高考英语免费培训教案

有几样东西一定要包含在内：教材分析，教学目标，重难点、教学过程，过程的步骤一定要详细，要有针对性和目的性。教学目标要从知识、过程和情感三个方面去写。

用作定语的从句叫做定语从句（attributive clause）定语从句通常置于它所修饰的名词（或代词）之后，这种名词（或代词）叫做先行词（antecedent）。引导定语从句的词叫关联词或引导词，它分为关系代词和关系副词。判断定语从句使用何种引导词取决于先行词在定语从句中的成分。常用的关系代词：指人who(主语) whom(宾语)；指物which(主语，宾语)；即可指人，也可指物，既可作主语也可作宾语 that; 表示所有格whose(定语)既可指“人的”，也可指“物的”。注意：指人时可以用who,也可以用that.但作主语时，多用主格who. 先行词在定语从句中作主语，宾语，定语，引导词要选择关系代词。例句：This is the teacher who came from sk middle school. The book which /that you read belongs to me. The desk whose leg is broken is very old.常用的关系副词：表时间when;表地点where;表原因why表方式that(可以省略)。它们分别在从句中作状语。先行词在定语从句中作状语时，引导词要用关系副词。如果表示时间，地点，原因的先行词在定语从句中作主语、宾语，应用that 或which.例句: This is the day when he went to college. This is the factory where color TV sets are made. I don’t believe the reason why he was late for school. I don’t like the way that he spoke to his mother.(其中that 相当于in which ，可以省。) He works in the factory which makes color TV sets.关系代词与关系副词可以转换When ---适当的介词+whichWhere---适当的介词+whichWhy ----for whichThat(方式)----in which介词+关系代词的结构中，可以选择的关系代词有whom(指人)；which(指物)；whose(指“人的”或“物的”) 此处，介词的选择可以根据从句中的谓语动词来定。例句: This is the day when/on which he went to college. This is the factory where/in which color TV sets are made. I don’t believe the reason why/for which he was late for school. This is the girl from whomI learned the news. This is the book for which I paid 5dollars. He works in a factory in whose front there is a river.限制性定语从句和非限制性定语从句限制性定语从句：从句与主句关系密切。即从句是先行词不可缺少的定语。如果省去，主句的意思就不完整或不明确。特点如下：1。主从之间不用逗号。2。可以用that 引导。3。引导词作为宾语时可以省略。4。限制性定语从句一般只修饰先行词。非限制性定语从句：从句与主句关系不密切。即从句只是对先行词作附加说明，如果省去，主句意思仍然清晰完整。特点如下：1。主从之间用逗号。2。不可以用that 引导。3。引导词作宾语不可以省略，介词后的引导词也不能省略。4。非限制性定语从句可以修饰先行词，也可以修饰其前面的整个句子或句子的一部分。几点需要注意的地方：1只能用that 的地方先行词为不定代词all ,nothing, anything,等先行词有最高级，序数词等修饰时先行词即有人又有物先行词有only,very,every,no,just,right等修饰时先行词为疑问代词时2关系代词as 的用法引导限制性定语从句，常和the same, such, so ,as 连用引导非限制性定语从句，位置灵活，可以位于句首，中，尾。而which通常在句尾只能指代主句整个概念，不能指代单个先行词.(which可以指代)常用于be known (excepted, announced, reported, shown)结构中3定语从句与同位语从句的区别两者之前都有先行词，但是从句与先行词关系不同。同位语从句与先行词同位或等同；定语从句则是修饰关系。去掉先行词，同位语从句仍然意思清楚；定语从句缺少成分。同位语从句多用that引导，不充当成分，但不可以省略；定语从句中that 可以做主语或宾语。

高一 Unit 17 Great women reading 教案教学内容分析本单元的中心话题是“著名（杰出）女性”，话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”，“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”（Pre-reading）设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。Teaching Aims：1.Train the students’reading ability.2.Learn and master the following words and phrases;1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision Teaching Important Points：1.Improve the students’ reading ability.2.Enable the student to understand the text better.3.Let the students have strong wills and determination by reading the passage.Teaching Difficult Points：1.How to improve the students’reading ability.2.The use of some useful expressions.Teaching Methods：1.Discussion before reading to make the students be interested in what they learn in class.2.Fast reading to get the general idea of the text.3.Careful reading to answer some detailed questions.4.Individual, pair or group work to make every student work in class.Teaching Aids:1.a map of the world2.a tape recorder3.a computerTeaching Procedures：Step I Greeting and speech Greet the students as usual and the student who is on duty give a speech before class.Step II Lead­-in 1.Do you like travelling ?Where do you like to travel best ? How will you travel ? 2.Imagine you are traveling alone to the South Pole, what will you take with you ?3.Why do polar bears never eat penguins ? Step III Fast – reading