红安一中themillonpoundbanknote

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,高三第一轮复习说课,红安县第一中学,Book 3 Unit 3,The Million Pound Bank Note,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,Curriculum criteria analysis,According to the curriculum criteria of senior English, the goals of teaching are: developing students integrating abilities to use language,improving students abilities to acquire and deal with information in English, improving students ability to analyze and solve problems as well as the ability to think and express in English.,In teaching procedures, teachers should try to train and improve Ss ability to use, such as completing sentences ,doing multiple,-,choice, writing and so on.,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Text analysis,The contents of SEFC Book3 are widely chosen with pure native English expressions and interesting topics, which are very helpful to improve students comprehension and ability to use.,The topic of this unit is “The Million Pound Bank Note”. It is the first time that students have exposed the play. They can know the history ,culture, and society of America by learning this text .They can also learn how to use words and phrases to express the characteristics of people. I will review this unit in four periods.,Period 1,.,Dictation,key,words,and key phrases,Period 2,.Key sentences, tracking training,Period,3,.Grammar,Period 4.,Writing,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Students analysis,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Students have learned all high school courses, but the knowledge they have learned is fragmented (,零散的,)and isolated. So in the review process, the teachers should help students to summarize and sort to make it principled and systematic. Review time is limited, so to implement (,落实,)the contents of the review, and be flexible to use is very important for them.,Teaching aims,1,、,Knowledge goals:,Help the students master some important words (such as: spot, account, seek, contrary, bring up, take a chance and so on ),some key sentences and grammar (noun clauses as the object and the,predicative),2,、,Ability goals,:,Improve students ability to use language,3,、,Morality goals:,Raise students awareness of the importance of capacity building.,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Teaching strategies,In my opinion, the first round review is not a simple repetition of the textbook. We should help students to classify and sort out what we have learned. What is the most important is to let students use knowledge flexibly. So I designed the review plan by analyzing and explaining key words ,key phrases,，,key sentences,，,tracking training and writing,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Teaching important and difficult points:,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Enable students to master the basic knowledge of English and improve students ability to use language to meet the demands of NMET.,Teaching methods:,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,Dictation,Sorting method and induction,Teaching and practice,Teaching aids:,教材分析,【,教材内容分析,】,【,课程标准分析,】,教学方法,【,教学目标,】,【,教学策略,】,【,学生分析,】,【,教学重难点,】,【,听写检测法,】,【,分类整理法,】,【,讲练结合法,】,教学媒体,【,多媒体,】,教学过程,教学反思,A blackboard,Multi-media,A learning plan for students,Teaching procedures,1.,出生地,birthplace,11,偶然地；意外地,by accident,2.,奇遇；冒险,adventure,12,衣衫褴褛,in rags,3.,现场；景色,scene,13,前进；往下说,go ahead,4.,许可；准许,permit,14,盯着看,stare at,5.,过错；缺点,fault,15,导致；做出解释,account for,6.,慈善；施舍,charity,16,与此相反,on the contrary,7.,礼貌；举止,manner,17,冒险,take a chance,8.,确实；实在,indeed,18,至于；关于,as for,9.,漫游；漂泊,wander,19.,抚养；教育；呕吐,bring up,10.,大使馆,embassy,20.,打赌,make a bet,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,Lets have a dictation,设计意图,Check students how much they master the vocabulary and urge them to remember words.,Vocabulary is the base of learning English. Only if the students accumulate a great deal of vocabulary, they can use it in the exams.,Teaching procedures,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,单词点睛,Book 3 unit3 key words,1.,scene,n,(,戏剧,),一场；现场；场面；景色,2.,permit,vt,.,许可；允许；准许,n,.,通行证；许可证；执照,(,可数,),3.,spot,vt,.,发现，认出,n,斑点；污点；地点,4.,account,n,说明；理由；计算；账目,vi.&,vt,.,认为；说明；总计有,5.,seek (sought, sought),vt.&vi,.,寻找；探索；寻求,6.,contrary,n,相反；对立面,adj.,相反的；相违的,Teaching procedures,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,1,scene,n,(,戏剧,),一场；现场；场面；景色,behind the scenes,在后台；在幕后,on the scene,在现场,set the scene,提供条件,come on the scene,登场,quit the scene,退场,【,活学活用,】,(1),这场戏的最后一幕给人留下了深刻的印象。,The last scene of the play,was very impressive.,(2),这座城市的夜景绝佳。,The night scene,in this city is quite fantastic.,单词点睛,Teaching procedures,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,【,易混辨析,】,scene, scenery, sight, view,(1)scene,指某地方或图画中的景色或场景。,(2)scenery(,总称,),自然景物、天然风光，由多个,scenes,构成的自然风景。,(3)sight,景象、风景、名胜，侧重值得看的事物或很难看到的东西或很可笑的事物；也可指视力、眼界。,(4)view,景色、风景，侧重从人所处的角度,(,从远处或高处,),用眼所看到的景色。,用,scene,，,sight,，,view,，,scenery,的适当形式完成句子,(1)The cave is a very nice,sight,in that place.,(2)From the top of the hill you have a nice,view,of the whole city.,(3)Well take you to see the,sights,when youre in Beijing.,(4)The,scenery,in the mountains is very beautiful.,(5)Firefighters were on the,scene,immediately.,Teaching procedures,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,2,permit,vt,.,许可；允许；准许,n,.,通行证；许可证；执照,(,可数,),a drivers/driving permit,驾驶执照,permit,sth,/doing,sth,允许某事,/,做某事,permit,sb,to do,sth,(,give,sb,permission to do,sth,),允许某人做某事,permission ,口头,允许，许可,(,不可数,),with/without ones permission,得到允许,/,未经允许,ask for permission,请求允许,Teaching procedures,【,温馨提示,】,permit,其后非谓语形式做宾语时只用动名词或,ing,形式，不跟不定式，,但可用不定式做宾语补足语，即,permit,sb,to do,sth,或,be permitted to do,sth,与,permit,一样，后面直接跟动词或跟带不定式复合结构的,动词还有：,allow, forbid, advise,等。,【,活学活用,】,(1),参观者请勿拍照。,Visitors are not,permitted to,take photos.,(2),天气许可的话，我明天过来。,Ill come tomorrow,weather permitting,.,(3),她未经许可擅自使用了汽车。,She took the car,without permission.,.,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,3,spot,vt,.,发现，认出,n,斑点；污点；地点,spot,sb,doing,sth,看到某人正在做某事,on the spot,on the scene,到,(,在,),现场；当场,put,sb,on the spot,使某人尴尬，使某人为难,spotless,adj.,没有污点的；纯洁的,【,活学活用,】,(1),昨天她在人群中认出了她的朋友。,She,spotted her friend,in the crowd yesterday.,(2),她穿着一件白底红点儿的裙子。,She was wearing a white skirt,，,with red spots,.,(3),他就是在这儿遭谋杀的。,This is the very,spot,where,he was murdered,.,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,4,account,n,说明；理由；计算；账目,vi.&,vt,.,认为；说明；总计有,account for,导致；作出解释,on account of (,because of),因为,open/close an account,(,在银行,),开立,/,结清账户,keep an account of,记录，记载,take,sth,into account/consideration,考虑到某事,accountant n.,会计,【,活学活用,】,(1),我去银行开个新账户。,Im going to the bank,to open a new account,.,(2),长期的延缓是因为坏天气。,Bad weather,accounted for,the long delay.,(3),由于身体欠佳，她很早就退休了。,She retired early,on account of poor health,.,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,5,seek (sought, sought),vt.&vi,.,寻找；探索；寻求,seek for/after,寻求，追求,seek (,sb/sth,) out,找出,(,某人或某物,),seek,sbs,advice/help,征求意见,/,寻求帮助,seek to do,sth,试图做某事,seeker n.,找寻者，追求者,jobseeker,求职者,【,活学活用,】,(1),他们正在找寻避雨的地方。,They are,seeking /looking for shelter,from rain.,(2),他征询医生的意见，但医生也没有给他有用的建议。,He,sought his doctors,advice, but the doctor didnt give,him anything useful.,(3),他们竭力误导我们。,They are,seeking to mislead,us.,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,6,contrary,n,相反；对立面,adj.,相反的；相违的,on the contrary,与此相反，恰恰相反,(,只作状语,),be contrary to,与,相反,contrary to,和,相反；违反；不顾,to the contrary,相反地,(,的,),【,活学活用,】,用,contrary,短语的适当形式完成句子,(1)The car isnt expensive.,On the contrary, its quite cheap.,(2)I will come on Monday unless you write me,to the contrary,.,(3),Contrary to,expectation,，,he didnt win in the match.,By teaching and practicing methods, it can,help students accumulate and strengthen basic knowledge .More practice exercises, Ss can make perfect and improve their ability. It will lay a solid foundation for NMET,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,.,1,bring up,抚养；培养；教育；提出,bring,sb,up to be/as,培养某人成为,bring,sb,up to do,sth,培养某人做某事,bring about,引起；导致,bring back,归还；使回忆起,bring in,赚得；提出,bring out,出版；显现；生产,【,活学活用,】,请写出,bring,相关短语在句中的意思,(1)I didnt want to,bring up,the matter to him last night.(,提及,),(2)My parents,brought,me,up,to respect others.(,教育,),(3)He,brought up,his dead brothers children.,(,将某人养育成人,),(4)Science has,brought about,many changes in our lives.(,带来；引起,),短语储存,Teaching procedures,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,.,2.,take a chance (,take chances),冒险，碰运气,by chance(,by accident,),偶然地；意外地,give,sb,a chance,给某人一个机会,a chance of lifetime,千载难逢的机会,the chances are (that),it is likely that,很可能,have a good chance/no chance/not much chance of (doing),sth,/to do,sth,大有希望,/,没有可能,/,没什么希望做某事,【,活学活用,】,用,chance,短语的适当形式完成句子,(1)The guide book didnt mention there being any hotels, but we decided to,take a chance,.,(2)You should never,take chances/take a chance,when driving a car.,短语储存,Teaching procedures,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,.,3,.,go ahead,前进；,(,用于祈使句,),可以；往下说,go ahead with,sth,继续,(,做,),某事,ahead of,领先,；在,前面；早于,look ahead,朝前看,ahead of time/in advance,提前,【,活学活用,】,用,ahead,短语的适当形式完成句子,(1)After a pause, he,went ahead,with his speech.,(2)The new bridge was completed,ahead of,time.,(3)Could I use your bike?,Go ahead,.,短语储存,Help the students organize and store key phrases and,enable them to use flexibly .,设计意图,Time: the first period,Teaching procedures,1,The next morning Id just about given myself up for lost,when I was spotted by a ship.,【,句型解读,】,句中,when,为并列连词，译为“就在这时”，表示一种未预料到或突然,发生的情况，常用于讲述过去发生的事情或故事。,【,相关拓展,】,when,常用于以下句型：,(1)be about to do,sth,when,正要做某事就在这时,(2)be on the point of doing,sth,when,正要做某事就在这时,(3)be doing,sth,when,正在做某事就在这时,(4)had just done,sth,when,刚做完某事就,(5)had hardly done,sth,when,一,就,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,佳句透视,Let students,master key sentences in order to better use in completing sentences and writing,Teaching procedures,Dictation,Key words,Key phrases,Key sentence,Grammar,Writing,Exercises,设计意图,【,活学活用,】,(1),他正要出去时天下起雨来了。,He was about to go out,when it began to rain,.,(2),我刚做完试卷下课铃就响了。,Id just finished,my test paper,when the bell rang,.,(3),那个小孩正在骑车，就在这时，摔了下来。,The boy,was riding when he fell off,his bike.,2,Indeed, sir, I hope youll come here whenever you like.,whever,引 导的从句,【,注意事项,】,(,1)whatever, whoever, whichever, whomever,既可引导名词性从句，也可引导让步状语从句。,重点句型,Let students,master key sentences in order to better use in completing sentences and writing,Teaching procedures,(,2)whenever,，,wherever,，,however,引导让步状语从句的时候，,相当于,no matter when/where/how,。,(3)“no matter,wh,”,只能引导让步状语从句，可放在主句前或主句后。,(4)whichever,，,whatever,在句中还可作定语。,(5)however,作连词引导从句时，常置于句首，句子使用倒装结构，,即把后面的形容词或副词直接放在,however,之后,【,活学活用,】,(1)_ _,(,不要老是想到什么就说什么,/,不要信口开河,).,Think twice before saying.,(2) _,(,每当我们遇到困难时,), he always comes to help us.,(3) _ (,无论是谁迟到了,), he will be punished.,_ , he will be punished.,_ will be punished.,Dictation,Key words,Key phrases,Key sentence,Exercises,Writing,Exercises,设计意图,Dont always say whatever comes into your mind,Whenever we meet with difficulties,Whoever is late,No matter who is late,Those who are late,重点句型,Let students,master key sentences in order to better use in completing sentences and writing,Teaching procedures,1,Though it is 20 years _,we last met, I still remember,the scene _we got separated on a snowy day.,A,before; where B,before; which,C,since; when D,since; where,【,解析,】 D,考查时间状语从句和定语从句。,“,it is/has been,一段时间,since,从句”为固定句型，表示自从上次,干某事到现在有多长时间了；,scene,作先行词且定语从句中需要的是,地点状语，故用,where,或,in which,引导定语从句。,2,He said that doing,parttime,jobs did no good to students, but few,_his view.,A,agreed B,permitted,C,shared D,nodded,【,解析,】 C,考查动词词义辨析。,agree,同意，赞成，为不及物动词；,permit,许可，答应；,share,分享，共享；,nod,点头。,句意为：他说做兼职对学生没好处，但几乎无人和他分享此观点。,This part is aimed at,testing the ability of students to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,跟踪训练,Teaching procedures,3,I wonder why he has been acting so strange these days.,Recent pressure at work may _ his behavior.,A,account for B,make for,C,change for D,stand for,【,解析,】 A,考查短语辨析。,account for“,导致”。句意为：,最近的压力可能导致了他的,(,奇怪的,),行为。,4,Does it rain a lot in this area?,_-,，,it hardly ever rains; the climate is like that of a desert.,A,Whats worse B,In other words,C,On the contrary D,As a result,【,解析,】 C,考查交际用语。很显然，问句中的,rain a lot,和答语中的,hardly ever rains,是两个截然不同的情况，所以用,On the contrary,，,意为“相反”。,whats worse,更糟糕的是；,in other words,换句话说；,as a result,结果是。,This part is aimed at,testing the ability of students to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,Teaching procedures,5,His wife is constantly finding _ with him, which makes,him very angry.,A,errors B,shortcomings,C,fault D,flaw,【,解析,】 C,考查名词辨析。,find fault with,sb,是一个固定用法，,意为“找茬”。,error,错误；,shortcoming,缺点；,flaw,瑕疵， 缺陷。,句意为：她老婆老是挑他刺，这使他非常生气。,6,She is very dear to us. We have been prepared to do,_it,takes to save her life.,A,whichever B,however,C,whatever D,whoever,【,解析,】 C,句意为：她是我们的至亲之人，我们要不惜一切代价,挽救她的生命。动词,do,为及物动词，其后跟宾语从句，同时从句中,takes,也缺少宾语，故此处填,whatever,。,whatever“,无论什么”，符合,语境及句子成分；,whichever,表示“,(,有范围的,),哪一个”，用在此处不合适。,This part is aimed at,testing the ability of students to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,Teaching procedures,7,I hope my teacher will take my bad illness into _when,judging my examination.,A,reason B,statement,C,story D,account,【,解析,】 D,take into account,take into consideration,，,在句中意为“考虑”。句意为：我希望老师在评价我的考试的时候,能够考虑我当时身患重病。,8,I hadnt seen him for 10 years but I _ him at first sight.,A,realized B,spotted,C,watched D,observed,【,解析,】 B,句意为：虽然我已经,10,年没有见他了，但我第一眼就,认出了他。,realize,意识到，实现；,spot,发现，认出；,watch,注视，看；,observe,观察。,This part is aimed at,testing the ability of students to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,Teaching procedures,9,Its wise of you to _ your fathers advice when you come,to any difficulty.,A,ask B,seek,C,try D,attempt,【,解析,】 B,seek ones advice,意为“征求某人的意见”。,A,应为,ask for ones advice,，,C,、,D,构不成有意义的词组,。,10,When the man was trying to break into the bank,，,he was caught,by the police,.,A,in a spot B,on the spot,C,off the spot D,to the spot,【,解析,】 B,本题考查,spot,短语的用法。句意为：当那个人试图,闯入银行时，他被警察当场抓获了。,on the spot,在现场，当场，,与本句的语境一致；,in a spot,陷入困境；,off the spot,不准确，离题；,而,D,项是一个不存在的结构。,This part is aimed at,testing the ability of students to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,Teaching procedures,11,Well discuss the question that he _at the meeting.,A,came up B,brought up,C,put out D,fed up,【,解析,】 B,bring up,在此为及物动词词组，意为“提出”，相当于,come up with,，,put forward,。句意为：我们要在会议上讨论他所,提出的问题。,12,Ill look into the matter as soon as possible. Just have a,little _.,A,wait B,time,C,patience,D,rest,【,解析,】 C,本题考查的是,patience,的含义。,patience,意为“耐心”，,词组,have patience,意为“耐心一点”。,This part is aimed at,testing students ability to use knowledge to meet the demands of NMET.,Dictation,Key words,Key phrases,Key sentence,Grammar,writing,Exercises,设计意图,The second period,Teaching procedures,Noun clauses as,the object,and,the predicative,Grammar learning is necessary in the first round review, it can,improve the ability to use language. It is helpful for students in doing sentence complements and writing,Dictation,Key words,Key phrases,key,sentence,Grammar,Writing,Exercises,设计意图,Unit 3 Grammar,Teaching procedures,引导宾语从句的词有：,1.,连词,that,(,在口语中,that,常可省略）,if, whether,He knows,that,Jim will work hard.,2.,连接代词,who, whom, which,等,Do you know,who (whom),they are waiting for?,3.,连接副词,when, where, how, why,Could you tell me,how,we can get to the station?,【,注意事项,】,1.whether,和,if,都有,“,是否,”,的意思,，,一般情况下两者可以换用,，,但在介词之后,、,不定式之前、与,or not,连用、在句首或在,引导表语从句同位语从句时，只能用,whether,。,2.,动词,doubt,用在疑问句或否定句时，其后宾语从句常用,that,作,连接词；用在肯定句时，连接词用,whether,或,if,皆可，而不用,that,。,Grammar learning is necessary in the first round review, it can,improve the ability to use language. It is helpful for students in doing sentence complements and writing,Dictation,Key words,Key phrases,key,sentence,Grammar,Writing,Exercises,设计意图,Teaching procedures,引导表语从句的引导词,：,1.,从属连词,that,（一般不省略为好）,，,whethe,r,（不用,if,），,as if,（,though,）,等引导的表语从句。,The reason,(why)