本篇文章给同学们谈谈23届高三周测卷必考英语，以及20212022高三英语周报答案对应的知识点，希望对各位同学有所帮助，不要忘记分享给你的朋友哦！
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2022高三英语知识点归纳
英语是不能一步登天的，我们必须要学会一步一个脚印慢慢积累。因为人的大脑不容易像计算机一样高效率做很多任务，下面是我为大家整理的 高三英语 知识点，欢迎阅读!
高三英语知识点归纳
一、就近一致原则
1.由or，not
only...butalso...，neither...nor...，either...or...，whether...or...，not...but...等连接两个或两个以上的并列主语时，通常根据就近一致原则，谓语动词要与离它最近的主语在数上保持一致。
Neither his parents nor I am able to persuade him to change his mind.
2.here/there引导一个 句子 而主语又不止一个时，通常根据就近原则，谓语动词要与离它最近的主语在数上保持一致。
Here is a ruler，a few pencils and two copybooks.
二、意义一致原则
1.谓语动词必须用单数的情况
(1)表示学科的名词以及works(工厂)，news(消息)等作主语时，虽然本身为复数形式，但表示单数意义时，谓语动词仍用单数。
Politics is his favorite subject.
(2)表示某些组织机构的名词、书/报名、国名、地名等作主语时，虽然形式上是复数，但所表示的意义是单数，所以谓语动词用单数。
Do you know when the United Nations was set up?
2.谓语动词必须用复数的情况
表示总称意义的名词，如people，police，public，cattle等作主语时，谓语动词用复数。
The police are searching for the murderer.
3.谓语动词的形式依据主语表示的意义而定
(1)集体名词，如family，class，group，team，club，company，government，population等作主语时，谓语动词的形式根据其在语境中表示的意义而定。当其表示集体意义，强调整体概念时，谓语动词用单数;当其表示集体中各个组成部分，强调个体概念时，谓语动词用复数。
As far as I know，his family is not very large but the family are all musiclovers.
(2)“the+形容词/分词”表示“一类人”时，谓语动词用复数。
The poor were looked down upon in the old days.
三、语法一致原则
1.由and连接的两个名词作主语
(1)“a/the+名词单数+and+名词单数”表示一个人(双重身份)，谓语动词用单数。
The teacher and poet often gives lectures around the city.
(2)“a/the+名词单数+and+a/the+名词单数”表示两个人，谓语动词用复数。
The teacher and the poet have just arrived.
(3)“every+名词单数+and+every+名词单数”表示每一个人，谓语动词用单数。
Every boy and every girl has the right to receive education in ourcountry.
(4)通常由两个部件组成的物品如：a knife and fork (一副刀叉)等作主语，谓语动词用单数。
Bread and butter is not to his taste.
2.表示时间、数量、长度及价格的名词，尽管有时是复数形式但常被看作是一个整体，谓语动词用单数形式。
Is fifty pounds enough?
3.“分数/百分数+of+名词”作主语时，谓语动词的形式根据of后的名词的形式来定，如果名词是可数名词复数，谓语动词用复数形式;
如果名词是单数可数名词或不可数名词，谓语动词用单数形式。
Two-thirds of the books are about science.
Only 30% of the work was done yesterday.
高三英语重点知识
一、全部倒装
1.There be句型：可以用在这类句型中的动词除b。
外，还可用live，happen，exist，remaln，stand等作这类句型的谓语。例如：
(l)There are many students in the classroom
(2)Long long ago there lived a king who loved horsesvery much.
2.Here/there/now+vi(常为come，go)+主语(必须是名词)。此句型中here/there是用来唤起注意，意为：
喂，注意了。例如：Here comes Mary.可转换为：I can seeMary coming.
here在句中也可接系动词，例如：Here is John3.then引起谓语为come，follow的句子，例如：
(l)Then came a new difficulty.然后产生了一个新的困难。
(2) Then followed eight years of the Anti-JapaneseWar.接着是八年抗战。
4- out，in，up，down，away之类的副词作状语放在句首，主语比较长，也就是说主语不能是很短的人称代词，谓语为不及物动词come，go，run，rush等。句式为：副词_LVi.+主语(必须是名词)。例如：
Away went the boy.
5.介词 短语 作状语放在句首，谓语为不及物动词，主语比较长，也就是说主语不能是很短的人称代词。句式为：介词短语+Vi.+主语(必须是名词)。例如：
In the middle of our school stands a high building.
6.表语放在句首，表语常为形容词、分词、副词、介词短语。要求主语比较长，也就是说主语不能是很短的人称代词。句式为：表语十系动词十主语(必须是名词)。例如：
(1) Very important in the farms' life is the radioweather report.
(2) Present at the meeting were Professor White,Professor Smith and many other guests.
7.直接引语中间或后面表示某人说这句话的插入语(特别是谓语较短时)，例如：“Help! Help!”cried the littlegirl.小姑娘叫道：“救命!救命!”
如果主语没有谓语长，或是它后面有宾语，主语就仍然放在前面，例如：“That man is a famous film star，”XiaoYang told me in a whisper.小杨低声告诉我说：“那个人是著名的电影明星。”
二、部分倒装
1.only+副词/介词短语/状语从句置于句首，例如：
Only then did I realize the importance of English.
注意：
①在only+状语从句十主句结构中，主句用倒装结构但从句用正常语序。
②only修饰主语，不倒装。
2.否定词(短语)开头的句子，表示否定意义的副词never, nor,neither.表示半否定意义的副词hardly，few，seldom，little，含有no和not的词组如by no means(绝不)，in no time(很快)，at no time(在任何时候都不，在任何情况下都不),not until,not only..but also...no sooner...than.
hardly.一when，scarcely when等情况下，结构为“否定词十助动词/情态动词十主语十其他”。例如：
(1) Never have I been in this city.
(2) Little/Seldom d0 1 watch TV.
(3)Not until I began to work did I realize how muchtime I had wasted.
注意：①关联词的搭配;②前一分句倒装，后一分句不倒装。
3.以so开头，用“so+助动词/情态动词/系动词十主语”表面;前面叙述的肯定情况也适合于另一个人或物，译作“也，同样，也如此”。表示前面叙述的否定情况也适合于另一个人或物，用“neither/nor+助动词/情态动词/系动词十主语”。译作“也不是，也没有”。例如：Society has changedand so have the people in it.社会变了，人也变了。
注意：
①当s0表示对前句内容的肯定、附和，或进一步强调前面所说的情况，或者赞同前面的说法译作“的确，正是”时应用自然语序：
-Tom works hard.
-So he does and so do you.
②倒装部分的助动词、情态动词、连系动词的时态和形式要与前句相一致，主谓一致的变化要与后面主语相呼应。例如：If you don't go, neither/nor shal] I.(If youdon't go,I shall not go.)注意：表示前面的多种情况也适合于另一人或物，或者既有肯定又有否定情况或涉及不同类型的动词时可用：
It is the same with something /somebody.或So it is withsomething/somebody.例如：She does well in English, butis poor in maths. So it is with Lucy.
4.引导让步状语从句结构为表语/状语/动词原形+as+主语十其他，例如：Hard as he tried，he didn，t succeed注意：表语前的名词无形容词修饰时，冠词要省略。
5.so+adj. /adv.放在句首，例如：So afraid was he inthe darkness that he didn't dare to move an inch.
6.如果虚拟条件句的谓语含有were，。hould，had，可以把if省略，而将这三个词放于条件句主语前构成倒装。
例如：If there should be a flood,what woulci we d07一Should there be a flood, what would we do?
7.频度副词及短语often，always，now and then，many8 tlme，e”ery other day等放在句首时，有时也倒装。例如：
Many a time has he come to comfort me.
8.某些表示祝愿的句子也用倒装语序，例如：
May you succeed.祝你成功!
高三英语知识点 总结
1.定义：用作主语的从句叫做主语从句。
2.构成：关联词+简单句
3.引导主语从句的关联词有三类：
(1) 从属连词that。 如：That they were in truth sisters was clear from the facialresemblance between them.
很明显，她们确是亲姐妹，她们的脸型很相似。
(2) 从属连词whether。如：
Whether he’ll come here isn’t clear.他是否会来这里还不清楚。
(3) 连接代词who, whom, whose, what, which, whoever, whatever, whichever
连接副词 where, when, how, why。如：
What she did is not yet known.她干了什么尚不清楚。
How this happened is not clear to anyone.这事怎样发生的，谁也不清楚。
Whoever comes is welcome.不论谁来都欢迎。
Wherever you are is my home ---- my only home.你所在的任何地方就是我的家----我的家。
解释：
1.主语从句能用it作形式上的主语。
常以it作形式主语的句型有：
A.It+be+形容词(obvious, true, natural, surprising, good, wonderful, funny,possible, likely, certain, probable, etc.)+that从句。如：
It is certain that she will do well in her exam.毫无疑问她考试成绩会很好。
It is probable that he told her everything.很可能他把一切都告诉她了。
B.It+be+名词词组(no wonder, an honour, a good thing, a pity, no surprise,etc.)+that从句。如：
It’s a pity that we can’t go.很遗憾我们不能去。
It’s no surprise that our team should have won the game.我们没赢这场比赛真意外。
C.It+be+过去分词(said, reported, thought, expected, decided, announced,arranged, etc.)+that从句。如：
It is said that Mr.Green has arrived in Beijing.据说格林先生已经到了北京。
It is reported that China has sent another man-made earth satellite intoorbit.
据报道中国又成功地发射了一颗人造地球卫星。
D.It+seem, happen等不及物动词及短语+that从句。如：
It seems that Alice is not coming to the party at all.Alice似乎不来参加晚会。
It happened that I was out that day.碰巧我那天外出了。
E.It+doesn’t matter (makes no difference, etc.)+连接代词或连接副词引起的主语从句。如：
It doesn’t matter whether she will come or not.她是否来这无关紧要。
It makes no difference where we shall have the meeting.我们在哪里开会毫无区别。
F.当that引导的主语从句出现在疑问句中时，要以it作形式主语，而把主语从句后置。如：
Is it true that the scientist will give us a lecture next week?下周那位科学家将给我们作 报告 是真的吗?
Does it matter much that they will not come tomorrow? 他们明天不来很要紧吗?
G.当主语从句出现在感叹句中时，要以it作形式主语，而把主语从句后置。如：
How strange it is that the children are so quiet! 孩子们这么安静真奇怪!
2.注意连接代词whoever,
whatever, whichever等引导主语从句的含义
Whoever comes will be welcome.(whoever=the person who) 来的人将受到欢迎。
Whatever he did was right.(whatever=the thing that) 他所做的事情是正确的。
Whichever of you comes in will receive a prize.(whichever=anyone of youwho) 你们当中不论哪个进来将会得到奖
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高三英语教学方法
如何改善自己的英语教学方法，以提高高三学生的英语整体成绩?下面是我给大家整理的高三英语教学方法，供大家参阅!
高三英语教学方法
一、指导思想
以教学大纲，考试说明为依据，以新课程标准为准绳，以人教版新教材为依托和基础，根据本届高三高考模式，制定全面的、科学的、系统的、针对性强的复习计划，来充分提高我校学生的英语基础水平。认真分析近几年高考英语试卷,把握高考英语命题方向,注意收集高考信息，密切关注明年的高考动态，使高三英语复习不偏离方向,把有限的时间用在刀刃上。 联系学生的实际情况，充分发挥学生潜能，调动学生非智力因素和学习积极性，扎扎实实抓好双基，通过综合训练，培养学生运用知识的能力，努力提高学生的综合素质和解题技巧，以适应新的高考形势和要求。
二、情况分析
本届学生虽然已经经过两年的高中英语训练，但情况仍不容乐观，基础不够扎实，完形填空，阅读理解，改错和书面表达等综合能力堪忧，且相当一部分学生不重视英语，所以在对学生全面强化督促的同时，如何抓好基础，强化针对性，有的放矢提高讲和练的方法及效益，成为专项与整体复习中的一大挑战。
三、总体安排
第一阶段：1)本学期完成高中第三册1-10单元的课文教学。
2)每两周进行一次综合测试。
3)每月进行一次月考。
4)结合高一高二课文知识点和词汇进行复习，为第二阶段复习打好基础。
第二阶段 ：加强阅读能力的培养。同时对学生进行语法专项技巧的指导。加强综合训练，全面提高学生的解题能力以及思维能力。
第三阶段：查漏补缺，挖掘学生能力，考试心理指导及答题技巧。
四、教学措施
1.高三英语与复习有一定的关系，教材丰富，信息量大，具有较强的实用性和交际性，语篇数量增多，词汇量也明显增加，是提高学生阅读能力的好材料。课文教学速度加快。
2.抓好词汇复习。
3.夯实语法知识的基础，并作进一步的提高。对学生进行语法专项指导，各个击破，一一掌握。并加以单项选择的解题技巧，提高学生分析问题和解答问题的能力。我们在暑假补课期间进行了语法复习，语法专项指导与练习。
4.听力训练常抓不懈。高考英语听力分值是30分，这在试卷中占了相当大的比例。每天至少进行10分钟的听力训练，平时也要求老师上课尽量用英语讲课，来创造一个听的语言环境。每周二、四、六下午6：30和周日早晨6：20进行听力训练。
5.加强语篇训练，进行限时阅读。语篇训练作为贯穿高三英语的主线，是十分重要的，也是新教材、新大纲和新考纲所要求的。语篇训练不仅包括阅读理解，还包括完形填空，短文改错和书面表达。在这四项专题训练中，阅读理解是重中之重，学生在做阅读理解练习时，一定要限时间，根据高考试卷对阅读理解一题限时的要求，我们应限制在40分钟内完成20道小题的选择。在选择正确答案是，要充分利用平常所学过的阅读技巧。如寻找主题句，猜词，推理，跳读，略读等获取所需要的信息，并对照答案，反复揣摸作者意图及思路，并要求自己在单位时间内每天做一篇完形填空或阅读理解，坚持持之以恒的自我阅读训练，阅读速度和正确率定会日渐提高。因此每天必须让学生有阅读材料阅读并及时评讲。
6.重视书面表达。建议学生每两周选择一至二个体裁的短文进行自我训练，并与参考译文进行对比，看看自己文章中的要点是否齐全，语言运用是否恰当，并有针对性的记忆一些参考译文中的句子，好短语，只要坚持写作，不断修改，写作能力会得到提高的。每两周至少一篇作文，通过面批、自批、抽批相结合，加强写作方法指导和写作习惯的培养。
7.坚持集体备课，统一教学进度，教学要求，资源共享，团结协作，切实提高课堂45分钟的效率。
五、教学安排
第一学期安排：
1.九月十日起开始第三册新课教学。其中每两周进行一次综合练习(周练)及写一篇书面表达专题训练。
2. 十二月下旬至期末，进行语法专题指导和练习及语篇综合训练。
第二学期安排：
1.2月下旬—4月底：专题训练，侧重能力培养，加强技巧分析，培养学生综合运用语言能力。
2.5月—高考：查漏补缺，针对性地进行实践和运用能力。
六、奋斗目标
希望通过一年系统地教学和复习指导，通过全体高三老师的共同努力，加强集体备课和合作，力争完成任务，尽量缩小与同类兄弟学校的差距。
七、运用材料
1.《高考词汇手册》
2.《英语周报》
3.高三听力材料《极品教程》
4.自编练习及与全国名校交流模拟试卷
5.县、市提供材料
盐城市龙冈中学高三英语备课组
高三英语教学心得体会
一、爱心、细心、耐心、诚心、责任心
其次，教师对学生的学习和生活要“细心”观察，随时了解学生动向，并及时进行“耐心”指导，以避免学生走入误区。例如，在我所教班级中有这样一名学生，学习成绩一直名列前茅，但在一次测试中，她的成绩急剧下滑，并出现了情绪低落、消沉，课上表现消极等症状。作为教师，我看在眼里，疼在心里，于是及时和这名学生进行谈心，发现了问题的症结:早恋。几经交谈与引导，终于看到了这名学生往日的笑脸。
此外，作为教师，我们更要以“诚”待人。与学生之间要树立一种平等的师生关系，努力营造一种“和谐”的气氛，为学生的拼搏与进步，打下良好的“精神”基础。
总之，对学生，我们应毫不吝啬地付出“爱心”、“细心”、“耐心”、和“诚心”，而这一切都是建立在“责任心”的基础之上，是责任心的升华与体现。出于对这份职业的热爱，在强大责任心的驱使下，我们要充分调动学生的非智力因素，提高学生的学习动机，从而实现其学习目标。
二、提高自身业务素质，争创高效课堂
“高效课堂”并非要求我们去单纯地追求一种教学模式，而是要求我们向课堂45分钟要效率、要质量，这就需要我们具体做到:
首先，要精心设计学案，充分备课，做好课前准备。教师在明确教学目标，掌握学情的基础上精心设计学案，并体现“学为主体，教为主导，疑为主轴，练为主线”的思想，做到步骤清晰，重点突出，实用性强。让学生依据学案做好课前“自主学习，合作探究”，让学案真正发挥“学案导学，先学后教”的作用。
此外，运用多种教学法，全力打造“高效课堂”。一堂好的英语课应目标明确，思路清晰，环节齐全，重点突出，讲练结合，能充分调动学生思维的积极性和创造性，激发学生的学习兴趣和求知欲，不断增强学生学习英语的动力，以培养学生听、说、读、写等基本语言技能为目的，立足于基础知识，让英语课堂活跃、高效起来。而这与老师的教学方法和技巧息息相关。俗话说:“教学有法，但教无定法”，英语教学的方式应多样性、丰富性，做到“一法为主，多法配合”灵活运用各种教学手段，要充分发挥直观教具，电化设备和多媒体的作用，来辅助英语教学。有效地设置情境，进行“情景教学”，让学生身临其境，体验英语学习的乐趣。当然，在课堂上，教师必须做到精讲精练，讲练结合;知识以旧带新，互相渗透;语言精炼，启发到位。力避“以讲代思”、“以讲代练”，在重点内容知识的构建中，在解决问题基本策略的形成过程中，要多引导学生主动参与思考与表达，及时反馈与调控，提高讲的“针对性”与练的“有效性”。教师还应规范课堂用语，给学生创造一个良好的英语氛围，并鼓励学生勇于表达，形成英语思维。
三、针对学生特点，进行学法指导
“方法”是辛勤铸就成功的桥梁，是学习制胜的“法宝”。有效的学习方法能使学生达到“事半功倍”的效果。因此，针对学生，尤其是高三学生的学习特点，进行科学方法的引导，显得尤为重要。古语云“予人以鱼，惠其一时;授之以渔，惠其一世”。在课堂教学中，我们应鼓励学生敢于质疑，勤于思考，善于总结，勇于实践，变“学会”为“会学”。例如:对高三学生阅读理解专项进行方法引导。英语阅读理解的题型可大致分为:细节题，猜意题，推断题和主旨大意题等四大类型，每种题型都有各自的做题方法。我们应引导学生学会举一反三，触类旁通，而不是就题论题。比如在讲解“主旨大意题”时，可以引导学生去找文中的主题
句或是主题段。一般而言，主题句多位于首段或尾段，但有时也会用首段作“引子”，二段点题。但若全文找不到合适的主体段，我们可以先找出每段的主题句，将其合起来，便得出全文主题。当然这种题目也受文章体裁的影响，若遇到“新闻报道”类文章，主题一定位于首段的导语中。当学生了解了这些做题方法后，自然会提高效率，减少弯路。
如果说课堂是个“大舞台”，那么老师就是舞台上的导演，学生则是这个舞台上的真正表演者。在素质教育的改革浪潮中，在英语教学面临任务重，时间紧，学生基础层次分明，学习能力各异的情况下，我们每位英语教师都应立足实际，不断学习，不断探索，不断实践，不断总结，研究新思路，接受新理念，扎实工作，持之以恒，努力让学生在自己的“舞台上”，绽放最美的舞姿!
高三英语阅读教学心得体会
一、扩大词汇量，并学会猜测词义和语义。
在词汇教学的过程中，通过摸索和总结，向学生传授规律性的知识，这样就容易记住，同时也提高了学生学习英语的积极性。如:根据单词的形、音、义构造、用法的纵横联系去掌握词汇。如利用构词法:care-careful-carefully-carefulness,careless-carelessness,help-helpless-helplessly-helplessness,use-useful-usefully,useless-uselessly-uselessness.通过这几组词的排列，让学生发现共同点，了解词根的概念，借助构词法记忆单词。掌握词汇的多少可以决定能看懂什么程度的文章。如果词汇量极有限，那么就只能读简单的阅读材料;反之，词汇量越多，读文章的速度就越快，阅读能力也越强。所以我们不但要求学生通过阅读熟记《大纲》中的词汇，还要求学生通过大量的课外阅读，在一定情景一定上下文的情况下扩大词汇量。为有效阅读打下坚实的基础，在此基础上培养学生猜测词义和语义。语言学家goodman认为“阅读是一种心理语言的猜测游戏，是一个选择过程，在获得这个心理语言活动过程中，学生根据语言符号不断的猜测、舍取，然后检测自己的猜测是否正确。
初次见到生词时，可根据它的构词形式，上下文关系和情景关系对它的可能含义作假设，如可以利用词的结构------词根、前缀、后缀进行推测，词根-logy是,subject.science(学科，科学)的含义，下面的单词在有上下文情况下就容易猜测了，forexample:zoology(动物学).biology(生物学)。一般说来，词缀可以提供语法意义，如ness是名词，full是形容词，ly是副词。上下文可提供词汇意义的线索，如:childrenlikesuchcreaturesasdogsandmonkeys.从后面列举的dogs和monkeys可以猜出，creatures在这里可能是“动物”的意思。情景关系往往也能指引猜测的方向，如pass在考试时是及格，在球赛时是传球，在通过关卡时是通行证。
二、培养良好的阅读习惯。
有格言说:“播种行为，收获习惯;播种习惯，收获性格;播种性格，收获命运。”这说明良好的习惯与人生有着莫大的关系。好习惯使人终身受益。阅读习惯的好坏直接影响阅读的效率。教师要经常提醒学生阅读，利用空余时间读一些短篇读物，英语杂志，英语作品等，可以选择具有较强时代性和实用性的，内容丰富多彩的报纸，如《二十一世纪报》、《英语学习报》
学生可以从中了解语言的变化以及当今世界政治、经济、和文化等动态，还可以做一些相应的练习，巩固课堂上所学的英语知识。阅读可以是随意的、无特殊指向的、零星的，但必须是持续的。教师也要为学生的阅读打造平台，了解学生目前的认知水平，给他们提供合适的英语书目。帮助学生挑好第一本书，使他们能够在处此阅读中体会到读英语书也是其乐无穷的。同时帮助学生克服一些不良的阅读习惯。如许多学生都有出声阅读的习惯。出声阅读的主要弊病就是使阅读速度和效率受说话速度的限制。因为,正常默读速度几乎要比出声朗读的速度快两倍以上。嘴唇的活动无疑会影响眼睛的扫视速度，“一个有效率的读者能够只要看到印刷符号，就直接获得意思，而不经过声音阶段。”因此，要克服这种不良的阅读习惯，就要训练学生养成通过视觉器官直接感知文字符号的视读能力。有的学生在阅读时往往会有复视的习惯，即读完一个句子或段落后回过头去重复阅读。阅读能力差的学生往往过分依赖于复视以养成一种习惯。改变这种不良习惯的办法就是让学生阅读大量难度适宜的读物，他就不会因遇到生词或不太懂的短语、句子或段落而回过头来再看，以致养成复视的习惯。还有如摆头阅读，指词阅读等也应一一克服。
三、培养学生的直觉思维，提高阅读能力。
直觉思维是指在解决问题的过程中，对问题进行总体观察，迅速检索储存的信息，做出判断的一种思维形式，也是创造性思维的一个重要组成因素。我们在教学过程中经常会发现这样的事实:有的学生在答题时往往会很快地对问题做出“毫无理由”的预测，在经过一番思考后才能说清道理或者根本就说不清楚;也有一学生会很轻松地回答出超出他所学知识范围的问题。很多事实都说明了在正常的思维活动中，直觉思维会无意识地参与其中。爱因斯坦就认为，创造的关键是直觉。因此，在教学中发展学生的直觉思维，有利于培养他们的语感，这也是实施素质教学必须关注的问题。
四、运用整体阅读法，训练学生思维的敏捷性。
在阅读教学中，采用提问式、谈话式、讨论式教学法，将课堂教学引向激发--创造性模式。阅读文章时,对所学文章要点,教师提出要求,学生阅读,寻找答案、引导学生阅读时注意抓住全文的主旨。教师提出问题,启发学生回答。在听学生回答问题的过程中弄清学生的薄弱环节。这样阅读时,就能有的放矢,既不浪费时间,又能吸引学生的注意力。学生在解答问题的同时,阅读能力和口语能力都得到了锻炼。这样也提高了学生的逻辑思维能力和语言运用能力。阅读前根据课文的主要内容和篇章结构，从不同的角度提出预测性问题，引导学生对课文内容进行预测和讨论，激活学生大脑中相关的知识网络，使他们处于主动认知状态，从而产生阅读的愿望和心理准备。不在阅读前单独教生词，而在讨论和语境中呈现生词，并借此检测或巩固学生对单词的理解。变单讲语法知识为知识讲解和能力培养的相结合，变单纯讲语言结构为结构讲解和语言功能应用相结合。语言知识与能力的培养是相辅相成的，语言知识是语言运用的基础，语言知识的运用促使交际能力的形成，交际能力的提高又促进语言知识的巩固和发展。复述是有效地提高学生阅读能力的主要手段。
读过每篇文章后,用自己的话去概括,摘录其中的重点句子,复述其内容。通过再次阅读使学生获得准确的篇章信息分布，并检测学生能否迅速地找到某一具体信息，对课文中的理解障碍(如学生较陌生的信息，语言难点)，以讨论的形式进行排除。提前将阅读材料印发给学生，要求根据提示进行自学，每堂课开始，要求学生提出自学过程中所遇到的问题，然后再由他们自己讨论解决。教师使用提问法把学生迅速带入问题情境，使他们的注意力集中到语言材料中来，引导他们整理、加工、联想，进行创造性思考，提高他们运用有价值的信息解决问题的能力和语言表达能力。教师在提问时注意难易适度，符合学生的实际水平，使他们有话可谈;同时，注意充分调动学生内部动机，建立平等和谐的师生关系，创造轻松活泼的课堂氛围，使他们积极参与讨论。在讨论中，学生获得了交际所需的语言技能和相应的语言知识，也增强了学生学习英语的自信心和自觉性，逐渐培养起独立思考的能力。
课堂上既有师生之间的纵向交流，又有学生之间的横向交流，激发了学生的学习兴趣与热情，调动了学生的积极性。通过全员参与，踊跃发言，增强了学生学习英语的兴趣，开阔了他们的视野，加大了英语信息输入量，使他们英语语言知识更具交际性，同时训练了他们的思维能力，提高了他们的认识能力，培养了他们的自学能力，促进他们由知识型向智能型转变，全面提高了他们的英语水平。在教学中要引导学生了解隐含在语言内部的一个民族的心理状态、价值观念、生活方式、是非标准、思维方式、道德标准、风俗习惯、审美情趣等;要指导学生提高对西方文化的鉴别能力，汲取精华，去其糟粕;使学生在学习语言的同时，情感受到真善美的陶冶，心灵受到激荡，人格得到升华，提高认识能力，从而树立正确的人生观和价值观。
除此之外，在平时的教学中，教师也要有意识的培养学生的兴趣，也要不断的训练学生如何把握文章的主旨大意，以及如何依据语篇情景正确理解句子和词汇的含义。只有这样，才能实现阅读教学既教学语言基础知识，又提高阅读理解能力的双重教学目标，wherethereisawill,thereisaway.相信经过师生的共同努力，一定能提高我们学生的英语阅读能力。
人教版高三英语选修6Unit3测试试卷及答案
当你掌握了英语的答题技巧后，那么，你会在英语考试中如鱼得水。在每一份试题卷中，你是否有着自己独特的解题思路与技巧呢?让我们来做一下这套试题卷吧!现在请欣赏我带来的人教版高三英语选修6 Unit 3测试试卷!
人教版高三英语选修6 Unit 3测试试卷
Part one :单选
1.The Greens have __________ their garage into a guest house.
A. Transformed B. transmitted
C. Transported D. Translated
2. His casual clothes were not ________for such a formal occasion.
ready B. good C. special D. Appropriate
3. He has got _______money from his uncle.
A. a large amount of B. loads of
C. a load of D. All above
4. —It can’t be too worse.
—Just __________, things will turn out to be better so long as you don’t stop trying.
A. be all right B. take your time
C. ignore it D. take it easy
5. Can you spare me some paper? Mine .
A. has run out B. has used up
C. has run out of D. is run out
6. Everyone in our class likes Mary because she is good at telling and jokes.
A. turning up B. putting up
C. making up D. showing up
7. He accidentally he had quarreled with his wife and that he hadn’t been home for a couple of weeks.
A. let out B. took care
C. made sure D. made out
8. It is your own fault that you are so tired. You oughtn’t to have so late.
A. stayed up B. woke up
C. made up D. turned up
9. When help, one often says “Thank you.” or “It’s kind of you.”
Offering B. to offer C. to be offered D. Offered
10. If he ______ my advice, he wouldn't have lost his job.
A. followed B. should follow
C. had followed D. would follow
11. —Mr.Smith is no longer the man who he used to be.
—So he is.Success and wealth have ________ his character.
A.trained B.translated
C.transported D.transformed
12. Mr.Black’s formal style of speaking was appropriate ________the occasion.
A.in B.with
C.at D.to
13. The workers are loading the goods________a car，that is，they’re loading the car________goods.
A.with;with B.into;into
C.into;with D.with;into
14. —I feel nervous before the exam.
—________.It won’t be too difficult for you to pass.
A.Take it easily B.Take things easy
C.Take your time D.Take things easily
15. —Could you turn the TV down a little bit?
—________.Is it disturbing you?
A.Take it easy B.I’m sorryC.Not a bit D.It depends
16. —I’m sorry to keep you waiting.I’ll make short of this.
—________.I’m not in a hurry.
A.Take it easy B.Take your time C.Not at all D.Do as you like
17. —I’m still working on my project.
—Oh，you’ll miss the deadline.Time is________.
A.running out B.going out
C.giving out D.losing out
18. —Do you think we should accept that offer?
—Yes，we should，for we________such bad luck up till now，and time________out.
A.have had;is running B.had;is running
C.have;has been run D.have had;has been run
19. American Indians ________ about five percent of the US population.
A.fill up B.bring up
C.make up D.set up
20. It suddenly occurred to Anne that money couldn’t ______ all that Bob had suffered in the past five years.
A.make up for B.look up to
C.put up with D.fit in with
21. John received an invitation to dinner，and with his work________，he gladly accepted it.
A.finishedB.finishing
C.having finished D.was finished
22. )With the college entrance examination________near，both the parents and the students are more and more anxious.
A.draws B.drawn
C.drawing D.is drawing
23. The living room is clean and tidy，with a dining table already ________for a meal to be cooked.
A.laid B.laying
C.to lay D.being laid
24. Jack had no confidence and courage at that time.That was the reason ________he gave up the plan.
A.whyB.when
C.what D.how
25. Is this the reason ________at the meeting for his carelessness in his work?
A.he explained B.what he explained
C.how he explained D.why he explained
Part two :完型填空
When I smoked with my family, I would feel so 26 and good that nothing else in the world seemed so 27 . I thought that smoking weed (烟草) was okay since many of my family members and people at my school smoked. 28 ever happened to them. 29 I started smoking weed a lot more during lunch and after school. I never thought 30 of it. At that time I just wanted to smoke. Then I began to 31 in school. I would 32 classes, come home late and spend all my money. I would spend 33 8 to 18 dollars a day. I never thought 34 that marijuana (大麻) had a bad effect on those things. Maybe my coming to class high (神智恍惚) was the reason why I was failing or coming home late. As I continued to smoke marijuana, I began to notice that I would always have the strong desire to smoke and that I would get 35 cigarettes if I smoked those, but I don’t. 36 I have learned more about marijuana, I have 37 the amount of marijuana that I use. I don’t want marijuana to be the most important in my life. I’m not smoking every day, and not spending as much money. Since I have 38 on my habit, I am 39 more money. I’m ready to go back to school and do good, so that I can make myself 40 . Everyone is always saying how weed 41 your mind and how it solves problems. I think it only brings more 42 . Marijuana is not good for your body or your brain. I’m not trying to tell you not to smoke, I’m just letting you know that marijuana can be 43 to your health, and 44 it may cause some long term negative (负面的) effects. Help yourself now, before it is too late. I don’t want to lecture anyone, just 45 my experience with you.
26. A. worried B. relaxed C. disappointed D. moved
27. A. important B. common C. interesting D. funny
28. A. something B. Everything C. Nothing D. Anything
29. A. By the way B. Now and then C. In my opinion D. For a time
30. A. too much B. a little C. too often D. any more
31. A. get ahead B. fall behind C. come across D. make up
32. A. give B. have C. attend D. cut
33. A. at least B. at most C. no more than D. as little as
34. A. once B. twice C. again D. further
35. A. used to B. paid for C. lost in D. ready for
36. A. as if B. Even if C. Now that D. As long as
37. A. reduced B. increased C. bought D. continued
38. A. broken down B. cut down C. turned off D. cut off
39. A. wasting B. spending C. making D. saving
40. A. less B. more C. better D. worse
41. A. excites B. fills C. repairs D. destroys
42. A. problems B. pleasure C. convenience D. excitements
43. A. helpful B. useful C. dangerous D. strange
44. A. in the beginning B. in the distance C. in the long run D. in the past
45. A. tell B. explain C. regret D. share
Part three :阅读理解
A 篇
There are hundreds of expressions of words using “hand” in the English language. Let us examine some of the expressions that use “hand”.
We will get a hand in this way. “To get a hand in” is to begin a job, to begin to know something about it. When we learn completely, we will be able to do it hands down. If we do the job well, we may end up with the upper hand. On the other hand, if the situation gets out of hand, it is out of control.
We must consider another way of expressing phrase---- to hand it to someone. For example, I must hand it to you for understanding what we have discussed this far. You can also lend a hand to someone but without really giving up your hand. You lend a hand when you help someone. If someone is kind enough to lend us a hand then we surely do not want to bite the hand that feeds us. We do not want to repay his kindness by treating him badly.
Now, we have a free hand to continue examining other “hand” expressions. It means you are free to act without getting permission from someone else.
Maybe you can find a friend who wants to take a hand in our project. It would have to be someone who was interested in these expressions. Your friend may want to work hand in glove with us. That is good because that means he wants to work as closely with us as a glove covers the hand. Of course, there is a danger that he may look at our project and decide to take it in hand. That means he wants to tale it over. If that happens, we may throw up our hands because the situation seams hopeless. In fact, we may decide that it is time for us to end this project to wash our hands of “ hand” expressions.
46.We are ready to do a certain job, we may say; Let’s ______________.
A. get out of hand B. get a hand in
C. lend a hand D. take a hand in
47.Which of the following has an unpleasant meaning?
A. Hands down B. bite the hand that feeds us
C. take a hand in D. hand in glove
48.Something is so easy to do. So you can do it____________.
A. hands down B. on the other hand
C. the upper hand D. hand in glove
49.What is the writer’s purpose in writing the passage?
A. To tell us the fact that there are many phrases with “hands”.
B. To prove the importance of the word “ hand ”.
C. To tell us some phrases with “ hand ”.
D. To make us laugh.
B篇
If there is one thing I’m quite sure about, it is that in a hundred years from now we still be reading newspapers. Not those newspapers are a necessity. Even now some people get most of the news from the television or have the radio switched on in the background or in the car. Many buy a paper only on Saturday or Sunday. But for most people a newspaper has become a habit passed down from generation to generation.
The basic British character won’t change, and one of the characteristics of the British is that we don’t much like talking to each other when we get up. So what better way is there to keep yourself thinking in the morning than to wrap yourself in a newspaper?
Over the past couple of centuries, human beings have developed a close relationship with the newspaper. It has become as natural as breathing or enjoying the sun. And it is not just the British who love newspapers. On suburban trains in Calcutta, for instance, just one person in the whole car will buy a newspaper and read aloud the best bits to his fellow passengers, much to everybody’s enjoyment.
The nature of what is news may change. What essentially (本质上) makes news is what affects our lives and the big political stories, the coverage of the wars, earthquakes and other disasters, will continue much the same. I think there will be more coverage of scientific research, though. It’s already happening in areas that may directly affect our lives, like genetic engineering. In the future I think there will be more coverage of scientific explanations of why we feel as we do, whether it’s love or depression. We develop a better understanding of how the brain operates and what our feelings really are.
It’s quite possible that in the next century newspaper will be transmitted electronically from the national equivalents of Fleet Street (伦敦的舰队街，以报馆集中而著称) and printed out in our own homes. In fact, I’m pretty sure that that is how it will happen in future. You’ll be probably selecting from a menu, making up your own bespoke newspaper by picking out the things you want to read and say. You might even have an intelligent screening device (装置) to do the job for you.
I think people have got it wrong when they talk about the competition between the different media. They actually have a relationship, feeding off each other. It was once predicted that television would kill off newspapers, which hasn’t happened. What is read on the printed page is more enduring (持久的) than pictures on a flickering screen or sound lost in the sky. And as for the Internet, it’s never really satisfying to read something just on a screen.
50. The author of the passage is most probably from _______________.
A. Russia B. India C. Britain D. America
51. According to the passage, the future of newspapers ____________.
A. will be mainly connected with scientific research
B. will report more important political activities
C. will directly cover more on scientific research
D. will build a bridge between different people
52. The underlined part “bespoke newspaper” of the passage probably refers to _____________.
A. a newspaper which dares to report the truth
B. a newspaper edited to one’s own interest
C. a newspaper edited and published for the public
D. a newspaper which only covers the life of family members
53. Which of the following is TRUE according to the passage?
A. It was centuries ago that newspapers came into being .
B. Televisions have taken the place of newspapers .
C. The Internet will gradually take the place of newspapers.
D. The nature of news may remain the same over generations.
人教版高三英语选修6 Unit 3测试试卷答案
1-5 ADDDA 6-10.CAADC11-15.DDCBB16-20BAACA 21-25 ACAAA
26~45 BACDA BDABC CABDC AACCD46-53 BBAC CCBA
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