【篇一】高三英语教案
高三英语教学案例高三英语写作课(书面表达)教学案例
课题：看图书面表达（Writing A Story）
教学目的：教会学生如何用英语描写一个过去的故事。
教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。
教学辅助手段：电脑（或实物投影仪）
教学方法：讨论法
教学步骤：
一、展示 (Presentation)
1.通过计算机展示上次作为作业的看图书面表达材料。（帮助回 顾、加深印象）
2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进 行练习。
二、讨论 (Discussion)
1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。
2. 请找到错误的学生现场指出并改正错误之处，其他学生一起评判对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。）
3. 教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。
三、展示 (Presentation)
通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。
四、讨论 (Discussion)
1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。
2. 按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。
五、练习 (Practice)
要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。
六、反馈 (Feedback)
1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。
2. 重复此步骤，展示其它几幅图的句子。
3. 从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。
七、讨论 (Discussion)
要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性。学生只有通读全文，才会发现）。然后分组讨论如何对篇章结构进行修改，使文章更连贯。
八、反馈 (Feedback)
1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。
2.展示范文并指出范文中的精彩之处。
九、巩固 (Consolidation)
总结写此类看图书面表达的思路：掌握全文中心——确定每幅图的中心词——由词成句——由句成文——修改篇章结构。
十、作业 (Homework)
发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。
Teaching Plan
I. Topic: Writing A story
II. Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.
III. Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.
IV. Teaching Aids: Computer
V. Teaching Method: Discussion
VI. Teaching Procedure:
Step 1.Presentation
Present the composition with the typical mistakes made by the students to the class. Step 2.Discussion
1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.
2.Ask some students to correct the mistakes in public. At the same time, present the right ones to the whole class.
3.Classify the typical mistakes.
Step 3.Presentation
Present the pictures of a story to the class. Give the students two minutes to look through the pictures and try to get the main idea of the story.
Step 4.Discussion
1.Let the students work in groups of four to get the key words of each picture orally.
2. Ask several students to report their answers to the rest of the class. Present these key words to the whole class.
Step 5.Writing
According to the key words, ask the students to write down their own sentences about each picture.
Step 6.Feedback
1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.
2.Present another two students’sentences about Picture 2 to the class and correct the grammar mistakes too.
3.Repeat this step with the other pictures.
4.Choose either of the models from each picture to make up a passage. Present it
to the class.
Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent. Step 8.Feedback
1.Correct this passage with the whole class.
2.Present the model to the class.
3.Emphasize the way of writing this kind of composition.
Step 9. Assignment
Write another story as homework.
【篇二】高三英语教案
高三英语复习课教学设计及反思高三英语复习课教学设计及反思
教学 课题 Writing-高考英语书面表达高分策略
课程 类型 复习课
教学理论设计依据 英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“„„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，„„”，结合本班学生的实际，对写作课进行了操作性较强的处理。
教材 分析 本课是高三复习阶段的一节写作课,我在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量。
学情分析 在高一、高二两年英语学习的基础上，高三学生已经掌握了一定的写作技能，形成了初步的写作策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲、动笔能力强。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教学重点
1.注意书面表达的卷面整洁
2.在书面表达中注意词汇和常用句型的运用Try to use different ways
教学难点 1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 怎样以写作课的教学为依托，全面训练学生的听、说、读、写能力。
教学目标 (一) 认知目标
1．句型和语言点（见教学重点）。
2．用所学的知识与伙伴进行交流、沟通，学会改错、写作。
（二）情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调
动学生的思维活动和情感体验，引起学生的共鸣。
（三）智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
教学方法 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此， 本课我主要采用以下两种教学方法：1、活动教学法：
2、任务型教学法：
任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。
学法渗透 本课我将结合活动教学法和任务型教学法，在教学中将学生分
成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。 每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。
通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。
教学手段 1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图
表使抽象的语言变得直观，为学生运用英语进行交际创设情景
2、非测试性评价：本课我将各种活动设计成小组活动，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
教学过程设计
Step1 Warming up
Question:Which composition feels more attractive, why?
任务型活动：向学生展示高考作文，让学生自己感觉书写的重要性。
Step2 Practice
Find some similar words or phrases of the followings
1. good ：perfect excellent outstanding pleasant wonderful favorable magnificent
2. think ：in one's opinion/view hold the view that „
As far as sb be concerned,
3.clever ： wise bright smart intelligent cute
紧扣上一环节的书写的重要性，课件展示高考英语写作需要使用好词,引导学生了解高考英语写作中高分作文的要求
Step 3 Try to use different ways
感叹句 How happy I was when I received your letter! What a kind boy he is! How disappointed he was !
强调句 It was this young boy that helped the old granny.
I do hope you can come if possible.
倒装句 Only in this way can you solve this problem.
There comes the police car.
Hardly had they got to the station when they met the young man. 省略句 They read while walking or riding on a bus. Come to me if necessary.
with短语 I saw a young lady walking slowly in the street with a handbag in her hand.
定语从句 In my opinion, cyber cafes should be a place where we can find much useful information.
Let’s come to the main teaching building, at the back of which stands the school library.
各种名词性从句That’s what I should do. We should do a favour to whoever needs help at present.
各种状语从句 Time passed quickly before we knew it. The moment we reached the farm, we
got down to harvesting. So long as we work harder at our lessons,
we’ll catch up sooner or later. Do call me before hand so that I can meet you at the airport. They had to wait because the rain was getting more and more heavily.
任务型活动，本环节是教学的难点,运用多样化的表达方法也就是意味着学生必须掌握多种句型结构并熟练运用
Step 4 Practice 怎样使用较丰富的句式
句型转换
1 . To his surprise, the little girl knows so many things.（使用名词性从句）
2. Though I’m weak, I’ll make the effort. (使用倒装句)
强调句型)
4. I passed the physics exam because of your help.(用虚拟语气）
5. She walked out of the lab and many students followed her. (使用过去分词)
6. They sang and laughed as they went back to school.( 使用V-ing形式)
7.I won’t believe what he says. （使用状语从句）
8.If you study hard, you will make rapid progress. （用并列句）
本环节教师先给学生复习相关的句型然后进行小组活动,同组的学生互相配合，分工合作，交流意见，最终确定正确答案，在句型转换过程中，教师鼓励学生自己发现句中的疑难点（包括部分生词），并通过小组合作，解
Step 5 Practice 书面表达：
联合国教科文组织某考察团正在我国某乡村参观考察。假定你是接待人员,请根据下列提示以发言稿的形式简要介绍这个村的情况：
1)大小：近100户人家，约500口人。
2)变化：过去很穷，78年后变化很大。人们生活比以前好多了。现已旧貌换新颜。
【篇三】高三英语教案
高三英语阅读教学案例高三英语教学案例
--人教版选修九
Unit one Breaking records
The Road is always ahead of you Part 2
高三英语课堂教学设计案例
张瑞利 郑翠云
（高三选修九U1 Breaking the record 第二课时阅读课）
一.教学设计背景
（1）教学设计理念
1、运用任务型语言教学模式，训练培养学生对语言的综合运用，实现目标， 感受成功，教学进度整体把握，教学形式不拘一格。
2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。
3、在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
4、课后访谈调查，读写摘记，重视语言运用。
5、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
（2）学情分析
一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。而对于高三的学生来说。更要在有限时间内获得最高的学习效率。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。高三英语教案
二.教学主题
（1）教学内容分析
1.知识背景及新课程、新教材
本单元以世界纪录为中心话题，只要内容涉及以阿里西塔福尔曼为代表的几个世界吉尼斯纪录的保持者及其运动经历，重点讨论了创造吉尼斯纪录所必备的身体素质、心理素质、创新意识以及挑战自我的决心和毅力。本单元的语言和技能目标都是围绕这一中心展开的。
本节课是是本单元第二课——“阅读课”，也是本单元的重点。文章的主题是“路永在前方”其内容介绍了世界吉尼斯的保持者阿西里塔福尔曼，他不
是职业运动员，但其运动成就让许多运动员望尘莫及，本节课通过阿里西塔福尔曼的成长经历以及获得这些成就的精神动力，激励学生认识自我的潜力，找到精神动力的源泉，实现梦想。
百度搜索： ..男子水下转呼啦圈创造世界纪录 001.优酷网-男子水下转呼啦圈创造世界纪录.flv
2.教学重点难点
（1）重点：
1．了解记叙文的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读技能；
2．对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。
（2）难点：
1.阅读技能的训练；2．对记叙文的鉴赏能力及人物评价。
三、教学情节
（一）三维教学目标
（1）知识技能目标
①通过本节课的学习使学生能够在理解的基础上复述课文。
②在阅读中体会并初步掌握本单元生词、词组和句型的用法。
③体会作者在写本文时是如何进行内容安排的。
（2）能力目标
①通过词组和词缀的学习让学生掌握多种记忆单词的方法。
②通过三读法让学生掌握速读、跳读、精读的要领。 ③通过阅读，让学生了解到在阅读过程中会遇到很多阅读障碍，不可求全责备。要调整心态和注意力，通过读懂细节和推断隐含内容来掌握大意，获取所需信息。
（3）情感态度目标
①了解吉尼斯纪录的相关知识和这些纪录创造者应具备的品质。
②鼓励学生打破“我不行”的心理暗示让意念统领身体走出一条完美的道路。 百度搜索：F:励志视频 001.土豆网-永不放弃_励志短片_.flv
（二）教法分析
教学方法 ：问答法(question and answer)； 讨论法discussion ；
辩论法（debate）； task-based method(任务教学法)
教具和教学手段：
①Multi-media computer; OHP(overhead projector); tape recorder; PowerPoint
②多媒体辅助教学
（依据：根据本课特点以教材为本，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本节课内容。）
（三）学法指导
阅读是一种积极主动地吸收、思考、理解、接受信息和反馈信息的过程，也是一种复杂的智力活动。培养学生的阅读理解能力可分三个层次：表层理解、深层理解和评价性理解。表层理解是培养学生对文章表面信息的把握；深层理解是引导学生通过联想、推理、归纳等思维活动对文章主题或某一章节进行进一步的理解；而评价性理解建立在从整体角度对课文深层理解的基础上，旨在引导学生联系社会实际或自身生活，对某一相关话题进行讨论，使学生进行发散性、创造性思维。通过过去两年的阅读教学，学生已初步建立了阅读的基本技能—Skimming(略读)和Scanning(查读)，教师要积极引导学生结合语境，采用推测、查阅或询问等方法进行阅读。
（四）教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本节课的内容是本单元的中心任务，所以阅读要用较多时间。
1.导入部分用3 分钟;
2.读前部分用5分钟;
3.读中部分用25分钟;
4.读后总结部分用10分钟;
5.最后用2分钟总结本课内容和布置作业。
（五）课堂板书设计
将黑板划为左右两块，左边板书教学步骤，右边板书学习目标，后黑板左边板书生词和短语来辅助阅读，扫除障碍。后黑板板书阅读方法和阅读技巧总结。
（六）教学步骤（Teaching procedures:）
Leading-in (discussion)
To show students the pictures about some famous athletes to let them know something in common about these people--the key of success. Some words may be used in this activity ：
Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength
Something in common： concentration/confidence/good physical abilities/ speed/ strength /flexibility /athletic skills /strong will/ interest /hard training
目的及依据：本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。
Pre-reading
Task one ：to show students some pictures which occurred in the text. First, let them to know the name of the activity and the way to do it. Second ,let the students experience one or more of this , such as Something about jumping jacks.
【篇四】高三英语教案
高三英语公开课教案1
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【篇五】高三英语教案
牛津版 高三英语精品教案2013年下期 高三英语一轮复习教案 （高三英语备课组）
Module 1 Unit 1 School life
[目标要点]
一、重点单词 二、重点短语
1、_________vt.出席，参加 1、___________注意
2、_________vt.获得；赚，挣得 2、___________（书的）封底
3、_________n.＆vt.尊敬，敬重 3、___________一代又一代
4、_________vt.赢得，取得；实现，成就 4、__________平均
5、_________n.学分；成绩；等级 5、__________过去常常做
6、_________n.文学 6、___________逐字地
7、_________adj.一般的，普通的；平均的 7、___________首先
8、_________adj.具有挑战性的 8、___________介绍……给……高三英语教案
9、_________adj.额外的，外加的 9、___________和……约会
10、_________vt.＆vi.准备 10、___________培养对……的兴趣
11、_________vt.放弃 11、___________捐赠……给……
12、_________vt.思念，想念 12、___________忘记去做……
13、_________vt.经历，体验 13、___________作决定
14、_________vt.介绍 14、___________把……和……相比
15、_________adj.从前的，以前的 15、___________轮流做……
16、_________n.文化 16、___________告知……
17、_________vt.捐赠；赠予 17、___________对……负责
18、_________vt.陈列，展览 18、___________由……组成
19、_________ vt.＆vi.遗憾，抱歉；后悔，惋惜 19、___________提出
20、_________ vt.＆vi.批准，通过；赞成 20、___________签名
三、词汇联想
1、achieve vt. _____________ (n.) 6. preparation n. ___________ (v.)
2、German n. _____________ (pl.) 7. require vt. ______________ (n.)
3、immediately adv. __________ (adj.) 8. scary adj. _______________ (v.)
4、develop vt. _____________ (n.) 9. nature n. _______________ (adj.)
5、inform vt. ______________ (n.) 10. please v. _______________ (n.)
四、重点句型
1．____________________________（被洪水围困）is an experience.
2．I think _________________________________（保护环境的最佳方法）is to plant more trees.
3．Think it over and you‘ll find it is _______________________（不象你想象的那样难）.
4．Making an appointment with tomorrow ____________________ （听起来）a romantic idea.
5. The most important thing _______________（我们应该注意的）is the first thing I have said.
6．The boy spent most of his spare time _________________________ （在网上冲浪）.
7.The man ___________________________________（正在和我爸爸握手的）is our headmaster.
8._____________________________________（你本应该把作业完成的）before turning on the TV set, but I‘m sorry you didn‘t.
五、【语法精讲】
关系代词在定语从中的应用
that 和 which的区别：
（一） which 可引导非限制性定语从句，that则不能
（二） which 之前可以有介词，that 之前则不能有介词
（三） that和 which都指物时，在4中情况下，只能用that 而不能用which
(1) 当先行词是all,everything,nothing,something,anything,much,little,few等不定代词时。
(2) 当先行词被序数词修饰时
(3) 当先行词被最高级修饰时
(4) 当先行词被 the very, the only, the just等修饰时。
(5) 当先行词既指人又指物时
(6) 在定语从句中担当表语时, 只能用that.
【高考链接】
1. -- Why does she always ask you for help?
-- There is no one else ____, is there ? （2005北京）
A who to turn to B she can turn to C for whom to turn D for her to turn
2. The shopkeeper didn‘t want to sell for ____he thought was not enough. (2005山东)
A where B how C what D which
3. You are saying that everyone should be equal, and this is____ I disagree. (2004全国)
A why B where C what D how
4. He was driving so fast as to get himself into a dangerous situation____ he is likely to lose the control over his car. (2007北京东城)
A why B where C how D which
5. -- I phoned your home at around 9 yesterday evening. Why didn‘t you answer it?
-- Impossible. Oh, now I remember; it was ___ I was taking a bath. (2007西安二次质检)
A when B which C where D what
6. The biggest reason I like the rule is _____it sets a good example to young athletes. (2007郑州二次)
A how B why C that D when
7. In experiments _____ young teens are allowed to sleep as long as they want, they tend to sleep an average of 9 hours. (2007郑州二次)
A that B what C which D where
8 . ― I‘d like to give my thanks to those____ help my son will be able to survive his terrible disease,‖said the woman on TV. (2007重庆一次)
A who B that C with whose D with their
9 It is the fact___he doesn‘t know his own birthday___surprises us all.
A which; which B which; that C that;that D that;which
10. Nobody believed his reason for being late____his car broke down on the way.
A that B why C which D because
六、阅读理解
A
Culture shock isn‘t a medical condition. It‘s only a common way to describe the confusing and nervous feelings a person may have after leaving a familiar culture to live in a new and different one. When you move to a new place, you have to face a lot of changes. That can be exciting, but it can also be It‘s natural to have difficulty adjusting to a new culture. People from other cultures may have grown up with values and beliefs that differ from yours. Because of these differences,the things they talk about, the
ways they express themselves, and the importance of various ideas may be very different from what you are used to. But the good news is that culture shock is temporary.
What causes culture shock?
To understand culture shock helps to understand what culture is. You may know that genes determine a big part of how you look and act. What you might not know is that your environment has a big effect on your appearance and behavior as well.
Your environment is‘t just the air you breathe and the food you eat, though; a big part of your environment is culture.Culture is made up of the common things that members of a community learn from family, friends, media, literature, and even strangers. These are the things that influence how they look, act, and communicate. Often, you don‘t even know you‘re learning these things because they become second nature to you, for instance, the way you shake hands with someone when meeting them.
When you go to a new place, such as a new country or even a new city, you often enter a new culture that is different from the one you left. Sometimes your culture and the new culture are similar. Sometimes, they can be very different, and even contradictory. What might be perfectly normal in one culture, for instance,spending hours eating a meal with your family, might be unusal in a culture that values a more fast-paced lifestyle.
The differences between cultures can make it very difficult to adjust to the new surroundings that are very easy at home. Dealing with the differences can be very unsettling; those feelings are part of adjusting to a new culture.
1. What does the underlined word―overwhelming‖in the first paragraph mean?
A. developing. B. powerful. C. destroying. D.joyful.
2. According to the passage, the culture is ________.
A. the ideals, beliefs and customs shared and accepted by people in a society
B. the feeling of anxiety people have when they visit a new place
C. a big part of the environment where people can breathe the air and eat the food
D. the difference from one perfectly normal country to another fast-paced one
3. Which of the following statements is NOT true according to the passage?
A. To live in a new culture is not so easy as staying at home.
B. Culture like genes determines a big part of how the society looks and acts.
C. Second nature can often make people ignore the things they are learning.
D. What might be perfectly normal in one culture is the same in another culture.
4. It can be inferred from the passage that_______.
A. environment is also a major factor causing culture shock
B. you could not feel culture shock when you are in a contradictory environment
C. people can easily acquire a new culture by second nature
D. spending hours having a meal with family must be different from culture to culture
B
Many countries follow special customs when a child‘s baby teeth fall out.Many of these customs tell stories about animals taking the teeth.
For example,Koreans have the custom of throwing the fallen tooth onto the roof of a house so that a magpie can take the tooth away and bring a new tooth for the child.This custom is also followed by some other Asian countries, such as Japan and Vietnam.
Other countries, though, have tooth customs about other animals. In Mexico and Spain, for example, it is thought that a mouse takes a fallen tooth away and leaves some money. But in Mongolia, it is dogs that take children‘s teeth away. Dogs are highly respected in Mongolian culture. It is believed that the new tooth will grow strong if the baby tooth is fed to a dog, so parents in Mongolia will put their children‘s fallen teeth in
a piece of meat and feed it to a dog.
In France and the USA, a child will put a fallen tooth under his or her pillow before going to bed. It is thought that in the early morning,when the child is still sleeping, the Tooth Fairy will take the tooth away and leave something else under the pillow. What she will leave is hard to know. It is said that in France the Tooth Fairy may leave some candies;however,in the United States, she may leave money.
1. Koreans throw a tooth onto the roof of a house in order to ______.高三英语教案
A.get money B. feed magpies C. get candies D. get a new tooth
2. From the last paragraph, we can know that in France and the USA________.
A. a child will put his or her fallen tooth beside the pillow
B. the Tooth Fairy takes the fallen teeth away at midnight
C.the Tooth Fairy will leave some candies to the children after taking the fallen teeth away
D. no one knows for sure what the Tooth Fairy will leave to the children after taking the fallen teeth away
3. The passage is mainly about_
A. customs about fallen teeth in Western countries
B. customs about fallen teeth in different countries
C. stories about human teeth
D. stories about some animals 参考答案
Module 1 Unit 1 School life
一、重点单词：
1.attend 2.earn 3.respect 4.achieve 5.grade 6.literature 7.average 8.challenging
9.extra 10.prepare 11.drop 12.miss 13.experience 14.introduce 15.former 16.culture
17.donate 18.display 19.regret 20.approve
二、重点短语：
1.pay attention to 2.back cover 3.from generation to generation 4.on average
5.used to do sth. 6.word by∕for word 7.first of all 8.introduce…to… 9.make an appointment with
10.develop an interest in 11.donate…to… 12.forget to do … 13.make a decision
14.compare …with… 15.take turns to do 16.inform…of… 17.be responsible for…
18.consist of 19.come up with 20.sign up
三、词汇联想：
1.achievement 2.Germans 3.immediate 4.development 5.information
6.prepare 7.requirement 8.scare 9.natural 10.pleasure
四、重点句型：
1.Being caught in a flood 2.the best way to protect the invironment
3.not as difficult as you thought 4.sounds like
5.we should pay attention to 6.suffering the Internet
7.who is shaking hands with my father 8.You should have finished your homework
五、语法精讲：
Keys：B C B B A C D C C A
六、阅读理解：
Keys: B A D A D D B高三英语教案
Module1 Unit2 Growing pains
【目标要点】
一、重点单词 二、重点短语
1、_____n. 混乱，一团糟 1、_____应该……，应当……
2、_____vt. 惩罚 2、_____处理，处置
3、_____n.青少年 3、_____负责，掌管
4、_____n.成年人 4、_____（灯）熄灭
5、_____adj.心烦的，苦恼的；vt.使心烦，使苦恼 5、_____既然；由于
6、_____n＆.vt.得分 6、_____对----苛刻，要求严格
7、_____vt.＆vi.坚持，坚持认为 7、_____不睡觉，熬夜
8、_____adj.宝贵的，贵重的 8、_____混淆；搅匀
9、_____n.争论，辩论；论点，论据 9、_____坚持，坚持认为
10、_____adj.空闲的，多余的 10、_____好象，似乎
11、_____adj.自私的 11、_____迫不及待地做……
12、_____vt.禁止 12、_____值得去做……
13、_____adv.主要地，大体上 13、_____没时间做……
14、_____vi.争吵，争论；打架，争斗 14、_____想要，认为，喜欢
15、_____vt.信任 15、_____免受惩罚
16、_____n.行为，举止 16、_____对……粗鲁，无礼
17、_____vt.使----处于某种状态，听任 17、_____强迫某人做某事
18、_____adv.真诚地 18、_____期待某人做某事
19、_____adj.令人厌倦的，无聊的 19、_____和某人争论某事
20、_____vt.建议；暗示；使想起 20、_____进了一球
三、词汇联想
1、argue v.---_____(n.) 6、act n.＆vi.---_____(n.)_____(adj.)
2、value n.---_____(adj.) 7、selfish adj.---_____(反)
3、punish v.---_____(n.) 8、true adj. ---_____(adv.)
4、explain v.---_____(n.) 9、expect v.---_____(n.)
5、behave v.---_____(n.) 10、surprised adj.---_____(n.＆v.)
四、重点句型
1、The dentist has________（禁止他）eating/to eat sweets.
2、I_________（想要）some cola.
3、She_________（坚持要去）there though we asked her not to.
4、Do not say that to a ten-year-old boy.You are_________（对他太严格）him.
5．The project was finished later_____________（比预期的）.
6、I need to buy something to drink. All my water_________（没有了）.
7、We feel you_________（本不应该那样做）.
五、语法精讲： 关系副词引导的定语从句以及介词+关系代词引导的定语从句
关系副词when,where ,why的含义相当于―介词+which‖结构，因此常常和―介词+which‖ 结构交换使用。这类从句中的介词也可放在从句中，这时关系代词可以省略。例如： 另外，定语从句也可以有―名词/代词/数词+介词+which/whom‖引导。如：
【篇六】高三英语教案
[[高三英语教案]]高三英语《too...to用法详解》教案too...to用法详解
too...to 结构表示肯定含义的情况
我们知道too...to结构一般表示否定含义,意为"太...以致于不能"
eg:He is too old to work.
但too...to在下列情况下却表示肯定含义:
⑴当too前或to前有否定词构成双重否定时.
eg:English is not too difficult to learn.
英语并不太难学.
He is too wise not to see that.
他很聪明,不会不懂这一点.
⑵当too后是glad,pleased,happy,delighted,satisfied,ready,willing,kind,apt,good,
true,easy,near,careful,well,early,delicious,eager,anxious等形容词或副词时.
eg:They are too anxious to leave.
他们急于离开.
He is too ready to help others.
他总是乐于助人.
与这些词连用时,too前还常加上only,all,but,just,simply等副词,意思不变,因为这些词加上too后与very同义.
eg:I'm only too glad to see you .
见到你非常高兴.
They are but too pleased to hear the news.
他们听到这个消息,非常高兴.
⑶与cannot连用时.
eg:You cannot be too careful(=You can never be careful enough) to do your homework.
你做作业越仔细越好(=无论怎样仔细也不过分).
⑷当不定式在句中作定语或真正的主语时.
eg:There are too many problems to be solved.
有很多问题有待解决.
It is too much to say that he is a fool.
英语中的“too„to„”结构，一般情况下表示“太„„以致不„„”的意思。例如：The boy is too young to go to school. （这个孩子年纪太小，以至不能上学。）The problem is too difficult to work out. （这个问题太难了，以至无法解答）。但是，在平日的学习中，我们会遇到像“You can’t be too careful to do it”“I am only too glad to do it”这样的句子。这里的“too„to„”结构就不表示否定意义，而是表示肯定意义。这样的句子都较特殊，我们不妨把它们归纳在一起，以利于复习。
1. 当too后的形容词是某种心理活动、情绪状态的形容词，如anxious, apt（有„„的倾向的；易于），easy, eager, glad, happy, pleased, ready, willing等时，too表示肯定意义，相当于very, extremely, 意思是“十分；极其”。例如：
She is too easy to get angry.
她太易发脾气了。
He is to ready to help others.
他很乐于助人。
John is too eager to see Alice.
约翰极想见艾丽斯。
2. 当too前有only, but, all 等词时，“too„to„”结构不再表示否定意义，而是表示肯定意义。too相当于very，意思是“非常；十分”。例如：
I am only too glad to become a member of you.
我非常高兴成为你们中的一员。
We are but too eager to receive your invitation.
我们极渴望接到你们的邀请。
3. “cannot / hardly / never / scarcely too „to„”这一结构不再表示否定意义，而是表示肯定意义，意思是“越„„越好；无论„„也/都不过分”。例如：
You cannot be too careful to cross the street.
你过街时越小心越好。
在这个句型中的too也可以换成over, enough，意思不变。例如：
You cannot be over careful to cross the street.
4. “never / not too „to”这一结构意思是“不太„„所以能„„”。双重否定表示肯定意义。例如：
One is never too old to learn.
活到老，学到老。
It is never too late to mend.
亡羊补牢，犹为未晚。
Tom didn’t get up too late to catch the early train.
汤姆起得早，赶上了早班火车。
5. “too„not to „”这一结构表示肯定意义时，意思是“太„„不会不„„”。例如：
She is too kind not to help you.
她这么好，不会不帮助你的