高三英语unit 1教案2

高三英语复习教案(1)（SBⅠ-Unit1-2）单元考点提示1、语言要点(1)Nicetomeetyou.(2)Imutbeoff/go/beleavingnow.(3)Givemybetwihe/regard/loveto(4)Followintruction.(5)Whatabo ut？(6)Makeurethat(7)Dowhatheorhetellyoutodo2、交际用语（1）goondoing;(2)aareult;(3)inone’opinion;(4)generalidea;(5)totakec areof;(6)tofindout;(7)atthebeginning;(8)tointroduceto;(9)onthefa rm;(10)togiveone’betwihe/redgard/lovetob.;(11)Nicemeetingyou.;( 12)Imutbeoff/leavingnow.;(13)So+be/have/情态动词/助动词+主语;(14)fritofall;(15)turnoff;(16)bytheideof;(17)intdeadof;(18)on holiday;(19)toallowbtodoth.;(20)bringout;(21)holdup;(22)makeafac e;(23)haveawayofdoingth.;(24)returnto;(25)atthebackof.考点精析与拓展重点单词及用法1.introduce.介绍，引进introductionn.1)introduceb.tob.把某人介绍给某人introduceoneelf 自我介绍注意:其后不能跟双宾语，类似的词还有e某plain,ugget2)introduceanewidea引入一种新思想2.practice实践；学习Practicemakeperfect.熟能生巧。

1)短语：inpractice在实践中；实际上putth.intopractice实施2）比较：practice和e某ercie当“练习”解时的不同,practice指有规律的练习，特指反复练习,e某ercie一般用语，可指训练，锻炼，操练等。

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

Unit 1 Science and ScientistsReading and Thinking教材分析本文是一篇按照时间顺序记述事件发展过程的叙事性文本，时间线索是明线，而科学研究的步骤是文章叙述的暗线。

教材通过引导学生分析约翰·斯诺探究霍乱病源、切断感染源，并最终阻止霍乱流行的过程与方法，促使他们思考和梳理科学研究的基本步骤和常见方法，理解质疑精神在科学研究中的重要作用。

教学目标在本课学习结束时，学生能够：1. 了解利用地图和数据分析研究结果的方法；2. 依据时间明线和科学研究步骤暗线梳理语篇结构，找准主题词汇；3.运用发问的阅读策略积极主动探究答案，深化对文章主题和内涵的理解；4. 理解质疑精神在科学探究中的重要作用，谈论斯诺身上体现的科学精神。

教学重难点【教学重点】1. 正确理解主题图，理解创新与想象对于科学的意义；2. 引导学生读懂课文插图和霍乱病例地图；3. 结合活动主题梳理斯诺研究霍乱的流程；4. 理解质疑精神和科学素养，思考科学研究对人类的影响。

【教学难点】梳理科学研究步骤和方法，在阅读中通过自主发问来深度挖掘文本内涵。

教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.1) How would you describe the photo?2) What scientific equipment can you see in a science laboratory?3) Would you like to work in such a field in the future? Why or why not?4) What qualities do you need to be a scientist?2. Learn about the scientific equipment in a science laboratory.3. How do you understand the quote on the opening page?4. Appreciate other quotes.设计意图：通过讨论主题图和名人名言，引出话题，同时铺垫并呈现话题词汇。

Unit 1 New ZealandThe First PeriodTeaching Aims:1.To encourage the students to get to know more about New Zealand.2.To train the students to make up dialogues.Teaching Procedures:Step 1.Lead-in1)Ask the students whether they know a lot about English-speaking countries.2)Ask the students to introduce what they have learned.3)Traveling is really interesting. Now I will show you some beautiful pictures.Try to guess where these pictures are from(New Zealand).Learn some difficult words while showing the pictures of volcanoes, harbors, sand beaches, bay and so on.Step 2.Warming upAsk the students what they know about New Zealand.Work with a partner and decide whether the statements below are True(T) or False(F).1)New Zealand is in the Pacific Ocean to the west of Australia.( )2)The capital of New Zealand is Auckland.( )3)New Zealand is approximately the same size as the UK.( )4)There are nearly 40 million sheep in New Zealand.( )5)There are more people living in New Zealand than in the UK.( )6)About 10% of New Zealanders are Maori.( )7)New Zealanders are often called “Kiwi”after the kiwi bird that lives onlyin New Zealand.( )8)Kiwi birds are strong flyers.( )9)There have been humans living in New Zealand for about 10,000 years.( )10)New Zealand has many high mountains.( )Step 3.TalkingAsk the students to make up some dialogues.Suppose A acts as a guide and B acts as a foreigner,make up some similar dialogues between A and B.Step 4 HomeworkAsk the students to look up some information about New Zealand on the Internet. Background materials:Welcome to , a site dedicated to providing tourism, travel and other information about New Zealand. Take a Virtual Tour of New Zealand, visiting Auckland, Rotorua, Wellington, Christchurch, Queenstown, and other locations in the North Island, South Island and Stewart Island. Book tours, activities, sites and attractions in these tourism & travel locations.Book accommodation to visit the New Zealand tourism centers - Rotorua, Taupo, Queenstown and Wanaka and the major cities Auckland, Wellington, Christchurch and Dunedin as well as other New Zealand places. If you need it now we also have a discounted last minute booking service that provides web only discounted rates for New Zealand, and other world wide destinations, through the Rates To Go service.For Internet Only special deals on Rental Cars use our Car Rental Online Booking service.View slide show Images from New Zealand of Akaroa, Otago Peninsula, Wellington and more. Read our NZ Guide Book to explore our language, culture, history and weather. Our featured place, for more New Zealand information, is Auckland. Auckland is the perfect place to start your tour of New Zealand.The Second PeriodTeaching Aims:1)To learn the important and useful words and expressions and have a goodknowledge of New Zealand.2)To cultivate the students’ ability of reading comprehension: skimming,canning, generalization, inference and so on.Teaching Procedures:Step1.Pre-readingLook at the map of New Zealand and discuss what you can learn about New Zealand. Discuss especially:●latitude and longitude●seas surroundings the country●islands that make up New Zealand●mountains and mountain ranges●lowest and highest areas●possible areas for farming●major cities●possible climateStep 2.Reading1.GuessingIf you are the writer of the passage ,what will you write to introduce the country---New Zealand? They may have various answers such as population, geography, history, natural beauty, climate ,agriculture ,culture, life and so on.2.Read and answer:1)Read the whole text carefully and get the main idea of each paragraph.2)Answer some questions.a.Which New Zealand island has the most mountains?b.In which island is there more geological activity?c.On which part of the South Island are you most likely to find sheep farms?Give reasons.d.What part of the South Island had the most rainfall?e.Where and when was gold discovered in New Zealand?3)Put the following historical events in order.A.Many Maori died from disease or war.B.Maori tribes began moving to the North Island and started to growcrops.C.After the Land Wars, more and more European settlers began arriving.D.The British government and the Maori signed a treaty, which made NewZealand the property of Great Britain, but gave the land to the Maoripeople.E.The first humans settled in New Zealand.F.Sealers and whalers from Europe came to New Zealand.G.Forests began disappearing and some animals and plants becameextinct.H.War between the Maori and Pakeha ended with the loss of much Maoriland.I.Wars began between tribes.Step nguage points:1.range: n. 排，行，一系列 a range of buildings范围，幅度 a wide range of choicePhrases: at long/short/close range 在远/近距离beyond the range of 超越…范围out of one’s range某人达不到的，在某人知识范围以外的vt. 使成行，排列 The teacher ranged his students along the path.vi.位列，分布，涉及 He ranges with /among the great poets.This plant ranges from France to Italy.2.carve:vt.to make or form by or as if by cutting 雕刻,切开e.g.The statue was carved by John.He carved his initials on the tree trunk.The marble was carved into a statue.3.extinct: adj.已灭的,灭绝的,断绝an extinct volcano 死火山 an extinct species 绝种的物种We expect the tribe to become extinct in the near future.extinction: un.熄灭,绝种The extinction of the lights left the room in darkness.灯火熄灭使房间陷入一片黑暗.Apes are in danger of extinction.猿猴有灭绝的危险.4.wipe out 清除,垮台wipe up消灭,揩干wipe off擦去,购销(债务等)wipe down把…上下揩干净5.take over接管take apart拆开take away拿走,夺走take down放下,记下take in吸收,领会,理解,欺骗,take up占据,开始,着手做某事take out拿出take off起飞,(产品等)大受欢迎,匆忙离开6.worse still 更糟的是what is worseto make matters worseStep 5 Discussion1.On which island would you expect there to be more people?Give at least tworeasons.2.What changes happened that caused the Maori people to be become morewarlike?3.In what ways was the arrival of the first Europeans a disaster for the Maoripeople?4.What kind of changes to the land do you think happened after Europeansstarted arrived?Step 6 HomeworkTry to revise what you have learned and retell it.The Third PeriodTeaching Aims:1.To train the students’ listening and speaking abilities.2.To express themselves in English.Teaching Procedures:Step 1.Listening1)Play the tape and pay attention to your pronunciation and intonation.2)Listen to her talk and answer True (T) or False (F) to the questionsbelow.If the statement is wrong, correct it.a.While New Zealand is only slightly smaller in area than the UK,it hasa much smaller population.b.Most of New Z ealand’s population live in towns and cities because mostof the land is farmland, mountains or forest.c.Because New Zealand sells so much meat, dairy products and wool to othercountries,there are many people working on the land.d.New Zealand is a country that has a unique ethnic mix.Some people arefrom more than one racial background.e.In the next part of Kim’s talk, she is going to talk about when andwhere the people of New Zealand originally came from.Step 2.PracticeListen again to the first few sentences and pay attention to the way Kim pronounced differently from British or American speakers?I start New Zealand surprising that areaThan compare with light parts housesStep 3.Speaking Task1)In groups,make a table to list information about NZ and your part of China.Inwhat ways are they similar and how are they different?New Zealand My areaOnly 4 million people Over…….peopleMany mountains2)Report to the class .Listen to the reports from other groups.If you disagreewith any of the answers,express your opinion and give reasons.Step 4.Homework After class ,give them more listening materials to practice.The fourth periodTeaching Aims:1.To have a deep understanding of passage.2.To arose students’ interests in learning the passage and evoketheir enthusiasm in discussion and communication.Teaching Procedures:Step 1.Lead-inWe have learned a lot about New Zealand. Perhaps you can not retell it in English.So I want you to read the passage aloud and then we will have an interesting activity. First,I need three students to help me.Suppose they are from NewZealand.Now they are to hold a travel conference in Beijing to introduce their own country.One person is geographer.One is the Heading of the Travel Conference and the third one is a historian.The rest students will be the reporters or travel lovers from China or other countries.They can ask any questions about New Zealand.Step 2.ReadingRead the text from the Internet on the next page.It is about traveling in NewZealand,but the headings for each section are missing.Write the letters A—E beside the headings below to show where they belong.Not all headings are needed.1.Wha t’s the best way to travel around New Zealand?2.What’s the best time to visit?3.What is the weather like?4.Is New Zealand safe to travel in?5.What do I do about accommodation?6.How long should I stay?7.Why travel to New Zealand?8.Can I hire a car?Step nguage points:1.access: UN.接近,通路,接近的方法He is a man of difficult/easy access.他是难以/容易接近的人.Get/gain/obtain access to…得以接近,进入,会见或使用He couldn’t get access to the classified information.他无法接近那份机密情报give access to 使能接近(接触)have access to能接近I have access to his library.Only high officials have access to the president.Within easy access of…在容易去到….的地方accessible: adj.可接近的,可使用的,可以得到的,易于了解的She is not accessible to strangers.These documents are not accessible to the public.This book is easily accessible to the young reader.2.get around/round 四处走动，传开，回避get about 传开，四处走动get across通过，被理解get through通过，到达，办完，做完3．handy: adj.熟练的，手灵巧的，便利的，在手边的He’s very handy with a computer.She ’s handy at making dresses.This tool is very handy.Keep the dictionary handy.Come in handy 派得上用场3．cater:vt.vi.备办酒席，承办酒席，提供食物cater for sb./sth.:为某人提供适合某人需要We also cater for weddings and banquets.Step 3. Writing taskUse the following information to write a letter to travel New Zealand.Your relatives or friends need your help.They want to take a holiday in New Zealand.Their scheldule will only allow them to spend one week in New Zealand and they want to do ad much as possible.Their plane will arrive in Auckland.Make a list of the things which you think will interest them.Write a letter for them to Travel New Zealand explaining what they are interested in and asking for information about the best places to go and what kind of accommodation is available.Step HomeworkRevise what you’ve learned in this unit.。

Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。

听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。

这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。

该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。

语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。

教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。

2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。

4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。

5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。

6.能了解一些国家的风景名胜。

7.复习一些辅音字母的发音及其组合的发音规律。

教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。

Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。

听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。

两人分别介绍了营地的活动内容，表达了对营地生活的期待。

该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。

教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。

2. 能够口头叙述计划和将要发生的事情。

3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。

教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。

【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。

教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。

人教版高三英语教课方案【篇一：人教版高中英语教课方案】unit 2 healthy eating教课方案人教版高中英语必修三（一）教课内容剖析这是一篇介绍“饮食习惯”的文章，包含传统饮食习惯的改变平时饮食选择 ,旨在让学生理解健康的饮食习惯的养成是拥有健康体魄的前提。

本篇文章生词量较大标题较抽象，各段主题句散布不太显然（大多数散布在段落中间）。

且大多数学生对饮食与健康的关系（如人体每日一定摄取的六种基本营养成分的根源、健康饮食的重要性、什么是绿色食品等）认识较少。

所以，本文的学习难度较大。

（二）教课目的1.语言知识目标：a)使学生认识 protein, calcium 等基本营养成分的根源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。

b)学习掌握有关营养成分与食品的词汇，如：protein 、calcium 、carbohydrate、 fibre 、 mineral 、 vitamin、vegetarian vegan 、green food and clean food、eco-food and organic food等，以及 keep up with ，the same goes for? 以及 as 和 only 指引的倒装句的用法。

2.语言技术目标：a)使学生学会战胜生词阻碍，经过略读，找寻文章的主题句，理清文章的整体框架与脉络；经过查读，捕获文章的重要细节，理解作者的写作企图。

b)使学生学会运用各种猜词技巧，猜想部分生词在详细的语言环境的含义。

c) 使学生能够运用所学知识，用英语为自己所熟习的一个人设计一份“healthy diet ，”并说明设计的依照。

3. 感情态度与文化意识目标：a）使学生学会审察自己、审察食品，提升养成健康饮食习惯的意识。

b）使学生懂得：健康是做好全部事情的根本。

要想有强壮的体魄，除了合理安排好一天的生活之外，还需要有科学、卫生的饮食习惯，每日必定量的体育活动和体力劳动。

高中英语第一单元教案随着新学期的开始，老师们都希望在高中英语的教学中取得良好的效果。

一份精心准备的教案是成功教学的关键之一。

接下来，我们将分享一个高中英语第一单元的教案范本，帮助教师们构建一个高效、互动与知识并重的课堂环境。

教案的核心在于确保学生能够理解和掌握单元的重点内容。

对于高中英语第一单元来说，通常涉及基础语法复习、词汇积累以及听说读写技能的基础训练。

因此，教案设计时，教师需要围绕这些核心内容进行布局。

首先，在教案中要明确教学目标。

这包括语言知识的掌握（如词汇和语法点）、语言技能的提升（听、说、读、写）以及学习策略的培养。

例如，对于词汇学习，可以设定目标为“学生能够掌握并运用本单元中的核心词汇”。

接着，教学内容的安排应细致入微。

将单元内容分解为若干个课时，每个课时都有明确的教学任务。

比如，第一课时可能专注于词汇教学，第二课时进入语法点的讲解和练习，而第三课时则可能是听力和口语的实践。

在教学方法上，推崇以学生为中心，教师引导的方式。

这意味着课堂上应鼓励学生主动参与，通过小组讨论、角色扮演、情景模拟等形式，让学生在实际语境中使用英语，从而加深对知识点的理解。

此外，教案还应包含评价方式的说明。

评价不仅仅是对学生学习成果的检验，也是对教学过程的反馈。

可以采用形成性评价和终结性评价相结合的方式，如平时成绩、课堂表现、作业完成情况以及单元测试等。

为了确保教案的有效实施，教师需要不断地反思和调整教学策略。

这要求教师在每节课后都要进行简短的自我评估，记录哪些方法有效、哪些需要改进，并在随后的课堂上应用这些调整。

最后，教案的设计还要考虑到不同学习者的需求。

高中生的英语水平参差不齐，因此教案中的活动和任务应该有层次性，既要能够满足高水平学生的学习需求，也要让基础薄弱的学生有所收获。

综上所述，一个好的高中英语教案应该清晰、具体、灵活并且能够调动所有学生的积极性。

它不仅是教师教学的指南，更是学生学习的路线图。

通过对教案的不断优化，我们可以期待一个充满活力、高效率的英语课堂，让学生在轻松愉快的环境中提升英语水平。

本文将围绕高中英语教学之《Unit 1 Art》教案二展开详细的分析和探讨，结合自己的教学经验和感受，探究如何在教学过程中更好地落实教案的内容，实现教学的有效性和提高学生的学习兴趣。

1.教案设计背景教案二是《Unit 1 Art》课程中的第二个教案，主要围绕艺术与文化这一主题展开，帮助学生了解不同的艺术形式和文化背景，并通过各种学习活动提高学生的英语听说读写能力。

这一教案的主要目标是让学生更好地理解艺术和文化的联系，以及通过学习艺术和文化来提高他们的英语水平。

2.教案分析与应用教案设计中，我们要充分考虑到学生的实际情况，采用多种教学方法和策略来满足不同学生的需求。

例如，在听力部分中，我们应该多听多说，按照不同学生的实际情况设置难易程度，以确保所有学生都能完成听力任务。

在阅读部分中，我们可以设置自主阅读任务，让学生通过阅读文章自主获取信息，进一步进行思考和讨论，以提高他们的阅读和思维能力。

在写作部分中，我们应该采用小组合作形式，让学生互相之间进行交流和分享，促进彼此的学习和进步。

另外，在教学过程中，我们还要注重学生的情感体验，通过各种视听材料、游戏和互动形式来增强学生的学习兴趣和参与度。

例如，在教学中可以结合实际例子来讲解，通过展示不同的艺术作品或文化风俗，让学生进一步了解艺术与文化的魅力和意义，同时也能满足学生的好奇心和求知欲。

3.教学效果评估与总结教学效果评估是教学中非常重要的一环，通过对学生的学习成果和反馈进行分析和总结，及时发现教学中存在的问题和不足之处，进一步完善教学方法和策略，实现教学的有效性和提高学生的学习兴趣。

总体来说，教案二的设计对于学生的英语能力提升和文化认知的培养都有着积极意义和促进作用。

通过增强教师与学生之间的互动和配合关系，促进学生的积极参与和思维深度，提高学生的自主学习能力和对艺术和文化的理解和认识。

相信在教学中不断探索和深化，我们一定能够在《Unit 1 Art》课程中取得更为优秀的教学效果和推动学生对艺术与文化的热爱。

高三英语复习课教学设计Book 1 Unit2 English Around the World广东省信宜市华侨中学李秋云Teaching content: SEBook1A Unit2 English around the worldTeaching time: One periodTeaching aims and demands:1.Congnitive aims(认知目标)Words: request,command…Phases: make use of…Vocabulary formation: rich→enrich2.Intelligent aims(智力目标)Improve students’abilities of listening, speaking reading and writing . Develop students’ abilities of cooperating and creativeness.3.Emotional aims(情感目标)Stimulate students’ interest of learning English.Enable students value the chance of learning English.Teaching important points:1.Improve ss’speaking ability by talking about English.2.Improve ss’ writing ability.3.Help ss master the language points.Teaching difficult points:1.How to encourage ss to talk.2.How to improve ss’ writing ability.3.How to help ss master the language points and use them freely. Teaching methods:The situational teaching method（情境教学法）, the feeling teaching method(情感教学法), the task-based teaching method, the inductive method(归纳法)。

英语复习教案高三（七篇）英语复习教案高三篇1教学准备教学目标教学目标(这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。

(2)讨论学校建筑物设计中行走不便的学生的需求。

(3)给校长写一封建议信。

(4)继续培养对残疾人的尊重和关爱意识。

教学重难点教学目标(这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。

(2)讨论学校建筑物设计中行走不便的学生的需求。

(3)给校长写一封建议信。

(4)继续培养对残疾人的尊重和关爱意识。

教学过程Step1Warming-upandlead-in(5mins)(1)导入用本单元的阅读文Marty’sstory来导入，引出残疾人的话题。

T:Hello,class.Inthelastlesson,welearntMarty’sstory.What’stheproblemwithMarty?(Hehasararemuscledisease.)Yes,he’sdisabled.ButisMartyleadingamiserablelifeduetohisdisability?(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。

然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T:Weareluckytobeable-bodiedandstudyinsuchabeautifulschool.(Theyhavedifficultywalkingandtheyhavetomovearoundwithwalkingsticksorwheelchairs. )T:ThisisSongYaoguang,ourclassmate.Yaoguang,whathappenedtoyou?Doyoufinditdifficulttowalkaroundinourschoolwithawalkingstick?Doyouthinkitnecessarytohaveourschoolreconstructedforthestudentswithwalkingdiffi culty?(Yes.)T：Ifyouhavesomesuggestions,youcanwriteasuggestionlettertoourheadmaster.Haveyoueverwri ttensuchaletterbefore?建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。

Unit 1 That must be a record!Ｉ．单元教学目标III．教材分析与教材重组1. 教材分析通过学习《吉尼斯世界纪录大全》的介绍，同学们可以了解到该书集知识性与趣味性于一体，是一本非常畅销的书。

该书内容广泛，涉及政治、经济、艺术、体育、自然等各个方面，可以说包罗万象，休闲时光，轻松阅读，不但放松了心情，还增长了很多知识。

虽然大部分纪录对普通人来说都高不可攀，不过也有一些纪录是普通人创造的，因为吉尼斯是“普通人的奥运会”，要入选吉尼斯世界纪录关键是要有创意,以此鼓励学生的创新精神，培养他们的创新意识。

没准哪天学生中有人也创个吉尼斯世界纪录，为国争光。

1.1 WARMING UP 通过一些有趣的吉尼斯世界纪录测试题，1.2 让同1.3 学们了解计量单位名1.4 称与数字的用法，1.5 激发学生对此书的兴趣。

1.6 LISTENING是对人和动物的高度、体重和速度的比较和描述。

1.3 SPEAKING是一个任务型教学活动。

采访新疆达瓦孜艺术的第六代传人---Adili 阿迪力。

练习计量单位名称与数字的用法。

1.4 PRE-READING是快速阅读训练。

要求学生掌握一定的快速阅读技巧，准确找出问题的答案。

1.5 READING是关于《吉尼斯世界纪录大全》的介绍。

文中介绍了第一本吉尼斯大全问世的过程，世界纪录涉及的内容，人们为什么对世界纪录感兴趣以及什么样的记录才能被采纳。

1.6 POST-READING第一个题是5个问答题，目的是训练学生的事实核对能力；第二题是把6个句子同文章进行匹配，考查学生的英语思维能力；第三题要求学生写出申请吉尼斯纪录的正确步骤，考查学生的阅读理解及记忆能力。

1.7 LANGUAGE STUDY 分词汇和语法两部分。

其中，Word study 是一个英语释义练习，旨在培养学生的英语思维能力，有助于养成英语思维的习惯。

Grammar介绍句法知识——句子的主语。

Unit1MadameCurie（新课标版高三英语教案教学设计）Ⅰ.Words and Phrasesgo over L.1 Fourskillsfrom then on, go by, work hard at L.2set off, ground floor, post, pay off L.3madame, disappoint, disappointing, willing, devote, devote to L.1Threeskillsovercoat, succeed, succeed in, graduation, ray, endless, bench, false L.2cure, disadvantage, effect, shock, institute, admire, determination,courage, X-ray, battlefield L.3Curie, have…to do with L.1TwoskillsMarie, radium, Poland, industrial, uranium, radioactive, give off, above all, believe in, mineral, polonium, in honour of, lead (n.) L.2motherland, gram, Warsaw, heart and soul, debt L.3Ⅱ.Everyday EnglishPerhaps I'll go to that one.Maybe it was useful for some people.I'm not sure if/whether…I doubt if he'll be asked to speak again next year.I'm not sure that…I'm sure…Ⅲ.GrammarReview the usage of the Attributive Clause.Ⅳ. Language UseUsing the learned language, teachers and students complete the tasks of listening, speaking and writing which the textbook and workbook provide. Reading material the “Madame Curie” should be further understood, and the exercises concerned should be completed. Meanwhile, the teachers should let students know about scientists - the Curies' contributions to mankind in life, and learn their will, courage and spirit of giving their lives for the scientific cause.Ⅴ.Teaching Time: Five periods●派生法：通过在词根上加前缀(prefix)或后缀(suffix)构成新词。

Unit 1 & Unit 2话题词汇1．circumstance n．情况；形势；环境2．conservation n．保存；保护3．protect v．保护4．recycle v．回收；再循环5．waste v．浪费6．pollution n．污染7．take measures to do sth.采取措施做某事8．run out of用完；用尽9．realize the importance of environment 意识到环境的重要性10．arouse people’s awareness of environmental protection提高人们的环保意识经典语篇(2013·重庆)调查显示，中国长江江豚(finless porpoise)受人类活动影响而濒临灭绝，目前总数不足1 000只。

假设你是李华，请用英文给WWF(世界自然保护基金组织)写一封信，请他们关注这一状况并提供帮助。

内容应包括：·说明写信目的·简述江豚现状·希望WWF如何帮助(比如：资助江豚保护项目等)·表示感谢并期待回复注意：1.词数不少于80；2．书信格式及开头均已给出(不计入总词数)。

Dear Sir or Madam，I’m a student from Chongqing，China. Yours sincerely，Li Hua佳作欣赏Dear Sir or Madam，I’m a student from Chongqing，China.Today I am writing to you to ask for your helpto improve the situation the finless porpoise is faced with in the Yangtze River. Because of the behavior of our human beings，the finless porpoise in the Yangtze River has been greatly influenced and will be endangered.①According to the report，its total number is less than 1,000 now.② In order to prevent them from dying out，we have founded a project，but we have difficulty in running it for lack of fund. If you would like to help，you can provide it with necessary money.Besides，you can give us relevant training in protecting them.With your help，we believe we can improve the living environment of the finless porpoise soon，thus increasing its number.③If we can get you help，we will be very thankful.④We’re looking forward to your early reply.Yours sincerely，Li Hua思维发散1．用定语从句合并第①、②两句As is reported，the finless porpoise in the Yangtze River，whose total number has been reduced to less than 1,000，has become endangered due to human activities. 2．仿照第③句用现在分词作结果状语完成句子明年在北京有更多的孩子到了上学的年龄，这导致首都小学教师短缺。

Unit 1 Science and ScientistsUsing Language Period 2教材分析本节有两个阅读语篇，分别是关于钱学森和史蒂芬霍金的人物传记，它们从不同的角度简要叙述了两位科学家的经历、重要贡献、性格特点以及他们所具备的科学素养。

在写作策略和技巧上，两个文本都有效使用了一些衔接词语，实现了语篇的衔接和连贯。

通过要求学生阅读这两篇人物传记，分析伟大科学家所具备的素养和品质，了解人物传记语篇的结构并关注语篇的衔接和连贯，在此基础上结合自身体验和知识积累完成一篇有关科学精神的写作任务，阐述科学精神的内涵。

教学目标在本课学习结束时，学生能够：1. 梳理人物传记的语篇结构和文本逻辑；2.正确识别文章中的衔接词语；3. 了解科学家所具备的品格和素养，深入理解和体会科学精神的内涵，并阐述自己对科学精神的理解和感悟。

教学重难点【教学重点】1. 掌握人物传记类文章的文体结构、行文特点和语言特色；2. 掌握文本中出现的衔接词语，培养使用衔接词语的意识和能力；3. 分析科学家身上所体现的科学精神，正确理解他们的品格和素养。

【教学难点】能结合具体的事例阐述自己对科学精神内涵的理解，并根据所总结的语篇结构在写作中恰当使用衔接词语，做到衔接自然、行文流畅。

教学过程Step 1 Warming-upDiscuss the following questions.1) Could you name the scientists you know?2) Can you recognize them?设计意图：引出话题，引导学生将已有的知识体系与本课将要学习的内容联系起来，并为本课将要学习的语篇做好铺垫。

Step 2 Reading1.Read the texts quickly and decide if the statements are true (T) or false (F).设计意图：引导学生关注文章细节，了解两位科学家的经历和事迹。

Unit 1 Living well三言两语1．Worried about my health，I tried many different kinds of diets.2．People are beginning to attach much more importance to their health these days than ever before.3．Now，more and more students are getting fond of western fast food，and thus they take in too much sugar and fat. 1．我们必须承认这个事实，吃垃圾食品对我们的健康有害。

We must admit the fact that eating junk food is harmful to our health.2．健康饮食包括饮食多样化，吃富含维生素、纤维和矿物质且脂肪和卡路里含量低的食物。

A healthy diet consists of eating a variety of foods rich in vitamins，fibre and mineral，and low in fat and calories.[单词拼写应用]核心单词1．suitable adj.适合的；适宜的2．outgoing adj.外向的；友好的；外出的；离开的3．adapt vt.使适应；改编4．fellow adj.同伴的；同类的n．同伴；同志；伙伴5．adequate adj.足够的；充分的6．firm n．公司adj.结实的；坚固的；坚定的7．resign vi.& vt.辞职；辞去(工作、职位等)8．panion n．同伴；伙伴[语境运用] 用所给词的适当形式填空1．He resigned (resign) from office and devotedhimself entirely to painting at home.2．The three travellers on the train made goodpanions (panion)．3．This new film is said to be adapted(adapt)from a novel by Jane Austen.4．I hope I will not be called on in class asI'm not yet adequately(adequate) prepared.5．(某某卷) I firmly(firm) believe that ourfuture is in our own hands.拓展1．able adj.能；有能力的；能干的→ability n．能力→disability n．伤[语境运用] 用所给词的适当形式填空1．For a long time, mental disability was6．psychologically adv.心理(学)地；精神上地9．certificate n．证书10．architect n．建筑师11．dignity n．尊严；高贵的品质12．profit n．收益；利润；盈利15．eyesight n．视力16．exit n. 出口；离开；退场17．munity n．社区；团体；社会18．literature n. 文学(作品)；著作；文献1．(全国卷Ⅱ)One more look and he noticed flames shooting out from under the disabled vehicle.不能运转的2．(全国卷Ⅱ)People who find a book can also leave a journal entry describing what they thought of it.记录；条目3．(某某卷)Teens and young adults may feel forced to use drugs，or join gangs that encourage criminal behavior.助长；刺激[短语多维应用]高频短语1．sit around闲坐着2．as well as和；也3．make fun of取笑4．adapt to适合5．in other words换句话说6．cut out切去；省略；停止(做某事)[语境运用] (填入一个适当的词)Born without arms and legs in 1982 inMelbourne，Australia，Nick was made fun①of when he was young.But he nevergave up.He didn't like to sit ②around．He thought，he must adapt③tosociety.He tried his best to learneating，dressing，writing，walking aswell ④as other necessary skills forhis own living.7．all in all总而言之8．never mind不必担心9．all the best(口语)(祝你)一切顺利10．meet with遇到；经历；会晤11．out of breath上气不接下气[语境运用] (填入一个适当的词)To our surprise，he also learned to makespeeches.He travels around the worldto share with his audience what he met⑤with in his unmon life.All ⑥in all，12．in many ways在很多方面his encouraging life experiences haveinspired millions of people tostruggle for a better life ⑦in manyways.Let's wish him all ⑧the best infuture.[句式结构仿写]教材原句背诵句式仿写应用1． too...to...太……而不能……Sometimes，too，I was too weak to go to school so my education suffered. (某某卷)我讨厌她在上班时给我打。