高三英語教案人教版3篇(英語高三教案帶反思)

時(shí)間：2023-02-21 10:54:00 教案

　　下面是范文網(wǎng)小編分享的高三英語教案人教版3篇(英語高三教案帶反思)，歡迎參閱。

高三英語教案人教版1

　　Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. I’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the Students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. First of all, let me talk about the teaching material.

　　Part 1 Analysis of the teaching material:

　　Unit 2 is about different heroes, in which most students are interested. By studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. Lesson 1 plays an important part in the English teaching in this unit. If the students can learn it well, it will be helpful to make the students learn the rest of this unit. This lesson is about a national hero——Yang Liwei who is famous for the first astronaut of China, which, I think, the students are familiar with. There are many new words and expressions related to space flight appearing in the reading material, too.

　　Part 2 Analysis of the Students:

　　Aged 15-16 years, the students in Senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. Just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning English. When it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. In a word, students haven’t mastered the reading strategies. On the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.

　　Part 3 Teaching aims:

　　According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

　　Knowledge goals:

●To learn some words and expressions related to space flight appearing in the reading material.

　　Ability goals:

●To improve students’ basic ability of listening, speaking and reading.

●To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.

　　Emotional goals:

●To motivate students’ interest in space exploration of China.

●To help student to learn to cooperate with each other.

　　Now, let’s come to the Important and the Difficult points.

　　Part 4 Teaching Important and Difficult points:

　　The important and difficult points of this period lie in: To achieve the teaching aims better and make the student respond actively to complete the tasks. But how to? According to the analysis of the teaching material and the students’ learning background, I will use the following methods.

　　Part 5 Teaching Methods:

　　In my opinion, the main instructional aims of learning English in the High School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.

　　At the same time, I’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the Ss creativity in learning English.

　　Part 6 Teaching procedures

　　Step 1 Lead-in.

　　Show the students a piece of video: the launch of Shenzhou V

　　Then ask the students the following questions:

　　Do you know who was in the spaceship?(Show the picture of Yang Liwei)

　　What do you know about him? (Show the profile of Yang Liwei )

　　How do you feel about him?

　　How did you feel about China’s first manned space flight?

　　Purpose of my design: This activity can stimulate the interest of students, which naturally leads to the topic of this period.

　　Step 2 Fast readingAsk the students to skim the passage to complete the task. ( Show the students the exercise on the screen)

　　Task 1: Divide the class into two groups: boys and girls. Ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to Yang Liwei’s movement in the spaceship.

　　Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

　　Purpose of my design: Enable students to understand the given material better using a useful reading skills. Dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.

　　Step 3 Detailed reading

　　Task 2: The students have got some basic understanding of the passage after Task 1.This time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . At the same time ask the girl students to find out the headings of the paragraphs and match them together.

　　Boys:

　　1. How did Yang Liwei feel during the flight? How did he feel afterwards?

　　2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

　　3. How many circles did the spaceship complete while Yang Liwei was sleeping?

　　4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

　　5. What did Yang Liwei do when he came out of the spaceship?

　　Girls:

　　Para.1 Introduction

　　Para.2 An exciting lift-off

　　Para.3 During the flight

　　Para.4 International good wishes

　　Para.5 Astronaut lands safely

　　Para.6 Welcome home

　　Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

　　Purpose of my design: The task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.

　　Step 4 Post reading

(Show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )

　　Task 3: Ask the students to guess the meanings of some words and phrases together with some pictures. Then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.

　　China’s first spaceship at 9 a.m.,October 15,2003. The first Chinese ,Yang Liwei said, “When the spaceship was , I could really feel the high . When the spaceship from the rocket, I suddenly got a feeling of the sky.” During the 21-hour space , the spaceship the earth 14 times. When the space was the earth for the seventh time, Yang Liwei showed the

　　of China and the UN, the wishes of Chinese to space peacefully. Yang landed . The spaceship was red when it came into the earth’s . The ship was shaking when it let out its . At the same time were ready to save Yang. Yang climbed out of the spaceship, smiled and to the crowds waiting for him.

　　Purpose of my design: Present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. Then ask the students to report the answers one by one. This task can test the students’ learning effects.

　　Step 5 Free discussion

　　Task 4: Ask the students to Work in pairs. Imagine one is Yang Liwei and the other is a reporter from CCTV. Make up an interview between them.

　　Example:

　　Reporter: When did the spaceship lift off?

　　Yang: It lifted off at 9 a.m. on October 15th, 2003.

　　R: What did you eat in space?

　　Y:…...

　　Purpose of my design: Most students can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. “Task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

　　Step 6: Homework.

　　1.What do you think of Yang Liwei? Please write 5 or 6 sentences.

　　2. Read the article space heroes on page 32

　　Purpose of my design: I think homework is so important that the students should practise English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.

高三英語教案人教版2

　　一、說教材

　　1、材的地位和內(nèi)容

　　該課文John Snow Defeats King Cholera 是人教版高中英語必修5第一單元的一篇文章，這是一篇閱讀課。文章介紹了有名醫(yī)生John Snow 是如何通過考察、分析和探究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這種傳染疾病的。通過學(xué)習(xí)這篇課文，使學(xué)生感悟到科學(xué)家的周密觀察、勇于探索、認(rèn)真分析的科學(xué)精神，使學(xué)生了解到科學(xué)發(fā)現(xiàn)的全過程具有其科學(xué)的嚴(yán)密性。該課文出現(xiàn)了英語重要語法知識(shí)--過去分詞的用法。

　　2、教學(xué)目標(biāo)

　　根據(jù)該教材的特點(diǎn)以及高中英語課程標(biāo)準(zhǔn)，我擬定下列教學(xué)目標(biāo)

　　1) 語言知識(shí)目標(biāo)

　　詞匯：defeat attend expose cure outbreak control absorb severe valuable strict pump 等

　　語法：過去分詞作定語和表語

　　2) 語言技能目標(biāo)

　　練習(xí)并培養(yǎng)學(xué)生的聽、說、讀和寫的能力，側(cè)重培養(yǎng)和提高學(xué)生的閱讀理解能力

　　3) 情感目標(biāo)

　　培養(yǎng)學(xué)生的科學(xué)探索精神，培養(yǎng)學(xué)生科學(xué)人文精神相融合的素養(yǎng)

　　4) 學(xué)習(xí)策略目標(biāo)

　　學(xué)生通過閱讀理解、互動(dòng)交流以及完成任務(wù)過程中進(jìn)行有效地自我調(diào)控，通過各種途徑獲取相關(guān)信息，并運(yùn)用有效教學(xué)資源

　　5) 文化意識(shí)目標(biāo)

　　3、學(xué)重點(diǎn)和難點(diǎn)

　　重點(diǎn)：理解所讀課文;把握過去分詞的用法

　　難點(diǎn)：利用所學(xué)詞匯、句型，圍繞主題進(jìn)行敘述

　　二、說教法

　　根據(jù)高中英語課程標(biāo)準(zhǔn)，根據(jù)“整體語言教學(xué)”的理論和實(shí)踐，以及當(dāng)前教學(xué)改革的新理念，為達(dá)成上述的教學(xué)目標(biāo)，運(yùn)用“任務(wù)型”英語教學(xué)法。在實(shí)際的教學(xué)活動(dòng)中，充分體現(xiàn)教師在教學(xué)活動(dòng)中的主導(dǎo)、組織和監(jiān)控的作用。充分發(fā)揮學(xué)生在教學(xué)活動(dòng)中的主觀能動(dòng)性。以學(xué)生為中心，開展自主性學(xué)習(xí)活動(dòng)，促使學(xué)生通過探究、獨(dú)立思考以及合作學(xué)習(xí)的方式，完成學(xué)習(xí)任務(wù)。優(yōu)化學(xué)生的學(xué)習(xí)方式，提高課堂學(xué)習(xí)效果，采用“討論學(xué)習(xí)法”。通過互動(dòng)的學(xué)習(xí)方式，培養(yǎng)學(xué)生的合作學(xué)習(xí)精神。

　　三、說教學(xué)設(shè)計(jì)

　　根據(jù)課文內(nèi)容的特點(diǎn)，根據(jù)高中英語課程標(biāo)準(zhǔn)的要求，為實(shí)現(xiàn)該課的教學(xué)目標(biāo)，以提高學(xué)生閱讀理解能力為重點(diǎn)，加強(qiáng)學(xué)生聽說讀寫綜合能力，我設(shè)計(jì)以下教學(xué)步驟

　　Task 1

　　為導(dǎo)入教學(xué)環(huán)節(jié)，是學(xué)生進(jìn)入閱讀材料和完成各項(xiàng)教學(xué)任務(wù)的熱身活動(dòng)。通過這個(gè)活動(dòng)，激發(fā)學(xué)生學(xué)習(xí)動(dòng)機(jī)，調(diào)動(dòng)其主觀能動(dòng)性。具體作法如下：讓學(xué)生說出自己熟知的科學(xué)家姓名、其發(fā)明、工作、生活的情況。完成此任務(wù)將使學(xué)生學(xué)到知識(shí)、嘗到樂趣、獲得聰明、受到鼓舞。

　　T: Name some famous scientists you know and tell something about them.

　　S: Charles Darwin---He was British. He wrote the Origin of Species.

　　S: Thomas Edison---He was an American inventor. He invented electric light bulb.

　　S: Stephen Hawking---He is a British. He studied black holes of space.

　　Task 2

　　呈現(xiàn)教學(xué)材料，設(shè)計(jì)學(xué)習(xí)任務(wù)，要求學(xué)生按時(shí)完成學(xué)習(xí)任務(wù)。練習(xí)學(xué)生閱讀方法，利用Scanning閱讀法，閱讀課文，學(xué)生通過自主學(xué)習(xí)的方式，通過探究，獨(dú)立思考，觀察和分析，瀏覽課文，尋找相關(guān)信息，在下表填寫，并口頭敘述。達(dá)到聽說讀寫綜合能力練習(xí)的目的。

　　Task 3

　　再讀課文，完成以下判定正誤題。要求學(xué)生對(duì)讀到的信息進(jìn)行理解和整理，通過討論的學(xué)習(xí)方式，在學(xué)生語言交流的互動(dòng)過程中，重組信息，作出判定。從而提高學(xué)生學(xué)會(huì)分析問題、處理問題和解決問題的能力。

　　Task 4

　　課后作業(yè)。要求學(xué)生查閱有關(guān)霍亂知識(shí)的文章，向醫(yī)生了解什么是霍亂，人類感染后回出現(xiàn)什么癥狀。并說出還有哪些傳染病。

　　教學(xué)反思：整個(gè)教學(xué)過程均以任務(wù)型教學(xué)法貫穿。任務(wù)的設(shè)計(jì)都以教材的特點(diǎn)作為重要依據(jù)，同時(shí)考慮到學(xué)生的認(rèn)知規(guī)律。任務(wù)的編排依照了從簡入繁，從淺入深，從易到難的原則。符合學(xué)生實(shí)際，符合教學(xué)實(shí)際，符合認(rèn)知規(guī)律。學(xué)生通過完成教學(xué)任務(wù)的同時(shí)，自然而然地習(xí)得了語言知識(shí)，培養(yǎng)和形成了語言技能，提高了閱讀理解能力。而且，通過對(duì)文章的理解，加強(qiáng)了對(duì)學(xué)生品格情操的培養(yǎng)。同時(shí)，提高學(xué)生自我完成任務(wù)的能力和策略。學(xué)生在討論學(xué)習(xí)和合作學(xué)習(xí)中形成用英語獲取信息、處理信息、分析問題和解決問題的能力。

　　四、板書設(shè)計(jì)(略)

高三英語教案人教版3

　　一、說教材

(一)教材內(nèi)容及分析

　　我說課的內(nèi)容是外研版《英語》(新標(biāo)準(zhǔn))高中第一冊(cè)(必修1)Module 2 My New Teachers 的Reading and Vocabulary的短文閱讀。本模塊以My New Teachers 為話題，介紹了具有不同教學(xué)風(fēng)格和個(gè)性特征的教師，旨在通過模塊的教學(xué)使學(xué)生學(xué)會(huì)描述教師及校園生活，并能運(yùn)用所學(xué)詞匯、句型來表達(dá)自己的喜好，同時(shí)通過學(xué)習(xí)制定好教師的標(biāo)準(zhǔn)使師生之間相互了解。

　　Introduction 部分已主要介紹表示個(gè)性特征的形容詞，并通過聽力活動(dòng)對(duì)描述教師風(fēng)格的陳述進(jìn)行判斷;Reading and Vocabulary部分要求學(xué)生利用提供的詞匯閱讀三篇短文，了解不同教師的教學(xué)風(fēng)格。訓(xùn)練學(xué)生圍繞學(xué)校生活對(duì)教師個(gè)性特征、教學(xué)風(fēng)格進(jìn)行由淺入深的描寫。

(二)教學(xué)目標(biāo)

　　根據(jù)《新課標(biāo)》總目標(biāo)的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學(xué)目標(biāo)系統(tǒng)化，分別是：語言知識(shí)，能力目標(biāo)，情感目標(biāo)，文化意識(shí)，和學(xué)習(xí)策略。

　　1.語言知識(shí)目標(biāo)

　　掌握并能運(yùn)用下列詞匯：

　　Tient,serious,intelligent,energetic,amusing,nervous,shy,strict,impression,respect,organise,appreciate,admit…

　　2.語言技能目標(biāo)

　　運(yùn)用表示個(gè)性特征的詞匯描述熟悉的人物;理解介紹教師風(fēng)格的短文，了解不同教師的個(gè)性特征和教學(xué)風(fēng)格，獲取信息并掌握和理解作者的觀點(diǎn);簡單描寫自己身邊的老師。

　　3.學(xué)習(xí)策略目標(biāo)

　　搜集和運(yùn)用所學(xué)詞匯、短語;對(duì)介紹教學(xué)風(fēng)格的材料進(jìn)行理解、分析、比較和總結(jié);體現(xiàn)自主合作探究相結(jié)合。

　　4.文化意識(shí)和情感態(tài)度目標(biāo)

　　加深對(duì)老師的了解和熱愛, 既發(fā)揮學(xué)習(xí)主動(dòng)性也配合教師的教學(xué)工作，實(shí)現(xiàn)感情交流, 使師生關(guān)系更加融洽。

(三)教學(xué)重點(diǎn)與難點(diǎn)

　　重點(diǎn)：圍繞學(xué)校生活對(duì)教師個(gè)性特征、教學(xué)風(fēng)格進(jìn)行描寫。

　　難點(diǎn)：了解不同教師的教學(xué)風(fēng)格，并運(yùn)用于實(shí)際。

　　二、說學(xué)情

　　在教學(xué)過程中，對(duì)學(xué)情的了解是教師因材施教的關(guān)鍵。高中的學(xué)生注意力有一定的穩(wěn)定性，觀察能力很強(qiáng)，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實(shí)現(xiàn)從具體思維向抽象思維的過渡。他們喜歡富有個(gè)性化的教學(xué)設(shè)計(jì)，喜歡接受新鮮事物。同時(shí)，自我意識(shí)增強(qiáng)，擁有強(qiáng)烈的主觀能動(dòng)性。尤其是海南省新課改實(shí)施以后，他們更是擁有很強(qiáng)烈的自我展現(xiàn)意識(shí)與欲望，不但在乎別人對(duì)自己的評(píng)價(jià)，更渴望得到別人的關(guān)注和贊賞。他們已具有了一定的自主合作和探究的能力，具有了一定的英語語言知識(shí)和英語應(yīng)用的能力，具備了基本的英語思考和英語表達(dá)的基本技能。

　　因此，設(shè)計(jì)這節(jié)課時(shí)，我充分考慮到學(xué)生的主體性，把自己作為與學(xué)生一起探討的一員，以亦師亦友的身份走進(jìn)他們，以基礎(chǔ)的語言啟發(fā)他們，以輕松的話題開始，以愉快的交流展開合作，充分創(chuàng)造機(jī)會(huì)讓同學(xué)們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學(xué)任務(wù)。

　　三、說教學(xué)方法

　　新課程提倡運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心問題，設(shè)定小任務(wù);圍繞文章內(nèi)容，盡可能提供訓(xùn)練學(xué)生技能的機(jī)會(huì);開展自主性學(xué)習(xí)的課堂活動(dòng)，強(qiáng)調(diào)合作探究與獨(dú)立思考相結(jié)合。任務(wù)型教學(xué)：任務(wù)型教學(xué)強(qiáng)調(diào)語言學(xué)習(xí)應(yīng)該是在“做中學(xué)”“用中學(xué)”。任務(wù)設(shè)計(jì)應(yīng)該貼近學(xué)習(xí)者的生活，才能激發(fā)學(xué)習(xí)者的背景知識(shí)，激發(fā)他們的學(xué)習(xí)的興趣，語言才能在經(jīng)意中習(xí)得(incidental acquisition).

　　這節(jié)課本人主要采用任務(wù)型教學(xué)法和活動(dòng)教學(xué)法，借助多媒體展開教學(xué)活動(dòng)。通過運(yùn)用閱讀技巧，如查讀等方式提高閱讀能力，從而使學(xué)生掌握閱讀策略，同時(shí)圍繞文章設(shè)計(jì)多種語言活動(dòng)，以自主合作等多種形式，引導(dǎo)學(xué)生根據(jù)不同的學(xué)習(xí)任務(wù)嘗試使用不同的學(xué)習(xí)策略，使良好的學(xué)習(xí)習(xí)慣得以培養(yǎng)，自主學(xué)習(xí)和合作得以發(fā)展，交際能力和綜合運(yùn)用能力得以提高。

　　四、說學(xué)法

　　通過本課教學(xué)，我將主要培養(yǎng)學(xué)生掌握以下學(xué)習(xí)方法：

　　1.參與式學(xué)習(xí)法：培養(yǎng)他們從練中學(xué)，在學(xué)中用，通過設(shè)置符合學(xué)生知識(shí)水平的活動(dòng)讓學(xué)生參與、體驗(yàn)、實(shí)踐，并從中品味在活動(dòng)中的樂趣。

　　2.知識(shí)遷移法：培養(yǎng)學(xué)生善于運(yùn)用所學(xué)知識(shí)來分析和解決問題的能力。

　　3.合作學(xué)習(xí)法：通過小組形式完成多種活動(dòng)，培養(yǎng)探究和合作意識(shí)與能力。

　　五、說教學(xué)過程

　　Step1. Lead-in(Brainstorming)

　　讓學(xué)生分成兩大組，男生一組，女生一組，進(jìn)行競賽，使用學(xué)過的形容詞描述老師，說出最多形容詞的小組獲勝。

　　T: What shall we talk about today?

　　S: My New Teachers.

　　T: You have already been students for about 9 years. During the 9 years, you must have met different teachers.

　　Could you use some adjectives to describe these teachers?

　　S: Yes.

　　T: Let’s play a game. I’ll divide the class into two parts. One part is boys, the other is girls. Let’s see which group gets more words.

　　第一環(huán)節(jié)：導(dǎo)入與復(fù)習(xí)。這部分起到復(fù)習(xí)舊知導(dǎo)入新知的作用。主要任務(wù)是使用學(xué)過的形容詞描述老師，既復(fù)習(xí)了上節(jié)課涉及到的詞匯，又很自然地進(jìn)入到今天主要談?wù)摰脑掝}。為避免學(xué)生對(duì)詞匯復(fù)習(xí)感到枯燥無味，于是采用游戲形式Brainstorming完成，程度地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)興趣，所以這部分也屬于激趣階段。Step2: Pre-reading

　　1.把課文中的三位教師的圖片掃描到電腦上展示給學(xué)生看，在課件中通過呈現(xiàn)照片使學(xué)生對(duì)課文中的三位老師產(chǎn)生親切感，讓學(xué)生描述著三位老師，并根據(jù)圖片猜測三位老師的個(gè)性和風(fēng)格，盡可能用學(xué)過的詞匯表達(dá)自己對(duì)三位教師的第一印象。

　　2.讓學(xué)生帶著Reading Activity1中的兩個(gè)問題，進(jìn)行聽力訓(xùn)練，使學(xué)生初步感知課文內(nèi)容，訓(xùn)練學(xué)生的聽力撲捉能力，為進(jìn)一步的閱讀理解打下基礎(chǔ)。

　　T: Talking about teachers is an interesting topic for students all the time.

　　Now, we’ll read three compositions about three teachers written by their students. And we’ll know more about them. Let’s know them first.

　　S: Mrs Li, Mr Wu, Mrs Chen.

　　T: First, let’s listen to the tape and try your best to answer the two questions.

　　1. Which teachers do students like a lot?

　　2. Who is a very good teacher but is serious and strict?

　　Step3: While-reading

　　1.總體閱讀文章，只要求理解，核對(duì)聽力中的兩個(gè)問題的答案。

　　2.每個(gè)學(xué)生一邊閱讀一邊記下不懂的地方，然后兩人一組，互相幫助解決語言形式引起的理解問題，如，生詞或短語，完成課本上的Ativity2&3的詞匯練習(xí)。

　　3.再一次閱讀，回答課文中Ativity4的問題，培養(yǎng)查讀技能。

(1) Which paragraphs tell us what the teachers look like?

(2) What subjects does each teacher teach?

(3) Who is the most popular teacher?

(4) Who is the kindest teacher?

(5) Which teacher is students most afraid of?

(6) Which teachers explain things clearly?

　　4.全班分為三大組，每一組分別對(duì)課文進(jìn)行小結(jié)，完成表格。這一活動(dòng)培養(yǎng)學(xué)生的合作精神和總結(jié)能力。利用表格進(jìn)行讀書摘記，使課文內(nèi)容化繁為簡，思路清晰，易于對(duì)比三位老師的個(gè)性特征和教學(xué)風(fēng)格。

　　Name

　　Subject

　　Appearance

　　Personality

　　Examples

　　Mrs Li

　　Mrs Chen

　　Mr Wu

　　Step4.Post-reading

　　1.讓學(xué)生兩人一組，討論下列問題：

　　Which teachers do you like best, Mrs Li, Mrs Chen or Mr Wu? Why?

　　2.呈現(xiàn)學(xué)生身邊任課教師的真實(shí)照片，讓學(xué)生運(yùn)用所學(xué)詞句描述自己熟悉的老師特征。讓學(xué)生四人一小組討論，然后寫下要點(diǎn)進(jìn)行匯報(bào)。

　　這一環(huán)節(jié)屬于學(xué)生語言能力的拓展、知識(shí)的靈活運(yùn)用。通過呈現(xiàn)學(xué)生身邊任課教師的真實(shí)照片，讓學(xué)生運(yùn)用所學(xué)詞句描述自己熟悉的老師特征這一活動(dòng)聯(lián)系了學(xué)生的真實(shí)生活，學(xué)生比較感興趣，每個(gè)學(xué)生都有話要說。通過這一活動(dòng)，使學(xué)生把所學(xué)語言運(yùn)用于實(shí)踐當(dāng)中。

　　通過以上各個(gè)環(huán)節(jié)的設(shè)計(jì)與實(shí)施，從多方面強(qiáng)化語言技能的訓(xùn)練，全面培養(yǎng)學(xué)生的綜合英語能力。

　　Step 5. Homework:

　　Write a composition about your favorite teacher.

　　六.板書設(shè)計(jì)

　　1. Words describing your teacher:

　　Team1(Girls) Team2(Boys)

　　Patien kind

　　Lively popular

... …

　　2.利用多媒體課件展示一些圖片、閱讀理解問題和讀書摘記表格。

　　高三英語教案人教版4篇

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