教案课件是老师不可缺少的课件，大家应该开始写教案课件了。只有写好教案课件计划，才能够使以后的工作更有目标性！你们知道哪些教案课件的范文呢？下面是小编为大家整理的“高三上册语文第一单元知识点归纳（词语解析）”，希望对您的工作和生活有所帮助。

高三上册语文第一单元知识点归纳（词语解析）

偏僻：古义指不端正；今义偏远交通不便之地。
便宜：古义指方便；今义价钱低。
态度：古义神态；今义对事情的看法。
风流：古义风韵；今义有功绩又有文采，有才学而不拘礼法。
风骚：古义姿容俏丽；今义指妇女举止轻佻。
可怜：古义可惜；今义值得怜悯，怜悯，不值得一提。
间jiàn或：副词。有时候；偶尔。
瓦楞wǎlng：瓦陇，亦作瓦垄。即屋顶上用瓦铺成的凸凹相间的行列。
悚sǒng然：害怕的样子。
踌蹰：chuchú也作“踌躇”，①犹豫，迟疑不决：踌躇地呆坐了很久。②徘徊不进：踌躇不前。③研究，反覆思量：颇费踌躇|踌躇多日。④从容自得的样子：一脸踌躇的神情。⑤心情沉郁：望西都，意踌躇。
瑟瑟：s象声词。形容颤抖：瑟瑟发抖|形容轻微的声音：秋风瑟瑟。
沸反盈yíng天：沸：滚翻；盈：充满。声音象水开锅一样沸腾翻滚，充满了空间。形容人声喧嚣杂乱。
絮絮：xùxù1、语繁不断貌；2、连绵不绝貌。
歆享xīnxiǎng：神灵享受供物。
呜咽wūy1、低声哭泣。亦指悲泣声；2、形容低沉凄切的声音。
蹒跚：腿脚不灵便，走路缓慢、摇摆的样子：卢进勇蹒跚地跨过两道水沟，来到一棵小松树底下|步履蹒跚。也作盘跚。

相关知识

高二历史必修三第一单元知识点归纳（人教版）

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要好好准备好一份教案课件。教案可以让学生们有一个良好的课堂环境，帮助教师掌握上课时的教学节奏。所以你在写教案时要注意些什么呢？下面是由小编为大家整理的“高二历史必修三第一单元知识点归纳（人教版）”，欢迎大家阅读，希望对大家有所帮助。

高二历史必修三第一单元知识点归纳（人教版）

一、贵族政治与社会动荡——雅典的政治状况：
(1)雅典的地理环境：
①阿提卡;比雷埃夫斯;②农业;工商业;航海业
(2)城邦制国家初步形成：
①纷争不断;②大约在公元前9-8世纪;中央议事会;行政机构设立;贵族—平民(农民、手工业者)
(3)平民与贵族矛盾日益尖锐：8BC—6BC
①首席执政官;长老会议;实际权力;②放高利贷;土地兼并;六一汉;债务奴隶;
(4)平民暴动与雅典政局动荡：
①B632;武装暴动;被镇压;②成文法;贵族既得利益;
二、工商业发展——雅典的经济发展
(1)经济发展：
铁制农具;远航大船;工商业奴隶主;
(2)工商业奴隶主要求分享政治权利的斗争：
维护贵族寡头政治;实行激进的民主政治，进行彻底的社会变革;要求发展海外贸易，掠夺外邦奴隶与财产，主张实行温和改革
三、首席执政官梭伦：
(1)萨拉米斯岛问题：萨拉米斯岛;
(2)公民的爱国精神;

梭伦改革的内容
(一)颁布“解负令”等法令：
1、措施：
(1)——————：
含义：“负”指的就是债务，“解负令”就是废除债务的法令。
雅典债的来源：分两种，即因契约而产生的债和因损害而产生的债，亚里士多德在《尼柯马赫伦理学》中称前者为自由之债，后者为不自由之债。梭伦改革前，雅典农民的境况极其艰苦，借了财主的债若还不起，财主就在借债者的土地上竖起债务碑石，借债者就会沦为“六一汉”，他们为财主做工，收成的六分之五给财主，自己只留六分之一。如果收成不够缴纳利息，财主便有权在一年后把欠债的农民及其妻、子变卖为奴。
措施：废除所有债务;释放和赎回债务奴隶;废除“六一汉”制度;
(2)————————：
目的：防止产生新的债务奴隶;
内容：规定个人占有土地的最高限额。
(3)——————————：
目的：杜绝贵族任意侵占平民财产;
内容：规定无子女者有权按照自己的意愿，将遗产交给指定的继承人。
(4)安抚贵族：
目的：减轻贵族的强烈反抗，稳定社会秩序;
措施：允许贵族保留祖传的地产，使贵族得以继续保持优越的经济地位。
特点：调整改革措施，有效地保证改革的顺利进行，体现了改革的策略性和政策的灵活性。
2结果和意义：
(1)有效地防止了贵族兼并土地，解除了债务奴隶制对平民的威胁;
(2)促使社会结构发生了重大变化，扩大了公民的基础：原来的债务奴隶、平民、贵族都成为享有人身自由和公民权利的雅典公民;
(3)但并未废除奴隶制，——————————。
(二)确立财产等级制度：
1、目的：打破贵族的世袭特权;
2、原则：————————
3、方法：公民每年的总收入折合成农产品计算财产，按财产的多少划分四个等级。

希腊文Tyrannia的意译，一作“暴君政治”，指以非法手段取得政权者(僭主)建立的独裁统治。公元前7世纪—公元前6世纪在希腊的科林斯、阿哥斯、麦加拉、西基昂、雅典等城邦，都出现过僭主政治。“僭主”一词起初并无贬义，在诗人(如品达)的作品中有时亦称“僭主”为“王者”。雅典的庇西特拉图(公元前6世纪)所建立的僭主政治，在打击贵族势力，发展经济、文化方面，均有所建树。科林斯僭主柏利安被列为古希腊“七贤”之一。早期希腊的僭主政治一般对于肃清氏族制度的残余曾起积极作用，但在激荡的政治斗争潮流中却往往不能久存，迄公元前5世纪～公元前4世纪，“僭主”渐含贬意，如对西西里叙拉古僭主狄奥尼修父子即是。中古时期，在意大利的某些城市也曾实行过僭主政治。
僭主政治的特征：①名义上的特征：“希腊的僭主都不称王(巴西琉斯)。他们是事实上的专制君主，他们都用一些谦逊的称号，如‘终身执政官’、‘全权将军’等”。然而，僭主虽然是事实上的王，但他们却始终不能完全替代真正的“王”而具有合法性和正当性，因为希腊的王权“起源于宗教色彩浓厚的古代，王权周围围绕有神佑的光轮”。僭主始终被人们视为政权的篡夺者，始终都是不合法的王。
②形式上的特征：这在上面的“含义”部分已做了表述，一是具有强大的力量;二是实行无限制的专制统治。
③实质特征：如前所述，僭主独立于两大阶级之外，压制贵族的利益，给平民施以一定的好处，从而缩小两大阶级之间的贫富差距和其他利益上的差距。只有这个特征才最好地体现出僭主政治的“中介”地位。
(2)出走：
梭伦年少时，曾一度外出经商,周游了希腊和小亚细亚很多地方,增长了不少见识。这次因雅典内部形势紧迫，梭伦在任期届满后,晚年再次出游他乡,到埃及、塞浦路斯、小亚细亚等地漫游。晚年他退隐在家，从事研究和著述，死后骨灰撒在了他曾为之战斗过的美丽的萨拉米斯岛上。
2、僭主政治的建立：
(1)背景：雅典政局动荡，三派纷争。
①平原派：企图恢复旧秩序
②山地派：要求进一步改革
③海岸派：拥护梭伦政策，但要求强有力的政府，稳定秩序。
(2)建立：公元前560年庇西特拉图

1.改革背景
(1)内忧：平民、工商业奴隶主与贵族矛盾尖锐。
(2)外患：雅典民族危机加剧。
2.改革措施
(1)颁布“解负令”，废除债务奴隶制。
(2)确立财产等级制度，打破贵族世袭特权。
(3)完善国家机构，建立“四百人会议”和公民陪审法庭。
(4)鼓励发展农工商业。
3.改革特点
(1)指导思想：梭伦推崇“中庸”，企图用妥协的办法来求得和解。
(2)内容：是对旧生产关系的调整，也对上层建筑进行了一些改革。
(3)性质：奴隶主阶级为巩固自身统治而进行的改革。
(4)评价：奠定了城邦民主政治的基础;不够彻底。
4.改革影响
(1)进步性
①使广大债务奴隶获得解放，为雅典民主政治奠定了社会基础。
②使下层民众得以参与国家政治，为雅典民主政治提供了制度保障。
③渗透在改革中的“中庸”精神，为雅典民主政治和西方民主政治提供了价值基础。
(2)局限性
①下层公民没有充分的参政议政权利。
②氏族制度残余得以存续。
5.雅典民主政治发展的三个阶段
(1)梭伦改革：颁布“解负令”，按财产多少划分社会等级进行政权机构改革，鼓励发展农工商业。为雅典民主制度的建立奠定基础。
(2)克利斯提尼改革：用地域部落取代血缘部落，创建“五百人会议”掌握国家权力，实行“陶片放逐法”。确立起雅典民主政治。
(3)伯利克里改革：扩大公民参政范围，改革公民大会，改革“五百人会议”，提高陪审法庭的地位，扩大十将军委员会权力。雅典民主政治发展到顶峰——“黄金时代”。

高三英语词语解析复习教案

高三英语词语解析复习教案
人教版新高三词汇学习Unit10
outcome
n.
结果;结局;后果[S1][(+of)]
Ithinktherecanbebutoneoutcometothisaffair.
我认为这件事只可能有一种结局。
Shewassatisfiedwiththeoutcomeofherefforts.
她对自己努力的结果很满意。
weep
vi.
1.)哭泣,流泪[(+over/for)]
Thegirlweptoverhersadfate.
那女孩为自己悲惨的命运而哭泣。
Motherweptforjoy.
母亲高兴得流眼泪。
2.)悲叹,哀悼[(+over/for)]
Weallweptinsilenceforthedeceased.
我们都默默为死者哀悼。
vt.
流(泪);哭泣
Thelittlegirlweptherselftosleep.
小女孩哭着哭着入睡了。
n.
哭泣
furnish
vt.
1.)给(房间)配置(家具等);装备[(+with)]
Howareyougoingtofurnishthehouse?
你将如何布置房子?
2.)供应;提供[(+with/to)]
Illfurnishyouwithallyouneed.
我将提供你所需要的一切。
attendto
1.)注意;致力于
Youshouldattendbettertoyourstudies.
你应该更专心于学习。
2.)关心;照料;护理
Thenurseisattendingtoasickman.
护士正在照料病人。
doup
1.)修理
Theroomneedsdoingup.
这房子需要修缮。
2.)使穿上
ShewasdoneupinherSundaybest.
她穿着节日盛装。
3.)使精疲力尽
Hewasdoneupafterthelongtrip.
长途旅行后他精疲力尽。
pale
a.
1.)苍白的,灰白的
Shewaspalewithfear.
她吓得脸色发白。
2.)(颜色)淡的
HerbeautyseemedpalebesideMarys.
她的美貌与玛丽的相比似乎显得黯然失色。
Heworeapalebluetie.
他戴一条浅蓝色的领带
approve
vt.
1.)赞成,同意;赞许
Theprofessordoesnotapprovethegovernmentsforeignpolicy.
那位教授不赞成政府的外交政策。
2.)批准;认可
Thecitycouncilhasnowapprovedtheschemefortheerectionofanewpubliclibrary.
市议会业已核准建造一座新的公共图书馆的计划。
vi.
赞成;赞许[(+of)]
Imafraidyourparentswontapproveofyourgoingthere.
我担心你父母不会赞成你到那儿去。
shave
vt.
1.)剃去...上的毛发;刮(脸)等
shaveonesface
刮脸
2.)刮(胡子等)[(+off/away)]
Heshavedoffhisbeard.
他剃掉了胡须。
vi.
1.)修面,刮脸
Heshaveseverymorning.
他每天早晨刮脸。
2.)挤过,勉强通过
Heshavedthroughthemathexam.
他勉强通过了数学考试。
n.[C]
1.)剃刀,刮胡刀;刨刀
2.)修面,刮脸[S]
Ineedashave.
我需要修面。
comb
n.[C]
1.)梳子;(羊毛等的)毛刷,马鬃刷
2.)女人头发上梳状的饰物
3.)(用梳子)梳理[S]
Myhairneedsagoodcomb.
我的头发需要好好梳理一番。
vt.
1.)用梳子梳理
Themothercombedthechildshair.
母亲梳理了孩子的头发。
2.)彻底搜查[(+for)]
Wecombedthecitytolookforourlostdog.
我们搜遍了全城寻找我们走失了的狗。
atlength
1.)最后,终于
Atlength,webegantounderstandwhatshewanted.
最后,我们总算弄清楚她到底要什么。
2.)详细地
Hetalkedatlengthabouthiswork.
他详细地谈了他的工作。
flash
vt.
1.)使闪光;使闪烁[(+at)]
Whyisthatdriverflashinghislightsatme?
那个司机为何用灯照我?
2.)(向...)闪现出[(+at)]
Iflashedawarningglanceatthem.
我向他们投去警告性的一瞥。
3.)(火速地)发出(电报,电讯等);使迅速传遍
Thenewswasflashedaroundtheworld.
这一消息迅速传遍世界各地。
vi.
1.)闪光,闪烁
Thestarsflashedinthenightsky.
夜空中群星闪烁。
2.)(想法等)掠过,闪现
Athoughtflashedthroughmymind.
我脑子里闪过一个想法。
3.飞驰,掠过
Acarflashedby.
一辆汽车疾驰而过。
n.
闪烁,闪光[C]
Therewasaflashoflightningamomentago.
刚才有一道闪电。
simplify
vt.
简化,精简;使单纯;使平易
Thesubjectisimmenselycomplex,andhardtosimplify.
这个题目非常复杂,并且很难简化。

新课标英语高三上模块十Unit4LearningEfficiently

一名优秀的教师在教学方面无论做什么事都有计划和准备，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们能够在上课时充分理解所教内容，帮助教师掌握上课时的教学节奏。那么怎么才能写出优秀的教案呢？下面是小编精心为您整理的“新课标英语高三上模块十Unit4LearningEfficiently”，但愿对您的学习工作带来帮助。

新课标英语高三上模块十Unit4LearningEfficiently
Period1Reading
TeachingGoals
Ⅰ.Teachingaims:
1.Enablethestudentstorealizethatdifferentlanguagelearningstrategiesaretakenbyindividuals.
2.Introducetothestudentsseveralaspectsofbeingasuccessfulandefficientreader
Ⅱ.Teachingimportantpoints:
Getthestudentstoknowhowtobeasuccessfulandefficientreaderandworkoutaprogramtoimprovetheirreading
Ⅲ.Teachingdifficultpoints:
Enablethestudentstousetheinformationmentionedinthereadingparttoevaluatetheirreadingandworkoutanimprovementstrategicprogram.
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-record
Ⅵ.Teachingprocedures:
StepⅠLead-in
1.Greetings
2.Showthemacalculationquestion“1+2+3+…+100=?”Thestudentssurelywillrespondimmediatelywithananswer5050.Askthemwhofirstworkedouttheproblemintheworldwithamucheasiersolution.(Aten-year-oldboy(高斯（C.F.Gauss)workedouttheproblemassignedbytheteacherinafewseconds.）
3．Getaconclusion:Fromthisexample,weknowthesignificanceofmethod.Rightmethodscanalwayshelpimprovetheefficiencyofsolvingproblems.Astoourstudy,wecanalsoapplycertainmethodsorstrategiestomakeourselvesanefficientlearner.

StepⅡWarming-up
1.AssignExercise1.DiscussSs’answers.
1.SetExercise2.
2.AskSstohelpyoumakealistontheboardofreadonforlearningEnglish,forexample:
topassanexam
togetintouniversityforfurtherstudyinEnglish
toreadbooksinEnglish
fortravelpurposes
togetabetterjob
3.Havingwrittenthelist,gothroughthemostpopularreasonsforlearningEnglishandaskwhatskillstheywillneedinordertosucceed.
4.AssignExercise2.
5.WhenSshavecompletedtheirgraphs,asksthemtodiscusswithapartnerwhethertheyconsidertheyaregivingtherightamountoftimetoeachlanguageareaaccordingtotheirreasonsforstudyingEnglish.

StepⅢReading
1.AskSstodiscussthesixgroupsofquestioninExercise1.Spendsometimecheckingtheiranswersandreinforcingtheideasoutlinedabove.
2.SetExercise2.

StepⅣReading
1.AsktheSstoreadthetextontheirown,keepinginmindthattheirreasonforreadingthetextistocompletethefirstexerciseinComprehending.InordertodiscourageSsfromreadinginmoredetailthantheyneedattheendoftheexercise,givethemasettimeforreadthepassageandcompleteExercise1.Advisethemnottolookupunknownwordsintheirdictionary,buttounderlineanytheycannotworkoutthemeaningfor.
2.AskSstofinishExercise2.Theymayreadthetextagainifnecessary,butonlyonce,beforeansweringthequestioninExercie2.
3.AskSstoreadthetextoncemoreinpairsorgroupsaccordingtotheirability.AnddoExercise34.
StepⅤHomework
1.AskSstogooverthetextagainandunderlinepointstheyfinddifficultinthetext.
2.AskSstoevaluatetheirreadingstyleandworkoutaprogramtoimprovetheirreadingorgivingotherssuggestionshowtoimprovereadingefficiency.
新课标英语高三上模块十Unit4LearningEfficiently
Period2LanguagePoints
TeachingGoals
Ⅰ.Teachingaims:
1.TargetLanguage
centigrade,competent,allocate,booklet,recipe,indetail,slowdown,frequent,consult,caption,shabby,rainbow,brewery,acute,bent,cab,currency,cuisine
2.Abilitygoals
EnableSstousethenewwordsinthetextorpassages
EnableSstogivecorrespondentdefinitionofeachnewword
EnableSstolearnusefulstrategytoexpandtheirvocabulary
Ⅱ.Teachingimportantpoints:
EnableSstousethenewwordsincontext
EnableSstogivecorrespondentdefinitionofeachnewword
EnableSstolearnusefulstrategytoexpandtheirvocabulary
Ⅲ.Teachingdifficultpoints:
EnableSstogivecorrespondentdefinitionofeachnewword
EnableSstolearnusefulstrategytoexpandtheirvocabulary
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-recorded
Ⅵ.Teachingprocedures:
StepⅠGreetings
StepⅡLead-in
T:Yesterdaywereadthetexton“HowtobecomeanefficientReader”.Doyougothroughthetextagainafterclass?SoI’dlikeaskoneSstotelluswhatadvicesaregiveninthetext.
StepⅢLanguagepointsinReading
1.AskSstofigureoutwhethertheyhavedifficultpointsinthereadingpassage.
2.Answertothemrespectively.
3.Hereare2commondifficultypointsforreference.

LanguagePoints
1.Therearecertaintechniquesyoucanlearnandthenitisuptoyoutopractice,practiceandpractice.有某些技能技巧可供你学习,然后就全靠你自己练习、练习，再练习了。
itisuptosomebody意思是itissomebody’sresponsibilityorduty,可理解成“取决于某人；在于……；该由……负责”．如：
－Shallwegoout?我们可以出去吗？
－It’suptoyou.　由你决定。
Ican’ttakethedecision.It’snotuptome.我不能做决定，这不取决我。　
＜拓展＞　upto还有表示“深度、高度、地位等”直到……；（数目上）直到，至多……；　“接近于；达到”“胜任、适宜”等意思。
MaryissmallandjustcomesuptoBills’chest.
Everyonehashisparttoplay,fromtheofficeboyuptothepresident.
Theyworkedhereuptothelastminute.
Uptotenpeoplecansleepinthistent.
Ifyourgoodsareuptothesample,theywillcertainlysellwellinthemarket.
Theinterpreter’sEnglishwasnotuptothetask.
Whathaveyoubeenuptolately?
2.Forexample,supposeinbiologyyouwerestudyinghowplantsreproduce,thenyoucouldfindanEnglishtextaboutthisontheInternet.例如：假设在生物学中，你正在研究植物如何繁衍，那你会在因特网上找到有关这方面的文章．
suppose可以看成连接词，意思是imaginewhatwill/wouldhappenif.它所引导的从句表示“主观设想的情况”．因此，有些动词用虚拟语气
例如：Supposeyoufallandhurtyourselfwhenyou’reoutaloneinthemountains?
另外，suppose,supposing用做连接词时，还可以用来表示建议，表示“……怎么样？”
Supposeweputitofftillnextweek?
Supposingyouhaveanothertry?
3.Youmayfindyouhavemorethanonestronglearningstyle,whichisabonusbecausebeingabletolearninmorethanonestyleincreasesyourchancesoffindingactivitiesthatsuityou.你或许会发现自己有不止一种倾向的学习风格，这是一种意外的收获，因为能够以多种风格学习会增大找到合适的学习活动的机会．bonus在本句中意思是anythingpleasantinadditiontowhatisexpected,可以理解为“意外令人高兴的事”

StepⅣDiscoveringusefulwordsandexpressions
1.Exercise1.FirstgothroughthewordsandtheirmeaningwithSsandaskthemtofinishtheblank-fillingwithin6min.Thenchecktheanswers.
2.Exercise2.AskSstoworkingoutthemeaningofwordsusingthecontext.
3.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeachboldedwordsinthecontextandtrytoexplaintheminEnglish.ThenaskthemtolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheirformerdefinitionsarerightorwrong.
3.Ex3Playagameinpairs,onestudentgivesadefinitionandanotherstudentguessesthecorrespondentword.
StepⅣConsolidatingExercise
GoovertheExercisesintheworkbookiftimepermits.
StepV.Homework
CompletealltheExercisesonpage7677.

新课标英语高三上模块十Unit4LearningEfficiently
Period3Grammar:RevisingoftheSubjunctiveMood

Ⅰ.Teachingaims:
1.EnabletheSstograspthestructureandmeaningoftheSubjunctiveMood
2.EnabletheSstoapplytheSubjunctiveMoodtothecontext
Ⅱ.Teachingimportantpoints:
EnabletheSstograspthestructureandmeaningoftheSubjunctiveMoodandapplythisgrammartodetailcontext
Ⅲ.Teachingdifficultpoints:
ThemeaningoftheSubjunctiveMoodanditsappliances
Ⅳ.Teachingmethods:
Inductiveanddeductivemethods,task-basedlearningandcooperativelearning
Ⅴ.Teachingaids:
Acomputer,ablackboard
Ⅵ.Teachingprocedures:
StepILeadin
1.Listthreesentencesonthescreen.
1)IfIwereAndyLou,IwouldbeinHongKongnow.
2)IwishIwereamillionaire.
3)WesuggestthateveryoneshouldhelptheAIDSpatients.
AskSsinwhatkindofcircumstancedoweusetheSubjunctiveMood.
虚拟语气是一种特殊的动词形式(verbstructure)，用来表示说话人所说的话不是一个事实(fact)，而只是一种假设(hypotheses)愿望(wishes)、建议(suggestion)或怀疑doubt等等。

StepⅢKnowledgeRecalling
1.AsktheSstorecallsomeknowledgethey’velearnedinBook6.

StepⅣFurtherExplaining
虚拟语气应该注意的几点:
1.虚拟语气在条件句中
1)表示不太可能出现的情况”,条件从句一般用过去时,主句用woulddo,shoulddo或might/coulddo;
2)表示“本可能发生却未发生的事情”，　条件从句用过去完成时，主句用wouldhavedone,shouldhavedone,might/couldhavedone
Theoldmenwouldfinditdifficulttogetajobiftheyleftthefarm.
Ishouldbesurprisedifitwaslessthanfivepounds.
IfIfrightenedthosebirds,theymightflyoffandIwouldneverseethemagain.
IfIwereyou,Iwouldaccepttheoffer.
IfIwereaskedtodefinemymood,I’dsay“bored”.
Ifhehadtakenhisdoctor’sadvice,hemightnothavediedsosoon.
Ifhehadrealizedthat,hewouldhaverunawaywhiletherewasstilltime.
Ifshehadnotmarried,shecouldhavebecomespecialinthefiled.
2.虚拟语气在条件句也可用来表示“将来不太可能出现的情况”，　条件从句用shoulddo,wereto或一般过去时，主句用woulddo,shoulddo,could/mightdo.
Ifitshouldraintomorrow,thesportsmeetwouldhavetobeputoff.
IcouldseethesurfaceofthemoonwithmyowneyesifIweretogotothemoonsomeday.
Whatwouldyoudoifhefailedtocometomorrow?
注意：含有should的条件句，主句可以用一般现在时或一般将来时．例如：
Ifthereshouldbeanotherflood,whatshallwedo?
Askhertoleaveamessageifsheshouldcome.
3.在正式英语文体中，if从句中的第一个动词如果是should,were或had,可将此动词置于句首，替代if．例如：
Wereitalltrue,itwouldstillnotexcusetheiractions.
Hadthecaptainbeenmorecareful,hisshipwouldnothavesunk?
Shouldanyvisitorscome,Iwouldsayyouarenothere.
4.ifonly和suppose(supposing),也可以引导虚拟从句．
IfonlyIhadmoretime,Icouldgotheretohelpthem.
Supposingitwerefinetomorrow,wouldyougoclimbingthemountainwithus?
5.Ifitwerenot/hadnotbeenfor…也是常见的虚拟句型，意思是“要不是…”　例如：
Ifithadnotbeenforyourhelp,wewouldnothaveachievedsomuchinourwork.
Ifitwerenotforthewisedecision,wecouldnotbelivingahappylife.
6.虚拟语气用于Iwish…　的宾语从句中：表示现在时间，动词用一般过去时和过去进行时(be动词用were/was)．表示过去时间，动词用过去完成时和过去完成进行时．表示将来时间，动词用would/could等+动词原形
IwishIknewhowtooperatethiscomputer.
Iwishheweren’tsolazy.
Idowisheverythingwouldbeasquietasbefore.
Iwishwehadn’tbeenworkingovertimeyesterday.
注意：这里Iwish…所表达的意思与ifonly…差不多．以上的句子都可以用ifonly来代替Iwish例如：
IfonlyIknewhowtooperatethiscomputer.
Ifonlywehadn’tbeenworkingovertimeyesterday.
7.It’s(about/high)time+从句，表示“该做而未做的事”，是一种婉转的建议，从句中的动词用一般过去时　例如：
Itishightimewebegantowork.
We’veenjoyedtheevening,butit’stimewewenthome.
It’sabouttimetheboylearnedtobehavehimself.
8.表示“要求、建议、命令”等动词demand,require,suggest,insist,advise,order等后接宾语从句时，从句谓语动词一般用虚拟语气，即should+动词原形（do/bedone),should也可以省略．例如：
HeinsistedthatJohn(should)dothejob.
Wesuggestthatthemeeting(should)notbepostponed.
Theuniondemandedthatthewages(should)beraisedby20%.
常用的这类动词是：ask(要求）,advise（建议）,command（命令）,decide（决定）,demand（要求）,insist（坚持）,move（提议）,order（命令）,propose（提出）,require（要求）,request（请求）,suggest（建议）,urge（主张）
如果这些动词不是表示“要求、建议、命令”等意思时，这时宾语从句一般不用虚拟语气。例如：
HeinsistedthatIwaswrong.　(这儿insist意思是“坚持认为”）
Theexpressiononherfacesuggeststhatsheknowsthesecret.　（这儿suggest意思是“表明”
StepⅤConsolidatingandApplyingtherule
ExercisetobeshownonthePPTandonestudentatatimetodotheexerciseorally.
StepⅥSummaryandAssignment
1.Makeasummaryoftoday’stask.
2.AssignSstofinishrelativeExerciseslistedinworkbook.

Period4ListeningSpeaking
Ⅰ.Teachingaims:
1.TraintheSs’listeningandspeakingskills
Ⅱ.Teachingimportantpoints:
EnabletheSstomastertolistentohowtomaterialsonlearning(reading,givingatalk,etc)strategies.
EnabletheSstohaveagroupdiscussiononthetopicmentionedinthelisteningpartusingfunctionphrasesofgivingadviceorsuggestions.
Ⅲ.Teachingdifficultpoints:
Howtolisteneffectivelyonthelisteningmaterialandhowtoorganizethediscussionwell.
Ⅳ.Teachingmethods:
Listening,task-basedlearningandcooperativelearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,arecorder
Ⅵ.Teachingprocedures:
StepⅠLead-in
1.Greetings.
2.T:Inthelastperiod,we’velearnedtherearemainlythreekindsoflearners.Sowhatarethey?Andtodaywearegoingtolistenhowdifferentlearnersmighttackleareadingtask.

StepⅡListening
1.Pre-listening(AskSstoturntopage38andhaveadiscussiononhowtohelpatactilelearnerimprovetheirreading.)
2.Listeningtask(Exercise2---answerthequestions)
3.Listeningtask(Exercise3–fillingtheblanks)
Keystotasks2
1.Tryreadingthetextandlisteningtoarecordingofitatthesametime.
2.Readthetextaloudandmoveinsomewayasyouread.
3.Photocopythetextandcutitintoparagraphs.Thentrytoputtheparagraphsinthe
rightorder.
Keystotask3
1.Auditoryleaner.
2.Shefindsiteasiertolearnwhilesheisreading.
3.No,shedoesn’t.Shefeelsthatlisteningwhilereadingisausefulstudytechniqueforher.Sheexpectsthatasherreadingimprovesshe’llnolongerneedtolistenatthesametime.
4.Heisalsohavingproblemswiththenewwordsinthetext.

StepⅢDiscussion
1.WhatdoyouthinkofAnnieandYufang’sadvice?Isitgoodadviceornot?
2.DiscusswhataspectsoflearningEnglishyoufindmostdifficult.Giveeachpersoninyourgroupsomehelpfuladvicebasedonthekindoflearnerheorsheis.
Useexpressions:
Youshould…Whydon’tyou…
Howabout…?It’sworthago.
Doyouknowwhatelsemightbeabletodo?
Doyouthinkitwouldhelpme?
I’vethoughtofsomethingyoucoulddo.
Youneverknow.
Icouldseeifithelps.
3.ReadtheproverbanddiscussinyourgrouphowtheyapplytolearningEnglish
It’snevertoolatetolearn.
Betterlatethannever.
Ifatfirstyoudon
Tosucceed,try,andtryagain.
Wellbegunishalfdone.
Hewhomakesnomistakesmakesnothing.
Thereisnoroyalroadtolearning.
Don’tbiteoffmorethanyoucanchew.
Dropsofwateroutwearthestone.
StepⅣListeningtasksonpage7579.
Iftimepermits,gooverallthelisteningtasksandtellSstoawarehowtograspkeyinformationandtakingnotesinthislisteningpart.
StepVAssignment
AskSstolistentoalltherecordingagain.Andpreparefornextperiod’sdictation.
Period5IntegratingSkills
Ⅰ.Teachingaims:
1.IntroducetotheSsthatdifferentpeoplehavedifferentlearningstyles.
2.Checktheirlearningstylesandworkouthowtoimprovetheirlearning.
3.IntegrateknowledgeacquiredinthisUnit,practicingreplytoanE-mailandgivingsuggestions.
Ⅱ.TeachingimportantpointsTeachingdifficultpoints::
1.LetSsawarethatdifferentpeoplehavedifferentlearningstyles
2.ReplytoanE-mailgivingsuggestionsonhowtoimprovereadingandwords-memorizing.
Ⅲ.Teachingmethods:
Task-basedlearningandcooperativelearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,arecorder
Ⅵ.Teachingprocedures:
StepⅠPre-reading
1.Askthemsomequestionsthathighlightthedifferentwaysinwhichdifferentstudentslearn.e.g.
WhenyouhavealistofnewwordstolearnforEnglishhowdoyoudoaboutlearningthem?
Whatdoyouthinkisthebestwaytolearngrammarrules?
DoyouthinkyourEnglishwouldimprovemostifforthreemonthsyou:
a)livedwithnativeEnglishspeakerswhodidn’tspeakanyChinese;
b)wenttoanintensiveEnglishschoolinChina;
c)stayedathomeandstudiedfromtextbooks;
d)stayedathomeandwatchEnglishmovies,listenedtoEnglishradioandlearnedEnglishpopsongs
StepⅡReading
1.Explainthattheyaregoingtocompleteaquestionnairewhichwillgivethemsomeindicationsofwhattheirparticularlearningstyleis.Explainthattheyaretoreadeachstatementandtoticktheonesthatapplytothe.Tellthemnottospendtoolongoneachstatement,buttoticktheonesthattheyimmediatelyrecognizethem.
2.AskSstorecordtheirresultsonthetableprovidedandtoreadthedescriptionof
StepⅢDiscussion
1.AsktheSstodiscussquestionsinExercise1ortoholdadiscussionwiththewholeclass.
StepⅣWriting
1.Readtheemailwiththeclass.AskSswhatthepurposeoftheemailisandwhatDonghuawanttherecipientofthelettertodo.
2.AskSstousewhatthey’velearnedtolistasmanystrategiesoflearningnewvocabularyaspossible.
3.AskSstodefineexactlywhatDonghua’sreadingproblemis.
4.AskSstosuggestwaysDonghuacouldimproveherreading.
5.Reviewthelanguageusedtogiveadvicethatislistedonpage80.
6.AskSstoreplytothee-mail.
Samplewriting
DearDonghua,
Thanksforyourkindwords.I’msorryyouarenotdoingsowellinEnglishandIhopethefollowingsuggestionswillhelp.
Learningnewwords:Perhapsyourproblemisthatyouhaven’tyetfoundthemethodoflearningnewwordsthatsuitsyoubest.HaveyouthoughtaboutaskingsomeofthestudentswhoaredoingwellatEnglishinyourclasshowtheylearnnewwords?youcouldthentrysomeoftheirmethodsandseewhichworksbestforyou.
Mywayoflearningnewwordsistofirstlookateachwordcarefullyandthenwritethewordsoutwithdashesbetweensyllables,likethissyl-la–bles.Thathelpsmewiththespelling.ThenIwritesentenceswiththewordsinthemtohelpmerememberthemeaning.Finally,IlookatthewordsagainjustbeforeIgotobedandsomehowmybrainlearnsthemwhileI’msleeping.Ofcourseeveryoneisdifferent,sothismightnotworkforyou,buttryitanywayandseeifitmakesanydifference.
Asforhavingtroublewithreading,I’dliketosuggestthatyoudon’tworryaboutunderstandingeverybitofthetext.Whydon’tyoufirstjustreadthepassagethroughwithoutstoppingjusttogetageneralidea.Thenthinkaboutyourpurposeforreadingthatparticulartext,forexample,tofindsomespecificdetails,tosummarizethemainpoints,etc.OnceyouknowWHYyouarereadingyoucanreadthetextagainandfocusjustonthosepartthatwillhelpyouachieveyourpurpose.Also,trytoguessthemeaningofunknownwordsratherthanalwaysgoingtothedictionary.
Ihopethisadvicehelps.Letmeknowhowyougeton.
Love,
Mitchell

TeachingRecordofUnit4:
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人教修订版高三上Unit1ThatmustbearecordListening教案

一名优秀的教师在每次教学前有自己的事先计划，作为高中教师就要根据教学内容制定合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提前熟悉所教学的内容。关于好的高中教案要怎么样去写呢？以下是小编为大家精心整理的“人教修订版高三上Unit1ThatmustbearecordListening教案”，欢迎阅读，希望您能够喜欢并分享！

人教修订版高三上Unit1ThatmustbearecordListening教案
1.Teachingaims:
Totrainthestudents’listeningability
Toimprovethestudents’listeningskills
2.Teachingimportance:
Totrainthestudents’abilityofidentifyingkeyinformationofthelisteningtexts.
3.Teachingdifficulties:
Totrainthestudents’abilityofgetting/extractingthespecificinformation
4.Teachingpreparations:
Acomputer,atape-recorder,exercisepaper,etc.
5.Teachingprocedures:
Step1ListeningExerciseOne
1,Askthestudentstoreadthequestionsandpredicttheanswers.
2,Askthestudentstolistenandtickthebestanswers.
3,Checktheanswers.
Step2ListeningExerciseTwo
Pre-listening:
Togetthestudentstohaveadiscussion
While-listening:
Askthestudentstofillinthetables
Post-listening:
Checktheanswers
Step3ListeningExerciseThree
Pre-listening:
Warmingupquestions
While-listening:
Askthestudentsfillinthetable
Post-listening:

Checktheanswers
Step4Self-assessment
Step5ListeningExerciseFour（iftimepermits）
1Readthemultiplechoicequestionsandunderlinethekeywordsbeforelistening
2Listenandmakethebestchoice
3Checktheanswers

AnoutlinefortheteachingLesson
Step1:Tobegintheclass(musicmeanwhile)
1,Greetings:
Goodafternoon,everybody!Thisafternoon,we’regoingtodosomelisteningpracticehere.
(Look!Therearesomanyteachers,leadersaswellasexpertscomingheretoinstructus.Let’sgivethemawarmwelcomeandthanksfortheircoming.)
2,(presentthepictures)
Whatcanyouseeinthepictures?------honeybees/beehive/honeycomb/honey
NowpleaseturntoPages249-250,readthroughthequestionsandthinkabout(presentthequestions)---ForpartOne
Whatdoyouthinkyouwillhear?
Whybee-keepersusedtokillbees?ThatimpliesWhathaschanged?
PartTwo
Doyouliketraveling?HaveyoueverbeentoPoyangLake?WhereisPoyangLake?
What’sitfamousfor?----Whitecranes/freshwater…(famous/beautiful/rare/oneofthemostendangered…)/(China’sbiggestfreshwaterlake)
3,Givingtips(ontheshow)
Step2BeginlisteningOne:（Once,4:06Minutes）
Nowlet’slistentothetwodialoguesanddomultiplechoicesonPages249-250.Ifpossible,I’llplaythedialoguesonlyonce.Ok?Tryyourbest.(playthemp3)---First,DialogueOne!
5,NowI’dliketoseehowwellhaveyoudone.Ifyouhavefinishedchoosingalltheanswers,pleasehandsup.
Correctanswers:B,C,A
Ifalotofmistakes,listenagain.Ifnot,once.
ThenPartTwo:Firstremindthestudentsthattheanswersmaynotappearinthesameorderwiththequestions.(play)
Easyordifficult?(ifeasyforthemost,checktheiranswers,ifnot,playagain.Stopwheretheanswersappear)
Step3ExerciseTwo(PartOne—Twice;PartTwo----Once:5Minutes)
1,Ok,NowExerciseTwo.(Lookatthepicturesandask)
Doyoulikeanimals?Haveyouevervisitedazoo?
Whatkindofpeopleworkatthezoo?Whatdotheydo?(takecareof/feed/treat/clean…
Whataresomeoftheproblemsanimalsmayhaveinazoo?
Imaginethatyouareinazoo,howwillyoufeel?Comfortable?Happy?Energetic?No！Youwillfeeluncomfortable，unhappy，sad,boredandlazyenough.Animalsarelikeushumanbeings,theyhaveallkindsoffeelings.(Theyneedthingstodo,Theyneedchallenges.)
Whatcouldbedonetosolvetheproblems?(playwith/talkwith/playmusic,changetheirenvironment…)
2,Nowyouaregoingtohearazoologisttalkaboutherjobandexplainwhatshedoestokeepanimalsactiveandhappyinherzoo.
First,I’dliketogiveyoutipsforthefollowinglistening.(Readthroughthetips)
3,Nowbegintolisten,whilelisteningpleasefillinthetables.
FirstpartOne.ThenPartTwo)
(PartOnemaybetwice,PartTwoonlyonce.)
Step4ExerciseThree（Guidedbytheteacher）(Twice—5Minutes)
Haveyoueverdonevoluntarywork?
Whatdoesthisstandfor?
(Readthequestionsontheshow)
NowlistenanddoExerciseThree
Step4ExerciseFour(Once---3:23Minutes)
Step5Self-assessment(Twice----10Minutes)

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