高中英语作文教学课件（精选15篇）由网友“时时剔灯花”投稿提供，以下是小编为大家准备的高中英语作文教学课件，供大家参考借鉴，希望可以帮助到有需要的朋友。
篇1：高中英语英文教学课件
高中英语英文教学课件
一、学生分析
教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
二、教材分析
这一课是本单元第一个课时。由于这课出现的生词比较多，在课前教他们读了一下。在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。
三、教学目标
本课为阅读课型，主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。
教学内容大致分为以下几个方面：
1.看图片引入宇宙形成这一话题。
2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书)
3.学生阅读课文后完成精读练习。
4.两人围绕人类起源进行讨论。
5.语言学习--难句解释。
6.小结文章，一是找关键线索，二是写作手法。
7.小组讨论，包括复述课文，加深对文章的.理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关宇宙的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
五、教学过程
(一) warming-up引入
教师用 PowerPoint分别展示宇宙空间，并不需要学生详细记录细节，因为不是听力课，只是了解宇宙的形成和分布。
然后问问题：
(二) Reading使学生了解宇宙形成、人类起源
1、让学生解释文章的title
2、为了让学生知道宇宙是什么样子，帮助理解文章，教师展示多张图片
4、阅读后学生回答问题(大部分学生能找到答案)
5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。
(三)Difficult points
因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句难句，让学生进行解释，一一说明属于什么从句(分别有宾从、状从、定从、主从)(从句是学生的薄弱环节)，为学生扫除阅读障碍。
(四) Summing-up(总结)
学生掌握每段大意后，从总体上把握文章结构和特点
1、找出宇宙形成的线索
2、分析写作手法(时间顺序及都用了一般过去时描述已发生的事情)：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法
(五) Group-work(task)4人小组
学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节
1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格
Fill in the blanks:
2、谈谈自己从中的收获(What can you learn from the text?)
学生都能说出要保护环境(完成本课教学目标)
至于怎样保护，因时间关系留待下个课时再讨论。
(六)布置作业：复习课文及写一篇如何保护环境的文章。
六、课后反思
教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白宇宙起源和人类起源。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，(这是表层理解)，最后总结全文，通过字面理解使学生达成共识――保护环境，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。
不足之处是在阅读后回答问题那部分，设计问题大多是 wh-问题，因此对阅读能力稍差的学生没有完全照顾到。复述对于能力稍差点的学生难度大了些。
篇2：高中英语课件教学设计
高中英语课件教学设计
一、课程类型：
高三复习课
二、教学目标：
一) 认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的`，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课
堂的语料输入量及学生的语言输出量。
四、教学重点：
1. 学会审题和谋篇
2. 掌握多样化的表达方式
3. 熟练各段中的固定写作套路
五、教学难点：
1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
六、教学方法：
1、活动教学法：
2、任务型教学法：
七、教学设计：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs?
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
篇3：高中英语课件
北师大版高中英语课件
Thinking before class:
This is a narrative passage. It talks about two different kinds of lifestyles. Through learning this passage, students can think about their attitudes towards life. And maybe they can improve their life quality.
Teaching aims:
To read two texts for specific information
To improve the students’ reading ability and expressing ability.
Teaching course:
Step 1: Lead-in (pair work)
First ask students the question to arouse their interest.
1. What do you think a perfect day is like?
(Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.)
2. What are your favourite kinds of TV program?
(Students will give all kinds of answers: sports programmes; the news; TV serious; cartoons; game shows; films; and so on.)
3. Draw a conclusion: do all you like to do; live a life in the way you like.
Now read two texts telling you two people’s perfect days.
step2: Fast reading or listen to the passage with books open (pair work)
Understanding the text
Read the text and answer the following questions.
1. What kind of lifestyle do you think the man in a couch potato?
2. Do you ever watch too much TV? How much time do you spend watching TV every day?
3. What kind of lifestyle do you think the man in the second text?
Step3: Careful reading( pair work)
After students read the passage carefully, they will do the following reading comprehension on the paper:
1.Is Brain a lazy person? Can you find two examples of his lazy behaviour?
(Yes. He doesn’t get up early. He doesn’t work but his wife works and she makes his meals.)
2.What do you think “You’ve got the world at your feet ” means?
(It means you are in a position where you have the chance to become very successful. In the text, it is used in a humorous way. It means this person feels he has a successful life because he can watch anything he likes in the TV.)
3.How does Bob spend his morning and evening?
(His morning is very busy, with very little time to get dressed and have all kinds of urgent matters. His evening is not easy, either. He has documents to read and never gets to sleep until mid-night. )
4.Why does Bob’s family complain?
(Because he seldom has time for fun and other activities with his family.)
5.Why does Bob work so hard?
(He wants to make more money for his family and he likes being busy.)
Step 4:Post-reading ( individual work )
1. Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?
2. What does a couch potato refer to?
3. What does a workaholic mean?
Step 5: Discussion (group work)
Talk in pairs. Is your partner a “couch potato”, a “workaholic” or neither? Ask questions like these:
What do you do at weekends? Do you often study at weekends?
Step 6: Homework:
Write a composition “My Perfect Day”
Words:100 words or so
Thinking after class:
1.Through many kinds of reading methods, students understand the passage very well, and form certain reading abilities including students-students activity and teacher-students activity. It reflect students’ leading role.
2.Use different Teaching Aids properly.
3.When students discuss, the teacher should become not only tutor but also controller, making every student take part in it.
4.The last work about speaking and writing can make student form the ability of learning by themselves.
篇4：高中英语省略句课件
高中英语省略句课件
知识点总结
概念：为了避免重复,常常省略句子中的一个或几个成分,这样的句子叫省略句。
1. 简单句中的`省略：
(1)Looks like rain.
(2)Hope to hear from you soon.
(3)Sounds like a good idea.
(4)Beg your pardon.
(5)Feeling better today ?
(6)This way, please.
(7)—What does he want to eat ?
—Some rice and vegetables.
(8)Anything I can do for you ?
(9)Sorry to hear that.
(10)Doesn’t matter.
(11)Terrible weather!
(12)Pity you couldn’t come.
2. 并列句中的省略：
在并列句中，相同的成分如主语，谓语，宾语等都可以省略：
(1)They learn French and we English.
(2)My father planned and built all these houses.
(3)John won the first race and Jimmy the second.
(4)Coral is not a plant but a variety of animal life.
3. 复合句中的省略：
定语从句：
(1)That’s the reason(that) he is late for the conference.
(2)I don’t like the way (that/in which)he talks.
状语从句：
(1)If heated, water will boil.
(2)Tom was attacked by cramp while swimming across the river.
(3)We’ll go to help you if necessary.
(4)Had I time, I would come.
(5)I’ll go, should it be necessary.
(6)The captain can find a boat quicker than we can.
宾语从句：
如果宾语从句中的谓语部分与主句的谓语部分或上文的谓语部分相同，可将从句部分的谓语省略。
(1)We will do what we can(do)to help you.
(2)—Is Mr. King in his office?
—Sorry, I don’t know(whether he is in his office or not).
4. 动词不定式的省略：在动词不定式结构中，为了避免重复，常常省略不定式结构中的动词原形，只保留to。
(1)—Would you like to go with us ?
—I’m glad to, but I have to finish my homework.
(2)Don’t tell me the name of the sailor if you don’t want to.
(3)—Have you ever been to the seaside?
—No, we can’t afford to.
在used to, ought to, have to, would like/love to, wish to, be going to等结构中，常常省略to后面的动词原形。
(1)They do not visit their parents as much as they ought to.
(2)He doesn’t get up early as he used to.
(3)I’ll hand it in if I have to.
(4)—Would you like to come tonight ?
—I’d love to.
Tell , warn , order , advise , ask等动词的宾语后面接动词不定式做宾语补足语时，可以省略to后面的动词原形。
(1)He wanted to swim across the river but I warned him not to.
(2)The boy wanted to play football in the street, but his mother told him not to.
常见考法
1. 从句中It is 的省略;2.从句主语和主句主语一致时的省略;3.表语的承前省略;4.动词的省略
误区提醒
不能正确还原不省略时的句子而犯错;对时态、句式等不熟练而犯错。
【典型例题】
1. _____, I will help you with your work.
A. If I am possible B. If it possible C. If possible D. Possible
解析: 错选A。答案C，省略it is.
2. —How are you getting on with your work ?
—Oh, I’m sorry. Things aren’t going so well as _____.
A. plans B. planning C. planned D. to plan
解析：错选B。答案C，省略they are.
3. —Are you a teacher?
—No, but I _____. I worked in a middle school for three years.
A. am B. will C. do D. was
解析：错选B。答案D，后面省略a teacher.
4.—How many poor counties will there be in our province by ?
—There will be only a few, if _____.
A. much B. some C. any D. many
解析：答案C，省略there is.
5.—Why didn’t you come to Mike’s birthday party yesterday ?
—Well, I_____, but I forgot it.
A. should B. must C. should have D. must have
解析：错选A。答案C，后面省略come to his birthday party.
篇5：高中英语阅读教学课件
1.“课堂导入”活动设计
导入活动应尽可能简洁高效，针对性强，能够在短时间内激活学生相关的背景知识，激发学生的求知欲望，时间一般控制在5分钟以内。常用的活动形式有（1）头脑风暴 （2）讨论（3）提问等，要充分利用多媒体平台，有效利用与文本话题相关的视听材料，调动起学生的各种感官，激发他们的求知欲。
2.“整体感知”活动设计
“整体感知” 即把握主旨大意和篇章结构，整体理解文章。在活动设计过程中要善于抓文章的标题、主题句和关键词等。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 这是一篇杂志文章，主要讲述了地球温度上升的现象和原因，以及不同的科学家对这一现象的不同看法。这篇文章有着杂志文章典型的特征：有标题，导语，图表、引言、段落由主题句统领等。设计教学活动时要充分利用这些特点，让学生去整体感知文章内容，把握结构脉络。可设计如下教学活动：
Activity 1: Glance quickly at the magazine article and answer the questions:
1)Who wrote the magazine article? What is the name of the magazine?
2)What are the two graphs about?
3)What are the names of the three scientists mentioned in the article?
4)What do they think about global warming? Do they agree with one another?
5)What is the main topic of the article?
Activity 2: Skim the article and find out the main idea of each part.
Part 1(Para 1)Explain how global warming comes about.
Part 2(Para 2-5)Introduce the topic of global warming.
Part 3(Para 6)Should we do something about global warming?
Part 4(Para7)Different attitudes among scientists towards global warming.
3.“问题探究”活动设计
针对文本的内容、语言结构特征，设计问题，在问题的引领下，让学生进行探究式学习。设计问题时要注意抓住主要事实和关键信息，揭示文章的深层涵义，锻炼学生的分析归纳能力和逻辑推理能力。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 在细读环节可设计如下教学活动：
Task 1：Read the article carefully and answer the questions. List the main ideas and major details.
1)What is global warming?
2)How has this come about?
3)What are the positive and negative effects of global warming?
Task 2：Discuss the question in groups of four: Should we do something about the global warming? You may use some arguments from the article.
4.“语言训练”活动设计
语言目标的达成需要结合文本语境，贯穿文本的理解过程，尽可能多的在课堂内重现目标词汇，还可按照呈现——复现——操练——运用的步骤围绕主题有层次地进行词汇操练，实现目标词汇在课堂内的循环。教学活动可以采用猜测新词，词汇替换，文段改写填空练习，也可进行运用词汇问答、复述、讨论或者佳句、佳段赏析背诵等。还以Book6 Unit5 AN EXCITING JOB 为例，设计读后活动如下：
Complete the paragraph about the writer’s first experience of volcano eruption.
I was __fast__ asleep when my bed began __shaking__ and I heard a __strange__ sound, like a train __passing my window. Then suddenly I found my bedroom become as __bright_ as day and red hot lava __fountaining_ hundreds of meters into the air. The next day, two other scientists and I wanted to get close to the __crater_. We put on white protective __suits , __helmets_, big __boots_ and special __gloves_, which made us look like ___spacemen__. We slowly ___made our way__ to the edge of the crater to collect some __lava__ for later study.
总之，阅读教学是高中英语教学的重头戏。要搞好阅读教学教师必须充分解读文本，准确定位教学目标，合理设计和有效实施教学活动，才能有效培养学生的综合语言运用能力，提高阅读课的教学效率。
篇6：高中英语阅读教学课件
一、案例实施背景
任何语言的习得和学习都离不开大量阅读的实践。许多教师也意识到高中阅读对于学生综合语言能力培养的重要性，用尽各种办法来培养学生的阅读微技能。当然这样做的'目的确实也提高了学生测试性阅读的能力。如阅读前讲解重点生词或词组，阅读中找main idea, 设计不同程度的问题帮助不同层次学生理解阅读，呈现表格，运用复述，角色扮演，采访等不同形式来开展阅读任务。以上虽均衡了话题及功能两方面，但这些方法仍只停留在字，词，句及其他细节的表层理解上。要想真正让学生内化阅读材料，除了表层的理解外,阅读也要关注语言文字背后的深层理解和文化内涵。这点我们可以从语文学习上得到启示。《英语新课程标准》就阅读的知识性和欣赏性上提出了指导思想：语言有丰富的文化内涵。英语学习就是要关注说英语国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等，从而加深对世界文化的理解。因此，笔者认为高中英语阅读课除了训练测试性阅读之外，需要大量的欣赏性阅读材料来补充教学。教师应该冲破词汇，语法的束缚，在阅读中突出技能渗透的同时，应将课文阅读教学提高到欣赏性阅读的美学高度，真正培养他们的英语学习兴趣。
二、教学内容分析
教学内容为高一NSEFC Book 1 Unit 4的reading task。作为地震内容的阅读补充材料，它是著名作家Jack London的笔下之作。以一个目击者的身份，介绍了旧金山大地震的所见所闻所感。语言地道优美，描述性较强。重点是欣赏阅读中训练略读和查读两大阅读微技能，逐步加深对旧金山地震及细节理解，并对地震中发生的一切形成自己的观点看法和情感态度，体会人们地震后表现出来的勇敢精神。本课难点是如何引导学生paraphrase 课文中的几个句子如A list of the brave men and women would fill a library. A list of buildings undestroyed was now only a few addresses.
三、学生分析
教学对象为高一学生，他们的认知能力较初中学生有了一定的发展，有着更强的求知欲。不满足单一的课本教材学习，具备对于兴趣的话题会去网上搜索知识来获得信息的能力。半个学期的英语教学已经让他们意识到高中英语阅读不同于初中的手把手阅读，更多的是他们自主思考，对疑惑提出自己的观点和见解。本次欣赏性阅读材料是美国文学原著，他们也是第一次碰到，有些句子理解上比较难，注意给学生学法上的指导。另外为了帮助学生逐层进行理解课文，设计的问题一定要考虑到不同学生的认知识水平，注意因材施教。
四、案例实施过程
（一） warming-up引入
1.教师用播放San Francisco的音乐录音，让学生带着问题what is the song about? 去欣赏.
（ Now listen to an English song.. After listening, tell me What the song is about）
2.然后问问题：
What country is it in? In what part of the country does it lie?
PPT呈现一张地球板块分布图，并让学生说出旧金山位于哪两个板块交界处。（San Francisco lies where the American plate and pacific plate meet. The two jump and an earthquake may be felt）
教师自然引入：This was just what happened in 1906.
由于学生刚学过唐山大地震的相关知识，了解板块运动会引起地震，图片即或学生原由有背景知识，为下文的阅读做好铺垫。
（二）pre-reading：预测全文。
浏览题目 the story of an eyewitness呈现两个问题帮助学生预测大意。
Q1: What does an eyewitness mean? Q2: If you were an eyewitness, what would you see and hear during the earthquake?
播放一短视频让学生用几个句子来描述所见所闻。
学生一般都这样描述： The world was at an end! The bridges cracked and broke; the people were killed; buildings were destroyed…The houses were shaking and then the buildings collapsed and were destroyed; Everything was in ruins…..
predicting是一项重要的阅读微技能，目的是让学生猜测文章可能会讲什么。提前预测能够更快激活学生脑中原有的图式，帮助学生更快建构新的知识体系。唐山大地震的学习学生已经对地震前，中，后发生的有所了解，让学生用句子或小篇来描述所见所闻符合有效的输入---输出的英语学习规律。当然直观的视频教学也更能激发学生说的兴趣。这环节目的也是为了让学生更快地找到作者在旧金山地震中的所见所闻。
（三）Skimming
Q: What did the author see and hear? 划出作者的所见所闻句子。
Skimming是训练学生迅速获取文章大意或中心思想的一种阅读能力。本文的中心就是地震后的所见所闻，引导学生可跳过某些细节，围绕问题，加快阅读速度。在阅读时，有意识地引导读读段落的段首或段尾。该环节目的就是让学生熟悉如何进行略读。
（四）Scanning
Q1: Can you find an adj to describe how the author felt about the earthquake? Why?
Q2: Can you find an adj to describe how the people felt about the earthquake? Why?
Scanning称扫读或寻读。目的是找出某些特定信息或回答阅读理解题所需要的事实及依据。在对通篇文章疏而不漏的快速扫描中，迅速定位信息点，而和内容无关或关系不大的部分则可一带而过。该阅读材料文学性强，所描述的细节也很多，学生很难以找出一主线去分析地震景象。以上的两个问题解决了这一教学难点。这两个问题十分有效地让学生去思考人们在震中和震后的感受。通过第一个班的教学，笔者发现可以先将Q2提前解决。因为学生很快就能说出人们的感受。They are kind, sad…教师顺势抓住学生的思维，马上问Why?
Can you find some sentences to support your opinion? 进一步提升问题的本质，启发学生的思维,学生很快也能找到支撑的信息：They helped one another climb the high hills around the city. Never in all San Francisco’s history were her people so kind as on that terrible night. 第二个班级教学中说到人们为什么很悲伤难过，学生的兴趣一下子被激发出来。有人说他们失去了家人，亲人，朋友；有人说他们失去了房子，无家可归；由于课文中的一句话还能证明他们可能会由于失去财产和至爱而悲伤。我也趁机问学生：What can you conclude from the sentence?
“whole families put everything they owned and could save into wagon” 引导学生这样思考they may lose possessions and beloved ones so they are very sad.然后问学生what do you think of the earthquake?你能在文中找出几个形容词来描述么？其实这也就回答了第一个问题。在这整个过程中，教师起到的作用是组织，参与和引导，重视了学生在学习中的主体能动作用。
（五）Careful Appreciation
1.Discovering structure
让学生观察以下句子结构，引导学生发现重复和排比的修辞现象。
1) San Francisco is gone.
2) Its businesses are gone.
3) The factories, hotels and palaces are gone too.
1) A list of buildings undestroyed was now only a few addresses.
2) A list of the brave men and women would fill a library.
3) A list of all those killed will never be made.
让学生文中找出并有感情地朗读，让学生能体会其中的情感并提出一个问题让学生进一步思考：What did the writer want to tell us by using these sentences?
2.Paraphrase some important sentences:
A list of the brave men and women would fill a library.
A list of buildings undestroyed was now only a few addresses.
让学生第一次做意译，先渗透一些paraphrase的技巧：可以使用句子中的同义词、反义词，注释性说明，改换说法，倒换顺序等。帮助学生抓住关键词brave, library, address等的同义来意译。
3.Comparative reading
NSEFC Book 1 Unit 4中前后两篇阅读文章“A Night The Earth Didn’ t Sleep”和“The Story Of An Eyewitness”虽然都是描写地震，但风格截然不同。为了让学生体会到不同的体裁风格，教师设计了一表格来进行对比阅读。
Tangshan earthquake San Francisco earthquake
Main idea
Details
Point of view
Response of people
Where the writer shows more feeling
（六）布置作业：写一篇描写台风之后的小短文the story after a typhoon。
本单元中心是自然灾害及自我保护，让学生联系生活实际，描写家乡最常见的灾害台风之后情景。
五、课后反思
本课以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养自主探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,较好地体现有效性的教学。教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生体会地震后人们相互帮助并勇敢面对的精神。引入部分达到预期效果，用自己准备了录音和图片自然衔接，时间短但有效能引起学生兴趣，猜测旧金山地震的相关内容。在各个环节中能运用激励评价和过程评价来鼓励学生去说。
不足之处是在于很多设计问题难度过高，教师一开始没有预料到，直到第一个班级的教学发现诸如这样的句子让学生去意译有很大困难，A list of the brave men and women would fill a library.问题给出后一片沉默，即使是程度比较好的同学也是难以入手。到了二次教学中引导学生通过抓住关键词的同义词去替换解释。In what kind of situation are they called brave people? What does “library” mean? 这两个问题的铺垫较好地处理了教学难点。在今后类似的教学过程中，我想可以提供几个选择项，降低难度，以便更有效地进行因材施教。
教无定法，高中阅读欣赏课也不例外。阅读可分导入，快速阅读，表层理解，深层理解，欣赏，拓展等步骤进行。但教学过程不能只将重点放在处理词汇或讲解句子上。阅读欣赏课可对开设英语文学欣赏选修课也有一定的借鉴意义：首先，阅读欣赏课的文学作品要符合学生的认知水平，要满足学生的求知欲。其次，阅读中启迪学生思维，由表层及深层理解语言背后的文化内涵，丰富学生的审美体验。
篇7：高中英语公开课课件
高中英语公开课课件
----War and Peace--The D-Day Landings (Module 6, Book 6)
Lecturer: Ji Yun
School: Qingdao No.2 Middle School
Place: Lecture Theater
(Room 417, Fourth Floor, Teaching Building )
Time: Dec. 16th, 20xx
教学案例：
Teaching Aims:
Help the students learn more about World War II.
Have a deep understanding of the significance of the D-Day Landings as well as the importance of world peace.
Improve the students' reading comprehension ability.
Type of Lesson:
a reading comprehensive lesson
Teaching Aids: Multimedia
Teaching Methods: Task based method
Teaching procedures:
Step 1 、Lead-in (9')
1. Show war logo, anti-war logo and peace logo to the students. (1')
Get two representatives of two groups to do presentations, talking about1) World War II2) the D-Day Landings. (6')
Summarize the D-Day glossary. (2')
Allies: Countries that fought against the Axis Powers.
Allied Expeditionary Force (AEF): under the command of General Eisenhower. Twelve nations supplied troops and material for it, including the United States , Canada , France , and the United Kingdom .
Axis Powers: The alliance of Germany , Italy , and Japan .
Operation Overlord: code name for the military operation in 1944 to invade France .
D-Day / H-Hour: The terms D-Day and H-Hour are used for the day and hour on which an attack or operation is to be launched. “D” for the day of the invasion and “H” for the hour the operation actually begins.
D-Day landings: D-Day Invasion or Invasion of Normandy
Step 2 、Reading (26')
Passage 1 (10')
Listen to the tape with books closed (2')
Discuss with your partners and answer the questions about passage 1: (4')
What event started the Second World War?
What was the purpose of Operation Overlord?
What nationality were the troops taking part in the landing?
Where was the most dangerous place to land?
Show a map of the landings to the students. (4')
Passage 2 (9')
fast reading (2')
Choose the correct endings to the sentences. (2')
When the Germans started firing at the boats, _____ .
the boats were so far from the beach that they weren't hit.
The boat were one kilometer from the beach.
When Boat 5 was hit by a shell, ______ .
everyone was killed.
most of the men were rescued from the water.
The men from Boat 3 had problems in the water because ______ .
their backpacks were too heavy.
The water was too deep.
Six men tried to climb up the cliff and ______ .
some of them managed to reach the top
all of them reached the top.
Two of the soldiers from Able Company ______ .
stayed on the beach.
Met some other soldiers.
Watch the beginning part of the anti-war film: Saving Private Ryan, which describes the bravery and heroism of the D-Day Landings. (5')
Passage 3 (7')
Fast reading (2')
Ex: Fill in the missing words (2')
On the 6th June , ______ of the D-Day Landings from different countries returned to ______ to remember their lost comrades. They went to the _____ and ______ which are ______ on a cliff overlooking the beach and the English Channel , from where the boats ______ their landings.
Show the related pictures of the cemetery and memorial as well as the poem. (1')
Invite one of the students to read part of the poem with emotion. (2')
Step 3 、Post reading (4')
Get the representative of the last group to do presentation, talking about the 60th anniversary of end of World War II.
Step 4 、Discussion& Summary(5')
1. Discuss: What can we learn from the passage?
2. Summary: We need peace and we don't want war to build a more stable and harmonious society and world.
Step 5 、Assignment
1. Read the quotations about war and peace on Page 51.
Discussion: Shall we choose war?
2. Finish the exercises in the reading part.
案例分析 :
首先谈一下我准备这节课的思路。本课是一节阅读课。在仔细研究和分析了课文内容后，我发现这篇课文分成三篇小文章，以二战为背景，诺曼底登陆为线索，三篇文章内容各不相同，但却有内在的联系。因此我在备课过程中，针对三篇文章内容的特点，设计了不同的方法。
第一篇着眼于二战和诺曼底登陆的整体介绍，由于内容比较简单，因此我设计了听力的形式，理解练习也针对二战和诺曼底登陆的梗概入手，并配上介绍作战计划的地图，以便使学生对这一军事行动有整体的印象。
第二篇短文，着眼于战斗中的一个片断，属于细节描写，我就选用了课文中的练习，让学生从细节入手，把握短文，同时，为了让学生对战争的残酷有一个更直观的印象，我剪辑了电影“拯救大兵瑞恩”的开头，它描写的正是诺曼底登陆中奥马哈海滩的部分，生动地再现了当时作战的景象。
第三篇是关于诺曼底登陆 60 周年纪念的内容，除了通过练习理解了短文的内容之外，主要通过文中提到的那首诗的处理来挖掘出同学们的情感世界，有助于深化本课的主题。经过一层层的铺垫，引出本课的主题 --- 建立稳定和谐的世界
然后谈一下这节课的设计理念。我认为第六模块有这样几个特点： 1 、信息量大 2 、跨学科的特点很明显 3 、人文特色很浓。结合新课标的要求和理念，我在这节课的准备和实施中，力求体现以下几种新课标的理念
1 .采用学生自主探究和合作学习的模式，引导学生主动学习，鼓励他们通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。锻炼他们用英语获取信息、处理信息和传达信息的能力。主要做法是：针对本课文章背景丰富，涵盖的信息量大，跨学科的内容多这些特点，提前几天在班中布置探究学习任务，学生可根据兴趣爱好自愿组合。我在认真研究教材后，选取所需的内容让学生去搜集，调查。根据三段文章的内容，我布置了三个题目，二战、诺曼底登陆和反法西斯六十周年纪念，以便更好的.为课堂服务，又不脱离主题。学生在准备的过程中可以利用各种学习资源完成这一学习任务，可以自由发挥但必须为主题服务，这也要求学生在准备之前，有必要对课文进行预习，把握好课文的主题 .
2. 体现多元化的教学活动类型。
1 )探究活动。将学生分成小组，运用英语完成一个具体的任务。比如，本课中三组学生分别完成的二战、诺曼底登陆和反法西斯胜利的介绍。
2 )合作学习活动。本课中学生分组选择某一专题， 并针对该专题收集图片和信息，采用展览的形势向全班同学汇报展出。
3 )即兴发言与讨论。本课中提出 What can we learn from the passage? 这一问题，引导学生即兴发表个人的见解或意见。
3 .有意识的培养学生的情感态度。本课的人文色彩很浓，抓住本课话题的这一特点，通过多种课堂活动，形成祖国意识、拓展国际视野，培养正确的世界观。比如：通过大量二战信息的呈现，了解和熟悉历史;通过电影片断的欣赏，再现战争的残酷;通过诗歌鉴赏，体会世界人民痛恨战争、渴望和平的美好愿望。
篇8：高中英语写作课件
高中英语写作课件
一、教学目的：
让学生在了解形容词比较级的用法和写作方法的基础上，自己尝试写简单的描述人物和比较人物的文章。
二、教学过程
1.教学的第一步骤是复习有关描述人物的形容词和单音节和部分多音节形容词比较级的规则变化和不规则变化。
2.教学的第二步骤是听。听3A的三篇小短文，Try to find out the answers to these questions:Should friends be different or the same?What are the opinions in the book?
Smith I like to have friends who are like me. I like to have friends who are different from me I don't really care.
3.教学的第三步骤是阅读。学生讨论三篇小短文的中心句，不同点和文章特色。
4.第四步骤是讲。学生进行口头作文。上讲台仿照范文谈论自己在班里的好朋友，谈论好朋友的外貌、性格以及和自己的相同点和不同点。
5.第五步骤是写作。有了前面四个步骤的铺垫，学生对自己写作已经有了跃跃欲试的情绪，教师随之导入写。
1)Pre-writing部分先引导学生对所写内容要点进行讨论，帮助学生寻找想表达的对象、情感，进一步降低写作的难度。(5分钟)
2)First-writing学生根据自己的口头表达及讨论的要素，写出自己的文章。
3)Second-writing 小组讨论，进一步修改自己的文章。(3分钟)
4)Post-writing部分，教师给出评分的依据，同桌交换评析，鼓励学生给自己、给同学打分，培养学生在写作后能对自己的作文成绩预估的能力。
5.学生以小组讨论本组作文的优点和缺点。并派代表发言。(6分钟)
6)Share the writing，点评两篇学生习作，选一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的评分标准，详细点评两篇习作的'思想内容功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
7)Summary最后与学生一起总结，并共同得出结论：用英语写作并非想象中的那么难!鼓励学生课后多练口语，感受英语语言的魅力。
三、反思
整个课堂设计运用了任务型教学方法，通过不同任务的引导，对学生进行听、读、写各方面的训练。运用比较学习法，减低任务要求，减轻学生负担;
同时活动形式多样，如小组活动、个体活动，使不同层次的学生都有成功学习的体验。学生上台谈论大家认识的人物，增强了学生的好奇心和兴趣。从学生课堂上所分享的写作来看，学生的想象力得到了激发，合作学习给学生带来了成功的体验。在下一步的个人写作中，积极发挥，写出了不少出彩的好文章。学生给老师带来惊喜，老师亦还给学生一个惊喜。这就是教与学的快乐。
篇9：高中英语作文慰问信课件
1.题型特点
慰问信是向失败者、生病者、不幸者、愁苦者或遇到人表示安慰或同情的信件。此类信要写得及时、简明扼要，感情要真诚，措辞要贴切，尽量以乐观的口吻减轻亲友的烦恼和痛苦，并鼓励对方对日后烦人生活、学习、工作充满信心。
2.写作思路
第一步：引出事实，表达惋惜和同情；
第二步：安慰对方或鼓励对方，预测未来；
第三步：表达愿望和祝福。
二、套用句式：
1. I was shocked at the news about the earthquake in …
听闻……地震的消息我很震惊。
2. On…, an incredible and unknown earthquake suddenly happened in…,…Province. 在……，……省……市突然发生了一场惊人的、未曾预知的.地震。
3. We are so sorry to hear the news about the earthquake.
听到地震的消息我们很难过。
4.We are very sorry to learn that …
我们非常遗憾地得知……
5.I just heard that you’ve been on the sickness last week.
我无法告知你当你听到你发生事故我是多么难过。
6.I just can’t tell you how sorry I was to learn of your accident.
我刚刚得知上个星期你病了。
7.I was deeply concerned when I learned that…
当我听说……时，我非常关心
8.I just wanted to let y
ou know how concerned we are.
我只想要你知道我们是多么担忧。
9.I hope you are getting some relief from the pain.
我真心希望能减轻你的痛苦。
10.We are hoping for your quick return to health/early recovery/rapid recovery. 我们真心/祈祷你能很快完全康复。
11.We are looking forward to /hoping and praying for your speedy and full recovery. 我们真心希望你早日康复。
12.Only we have the perseverance can we defeat the natural disaster.
我们只有不屈不挠才能战胜自然灾难。
13.Please extend our deep sympathy to your family.
请向你的家人转达我们最深切的同情。
14.If there is anything I can do to help you, please let me know.
如果需要我的帮助，请告知。
三、模板
Dear______,
I am ______, I am very sorry to have heard of your present situation that you are so bitter after ________. / I am shocked at the news about______________(引出具体实情，表示惋惜和同情)
At present,_________ decides that it will give you________ when you receive a letter. That will offer you so much courage. I hope you will make efforts to overcome all kinds of difficulty, no matter how hard it is. You are sure to make it.(进一步安慰并鼓励对方)
I will try my best to________, which may help you .It will give more courage to live on.(表示自己意愿提供帮助)
May you recover soon./Good luck and best wishes to you!(表达愿望与祝福)
Yours sincerely,
__________________
据报道，7岁的美国女孩Amy Bruce得知自己身患肺癌(lung cancer)后处于极度的痛苦之中，美国抗癌协会(ACS)决定，每当Amy收到一封慰问信，就给她增加3美分的治疗款。假如你是新华中学的学生李华，请你用英文给Amy写一封慰问信，主要内容包括：自我介绍
得知的情况
表示鼓励
打算为她做什么
祝她早日康复
范文：
Dear Amy,
I’m Li Hua from Xinhua Middle School of China. I’m sorry to hear that you got the lung cancer which brought you great pain. But you should realize that you are young and have a promising great future. So, stand up and fight against the disease! I’m sure you will win. It is reported that the America anti-cancer association will donate three cents upon every comfort letter you receive. So I will tell your situation to all my friends and ask them to write to you. In that way, you will get enough money for you to be cured. Hope you can be well soon.
Yours,
篇10：高中英语必修二课件
高中英语必修二课件
高中英语必修二课件已经为大家准备好啦，老师们，大家可以参考以下教案内容，整理好自己的授课思路哦！
教学目标
Teaching Aims
全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。
Teaching important and difficult points
1.Words
room ,offer, discover, arrive
2.Phrases
take turns, make into , a piece of , help oneself to, get angry
2．Revise（1～7words and phrases）
3.Useful expressions
Would you like...? How about some more. . . ?
Just a little, please. No, thanks. I’ve had enough.
I’m full. Thank you. Help yourself to. . .
Let me give you. . .
4．Grammar
复习1～7单元出现过的语法项目
1）各种时态
2）直接、间接引语
3）被动语态（特别是将来时）
4）目的状语
5）定语从句the Attributive Clause
教学建议
对话建议
方法一：
教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。
方法二：
教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。
方法三：
教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、咖啡等，增加对所学的'单词的记忆。
课文建议
教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.
教材分析
本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Lesson 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。
重点难点
1．discover vt.—看出；发现（存在而尚未为人所知之物）
1)跟名词或代词：
It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。
Columbus discovered America in 1492．哥伦布于1492年发现了美洲。
2)跟从句：
It was discovered that our food was running short. 我们发现粮食快完了。
We discovered that he was an enemy spy. 我们发现他是一名敌特。
3)跟带连接词的不定式：
We never discovered how to open the box. 我们找不出打开盒子的方法。
4)跟复合宾语：
We discovered him to be an enemy spy. 我们发现他是一名敌特。
2．discover 和invent的区分
1） 这两个及物动词虽然意义不同，但在具体使用时可能搞混。
discover意为“发现”，invent意为“发明”。
Coal was first discovered and used in China．煤是最先在中国被发现和使用的。
He has invented a new machine．他发明了一种新机器。
2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。
3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。
Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。
Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。
3.prepare v. —预备，准备
1)跟名词或代词(可有较活译法)：
①Please prepare the table for dinner. 请摆好桌子吃晚饭。
②Mother is preparing us a meal.母亲正为我们做饭。
2)跟不定式：
①They are busy preparing to go on holiday. 他们正忙着准备休假。
3)prepare for引起的短语表示“为……做好准备”。
①We were given two days to prepare for the examination.给了我们两天时间准备考试。
②Hope for the best and prepare for the worst.[谚]存最好的希望，准备应付最坏的情况。
4. dinner与meal
dinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：
They were at dinner when I called.当我去拜访时，他们正在吃饭。
The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾，以示欢迎。
meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：
What time do you usually have your meals? 你通常什么时候吃三餐？
5.offer和supply的区分
从意义上来讲：
offer多表示主动提出给对方某物或主动提出做某事
supply 则多表示供给对方生活必需品
从搭配上来讲：
offer后可接：名词或代词；直接宾语和间接宾语；to do。
supply多用于下列结构：supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：
He offered me a cup of coffee. 他给我端来一杯咖啡。
He offered to help me.他表示愿意帮助我。
Cows supply us with milk.奶牛向我们提供牛奶。
The school supplies books to/for children.学校向孩子提供书本。
The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。
6．be made of, be made from 和 be made into
1) be made of意为“由（看得见的原料）制成”。
The desk is made of wood. 这张桌子是由木头制成的。
2) be made from 意为“由（看不出的原料）制成”。
This paper is made from wood. 这种纸是由树木制成的。
3）be made into意为“（原料）被制成……”。
Wood can be made into paper and desks. 木材能被制成纸和桌子。
注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。
7.room的基本用法
1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：
①Is there room for me? 还有我的地方吗？
②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。
③There's plenty of room for the desks. 有足够的空地方放课桌。
④There's room for three more. 还有三个人的位置。
⑤I haven't much room to move about here.我这儿没有多少活动余地。
⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？
⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大，我们最好把它搬到外头去。
2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：
①How many rooms are there in this hotel? 这家饭店里有多少房间？
②This room is a very pleasant one. 这个房间很舒服。
【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室
8.ship作为动词的用法
1)ship作为及物动词，意思是“用船运送”、“运送”，如：
①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。
②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的？
2)ship作为不及物动词，意为“上船”、“乘船”、“在船上工作”，如：
①He said good - bye to his family and shipped out for England.他向家人道别，乘船到英国去了。
②He shipped as a cook.他在船上当厨师。
9.offer的用法
作为及物动词，有以下几种意思：
1)提供，提出，如：
①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。
2)出价，开价(常与介词for连用)，如：
①I offered him ￡10,000 for the house.我出价一万英镑向他买那座房子。
②I offered him the house for ￡10,000．我提出一万磅的价格把那座房子卖给他。
3)表示愿意做某事(常与不定式连用)，如：
①We offered to go with him. 我们表示愿意和他一道去。
另外，offer也可作为名词用，意思是“提供”，“提供的事物”，如：
①You ought to accept the offer. 你应该接受这个提议
语法重点——定语从句
1．由which引导的定语从句：（which在从句中作主语或谓语动词的宾语）
This is the store which opens all night.
This is the pen which my brother bought for me.
Is this the house in which Lu Xun once lived?
(or: Is this the house which Lu Xun once lived in?)
This is the magazine which you are looking for.
Notes: which, whom在从句中作介词的宾语时，介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上，而不能放在which之前，如例4则不能改为
This is the magazine for which you are looking.
2．由that引导的定语从句：
在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。
This is the photo that (which) I took in Beijing last year.
This is the man that/who lives next door.
Is this the professor that you talked about yesterday? (about不能放在that前面)
但下列情况只能用that。
l）序数词或最高级形容词修饰先行词时用that。
This is one of the best novels that I have ever read.
The first English song that I learned was the ABC song.
2）all ,much, everything, nothing, something, anything作先行词时用that。（但先行词是everybody，everyone时因应用who，one指人时也用who）
Everything that we saw at the exhibition greatly interested us.
Is there anything that belongs to you?
All that we need is more time.
Nothing that parents do doesn’t influence their children.
3）先行词为any，no，only，every等修饰时用that。
That is the only way that we can find at present.
This is the very museum that we visited for the first time.
4) that可以用来引导限制性定语从句，当它在从句中作介宾时，介词应后移。
This is the good student that the teachers talked about just now.
5）先行词为既指人又指物的并列名词时，用that．
My mother and her old friends talked of the things and persons that they remembered in the school.
定语从句练习
I．用适当的关系代词或关系副词填空
1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.
2. The two pupils ____ you taught three yeas ago have become teachers.
3. He began to work in Beijing in the year ____ New China was founded.
4. I don’t know the reason ____ she didn't agree to our plan.
5. This is Carry ____ son died in the War of Resistance Against Japan.
6. He told us everything ____ he had seen in the traffic accident.
7. This was the best model of the TV set ____ the factory produced last year..
8. They have visited the Museum of Chinese History ____ Premier Zhou’s life and deeds are being shown.
9. Alice, ____ dress is all red, looks very pretty.
10. The first thing ____ I am going to do this evening is to write a report about the experiment.
II．用关系代词which或as填空
1. He is an American, ____ I know from his accent.
2. She was not discouraged, ____ can be seen from her eyes.
3. The sun heats the earth, ____ makes it possible for plants to grow.
4. ____ was usual with him, the old man went out for a walk after supper.
5. It was raining, ____ was a pity.
6. He said he had been to America, ____ is untrue.
7. ____ is well known, China is in Asia.
8. Edison was one of the greatest scientist, ____ is well-known.
9. He must be from Africa, ____ can be seen from his skin.
10. Air, ____ we breathe every day, is a mixture of gases.
篇11：高中英语主谓一致课件
高中英语主谓一致课件
就近一致
故事：就近有一只猫和三百只老鼠在玩耍，在我看来，或者猫或者老鼠是要死的，可实际上，猫既没有把老鼠吃掉，老鼠也没有把猫整死，在长期的进化中，不仅是猫而且老鼠也知道了友善，他们彼此和谐相处了。不是猫，而是老鼠认为世界该变一变了。
译文：There is a cat and three mice playing in the yard.
解析：there be 句子是倒装结构，其中be的数的变化取决于最临近的一个主语。
例如：
Is there a banana and seven apples on the table?
译文：In my view， either cat or mice are to die in the stuggle.
解析：either…or…或者…或者…，连接两个主语时，谓语动词的数随就近的一个。
例如：
Either he or I am to be responsible for the accident.
译文：But ， to my surprise， neither mice nor cat dies.
解析：neither…nor…既不…也不…，连接两个主语时，谓语动词的数随就近的一个。
例如：
Neither his parents nor he is interested in swimming.
译文：In the long run， they have become friendly to each other. Not cat but mice believe the world should change.
解析：not…but….不是…而是…. ，连接两个主语时，谓语动词的数随就近的一个。
例如：
Neither the students nor the teacher runs away in the earthquake.
(符合就近原则的结构有there be， not…but…， not only…but also…， or…or…， neither…nor…)
记忆：
就近有个人在叫卖，不是老头而是老太;
不仅卖瓜而且卖菜，或者现钱或者放债，
既没有车也不用秤，只要你笑她就白送。
语法一致
故事：三国时候有一套马车金壁辉煌，它的美吸引了每一个国王，每一个国王，还有他的大臣们不止一次地想拥有这套马车，很多种方法都被他们尝试过了，但艰苦努力都是徒劳，当时有99%的.人口都反对把车让给国王，因为只有勇士张飞，才是唯一有资格拥有这辆马车的人。只要这辆马车一跑，就会趟起大量的尘土。
译文：There was a cart and horse in the Three Kingdom Period， which was very splendid.
解析：
由and连接两个名词做主语，不是指同一个人、同一物或同一概念时，谓语动词一般用复数。当and连接两个表示同一个人，同一物或同一概念时，谓语动词常用单数形式，如果名词前要加冠词，往往在第一个名词前才用，第二个名词前不用冠词修饰。常见的有bread and butter， war and peace， a knife and fork， a cart and horse等。如：
(1)Fire and water don’t agree.
(2) The singer and dancer is popular with the young people.
(3) Bread and butter is what they usually have for breakfast.
译文：Every king was attracted by its beauty.
解析：
两个并列名词分别由every，each， many a， no等修饰，做主语时，谓语动词用第三人称单数。如：
(4)Each boy and each girl has an English dictionary.
(5) Many a boy and many girrl made the same mistake in the exercise.
(6) No man and no animal is on the moon.
译文：The king， together with his ministers wanted more than once to own the horse and cart.
解析：
主语后面接有with， along with， together with， as well as， rather than， in addition to， like ， except， but， including， besides等词构成的短语修饰时，谓语动词的数与前面的主语保持一致。如：
(7)Professor Brown with a group of students was doing experiments at that time.
(8)Our head teacher， along with his students is going to play football this weekend.
译文：Many a way was tried by them.
解析：
“more than one + 单数名词(不止一个……)”，“many a(许多)”虽然表示复数含义，但谓语动词与单数名词保持一致，习惯上用单数。如：
(9)More than one person was present at the meeting.
(10)Many a student has passed the exam.
译文：But hard working was in vain.
解析：
不定式(短语)、动名词(短语)或从句做主语，谓语动词用单数。
(11)Seeing is believing. =To see is to believe.
(12)When we’ll go out for an outing has been decided.
译文：99% of the population were against the king’s ownership of the cart and horse.
解析：
百分数(或分数) + of + 可数名词单数(或不可数名词)，谓语用单数;百分数 (或分数) + of +名词复数，谓语用复数。
(13)Twenty percent of the workers in the factory are women.
(14) More than 70 percent of the surface of the earth is covered by water.
译文：Zhang Fei was the only one of the people who had the right to own the cart and horse.
解析：
在定语从句中关系代词做主语时，从句谓语动词要与先行词的数保持一致。在先行词前有one of修饰时，从句谓语动词与复数名词保持一致;在先行词前有the only one of， the very one of 等修饰时，从句谓语动词与one保持一致，用第三人称单数形式。如：
(15)The man who wants to see you is waiting for you at the gate.
(16)He was one of the men in the office who were invited to the ball.
(17)He was the only one of the men in the office who was invited to the ball.
译文：Huge quantities of dirt were raised by the cart as long as the horse ran.
large amounts of 和 huge quantities of 后即使跟的是不可数名词，谓语动词也要用复数形式。
(18)Huge quantities of good earth has been blown away in this area.
意义一致
故事：受伤的人们都戴着眼镜，正在看《一千零一夜》的故事，这时，从远处来了一群牛，牛背上驮着家具，这些家具值3万美元，这可是一大笔钱啊。
译文：The wounded were wearing glasses.
解析：
“the + 形容词或过去分词”，如：the rich， the poor， the blind， the old， the injured， the wounded做主语时，表示具体的某类人或事，谓语动词常常用复数形式。如：
The rich make the poor slaves.
The wounded were sent to the hospital at once.
.表示由两部分构成的东西，如：glasses (眼镜) trousers， clothes，pincers， tongs 夹钳 shears，sessiors 剪子。使用这些词做主语时，谓语应该用复数。
若表达具体数目，要借助数量词 pair(对，双); suit(套); a pair of glasses; two pairs of trousers，这时，谓语动词应该用单数。
A pair of glasses is necessary to the near-sighted.眼镜对近视眼患者很有必要。
译文：They are reading “the Arabian Nights”.
解析：
以s结尾，仍为单数的名词，用在句子中做主语时，谓语动词用单数。如：
a. maths，politics，physics等学科名词，为不可数名词，是单数。
b. news 是不可数名词。
c.国家名称the United States，the United Nations，应视为单数。
The United Nations was organized in 1945. 联合国是1945年组建起来的。
d. 以复数形式出现的书名，剧名，报纸，杂志名，也可视为单数。
“The Arabian Nights” is a very interesting story-book.
<<一千零一夜>>是一本非常有趣的故事书。
“New York Times” is a very influencial paper.纽约时报是一份很有影响的报纸。
译文：Just then， a herd of cattle came from the distance， with furniture on their backs， which was worth 30’000 dollars.
解析：
集体名词，以单数形式出现，但实为复数。
如：people police cattle audience jewellery clothing 等本身就是复数，不能说 a people，a police，a cattle，
英文中还有些单词，可以看作是一个整体，这时是单数，也可以看作是很多个体，这时表复数的概念。例如：class(班;全班同学)， team(队;全体队员)， family(家庭;全家人)等。
My class often wins first in the competition.
My class are all girl students.
The family lives happily.
The family all like potatoes and tomatoes.
以下一些词是不可数名词，在句子中当单数处理。furniture equipment
译文：30’000 dollars is a big sum of money.
解析：
表示时间、距离、金钱、重量等的复数名词或短语做主语时，常常看作一个整体，谓语动词用第三人称单。如
(1)Another three years has passed.
(2) Thirty-six thousand francs is a big sum for the couple to pay off.
篇12：高中英语强调句型课件
1、强调句的基本句型是“It is/was＋被强调的部分＋
that/who＋其他部分”。被强调的部分可以是主语、宾语和状语等。
John's success has nothing to do with good luck. It is years of hard work that has made him what he is today.(摘自湖南高考)
约翰的`成功与运气无关，是多年的努力让他取得了今天的地位。
It is only children who make such stupid mistakes.
只有孩子才会犯这样愚蠢的错误。
2、强调句型的一般疑问句只需将is/was提前，特殊疑问句的结构是“疑问词＋is/was＋it＋that从句”。
Is it Professor Wang who teaches you English?
教你们英语的是王教授吗？
What is it that you want me to do?
你要我干什么？
3、如果原句中含有“not ...until”，在强调时间状语时，将主句中的否定词not连同状语一起提前。
It was not until she took off her dark glasses that I realized she was a famous film star.
直到她摘下墨镜，我才认出她是一位著名的电影明星。
4、巩固练习
1．(·重庆高考)—Have you seen the film Under the
Hawthorn Tree?
—Of course, I have.It was in our village________ it was made.
A．that B．where C．when D．which
2．(·宝鸡质量检测一)It was not until midnight
________ we got home because of traffic jams.
A．that B．when C．while D．as
3．(2012·孝感质量检测)I can't figure out ________ it is that
makes him so difficult at school.
A．how B．what C．why D．which
5、高考常考类型的强调句
基本结构：
It is (was)+被强调部分+ that (who)+句子其他部分。此结构强调的成分仅限于主语、宾语和状语。
例如：
It is not only blind men who make such stupid mistakes.
It was the goat’s eyes that he had seen in the darkness.
It is from the sun that we get light and heat.
It was not until I had read your letter that I understood the true state of affairs.
下面给出一个句子，根据强调的内容不同，做出的不同形式的强调句：
原句：My father did the experiment in the lab yesterday evening.
强调主语： It was my father who did the experiment in the lab yesterday evening.
强调宾语： It was the experiment that my father did in the lab yesterday evening.
强调时间： It was yesterday evening that my father did the experiment in the lab. (注意不用when)
强调地点： It was in the lab that my father did the experiment yesterday evening.
篇13：高中英语强调句课件
基本结构：
It is (was)+被强调部分+ that (who)+句子其他部分。此结构强调的成分仅限于主语、宾语和状语。
例如：
It is not only blind men who make such stupid mistakes.
It was the goat’s eyes that he had seen in the darkness.
It is from the sun that we get light and heat.
It was not until I had read your letter that I understood the true state of affairs.
下面给出一个句子，根据强调的内容不同，做出的不同形式的强调句：
原句：My father did the experiment in the lab yesterday evening.
强调主语：It was my father who did the experiment in the lab yesterday evening.
强调宾语：It was the experiment that my father did in the lab yesterday evening.
强调时间：It was yesterday evening that my father did the experiment in the lab. (注意不用when)
强调地点：It was in the lab that my father did the experiment yesterday evening.
有几个方面是必须注意的：
1.条件，让步状语从句不能用强调句型改写，例如：
If it rains, we won’t go out. 如果下雨，我们就不出去。
We’ll try to finish the work in time though we are short of man power. 尽管我们人手不够，我们也会尽力按时完成工作。
2.It-type强调句可强调because引导的原因状语从句，但不可强调as, since引导的原因状语从句，例如：
I do it because I like it.因为我喜欢，我才干。可强调为：It is because I like it that I do it.
下面这个句子则不可以强调：
Since no one is against it, we’ll adopt the proposal.
3.It-type强调句可强调so that引起的目的状语从句，但不能强调so that 引起的结果状语从句，例如：
The six blind men asked the driver to stop the beast so that they could have a “look”. 六个盲人要求赶象人让这头巨兽停下来，以便他们能“看一看”。可强调为：It was so that they could have a “look” that the six blind men asked the driver to stop the beast.
下面这个句子则不可以强调：
He didn’t plan his time well, so that he didn’t finish the work in time.
4.对由until引起的短语或从句强调，要注意否定前移，例如：
I didn’t learn it until yesterday.写成强调句型是：It was not until yesterday that I learned it.
He didn’t come back until his wife fell asleep. 写成强调句型是：It was not until his wife fell asleep that he came back.
5.在中学英语课本中还多次出现“What…be…”结构的句型（简称wh-type强调句），它同样具有很浓的强调意味，例如：
What we need is more time.我们需要的是更多的时间。
我们可以用对待It-type强调句的方法，把“What…be…”作为一个框架而划去，所剩的也是一个完整的句子：We need more time.不同的是，what和be在句子中都可以担任成份。上面这个句子可以看成是 What引导一个主语从句，而be则 是系动词，后接表语。
（1）Wh-type强调句可用来强调主语、宾语、表语，例如：
But what surprised me most was to see some of the village people seated on the benches at the end of the room.
But what he was really interested in was beautiful paintings.
What I feel is hungry.
（2）wh-type强调句还可以通过使用动词不定式或动词-ing形式来强调句中的谓语动词或作宾语补足语的非谓语动词，例如：
What I did was (to) turn off the tap.
What I want you to do is (to) clean the room.
What I’m doing is teaching him a lesson.
（3）Wh-type强调句中的what从句，间或也作表语，例如：
This was what they had posted on the bulletin board then! This was what the black smith was reading! 原来贴在布告牌上的就是这么回事！铁匠在看的原来就是这个！
（4）Wh-type强调句的wh-从句，有时可能是以who, where或when引导，它们通常只用作表语，例如：
The headmaster was who I meant. 我指的就是校长。
Here is where the accident took place. 这儿就是事故发生的地方。
(On) Saturday is when the housewives are busiest. 星期六是家庭主妇们最忙的日子。
[高中英语强调句课件]
篇14：高中英语课件的种类
高中英语课件的种类
根据高中生的认知特点和高中英语教材的特点，高中英语课件按其作用可分为下述几类：
1.情境课件
情境课件主要用于烘托和渲染语言情境和背景。课件的选材主要是图片、动画和音像文件。如，介绍“污染”可用图片描述各种污染，介绍“生态平衡”可用各种图片展示生态不平衡，介绍“乡村音乐”可用声音和图象展示乡村和音乐。情境课件的优点是容易把学生带入“语言的情境”中，引起学生学习兴趣。不利的因素是，如果课件技术含量差，画面简单，会束缚学生的想象力，禁锢学生的思维能力；如果画面过于渲染，又可能造成华而不实、喧宾夺主的后果。
2.提示课件
提示课件主要用于编制课文对话、复述课文主旨大意。课件内容主要是对话和课文中的`关键词语，以文字呈现为主，配以颜色和音乐。制作这类课件的原因是，要么对话中生僻词语较多，学生记忆较困难，要么课文较难较长，学生复述困难。有了课件提示，能激活学生的思维，化难为易，提高学生的学习兴趣，加速课堂教学进程。制作这类课件，要注意提示的关键词不宜过多或过少。太多，不能充分激发学生思维；太少，不能引起学生联想。这种课件提示的媒介亦可用图片。
3.归纳课件
归纳课件主要用于归纳或概括课文段落主旨大意、分析段落、揭示段落主题句、分析文章结构、辨析人物关系、揭示事物内在联系等，英语论文《高中英语课件的制作与应用》。一般来说，课文内容比较复杂、人物关系较多、课文结构有特点等，都可以制成这种课件。其主要目的是培养学生分析、归纳、概括的能力。因此，课件应在学生充分讨论分析之后演示。
4.辨异课件
辨异课件主要用于区别易混易错的词语和语法现象，用课件揭示易混易错之处，化难为易。这种课件选材主要是文字和图示，制作时可利用多种手段，使易混易错之处明朗化，并可配置一定数量的练习题，进行强化练习。其设计力求新颖、精巧。否则，很容易成为教案的翻版。
5.训练课件
训练课件主要用于课堂练习。练习的内容应是这一节课或一单元的难点和重点内容。练习的形式不限，但应以最小的版面包含最大的容量。这种课件的呈现主要依靠文字和色彩，亦可适当配以音响效果，但不能喧宾夺主。制作时，可注意在展示的形式和内容多样化方面下功夫。
6.讲授课件
讲授课件主要用于授课。选取内容应是一节课的重要内容。通过课件把重点内容展示给学生，使授课内容清晰、有条理。通过视觉激发学生的学习兴趣，加深学生对授课内容的记忆。这种课件的制作主要靠文字，因此，文字应清晰醒目。制作这种课件时，要精心设计、合理安排，绝不能照搬照抄教案。
7.学习课件
学习课件主要用于学生自学，以培养学生的自学能力。课件内容可以是一个单元、一册书的重点内容；也可以是一条或几条语法项目的内容；还可以是一单元或一册书的词汇内容。学习课件重在培养学生自学，所以要在如何培养学生自学这一方面精心设计、制作。
8.检测课件
检测课件主要用于学生自我学习、课后检测。检测内容应与学习内容同步；测试形式应以能检测学生的真实水平和实际能力为标准，切忌把各种模拟考试题编人课件。
篇15：高中英语宾语从句课件
高中英语宾语从句课件
高中英语宾语从句课件
宾语从句(object clauses)
1、概述用作宾语的从句叫做宾语从句。宾语从句的位置与陈述句基本结构中的宾语相同。宾语从句可作谓语动词的宾语，也可以作介词和非谓语动词（动词不定式、动名词、分词）和某些形容词的宾语。宾语从句可以由从属连词that whether、if，关系代词what, who, whose, which和关系副词when、where、how、why等引导。
He said he wanted to go to town. 他说他想去城里。
I hope you'll be better soon.我希望你能很快好起来。
I’m so glad that you were able to come to this party.你能设法抽空出席这个交际会，我很高兴。
I know nothing about it except what I have read in the papers.除了在报上读到的以外,我对这件事一无所知。
Most of the Chinese people usually go to work on the bike except when it rains.除了雨天,大多数中国人一般都骑自行车上班。
He asked me whether she was coming. 他问我，她来还是不来。
2、作动词宾语
（1）由从属连词that引导的宾语从句。that引导宾语从句时，只起引导词作用，在句中不做成分，在口语和非正式文体中常省去。
I think (that) he'll be right in a few days.我认为他几天后就会好的。
I wish （that） she would understand me.我希望她理解我。
（2）由关系代词what, who, whose, which引导的宾语从句，在句中作成分，即主语、宾语、表语和定语，关系代词在句中不能省略。
A computer can only do what you have instructed it to do．计算机只能按人的指令去做。
Do you know whom they are waiting for?你知道他们在等谁吗？
He asked whose dictionary it was.他问这是谁的字典。
He can't tell which method they will use for the experiment.他不能断定他们会用哪一种方法做实验。
（3）关系副词when，where，how，why等引导宾语从句。关系副词 when，where，how，why 既有疑问意义，又起连接作用，而且在宾语从句中充当各种状语，分别表时间、地点、方式、原因。在句中不能省略。
Please tell me when we shall discuss our plan.请告诉我我们将何时讨论计划。
I don't know where we are going to have the meeting.我不知道我们将在哪里开会。
Will you tell me how I can get to the station？你能告诉我如何能到车站吗？
Do you know why he said that?你知道他为什么说那件事吗？
I remember when this used to be a quiet village．我记得这里曾经是一个僻静的村庄。
（4）由从属连词whether或if引导的宾语从句。
I wonder whether (if) daughters are valued as much as sons in the countryside.我想知道在农村女儿是否和儿子一样受到重视。
I don't know whether (if) you are willing to help me.我不知道你是否愿意帮我。注意：whether 和if的区别，请参考概述部分。（5）动词+间接宾语+宾语从句。动词如：advise, ask, inform, promise, question, remind, show, teach, tell, warn等，宾语从句前可以有一个间接宾语，这个宾语有时可以省略，有的不能省略。
He has informed me when they are to discuss my proposal.他已经通知我们将什么时候讨论我的建议。(me不可省略)
She promised (us) that she would give us more help later on.她答应以后给我们更多的帮助。(us可省略)
3、作介词宾语
It depends on whether he is coming or not.这要看他是否会来。
I was curious as to what we could do next.我想知道下一步我们该做什么。注意：that引导的宾语从句只在in, but, except, besides等少数介词后作宾语，形成固定搭配，in that在于（因为），but that要不是(只是)，except that除了……。
The higher income tax is harmful in that it may discourage people from trying to earn more.所得税过高是有害的，因为它可能使人不愿多赚钱。
His paper is perfect except that there were some misprints.除了一些印刷错误之外，这篇论文很好。
4、作形容词宾语。
No one can be sure what man will look like in a million years．谁也不知道一百万年后人类会变成什么样子。
I am not certain whether I have met him before.我不能肯定从前是否见过他。
I'm sorry (that) you're ill.你病了，我很难过。注意：that引导的从句在下列形容词后面作宾语，that可以省略。anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content, proud等。
I'm sure (that) he'll help you.我确信他会帮助你。
I'm glad (that)he has passed the exam.我很高兴，他考试及格了。
5、it充当形式宾语，真正的宾语---宾语从句后置。正如我们常用it充当形式主语代替主语从句一样，我们也常用it用作形式宾语代替宾语从句，把真正的宾语从句后置。特别是带复合宾语的句子中。在这种结构中that不可省略。有下列几种情况：（1）在believe, consider, declare, estimate, fancy, feel, find, guess,hear, imagine, know, make, prove, reckon, think, understand 等动词接复合宾语（宾语＋宾补）时，要用it作形式宾语。
We find it difficult that we should finish the work on time．我发现我们按时完成工作有困难。
She thinks it wrong that he didn't answer the phone．她认为他不接电话是不对的。
（2）在like，enjoy，love,hate,take 等表“喜怒哀乐”的动词，后若要跟宾语从句时，需跟形式宾语 it。
I hate it when people talk with their mouths full.我不喜欢人们满口饭说话。
I like it that everyone passed the exam．都通过了考试我很喜欢。
（3）由动词和介词构成的短语动词后接 that 宾语从句时，要用形式宾语。
We are thinking of it that we'll lend you some money．我正在考虑借给你钱的事。
I shall see to it that he is taken good care of when you are absent.你不在的时候我负责把他照顾好。（4）用于“动词+宾语+介词短语”的句型中。
Keep it in mind that you have to be home by ten o’clock.要记住你得十点钟之前回家。
We took it for granted that he would come.我们认为他来是当然的。
6、不可直接跟that从句的动词。下列动词不可直接接that从句：ask, refuse, let, like, cause, force, condemn, admire, celebrate, entreat, dislike（厌恶）, overlook, love, help, take, forgive, bid, hate, hear（听见）, see（看见）, want（想要） 等，但可用it, the fact做媒介，后接that从句；或接动名词、不定式。
He overlooked it that he had made another mistake.(正确) 他忽视了一件事，他又犯了一个错误。
He overlooked the fact that he had made another mistake. (正确)
He overlooked that he had made another mistake.(错误)
I admire it that they won the match. (正确)
I admire the fact that they won the match. (正确) 我很羡慕，他们赢得了比赛。
I admire that they won the match. (错误)
7、that引导宾语从句的省略。（1）主句谓语动词是agree, argue, hold, learn, maintain, observe, contend, conceive, reckon, remark, state, suggest, assume, announce, calculate, indicate等时，其后宾语从句的引导词that一般不可省略；主句谓语动词是hear, know, say, see, confess consider, declare, understand, propose等时，其后宾语从句的引导词that可以省略，也可以不省略；主句谓语动词是think, suppose, believe, presume, dare say等时，其后宾语从句的引导词that可以省略。
He suggested that we should set off at 8 o’clock tomorrow morning.他建议我们明天早晨8点走。(that不可省略)
I think (that) this is very important.我认为这很重要。(that可省略)（2）当一个句子很复杂，句中有多个状语时，that不可省略；或者一个句子有多个并列的宾语从句时，特别第一个宾语从句特别长，后面的宾语从句的that不可省略；谓语动词与that从句之间有插入语时，that不可省去。
He said you needn't worry and that he would help you .他说你没有必要着急，他会帮助你的。（said之后可省去that，但第二个that不可省去）
We decide, as he has suggested, that we will start out tomorrow.就像他建议的那样，我们决定明天动身。
8、否定转移与省略（1）如果主句的谓语动词是“think, consider, suppose, believe, expect, fancy, guess, reckon, imagine等，主语是第一人称的一般现在时态，其后的宾语从句如含有否定意义，一定要把否定词一道主句谓语上，从句谓语动词用肯定形式。
I don’t think he can do it better than me.我想他不会比我干得好。
I don’t believe he treated the child like that.我相信他不会那样对待孩子的。
（2）如果think, consider, suppose, believe, expect, fancy, guess, reckon, imagine等前有副词或表示强调的do, does, did；或者同其它词构成并列谓语；或者不以现在时出现；或者用作插入语中。这时候不用否定转移。
I really expect she didn’t say that to him.我确实希望她不和他说那件事。
I think and hope that he won’t be deceived by the man.我认为也希望他不会被那个人欺骗。
（3）think, consider, suppose, believe, expect, fancy, guess, reckon, imagine等此类动词后，在简略答语中，用 so 替代前文肯定的.宾语从句；若替代一个否定的宾语从句，用 not 或 not…so 替代前文整个从句。
-I believe we've met somewhere before．我认为我们从前在哪见过。
-No，I don't think so．没有，我认为我们以前没见过。
-Do you think it's going to rain over the weekend？你认为这周末会下雨吗？
-I believe not．我认为不会。注意：hope 只能说 I hope not 一种形式，因为 hope 不能否定转移。
9、时态的呼应与语序。
在宾语从句中只能用陈述句语序，时态呼应上要遵循以下三条原则：（1）如果主句谓语是一般现在时或将来时，宾语从句的谓语可根据意思的需要使用任何一种时态。
Can you make sure where Alice has put the gold ring？你能确定爱丽丝把金戒指放到什么地方了吗？
They have no idea at all where he has gone．他们一点也不知道他去了哪。
Do you know who he was talking with at eight last night？你知道他昨晚和谁一起说话吗？
（2）如果主句谓语是一般过去时，宾语从句要用表示过去的某一时态。
He said he would come to see us the next day.他说他明天将来看我们。
I wanted to know whether he had been to Beijing.我想知道他是否去过北京。
（3）如果宾语从句是表示客观事实、真理等，不管主句是什么时态，宾语从句一律用一般现在时。
Dick asked Lucy how old she is．迪克问露斯她多大了。
The teacher said the sun rises in the east．老师说太阳从东方升起。
要点
一、高中宾语从句要点之时态的呼应
1. 如果主句是一般现在时、一般将来时或祈使句时,宾语从句可根据情况使用各种时态。例如:
I hear she is here today(she was here yesterday/ she will be here tomorrow.)
2. 如果主句是一般过去时,宾语从句应使用过去时态的某种形式。例如:
He said he was watching TV(he had swept the floor/ he would play football after school)。
3. 如宾语从句所叙述的是客观事实、自然现象或科学真理等,从句不受主句时态限制,仍用一般现在时。例如:
Our teacher told us that light travels faster than sound.
二、高中宾语从句要点之引导词的使用
1. 当宾语从句由陈述句变化而来时,用that来引导从句,that常无具体意义,一般可省略。例如:
Lin Tao thought(that)the TV play was very boring.
2. 当宾语从句是由一般疑问句变化而来时,要用if或whether来引导从句。例如:
David asked his mother if/ whether she liked the dinner last night.
3. 当宾语从句是由特殊疑问句变化而来时,原句中的疑问词充当连接代词(如who, whose, what, which)或连接副词(如when, where, why, how),引导宾语从句。例如:
Do you know what we can do on the island?
I don’t know why Jane was late for school this morning.
三、高中宾语从句要点之语序的陈述化
宾语从句一般要用陈述句语序。例如:
When did he leave? I want to know. →I want to know when he left.
Does the shop close at six every day? Do you know? →Do you know if/ whether the shop closes at six every day?
四、高中宾语从句要点之否定转移
当主句的谓语动词为think, believe, suppose等动词,且主语为第一人称时,从句的否定要转移到主句上。例如:
I don’t believe he is here on time, is he?
I don’t think Tom is the best student in his class, is he?
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