第一篇：高三英語集體備課教案

高三英語集體備課教案

語法知識復習

stop to do 停止，中斷做某事后去做另一件事，stop doing 停止做某事。例如：

They stop to smoke a cigarette.他們停下來，抽了根煙。

I must stop smoking.我必須戒煙了。

典型例題

She reached the top of the hill and stopped ___ on a big rock by the side of the path.A.to have rested B.resting

C.to rest D.rest

答案：C。由題意可知，她到了山頂，停下來在一個路邊的大石頭上休息。因此，應選擇“stop to do sth.停下來去做另一件事”。而不僅僅是爬山動作的終止，所以stop doing sth.不正確。

8.2 forget doing/to do

forget to do 忘記要去做某事，forget doing 忘記做過某事。例如：

The light in the office is stil on.He forgot to turn it off.辦公室的燈還在亮著，他忘記關了。（沒有做關燈的動作）

He forgot turning the light off.他忘記他已經關了燈了。（已做過關燈的動作）

典型例題

----The light in the office is still on.----Oh，I forgot___.A.turning it off

B.turn it off

C.to turn it off

D.having turned it off

答案：C。由the light is still on 可知燈亮著，即關燈的動作沒有發(fā)生，因此用forget to do sth.而forget doing sth表示燈已經關上了，而忘記了這一事實。此處不符合題意。

8.3 remember doing/to do

remember to do 記得去做某事，remember doing 記得做過某事。例如： Remember to go to the post office after school.記著放學后去趟郵局。

Don't you remember seeing the man before? 你不記得以前見過那個人嗎? 8.4 regret doing/to do

regret to do 對將要做的事遺憾，regret doing 對做過的事遺憾、后悔。例如：

I regret to have to do this, but I have no choice.我很遺憾必須這樣去做，我實在沒有辦法。

I don't regret telling her what I thought.我不為告訴她我的想法而后悔。

典型例題

---You were brave enough to raise objections at the meeting.---Well, now I regret ___ that.A.to do

B.to be doing

C.to have done

D.having done

答案：D。regret having done sth.對已發(fā)生的事感到遺憾。regret to do sth.對將要做的事感到遺憾。本題為對已說的話感到后悔，因此選D。

8.5 cease doing/to do

cease to do 長時間，甚至永遠停做某事，cease doing

短時停止做某事，以后還會接著做。例如：

That department has ceased to exist forever.那個系已不復存在。

The girls ceased chatting for a moment when their teacher passed by.姑娘們在老師走過時，停了會聊天。8.6 try doing/to do

try to do 努力，企圖做某事，try doing 試驗，試著做某事。例如：

You must try to be more careful.你可要多加小心。

I tried gardening but didn't succeed.我試著種果木花卉，但未成功。

8.7 go on doing/to do go on to do 做了一件事后，接著做另一件事，go on doing 繼續(xù)做原來做的事。例如：

After he had finished his maths，he went on to do his physics.做完數(shù)學后，他接著去做物理。

Go on doing the other exercise after you have finished this one.作完這個練習后，接著做其他的練習

8.8 be afraid doing/to do

be afraid to do 不敢，膽怯去做某事，是主觀上的原因不去做，意為“怕”，be afraid of doing 擔心出現(xiàn)doing的狀況、結果。doing 是客觀上造成的，意為“生怕，恐怕”。She was afraid to step further in grass because she was afraid of being bitten by a snake.她生怕被蛇咬著，不敢在草叢中再走一步。

She was afraid to wake her husband.她不敢去叫醒她丈夫。

She was afraid of waking her husband.她生怕吵醒她丈夫。

8.9 be interested doing/to do

interested to do 對做某事感興趣，想了解某事，interested in doing

對某種想法感興趣，doing 通常為想法。例如：

I shall be interested to know what happens.我很想知道發(fā)生了什么事。（想了解）

I'm interested in working in Switzerland.Do you have any idea about that? 我對在瑞士工作感興趣。你想過這事嗎?（一種想法）

8.10 mean to doing/to do

mean to do

打算、想，mean doing 意味著。例如：

I mean to go, but my father would not allow me to.我想去，但是我父親不肯讓我去。

To raise wage means increasing purchasing power.增加工資意味著增加購買力。

8.11 begin（start）doing/to do

begin / start to do sth /begin / start doing sth.1）談及一項長期活動或開始一種習慣時，使用doing。例如：

How old were you when you first started playing the piano? 你幾歲時開始彈鋼琴？

2）begin, start用進行時時，后面動詞用不定式to do。例如：

I was beginning to get angry。我開始生起氣來。

3）在attempt, intend, begin, start 后接know, understand, realize這類動詞時，常用不定式to do。例如：

I begin to understand the truth。我開始明白真相。

4）事物作主語時。例如：

The snow began to melt.雪開始融化了

8.12 感官動詞 + doing/to do

感官動詞 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do表示動作的完整性，+doing 表示動作的進行性。例如：

I saw him work in the garden yesterday.昨天我看見他在花園里干活了。（強調“我看見了”這個事實）

I saw him working in the garden yesterday.（強調“我見他正干活”這個動作）昨天我見他正在花園里干活。

典型例題

1）They knew her very well.They had seen her ___ up from childhood.A.grow

B.grew

C.was growing

D.to grow

答案：A。因題意為，他們看著她長大，因此強調的是成長的過程，而非正在長的動作，因此用see sb do sth 的句型。

2）The missing boy was last seen ___ near the river.A.playing

B.to be playing

C.play

D.to play

答案A.本題強調其動作，正在河邊玩，應此用see sb.doing sth句型。

第二篇：高三化學平衡集體備課教案 -

高三化學平衡集體備課教案

江蘇省贛榆高級中學

主備人：劉成龍

高三化學平衡移動

等效平衡集體備課主備稿

備課時間：2014/11/12 星期三下午第二節(jié)

主備人：劉成龍

教情分析：化學平衡是高中階段的重要理論,也是歷年高考和會考的熱點.這章內容比較抽象,學生接受起來較困難。我們進入高三復習已經三個多月時間，感覺自己還是總結出了一套自己的復習方法。歸結起來也就是：“考綱分析，走進真題”----“構建知識體系”----------“重難點突破、技巧點撥”------“課堂檢測”。下面結合教學體會,將學生理解較困難的幾點內容總結分析如下,以供參考。考綱分析:

1、理解濃度，溫度、壓強、催化劑等對化學平衡影響的一般規(guī)律。

2、了解化學平衡的調控在生活、生產和科學研究領域中的重要作用

3、掌握等效平衡

重點：1.平衡移動原理 2.等效平衡 難點：1.平衡移動原理 2.等效平衡

重難點突破方法：分組討論法，教師歸納總結法

教學方法：對比、啟發(fā)、誘導、演繹推理、歸納總結。學習方法：聽、記憶、討論、聯(lián)系、練習、反思

學情分析:學生對化學平衡移動原理和等效平衡概念的理解模糊,對等效平衡的結論記憶不牢 教學目標：

1、知識目標：掌握化學平衡的概念極其特點；掌握化學平衡的有關計算。

2、能力目標：培養(yǎng)學生分析、歸納，語言表達與綜合計算能力。

3、落實目標：結合平衡是相對的、有條件的、動態(tài)的等特點對學生進行辯證唯物主義教育；培養(yǎng)學生嚴謹?shù)膶W習態(tài)度和思維習慣，培養(yǎng)學生對知識的整理能力以及自主復習能力。課堂建構：

活動一：

1、課件投影考綱說明

2、走進真題P141，學生分組討論（江蘇高考題1、2、3）

活動二：預設一系列問題，學生討論完成知識體系的構建（可供參考的幾個問題）

例如在介紹平衡移動時可分層預設一下問題：

問題1：理解化學平衡移動的本質是什么？ 問題2：影響化學平衡移動有哪些外界因素？

問題3：你們是如何理解“改變固體的量”以及“充入惰性氣體”對平衡移動的影響？

問題4：如何理解平衡移動的“減弱”思想？能舉例說明嗎？ 活動三： 重難點點撥

1、如何理解平衡移動的“減弱”思想

2、正確理解等效平衡中的八字方針“一模一樣，比例相同”

3、平衡中常用的幾種解題思想：“等效思想”、“合二為一思想”、“極限思想”等

活動四：遷移應用，實戰(zhàn)演練，學生完成習題

附：高效課堂呈現(xiàn)的幾個方式：

1、學生分成4人一組、采取“組內合作、組外競爭”的學習模式

2、學生展示研討成果的方式：黑板展示，問題回答。

3、教師可借用的幾種評價：

在教學實際中，教師在課堂中評價學生的語言大體有這么幾種：“表揚表揚他（她）”；“很好！”；“你真棒！”； “你真聰明！”；“你聽得真仔細！?！爸x謝大家聽得這么專心”?！按蠹覍@些內容這么感興趣，真讓我高興?！?“你們專注聽講的表情，使我快樂，給我鼓勵。”“我從你們的姿態(tài)上感覺到，你們聽明白了?！?/p>

“你們的眼神告訴我，你們還是沒有明白，想不想讓我再講一遍？” “你真是個善于學習的人，很快就把別人說的變成了自己的?！?/p>

總之，教師評價的語言應充滿愛心、充滿靈性、充滿智慧、充滿尊重、充滿信任、充滿著幽默與風趣

第三篇：高三地理集體備課教案

高三地理集體備課教案

[教學目的]：

1、使學生掌握關于天體、天體系統(tǒng)的基本概念

2、了解宇宙中一些天體的特征和區(qū)別，初步認識各類天體系統(tǒng)之間的層次關系，從而加深對地球的宇宙環(huán)境的理解。

3、理解地球是宇宙中非常普通的行星，理解地球上存在生命的條件并分析其原因。

4、激發(fā)學生對探索宇宙奧秘的興趣，為建立正確的宇宙觀打下基礎

[重點難點]：

天體的概念、天體系統(tǒng)的層次、地球存在生命物質的條件

[教具設計]：

地球儀、宇宙中不同級別的天體系統(tǒng)圖、太陽系模式圖

[講授過程]：

一、天體

1、自然天體、人造天體

概念：宇宙間物質的存在形式。（聚集態(tài)的星體及星際物質）不作特殊交代的天體均指自然天體

2、幾種常見天體的觀察（指導學生閱讀課本，并總結講述學生自己平時的生活所見）

3、幾種常見的天體恒星

1）定義：從質量、組成、形狀、發(fā)光與否等角度總結

交代：數(shù)目多少（肉眼所見6000多顆）

夜空里的點點繁星差不多都是恒星

2)運動特點：（由恒星的“恒”字引發(fā)學生分析“北斗七星圖形變化”圖說明特點）

結論：①恒星在不停的運動變化之中②相對位置似乎固定不變，故稱“恒星”

3)光年----計量天體距離的單位（強調“距離”）

分析知識點：①距離地球最近的恒星是（8分鐘）（1.5億公里)

②距離地球次運的恒星是(4.2光年)③現(xiàn)在能夠探測到的最遠天體距離地球多遠? 星云（指導學生閱讀課本與恒星比較總結星云特點，可以從形態(tài)、質量、體積、密度、物質組成、觀察特點幾方面列表比較分析并小結）

二、天體系統(tǒng)

1、概念：運動著的天體與天體之間相互吸引、相互繞轉而形成的不同級別的系統(tǒng)。

2、層次：讀課本P.3”宇宙中不同級別的天體系統(tǒng)示意圖”分析回答:

三、九大行星

1、順序：水金地火木土天海

口訣：水晶球，火燒木變土，天海邊 小行星帶位置：火燒木生成的灰塵

2、九大行星分類： 1）類地行星：水金地火 2）巨行星：木土 3）遠日行星：天海冥

四、地球存在生命的原因：

通過對P.4太陽系九大行星的比較數(shù)據(jù)表的出為什么地球上存在生命分析

1、地球的質量適中，可以形成適于生物呼吸的大氣

2、地球與太陽的距離適中使地球表面的氣溫有利于生物的生存

3、自轉周期適中不快不慢

4、地球內部放射性元素衰變致熱和原始地球重力收縮結晶水汽

第四篇：高三英語集體備課記錄1

高三英語集體備課記錄

1集體備課活動應該堅持備課，聽課，評課，總結等各個環(huán)節(jié)，缺一不可，以保證備課內容的系統(tǒng)性和連續(xù)性。

集體備課的基本程序，即個人初備→集體研討→修正教案→重點跟蹤→課后交流的基本程序進行運作。

1、對《新課程標準》、《考試大綱》和2009年高考卷英語試題要有深入了解，對各階段性教學工作的目標、任務和要求要有所了解，以加強高三英語教學工作的有序性。

2．了解自己所教班的學生的語言知識基礎和能力發(fā)展情況，了解自己班級存在的差距，以加強教學工作的針對性。

3、根據(jù)新課程的教學體系及考試要求的調整變化，認真研究手頭的各種參考資料和練習題，精編、精選、精練，以加強訓練的針對性和有效性。

時間安排：

3月份要加強對學生進行閱讀能力的培養(yǎng)，同時擴大詞匯量，并復習已學詞匯，其間繼續(xù)穿插進行聽力訓練和詞匯學習。著重夯實學生對基礎詞匯，短語，句型的基礎，并注意查漏補缺。認真篩選模擬試卷，并針對學生的實際情況進行訓練，講評結合，做到精評精講。

4月份為專題訓練階段

進一步夯實學生基礎，重點訓練學生掌握六種題型的解題技巧，提高解題能力。訓練中要做到參照考綱中時間分配的要求，對六種題型分別進行限時訓練。

5月份為綜合訓練階段

綜合訓練貫穿在高三英語教學的始終。該階段重點培養(yǎng)學生應試能力，積累學生考試的經驗。教師要細致分析各層次學生的知識和能力現(xiàn)狀，對學生進行針對性的指導。教法上要幫助學生克服在解題中存在的主要問題，積累解題經驗，以良好的心態(tài)確保該得到的分不丟失。

考前10天，再次細化復習迎考計劃，精選精講試題，幫助學生查漏補缺，指導學生復習迎考的方法，調整學生的生物鐘，確保他們以最佳狀態(tài)參加高考。

任務分配：

成 誠第二輪復習專題討論:聽力復習模式和相關材料.許金輝語法單項選擇填空題的解題技巧及相關練習題.譚玉華完形填空題一的解題技巧及相關習題.吳竹青完形填空題二的解題技巧及相關習題.郭重閱讀理解解題技巧及習題.秦怡閱讀填空解題技巧及習題.陶林瓊閱讀簡答題解題技巧及習題.陳建武書面表達題的類型歸納及習題.全體人員：第三輪復習綜合練習題和模擬考試題的研究.

第五篇：七年級英語集體備課教案

七年級英語集體備課教案

張宗榮

陳艷斌 Unit 6

pets

Reading Objectives To learn about rhyme schemes, stress and intonation of poetry To learn new vocabulary to talk about pets To read about animal behaviors Background information This section introduces students to poetry.The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals.The style of each poem is different.‘My Dog’ focuses on behaviors adjectives.‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle.‘Cats’ describes the different places where cats sleep.Part A Teaching procedures Ask students to study the poems and pictures on page 90.Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’.Talk about their meanings.For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you.For stronger classes, choose five students to read two lines each.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., ‘cleverest’.Work through the meaning of ‘wonderful tricks’.Then ask them to identify the verbs which describe the dog’s actions(‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’).Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do? For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’.For stronger classes, ask two students to each read a stanza.Read the poem ‘Cats’.As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the poem.Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner.S1 reads lines 26-35 and S2 reads lines 36-46.Ask if any students have cats that like to sleep in unusual places.Have the class prepare this poem for choral reciting.Allocate different lines to individual students or pairs to create a dramatic impression.Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.Ask students which poem they like best.Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favorite animals.Extension activity For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep.Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.Part B Teaching procedures 1 Read the words listed in the box in part B1 to the class.Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.Ask students to complete the sentences with the correct words.Encourage them to read the sentences out loud so that they can hear the sounds of the words.For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.Ask less able students to do the extra questions on page 91.For more able students, do not provide them with the extra gapped sentences and words.Ask them to look for other rhyming pairs in the poems themselves.Ask students whether they think the rhyming words make the poems more pleasant to listen to.Accept all opinions.Then ask individual students what are the other roles of the rhyme in poetry.Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.Explain the context and the instructions to part B2.Review the words in the box.Then ask students to complete the sentences with the correct words.Ask two volunteers to read out the completed articles.Extension activity Ask more able students to find any other rhyming pairs from the words learned in other units.Give them a reward for finding one, two or more.This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.Part C Teaching procedures Ask students to do Part C1 in pairs.Encourage them to use a dictionary if necessary.Review the answer and clarify any areas of uncertainty.Ask students to do Part C2 on their own.Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90.Ask more able students to do the task without referring the poem.Tell less able students to find the words in the poem to complete what Peter says.Read out the first line.Then ask four students to read out one line each.To do part C3, students will have to refer to the poem ‘Cats’ on page 90.Ask more able students to do the task on their own.Less able students may need help.Provide them with the names of places, and perhaps how many times each preposition is used.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90.Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.