高考英語知識教案
高考英語知識教案都有哪些？在中國的臺灣省，英語是所有中小學生的必修課外語，大學也經常要求學生達到一定程度的英語。下面是小編為大家帶來的高考英語知識教案七篇，希望大家能夠喜歡！
高考英語知識教案（精選篇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!
高考英語知識教案（精選篇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.
高考英語知識教案（精選篇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
高考英語知識教案（精選篇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.
高考英語知識教案（精選篇5）
1. 能力目標：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends
2. 知識目標：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but…
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3. 情感目標:
① To arise Ss’ interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.
4. 策略目標：
① To develop Ss’ cognitive strategy: making notes when listening carefully;
② To develop and improve Ss’ communicative strategies.
5. 文化目標：
To enable the Ss to come to know different opinions about making friends from different countries.
6. 現實目標
① To make Ss respect each other and friendship
② To make them get well with one another in society
Teaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….
3. To let Ss make a correct choice about their questions that they meet in warming up.
Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text on P1
Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course not
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自評 他評
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson…
5. Do you think you need to improve yourself in some ways? Which ways?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the movies
Step 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne’s best friend?
When did the story happen?
Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War Ⅱ
Step 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).
5. Which sentences attract you in the passage?
Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?
Step 7. Assignment
Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to總計、加起來共是
Having a big breakfast adds up to 112
add…to…把…加到…
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺騙;作弊
2). (of, out of) to take from (someone) in a dishonest way 騙取
The boss has cheated out of his money
1). an act of cheating 作弊行為
2). one who cheats 騙子
3. Go through
1).To examine carefully 仔細閱讀或研究
I went through the students’ papers last night.
2).To experience 經歷，遭受
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 瘋狂的，愚蠢的`
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂熱的，著迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others單獨的
She lives alone.
2). only 僅僅，只有。用于名詞或代詞之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 擔心
We’re all concerned about her safety
Concern oneself in something 從事或參與某事
He concerned himself in the case
Be concerned with… 與…有關
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣
His cheating on the exam upset his mother
8.well n.井 adj. 身體好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. Assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5. Assignment
Do Workbook. writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
高考英語知識教案（精選篇6）
教學準備
教學目標
掌握住列舉的重點單詞和句子
教學重難點
掌握住列舉的重點單詞和句子并能靈活運用
教學過程
Ⅰ.重點單詞
1.________ vi.爆裂;爆發
n.突然破裂;爆發
2.________ n.事件;大事
3.________ n.廢墟;毀滅
vt.毀滅;使破產
4.________ adj.極度的
5.________ vt.破壞;毀壞;消滅
6.________ vt. & vi. (使)震驚;震動
n.休克;打擊;震驚
7.________ n. & vt.援救;營救
8.________ vt.使陷入困境
n.陷阱;困境
9.________ n.災難;災禍
10.________ vt.埋葬;掩埋;隱藏
11.________ n. & vt.損失;損害
12.________ n.裁判員;法官
vt.斷定;判斷;判決
13.________ vt.損害;傷害→________ n.傷害;損害→________ adj.受傷的
14.________ n.電;電流;電學→________ adj.用電的;帶電的'→________ adj.與電有關的;電學的
15.________ vt.使驚嚇;嚇唬
→ ________ adj.受驚的;受恐嚇的
→ ________ adj.令人恐懼的
16.____________ n.祝賀;(復數)賀詞
→ _____________ vt.祝賀
Ⅱ.重點短語
1.a (great) number ________許多;大量的
2.dig ________掘出;發現
3.________ an end結束;終結
4.right ________立刻;馬上
5.as ________仿佛;好像
6.________ ruins嚴重受損;破敗不堪
7.think little ________輕視，滿不在乎
8.tens ________ thousands of數以萬計
9.be proud ________以……自豪
10.judge ________從……判斷
11.be trapped ________陷入
12.be buried ________埋頭于
13.put ________ shelters搭建避難所
14.get away ________離開
15.pay attention ________注意
Ⅲ知識點教案
EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).
burst with anger/ joy
勃然大怒
burst n.
突然破裂;爆發
a burst of laughter
一陣笑聲
2.
n.廢墟，遺跡(常用復數形式);毀滅
be/lie in ruins
成為廢墟;嚴重受損;破敗不堪
EX.1 All the towns were/lay in _____ (ruin) after the earthquake.
vt.毀滅;使破產
ruin oneself
ruin one’s health/fame/future
EX.2過量吸煙損害健康，因此你應該戒煙。
Heavy smoking ruins your health, so you should give up smoking.
EX.3用ruin, destroy, damage填空：
① Her heart was slightly _______ as a result of her long illness.
② His life was ________ by drink.
③ The earthquake almost _______ all the bridges in this area.
3. injure vt.損害;傷害
______ n.傷害
______ adj.受傷的
________傷員
Exs.
①The soldier was ______ in the arm in the war.
②She was ______ slightly in an accident during the work.
③This bright light will do great ______ to your eyes.
④I was very much ______ at his words.
看例句再歸納：
1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.
2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.
3. I was shocked that 17 people died
in the explosion at a restaurant in Anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
6. trap
vt.使陷入困境
trap sb. into (doing) sth.
be trapped in
困在……中;陷在……中
EX.1警察設圈套使他講出實情。
The police trapped him into
telling the truth.
EX.2對比練習
他陷入交通堵塞中，感到很無助。
1) He ___________ (trap) in the traffic jam and felt helpless.
2) When he __________ (trap) in the traffic jam, he felt helpless.
3) When __________ (trap) in the traffic jam, he felt helpless.
n.陷阱;困境
set a trap to do sth./for…
誘使某人做某事
fall into a trap
落入圈套
7. bury vt.
找出含bury的短語并翻譯
① The army organized teams to dig out those who were trapped and to bury
the dead.
掩埋
② He has learnt to bury his feelings.
掩藏、隱藏
③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
④ She buried her face in her hands and wept.
bury one’s face in hands
雙手掩面
be buried in/bury oneself in
專心于;埋頭于;沉浸于
EX.1對比練習：
他埋頭學習，不知道他的同學們早已經離開了。
1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
5. 8. right away
6.立刻、馬上
7. =right now/ at once/in no time
8. by the end of到時候為止(常與_________連用)
9. EX.2 By the end of last month, he _________(learn) 3,000 English
10. words or so.
11. EX.3我會用愛迪生的一句名言來結束。
12. I’ll end up with a famous saying from Edison.
13. 10. Review
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.
17. EX.2 ----The number of students are in
18. the dining hall now.(改錯)
19. ----Yes. The number of students
20. _____ (be) about 400.(填空)
21. 11. Thousands of families were killed and many children were left without parents.
22. leave做使役動詞，意為___________________
23. leave+賓語+賓補{doing sth.
24. {done
25. {to do sth.
26. {adj. / adv. /介詞短語
27. EX.1 You shouldn’t have left water ___________(run).
28. EX.2 She ran away _____________________
29. _______________. (她跑開了，留下她的男友
30.一個人在雨中)
31. 12. It seemed as if the world was at an end!
32. → as if用于陳述語氣中：
33. It looks as if it’s going to rain.
34. She closed her eyes as if she was tired.
35. → as if用于虛擬語氣中：
36. 1). She behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). He opened his mouth as if _________ something. (say)
39. 12. It seemed as if the world was at an end!
40. → as if用于陳述語氣中：
41. It looks as if it’s going to rain.
42. She closed her eyes as if she was tired.
43. → as if用于虛擬語氣中：
44. 1). She behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). He opened his mouth as if _________ something. (say)
47. 13.Translate the following sentences:
48. 1). All hope was not lost.
49.
50. 2). Not everyone has passed the exam.
51. 3). I don’t want both the ties.
52.部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
54.意為：______________________
55. EX.1 ________ people can understand you.
56. = _____ people can _____understand you.
57.并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
EX.2這兩個男孩對我們都不粗魯。
Neither of the boys is rude to us.
Ⅳ.鞏固考點作文串記
One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).
高考英語知識教案（精選篇7）
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.