高三英语二轮复习教案

时间:2024-06-09 03:29:06 晓丽 教案 我要投稿
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高三英语二轮复习教案(通用14篇)

  作为一位无私奉献的人民教师,总不可避免地需要编写教案,借助教案可以更好地组织教学活动。写教案需要注意哪些格式呢?下面是小编为大家整理的高三英语二轮复习教案,欢迎大家分享。

高三英语二轮复习教案(通用14篇)

  高三英语二轮复习教案 1

  【专题要点】

  阅读理解题考查的不仅是考生对整篇文章的把握能力,还考查了他们快速扑捉信息、准确理解特定细节以及复杂句子的能力;考生不仅要理解文章表层意义,更重要的是要通过文章的表层去合理判断、挖掘文章的隐含意义、延伸意义。这是对考生能力、智力、心理的一个综合检验。具体要点如下:

  1.主旨大意类;

  2.细节理解类;

  3.推理判断类;

  4.词义猜测类;

  5.观点态度类等五大要点。

  【考纲要求】

  考纲对考生阅读能力的要求:

  1.要求考生能读懂一般性话题,且生词率不超过2%的简短文字材料,如公告、说明、广告以及书、报、杂志中的简短文章。

  2.要求考生能够做到以下几点:

  (1)理解主旨大意;

  (2)寻读具体信息;

  (3)识别不同文体特征;

  (4)根据上下文提供的语境推测生词词义;

  (5)作出简单的判断和推理;

  (6)理解文段的基本逻辑结构;

  (7)理解作者的意图和态度;

  (8)理解文段的文化信息。

  新课标对对高中英语阅读技能的`要求:

  1.能识别不同文体特征;

  2.能通过分析句子结构理解难句和长句;

  3.能理解阅读材料中不同的观点和态度;

  4.能根据学习任务的需要从多种媒体中获取信息并进行加工处理;

  5.除教材外,课外阅读量累计达到30万词以上。

  【教法指引】

  教师在引导学生突破阅读理解题时可以从高考命题方向和该题选材特点对学生进行训练,在训练中点拨技巧,在训练中提高考生的综合运用能力。具体说:

  1.阅读理解作为高考英语中最重要的一种题型,题量最大,所占分值也最多。此类题型是全面检测考生接受书面信息和反馈能力的重要标尺。高考阅读理解要求考生在35分钟左右的时间内,完成对4~5篇短文的阅读理解并作出解答。用来考查考生的以下几种能力:

  1).考查考生综合运用语言的能力;

  2).考查考生的英语思维能力和社会文化意识;

  3).考查考生辨认、捕捉和归纳细节信息,并通过字面意思对文章中心思想、作者的写作目的、意图、态度以及文章的行文特点进行合理推断的能力;

  4).考查考生的阅读速度与词汇量。近些年来,高考英语阅读理解着重检测考生对语篇的整体把握能力、根据所提供的语境进行语篇分析的能力以及综合利用有效信息解决实际问题的能力。在近几年的高考中,涉及较低能力要求的事实性和细节性的考题虽仍是考查重点,但词义猜测、推理判断和主旨概括等深层次试题也占很大比重。

  2.高考阅读理解中的选材特点:

  1)所选材料均来源于实际生活,其内容与社会现实保持较高的一致性,强调了语篇选材的真实性,具有鲜明的时代感。行文表达常使用比较正式的书面语言;

  2)语篇题材分布比较均匀,题材丰富多样。阅读语篇包括记叙文、说明文、议论文和应用文等文体。内容涵盖日常生活、人物、社会、文化、史地、科技、政治、环保、经济等诸多领域的热点、焦点问题。

  3)高考阅读理解持续保持较大的阅读量,要求考生在特定语篇中有目的地获取信息。另外试题材料含有较高的词汇量,增加了试题的信息含量,体现了新课标的理念。一般4-5篇阅读题阅读词汇量控制在1000词左右;

  4)阅读材料的原汁原味越来越浓厚,体现了现代英语的特点,阅读材料的文化含量加大,文章的行文风格更具英语语言的特点,文章的遣词造句也更加地道,许多考生通常要反复阅读才能读懂。

  3.点拨阅读技巧,在练中领悟,领悟中训练,技巧能力并进。

  高三英语二轮复习教案 2

  一、基本情况

  今年任教高三(8)、(11)班英语教学,根据高三入学的情况来看,我所认教的两个班的英语学习状况非常不容乐观。其中高三(11)班的成绩尤其差,学生上学期的期末的成绩及格以上的几乎没有,可以说没有什么基础,可喜的`是还有少量学生非常喜欢英语,比较上进。

  主要存在的问题是,教学进度慢,学生水平参差不齐,优生少,后进生多。基础知识不扎实,这表现在学生卷二得分较低;学生的语言运用能力较差,阅读与完形的失分现象普遍,书面表达明显存在诸多不规范现象。

  二、教学复习策略

  仔细研究新课标考区的历届高考真题和省考试说明,把握考试趋势。按《新课标》英语考试要求命题,要求学生掌握3300个单词,400-500个短语和惯用语,因此在教学中加强阅读教学,扩大词汇量。夯实基础,提高英语综合运用的能力。注重遣词造句的多样性,提高书面表达能力。

  在复习新课标高一高二课本之前,我们先学习选修5、6、7,依托教材,重点落在阅读和写作两方面,注重词汇的巩固与拓展。帮助学生全面且系统地掌握高中所学英语基础知识,(重点是词汇,语法。)夯实学生基础,抓住中等生,促进学困生,进一步提高优等生。

  三、具体安排

  根据高考的最新信息和学生在复习备考中出现的问题,不断寻找新途径,去解决备考过程中出现的问题。在周教学计划安排中,在大课的时候,每次要词汇测试和阅读的训练,还要复习初中英语内容。在月教学计划中,每月复习突出一种类型题,在第一个月,每天集中训练阅读,第二个月训练完形,第三个月训练改错,第四个月训练句子翻译,为作文做准备,第五个月在些写作文上注重谋篇布局,尤其注意上下文过渡词的运用。从第六个月开始做综合题。整体提高成绩。

  班级学生都要进行词汇训练,暂定利用《高考英语词汇》学生背,然后根据顺序进行词汇测试。利用《三维设计》进行第一轮的复习,根据《新高中英语课程标准》要求,针对学生实际,确定高三英语教学计划;密切关注20xx年英语高考的动向,及时采取应对策略,帮助学生构建完整的知识网络结构;通过强化训练,使学生的听、说、读、写综合运用语言的能力得到明显提高,并逐步与高考接轨,最终达到高考要求;通过周练、月考、阶段性测试等训练形式培养学生良好的答题习惯和应试能力。

  高三英语二轮复习教案 3

  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,以教材为基础,制订详细周密的复习计划,切实搞好高三英语复习工作。密切关注高考动态,联系学生实际,通过专项和综合训练,努力提高学生运用英语知识的能力和答题技巧,以适应新的高考形式和要求。

  二、总体目标:

  本学期是高三上学期,是以课本为蓝本来复习的一个过程,是一个基础知识的巩固过程。在这第一轮复习中,我们主要是以词汇、词组及重点句型为主,让学生可以多积累,慢慢的积少成多,他们自己也可以比较有信心。

  三、学生情况:

  分析我校高三学生的英语学习状况不容乐观,主要存在的问题是:多数学生基础不扎实,普遍存在单词积累太少,英语思维能力不强的现象。在学习过程中缺乏主动性和积极性,好的学习习惯与方法还未养成。学生的语言运用能力差,阅读与完型的现象十分普遍。在语法和词汇,完形填空,阅读理解得分率较低,尤其是完成句子,无从下手。说明学生的语法功底薄弱,局势分析思维能力差。书面表达明显存在诸多不规范现象,多数学生不具备英语学习能力。

  四、重点难点分析:

  1、词汇的积累

  2、重点词组的学习

  3、重点句型的运用。

  五、教学构想:

  1、第一轮教材复习

  2、词汇、句型知识复习

  3、语法专项复习

  4、阅读完型专题训练

  5、写作,任务型阅读专题训练

  6、综合训练以书本为载体,对学生进行阅读能力的培养,同时扩大词汇量,并复习已学词汇,其间继续穿插进行听力训练和词汇学习。着重夯实学生对基础词汇,短语,句型的基础,并注意查漏补缺。主要针对高考试题中的听力,完型填空,阅读理解,完成句子和书面表达进行集中训练。认真筛选模拟试卷,并针对学生的实际情况进行训练,讲评结合,做到精评精讲。每周一、三、五听力训练,希望学生听力能有所提高,再者一般听力原文都是很地道的英语,很多地道口语,所以早自习如果有时间,也课让学生朗读听力的原文材料。完形填空和阅读理解在高考中占的比例非常大,现在每周都让学生做两篇完形填空和五篇阅读理解,并收上来改,给学生打分,让他们对自己每次的完成情况有个清楚的认识,知道自己以后该注意哪些方面。书面表达方面,目前是先以练习写句子为主,每复习完一个句型,就让学生做一些中英文对译的作业,锻炼他们的翻译能力,如果他们单词积累好了,词组句型会用了,翻译能力上去了,后期再对他们进行一些文章写作结构的指导,那书面表达就不成问题了。

  六、瞄准五个着眼点:

  提高教学效率时间对高三学生来说非常珍贵,教师提高教学效率,学生提高学习质量一直是我们的追求。我们努力着眼于以下五点做到夯实基础、凸显能力、滚动提高。

  ①夯实“常考点”“常考点”也就是传统考点。高三教学中通过梳理、归纳常考点,提高复习针对性,把握好拓宽的度。我们在复习中对照高考要求对原单元内容进行整合,按“复习板块”进行。突出动词方面的用法,突出句型、篇章知识。强调特殊情况和易错、易混情况。教师通过课堂教学帮助学生梳理出各复习板块的知识框架,突出考点、突出考点中的难点。努力使框架重点突出,针对性强。

  ②研讨“新考点”通过对《课程标准》和《考试大纲》的研究,找出今昔的内容变化,在教学中作适当调整。通过对试题的研究,感知内里的能力要求,在教学中加强方法点拨。

  ③突破“失分点”我们平时的复习,基本上是按照备课组统一的复习计划进行的。临近高考时,我们要求教师根据各自班级常见的知识层面上的“失分点”,有针对性地制定“个性化复习方案”,在梳理知识网络的过程中,突出易错、易混内容。薄弱环节,重点突破。单元复习的目的在于夯实基础知识,是一个学生对所学的词汇、句型知识温故知新的'过程。复习的效果既要靠教师的课堂点拨,更重要的是学生的自我消化。在教学中指导学生利用课上或课外的时间做好自主复习工作,强化对知识点的记忆。对特殊群体的学生做好学习方法的指导工作。提醒学生在复习过程中做好笔记,以便在后续的复习阶段对自己薄弱的方面进行二次复习,再次夯实、补遗。

  ④关注“能力点”教学中依循传统做法,精讲精练,努力帮助学生做到能举一反三、触类旁通,提高备考效率。注意和学生探讨阅读思维过程,着眼于提高思辨能力、分析能力、概括能力、推断能力和表述能力。做到每次评讲都就答题技巧问题进行一次小结,从分析思维方法的角度总结得失,以求在方法上对学生有一点启迪。

  ⑤强化“驱力点”强大的学习内驱力、健康的学习心理、平衡的学习心态、积极的学习参与意识是学生学习、备考的心理和生理支撑。教师不仅要关注学生的学习效果而且要关注他们对待学习的情感和态度。为求得收到事半功倍的效果打下牢固的情感态度基础。七、具体安排周教学计划安排,2节连上的课,每次要词汇测试和听力训练,还要复习初中英语内容。

  其他课时复习高中英语内容。第一学期高三英语教学进度表在复习的过程中,始终将词汇基础复习、阅读理解、写作贯穿于整个复习过程。认真对待每一次的测试,分析考试情况,反思自己的教学,力争做到最好。

  高三英语二轮复习教案 4

  一、教学内容分析

  本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

  这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身,让他们对艺术和绘画有一个大概的了解,从而为接下来西方艺术的学习垫定基础。

  二、教学目标

  1.aims of knowledge(知识目标)

  1) to know the information about art

  2) to know some relevant words and expressions

  2.aims of abilities(能力目标)

  1) to improve students listening ability by guessing the content and setting down the key words

  2) to enable the students to understand the brief short history of the traditional chinese painting

  3.affective aims(情感、态度与价值观目标)

  to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

  三、学习者特征分析

  虽然这是选修七第一单元的第一个课时,学生在语言理解上会有一定障碍。我们班学生男生为大多数,普遍听力较薄弱,也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习,已经积累了一定的词汇,而且在听听力之前教师会让学生做热身,先熟悉目标词汇,使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品,同时播放《江南style》让学生自由展示自己的舞蹈,从而来激发学生的兴趣,消除学生听力课上的紧张情绪。

  四、教学策略选择与设计

  1.students-centered teaching

  以学生为中心让学生积极参与课堂

  2.task-based teaching

  听力环节教师创设情境,设置不同的.听力教学任务,锻炼学生的思维

  五、教学重点及难点

  1. to know about the traditional chinese art

  2. to set down the key words while listening

  六、教学过程

  教师活动

  学生活动

  设计意图

  step1:warming up

  (1) show the art works of fruit

  (2) brainstorming

  (3) enjoy a video of chinese painting

  (4) learn the brief history of chinese painting

  在用多媒体展示图片和视频后让学生回答下面的问题:

  q1. what do you think of it?

  q2.do you feel happy after seeing them?

  q3.can you think of any other art styles?

  运用多媒体展示让内容形象直观,激趣导入艺术和绘画这个话题,提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

  step2: pre-listening

  talk about the artworks and guess what period of chinese history each artwork belongs to .

  preview the relevant words and expressions

  让学生根据图片猜测这些作品所属的年代

  学生猜词意,读单词

  图文并茂加上老师的讲解,让枯燥的知识生动化,让学生直观的感受意识产生的自然过程,并能够较快接受相关词汇。为听力打好基础。

  step3: first-listening

  put the words of time into order

  听完材料后思考并讨论问题,学生回答问题。

  听力中相关的年代和时期,在之前热身中已熟悉,把时间排序,提高对数字听力的敏感度。

  step4:second-listening

  listen again and take some notes for the detailed information( who &when)

  分组讨论思考。学生回答问题。

  听细节,此作品是什么人在什么年代创作。

  提高学生听力中把握细节的能力。

  step5: game time (江南style)

  学生观看视频再上台表演

  小游戏是一个小高潮,气氛顿时活跃,调节课堂氛围,激发学生学习兴趣。

  step6: conclusion and evaluation

  思考讨论并回答。让学生对本节课进行总结,反思自己所学。

  让学生反思的过程其实是让学生做自我评估,对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一定帮助。

  高三英语二轮复习教案 5

  教学目标

  I. 单词和词组

  permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

  II. 日常交际用语

  1.请求

  May / Could / Can I do that?

  I wonder if I can do that.

  Would / Do you mind if I come earlier?

  Will you tell me if can go now?

  2.允许

  Yes, please. / Of course. / Sure. / Certainly.

  Go ahead, please.

  That’s all right. / OK.

  It’s all right to me.

  3.拒绝

  I’m sorry, but it’s not allowed here.

  You’d better not.

  I’m afraid not. It’s not right.

  III.语法

  复习名词性从句作宾语和表语的用法。

  教学建议

  教材分析

  The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.

  重点词汇讲解

  h fire与be on fire

  1)catch fire:begin to burn着火;烧着。catch fire有动态含义,揩“开始燃烧”。

  例如:

  Paper catches fire easily.纸容易着火。

  The bed clothes catch fire and the whole house may be burnt down.铺盖着火了,整个房子都可能烧掉。

  2)be on fire:be burning着火;失火。 be on fire有静态含义,指“燃烧的状态”。

  例如:

  The house was on fire.房子着火了。

  She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。

  高三英语二轮复习教案 6

  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.

  高三英语二轮复习教案 7

  一、教学目标与要求

  通过本单元教学,学生应能熟练地运用表示“提供和拒绝帮助”的常用语;复习句子的成分——主语;了解纽约的发展历史和土著人被压迫的历史。

  二、教学重点与难点

  1.重点词汇

  1. a handful of

  2. tear down

  3. turn away

  4. now that引导状语从句

  5. take possession of

  6. have an effect on

  7. make agreements with

  8. become know as…

  9. deal with

  10. in turn

  11. in the rush

  2.重点句型

  1)Today Native Americans express their anger over this business deal.

  2)This is because the surface of the earth is not flat but round.

  3)Now that they could ride horses, it became easier to hunt the bison.

  4)This in return had an effect on the food supply for wolves.

  3.语法 复习和归纳句子的.成分——主语

  1)The first settlers on the plains were farmers.

  2)The killing of the bison changed the whole wild life of the plains.

  3)Whether he will come or not is unknown.

  4)To see is to believe.

  5)The learned should be respected.

  教学建议

  教学教法:

  进入高三下学期的学习,基本进入了全面备考状态。北京特级教师张铁城老师有如下建议:

  1. 对近年高考题精耕细作,反对盲目的题海战术。

  2. 不要单纯背词汇表,要把词汇与语法结合起来,要在具体语篇中记忆词汇。

  3. 要多读多题材的阅读文,特别是现代生活中的热点问题。

  4. 要增加听力训练的力度,充分利用高三课本资源。

  词语辨析:

  1.By 1820 the population of New York had grown to about 125 000, making it the largest city in the USA.

  making it the largest city in the USA是分词短语作结果状语。动词make 意为“使成为”,接名词或形容词构成复合结构。如:

  The bus was held up by the snowstorm, thus causing the delay.

  Her husband died in the war, making her a widow with three children

  2.In 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street and across three avenues.

  1)tear(tore,tom)是动词,意为“撕开,扯掉”。短语动词 tear down,意为“撕下,拆毁”。如:

  tear down a notice 撕下一张通知

  tear down a dangerous wall 拆毁一道危墙

  2)reach作“延伸”解。reaching from 59th Street. . . and across three avenues是现在分词作定语,修饰Central Park,相当于一个定语从句。

  ①现在分词作后置定语相当于限制性定语从句,表示主动的动作或动作正在进行。

  Anyone swimming will be punished.

  The road joining the two villages is very wide.连接这两个村子的路非常宽。

  ③现在分词的被动语态作后置定语(既表示被动,也表示动作正在进行)

  The question being discussed is very important.

  Do you know the boy being punished by our teacher?

  3.In 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years.

  1)mass是名词,意为“大量,大批”,mass arrival是名词修饰名词,mass作定语。英语中名词修饰名词是常有的现象。如:

  head teacher班主任 express train快车

  news broadcast 新闻广播 welcome speech 欢迎词

  time table时间表 orange juice 橘子汁

  press conference 记者招待会 research project研究计划

  power plant电厂 weather forecast天气预报

  2)pass through为固定短语,含义为“穿过,通过,路过”,其中 through既可当介词用,也可当副词用。如:

  He passed through unspeakable difficulties.

  Were just passing through on our way to Shanghai

  4.now that,due to,because of,owing to,since,as

  1)now that.作“既然”时相当于since.突出事实性,而as作“既然”语气较弱。有时now that中的that可省去。如:

  Now(that)you are well again,you can travel.你既然恢复了健康,就能够旅行了。

  2)due to作“由于,因为,应归功于”时常作表语或跟在名词后。如:

  The flight was cancelled due to the storm.班机因暴风雨停航了。

  3)because of“由于,因为”只能引导副词短语,在句中作状语或表语。如:

  Lincoln is admired because of his leadership.林肯由于出色的领导而受到人们的赞赏。

  4)owing to“由于,因为”常在现代英语中与 because of,due to换用。如:

  Owing to unfavourable weather,I was unable to carry on with it.由于天气不好。我不能把它进行下去。

  高三英语二轮复习教案 8

  一.教学内容分析

  本单元的中心话题是Good manners,这是一个亘古及今且永恒的话题。但在我们这一单元中,Good manners 都有些什么内容呢?中外文化中对Good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为,如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等,都作了详尽的诠释,所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容,更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程,这对他们身心的发展会产生较强的感染作用,有助于他们人文素养的整体提高和跨文化意识的加强。

  “热身”(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面:上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过,顾客生气质问男士。让学生学会道歉,学会讲礼貌。这部分的目的是,引出中心话题Good manners,帮助学生明白讲礼貌会使我们人际之间关系和谐融洽,甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

  “听力”(Listening)部分提供了一段两朋友间的对话,一朋友不打招呼骑走了另一朋友的自行车,并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响,使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法,培养学生跨文化交际的意识。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”

  “口语”(Speaking)部分提供的是三组文字情景,要求学生在前面“热身”和“听力”的基础上,以双人对话的活动形式体现情景,训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇,包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。

  “读前”(Pre-reading)部分设计了四个情景:1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩,这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners 的生活经验,加深对我们中国是文明礼仪之邦的认识,而且激活学生的思维,自然过度到下一步的 “Reading”--- 西方文化、餐饮礼仪。

  “阅读”(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪,并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起,充满了跨文化交际的信息,体现了教材的国际性和民族性。

  “读后”(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的,可作为评价学生对文章理解的程度。如第一项:列出中西方餐桌上餐具及其摆放的位置;第二项:标出西方正式宴会上主要食物上桌的顺序;第三项:判断西方正式宴会上哪些就餐行为文明有礼,哪些行为显得无礼粗俗。第四项是回答问题,是一道联系中国实际的、开放性的一道问题:中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行,目的.在于让学生对中西方餐桌礼仪的认同,以及培养学生的思辩能力。

  “语言学习”(Language study)分词汇和语法两部分。词汇部分有构词法知识,前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句,这是继前面两单元后第三次出现,不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明,可供学生自主学习,让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。

  “综合技能”(Integrating skills)设计了一个很实用的写作任务:写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是:对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动,让学生明白对他人的帮助心存感激,无疑是一种美德,一种素养。

  “学习建议”(Tips)部分提供了一些行为规范的名言警句,告戒学生随时随地讲文明、懂礼貌,从自身做起,从小事做起。

  “复习要点”(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句,并且设计了一些最基本的语言练习,帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

  二.课时安排:6 课时。

  The First Period: Warming up and Listening

  The Second Period: Speaking

  The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

  The Fifth Period: Language Study

  The Sixth Period:Integrating Skills

  三.分课时教学计划

  The First Period

  GOALS:

  To focus on talking about good manners as warming up and listening practice.

  To learn to express apologies and responses to apologies.

  To arouse students’ interest in learning good manners through various activities in class.

  TEACHING PROCEDURES:

  I. Warming up

  设计问题、语境,诱发学生打开话匣子,不作限制,更不当练习来完成。

  1.以旧带新,先入为主,根据学生自己的体验和理解,列举Good manners 的事例。

  2.知错并向人道歉是Good manners 的行为之一。引入道歉用语,借书中情景和额外补充的各种情景反复演练,使学生能将这些礼貌用语娴熟地运用于生活之中。

  (这些情景的提供,也为最后让学生自己描述道歉场面作准备)

  3.作为一个有礼貌的人,对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)

  4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

  1. T: We like people with good manners. We don’t like people with bad manners.

  Well, what are good manners in your opinions? For example,Is it good manners to take your classmate’s bicycle without telling him?

  Of course it’s ( not) good manners to do…./ that….

  Group work: Make a list of at least four things which are good manners in our daily life.

  2. What should we do at least to be good manners if we do something wrong?

  Making an apology? And how to express your apologies? What expressions do you use to apologize?

  (Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

  3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

  4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

  Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

  Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

  Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

  Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

  5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

  Well, what’s your response to the following apologies?

  1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

  ______________________________. ( It’s OK. I have another pen.)

  2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

  __________________________________________________________________.

  (Are you feeling better now? You may hand in your homework tomorrow.)

  6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

  What did you say to express your apologies? What was the other’s response?

  Did he / she accept your apology? Do you think him a person with good manners?

  Why (not)?

  II. Listening

  1. Listening in SB.

  遵循step by step 的原则,分听前(Pre-listening)、听时(While-listening)和听后(Post-listening) 三步走,并设计各个步骤的任务型活动,使整个听力目标明确,中心话题更为突出。

  Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

  While-listening: Answer the questions and complete the six sentences.

  Post-listening questions:

  Has anything similar happened to you? What was the situation? How did you deal with it?

  Do you think you’re a person with good manners? In what ways?

  2. Listening in WB. P.115

  Listen to the tape and finish the exercises in it.

  The Second Period

  GOALS:

  To focus on oral practice --- Speaking.

  The students are to use the expressions of apologies and possible answers freely through some situations.

  They are enabled to solve some simulating problems about good manners and bad manners.

  TEACHING PROCEDURES:

  I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.

  The teacher is a bitl late for the class.

  The teacher carelessly knocks down a student’s booksl on the table.

  The teacher blames some student wrongly for not …l

  1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …

  S: Oh, that’s all right.

  创设真实情景与学生交流,既是以身示范,又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。

  2. T: What do you think of me since I made an apology for what I did?

  What if I didn’t apologize to you for what I did?

  就老师的行为让学生评说会更加激发学生说的兴趣,还会使学生具备一定的Good manners 的尺度标准。同时,为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。

  3. T: What would you do in the following situations, so as to show you have good manners?

  P.37l

  II. Role-play: Problem solving

  邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题,原因是什么?居委会怎么解决?这项模拟活动跳出了课文,拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用,对信息做各种合理的处理与加工,进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。

  Survey and Interview about relationship between neighbors.

  In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.

  我们中国人用自己的Good manners的尺度标准,处理好邻里之间的关系。世界其他各国对Good manners 的尺度标准是否都一样?

  III. Discussion P.116

  IV. Conclusion:

  Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.

  The Third and Fourth Periods

  GOALS:

  To get to know the western table manners.

  To learn some useful expressions about table manners.

  To compare Chinese table manners with western table manners.

  TEACHING PROCEDURES:

  I. Pre-reading tasks:

  其目的是激活学生已有的相关背景知识,启发学生思维和想象,活跃课堂气氛,使学生很快融入课堂教学内容。如借助图片或Powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。

  高三英语二轮复习教案 9

  1.重点词汇、短语、句型结构

  1 )firm, go ( link v. ) , turn( link v. )

  2)stop sb. doing sth. ,put up, keep off ,masses of, as it is ,at war, fall to pieces, take on, in a state, deal with, carry out, desert,spread,besides 和except 的区别,nowhere, search, drill, smooth, keep off, a mass of , fall to pieces, watch over, lay down ,once in a while

  3)have sth. to do. . . ,To make things worse, . . .

  2.课文掌握程度

  1)了解石高棉的历史遗址吴哥窟及以后的变化。

  2)能复述课文

  3.重点语法

  1) Revise the verb tenses:

  a)The present indefinite tense

  b)The present contiouous tense

  c)The present perfect tense

  d)The past indefinite tense

  2)The passive voice

  4.口语交际

  Learn to give advice and make suggestions and replies

  We’ll have to … We should finish the floor now.

  I think we should paint it white. Is it necessary to….?

  We must stop people walking on this floor until it’s firm. I ought to do some studying.

  教学建议

  教学教法:

  本单元重点讲述了柬埔寨的著名古迹吴哥窟,教师可通过补充材料加深学生对吴哥窟的了解。教师也可鼓励学生搜集相关资料,谈谈吴哥窟作为一种精神在柬埔寨人民心中的重要地位。同时,课文中出现了许多很好的词汇与句型,建议老师充分利用。

  语法:

  1.一般现在时

  (1)经常性和习惯性的.动作

  We always care for each other and help each other. 我们总是互相关心互相帮助。

  (2) 现在的特征或状态

  He majors in English. 他是英语专业的学生。

  (3) 普遍真理

  Light travels faster than sound.光比声速度快。

  (4) 按规定、计划、安排将要发生的动作。(一般有将来的时间状语)

  The plane takes off at 11 a.m. 飞机上午十一点起飞。

  (5) 电影说明,动作解说,剧情介绍,新闻标题或小说章节题目,图片说明。

  He sits down, shivers a little, Clock outside strikes twelve.

  他坐下来,微微有些颤动,外面钟敲了十二点。(剧本说明)

  2.现在进行时

  (1)现在或现在这一阶段正在进行的动作。

  Where are they having the basketball match? 他们在哪里赛篮球?

  (2)最近按计划或安排要进行的动作,但这仅限于少量动词,如:go, come, leave, start, arrive, return 等。

  We are leaving on Friday. 我们星期五动身。

  (3) 代替一般现在时,表示经常性动作和状态,这时是为了表示说话人的`一种感情。如赞叹,厌烦,等。

  He is always thinking of others. 他总是想着别人(赞许)。

  He is constantly leaving things about. 他老是把东西乱扔。(不满)。

  He is always boasting. 他老爱说大话。(厌烦)

  3.现在完成时

  (1) 到现在为止的这一时期中发生的情况(可能是多次动作的总和,也可表示状态和习惯性的动作)

  How many pages have you covered today? 你今天看了多少页?

  She has been ill for three days. 她病了三天。

  (2)对现状影响的某一已发生的动作。

  The delegation has already left. 代表团已经走了。(说明现在不在这里)

  Look what youve done. 瞧你干的事。

  4.一般过去时

  (1)过去某时发生的动作或情况。

  I wasnt in last night. 昨天晚上我不在家。

  有些情况,发生的时间不很清楚,但实际上过去发生的,应当用过去时态。

  What was the final score? 最后的比分怎样?

  (2)谈到已死人的情况时多用过去时

  Lei Feng often helped others. 雷锋经常帮助别人。

  语法练习

  1. (1999NMET) —Hey, Look where you are going!

  —Oh, I’m terribly sorry. ________.

  A. I’m not noticing B. I wasnt noticing

  C. I havent noticed D. I dont notice

  分析:在没有提供明确的时间,而是通过对话来体现情景,突出语言的交际功能。甲提醒乙“看看你往哪儿走啦!”乙说对不起“因为我刚才没注意”,故应用“过去进行时”,答案是B。

  2. ( 1997NMET) —Who is Jerry Cooper?

  —________? I saw you shaking hands with him at the meeting.

  A. Dont you meet him yet B. Hadnt you met him yet

  C. Didnt you meet him yet D. Havent you met him yet

  分析:从对话中可知甲还没认出Jerry Cooper是谁,且yet常用于完成式的疑问句或否定句中表示“还没有”或“也”等,故选D。

  3.(2000NMET春)All the preparations for the task ________, and were ready to start.

  A. completed B. complete

  C. had been completed D. have been completed

  分析: all the preparations 与complete之间是被动结构,故可排除A和B。又因下文are ready to start, 说明complete这一动作对“现在造成影响”,故用现在完成时。答案为D。

  高三英语二轮复习教案 10

  一、教法建议

  【抛砖引玉】

  同学们通过本单元课文“A Problem For The Detective”,可以看到课文中所鞭挞的尔虞我诈的丑恶现象,同时受到深刻的教育。为人要诚实,遵纪守法,要有社会道德。

  单元双基学习目标

  Ⅰ. 词汇学习

  step (vi .) will (n .) step-mother , check out , afterwards , go through , look into , build up , wealthy , divided up , anyway , private , left-handed , right-handed , brief , to the point , foresee , instruct , signature

  Ⅱ. 交际英语

  Possibility and impossibility

  I / She / He may (not ) do ….

  2. It is likely that … . / It is possible that … . / She is not likely to do … .

  3. Can this building be 17th century ?

  4. Do you mind if I bring a friend along with me next time ?

  5. Will / Would you be able to come to the Party ?

  6. Would it be possible to do … ?

  7. It looks as if / though it might rain later .

  8. We’ll probably do … . / I doubt if … .

  9. It appears to me that we’ll have to go on foot .

  10. That’s / It’s quite impossible . / It’s very unlikely . / That’s hardly possible . / That’ll never happen . / Probable not .

  Ⅲ. 语法学习

  在这一单元,同学们要学习归纳定语的使用。在高考测试中,经常出现一个名词的前面被几个形容词所修饰的情况,形容词的排列是有一定的顺序性的。大致为:

  限定词 (all , twice , a , this , my , each , three , last )→ 强化形容词(certain , perfect , complete , slight , extreme)→ 描绘性或者主观评价或者质量形容词(expensive , beautiful , fine , brave , dirty)→ 表示大、小、长、短、高低的`形容词(large , small , little , long , short , tall , high)→ 表示形状的形容词(round , straight , aquare , flat) → 表示年龄、新旧的形容词(old , young , new , modern)→ 表示颜色的形容词(如:red , green , brown)→ 表示国家、出处、来源的形容词(French , Chinese) → 表示物质、材料的形容词(wooden , stone , plastic , brick)→ 表示用途、类别的形容词(medical , sports , evening , story)→ 名词 。

  【指点迷津】

  表示原因和进行意义的介词 (短语)

  表示原因的介词

  1 . because of 表示引起结果的直接原因,意义与连词 because 相同。

  He retired last month because of illness / because he ill .

  2 . for 表示内在的、心理上的原因,常与表示喜、怒、哀、乐等情感名词连用;还可表示某种动作或结果的起因。而连词 for 则表示某种结果的补充理由或显而易见的原因。

  a ) He trembled for fear .

  b ) Thank you for your help .

  c ) When he was still a young man , he was forced to leave his homeland for political reasons .

  3 . by 表示外部的,尤其是暴力的或无意中造成某种结果的原因。

  a ) Her body was bent by age .

  b ) The general died by his own hand .

  c ) She took your umbrella by mistake .

  4 . at 表示某种情绪或动作的原因,多与“喜,怒,哀,乐”等义的词连用,常译作“听到……”,“看到……”。

  a ) The whole nation was in deep sorrow at the news .

  b ) He jumped at the news .

  5 . on 表示能作为依据或条件的原因,常译为“依照……”。

  He has given up smoking on medical advice .

  6 . of 和 from 表原因时常与 die 类似意义的词连用。die of 指因疾病,冻饿,或害怕,羞愧等内因或外因造成的死亡。与疾病名词连用时,二者均可。from 还可表示懒惰等造成某种后果的原因。

  a ) His son having been killed in the war , the man died of a broken heart .

  b ) In big cities during cold winter months , many old people die from the polluted air .

  c ) She died of / from cancer .

  d ) He wasn‘t ill ; he stayed in bed from laziness .

  7 . with 指生理上或情感上的由外界到内心的原因,意为“随着……”。

  a ) The man bent with age .

  b ) He turned red with anger .

  8 . in 表示引起某种状态或过程的原因。

  a ) He is rolling on the floor in pain .

  b ) He rejoiced in his own success .

  9 . owing to,相当于 because of , 多表示引起某不良后果的原因。

  a ) Owing to the rain they could not come .

  b ) Owing to his lacking on experience , John failed this time .

  注:owing to 也可表示“欠……钱”之意

  How much is he owing to you ?

  10 . thanks to 表示引起某种幸运结果的原因,常译为“幸亏……,多亏……”。

  Thanks to the timely rain , the farmer had a good harvest .

  11 . out of 表示动机的起因,常译为“出于……”。

  a ) He asked the question out of curiosity .

  b ) He did it out of pity .

  12 . through 多表示因局部而影响全局的原因。

  The war was lost through bad organization . 战争因组织不周而失败了。

  表示进行意义的介词

  1 . at + ( the ) + 名词:at table ( 在用餐 ) ,at war ( 战时 ) ,at peace ( 和平时期 ) ,at press ( 正在排印 ) ,at one ’ s meals ( 在吃饭 ) ,at one ‘ s study ( 在学习 ) ,at work ( 在工作 ) ,at the piano ( 在弹钢琴 ) , at the end ( of ) ( 在结束时 ) 。例如:

  a ) These boys are at play ( = playing ) .

  b ) The surgeon fainted at the operation .

  2 . in + ( the ) + 名词:in reading ( 正在阅读 ) ,in politics ( 从事政治活动 ) ,in the course of ( 在……过程中 ) ,in the act of ( 正在做某事 ) 。例如:

  a ) The flowers are in full bloom ( = fully blooming ) .

  b ) He was in the army .

  3 . on + ( the ) + 名词:on duty ( 在值日 ) ,on business ( 在办事 ) ,on guard ( 在值勤 ) ,on leave ( 在休假 ) ,on a walk ( 在散步 ) ,on watch ( 在了望 ) ,on service ( 在服役 ) ,on holiday ( 在度假 ) ,on strike ( 在罢工 ) ,on sale ( 出售 ) ,on loan ( 出借 ) ,on the boil ( 〈水〉正在开 ) ,on the move ( 在移动,搬迁,离开 ) ,on the march ( 在行军 ) ,on the watch / look - out ( 在警戒 ) , on the flow ( 在涨潮 ) ,on the turn ( 在转折中 ) ,on the wing flying ( 在飞行中 ) ,on the advance / rise ( 〈行市〉看涨 ) ,on the increase ( 正在增加 ),on the go ( 正在活动,正在奔走 ) ,on the air ( 正在广播 ) ,on the fly ( 正在飞行 ) ,on the way ( 在途中 ) 。

  a ) The house is on fire .

  b ) They saw the enemy soldiers on the run . ( = running )

  4 . under + ( the ) + 名词:under the doctor ( 在医生的照顾下 ) ,under test / exam ( 在被测试 ) ,under development ( 在发展中 ) ,under construction ( 在建设中 ) ,under repair ( 在修理中 ) ,under consideration ( 在考虑中 ) ,under observation ( 在观察中 ) ,under discussion ( 正在被讨论 ) ,under the agreement ( 根据协议 ) ,under orders ( 听从命令 ) 。

  a ) He is working under my father .

  b ) Several new railways are under construction in China .

  二、学海导航

  【学法指要】

  单元重点词汇点拨

  wealthy富裕的,富有的,有钱的

  He succeeded in business and was very wealthy

  高三英语二轮复习教案 11

  wordpower教案 4th period Word power

  Teaching aims:

  (1). Learn and master different expressions related to the law.

  (2). Enlarge the knowledge about expressions of the law.

  Important points & difficult points:

  (1). Talk about crime to learn new words.

  (2). Remember the new expressions of the law.

  Procedure:

  Step 1 Revision:

  Get the students to retell the passage in Reading.

  Step 2 Words used in the law:

  Give the students some explanations and get them to give proper words.

  1. a dishonest, violent, or immoral action that can be punished by law

  Last night a woman was murdered, and the ______ was committed by a male.

  (crime)

  2. someone who has been attacked, robbed, or murdered

  In most sexual offences the attacker is known to the ________. (victim)

  3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.

  Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)

  4. a police officer whose job is to discover information that will result in criminals being caught.

  She hired a ________ to find out where her husband was going after work. (detective)

  5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.

  The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)

  6.facts, objects, or signs that make you believe that something exists or is true.

  The _______ was enough to prove him to be guilty. (evidence)

  7. an illegal action or a crime

  Driving while drunk is a serious __________. (offence)

  8. to ask someone questions to find out something

  The police ________ some local people and find some evidence. (interview)

  9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.

  His behavior that day made the police _________. (suspicious)

  10. someone who sees a crime or an accident and can describe what happened

  Police have appealed for _______ to come forward and help them find the murderer. (witnesses)

  11. if the police arrest you, they take you away because they think you have done something illegal.

  The man was _______ for breaking the law. (arrested)

  12. someone who is involved in illegal activities or has been proved guilty of a crime

  The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)

  13. someone who is thought to be guilty of a crime.

  Two _______ were arrested today in connection with the robbery. (suspect)

  14. to do something wrong or illegal

  Women ______ fewer crimes than men. (commit)

  15. having done something that is a crime

  He was found _______ of murder in the court. (guilty)

  16. to state officially that someone is guilty of a crime

  The man they arrested last night has been _______ with murder. (charged)

  17. a building or room where all the information concerning a crime is given so that it can be judged.

  The witness was required to appear in _____. (court)

  18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.

  Brady was on _______ for robbing an old man of his money. (trial)

  Step 3 Read and understand

  Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.

  Step 4 Further study

  1. Complete the exercise of Part C.

  (1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims

  2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.

  Homework

  1.Keep in mind all the useful expressions related to the law.

  2.Preview grammar and usage

  高三英语二轮复习教案 12

  教学目标:

  1、能听懂、会读、会说goodbye, my friend, he’s, she’s.

  2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.

  3、能初步运用本课所学的词汇和日常交际用语与人告别,向他人介绍自己的朋友。

  教学重点:

  1、能在情境中理解friend一词的意义。

  2、能理解Goodbye,…这一交际用语的含义并知道如何在生活中运用。

  教学难点:

  能根据性别的不同,用He’s/She’s…来介绍自己的朋友。

  教学准备:

  PPT、头饰等。

  教学过程:

  Step1Warming up&Lead-in

  1. Free talk (T-S,S-S)

  2.Lead-in

  T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?

  S1: Hello/hi/ good morning, class!

  S2,3,4: Are you…?

  S1: Yes, I am. / No, I’m not.

  (当最后一个同学说时,教师参与其中)T: Let me have a try! Em,he’s/she’s…

  Ss: No!

  T: She’s/He’s…

  Ss: No!

  T: Em,I don’t know. Who’s she/he? (睁开眼睛看一看)

  T: Oh, she’s/he’s…

  3. Try to say

  T: You did a good job just now! Look! I have some other pictures. Do you know them?

  (呈现一组学生熟悉的体育、影视名星)T: Who is she? Who is he?

  S1, 2, 3, 4: She’s/He’s…

  (最后出现美羊羊的.卡通形象)

  Ss: She’s Mei Yangyang.

  T: Yes! She’s Mei Yangyang. And she’s my friend. (领读friend,my friend,并让学生看口型,准确发音,分男女生读,小组读)

  4. Work in pairs (T-S, S-S)

  T: Now, you know my friend. Can you introduce your friend to me?

  T: Look!You may say ‘She’s/He’s…Shes/Hes my friend.’(PPT呈现句型)

  S1, 2, 3: (Try to introduce)

  S1: Hello …

  S2: Hello…

  S1: (手指另一个同学)She’s/He’s…She’s/He’s my friend.

  S2: She’s/He’s…She’s/He’s my friend.

  Step2Presentation

  1.Watch and match

  (看完影像后指Miss Li头像)T: Who’s she?

  Ss: She’s Miss Li.

  T: Yes, she’s the teacher.

  (指Mike爸爸头像)T: He’s Mike’s dad.

  (指Yang Ling妈妈头像)Who’s she?

  Ss: And she’s Yang Ling’s mum.

  (指Mike头像)T: Who’s he?

  Ss: He’s Mike.

  T: Who’s she?

  Ss: She’s Yang Ling.

  T: Yes, they’re Mike and Yang Ling. And they are friends.

  T: Today let’s talk about friends.

  2. Read and find

  Mike和Yang Ling是怎样向父母介绍自己的朋友的?在文中找出来!

  S1: She’s Yang Ling. She’s my friend.

  S2: He’s Mike. He’s my friend.

  Summary:学生自主归纳出用‘-He’s/She’s…-He’/She’s my friend.’向他人介绍我的朋友)

  3.Watch and think

  T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (让学生找出表示告别的交际用语,并联系文中的场景想一想,在生活中怎样去用?)

  Ss: Goodbye, …

  S1:在下课的时候说Goodbye。

  S2:放学离开校园时Goodbye。

  Summary:让学生自己总结出交际用语Goodbye表示与他人告别。

  4. Read the dialogue

  1) Read after the video/ tape.

  2)Open the books and read after the teacher(读对话时要提醒学生用手指着书上的.句子逐句跟读)

  3) Read by themselves

  4) Read in groups(让学生在小组内分角色读,读出不同角色的感情色彩)

  Step3Production

  1.Let’s summarize:

  (让学生自主小结本课所学交际用语在生活中如何运用,PPT呈现))

  What have you learnt today? (今天你学习了什么?)

  Topic: My friends(我的朋友)

  Patterns: -Goodbye,…(表示与他人告别)

  -He’s/She’s…-He’/She’s my friend.(向他人介绍我的朋友)

  Please use them as much as you can! (请多多运用它们哦!)

  2. Act the dialogue

  1) (T-Ss示范表演)T: Now,I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?

  2) Act in groups

  情境一:文中的对话创编

  情境二:兴趣班放学了,老师宣布下课……

  情境三:参加“好朋友”社团活动

  情境四:卡通人物大聚会

  3) Act out(提供表演对话的头饰,场景图片等,引导学生演出自己的个性风采)

  3. 评价(T-Ss, S-Ss)(通过师生评价和生生评价选出最佳编剧奖和最佳表演奖)

  Step4Homework

  1) Read the dialogue after the tape five times, and act it with your friend.

  2) Introduce your friends to your mum and dad, use what you learnt today!

  3) Prepare two photos of your friends, cut them out and stick on the paper.

  高三英语二轮复习教案 13

  课题

  Starter Module1 Unit1 Good morning,Miss Zhou.

  课型

  Listening and speaking

  教学目标

  学习称呼语和问候语

  教学重点

  打招呼用语

  教学难点

  如何正确运用打招呼用语

  教具 多媒体、录音机

  课时

  1

  教学课程

  1. Greeting.

  2. Warming-up

  T: Class,Please stand up. Hello, class.

  S: Hello, Ms…

  T: Sit down please.

  S: Thank you.

  3. Drills

  (1) 练习打招呼问好。

  Hello ,Good morning, Good afternoon

  (2) 练习告别语Goodbye。

  4. Practise

  1)Work in pairs part3

  2) Complete the sentences.

  5. Conclude

  6. Homework

  Complete part7 and part 8

  高三英语二轮复习教案 14

  教学目标

  1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student

  2. Master and use: What do you do? What does he do? Does he work in hospital?

  教学重难点

  重点

  1. The vocabulary

  2. language: What does she do? She is a doctor.

  难点Use the language to ask for the jobs

  教学工具

  课件

  教学过程

  Step 1

  Oranization1’ Organize students to prepare for the class

  Step 2

  Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely

  Step 3

  Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?

  2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.

  A police officer has an exciting job.

  3. Let students practice. Such as: He is a police officer. It’s an exciting job.

  4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.

  5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.

  6. Listen to the tape: Listen and number the picture(1-3) below.

  Then practise the dialogue.

  7. Grammar focus:

  1.叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会,多次重复加大练习。

  2.教师边让学生读句子边解释这些句子的意思。

  3.叫学生口头练习一些有关这方面的句子。

  4.听录音,让学生填写表格,然后再纠正答案。

  5.分组练习,让学生大面积的练习。

  6.让学生朗读Gammar Focus

  Step 4

  Practice 6’

  7. Read the newspaper want ads. And fill in the blanks with the correct jobs.

  One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……给学生一定的`时间,让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。

  Step 5

  Summary 2’ Words and phrases of this class Language:

  本节课主要是听录音来完成各种对话,充分让学生学会职业的文法以及地点的`表达法。以提问的形式来进行复习总结,在让学生有一个巩固的机会。

  Step 6 test 4’ 1、Self check(见后面)让学生做后再讲解答案

  Step 7 Consolidation 4’在这节课例我们主要听录音然后回答问题,让学生充分练习听力,达到会听、会说然后在自己编对话来练习。

  Step 8

  Homework Read the newspaper more and more.让学生朗读3A部分的内容。

  课后小结

  学了这节课,你有什么收获?

  课后习题

  完成课后练习题。

  板书

  Unit 4 I want to be an actor

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