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人教版必修一英语教案篇1
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2. 实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
?教材分析】
本单元教学内容为人教版新课标module 5 unit 3 life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
?学情分析】
1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
?教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为warming-up and reading, 第二课时为learning about language, 第三课时为using language, 第四课时为listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
?重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
?教学策略与手段】
1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
?教学准备】
1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
?教学过程】
period 1: warming-up & reading
teaching aims:
1. learn some new words and expressions.
2. improve the students’ reading skills.
3. know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the future.
teaching methods:
1. inductive method
2. pair work & group work
3. competition
4. illustration
5. deductive method
step 1 greetings and lead-in
1.the teacher can start with daily greetings and try to lead in some words in this unit.
q1: where do you come from? do you live in the downtown or in the countryside?
do you live in a comfortable surrounding?
is it a suitable location for people to live in?
what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)
bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. what other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.q3: what will the future means of transportation be like? (time travel)
well, today we are going to learn a text about time travel.
?设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)
step 2 skimming
1.the teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
q1：what will the future life be like?
2.the students are given several minutes to read through the text and try to find out the changes mentioned in the text.
q2: which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.the teacher can ask the students to carry out a discussion about the changes.
q3: which changes are good and which are bad?
?设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
step 3 reading for details
1.before the journey
q1: how many people are mentioned in the text? who are they?
q2: when did the writer write this letter? and to which year did he travel?
q3: why did li qiang travel to the year ad 3005?
q4: what did li qiang suffer from?
q5: how did li qiang feel? what makes him feel better?
q6: where did they arrive?
?设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
2.during the journey
1) in the capsule:
climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) out of the capsule
confused by the new surrounding, i was hit by the lack of fresh air
q1: how did li qiang overcome the lack of fresh air?
1. hovering carriage: .
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
2. “a large market”
q4: what were people doing there?
q5: what happened to li qiang?
3. a large building
q6: what is a “time lag” flashback?
?设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。
3.after the journey
(arriving home, he showed me into a large bright, clean room.
xx of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast asleep.
人教版必修一英语教案篇2
高三英语复习教案与训练三--代词
3. 代词
代词是代替名词的词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、自身代词、相互代词、疑问代词、关系代词和不定代词八种。
一、人称代词是表示“我”、“你”、“他”、“她”、“它”、“我们”、“你们”、“他们”的词。人称代词有人称、数和格的变化，见下表：
数 单数 复数
格 主格 宾格 主格 宾格
第一人称 i me we us
第二人称 you you you you
第三人称 he him they them
she her they them
it it they them
例如：he is my friend. 他是我的朋友。
it's me. 是我。
二、 物主代词是表示所有关系的代词，也可叫做代词所有格。物主代词分形容性物主代词和名词性物主代词两种，其人物和数的变化见下表。
数 单数 复数
人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称
形容词性物主代词 my your his/her/its our your their
名词性物主代词 mine yours his/hers/its ours yours theirs
例如： i like his car. 我喜欢他的小汽车。
our school is here，and theirs is there. 我们的学校在这儿，他们的在那儿。
三、 指示代词表示“那个”、“这个”、“这些”、“那些”等指示概念的代词。指示代词有this，that，these，those等。
例如：that is a good idea. 那是个好主意。
四、 表示“我自己”、“你自己”、“他自己”、“我们自己”、“你们自己”和“他们自己”等的代词，叫做自身代词，也称为
“反身代词”。
例如：she was talking to herself. 她自言自语。
五、 表示相互关系的代词叫相互代词，有each other 和one another两组，但在运用中，这两组词没什么大的区别。
例如：they love each other. 他们彼此相爱。
六、 不是指明代替任何特定名词的代词叫做不定代词。常见的不定代词有a11，both，each，every等，以及含有some-，any-，no-等的合成代词，如anybody， something，no one。这些不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语，但none和由some，any，no等构成的复合不定代词只能作主语、宾语或表语；every和no只能作定语。
例如：--- do you have a car? --你有一辆小汽车吗？
--- yes，i have one. --是的，我有一辆。
--- i don't know any of them. 他们，我一个也不认识。
七、 疑问代词有who，whom，whose，what和which等。在句子中用来构成特殊疑问句。疑问代词都可用作连接代词，引导名词性从句（主语从句、宾语从句和表语从句）
例如：tell me who he is. 告诉我他是谁。
八、 关系代词有who，whom，whose，that，which，as等，可用作引导从句的关联词。它们在定语从句中可作主语、
表语、宾语、定语等；另一方面它们又代表主句中为定语从句所修饰的那个名词或代词（先行词）。
例如：he is the man whom you have been looking for. 他就是你要找的那个人。
3.1 人称代词的用法
1）人称代词的主格在句子中作主语或主语补语。例如：
john waited a while but eventually he went home. 约翰等了一会儿，最后他回家了。
john hoped the passenger would be mary and indeed it was she. 约翰希望那位乘客是玛丽，还真是她。
说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中。例如：
when he arrived, john went straight to the bank. 约翰一到就直接去银行了。
2）人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语。
例如： i saw her with them, at least, i thought it was her. 我看到她和他们在一起，至少我认为是她。（her做宾语，them做介词宾语，her做主语补语）
a. -- who broke the vase? --谁打碎了花瓶？
b. -- me. --我。（me做主语补语= it's me.）
说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和i。
3.2 人称代词之主、宾格的替换
1） 宾格代替主格
a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。
---- i like english. --我喜欢英语。
---- me too. --我也喜欢。
---- have more wine? --再来点酒喝吗?
---- not me. --我可不要了。
b.在表示比较的非正式的文体中，常用宾格代替主格。 但如果比较状语的谓语保留，则主语只能用主格。
he is taller than i/me.
he is taller than i am.
2） 主格代替宾格
a. 在介词but，except 后，有时可用主格代替宾格。
b. 在电话用语中常用主格。
---- i wish to speak to mary. --我想和玛丽通话。
---- this is she. --我就是玛丽。
注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。
i thought it was she. 我以为是她。（主格----主格）
i thought it to be her. （宾格----宾格）
i was taken to be she. 我被当成了她。 （主格----主格）
they took me to be her. 他们把我当成了她。 （宾格----宾格）
3.3 代词的指代问题
1）不定代词 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式场合使用时，可用he, his, him代替。
例如： nobody came, did he? 谁也没来，是吗?
2）动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。
例如： give the cat some food. she is hungry. 给这猫一些吃的。她饿了。
3）指代车或国家，船舶的名词，含感情色彩时常用she。
3.4 并列人称代词的排列顺序
1）单数人称代词并列作主语时，其顺序为：第二人称－> 第三人称 －> 第一人称，即you－> he/she; it -> i。
例如：you, he and i should return on time.
2） 复数人称代词作主语时，其顺序为：第一人称 －> 第二人称 －> 第三人称，即we －>you－>they。
注意： 在下列情况中，第一人称放在前面。
a. 在承认错误，承担责任时，
it was i and john that made her angry. 是我和约翰惹她生气了。
b. 在长辈对晚辈，长官对下属说话时，如长官为第一人称，
如：i and you try to finish it. 我和你去弄好它。
c. 并列主语只有第一人称和第三人称时。
d. 当其他人称代词或名词被定语从句修饰时。
3.5 物主代词
1）物主代词既有表示所属的作用又有指代作用。例如：
john had cut his finger; apparently there was a broken glass on his desk.
约翰割破了手指，显而易见，他桌子上有个破玻璃杯。
物主代词有形容词性（my, your等）和名词性（mine, yours等）两种，形容词性的物主代词属于限定词。名词性的物主代词在用法上相当于省略了中心名词的--'s属格结构。例如：
jack's cap 意为the cap is jack's。
his cap 意为the cap is his。
2） 名词性物主代词的句法功能
a. 作主语。例如：
may i use your pen? yours works better. 我可以用一用你的钢笔吗？你的比我的好用。
b. 作宾语。例如：
i love my motherland as much as you love yours. 我深爱我的祖国就像你深爱你的祖国一样。
c. 作介词宾语。例如：
your should interpret what i said in my sense of the word, not in yours.
你应当按我所用的词义去解释我说的话，而不能按你自己的去解释。
d. 作主语补语。例如：
the life i have is yours. it's yours. it's yours. 我的生命属于你，属于你，属于你。
3.6 双重所有格
物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。公式为：a, an, this, that +名词+of +名词性物主代词。例如：a friend of mine, each brother of his.
3.7 .反身代词
1） 1） 列表
数 单数 复数
人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称
人称代词 i you he/she/it we you they
反身代词 myself yourself yourself/herself/himself ourselves yourselves themselves
另外：one的反身代词为oneself
2）做宾语
a. 有些动词需有反身代词，如absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave等。例如：
we enjoyed ourselves very much last night. 我们昨晚玩得很开心。
please help yourself to some fish. 请你随便吃点鱼。
b. 用于及物动词+宾语+介词，如take pride in, be annoyed with, help oneself to sth等。例如：
i could not dress（myself）up at that time. 那个时候我不能打扮我自己。
注：有些动词后不跟反身代词，如：get up, sit-down, stand up, wake up等。例如：
please sit down. 请坐。
3） 用作表语，如结构be oneself。例如：
i am not myself today. 我今天不舒服。
4） 用作同位语
the thing itself is not important. 事情本身并不重要。
5） 在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：no one but myself（me）is hurt.
注意：
a. 反身代词本身不能单独作主语。
（错） myself drove the car.
（对） i myself drove the car. 我自己开车。
b. 但在and, or, nor连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。例如：
charles and myself saw it. 查尔斯和我看见了这件事。
3.8 相互代词
1）相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的。例如：
it is easy to see that the people of different cultures have always copied each other.
显而易见，不同文化的人总是相互借鉴的。
2）相互代词的句法功能：
a. 作动词宾语；
people should love one another. 人们应当彼此相爱。
b. 可作介词宾语；
does bark, cocks crow, frogs croak to each other. 吠、鸡鸣、蛙儿对唱。
说明：传统语法认为，相互关系存在于两个人或物之间用each other， 存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多。例如：
he put all the books beside each other/one another. 他把所有书并列摆放起来。
usually these small groups were independent of each other. 这些小团体通常是相互独立的。
c. 相互代词可加-'s构成所有格。例如：
the students borrowed each other's notes. 学生们互借笔记。
3.9 指示代词
1） 指示代词分单数（this / that）和复数（these / those）两种形式，既可作限定词又可做代词。例如：
单数 复数
限定词 this girl is mary. those men are my teachers.
代词 this is mary. those are my teachers.
2） 指示代词的句法功能；
a. 作主语。例如：
this is the way to do it. 这事儿就该这样做。
b. 作宾语。例如：
i like this better than that. 我喜欢这个甚至那个。
c. 作主语补语。例如：
my point is this. 我的观点就是如此。
d. 作介词宾语。例如：
i don't say no to that. 我并未拒绝那个。
there is no fear of that. 那并不可怕。
说明1：指示代词在作主语时可指物也可指人，但作其他句子成分时只能指物，不能指人。例如：
（对）that is my teacher. 那是我的老师。（that作主语，指人）
（对）he is going to marry this girl. 他要和这个姑娘结婚。（this作限定词）
（错）he is going to marry this. （this作宾语时不能指人）
（对）i bought this. 我买这个。（this指物，可作宾语）
说明2：that和those可作定语从句的先行词，但this和 these不能，同时，在作先行词时，只有those可指人，试比较：
（对） he admired that which looked beautiful. 他赞赏外表漂亮的东西。
（对） he admired those who looked beautiful. 他赞赏那些外表漂亮的人。（those指人）
（错） he admired that who danced well. （that作宾语时不能指人）
（对） he admired those who danced well. 他赞赏跳舞好的人。（those指人）
（对） he admired those which looked beautiful. 他赞赏那些外表漂亮的东西。（those指物）
3.10 疑问代词
1） 疑问代词在句中起名词词组的作用，用来构成疑问句。疑问代词有下列几个：
指人： who, whom, whose
指物： what
既可指人又可指物： which
2） 疑问代词在句中应位于谓语动词之前，没有性和数的变化，除who之外也没有格的变化。what, which, whose还可作限定词。试比较：
疑问代词：whose are these books on the desk? 桌上的书是谁的？
what was the directional flow of u. s. territorial expansion? 美国的领土扩张是朝哪个方向的？
限定词：whose books are these on the desk? 桌上的书是谁的？
what events led to most of the east of the mississippi river becoming part of the united states?
哪些事件使密西西比河以东的大部分土地归属于美国？
说明1：无论是做疑问代词还是限定词，which 和 what 所指的范围不同。what所指的范围是无限的，而which则指在一定的范围内。例如：
which girls do you like best? 你喜欢哪几个姑娘？
what girls do you like best? 你喜欢什么样的姑娘？
说明2：whom是who的宾格，在书面语中，它作动词宾语或介词宾语，在口语中作宾语时，可用who代替，但在介词后只能用whom, 例如：
who（m）did you meet on the street? 你在街上遇到了谁？（作动词宾语）
who（m） are you taking the book to? 你要把这书带给谁？（作介词宾语，置句首）
to whom did you speak on the campus? 你在校园里和谁讲话了？（作介词宾语，置介词后，不能用who取代。）
说明3： 疑问代词用于对介词宾语提问时，过去的文体中介词和疑问代词通常一起放在句首，现代英语中，疑问代词在句首，介词在句末。例如：
for what do most people live and work? 大部分人生活和工作的目的是什么？（旧文体）
what are you looking for? 你在找什么？（现代英语）
说明4： 疑问代词还可引导名词性从句。例如：
i can't make out what he is driving at. 我不知道他用意何在。
can you tell me whose is the blue shirt on the bed? 你能告诉我床上的蓝衬衣是谁的吗？
much of what you say i agree with, but i cannot go all the way with you.
你说的我大部分同意，但并不完全赞同。
3.11. 关系代词
1） 关系代词用来引导定语从句。它代表先行词，同时在从句中作一定的句子成分。例如：
the girl to whom i spoke is my cousin. 跟我讲话的姑娘是我表妹。
该句中whom既代表先行词the girl，又在从句中作介词to的宾语。
2） 关系代词有主格，宾格和属格之分，并有指人与指物之分。在限定性定语从句中，that 可指人也可指物，见表：
指人 指物 指人或指物
主 格 who which that
宾 格 whom that that
属 格 whose of which/whose of which/whose
例如：this is the pencil whose point is broken. 这就是那枝折了尖的铅笔。（whose 指物，在限定性定语从句中作定语）
he came back for the book which he had forgotten. 他回来取他丢下的书。（which指物，在限定性定语从句中作宾语，可以省略）
说明：非限定性定语从句中，不能用that作关系代词。
3） 关系代词which的先行词可以是一个句子。例如：
he said he saw me there, which was a lie. 他说在那儿看到了我，纯属谎言。
说明： 关系代词在从句中作宾语时可以省略。另外，关系代词that在从句中作表语时也可省略，例如：
i've forgotten much of the latin i once knew. 我过去懂拉丁语，现在大都忘了。
he's changed. he's not the man he was. 他变化很大，已不是过去的他了。
3.12 every , no, all, both, neither, nor
1）不定代词有all , both, every, each, either, neither, more, little, few, much, many, another, other, some, any , one, no 以及some, something, anything, everything, somebody, someone, anybody, anyone, nothing , nobody, no one, none, everybody, everyone.等。
2）不定代词的功能与用法
a. 除every 和no外不定代词既可用作名词，也可用作形容词。every和no在句中只能作定语。例如：
i have no idea about it. 我不知该咋办。
b. all 都，指三者以上。all 的主谓一致：all的单复数由它所修饰或指代的名词的单复数决定。例如：
all goes well. 一切进展得很好。
all 通常不与可数名词单数连用，如：不说 all the book，而说 the whole book。
但all可与表时间的可数名词单数连用，如 all day，all night，all the year；但习惯上不说 all hour，all century。
all还可以与一些特殊的单数名词连用，如 all china，all the city，all my life，all the way
3）both 都，指两者。
a. both 与复数动词连用，但 both… and…可与单数名词连用。
b. both, all 都可作同位语，其位置在行为动词前， be 动词之后。如果助动词或情态动词后面的实义动词省去，则位于助动词或情态动词之前。例如：
who can speak japanese? 谁能讲日本话？
we both（all）can. 我们都不会。
4）neither 两者都不
a. neither作主语时，谓语动词用单数。
b. 作定语与单数名词连用，但neither… nor 用作并列连词，可与复数名词连用。其谓语采用就近原则。
c. 可用于下列句型，避免重复。例如：
she can't sing，neither（can）he. 她不会唱歌，他也不会。
5）neither 与nor 的比较
a. 如前句是否定式从句，则主句用neither，而不用 nor。例如：
if you don't do it，neither should i. 如果你不干，我也不干。
b. 如后连续有几个否定句式，则用nor，不用neither。例如：
he can't sing，nor dance，nor skate. 他不会唱歌，不会跳舞，也不会滑冰。
3.13 none, few, some, any, one, ones
一、 none 无
1） none作主语，多与of 构成短语 none of。 在答语中，none可单独使用。例如：
are there any pictures on the wall? 墙上有画吗？
none. 没。
2） none作主语，谓语动词单复数均可。但如做表语，则其单复数与表语一致。例如：
it is none of your business. 闲事莫管。
二、few 一些，少数
few 作主语时，谓语动词用复数，多用于肯定句。
三、some 一些
1） 可与复数名词及不可数名词连用。
2） 当做“某一”解时，也可与单数名词连用。（= a certain）
you will be sorry for this some day. 总有一天，你会为此后悔的。
a certain （some） person has seen you break the rule. 有些人不同意你的看法。
注意：
（1）在肯定疑问句中用some代替any。
（2）some用于其他句式中:
a.肯定疑问句中：说话人认为对方的答案会是肯定的，或期望得到肯定回答时。
would you like句式中，表委婉请求或建议。例如：
would you like some coffee? 喝咖啡吗？
b.在条件状语从句中表示确定的意义时。例如：
if you need some help，let me know. 需要帮助，跟我说。
c.some位于主语部分。例如：
some students haven't been there before. 有些学生没去过那儿。
d.当否定的是整体中的部分时，some可用于否定句。例如：
i haven't heard from some of my old friends these years. 这些年我没有收到一些老朋友的信。
四、any 一些
1） any 多用于否定句和疑问句和条件状语从句中。
当句中含有任何的意思时，any可用于肯定句。
here are three novels. you may read any. 这有三本小说，你可任读一本。
五、one, 复数形式为ones
ones必须和形容词连用。如果替代的名词时无形容词在前，则用some, any，而不用ones。例如：
have you bought any rulers? 买尺了吗？
yes, i 've bought some. 买了，买了几把。
3.14 one，that 和it
one表示泛指，that和it 表示特指。that与所指名词为同类，但不是同一个，而it 与所指名词为同一个。例如：
i can't find my hat. i think i must buy one.（不定）我找不到我的帽子了。我想我该去买一顶。
the hat you bought is bigger than that i bought.（同类但不同个）你买的那顶帽子比我买的大。
i can't find my hat. i don' t know where i put it.（ 同一物）我找不到我的帽子。我不知道我把它放在哪了。
3.15 one/another/the other
one… the other 只有两个
some… the others 有三个以上
one… another，another…
some… others，others…
others = other people/things
the others = the rest 剩余的全部
1） 泛指另一个用another。
2） 一定范围内两人（物），一个用one，另一个用the other。
3） 一定范围内三者，一个用one，另一个用one （another），第三个可用the other，a third。
4） 一定范围内，除去一部分人/物，剩余的全部用the others。
5） 泛指别的人或物时，用others当在一定范围内，除去一部分后，剩余部分但不是全部时，也用others。
3.16 “the”的妙用
he is one of the students who help me.
he is the one of the students who helps me. 他是帮我的学生之一。
第一句定语从句与the students 一致。
第二句定语从句与the one 一致。
3.17 anyone/any one；no one/none；every/each
1．anyone 和 any one
anyone仅指人，any one既可指人，也可指物。
2．no one 和none
a） none 后跟of短语，既可指人又可指物，而no one只单独使用，只指人。
b） none 作主语，谓语动词用单，复数均可，而no one作主语谓语动词只能是单数。例如：
none of you could lift it. 你们中没有人可举起它。
---- did any one call me up just now? --刚才有人打电话给我吗?
---- no one.--没有。
3．every 和each
1） every 强调全体的概念， each强调个体概念。例如：
every student in our school works hard. 我们学校的学生都很用功。
each student may have one book.. 每个学生都可有一本书。
2） every 指三个以上的人或物（含三个），each指两个以上的人或物 （含两个）。
3） every 只作形容词，不可单独使用。each可作代词或形容词。例如：
every boy has to take one. 每个男孩必须取一个。
each boy has to take one.
each of the boys has to take one.
4） every不可以作状语，each可作状语。
5） every 有反复重复的意思，如 every two weeks等； each没有。
6） every 与not 连用，表示部分否定； each 和not连用表示全部否定。例如：
every man is not honest. 并非每个人都诚实。
each man is not honest. 这儿每个人都不诚实。
3.18 both, either, neither, all, any, none
这些词都可用作代词或形容词。其位置都在be 动词之后，行为动词之前或第一个助动词之后。
1） both （两者都），either（两者中任何一个），neither （两者都不）。以上词使用范围为两个人或物。例如：
neither of the two boys is clever. 两个男孩都不聪明。
2） both，either
both与复数连用，either与单数连用。例如：
both the boys are clever. 两个男孩都很聪明。
either of the two boys is clever.
there are flowers on both sides of the street. 路边长满了野花。
there are flowers on either side of the street.
3） all （所有的，全部的人或物），any （任何一个）， none （都不）。 以上词使用范围为三者以上。例如：
all the flowers are gone. 所有的花都谢了。
i don't like any of the flowers. 这些花我都不喜欢。
i like none of the flowers. 这些花我都不喜欢。
注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。例如：
all of the students are there. 所有的学生都在那。
all （of） the milk is there. 所有的牛奶都在那。
3.19 many, much
many，much都意为“许多”， many + 可数名词，much + 不可数名词。例如：
how many people are there at the meeting? 多少人出席了会议。
how much time has we left? 还剩多少时间？
many of the workers were at the meeting.许多工人在开会。
much of the time was spent on learning.学习上化了许多时间。
3.20 few, little, a few, a little
（a） few + 可数名词, （a） little + 不可数名词
a few / a little 为肯定含义，还有一点
few / little 为否定含义，没有多少了。例如：
he has a few friends. 他有几个朋友。
he has few friends. 他几乎没有朋友。
we still have a little time. 我们还有点时间。
there is little time left. 几乎没剩下什么时间了。
固定搭配：only a few （=few） not a few （=many） quite a few （=many） many a （=many）。例如：
many books were sold.
many a book was sold. 卖出了许多书。
典型例题:
although he 's wealthy，he spends___ on clothes.
a. little b. few c. a little d. a few
答案： a. spend所指的是钱，不可数，只能用little或 a little. 本句为although引导的让步状语从句，由句意知后句为否定含义，因此应用little表示几乎不。
3.21 代词练习
1.there are several pretty girls standing under the tree, but ______ are known to me.
a. neither b. none c. no one d. all
2.in one year rats eat 40 to 50 times ______ weight.
a. its b. and c. their d. theirs
3.you’d better continue to use the same spelling of your name as ______ you used in your application.
a. one b. the one c. any d. some one
4.the little baby was left alone, with ______ to look after it.
a. someone b. anyone c. not one d. no one
5.john can play chess better than ______ else.
a. the one b. no one c. any one d. another
6.the weight of something is another way of describing the amount of force exerted on ______ by gravity.
a. it b. them c. that d. one
7.it is one thing to enjoy listening to good music, but it is quite ______ to perform skillfully yourself.
a. other b. another c. some d. any
8.children should be taught how to get along with ______.
a. another b. other c. others d. any other
9.the poor man lived on wild berries and roots because they had ______ to eat.
a. nothing else b. anything else c. something other d. nothing other
10.i go to the cinema ______ day, tuesdays, thursdays, and saturdays.
a. each other b. every other c. this and the other d. all other
11.one of the properties of light is ______ traveling in wave form as it goes from one place to another.
a. it b. it’s c. its d. their
12.______ in the world has been asked to do his duty for the human society.
a. each of the tramps b. every of the tramps c. the each tramp d. the every tramp
13.in some restaurants, food and service are worse than ______ used to be.
a. they b. it c. them d. that
14.let the porter take all the baggage out and put ______ in the lobby.
a.it b. they c. them d. its
15.everyone who comes to the party is given a wooden apple with _____ own names cut in it as a souvenir.
a. his b. her c. their d. our
16.everybody in the class must give in ______ exercise book within the given time.
a. their b. our c. his d. her
17.during the journey, the boys and girls entertained ______ with songs and games.
a. themselves b. theirselves c. himself d. itself
18.you’d better buy ______ some fruits when you go on a trip.
a. youself b. myself c. yourself d. you
19.the boys in this town like to bully ______.
a. one another b. one and other c. each other d. one and the other
20.one common family name is black,______ is anderson.
a. another b. the other c. others d. none other
21.i have two novels: one of the two is “gone with the wind’, and ______ is “the tale of two cities’.
a. another b. other c. none other d. the other
22.all girls wear beautiful clothes. some are dressed in red;______ in green.
a. other b. another c. others d. none other
23.she can’t seem to help herself. and ______ can help her, either.
a. none else b. no one else c. not any d. somebody else
24.children can usually dress ______ by the age of five.
a. him b. them c. hiself d. themselves
25.the gold watch had belonged to me for years, but the police refused to believe it was ______.
a. me b. my c. mine d. i’s
26.mother would not let mary and ______ attend the hockey game.
a. i b. my c. me d. we
27.in a news conference this afternoon, the university announced that ______ intends to make several important changes in next year’s budget.
a. he b. it c. she d. they
28.______ but a fool can make such a mistake.
a. everyone b. no other c. not all d. none
29.the poem by browning is so observed that i cannot grasp ______ meaning.
a. its b. it’s c. their d. that
30.the mayor felt that the police, in spite of the reports, had done ______ best.
a. its b. their c. his d. our
31.i haven’t read ______ of the last four chapters, so i know little about them.
a. anything b. any c. some d. something
32.a pretty face may win friends but it takes character and personality to hold ______.
a. it b. them c. that d. one
33.in the discussion, one speaker held that, since we live in a money-oriented society, the average individual cares little about solving ______.
a. anyone else’s problems b. anyone’s else problems
b. anyone else problems d. problems of anyone else
34.i don’t know whether small oranges are sweeter than big ______.
a. those b. ones c. one d. that
35.‘how much water is left in the bottle?’ ‘______’
a. nothing b. none c. not some d. not one
36.it took two of them to do the work that ______ of us could do.
a. someone b. anyone c. any one d. everyone
37.he has five children, and ______ of them is good at painting.
a. everyone b. everybody d. every one d. every
38.i have three brothers,______ are in beijing.
a. no one of them b. neither of them c. some of them d. none of them
39.some of my students study a lot,______ just don’t care.
a. anothers b. the other c. some other d. others
40.as a matter of fact, saudi arabia’s oil reserves are second only to ______.
a. kuweit b. that of kuweit c. kuweits’s d. those of kuweit
41.this book of _______ used to be one of the best sellers in the shop.
a. his b. him c. that man d. this
42.we should always keep ______ well-informed of the changing information.
a. us b. ours c. ourselves d. we
43.the climate here is often said to be similar to ______.
a. japan b. one of japan c. that of japan d. in japan
44.hunted by constant fear of arrest, the thief ______ to the police at last.
a. gave it up b. gave up himself c. gave him up d. gave himself up
45.______ of the boys in the class who have passed the test is to receive certificates.
a. every b. every one c. any d. anyone
46.do you believe that she has blamed us for the accident, especially ______?
a. you and me b. you and i c. i and you d. me and you
47.of those who graduated with ______,ellen is the only one who has found a good job.
a. betty and he b. he and betty c. betty and him d. him and betty
48.he is surprised by ______ having to pay for the accident.
a. you b. yours c. your d. your’s
49.this is a left hand glove and that is ______.
a. other b. the other one c. other one d. another
50.add those examples to ______ you have already noted.
a. one b. the one c. one d. the ones
51.have you got a ticket? yes, i’ve got ______.
a. it b. the one c. one d. the ones
52.there’s the doorbell; i hope ______ tom.
a. its b. it’s c. is d. he’s
53.it’s cheaper to buy old furniture than to have new ______ made.
a. one b. ones c. furniture d. furnitures
54.those of us who are over fifty years old should get ______ blood pressure checked regularly.
a. their b. their’s c. our d. ours
55.every man and woman eighteen years of age or older is eligible to vote for the candidate of ______.
a. his choice b. their choice c. the choice of him d. the choice of theirs
56.i bite my nails. i must break ______.
a. the habit of me b. the habit with myself c. myself of the habit d. of the habit myself
57.______ of them shared my opinions, so we have ______ in common to discuss.
a. nobody/a little b. few/little c. a few/little d. none/many
58.when science, business and art learn something of ______ methods and goals, the world will have come closer to cultural harmony.
a. one and the other’s b. each and the other’s
c. one another’s d. the one’s and the other’s
59.the boy is ______ of a musician.
a. anyone b. anything c. someone d. something
60.for ______ interested in nature, the club offers hikes and overnight camping each week during the summer.
a. them b. whom c. themselves d. those
61.the use of radar as well as the two-way radio ______ for the police to intercept most speeders.
a. make it possible b. makes it possible c. makes possible d. make it a possibility
62.the family never agree about ______ shares of the property.
a. her b. its c. their d. his
63.the flock of geese was flying through the sky in perfect formation following ______ leader.
a. its b. their c. his d. her
64.when jonathan went to spain with his sister, he bought a leather coat for her and another for ______.
a. him b. himself c. he d. his
65.those of us who wear glasses should have ______ eyes examined at regular intervals.
a. their b. our c. his d. her
66.frank admired his friends tom and david. he imitated ______.
a. theirs every action b. every action of theirs c. every of their action d. every action of their one
67.my desk is ______.
a. between his b. between his one c. beside his one d. beside his
68.“may i speak to iris?”
“this is ______ speaking.”
a. she b. hers’s c. hers d. her
69.mary is the landlady ______.
a. from who we rent the flat b. from whom we rent the flat
c. whom we rent the flat d. who we rent the flat
70.give the message to ______ is at the table.
a. whomever b. whosever c. whatever d. whoever
71.it was through experimentation ______ people found out he behavior of electricity.
a. that b. which c. / d. the
72.______ nat turner who led a revolt against slavery in virginia in 1831.
a. where was b. it was c. he was d. it was him
73.it wasn’t ______ telephoned me.
a. he whom b. him whom c. he who d . his who
74.it was ______ he bought the magazine.
a. from a second-hand store where b. a second-hand store in which
b. in a second-hand store that d. in a second-hand store where
75.it was ______ late in the evening that the students returned to the dormitories.
a. till b. before c. when d. not until
76.it was ______ that he did not go to mount lao with us.
a. because he was ill b. as he was ill
c. since he was ill d. though he was ill
77.it was ______ that he joined the evening party.
a. finding comrade li b. found comrade li c. to find comrade li d. find comrade li
78.was it ______ she agreed to help?
a. very reluctantly so that b. very reluctantly that
c. so reluctantly that d. very reluctantly when
79.______ she gave the postcards to?
a. whom it was that b. who it was that c. who was it that d. it was who that
80.______ the camel can go for three days without food or drink?
a. that it is why b. that is it why c. why it is that d. why is it that
22.6 代词练习答案
1 b 19 a 37 c 55 a 73 c
2 c 20 a 38 d 56 c 74 c
3 b 21 d 39 d 57 b 75 d
4 d 22 c 40 d 58 c 76 a
5 c 23 b 41 a 59 d 77 c
6 a 24 d 42 c 60 d 78 b
7 b 25 c 43 c 61 b 79 c
8 c 26 c 44 d 62 c 80 d
9 a 27 b 45 b 63 a 81
10 b 28 d 46 a 64 b 82
11 c 29 a 47 c 65 b 83
12 a 30 b 48 c 66 b 84
13 a 31 b 49 b 67 d 85
14 c 32 b 50 d 68 a 86
15 a 33 a 51 b 69 b 87
16 a 34 b 52 b 70 d 88
17 a 35 b 53 c 71 a 89
18 c 36 c 54 c 72 b 90
责任编辑：李芳芳
人教版必修一英语教案篇3
教学目标
1.students learn some new words and expressions to describe people ,especially famous persons;
2.students are encouraged to give more information about famous persons who they are familiar:
3. students can realize that it is scientific spirit that makes those scientists successful.
教学重难点
1. words and expressions in this unit
2. previous knowledge of some of the famous scientists
3. comprehending the text
教学过程
?导入】wordslearning
(students are assigned to learn the new words of this unit and find out the english explainations of the new words )
definitions or explanations
a.examine 1.general principles of an art or science
b.repeat 2.say or do again
c.theory 3.at once; without delay
d.immediate 4.look at...carefully in order to learn about or from...
e.complete 5.of great value, worth or use
f.valuable 6.having all its parts; whole; finished
g.announce 7.make known
h.control 8.come or bring to an end
i.positive 9.power to order or direct
j.conclude 10.quite certain or sure
?讲授】usefulsentenceslearning
(the sentences are picked from the text.)
1.“all roads lead to rome, ”he encouraged me after i failed the entrance examination.
2.this sentence doesn’t make any sense.
3.our english teacher is not only strict with us but also friendly to us.
4.he is good-looking, apart from his nose.
5.it is announced that the spacecraft, shenzhou Ⅵ, landed on the earth successfully.
6.it is not tom but you who are to blame.
7.in 1995, the chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.and it has helped chinese scientists make many breakthroughs.
8.have you drawn any conclusion after you read this passage?
9.well done.so much for the learning of the new words and expressions.
?讲授】introductionofaclassicarticle
teacher introduce a famous person --qian xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.
?活动】sharetheoutcome
students share their article orally and discuss whether they have used some good and advanced expressions.
人教版必修一英语教案篇4
教学目标
1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)
2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词 困难，理解语篇意义。
3.语言运用: 能运用语言就学生想要机器人为自己做点什么。
4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。
5.情感态度: 培养学生的想象力和对未知世界的探索精神。
6.学习策略: 借助联想建立相关知识之间的联系;
教学重难点
教学目标
1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)
2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词 困难，理解语篇意义。
3.语言运用: 能运用语言就学生想要机器人为自己做点什么。
4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。
5.情感态度: 培养学生的想象力和对未知世界的探索精神。
6.学习策略: 借助联想建立相关知识之间的联系;
教学过程
step 1warming-up and lead-in 5 mins
老师带着学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在人们生活的方方面面。接着老师设计了一个问题询问学生。“will it be possible for human beings to fall in love with a robot? ”
先让学生思考这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是如何爱上机器人的呢?引导学生看这篇跟本视频相似的故事是如何发展的呢?
[意图说明]以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容和话题上。
step 2. skimming 3mins
让学生快速浏览文章找出文章中的人物和之间的关系。
t: find out the main characters in the story.
larry belmont — employed in a company that make robots.
claire belmont — larry’s wife, a housewife
tony — the robot
gladys claffern— a woman that claire envies
[意图说明]因为这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。
step 3. careful reading 23 mins
1.havestudents read the passage carefully and finish the table.
[意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍，同时使学生梳理一下claire对tony的情感变化过程。
2. have students think about why claire’s feeling changed. how did tony help her to defeat hersense of failure?
最后引导学生思考一下三个问题was claire satisfied with tony? why shouldtony be rebuilt? who is not satisfied with it ?
[意图说明] 因为reading的标题是satisfactionguaranteed , 所以用反问的形式让学生真正去思考tony包君满意了吗?以此来思考标题。目的在于让学生学会用已知的信息用英语思维并去理解语篇的意义。
step4 discussion 7 mins
have students discuss “if you have a chance to have your own robot,
whatdo you want him to do ?”
[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间;鼓励学生团队协作、发散性思维，尽量使用新学词汇来谋篇布局，重点在于语言的输出和应用。
step 5 homework 2 mins
1. guess the meanings of difficult words and sentences in the text.
1). it would be a bonus.
2). ...he seemed more like a human being than a machine.
3)....someone like larry who wanted to improve his social position.
4). as a favour
5). she looked at his fingers with wonder as they turned each page.
6)by the amused and surprised look on her face, claire knew....
2.preview “ a biography of isaac asimov”(p16)
3. surf the internet to learn more about robots and science fiction
[意图说明]本reading偏长，学生在一些句子上可能也会出现困难，因此让学生回去理解较难的句子扫除语言障碍。此外，由于学生求知欲强，课堂时间有限，因此让学生课外在查一些关于机器人以及科幻小说，以增加这方面知识的了解。
人教版必修一英语教案篇5
一、教学内容分析
本单元以“急救”为中心话题。本案例把教材的warming up 和reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识， 意义重大。
二、教学目标
1、语言目标：学习掌握教学内容中的重点字、词、句;
2、能力目标：阅读速度和技巧的训练;
3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。
三、学习者特征分析
所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达xx和学习兴趣。
四、教学策略选择与设计
教学策略主要以任务型教学(task-based teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。
五、教学重点及难点
教学重点：帮助学生使用不同的阅读技巧完成阅读目标
教学难点：
1.学生阅读能力的培养，运用文中信息解决问题的能力;
2.掌握急救知识和根据不同情况提出急救措施;
3.能学会急救知识和相关急救措施的英语表达。
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