高三英语一轮复习教案5篇
教学计划是教学活动得以顺利进行的基本保证。好的教学设计可以为教学活动提供科学的行动纲领，使教师在教学工作中事半功倍，取得良好的教学效果。以下是小编带来的高三英语一轮复习教案内容，感谢您的阅读，希望能帮助到您！
高三英语一轮复习教案1
高考是以考查学生英语运用能力为主的。高考英语试题基本上是一套能力测试题。目前高考英语试题在重视英语基础知识的同时，突出考查语言运用能力，形成了以篇章阅读为主体的试题布局。高考复习首先要明确复习目的，理清思路。高三复习的过程不应是对已学知识的简单重复和强化，而是一个再学习、再认识、提高理解能力和运用能力的过程。高三复习的最终目的是提高学生的语言运用能力，如果还是按照传统的串讲课文的方法进行复习，在这么短的时间内达到复习目的是不可能的，因为语言运用能力只-串讲课文是培养不出来的，特别是阅读能力。因此，在短暂的高考复习中兼顾语言知识的掌握和语言能力的培养是值得广大教师认真探讨的课题。针对高考英语侧重考察考生的语言和理解能力的显著特点，如何制定出一套较好的科学的英语复习方案，在最后的几个月时间里尽量提高学生英语语言的运用能力成了大家甚为关注的问题，也常常是大家话题讨论的焦点。本文主要谈谈在关于第一轮系统复习中我们的一些做法及笔者个人的一些看法。
一、构建知识网络，落实双基——提高能力的保证既然复习知识是为了运用知识，那么什么样的知识便于运用和有利于学科能力的培养呢?这就是网络化的知识，这才是形成学科能力的坚实基础。如果学生的知识能形成网络，那么他们一定对所学的教材进行了层层挖掘，这必然对其实现知识向能力的迁移有重要的影响，有利于他们实际运用能力的提高，并且使他们在应考中运用自如。知识是能力的基础，对能力的测试不可避免地要结合对知识的测试，这是对学生累积的、系统化的、活化的知识的测试。大量的知识考查通过能力测试得以实现，熟练掌握英语基础知识正是为发展英语运用能力做准备。例如“阅读理解”和“书面表达”都是语言运用能力测试题，假如学生英语词汇知识贫乏，或是英语语法知识不巩固，就理解不了结构复杂的句子，看不懂篇章内容，又怎能去正确地解答试题呢?同样，没有一定量的词汇知识和语法知识，就谈不上正确的英语表达，就写不出通顺的英语短文。教师要在认真学习和研究《大纲》以及《考试说明》的基础上，以《大纲》为依据，以《说明》为指导，以课本为基础，按照知识的内在联系，将其要点进行分类整理，注意以新带旧，使之条理化、系统化和规律化，内容包括词汇、句型、语法、交际功能项目、篇章结构等方面。我们将六年所学的零散的、孤立的知识有机地结合起来，使已学知识网络化，形成一个完整的知识体系，从而摸索出带有规律性的东西，这样可收到举一反三、触类旁通之效果。
高三英语一轮复习教案2
pleasant, pleasing, pleased
(1) pleasant 可作定语和表语。修饰事物，不能修饰人。因此句子的主语只能是表示事物的词语，而不能是人。意思是“令人愉快的，令人高兴的”。
I hope you'll have a pleasant holiday.
我希望你能过一个愉快的假期。
(2) pleasing “令人高兴的，令人愉快的”，表示宁静、满意、令人满足之意。侧重于表示接受对象的情感，传递主观感受。比 pleasant 稍弱。主语可为人或事物。
An actor should have a pleasing personality.
表演者应当具有一种令人愉快的个性。
(3) pleased “高兴的，感到满意的”含义与glad基本相同。作表语时，句子的主语只能是“人”，而不能是表示事物的词语。be pleased with 表示“对……表示满 意”之意。
She had a pleased look on his face.
她脸上露出了满意的表情。
burn down, burn up, burn out
bum down 指“烧为平地，烧毁”;也指“火力减弱”。
The house was burnt down in an hour.
房子一小时被烧为平地。
bum up 有“烧旺”之意，也可指“消耗掉”。
You'd better put more wood on the fire to make it burn up.
你往火上添着柴，让它烧旺。
bum out 指“火熄灭”。
The fire had burnt out before I returned.
在我回来前，火已经熄灭了。
elect, select, choose
elect 只能用于选举人，是投票选举的正式用语。
They elected Nixon President. 他们选尼克松为总统。
choose 可用于挑选人或物。
It's hard for me to choose one from so many pairs of shoes.
要从这么多双鞋子当中挑选一双对我来说真是太难了。
select 意为精心挑选，多用于物。
She selected a pair of socks to match her suit.
他精心挑选了一双袜子来与衣服搭配。
be known for, be known as, be known to
be known for 以……出了名 (通常不是指同位的关系)
be known as 作为……出了名 (通常加上职业名词，表同位关系)
be known to为……所知
Japan is known for its cars.
日本以它的汽车而闻名。
Luxun is known as a writer.
鲁迅作为作家很出名。
As is known to all, China has four famous invitations.
众所周知，中国有四大的发明。
observe, watch
当“观察”来讲时，observe相当于watch carefully，尤其用于实验或研究等场合。具体来说，observe含有“察觉到”的意思，watch意为“盯着看”。
watch还含有“观看(比赛、电视)”等，而observe没有此意。另外，watch还有“照料”之意，相当于take care of。还有“当心”之意，相当于be careful with。
She has observed the stars all her life.
她一生都在观察星星。
I'll watch the baby while you are away.
你不在时，由我照料你女儿。
You'd better watch Mr Smith, I think he is a thief.
你当心史密斯先生，我想他是个贼。
高三英语一轮复习教案3
1.基础梳理
wildlife protection decrease loss reserve hunt zone carpet respond distant fur relief laughter mercy certain importance contain rub mosquito insect affect attention appreciate succeed secure imploy bite dinosaur inspect dust fierce ending die out in relief
2.词语归纳
1)wild
作形容词，表示“野生的，野的，荒凉的，不守规矩的”。
be wild to do sth迫切地想做某事
be wild with+抽象名词，表示“……得发狂，因……而发狂的状态”。
be wild out 极其热心或热爱
run wild自由生长，不受控制
作名词，表示“荒芜人烟的地方，偏僻的地区，荒野”。
2)protect
作动词，表示“保护，警戒”，常与from连用。
protect与against连用，表示“防御……攻击”。
名词protection后面常与against，of连用。
3)loss
表示“损失”是可数名词，常用复数。
表示“遗失，丢失，丧失”。
也可以表示战斗，比赛中“打输，失败”，是不可数名词。
at a loss表示“不知所措，不知(如何是好)，亏本地”。
4)hunt
表示“打猎，猎取”
hunt for搜索，试图找到 hunt sb/sth down对某人/某物穷追到底
hunt sth up查寻
作名词，前面加冠词。
5)peace
表示“和平，合约，和平时期”。
be at peace with… 让……平静，与……和睦相处
be in peace 安详的 make peace 和解 keep/break the peace 维持/破坏治安
6)apply
表示“申请，请求”。
apply for…(to…)向……申请
表示“应用，使用”，其宾语后面接不定式，也可以用to+动名词。
apply to适用于，to是介词。
apply oneself to致力于，努力进行。
7)suggest
表示“建议，提议”后接名词，动名词，不接不定式，也可以接从句，从句中的谓语动词由should+动词原形构成，should可以省略。
表示“使人想起，表明”后接名词或者是从句。
也可以表示“暗示，启发”，后接从句。
8)contain
表示“包含，含有，容纳”，不用于进行时。
也可表示“控制，抑制，克制”。
表示“阻止”。
9)powerful
表示“强大的，有力的，很有效力的，强健的”。
后接不定式。
10)affect
表示“对……不良影响”。
表示“感动，震动”。
11)effect
have…effect on/upon… 对……产生……影响
come/go into effect生效，被实施
take effect 生效，开始起作用 give effect to 实现，完成 in effect 实际上，有效
of no effect 没有作用 to no effect 不起作用，不灵验 for effect 做样子，为给人好的印象
bring/put sth into effect 是某物开始使用 to this/that/the same effect 这个/那个同样的意思或内容
to the affect that… 意思是说，大意是说
12)attention
表示“注意，专心，注意力，专注”。
pay attention to 注意
catch/attact sb’s attention 吸引某人的注意
give one’s undivided attention，get/have sb’s undivided attention 全神贯注，为某人关注的对象
13)bite
bite(into sth)咬(某物) be bitten by sth 热衷于某物 bite sb’s head off愤怒地批评某人
bite one’s tongue 强忍着不说出自己的想法或感觉
once bitten，twice shy一次被咬，下次胆小。
bite也可以作名词，表示“咬，叮，上钩，刺痛，紧握”。
14)service
表示“服务，服务性工作”。
表示“(车辆，机器等的)用处”。
表示“政府部门，共用机构”。
at sb’s service随时帮助某人
(be)of service (to sb)有用，有帮助
service复数形式，表示“陆海空军，劳务，贡献，功劳”。
15)dust
指“一阵尘土”，可以和不定冠词连用。
kiss/lick the dust 卑躬屈膝，一败涂地，被打死。
dry the dust非常乏味的。
shake the dust off one’s beat离开厌恶之处，但愿不返回。
throw dust in sb’s eyes 蒙蔽某人
dust也可作动词，表示“掸去……的灰尘”
16)intend
表示“打算，有……的意图”，是及物动词，后接动词不定式，也接多种结构作宾语。
接不定式复合结构。
intend sth for sb为某人准备某物
过去分词intended表示“计划的，打算的，意欲的”相当于形容词;be intended for sb/sth表示“为某人或某物计划或设计”。
17)specie
表示“种，类”，在生物学上指有主要相同特征的动植物的品种，种类，单复数同形。
表示“人类”。
表示“种，类”相当于a spot，a type，a kind。
18)danger
表示“危险”，是不可数名词，表示“危险的人或物”，是可数名词。
in danger在危险中
out of danger脱离危险
on the danger list 病入膏肓
19)die for，die from，die of，die out
die from(外部因素)，die of(内部因素)因……而死。
die for为……而死，为……而献身，表示因事业或目的而死。
die out 表示“灭绝，绝种，消失(火)等熄灭，后不接宾语。
3. 现在进行时的被动语态
定义：现在进行时的被动语态表示此时此刻某事正在被做。
构成：be + being+过去分词
用法：
1)“be being done” 中的动词be应随主语(sing. / pl.)作相应的变化。
2)将现在进行时的主动语态变为现在进行时的被动语态的关键是：把be doing变为be being done.
现在完成时被动语态可用于哪些场合?
现在完成时被动语态可用来强调发生在过去的被动性动作对现在造成影响。
现在完成时被动语态还可强调到目前为止某被动性动作或状态已存在若干时间。
is/am/are to be done可用于哪些场合?
(1)用来表示根据计划或安排将要发生的被动性动作。
(2)用来表示征求对方意见。
(3)用来表示必要性。
(4)用来表示可能性。
will/shall be done除用于一般将来时构成被动语态外，还可用于什么场合构成被动语态?
will/shall be done除用于一般将来时构成被动语态外，还可用来表示有固定性条件就会有规律性被动结果。
has/have been done是否可用于一般将来时构成被动语态?
可以。has/have been done可用来表示到将来某一时刻为止某一动作已被完成，此时它属于一般将来时被动语态。
现在进行时被动语态结构很复杂，应怎样理解?
现在进行时被动语态结构为：is/am/are being done，is/am/are体现标准对照时间点为现在，并随人称的变化而变化;being体现进行时;being done体现被动语态。
高三英语一轮复习教案4
Unit 1 Great scientists
Teaching aims
1. To help students learn to describe people
2. To help students learn to read a narration about John Snow
3. To help students better understand “Great scientists”
4. To help students learn to use some important words and expressions
5. To help students identify examples of “The Past Participle (1) as the Predicative & the attribute”
Period 1 Warming up and reading
Teaching Procedures
I. Warming up
Step I Lead in
Talk about scientist.
T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?
A scientist is a person who works in science, trying to understand how the universe or other things work.
Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.
Step II
Ask the students to try the quiz and find out who knows the most.
T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
II. Pre-reading
Step I
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
1. What do you know about infectious diseases?
Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.
2. What do you know about cholera?
Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.
3. Do you know how to prove a new idea in scientific research?
Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.
Find a problem→ Make up a question→ Think of a method→ Collect results→
Analyse the results→ Draw a conclusion→ Repeat if necessary
III. Reading
Step I Pre-reading
1. Do you know John Snow?
John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.
2. Do you know what kind of disease is cholera?
It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.
Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:
Step II Skimming
Read the passage and answer the questions.
1. Who defeats “King Cholera“? (John Snow)
2. What happened in 1854? (Cholera outbreak hit London.)
3. How many people died in 10 days? (500)
4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Street?
(These families had not drunk the water from the Broad Street pump.)
(Optional)
Skim the passage and find the information to complete the form below.
Who When What How Result
John Snow 1854 helping ordinary people exposed to cholera Examining the source of all water supplies and finding new methods of dealing with polluted waster “King Cholera” defeated
Step III Scanning
Read the passage and number these events in the order that they happened.
2 John Snow began to test two theories.
1 An outbreak of cholera hit London in 1854.
4 John Snow marked the deaths on a map.
7 He announced that the water carried the disease.
3 John Snow investigated two streets where the outbreak was very severe.
8 King Cholera was defeated.
5 He found that most of the deaths were near a water pump.
6 He had the handle removed from the water pump.
Step IV Main idea and correct stage
Read the passage and put the correct stages into the reading about research into a disease.
John Snow Defeats “King Cholera”
Paragraph Stages General ideas
1 Find a problem:
What cause the cholera? The causes of cholera
2 Make up a question:
Which is right? The correct or possible theory
3 Think of a method:
Test two theory Collect data on where people were ill and died and where they got their water
4 Collect results:
Mark the death Plot information on a map to find out where people died or did not die
5 Analyze the results:
Find the resource of the water Look into the water to see if that is the cause of the illness
6 Find supporting evidence Find other evidences to confirm his conclusion
7 Draw a conclusion The polluted dirty source of drinking water was to blame for the cause of the London cholera
Step V Group discussion
Answer the questions (Finish exercise 2 on Page 3)
1. John Snow believed Idea 2 was right. How did he finally prove it?
(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)
2. Do you think John Snow would have solved this problem without the map?
(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)
3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?
(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)
Step VI Using the stages for scientific research and write a summary.
Period 2&3 Language focus
Step I Warming up
1. characteristic
① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征;特性
What characteristics distinguish the Americans from the Canadians.
② a. very typical of a particular thing or of someone’s characer 典型性的，
Such bluntness is characteristic of him.
Windy days are characteristic of March.
[辨析]characteristic与character
characteristic是可数名词，意为“与众不同的特征“
character表示(个人、集体、民族特有的)“性格、品质”，还意为“人物;文字”
What you know about him isn’t his real character.
2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to
consider提出
He put forward a new theory.
The foreigners have put forward a proposal for a joint venture.
An interesting suggestion for measuring the atmosphere around Mars has been put forward.
☆ put on穿上;戴上;增加 put out熄灭(灯);扑灭 (火) put up with…忍受 put down写下来;放下; put off 耽误; 延期 put up建立; 建造,
put up举起，搭建，粘贴
3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察
A computer analyses the photographs sent by the satellite.
The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.
Let’s analyze the problem and see what went wrong.
He analyzed the food and found that it contained poison.
We must try to analyze the causes of the strike.
☆ analysis n.分析，解析，分解
4. conclude: decide that sth. is true after considering al the information you have 得出结论;推论出 to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止;
We concluded the meeting at 8 o’clock with a prayer.
From his appearance we may safely conclude that he is a heavy smoker.
What do you conclude from these facts?
We conclude to go out / that we would go out.
conclusion n.结论
arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusion
What conclusion did you come to / reach / draw / arrive at?
From these facts we can draw some conclusions about how the pyramids were built.
Step 2 Reading
1. defeat
① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫
I’ve tried to solve the problem, but it defeats me!
Our team defeated theirs in the game.
② n.失败，输 failure to win or succeed
This means admitting defeat.
They have got six victories and two defeats.
[辨析]win, beat与defeat
① win “赢得”赛事、战事、某物;后接人时，意为“争取赢得…的好感或支持;说服”
② beat “战胜”“击败”比赛中的对手，可与defeat互换
We beat / defeated their team by 10 scores.
They won the battle but lost many men.
The local ball team won the state championship by beating / defeating all the other teams.
I can easily beat /defeat him at golf.
He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.
2. expert
① n. someone who has a special skill or special knowledge of a subject专家，能手
an expert in psychology an agricultural expert
② a. having special skill or special knowledge of a subject熟练的，有专门技术的
an expert rider an expert job需专门知识的工作
He is expert in / at cooking.
3. attend vt. &vi 参加，注意，照料
① be present at参加attend a ceremony / lecture / a movie / school / class / a meeting
I shall be attending the meeting.
Please let me know if you are unable to attend the conference.
② attend to (on): to look after, care for, serve伺候, 照顾，看护
The queen had a good doctor attending on her.
Dr Smith attended her in hospital. 治疗
Are you being attended to?接待
Mother had to attend to her sick son.
③ attend to处理，注意倾听 attend to the matter
A nurse attends to his needs.
Can you attend to the matter immediately?
I may be late – I have got one or two things to attend to.
Excuse me, but I have an urgent matter to attend to.
[辨析]attend, join, join in与take part in
① attend指参加会议、上课、上学、听报告等
② join 指加入某组织、团体，成为其中一员
③ join in指加入某种活动;表示与某人一起做某事join sb. in sth.
④ take part in指参加正式的、有组织的活动，切在活动中起积极作用
Only 2 people attended the meeting.
He joined the Communist Youth League in 2007.
Will you join us in the game?
We often tale part in the after-class activities.
4. expose : to show sth. that is usually covered暴露
expose sth. to the light of day 把某事暴露于光天化日之下
I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.
He exposed his skin to the sun.他把皮肤暴露在阳光下.
The old man was left exposed to wind and rain.
When he smiled he exposed a set of perfect white teeth.
5. cure vt. & n. to make someone who is ill well agian治疗,痊愈
When I left the hospital I was completely cured.
①cure sb of a disease
When you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.
The only way to cure backache is to rest.
He will cure the pain in your shoulders
When I left the hospital I was completely cured.
The illness cannot be cured easily.
Although the boy was beyond cure, his parents tried to cure him of bad habits.
②a cure for a disease
Aspirin is said to be a wonderful cure for the pain.
There is still no cure for the common cold.
Is there a certain cure for cancer yet?
③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境
The prices are going up every day, but there is no cure for rising prices.
[辨析]cure与treat
① cure主要指痊愈，强调的是结果
② treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
They cured me of my influenza.
They treated me with a new drug.
6. control vt.& n.
① vt.： to have power over, rule, direct 控制，支配，管理
He cannot control his feelings / anger.
You are trying to control me as though I were your slave.
The government tries its best to control prices.
② be under the control of…; be in control of;
take/gain control of ; get / be out of control; lose control of; beyond control
George took /gained control of the business after his father died.
The car went out of control and crashed into the pole.
the head in control of the country
The driver lost control of his car and it knocked into a tree.
Mr. Brown is in control of the shop. / The shop is in the control of Mr. Brown.
This money is under control of Mr Brown.
Who’s in control of the project?
The fire has been brought under control.
7. suggest v. 建议;暗示;表明
① suggest+doing / sth. / that-clause
May suggested a picnic at the weekend.
What did you suggest to the headmaster?
I suggested leaving early for the airport.
She suggested that her father (should) give up smoking.
他建议我们参观长城。
He suggested to us a visit to the Great Wall.
He suggested us visiting the Great Wall.
He suggested that we (should) visit the Great Wall.
② suggest (暗示，表明)+从句不用虚拟语气。
The smile on her face suggested that she agreed with me.
The look on his face suggested that he was happy.
His pale face suggested that he was seriously ill.
His work suggests that he is a careful man.
8. absorb
① to take sth. in especially gradually吸收
Plants absorb carbon dioxide.
In cold climates, houses need to have walls that will absorb heat.
Paper that absorbs ink is called blotting paper(吸墨纸).
The big company has gradually absorbed these small companies into its own organization.
② to understand facts or ideas completely and remember them
It’s hard to absorb so much information.
☆ be absorbed in = concentrate on专心于
He is absorbed in the research of Chinese history recently.
The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar. I was so absorbed in a book that I didn’t hear you call.
☆ absorb one’s attention
Chinese history absorbs his attention recently.
9. suspect: to think that something is probably true or likely, especially something bad
① vt. 怀疑，猜疑 n. 嫌疑犯，有嫌疑的人 adj.可疑的，靠不住的
suspect sb. of doing sth. 怀疑某人做…
She suspected him of taking her money.
② 以为，猜想
We suspected that he had finished doing his homework.
10. severe a.
① so serious, so bad 严厉的，苛刻的，严格的
Come on! Don’t be so severe with the children.
His report contains severe criticism of the company’s actions.
His severe looks frightened me.
②very harmful or painful, serious or uncomfortable(疼痛)剧烈，的严重的，
I was caught in a severe storm last night and couldn’t go back home in time.
He has such a severe illness that he has been in hospital.
I suffered a severe attack of toothache.
He had a severe pain in the leg.
11. foresee: to know that sth. is going to happen before it actually happens vt. 预见，预料
The method was used in ways that couldn’t have been foreseen by its inventors.
Few analysts foresaw that oil rice would rise so steeply.
No one could have foreseen things would turn at this way.
It’s impossible to foresee how life will work out.
12. blame v. 责备;谴责;把……归咎于 n. 过失;责备
① blame sb. / sth. for sth.: to say or think that sb. or sth. is responsible for sth. bad
因…而指责
It’s not fair to blame me. It’s not my fault.
They blamed the secretary for the delay of the plan.
Many children are afraid of being blamed for making mistakes in speaking English.
② blame sth. on sb. / sth. 把……归咎于: be responsible for sth. bad
The police blamed the traffic accident on jack’s careless driving.
③ (be) to blame应受责备(主动表被动);承担责任
The driver was not to blame for the traffic accident.
Which driver was to blame for the accident?
Either he or I am to blame.
Mr. Green stood up in defense of the 16-year-old boy, saying that he was not the one to blame.
Who is to blame for the fire?
④ take the blame承担责任to say that sth. is your fault
He is ready to take the blame for what had happened.
⑤ put the blame on怪在……身上
It’s no use blaming our defeat on him.
13. look into 调查，了解，研究，浏览，向…里看
We’ll look into the case as soon as possible.
But now the authority is looking into the cost of modifying all of its windows.
The building around the corner caught fire last night. The police are now looking into the matter.
look around; look after, look down upon; look for; look forward to; look like; look over浏览，过目一遍; look out; look through浏览，检查; look on; look up to;
14. handle vt. to deal with处理，买卖，操作 n. 把手，把柄
The children are so naughty that I can't handle them. 处理
This shop handles paper and stationery. 买卖
We don’t handle that sort of book. 买卖
How shall we handle the problem. 处理
Can you handle the situation at present? 处理
It has a free handle.活把手
He learnt how to handle the axe. 操作
15. link
① v. 连接，联系
The two towns are linked by a railway.
The new bridge will link the island to the mainland.
Television stations around the world are linked by satellites.
The new bridge will link the island to the mainland.
② n.
Researchers have detected a link between smoking and heart disease.
Is there a link between smoking and lung disease?
A lot of links fitted together form a chain.
link up (with)连接，结合;link…with /to把…与相连接
16. announce
① to make known publicly; to give information using a loudspeaker, esp. at an airport or railway station; to introduce a program on TV o
高三英语一轮复习教案5
Module 1 Small Talk
Teaching aims:
1. To introduce different social skills about talking in different culture and improve the students' social skills.
2. To know how to talk about obligation or lack of obligation.
3. To master AAA talking model and to develop the friendly environment when
having talk with others.
Important and difficult points:
1. Get students to understand how to have a chat with others in English culture.
2. Make students know the importance of small talk between persons.
3. Help students to improve the cultural understanding skills in different countries.
Teaching procedures:
Period One Introduction and Function
Step 1. In this part, the teacher can talk with students in small talk, and the teacher can choose different topic with different students.
For example:
T: What do you think of yesterday's football match between your class and Class 3?
S1: It's great.
S2: We won.
T: Do you know why you won?
S3: We are strong.
T: Good. When we were discussing the football match just now, we were discussing serious things or having light conversation?
Ss: Light conversation.
T: Oh, yes. Just small talk.
Step 2. After the teacher tell the students small talk, the students begin to read the dictionary definitions of small talk then ask the students to discuss the four questions inActivity1.
Step 3. Divide the students into groups of two ones to discuss the five questions in Activity2. Then the teacher can choose some groups of students to show their small talk to all the students. The Ss can have different opinions, but they must give the reason for their opinions.
Step 4. Make a talk between the Ss and the teacher, then introduce the topic about must, have to, don't have to and mustn't.
For example:
T: You are now in Senior Two, and I think you are all good students, although some of you sometimes behave not very properly. So I'm going to ask you some questions. Do you think students have to be on time at school?
Ss: ...
T: Oh, yes. You are right. You have to. Then say something that you must do.
S1: ...
S2: ...
T: And anything you mustn't do?
S1: ...
S2:...
Ask the Ss to talk about the following topics:
What is obligation?
What is lack of obligation?
According to the talking method, the teacher can introduce the definitions of obligation and lack of obligation.
Step 5. Ask the students to finish Activity1 and then let the Ss to talk about the answers they have made.
Ask the Ss to make similar sentences impressing obligation and lack of obligation using the words they just practiced.
Step 6. Make a competition among the Ss to make sentences using must, have to, don't have to, mustn't, needn't do and don't need do. And the team which make sentences will win the competition.
Period Two Vocabulary and Reading
Step 1. Ask Ss to discuss the sentences in Activity 1 and then check the answers of the Ss'. Then learn the words in this part with the Ss.
Step 2. Ask the Ss to read the text quickly and then finish Activity2. Then ask all the Ss to discuss the questions of Activity 4. Then ask the Ss to tell us the usage of the words in Activity1 and Activity 4 and find the sentences in the text: impress, damage, encourage, prepare, avoid, lack, recognize, smile.
Step 3. Ask the students to read the text again, then answer the questions in Activity3 and encourage the Ss to have different answers. If the time isn't enough, we can solve the problem in the following ways.
(1) Discuss it after class.
(2) Discuss the following questions as the important points.
I. What do people think about those who talk too much?
II. Why is it a good idea to nod and smile when the other person is talking?
III. What does the quotation from Benjamin Disraeli tell you about people?
Then ask the Ss to prepare for Activity5 and then ask the Ss to tell the meanings of the phrases.
Step 4. Important word or phrases
1. Which definitions make small talk sound like a positive thing?
Sound is a link verb， its meaning in Chinese:听起来。Sometimes it can be followed like.
e.g. (1)我认为这工作不像听起来那么难。
I don't think the job is so difficult as it sounds.
(2)这音乐听起来像贝多芬的。
The music sounds like Beethoven.
2. Have you ever crossed the road to avoid talking to someone you recognize?
Avoid is a verb which must be followed none, pronoun or v-ing as its object; its meaning in Chinese： 避免，避开。
e.g. (1) 他的工作帮助很多人避开事故。
His job helped many people avoid accidents.
(2) 要避免犯错误是不容易的。
It is not very easy to avoid making mistakes.
3. Do you want to make more friends but lack the confidence to talk to people you don't know?
make friends(with) is a phrase; its meaning in Chinese: (和......)交朋友。
e.g. (1) 他非常友好，那正是为什么自从他来已经交了那么多朋友的原因。
He is very friendly. That's why he has made so many friends since he came.
(2)他们彼此都想交朋友，但两人都太害羞了。
They wished to make friends with each other, but both of them were shy.
4. Small talk is very important and prepare you for more serious conversations.
Prepare is a verb; its meaning : 做好准备;把......准备好，使......有准备。
e.g. 经理想让助手提前准备好所有文件。
The manager wanted his assistant to prepare all the papers beforehand.
In addition, we must pay attention to its various forms behind it, such as: prepare...for; prepare for; prepare...against; prepare against; prepare to do; prepare ...to do. Now give the Ss some examples and let them understand their meanings.
(1) There is an English proverb: In fair weather prepare for foul.
(2) His parents have prepared him for the future.
(3) She said she had prepared against all possible eventualities.
(4) We must prepare our people against natural calamities this summer.
(5) He is preparing to teach in China.
(6) She is preparing herself to attend the conference and make a speech.
5. It is estimated that 80% of all conversation in English is small talk.
It is estimated that...in this drill, the true object is the clause in the end of the sentence..
e.g. (1)It is good news that our team is the school champion now.
(2)It was reported that the bridge was completed two months earlier than planned.
(3)It is unusual that we have such hot weather this summer.
(4)It is doubtful whether they will finish the work in time.
6. Because they used this very useful social technique, they found something they have in common.
In the sentence have...in common is a phrase; its meaning in Chinese: 有共同之处。
e.g. (1)这两兄弟有如此多的相同之处以致我们很难分开他们。
The two brothers have so much in common that we can't tell the difference between them.
(2)现在我们和美国在各个方面当然除了语言之外，都有共同之处。
We have really everything in common with America nowadays, except, of course, language.
Period Three Reading and Listening; Grammar
Step 1. Ask the Ss to read the three conversations and do Activity 1. Then ask them to discuss their answers about Activity 1. At last divide the Ss into groups of two Ss and ask every group to discuss the answers of Activity1.
Step 2. Ask every group to guess the topic of every conversation. For example, the topic of first paragraph is traveling.
Step 3. Ask all the Ss to listen to the tape and finish Activity3. Then listen again to check the answers with all the Ss and then let the Ss finish Activity 4. You can listen to the tape again if necessary.
Step 4. Then check the a Ask the Ss to finish Activity1 and Activity2 with all the Ss.
Step 5. After finishing Activity1and Activity2, let all the Ss discuss the differences sameness between didn't need to do and needn't have done. Then the teacher explain the differences and sameness to the Ss.相同点是：两者都表示过去时间内不必做一件事;不同点是：didn't need to do表示那件事不必做而且结果也是那件事的确没有做;而needn't have done表示虽然那件事不必做但结果是已经做了。
Ask the Ss to think about the examples and understand their usages.
(1) It was Sunday. He didn't need to go to work. (So he didn't go. He stayed home or went somewhere else)
(2) That year, he was young and didn't need to serve in the army. (He was studying at school)
(3) The manager didn't have need to do such things himself. (His assistants did things like that for him)
(4) The poor girl needn't have waited in the rain for so long. (Unfortunately she did it)
(5) You needn't have said so much about your being late. (You kept explaining)
(6) They needn't have written the letter to the headmaster. (They wrote a letter to the headmaster, but it was not necessary.)
Period Four Reading and writing; Everyday English;Task
Step 1. Ask the Ss to read the email in Activity1. Then let every two Ss find out the questions in the email which need to be answered.
Step 2. Ask all the Ss to discuss the questions found out in Step 1 and ask them to give more answers as possible as they can.
Step 3. Ask all the students to finish Activity2, and then work out the answers according to the questions which have been found out.
Step 4. Ask the Ss to prepare a new email and think over what questions should be asked in the email. And the email can contain many kinds of contents, such as in your first day at school how to talk with new teacher, how to ask for help, how to introduce new classmates, etc.
Step 5. Ask the Ss to read the sentences in the book and think over the words which are left out in informal conversation. And think about if these words influence the sentences' meaning.
Step 6. Ask the Ss to make a conversation from the topic below and ask them to use at least one or two sentences in which some words are left out. such as having lunch at school, a person we both know, doing homework, football match, an interesting book.
For example
A: Going home to have lunch?
B: Yes. And you?
A: Me? I usually have lunch at school.
B: Nice?
A: Not really.
B: Why not go back home?
A: Too far.
Step 7. Ask the Ss to discuss Activity1 and Activity2 and then ask them to write a small talk in their phrasebook for use inside and outside the classroom. Then ask all the Ss to change ideas about Activity3. According to the exchange, ask the Ss to prepare a class book of useful expressions.
Period Five Reading and Vocabulary
Teaching Goals：
1.To help Ss learn how to have small talk rightly.
Teaching Procedures：
Step 1.Revision
Check Ss'homework and give them some instruction. .
Step 2.
1.Leading-in
Ask Ss the following questions：
(1)Discuss of small talk one need as a salesperson.
2.Skimming
Ask Ss to skim the passage and try to find out the answers to the following questions.
(1)What did Esther often do when she spoke to others?
(2)What do you think are "the basic rules of social communication"?
(3)Why did the customer look awkward when she was asked how old she was?
(4)How did the typist contradict Esther?
(5) What was wrong about Esther's advice to the salesman?
(6) What did Esther think of the clerk's haircut?
(7) Why did the young man think the company gave him a new job miles away?
(8) What did Esther think of her old school friend's husband?
Suggested answers:
(1) Every time she open her month, she put her foot in it.
(2) To be polite and not to embarrass people
(3) Because she did not want to say her age
(4) She said she wasn't pregnant.
(5) She didn't realize what she said hurt the salesman.
(6) She wanted to know how much it cost.
(7) He said the office would be quieter without him.
(8) She thought he was ugly.
3. Ask Ss answer the questions of book.
4.Post-reading '
Let Ss discuss the following question：
1. Is small talk important in your society?
2. Is it as important as "real" conversation?
3. Do you think small talk is more or less important in English than in your language?
'
Step 1. Ask two Ss to discuss questions1 and 2 in Activity1. and then ask most Ss to make small talk according to the topics given by the teacher, such as on the way, talking about one's little brother, playing table tennis, etc.
Ask the rest Ss to make serious small talk given by the teacher, such as how to study English well, why do you think we should learn how to learn, etc.
Step 2. Ask the Ss to rend the text and have a summery of the text.
Step 3. Work in pairs. Read the advice on small talk. Ask the Ss if it is true for them?
1.You can ask about families, what people do and like, etc.
2.It's OK to talk about religion and politics.
3.You shouldn't talk about your feelings.
4. Don't ask personal questions.
5. Make sure you don't talk about the weather or give compliments.
6. You can talk about people's age and their income.
Answers of Activity 5.
Step 4. Discussion: Write down the topics which you can and shouldn't talk about with Americans. Write a few sentences if you can talk about these topics in China.
Step 5. Ask the Ss to read the text and understand its meaning.
Ask every two Ss to discuss question1: How does the AAA model work? And find some sentences from the text to explain it.
Step 6. Ask every group to discuss question 2: Is the AAA model a good idea which making small talk with someone you don't know in China?
Step 7. Ask the Ss to read MODULE FILE, and then write down the points which they don't understand or grasp and try to deal with them.
Step 8. Ask the Ss to discuss the important language points in this module including Vocabulary, Grammar Function and Everyday English and let them help each other and at last they can improve all together.
Step 9. Give the Ss an exercise about small talk. Ask the Ss to put the conversation in right order.
- Basketball. I like this game so much that I sometimes forget my meals. And you?
- Oh, no. He's terrible.
- What's your favorite sport?
- Really?
- I don't think so.
- Me too. But not play, just watch.
- Whom do you like best?
- He's slow, and too many fouls.
- Maybe, needs improving.
-Yao Ming.
Here is the answer to the exercise.
A: What's your favorite sport?
B: Basketball. I like this game so much that I sometimes forget my meals. And you?
A: Me too. But not play, just watch.
B: Really?
A: Whom do you like best?
B: Yao Ming.
A: Oh, no, He's terrible.
B: I don't think so.
A: He's slow, and too many fouls.
B: Maybe, needs improving.
