的，只有合適的速度才可能獲得快速準確的閱讀效率。
6.閱讀習慣（ReadingHabit）
從主觀上要能克服注意力容易分散即所謂“思想開小差”的毛病，高度集中自己的注意力；從客觀上克服各種無意中形成或由來以久的壞習慣，如搖頭晃腦，抖動雙腿，玩弄紙筆，念念有詞等。這些“小動作”，也會分散注意力、影響思考，降低閱讀速度。
六、怎樣培養快速閱讀的技巧
讀外文書籍要做到“一目十行”。
1.視幅要寬
意思是每一眼看的詞要盡量的多。我們閱讀表面是用眼睛看，實際是用腦子讀，眼睛只是起了照相機鏡頭的作用。努力使自己的眼睛變成“廣角鏡”，把盡可能多的詞能一眼“盡收眼底”。
2.視時要短
意思是第一眼和第二眼之間停頓的間隙要盡量短。我們閱讀時，若視幅相同，誰的停頓時間短，誰就能讀得快。
3.意群要長
即在每個視幅中不是讓你把很多的單詞都收進腦子，而是要善于從中攝取有意義的詞組，這個有意義的詞組就是意群。極慢的讀者是一個字一個字地讀，視幅就很窄，句子中間的停頓就多，而頻繁的停頓必然妨礙正常的理解?？焖匍喿x者是半句或一句句地讀。視幅大大加寬，停頓的間隙少而短，獲取的都是有意義的詞組，因而理解全句或全段就能做到水到渠成。
4.利用上下文猜生詞
充分利用上下文給出的線索，有些生詞的意思是可以猜出來的。下面介紹一些基本方法：
（1）利用定義的線索
在生詞出現的上文或下文，有時能找到對它所下的定義或解釋，由此可判斷其定義。
（2）利用同義的線索
一個生詞出現的上下文中有時會出現與之同義或近義的詞，它往往揭示或解釋了生詞的詞義。
（3）利用反義的線索
在某一生詞的前面或后面有時會出現它的反義詞或常用來對比的詞語，由它可以推測生詞詞義。
（4）利用常識猜測詞義
有時一句話中盡管有生詞，但我們可以利用已有的知識去判斷生詞的意思。
（5）利用等式或符號猜測生詞
一段話后面有時會給出一些等式或符號，如前面的話中有生詞，由后面的等式或符號可疑猜出生詞的詞義。
總之，利用多種方法猜測生詞詞義，有助于提高閱讀速度和學習興趣，是英語學習者應當掌握的好方法。
高考復習教案英語（精選篇6）
第一部分：熱身
快速應答：
1.How are you going to school everyday?
2.Thank you very much for your help.
3.Would mind my opening the window?
4.What day was it yesterday?
5.What's the weather like today?
第二部分：朗讀
口語朗讀技巧：
1.聲調與降調
I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.
2.連讀：將前一個單詞最后的輔音與后一個單詞開頭的.元音連在一起朗讀。 half an hour ran out of not at all
3.失爆：當相鄰兩個爆破音在一起時，往往給前面一個爆破音留一個位置，但不
爆破，稍停隨即發后面的爆破音，這種現象稱為“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say
朗讀練習：
1. A smart housewife was told that there was a kind of stove which would only
consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"
2.The little boy did not like the look of the barking dog.
"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"
"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"
高考復習教案英語（精選篇7）
一、利用表象，豐富想象
觀察圖畫和實物作文符合英語作文起步階段需要有一定的情景要求，也符合高中學生有意想象占優勢的特點，同時避免了文字情節作文易使學生中譯英的缺點，但若每一次訓練都是刻板的再現材料，創造想象則難以增長。如果在教學設計時，在圖中留有空白，或對實物設置懸念，不僅可以引發學生的好奇心，激發他們對英語作文的興趣，減輕他們的懼怕心理，而且可以促使學生通過創造性的想象去填補空白，解決懸念。
如senior bookⅰ，unit 3 中的“help! help!”，可按發展順序設計幾幅救落水兒童的圖，但只給學生展示第一、二兩幅圖，圖畫的內容大致與課文內容相同，但是后幾幅的空白，使學生必須通過創造性的想象才能填補材料的空白。學生可以引用課文中的材料，也可以自由發揮。有學生這樣寫到：
last week， we had a picnic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。
之后，再給學生展示其中一幅圖，或一句話的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。讓學生自由選擇自由發揮。有的根據曾在報上看到的新聞，稱頌一身懷六甲的婦女勇救落水兒童的事跡，也有的譴責那些對落水者無動于衷的旁觀者。學生的作文體裁記敘文、議論文不限。這樣，既訓練了他們書面的`表達能力，又發揮了他們的想象和創造能力、思維表達能力。同時也讓他們思索了做人的道理。
二、精選圖畫，激發想象
處于英語作文起步階段的學生的想象具有直觀性，片面性和模仿性的特點，為其提供的觀察材料越具體、越完整、越詳實，他們的這些特點往往表現得越明顯，有時甚至強化了他們的這些特點。換個方式，為他們提供一些抽象的圖畫，他們的創造想象反而被激活，因為他們必須在原有的圖畫上進行創造才可能有新的形象產生。而“抽象畫作品所表現的物象與參照物相差甚遠，它限度地把形與色對視覺作用的潛力發揮出來，直觀效果非常強烈。它經過夸張、簡化、分解、組合等變化手段，將客觀事物的表象創造成為富于想象力?！比绾商m畫家蒙德里安的表達百老匯街道的嘈雜與熱鬧的《百老匯爵士》(jazz in broadway)是一幅看上去比較抽象的圖畫，學生通過觀察、運用合理的想象，寫出了內容各異的作品。
有學生這樣寫到：
it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。
而另有學生在他們的作文中認為這是一個“排污系統”(drain outlet system )或電路板(circuit board)或房屋平面圖(a plane figure of a house)等等。
可見，由抽象的圖畫到生動畫面的產生，到一篇作文的寫作成功，是創造想象不斷發展的過程，也是提高英語語言運用能力的過程。
三、借助音樂，拓寬想象
音樂能有效地豐富學生的精神生活，促進學生感知、情感、想象等方面的健康成長，能給學生提供想象和聯想的廣闊空間，有利于培養學生的發散性思維能力，促進人的全腦開發，為學生的創新精神和實踐能力在各方面的延伸乃至終身發展提供良好的基礎。因此，在英語寫作訓練中有時借助音樂等藝術形式，對豐富學生的想象力是一種有益的嘗試。
如senior book ⅵ ，unit 7中的“the waltz king ”這一課文，根據內容，可設計讓學生聽一首beethoven的“命運”(fate)，讓學生根據自己的理解，寫一篇作文，一位學生這樣寫到：
i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。
從作品中我們可以發現，借助音樂，學生的想象力得到了較大幅度的拓展?！耙魳匪囆g對學生的創造能力的發展具有獨特的作用。
四、靈活方法，發展想象
“創造想象是嚴格的構思過程，它是由思維調節的。”想象會產生全新的物象與情景、獨特的認識和感悟。一段文字、一篇文章，給不同的讀者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。(一千個讀者，就有一千個哈姆雷特。)在英語作文教學中根據一定的線索或情節，提供學生廣闊的思維空間，讓學生進行想象描述(創造性的描述)，會收到很好的鍛煉效果。
例如 “after twenty years" (senior book ⅵ，unit 5) 這一課，可要求學生在學完之后， 簡單續寫一個結尾。這是一篇根據o。 henry 同名原作改寫的文章。文章的故事情節雖然簡單，但很能挖掘、發揮學生的創造想象力。學生這樣寫到：
as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。
另有學生這樣寫到：
the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。
在作文教學中，通過對一定的語言材料進行不同方式的處理，確實是鍛煉學生的思維，發展學生的想象力的一條重要途徑。當學生對當前的語言材料進行閱讀、處理時，進行了充分的分析、比較，又充分展示了自己的想象力，其思維得到了充分的發散。心理學研究已經證實，發散思維對個體的創造性有著重要影響，我們應該根據教材特點，結合教學內容，注意這種思維能力的訓練，并創造一些行之有效的教學技術?？梢哉f，續寫結尾、續寫故事、改寫、擴寫等，都是高中英語作文教學中鍛煉學生思維，發展學生想象力的有效手段。
高考復習教案英語（精選篇8）
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?？苫Q，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?！苯猓饕獏^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。
高考復習教案英語（精選篇9）
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 _______________
高考復習教案英語（精選篇10）
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.