高考學(xué)生英語教案
高考學(xué)生英語教案都有哪些？英語的詞匯量非常龐大（約990,000個(gè)），但如果要估計(jì)具體數(shù)字，必須先判斷哪些能夠算作其單詞。下面是小編為大家?guī)淼母呖紝W(xué)生英語教案七篇，希望大家能夠喜歡！
高考學(xué)生英語教案（精選篇1）
一、教法建議
【拋磚引玉】
同學(xué)們將通過本單元的閱讀課文“Milu Deer Return To China”, 深刻認(rèn)識(shí)并了解保護(hù)野生動(dòng)物的重要意義。
單元雙基學(xué)習(xí)目標(biāo)
Ⅰ.詞匯學(xué)習(xí)
四會(huì)單詞和詞組：at present , nature , common , recently , alive , year by year , greatly , one day , sick
三會(huì)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(xué)習(xí)
在本單元，同學(xué)們要理解并初步掌握現(xiàn)在進(jìn)行時(shí)被動(dòng)語態(tài)的用法?，F(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)是由“由be的現(xiàn)在式 (am , is , are ) + being + 過去分詞”構(gòu)成。現(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)是表示“某人或者某事此時(shí)正在被……”。如：A teaching building is being built in our school .
【指點(diǎn)迷津】
單元重點(diǎn)詞匯點(diǎn)撥
1. deer鹿
I saw four deer in the forest .
〖點(diǎn)撥〗deer的單復(fù)數(shù)一樣。單復(fù)數(shù)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(diǎn)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(diǎn)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(diǎn)撥〗recently在句中時(shí)，句子常用現(xiàn)在完成時(shí)。如：Have you been very busy recently ?
5. alive活著的;存在的
Who’s the greatest man alive ?
〖點(diǎn)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(cè)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(bǔ)。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(shí) 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(qiáng)調(diào)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(rèn)為是當(dāng)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(yè)。
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(shí)況轉(zhuǎn)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(bǔ)，既可指人，又可指物。例如：
Jenny is a lively girl . 詹妮是個(gè)活潑的女孩。
Everything is lively here . 這兒一切都生機(jī)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(dòng)有趣。
5)life 是名詞作生命可數(shù)，作生活不可數(shù)。其復(fù)數(shù)是 lives 。類似把 -fe 變?yōu)?-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(yùn)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(xiàn)在;如今
How many research center are there at present for milu deer in China ?
5. do with處理;對(duì)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(shù)名詞。如：Too much of such rain will ruin the crop .
7. year by year年復(fù)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(gè)兩個(gè)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(dòng)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(gè)接一個(gè);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(gè)月中。出現(xiàn)這樣的短語時(shí)，句子常用完成時(shí)態(tài)。而in the past (在過去) 卻需要使用過去時(shí)。
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(duì)……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(xué)海導(dǎo)航
【學(xué)法指要】
單元難點(diǎn)疑點(diǎn)思路明晰
1. at present ; at the present time ; for the present
〖明晰〗這三個(gè)短語近義，都可表示“目前;現(xiàn)在”。第一個(gè)中的 present 是名詞，其前不用定冠詞;第二個(gè)中的 present 是形容詞 ( 意為“現(xiàn)在的 ) ;第三個(gè)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(cè)重指“暫時(shí)”。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(gè)短語都可表示“某一天”，但用法不同。
( 1 ) one day 可指過去或?qū)淼哪骋惶?，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(gè)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(gè)詞。而 some day 有時(shí)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?，主要區(qū)別是：
( 1 ) greatly 修飾動(dòng)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(jí)，不能修飾動(dòng)詞和 a - 形容詞。如：
I think he\'s very old .
( 3 ) much 修飾動(dòng)詞、過去分詞、形容詞和副詞的比較級(jí)或級(jí)。如：
We like it very much .
Now it is much easier to make plans for our trips .
當(dāng)修飾過去分詞時(shí)，much 有時(shí)可與 greatly 互換，但 greatly 的語氣比較強(qiáng)。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(qǐng)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(jié)構(gòu)：
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(bǔ) ) 。
— Would you like something to drink now ? 你現(xiàn)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(jié)構(gòu)含有責(zé)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(xiàn)在進(jìn)行時(shí)表示將來，指按計(jì)劃、安排在不久就要發(fā)生的動(dòng)作，常用在口語中。常見的這類動(dòng)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(yùn) !
〖明晰〗Good luck . 是分手道別時(shí)的常用祝愿語，意為“祝幸運(yùn)/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(dāng)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(shí)，其后常跟表示時(shí)間的名詞，也可跟副詞。作連詞時(shí)，引導(dǎo)一個(gè)時(shí)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(dāng)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(shí)，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(shí)，現(xiàn)在這種麋鹿已經(jīng)相當(dāng)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(gè)較為復(fù)雜的復(fù)合句，主句為…there are so many deer , that 引導(dǎo)的是結(jié)果狀語從句，which 引導(dǎo)定語從句。
在這個(gè) so…that 結(jié)構(gòu)中，中心詞是名詞 deer，本應(yīng)該用 such…that 結(jié)構(gòu)，但因名詞前有 many 修飾而用了 so…that 結(jié)構(gòu)，此特殊用法需注意。
( 2 ) are being sent 是現(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)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(yī)生一直想在某一家大型的現(xiàn)代化醫(yī)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(jìn)了他們現(xiàn)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(yī)生自然很生氣，于是便給鮮花店打電話詢問怎么回事。
當(dāng)?shù)昀习迓犝f發(fā)生的情況時(shí)，他忙向史密斯醫(yī)生道歉，說是送錯(cuò)了。
“ 但真的使我更擔(dān)心的是， ” 他補(bǔ)充道， “ 本應(yīng)該送到你那里的鮮花卻送給了一個(gè)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(duì) 3. 去it 4. has 后加it 5. 去for 6. library → libraries 7. has 后加been 8. 第二個(gè)and → or 9. lend → borrow 10. we → you
三、智能顯示
【心中有數(shù)】
單元語法發(fā)散思維
一、現(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)
〖思維〗1. 現(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)結(jié)構(gòu)。
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(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)的用法。
A . 表示一個(gè)正在進(jìn)行的被動(dòng)動(dòng)作即某件事情現(xiàn)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(xiàn)在會(huì)上正在討論這個(gè)問題。
B . 表示在現(xiàn)階段進(jìn)行被動(dòng)動(dòng)作，但不一定發(fā)生在說話的這一時(shí)刻。例如：
The bridge is being repaired .那座橋正在修復(fù)之中。(可指“正在講話的同時(shí)”，也可指“目前”。)
She\'s being taught English . 有人在教她英語。(在說話時(shí)，也許根本沒人教她。)
[注]現(xiàn)在進(jìn)行時(shí)的被動(dòng)語態(tài)有時(shí)可與情態(tài)動(dòng)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(shí)候有面試。他此刻也許正在接受面試哩。
練習(xí)：
A . 把下列句子變成被動(dòng)語態(tài)。
1 . Mr Smith is driving a car .
2 . The teacher is scolding (批評(píng)) me .
3 . They are painting the houses .
B . 單項(xiàng)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(shí)，可修飾形容詞、副詞和動(dòng)詞。修飾形容詞、副詞時(shí)，enough 應(yīng)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(shí)，修飾復(fù)數(shù)名詞和不可數(shù)名詞，習(xí)慣置于名詞之前。
Have you made enough copies ?
I\'ll get enough money to pay for a taxi .
當(dāng) enough 和形容詞一起位于名詞之前時(shí)，要注意辨別 enough 的詞性以及對(duì)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(qiáng)調(diào)釘子的數(shù)量。b)句中的 enough 是副詞，修飾 big，強(qiáng)調(diào)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(gè)澡嗎 ?
b) Is there hot enough water for me to have a bath ? 有足夠熱的水讓我洗個(gè)澡嗎 ?
a) 句中的 enough 是形容詞。修飾 water , 強(qiáng)調(diào)數(shù)量;b)句中的 enough 是副詞，修飾 hot , 強(qiáng)調(diào)水的溫度。
下面請(qǐng)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(xiàng)A中的 enough 是副詞，修飾 long，強(qiáng)調(diào)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(shù)可數(shù)名詞，故不選。選項(xiàng)C、D的語序不對(duì)，也不可選。
高考學(xué)生英語教案（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(shí)態(tài)往前推一格， be動(dòng)詞改成過去式時(shí)，用 were。
I wish I ____were___ (be) as clever as you.(現(xiàn)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(dǎo)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(zhǔn)備 arrangement n.
arrange sth. arrange to do sth arrange for sb. to do
(1) 我們會(huì)安排好一切的。 We will arrange everything.
(2) 我已經(jīng)安排今晚同他們見面 。 I’ve arranged to see them tonight.
(3) 我已經(jīng)安排瑪麗去機(jī)場(chǎng)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(dǎo)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(dǎo)讓步狀語從句
Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…
(2) 引導(dǎo)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(dǎo)讓步狀語從句時(shí)，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(yīng)，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(dòng))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(yīng)，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(duì)…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(shí)間，空間上)接近;親密的;仔細(xì)的，嚴(yán)密的 adv靠近地 常與to連用
closely : adv 仔細(xì)地,嚴(yán)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(guān))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?yàn)樘嗟墓ぷ鞫鴦诶邸______
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(shù)表達(dá)法 A is once/twice/three times … as +原級(jí)+as +B
A is once/twice/three times … 比較級(jí)+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(dá))
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(dòng)
(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(qiáng)調(diào)句型 基本形式為：It is/was +強(qiáng)調(diào)部分+that+其他部分
強(qiáng)調(diào)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(gè)男孩回家的。 It was he that sent the boy home yesterday.
是上個(gè)星期天小張買了輛車。 It was last Sunday that Xiaozhang bought a car.
是因?yàn)樗麐寢屔∷蛱鞗]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(gè)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(jì)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(shù)
n.總數(shù)，總計(jì)
What does the total come to?__總共有多少___There are 50students in total.__總共50名學(xué)生。
Project
12. reach: v/n夠得著，延伸，達(dá)成
(1) Vt. We reached Beijing to reach an agreement yesterday__到達(dá) ____;達(dá)成(協(xié)議)
到達(dá)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 _______________
高考學(xué)生英語教案（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.
高考學(xué)生英語教案（精選篇4）
教學(xué)內(nèi)容分析
本單元的中心話題是“(杰出)女性”，話題涉及談?wù)摷澳阕畛缇吹呐浴皨D女獨(dú)自南極探險(xiǎn)”，“美國電視黑人女主持人奧普拉·溫茀麗的故事”等，語言技能和語言知識(shí)都圍繞中心話題而設(shè)計(jì)。本節(jié)課為此單元的第二課時(shí)——閱讀課。
“讀前”(Pre-reading)設(shè)計(jì)了三個(gè)有關(guān)旅行和南北極的問題，具體涉及極地探險(xiǎn)、動(dòng)物等內(nèi)容, 能夠誘發(fā)學(xué)生的探索精神和想象力。通過學(xué)生的討論、探究，自主地發(fā)現(xiàn)下面閱讀故事的背景，有助于學(xué)生正確理解文章的深層意思，真正體會(huì)主人公Helen Thayer的偉大。
“閱讀”(Reading)材料是一篇記敘文，故事描敘的是作者Helen Thayer在她60歲時(shí)，獨(dú)游南極洲的冒險(xiǎn)經(jīng)歷。在惡劣多變的氣候條件及險(xiǎn)惡的地理狀況中，作者在危急關(guān)頭，雖感孤獨(dú)恐懼，但表現(xiàn)出冷靜、頑強(qiáng)、樂觀的態(tài)度，最后克服險(xiǎn)境。對(duì)學(xué)生今后的人生道路、心理素質(zhì)、生活態(tài)度起到了陶冶和積極的導(dǎo)向作用。
Teaching Aims：
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important Points：
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult Points：
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods：
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching Procedures：
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead--in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South Pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South Pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
高考學(xué)生英語教案（精選篇5）
教學(xué)目標(biāo)
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(xué)重難點(diǎn)
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(xué)工具
ppt
教學(xué)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.
高考學(xué)生英語教案（精選篇6）
教學(xué)目標(biāo)
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(jìn)一步學(xué)習(xí)有關(guān)“朋友”的知識(shí)信息，啟發(fā)學(xué)生對(duì)朋友和友誼的思考。
3、了解《安妮日記》的背景知識(shí)，在感受外國文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。
4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準(zhǔn)確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。
5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的.能力及運(yùn)用語言進(jìn)行交際的能力。
6、通過個(gè)人活動(dòng)、小組活動(dòng)和班級(jí)活動(dòng)等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語學(xué)習(xí)的經(jīng)驗(yàn)，感受用英語交流的成功和喜悅。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn):
1、了解《安妮日記》的背景知識(shí)，在感受外國文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。
2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。
教學(xué)難點(diǎn):
對(duì)所獲得的信息進(jìn)行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。
教學(xué)工具
ppt課件
教學(xué)過程
...
板書
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
高考學(xué)生英語教案（精選篇7）
教學(xué)目標(biāo)
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學(xué)重難點(diǎn)
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學(xué)工具
課件
教學(xué)過程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
課后小結(jié)
學(xué)了這節(jié)課你有什么收獲?
課后習(xí)題
完成課后習(xí)題一、二。
板書
Unit 5 Music