每一位教師在上課前都要準(zhǔn)備教案和課件，這需要我們靜下心來認(rèn)真撰寫。學(xué)生的反饋是幫助教師反思課堂教學(xué)的重要途徑，那么如何才能寫出高水平的教學(xué)課件呢？為了解決這個(gè)問題，幼兒教師教育網(wǎng)的編輯整理了大量信息，為大家呈上這篇“如何寫出高水平的教學(xué)課件”，希望對(duì)你有所幫助！愿你喜歡！

高三課件【篇1】

教學(xué)目標(biāo)：1、讓學(xué)生了解句式的一般知識(shí)；2、教會(huì)學(xué)生能根據(jù)題目要求，恰當(dāng)?shù)剡x擇句式，以達(dá)到語言表達(dá)的簡(jiǎn)明、連貫得體的要求。

教學(xué)難點(diǎn)：選擇句式要達(dá)到語言表達(dá)的簡(jiǎn)明、連貫得體的要求。

一、 考點(diǎn)闡釋：

選用句式，是按照題目給定的語句形式要求造句。所選語句，除句式要求之外，還要求語意恰當(dāng)，與語境諧合。

1、要讓學(xué)生了解句式的一般知識(shí)。從結(jié)構(gòu)方面說，有單句、復(fù)句，整句、散句；從表達(dá)方面說，有陳述句、疑問句、祈使句、感嘆句；從成分方面說，有省略句、倒裝句；從邏輯方面說，有主動(dòng)句、被動(dòng)句，肯定句、否定句等。

2、要教會(huì)學(xué)生能根據(jù)題目的要求和語言材料的隱含要求，恰當(dāng)?shù)剡x擇句式，以達(dá)到語言表達(dá)的簡(jiǎn)明、連貫得體的要求。

3、要盡可能地結(jié)合情境教學(xué)。如對(duì)象、場(chǎng)合等。

三、 試題點(diǎn)撥：

典型試題1：選用恰當(dāng)?shù)木涫?，把下面的語句加以組織，使話題統(tǒng)一，表意更集中，句子更緊湊。

例句：武松、李逵、解珍和解保都是《水滸》里的英雄，《水滸》中有武松景陽崗打虎的故事，有李逵殺虎報(bào)仇的故事，有解珍、解保獵虎蒙冤入獄的故事。這些人物和故事，都是典型的藝術(shù)真實(shí)，不同于生活的真實(shí)。

點(diǎn)撥?：此題考查選用句式的能力。原文話題不統(tǒng)一《水滸》，武松、李逵等人物和故事，要選用一個(gè)句式，使話題統(tǒng)一。????????????????????????????????????????參考答案：《水滸》里的武松、李逵、解珍、解保等打虎、殺虎、獵虎的故事，都是典型的藝術(shù)真實(shí)，不同于生活的真實(shí)。

典型試題2：將下面的語句，按照不同的表達(dá)要求，加以組織，選擇不同的句式，分別寫一段話。

例句：①新加坡的旅游業(yè)在全世界享有盛譽(yù)。②新加坡具有良好的旅游的天然條件。③新加坡的旅游部門工作認(rèn)真、細(xì)致。???????????????④新加坡的旅游業(yè)與其他有關(guān)部門協(xié)調(diào)合作得很好。

（1）強(qiáng)調(diào)天然條件：

（2）強(qiáng)調(diào)工作認(rèn)真、細(xì)致與合作：

點(diǎn)撥：此題考查選用句式的能力，原語言材料從大的層次關(guān)系看，是因果關(guān)系，其中“原因”復(fù)雜，有三個(gè)方面，可用“固然……但”來表達(dá)。（參考答案略）

四、 命題趨勢(shì)：縱觀近年來句式的考查，不難看出，高考語文試題“選用、仿用、變換句式”的命題，呈現(xiàn)出以下趨勢(shì)：

第一、貼近生活，讓考生有話可說，注意激活他們的思維。

第二、呈開放性，為考生提供了廣闊的思考空間。

第三，語用的特點(diǎn)更加突出。

五、 強(qiáng)化訓(xùn)練：

1、選擇下面銜接較好的一組句式：

（1）我把老李找來，讓他立即寫報(bào)告，他寫完報(bào)告馬上把它交上去了。

（2）我找來老李，老李立刻寫報(bào)告，報(bào)告寫完交上去來了。

（3）古都西安，許多古建筑坐落在主要街區(qū)，肅穆的官府衙門，玲瓏的樓臺(tái)軒榭，色彩鮮明的回廊，風(fēng)格獨(dú)具的民居，……看到這些，你立刻會(huì)為它們凝重的文化底蘊(yùn)所吸引。

（4）古都西安的主要街區(qū)，坐落著許多古建筑，肅穆的官府衙門，玲瓏的樓臺(tái)軒榭，色彩鮮明的回廊，風(fēng)格獨(dú)具的民居，……看到這些，你立刻會(huì)為它們凝重的.文化底蘊(yùn)所吸引。

A、（1）（3?）????B、（2）（4）??????C、（1）（4）????D、（2）（3）

2、依次填入下面兩句中橫線處的語句與上下文語意連貫、音節(jié)和諧的一組是

（1）每逢深秋時(shí)節(jié)＿＿＿松竹山茶，色彩絢麗，美景盡覽。

（2）遠(yuǎn)眺群山環(huán)抱，＿＿＿近看小河流水，茶園蔥綠，松竹并茂。

A（1）（3）???B（1）（4）?????C（2）（3）???????D（2）（4）

（1）陽光融化了河水，細(xì)雨潤澤了山色，（a?柳枝被春風(fēng)吹綠??????b春風(fēng)染綠了柳枝），造化的神功又一次使人們驚異了。

（2）秋天，樹葉黃了，枯了，快要?落了。枯的葉子離開了枝頭在風(fēng)中飛舞著，（a它曾經(jīng)有過的婆娑身影依然那么動(dòng)人??????b懷著對(duì)金秋時(shí)節(jié)無比眷念的心情離去)假如我是綠葉，我愿意很快地落在地上，盡情地?fù)肀н@養(yǎng)育它的土地。

A、（1）a（2）b????B、(1)a(2)a???????C(1)b(2)a?????????D(1)b(2)?b

4、?依次填入下面一段文字中橫線處的語句，與上下文銜接最恰當(dāng)?shù)囊豁?xiàng)是

擋眼有石塑一尊，近似昨夜見到的神貌。＿＿＿，皆先生手跡。＿＿＿，羅池東側(cè)有柑香亭，＿＿＿，祠北有衣冠墓，這些名目，只要粗知柳宗元行跡，皆耳熟能詳。

A?(2)(4)(5)????B(1)(3)(6)?????????C(1)(4)(5)???????D(2)(3)(6)

我們看到，上海的城市環(huán)境整潔美觀，但相比之下農(nóng)村給我們的印象仍是又臟又亂。我們認(rèn)為上海＿＿＿＿＿＿＿＿＿＿。

6、依次填入下面一段文字中的橫線處的語句，與上下文銜接最恰當(dāng)?shù)囊豁?xiàng)是

一個(gè)人不喜歡詩，何以文學(xué)趣味就低下呢？＿＿＿＿。一部好小說或是一部好戲劇都要當(dāng)做一首詩看。使比別類文學(xué)較嚴(yán)謹(jǐn)、較純粹、較精微。如果對(duì)于詩沒有興趣，對(duì)于戲劇散文小說等等的佳妙也終不免有些隔????。＿＿＿＿，大半在小說和戲劇中只能見到最粗淺的一部分，就是故事。他們讀小說和戲劇只見到故事而沒有見到它的詩。＿＿＿＿。

(1)因?yàn)橐磺性姸家形膶W(xué)的特質(zhì)??????????（2）因?yàn)橐磺屑兾膶W(xué)都要有詩的特質(zhì)??????????（3）不愛好詩而愛好小說的人們????????????（4）愛好詩而不愛好小說戲劇的人們??????????（5）就像看到架上的花而忘記花架?????????（6）就像看到花架而忘記架上的花

A??(2)(4)(6)????B(1)(4)(5)??????????C(2)(3)(6)????????D(1)(3)(5)

高三課件【篇2】

一、教材分析

本冊(cè)書中，第十七章《歐姆定律》是電學(xué)中的基本定律，是進(jìn)一步學(xué)習(xí)電學(xué)知識(shí)和分析電路的基礎(chǔ)，是學(xué)習(xí)電功率、家庭電路等后續(xù)章節(jié)的必備知識(shí)。本章本身就具有承上啟下的作用，是電學(xué)的重點(diǎn)之一。而《電流與電壓和電阻的關(guān)系》一節(jié)十分重視科學(xué)方法的滲透，重視科學(xué)探究過程，主要是引導(dǎo)學(xué)生進(jìn)行探究性實(shí)驗(yàn)，讓學(xué)生在探究過程中體驗(yàn)方法、學(xué)習(xí)方法，利用“控制變量法”對(duì)“電流、電壓、電阻”三者的關(guān)系進(jìn)行一個(gè)定性分析，是了解得出歐姆定律的過程，因此，這是學(xué)生在學(xué)習(xí)了電流、電壓、電阻等概念以及電壓表、電流表、滑動(dòng)變阻器使用方法之后的進(jìn)一步總結(jié)深入，也是掌握電學(xué)最重要規(guī)律之一《歐姆定律》的前提。

同時(shí)，本節(jié)內(nèi)容的探究實(shí)驗(yàn)是一個(gè)比較完整的探究，它涵蓋了探究的七個(gè)基本要素：提出問題、猜想與假設(shè)、制訂計(jì)劃與設(shè)計(jì)實(shí)驗(yàn)、進(jìn)行實(shí)驗(yàn)與收集證據(jù)、分析論證、評(píng)估、交流與合作。通過這部分的學(xué)習(xí)使學(xué)生深刻領(lǐng)悟科學(xué)探究的意義，掌握研究問題的科學(xué)方法，培養(yǎng)了小組合作的交流意識(shí)。通過本節(jié)課學(xué)習(xí)，主要是為了讓學(xué)生掌握同一電路中電學(xué)的三個(gè)基本物理量之間的關(guān)系，進(jìn)一步了解運(yùn)用“控制變量法”研究多個(gè)變量間的關(guān)系的實(shí)驗(yàn)方法，為進(jìn)一步學(xué)習(xí)電學(xué)知識(shí)打下基礎(chǔ)。

二、學(xué)情分析

在之前的學(xué)習(xí)中，學(xué)生已經(jīng)掌握電流、電壓、電阻等電學(xué)基本知識(shí)，為我們本節(jié)對(duì)“電流、電壓、電阻”三者的定性關(guān)系進(jìn)行探究做了鋪墊。但由于學(xué)生對(duì)已有知識(shí)的理解層次有所差別，而且存在一定的能力差距，所以常出現(xiàn)“一聽就懂，一丟就忘，一用就錯(cuò)”的問題，主要是因?yàn)槟壳皩W(xué)生在分析處理問題時(shí)缺乏具體的思路與方法。

根據(jù)本學(xué)段學(xué)生心理和年齡特點(diǎn)及學(xué)生的實(shí)際水平，針對(duì)教材的地位和作用。依據(jù)課程標(biāo)準(zhǔn)我擬定了以下教學(xué)重點(diǎn)與難點(diǎn)。

三、重點(diǎn)與難點(diǎn)

根據(jù)對(duì)教材的詳細(xì)分析，本節(jié)課是通過學(xué)生自主探究實(shí)驗(yàn)，發(fā)現(xiàn)電流與電壓和電阻的關(guān)系，從而對(duì)實(shí)驗(yàn)數(shù)據(jù)進(jìn)行分析，得出結(jié)論。因此，運(yùn)用控制變量法進(jìn)行實(shí)驗(yàn)設(shè)計(jì)與連接實(shí)際電路既是本節(jié)的重點(diǎn)，也是難點(diǎn)之一。與此同時(shí)，組織好學(xué)生運(yùn)用表格法、圖像法等科學(xué)方法進(jìn)行實(shí)驗(yàn)數(shù)據(jù)的處理分析，也是本節(jié)的難點(diǎn)之一。

四、教學(xué)目標(biāo)

根據(jù)對(duì)教材的分析與學(xué)生實(shí)際情況分析，為有效突破本節(jié)教學(xué)重點(diǎn)與難點(diǎn)，我從知識(shí)與技能、過程與方法和情感態(tài)度與價(jià)值觀三方面設(shè)置了本節(jié)的教學(xué)目標(biāo)：

1.知識(shí)與技能：

通過實(shí)驗(yàn)探究電流與電壓、電阻的關(guān)系，讓學(xué)生經(jīng)歷科學(xué)探究的全過程，掌握連接實(shí)際電路的方法與技巧。

2.過程與方法：

①在教師以遞進(jìn)式設(shè)問方式的引導(dǎo)下，能夠利用“控制變量法”進(jìn)行實(shí)驗(yàn)設(shè)計(jì)，從而掌握“控制變量法”的運(yùn)用;

②通過實(shí)驗(yàn)數(shù)據(jù)的處理，掌握實(shí)驗(yàn)數(shù)據(jù)處理的常用方法。

3.情感態(tài)度與價(jià)值觀：

①通過學(xué)生自身經(jīng)歷探究實(shí)驗(yàn)過程，培養(yǎng)學(xué)生實(shí)事求是的科學(xué)態(tài)度;

②通過小組探究實(shí)驗(yàn)，培養(yǎng)學(xué)生合作交流意識(shí)。

五、教學(xué)方法

為成功達(dá)到教學(xué)目標(biāo)，根據(jù)學(xué)生實(shí)際情況，在教與學(xué)方面，本節(jié)課主要牽涉到以下方法：

1.教法方面

針對(duì)本節(jié)以實(shí)驗(yàn)為基礎(chǔ)的特點(diǎn)，在教學(xué)過程中不能只限于探究的形式，而必須充分發(fā)揮學(xué)生的主體作用，教師的主導(dǎo)作用。主要采用在教師的指導(dǎo)下讓學(xué)生自主實(shí)驗(yàn)探究的方法進(jìn)行教學(xué)。通過引導(dǎo)探究實(shí)驗(yàn)，讓學(xué)生親身經(jīng)歷探究的過程。具體方法包括：遞進(jìn)式提問法、討論法、分組探究法、師生互動(dòng)法等。通過學(xué)生分組實(shí)驗(yàn)，相互討論交流，相互啟發(fā)，相互促進(jìn)，培養(yǎng)學(xué)生的動(dòng)手能力、分析綜合能力，并且通過具體的實(shí)驗(yàn)設(shè)計(jì)掌握利用“控制變量法”研究問題的方法，達(dá)到共同進(jìn)步的目的。

2.學(xué)法方面

本節(jié)課的主體是學(xué)生，主要內(nèi)容是學(xué)生進(jìn)行探究性實(shí)驗(yàn)，得出結(jié)論。因此在學(xué)習(xí)本節(jié)內(nèi)容時(shí)，學(xué)生主要使用的學(xué)習(xí)方法有：小組實(shí)驗(yàn)法、自主探究法、討論法等。學(xué)生通過利用各種學(xué)習(xí)方法，能夠順利完成課堂內(nèi)容的同時(shí)，培養(yǎng)了自身的綜合能力。

六、教學(xué)設(shè)計(jì)

針對(duì)前面的分析，依據(jù)學(xué)生實(shí)際情況，設(shè)計(jì)以下教學(xué)環(huán)節(jié)：

1.引入環(huán)節(jié)：結(jié)合學(xué)生已有知識(shí)，以提問“電流的影響因素”引入，有效降低學(xué)生學(xué)習(xí)難度。

2.新課講授：結(jié)合“電流的影響因素”，對(duì)“控制變量法”進(jìn)行講解，同時(shí)引導(dǎo)學(xué)生分析得出進(jìn)行探究實(shí)驗(yàn)的方法——保持R不變，改變U，觀察I或者保持U不變，改變R，觀察I。

3.實(shí)驗(yàn)設(shè)計(jì)：利用遞進(jìn)式提問方法，引導(dǎo)學(xué)生進(jìn)行實(shí)驗(yàn)設(shè)計(jì)：

設(shè)問目的

在探究電流與電壓的關(guān)系時(shí)，如何保持電阻R不變?

明確選用定值電阻R

如何改變定值電阻兩端電壓U?

明確滑動(dòng)變阻器在本實(shí)驗(yàn)中的作用

需要用到哪些實(shí)驗(yàn)器材?

讓學(xué)生明白實(shí)驗(yàn)器材的選擇方法

如何連接所選用的實(shí)驗(yàn)器材?

鍛煉學(xué)生設(shè)計(jì)實(shí)驗(yàn)電路的能力

馬上要開始實(shí)驗(yàn)了，實(shí)驗(yàn)前我們還要準(zhǔn)備什么?

鍛煉學(xué)生設(shè)計(jì)實(shí)驗(yàn)步驟的能力，理清實(shí)驗(yàn)思路

根據(jù)大家的實(shí)驗(yàn)步驟，有什么特別要注意的地方嗎?

提醒學(xué)生實(shí)驗(yàn)注意事項(xiàng)，培養(yǎng)學(xué)生嚴(yán)謹(jǐn)?shù)乃季S能力

4.分組探究實(shí)驗(yàn)：教師組織學(xué)生開始分組探究實(shí)驗(yàn)，現(xiàn)場(chǎng)進(jìn)行指導(dǎo)，及時(shí)幫助學(xué)生解決遇到的各種問題，協(xié)助完成探究實(shí)驗(yàn)。

5.評(píng)估交流：教師引導(dǎo)學(xué)生以小組為單位，對(duì)自己的探究活動(dòng)進(jìn)行展示、回顧、分析，思考設(shè)計(jì)方案有無不合理的地方，操作有無失誤，測(cè)量結(jié)果是否可靠?

七、教學(xué)效果設(shè)想

因本節(jié)課是在充分分析了教材、學(xué)生情況等進(jìn)行了重點(diǎn)、難點(diǎn)的擬定、教學(xué)方法的選擇以及教學(xué)環(huán)節(jié)的設(shè)置，在學(xué)生已有知識(shí)的基礎(chǔ)上，以遞進(jìn)式提問的方式引導(dǎo)學(xué)生順利進(jìn)行實(shí)驗(yàn)設(shè)計(jì)、完成實(shí)驗(yàn)。應(yīng)該說，學(xué)生對(duì)本節(jié)課的學(xué)習(xí)難度大幅度下降，更容易掌握新知識(shí)，同時(shí)也能夠從本節(jié)課的學(xué)習(xí)中進(jìn)一步掌握“控制變量法”以及為下一節(jié)《歐姆定律》的學(xué)習(xí)奠定了基礎(chǔ)。這樣的課堂設(shè)計(jì)，會(huì)比較有效地達(dá)到所設(shè)定的教學(xué)目標(biāo)，學(xué)生學(xué)習(xí)積極性較高。

高三課件【篇3】

CONTENTS

I. Brief statements Based on the Unit 2

II. Teaching Goals 2

III. Teaching Plan: (Six Periods) 2

Warming up &Reading 3

Listening and Speaking 6

Integrating skills (WB) listening (WB) 7

Grammar……………………………………………..9

Integrating skills SB 19

TEACHING PLAN FOR UNIT 18 (Book 2B)

Inventions

I. Brief statements Based on the Unit

This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.

In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.

All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.

II. Teaching Goals

1. Talk about inventions.

2. Practise describing inventions.

3. Review the Attributive Clause.

4. Write a process essay..

III. Teaching Plan: (Six Periods)

Period 1&2: warming up and reading

Period3: listening and speaking

Period4: integrating skills (WB) and listening (WB)

period5: Grammar

period6: integrating skills(SB)

Warming up &Reading

GOALS:

To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..

Get the students to grasp the main idea of the passage and help them to understand the passage better.

Help the students to learn to be more creative.

Learn some useful words and expressions.

TEACHING PROCEDURES

I. Warming up

1. Lead-in

Show pictures of four great inventions of ancient China.

Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?

China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.

2. Brainstorming

Show pictures of inventions in the 20th century which have changed our modern life so much.

Say: What inventions can you think of which are invented in the last century?

In the first twenty years:

In the 1920s:

In the 1930s:

In the 1940s and50s:

In the 1960s to 80s:

In the last ten years of the century:

3.Discussion:

Q1: What are the functions of the inventions?

Q2: Are there any disadvantages of these inventions? If so, what are they?

Q3: Do you like all these inventions? Why or why not?

Q4: Have you ever heard of any inventors? Who are they?

4.Warming-up:

Individual work: Is there anything you would like to invent? If so, what and why?

Practice: Match each picture with the correct description below.

5. Discussion:

1) Which of these “inventions” do you think would be useful? Why?

2) Are there any disadvantages in them? If so, what and why?

3) What can we do to improve them?

4) What can we do after inventing new things?

Reading

Step 1 Lead-in

1) What do you think “high tech” means?

2) What do you think “state of the art” means?

Which one in the three pictures “is state of art”?

3) Can you think of any other “state of art”?

4 ) How did people make them? Did people make them by accident?

Step2 Reading

1 Skimming

1) Are some people born creative, or is it be possible to be creative?

2) Do you have to be very intelligent to be an inventor?

3) How do people come up with ideas for new inventions? How many ways are mentioned?

2 Scanning

Get the students to read the passage more carefully to carry out the following tasks:

1) Find out the meaning of each way.

2) Do some exercises, according to each way.

Think outside the box:

A plane crashed. Why nobody in the plane was injured?

When we cut a corner from a square-shaped desk with four corners, how many corners are left?

Why can a frog jump higher than a tree?

Take another look at it: Analyze some pictures.

Make connections: Some inventions made with connections

Keep trying: Some famous scientists that kept trying and succeeded.

3 True or False.

4 Deal with language points.

1) be born+ adj./n.

He was born blind.

She was born a singer.

2) come up with

Can scientists come up with ways of predicting tsunami（海嘯）？

3) allow for

We must allow for the bus being late.

4) get/be stuck

The car got stuck in the mud.

5) break away from

Taiwan is part of China. It can’t break away from China.

6 be aware of/that-clause

Are you aware of your mistake?

She became aware that something was burning.

Step4 Post-reading

1 The following examples have been fixed up. Can you place them in the right titles of the passage?

1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.

2) Thomas Edison made a rule saying that he had to make an invention every ten days.

3) Mozart, who lived in Austria, wrote more than 600 pieces of music.

4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred

images of numbers.

3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.

2 How do you understand the title of the passage?

3 What other rules should you have if you want to be creative?

4 Of all the rules above, which one do you think is the most important? Why?

Step5 Homework

Write a passage to tell what rules you should have if you want to be creative, which one is the

most important and explain the reasons.

Listening and speaking

GOALS:

To enable students to know how to protect the patent rights and what an invention should be like..

Improve the speaking ability.

Practise supporting an opinion.

Have a better understanding of intellectual property rights.

Teaching Procedures:

I. Listening (SB)

1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights

2. While-listening: Listen to the tape and finish exercises in Part1&2.

Check the answers at last.

3. Post-listening: Discussion:

What should a new thing be like in order to be given a patent?

2．Speaking

Step 1 Warming-up

1.With the development of the technology, our society has greatly changed. Have a discussion:

1). What advantages have cars brought us?

(convenient, travel fast, supply more posts, …)

2). What benefits have we got from computers?

(get more information, make communication easier, develop economy …)

2. What do you think of the inventor?

(Make the Ss aware of the importance of knowledge and try to learn harder.

3. Suppose you have invented an inflatable bike, what should you do?

State Intellectual Property Office (SIPO) (國家知識(shí)產(chǎn)權(quán)保護(hù)局)

apply for a patent

pay attention to the time limit of a patent

Step 2 Speaking

1. The patent officer will ask you some questions. Think over what questions will be asked?

1) How does you invention work?

2) Why are they useful?

3) What does it look like?

4) How much does it cost?

5) How do people use it?

… …

2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.

Model:

( I-inventor; P --- Patent officer)

P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?

A: Yes, that’s right.

P: What does it look like?

A: It looks like an ordinary car. Here’s the picture. Please have a look.

P: Oh, it looks beautiful. What’s it made of?

A: It’s made of a new kind of alloy, which is much lighter.

P: Does it cost more?

A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.

P: Sounds great. Thank you.

Step 4 Homework

1. Discuss: What qualities should one have to be an inventor to create new things.

2. Preview the integrating skills WB

3. Learn the new words of this unit by heart.

Integrating skills (WB) listening (WB)

GOALS:

Learn a reading passage to improve the students’ reading ability.

Introduce more cool inventions

Listening practice to improve the students’ listening ability

Teaching Procedures:

Integrating skills WB

Step 1 Revision

Say : What are the Four Great Inventions of ancient

China?

As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.

What kind of modern invention do you know?

Step 2 Fast-reading

Group project

Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text

inventions Possible uses

Invisible paint 1,interesting clothes

2,Help doctors see through the skin/hide things

Tiny robot help doctors operate on people in a safer and less painful way

Step3

Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 ,I will show you more inventions

Conclusion:

Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.

Discuss: What qualities should one have to be an inventor?

Listening WB

Step 1 pre-listening

George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825

Step 2 Listen to part1 of the tape .choose the best answers.

Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2

Homework:

Finish WB Vocabulary

Preview grammar:

Grammar: The attributive clause

Teaching Aim:

1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.

2. Revise the use of relative pronouns and relative adverbs.

3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause

Teaching Important Point:

The usage of relative pronouns and adverbs

Teaching Difficult Point:

Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause

Teaching Procedures:

Step 1: Greetings.

Step 2: Revision and lead-in

1) He is a famous scientist.

2) Who’s that girl in red?

3) I’ve read all the books that you lent me.

4) I have lost my pen, which I like very much.

T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?

S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.

T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?

S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.

T: You are right, what do we call the sentences put after them?

S: The Attributive Clause.

T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause

the non-restrictive attributive clause

The adjective clause noun/pronoun + the attributive clause

the antecedent (person/thing) the relative pronouns/adverbs + clause

Now look at the sentences on the screen. Do complete the sentences with suitable relatives.

1) I know the reason why he came late.

2) Do you know the woman, whose son went to college last year?

3) The house whose color is red is John’s.

4) This is the best film that I’ve ever seen.

5) That’s the town where he worked in 1987.

6) I have 2 brothers, who are both soldiers.

7) Next week, which you’ll spend in your hometown, is coming.

8) I’ve tried 2 pairs of shoes, neither of which fits me well.

Step 3: Summarize the Use of the relative pronouns and relative adverbs.

The use of the relative pronouns

Form 1:

The relative pronouns Referring to Function in the clause

Who Person(s) Subject/object

Whom Person(s) Object

That Person(s)/thing(s) Subject/object

Which Thing(s) Subject/object

Whose Person(s)/thing(s) (of whom/which) attributive

The use of the relative adverbs

The relative adverbs Referring to Function in the clause

When (=at/in/on which) Time Adverbial of time

Where (=in/at which) Place Adverbial of place

Why (=for which) Reason Adverbial of reason

Notice:

1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:

⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)

⑵ Te who doesn’t reach the great wall is not a true man. (not reach)

⑶ The is the only one of the girls who has been to Beijing. (have)

⑷ He is one of the boys who have seen the film. (have)

Conclusion 1:

1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.

2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.

2) Practice: complete the following sentences with suitable relatives:

(1) The time when/that I went to Tokyo is in 1982.

(2) I’ll never forget the time which/that I spent at college.

(3) The shop which/that I bought the book in is big.

(4) The shop where/in which I bought the book is big.

Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.

3) The difference between “that” and “which”.

Complete the following sentences with “that” or “which”.

(1) This is the 2nd article that I have written in English.

(2) It is the best film that he has ever seen.

(3) This is the very book that I want to read.

(4) All that they told me surprised me.

(5) They talked about the teachers and schools that they had visited.

(6) Who is the comrade that was there?

(7) There is a bed in the room that is still vacant.

(8) Our village is no longer the place that it used to be.

(9) He paid the boy for washing the windows, most of which hadn’t been cleaned at least a year.

(10) The weather turned out to be very good, which was more than we could expect.

(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.

Conclusion 3:

1)when the antecedent refers to thing(s), “that” is often used in the following cases:

(1) after ordinal number and superlatives

(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).

(3) after two or more antecedents, referring to both person(s) and thing(s).

(4) after interrogative pronouns “which” or “who”.

(5) When the relative pronoun is used as a predictive in the clause.

(6) When the main clause begins with “there be “.

2) In the following cases, “which” is always used.

①After prepositions

②to introduce a non-restrictive attributive clause.

③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.

More exercises:

Fill in the blanks with suitable relatives to complete the following sentences.

1) Tell me the reason why you were late for class.

2) Who is the girl that is speaking there?

3) This is Mr. Smith, who has something interesting to tell you.

4) The computer whose CPU doesn’t work has to be repaired.

5) This kind of computer, which is well-known, is out of date.

6) This is just the place that I’ve been longing to visit for years.

7) His mother is an engineer, which makes him very proud.

8) The old man has 4 sons, three of whom are doctors

Step 4: The attributive clause and the appositive clause

一、從詞類上區(qū)別

同位語從句前面的名詞只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意義的名詞。而定語從句的先行詞可以是名詞、代詞、主句的一部分或整個(gè)主句。如：

We are looking into the question whether he is worth trusting.

我們正在調(diào)查的是他是否值得信賴的問題。（同位語從句）

Word came that he had gone abroad.

據(jù)說他已經(jīng)出國了。（同位語從句）

The doctor whom you are looking for is in the room.

你找的那位醫(yī)生在房間里面。（定語從句，名詞the doctor作先行詞）

Our team has won the game, which makes us very happy.

(定語從句，which代表前面提到的整個(gè)句子)

His mother did all she could to help him with his study.

他媽媽盡最大努力幫他學(xué)習(xí)。

（定語從句，代詞all作先行詞）

二、從性質(zhì)上區(qū)別

定語從句是從句對(duì)其先行詞的修飾或限制，屬于形容詞性從句的范疇；而同位語從句是從句對(duì)前面抽象名詞的進(jìn)一步說明和解釋，屬于名詞性從句的范疇。如：

The news that our team has won the game is true.

我們隊(duì)贏了那場(chǎng)比賽的消息是真的。

The news (that) he told me yesterday is true.

昨天他告訴我的那個(gè)消息是真的。(定語從句，that 從句作定語修飾news)

I made a promise that if anyone set me free, I would make him very rich.

我許諾如果誰讓我自由，我就讓他非常富有。(同位語從句，補(bǔ)充說明promise)

The mother made a promise that pleased all her children.

媽媽做出了一個(gè)令她的孩子們高興的許諾。（定語從句，that從句作定語修飾promise。）

三、從引導(dǎo)詞及其在句子中的成份上區(qū)別有些引導(dǎo)詞如how, whether, what可以引導(dǎo)同位語從句，但不能引導(dǎo)定語從句。如：

That question whether we need it has not been considered.

我們是否需要它這個(gè)問題還沒有考慮。（同位語從句）

I have no idea what has happened to him.

我不知道他發(fā)生了什么事。（同位語從句）

引導(dǎo)詞that引導(dǎo)定語從句時(shí)，在從句中一般作主語或賓語（指物時(shí)還可以用which代替），并且作賓語時(shí)常常省略。That在同位語從句中僅起連接作用，不充當(dāng)任何成份，并且不能省略，也不能用which來代替。

The order that we (should) send a few people to help the other groups was received yesterday.

我們應(yīng)派幾個(gè)人去幫助別的幾個(gè)小組的命令昨天已收到了。（同位語從句，是對(duì)order的具體解釋，that雖不作成份，但不能省略）

The order (that) we received yesterday was that we (should) send a few people to help the other groups.

我們昨天收到的命令是我們應(yīng)該派幾個(gè)人去幫助別的幾個(gè)小組。（定語從句，是名詞order的修飾語，that在從句中作received的賓語，可以省略）

Step 5: The attributive clause and the emphasis structure

強(qiáng)調(diào)句型的句式結(jié)構(gòu)為：“It is/was + 被強(qiáng)調(diào)部分 + that/who從句”。在強(qiáng)調(diào)時(shí)間、地點(diǎn)、原因或方式狀語時(shí)，一律用that，而不用when, why或how；在強(qiáng)調(diào)主語和賓語時(shí)，如果主語和賓語指代人，則可用who和whom來代替that, 但是從句中的人稱和數(shù)要與被強(qiáng)調(diào)的主語和賓語保持一致。這些都容易與定語從句混淆。

定語從句和強(qiáng)調(diào)句型的判斷方法：若將句中的“It is/was”和“that/who”去掉，而句子不缺成分，結(jié)構(gòu)完整，說明原句是強(qiáng)調(diào)句型；若句子結(jié)構(gòu)不完整，則說明原句為定語從句。

1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)

A. while B. which C. that D. since

2) ____ was his kindness that everyone praised him.

A. It B. What C. So D. Such

3) It is the ability to do the job ____ matters not where you come from or what you are. (2000高考卷) A. one B. that C. what D. it

4) It was ____ he came to Macao ____ he knew what kind of place it was.

A. that; when B. until; that C. not until; when D. not until; that

5) ____ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

6) It was not until we came back from outside ____ out of his bed.

A. did he get B. when he got C. that he got D. then he got

7) When was it ____ you met him in the library?

A. where B. that C. in which D. which

8) It was near the place ____ there is a bomb ____ we found the dead man.

A. where; where B. where; that C. that; where D. that; that

Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;

Step 6: Homework

Review the Attributive Clause and finish all the grammar exercises in the workbook.

Integrating skills SB

GOALS:

Learn a reading passage to improve the students’ reading ability.

Do some writing prac

高三課件【篇4】

After discovering the American land, people went on exploring. Read the text on P 158 and find out what the unknown southern land refers to, Australia or Antarctica? ( Antarctica.)

Read more carefully and answer more questions.

1. Who was the first to put the land of Antarctica, as we know now, on the map?

2. What did they think of the land? How did Captain Cook prove that there was no southern continent like that?

3. Did Captain Cook reach Antarctica? Did he discover it? What did he put on the map instead?

1. A Greek map maker.

2. It was surrounded by a ring of fire with a mild climate and wealthy people.He saw icebergs on 10 December, 1772 and for the next two summers, he sailed between iceberg.

3. Yes, he did. No, he didn’t. He put Australia on the map istead.

Now, time goes to the 1920s. By the middle of the 1920s, the farthest corners of the earth had already been explored. That is the seven continents and the four oceans had been mapped. Then what did people explore? Turn to P 16 and have a look at the title. Going high: The Pioneer of the third pole. Can you guess the meaning of going high? (climbing the mountains) So where is the third pole? Mount Qomolangma or Antarctica? (Mount Qomolangma)

Read the text quickly and find out the answer to this question: Who was the first to reach the summit of Mount Qomolangma? When and what nationality were they?

Scanning

Title Going High: the Pioneers of the Third Pole

P1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.

P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.

P3 Sherpas prove to be the ideal guide since the first attempt.

P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.

P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.

P6 The Chinese successfully reached the summit of it in 1960.

P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.

Read the text and answer the following questions.

Why do you think the writer call Mount Qomolangma the third pole?

(First, the North Pole and the South Pole lie respectively in the southernmost and northernmost points of the world, while Mount Qomolangma stands the highest in the world. Second, like the North Pole and the South Pole, it is hard for people to conquer because of the extreme conditions.)

Why can the Tibetans live at ease in such extreme conditions?

Because they have lived there for centuries and have adjusted to the condition.

What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?

Because they are strong, skillful, honest and dedicative.

What might have been the possible reasons that made British expeditions fail in 1922 and 1924?

They were not prepared for many unexpected difficulties and they were not very familiar with Mount Qomolangma.

Why could the two Newzealanders make it to the summit of Mount Qomolangma?

After World War 2, technological advances in clothing and equipment had been made and more was known about the mountain itself.

When did Chinese first reach the summit of Mount Qomolangma? Who were they?

On May 25 of 1960. Gongbu, Wang Fuzhou, and Qu Yinhua.

What evidence does the Chinese team have to prove that they really reached the summit of Mount Qomolangma?

An iron container with the national flag and a portrait of Chairman Mao Zedong.

By now, how many Chinese have climbed Mount Qomolangma successfully, 29, 32 or more than that?

More than 32.

How to understand these sentences and phrases?

Going to Mount Qomolangma was like going to the moon.

Going to Mount Qomolangma was regarded as difficult as going to the moon.

The death Zone

People find it impossible to live in the area.

They had no idea what they were up against.

They didn’t know what conditions they were going to face.

English air

Oxygen brought by the British expeditons.

Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievment.

Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.

Language points

1. suggest vt.

建議,提議[+v-ing][+(that虛擬)][+n]

I suggested a visit.

I suggest our going to the park on Sunday.

我建議我們星期天去公園。

The dentist suggested that she (should) come another day. 牙醫(yī)建議她改天再來。

暗示; 啟發(fā)[+(that陳述)，不能接不定式],

Her expression suggested pleasure./that she was pleased. 她面露喜色。

使人想起,使人聯(lián)想到[(+to)]

That cloud suggests a boat to me. 那朵云使我聯(lián)想到船。

2. accomplish vt.

完成,實(shí)現(xiàn),達(dá)到

They didn't accomplish the purpose desired. 沒有達(dá)到預(yù)期的目的。

They have accomplished their mission successfully. 他們成功地完成了任務(wù)。

走完,度過

She has accomplished 95 years of her life. 她已達(dá)九十五高齡。

The journey was accomplished in five weeks. 花了五個(gè)禮拜走完全部旅程。

3.apart from 除了，≈besides

Apart from Beijing, they have visited Tianjing,Nanjing,Jinan and Qingdao.

4.adjust to

The foreignners have adjusted to life in Beijing.

5.refer to

查閱，參閱

A person refers to a dictionary to find the meaning of the words.

指……而言，指的是

I knew the lady was referring to Bill when she spoke of a bright young boy.

把……稱作(as)

Don’t refer to your sister as a silly cow!

refer…to

指導(dǎo)；讓……找

Our teacher refers us to many good books.

If he needs any further information, refer him to me.

歸功于；歸咎于

He referred his success to the good teaching he’s had.

6. make it be successful in one’s career

He had never made it as a film star but he at last made it as a president.

7.arise (arose, arisen) vi.

升起,上升

A heavy mist arose from the lake. 湖面起了濃霧。

產(chǎn)生,出現(xiàn),形成[(+from/out of)]

Unexpected difficulties arose in the course of their experiment.

在他們進(jìn)行實(shí)驗(yàn)的過程中,出現(xiàn)了意想不到的困難。

Between the copartners serious disagreements arose.

合伙人之間產(chǎn)生了嚴(yán)重分歧。

8. be praised as =be honored as

The athletes who won medals in the Olympics are praised as national heroes.

高三課件【篇5】

漢語的詞類劃分，在上古就已奠定了基礎(chǔ)。實(shí)詞可以分成名詞、動(dòng)詞、形容詞及數(shù)詞等類；虛詞可以分成代詞、副詞、介詞、連詞及助詞等類。某個(gè)詞屬于某一詞類比較固定，各類詞在語句中充當(dāng)什么成分也有一定的分工。比如名詞經(jīng)常用作主語、賓語、定語，動(dòng)詞經(jīng)常用作謂語，形容詞經(jīng)常用作定語、狀語和謂語，數(shù)詞經(jīng)常用作定語，代詞經(jīng)常用作主語、賓語、定語，副詞經(jīng)常用作狀語，補(bǔ)語，等等。這些基本功能是古今相同的。

但是，在古代漢語里，某些詞（主要是實(shí)詞）可以按照一定的語言習(xí)慣靈活運(yùn)用，在語句中臨時(shí)改變它的基本功能（即原來詞性）。例如《狼》：“轉(zhuǎn)視積薪后，一狼洞其中?！本渲械摹岸础北臼莻€(gè)名詞，表示“洞穴”，這里卻臨時(shí)改變了詞性，用為動(dòng)詞，作謂語，表示“打洞”。再如《陳涉世家》“將軍身被堅(jiān)執(zhí)銳，伐無道，誅暴秦?！本渲小皥?jiān)”和“銳”本是形容詞，這里也臨時(shí)改變了詞性，充當(dāng)名詞，作賓語，分別表示“堅(jiān)固的鎧甲”和“銳利的武器”，這種情況就是詞類的活用?，F(xiàn)代漢語里也有這種活用現(xiàn)象，如“鐵了心”、“密切關(guān)系”、“鞏固國防”等，但卻遠(yuǎn)不及古代漢語，特別是上古漢語那樣普遍。

總的說來，古代漢語中的詞類活用，主要有名詞活用為動(dòng)詞，名詞的使動(dòng)用法和意動(dòng)用法；動(dòng)詞的使動(dòng)用法，動(dòng)詞活用為名詞；形容詞活用為動(dòng)詞或名詞，形容詞的使動(dòng)用法和意動(dòng)用法；數(shù)詞活用為動(dòng)詞，數(shù)詞的使動(dòng)用法，等等。此外，名詞用作狀語的現(xiàn)象在古代漢語中也很常見。名詞用作狀語，并不是詞類活用，但是在現(xiàn)代漢語中，普通名詞一般不能用作狀語，古今有別，所以也附在這里加以介紹。

名詞活用為一般動(dòng)詞，在古代漢語中是比較普遍的現(xiàn)象。活用后的意義仍和這個(gè)名詞的意義的密切相關(guān)，只是動(dòng)作化罷了。

例如：

③游人雖未盛，泉而茗者，?而歌者，紅裝而蹇者亦時(shí)時(shí)有。（《滿井游記》）

古代漢語不僅普通名詞能活用為動(dòng)詞，方位名詞也常常活用作動(dòng)詞。例如：

①攻大澤鄉(xiāng)，收而攻蘄。蘄下??攻?、?、苦、跖、樵，皆下之。（《陳涉世家》）

在現(xiàn)代漢語中，一般只有時(shí)間名詞才能用作狀語，普通名詞用作狀語的很少見。而在古代漢語中，不但?時(shí)間名詞可以作狀語，普通名詞作狀語的現(xiàn)象也極為常見，很值得我們注意。

普通名詞直接用于動(dòng)詞前作狀語，所起的作用是多種多樣的.，有的還具有比較濃厚的修辭色彩。常見的可以分為以下幾種情況：

1．表示動(dòng)作行為發(fā)生的處所。例如：

2．表示動(dòng)作行為的依據(jù)、手段或工具。例如：

3．表示動(dòng)作行為的特征或狀態(tài)。例如：

4．表示行為的身分或?qū)Υ姆绞?。例如?/strong>

①兵挫地削，亡其六郡，身客死于秦，為天下笑?！埃ā妒酚浄窃袀鳌?/p>

時(shí)間名詞用于動(dòng)詞前作狀語，主要表示行為變化的時(shí)間。需注意以下幾點(diǎn)：

1．古代漢語時(shí)間名詞用作狀語，往往用連詞“而”或“以”把它和謂語中心詞相連接。這是現(xiàn)代漢語里所沒有的。例如：

2．古代漢語里“日”、“月”、“歲”等時(shí)間名詞，用作狀語時(shí)所表示的意義和它們平時(shí)的意義有所不同，已經(jīng)不是單純的時(shí)間修飾。例如：

古代漢語里，方位名詞也可以直接用作狀語，表示動(dòng)作行為發(fā)生的處所或表示動(dòng)作的趨向。例如：

③閉之，則右刻“山高月小，水落石出”，左刻“清風(fēng)徐來，水波不興”，石青糝之。（《核舟記》）

在語句中，形容詞如果處在主語或賓語及判斷句謂語的位置上，具有明顯的表示人或事物的特征和意義，它就活用為名詞。例如：

形容詞活用為一股動(dòng)詞，多數(shù)是由于后面帶了賓語，形容詞本身是不能帶賓語的。例如；

動(dòng)詞的主要作用是充當(dāng)謂語，但有時(shí)也出現(xiàn)在主語或賓語的位置上，表示與這個(gè)動(dòng)詞的動(dòng)作行為有關(guān)的人或事，這時(shí)它就活用為名詞了。例如：

所謂使動(dòng)用法，是指謂語動(dòng)詞具有“使賓語怎么樣”的意思。實(shí)際上，它是以動(dòng)賓的結(jié)構(gòu)方式表達(dá)了兼語式的內(nèi)容，學(xué)習(xí)的時(shí)候必須注意這一點(diǎn)。

使動(dòng)用法中的謂語動(dòng)詞，有的是由名詞、形容詞活用來的。由于原來的詞類不同，活用作使動(dòng)以后，它?們所表示的語法意義也不完全相同。

動(dòng)詞和它的賓語不是一般的支配與被支配的關(guān)系，而是使賓語所代表的人或事產(chǎn)生這個(gè)動(dòng)詞所表示??的動(dòng)作行為。

一般說來，活用作使動(dòng)的動(dòng)詞，多數(shù)是不及物動(dòng)詞。不及物動(dòng)詞本來不帶賓語，用于使動(dòng)時(shí)，后面就帶有賓語。例如：

及物動(dòng)詞也有活用為使動(dòng)的，但較少見。例如：

及物動(dòng)詞本來就帶賓語，在形式上與使動(dòng)用法沒有區(qū)別，區(qū)別只在意義上，這就需要認(rèn)真具體分析具體語言環(huán)境，根據(jù)上下文來分辨。

形容詞帶上賓語以后，如果使得賓語具有這個(gè)形容詞的性質(zhì)和狀態(tài)，那么這個(gè)形容詞則活用為使動(dòng)詞。例如：

①故天將降大任于是人也，必先苦其心志，勞其筋骨，餓其體膚，空乏其身。（《孟子犯孀酉隆罰

名詞用作使動(dòng)動(dòng)詞，是指這個(gè)名詞帶了賓語，并且使賓語所代表的人或事物變成這個(gè)名詞所代表的人或事物。例如：

在古代漢語里，名詞用作使動(dòng)動(dòng)詞比較少見。

所謂意動(dòng)用法，是指謂語動(dòng)詞具有“認(rèn)為（或以為）賓語怎么樣”的意思。

意動(dòng)用法只限于形容詞和名詞的活用，動(dòng)詞本身沒有意動(dòng)用法。

使動(dòng)用法是主語使賓語在客觀上產(chǎn)生某種動(dòng)作行為，而意動(dòng)用法是主語主觀上認(rèn)為（或以為）賓語具有謂語所表示的內(nèi)容，是存于意念的想法或看法，客觀上不一定如此。一般可譯為“認(rèn)為??”、“以??為?”等。

名詞用作意動(dòng)，是把它后面的賓語所代表的人或事物看作這個(gè)名詞所代表的人或事物。例如：

形容詞用作意動(dòng)，是主觀上認(rèn)為后面的賓語所代表的人或事物具有這個(gè)形容詞所表示的性質(zhì)或狀態(tài)。

上述這些詞類活用的現(xiàn)象，還不能概括所有的情況。比如數(shù)詞或數(shù)量詞有時(shí)也可活用為動(dòng)詞甚至是使動(dòng)動(dòng)詞，因?yàn)檩^為少見，這里就不談了。

高三課件【篇6】

So + be/can/do/have…+ S

① So + S + be/can/do/have…

Neither/nor + be… + S

eg: 1. He can ride bike, and so can I . She studies hard; so do you.

Tom is an honest boy; so is John. You have been to Beijing, and so have I .

2.It is fine today; so it is. You study hard, and so you do.

3.She hasn’t been to HK; neither/nor have I .

If you don’t go to the concert, neither shall I .

ex: 1.I like sports and my brother.

A. so does B. so is C. so D. so like

2.He can't drive a car , .

A. so can't I B. can't I either C.I can't too D. neither can I

3.She is not fond of cooking, I.

A. so am B. nor am C. neither do D. nor do

4.Helen doesn't like milk and .

A. so I don't B. so don't I C. either I do D. neither do I

5.-Did you enjoy that trip ? -I'm afraid not.And ______________.

A. my classmates don't either B. my classmates don't too

C. neither do my classmates D. neither did my classmates

6.-I don't think I can walk any further . - ;Let's stop here for a rest .

A. Neither am I B. Neither can I C.I don't think so D.I think so

7.-John won the first prize in the contest. - .

A. So he did B. So did he C. So he did, too D. So did he, too

8.After that we never saw her again, nor from her.

A. did we hear B. we heard C. had we heard D. we have heard

9.-Do you know Jim quarrelled with his brother?-I don't know, .(S91)

A. nor don't I care B. nor do I care C.I don't care neither D.I don't care also

10.-David has made great progress recently. - ,and .(S97)

A. So he has ; so you have B. So he has ; so have you

C. So has he ; so have you D. So has he ; so you have

11.- You forgot your purse when you went out. –Good heavens, _______ . (S02)

A. so did I B. so I did C. I did so D. I so did

Introduce sb. / oneself to sb.

②. introduce sth. to sb.

be introduce into/to…

eg:1. I’d like to introduce my friend Jane to you. Would you like to introduce yourself to us?

Marxism was introduced to China at the beginning of last century.

ex: He seems to _____ Jane. Shee knows him well.

A. introduce to B. be introducing to C. be introduced to D. have been introduced

In one’s opinion: In my opinion, you’d better introduce your partner to me.

③

in the opinion of sb. In the opinion of most people, the meeting is of great importance.

go on doing sth.: They often went on reading till midnight.

④ go on to do sth: After he finished writing the letter, he went on to read the text.

go on with sth: After supper, her mother told her to go on with her homework.

What’s going on over there?

ex: Go on the other exercise after you have finished this one.

A. to do B. doing C. with D. to be doing

too much: She talked too much at the meeting. Last night, I drank too much beer.

⑤ He is much too fat, because he always eats too much.

much too: This book is much too expensive for me.

ex: 1.It was late to catch a bus after the party, therefore we called a taxi.(S95)

A. too very B. much too C. too much D. far

2. Allen had to call a taxi because the box was ______ to carry all the way home. (03)

A. much too heavy B. too much heavy C. heavy too much D. too heavy much

have sb. do sth. He has me clean the room.

⑥ have sb./ sth. doing (sth) They had the machines running all the time. 使；讓

have + n/ pron + p.p She will have her watch repaired.

have sth. to do I have some letters to answer. (有)

ex: 1.-Good morning. Can I help you ? -I'd like to have this package ,madam.(89)

A. be weighed B. to be weighed C. to weigh D. weighed

2.The old lady had a letter from her youngest son in the army ____ to her.

A. read B. write C. received D. written

3.-I’d like to go shopping with you, but I have a meeting _____ . -If you don’t go, _______. A. to attend; nor will I B. to attend; so do I C. attending; so will I D. attend; neither will I

4. He didn't keep on asking me the time any longeras he had had his watch .

A. to repair B. repaired C. repairing D. repair (S93)

prefer sth. to sth. I prefer chemistry to physics.

⑦ prefer doing sth to doing sth. She prefers watching TV to seeing films.

prefer to do sth. rather than do sth. He prefers to stay at home rather than go out .

ex: 1.Rather than on a crowded bus, he always prefers ______a bicycle.(94)

A. ride; ride B. riding; ride C. ride; to ride D. to ride ; riding

2.The teacher _____ giving lectures to students ____ invited to meetings sometimes.

A. preferred; to being B. preferred to; rather than

C. preferred; than being D. preferred to; to being

⑧ It’s one’s turn to do sth.: It’s your turn to do the cleaning.

by the way; on the / one’s way (to) / in this way / in the way

⑨. a way to do sth. He has a strange way of making his class lively and interesting.

a way of doing sth. He has a strange way to make his class lively and interesting.

ex: Please tell me the way you thought of ______ the garden.

A. to take care of B. being taken care of C. to be taken care of D. taking care of

⑩give one’s regards/best wishes/love to sb.

as a result: He had some bad fish. As a result, he felt ill this morning.

as a/the result of: As a result of his hard work, he got a pay rise.

result in: His carelessness resulted in an accident.

result from: The accident resulted from his carelessness.

喜歡《最新高三課件(范文六篇)》一文嗎？“幼兒教師教育網(wǎng)”希望帶您更加了解幼師資料，同時(shí)，yjs21.com編輯還為您精選準(zhǔn)備了高三課件專題，希望您能喜歡！