(完整word版)高中英语教学教案——完整版
（完整word）高中教案英语句子成分析
（完整word）高中教案英语句子成分析英语句子成分I教学内容英语句子八种成分英语简单句基本句型II 教学目标1.知识目标：学习和掌握英语句子成分和简单句基本句型2.能力目标：简单句基本句型的识别和运用3.情感目标：通过英语句子成分和基本句型的学习，为讲和写完整正确的英语句子打下坚实的基础，树立起学好英语的信心。
III 教学重难点及方法1.教学重点：理解英语中构成各成分的词性2.教学难点：学习和运用基本句型3.教学方法：explaining, discovering & practicingIV 教学步骤Step1 significance英语是由单词——词组——句子——段落——篇章构成，环环相扣，相辅相成，英语中的句子处于一个适中的位置，可以看作是英语中连接低级和高级的纽带。
学习单词和词组的时候，我们往往要举例子来理解和运用单词和词组，与此同时，句子又是组成段落和篇章的基本单位，因此学习句子成分和结构是非常重要和必要的。
学习句子成分要会判断它是由什么词性的单词来充当该成分的，并且要学会判断句子中的各个成分，学好了该部分的知识，对于我们学习难句和分析长句十分有帮助，只有掌握了句子的构成和简单句的基本句型，我们在讲英语和写英语时才能讲出/写出完整正确的句子，才能切实去提升我们的表达和写作。
Step2 the sentence elements英语句子成分可分为8种：主语（subject）; 谓语动词（predicate）; 表语（predicative）；宾语（object）；宾语补足语（object complement）；定语（attribute）；状语（adverbial）；主语补足语（subject complement）一．主语：是一句的主体，是全句诉说的对象，简单来说就是谓语动词之前的部分，往往由名词（n.），代词（pron.），数词，非谓语动词形式以及句子来充当。
1.Walls have ears. →名词2.He will take you to the hospital. →代词3.Three and four is seven. →数词4.To see is to believe. →To do不定时5.Smoking is not allowed in public places. →Doing 动名词6.Whether or not they will come depends on the weather. →句子T：相信同学们对主语还是不陌生的，关键要会判断到底是什么成分充当主语。
2021-2022学年高中英语人教版必修三教学案：Unit 2 Section 1 Word版含答案
Ⅰ.Match the word with its meaning.1．diet A．古怪心2．fry B．折扣3．slim C．生的；未加工的4．balance D．缺点；虚弱；弱点5．curiosity E．日常饮食；节食6．hostess F．强项；特长；力气7．raw G．变细；减肥；苗条的8．lie H．顾客；消费者9．customer I．油煎；油炸10．discount J．平衡；权衡；天平11．weakness K．说谎；谎话；谎言12．strength L．女仆人；女主持人答案：1～5EIGJA6～10LCKHB11～12DFⅡ.Write down the meaning of phrases in each sentence.1．You ought to diet and take more exercise.应当2．She has been taking exercise to lose weight from day to day.减肥3．How did she get away with cheating？不受惩处4．I feel guilty about having to tell a lie.说谎5．They won back respect and found it much easier to teach.赢回Look at the following pictures of the food and try to write down their English names. 1．These foods are energygiving foods.2．These foods are bodybuilding foods.3．These foods are protective foods.Ⅰ.Fast-reading1．Read the text quickly and match each part with its main idea.Para. 1A．Wang Peng did some research and wanted to win his customers back.Para. 2 B．Wang Peng found out the reason why his restaurant was empty.Para. 3 C．Wang Peng wondered why customers didn't eat in his restaurant as usual.答案：Paras.1～3CBA2．According to the exercise above, try to write down the main idea of the text.Wang Peng's restaurant became_empty because a new one had taken his regular customers away, and he wanted to improve it to win_his_customers_back．Ⅱ.Careful-readingRead the text carefully and choose the best answer.1．What can we learn from Wang Peng's research in the library?A．Wang Peng's restaurant offered a balanced diet.B．Yong Hui's restaurant offered a balanced diet.C．Both of the restaurants offered a balanced diet.D．Neither of the two restaurants offered a healthy diet.2．Which of the following did NOT appear on Yong Hui's menu?A．Cabbage.B．Cola.C．Water. D．Apples.3．We can infer from Wang Peng's research in the library that a balanced diet should contain________．A．much fat that can give energyB．no fat but rich fibres to keep fitC．only raw vegetables, fruits and water to keep slimD．enough energygiving food and the food that contains enough fibre4．Why did many people go to Yong Hui's restaurant?A．Because the food was very cheap.B．Because the food was very delicious.C．Because the food helped them lose weight.D．Because the food made them keep energetic.5．How did Wang Peng feel at the end of the story?A．Disappointed. B．Hopeful.C．Excited. D．Discouraged.答案：1～5DBDCBⅢ.Study-readingAnalyze the following difficult sentences in the text.1．Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.[尝试翻译]要是李昌不像平常那样到他的餐馆吃饭，那确定是发生了什么糟糕的事情。
(完整版)高中英语人教版必修四Unit3ATasteofEnglishHumourlanguagePoints教案系列一
Unit 3 A taste of English humourLanguage points教案Teaching goals1．Target languagea. Humour, comedy, content, performer , astonish , fortunate, ordinary, bored, entertain , throughout, homeless, moustache, worn, failure, overcome, leather, pick out.b Make Ss get knowledge of the new words and phrases.2．Ability goalsGet Ss to use some useful new words and expressions correctly.Enable Ss to make sentences with the useful sentence patterns.3．Learning ability goalsTo help students master the important language points.To help students to make sentences by using the words and phrases.Teaching important pointsGet Ss to master the usage of the words and phrases.Teaching difficult pointshelp students get knowledge of the language points.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.Teaching proceduresStep I , review the new words and phrases.Step II. Teaching the important language points一．词语辨析1. specially / especially / particularly【解释】specially = on purpose故意地；专门地 (不是为了别的，而只是为了某一目的而专门采用的某种方式。
完整版)高中英语教学大纲
完整版)高中英语教学大纲2.能用简单的句子描述人、事、物及其特征。
3.能用简单的语言表达自己的看法和意见。
4.能口头介绍自己的家庭、学校、爱好等。
5.能口头交流日常生活中的一些基本信息，如时间、日期、天气等。
三)读1.能读懂教学大纲词汇表(1、2)中不带＊号的词汇和短语。
2.能读懂教材中的课文，理解其中的主要内容和基本信息，掌握一定的阅读策略。
3.能根据上下文推测生词的意义。
4.能读懂简单的说明、广告、海报等非文学性材料。
5.能读懂简单的文学性材料，如故事、诗歌等。
四)写1.能书写教学大纲词汇表(1、2)中不带＊号的词汇和短语。
2.能写出简单的句子，描述人、事、物及其特征。
3.能写出简单的短文，介绍自己的家庭、学校、爱好等。
4.能写出简单的信函、便条、日记等。
5.能根据所学知识，完成简单的写作任务，如填写表格、写简单的应用文等。
四、教学内容本教学大纲所规定的教学内容，是在初中英语教学的基础上，以教学大纲词汇表(1、2)为基础，结合国内外教材编写情况和学生实际需要，按照语言技能和交际功能的要求，安排的一系列语言活动和语言知识的研究。
教学内容主要包括以下四个方面：一)词汇和短语1.教学大纲词汇表(1、2)中不带＊号的词汇和短语。
2.初中英语教学中学生已掌握的词汇和短语。
3.与学生年龄、学科和兴趣相关的词汇和短语。
二)语音、语调和语音连读1.基本发音规则和语音知识。
2.基本语调和语音连读。
3.常见的语音和语调错误。
三)语法和句型1.基本句型和常用句型。
2.基本语法知识和句子结构。
3.常见的语法错误。
四)听、说、读、写技能1.听力技能和听力策略。
2.口语技能和口语策略。
3.阅读技能和阅读策略。
4.写作技能和写作策略。
五、教学方法全日制高级中学英语教学应采用多种教学方法，以满足学生的不同研究需求和兴趣爱好。
教学方法应以学生为主体，以任务为导向，注重语言技能和交际功能的培养，注重学生的自主研究和合作研究，注重语言和文化的融合。
高中英语教学教案——完整版
Lesson 1 Your ChoiceFirst PeriodI.Teaching objectives:A.knowledge objectivesa.Describe the appropriate career in the future and the reasons.b.According to the questionnaire to judge people’s personalities and recommend the perfectcareer。
c.Students could finish some practical English tasks by themselves.B. Ability objectivesTo develop the students' reading、speaking、writing and communicating skills.C. Emotional skillsTo enlarge the students’ eyesight and let them know more about themselves and their personalities. II。
Teaching Key Points and Difficult Points：a.some students may have problems in understanding the differences and usage of DirectSpeech and Indirect Speech。
b.Some students have troubles in mastering the important words and phrases relating tocareer and characteristics.IIITeaching Aids：PPT、Textbook and MultimediaIV。
(word完整版)全日制高级中学英语教
全日制高级中学英语教学大纲(试验修订版)中华人民共和国教育部制订随着社会生活的信息化和经济生活的全球化，我国对外开放的进程日益加快。
学习和掌握一门外国语，开展对外交流是对21世纪国民素质的基本要求。
外国语是学习文化科学知识、获取世界各方面信息与进行国际交往的重要工具。
通过学习他国的语言，加深对他国文化的认识和理解，学会尊重他国的语言和文化，进而更好地认识并热爱本民族的语言和文化，培养和提高学生的人文素质。
外国语学习必须贯彻国家的教育方针，面向现代化，面向世界，面向未来；必须以科学的教育理论为指导，联系社会生活实际和高中学生的生活经验以及知识积累，加强教学实践，注重培养学生的创新精神和实践能力，外国语教学必须积极进行教学方法的改革，努力提高教学质量。
一、教学目的全日制高级中学英语教学的目的是：在义务教育初中英语教学的基础上，使学生巩固、扩大基础知识，发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，侧重提高阅读能力；使他们在英语学习过程中，受到思想品德、爱国主义和社会主义等方面的教育，增进对外国文化，特别是英语国家文化的了解；在学习中，发展学生的智力，培养创新精神和实践能力，形成有效的学习策略，为他们的可持续发展奠定基础。
二、教学目标和要求根据《全日制普通高级中学课程计划》（实验修订稿）的规定，高中英语总课时量为384课时，周课时累计为12课时。
全日制普通高级中学英语教学目标分为一级目标和二级目标。
一级目标是全日制普通高级中学毕业的较低水平；二级目标是较高水平。
一级目标和二级目标的教学内容相同，而对语言运用能力的要求不同。
(一)一级目标与要求听1．能听懂课堂用语和教师用学生所学过的简单英语对新词语意义的解释。
2．能听懂教师用所学过的简单英语叙述课文内容，以及围绕课文内容提出的问题。
3．能听懂对方在学生所学过的语言范围内，用略慢的语速谈有关日常生活的内容，有时需要对方重复。
4．能基本听懂没有生词、题材熟悉、内容简单的语段，语速为每分钟110个词。
英语教学设计模板Word版
I
believe……
be…… In my opinion, a good friend is someone who……
(完整版)高中英语高一英语必修二unit2TheOlympicGames教学设计教案
Learning Tip部分鼓励学生在两人活动和小组活动中积极发言,这样既可以消除害羞的心理，又有利于学生掌握恰当的交际策略。
II．教学重点和难点
1．教学重点
(1） 本单元的生词和短语；
(2)学会使用将来时的被动语态；
Suggested Answers： 1. A 2。 B 3。 C 4。 A 5. C 6. B
Step 3。Pre-reading
Purpose：To have Ss learn about some more about Olympics and arouse their interest.
Individual work：Get Ss to answerthis questionindividually。
(2) What are the differences？
Ancient
Modern
Games
Summer
Summer ＆ winter
Country
OnlyGreece
Countries from all over the world
Competitors
Only men
Men and women
2.To read an interview about the Olympics。
Teaching Procedures：
Step 1. Leading—in
Purpose：To activate Ss and arouse them to talk aboutmascotsin the Olympic Games.
（2)Because Li Yan has explained that it is a great honour to host the Olympic Games.。
(完整版)高中英语校本课程方案新
高中英语校本课程“VOU CLUB”简介一、课程性质：属校本课程，面向高一、高二学生。
语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件，对促进人的全面发展具有重要意义。
高中学生学习外语一方面可以促进心智、情感、态度价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习外国的先进文化科学技术和进行国际交往创造条件。
二、指导思想在我校大力倡导恪守教育真谛，转变教学思想的前提下，以我校“一本三追求”为指导，落实《中华人民共和国义务教育法》和《二十一中校本课程的管理办法》的精神，全面贯彻“生本”理念，树立学生健全的人格，提高学生自主发展的能力。
三、课程目标1.培养学生的自主学习、合作学习、综合语言运用能力。
2.提高学生运用英语进行思维和表达的能力，形成跨文化交际意识和基本的跨文化交际的能力。
3.拓展学生的国际视野，形成健全的情感、态度、价值观，为未来的发展和终身学习奠定良好的基础。
四．授课要求：1.报名范围：高一、高二全体同学2. 学生人数：15名3. 对学生的要求：1. 对英语有浓厚兴趣。
2. 有扎实的英语语言功底。
3. 具有一定的表现力。
4. 学习态度端正，能积极主动完成各项学习任务。
5. 善于与他人合作。
4. 对教室的要求：多媒体教室五．课程内容六、指导教师：韩鸿青赵海萍王晓翠李慧成七．学习方式：自主学习，合作学习八．教学方式：讲授示范法合作探究竞赛九．评价方式十．课程简介高中VOU学习俱乐部是以学生现有的英语听说读写能力，通过英语话剧表演、诗歌朗诵、演讲比赛、辩论赛、绕口令、电影赏析、英语名著片断赏析等多种形式，给学生提供用英语展示自我的平台，从而达到激发学生对英语学习的兴趣，开拓学生的文化视野，同时提高学生运用英语的综合能力。
英语辩论赛 5.17英文歌曲 5.31英文演讲比赛 6.14英文话剧 6.28。
新外研版高一英语教案：必修1 Unit 1 1.3 Developing ideas 教学设计(2)- Word版含答案
Unit 1 A new startPeriod 3 Developing ideas—high school hints本课是高中英语新教材Unit 1的第三课时，主要讲述了一位考上大学的新生对于自己高中生活的回顾，是一篇访谈类文章。
【教学目标】一、语言能力目标1. Learn some important words and expressions that are used to describe one’s school life.2. Write an essay about how to spend your high school’s life.3. Learn some other sayings about life.4. Review some important words and expressions that are used to describe your school life.5. Write an essay about how to spend your school life, using expressions and sentences of unit 1.二、文化意识目标1、获得相关文化知识，正确处理校园人际关系，树立积极生活、学习的价值观。
2、培养自尊、自强、自立的良好品格，具备一定的跨文化交际能力。
三、思维品质目标1、能够梳理、概括写作信息，独立整合语言篇章结构。
2、能够创造性地表达自己的观点，具备多元思维意识和创新思维能力。
四、学习能力目标1、树立正确的英语学习观，保持对英语的学习兴趣，具有明确的学习目标。
2、能够多渠道获取英语学习资源，有效规划学习时间和学习任务。
【核心素养】一、语言能力：1. 能够理解该语篇资源和内容，了解对话类文章的写作特点。
2. 通过阅读语篇，了解作者的情感态度、价值取向、思维脉络和思维特点。
3. 通过阅读语篇，能够理解语篇的深层次含义。
(完整版)教师资格证考试高中英语教案模板
1.Teaching aims:1. Train the students’ reading ability.2.Enable the students to realize ...3.Stimulate（激发） the students’ interest and ...2.Teaching methods:1.Fast reading to get general idea of the text.2.Careful reading to understand the passage better.3.Teaching procedures（程序）：1.Play a guess game: ...2.Play another guess game: ...Step 3 Predict（展望）1.Ask the students to predict what the reading passage talks about according to the title and illustrations（插图） of passage. The teacher can give some clues by talking about the illustrations:......Step 4 Skimming（略读）1.Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance（指导） on reading skills.Main idea of the passage:...2.Let the students skim the passage and divide it into different parts to find outthe main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5 Careful reading... （问题）Ask the students to scan the second part and complete the chart（图表） with information from the passage.Ask the students to read carefully and finish the following tasks:......（设计一些问题或判断对错等）Knowledge aims1.To listen to and understand the listening materials.2.Students can master the following expressions:...（一些句型）Ability aims1.Enable students to catch and understand the listening materials.2.Develop students’ability to get special information and take note while listening.3.Get students to learn and use the expressions of...1.Enable students to know more about ...2.Develop students’sense of ...Teaching procedures1.Put students into pairs. Give them each two minutes to think of ......（游戏过程）Step 2Pre-listening1.Tell students they will listen to a dialogue about ...2.Give students some directions and make them predict what the listening text is about.Step 3 While-listening1. Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2.Ask students to listen to the tape again. Let them listen and answer some questions. (Show the questions on the blackboard)3.Students exchange the information and listen to the tape a third time for checking. Let them have the correct answers.Step 4 Post-listening1.Give 2-3 minutes to students to ask questions if they have any.2.Show students the listening text and let them read it aloud.3.Let students read aloud the questions and expressions on the blackboard:...(从前目标里的句型 )4.Make sure they will understand and enable to use the, Then let them in Pairs discuss ...5.Get some pairs to act out their dialogue in front of the class.1.Make sentences with the expressions in the lesson.2.Surf the internet to find out more information about ...3.给一篇文章用来讲语法的课堂设计Knowledge objectivesTo learn the use of ... （语法点）Ability objectivesTo use ... （语法）correctly and properly according to the context.Emotional objectives1.To become interested in grammar learning.2.To develop the sense of groupcooperation Teaching important pointsGet students to learn and master the new grammar item: ...（语法）Teaching difficult pointsEnable students to learn how to use ... correctly.Teaching procedures1.Check the homework exercises.2.Let students dictate some new words and expressions.Step 2 Discovering useful structures1.Ask students to read through the passage ... , pick out the sentences where（语...法）are, and then underline ...（语法）2.Let students work in pairs to translate these sentences and try to understand the use of ...3.Have students observe the sentences and draw the conclusion: ...1.Ask students to work in pairs to finish the following exercises on how ... are used. (Show the following on the screen)...Step 4 Using structures(Show the following exercises on the screen or give out exercises papers.)Answer the following questions using ......1.Ask students to work in group of four.2.Give them four minutes to finish the work and ask each group to choose the best answers.3.Ask students to choose the best sentences.Step 5 Playing the gameGet into groups and play the game:Step 6 Closing down by a quiz. (Showsome exercises on the screen.)Let students finish them within a few minutes, then check the answers with thewhole class.Knowledge objectivesBy the end of this lesson the students:1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expressions to describe a good restaurantsuch as: ...Ability objectives1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives1.To improve the students’learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTask-based approach, cooperating approach and communicative approach. Teaching proceduresStep 1Revision & lead inFirst check the homework of last class.Then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: ...Step 2Discussing1.Show students 4 pictures of ...2.Ask 3 students to report their work, show them the pictures of ...Step 3 Pre-writing1.Show them the sample ...2.Read the ... and think over what are the characteristics of ... , encourage some students to analyze and tell their opinion.Step 4 While-writing1.Ask students to read the requirements on the text.2.Ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...Step 5 Post-writingLet them swap their passage with each other and recommend 3 most successful ... Step 6 Homework1.Polish students’writing and write some more aspects of ...Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2.Review the words and expressions in this unit.Teaching aims1. To know the meaning and usage of the following words: ...To understand some important sentences in the text and know the structure and usage of inversion.2.To master the micro-reading skills through skimming and scanning.3.To know the ability and knowledge ... and develop the ability of getting information from the passage and dealing with the information.Teaching methodsTask-based learning; situational learning; group work learning.The key and difficult points1.To enable the students to get the main idea of the passage, analyze the structure, and get useful information.2.To train the students of micro-reading skills such as skimming and scanning,and develop their ability of reorganizing and transferring information.Step 2SkimmingQuestions( To explain some words and structures.)Step 3Detailed readingStep 4InterviewStep 5SummaryStep 6Homework1.Read and practice the dialogue after class fluently.2.Find the useful words and expressions in the passageand do exercises on the textbook following the passage to consolidate them.。
(完整版)高中英语教学设计
(完整版)高中英语教学设计一、教学背景高中英语是中国高中教育中的重要组成部分，对培养学生的语言沟通能力和跨文化交际能力具有重要作用。
本教学设计适用于高中英语二年级，在该年级学生已经具备了基本的英语语言基础，需要进一步提高听说读写的综合能力。
二、教学目标1. 提高学生的英语听力理解能力，培养其听懂与表达英语的能力；2. 提升学生的英语口语表达能力，培养其流利、准确地进行英语口语交际的能力；3. 培养学生的阅读理解能力，让其能够独立阅读英语文本并理解其中的意思；4. 培养学生的写作能力，让其能够用英语进行书面表达。
三、教学内容本教学设计主要包括以下内容：1. 听力训练：通过听力练，让学生提高对语音、语调和语速的敏感度，培养学生的听力理解能力；2. 口语训练：通过对话、角色扮演和自由对话等活动，让学生在模拟真实情景中进行英语口语交际，提高他们的口语表达能力；3. 阅读训练：通过阅读故事、文章和新闻等材料，培养学生的阅读理解能力，让他们能够理解并运用所学知识；4. 写作训练：通过写作练，让学生锻炼用英语进行准确、流畅的书面表达能力。
四、教学方法1. 情景模拟：通过模拟真实情景，让学生在情景中进行听、说、读、写的综合训练；2. 合作研究：通过小组合作和伙伴活动，培养学生的协作能力和互助精神；3. 多媒体辅助教学：利用多媒体资源，如图片、音频和视频等，激发学生的研究兴趣，提高他们的研究效果；4. 任务型教学：设立具有实际意义的任务，激发学生的研究动力，培养他们解决问题的能力。
五、教学评估1. 听力评估：通过听力测试，考察学生对听力材料的理解能力；2. 口语评估：通过口语演讲和对话等活动，评估学生的口语表达能力；3. 阅读评估：通过阅读理解测试，考察学生对阅读材料的理解能力；4. 写作评估：通过作文和写作任务，评估学生的写作能力。
六、教学资源1. 教科书：选用与教学内容相符合的高中英语教科书；2. 多媒体资源：准备相关的图片、音频和视频等多媒体资源；3. 笔记本和笔：供学生做课堂笔记和完成写作任务使用；4. 扩展阅读材料：提供与教学内容相关的阅读材料，帮助学生进一步拓展阅读能力。
2021-2022学年高中英语人教版必修五教学案：Unit 1 Section Ⅳ Word版含答案
SectionⅣLearningaboutLanguage&UsingLanguage对应同学用书P15[原文呈现]COPERNICUS' REVOLUTIONARY①THEORYNicolaus Copernicus②was frightened and his mind was confused③. Although he had tried to ignore them, all his mathematical calculations led to④the same conclusion that the earth was not the centre of the solar system⑤. Only if you put the sun there did⑥the movements⑦of the other planets in the sky make sense⑧. Y et he could not tell anyone about his theory as the powerful Christian Church⑨would have punished him for even suggesting such an idea. They believed God had made the world and for that reason⑩the earth was special and must be the centre of the solar system.[读文清障]①revolutionary [ˌrevə'luːʃənərI]adj.革命的；重大变革的②Nicolaus Copernicus ['nIkələs kəʊ'pɜːnIkəs]尼古拉·哥白尼(波兰天文学家)③confused adj.困惑的；苦恼的④lead to通向；导致⑤the solar system太阳系⑥only后接if引导的状语从句，主句使用部分倒装。
(word完整版)人教版高中英语必修一Unit1教案.doc
Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
翻译练习：(1)他今天去上班没带领带。
Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。
7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。
(完整版)高中英语必修三第一单元教案
（3,1）重点词汇1. vt.&vi. 意思是；意味着；打算；预定[典例]1). The sign means that the road is blocked.2). I mean you to work as our spokesman.[重点用法](sth.) mean doing sth. 意味着… (sb) mean to do sth. 打算做…What do／did you mean by...? “你……是什么意思？”[练习] 按要求填空或翻译。
1). Can you tell me what this sentence______ (mean)?2). Your friendship ______ (mean) a great deal ______ (介词) me.3). In some parts of London, missing a bus means ______ (wait) for another hour.4). What did he mean ______ (介词) saying that remark?2. vi.&vt. (使)饿死；饿得要死starvation n.[u] 饿死[典例]1). The enemy is trying to starve us to death.2). I’ m starving; let’ s have a big dinner.3). He said he would starve rather than beg for food.[重点用法]starve to death = die of starvation/hunger饿死starve sb to death 把某人饿死starve for sth. = be starved of sth. = hope/long for sth. 希望/渴望得到某物[练习] 用starve的短语的适当形式填空。
(完整版)高中英语优质课教案——名词性从句
Unit4 Practice of Subject ClauseIntroduced by What, That and WhetherThis lesson we will focus on the subject clause introduced (引导) by what, that and whether. Then we will consolidate the subject clause by oral speaking.Step1. Leading inRead the following proverbs and translate them into chinese. Pay attention to the sentence structure.1. What is done by night appears by day. 。
2. It’s a good lesson that diligence can make up for clumsiness.。
3. What we do willingly is easy. 。
Step2. ExercisesDo the following exercises and find out the rules.1. (07全国II) matters most in learning English is enough practice.A. WhatB. WhyC. WhereD. Which2. (07陕西) parents say and do has a life-long effect on their children.A.ThatB.WhichC.WhatD.As3. (2008上海) It has been proved eating vegetables in childhood helps to protect you against serious illnesses in later life.A. WhatB. ThatC. WhichD. Why4. she will come to our party is certain.A. WhetherB. ThatC. WhatD. If5. ______ we will go camping tomorrow depends on the weather.A. IfB. WhetherC. ThatD. When6. he will attend the meeting tomorrow remains unknown.A. WhatB. ThatC. WhetherD. If7. (你所需要的) is more practice.8. (他在会议上所说的) surprised everybody.Conclusion:1. wha t引导主语从句，在从句中作句子成分（、或）。
高中英语人教版选修六教案Unit 1单元教案(word版)
Unit 1 ArtPeriod1 Vocabulary and Useful ExpressionsTeaching Goals:1.To enable Ss to master some new words and expressions2.To get Ss to have knowledge of this grammar point: the subjective moodTeaching Procedures:Step 1. Free talkIf you have a special chance to become a poet, what kind of poems will you write to people?And why?Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1.Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you.(1)dead lead red thread fed said bed(2)high(3)sing(4)today(5)lace(6)trueSuggested Answers:(2)high sky pie my fly shy lie(3)sing ring wing thing king fling string(4)today away say play lay tray may(5)lace race face case chase place space(6)true too new flew few shoe canoeplete the passage using the words below in the correct form.c o t t a g e r u n o u t o f n u r s e r y r h y t h m r e c i t e r h y m eWhen I was a baby, my mother used to read me rhymes, I loved their and the way the words at the end of the lines. By the time I was two years old, I could at least ten of them. When we new nursery rhymes, my mother would go to the store to buy another nursery rhyme book. In fact, my family loved reading so much that the living room in our was full of books.Suggested Answers:nursery; rhythm; rhyme; recite; run out of; cottage.3.In English we sometimes add –ful to a noun to make an adjective. For example, wonder becomes wonderful. This means full of wonder. Now make adjectives form these nouns. Then add four other pairs you know.(1)beauty (5) dread (9)(2)joy (6) hope (10)(3)sorrow (7) peace (11)(4)delight (8) power (12).Suggested Answers:(1) beautiful (2) joyful (3) sorrowful (4) delightful (5) dreadful(6) hopeful (7) peaceful (8) powerful (9) thankful (10) successful (11) painful (12) usefulplete the table with the correct nouns, verbs, adjectives or adverbs.Verb AdverbNoun AdjectiveangrydarkenimpressiverepetitivetransformationaltranslationwarmenjoyexpressivelyinspireSuggested Answers:Verb AdverbNoun Adjectiveanger anger angry Angrilydark darken dark darklyimpression impress impressive impressively repetition repeat repetitive repetitively transformation transform transformational \translation translate translated \warmth warm warm wrmlyenjoyment enjoy enjoyable enjoyably expression express expressive expressively inspiration inspire inspirational inspirationallyplete each sentence using the correct word from the table you have just completed. (1)While you were reciting the poem, I think you moved your body very . It made the performance much more interesting.(2)Ad I lay in the , the words of a new poem came into my head.(3)The teacher doesn’t think that the of the Tang poem is very good.(4)Songs are often easy to remember because they a lot of poetry.(5)Your talk was so that I want to go and write lots of poetry.(6)I loved the strong images you used in your poem to convey feelings of .(7)We were very by the students’ performance of their poetry.(8)We passed the afternoon very reading poetry together under the trees.(9)Mr. Tanne r’s love of poetry has the students’ feelings towards the subject.(10)Even though it is cold, your poem about summer has made me feel really . Answers:(1) expressively (2) darkness (3) translation (4) repeat (5) inspirational (6) anger (7) impressed (8) enjoyably (9) transformed (10) warm Step 3. Grammar1.PresentationPurpose: To revise the usage of the subjunctive mood with Ss.所述情况从句主句与现在事实相反If+主语+动词过去式主语+ would/could/might/should+ （be 动词用were）动词原形与过去事实相反If+主语+动词过去完成式主语+ would/could/might/should+have + 过去分词与将来事实相反①if+主语+动词过去式主语+ would/could/might/should+②if+主语+were to + 动词原形动词原形③if+主语+should+动词原形此表中需要注意几点：(1) be 动词在表示与现在事实相反的从句中一般用were.在非正式情况先，第一、第三人称后偶尔也用was. 如：If he were you, he would go at once.(2) 主句中的should 通常用于第一人称，would，could 以及might 可以用于各种人称。
2021-2022学年高中英语人教版必修五教学案：Unit 5 Section Ⅱ Word版含答案
Section ⅡWarming Up & Reading — Language Points一、这样记单词记得准·写得对记得快·记得多Ⅰ.基础词汇1.temporary adj.临时的；临时的2.choke v i.&v t. (使)噎住；(使)窒息an n. 器官4.barrier n. 屏障；障碍(物)plex adj. 简单的6.liquid n. 液体7.scissors n．(pl.) 剪刀8.squeeze v t.&v i. 榨；挤；压榨9.vital adj. 至关重要的；生死攸关的10.symptom n. 症状；征兆11.pour v t.&v i. 倒；灌；注；涌12.damp adj. 潮湿的1.temporary adj.临时的；临时的[反义]permanent adj.永久的[联想]contemporary adj.当代的；同时代的an n．器官[联想]器官及身体部位相关词汇合锦①lung n．肺②liver n．肝③skin n．皮；皮肤④ankle n．踝(关节)⑤wrist n．手腕⑥tissue n．(生物)组织3.liquid n．液体[联想]物质的各种存在形式①solid n．固体adj.牢固的；固体的②steam n．蒸汽；水蒸气③gas n．煤气；气体4.scissors n．(pl.)剪刀[规律]一些成双成对的名词通常只有复数形式，常见的还有：①jeans牛仔裤②headphones耳机③trousers裤子④glasses眼镜⑤shoes鞋子⑥compasses圆规Ⅱ.拓展词汇1.bleed v i.&v t.流血→blood n．血；血液2.injury n．损伤；损害→injure v t.使受伤；弄伤→injured adj.受伤的3.poison n．毒药；毒害v t.毒害；使中毒→poisonous adj.有毒的d adj.稍微的；温存的；温存的→mildly ad v.稍微地；温存地5.swell v i.&v t.(使)膨胀；隆起→swollen adj.肿胀的6.unbearable adj.难以忍受的；不能容忍的→bearable adj.可忍受的；能应付的→bear v．忍受7.variety n．变化；多样(化)；多变(性)→vary v i.变化；变动→various adj.各种各样的5.vital adj.至关重要的；生死攸关的[同义]important; of great importance6.aid n．&v t.挂念；救济；资助[联想]“挂念”家族①help n．&v t.挂念②assist v t.挂念；帮忙③support n．&v t.支持；挂念④sponsor v t.赞助⑤fund v t.资助⑥do sb. a favour挂念某人⑦give/lend sb. a hand挂念某人7.与“急救”有关的词汇①poison n．&v t.毒药；使中毒②injury n．损伤；损害③choke v i.&v t.(使)噎住；(使)窒息④bleed v i.&v t.流血⑤treat v t.&v i.治疗⑥cure v t.治愈⑦apply v t.涂；敷⑧first aid急救二、这样记短语记坚固定短语多积常用词块1.first_aid(对伤患者的)急救2．fall_ill 生病3．get_injured 受伤4．a_variety_of 各种各样的5．electric_shock 触电；电休克6．squeeze_out 榨出；挤出7．over_and_over_again 反复；多次8．in_place 在适当的位置；适当1.an essential part必不行少的部分2．a barrier against ... 抵挡……的一道屏障3．a sense of touch 触觉4．within a day or two 一两天内5．tissue and organs under the skin皮下组织和器官6．take off 脱掉7．icy water 冰水8．get infected 感染三、这样记句式先背熟再悟通后仿用1.... it is where you feel cold, heat or pain and it gives you your sense of touch.……正是皮肤使你感到冷、热或苦痛，它还使你有触觉。
(完整版)高中英语全册教学大纲(全)
育英优启高中英语教研组（人教版）高中英语各单元知识点归纳（必修1~5 +选修6~11）必修一语法写作交际用语Unit 1 Friendship 复习直接引语和间接引语在陈述句和疑问句中的用法练习设计调查问卷、写信及趣味写作发表观点：同意、不同意Unit 2 English around the world 祈使句及间接引语的用法如何用英文写通知出现语言交际困难时的应答Unit 3 Travel journal 现在进行时表将来如何写应用文体——游记式日记祝愿和告别Unit 4 Earthquakes 定语从句(1): 由who/whom/which/that 引导的定语从句记叙文叙述过去的经历Unit 5 Nelson Mandela —a modern hero 定语从句(2): 由where/when/why/ 介词+which / 介词+whom如何写人物生平介绍征求意见，发表意见引导的定语从句必修二Unit 1 Cultural relics 定语从句(3): 限制性定语从句、非限制性定语从句练习写介绍景物的应用文征求看法，发表看法Unit 2 The Olympic Games 被动语态(1): 一般将来时的被动语态描写最喜爱的运动员谈论兴趣爱好、同意和不同意Unit 3 Computers 被动语态(2): 现在完成时的被动语态说明文作出决定和推理Unit 4 Wildlife protection 被动语态(3): 现在进行时的被动语态写一篇关于保护野生动物的文章谈论意愿和目的、道歉Unit 5 Music 定语从句(4): 介词+which / 介词+whom 引导的定语从句写E-mail 寻求建议提出建议、表达偏好和爱好必修三Unit 1 Festivals around the world 情态动词(1) 续写故事谈论节日、表达谢意、打电话Unit 2 Healthy eating 情态动词(2) 议论文谈论健康、提出建议Unit 3 The Million Pound Bank Note 名词性从句(1)——宾语从句、表语从句学习写英语短剧在餐馆用餐的表达Unit 4 Astronomy:the science of the stars 名词性从句(2)——主语从句说明文——如何解决某个问题如何给他人指引Unit 5 Canada —“The True North ”情态动词(3) 练习描写某一地点的短文描述方向和位置必修四Unit 1 Women of achievement 主谓一致练习描写某个人的短文描述人物Unit 2 Working the land 动词的-ing(1): 作主语和宾语写海报说服他人Unit 3 A taste of English humor 动词的-ing(2): 作表语、定语和宾语补足语幽默短文写作情感表达Unit 4 Body language 动词的-ing(3): 作定语、状语对现象进行归纳总结、反思禁止和警告、义务Unit 5 Theme parks 构词法：合成法、派生法、转化关于说明类、解释类的写作问路和指路Unit 1 Great scientists 过去分词(1): 作定语和表语练习写说服别人的信件描述人物Unit 2 The United Kingdom 过去分词(2): 作宾语补足语练习写描写景点的说明文语言交际困难、空间方位描述Unit 3 Life in the future 过去分词(3): 作定语和状语练习写描述未来的说明文预测未来Unit 4 Making the news 倒装的用法练习写新闻报道约会Unit 5 First aid 省略的用法练习写急救方法的说明文给他人指示选修六Unit 1 Art 虚拟语气(1) 建议信谈论个人偏好Unit 2 Poems 虚拟语气(2) 写诗谈论个人意愿和计划Unit 3 A healthy life it 的用法(1) 建议信禁止、警告、允许Unit 4 Global warming it 的用法(2) 写海报同意、反对、责怪、抱怨Unit 5 The power of nature 复习动词-ing 形式描述景点表达情感选修七Unit 1 Living well 复习不定式建议信表达愿望和祝贺Unit 2 Robots 复习被动语态(1) 科幻小说表达推测和信念Unit 3 Under the sea 复习被动语态(2) 抱怨责怪、抱怨Unit 4 Sharing 复习限制性定语从句给贫困失学儿童写一封信时间先后顺序、逻辑关系Unit 5 Travelling abroad 复习非限制性定语从句给笔友写一封信喜恶、可能、不可能选修八Unit 1 A land of diversity 复习名词性从句——主语从句、宾语从句、表语从句练习写关于某地方的非编年体报告鼓励他人说话、描述某个地方Unit 2 Cloning 同位语写一篇关于辩论的文章表扬和鼓励、接受和拒绝Unit 3 Inventors and inventions 复习过去分词——作定语、表语、宾语补足语应用文写作——求职信打电话Unit 4 Pygmalion 复习过去分词——作状语就某故事的某个场景进行创新写作推测、情感表达、判断评价Unit 5 Meeting your ancestors 复习动词时态描述考古发现描述特征、建议、假设选修九Unit 1 Breaking records 主语杂志简介惊奇Unit 2 Sailing the oceans 表语(1)——接表语的各种动词有游说性质的写作：给领导的报告因果表达Unit 3 Australia 表语(2)——单词、短语、从句写e-mail 禁止和警告Unit 4 Exploring plants 直接引语和间接引语描写某种植物好奇和憎恶Unit 5 Inside advertising 宾语补足语设计广告在争吵中表达观点Unit 1 Nothing ventured, nothing gained 定语评论故事发表意见、争吵Unit 2 King Lear 状语叙述文：概括某个故事情感表达Unit 3 Fairness for all 时态总结演讲稿对比Unit 4 Learning efficiently 复习虚拟语气应用文写作：建议信建议Unit 5 Enjoying novels 独立主格结构评价某个人物同情、时间先后选修十一Unit 1 New Zealand 冠词应用文写作：请求信谈论地貌、气候、文化、人口等Unit 2 Detective stories 状语从句故事评论禁止和警告、建议和劝说Unit 3 Finding the correct perspective 强调句应用文写作：建议信建议和劝说、鼓励和安慰Unit 4 Legends of ancient Greece 可数名词、不可数名词小说表达信念和好奇、谈论传说Unit 5 Launching your career 句子分析：简单句、并列句、复合句应用文写作：求职信个人喜恶、愿望和期待、面试。
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Lesson 1 Your Choice
First Period
I.Teaching objectives:
A.knowledge objectives
a.Describe the appropriate career in the future and the reasons.
b.According to the questionnaire to judge people’s personalities and recommend the perfect
career.
c.Students could finish some practical English tasks by themselves.
B. Ability objectives
To develop the students’ reading、speaking、writing and communicating skills.
C. Emotional skills
To enlarge the students’eyesight and let them know more about themselves and their personalities.
II.Teaching Key Points and Difficult Points:
a.some students may have problems in understanding the differences and usage of Direct
Speech and Indirect Speech.
b.Some students have troubles in mastering the important words and phrases relating to
career and characteristics.
IIITeaching Aids:
PPT、Textbook and Multimedia
IV.Teaching Methods
a.task-based teaching method
b.student-based teaching method
V.teaching procedures:
Step 1 warm up
a.Greeting the whole class as usual to activate the new class.
b.Bain-storming. Teacher invites Students to name some famous persons’ jobs.
Step 2 Pre-reading
a.Teacher asks Students their dream jobs and the special reasons behind to have such a jo
b.
b.Teacher teaches some new words and phrases.
Step 3 While-reading
a.Students read the questionnaire, make choices and exchange answers in pairs.
b.Students will guess what personality in pairs and the right jobs. Then Ss decide whether
the job suits each other.
c.Students check the answer key on page 91. Ss will judge whether the description fits their
personalities.
Step 4 Post-reading
Students learn some other words in the new context.
Step 5 Homework
a.Do Exercise. 6 on page 67.
b.Review the new lesion.
课时学案
I.How many jobs can you think of? Write down the new words you have just learned.
___________ ___________ ______________ ____________ ________________
___________ ___________ ______________ ____________ ________________ II.Pair work: Do you have anything special inside yourself to have such a job? (p22, exe 1)
I think I am _________, ___________ and _____________. As a result, I feel I am good
at________. I am a natural _________.
III.Match the main idea with each part.
Part 1 When your bus had an accident on a deserted road?
Part 2 What would you do when your teacher asked your class to act out a play in
a short time?
Part 3 What would you do to help a friend to write a summary?
Part 4 What would you do when your boss tells your team to repair an old pump? IV.Guess the words in the new contexts:
A.He did the homework with his teacher's guidance so that he knew how to make
it. His teacher often gives aid to him in this way.
B.Generally speaking, a text is composed of several paragraphs on one topic.
C.My dream university is the Massachusetts Institute of Technology in the USA.
D.The data were collected by different researchers.
V..Your desk mates will guess what personality you are and the right jobs for you. Then you are going to decide whether it suits you.
Example: I guess you are cheerful and creative. Meanwhile, you may be very motivated.
As a result, I advise you to be a teacher or a tour guide.
I guess you are _______ , _______and _____, so I advise you to be______or _________. VI.(p22 exe 3) Check the answer key on page 91. Does the description fit your personality?
Would you like to do the kind of jobs that the answer key suggests for you?
Example:
My partner asked me to be a teacher or a tour guide. The answer key, however, advised me to be a journalist. In my opinion, I would like the latter because I am creative and the job can bring my strengths to the full. I believe I can write good news reports in future.
My partner told me to be _____or a_____. The answer key, however, advised me to be_____. In my opinion, I would like_____ because I am _____ and the job can bring my strengths to the full. I believe I can write good news reports in future.。