《2022最新高三一轮复习英语教案4篇2021.doc》由会员分享，可在线阅读，更多相关《2022最新高三一轮复习英语教案4篇2021.doc（29页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、2022最新高三一轮复习英语教案4篇2021编写教案的繁简，一般是有经验的教师写得简略些，而新教师写得详细些。原定教案，在上课进程中可根据具体情况做适当的必要的调整，课后随时记录教学效果，进行简要的自我分析，有助于积累教学经验，不断提高教学质量。以下是小编带来的高三一轮复习英语教案内容，感谢您的阅读，希望能帮助到您！高三一轮复习英语教案11. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with
2、 the teachers guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.教学重难点教学重点和难点Teaching
3、 important points 教学重点Help the Ss know more about animals under the sea as well as the animals loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, Dur
4、ing and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many in/on/fromamazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, je
5、llyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: Whats the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales tha
6、t every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Toms doing: throwing itsel
7、f out of and crashing down again Why? to tell the whalers, by the boat, circling back to Why? to lead the whalersWhalers reaction: Another whaler _. George _ _ _ Clancy, and Clancy _ after him. They _ the boat and _ _into the bay.Stage2&3: Dur ing and after the hunt: (para. 7-9):Killer whales do
8、ing: The killers over there are _ themselves on the top of the whales blow-hole to stop it _; and some others are stopping it _ out to sea. The killers started _ between our boat and the whale just like a pack of _ _ dogs. When the baleen whale was dead, its body wa s _ down into the depths of the s
9、ea.Whalers reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _station, I had the chance to _ a baleen whale being attacked by a _ of k iller whales.On
10、 the afternoon I arrived at the station, as I was _ my accommodation, I heard a loud noise coming from the bay. I ran down to the _ in time to see an enormous animal _ itself out of the water and then _ again. George told me it was Old Tom, who announced there would be a _.Using a _, we could see a
11、baleen whale _ by about six killers. Some are _ themselves on top of the whales _to stop it breathing; and some others are stopping it _ out to sea. The whalers aimed the _ at the whale and then let it go to hit the spot. Being badly _, the whale soon died. Very soon, its body was _ by the killers d
12、own into the _ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But som
13、e countries oppose the ban. An d there are still people who hunt whales. Whats your opinion? Are you for or against the banning whaling? Consider the problem carefully and well have a discussion tomorrow.高三一轮复习英语教案2一.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Go
14、od 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
15、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
16、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 wasnt really your fault, was it?” , “ Thats 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 di
17、nner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friends 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
18、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。
19、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
20、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 ListeningThe Second P
21、eriod: SpeakingThe Third Period and Fourth Periods: Pre-reading, Reading and Post-readingThe Fifth Period: Language StudyThe Sixth Period：Integrating Skills三.分课时教学计划The First PeriodGOALS:To focus on talking about good manners as warming up and listening practice.To learn to express apologies and res
22、ponses 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
23、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 dont like people with bad manners.Well, what are good manners in your opinions? For example,Is it good manners to take your classmates bicycle with
24、out telling him?Of course its ( 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
25、you use to apologize?(Excuse me/ Im 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 expre
26、ssions 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
27、 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 someones 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 someon
28、e 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, whats your response to th
29、e following apologies?1) Im sorry, Sam. I stepped on your pen and broke it. I didnt see it on the floor._. ( Its OK. I have another pen.)2) Im sorry, Mr. Tan, I didnt complete my homework. I was not feeling well last night._.(Are you feeling better now? You may hand in your homework tomorrow.)6. Do
30、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 others response?Did he / she accept your apology? Do you think him a pe
31、rson with good manners?Why (not)?II. Listening1. 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 manner
32、s 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 youre a person with good manners? In what ways?2. Listening in WB. P.115List
33、en to the tape and finish the exercises in it.The Second PeriodGOALS: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.TEA
34、CHING 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 students booksl on the table.The teacher blames some student wrongly f
35、or not l1. T: Im sorry. I didnt mean to . Now I apologize for my S: Oh, thats 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 didnt 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
36、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.37lII. 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 a
37、nd 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.
38、One or two of the neighbors have some problems, and they cant 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.116IV. Conclusion:Different countries hav
39、e 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 PeriodsGOALS:To get to know the western table manners.To learn some useful expressions about table manners.To
40、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。高三一轮复习英语教案3(1)课题：Friendship(2)教材分析与学生
41、分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Annes Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。(3) 课
42、时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use
43、 direct speech and indirect speech; Learn to write an essay to express and support an opinion.过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。
44、对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的.理解，以及如何正确交友，处理朋友之间发生的问题等。(5) 教学重点和难点：词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit短语： add up calm down have got to be concerned ab
45、out go through hide away set down on purpose in order to face to face according to get along with fall in love join in重点语法项目： 直接引语和间接引语的互相转换难点：Understand the real meaning of friends and friendship;Discuss the answers to the questions (Reading);How to teach the Ss to master the usage of Direct Speech
46、 and IndirectSpeech(Statement and Questions).(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation(7) 教学煤体设计： A projector and a tape recorder.(8) 教学过程：Period One：Speaking (Warming Up and Pre-Reading)AimsTalk about friends and friendship.Pra
47、ctise talking about agreement and disagreement.Step I RevisionAsk some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.T: Now, let's check up your homework for last class. I'd like some
48、of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.Step II Warming upT: / think most of us have some good friends. Do you know why people make friends with one another?Step III Talking(WB P41)First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about th