高考英语复习教案内容
高考英语复习教案内容都有哪些？课程设置要处理好通识教育与专业教育、语言技能培养与专业知识教学、必修课与选修课、外语专业课与相关专业课。下面是小编为大家带来的高考英语复习教案内容七篇，希望大家能够喜欢！
高考英语复习教案内容（篇1）
(1)I'll never __________(原谅)you for what you have done wrong
to your parents.
(2)Please ____________(原谅)me ----I didn't mean to be rude.
(3)Forgive me for asking, but where did you get that dress?
(替换) ___________
(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾;rudeness)
_______________________________________
考点4. behave vt. & vi. 举动;举止;行为表现
Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.
It's hard to train children to behave well at the table.
培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.
behave vi. 行为;举止
behave vt. & vi. 守规矩;举止适当有礼
behave oneself 举止(有礼)
behaviour n. 行为;举止;习性
(1)The little boy ___________(表现)with great courage in the
face of the robber.
(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)
themselves politely.
(4)如果你的行为那样，你会让人厌恶的。
(写作小练笔：主谓+介词;get sb. disliked)
______________________________________________
考点5. advice n.忠告;建议
For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.
Tell me the reason why he refused to listen to my advice.
告诉我为何他拒绝听从我的劝告。
advice n.(用作不可数名词)劝告(美语中advice也可用作动词)
advice /advise sb to do 建议
advise sb. against sth. 劝某人不干某事
advise sb that 通知;告知
(1)I asked the teacher for her ________(建议).
(2)The doctor ___________(建议)me to take more exercise.
(3)They _________(建议)her against marrying quickly.
(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do);start)
________________________________
考点6. stare vi. 凝视;盯着看
Don't laugh at, stare at or make jokes about disabled people.
If you stare at people like that, you might upset them.
你如果瞪着别人看,你会使他们感到不安.
stare at sb. or sth. 凝视;盯住adviceadvisedadvisedI advise you to start at once.
stare into the distance 凝视远方
stare sb. into silence 把某人盯得沉默
fix one's eyes upon 专注;凝视
glare at 怒目而视
(1)Standing still, he __________(凝视)into the distance.
(2)She __________(瞪)him into silence.
(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。
(写作小练笔：主谓+介词;in amazement)
_________________________________
(5)He ________at the girl as if seeing her for the first time.
A. glared B. stared C. fixed his eyes D. watched out
B。stare at盯着看。staredstaredstaredWe stared at him in amazement.
考点7. leave out 省去;遗漏;不考虑
The extra information can be left out.
I think this paragraph can be left out.
我认为这一段可以删掉。
leave out 省去;删去; 遗漏
leave over 留下, 剩下
leave behind 丢弃;留下;忘记携带
leave alone 不管，不理会;不打扰
leave sth. as it is 听任某事自然发展
leave sb. to himself 对某人不加干涉
(1)Make sure that nothing ____________(漏掉)of the matter.
(2)If you can't think of the answer to the question, ________
(略去)it out.
(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾;details)
_____________________________________
is left outleavehas left out two lines
I left out some important details.
【高考链接】
The teacher stressed again that the students should not ___________any important details while retelling the story.
(2008年高考湖北卷)
A. bring out B. let out C. leave out D. make out
【答案】C。
【解析】此题考查动词短语辨析。leave out"遗漏;省略"，即要求讲故事时不应遗漏细节。bring out"提出"; let out"泄
露"; make out"辨认出"。
考点8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
高考英语复习教案内容（篇2）
在中国，有时你会得到一块热的湿毛巾擦手和脸，然而西方没有这种风俗。
Bamboo is hollow, which makes it very light.
竹子的中心是空的，这一点使它很轻。
which 引导非限制性定语从句，代替整个句子，且不能在句首;as也可引导非限制性定语从句，指大家熟悉的事情或常理，可以
在句首、句中或句末
用as, which填空：
(1)He turned out very successful, ________ was more than we
could expect.
(2)He said that he had never seen her before, _______ was nottrue.(3)_____ is known to all, she is one of the best students.
(4)______ we had expected, he won the game.
(5)He won the game, _________ we hadn't expected.
【高考链接】
They've won their last three matches, ________I find a bit surprising actually. (2009年高考辽宁卷)
A. that B. when C. what D. which
【答案】D。
【解析】此题考查定语从句。which引导非限制定语从句。which代替前面的整个句子。whichwhichAsAswhich
高考英语复习教案内容（篇3）
《Tomorrow’s world》教学设计
Part One: Teaching Design
第一部分 教学设计
Aims and requirements
? Read a formal proposal and summaries of three science fiction novels.
? Listen to facts and opinions and an interview about computer use.
? Discuss your views on technology and interview a classmate about his or her computer use.
? Write a proposal for a computer room and a short science fiction story.Procedures● Welcome to the Unit
Step 1: Brainstorming1.1) As is known, most people love reading science fiction stories. These stories allow people to use their imagination and think about what life will be like in the future. What do you like most about science fiction stories? In order for all of us to have a good understanding of the text, try to design and make a poster for one of the science fiction stories you were asked to brought to class. How did you feel when you were reading the story? Draw several pictures which highlight the main characters and scenes in the story. You may also choose one scene in the story that you liked the most and draw one picture of this scene.2.2) Please tell your science fiction story in groups of four. Then I'll ask a few students to tell your stories in front of the class.
3. Now I'd like to ask you some questions which will help you to find out the main characteristics of science fiction stories.
What do you like most about science fiction stories, the characters, plot or the language used?
Why do you think so many people are interested in science fiction stories?
( Because they allow people to use their imagination and think about what life will be like in the future.)4.4) Now look, here's a stick in my hand. This stick is a 'magic wand" and it can be used to make things happen in the future. Please have a discussion about the following questions and express your opinions freely.
What will life be like in the year 2080?
What would you like to happen by 2080?
What would you not like to see in 2080?
If you could use the magic wand to make one thing happen in the future, what would it be?
5. Read the instructions and focus on the four pictures. Discuss the pictures in pairs. (P41)Picture 1:What is the robot doing in this picture? (Serving dinner for the master.)
What else can a robot do?
Do you think robots can do everything for humans? Why or why not? (Robots can do a lot of repetitive or tedious things for human beings, for example, they can help people do housework; with the help of robots, more high-tech products can be produced, which will make people's lives more convenient; what's more, robots can help people do boring or dangerous work so that people can have time to relax.)
Do you think you will have a robot at home in the future?Picture 2:Where are the passengers going? (To the Moon or to Mars.)
Do you believe that one day traveling to the Moon or to Mars would be just like traveling to another city? Why or why not?
If you had a chance, would you like to fly to the Moon or another planet?Picture 3:What are the people in this picture doing? (Having a birthday party.)
How old is the man? (200 years old.)
What do you think a 200-year-old man would look like? Do you think the man in the picture looks that old?
Do you think people can live that long in the future? Why or why not? (With the development of genetic research, scientists can find out the secret of living longer. In the future, human beings can live much longer than we live today.)Picture4:Can you tell where these "people" are and what they are doing there? (In the office.)
Can you tell who these "people" are and what they are doing there? (Apparently some of the people sitting in the office are not human beings. They are aliens from outer space. The aliens and the human beings are discussing something in the office.
What problems are the aliens and the people probably talking about? (They are probably discussing peace issues in the Galaxy or trade affairs between other planets and the Earth.)
What is the relationship between them? (Workmates.)
高考英语复习教案内容（篇4）
Step 2: Sharing information
1. Form your own groups and discuss the three questions listed under the four pictures first.
2. Express your opinions freely and report your responses back to the whole class.
Sample answers
1. Yes. With the development of science and technology, human beings could travel wherever they want in the future. The Moon and other planets could eventually become tourist destinations. Travelling to the Moon or to another planet might be as easy as traveling to another city. You might just have to book a ticket, get packed and think about what present you would like to bring back to your friends on the Earth.
2. In my point of view, robots could do almost everything in the future. With the development of science and technology, they may be designed almost the same as humans. They could help people do boring and dangerous work. For example, it would be possible for robots to be lowered to the ocean floor and left to explore the ocean; robots could play an important role in exploration missions to other planets; they could also be the companions of humans and assist humans physically and psychologically, that is, they could perform more useful functions than just entertainment. All in all, robots could do much more in the future than we can imagine today.
3. New technology seems like magic, it can do a lot of amazing things that we could never imagine before, I'd like to see that a virtual world could be created with the help of technology so that people could live in both a real world and a virtual one. We could not only play games, travel or experience excitement in the virtual world, but also we could do whatever we can do in reality.4.3. More questions for you to answer:
Do you think robots will replace human beings in the future?
What things do you think robots can't do?ResourcesRobots
One high-tech industry that is growing quickly in the 21st century is robots. Nowadays scientists are doing research and trying to build humanoid robots with arms and legs that can move freely. It has been reported that modern robots can even have thoughts and facial expressions. Robots can do a lot of work autonomously for humans. For more information about robots, you may check the following website:
●Reading Not just watching a filmResourcesVirtual reality cinema
A virtual reality cinema is one where computer graphics, sound effects, chemically produced odours and electrical sensors are used to create a complete environment, giving people the opportunity to have an enhanced interactive experience by exciting all five of their senses. Sensors that are triggered by movement are used to make the participant feel as if they are moving through this artificial environment. If you need more information, you can visit the following website:
Step 1: Leading-in
1. The reading material is a business proposal about RealCine, a virtual reality cinema which is supported by extraordinary technology. You are required to learn some information about how this product works, why it is better than ordinary cinema, and how it can be used in many other ways.
Ok, now some questions for you:
Do you like reading novels?
What kind of novel do you like best? What about science fiction novels?
Why do you like them or not?
2. Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination. Let's watch the extracts from the film Alien.
What kind of feelings do you have after watching it?
Maybe you can strongly feel the rapid development of science and technology after watching the film. We will sense more advanced technology in the film industry.
Step 2: Fast reading for general ideas
1. The article in this section is a business proposal which introduces a new business idea. Skim and scan the proposal and try to find answers to the three questions in Part A. Focus on the most important information needed to answer the questions. Pay attention to the structure of the passage.Answers1. A virtually reality cinema called RealCine.
2. All five of our senses.
3. My ninety-year-old grandfather.
2. Read the proposal carefully and complete Part C1. Questions in Part C1 are to check your ability of locating specific information.Answers1. The proposal is about a virtual reality cinema: RealCine.
2. The technology behind this product is virtual reality.
3. They wear special VR headsets and gloves.
4. A straw sensor delivers the special food and drink chemicals into the viewer's mouth.
5. He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. He was asked to sign his name for his fans.
6. Because VR is not real.
7. They could be trained using RealCine without the risk of being sent into a burning building.
3. Discuss the article and analyse the structure. Conclude the main idea of each part of this article.StructureMain idea
Introduction(Para1)The abstract of the proposalMain body(Paras2-7)
How RealCine works;
Why RealCine is better than ordinary cinema;
How it can be used in other ways.Conclusion(Para 8)
Conclusion of the proposal
Step 3: Detailed reading for important information
1. Do Part C2. You can refer to the chart you analyzed before.
C2 1. Paragraphs 3and 4.
2. Paragraphs 2, 5 and 6.
3. Paragraph 7.
2. Answer the following question and fill in the chart according to the proposal.
How can RealCine excite the viewers' five senses?SenseThings needed
Effect in RealCineSightSpecial VR headsets
Viewers can see a world of 3D animation all around them.SoundSpecial VR headsets
Viewers can hear the sounds clearly all around them.SmellSmall openings in the headset
Smells are given out.TouchSpecial gloves
Viewers can touch people and objects in the film.TasteA straw sensor
Special food and drink chemicals are placed into the viewer's mouth.
3. Read the following sentences and think about the characteristics of the language used in this article.
I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary technology that must be developed further.
Viewers will be surprised at how real it feels.
RealCine works by making the viewers feel that they are actually in the film.
I am sure you will agree that RealCine provides a fantastic opportunity for the film-maker industry.
What do you think of the language used in these sentences? Don't you think that the language used here is quite attractive and persuasive and clear as well?
As a decision maker, do you think you would finally be persuaded to invest or develop RealCine? Why or why not?
The purpose of a business proposal is to plan or suggest a new idea. The goal is to help the customers or the investors make their decisions. Therefore, clear and persuasive language is often used.
高考英语复习教案内容（篇5）
一、定语从句的引导词
1、一共有9个：who, whom ,whose, that,which, when,where, why,as
与名词从句相比：定从不能由what和how引导；which的含义改变；定从内部的介词可以放引导词前。
2、引导词的功能有哪些？
（1）引导定语从句
（2）代替先行词在定语从句中充当一个成分。（先行词在从句中不再出现）
二、定语从句的关键
1、首先，要能判断出该从句是什么从句：
（1）放句首没有用逗号分开的，一般是主语从句，也有可能是状语从句，但从句结束后若有体现时态变化的动词，则一定是主语从句。
（2）放及物动词后，若及物动词不是被动语态，后面一定是宾语从句；若该及物动词是被动语态，后面一般是主语从句（It+ is + adj/n./done+that/whether/when…）或状语从句。
（3）放be动词后，后面一定是表语从句，但 “It is/was + 从句(被强调成分) + that”是强调句（强调句中“非谓语”）。
（4）放名词后，一般是定语从句，但若该名词有“内涵/内容”(fact/truth/news/information/ problem/suggestion)， 则很可能是同位语从句。
（5）用逗号分开的从句，一般是状语从句或 as/which引导的定语从句，也要注意用放在句中用逗号分开的“插入语”(however, for example,believe it or not等)。
2、其次，判断出是定语从句后可以用“三个优先”法做题：
（1）优先选择含whose的选项，能与空格后的名词构成“某人的某物”搭配，一般就是答案；
（2）优先选择含介词的选项，然后看该介词与从句中的谓语是否能构成符合逻辑的搭配；
（3）用逗号分开的定从，优先考虑as和which,若该空能翻译为“一件事”而从句意思是通顺的，则放句首就用as,句末用which(若该空能翻译为“如同”“像…一样”则应用as)
3、再次,做定语从句题可以用“三问法”来检测是否出错：
（1）先行词本身是否为特殊的词？
way+ in which/that/省略
指物的不定代词：anything, one, some,many, a lot, all, both, that等 + that
指人的不定代词或数词：one, those, anyone, two等 + who
既有人又有物： + that
“抽象的地点”condition, situation,case, point + where
“抽象的时间”one’s stay/visit + when
在特定语境中可以作“地点/位置”理解的词：trousers/ sleeves + where
（2）先行词前面有无特殊的词？
有不定代词修饰：all/every/little/much+ …+ that
有最高级/序数词修饰：the best/second … + that
有just the/ the very/ the only/ the last等修饰：+ that
有who/which疑问词：+ that(避免重复)
有the same/ such/ as修饰：一般+ as
（注意： ①第一个as是否为一个以as结尾的搭配，如regard…as；
②区分such…as（定从）与such …that“如此…以至于”）
（3）先行词在定语从句中充当什么成分？
注意：从句中spend后的“时间”，以及visit后的“地点”，不是状语，而是宾语，应该用不定代词
4、只能用that引导定语从句有哪些情况？
先行词前为all, everything, nothing,something, anything, little, much等不定代词时；
先行词前有：all, every, no, some, any,little, much, few等不定代词修饰时；
先行词被序数词修饰时；
先行词被形容词最高级修饰时；
先行词前only, just, very, last有等修饰时；
先行词是表示人和物混杂的两个名词时；
主句是以who, which,开头的疑问句或先行词是疑问代词时；
在修饰时间、地点等先行词时，只有用that代替when, where等引导词；
【例】Ill never forget the Sunday (that) you first arrived.
Do you know anywhere (that) I can get a drink ?
先行词为reason, way (意为“方法”)时，常用that 代替why,which, in which，也可省略。
引导词在定语从句中作表语时，多用that引导。
先行词是主句表语时；
【例】It is a dictionary that will help you a lot.
当主语以there be 开头时；
当先行词是数词时；
同一个复合句里有两个定语从句，一个用which，另一个通常用that。
5、reason后面用什么引导？way 后面用什么引导？
reason后面的定语从句用why引导。
way 后面定语从句用in which 或 that引导that可以省略。
6、when引导的定语从句等于什么引导的定语从句？
when引导的.定语从句等于介词+ which引导的定语从句。
7、where 引导的定语从句等于什么引导的定语从句？
where 引导的定语从句等于介词＋which引导的定语从句。
8、one of 和 the (only) one of引导的定语从句在主谓一致问题上应注意什么？
前者引导的定语从句谓语动词用复数；后者用单数。
9、限制性定语从句与非限制性定语从句有和区别？
限制性定语从句是主句不可缺少的一个部分，缺少后主句意思不完整。非限制性定语从句是对主句的进一步说明，不要从句对主句意义无多大影响；非限制性定语从句前后有逗号隔开。而且非限制性定语从句中不能用that。
10、as 和which引导的非限制性定语从句在用法上有什么区别？
as和 which 都可以引导非限制性定语从句．都可以代替主句中的整个内容或某一成分。
as 引导的非限制性定语从句可以位于句首，并常和know, see, expect等词连用，意为：“正如……”，而which不能位于句首。
11、as 可以用于哪些结构中引导定语从句？
such... as； the same... as； so ...as..
12、the same…as和 the same…that 引导的定语从句如何区别？
the same…as 引导的定语从句指的是相同事物，强调同类。
the same…that引导的定语从句指的是同一物。
13、such…as…和 such…that…如何区分？
such…as…引导的是定语从句，as必须代替先行词在其引导的从句中充当成分。
such…that…引导的从句是状语从句，that只是引导从句并不在其引导的从句中充当成分，在选择填空首先看从句中是否缺句子成分，如果缺成分就要考虑是定语从句；如果不缺成分就要考虑是状语成分。
14、whose 引导定语从句有那些注意点？
whose 作定语，后面跟名词。一般有三种表示形式：
【例】This is the dictionary whose cover has come off.
= This is the dictionary the cover of which has comeoff.
= This is the dictionary of which the cover has come off.
15、 “介词 + 关系词” 开头的定语从句有哪几种情况？
注意：引导定从的介词后不能加who/that
（1）先行词在从句中做状语，用来替换when/where/why的：in/on/from/for/in front of + which/whom:
（2）“of所有格”： the+名词+ of + which/whom； of + which/whom +… the+名词
（3）“某个范围中的多少”： some/both/the former + of + which/whom; of + which/whom … some…
（4）偶尔可用“介词+ whose”和“介词+where”
三、关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1、who指人，在从句中做主语
The boys who are playing football are from Class One.
2、whom指人，在定语从句中充当宾语，常可省略。
Mr. Liu is the person (whom)you talked about on the bus.
【注意】关系代词whom在口语和非正式语体中常用who代替，可省略。
The man who/whom you met just now is my friend.
3、which指物，在定语从句中做主语或者宾语，做宾语时可省略
Football is a game which is liked by most boys.
4、that指人时，相当于who或者whom；指物时，相当于which。在定语从句中做主语或者宾语，做宾语时可省略。
The number of the people that/who come to visit the city each year rises one million.
5、whose通常指人，也可指物，在定语从句中做定语
He has a friend whose father is a doctor.
whose指物时，常用以下结构来代替：
The classroom whose door is broken will soon be repaired.
=The classroom of which the door is broken will soon be repaired.
Do you like the book whose cover is yellow?
=Do you like the book the color of which is yellow?
（注意：the + 名词 + of which/whom常考！）
四、介词+关系代词whom/which引导的定语从句（重点）
关系代词在定语从句中做介词宾语时，从句常由介词+关系代词引导：
The school (that/which) he once studied in is very famous.
=The school in which he once studied is very famous.
【注意】
1、含有介词的动词短语一般不拆开使用，如：look for, look after, take care of等
（1）This is the watch which/that I am lookingfor.(T)
（2）This is the watch for which I amlooking. (F)
2、若介词放在关系代词前，关系代词指人时用whom，不可用who或者that；指物时用which，不能用that；关系代词是所有格时用whose
（1）The man with whom you talked is my friend.(T)
（2）The man who/that you talked with is my friend.(F)
3、“介词+关系代词”前可有some, any, none, both, all, neither, most,each, few等代词或者数词，构成some of which/whom等类似结构引导的定语从句。(重点：常考！)
（1）He loved his parents deeply, of whom both are very kind to him.
（2）In the basket there are quite many apples, some of which have gone bad.
（3）There are forty students in our class in all, most of whom are from big cities.
在特定语境中，可以用“介词+ whose/where”引导定语从句
The boss in whose department Ms King once worked is a kind man.
高考英语复习教案内容（篇6）
教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢??？”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
教学难点：
一般疑问句的用法。
教具准备：
多媒体课件，自制食物图片。
教学过程：
Step1 热身运动（反应游戏：Touch your face, Touch your nose）
通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。
Step2 揭示课题
T: 同学们平时都喜欢吃什么食物？
S:肉、牛奶??
T:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。
Step3 师生交流
T:出示fish图片.I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido.
T：Here you are.（做出给对方的样子）
S:Thank you.
教师可以和多几个同学练习。
T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过
这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
Step 4 Let’s chant (多媒体课件)
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
Step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
Step 6 课文教学
老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
Step 7合作学习
每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.
高考英语复习教案内容（篇7）
一、教学内容
Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
1． 请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3． 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。