作为优秀的教学工作者，在教学时能够胸有成竹，高中教师要准备好教案，这是老师职责的一部分。教案可以让上课时的教学氛围非常活跃，帮助高中教师更好的完成实现教学目标。我们要如何写好一份值得称赞的高中教案呢？小编收集并整理了“新高一英语教案Unit14”，欢迎阅读，希望您能阅读并收藏。

Period1

（一）明确目标1.Talkaboutthepicturesandknowsomethingaboutfestivalsandcustoms.2.CompareaChinesefestivalwithafestivalfromanothercountry.3.Dealwiththelanguagepoints:Dressup,goontrips,beallowed,andbecelebrated

（二）整体感知Step1presentationDoyouknowwhatiscalledtheChristmasofChina?TheSpringFestival.Yes.TheoldestandmostimportantfestivalinChinaistheSpringFestival.Eachcountryandeachnationhasitsownfestivals.Todaywearegoingtolearnsomethingaboutthedifferentfestivals.

（三）教学过程Step2Getthestudentstolookatthepicturesanddiscussthequestions.Step3Listentothetapeandfinishtheexercises.Step4Dealwiththelanguagepoints.Step5Workingroupsoffouranddiscusswhyyourholidayisthebestone.Fourtopics:1.PeaceDay2.HappinessDay3.FriendshipDay4.NatureDay

（四）总结、扩展Step6Finishofftheexercisesintheworkbook.

Period2

（一）明确目标1.GetthestudentstodiscusssomethingabouttheSpringFestival.2.Answerthequestionsaccordingtothereadingmaterialandhelpthemtoknow
（二）整体感知Step1PresentationAllChineseknowsomethingabouttheSpringFestival.AllAmericansknowsomethingaboutChristmas.Bothofthemareimportantholidayintheworld.Doyouwanttoknowaboutsomeotherfestivals,suchasKwanzaa?Todayyourcuriositywillbemet.
（三）教学过程Step2ReadthetextfastandfindoutwhyandwhenKwanzaawasborn.Getthestudentstoreadthetextagainandfindtheanswerstothefollowingquestions.1.WhenwasKwanzaaborn?2.WhydidpeoplecelebrateKwanzaa?3.WhatwasthelargestlanguageinAfrica?4.WhatarethesevenprinciplesofKwanzaa?

5.WhendopeoplecelebrateKwanzaa?

参考答案：1.In19662.African-Americanswantedtocelebratetheirhistoryandculture.3.Swahili4.Unity,Self-determination,livingtogether,workingtogether,purpose,creativity,Faith5.FromDecember26toJanuary1Step3Dopost-reading.Step4Dealwiththelanguagepoints:Hearabout,givethanksfor,aswellas,doasmuchassb.can,belitby,eachtime,keepsth.alive,　sharehopesStep5Playthetapeandaskthestudentstolistenandfollow.

（四）总结、扩展Step6FinishWb.Exercises.

Period3

（一）明确目标1.GetthestudentstoknowaboutModalVerbs(2)--must,haveto,havegotto.2.Readthetableintheintegratingskillsandknowmoreaboutsomefestivals.

（二）整体感知Step1PresentationIntheSpringFestival,somethingisnotallowed.Forexample,floorsmaynotbesweptonthefirstdayofNewYear.Anyonewhobreaksadishoraglassonthisdaymustquicklysay"Peaceforalltime"toavoidincurringmisfortune.Soifyouwanttosayitisnecessaryforsomeonetodosomething,youuse"must"or"haveto".TodaywelllearnGrammar—ModalVerbs:must,haveto.

（三）教学过程Step2Lookatthetableanddecidewhichisnecessaryandwhichisnot.Makesentencesusing"must,haveStep3Readthetextquicklyandworkinpairsandaskthequestionsaccordingtothetable.Oneasksthequestion.Theotheranswers.Trytoformasmanyquestionsaspossible.Step4Dealwiththelanguagepoints:Careabout,thelivingandthedead,playtrickson,betakeninStep5Playthetapeforthestudentstolisten.
（四）总结、扩展Step6Createyourownfestival.FillintheblankonPage14

精选阅读

新高一英语教案Unit15

Period1
（一）明确目标1.Talkaboutdramaandtheatre.2.Trainthestudent’slisteningandspeakingabilities.

（二）教学过程Step1warmingupSaytotheSsmanyofyoumusthaveheardofsomegoodstories,includingfairytales.Cananyonetellusaninterestingone?(LettheSstalkaboutsomemysteriousstories.lookatthepicturesandusethemtomakeupastory.)Todaywearegoingtotalkaboutsomemysteriousstories.Lookatthepicturesandusethemtomakeupastory.(LetSsdiscussitfirst,andthenaskthemtotelltheclassandactouttheirstories.)Step2listeningListentotheshortplaytothetape.Askthestudentstolistencarefullyanddotheexercisesofthispartintheirbooks.Afterlistening,letthestudentsdiscussthemystery.Step3speakingDividetheclassintoseveralgroupsaftergoingthoughthe3differentsituationsgiveninthebook.Helpeachgrouptochooseoneanddiscusswhatwillhappennext.Afterthediscussion,onestudentofeachgroupisaskedtoreporttheirimaginedstory.Thenthewholegroupsarerequiredtoactitoutinclass.
（三）总结扩展Step4Theaimofthisclassistofostertheabilitiesoflisteningandspeaking,aswellasimagination.Iftimepermits,letonestudentgivesasituationineachgroup,andtheotherscreateagoodstoryaccordingly.

Period2

（一）明确目标1.Tolearnsomethingabouttheplay.2.Totraintheabilitiesofskimmingandscanningthetext.

（二）整体感知Step1presentationTodaywearegoingtoreadaplayaboutanecklace.TheplayisbasedonaFrenchstorywrittenbyawritercalledMaupassant.Thereare3leadingcharactersintheplay:MathildeLoisel,PierreandJeanne.Wewillcometo3scenesgiveninthetext.

（三）教学过程Step2reading
1.Let’sthestudentsreadthefirstsceneoftheplayasquicklyastheycan.Trytoanswerthefollowingquestions.
(1)what‘sthematterwithMathilde?
(2)Whydidn’tJeannerecognizeheratfirst?
(3)Whyhasshebeenworkingsohard?
(4)Whydidsheneedtoborrowsomejewellery?
2.Thestudentsareencouragedtofindoutmoreaboutthenecklaceinscenetwo.Now,thestorygoesbacktotenyearsearlier.Somecomprehensionquestionsarealsogiven.
(5)WhywasMathildeworried?
(6)WhatdidPierresuggest?
(7)Whatdidtheydecidetodo?3.Inscene3,we’llfindouttheendingofthestory.Readitquicklyandfindwhathappenedonthewayhomeaftertheball.(suggestedanswer:Mathildesawthenecklacewasnolongeraroundherneck.)

参考答案：
(1)Shehasbeenworkinghardfor10years.
(2)Shelooksolderthanherageandshedoesn’tlookwell.
(3)Becauseofthediamondnecklace.
(4)Shewasinvitedtoaballatthepalacesosheneededtoborrowsomejewelley.
(5)Shedidn’thaveaneveningdressoranyjewellerytowear.
(6)Pierresuggestedborrowingsomejewelleryfromafriendwhomightlendhersome.
(7)MathildedecidedtogoandborrowsomejewelleryfromJeanne.

Step3Listentothetapeofthe3scenesonebyone,andmakesurethestudentsunderstandit,dealingwithsomelanguagepoints.
（四）总结扩展Step4post-reading1.Mathildereturnstothepalacewheretheballwasheldtoaskaboutthenecklace.askthestudentstomakeadialoguebetweenMathildeandanotherpersoninthepalace.2.Askthestudents:”howdoyouthinkMathildefeltwhenJeannetoldherthestoneinthenecklaceweremadeofglass,notdiamonds?”Letthestudentscontinuethestoryandwriteasimilarscene.

Period3
（一）明确目标
1.Consolidatetheimportantnewwordsandphrasesinthisunit.
2.Getstudentstoknowtheuseofthemodalverbs:must,can/may/might
（二）整体感知Step1presentationTodaywearegoingtodealwiththepart“languagestudy”.First,let’scometo“wordsstudy”,andthenwe’lltalkaboutthegrammar.

（三）教学过程Step2wordstudy1.Letthestudentsdothetwoexercisesintheirbooks.Bothofthemcanhelptoconsolidatetheirlearningofthenewwordsandphrases.Allowthemtodiscussinpairs.2.GrammartalksaboutpossibilitiesWhenyouareverysureofsomething,youuse“must”inpositivesentencesand“cannot”or“can’t”innegativesentences.Whenyouthinkthatsomethingisverypossible,youuse“can”.Whenyouthinkthatsomethingispossible,butyouarenotverysure,youuse“could”,“may”or“might”.Gothroughthesentencesinthebookwiththewholeclass.

（四）总结扩展Step3practiceP19exercise1.Rewritethesentencesusingmodalverbs.Letsthestudentsworkinpairs.P20exercise2.Completethedialogue.1.Whenyouaresureofsomethinginthepast,youuse“musthavedone”or“can’thavedone”.2.Whenyouthinkthatsomethinginthepastispossible,youcansee“may/might/could+havedone”

新高一英语教案Unit13Period1

古人云，工欲善其事，必先利其器。教师要准备好教案，这是老师职责的一部分。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。教案的内容要写些什么更好呢？小编特地为大家精心收集和整理了“新高一英语教案Unit13Period1”，欢迎大家阅读，希望对大家有所帮助。

新高一英语教案Unit13Period1

（一）明确目标　
1.Warminguptoarousethestudentsloveintalking.
2.Dosomelisteningtoimprovethestudentslisteningability.
3.Makingsimpledialoguestotrainthestudentsspeakingability.

(二)整体感知
Step1Presentation
EverydayIhavefood.Foodmakesusfeelfullandhappyanditalsohelpstobuildourbodies.Buthaveyoueverthoughtwhatyoueatisjunkfoodorhealthyfood?Todayweregoingtolearnsomethingaboutfood.
（三）教学过程
Step2
(1)OpenyourbooksonPage1andlookattheeightpicturesinit.Discussinpairswhatarejunkfoodsorhealthyfoods.
(2)Askyourclassmateswhattheyliketoeat.Andfillthetable.
Step3
Nowletshavesomelisteningtraining.
Step4
　Everyonewantstobehealthyandstrong.Butsometimeswearenotfeelingwell.Whenwereill,wedbettergoandseeadoctorandthedoctorwilllookoverusandgiveussomeadvice.Nowwe’regoingtopracticesomeeverydayEnglishusedbydoctorsandpatients.Herearethreesituationsforyou.Chooseoneofthemandmakeupadialoguewithyourpartneraccordingtotheexamplegivenandthenactout.

（四）总结扩展
Step5
Todaywevedonesomelisteningandspeaking,andlearnhowtogiveadviceandsomeeverydayEnglishusedbetweendoctorsandpatients.

（五）随堂练习
用动词的适当形式填空：
1.Tomorrow　(be)Friday.
2.Thegeographyteachertoldmetileearth(move)aroundthesun.
3.Hethinksit(grow)tallernextyear.
4.Heisalways(think)ofhimselfneverthinkingofothers.
5.How　you(get)alongwithyourclassmates?
6.Look!There　(come)abus.

参考答案：
1.is2.moves3.willgrow　4.thinking　5.aregetting　6.comesPeriod2
（一）明确目标
1.Learnandmasterthefollowingwordsandexpressions:makechoices,pace,diet,nutrient,muscle,bean,keepupwith,fibre,mineral,chemicalbalance,fit,begoodfor,function,andbeharmfulto.
2.Developthestudentsreadingability.
（二）整体感知
Step1Presentation
TodaywecometotheReading.Itsaboutahealthydietandtellsfileimportanceofkeepingahal-mineddiet.Readthetextquicklyandanswerthefollowingquestions.
Step2
1.Whatdotraditionaldietsoftenhave?
A.toomuchwater
B.toomuchprotein
C.toomuchfatandtoomanycalories
D.nutrientsweneed
2.Whatcanhelpourbodyfightdiseaseandgiveusenergy?
A.vitamins,fibreandminerals.
B.porkandfish
C.water
D.calcium
3.Whatcontainsalotofprotein?
A.vegetables
B.fruits
C.vitamins
D.fish,meatandbeans
4.Whydosomepeoplebecomevegetarians?
A.Becausetheybelieveitishealthiernottoeatmeatortheythinkweshouldnotkillanimalsforfood..
B.Becausetheythinkmeatisnot"eco-foods".
C.BecausetheythinkmeatwillmakethemFat.
D.Becauserileythinkmeatwillmakethemthin.
5.Fromthepassagewecanconcludethatitisprobablybetter,if
A.weeatlessmeat
B.wehavemorefruit
C.wehave"eco-foods"
D.webuygoodfoodandkeepabalanceddiet.
参考答案：CADAD
Step3
Readthetextcarefullyagain,andgivethestudentssomeexplanations.
Step4
Playthetapeforthestudentstolistenandfollow.
Step5
l.Dopost-Reading1.2.
2.Discussthequestionsbelow,firstinpair,thenwiththerestoftheclass.
(1)Whydopeoplegotofastfoodrestaurant?
(2)Whyisitnotgoodforyoutoeattoomuchsugarandfat?
(3)Whyarecrashdietsandsupplementssopopular?
(4)Whatcanwedotokeepabalanceddiet?
（五）随堂练习
单句改错
l.TheymadesomeChinesefriendsinBeijingsoastoimprovetheirChinesebetter.
2.Headvisedmygivingupsmoking.
3.Theytrytokeepabalancingdiet.
4.Onlyinthiswaywewillbereadyforthechallengesinlife.
5.Ifourdietincludingfoodsfromallthefoodgroups,wedonothavetobuyanysupplements.
参考答案：
1.去掉better
2.mygiving改为metogive
3.balancing改为balanced
4.wewill改为willwe
5.including改为includes
Period3
（一）明确目标
1.Reviewthetextlearntinthelastperiodincludingusefulwordsandexpression.
2.Learnhowtouse"hadbetter","should"and"oughtto"whilegivingadvice.
（二）整体感知
Step1Presentation
Intheclasswe’regoingtoreviewthewordswelearntandalsolearnhowtogiveadviceusing"hadbetter,should,andoughtto".
（三）教学过程
Step2
Pleaseopenyourbooksonpage5.Onthetopofittherearesomewordsandphrasesintheform.Matchthemwiththeproperexpressions.
Step3
Afterfinishingtheword-matching,theteachercantellthestudentswhenpeopleuse"hadbetterorhadbetternot","shouldorshouldnot","oughttooroughtnotto".Thenhavethestudentsfillintheblanksinarightway.
（四）总结扩展
Step4
Wehavelearnthowtogiveadvice.Nowlet’strytowritelettersgivingadvice.Hereinourtextbooktherearelettersaskingforsomeadvice.Readthemquickly,thenwritedownfourpiecesofadviceforeachofthemusing"hadbetter(not),"ought(not)toorshould(not).
（五）随堂练习
完成句子
1.Theteacheradvisedhim__(不要在马路上玩)
2._________(培养健康的饮食习惯)ismyimportant.
3._________(选择吃什么)isnolongeraseasyasitoncewas.
4.Becausetheythinkwe_____________(不该杀动物来做食物).
5.________(代替)eatingexpensivefoods,theydidmoreexercises.
参考答案：
1.nottoplayontheroad
2.Developing/Todevelopehealthyeatinghabits.
3.Choosing/Tochoosewhattoeat
4.shouldnotkillanimalsforfood.
5.Insteadof
Period4
（一）明确目标1.DosomereadingaboutSnacks.2.Dosomewritingtodevelopethestudentswritingskill.
（二）整体感知Step1Manystudentslikehavingsnacks.Isthehabitgoodorbad?Letsread“Snacks".

（三）教学过程Step2Afterfastreading,dothefollowingTrue-or-Falseexercises.1.Ourbodydoesntneedtorefuelifwechoosenutritiousfoodforourmainmeals.2.Goodsnacksshouldcomefromdifferentfoodgroupsandshouldnothavetoomuchfatorsugar.3.Fruitsandvegetablesdon’tgiveusanyvitamins.4.Mostfruitsneedcooking.5.Fruitsandvegetablesaretheonlyhealthysnacks.

参考答案：1.F2.T3.F4.F5FStep3Givethestudentssomeexplanationswhennecessary.Step4Playthetapeandhavethestudentsfollow.（四）总结扩展Step5Haveweevertiledtomakesnacksorseenourmothermakesnacks.Let’strytowritetherecipeforyourfavoritedish.Beforewriting,youshouldreadTipsfirst.

高考英语一轮复习Unit14

2011高考英语一轮教学案大纲版

Unit14
理解:要点诠释
单词
1.purpose
讲：n.目的（可数名词）；用途；效果（不可数名词）
例：Ididn’tmeethimforthemerepurposeoftalking.
我并不是仅为了谈话才见他。
Hewenttotownonpurposetoselloneofhispaintings.
他为了卖自己的一幅画而特意进城。
Hisexplanationwasnottothepurpose.
他的解释不得要领。
链接提示
(1)forpracticalpurposes实际上
(2)onpurpose故意；有意地(其反义词组为bychance或byaccident“偶然”)
(3)answer/serveone’spurpose符合需要
(4)carryoutapurpose实现目标
练：I’msorrytohavehurtyou,butIdidn’tdoit________.
A.onpurposeB.incommon
C.onoccasionD.onthepurpose
提示:onpurpose意为“故意地”;incommon意为“共同，相似”;onoccasion意为“偶尔地”。从句意看应用onpurpose。
答案:A
2.respect
讲：n.v.尊敬；尊重；考虑；重视
讲：作名词时常为不可数名词，复数respects的意思为“问候，问好”，相当于regards,wishes。
例：Childrenshouldshowrespectfortheirteachers.
孩子应该尊敬老师。
Mymothersendsherrespectstoyou.
我母亲向你问好。
Ifyoudon’trespectyourself,howcanyouexpectotherstorespectyou?
如果你不尊重自己，怎么期望别人尊重你？
链接提示
respect构成的短语
(1)payrespectto考虑；尊重
(2)withrespectto关于
(3)withoutrespectto不管；不考虑
(4)inrespectof涉及；关于；在……方面
(5)asrespects就……而言;关于
练：Mr.Zhang,_______forhisbravery,gainseveryone’s______.
A.honour;respectB.honour;respected
C.honored;respectedD.honored;respect
提示:behonoredfor因……而受表彰，此处考查过去分词短语作定语。respect此处是名词。
答案:D
3.gift
讲：n.礼物（同义词present）;捐赠；天才;天赋
例：Hemadeagiftof$10000tohisoldhighschool.
他捐赠一万美元给他的高中母校。
Heisaboyofmanygifts.
他是一个多才多艺的孩子。
Hehasagiftformusic.
他有音乐天赋。
链接提示
(1)haveagiftforsth.有……的天赋
(2)haveagiftofdoingsth.有做某事的天资
(3)giftedadj.有天赋的；有天资的
agiftedmusician一位有天赋的音乐家
(4)skilledadj.有技术的
(5)experiencedadj.有经验的
练：________hehadfortradewithagriculturalproducts!
A.WhatagreatgiftB.Whatabeautifulgift
C.HowbeautifulapresentD.Howbeautifulagift
提示:haveagiftfor为固定词组，意思是“有……的天赋”，选项是对名词gift发出感叹，故选A。
答案:A
短语
1.takein
讲:该短语的义项有“欺骗；使上当；订阅(报刊)；听进去；领会；接活干；收留”。
例：Thekindoldladyofferedtotakeinthepoorhomelessstranger.
这位好心的老太太主动收容那位可怜的无家可归的陌生人。
Thetourtakesinsomefamousoldcastles.
这趟观光旅行包括参观若干著名的古堡。
Thesalesmenhavetakenintheoldpeopleandmadethembuytheirpoorqualitygoods.
那些推销员欺骗老人，让他们购买劣质货物。
Ittookmealongtimetotakeinwhatyouweresaying.
花了我很长时间理解你说的话。
Canyoutakeinthisdressforme?It’stoolooseroundthewaist.
你能把这件衣服改小一下吗？腰部太肥。
链接拓展
(1)takealong带……一起去
(2)takeaway拿走；带走
(3)takeback取回；归还
(4)takeoff除去；脱掉；动身；起飞
(5)takeon雇佣；承担；呈现
(6)takeup拿起；占空间；消耗时间；开始从事；继续
(7)takeplace发生
(8)taketheplaceof代替
练：(1)Mycousindoesn’tknowwhatto________attheuniversity;heisn’tsureabouthisfuture.
A.takeonB.takeaway
C.takeupD.takeafter
提示:依据句意选C项，意思是“学习，从事”。
答案:C
(2)(2010江苏南京一模)AprilFool’sDayiscoming.Becarefulnottobe______whenothersplaytricksonyou.
A.broughtinB.caughtin
C.takeninD.madein
提示:本题考查四个含in的动词短语辨析。bringin引进，catchin抓住，takein上当，欺骗，bemadein在……制造。
答案:C
2.dressup
讲：该短语的义项有“盛装；打扮；装饰”。
例：Youdon’tneedtodressupforthisdinner.
你不必为这次晚宴而打扮。
Ijustlovethefunofdressingupinancientclothing.
我喜欢穿上古装的乐趣。
Thelittlegirldressedherselfupasanangle.
这小姑娘把自己装扮成天使。
链接拓展
(1)bedressedin穿着
Theladywasdressedinwhiteattheparty.
那女士在晚会上穿着一件白色衣服。
(2)bewell/poorlydressed穿着考究/破烂
(3)getdressed穿衣服
(4)dressdown责骂某人；斥责；穿着随便
Hedresseddownwhileworkinginthefield.
在地里干活时他穿着很随便。
Forthismybossdressedmedownforawhile.
为此老板斥责了我半天。
练：(1)Asitturnedouttobeasmallhouseparty,we________soformally(正式地).
A.needn’tdressupB.didnotneedhavedressedup
C.didnotneeddressupD.needn’thavedressedup
提示:事实证明这是一次小型的家庭聚会，我们原本没有必要打扮得那么正式。needn’thavedone没有必要那么做，实际上做了。
答案:D
(2)—Whoisyourbrother?
—Theboy_________inblue.
A.isdressingB.isdressed
C.dressedD.dressing
提示:本题受思维定式的影响，很容易误选B项。答语是个省略句，补全为:Theboyinblueismybrother.，可以看出选项是作定语的分词短语，依据dress的用法，选C。
答案:C
句型
eachtime引导状语从句
讲：注意观察下面教材原句:
Eachtimewecelebrateafestivalitchangesalittleandinthatwaywekeepourculturealive.
每次庆祝节日都会有一点变化,这样我们的文化发展才有生机。
eachtime在此相当于连接副词的作用，引导时间状语从句。表示动作的习惯性、经常性，即从句描述的不是一次性动作，而是经常发生的习惯性动作。也可以用everytime表示。
例：Eachtimewemademistakesinourhomework,hewouldaskustocorrectthem.
每次我们作业中出错，他总是要求我们改正。
EverytimeIsawhim,Iwasovercomebyhisbrilliance.
每次见到他，都为他的聪颖倾倒。
链接提示
1.含有time等名词的结构引导的时间状语从句
every/eachtime(每次),themoment(一……就),theminute(一……就)等可以引导时间状语从句，其作用相当于连词。
Nexttimeyou’reherelet’shavelunchtogether.
下次你来这里，我们一起吃午饭。
Iwanttoseehimtheminutehearrives.
他一到我就要见他。
2.表示“一……就……”的句型
(1)immediately引导状语从句
(2)themoment/theminute/theinstant+从句
(3)directly/instantly+从句
(4)assoonas+从句
(5)on/upon+n./doing
(6)nosoonerhad+主语＋过去分词＋than＋从句
(7)hardlyhad+主语＋过去分词＋when＋从句
练：(1)—HowshouldIdealwithnewwordsinreading?
—Well,You’dbetternotstop________youcometoawordorphraseyoudon’tknow.
A.everytimeB.thetime
C.atimeD.onetime
提示:everytime引导时间状语从句,意思是“每当”。
答案:A
(2)(2010云南统一检测)—DidyouremembertogiveJennythevideotape?
—Yes._______Isawher.
A.SolongasB.Anytime
C.WheneverD.Themoment
提示:ThemomentIsawher表示“我一看到她就（给她）”，故选D。
答案:D
辨析
abit,alittle
(1)在肯定句中作状语，修饰动词、形容词、副词及其比较级时，可以互换。
(2)作定语时，它们修饰不可数名词，而alittle直接跟名词，abit要加of，才能接名词。
(3)abit与not连用时，意思是“一点也不”，相当于notatall；alittle与not连用时，意思是“非常”，相当于very。
即时练习:
(1)Infact,thisis__________biggerthanthatone.
(2)WecangoonwithitorhavearestbecauseI’monly__________tired.
(3)Iamnot__________tired,soweneedn’thavearest.
(4)Iamnot__________tired,andwemusthavearest.
(5)Thereisonly__________foodleftforlunch.
(6)Thereisonly__________offoodleftforlunch.
答案:(1)alittle(abit)(2)abit(alittle)(3)abit(4)alittle(5)alittle(6)abit
诱思：实例点拨
(2010四川成都诊断检测)Alotofcoalminersdiedonthejoblastyear,_______thelocalgovernmenttoshutnearly500smallminesinShanxiProvincealone.
A.forcingB.toforceC.forcedD.hasforced
提示：本题考查非谓语动词。force与前面整句话的意义形成主谓关系，所以用forcing作结果状语。
答案：A
讲评：作非谓语动词作状语的题时，关键要弄清非谓语动词与其逻辑主语之间的关系。
(2010浙江模拟)MrsTaylorhas_______8yearolddaughterwhohas________giftforpainting—shehaswontwonationalprizes.
A.a;aB.an;theC.an;aD.the;a
提示:考查冠词及固定搭配。eight是元音开头，之前冠词用an，排除A、D两项；haveagiftfor为固定词组，意思为“有……的天赋”。
答案:C
讲评:平时学习中，对冠词，特别是固定搭配中冠词的用法要特别注意。
(2010湖南模拟)_________inawhiteuniform,helooksmorelikeacookthanadoctor.
A.DressedB.TodressC.DressingD.Havingdressed
提示:dress只能用于dresssb./oneself或bedressedin，或者只能用于不及物动词形式，或者用过去分词形式作状语或定语。
答案:A
讲评:解本题的关键在于正确掌握dress的用法。

高三英语unit14单词专题复习教案

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师能够更轻松的上课教学。所以你在写高中教案时要注意些什么呢？下面是小编精心收集整理，为您带来的《高三英语unit14单词专题复习教案》，欢迎阅读，希望您能阅读并收藏。

高三英语unit14单词专题复习教案、
zoologyn.动物学
zoologistn.动物学家
cricketn.蟋蟀;板球运动
humorousadj.幽默的;滑稽的
antn.蚂蚁
getholdof抓住;拿住
been.蜜蜂
hiven.(即beehive)蜂箱;蜂房
KarlvonFrisch卡尔冯弗里希(奥地利动物学家)
Austrian.奥地利(欧洲国家)
honeycombn.蜂巢
transparentadj.透明的
tell...apart分辨;区别
dotn.小圆点;点状物
overandoveragain一再;多次;反复
surroundingadj.周围附近的/n.(复数)周围的事物(或情况);环境
troopvi.成群结队而行n.(人或动物的)大群(尤指移动中的)(复数)军队;部队
assumptionn.假定;假设
semicirclen.半圆形;半圆形的东西
apparentadj.明显的;清楚的;表面上的
sidewaysadv.adj.斜着(的);斜向一边(的)
stop-watchn.秒表;跑表
cometolight显露;为人所知
maximumn.最大的量、体积、强度等
preciseadj.精确的;准确的;精细的
adequateadj.足够的;充分的
clarifyvt.澄清
fetchvt.(去)拿来;(来)拿去
bee-linen.(两地之间的)直线;最短距离
upwardadv.adj.向上地(的);上升地(的)
downwardadv.adj.向下地(的);下降地(的)
spectatorn.观看者;观众
kidvi.戏弄;取笑;欺骗
asamatteroffact事实上;其实
primaten.灵长目动物
apen.猿
opposableadj.与其他手指相对的;可相对的
notablyadv.显而易见地;显著地
uprightadv.adj.直立地(的);垂直地(的)
gorillan.大猩猩
chimpanzeen.黑猩猩
lesseradj.较小的;较少的;次要的
disgustingadj.使人反感的;讨厌的
psychologyn.心理学
changeableadj.易变的;不定的
adaptationn.适应;适应性
stripen.条纹;条状物
cameln.骆驼
primitiveadj.原始的;上古的
missilen.导弹;飞弹
walnutn.胡桃;胡桃树;胡桃木
sessionn.一段时间;学期;学年

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