高考学生英语复习教案
高考学生英语复习教案如何写？在英国，非标准或低等方言的特征越来越受到歧视，导致声望品种迅速在中产阶级中传播。下面是小编为大家带来的高考学生英语复习教案七篇，希望大家能够喜欢！
高考学生英语复习教案（篇1）
一、单元考点提示
1.单词
willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,
merchant, exist,chart,botany,disaster,crew.
2.短语
devote…to 把……用在;把……献给
succeed in (干)……成功
give off 发出(光、热等)
in honour of 为了纪念……;为向……表示敬意
above all 首先;首要
set off 使爆炸;引起;出发
pay off 偿清(欠款等)
at sea 在大海上;在航海
take…by surprise 使……吃惊;出奇兵攻占
in charge of 主管;负责
set out 出发;开始
in search of 寻找
3.句型
(1)I’m (not)sure… I’m not sure whether/if…
(2)I doubt if/whether…
(3)Making a map of the east coast was an important job.
(4)The men often fall ill and suffer fever.
(5)They will provide us with eggs and meat.
4.交际英语
(1)I doubt if he’ll be asked to speak again next year.
(2)Perhaps I’ll go to that one.
(3)Maybe it was useful for some people.
(4)How did you find the talk this morning?
(5)I shall insist on leaving at 7 a.m.sharp.
(6)We’ve decided to do sth./that…
(7)Have you decided which boat to take?
(8)I suggest doing sth.
二、考点精析与拓展
1.have something(nothing,much,little)to do with与……有(没有，有很大，有一点)关系。
①I have nothing to do with that young man.
②His job has something to do with telephones.
③This has little to do with what we are talking about.
④Do you have anything to do with that club?
2.doubt v.& n.怀疑，不相信
n.
of…对……(抱)怀疑或悲观(态度)
doubt 从句在否定句及疑问句中多跟that
引起的从句，在肯定句中多跟
whether(if)引起的从句。
①I doubt the truth of this report.
②They have never doubted of success.
③I don’t doubt that you are honest.
④Can you doubt that he will win?
⑤I doubt if that was what he wanted.
该词作名词时有以下短语
beyond(all)doubt毫无疑问;in doubt怀疑，犹豫，不肯定;no doubt肯定地，想必;without doubt毫无疑问，一定地
①The truth of the story is beyond doubt.
②I was in doubt about what to do.
③No doubt I learned a lot from that lecture.
④Without doubt these theories were all wrong.
3.How do (did )you find…?(你觉得/认为……怎么样?)是征求对方对某人、某事的看法或意见的用语。回答时在find 后要跟复合宾语。
How did you find the dishes?
(I found them)Tasteless.
How do you find Peter Gray?
I found him dishonest.
4.admit vt.①接纳，许可……进入(allow sb./sth.to enter)
He was admitted to the school this year.Only two hundred boys and girls are admitted to our school every year.
②承认，后可接名词，doing、从句或复合结构。
I admit my fault.She admitted having read the letter.He admitted that his comprehension was weak.You must admit the task to be difficult.
5.be remembered as…作为……而被人们怀念
He will always be remembered as a national hero.
6. ( be)determined to do sth.下定决心做……
determine to do sth.决定(心)做……
①I was determined not to follow their advice.
②I left him,determined never to set foot in that house again.
③She determined to go that very afternoon.
7.certain某(些)，仅作形容词用法。
①He didn’t come for a certain reason.
②A certain person called on me yesterday.
③She will do it on certain conditions.
some 也可以作此意讲，但前面无冠词
①He is living at some place in East Africa.
②I’ve read that story before in some book of other.
8.succeed in sth.(doing sth.)(干……)成功，其反义词组;fail in sth.(doing sth.)或fail to do sth.;名词success;形容词successful
9.give off,放出(光、烟、气味等)、散发，
give out,放出，发出(声音，光线，气味等)，(食物、燃料、力量等)用尽、筋疲力尽。
①These red roses give off a sweet smell.
②This device gives out flashes of light in the fog.
③Both my strength and money gave out.
10.in honour of sb.(sth.) 为了纪念或表示敬意而举行某活动。
①A memorial meeting was held in his honour.
②It is only a dance in honour of my birthday.
11. devote…to…把……献给，把……用在
devote oneself to…致力于，献身于
be devoted to…专心致志于，献身于，忠于
①Mary devotes too much time to eating.
②He has devoted his whole life to benefiting mankind.
③He devoted himself entirely to music.
④He was still devoted to the study of chemistry.
⑤He is very devoted to his wife.
12.believe in 信任
①We believe in Marxism.
②You can believe in him.
③We believe in our government.
set off (for)出发，动身(去某地)
set off 引爆
13. set out to do sth.着手……
n.
set about
doing开始(着手)做……
①We’ll set off fox Xi’an at six tomorrow.
②Polonium is used to set off a nuclear bomb.
③He set out to break the record for the crosschannel swim.④I don’t know how to set about this job.
14.have effect on 对……有影响，相当于affect：
It has had such a bad effect on him.
15.above all 首先，特别是，最重要的是
after all 到底，毕竟
at all (用来加强语气)与not连用，表示“一点也不，完全不”。
in all 总共
all but 几乎，差点没(=almost,nearly)
①We have all but finished the work.
②The day turned out fine after all.
③Children need many things ,but above all they need love.
④He wasn’t at all tired.
⑤Do you feel ill at all(真的，确实)?
⑥There were twenty in all at the party.
16.order food 叫食物
order n.&vt./vi.订购……
place an order for sth.订购……
order sth.from…向……订购……
order sb.sth. order sth.for sb.为某人订购……
I have ordered you some new clothes.
17.insist on doing sth.坚持做……
suggest doing sth.建议做……
enjoy doing sth.喜欢做……
类似的admit,appreciate,avoid,consider,delay,deny,detest.dis
-like,endure,escape,excuse,face,feellike,finish,forgive,give
up,can’t help,imagine, leave off,mention,mind,miss,postp
-hone,practise,put off, resist,risk,can’t understand,und
-erstand,mean(意味着)
以上这些动词只能接动名词作宾语，不能接动词不定式作宾语。在介词之间，也只能用动名词作宾语。
Look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.
18.live animals活着的动物
(动、植物等)活着的
live adj. (置于名词之前)
(广播、电视等的)实况的
作为叙述形容词则用alive,living
alive,(more alive,most alive)活着的;有活力的，活泼的;(不置于名词之前)常作表语。
a live (living) fish 一条活鱼
不能用an alive fish
a live TV broadcast实况转播的电视节目
catch a lion alive活捉狮子
①Although old,he is very much alive.
②My grandmother is more alive than a lot of young people.
③The wounded soldier is still living.
lively adj.精神的，有生气的，活泼的，生动的
a lively boy,
a lively discussion.
Her talk was lively and interesting.
19.throw away抛弃
throw in插进(话语)
throw off脱
throw out 抛出，丢弃
throw over把……抛过去(抛回)，抛弃(朋友)
20.Provide sb.with sth.供给某人……
provide it 供给……，提供……
provide:
n.eg.The hotel will provie tents.
n.+for sb. sb.+with sth.
eg.They provide food and books for the children.
They provide the children with food and books.
provide for赡养，抚养
He had to provide for a big family
supply vt.提供……供给……
n.supply
sth.to sb. sb.with sth.
They didn’t supply those children with books for studying.
They didn’t supply books to those children for studying.
21.go bad 变坏
类似的：go wrong,go mad,etc.
go 通常表示不好的变化。
Alice’s face went red with anger.
My husband’s hair is going gray.
22. at sea 在航海中，在海上
at the sea 在海边
在英语中，有许多结构用与不用定冠词在意思方面有着很大的区别。
go to sea 当水手，当海员
go to the sea 到海边去
keep house 料理家务
keep the house呆在家中不出门
in bed 睡着，躺在床上
in the bed在床上
at play在玩，正在游戏
at the play 在看戏
23.fall ill 生病，得病
①Tom is absent,for he has fallen ill.
②John was caught in the storm and he fell ill.
24.keep sb.healthy使……保持健康
keep,n.“使维持(某种状态)”后可接adj.(ving,p.p,adv.)等作宾补。
①I was so tired that I could hardly keep myself awake.
②I’m sorry to have kept you waiting so long.
③Keep your mouth shut and your eyes open.
④They kept us out.
⑤Once a cold kept him in bed for three days.
25.take an interest in 对……感兴趣
have an interest in 对……感兴趣
lose interest in 对……失去兴趣
①He has a great interest in stamp-collecting.
②I lost my interest in history.
③His father took no interest in him.
26.pay for 付……的货款，为……付代价
pay off 全部还清，偿请(借款)
①Did you pay 300 yuan to him for that bicycle?
②I have just paid off my loan from the bank.
③You’ll have to pay for your mistakes.
27.suffer v.受苦,遭受。
①She suffered greatly as a child.
②He suffered the loss of a leg during the war.
③She suffers from stomach-aches.
28.break out(战争、火灾、疾病、瘟疫等的)爆发
①The American Civil War broke out in 1861.
②Fire broke out in the neighbour last night.
break out in (into)…忽然(做出)……
break out in laughter突然放声大笑
break in (强盗等)强行闯入
break into闯入;打碎(打破)成……
break up 分开，分割
29.take…by surprise对……突然袭击，出乎……意料。
His parents took him quite by surprise when they suddenly appeared at the door.
30.in charge of prep.担任……，管理……，负责
in the charge of a personin a person’s charge由(某人)照料(管理)
take charge of 担任……，接管。
My father is in charge of this company.
31.set sail 扬帆启航
The ship set sail for Europe.
32.head south向南行
head vi.向……前进，朝某方面行进。后面接for,forward的介词短语，或表示方向的副词east,eastward等。
①Where are we heading?
②Those ships are heading for HongKong.
高考学生英语复习教案（篇2）
设计思路：
本节课的设计主要依据教材内容及五年级学生的年龄特点，充分体现新课程标准下倡导的“让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务目标，感受成功”的理念，使学生在情景中感受、体验和运用新学语言。
教学内容：
《牛津英语》5A(上册) Module4 The natural world Unit 3 Parks and places in China
Page44 Listen and say 以及Page46 Point and say
教学目标：
知识与技能
(1)能够指读单词： Tiananmen Square, Yu Garden, West Lake, Li River, Sanya, Ocean Park.并说出它们所在的地理位置
(2)能够背读单词：fish, shark, dolphin, seal, butterfly, Aquarium, Restaurant, Diving pool
(3)能够使用句型：Can we see…? Yes, let’s go to…。We can see…there.
(4)能够用简单的句型描述自己熟悉的城市或旅游景点。
过程与方法
学生通过参与，感知，体验和小组合作来主动获取知识并运用于实践中。
情感态度
(1)通过对自己家乡和祖国风景名胜的了解，激发学生热爱祖国热爱家乡的情感。
(2)在做小导游的游戏活动中培养学生的文化意识和自信品质。
教学重点：
能够听、说、认、读单词fish, shark, dolphin, seal, butterfly并运用句型：Can we see…? Yes, let’s go to…。We can see…there.
教学难点：
a : 单词Aquarium、Restaurant的读音
b: 用英文介绍自己最熟悉或感兴趣的城市(名胜)，并简单用形容词和介词短语来描述这个城市(名胜)的特征，方位，地理位置，代表建筑等。
教学准备：
多媒体课件，本课课文视频内容，sticker
教学过程：
第一部分：导入
Step1： Warm –up
看flash动画，教师带领学生演唱歌曲并做律动《If you are happy》
[设计意图]
利用歌曲激发学生的学习兴趣，活跃课堂气氛，进入上课状态，形成一种积极向上的课堂氛围
Step2: Free talk
教师向学生展示一些大家非常熟悉的这个城市有代表性的图片来唤起他们的共鸣，让学生用英语We can see……It’s in……简单的描述他们熟悉的城市，在对话中拉近师生之间的距离，让孩子们悠然而生一种热爱家乡的情感。然后总结I love my hometown! I love Qin Yuan!
T：What can you see in the picture?
Ss：We can see…。.
T：Where is it ?
Ss：It’s in…
T：Is it beautiful? Do you love it?
Ss：I love it. I love my hometown. I love Qin Yuan.
[设计意图]
通过家乡的风景名胜引出祖国的风景名胜，为后面的教学做不可或缺的铺垫。
第二部分：教学环节
Step 1：学习用英语描述祖国的风景及所在位置。
(1)学习新单词：Tiananmen Square, Yu Garden, West Lake, Li River, Sanya, Ocean Park学习新句型：It’s … It’s in/on…
(2)连线练习，复习巩固。
[设计意图]
通过海洋公园引出本课课文。Let’s go to…
Step 2 学习关于海洋公园的新单词和新句型
(1)学习新单词：fish, shark, dolphin, seal, butterfly, Aquarium, Restaurant, Diving pool
(2)学习新句型：Can we see…? Yes, let’s go to…。We can see…there
(3)用所学新单词和新句型来编对话。
例如：
S1：Can we see the dolphins?
S2：Yes, let’s go to the Ocean Theatre. We can see the dolphins there.
[设计意图]
通过学习和海洋公园有关的单词和句型引出本课课文主题“到海洋公园”。
Step 3 学习本课课文
Janet: Can we see the dolphins?
Mum: Yes, let’s go to the Ocean Theatre. We can see the dolphins there.
Simon: I’m hungry.
Janet: I’m thirsty.
Mum: Ok. Let’s go to the restaurant. We can have some hamburgers and some water there.
[设计意图]
听一段录音，试着理解其含义，然后看一段视频，自己来翻译这篇课文讲的是什么。这样可以代替传统的由老师翻译的办法，利于培养学生把单词和句子放入特定语境中理解语篇的能力。
Step 4 Show Time: Who is the best guide?
介绍自己喜欢的或者感兴趣的城市或者风景名胜并用简单的形容词和介词短语来描述这个城市的特征，方位，地理位置，代表建筑等。
分组练习，巩固所学内容，同时鼓励孩子们大胆创新，说出自己的新词汇。以比赛和表演的形式上台展示并评选出”Who is the best guide?”
[设计意图]
小组合作学习有利于学生积极参与课堂活动，并开动脑筋。
Step 5：Homework:
Make a poster of place you like best in China. And describe it in English as possible as you can!
[设计意图]
主要是以海报的形式来展示学习成果，培养孩子们的语言表达能力和动手操作能力。
教学反思：
1. 资源与方法
本节课属于五年级上册The natural world“自然世界”模块中Parks and places in China“中国的风景名胜与公园”这一单元内容。鉴于前两个单元分别学了Wild animals“野生动物”和Butterflies“蝴蝶”等孩子们感兴趣的动物。为了教材之间的关联，本课编者在设计本课的时候也选取了孩子们最感兴趣的“海洋公园”这一话题。提到海洋公园的时候，孩子们脑海里马上就会想起那些海豚，鲨鱼，海豹等可爱的小动物们。所以我在处理这些生单词并且也是重点单词的时候采取了“直观教学法”。就是大量的运用图片，美轮美奂的生动的图片，让孩子们仿佛此刻就置身于海洋公园，并且活生生的看到了这些小动物们。
再学习课文之前，先让孩子们自己听录音，猜测含义，再观看视频，进一步加深对课文的理解采用了“听说教学法”和“情境教学法”。
最后展示环节让孩子们分组讨论，然后以上台展示比赛的方法又采用了小组合作的方式并将本科教学单词举行等运用于实践，推向教学高潮。其中将英语的语用功能发挥到极致。实现了运用语言去做事的能力。
开始的热身运动采取了全身动作反应法。最后的作业设计体现了学生自主，探究，实践的能力意识。
整篇教学设计围绕从学生学习英语的兴趣出发。体现了培养学生的英语学习兴趣的重要性。并且兼顾了三维目标的落实，尤其是对学生爱家乡爱祖国情感的培养体现了英语教学中容易忽视的道德教育。
2. 反思与分析
(1)过分注重多媒体的使用，忽视了传统的板书在英语教学中的重要作用。
多媒体课件虽然很华丽有趣，孩子们也喜欢，但是鉴于儿童短期记忆的特点，孩子们学过以后很快就忘了。这时如果仅仅依靠多媒体就很难让孩子们清晰明白本课的重点难点。所以如果能够把本课所学的重点单词和句型都清晰的列在黑板上，可以让孩子们看起来一目了然。教师最后根据黑板的提示进行小结，更有利于孩子们的复习巩固，促进所学知识。
(2)缺乏纸质图片的应用，会在做游戏的时候力不从心。
本课所学动物单词相对抽象，让孩子们模仿或者表演，都比较难，如果能把这些动物图片做成纸质的，就能用多种的游戏方法让孩子们巩固练习所学单词。比如我们可以用“What’s missing?” “Who has magic eyes”等闪卡游戏练习单词。
(3)语音和词汇教学也是教学难点之一
高考学生英语复习教案（篇3）
一、教学重点
本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点
本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1.教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.教师准备录音机及录音带。
四、教学过程
1.Warm-up(热身)
(l) 教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习，内容可参考如下：
T：Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
T：Hi，everyone!Nice to see you again.What grade are you in now?
Ss：We’re in Grade 5.
T：Do you like your new English books(new classroom, new teacher)?
Ss：Yes!
T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新课呈现)
(l)教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示Let’s learn部分的图片，向学生介绍说： They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学 生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
(4)试着写单词。
教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写 四会掌握新词的目的。
3.Let’s play (趣味操练)
(1)Let’s find out (找一找)
教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
(2)Let’s sing (唱一唱)
教师放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
4.Consolidation and extension(巩固与扩展)
(l)让学生做本单元 A Let’s learn部分的活动手册配套练习。
(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall. She’s beautiful. She’s very young. We all like her. Who’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
5. 小结
单词：old，short thin，tall，strong, young, funny, kind
教案点评：
提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
高考学生英语复习教案（篇4）
教学目标
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
3. 情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation
教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板书，教读)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
(= You can’t run in the hallways.)
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = Don’t arrive late for class.
…
Ⅲ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules.
Please finish 1a.
学生看图，完成1a的内容，检查答案并大声朗读校规。
Ⅳ. Listening
1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names?
2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规;听之前，学生要读会英文名。
3. Check the answers:
Ⅴ. Pair work
请两位学生朗读1c部分的句型;要求学生两人一组对话表演，SA扮演外校转来新生，SB告知本校校规。(学生可经过讨论，多说出他们想到的校规，不必只限于书上;教师应给予帮助)
Ⅵ. Listening
1. Work on 2a:
First, let's read the sentences in 2a together.
T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
Ss listen to the recording and check the activities they hear.
Play the recording again for the Ss to check the answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
3. Check the answers:
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
1. Read the conversation and find some rules in this school?
2. Ss read the conversations and find the answers to this question.
3. Check the answers:
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
课后习题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
板书
Section A (1a-2d)
Main sentences:
1. Don't arrive late for school. You must be on time.
2. —What are the rules?
—Well, we can't arrive late for class. We must be on time.
3. Listen to music in the music room.
4. We always have to wear the school rules.
5. We have to be quiet in the library.
高考学生英语复习教案（篇5）
教学目标
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is __X. I’m 321 model android. I work for the Li family….
课后小结
学了这节课，你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 3 Computers
高考学生英语复习教案（篇6）
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。
高考学生英语复习教案（篇7）
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.