高三一輪復(fù)習(xí)英語教案4篇2022

1、第 PAGE41 頁 共 NUMPAGES41 頁高三一輪復(fù)習(xí)英語教案4篇2022高三一輪復(fù)習(xí)英語教案11. Ability goals 才能目的To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teachers guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2.

2、Learning ability goals 學(xué)能目的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.教學(xué)重難點(diǎn)教學(xué)重點(diǎn)和難點(diǎn)Teaching important points 教學(xué)重點(diǎn)Help the Ss know more about animals under the sea as well as the animals loyalty and help to hum

3、an bein gs.Teaching difficult points 教學(xué)難點(diǎn)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, During and After in the story.教學(xué)過程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine

4、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, jellyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writi

5、ng 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 that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it

6、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 itself out of and crashing down again Why? to tell the whalers, by the boat, circling back to Why? to lead the whalersWhale

7、rs reaction: Another whaler _. George _ _ _ Clancy, and Clancy _ after him. They _ the boat and _ _into the bay.Stage23: Dur ing and after the hunt: (para. 7-9):Killer whales doing: The killers over there are _ themselves on the top of the whales blow-hole to stop it _; and some others are stopping

8、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 sea.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.Concl

9、usion: 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 the afternoon I arrived at the station, as I was _ my acmodation, I heard a loud noise ing from the bay. I ran down to the

10、 _ 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 baleen whale _ by about six killers. Some are _ themselves on top of the whales _to stop it breathing; and some others are stoppi

11、ng 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 down into the _ of the sea.課后習(xí)題課后作業(yè)Deal with Exercise 3 in prehending . Let the Ss work in groups and do some discussion：As a matt

12、er 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 some countries oppose the ban. An d there are still people who hunt whales. Whats your opinion? Are you for or against the banning whal

13、ing? Consider the problem carefully and well have a discussion tomorrow.高三一輪復(fù)習(xí)英語教案2一.教學(xué)內(nèi)容分析p 本單元的中心話題是Good manners，這是一個亙古及今且永久的話題。但在我們這一單元中，Good manners 都有些什么內(nèi)容呢?中外文化中對Good manners 的理解、表達(dá)有什么異同?我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners 的人呢?單元中十一個板塊的相關(guān)話題的設(shè)計(jì)及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如抱歉、書面致謝;

14、東西方餐桌禮儀;域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實(shí)的英語語言知識和綜合語言運(yùn)用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個過程也是他們陶冶情操、標(biāo)準(zhǔn)行為、開展心智的過程，這對他們身心的開展會產(chǎn)生較強(qiáng)的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體進(jìn)步和跨文化意識的加強(qiáng)。“熱身”(Warming up)部分設(shè)計(jì)了學(xué)生學(xué)習(xí)生活中及日常生活中經(jīng)常發(fā)生的四幅畫面：上課遲到、打斷別人說話、排隊(duì)買飯時不小心雨傘戳著別人、商店里排隊(duì)付款一男士推開兩顧客從他們中間穿過，顧客生氣質(zhì)問男士。讓學(xué)生學(xué)會抱歉，學(xué)會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學(xué)生明白講禮貌會

15、使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫?同時復(fù)習(xí)或?qū)W習(xí)一些致歉語和必要的答語?！奥犃Α?Listening)部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦?當(dāng)然是抱歉。這個聽力練習(xí)要求學(xué)生通過聽學(xué)會對發(fā)生了這種事情后的抱歉表達(dá)和更高姿態(tài)的回響，使抱歉者釋然。以此理解英語國家人士語言的得體性、思維的方式與習(xí)慣表達(dá)方法，培養(yǎng)學(xué)生跨文化交際的意識。如 “I guess it wasnt really your fault, was it?” , “ Thats OK. Forget it. It was an old bike anyway.”“口

16、語”(Speaking)部分提供的是三組文字情景，要求學(xué)生在前面“熱身”和“聽力”的根底上，以雙人對話的活動形式表達(dá)情景，訓(xùn)練學(xué)生在比較真實(shí)的情景中口頭表達(dá)才能和豐富他們有關(guān)抱歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理為難場面的風(fēng)采?！白x前”(Pre-reading)部分設(shè)計(jì)了四個情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friends house, 以小組活動的形式討論并寫下在中國文化中以上

17、情景有禮有節(jié)的一些規(guī)矩，這一活動的目的是不僅要調(diào)用學(xué)生已有的直接和間接的表達(dá)Good manners 的生活經(jīng)歷，加深對我們中國是文明禮儀之邦的認(rèn)識，而且激活學(xué)生的思維，自然過度到下一步的 “Reading” 西方文化、餐飲禮儀?！伴喿x”(Reading)部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間浸透著和中國餐飲文化進(jìn)展比較。東西方文化交織在一起，充滿了跨文化交際的信息，表達(dá)了教材的國際性和民族性?！白x后”(Post-reading)部分的前三項(xiàng)任務(wù)是要求學(xué)生針對課文的理解完成的，可作為評價(jià)學(xué)生對文章理解的程度。如第一項(xiàng)：列出中西方餐桌上餐具及其擺放的位置;第二項(xiàng)：標(biāo)出西方正式宴

18、會上主要食物上桌的順序;第三項(xiàng)：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項(xiàng)是答復(fù)以下問題，是一道聯(lián)絡(luò)中國實(shí)際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎?舉例說說。可以小組討論的形式進(jìn)展，目的在于讓學(xué)生對中西方餐桌禮儀的認(rèn)同，以及培養(yǎng)學(xué)生的思辯才能?！罢Z言學(xué)習(xí)”(Language study)分詞匯和語法兩部分。詞匯部分有構(gòu)詞法知識，前綴in-, im-, un-, non- 和練習(xí)部分詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過短文提供的生動語境培養(yǎng)自己理解和記憶單詞的才能。語法工程是定語從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語法知識。非限制性定語從句第一次

19、介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)現(xiàn)兩種定語從句的不同形式和含義。第二部分著重檢驗(yàn)學(xué)生運(yùn)用兩種定語從句拓展句子的才能?！熬C合技能”(Integrating skills)設(shè)計(jì)了一個很實(shí)用的寫作任務(wù)：寫感謝信。這個設(shè)計(jì)包括讀和寫。閱讀部分的內(nèi)容是一封感謝信的范例;寫作部分的任務(wù)是：對教師的幫助、父母的關(guān)心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學(xué)生明白對別人的幫助心存感謝，無疑是一種美德，一種素養(yǎng)?！皩W(xué)習(xí)建議”(Tips)部分提供了一些行為標(biāo)準(zhǔn)的名言警句，告戒學(xué)生隨時隨地講文明、懂禮貌，從自身做起，從小事

20、做起?！皬?fù)習(xí)要點(diǎn)”(Checkpoint)部分簡要地總結(jié)了本單元的語法重點(diǎn)限制性定語從句和非限制性定語從句，并且設(shè)計(jì)了一些最根本的語言練習(xí)，幫助學(xué)生自評。同時通過兩個問題引導(dǎo)學(xué)生對本單元所學(xué)的詞匯作一次小結(jié)。二.課時安排：6 課時。The First Period: Warming up and ListeningThe Second Period: SpeakingThe Third Period and Fourth Periods: Pre-reading, Reading and Post-readingThe Fifth Period: Language StudyThe Sixth

21、 Period：Integrating Skills三.分課時教學(xué)方案The First PeriodGOALS: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

22、. Warming up設(shè)計(jì)問題、語境，誘發(fā)學(xué)生翻開話匣子，不作限制，更不當(dāng)練習(xí)來完成。1.以舊帶新，先入為主，根據(jù)學(xué)生自己的體驗(yàn)和理解，列舉Good manners 的事例。2.知錯并向人抱歉是Good manners 的行為之一。引入抱歉用語，借書中情景和額外補(bǔ)充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語嫻熟地運(yùn)用于生活之中。(這些情景的提供，也為最后讓學(xué)生自己描繪抱歉場面作準(zhǔn)備)3.作為一個有禮貌的人，對別人的誠懇抱歉怎么反映?說些什么讓抱歉者心里釋然?(為下一步的聽力做個鋪墊)4.你上次向人抱歉的情景還記得嗎?對方是否是個講禮貌的人。請描繪一下。1. T: We like people

23、 with good manners. We dont like people with bad manners.Well, what are good manners in your opinions? For exle,Is it good manners to take your classmates bicycle without 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

24、 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/ Im sorry./ I am terribly sorry/ Please forgive me.)3. Look at the four pictures in the text. plete t

25、he 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 c

26、olleague. 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 o

27、nto 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 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 stil

28、l 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 the 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.

29、)2) Im sorry, Mr. Tan, I didnt plete 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 wh

30、en 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 person with good manners?Why (not)?II. Listening1. Listening in SB.遵循step by step 的原那么，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listeni

31、ng) 三步走，并設(shè)計(jì)各個步驟的任務(wù)型活動，使整個聽力目的明確，中心話題更為突出。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 plete the six sentences.Post-listening questions:Has anything simi

32、lar 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.115Listen to the tape and finish the exercises in it.The Second PeriodGOALS:To focus on oral practice Speaking.The students are to use the expressio

33、ns 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 /

34、 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 for not l1. T: Im sorry. I didnt mean to . Now I apologize for my S: Oh, thats all right.創(chuàng)設(shè)真實(shí)情景與學(xué)生交流，既是以身示范，又自如、貼切地呈現(xiàn)教材中提供的常用抱歉用語和答復(fù)方式。2. T: Wha

35、t 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?就教師的行為讓學(xué)生評說會更加激發(fā)學(xué)生說的興趣，還會使學(xué)生具備一定的Good manners 的尺度標(biāo)準(zhǔn)。同時，為后面學(xué)生自己如何表現(xiàn)出文明禮貌、“問題”如何解決作準(zhǔn)備。3. T: What would you do in the following situations, so as to show you have good manners?P.37lII. Role-play:

36、 Problem solving鄰里之間的關(guān)系同樣表達(dá)出文明禮貌的程度。有矛盾、有問題，原因是什么?居委會怎么解決?這項(xiàng)模擬活動跳出了課文，拓展了訓(xùn)練內(nèi)容。要求學(xué)生將學(xué)過的表達(dá)方法與新的表達(dá)方法結(jié)合使用，對信息做各種合理的處理與加工，進(jìn)展創(chuàng)造性的語言活動。充分表達(dá)口語教學(xué)突出話題和功能的雙重要求。Survey and Interview about relationship between neighbors.In your group of four, one acts as a journalist, interviewing separately the other three who

37、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 cant get on well with each other. The journalist reports it to the neighborhood mittee

38、 and they try to solve it.我們中國人用自己的Good manners的尺度標(biāo)準(zhǔn)，處理好鄰里之間的關(guān)系。世界其他各國對Good manners 的尺度標(biāo)準(zhǔn)是否都一樣?III. Discussion P.116IV. 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

39、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 pare Chinese table manners with western table manners.TEACHING PROCEDURES:I. Pre-reading tasks:其目的是激活學(xué)生已有的相關(guān)背景知識，啟發(fā)學(xué)生思維和想象，活潑課堂氣氛，使學(xué)生很快融入課堂教學(xué)內(nèi)容。如借

40、助圖片或Powerpoint, 以小組競賽的形式復(fù)習(xí)有關(guān)中外餐桌上食物、餐具的一些單詞;以小組討論的形式重溫文明禮儀之邦的中國在待人接物、餐桌禮儀方面的獨(dú)特風(fēng)俗;最后聚焦于西方的餐桌禮儀。三項(xiàng)任務(wù)一步一步地扣上下一步的閱讀內(nèi)容。高三一輪復(fù)習(xí)英語教案3(1)課題：Friendship(2)教材分析p 與學(xué)生分析p ： 本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。Warming Up部分以調(diào)查問卷的形式引導(dǎo)學(xué)生理解日常生活中朋友之間發(fā)生的真實(shí)問題以及解決這些問題的方法;Pre-Reading部分的幾個問題啟發(fā)學(xué)生對“友誼”和“朋友”進(jìn)展考慮，使學(xué)生明確不僅人與人之間可以做

41、朋友，日記也可以成為人們的朋友;Reading部分Annes Best Friend以日記形式講述了猶太女孩安妮的故事;prehending部分通過連句、多項(xiàng)選擇和問答形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進(jìn)展更深化的理解; Using about Language 部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語法工程。(3) 課時安排：The first period: Speaking: Warming Up and Pre-Reading The second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth pe

42、riod: Writing(4)教學(xué)目的：知識與技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.過程與方法：本單元在讀前階段就提出問題，讓學(xué)生考慮是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記

43、向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深化理解、充分訓(xùn)練的根底上，可以再引導(dǎo)學(xué)生深化討論幾個與本單元話題有關(guān)的問題：1.描繪朋友; 2. 結(jié)交您;3. 觀點(diǎn)交流;4. 善不善交朋友; 5. 朋友的重要性。情感態(tài)度與價(jià)值觀：學(xué)完本單元后要求學(xué)生進(jìn)展自我評價(jià)，主要評價(jià)自己在本單元中的學(xué)習(xí)情況。對書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題。使學(xué)生加深對友誼、友誼的.理解，以及如何正確交友，處理朋友之間發(fā)生的問題等。(5) 教學(xué)重點(diǎn)和難點(diǎn)：詞匯：add point upset ignore calm concern cheat share reason list series cra

44、zy nature purpose dare thunder entirely power according trust suffer advice situation municate habit短語： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in重點(diǎn)語法工程： 直接引語和間接引語的互相轉(zhuǎn)換難點(diǎn)：Understan

45、d the real meaning of friends and friendship;Discuss the answers to the questions (ReadingHow to teach the Ss to master the usage of Direct Speech and IndirectSpeech(Statement and Questions).(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situa

46、tion(7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder.(8) 教學(xué)過程：Period One：Speaking (Warming Up and Pre-Reading)AimsTalk about friends and friendship.Practise talking about agreement and disagreement.Step I RevisionAsk some of the students to read his / her position for the class, describing one of the pro

47、blems between friends and how it is solved. Then give some ments.T: Now, lets check up your homework for last class. Id like some of you to read his / her position 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

48、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 were going to listen to what Leslie Clark, a Canadian has got to say about making frie

49、nds. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.1 Do you agree with her?2 What do you think of people from foreign countries?Agreement DisagreementI think so, I dont think so.I agree.I dont agreeThats correct.Of course not.Thats exactly

50、my opinion. Im afraid not.Youre quite right. I dont think you are right.Step IV Speaking(B P6)First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, chec

51、king the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a s

52、urvey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each others questionnaires.At last, show the instructions to help your classmates to know how to improve his or her sk

53、ills of making good friends with others if necessary.T: Friends e in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now lets make a survey. First, please think of four situations

54、 among friends and design a questionnaire to find out what kind of friends your classmates are.1. Your friend borrowed 100 Yuan from you last week and hasnt returned it. You willA. ask him / her to pay back as soon as possible; or youll end the friendship.B. ask him / her to pay back if he / she has

55、.C. tell him / her not to return it.2. Your friend said your bad words behind you. You willA. ask him / her to say sorry to you , or youll stop your friendship.B. excuse him / her and forget it.C. ask others to tell him / her that he/she is wrong.3. You promised to meet your friend at five oclock bu

56、t your parents ask you to do homework at home. You willA. tell him your parents ask you to do homework at home.B. tell him / her a lie that you are ill.C. say sorry to him / her and plan to meet him / her another time.4. You borrowed a bike from your friend, but you had it stolen. You willA. buy a n

57、ew one which is the same as his / hers.B. just tell him / her you had it stolen.C. say sorry to him/her and buy him/her an old oneAfter they finish choosing the answers, show the scoring sheet on the screen.Instructions:2-5 A fair-weather friendOnly like them when they are happy and popular. If they

58、 are feeling down, or if they are having a problem, you dont want to spend time or talk with them. You dont help your friends when they have problems. You are always thinking about yourself.You should care more about your friends. If you continue to be self-centered and dont consider others feelings

59、, you wont make more friends and keep friendship for long.6-11 A school friendYou see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. Youd be

60、tter add more affection to your friends. Friendship is about feelings and we must give as much as we take.12-17 A best friendYou do everything together with your friends: study, read, watch TV, surf the Inter, play sports and listen to music. If either one has a problem, the other is there to help.