高三英语课程教案
高三英语课程教案都有哪些？在中国的台湾省，英语是所有中小学生的必修课外语，大学也经常要求学生达到一定程度的英语。下面是小编为大家带来的高三英语课程教案七篇，希望大家能够喜欢！
高三英语课程教案（精选篇1）
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。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，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。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。
三、教学目标：
1、知识目标：
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点：
1、过去分词的用法。
2、过去分词的运用
五、教学难点：
1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2、过去分词在真实的生活语境中的使用。
六、教学策略：
通过小组讨论、小组竞赛等具体形式，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，本课采用教学方法———任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略：
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
高三英语课程教案（精选篇2）
1、知识目标
学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。
2、能力目标
引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展
3、情感目标
把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。
4教学重难点
重点:1)理解并灵活运用句型What are you doing? I’m…
2)两个祈使句：Pass me an egg，please。
Give me two apples。
难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。
5、教具准备
课件、录音机和磁带，剪刀，小刀，一页纸，图片等
方案设计方法
基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”
教案流程
1、 Warm up
(1) Greetings师生相互问候，帮助学生自然进入英语学习状态
(2) Sing a song and dance: Front,back,right ,left
师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。
2、 Revision
让学生两人一组复习第18课的会话，为下一步学习作了铺垫。
3、 Presentation and drill
1)通过用纸叠船创设情景引出引出句型What am I doing? I’m making a model ship. 然后板书，进行操练，通过CAI 教学What are you doing? I’m…四幅情景图分别配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。
继续进行纸叠船创设情景，师说：Who can help me? Pass me the knife ，please。板书新单词pass 、knife。Give me two apples。 板书新单词give、scissors。然后板书，进行操练，通过CAI 教学展示Let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。
2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子：Can I help you? Can it go on the water?看到学生有叠完船的，老师引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。
4、听音，指图，跟读对话
充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容
5、Practice
1)Pair work
同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。
2)Sing a song
把What are you doing? I’m … 变成歌曲(曲调同“两只老虎”)
老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。
6、Consolidation。
1)、Do workbook。进一步巩固所学知识。
2)、Fun time。学习Look out!告诉学生注意交通安全。
3)、抄写板书四会内容，检查学生的书写以及书写姿势。
7.Homework
1) Listen and repeat。通过回家听录音，复习巩固所学内容。
2) 小组合作组织一个新对话。
高三英语课程教案（精选篇3）
一．教学目标：(Teaching ais)
Finish the exercises n the wrb
1．能力目标：(abilit ai)
a) Enable the students t cand “cands and requests”
b) Thrugh cperative wr find ut crrect answers theselves
2．语言目标：(language ai)
Full understanding f the readings
二．教学重难点(Teaching iprtant pints)
Understanding the ain ideas f the passages
三．教学方法(Teaching ethd)
a. Fast and careful reading
b. Individual, pair r grup wr t finish each tas
c. Discussin
四．教具准备(Teaching aids)
a cputer
五．教学步骤(teaching prcedure)
Step 1.waring up
Step 2: speaing tas (Review cands and requests)
Offer the situatins and tr t ae dialgues with cands and requests
Step 3 :D the “Reading” n P13 and answer questins n it briefl.
Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.
Step 5: Grup wr:
As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.
Step 6: chec up their researching result.
Step 7: hewr.
高三英语课程教案（精选篇4）
教学准备
教学目标
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1) 学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2) 通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: What's thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
What's the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3) 通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a) 数字和斜体的运用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b) 具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c) 运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
高三英语课程教案（精选篇5）
Objectives
■ To use pictures to help understand new words and to use the dictionary to check meanings.
■ To read a text quickly to find specific information.
■ To practise the Present Simple Passive, Present
Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.
Resource used
Grammar Summary 5.
Possible problems
Students should be encouraged to use the Passive. It is used more in English than in many other languages.
Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material
■ If you are short of time, set some of the exercises for homework.
■ If you have time, use one of the Options ideas.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 76C77. Mini-Grammar 9ReadingBefore you start
Exercise 1
■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.
■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn
Exercise 2
■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.
■ Students read the texts quickly and do the matching.
AnswersPicture 1?CC the Dragon Boat Festival
Picture 2CA the Mid-Autumn Festival
Picture 3CB the Lantern Festival
Exercise 3
■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.
■ Students read the text again and fill in the table with the text information they get.
■ Have students check their answers in pairs.
■ Encourage students to add another festival they know well.
■ Students read the questions and find the answers in the texts by reading the texts again.
■ Have students talk about their festival in pairs.AnswersPassage A:
the Mid-Autumn Festival, September or October, moon cakes
Passage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings
Passage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi
Exercise 4
■ Students discuss in pairs and tell the class their opinions.
Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).
GrammarTHE PASSIVE (I)
Exercise 5
■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.
■ Students then do the exercise, finding the sentences in the text and completing the verbs.
■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.
■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?
When are school reports written? Where is football played?
When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made 2. were, organized
Exercise 6
■ Have students look at the given sentences and ask them what tenses are used in them.
■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.
Answers1. has been arranged
2. is being collected
3. was being painted
Exercise 7
■ Ask students if they have heard of the Water Festival.
■ Students read the text to find out about the festival. Then read the text again and complete the verbs.
Answers1. is celebrated 2. is splashed 3. are carried
4. are told 5. is related 6. are washed
7. are raced 8. are launched
■ Have students close their books and ask them to say what they can remember about the festival.
Exercise 8
■ Students work in pairs, changing the sentences into the passive. Answers
1. My health is being affected by stress.
2. People are being moved out of the houses.
3. The mini-helicopter has already been invented by him.
4. The forest fire has been put out by them.
5. The car was being repaired when I got there.
6. The house was being decorated when the accident happenedVocabulary
Exercise 9
■ Students may need to go back to the text to review the words before they start filling in the blanks.
Answers1. is lit 2. has decorated
3. mark 4. celebrate
5. was included 6. was burnt down
7 take part in 8. be boiled
Language in Use
Exercise 10
■ Students work in groups, writing out the questions and
adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.
Answers
1. Where is the Mid-Autumn Festival celebrated? (In China)
2. Where is “zongzi” eaten? (In China)
3. When is the Lantern Festival celebrated? (In China)
4. Who was the telephone invented by? (By Alexander Graham Bell)
5. Who was Romeo and Juliet written by? (By William Shakespeare)
6. Where are BMW cars made? (In Germany)
Options
PracticeIn groups, students prepare a written description of Spring
Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.
Extension
Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.
高三英语课程教案（精选篇6）
Wish you were here-----language points
Welcome & reading
1. I wish you were here.
wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。
I wish I ____were___ (be) as clever as you.(现在)
How he wishes that he ____had passed_____ (pass) the exam last term. (过去)
How I wish I _______would/could/might have____ (have) a good holiday.(将来)
2. in case conj. “以防， 万一 ”，引导条件状语从句，或adv 置于于句末，作状语
in case of +名词或代词
in that case 要那样的话 in any case无论如何 in no case 决不
(1)John may phone tonight. I don’t want to go out ____in case___he phones.
(2)You’d better take an umbrella ___in case of__________ the rain.
(3)You’d better take an umbrella _____in case________it rains.
(4)I don’t think I’ll need any money but I will bring some___in case_____.
(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.
(6)It’s too late in any case. 无论如何太晚了。
(7)In no case will I give in. 我决不投降。
3. arrange Vt./Vi. 安排，准备 arrangement n.
arrange sth. arrange to do sth arrange for sb. to do
(1) 我们会安排好一切的。 We will arrange everything.
(2) 我已经安排今晚同他们见面 。 I’ve arranged to see them tonight.
(3) 我已经安排玛丽去机场接你。 I’ve arranged for Mary to meet you at the airport.
4.We eat and drink whatever they do
Whatever adv./conj. 可引导名词性从句和状语从句
(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引导让步状语从句
Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…
(2) 引导主语从句和宾语从句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which
(3)however=no matter how引导让步状语从句时，常与形容词与副词连用
Have a try：
(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.
(2) You can eat whatever you want.
(3) Whoever breaks the law should be punished.
(4) However/No matter how difficult the job is, we must try our best.
5. supply
v. 供应，供给supply sth to sb=supply sb. with sth
provide sth for sb=provide sb with sth 提供
offer sb sth=offer sth to sb(主动)提供
(1) The media supplies lots of information __to______us every day.
=The media supplies us ____with_____ lots of information every day.
(2) A pipe line will be built to D some eastern provinces gas.
A. send B. provide C. supply D. offer
n.供应，供给，供给物 the supply of sth
(1)The water company cut off the _supplies____ of water for no good reasons.
6. scare vt.惊吓，使害怕，使恐惧 adj. scared惊恐的; scary令人惊恐
be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑
1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.
3) People keep a dog _to scare away________ thieves.
4) He is scared to go out alone at night 他害怕晚上出去。
5) It was a __scary___ story and children were scared_____ after they heard it.
7. up close
close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地 常与to连用
closely : adv 仔细地,严密地
Our new house is __close___to the school. Jane and I are __close____ friends.
It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.
She stood__close___ to her teacher so that she could watch__closely___.
The policeman examined his room__closely___.
Our health is closely related to (和…紧密相关)our diet.
8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的
be tired of ….厌倦… be tired from/with…因…疲劳
Too much work tired me (out)._____太多的工作使我筋疲力尽。___
I was tired from/with too much work._____我因为太多的工作而劳累。_______
He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__
His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。
9.It’s the biggest desert in the world--the size of the US.
the size of the US= as large as the US= the same size of the US
倍数表达法 A is once/twice/three times … as +原级+as +B
A is once/twice/three times … 比较级+than B
A is once/twice/three times … the +名词(size/ length) of B
新图书馆是老图书馆的4倍大。(3种表达)
The new library is four times as large as the old one.
The new library is three times larger than the old one.
The new library is four times the size of the old one.
9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.
get done 表被动
(1) His car got stolen (steal)at the weekend.
(2) Our car gets cleaned (clean) about once every two month.
(3) She got paid (pay) before she went on a holiday.
Word power, Grammar, Task
10. 强调句型 基本形式为：It is/was +强调部分+that+其他部分
强调部分可以是句子的主语，宾语，状语，状语从句等。
其特征是去掉It is/was…that…句子依然成立。
Eg. It is in the garden that his party will be hold.
It is Tom that/who helped us in the accident.
It was because his father changed his job that they moved to California.
是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.
是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.
是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.
是直到他回来我们才知道这个消息It was not until he came back that we knew the news.
11. total adj. 完全的，全然的， 全部的， 总计的
It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。
Can you tell me the total number? 总数
n.总数，总计
What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。
Project
12. reach: v/n够得着，延伸，达成
(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)
到达某地：reach sp.= arrive in/at sp.=get to sp.
Can you reach the book for me? __拿______
You letter reached me yesterday. __寄到_____
Vi. The land reaches as far as the river.________延伸 _______________
高三英语课程教案（精选篇7）
一、教法建议
【抛砖引玉】
同学们将通过本单元的阅读课文“Milu Deer Return To China”, 深刻认识并了解保护野生动物的重要意义。
单元双基学习目标
Ⅰ.词汇学习
四会单词和词组：at present , nature , common , recently , alive , year by year , greatly , one day , sick
三会单词和词组：increase , similar , equipment , disappear , period , research , protect , paint , deer , performance , put on performance , one after another
Ⅱ. 交际英语
目的、意图、同意和祝愿
1. Why are you making this journey ?
2. We are trying to collect the memory for a wildlife project .
3. We want to do … so that …
4. What is the purpose of your new project ?
5. We want to do … very much .
6. That sounds a great idea .
7. Good luck with your trip !
Ⅲ. 语法学习
在本单元，同学们要理解并初步掌握现在进行时被动语态的用法。现在进行时的被动语态是由“由be的现在式 (am , is , are ) + being + 过去分词”构成。现在进行时的被动语态是表示“某人或者某事此时正在被……”。如：A teaching building is being built in our school .
【指点迷津】
单元重点词汇点拨
1. deer鹿
I saw four deer in the forest .
〖点拨〗deer的单复数一样。单复数形式一样的名词还有：sheep , aircraft , police , cattle等。
2. increase增加;繁殖
Travel increases one’s knowledge of the world .
The number of tourists has increased . = Tourists have increased in number .
〖点拨〗增加了百分之几常用介词by连接。The population of this town increased by five percent last year .
另外，on the increase是“不断增加，正在增加中”。如：Traffic accidents in cities are on the increase this month .
3.similar类似的
The two of them are similar in character .
A cat is similar to a tiger in many ways .
〖点拨〗be similar to与……相似。又如：Gold is similar in colour to brass (铜) 。
4. recently近来
The recently completed , 35-story , four-star hotel is the tallest building in the city .
〖点拨〗recently在句中时，句子常用现在完成时。如：Have you been very busy recently ?
5. alive活着的;存在的
Who’s the greatest man alive ?
〖点拨〗alive ; living ; live ; lively ; life ; lives 这些词都有“活着”之意，它们的用法各不相同。
1)alive 意为“活着”，侧重说明生与死之间的界限，既可指人，也可指物;可用来作表语，后置定语或宾补。虽有死的可能，但还活着。例如：
The badly wounded soldier was still alive when taken to the hospital .
He is dead , but his dog is still alive . 他死了，但他的狗仍然还活着。
No man alive is greater than he . 在活着的人中没有人比他更伟大了。(注：此时 alive 含有“在所有活着的……之中”)
He wanted to keep the fish alive . 他想让鱼活着。
2)living意为“活着”强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。例如：
Comrade Wang is really a living Lei Feng in our country .
My first teacher is still living . 我的启蒙老师仍健在。
English is a living language . 英语的活的语言。
A living language should be learned through listening and speaking .
He is regarded as one of the best living writers at present . 他被认为是当代活着的的作家之一。
注意：living 前加上 the , 表示类别，指“活着的人们”。例如：The living must finish the work of those dead . 活着的人必须完成那些死去的人的事业。
living 还可用于短语，例如：make a living 谋生。
3)live “活着的”，通常指物，不指人，常用来作定语放名词的前面。还指“实况转播的”。例如：
a live wire 有电的电线，a live fish 一条活鱼。
Do you like a live show or a recorded show ? 你是喜欢直播还是录音 。
He said he had seen a live whale . 他说他看见过活鲸鱼。
make a / one\'s living by + ing 通过干……谋生
4)lively 则意为“活泼的”，“活跃”，“充满生气的”，可作定语、表语或宾补，既可指人，又可指物。例如：
Jenny is a lively girl . 詹妮是个活泼的女孩。
Everything is lively here . 这儿一切都生机勃勃。
He had a strange way of making his classes lively and interesting . 他有一种奇特的方法，使他的课生动有趣。
5)life 是名词作生命可数，作生活不可数。其复数是 lives 。类似把 -fe 变为 -ves 的还有：wife , shelf , leaf , half , loaf , thief , knife , wolf , self .
I prefer country life to city life .
These children are full of life . 这些孩子充满火力。
Many people lost their lives in the accident .
all one\'s life 一生 ，true to life 栩栩如生，in one\'s life 在……的一生中，come back to life 苏醒过来，live / lead a happy life 过着幸福的生活。
单元词组思维运用
1. make a trip to到……旅行
They are leaving tomorrow to make a trip to Hangzhou .
注意：“去……旅行”还可以用take a trip , have a trip , go on a trip , make a journey 。
2. collect money for= raise money for 为……筹集资金;为……募捐
These Young Pioneers are trying to collect money for a wildlife protect .
3. put on performances演出
You have put on a fine performance .
The performance put on by the senior class was a dance .
4. at present= for the time being 目前;现在;如今
How many research center are there at present for milu deer in China ?
5. do with处理;对待
What do people plan to do with the milu deer in future ?
注意：do with常与what连接使用，deal with常与how连接使用。
6. too many of太多的
Too many of the deer had been killed and they disappeared .
注意：so many和too many的顺序。too much修饰不可数名词。如：Too much of such rain will ruin the crop .
7. year by year年复一年
They liked the cool wet weather there and their number increased year by year .
We should do everything possible to enable the peasants to raise their personal incomes year by year .
注意由“名词 + by + 名词”的短语还有：step by step逐步地，two by two两个两个地，little by little逐步地。
8. south of = to the south of在……以南
The zoo is three miles south of the city . 动物园在城南三英里处。
Hunan Province lies to the north of Guangdong .
9. one day总有一天;有一天
该词组可以指过去，也可以指将来。但some day指将来。
One day last summer I made a trip to the country .
You will come to see the importance of English one day (= some day) .
10. in the wild在荒野;在旷野
These animals had to live in the wilds of northwest China .
11. once more = once again再次;重新
The facts showed once more that he was not interested in music .
12. one after another = one after the other = one by one 一个接一个;相继
The students left the theatre one after another after the play . 13. in the past year在过去的一年中
A lot of work has been done in the past year .
注意：类似的还有，in the past few years在过去的几年中，in the last few months在过去的几个月中。出现这样的短语时，句子常用完成时态。而in the past (在过去) 却需要使用过去时。
14. be similar to和……差不多，和……相近
If one thing is very similar to another thing , they look almost the same .
Cameras are similar to the human eye .
15. make a study of对……加以研究
She gave us some advice on how to make a study of teaching methods .
16. set free释放
The girl set the pretty birds free .
二、学海导航
【学法指要】
单元难点疑点思路明晰
1. at present ; at the present time ; for the present
〖明晰〗这三个短语近义，都可表示“目前;现在”。第一个中的 present 是名词，其前不用定冠词;第二个中的 present 是形容词 ( 意为“现在的 ) ;第三个中的 present 是名词，其前要用定冠词。at present 与 at the present time 通常可互换，而 for the present 侧重指“暂时”。如：At present there are not many milu deer in nature parks in China .
We use this tense to show that something is being done at the present time .
For the present we do not need that book , so please go on reading it yourself .
2 . one day ; some day ; the other day
〖明晰〗这三个短语都可表示“某一天”，但用法不同。
( 1 ) one day 可指过去或将来的某一天，some day 只能指将来的某一天，the other day 指过去 ( 不久前 ) 的某一天。如：
At all these centres it is hoped that one day they will have enough animals to set them free and let them live in the wild again .
You\'ll be an engineer some day .
I met him the other day at the bus station .
( 2 ) 这三个短语通常作状语用，但 one day 间或能作主语用。如：
One day on the moon is as long as two weeks on the earth .
( 3 ) one day 不能连写成一个词。而 some day 有时可连写成 someday。如：
Someday we may drive cars that are run by electricity .
3 . greatly ; very ; much
〖明晰〗这组副词都可作“非常”解，主要区别是：
( 1 ) greatly 修饰动词或过去分词。如：
Since then the number of milu deer there has greatly increased .
( 2 ) very 修饰形容词和副词原级，不能修饰动词和 a - 形容词。如：
I think he\'s very old .
( 3 ) much 修饰动词、过去分词、形容词和副词的比较级或级。如：
We like it very much .
Now it is much easier to make plans for our trips .
当修饰过去分词时，much 有时可与 greatly 互换，但 greatly 的语气比较强。如：
He was greatly moved .
4. would like的用法
〖明晰〗would like 用以表示说话人委婉的愿望或请求。意为“希望，想要”等。其中 would
( 适用于各种人称 ) 可以换成 should ( 只限第一人称 ) 。在口语中，常用其缩略式“ \'d like”。其否定式为“主语 + shouldn\'t/wouldn\'t like + 其它”;其疑问式为“Would + 主语 + like + 其它 ? ”。would like 主要有如下四种结构：
1) would like +名词或代词。
— Would you like some coffee ? 你要些咖啡吗 ?
— Yes , please . 是的。
— Would you like another cup of tea ? 你还要一杯茶吗 ?
— No , thanks . 不要了，谢谢。
2) would like + 不定式。
— Would you like to have some rice ? 你要米饭吗 ?
— Yes , I\'d like to . 是的，我要。
— Would you like to have some more beer ? 你还要些啤酒吗 ? — No . thanks . I\'ve had enough . 不要了，谢谢。我喝够了。
— Wound you like to go with me ? 你愿意和我一起去吗 ?
3) would like + 主语 + 不定式 ( 作宾补 ) 。
— Would you like something to drink now ? 你现在想喝些什么吗 ?
— I\'d like a glass of beer . 我要一杯啤酒。
4) would like +不定式的完成式。
该结构含有责备或惋惜的意味。表示过去本该做某事但未能去做。
We\'d like to have helped her . 我们本该帮助她。
You\'d like to have gone there yesterday . 你昨天本该去那里。
5. Where are you travelling to , Gary ? 加里，你们打算到哪里旅行 ?
〖明晰〗该句用现在进行时表示将来，指按计划、安排在不久就要发生的动作，常用在口语中。常见的这类动词有 come , go , leave , arrive , get , start , travel , work , stay , try , fly , return 等。例如：How are you getting there ? 你们打算怎样到那里。
6 . Good luck with your trip ! 祝你们旅途好运 !
〖明晰〗Good luck . 是分手道别时的常用祝愿语，意为“祝幸运/平安/顺利”，其后常跟介词 to ( sb . ) 或 with ( sth . ) 。又如：
Good luck with your new job !
Good luck to you !
7 . Until recently , the only milu deer alive in the world belonged to …直到不久以前，世界上仅有的活着的麋鹿属于……
〖明晰〗 ( 1 ) until recently 意为“直到不久以前;直到最近”，until 在此相当于 till , 其意思是“直到……为止”，可作介词或连词，until 在此为介词。作介词时，其后常跟表示时间的名词，也可跟副词。作连词时，引导一个时间状语从句。例如：
I taught in No . 58 Middle School of Zhengzhou until 1993 .
Father usually doesn\'t go to bed until very late . 爸爸通常很晚才睡觉。
( 2 ) alive 意为“活着的;在世的”，相当于 living 或 live ( adj . 活着的 ) ，它属于
表语形容词，即只在句中作表语，不作定语。但 alive 偶尔可以作定语，要放在它修饰的名词之后。例如：
Who is the greatest man alive in the world now ?
living 和 live 作定语时，需前置。例如：living thing 生物，live chicks 活鸡
8 . In fact , there are so many deer that some are being sent to nature reserves by environmentalists who would like to return them to the wild . 其实，现在这种麋鹿已经相当多了，有一些正在被送往那些愿意把麋鹿送回野外去的地方。
〖明晰〗 ( 1 ) 该句是一个较为复杂的复合句，主句为…there are so many deer , that 引导的是结果状语从句，which 引导定语从句。
在这个 so…that 结构中，中心词是名词 deer，本应该用 such…that 结构，但因名词前有 many 修饰而用了 so…that 结构，此特殊用法需注意。
( 2 ) are being sent 是现在进行时的被动语态形式，表示“正在被送往”其中的 being 容易被误省。又如本课中的其它两句：
The life of the milu deer is being studied there .
More milu deer are being moved to a new large nature park in Shishou in Hubei Province .
【妙文赏析】
Two Mistakes
For a long time Dr Smith had wanted to get a better job in a certain big modern hospital . He was appointed to a particular position which he wanted , and his wife moved to the house which they were now to live in . The next day some beautiful flowers were sent to them , with a note which said , “ Deepest sympathy (沉痛悼念). ” Naturally , Dr Smith was angrily to receive such an unusual mote , and telephoned the shop which had sent the flowers to find what the note meant . When the owner of the shop heard what had happened , he apologize to Dr Smith for having made the mistake .
“ But what really worried me much more , ” he added , “ is that flowers which ought to have gone to you were sent to a person who had just died , with a card which said , ‘Congratulations on your new position . ’ ”
很久以来，史密斯医生一直想在某一家大型的现代化医院找一份比较锡样的工作，这一天终于盼来了。他被任命为他想干的特殊位置，而他的妻子也搬进了他们现在住的房子。第二天送来一些鲜花，里面夹着一张条子，上面写着： “ 沉痛悼念 ” 。
接到这样一张奇特的字条，史密斯医生自然很生气，于是便给鲜花店打电话询问怎么回事。
当店老板听说发生的情况时，他忙向史密斯医生道歉，说是送错了。
“ 但真的使我更担心的是， ” 他补充道， “ 本应该送到你那里的鲜花却送给了一个刚死的人，鲜花里面夹着一张卡片，上面写着：‘祝贺你搬迁新居。’ ”
【思维体操】
British public libraries were linked by computers . If 1.
your nearest library in London doesn\'t have the book you want 2.
to borrow it , a librarian will go on-line to see whether any of 3.
the other nearby libraries have . If no library has the book in 4.
store , the librarian will search for further , connecting 5.
library in other cities like Manchester . If a copy of the book 6.
has found , arrangements will be made for it to be sent to your 7.
library , and within a day and two , you\'ll be able to check it 8.
out . It\'s also possible for readers to lend books from 9.
university or college libraries even if we are not students . 10.
答案：1. were → are 2. 对 3. 去it 4. has 后加it 5. 去for 6. library → libraries 7. has 后加been 8. 第二个and → or 9. lend → borrow 10. we → you
三、智能显示
【心中有数】
单元语法发散思维
一、现在进行时的被动语态
〖思维〗1. 现在进行时的被动语态结构。
I am/ He / She is/ You / We / They are + being done .
More milu deer are being moved to a new large nature . 更多的糜鹿正被往一所新建的大天然公园迁移。
2. 现在进行时的被动语态的用法。
A . 表示一个正在进行的被动动作即某件事情现在正在被做。例如：
The water is being turned into vapour . 水正在变成蒸汽。
The question is being discussed at the meeting now . 现在会上正在讨论这个问题。
B . 表示在现阶段进行被动动作，但不一定发生在说话的这一时刻。例如：
The bridge is being repaired .那座桥正在修复之中。(可指“正在讲话的同时”，也可指“目前”。)
She\'s being taught English . 有人在教她英语。(在说话时，也许根本没人教她。)
[注]现在进行时的被动语态有时可与情态动词连用。如：
I know Mark was going to have an interview sometime this afternoon . He may be being interviewed at this very moment . 我知道马克今天下午什么时候有面试。他此刻也许正在接受面试哩。
练习：
A . 把下列句子变成被动语态。
1 . Mr Smith is driving a car .
2 . The teacher is scolding (批评) me .
3 . They are painting the houses .
B . 单项选择。
4 . — Have you moved into the new house ?
— Not yet . The rooms ____ .
A . are being painted B . are painting C . are painted D . are being painting 5 . I ____ English for five years now .
A . was studying B . have been studying C . studied D . am studying
6 . The blood ____ now .
A . is tested B . is being testing C . is being tested D . has been testing
7 . The new lake ____ in the park , so many workers are working there .
A . is made B . has been being made C . is being making D . is being made
8 . In some parts of the world , tea ____ with milk and sugar .
A . is serving B . is served C . serves D . served
答案：1. A car is being driven by Mr Smith . 2. I am bing scolded by the teacher . 3. The houses are being painted . 4 — 8 ABCDB
二、enough 与高考
Ⅰ . enough 作副词用时，可修饰形容词、副词和动词。修饰形容词、副词时，enough 应后置。
Helicopters were sent to rescue them , but it was impossible for them to get close enough .
When they reached the burning building they found that their ladders were not long enough to reach the people who were trapped .
You don\'t practise enough at the piano .
I with you\'d write clearly enough for us to read it .
Ⅱ . enough 作形容词用时，修饰复数名词和不可数名词，习惯置于名词之前。
Have you made enough copies ?
I\'ll get enough money to pay for a taxi .
当 enough 和形容词一起位于名词之前时，要注意辨别 enough 的词性以及对语义的影响。比较：
1 . a) I haven\'t found enough big nails to mend the cupboard . 我还没找到足够的大钉子来修碗柜。
b) I haven\'t found big enough nails to mend the cupboard . 我还没找到足够大的钉子来修碗柜。
a) 句中的 enough 是形容词，修饰 nails，强调钉子的数量。b)句中的 enough 是副词，修饰 big，强调钉子的大小。
2 . a) Is there enough hot water for me to have a bath ? 有足够的热水让我洗个澡吗 ?
b) Is there hot enough water for me to have a bath ? 有足够热的水让我洗个澡吗 ?
a) 句中的 enough 是形容词。修饰 water , 强调数量;b)句中的 enough 是副词，修饰 hot , 强调水的温度。
下面请看 NMET1998 — 11题。
If I had _______ , I\'d visit Europe , stopping at all the small interesting places .
A . a long enough holiday B . an enough long holiday
C . a holiday enough long D . a long holiday enough
选项A中的 enough 是副词，修饰 long，强调程度，符合句意，故是句意，故是答案。B中的 enough 是形容词，不能修饰单数可数名词，故不选。选项C、D的语序不对，也不可选。