高考英語復習教案設計
高考英語復習教案設計如何寫？從教學活動的過程出發(fā)：由專業(yè)設置、課程體系設置、師資隊伍建設及教學質(zhì)量評價體系等構成。下面是小編為大家?guī)淼母呖加⒄Z復習教案設計七篇，希望大家能夠喜歡！
高考英語復習教案設計篇1
一、人稱代詞是表示\"我\"、\"你\"、\"他\"、\"她\"、\"它\"、\"我們\"、\"你們\"、\"他們\"的詞。人稱代詞有人稱、數(shù)和格的變化，見下表：
數(shù) 單數(shù) 復數(shù)
格 主格 賓格 主格 賓格
第一人稱 I me we us
第二人稱 you you you you
第三人稱 he him they them
she her they them
it it they them
例如：He is my friend. 他是我的朋友。
It\'s me. 是我。
二、 物主代詞是表示所有關系的代詞，也可叫做代詞所有格。物主代詞分形容性物主代詞和名詞性物主代詞兩種，其人物和數(shù)的變化見下表。
數(shù) 單數(shù) 復數(shù)
人稱 第一人稱 第二人稱 第三人稱 第一人稱 第二人稱 第三人稱
形容詞性物主代詞 my your his/her/its our your their
名詞性物主代詞 mine yours his/hers/its ours yours theirs
例如： I like his car. 我喜歡他的小汽車。
Our school is here，and theirs is there. 我們的學校在這兒，他們的在那兒。
三、 指示代詞表示\"那個\"、\"這個\"、\"這些\"、\"那些\"等指示概念的代詞。指示代詞有this，that，these，those等。
例如：That is a good idea. 那是個好主意。
四、 表示\"我自己\"、\"你自己\"、\"他自己\"、\"我們自己\"、\"你們自己\"和\"他們自己\"等的代詞，叫做自身代詞，也稱為
\"反身代詞\"。
例如：She was talking to herself. 她自言自語。
五、 表示相互關系的代詞叫相互代詞，有each other 和one another兩組，但在運用中，這兩組詞沒什么大的區(qū)別。
例如：They love each other. 他們彼此相愛。
六、 不是指明代替任何特定名詞的代詞叫做不定代詞。常見的不定代詞有a11，both，each，every等，以及含有some-，any-，no-等的合成代詞，如anybody， something，no one。這些不定代詞大都可以代替名詞和形容詞，在句中作主語、賓語、表語和定語，但none和由some，any，no等構成的復合不定代詞只能作主語、賓語或表語;every和no只能作定語。
例如：--- Do you have a car? --你有一輛小汽車嗎?
--- Yes，I have one. --是的，我有一輛。
--- I don\'t know any of them. 他們，我一個也不認識。
七、 疑問代詞有who，whom，whose，what和which等。在句子中用來構成特殊疑問句。疑問代詞都可用作連接代詞，引導名詞性從句(主語從句、賓語從句和表語從句)
例如：Tell me who he is. 告訴我他是誰。
八、 關系代詞有who，whom，whose，that，which，as等，可用作引導從句的關聯(lián)詞。它們在定語從句中可作主語、
表語、賓語、定語等;另一方面它們又代表主句中為定語從句所修飾的那個名詞或代詞(先行詞)。
例如：He is the man whom you have been looking for. 他就是你要找的那個人。
3.1 人稱代詞的用法
1)人稱代詞的主格在句子中作主語或主語補語。例如：
John waited a while but eventually he went home. 約翰等了一會兒，最后他回家了。
John hoped the passenger would be Mary and indeed it was she. 約翰希望那位乘客是瑪麗，還真是她。
說明：在復合句中，如果主句和從句主語相同，代詞主語要用在從句中，名詞主語用在主句中。例如：
When he arrived, John went straight to the bank. 約翰一到就直接去銀行了。
2)人稱代詞的賓格在句子中作賓語或介詞賓語，但在口語中也能作主語補語，第一人稱在省略句中，還可以作主語。
例如： I saw her with them, at least, I thought it was her. 我看到她和他們在一起，至少我認為是她。(her做賓語，them做介詞賓語，her做主語補語)
a. -- Who broke the vase? --誰打碎了花瓶?
b. -- Me. --我。(me做主語補語= It\'s me.)
說明：在上面兩例句中，her和me分別作主語補語。現(xiàn)代英語中多用賓格，在正式文體中這里應為she和I。
3.2 人稱代詞之主、賓格的替換
1) 賓格代替主格
a.在簡短對話中，當人稱代詞單獨使用或在not 后，多用賓語。
---- I like English. --我喜歡英語。
---- Me too. --我也喜歡。
---- Have more wine? --再來點酒喝嗎?
---- Not me. --我可不要了。
b.在表示比較的非正式的文體中，常用賓格代替主格。 但如果比較狀語的謂語保留，則主語只能用主格。
He is taller than I/me.
He is taller than I am.
2) 主格代替賓格
a. 在介詞but，except 后，有時可用主格代替賓格。
b. 在電話用語中常用主格。
---- I wish to speak to Mary. --我想和瑪麗通話。
---- This is she. --我就是瑪麗。
注意：在動詞be 或to be 后的人稱代詞視其前面的名詞或代詞而定。
I thought it was she. 我以為是她。 (主格----主格)
I thought it to be her. (賓格----賓格)
I was taken to be she. 我被當成了她。 (主格----主格)
They took me to be her. 他們把我當成了她。 (賓格----賓格)
3.3 代詞的指代問題
1)不定代詞 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式場合使用時，可用he, his, him代替。
例如： Nobody came, did he? 誰也沒來，是嗎?
2)動物名詞的指代一般用it或they代替，有時也用he, she，帶有親切的感情色彩。
例如： Give the cat some food. She is hungry. 給這貓一些吃的。她餓了。
3)指代車或國家，船舶的名詞，含感情色彩時常用she。
3.4 并列人稱代詞的排列順序
1)單數(shù)人稱代詞并列作主語時，其順序為：第二人稱-> 第三人稱 -> 第一人稱，即you-> he/she; it -> I。
例如：You, he and I should return on time.
2) 復數(shù)人稱代詞作主語時，其順序為：第一人稱 -> 第二人稱 -> 第三人稱，即we ->you->they。
注意： 在下列情況中，第一人稱放在前面。
a. 在承認錯誤，承擔責任時，
It was I and John that made her angry. 是我和約翰惹她生氣了。
b. 在長輩對晚輩，長官對下屬說話時，如長官為第一人稱，
如：I and you try to finish it. 我和你去弄好它。
c. 并列主語只有第一人稱和第三人稱時。
d. 當其他人稱代詞或名詞被定語從句修飾時。
3.5 物主代詞
1)物主代詞既有表示所屬的作用又有指代作用。例如：
John had cut his finger; apparently there was a broken glass on his desk.
約翰割破了手指，顯而易見，他桌子上有個破玻璃杯。
物主代詞有形容詞性(my, your等)和名詞性(mine, yours等)兩種，形容詞性的物主代詞屬于限定詞。名詞性的物主代詞在用法上相當于省略了中心名詞的--\'s屬格結構。例如：
Jack\'s cap 意為The cap is Jack\'s。
His cap 意為The cap is his。
2) 名詞性物主代詞的句法功能
a. 作主語。例如：
May I use your pen? Yours works better. 我可以用一用你的鋼筆嗎?你的比我的好用。
b. 作賓語。例如：
I love my motherland as much as you love yours. 我深愛我的祖國就像你深愛你的祖國一樣。
c. 作介詞賓語。例如：
Your should interpret what I said in my sense of the word, not in yours.
你應當按我所用的詞義去解釋我說的話，而不能按你自己的去解釋。
d. 作主語補語。例如：
The life I have is yours. It\'s yours. It\'s yours. 我的生命屬于你，屬于你，屬于你。
3.6 雙重所有格
物主代詞不可與 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等詞一起前置，修飾一個名詞，而必須用雙重所有格。公式為：a, an, this, that +名詞+of +名詞性物主代詞。例如：a friend of mine, each brother of his.
3.7 .反身代詞
1) 1) 列表
數(shù) 單數(shù) 復數(shù)
人稱 第一人稱 第二人稱 第三人稱 第一人稱 第二人稱 第三人稱人稱代詞 I you he/she/it we you they
反身代詞 myself yourself yourself/herself/himself ourselves yourselves themselves
另外：one的反身代詞為oneself
2)做賓語
a. 有些動詞需有反身代詞，如absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave等。例如：
We enjoyed ourselves very much last night. 我們昨晚玩得很開心。
Please help yourself to some fish. 請你隨便吃點魚。
b. 用于及物動詞+賓語+介詞，如take pride in, be annoyed with, help oneself to sth等。例如：
I could not dress(myself)up at that time. 那個時候我不能打扮我自己。
注：有些動詞后不跟反身代詞，如：get up, sit-down, stand up, wake up等。例如：
Please sit down. 請坐。
3) 用作表語，如結構be oneself。例如：
I am not myself today. 我今天不舒服。
4) 用作同位語
The thing itself is not important. 事情本身并不重要。
5) 在不強調(diào)的情況下，but, except, for 等介詞后賓語用反身代詞或人稱代詞賓格均可。如：No one but myself(me)is hurt.
注意：
a. 反身代詞本身不能單獨作主語。
(錯) Myself drove the car.
(對) I myself drove the car. 我自己開車。
b. 但在and, or, nor連接的并列主語中，第二個主語可用反身代詞，特別是myself 作主語。例如：
Charles and myself saw it. 查爾斯和我看見了這件事。
3.8 相互代詞
1)相互代詞只有each other和one another兩個詞組。他們表示句中動詞所敘述的動作或感覺在涉及的各個對象之間是相互存在的。例如：
It is easy to see that the people of different cultures have always copied each other.
顯而易見，不同文化的人總是相互借鑒的。
2)相互代詞的句法功能：
a. 作動詞賓語;
People should love one another. 人們應當彼此相愛。
b. 可作介詞賓語;
Does bark, cocks crow, frogs croak to each other. 吠、雞鳴、蛙兒對唱。
說明：傳統(tǒng)語法認為，相互關系存在于兩個人或物之間用each other， 存在于兩個以上人和物之間用one another。現(xiàn)代英語中，兩組詞交替使用的實例也很多。例如：
He put all the books beside each other/one another. 他把所有書并列擺放起來。
Usually these small groups were independent of each other. 這些小團體通常是相互獨立的。
c. 相互代詞可加-\'s構成所有格。例如：
The students borrowed each other\'s notes. 學生們互借筆記。
3.9 指示代詞
1) 指示代詞分單數(shù)(this / that)和復數(shù)(these / those)兩種形式，既可作限定詞又可做代詞。例如：
單數(shù) 復數(shù)
限定詞 This girl is Mary. Those men are my teachers.
代詞 This is Mary. Those are my teachers.
2) 指示代詞的句法功能;
a. 作主語。例如：
This is the way to do it. 這事兒就該這樣做。
b. 作賓語。例如：
I like this better than that. 我喜歡這個甚至那個。
c. 作主語補語。例如：
My point is this. 我的觀點就是如此。
d. 作介詞賓語。例如：
I don\'t say no to that. 我并未拒絕那個。
There is no fear of that. 那并不可怕。
說明1：指示代詞在作主語時可指物也可指人，但作其他句子成分時只能指物，不能指人。例如：
(對)That is my teacher. 那是我的老師。(that作主語，指人)
(對)He is going to marry this girl. 他要和這個姑娘結婚。(this作限定詞)
(錯)He is going to marry this. (this作賓語時不能指人)
(對)I bought this. 我買這個。(this指物，可作賓語)
說明2：That和those可作定語從句的先行詞，但this和 these不能，同時，在作先行詞時，只有those可指人，試比較：
(對) He admired that which looked beautiful. 他贊賞外表漂亮的東西。
(對) He admired those who looked beautiful. 他贊賞那些外表漂亮的人。(those指人)
(錯) He admired that who danced well. (that作賓語時不能指人)
(對) He admired those who danced well. 他贊賞跳舞好的人。(those指人)
(對) He admired those which looked beautiful. 他贊賞那些外表漂亮的東西。(those指物)
3.10 疑問代詞
1) 疑問代詞在句中起名詞詞組的作用，用來構成疑問句。疑問代詞有下列幾個：
指人： who, whom, whose
指物： what
既可指人又可指物： which
2) 疑問代詞在句中應位于謂語動詞之前，沒有性和數(shù)的變化，除who之外也沒有格的變化。what, which, whose還可作限定詞。試比較：
疑問代詞：Whose are these books on the desk? 桌上的書是誰的?
What was the directional flow of U. S. territorial expansion? 美國的領土擴張是朝哪個方向的?
限定詞：Whose books are these on the desk? 桌上的書是誰的?
What events led to most of the east of the Mississippi River becoming part of the United States?
哪些事件使密西西比河以東的大部分土地歸屬于美國?
說明1：無論是做疑問代詞還是限定詞，which 和 what 所指的范圍不同。what所指的范圍是無限的，而which則指在一定的范圍內(nèi)。例如：
Which girls do you like best? 你喜歡哪幾個姑娘?
What girls do you like best? 你喜歡什么樣的姑娘?
說明2：Whom是who的賓格，在書面語中，它作動詞賓語或介詞賓語，在口語中作賓語時，可用who代替，但在介詞后只能用whom, 例如：
Who(m)did you meet on the street? 你在街上遇到了誰?(作動詞賓語)
Who(m) are you taking the book to? 你要把這書帶給誰?(作介詞賓語，置句首)
To whom did you speak on the campus? 你在校園里和誰講話了?(作介詞賓語，置介詞后，不能用who取代。)
說明3： 疑問代詞用于對介詞賓語提問時，過去的文體中介詞和疑問代詞通常一起放在句首，現(xiàn)代英語中，疑問代詞在句首，介詞在句末。例如：
For what do most people live and work? 大部分人生活和工作的目的是什么?(舊文體)
What are you looking for? 你在找什么?(現(xiàn)代英語)
說明4： 疑問代詞還可引導名詞性從句。例如：
I can\'t make out what he is driving at. 我不知道他用意何在。
Can you tell me whose is the blue shirt on the bed? 你能告訴我床上的藍襯衣是誰的嗎?
Much of what you say I agree with, but I cannot go all the way with you.
你說的我大部分同意，但并不完全贊同。
3.11. 關系代詞
1) 關系代詞用來引導定語從句。它代表先行詞，同時在從句中作一定的句子成分。例如：
The girl to whom I spoke is my cousin. 跟我講話的姑娘是我表妹。
該句中whom既代表先行詞the girl，又在從句中作介詞to的賓語。
2) 關系代詞有主格，賓格和屬格之分，并有指人與指物之分。在限定性定語從句中，that 可指人也可指物，見表：
指人 指物 指人或指物
主 格 who which that
賓 格 whom that that
屬 格 whose of which/whose of which/whose
例如：This is the pencil whose point is broken. 這就是那枝折了尖的鉛筆。(whose 指物，在限定性定語從句中作定語)
He came back for the book which he had forgotten. 他回來取他丟下的書。(which指物，在限定性定語從句中作賓語，可以省略)
說明：非限定性定語從句中，不能用that作關系代詞。
3) 關系代詞which的先行詞可以是一個句子。例如：
He said he saw me there, which was a lie. 他說在那兒看到了我，純屬謊言。
說明： 關系代詞在從句中作賓語時可以省略。另外，關系代詞that在從句中作表語時也可省略，例如：
I\'ve forgotten much of the Latin I once knew. 我過去懂拉丁語，現(xiàn)在大都忘了。
He\'s changed. He\'s not the man he was. 他變化很大，已不是過去的他了。
3.12 every , no, all, both, neither, nor
1)不定代詞有all , both, every, each, either, neither, more, little, few, much, many, another, other, some, any , one, no 以及some, something, anything, everything, somebody, someone, anybody, anyone, nothing , nobody, no one, none, everybody, everyone.等。
2)不定代詞的功能與用法
a. 除every 和no外不定代詞既可用作名詞，也可用作形容詞。every和no在句中只能作定語。例如：
I have no idea about it. 我不知該咋辦。
b. all 都，指三者以上。all 的主謂一致：all的單復數(shù)由它所修飾或指代的名詞的單復數(shù)決定。例如：
All goes well. 一切進展得很好。
all 通常不與可數(shù)名詞單數(shù)連用，如：不說 all the book，而說 the whole book。
但all可與表時間的可數(shù)名詞單數(shù)連用，如 all day，all night， all the year;但習慣上不說 all hour，all century。
all還可以與一些特殊的單數(shù)名詞連用，如 all China，all the city，all my life，all the way
3)both 都，指兩者。
a. both 與復數(shù)動詞連用，但 both… and…可與單數(shù)名詞連用。
b. both, all 都可作同位語，其位置在行為動詞前， be 動詞之后。如果助動詞或情態(tài)動詞后面的實義動詞省去，則位于助動詞或情態(tài)動詞之前。例如：
Who can speak Japanese? 誰能講日本話?
We both(all)can. 我們都不會。
4)neither 兩者都不
a. neither作主語時，謂語動詞用單數(shù)。
b. 作定語與單數(shù)名詞連用，但neither… nor 用作并列連詞，可與復數(shù)名詞連用。其謂語采用就近原則。
c. 可用于下列句型，避免重復。例如：
She can\'t sing，neither(can)he. 她不會唱歌，他也不會。
5)neither 與nor 的比較
a. 如前句是否定式從句，則主句用neither，而不用 nor。例如：
If you don\'t do it，neither should I. 如果你不干，我也不干。
b. 如后連續(xù)有幾個否定句式，則用nor，不用neither。例如：
He can\'t sing，nor dance，nor skate. 他不會唱歌，不會跳舞，也不會滑冰。
3.13 none, few, some, any, one, ones
一、 none 無
1) none作主語，多與of 構成短語 none of。 在答語中，none可單獨使用。例如：
Are there any pictures on the wall? 墻上有畫嗎?
None. 沒。
2) none作主語，謂語動詞單復數(shù)均可。但如做表語，則其單復數(shù)與表語一致。例如：
It is none of your business. 閑事莫管。
二、few 一些，少數(shù)
few 作主語時，謂語動詞用復數(shù)，多用于肯定句。
三、some 一些
1) 可與復數(shù)名詞及不可數(shù)名詞連用。
2) 當做\"某一\"解時，也可與單數(shù)名詞連用。(= a certain)
You will be sorry for this some day. 總有一天，你會為此后悔的。
A certain (some) person has seen you break the rule. 有些人不同意你的看法。
注意：(1)在肯定疑問句中用some代替any。
(2)some用于其他句式中:
a.肯定疑問句中：說話人認為對方的答案會是肯定的，或期望得到肯定回答時。
Would you like句式中，表委婉請求或建議。例如：
Would you like some coffee? 喝咖啡嗎?
b.在條件狀語從句中表示確定的意義時。例如：
If you need some help，let me know. 需要幫助，跟我說。
c.some位于主語部分。例如：
Some students haven\'t been there before. 有些學生沒去過那兒。
d.當否定的是整體中的部分時，some可用于否定句。例如：
I haven\'t heard from some of my old friends these years. 這些年我沒有收到一些老朋友的信。
四、any 一些
1) any 多用于否定句和疑問句和條件狀語從句中。
當句中含有任何的意思時，any可用于肯定句。
Here are three novels. You may read any. 這有三本小說，你可任讀一本。
五、one, 復數(shù)形式為ones
ones必須和形容詞連用。如果替代的名詞時無形容詞在前，則用some, any，而不用ones。例如：
Have you bought any rulers? 買尺了嗎?
Yes, I \'ve bought some. 買了，買了幾把。
3.14 one，that 和it
one表示泛指，that和it 表示特指。that與所指名詞為同類，但不是同一個，而it 與所指名詞為同一個。例如：
I can\'t find my hat. I think I must buy one.(不定)我找不到我的帽子了。我想我該去買一頂。
The hat you bought is bigger than that I bought.(同類但不同個)你買的那頂帽子比我買的大。
I can\'t find my hat. I don\' t know where I put it.( 同一物)我找不到我的帽子。我不知道我把它放在哪了。
3.15 one/another/the other
one… the other 只有兩個
some… the others 有三個以上
one… another，another…
some… others，others…
others = other people/things
the others = the rest 剩余的全部
1) 泛指另一個用another。
2) 一定范圍內(nèi)兩人(物)，一個用one，另一個用the other。
3) 一定范圍內(nèi)三者，一個用one，另一個用one (another)，第三個可用the other，a third。
4) 一定范圍內(nèi)，除去一部分人/物，剩余的全部用the others。
5) 泛指別的人或物時，用others當在一定范圍內(nèi)，除去一部分后，剩余部分但不是全部時，也用others。
3.16 “the”的妙用
He is one of the students who help me.
He is the one of the students who helps me. 他是幫我的學生之一。
第一句定語從句與the students 一致。
第二句定語從句與the one 一致。
3.17 anyone/any one;no one/none;every/each
1.anyone 和 any one
anyone僅指人，any one既可指人，也可指物。
2.no one 和none
a) none 后跟of短語，既可指人又可指物，而no one只單獨使用，只指人。
b) none 作主語，謂語動詞用單，復數(shù)均可，而no one作主語謂語動詞只能是單數(shù)。例如：
None of you could lift it. 你們中沒有人可舉起它。
---- Did any one call me up just now? --剛才有人打電話給我嗎?
---- No one. --沒有。
3.every 和each
1) every 強調(diào)全體的概念， each強調(diào)個體概念。例如：
Every student in our school works hard. 我們學校的學生都很用功。
Each student may have one book.. 每個學生都可有一本書。
2) every 指三個以上的人或物(含三個)，each指兩個以上的人或物 (含兩個)。
3) every 只作形容詞，不可單獨使用。each可作代詞或形容詞。例如：
Every boy has to take one. 每個男孩必須取一個。
Each boy has to take one.
Each of the boys has to take one.
4) every不可以作狀語，each可作狀語。
5) every 有反復重復的意思，如 every two weeks等; each沒有。
6) every 與not 連用，表示部分否定; each 和not連用表示全部否定。例如：
Every man is not honest. 并非每個人都誠實。
Each man is not honest. 這兒每個人都不誠實。
3.18 both, either, neither, all, any, none
這些詞都可用作代詞或形容詞。其位置都在be 動詞之后，行為動詞之前或第一個助動詞之后。
1) both (兩者都)，either(兩者中任何一個)，neither (兩者都不)。以上詞使用范圍為兩個人或物。例如：
Neither of the two boys is clever. 兩個男孩都不聰明。
2) both，either
both與復數(shù)連用，either與單數(shù)連用。例如：
Both the boys are clever. 兩個男孩都很聰明。
Either of the two boys is clever.
There are flowers on both sides of the street. 路邊長滿了野花。
There are flowers on either side of the street.
3) all (所有的，全部的人或物)，any (任何一個)， none (都不)。 以上詞使用范圍為三者以上。例如：
All the flowers are gone. 所有的花都謝了。
I don\'t like any of the flowers. 這些花我都不喜歡。
I like none of the flowers. 這些花我都不喜歡。
注意：all與none用法一樣。跟單數(shù)名詞，用單數(shù)動詞;跟復數(shù)名詞，用復數(shù)動詞。例如：
All of the students are there. 所有的學生都在那。
All (of) the milk is there. 所有的牛奶都在那。
3.19 many, much
Many，much都意為\"許多\"， many + 可數(shù)名詞，much + 不可數(shù)名詞。例如：
How many people are there at the meeting? 多少人出席了會議。
How much time has we left? 還剩多少時間?
Many of the workers were at the meeting.許多工人在開會。
Much of the time was spent on learning.學習上化了許多時間。
3.20 few, little, a few, a little
(a) few + 可數(shù)名詞, (a) little + 不可數(shù)名詞
a few / a little 為肯定含義，還有一點
few / little 為否定含義，沒有多少了。例如：
He has a few friends. 他有幾個朋友。
He has few friends. 他幾乎沒有朋友。
We still have a little time. 我們還有點時間。
There is little time left. 幾乎沒剩下什么時間了。
固定搭配：only a few (=few) not a few (=many) quite a few (=many) many a (=many)。例如：
Many books were sold.
Many a book was sold. 賣出了許多書。
典型例題:
Although he \'s wealthy，he spends___ on clothes.
A. little B. few C. a little D. a few
答案： A. spend所指的是錢，不可數(shù)，只能用little或 a little. 本句為although引導的讓步狀語從句，由句意知后句為否定含義，因此應用little表示幾乎不。
高考英語復習教案設計篇2
1.aid 1) n.幫助，援助，資助 常見結構： first aid急救
in aid of…為了幫助…… with the aid of 借助于 ，在……幫助(救助)下
give/offer aid 援助 come to sb.'s aid 幫助某人 medical aid 醫(yī)療救護
cut off aid (突然)終止援助 a hearing aid 助聽器 teaching aids 教具
他只有靠呼吸器呼吸。He was breathing only with the aid of a ventilator.
2) vt;&vi. 幫助，援助 常見結構： aid sb. to do sth.幫助某人做某事
aid sb. in (doing) sth. 幫助某人做某事 aid sb. with sth在某事上幫助某人
① 我?guī)椭@個可憐的女孩繼續(xù)她的學業(yè)。I aided the poor girl in continuing her study.
② 我?guī)椭阊芯俊 aided her to do her research.
2. fall ill【課文原句】
fall ill是“病倒”的意思，其中fall是連系動詞,意為“成為，變成”，不能與表示一段時間的狀語連用。
她病倒不久便去世了。She fell ill and died soon after.
知識鏈接:fall asleep 睡著 fall silent 沉默 fall down 摔倒
fall in love with愛上……
3.prevent sb. from doing sth【課文原句】
1)prevent/stop... (from) doing 妨礙/阻止…做某事
keep... from doing 阻止….做某事
在be prevented/stopped from doing 結構中,介詞from 能省略嗎?
不能 如:We are prevented/stopped from going there.
2)protect sb./sth. against/from sth. 保護…..免受…..
他帶著太陽鏡以擋強烈的陽光。He is wearing sunglasses to protect his eyes from the strong sunlight.
4. sense of touch 觸覺 sense of sight 視覺 sense of hearing 聽覺
sense of taste 味覺 sense of smell 嗅覺 sense of humour 幽默感
sense of beauty 美感 sense of direction 方向感 sense of urgency 緊迫感
5.a variety of 【課文原句】
a variety of各種各樣的，多種多樣的
這家商店出售各種各樣的商品。This shop sells a variety of toys.
6. squeeze& over and over again【課文原句】
1)squeeze v. 壓榨，擠壓，塞進
squeeze out 榨出，擠出 squeeze into 擠進 squeeze…from/ out of從……榨取
① 她把一個檸檬的汁擠了出來。She squeezed the juice from /out of a lemon.
② 他擠進了擁擠的公共汽車。He squeezed himself into a crowded bus.
2) over and over again
2)over and over again = again and again, 一再,再三,許多次
我再三告誡你不要那樣做.I’ve told you over and over again not to do that.
7. in place【課文原句】
in place: 在適當?shù)奈恢?適宜的
你把你的東西各就各位，不然很難找。
You’d better put things back in place. Otherwise, it will be difficult to find things.
知識拓展: in place 在適當?shù)奈恢?適當 out of place不在適當?shù)奈恢茫贿m當
in place of 代替 take the place of 代替
短語翻譯 1.阻止(某人)做……___________________________
2.觸感_____________________________ 3.擠出;榨出______________________
4.在適當?shù)奈恢胈__________________5.反復，多次_________________________
6.開展，執(zhí)行______________________7.找到_____________________________
8.許多，大量_________________________9.自豪___________________________ 10.砍掉，砍伐____________________
完成句子
1. He suddenly________ _________ __________ _______(昨晚他突然病了)。
2. Sunglasses can_______ ________ ________ _________ the sun' s rays (保護我們的眼睛免受…… )。
3. You may __________ ______________(燙傷) by hot liquids.
4. These burns are not serious and they should______ ______ -______ ______ ________ _______ ___________(一天之內(nèi)就會好許多)。
5. First degree burns __________ ___________when they are pressed(變成白色)。
參考答案：.
短語翻譯
1. prevent sb from doing sth 2. sense of touch 3. squeeze out 4. in place
5. over and over again 6. carry out 7. put one‘s hands on
8. a number of 9. be proud of 10. cut off
完成句子
1. fell ill last night 2. protect our eyes from 3. get burnt
4. feel better within a day or two 5. turn white
Unit 5 First aid- Discovering useful structures
Ellipsis
為了使語言簡潔或避免重復，省略句中的一個或幾個句子成分，這種語法現(xiàn)象稱為省略。省略句的使用是為了使句子簡潔明快，重點突出。
一.句子成分的省略
1. 省略主語
1)(I) Beg your pardon.
2)(It) Sounds like a good idea
2. 省略謂語或謂語的一部分
1)(Is) Anybody here?
2)(Is there) Anything I can do for you?
3. 省略賓語
A: Where has Mr. Smith gone?
B: Sorry, I don’t know (where he has gone.)
4.省略主語和謂語
1)(Are you) Hungry?
2)(I want) Orange juice, please.5.省略不定式后省略動詞
A: Would you like to come to the party?
B: I’d love to (come the party.)
Now it’s your turn to find out what have been left out.
1. Haven’t seen you for ages.→I haven’t seen you for ages.
2. Some more tea? →Would you like some more tea?
3. Sounds like a good idea. →That / It sounds like a good idea.
4. Doesn’t matter. →It doesn’t matter.
5. Sorry to hear that. →I’m sorry to hear that.
6. Pity you couldn’t come. →It’s/ What a pity you couldn’t come.
7. This way, please. →Come this way, please.
8. Terrible weather! →What terrible weather it is!
9. Joining us for a drink? → Are you joining us for a drink?
10. Going to the supermarket→Are you going to the supermarket?
二.狀語從句中的省略
當狀語從句的主語和主句的主語一致時,可以省略狀語從句中的主語和系動詞be, 這時從句中可出現(xiàn)如下結構:
①連詞(as, as if, once+名詞)
Once (he was) a teacher, he now works in a government office.
②連詞(though, whether, when)+形容詞
Work hard when (you are) young ,or you’ll regret.
③連詞(when, while, though)+現(xiàn)在分詞
While (I was) walking along the street, I heard my name called.
④連詞(when, if ,even if, unless, once, until, than, as)+過去分詞
⑤連詞(as if, as though)+不定式
He opened his mouth as if (he were) to speak.
三.不定式省略,單獨使用不定式符號to
①在 expect, forget, hope, intend, like, love, mean, prefer, refuse, seem, try, want, wish等后面。如:
I asked him to see the film，but he didn’t want to.
②在have, need, ought, be going, used等后面。
③在某些形容詞pleased, glad, happy 等后面。
--Will you join the game?
--I’d be glad to.
④否定形式的省略用not to。
如果不定式中含有be, have, have been,通常保留be, have,和have been 。如:
--He hasn’t finished yet.
--Well, he ought to have.
2、-Does your brother intend to study German?
-Yes, he intends______.
A / B to C so D that
答案：B
解析 intend to 后省略了study German。
3、-Would you like to go to the Grand Theatre with me tonight?
-_______.
A Yes, I’d like to go to the Grand Theatre
B I’d like to, but I have an exam tomorrow
C No, I won’t
D That’s right
答案：B
解析 I’d like to 后省略了go to the Grand Theatre。
4、-You should have thanked her before you left.
-I meant_____, but when I was leaving, I couldn’t find her
anywhere. (2000北京春)
A to do B to C doing D doing to
答案： B
四.so或not的替代現(xiàn)象
so或not代替上文內(nèi)容，與動詞believe，do，expect，fear，guess，hope，speak，suppose，think及 I’m afraid 等連用。
注意;hope只用I hope not不能用I don’t hope so。
高考回顧
1、-After living in a village for so long, Kathy won’t want to move to a big city.
-I don’t imagine_____. (07.武漢質(zhì)檢)
A. so B. too C. it D. that
答案：A
2、Much of the power of the trade unions has been lost._____, their political influence should be very great. (2006廣東)
A. As a result B.As usual C. Even so D. So far
答案：C
解析 Even so, 即使這樣。
3、-You haven’t lost the ticket, have you?
— ___. I know it’s not easy to get another one the moment. (2004江蘇)
A I hope not B Yes, I have C I hope so D Yes, I’m afraid so
答案： A
解析: 根據(jù)it’s not easy to get another one at the moment 可知說話者很珍惜。
4、-The boys are not doing a good job at all, are they?
-_____.(2003北京春)
A I guess not so B I don’t guess C I don’t guess so D I guess not
答案：C
解析: I don’t guess so.相當于I don’t think so.。
考點4在than或as…as引導的從句
在than或as…as引導的從句中,常含有一些成分在上下文清楚的情況下被省略。
He has made greater progress than (he did) before/ever.
He came home earlier than (he was) expected.
She works as hard as young people.
高考回顧
1. George offered a better suggestion to me than_____. (06.中山第一學期期末)
A Henry did to Smith B. that of Smith’s
C. Michael’s D. what Charlie offered to me
答案：D
解析: 在than 后完整的句子為Henry offered a suggestion to Smith
高考英語復習教案設計篇3
核心單詞
1. impression
n.印痕;印記;印象;感想
常用結構：
have an impression of sth./doing sth. 對(做)某事有印象
make an impression on sb. 給某人留下印象
make no impression on 對……無影響/效果
give sb.a favorable impression 給某人留下好印象
an impression of one’s foot 某人的腳印
Your performance gave me a strong impression.
你的表演給我留下了很深的印象。
What I said made no impression on him.
我的話對他不起作用。
聯(lián)想拓展
impress v.留下印象
impress sth.on/upon one’s mind 把……牢記在心上
高手過招
單項填空
She spoke very confidently because she wanted to make a great on her employer at the first time.
A. Influence B. pressure
C. Impression D. Effect
解析:選C。make an impression on sb. 給某人留下印象。
2. lack
v.&n. 缺乏;缺少的東西
注意：lack作名詞時，后常接of。lack作動詞時，既可作及物動詞，也可以作不及物動詞，作不及物動詞時，后常接for或in。lack不用于被動語態(tài)。
常用結構：
lack sth. 缺少某物
lack for sth. 缺少;需要
for/through lack of... 因缺乏……
no lack of... 不缺乏
a/the lack of ... ……的缺乏
He didn’t go there because he lacked courage.
他沒去那里，因為他缺乏勇氣。
The plant died for lack of water.植物因缺水而死。
They lacked for nothing.他們無所需求。
聯(lián)想拓展
lacking adj. 匱乏的;不足的;沒有的
be lacking in 缺乏(品質(zhì)、特點等)
She seems to be lacking in common sense.
她似乎缺乏常識。
高手過招
(1)單項填空
Though money, his parents managed to send him to university. (2010?01?陜西寶雞檢測)
A. Lacked B. lacking of
C. Lacking D. lacked in
(2)完成句子 (原創(chuàng))
①因為缺乏興趣這次旅行被取消了。
The trip was cancelled through .
②他缺乏信心。
He .
解析:(1) 選C。考查分詞作狀語。his parents與lack之間呈主謂關系，所以應用現(xiàn)在分詞作狀語;lack作動詞時不與of搭配，所以答案選C。
(2)①lack of interest ②lacks confidence
3. sight
n. 視力;視覺;看見;光景，奇觀;名勝
常用結構：
lose sight of 看不見;忘記;失去
catch sight of sth./sb. 看見某物/人
at first sight 初看之下;乍看起來
at (the) sight of 一看見就……
out of sight 看不見
be in sight 看得見，在眼前
Out of sight, out of mind. 眼不見,心不煩。
Last summer we had seen the sights of Beijing.
去年夏天我們游覽了北京的名勝。
Crusoe was frightened at the sight of a man’s footprint.
克魯索看到一行人的腳印，他非常害怕。
高手過招
(1)單項填空
For miles around me there was nothing but a desert, without a single plant or tree .
(2010?01?陜西商洛檢測)
A. in sight B. on earth
C. at a distance D. in place
(2)完成句子 (原創(chuàng))
我們失去了許多珍貴的動物。
We several precious animals.
解析:(1) 選A。in sight為固定搭配，意為“看得到”;on earth用在疑問句或否定句中，用來加強語氣，意為“究竟;到底”;at a distance意為“在遠處”。
(2)have lost sight of
4. require
vt. 需要;要求;命令
常用結構：
require that+主語+(should)+動詞原形 需要某人做某事
require sb. to do sth. 命令某人做某事
require sth.(of sb.) 要求(某人)某事
I will do everything that is required of me.
凡是要求我的事，我都會辦到。
The situation requires that I(should)be there.
形勢需要我去那里。
溫馨提示
require后接賓語從句時，賓語從句必須用should do的虛擬語氣，其中should可以省略。
另外，表示“需要”，且是物作主語時，后接動詞 ing形式的主動形式表示被動含義，可以等于不定式被動形式;在這一點上，need和want用法相同。
The house requires mending.
=The house requires to be mended. 房屋需要維修。
All cars require servicing regularly.
所有汽車都需要定期檢修。They required him to keep it a secret.
他們要求他對這事保密。
高手過招
單項填空
①In competition, women are required some of their exercises music.(2010?01?山西平遙檢測)
A. perform; to B. to perform; to
C. performing; with D. to perform; by
②All the people present agreed that the matter required . (2010?01?山西太原檢測)
A. to look into B. being looked into
C. to be looked D. looking into
解析: ①選B。be required to do sth.意為“被要求做某事”。第二個空的to是介詞意為“隨著，伴著”。
②選D。require, want, need表示“需要”，當其主語是動作的承受者時，其后的賓語常用動詞不定式的被動形式或動名詞的主動形式。
5. assist
vt.&vi. 幫助;援助;參與;出席
常用結構：
assist sb. in/with sth. 幫助(某人)某事
assist sb. in doing sth. 幫助(某人)做某事
assist sb. to do sth. 幫助(某人)做某事
assist with 幫助(照料，做);在……上給予幫助
I am willing to assist you whenever there is an opportunity.
有機會我愿隨時幫你。
I’m afraid I can’t assist you, you have to go and see the manager. 我恐怕幫不上忙，你得去找經(jīng)理。
The headmaster assists with a lot of things when free.
有空時校長會幫忙做很多事。
高手過招
用assist的相關短語填空 (原創(chuàng))
①The young nurse was very nervous when she in her first operation.
②A team of nurses the doctor performing the operation.
③She employed a woman to her the housework.
④Good glasses will you read.
答案：①was assisting ②assisted; in
③assist; with ④assist; to
重點短語
6. take up
從事;占(時間、空間、注意力等);繼續(xù)
This table takes up too much room. 這張桌子太占地方。
She has taken up a job as a teacher. 她當上老師了。
This chapter takes up where the last one off.
本章繼續(xù)上一章的內(nèi)容。
聯(lián)想拓展
take off 脫掉(衣服等);起飛;打折;作為折扣而減價
take over 接管;獲得對……的控制或管理
take apart 拆開;分開后將……分成許多部分
take for 把……視作;誤認為
take...for granted 認為……是理所當然
take down 寫下;記下
take back 收回(諾言)
高手過招
單項填空
①In Singapore, a southeastern Asian country, the Chinese people the largest percentage of its population, so you can speak Chinese there. (2010?01?安徽利辛檢測)
A. make up B. take up
C. hold up D. turn up
②Since the 2008 Olympic Games Beijing has taken a new look everywhere. (2010?01?山西四校檢測)
A.Up B. on C. over D. Off
解析: ①選A。考查短語辨析。make up編造; 彌補; 組成; 構成;take up拿起來; 占據(jù)(時間或空間);hold up阻止;turn up開大; 調(diào)高; 出現(xiàn)。
②選B。考查短語辨析。take on呈現(xiàn); take up拿起; 從事; take off脫下; take over接管。
7. sweep up
打掃;橫掃
These students are sweeping up dead leaves.
這些學生們正在掃(攏)落葉。
He ran forward and swept her up into his arms.
他跑上前去一把將她抱在懷里。
The whole country was swept up in the excitement.
全國上下都沉浸在興奮的氣氛中。
We’d better sweep up all the bits of broken glass quickly.
我們快點把玻璃碴子掃干凈。
聯(lián)想拓展
sweep aside 放/堆到一邊; 不予理會
sweep away 掃清;消滅;徹底消除
sweep off 掃清; 吹走; 大量清除
sweep out 掃掉; 清除
sweep over 將……一掃而光; (某種感情)掠過(……的心頭)
高手過招
用sweep up的適當形式填空 (原創(chuàng))
①After the party, the house needed .
②The leaves were into the air by the strong wind.
答案：①sweeping up ②swept up
重點句型
8. This is similar to the “jet lag” you get from flying,...
這就與你乘坐飛機會產(chǎn)生時差反應相似，……
聯(lián)想拓展
when flying是when you are flying的省略形式。在有些表示時間、條件、方式或讓步的狀語從句中，如果謂語包含動詞be，從句的主語又和主句的主語一致，或者主語是it，通常可以把從句中的主語和be動詞省略。
When asked where’s the toilet, the waitress showed the way politely to the guest.
當被問及廁所在哪里時，服務員非常有禮貌地給客人帶路。
Until finishing the homework, the child was allowed to watch the cartoon film.
直至完成作業(yè)，小孩才允許看卡通片。
If necessary, you can call help from the police.
有必要時，你可以向警方求助。
高手過招
翻譯句子 (原創(chuàng))
①即使被打死，他仍然保守秘密。
②可能的話，到機場來接我。
③過馬路時，孩子們被要求停下觀望，再手牽手通過。
答案: ①Though beaten to death, he still kept the secret.
②If possible, please come to meet me at the airport.
③When crossing the road, the children are required to stop to look around and walk hand in hand.
9. ...some chairs rose from under the floor as if by magic.
……一些椅子就像變魔術一樣從地板下面升了起來。
注意：from后面有時可接介詞短語或where從句。
from under the floor 從地板下面
聯(lián)想拓展
from behind the door 從門后面
from under the table 從桌子底下
From under the tree the man kept an eye on the sheep.
那個老人從樹下留意著他的羊。
高手過招
單項填空
His head soon appeared out of the window, he saw nothing but trees. (2010?01?山西大同檢測)
A.Where B. which C. there D. from where
解析:選D。該句是非限制性定語從句，盡管先行詞可以表示地點，但句中強調(diào)目光的發(fā)出地，所以應用介詞from+關系副詞where。
高考英語復習教案設計篇4
Using language
Teaching goals
1. To encourage Ss talk about singers and their bands and life
2. To develop the Ss' ability of listening for information and using English.
3. To enable Ss to have a better understanding of the importance of music.
Teaching procedures
Warming up
Before class, get the Ss to enjoy some music for about 5 minutes to warm them up. Then ask Ss to talk about their hobbies and interests to lead in the topic of music and bands.
T: What do you often do in your spare time?
Are you fond of music? Why? Or why not?
How do you often enjoy music?
Who is your favorite singer?
How much do you know about Freddy and his band?
(Show Ss some pictures of Freddy and his band and let Ss talk about Freddy and his band as much as they can.)
Listening and reading
T: Now if you want to know more about Freddy's life, please listen carefully.
(let Ss find out the main idea of the story: a story about a band that become famous and did not like it.)
Then let Ss read the passage and try to find the answers to the following questions.
1. Why did not the bank like being famous?
2. In what way was their life changed?
After reading the passage, let Ss to work in pairs to discuss
1. Do you think people would enjoy being famous? Why ? or why not?
2. Would you like to be famous in the future? Give your reasons.
3. How should we deal with being famous correctly?
Listening
T: As we all know Freddy and his band "the Frog" are well-known all over the world. Do you want to know how the band was formed and enjoy a song form them? Please read this statements and then decide which of the following statements are true or false after listening.
(listen twice and have a stop while necessary. Then check the answers with the whole class.)
Post-reading
Ask Ss the question:
1. What do you think of the band and their music?
2. Describe Freddy and his band.
Speaking (group work)
Let Ss form their own band in group of four and decide who will play what instrument and who will sing. Decide the name of the band and what kind of band it will be. Then choose an English song for the band to perform and write their own famous quote about music. After group work, let each group choose one student to describe their band. If possible, let some of them perform to the whole class.
Homework
1. Write a short passage to describe their imaginary band
2. Surf the internet to find more information about the bands in and out of china and choose one to describe in the next class.
Unit 5 Music
Teaching Design (語法：教學設計)
Learning about Language (The Attributive Clause preposition+which/ whom). Aims：
◆ To help Ss learn about the Attributive Clause with a prep. in front.
◆ To help Ss discover and learn to use some useful words and expressions.
◆To study The Attributive Clause (in/ for/ with/ by+which/ whom)
◆To help students discover and learn to use some useful structures.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to P35 and do exercises No. 1, 2 & 3 first. Check your answers against your classmates'.
II. Learning about grammar
1. Reading and thinking
(Give Ss situations with pictures and words.) Read and think. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by+which/ whom), that is, the attributive clauses with a prep. ahead of the relative pronoun shown in the sentences.
For reference:
① --what is the picture for?
---This is a picture from which you can know more about music in U5.
---o h, I see. That is wonderful.
② Beijing is the city where /in which the 2008 Olympic Games will be held.
③ Here is a picture from which we can know more about China.
④--- Look ! How beautiful our hometown is!
---Yeah! Shenxianju is a place in which (where) people can enjoy charming and natural landscapes.
⑤ Harry Porter is a boy to whom I want to talk.
⑥ The man for whom I bought the old picture is over eighty .
⑦ The Maths teacher is the person from whom I got an A plus.
2. Ask the Ss to draw a conclusion from the above examples.
先行詞在從句中做介詞賓語，介詞有兩種位置:
一是緊跟在先行詞后;
二是位于句尾或動詞后。
Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can't be used. Look at the screen. Here are more examples on this kind of structure.
1. This is the house in which a famous writer once lived. (=where)
2. I will never forget the day on which I joined the League.(=when)
3. This is the girl from whom I learned the news.
4. The person to whom I spoke just now is the manager that I told you about.5. The lady to whom Mr Smith is talking lost her purse.
6. I don't like the way in which you laughed at her.(=that)
7. This is the reason for which he left his hometown. (=why)
Tips _如果介詞與其前面的動詞是固定搭配的動詞短語，介詞不可前置。Eg:
Bob found the dictionary (that) I had been looking for.
This is the boy whom she has taken care of.
關系代詞前介詞的確定
1.根據(jù)從句中動詞與先行詞的邏輯關系，請體會：
e.g. Is that the newspaper for which you often write articles?
2. 根據(jù)從句中動詞或形容詞的習慣搭配，如：
e.g. Can you explain to me how to use these idioms about which I'm sure.
3. 根據(jù)先行詞與介詞的搭配習慣，請體會：
e.g. 1949 was the year in which the P.R.C. was founded.
Ⅲ. Practice
1.Do you know who lives in the building ______there is a well?
A. in front of it B. in front of whose
C. in front of which D .in front which2.I'll never forget the day ____I joined the League.
A. on which B. in which C. which D. at which
3.The woman _____my brother spoke just now is my teacher.
A. who B. to whom C. to who D whom
4.Jeanne was her old friend, ____she borrowed a necklace.
A. from who B. from whom C. to that D. to whom
5.His glasses, _____he was like a blind man, fell to the ground and broke its leg.
A. which B. with which C. without which D. that
6. She is a teacher of much knowledge, _____much can be learned.
A. who B. that C. from which D. from whom
7. He built a telescope _____he could study the skies.
A. in which B. with that C. through which D. by it
8. Do you know the reason ____he was late?
A. that B. which C. for what D. for which
9. I have bought two ballpens, ____writes well.
A. none of which B. neither of which
C. none of them D. neither of them
10. The Second World War _____millions of people were killed in 1945.
A. during which B. in that C. where D. on which
17. They held a meeting, ____which the hospital director made a speech.
18. The book, _____which he paid 6yuan, is worth reading.
19. Is this the man ____whose house the police found the lost colour TV?
20. The villagers dug along tunnel ______which they could go to the fields without being found by the Japanese soldiers.
21.Wu Dong, _____whom I went to the concert, enjoyed it very much.
22.The stories about Long March, _____ which this is one example, are well written.
Tips
★介詞﹢關系代詞引導的定語從句,關鍵是判斷介詞的選擇,方法一是看從句謂語部分缺少什么介詞(習慣搭配),再則可以通過整個句子整體含義來判斷,結合生活實際來判斷.
★介詞加關系代詞引導定語從句是近幾年高考中的熱點，需注意以下幾個問題：
1.關系代詞作介詞賓語，不論是在限制性定語從句中，還是在非限制性定語從句中，當介詞前置時，只能用 whom 指人，which 指物;但如果介詞后置，則不受這種限制，關系代詞還可以省去，特別是在口語中。如：
Do you know the boy to whom she was talking?
Do you know the boy (that) she was talking to?
The pencil (which / that) he was writing with suddenly broke.
2. 要確認關系代詞前用什么介詞，
需根據(jù)從句中的動詞與先行詞的關
系來確定。所以解題時需分析從句
與主句之間的關系。
Ⅳ. Competition
The man __________ you shook hands just now is our headmaster.
The room __________ my family live used to be a garage.
Did you find the pen _________ I wrote just now?
Did you find the paper ________ I wrote my letter?
Did you find the composition ______ I wrote just now?
The farm we worked ten years ago isn't what it used to be.
He is the man you can turn for help.
This is the tree we used to play games.
幾種易混的情況
1.I'll never forget the days______________ we worked together.
2.I'll never forget the days ___________ we spent together.
3.I went to the place I worked ten years ago.
4.I went to the place _____________ I visited ten years ago.
5.This is the reason _____________ he was late.
6.This is the reason ______________ he gave.
Homework
Summarize the rules of attributive clause.
Book2 Unit 5 Music
Teaching aims and demand
1. Let the Ss know about some kinds of music.
2. Let the Ss know about some famous bands in the world.
3. Improve the Ss' ability of expressing their opinion in English.
4. Improve the Ss' ability of reading comprehension.
Teaching tools:
A computer and a piece of chalk.
Teaching contents and procedures:
Step 1. Brain-storming
Before the class begins, ask the Ss " Can you name any music style" to know what they know about music style. Then list some music styles on the screen.
Step 2. Warming-up
Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.(The teacher will show some pictures on the screen.)
Step 3 Lead-in
Before the class begins, ask the Ss to enjoy "I'm a believer" played by "The Monkees". And ask them questions about the name of the song?(the band and also the name of the singers) Then show students some pictures of the Monkees.
Step 4 Fast-reading
Ask the Ss to read the text quickly, then do some questions.
Step 5 Careful-reading
Ask the Ss to read the whole text quickly while listening to the tape and find out the answers to the following questions on the screen:
Q1: Is forming a band a good way to be famous
Q2: How to form a band and achieve success on average
Q3: How did The Monkees get its start?
Q4: Was The Monkees satisfied with its situation? Why was The Monkees so popular in the 1960s?
(Five minutes later the teacher will ask the Ss to answer the questions individually and check their answers .While reading, ask Ss to find out the main idea of each paragraph. At first the teacher will teach the Ss some ways of finding the main idea.)
Step 6 Comprehending
Give the Ss the following adjectives "popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous" and ask them to choose the ones that they think best describe "The Monkees" and give their reasons.
(The teacher will first ask the Ss to discuss in pairs and the encourage the Ss to express their opinions. There is no definite answer.)
Step 7 Group discussion
Ask the Ss to discuss the following topics in groups of four.
1. Find the music in our life!
2. What are the functions of music ?
(After discussion, ask the Ss to express their own opinion.)
Step8 Homework
1.Find out something about your favorite band and show us tomorrow.
2. Retell the text.
高考英語復習教案設計篇5
一、教學目標與要求
通過本單元教學，學生應能熟練地運用表示“提供和拒絕幫助”的常用語;復習句子的成分——主語;了解紐約的發(fā)展歷史和土著人被壓迫的歷史。
二、教學重點與難點
1.重點詞匯
1. a handful of 2. tear down 3. turn away 4. now that引導狀語從句 5. take possession of 6. have an effect on 7. make agreements with 8. become know as… 9. deal with 10. in turn 11. in the rush
2.重點句型
1)Today Native Americans express their anger over this business deal.
2)This is because the surface of the earth is not flat but round.
3)Now that they could ride horses, it became easier to hunt the bison.
4)This in return had an effect on the food supply for wolves.
3.語法 復習和歸納句子的成分——主語
1)The first settlers on the plains were farmers.
2)The killing of the bison changed the whole wild life of the plains.
3)Whether he will come or not is unknown.
4)To see is to believe.
5)The learned should be respected.
教學建議
教學教法：
進入高三下學期的學習，基本進入了全面?zhèn)淇紶顟B(tài)。北京特級教師張鐵城老師有如下建議：
1. 對近年高考題精耕細作，反對盲目的題海戰(zhàn)術。
2. 不要單純背詞匯表，要把詞匯與語法結合起來，要在具體語篇中記憶詞匯。
3. 要多讀多題材的閱讀文，特別是現(xiàn)代生活中的熱點問題。
4. 要增加聽力訓練的力度，充分利用高三課本資源。
詞語辨析：
1.By 1820 the population of New York had grown to about 125 000, making it the largest city in the USA.
making it the largest city in the USA是分詞短語作結果狀語。動詞make 意為“使成為”，接名詞或形容詞構成復合結構。如：
The bus was held up by the snowstorm, thus causing the delay.
Her husband died in the war, making her a widow with three children2.In 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street and across three avenues.
1)tear(tore，tom)是動詞，意為“撕開，扯掉”。短語動詞 tear down，意為“撕下，拆毀”。如：
tear down a notice 撕下一張通知
tear down a dangerous wall 拆毀一道危墻
2)reach作“延伸”解。reaching from 59th Street. . . and across three avenues是現(xiàn)在分詞作定語，修飾Central Park，相當于一個定語從句。
①現(xiàn)在分詞作后置定語相當于限制性定語從句，表示主動的動作或動作正在進行。
Anyone swimming will be punished.
The road joining the two villages is very wide.連接這兩個村子的路非常寬。
③現(xiàn)在分詞的被動語態(tài)作后置定語(既表示被動，也表示動作正在進行)
The question being discussed is very important.
Do you know the boy being punished by our teacher?
3.In 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years.
1)mass是名詞，意為“大量，大批”，mass arrival是名詞修飾名詞，mass作定語。英語中名詞修飾名詞是常有的現(xiàn)象。如：
head teacher班主任 express train快車
news broadcast 新聞廣播 welcome speech 歡迎詞
time table時間表 orange juice 橘子汁
press conference 記者招待會 research project研究計劃
power plant電廠 weather forecast天氣預報
2)pass through為固定短語，含義為“穿過，通過，路過”，其中 through既可當介詞用，也可當副詞用。如：
He passed through unspeakable difficulties.
We're just passing through on our way to Shanghai
4.now that，due to，because of，owing to，since，as
1)now that.作“既然”時相當于since.突出事實性，而as作“既然”語氣較弱。有時now that中的that可省去。如：
Now(that)you are well again，you can travel.你既然恢復了健康，就能夠旅行了。
2)due to作“由于，因為，應歸功于”時常作表語或跟在名詞后。如：
The flight was cancelled due to the storm.班機因暴風雨停航了。
3)because of“由于，因為”只能引導副詞短語，在句中作狀語或表語。如：
Lincoln is admired because of his leadership.林肯由于出色的領導而受到人們的贊賞。
4)owing to“由于，因為”常在現(xiàn)代英語中與 because of，due to換用。如：
Owing to unfavourable weather，I was unable to carry on with it.由于天氣不好。我不能把它進行下去。
高考英語復習教案設計篇6
教學設計
設計意圖：運用“討論式”的英語教學模式和采用“任務型”英語教學途徑，培養(yǎng)同學們的聽說讀寫能力，突出閱讀和寫作技能訓練、學習策略的培養(yǎng)、閱讀和寫作的實踐，從而使學生領會語言信息的輸入與輸出、閱讀和寫作之間的內(nèi)在聯(lián)系，并引導學生獨立思考并以討論、合作學習的方式練習英語寫作。
主題內(nèi)容：Born Dying Unit 7 SBII
相關領域：信息技術，醫(yī)學
課時安排：2課時
任務布置：1、網(wǎng)上查尋有關的信息并做匯報;
2、課堂閱讀兩篇文章
3、寫一篇英語演講稿“Cherish Your Life & Prevent AIDS”
實施過程：
第一課時：信息輸入——閱讀課
教學目標：1、檢閱學生課外查閱有關的信息資料和學生對知識的了解情況;
2、培養(yǎng)學生的閱讀策略和提高閱讀能力;
3、學會“善待他人，關愛自己，珍惜生命”。
教學形式：討論交流合作
教學過程(Teaching Procedures)
Step 1、Pre-reading
課前教師給學生布置如下任務：1.What is AIDS ? What is HIV? 2. How do people get AIDS? 3. What happens to people who have AIDS? 4. How does Xiaohua feel about having AIDS? 5. How do her friends and family feel about her disease? 6. Something about the World AIDS DAY.
要求學生帶著這些任務預習課文。學生要回答以上問題，除閱讀課文外，還必須查找相關材料，做好記錄。此環(huán)節(jié)學生可采用分工合作的學習方式。此時教師可以給學生一些必要的幫助，如：提供網(wǎng)站名，提供一些閱讀材料。由于學生是在任務目標驅(qū)使下預習，預習就很有成效，而不是走過場。為課堂討論奠定了基礎，同時也提高了課堂教學的效率，發(fā)揮了學生的主體作用，培養(yǎng)了學生查找信息的能力和較強的自學能力。
Step 2： Lead-in ——導入 Collect the information Ss have found and at the same time ask the Ss to exchange the information about HIV/AIDS. And ask Ss to discuss the following questions.
1. Answer the following questions
What is AIDS?How is it infected?Who gets it easily?What attitude do people have now ?
2. What can you do on World AIDS Day?
3. Do you think it is safe to be friends with people who are living with HIV/AIDS? Give your views.
分組展示預習任務的完成情況。一方面教師可以檢查學生的預習效果，另一方面做到以學生為中心自然導入新課。學生分組(四人一組)討論，(也是初步展示預習成果)，學生交流氣氛熱烈，學習興趣很高。為使學生主動參與教學的全過程開了好頭。
Step 3： Reading
這一階段為學生對語言知識、語言材料進行加工、處理的過程。在學生預習的基礎上，圍繞話題和文章，指導學生進行閱讀技巧訓練。包括討論分析文章結構、歸納中心思想，開展語言交際活動，逐步落實學生的各項預習目標和要求。指導學生進行反復的討論、查閱、歸納、總結等口頭交際活動。
如：教師設計了如下任務：
Task 1： Skimming to find out what is the reading material going to talk about.
Task II. Analyze the structures of the passage， expressing your opinions actively.
三、案例分析
1、信息與學科整合，培養(yǎng)學生主動探究意識
英語新課程標準倡導教師鼓勵和支持學生主動參與課程資源的開發(fā)利用，在媒體已高度發(fā)展的今天，要突破課本是知識主要來源的限制，用各種教學資源拓展學生學習和運用英語的渠道。這種探究性學習方式超越了傳統(tǒng)的單一的學科學習框架，培養(yǎng)了學生的主體意識和探究精神，使學生的學習能力獲得和諧發(fā)展。
在“閱讀與寫作整合”教學過程中，教師通過設計一系列問題，引導學生課前通過互聯(lián)網(wǎng)，報刊等教學資源，收集查閱有關HIV/AIDS信息，接著在課堂上開展了相互交換信息的活動，培養(yǎng)了學生主動獲取信息的興趣和能力。
2、課內(nèi)與課外結合，實現(xiàn)基礎課程和拓展課程結合
從“閱讀與寫作”教學過程看，圍繞閱讀主題內(nèi)容，讀前大量查閱相關內(nèi)容，初步了解HIV/AIDS;讀中展示信息，精讀課文，解決問題，培養(yǎng)閱讀策略;讀后討論問題，進行說寫活動，輸出信息，體現(xiàn)了溝通課堂內(nèi)外，充分利用教學資源，開展綜合性學習的思想，為實現(xiàn)基礎課程與拓展課程結合以及實現(xiàn)課外閱讀量累計達到30萬字找到了一條途徑。
3、采取討論合作學習方式，培養(yǎng)學生合作意識
《新課程標準》強調(diào)轉(zhuǎn)變學生的學習方式，倡導以“主動參與，樂于探究，交流與合作”為主要特征的學習方式。合作學習中的信息互動是一種多邊活動，他不是傳統(tǒng)的教學中教師向?qū)W生單向型互動或師生間交流的雙向型互動，而是師生，生生間的多邊互動，通過學生間相互用英語提問、對話、討論等，為每個學生增加了更多接觸目的語的機會，也增加了使用英語的機會。這種互動式教學促使學生自己與他人學習，促進學生的認知與情感的全面發(fā)展。從“閱讀與表達”教學中第二部分來看，采取的是一種交互式的合作學習寫作教學，重視過程寫作與評價，改變在寫作教學中總采取學生單獨寫出作文然后教師批改的英語寫作課教學模式，培養(yǎng)學生的合作精神，彌補一個教師難以面向有差異的眾多學生的不足，從而真正實現(xiàn)每個學生都得到發(fā)展的目標。
4、寫作教學抓住了閱讀教學的內(nèi)在實質(zhì)進行，是閱讀教學的延伸與深化，是語言學習從語言輸入到語言輸出的一個質(zhì)的轉(zhuǎn)變。
高考英語復習教案設計篇7
一、教學目標與要求
通過本單元教學，學生應能熟練地運用表示“希望、意愿、祝愿”的常用語;復習it的用法;了解19世紀歐美白人捕捉和販運黑人作奴隸及虐待他們的罪惡歷史。
二、教學重點與難點
1.重點詞匯
become of, once in a while, provide, the moment, go back, role, reason
2.重點句型
1)Born a free man, he was now in Chairs.
2)What shocked him most was that the man who carried him were black.
3)Worse was to come.
4)All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!
3.語法it的用法
1)There's a knock at the door.Who is it?
2)It's a lovely baby.Is it a boy or a girl?
3)It is/has been three years since we last met.
4)It is necessary for you to do so.
5)It was in the street that I met him this morning.
教學建議
教學教法：高三下學期，教師按部就班的講課文是不現(xiàn)實的。但高三下冊書里卻有很多精彩的文章及詞匯，舍棄又未免可惜。把課文當作聽力來上，即鍛煉了聽力，又培養(yǎng)了語感。如果聽力與寫作結合，學生的進步會更快。 寫作可以練習聽后寫大意(main idea)，寫相關內(nèi)容的文章。對于精彩段落，還可以練習聽寫整個段落。
詞語辨析：
1.the moment
the moment作連詞時和as soon as用法相當，用來引出一個時間狀語從句。如：
I recognized Jack the moment he appeared in the street. 杰克在街上一露面，我就認出來了。
The moment (that) he said it he knew what a mistake he had made. 他一開口說那事，就知道自己犯了什么樣的錯誤。
類似的名詞除the moment 外, 如the minute，the second也可作連詞用。在英國英語中 immediately也可作連詞用，和as soon as用法一樣。如：
I’ll tell him the minute (that) he gets here. 他一到達那兒，我就告訴他。
I left immediately the clock struck twelve. 鐘一敲十二點我就離開了。
Please let me know immediately you get the results. 你一得到結果，請立即告訴我。
2.for和because的區(qū)別
for 和because都表示原因，但because是從屬連詞，連接原因狀語從句，表示直接的，根本的理由;for是并列連詞，連接兩個并列分句，表示附加的推斷的理由。如：
The light went out, because the oil was out. 因為油用完了，所以燈滅了。(直接的原因)
The oil must be out, for the light went out. 油想必用完了，因為燈滅了。(推斷的理由)
3. be + to – v 常用來表示不可避免要發(fā)生的事，注定后來要發(fā)生的事。
They said goodbye, not knowing that they were never to meet again.
他們互相告別，不知道永遠不可能再見面了。
The worst is still to come. 最嚴重的事情注定要發(fā)生的。
be + to-v 還常表示計劃、打算或安排好做某事，應該或不應該做某事以及能不能做某事。如：
That book of yours is to appear next month. (=That book of yours is going to appear next month. )
你那本書將于下月出版。
You are not to smoke in the offices. (==You should not smoke in the offices. ) 你們不得在辦公室吸煙。
What am I to do? ( =What should I /can I do?) 我該怎么辦?
4.if only引起的句子表示一種難以實現(xiàn)的愿望，句子謂語要用虛擬語氣。如：
It only he had had more courage! 要是他更勇敢些就好了!
If only she didn’t drive so fast! 但愿她開車不要太快!
If only it would stop raining! 雨要是停下來就好了!
5.make up one's mind, decide, determine
l)make up one's mini“決心;認定”，后接不定式或that從句，mind隨人稱而變化。如：
We've made up our minds to devote our lives to serving the people heart and soul.
2)decide指經(jīng)過考慮或討論研究作出決定，后接不定式，介詞 on/up on或從句。如：
He decided on taking the position at the bank. ==He decided to take the position at the bank.
3)determine“決心、堅決”，側重表示決心已下定，任何力量都動搖不了這種決心。其后常接不定式，也可接on/upon + ing。如：
His mother has determined to give him a chance.
6.seize，take，grasp，arrest
1)seize“抓住”有猛然抓住并不脫手之意。如：
The policeman seized the thief by the collar.
2)take“抓住”，屬一般用語。如：
He took his girl friend by the arm.
3)grasp“抓住，抓緊;抱住;理解，領會”。如：
Grasp the rope and I'll pull you up.
I didn't quite grasp your meaning
4)arrest側重于“逮捕;扣留;防止。”如：
He was arrested In suspicion of having murdered the girl.
This newly developed drug has arrested his cancer.
7.give out, give away, give back, give forth, give in, give off, give over, give up
(l)give out放出、發(fā)生;宣稱，公布，發(fā)表;分配，分發(fā);用完，耗盡;精疲力竭。如：
The nurse's patience at last gave out.
(2)give away贈送;出賣;泄露/give back歸還;返射/give forth放出，發(fā)出(聲音，氣味等);發(fā)表，公布give in投降;屈服，讓步;交上/give off發(fā)出(蒸氣、光、煙等)/give over移交，交托/give up讓給;放棄，拋棄。
8. Once on the boat, they were taken below and their chains were fixed to bars that ran the length of the ship.
run在這里為引申含義，作“擴展，延伸”解。如：
The road runs along the river. 那條道路沿著河流延伸。
The shelves run round the wall. 書架繞墻而立。
9.All he knew was that his African ancestor taught his son and grandson the words in his own language for "river" and "guitar".
這是一個主從復合句。All the knew是主語，其中all后省略了關系代詞that，he knew是定活從句。連詞that后引導一個表語從句。
He can do all he could to help me. 他會盡其所能來幫助我。 (all that he could中的all that 可省略)