我们写好教案之后，在上课过程中也是会提高自信的，教案在起草的过程中，我们务必要强调文字表述规范，以下是范文社小编精心为您推荐的高三英语教案5篇，供大家参考。
高三英语教案篇1
教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得do you like??”是提问“你喜欢??？”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
教学难点：
一般疑问句的用法。
教具准备：
多媒体课件，自制食物图片。
教学过程：
step1 热身运动（反应游戏：touch your face, touch your nose）
通过tpr活动，有助于帮助学生集中注意力，做好上课的准备。
step2 揭示课题
t: 同学们平时都喜欢吃什么食物？
s:肉、牛奶?
t:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。
step3 师生交流
t:出示fish图片.i like fish.（表现出喜欢的样子）do you like fish?引导学生回答 yes,ido.
t：here you are.（做出给对方的样子）
s:thank you.
教师可以和多几个同学练习。
t:出示noodles图片 idon’t like noodles（表现出不喜欢的样子－摇头）do you like noodles?引导学生回答 no,idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过
这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
step 4 let’s chant (多媒体课件)
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“how old are you?”然后根据旋律改歌词。 do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
step 6 课文教学
老师对学生说：“ms smart,lingling,sam,amy,tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“what does lingling like? what does sam like? what does amy like? what does tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
step 7合作学习
每组一个学生拿着食物图片问同桌：“do you like??”另一个学生根据自己的喜好回答：“yes, i do. ∕ no, i don’t.
高三英语教案篇2
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。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。
八、教学用具：
多媒体辅助（将本课所需要的图片、文字等制成ppt课件）
高三英语教案篇3
一、说教材
(一)教材内容及分析
我说课的内容是外研版《英语》(新标准)高中第一册(必修1)module 2 my new teachers 的reading and vocabulary的短文阅读。本模块以my new teachers 为话题，介绍了具有不同教学风格和个性特征的教师，旨在通过模块的教学使学生学会描述教师及校园生活，并能运用所学词汇、句型来表达自己的喜好，同时通过学习制定好教师的标准使师生之间相互了解。
introduction 部分已主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断;reading and vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写。
(二)教学目标
根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
1.语言知识目标
掌握并能运用下列词汇：
tient,serious,intelligent,energetic,amusing,nervous,shy,strict,impression,respect,organise,appreciate,admit…
2.语言技能目标
运用表示个性特征的词汇描述熟悉的人物;理解介绍教师风格的短文，了解不同教师的个性特征和教学风格，获取信息并掌握和理解作者的观点;简单描写自己身边的老师。
3.学习策略目标
搜集和运用所学词汇、短语;对介绍教学风格的材料进行理解、分析、比较和总结;体现自主合作探究相结合。
4.文化意识和情感态度目标
加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。
(三)教学重点与难点
重点：围绕学校生活对教师个性特征、教学风格进行描写。
难点：了解不同教师的教学风格，并运用于实际。
二、说学情
在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。尤其是海南省新课改实施以后，他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。
因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。
三、说教学方法
新课程提倡运用任务型教学途径，围绕核心问题，设定小任务;围绕文章内容，尽可能提供训练学生技能的机会;开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).
这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。
四、说学法
通过本课教学，我将主要培养学生掌握以下学习方法：
1.参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。
2.知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。
3.合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。
五、说教学过程
step1. lead-in(brainstorming)
让学生分成两大组，男生一组，女生一组，进行竞赛，使用学过的形容词描述老师，说出最多形容词的小组获胜。
t: what shall we talk about today?
s: my new teachers.
t: you have already been students for about 9 years. during the 9 years, you must have met different teachers.
could you use some adjectives to describe these teachers?
s: yes.
t: let’s play a game. i’ll divide the class into two parts. one part is boys, the other is girls. let’s see which group gets more words.
第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式brainstorming完成，程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。step2: pre-reading
1.把课文中的三位教师的图片扫描到电脑上展示给学生看，在课件中通过呈现照片使学生对课文中的三位老师产生亲切感，让学生描述着三位老师，并根据图片猜测三位老师的个性和风格，尽可能用学过的词汇表达自己对三位教师的第一印象。
2.让学生带着reading activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。
t: talking about teachers is an interesting topic for students all the time.
now, we’ll read three compositions about three teachers written by their students. and we’ll know more about them. let’s know them first.
s: mrs li, mr wu, mrs chen.
t: first, let’s listen to the tape and try your best to answer the two questions.
1. which teachers do students like a lot?
2. who is a very good teacher but is serious and strict?
step3: while-reading
1.总体阅读文章，只要求理解，核对听力中的两个问题的答案。
2.每个学生一边阅读一边记下不懂的地方，然后两人一组，互相帮助解决语言形式引起的理解问题，如，生词或短语，完成课本上的ativity2&3的词汇练习。
3.再一次阅读，回答课文中ativity4的问题，培养查读技能。
(1) which paragraphs tell us what the teachers look like?
(2) what subjects does each teacher teach?
(3) who is the most popular teacher?
(4) who is the kindest teacher?
(5) which teacher is students most afraid of?
(6) which teachers explain things clearly?
4.全班分为三大组，每一组分别对课文进行小结，完成表格。这一活动培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。
name
subject
appearance
personality
examples
mrs li
mrs chen
mr wu
step4.post-reading
1.让学生两人一组，讨论下列问题：
which teachers do you like best, mrs li, mrs chen or mr wu? why?
2.呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征。让学生四人一小组讨论，然后写下要点进行汇报。
这一环节属于学生语言能力的拓展、知识的灵活运用。通过呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征这一活动联系了学生的真实生活，学生比较感兴趣，每个学生都有话要说。通过这一活动，使学生把所学语言运用于实践当中。
通过以上各个环节的设计与实施，从多方面强化语言技能的训练，全面培养学生的综合英语能力。
step 5. homework:
write a composition about your favorite teacher.
六.板书设计
1. words describing your teacher:
team1(girls) team2(boys)
patien kind
lively popular
... …
2.利用多媒体课件展示一些图片、阅读理解问题和读书摘记表格。
高三英语教案篇4
高三英语复习教案与训练三--代词
3. 代词
代词是代替名词的词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、自身代词、相互代词、疑问代词、关系代词和不定代词八种。
一、人称代词是表示“我”、“你”、“他”、“她”、“它”、“我们”、“你们”、“他们”的词。人称代词有人称、数和格的变化，见下表：
数 单数 复数
格 主格 宾格 主格 宾格
第一人称 i me we us
第二人称 you you you you
第三人称 he him they them
she her they them
it it they them
例如：he is my friend. 他是我的朋友。
it's me. 是我。
二、 物主代词是表示所有关系的代词，也可叫做代词所有格。物主代词分形容性物主代词和名词性物主代词两种，其人物和数的变化见下表。
数 单数 复数
人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称
形容词性物主代词 my your his/her/its our your their
名词性物主代词 mine yours his/hers/its ours yours theirs
例如： i like his car. 我喜欢他的小汽车。
our school is here，and theirs is there. 我们的学校在这儿，他们的在那儿。
三、 指示代词表示“那个”、“这个”、“这些”、“那些”等指示概念的代词。指示代词有this，that，these，those等。
例如：that is a good idea. 那是个好主意。
四、 表示“我自己”、“你自己”、“他自己”、“我们自己”、“你们自己”和“他们自己”等的代词，叫做自身代词，也称为
“反身代词”。
例如：she was talking to herself. 她自言自语。
五、 表示相互关系的代词叫相互代词，有each other 和one another两组，但在运用中，这两组词没什么大的区别。
例如：they love each other. 他们彼此相爱。
六、 不是指明代替任何特定名词的代词叫做不定代词。常见的不定代词有a11，both，each，every等，以及含有some-，any-，no-等的合成代词，如anybody， something，no one。这些不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语，但none和由some，any，no等构成的复合不定代词只能作主语、宾语或表语；every和no只能作定语。
例如：--- do you have a car? --你有一辆小汽车吗？
--- yes，i have one. --是的，我有一辆。
--- i don't know any of them. 他们，我一个也不认识。
七、 疑问代词有who，whom，whose，what和which等。在句子中用来构成特殊疑问句。疑问代词都可用作连接代词，引导名词性从句（主语从句、宾语从句和表语从句）
例如：tell me who he is. 告诉我他是谁。
八、 关系代词有who，whom，whose，that，which，as等，可用作引导从句的关联词。它们在定语从句中可作主语、
表语、宾语、定语等；另一方面它们又代表主句中为定语从句所修饰的那个名词或代词（先行词）。
例如：he is the man whom you have been looking for. 他就是你要找的那个人。
3.1 人称代词的用法
1）人称代词的主格在句子中作主语或主语补语。例如：
john waited a while but eventually he went home. 约翰等了一会儿，最后他回家了。
john hoped the passenger would be mary and indeed it was she. 约翰希望那位乘客是玛丽，还真是她。
说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中。例如：
when he arrived, john went straight to the bank. 约翰一到就直接去银行了。
2）人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语。
例如： i saw her with them, at least, i thought it was her. 我看到她和他们在一起，至少我认为是她。（her做宾语，them做介词宾语，her做主语补语）
a. -- who broke the vase? --谁打碎了花瓶？
b. -- me. --我。（me做主语补语= it's me.）
说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和i。
3.2 人称代词之主、宾格的替换
1） 宾格代替主格
a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。
---- i like english. --我喜欢英语。
---- me too. --我也喜欢。
---- have more wine? --再来点酒喝吗?
---- not me. --我可不要了。
b.在表示比较的非正式的文体中，常用宾格代替主格。 但如果比较状语的谓语保留，则主语只能用主格。
he is taller than i/me.
he is taller than i am.
2） 主格代替宾格
a. 在介词but，except 后，有时可用主格代替宾格。
b. 在电话用语中常用主格。
---- i wish to speak to mary. --我想和玛丽通话。
---- this is she. --我就是玛丽。
注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。
i thought it was she. 我以为是她。（主格----主格）
i thought it to be her. （宾格----宾格）
i was taken to be she. 我被当成了她。 （主格----主格）
they took me to be her. 他们把我当成了她。 （宾格----宾格）
3.3 代词的指代问题
1）不定代词 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式场合使用时，可用he, his, him代替。
例如： nobody came, did he? 谁也没来，是吗?
2）动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。
例如： give the cat some food. she is hungry. 给这猫一些吃的。她饿了。
3）指代车或国家，船舶的名词，含感情色彩时常用she。
3.4 并列人称代词的排列顺序
1）单数人称代词并列作主语时，其顺序为：第二人称－> 第三人称 －> 第一人称，即you－> he/she; it -> i。
例如：you, he and i should return on time.
2） 复数人称代词作主语时，其顺序为：第一人称 －> 第二人称 －> 第三人称，即we －>you－>they。
注意： 在下列情况中，第一人称放在前面。
a. 在承认错误，承担责任时，
it was i and john that made her angry. 是我和约翰惹她生气了。
b. 在长辈对晚辈，长官对下属说话时，如长官为第一人称，
如：i and you try to finish it. 我和你去弄好它。
c. 并列主语只有第一人称和第三人称时。
d. 当其他人称代词或名词被定语从句修饰时。
3.5 物主代词
1）物主代词既有表示所属的作用又有指代作用。例如：
john had cut his finger; apparently there was a broken glass on his desk.
约翰割破了手指，显而易见，他桌子上有个破玻璃杯。
物主代词有形容词性（my, your等）和名词性（mine, yours等）两种，形容词性的物主代词属于限定词。名词性的物主代词在用法上相当于省略了中心名词的--'s属格结构。例如：
jack's cap 意为the cap is jack's。
his cap 意为the cap is his。
2） 名词性物主代词的句法功能
a. 作主语。例如：
may i use your pen? yours works better. 我可以用一用你的钢笔吗？你的比我的好用。
b. 作宾语。例如：
i love my motherland as much as you love yours. 我深爱我的祖国就像你深爱你的祖国一样。
c. 作介词宾语。例如：
your should interpret what i said in my sense of the word, not in yours.
你应当按我所用的词义去解释我说的话，而不能按你自己的去解释。
d. 作主语补语。例如：
the life i have is yours. it's yours. it's yours. 我的生命属于你，属于你，属于你。
3.6 双重所有格
物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。公式为：a, an, this, that +名词+of +名词性物主代词。例如：a friend of mine, each brother of his.
3.7 .反身代词
1） 1） 列表
数 单数 复数
人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称
人称代词 i you he/she/it we you they
反身代词 myself yourself yourself/herself/himself ourselves yourselves themselves
另外：one的反身代词为oneself
2）做宾语
a. 有些动词需有反身代词，如absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave等。例如：
we enjoyed ourselves very much last night. 我们昨晚玩得很开心。
please help yourself to some fish. 请你随便吃点鱼。
b. 用于及物动词+宾语+介词，如take pride in, be annoyed with, help oneself to sth等。例如：
i could not dress（myself）up at that time. 那个时候我不能打扮我自己。
注：有些动词后不跟反身代词，如：get up, sit-down, stand up, wake up等。例如：
please sit down. 请坐。
3） 用作表语，如结构be oneself。例如：
i am not myself today. 我今天不舒服。
4） 用作同位语
the thing itself is not important. 事情本身并不重要。
5） 在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：no one but myself（me）is hurt.
注意：
a. 反身代词本身不能单独作主语。
（错） myself drove the car.
（对） i myself drove the car. 我自己开车。
b. 但在and, or, nor连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。例如：
charles and myself saw it. 查尔斯和我看见了这件事。
3.8 相互代词
1）相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的。例如：
it is easy to see that the people of different cultures have always copied each other.
显而易见，不同文化的人总是相互借鉴的。
2）相互代词的句法功能：
a. 作动词宾语；
people should love one another. 人们应当彼此相爱。
b. 可作介词宾语；
does bark, cocks crow, frogs croak to each other. 吠、鸡鸣、蛙儿对唱。
说明：传统语法认为，相互关系存在于两个人或物之间用each other， 存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多。例如：
he put all the books beside each other/one another. 他把所有书并列摆放起来。
usually these small groups were independent of each other. 这些小团体通常是相互独立的。
c. 相互代词可加-'s构成所有格。例如：
the students borrowed each other's notes. 学生们互借笔记。
3.9 指示代词
1） 指示代词分单数（this / that）和复数（these / those）两种形式，既可作限定词又可做代词。例如：
单数 复数
限定词 this girl is mary. those men are my teachers.
代词 this is mary. those are my teachers.
2） 指示代词的句法功能；
a. 作主语。例如：
this is the way to do it. 这事儿就该这样做。
b. 作宾语。例如：
i like this better than that. 我喜欢这个甚至那个。
c. 作主语补语。例如：
my point is this. 我的观点就是如此。
d. 作介词宾语。例如：
i don't say no to that. 我并未拒绝那个。
there is no fear of that. 那并不可怕。
说明1：指示代词在作主语时可指物也可指人，但作其他句子成分时只能指物，不能指人。例如：
（对）that is my teacher. 那是我的老师。（that作主语，指人）
（对）he is going to marry this girl. 他要和这个姑娘结婚。（this作限定词）
（错）he is going to marry this. （this作宾语时不能指人）
（对）i bought this. 我买这个。（this指物，可作宾语）
说明2：that和those可作定语从句的先行词，但this和 these不能，同时，在作先行词时，只有those可指人，试比较：
（对） he admired that which looked beautiful. 他赞赏外表漂亮的东西。
（对） he admired those who looked beautiful. 他赞赏那些外表漂亮的人。（those指人）
（错） he admired that who danced well. （that作宾语时不能指人）
（对） he admired those who danced well. 他赞赏跳舞好的人。（those指人）
（对） he admired those which looked beautiful. 他赞赏那些外表漂亮的东西。（those指物）
3.10 疑问代词
1） 疑问代词在句中起名词词组的作用，用来构成疑问句。疑问代词有下列几个：
指人： who, whom, whose
指物： what
既可指人又可指物： which
2） 疑问代词在句中应位于谓语动词之前，没有性和数的变化，除who之外也没有格的变化。what, which, whose还可作限定词。试比较：
疑问代词：whose are these books on the desk? 桌上的书是谁的？
what was the directional flow of u. s. territorial expansion? 美国的领土扩张是朝哪个方向的？
限定词：whose books are these on the desk? 桌上的书是谁的？
what events led to most of the east of the mississippi river becoming part of the united states?
哪些事件使密西西比河以东的大部分土地归属于美国？
说明1：无论是做疑问代词还是限定词，which 和 what 所指的范围不同。what所指的范围是无限的，而which则指在一定的范围内。例如：
which girls do you like best? 你喜欢哪几个姑娘？
what girls do you like best? 你喜欢什么样的姑娘？
说明2：whom是who的宾格，在书面语中，它作动词宾语或介词宾语，在口语中作宾语时，可用who代替，但在介词后只能用whom, 例如：
who（m）did you meet on the street? 你在街上遇到了谁？（作动词宾语）
who（m） are you taking the book to? 你要把这书带给谁？（作介词宾语，置句首）
to whom did you speak on the campus? 你在校园里和谁讲话了？（作介词宾语，置介词后，不能用who取代。）
说明3： 疑问代词用于对介词宾语提问时，过去的文体中介词和疑问代词通常一起放在句首，现代英语中，疑问代词在句首，介词在句末。例如：
for what do most people live and work? 大部分人生活和工作的目的是什么？（旧文体）
what are you looking for? 你在找什么？（现代英语）
说明4： 疑问代词还可引导名词性从句。例如：
i can't make out what he is driving at. 我不知道他用意何在。
can you tell me whose is the blue shirt on the bed? 你能告诉我床上的蓝衬衣是谁的吗？
much of what you say i agree with, but i cannot go all the way with you.
你说的我大部分同意，但并不完全赞同。
3.11. 关系代词
1） 关系代词用来引导定语从句。它代表先行词，同时在从句中作一定的句子成分。例如：
the girl to whom i spoke is my cousin. 跟我讲话的姑娘是我表妹。
该句中whom既代表先行词the girl，又在从句中作介词to的宾语。
2） 关系代词有主格，宾格和属格之分，并有指人与指物之分。在限定性定语从句中，that 可指人也可指物，见表：
指人 指物 指人或指物
主 格 who which that
宾 格 whom that that
属 格 whose of which/whose of which/whose
例如：this is the pencil whose point is broken. 这就是那枝折了尖的铅笔。（whose 指物，在限定性定语从句中作定语）
he came back for the book which he had forgotten. 他回来取他丢下的书。（which指物，在限定性定语从句中作宾语，可以省略）
说明：非限定性定语从句中，不能用that作关系代词。
3） 关系代词which的先行词可以是一个句子。例如：
he said he saw me there, which was a lie. 他说在那儿看到了我，纯属谎言。
说明： 关系代词在从句中作宾语时可以省略。另外，关系代词that在从句中作表语时也可省略，例如：
i've forgotten much of the latin i once knew. 我过去懂拉丁语，现在大都忘了。
he's changed. he's not the man he was. 他变化很大，已不是过去的他了。
3.12 every , no, all, both, neither, nor
1）不定代词有all , both, every, each, either, neither, more, little, few, much, many, another, other, some, any , one, no 以及some, something, anything, everything, somebody, someone, anybody, anyone, nothing , nobody, no one, none, everybody, everyone.等。
2）不定代词的功能与用法
a. 除every 和no外不定代词既可用作名词，也可用作形容词。every和no在句中只能作定语。例如：
i have no idea about it. 我不知该咋办。
b. all 都，指三者以上。all 的主谓一致：all的单复数由它所修饰或指代的名词的单复数决定。例如：
all goes well. 一切进展得很好。
all 通常不与可数名词单数连用，如：不说 all the book，而说 the whole book。
但all可与表时间的可数名词单数连用，如 all day，all night，all the year；但习惯上不说 all hour，all century。
all还可以与一些特殊的单数名词连用，如 all china，all the city，all my life，all the way
3）both 都，指两者。
a. both 与复数动词连用，但 both… and…可与单数名词连用。
b. both, all 都可作同位语，其位置在行为动词前， be 动词之后。如果助动词或情态动词后面的实义动词省去，则位于助动词或情态动词之前。例如：
who can speak japanese? 谁能讲日本话？
we both（all）can. 我们都不会。
4）neither 两者都不
a. neither作主语时，谓语动词用单数。
b. 作定语与单数名词连用，但neither… nor 用作并列连词，可与复数名词连用。其谓语采用就近原则。
c. 可用于下列句型，避免重复。例如：
she can't sing，neither（can）he. 她不会唱歌，他也不会。
5）neither 与nor 的比较
a. 如前句是否定式从句，则主句用neither，而不用 nor。例如：
if you don't do it，neither should i. 如果你不干，我也不干。
b. 如后连续有几个否定句式，则用nor，不用neither。例如：
he can't sing，nor dance，nor skate. 他不会唱歌，不会跳舞，也不会滑冰。
3.13 none, few, some, any, one, ones
一、 none 无
1） none作主语，多与of 构成短语 none of。 在答语中，none可单独使用。例如：
are there any pictures on the wall? 墙上有画吗？
none. 没。
2） none作主语，谓语动词单复数均可。但如做表语，则其单复数与表语一致。例如：
it is none of your business. 闲事莫管。
二、few 一些，少数
few 作主语时，谓语动词用复数，多用于肯定句。
三、some 一些
1） 可与复数名词及不可数名词连用。
2） 当做“某一”解时，也可与单数名词连用。（= a certain）
you will be sorry for this some day. 总有一天，你会为此后悔的。
a certain （some） person has seen you break the rule. 有些人不同意你的看法。
注意：
（1）在肯定疑问句中用some代替any。
（2）some用于其他句式中:
a.肯定疑问句中：说话人认为对方的答案会是肯定的，或期望得到肯定回答时。
would you like句式中，表委婉请求或建议。例如：
would you like some coffee? 喝咖啡吗？
b.在条件状语从句中表示确定的意义时。例如：
if you need some help，let me know. 需要帮助，跟我说。
c.some位于主语部分。例如：
some students haven't been there before. 有些学生没去过那儿。
d.当否定的是整体中的部分时，some可用于否定句。例如：
i haven't heard from some of my old friends these years. 这些年我没有收到一些老朋友的信。
四、any 一些
1） any 多用于否定句和疑问句和条件状语从句中。
当句中含有任何的意思时，any可用于肯定句。
here are three novels. you may read any. 这有三本小说，你可任读一本。
五、one, 复数形式为ones
ones必须和形容词连用。如果替代的名词时无形容词在前，则用some, any，而不用ones。例如：
have you bought any rulers? 买尺了吗？
yes, i 've bought some. 买了，买了几把。
3.14 one，that 和it
one表示泛指，that和it 表示特指。that与所指名词为同类，但不是同一个，而it 与所指名词为同一个。例如：
i can't find my hat. i think i must buy one.（不定）我找不到我的帽子了。我想我该去买一顶。
the hat you bought is bigger than that i bought.（同类但不同个）你买的那顶帽子比我买的大。
i can't find my hat. i don' t know where i put it.（ 同一物）我找不到我的帽子。我不知道我把它放在哪了。
3.15 one/another/the other
one… the other 只有两个
some… the others 有三个以上
one… another，another…
some… others，others…
others = other people/things
the others = the rest 剩余的全部
1） 泛指另一个用another。
2） 一定范围内两人（物），一个用one，另一个用the other。
3） 一定范围内三者，一个用one，另一个用one （another），第三个可用the other，a third。
4） 一定范围内，除去一部分人/物，剩余的全部用the others。
5） 泛指别的人或物时，用others当在一定范围内，除去一部分后，剩余部分但不是全部时，也用others。
3.16 “the”的妙用
he is one of the students who help me.
he is the one of the students who helps me. 他是帮我的学生之一。
第一句定语从句与the students 一致。
第二句定语从句与the one 一致。
3.17 anyone/any one；no one/none；every/each
1．anyone 和 any one
anyone仅指人，any one既可指人，也可指物。
2．no one 和none
a） none 后跟of短语，既可指人又可指物，而no one只单独使用，只指人。
b） none 作主语，谓语动词用单，复数均可，而no one作主语谓语动词只能是单数。例如：
none of you could lift it. 你们中没有人可举起它。
---- did any one call me up just now? --刚才有人打电话给我吗?
---- no one.--没有。
3．every 和each
1） every 强调全体的概念， each强调个体概念。例如：
every student in our school works hard. 我们学校的学生都很用功。
each student may have one book.. 每个学生都可有一本书。
2） every 指三个以上的人或物（含三个），each指两个以上的人或物 （含两个）。
3） every 只作形容词，不可单独使用。each可作代词或形容词。例如：
every boy has to take one. 每个男孩必须取一个。
each boy has to take one.
each of the boys has to take one.
4） every不可以作状语，each可作状语。
5） every 有反复重复的意思，如 every two weeks等； each没有。
6） every 与not 连用，表示部分否定； each 和not连用表示全部否定。例如：
every man is not honest. 并非每个人都诚实。
each man is not honest. 这儿每个人都不诚实。
3.18 both, either, neither, all, any, none
这些词都可用作代词或形容词。其位置都在be 动词之后，行为动词之前或第一个助动词之后。
1） both （两者都），either（两者中任何一个），neither （两者都不）。以上词使用范围为两个人或物。例如：
neither of the two boys is clever. 两个男孩都不聪明。
2） both，either
both与复数连用，either与单数连用。例如：
both the boys are clever. 两个男孩都很聪明。
either of the two boys is clever.
there are flowers on both sides of the street. 路边长满了野花。
there are flowers on either side of the street.
3） all （所有的，全部的人或物），any （任何一个）， none （都不）。 以上词使用范围为三者以上。例如：
all the flowers are gone. 所有的花都谢了。
i don't like any of the flowers. 这些花我都不喜欢。
i like none of the flowers. 这些花我都不喜欢。
注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。例如：
all of the students are there. 所有的学生都在那。
all （of） the milk is there. 所有的牛奶都在那。
3.19 many, much
many，much都意为“许多”， many + 可数名词，much + 不可数名词。例如：
how many people are there at the meeting? 多少人出席了会议。
how much time has we left? 还剩多少时间？
many of the workers were at the meeting.许多工人在开会。
much of the time was spent on learning.学习上化了许多时间。
3.20 few, little, a few, a little
（a） few + 可数名词, （a） little + 不可数名词
a few / a little 为肯定含义，还有一点
few / little 为否定含义，没有多少了。例如：
he has a few friends. 他有几个朋友。
he has few friends. 他几乎没有朋友。
we still have a little time. 我们还有点时间。
there is little time left. 几乎没剩下什么时间了。
固定搭配：only a few （=few） not a few （=many） quite a few （=many） many a （=many）。例如：
many books were sold.
many a book was sold. 卖出了许多书。
典型例题:
although he 's wealthy，he spends___ on clothes.
a. little b. few c. a little d. a few
答案： a. spend所指的是钱，不可数，只能用little或 a little. 本句为although引导的让步状语从句，由句意知后句为否定含义，因此应用little表示几乎不。
3.21 代词练习
1.there are several pretty girls standing under the tree, but ______ are known to me.
a. neither b. none c. no one d. all
2.in one year rats eat 40 to 50 times ______ weight.
a. its b. and c. their d. theirs
3.you’d better continue to use the same spelling of your name as ______ you used in your application.
a. one b. the one c. any d. some one
4.the little baby was left alone, with ______ to look after it.
a. someone b. anyone c. not one d. no one
5.john can play chess better than ______ else.
a. the one b. no one c. any one d. another
6.the weight of something is another way of describing the amount of force exerted on ______ by gravity.
a. it b. them c. that d. one
7.it is one thing to enjoy listening to good music, but it is quite ______ to perform skillfully yourself.
a. other b. another c. some d. any
8.children should be taught how to get along with ______.
a. another b. other c. others d. any other
9.the poor man lived on wild berries and roots because they had ______ to eat.
a. nothing else b. anything else c. something other d. nothing other
10.i go to the cinema ______ day, tuesdays, thursdays, and saturdays.
a. each other b. every other c. this and the other d. all other
11.one of the properties of light is ______ traveling in wave form as it goes from one place to another.
a. it b. it’s c. its d. their
12.______ in the world has been asked to do his duty for the human society.
a. each of the tramps b. every of the tramps c. the each tramp d. the every tramp
13.in some restaurants, food and service are worse than ______ used to be.
a. they b. it c. them d. that
14.let the porter take all the baggage out and put ______ in the lobby.
a.it b. they c. them d. its
15.everyone who comes to the party is given a wooden apple with _____ own names cut in it as a souvenir.
a. his b. her c. their d. our
16.everybody in the class must give in ______ exercise book within the given time.
a. their b. our c. his d. her
17.during the journey, the boys and girls entertained ______ with songs and games.
a. themselves b. theirselves c. himself d. itself
18.you’d better buy ______ some fruits when you go on a trip.
a. youself b. myself c. yourself d. you
19.the boys in this town like to bully ______.
a. one another b. one and other c. each other d. one and the other
20.one common family name is black,______ is anderson.
a. another b. the other c. others d. none other
21.i have two novels: one of the two is “gone with the wind’, and ______ is “the tale of two cities’.
a. another b. other c. none other d. the other
22.all girls wear beautiful clothes. some are dressed in red;______ in green.
a. other b. another c. others d. none other
23.she can’t seem to help herself. and ______ can help her, either.
a. none else b. no one else c. not any d. somebody else
24.children can usually dress ______ by the age of five.
a. him b. them c. hiself d. themselves
25.the gold watch had belonged to me for years, but the police refused to believe it was ______.
a. me b. my c. mine d. i’s
26.mother would not let mary and ______ attend the hockey game.
a. i b. my c. me d. we
27.in a news conference this afternoon, the university announced that ______ intends to make several important changes in next year’s budget.
a. he b. it c. she d. they
28.______ but a fool can make such a mistake.
a. everyone b. no other c. not all d. none
29.the poem by browning is so observed that i cannot grasp ______ meaning.
a. its b. it’s c. their d. that
30.the mayor felt that the police, in spite of the reports, had done ______ best.
a. its b. their c. his d. our
31.i haven’t read ______ of the last four chapters, so i know little about them.
a. anything b. any c. some d. something
32.a pretty face may win friends but it takes character and personality to hold ______.
a. it b. them c. that d. one
33.in the discussion, one speaker held that, since we live in a money-oriented society, the average individual cares little about solving ______.
a. anyone else’s problems b. anyone’s else problems
b. anyone else problems d. problems of anyone else
34.i don’t know whether small oranges are sweeter than big ______.
a. those b. ones c. one d. that
35.‘how much water is left in the bottle?’ ‘______’
a. nothing b. none c. not some d. not one
36.it took two of them to do the work that ______ of us could do.
a. someone b. anyone c. any one d. everyone
37.he has five children, and ______ of them is good at painting.
a. everyone b. everybody d. every one d. every
38.i have three brothers,______ are in beijing.
a. no one of them b. neither of them c. some of them d. none of them
39.some of my students study a lot,______ just don’t care.
a. anothers b. the other c. some other d. others
40.as a matter of fact, saudi arabia’s oil reserves are second only to ______.
a. kuweit b. that of kuweit c. kuweits’s d. those of kuweit
41.this book of _______ used to be one of the best sellers in the shop.
a. his b. him c. that man d. this
42.we should always keep ______ well-informed of the changing information.
a. us b. ours c. ourselves d. we
43.the climate here is often said to be similar to ______.
a. japan b. one of japan c. that of japan d. in japan
44.hunted by constant fear of arrest, the thief ______ to the police at last.
a. gave it up b. gave up himself c. gave him up d. gave himself up
45.______ of the boys in the class who have passed the test is to receive certificates.
a. every b. every one c. any d. anyone
46.do you believe that she has blamed us for the accident, especially ______?
a. you and me b. you and i c. i and you d. me and you
47.of those who graduated with ______,ellen is the only one who has found a good job.
a. betty and he b. he and betty c. betty and him d. him and betty
48.he is surprised by ______ having to pay for the accident.
a. you b. yours c. your d. your’s
49.this is a left hand glove and that is ______.
a. other b. the other one c. other one d. another
50.add those examples to ______ you have already noted.
a. one b. the one c. one d. the ones
51.have you got a ticket? yes, i’ve got ______.
a. it b. the one c. one d. the ones
52.there’s the doorbell; i hope ______ tom.
a. its b. it’s c. is d. he’s
53.it’s cheaper to buy old furniture than to have new ______ made.
a. one b. ones c. furniture d. furnitures
54.those of us who are over fifty years old should get ______ blood pressure checked regularly.
a. their b. their’s c. our d. ours
55.every man and woman eighteen years of age or older is eligible to vote for the candidate of ______.
a. his choice b. their choice c. the choice of him d. the choice of theirs
56.i bite my nails. i must break ______.
a. the habit of me b. the habit with myself c. myself of the habit d. of the habit myself
57.______ of them shared my opinions, so we have ______ in common to discuss.
a. nobody/a little b. few/little c. a few/little d. none/many
58.when science, business and art learn something of ______ methods and goals, the world will have come closer to cultural harmony.
a. one and the other’s b. each and the other’s
c. one another’s d. the one’s and the other’s
59.the boy is ______ of a musician.
a. anyone b. anything c. someone d. something
60.for ______ interested in nature, the club offers hikes and overnight camping each week during the summer.
a. them b. whom c. themselves d. those
61.the use of radar as well as the two-way radio ______ for the police to intercept most speeders.
a. make it possible b. makes it possible c. makes possible d. make it a possibility
62.the family never agree about ______ shares of the property.
a. her b. its c. their d. his
63.the flock of geese was flying through the sky in perfect formation following ______ leader.
a. its b. their c. his d. her
64.when jonathan went to spain with his sister, he bought a leather coat for her and another for ______.
a. him b. himself c. he d. his
65.those of us who wear glasses should have ______ eyes examined at regular intervals.
a. their b. our c. his d. her
66.frank admired his friends tom and david. he imitated ______.
a. theirs every action b. every action of theirs c. every of their action d. every action of their one
67.my desk is ______.
a. between his b. between his one c. beside his one d. beside his
68.“may i speak to iris?”
“this is ______ speaking.”
a. she b. hers’s c. hers d. her
69.mary is the landlady ______.
a. from who we rent the flat b. from whom we rent the flat
c. whom we rent the flat d. who we rent the flat
70.give the message to ______ is at the table.
a. whomever b. whosever c. whatever d. whoever
71.it was through experimentation ______ people found out he behavior of electricity.
a. that b. which c. / d. the
72.______ nat turner who led a revolt against slavery in virginia in 1831.
a. where was b. it was c. he was d. it was him
73.it wasn’t ______ telephoned me.
a. he whom b. him whom c. he who d . his who
74.it was ______ he bought the magazine.
a. from a second-hand store where b. a second-hand store in which
b. in a second-hand store that d. in a second-hand store where
75.it was ______ late in the evening that the students returned to the dormitories.
a. till b. before c. when d. not until
76.it was ______ that he did not go to mount lao with us.
a. because he was ill b. as he was ill
c. since he was ill d. though he was ill
77.it was ______ that he joined the evening party.
a. finding comrade li b. found comrade li c. to find comrade li d. find comrade li
78.was it ______ she agreed to help?
a. very reluctantly so that b. very reluctantly that
c. so reluctantly that d. very reluctantly when
79.______ she gave the postcards to?
a. whom it was that b. who it was that c. who was it that d. it was who that
80.______ the camel can go for three days without food or drink?
a. that it is why b. that is it why c. why it is that d. why is it that
22.6 代词练习答案
1 b 19 a 37 c 55 a 73 c
2 c 20 a 38 d 56 c 74 c
3 b 21 d 39 d 57 b 75 d
4 d 22 c 40 d 58 c 76 a
5 c 23 b 41 a 59 d 77 c
6 a 24 d 42 c 60 d 78 b
7 b 25 c 43 c 61 b 79 c
8 c 26 c 44 d 62 c 80 d
9 a 27 b 45 b 63 a 81
10 b 28 d 46 a 64 b 82
11 c 29 a 47 c 65 b 83
12 a 30 b 48 c 66 b 84
13 a 31 b 49 b 67 d 85
14 c 32 b 50 d 68 a 86
15 a 33 a 51 b 69 b 87
16 a 34 b 52 b 70 d 88
17 a 35 b 53 c 71 a 89
18 c 36 c 54 c 72 b 90
责任编辑：李芳芳
高三英语教案篇5
good evening ,dear teacher, i'm pleased to have the chance to show you my teaching opinions. the topic i will talk about is from book 4 unit 1 women of achievement . it consists of 6 parts.
part i. the analysis of teaching material
first is my analysis of teaching material, this unit will talk about a few great women, and the article will focus on jane goodall, a great woman, as an animal lover, she tried her best to call for protection of wildlife. so we can see the article aims to enhance the students' awareness of wildlife protection.
part ii. teaching aims:
according to the new standard curriculum and syllabus , and study the teaching material , i think the teaching aims are as follows:
1. knowledge aims: (firstly) to master the new words, phrases ,and useful expressions
2. ability aims: secondly to develop the ss' reading skills such as : listening , speaking , reading and writing .
3. moral aims: thirdly by learning the passage, let the students realize that everyone should have the responsibility to protect the wildlife.
part iii. teaching and learning methods:
in order to achieve the teaching aims , i will use the task-based and students-centered methods , and the teacher acts as a director. i will also use encouraging words such as : have a try , a good job, excellent, and so on and make full use of modern equipments.
part iv . difficult and important points :
now let's come to difficult and important points , it's about the great women, so we can learn a lot of good qualities of jane goodall, and the difficult point is to develop the students reading skills and communicate with each other fluently.
part v. teaching procedures:
next part is the most important part, teaching procedures.
step 1. leading-in
at first, i will show some pictures about great women, and ask/encourage the students to guess who they are , and what makes them great. in the last picture , i will show some pictures about her work in the forest , according to the pictures, what did she do ? in this way , we will enter the passage.
step 2.skimming.
43minutes to get the main idea of the passage, this step will train the students' fast reading ability. and grasp the key information of the passage.
step 3 . scanning
according to the main idea, we know jane goodall spent 40 years in the forest, .
1. why did she go to africa ?
2. what did she do there?
3. what did she achieve ?
according to these questions and a table , to complete the scanning .
step 4 language points:
while they are reading , they may meet some new words , phrases, or even sentences, first they can underline it and then discuss it with your partner. and i will also show some useful expressions. such as:
1. worthwhile /worthy /worth
2.only after ...... was she allowed ....
step 5. discussion .
right now we know jane goodall devoted her most time to research, now what made her great ? and what did you learn from her ? 4 minutes to discuss in groups , and then some will present their opinions to us. this step will develop the students' ability of cooperation , communication and expression.
step 6. homework .
finally , it is the homework , write a composition , try to introduce jane goodall , what did you learn from her? you can use words and phrases as many as you can you have learned in your passage.
step 7 . the blackboard design.
a good design will have a better understanding. so here is the title , and on the left are the key words ,or phrases, on the right are some sentences.
now a clear design will help them understand better.
so much for my teaching ideas. thank you for your attention.
