高三英语教案内容
高三英语教案内容都有哪些？从教学活动的过程出发：由专业设置、课程体系设置、师资队伍建设及教学质量评价体系等构成。下面是小编为大家带来的高三英语教案内容七篇，希望大家能够喜欢！
高三英语教案内容（精选篇1）
教材分析：
本课是新标准英语三年级起点第五册第四模块第一单元《It’s mine》。本单元主要学习物品所属和名词物主代词的表达方法。学生通过学习掌握mine、yours、argue、matter等单词。掌握并灵活运用句型It’s mine./It’s his/It’s lingling’s./It isn’t his 来达到学习目的。
教学目标：
基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。
1.知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。
2.能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。
3.情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。
教法学法：
1.从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的能力。
2.学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。
教学过程：
一、Warming-up 热身环节
在这一环节中我设计了一个chant，由学生共同拍手来完成。
I I I ，my my my
He He He, his his his
热身环节是英语教学过程的首要环节。采用节奏感很强的chant不仅能够凝聚学生的注意力，还能提高兴趣，将学生很快的带入到学习氛围中。同时复习了以前学过的主格代词和形容词性物主代词，引出了新知识名词性物主代词，为下面的学习做好了铺垫。
二、presentation 新知呈现
首先，我拿起自己的书，问学生Whose book is it? It’s my book.可用It’s mine.来代替，然后带领学生多读几遍，练习这个句型。再拿起Mingming的铅笔盒，询问LingHang(学生)Whose pencil-box is it?引导学生回答：It’s Mingming’s pencil-box.告诉学生It’s Mingming’s pencil-box 可用It’s Mingming’s 来代替，用同样的方式教授his、hers。
接下来是课文教学
首先，让学生听一遍录音，理解课文大意，并让学生初步感知语音、语调。让学生再次听录音，跟读课文，回答我提问的问题。
It’s Amy’s T-shirt? No,it isn’t.
What colour is Sam’s T-shirt? It’s red.
让学生听第三遍录音，并且跟读，录音播放完毕后，请2~3名学生分角色朗读课文。
本环节是新知识的呈现和练习，充分利用课堂中有限的资源，给学生创设了一种真实的教学环境，培养了他们的兴趣。这样，让学生在快乐的过程中不知不觉地掌握了本课的重点句型。反复的听读课文，加强了学生对课文的理解和记忆。
三、Practice 趣味操练、巩固新知
用多媒体课件呈现Prat 3 的四幅图片，图下面分别注明Ms Smart’s sweater Lingling’s skirt Amy’s skirt Sam’s trousers分别显示。老师问学生答或者学生问学生答，来练习句型Is this Ms Smart’s sweater? Yes,it’s hers./No,isn’t hers.
这一句型也是本课的重点，是一种否定表达方法。这样师生合作完成教学曾今了师生之间的感情达到了师生互动、生生互动的效果。 本环节通过反复练习巩固并掌握了所学知识，小组合作联系培养了学生的合作交流能力。
四、Consoludation 拓展延伸
把学生分成四个小组，各组学生把在家带来的书包、外套、裙子等物品放在一起，利用今天所学的句型进行对话，找出物品的主人。如果找对了物品的主人就给小组加分，进行奖励，还可以去别组给物品找主人。
拓展延伸对于学生更好地理解和御用所学知识具有重要作用，它有利于开发学生思维，提高英语的交际运用能力，培养了学生的学习兴趣。
五、Summary and Homework
带领学生一起回顾本节课所学的重点单词和句型。
让学生将各种熟悉的物品画在一张纸上，并且用英语标明这个物品是谁的。让学生自己动手画，培养了学生的动手能力，也进一步巩固了所学知识。
高三英语教案内容（精选篇2）
【目标要求】
［学习目标］了解英语句子成分
［学习重点］了解并掌握常用句子成分：主语、谓语、宾语、表语、补语和状语 ［学习难点］能够简单的判断英语简单句的成分并能够正确造句。
【过程方法】
［预习导航］
预习前，请先思考以下问题：
Q：英语中，一个句子中有哪些主要成分？这些成分分别由什么来充当？
试试看，你能正确划分几个句子以下句子的成分吗？
1. I like English very much .
2. It often rains in the south .
3. He looks happy today .
定义：句子成分 组成句子的各个部分叫句子成分。
分类：句子成分主要有六种：主语，谓语，表语，宾语，定语和状语
还有其他的补语、同位语，插入语等
1 主语 表示句子描述的是‘谁’或‘什么’，是谓语的陈述对象。通常由名词，代词，不定式，动名词，或从句担任。 The sun rises in the east. I am a teacher.Getting up early is a good habit.
2 谓语 说明主语的动作或状态，由动词或动词短语担任。 We study English. He lives in Shanghai.
3 表语 说明主语的性质或特征，由名词，形容词，副词，不定式，动名词，或从句担任。We are students. She is beautiful. He is hard working.
4 宾语 表示及物动词或短语的对象或内容，由名词，代词，不定式，动名词，或从句担任。I love you. I teach English. He bought a book.
宾语包括直接宾语和间接宾语 I give you lessons.
5 定语 修饰或限定名词或代词的，由形容词，代词，不定式，动名词，或从句担任。 This is a hard job. She is a beautiful girl.
6 补语 补充说明主语或宾语的，由形容词，名词，代词担任。We made him monitor. 7 状语 修饰动词，形容词，副词或整个句子的。通常由副词，不定式，分词或从句担任。 He runs fast. She is very beautiful.
8同位语 对前面的名词，代词做进一步的解释，由名词，形容词担任。This is Mr.zhou, our headmaster.
9 插入语 对一句话做一些附加性的解释。 To be honest, I don’t agree with you.
［预习反馈］
［探究释疑］一、主 语
主语是句子陈述的对象，说明是谁或什么。表示句子说的是"什么人"或“什么事”。 主语是执行句子的行为或动作的主体，如“我写字”中的“我”，就是主语，它做出“写”这个动作。“写”则是谓语，而“字”是接受谓语“写”这个动作的对象，它因此被称为宾语,名词,代词,数词,动名词,不定式,从句等做主语
例子:1. 名词做主语： Our school is not far from my house.
2. 动名词做主语: Seeing is believing.
3. 动词不定式做主语: To do such a job need more knowledge.
4. 从句做主语: What I mean is to work harder.
二、谓 语
谓语是对主语动作或状态的陈述或说明,指出“做什么”、“是什么”或“怎么样”. 谓语动词的位置一般在主语之后。谓语动词一般由动词的各种时态来体现。例如： I（like）walking.我喜欢走路。(一般现在时主动语态)
I made your birthday cake （last night）.昨晚我做好了你的生日蛋糕。 (一般过去时主动语态)
It is used by travelers and business （people all over the world）. 全世界旅行者和商人都使用它 (一般现在时被动语态)
复合谓语可分为两种情况：
第一种是由情态动词，助动词+不带to的动词不定式构成的重复谓语：
What does this word mean? 这个单词是什么意思？
You’d better catch a bus. 你最好乘坐公交车。
第二种是由系动词+表语构成的复合谓语。例如：
You look the same. 你(们)看起来一样. The weather gets warmer, and the days get longer. 天气变的暖了,日子变的长了.
三、宾 语
宾语是动作、行为的对象，是动作的承受者。宾语由名词、代词、不定式或相当于名词的词、短语来担任。当然,也可以由一个句子来充当,称之为宾语从句,所以一个句子中不一定只有一个宾语.
英语的及物动词后必须有宾语。宾语一般放及物动词之后，它和及物动词一起说明主语做什么。
说明，除及物动词有宾语之外，英语介词后面也要有宾语。另外，某些形容词如worth, careful等后也可有宾语。
宾语有直接宾语和间接宾语之分。即指人的间接宾语和指物的直接宾语，这两个宾语统称为"双宾语"。
My parents bought me a computer.我父母给我买了一台电脑。(me是间接宾语，computer是直接宾语)
She is playing the piano now.她正在弹钢琴。（名词作宾语）
We all like him.（代词作宾语）
Give me four.(数词作宾语)
We all like to go to school.（不定式to go to school作like的宾语。school作to的宾 语）
We all like swimming.（动名词作宾语）
I think he is right.（宾语从句作宾语）
He asked me what I was thinking about at that moment. (me作asked的宾语，
[he asked me] 由what疑问代词引导的宾语从句作宾语)
The book is worth reading.( 形容词worth可有宾语)
四、表 语
表语是用来说明主语的身份、性质、品性、特征和状态的，表语常由名词、形容词、副词、介词短语、不定式、动词的-ing、从句来充当，它常位于系动词（be, become, appear, seem等）之后。
一. 名词作表语
Africa is a big continent.非洲是个大洲。
That remains is a puzzle to me. 这对我还是个难题。
二. 代词作表语
What’s your fax number?你的传真号是多少？
Whos your best friend?你最好的朋友是谁？
三. 形容词作表语
I feel much better today.我今天感觉好多了。
四. 数词作表语
She was the first to learn about it.她是第一个知道的人。
五. 不定式或ing形式作表语
Her job is selling computers.她的工作是销售电脑。
Our next step was to get raw materials ready.
我们下一步是把原料准备好。
六. 介词短语作表语
The patient is out of danger.病人脱险了。
I don’t feel at ease.我感到不自在。
七. 副词作表语
The sun is up.太阳升起来了。
I must be off now.现在我得走了。
八. 从句作表语
This is what he said.这就是他所说的话。
不定式作表语
作表语的不定式短语通常是说明主语的内容，这时主语通常是如下名词：hope, idea, job, plan, wish, aim, purpose, thing, business
The purpose of new technologies is to make life easier, not to make it more difficult. 新技术的目的是使生活更便利，而不是更繁琐。
Her wish is to become a singer.她的愿望是当一名歌手。
Our plan is to finish the work in two weeks.
我们的计划就是在两星期内完成这项工作。
五、定语
定义：定语用来限定、修饰名词或代词的，定语是对名词或代词起修饰、限定作用的词、短语或句子，汉语中常用‘??的’表示。
充当定语的有：主要由形容词担任。此外，名词、代词、数词、副词、介词短语以及动词不定式（短语）、分词和定语从句等都可用作定语。 形容词作定语：
The little boy needs a blue pen.(little修饰名词boy；blue修饰名词pen.）/小男孩需要一支蓝色的钢笔。
Tom is a handsome boy./Tom是个英俊的男孩。
There is a good boy./有个乖男孩。 数词作定语相当于形容词：Two boys need two pens./两个男孩需要两支钢笔。The two boys are students./这两个男孩是学生。
There are two boys in the room./房间里有两个男孩。
代词或名词所有格作定语：
His boy needs Toms pen./他的男孩需要Tom的钢笔。
His name is Tom./他的名字是汤姆。
There are two boys of Toms there./那儿有Tom家的两个男孩。
介词短语作定语：
The boy in the classroom needs a pen of yours./教室里的男孩需要你的一支钢笔。
The boy in blue is Tom./穿蓝色衣服的孩子是汤姆。
There are two boys of 9,and three of 10./有两个9岁的，三个10岁的男孩。 名词作定语：
The boy needs a ball pen./男孩需要一支圆珠笔。
It is a ball pen./这是一支圆珠笔。
There is only one ball pen in the pencil box./这铅笔盒里只有一支圆珠笔。 副词作定语：
The boy there needs a pen./那儿的男孩需要一支钢笔。
The best boy here is Tom./这里最棒的男孩是Tom。
不定式作定语：
The boy to write this letter needs a pen./写这封信的男孩需要一支钢笔。The boy to write this letter is Tom./将要写这封信的男孩是汤姆。There is nothing to do today./今天没有事要做。
分词（短语）作定语：
The smiling boy needs a pen bought by his mother.
The pen bought by her is made in China./她买的笔是中国产的。
There are five boys left./有五个留下的男孩。
定语从句做定语：
The boy who is reading needs the pen which you bought yesterday. The boy you will know is Tom./你将认识的男孩叫汤姆。
There are five boys who will play the game./参加游戏的男孩有五个。
六、状语
英语中,修饰动词、形容词、副词等的句子成分叫状语（adverbial)。
状语的功用：状语说明地点、时间、原因、目的、结果、条件、方向、程度、方式和伴随状况等。
状语一般由副词、介词短语、分词和分词短语、不定式或相当于副词的词或短语来担当。其位置一般放在句末，但也可放在句首或句中。
副词是一种用来修饰动词,形容词,副词或全句的词,说明时间,地点,程度,方式等概念。
1.副词一般在句子中做状语．
He speaks English very well. 他英语说得非常好.
2.不定式在句子中可以作目的状语。
I come specially to see you.我专门来看你.
3.介词短语
Ten years ago, She began to live in Dalian.
4.从句作状语
When she was 12 years old, she began to live in Dalian.
5.分词作状语
Having had a quarrel with his wife, he left home in a bad temper。
高三英语教案内容（精选篇3）
I 教学内容
英语句子八种成分
英语简单句基本句型
II教学目标
1. 知识目标：学习和掌握英语句子成分和简单句基本句型
2. 能力目标：简单句基本句型的识别和运用
3. 情感目标：通过英语句子成分和基本句型的学习，为讲和写完整正确的英语句子打下坚实的基础，树立起学好英语的信心。
III教学重难点及方法
1. 教学重点：理解英语中构成各成分的词性
2. 教学难点：学习和运用基本句型
3. 教学方法：explaining, discovering & practicing
IV教学步骤
Step1 significance
英语是由单词——词组——句子——段落——篇章构成，环环相扣，相辅相成，英语中的句子处于一个适中的位置，可以看作是英语中连接低级和高级的纽带。学习单词和词组的时候，我们往往要举例子来理解和运用单词和词组，与此同时，句子又是组成段落和篇章的基本单位，因此学习句子成分和结构是非常重要和必要的。
学习句子成分要会判断它是由什么词性的单词来充当该成分的，并且要学会判断句子中的各个成分，学好了该部分的知识，对于我们学习难句和分析长句十分有帮助，只有掌握了句子的构成和简单句的基本句型，我们在讲英语和写英语时才能讲出/写出完整正确的句子，才能切实去提升我们的表达和写作。
Step2 the sentence elements
英语句子成分可分为8种：
主语（subject）; 谓语动词（predicate）; 表语（predicative）；宾语（object）；宾语补足语（object complement）； 定语（attribute）；状语（adverbial）；主语补足语（subject complement）
一． 主语：是一句的主体，是全句诉说的对象，简单来说就是谓语动词之前的部分，往往由名词（n.），代词（pron.），数词，非谓语动词形式以及句子来充当。
1. Walls have ears. →名词
2. He will take you to the hospital.→代词
3. Three and four is seven. →数词
4. To see is to believe. →To do 不定时
5. Smoking is not allowed in public places. →Doing 动名词
6. Whether or not they will come depends on the weather. →句子
T：相信同学们对主语还是不陌生的，关键要会判断到底是什么成分充当主语。要注意非谓语动词形式和句子作主语的情况。
二． 谓语
T: 谓语由什么来充当呢？
S：动词
T: 不错，谓语的确是由动词来充当的，具体来说是什么样的动词呢？ S1：be动词和实义动词
S2：及物动词和不及物动词
S3：系动词和实义动词
T：非常好，你们的回答都是正确的，谓语除了由动词构成，还可以由动词短语以及助动词/情态动词+动词来组成。
1. Action speaks louder than words.
2. The chance may not come again.
3. Mary has been working at the dress shop since 1994.
三． 表语：位于系动词之后，构成系表结构，说明主语的特质，特征，状态等。注：系动词又叫连系动词，本身有词义，但不能单独作主语。
常见的系动词：
“状态”类：be
“变化”类：get/become/turn/grow/go
“感官”类：taste/smell/look/sound/fell
“持续”类：stay/keep/remain
其他：（似乎）seem/appear
（证明是）prove/turn out to be
表语常由形容词（adj.），名词（n.），代词（pron.），数词，介词短语，to do不定式，句子构成。
1. Everything here is expensive.→adj.
2. My father is a professor. →n.
3. Who’s that? It’s me. →pron.
4. Three times five is fifteen. →数词
5. The story of my life may be of help to others. →介词短语
6. His plan is to seek work in the city. →to do
7. My first idea was that you should hide your feelings. →句子
四．宾语：表示动作的对象，是动作的承受者。
位置：一般放在动词/动词短语之后介词之后
宾语往往由名词，代词，动名词，数词，to do不定式，句子，介词+名词充当
1. She covered her face with her hands. →名词
2. We haven’t seen her for a long time. →pron
3.→动名词
4. Give me four please. →数词
5. He wants to dream a nice dream. →to do
6. We need to know what others are doing. →句子
7. We should care more about our friends. →介词+名词
五．定语：修饰名词
位置：
定语常由名词，名词所有格，数词，形容词，序数词，to do形式，现在分词doing和句子来充当。
1. →n.
2. father didn’t have a car. →名词所有格
3. girl. →adj.
4. →数词
5. . →adj./序/ to do
6. country. →doing
7. are to sign their names here. →从句
六．状语：表示时间、地点、原因、目的、结果、条件、让步、伴随情况等。
1. →时间状语
2. →地点状语
3. I arrived late because of the traffic jam.→原因状语
4. We’ll send a car .→目的状语
5. 结果状语
6. , so will I.→条件状语
7. 让步状语
8. The students came into the classroom, singing and dancing.→伴随状语
七． 宾语补足语：英语有些及物动词（vt），接了宾语意义仍不完整，还需要
有一个其他的句子成分来补充说明宾语的意义，状态等。
“宾语+宾补”构成复合宾语
宾语常常由名词，形容词，介词短语，非谓语动词来充当
1. →n.
2.
3. there.→介词短语
4. .→to do
5. →现在分词doing
6. →done
八． 主语补足语。如过上述结构变成被动语态，原宾语变成主语，原宾补→主补
1. 2.
Step3. Practicing
将下列句子翻译成汉语并找出它们的主语，说出是什么词充当的主语。
1. Little streams feed big rivers. (小河流入大江)
2. He told a joke but it fell flat. (他说了个笑话，但没有引人发笑)
3. Smoking is bad for your health. （吸烟对你的健康不利）
4. The disabled are to receive more money. (残疾人得到了更多的救济金)
5. Whenever you are ready will be fine. (你无论什么时候准备好都行)
翻译下列句子并划出各部分的句子成分
1. I am reading.
2. The plane took off at ten o’clock. 谓语、状语
3. All I could do was to wait.To do 作表语
4. She is in good health. 介词短语作表语
5. This is where I first met her. 表语从句
6. Tired and sleepy, I went to bed. 主补
7. 定语
8. 一男一女)同位语
9. 作同位语
10. 宾语
11. She likes to go to the cinema this afternoon.
12. 宾补
13. 宾补
Step4 simple sentence structure
基本句型：主语+系+表语
主语+谓语
主语+谓语+宾语
主语+谓语+间接宾语+直接宾语
主语+ 谓语+宾语+宾补
1. 主语+系动词+表语 S+V+P
Eg：our city is at the crossing of some important railways.
The city will become rich.
Practicing:
（1） 你的故事听起来很有趣。
（2） 把鱼放在冰箱里，否则它会变坏。
（3） 这种炎热的天气将会保持几天。
（4） 这个计划证明是可行的。
2. 主语+谓语（vi）
Eg：Building has started.
The train leaves at 7:40.
动词副词搭配：The teacher teaches well.
The child walks very slowly.
动词介词搭配：The girl looked at the picture.
The children ran to the forest.
Practicing:
小鸟在树上欢快的唱歌，鱼儿在池塘里自由的嬉戏，我玩的很开心。
3. 主语+谓语+宾语 S+V+O
Eg: The boss employed five more workers.
My brother takes care of the vegetable garden.
He forgot to close the door.
Practicing:
（1） 他因为车子开得太快而违反了交通规则。
（2） 他拿出一瓶啤酒，很快将其喝光。
（3） 他许诺给我一个礼物。
4. 主语+谓语+间接宾语+直接宾语
Eg: He has fetched us some new textbooks.
Grandma cooked us a nice meal.
The boy asked me if I could speak Chinese.
归纳：接双宾语的常见词有：ask, answer, give, offer, send, bring, pass, tell, show, teach, promise
Practicing:
（1） 顺便问一下，他把钱给你了吗？
（2） 下学期谁教你们生物？
（3） Mr. White 告诉我为什么出国。
5. 主语+谓语+宾语+宾补
Eg：The villagers didn’t allow them to do this.
We found him a very good pupil.
Practicing:
（1） 我建议他多读点书
（2） 他修了机器。
（3） 我们选他当班长。
Step5. Summary
学习英语句子中的成分并学会在句子中去划分成分，对于后期我们处理长难句非常有帮助。通过判断和划分句子成分，找到句子主干，就可以充分的，正确的理解复杂的句子。同时在写作中也不易犯语法错误，尤其是在写长句时。解决选择题也是一样，分析句子成分，明确横线处缺什么成分，应该用什么性质的词来担当该成分，那么问题就迎刃而解了。
举例：Grandma pointed to the hospital and said, “ that’s I was born.”
A. When B. how C. why D. where
解析：很明显，that’s I was born.是一个主系表结构，缺表语，再来看I was born 是一个句子，那说明是用句子来作表语，根据意思“医院”和“我出身”是什么关系？→“我出身在这个医院”是“我出身”的地方，那么肯定是用where来引导的一个地点状语从句。
You will have the ability to drive a car and to communicate in fluent written and spoken English since you’ll have to help those people with different disabilities. We found the hall full.
高三英语教案内容（精选篇4）
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.
高三英语教案内容（精选篇5）
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。
高三英语教案内容（精选篇6）
教学目标
Teaching aims(教学目标)
1.学会谈论自己和他人过去发生的事情和活动。
2. 能够熟练的运用本节课出现的动词短语。
教学重难点
Language points(语言点)
1.要求掌握以下句式： Where did you go on vacation?
I went to the mountains.
2.要求掌握以下词汇：
动词词组(过去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City
(本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。)
Difficulties(难点)：用准确的过去式短语描述过去发生的事情
教学过程
Teaching steps(教学步骤)
1. Warm-up and lead in(课堂热身和导入)
(1)New term greetings (新学期问候)
T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation?
S: Yes!
(师生之间的问好过后，让学生前后位、同桌之间互相问好)1
(2)Lead in(导入)
T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.
S1: I went shopping.
S2: I went to the movies with my friends.
S3: I went swimming.
(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)
T: Wow. It sounds like you had a good time during the summer vacation! I’m sure you enjoyed yourselves very much. Now I want to know where you went on vacation.
(教师把“Where did you go on vacation?”和 I went/… 板书在黑板上)
教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。
2. Presentation(呈现新知识)
T: I went to Hainan on vacation. Lily, where did you go on vacation?
S1: I went to Australia. Where did you go on vacation, Henry?
S2: I went to Australia. Where did you go on vacation, George?
S3: …
(每个同学说完一件活动后教师特别强调一下过去式形式并把其原形和过去式形式写在黑板上，用彩色笔标出有变化的地方)
教学设计说明：通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现并操练Where did you go on vacation? I went …重要句型。虽然是新课，通过这样的形式呈现学生很快会理解并掌握。
3. Work on 1a
T: Look at the picture in 1a on Page 1. Some students are also talking about their vacation, like we were doing earlier. They went to different places and did different things. Some stayed at home Some …
(引导学生说出图片中出现的其余的活动)
Let’s match the activities they did to the picture.
(教师可以四处走动，以帮助有需要的同学)
Check the answers:
1. stayed at home f
2. went to New York City b
3. visited my uncle g
4. went to summer camp d
5. went to the mountains c
6. went to the beach a
7. visited museums e
教学设计说明：在完成1a 任务前简单的口头说出图片内容其实是为连线打基础，帮助基础薄弱的同学，同时大家一起再巩固了一遍短语动词的过去式。
4. Work on 1b
T: Listen to these three conversations carefully and number the people in the picture using 1-5.
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
T: Listen again, then read the conversations aloud.
T: Can you guess what these words mean? everyone, anyone, anywhere, nothing
Have Ss guess the meanings. Help and correct Ss when necessary.教学设计说明：听并完成1b任务不难，但是好的听力材料应该充分利用，让学生听后模仿并理解重要词汇的意思有利于培养学生听力和口语水平。
5. Work on 1c
T: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Let’s work in pairs and talk about the people in the picture. Then I’ll choose a few pairs to present their conversation to the class.
Choose two pairs to present their conversation to the class.
A: Where did Tina go on vacation?
B: She went to the mountains.
(给学生练习的时间,然后抽查5对看对话情况，特别是过去式使用情况)
教学设计说明：进一步巩固本节课所学内容，让学生对听力对话内容又了更深的理解和更好的掌握。
课后习题
Homework
Oral:
Listen, then read the three conversations aloud.
Written:
Make a survey about what three of your friends did during the summer vacation.
高三英语教案内容（精选篇7）
一、教学目标
知识目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
二、教学重点
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
三、教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask two students to retell the content of Act I, Scene 3.in their own words.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether the following statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who like to eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud of it.
4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
. . . if you pay the bill. . . My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! . . . bow. . . Screams
And you put him in the back of the restaurant!
bow
. . . bow. . .
3. Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.
→Step 4 Language points
1.order n. 要(叫)的菜 eg. May I take your order?
n. 顺序，次序 eg. The books are arranged in order of size.
n. 命令 eg. Soldiers must obey orders
v. 命令 eg. The officer ordered his soldiers to march
v. 预定，预购 eg. I have ordered a steak.
2.take a chance 碰运气
Eg. As for whether he will win the game or not ,we must take a chance .
Maybe true love is a decision, a decision to take a chance with somebody.
也许真爱只是一个决定，一个与某个人一起冒险的决定。
3. genuine adj 1)真正的，真实的，名副其实的;非人造的，非伪造的
Eg. Her wedding ring is made of genuine diamond.
她的结婚戒指是真正的钻石做得。
2) 真诚的，真心的，诚实的
My genuine friend is not such right?
我真正的朋友不是这样的对吗?
3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样, 我觉得这不可能是假钞。
助动词do或其他形式does, did在肯定句中用于谓语动词前, 表示强调。例如:
I did tell him what I thought of.
我的确告诉过他我的想法。
can表示推测, 与主句中的not结合在一起, 表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆, 我太了解他了。
5. But he’s in rags! 但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时, 意思是“穿着; 戴着”。例如:
The girl in green is a good friend of mine.
穿绿衣服的女孩是我的一个好朋友。
in rags衣衫褴褛
The old man in rags used to be very rich.
衣着褴褛的那位老人过去很富有。
6. As for the bill, sir, please forget it.
至于账单嘛, 先生, 请把他忘了吧。
as for: with regard to至于; 关于
As for you, you ought to be ashamed of yourself.
至于你, 你应该感到惭愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅馆呢, 非常不舒服, 而且离海边有好几里地
→Step 5 Acting
1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.
2. Have as many groups as possible to act out the play in front of the class.
→Step 6 Speaking
1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.
2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESS
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/madam?
What would you like. . . ?
Enjoy your meal!
Here’s your bill.
Here you are. CUSTOMER
I’d like. . .
I’ll have. . .
Do you have. . . ?
What do you suggest?
I’ll have that.
The bill, please.
Can I have the check, please?
2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.
3. Give several minutes for the students to prepare their dialogues in pairs.
4. Ask as many pairs as possible to present their dialogues to the class.
→Step 7 Extension
Many people are crazy about buying lottery tickets (彩票). What do you think of it?
● What kind of role do you think money plays in our daily life?
● Is money everything?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
教学反思
这节课的目的在于提高学生的阅读技巧，同时运用语言的能力，重点掌握在餐馆中可能遇到的口语交际语言。这堂课的效果不错，学生积极参与，但是，由于学生的语言储备不够，所以在口语训练环节不是很流畅。很多学生不敢开口说英语，因此在以后的教学中，应该尽量帮助学生开口说，帮助他们创造一定的语言环境。