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1、2022最新高三英语语法复习教案范文集锦教学计划是教学活动得以顺利进行的基本保证。好的教学设计可以为教学活动提供科学的行动纲领，使教师在教学工作中事半功倍，取得良好的教学效果。以下是小编带来的高三英语语法复习教案内容，感谢您的阅读，希望能帮助到您！高三英语语法复习教案1一、非谓语动词“非谓语动词”可分为动词不定式、动名词和分词.它在句子中的作用很多：除了不作谓语外,它可以充当主语、宾语、表语、定语、状语与复合宾语(主语补语或宾语补语).有些及物动词后面接不带to的不定式作复合宾语.这些动词归纳如下：一感(feel).二听(hear,listen to),三让(have,1et, make),四
2、看(see,watCh,notice,observe).再加上help somebody(to)do something和美国英语look at somebody do somthing.还有“二让”属特殊：get somebody to do something 与keep somebody doing.而有些及物动词后面接动名词(the -ing form)作宾语.这些动词归纳为一句话：Papa C makes friends.这是由如下动词的开头字母组成：permit,advise, practise,avoid,consider,mind, allow,keep,enjoy,sugge
3、st, finish,risk,imagine,escape,need,delay,stand(忍受). 为了容易记住,也可以编成顺口溜：“允许完成练习,建议避免冒险,考虑延期逃跑,喜欢保持想象,需要反对忍受”.其相对应的动词依次是：permit/allow,finish,practise;advise/suggest, avoid,risk： consider, delay, escape/miss; enjoy/appreciate, keep, imagine; need/want/require,mind. can't help/cant stand.二、复合句1、学生最容易混
4、淆的是定语从句与同位语从句的区别.例如：A、The news that our team has won the match is true. (同位语从句)B、The news that he told us surprised everybody here. (定语从句)关键的区别在于连接或关系代词that：有意义的是定语, 无意义的是同位.因为引导定语从句的that在从句中作主语或 宾语,而引导同位语从句的that只起到连接词的作用.2、接着容易混淆的是引导定语从句的关系代词that与 which：that之前是不定(代词)、序数(词)、(形容词)级：which之前是介词短语与逗号(非限
5、制性).例如：A、All that we have to do is to practise every day.B、The first lesson that I learned will never be forgotten.C、I have lost my pen,which I like very much.D、The house in front of which there is a garden is my home.三、It的用法1、It除了代替人和物以外,还可以作形式主语.而真正的主语(不定式、动名词或从句)则放于谓语或表语之后.例如：It is nor easy to fi
6、nish the work in two days.然而有少数表语之后接动名词作真正的主语.这些表语是：无助(no help)、无用(no use)、没好处(no good);工作(hard work)、费时(a waste of time)、又危险(a danger).例如：A、It is no use crying over spilt milk.B、It is a waste of time waiting for him.2、It还可以作形式宾语.通常下列动词后面可接it作形式宾语：2f2tcjm(find,feel,think,take,consider,judge, make).例
7、如：A、He made it clear that he was not interested in this subject.B、I think it no use arguing with him.3、It用于强调句式.要强调句子的某一部分(主语、宾语、 状语),可以把it当作先行词.这种句子的结构是：It is(was)+ 被强调部分+that(who)+句子的其余部分.例如：A、It iS Professor Lin who teaches us English(强调主语)B、It was in Shanghai that l saw the film.(强调状语)C、It was i
8、n 1990 that I worked in the factory.(同上)但要注意与定语从句的区别.例如：D、It was 1990 when I worked in the factory.(定语从句)在强调句式里,我们把强调结构It is(was)that除去,句子还很完整.如例句C.而例句D就不能.四、倒装结构学生容易混淆的是全部倒装与部分倒装.如何区分之,编个顺口溜：副(adv.)介(prep.)提前全倒装,其它句式部分倒;否定提前倒助动,让步状语倒表语;复合句式倒主句,不倒装的属特殊.下面举例说明：A、Here comes the bus.(副词提前,全倒装)B、Here he
9、 comes.(代词作主语,不倒装)C、In front of the house lies a garden.(介词短语提前,全倒装)D、Never shall I do this again.(否定词提前,部分倒装)E、Young as he is ,he knows a lot.(让步状语从句,表语倒装)F、Only when he told me did I realize what trouble he was in.(only 修饰状语,主句倒装)G、Only he can save the patient.(only修饰主语.不倒装)H、Not only will help be
10、 given to people,but also medical treatment will be provided.(否定词提前,部分倒装)I、Not only he but also we like sports.(连接两个主语,不倒装)五、虚拟语气虚拟语气也是一个难点.所谓虚拟语气是表示说话人的愿望、假设、猜测或建议,而不表示客观存在的事实.它通过句子的谓语动词的特殊形式来表示.现归纳如下：纯假设,用虚拟,动词时态退一级：条件句,分主从,主句谓语前加would (should,could,might);表愿望,用虚拟,wish后面接宾语(从句)：现在过去与将来,动词时态退一级：提建议
11、,用虚拟,宾语(从句)动词用(should)do：俩建议,三要求,再加坚持与命令(suggest,advise,demand,require,request,insist,order)：It is time和eoukd rather,后接丛句用虚拟：部分主语从句中, 谓语用虚拟结构 (It is necessry /important/natural/natural/strange/strange thatshould do). 下面举例说明：A、If you came tomorrow,we would have the metting. (条件句虚拟)B、Without air,there
12、 would be no living things.(同上)C、We wish we had arrived there two hours earlier.(表示愿望虚拟)D、He demanded that we (should)start right away.(表示建议虚拟)E、It is(high)time that we left (should leave)now.(特殊从句虚拟)F、I would rather you gave me the book.(同上)G、It is necessary that we should clean the room everyday,(
13、主语从句虚拟)H、He speaks English so fluently as if he were English. (特殊从句虚拟)高三英语语法复习教案2一、一般过去将来时1.概念：立足于过去某一时刻，从过去看将来，常用于宾语从句中。2.时间状语：The ne_t day (morning, year),the following month(week),etc.3.基本结构：主语+was/were +going to + do+其它;主语+would/should + do+其它4.否定形式：主语+was/were+not + going to + do; 主语+would/shou
14、ld + not + do.5.一般疑问句：was或were放于句首;would/should 提到句首。6.例句：He said he would go to Beijing the ne_t day.他说他第二天要去北京。I asked who was going there.我问，谁要去那里。二、 现在进行时1.概念：表示现阶段或说话时正在进行的动作及行为。2.时间状语：Now, at this time, days, etc. look. listen3.基本结构：主语+be +doing +其它4.否定形式：主语+be +not +doing+其它5.一般疑问句：把be动词放于句首。
15、6.例句：How are you feeling today?你今天感觉如何?He is doing well in his lessons.在课上他表现得很好。高三英语语法复习教案3一、学情分析：根据高二期末考试的情况我校高三学生的英语学习状况不容乐观，主要存在的问题是：学生基础知识不扎实，这表现在学生二卷得分较低;学生的语言运用能力差，阅读与完形的失分现象普遍，书面表达明显存在诸多不规范现象。二、复习目标：首轮复习(一模前)侧重帮助学生全面且系统地掌握高中所学英语基础知识，(重点是词汇，语法。)夯实学生基础，抓住中等生，促进学困生，进一步提高优等生;二轮复习(二模前)侧重于学生专项解题能力
16、和听读写综合能力的提高，培养学生的应试技能;后期复习(二模后)侧重于查漏补缺，通过高考模拟调适心态，学生能掌握一定的应试策略。力争通过高考复习使尽可能多的学生信心十足地走进考场，通共全体备课组成员的努力使本校英语均分能超市均8分。三、复习策略：1.守住“阅读”，促进综合能力提升。坚持知识与能力同步进行，在复习基础知识过程中依然要关注学生语言运用能力的发展，既要突显知识网络的构建，通过归纳使学生的知识系统化，促进学生迁移能力的发展，更要活化学生所学知识，使学生能在不同的情境中运用所学知识。在整个复习过程中始终把“阅读”能力放在重要的位置，以其来丰富学生的背景知识，带动其它能力的发展。2.认真“选
17、题”，把好学生训练的质量关。各位老师把好习题的质量关，这是提高练习效率的前提条件。以最近5年各地高考试题与模拟试题为主，让学生在应试能力训练的过程中加强对高中阶段所学语言知识的巩固，提高学生的应试技能。在高三最后复习阶段，时间很有限。我们反对题海战术，反对无选择地做大量重复的机械练习题;提倡精讲精练，精选那些设计严密、具有科学性、系统性、针对性的练习题，完成，保证质量。学生通过练习及时发现问题和解决问题，提高分辨能力，增强知识的理解和记忆，提高语言运用能力，掌握解题技巧。教师在讲评练习时。不要只求答案，要进行多角度设问，使学生既要知其然，更要知其所以然，要通过典型试题分析，培养学生举一反三、触
18、类旁通的能力。3.及时“反馈”，强化学生复习的成就感。在复习的过程中要注重学生非智力因素的作用，及时进行训练效果的反馈，对于每个学生在复习过程中所表现出的积极态度，用心的付出，点滴的进步都给予表扬与鼓励，使枯燥的复习充满活力与人情味，强化学生复习的成就感，提高学习的质量。4.以“实践”为途径，促进能力转化。现在的高考越来越淡化单纯的语法知识考查，而是突出强调考查运用英语的能力。既然高考是以考核听、读、写能力为主，那么这些能力的培养只能靠不断地练习，在实践中使学生诸方面的能力逐步提高。课堂时间毕竟有限，教师应该处理好讲和练的关系。如果教师在课堂上的讲解时间过多，就必然挤占学生用于语言实践的时间。
19、5.以“科学”出效益，在高三英语教学过程中始终坚持的三个原则，A.渗透“三维目标”的原则。即始终关注“知识与技能”，“过程与方法”，“情感态度与价值观”三维目标的落实与达成。B.坚持“学生主体”的原则，少讲多练，精讲精练，力争做到习题讲评过程中“三讲三不讲”，即讲清重点，难点，疑点;学生会的不讲，学生能自己解决的不讲，估计讲了也不能理解的则不讲。此外，对于基础知识题还要做到：先练后讲，逢讲必连，讲后再练。C.坚持抓“主要矛盾”的原则。始终把学生的词汇积累与阅读的理解能力放在最重要的位置。通过单词轮回记忆和长期的阅读训练，帮助学生拓展词汇量，拓宽知识面，重点提高主旨概括，判断推理和长句的分析与理
20、解能力。四、具体措施：1.集体备课，集思广益，实现脑力资源的共享，提高备课和复习备考的质量。关键词：话题(课文，习题，方法)-主讲-优化;评课-长处-体会;个人-集体-综合-个人。2.研究四种课型A.习题课。做到训练目标明确，适当分层，个别指导，反馈及时。B.基础知识复习课。做到教学案一体化，以练带讲，注重知识的创新组合，重点督查中后等生的复习效果，杜绝按步就班，炒“冷饭的”的授课现象。C.专题复习课。专题复习一般是紧接在第一轮复习之后的有针对性的强化复习，它既不同于以全面复习知识、方法、夯实基础为目的的第一轮复习，也不同于以综合训练为主提高应试能力的第三轮复习，而是就某块知识或某些方法、热点
21、问题为专项的复习。专题复习起着承上启下的作用，具有举足轻重的地位，它既是对单元教学成果的巩固，又是对学科内知识的综合深化，是使知识系统化形成能力的关键环节，同时又为第三轮的综合训练进行了必要的知识和能力储备。其课堂教学设计必须根据学科教材的特点和学生实际情况，充分体现知识的系统性、基础性、发展性，要注意引导学生梳理知识，总结规律，融会贯通，提高学生在新情境中运用知识的能力。D.讲评课。讲评课的教学要体现针对性(讲其所需，释其所疑，解其所难)、准确性(言之有据，正误分明)、系统性(纵横联系，前后衔接)、启发性(注重点拨，启发思维)，要注意启发思路，点拨题眼，引导上路。测试既是考查学生，同时也是考
22、查教师，某一部分知识学生学的如何，水平如何通过答卷得到集中体现，教师教得如何，存在什么问题也集中反映在学生的答卷上。学生卷面问题反映集中的地方，也正是教师需要加强指导的地方。学情抓不准，讲评随意，对答案式的讲评是影响讲评效果的大敌。对于每一次测试、训练，在练习巡视中，在批阅试卷中要深入了解，从而掌握学生答题过程中出现的问题，为讲评试卷掌握第一手材料，从而做到有的放失。避免图省事，在讲评试卷时，把解题作为最终目标，流于对答案搞题题过堂，缺乏总结、归纳和提炼，对训练中发现的问题不作本质剖析，对典型例题不作总结概括，讲评过后学生往往依然故我，不见提高等低效的现象。做到分清错误类型，对症下药，抓错误点
23、、失分点、模糊点，剖析根源，暴露学生的思维过程，解决思维受阻的原因。为提高讲评效果，测试结束后要快批快讲，提高效率，否则时间长了，学生的关心程度减弱，讲评效果也就达不到了。3.抓实首轮复习，帮助学生夯实知识基础。范围：高中英语第1册第2册。试题：本校教师自编，教学案一体化。4.学生要有“四必”，培养学生科学的备考技巧。A.必须有“单词随身记”。随时记忆、随时复习、随时扩充，既能逐步扩大词汇量又能有效地利用每天的零碎时间，突破词汇关。B.必须有“作文佳句集锦”。提高学生规范表达的习惯，准备一本作文档案可以把平时的习作、优美的范文、写作常用的词汇、句型和过渡语，阅读当中遇到的优美表达集中起来，加以
24、整合和归类并把它们当作日常学习中朗读、背诵、抄写、复习、仿写、欣赏的素材，从而逐步提高自己的书面表达水平。C.必须有“错误警示录”。将平时训练或考试当中的错误集中起来，并加以整理和归纳，经常复习和反思，就会逐步突破自己的难点和薄弱点，减少考试中的重复丢分。D.必须有“英汉词典”。规范自己的发音，熟悉词汇的意义、用法，尤其关注熟词生义现象，扩充词汇量，产生从量变到质变的飞跃。5.对后进生坚持“四优策略”，关心后进生(90下)，促进整体提高。A.优先减负;B.优先面批。C.优先点评。D.优先鼓励。6.从现在开始坚持“每天必听”，打好持久战。各任课教师自行安排听与与学校统一安排(争取每周2次的听力训
25、练)相结合，尽可能使学生每天都有机会用耳朵接触英语。高三英语语法复习教案4【要点点拨】1.表示请求和允许:can,could,may,might.过去式使语气更委婉，答语应用原形。-CouldIuseyourcomputertomorrowmorning?-Yes,youcan.(否定回答可用：No,Imafraidnot.)2.表示推测：理论可能性can可能性肯定句must,may,might,could疑问句can否定句cant(不可能)，maynot(可能不)1)can表示理论上的可能性，指某事或情况可能发生，但并不说明实际上真的发生.Childrencanbeverytiring.2)
26、反意问句。Hemayknowtheplan,doesnthe?YoumusthavestudiedEnglishbefore,haventyou?Youcanthavebeencaughtintherainlastnight,wereyou?3.could&beableto在肯定句中could表示过去有“能力”做，was/wereableto表示过去有能力而且确实做成了某一件事，相当于managedtodo或succeededindoingsth.Thefirespreadthroughthehotelveryquicklybuteveryonewasabletogetout.4.ma
27、y/mightaswelldosth“还是好”、“不妨”Youmightaswelltellmethetruth.你还是把-告诉我的好。5.must和haveto1)must表示的是说话人的主观看法,而haveto强调客观需要。2)否定形式含义不同。mustnt禁止，不许可，donthaveto不必3)must偏要(做令人不快的事)eg.Mustyoushoutsoloudly?6.shall和should1)表示说话人征求对方意见和向对方请示，用于第一、三人称。Whenshallmyfatherbeabletoleavehospital?shall2)表示说话人给对方的命令、警告、允诺或威胁
28、以及说话人的决心。Youshallgowithme(命令)/YoushallhavethebookwhenIfinishit.(允诺)Heshallbepunished(威胁)/Nothingshallstopmefromdoingit.(决心)1)表示劝告和建议“应该”2)“按道理应当”“估计”(=oughtto)Theyshouldbetherebynow,Ithink.3)用于第一人称表示说话人的一种谦逊、客气、委婉的语气。Ishouldadviseyounotdothat.我倒是劝你别这样做。should4)在条件句中表示“万一”，主句不一定用虚拟语气。AskTomtoringmeup
29、ifyoushouldseehim./ShouldIbefreetomorrow,Illcome.5)Why/How+should结构表示说话人对某事不能理解，感到意外、惊异等意思，意为“竟然”，也用在某些从句中。Itseemssounfairthatthisshouldhappentome.这种事竟然发生在我身上真不公平。7.will和would1)表示意志和意愿。will指现在，would指过去。Ifyouwilllistentome,Illgiveyousomeadvice.2)表示请求、建议，would比will委婉、客气。Will(Would)youpleasepassmethebo
30、ok?3)表示习惯性动作，“总是”“惯于”，will指现在，would指过去。Fishwilldiewithoutwater.Everyevening,shewouldsitbythewindow,deepinthought.4).表示功能，意为“能”或“行”Themachinewontwork.5)表示预料或猜想。Itwouldbeabouttenwhenhelefthome.猜想他离开家时大约十点。8.would&usedto1)表示过去持续的状态和情况用usedto;would不与表示状态的动词连用。Thereusedtobeahospitalhere./Therewouldbe
31、ahospitalhere.()2)would常与often,sometimes,forhours等表示时间的副词(短语)连用。Wewouldsitintheyardeveryeveningandlistenedtohisstory.3)usedto强调过去的行为同现在的对比，含有“过去怎样，而现在却不这样了”的含义.eg.Hewillnotspendthemoneyonbooksasheusedto.9.dare和need两者作为情态动词都不用于肯定句，常用于否定句、疑问句和条件从句中。习惯用语Idaresay(可能，或许，我揣测)除外。实义动词用法同于一般动词。但在否定句中，dare后的t
32、o可省略，即：dont/doesntdare(to)do.need作为实义动词时，用在否定句中时，其后的to不能省略。Hedaregotherealone.()Hedarestogothere.Hedaresnotgotherealone.()Hedarenotgotherealone./Hedoesntdare(to)gotherealone.Hestoodtherewithoutdaringlifthishead.()Hestoodtherewithoutdaringtolifthishead.10.情态动词+havedone,表示过去比较：情态动词+do,表示现在或将来。cf.needn
33、thavedone&didntneedtodoSheneednothavecomeyesterday.她昨天本不必要来的。(但却来了)Shedidntneedtocomeyesterday.她昨天不必来。(实际上也没来)高三英语语法复习教案5Unit 1 Great scientistsTeaching aims1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better underst
34、and “Great scientists”4. To help students learn to use some important words and e_pressions5. To help students identify e_amples of “The Past Participle (1) as the Predicative & the attribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi,
35、 morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first lets define the word “scientist”. What is a scientist?A scientist is a person who work
36、s in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some e_amples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try
37、 the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below bef
38、ore you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. M
39、arie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet t
40、he students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to e_press their different opinions.1. What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and n
41、eed public health care to solve them. People may be e_posed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2. What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It
42、infects peoples intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death wit
43、hout immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in e_amining a new idea in scientific research. And they can be put in the following order. What orde
44、r would you put the seven in? Just guess.Find a problem Make up a question Think of a method Collect resultsAnalyse the results Draw a conclusion Repeat if necessaryIII. ReadingStep I Pre-reading1. Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “
45、King Cholera”.2. Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Lets get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading
46、 passage:Step II SkimmingRead the passage and answer the questions.1. Who defeats “King Cholera“? (John Snow)2. What happened in 1854? (Cholera outbreak hit London.)3. How many people died in 10 days? (500)4. Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 Cambridge Str
47、eet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Who When What How ResultJohn Snow 1854 helping ordinary people e_posed to cholera E_amining the source of all water supplies and finding new methods
48、of dealing with polluted waster “King Cholera” defeatedStep III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water car
49、ried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.John Snow Defeats “King Cholera”Paragraph Stages General ideas1 Find a problem:What cause the cholera? The causes of cholera2 Make up a question:Which is right? The correct or possible t