2022人教高三下册英语教学设计范文.docx

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1、2022最新人数高三下册英语教学设计范文让教师在扎实、充实、平实、真实的授课过程中真正享受 到，“教学作为一个创造过程的全部欢乐和智慧的体验”。下 面是小编整理的人教高三下册英语教学设计5篇，欢迎大家阅 读分享借鉴，希望大家喜欢，也希望对大家有所帮助。人教高 三下册英语教学设计1一、对本节课的定位我认为在“新课程 标准”和“新基础教育”的理念的指导下，这节课应该既能够 让学生的学习有意义，也能够让教师在扎实、充实、平实、真 实的授课过程中真正享受到，“教学作为一个创造过程的全部 欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教 学主要内容的新目标（G。for it）教材典型设计，借助本单

2、元 可以给学生在学习方法上以很好的指导，并可以在小空间内进 行大规模的扎实、有效的训练。二、任务目标的确定本单元的 教学任务是在“交通（transportation）”这一话题下，让学生 学会谈论“交通”（包括不同的交通方式，到某地的距离以及 以某种交通方式到某地所花费的时间等），学习一些文化常 识，掌握一定的学习方法，并在大量的、有效的训练中提高学 生的听说读写等基本能力。三、教学环节的设计思路本着整体 划一，循序渐进，高效有序，并在教学中能不断地深化教学的tena week. I go dancing three times a monthHow ofdoes your English t

3、eacher exercise/ go shopping / watch TV / go dancing?Students: Our English teacher exercises every day*. Step 6： Listening (2a and 2b) Teacher: My friend Cheng is talking about something about his different activities, let s listen and number the activities you hear. Teacher: Listen again. How often

4、 does Cheng do the activities above?(Help students to finish 2a and 2b) Step 7： . Do asurvey:Activities How oftenTake a showerWash your hairExerciseClean your roomAsk and answer: How often do you take a shower?How often does he / she take a shower?Let Ss ask and answer in pairs, using always, usuall

5、y, often, sometimes, hardly ever or never. 人教高 三下册英语教学设计3教学目标分析1、语言目标a.重点词 汇：Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris. Cities: Sydney, New York, Toronto, Toyo, LondonLanguages: English, French, Japanese, Chinese, b. 重点句型：- Wherefrom?

6、 -She s/He s from- -Where doeslive? -She/He lives in -What language does she /he speak? - She/He speaks . 2 能力目标 a.培养学生在 文段中寻找信息的能力;b.学会用英文给笔友写回信，简单介 绍个人情况;C.通过有效地小组合作，培养学生合作能力及团 队精神。d.在连惯的听说读写活动中，训练学生的逻辑思 维，快速反应能力和实践能力，使学生能熟练运用新句型来 谈论年龄和日期。3、交际目标通过学习本单元的内容，使学 生学会用各种方式与世界各国朋友交流。4、德育目标了解世 界，了解不同地区的人文

7、风俗;学会理解和尊重异国文化。三、单元重难点分析重点：1.谈论国籍、民族及其语言。2. 询问并回答人们的住处。难点：1.含from的where引导的 特殊疑问句及其回答2.含live的where引导的特殊疑问句 及其回答四、课时结构为了能较好地实现既定的教学目标，结 合本单元教学内容和学生的学习规律，将本单元授课时定为四 课时。Period 1 Section A la 一2dPeriod 2 Section A 3a Section B2cPeriod 3 Section B 3a3cPeriod 4 Summingup Section A and B and the grammar. 五、

8、教学过程设计The First PeriodTeaching aims: 1. Learn to express the main countries and cities. 2. Know something about the countries. 3. Master where- sentence structure. Key points: 1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New

9、York, Paris, Toronto,Tokyo world2. Sentences: -Where is your pen pal from? 一 He s from Australia. -Where does he live? - He lives in Paris- Where is John s pen pal from ?Teaching aids: Some cards with cities and countries. Teaching procedures: Step 1. Lead 一in (la&2a) First greet the students. Then

10、teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival?Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the n

11、ames of countries and cites. At last finish 2a on通过这个环节，教师完成本单元的新单词的导入，通 过提供给学生每个国家的地图，让学生猜出国家名称及相应的 城市，学生能有意识的记忆国家及城市的名称，并为整节课任 page2.务的完成奠定最基本的词汇基础。在看图片时学生能够做到精 神集中，并能激发学生的学习兴趣。Step2. Practice (lc&2d) Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from diff

12、erent countries. One of my pen palsis Sandy. She is from the UK. She lives in London. Askthe students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.With these sentence st

13、ructures, ask students to practice them in pairs.Make a Survey t o understand your classmates better.上面这些句型的操练都是为了最后一个任务作铺垫。 操练的过程中可以及时纠正学生的错误。然后让学生填写调查 表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城 市，同时让学生认识和了解一些国家和城市相关地理文化知 识，拓展学生的视野，激发他们的兴趣。在完成任务的过程中 运用wherefrom和wherelive引导的特殊疑问句，综合运 用目标语言，询问并回答人们的国籍和住处。Step3. Lis

14、tening comprehension (lb, 2b&2c) After practice, do a lot of listening exercises. Finish lb on page 1 and 2b & 2c on page 2.在口 头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难 T,这样可以增加他们学习英语的信心。并且这些听力材料的 设计也是层层递进，由易到难，充分考虑到了学生的层次，起 到了很好的巩固作用。人教高三下册英语教学设计4任务：My favourite sport目的：通过编谜语复习和巩固与有关运动项 目的英语名称，扩大学生的词汇量，培养其

15、英语的兴趣。材 料：调查表一份语言技能：Reading and writing语言知识： 与运动相关的词汇提示词语几句型：1.必备词汇与句型(1) football, basketball, volleyball, pingpong,tennis, (2) What is my favourite sport, do youknow? (3) It s from England. It is round. Manypeoplelike it2.扩展词汇与句型 Sports: badminton, bowling, boxing, horse riding, jogging, shot-put,

16、 golf, cycling, shooting, hiking, Seasons: in spring, in summer, in autumn, in winterPlace: inside the door (indoor sports), outside the door (outdoor sports), on the playground, in the spo rts field,Style: teamwork, in pairs, individual, Sports change with theseason. People play diferebt games in d

17、ifferent seasons. 活动形式：3-4人小组操作过程：(1)学生自由组合成3-4人 小组，讨论确定小组成员中最喜欢的运动项目；(2)教师制作 如下表格，复印若干份，分发给各小组：(3)各小组利用课余 时间，上网或去图书馆查阅所喜欢的运动项目的相关资料，并 根据要求填写表格；(4)小组成员合作根据表格填写的内容编 写一则谜语，然后叫给教师，由教师作一些必要的修改。例 如：The ground must be 26 metres long and 14 metreswide. There can be ten players in a team but not more than f

18、ive players in team may play at one time. To score a point a player must throw the ball, but they must not carry it. There are four twelve-minute periods for the match. What is myfavourfanwen. wenkul. comite sports, do you know? (5) 把谜 语张贴在教室橱窗内，供其他组成员猜测。人教高三下册英语 教学设计5初中英语Unit 1 A Trip to Beijing 一、

19、教学内 容分析本单元以A Trip to Beijing为话题，学生通过本单元 学习，能够表达请求许可，能够询问及表达两地距离，掌握一 百以上数字的读法与写法，初步学习比较等级的形式及用法； 学会制定计划以及用英语购买票。1、Lesson 1要求学生通过学习李明与妈妈关于去北京旅行的对话，通过技能训练掌握 表示意愿以及请求许可的表达方式。2、Lesson 2以打电话的形式，要求学生学习如何邀请别人一起旅行以及一些旅行安 排的表达方式。3、Lesson 3要求学生通过学习本课能够询 问及表达两地的距离，并掌握100以上数字的读法与写法。4、Lesson 4以唱歌和对话的形式要求学生复习各种交通方

20、 式，并通过对比初步学习比较等级的形式及用法。5、Lesson 5通过学习本课掌握一周七天的读法与写法，重点掌握如何作 旅行计划，学会征询别人的意见。6、Lesson 6通过学习Jenny和Li Ming做旅行准备的对话，重点复习this, that, these, those的用法，及谈论数量，提供帮助的表达方式。7、Lesson7通过本课学习购票的表达方式及劝阻他人不做 某事的表达法，同时要求学生学会书面讲述令自己兴奋的一次 经历。8、Lesson 8帮助学生复习运用本单元所学内容。二、教学目标句式：1. Talk about distance一How far isit from to ?

21、一It s kilometers. / It sabout *2. Asking for permissionMay I Yes, you may./No, you may not. 3. Showing IntentionsDo you want ?!want.Let s take a , is faster/slower than.4. OthersHowmany do you have?Please （don t）. 三、 教学过程：（一）通过谈话引出正题：大家暑假去没去旅游，谁 能说说旅游情况?注意：用英语会话。（二）导入课文，学习相 关句子。重点句子 1. lMay I go on

22、a trip to Beijing?一Yes, you may. / No, you may not. 1. How far is it from China to Canada? It s about eight thousand five hundred kilometer. 2. A train is slower than a plane, but faster than a bus. 3. What do you think of it?4. I want to go to the Great Wall. 5. May I help you? Sure. 6.How much for

23、 a ticket on the T58 from Shijiazhuang to Beijing, please?7. Please don t run or jump.（三 ）具体 实施 L Greet the students and get them to talk about their holidays. T: I haven t seen you for long ages, boys and girls! How is it going?S: Quite well. How are you?T: I m f ine, too. Thanks. Did you have a ni

24、ce holiday?S: Yes. T: Would you like to share your experience with me?What did you do ?S: I read a lot. T: You must have learnt a lot. 2. Get some other students to talk about their holidays. And then show some places of interest andcontinue talking with the students to make them understand the phra

25、se go on a trip to. T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about thisabout the first picture?S: It s Tian anmen Square. T: That s right! The second one?S: It s Gugong. (In city. Show the students the following pictures. T: HowChinese)T: In English It

26、is named the Palace Museum. S: The Palace Museum. T: How about the last one?S: It s Changcheng. T: It s the Great Wall in English. S: The Great Wall. T: There are so many beautiful places in Beijing. And Beijing is the capital city of our设计思路来安排本节的每一个环节。（一）整体划一在本节课 中，对于“整齐划一”可以从两点来说明：首先，本人一直认 为作为语言教

27、学，听说读写等能力的训练应该是一个整体，不 可分割开来的，因此在教学设计中可以说一个话题，一个训练 都蕴含着各种能力的培养;其次，在教学中每一节课都是独立 的，但在我的教学设计中每一节课不仅可以独立，更重视它在 单元教学整体中的地位与作用。与每一节课内衔接一样，单元 教学的整体衔接也很重要。（二）循序渐进，高效有序本节课从 简单的对 How do you get to school inthe morning?”的询问入手，引入对重要课文Section A 3a;的复习。通过学 生复述这段文字，重点巩固由“How, How long, How far引 导的谈论交通话题的重要句型，并提炼相关的

28、信息形成新的对 话，为下一环节作铺垫。即课文Section A 3b 的训练，通过 第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈 论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学 习水到渠成。然后完成对本节课学习的测试，进行归纳总结本 节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化;作业二中要求学生做一个调 查，并形成调查报告，实际上和测试二一起构成了对Section B3a的有效预习。总之，本课从课本入手，用课本内容引出 一系列的活动，最终又导向课本，环节紧扣，层次清晰。四、country. Would you like

29、 to travel to Beijing? (To onestudent) S: Yes. T: Would you like to go on a trip to Beijing too?3. Help the student to answer. Make sure the students know the meaning of go on a trip to. S: Yes. I d like to go on a trip to Beijing.T:(略)4. Get the students to learn to talk about permission by using t

30、he phrase: to go on a trip to. The teacher can show them some pictures of places ofyou like to go on a trip to, Beijing or Guilin?S: I d interest to help them to discuss. T: What city wouldlike to go on a trip to Guilin. 5. Ask more students the same question to let them learn the phrase go on a tri

31、p to wellT: Gulin is a very beautiful place. May I go on a trip with you?6. Help the student to answer: Yes, you may. Or No, you may not. Explain the meaning in Chinese if necessary. S: Yes, you may. T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money?S: No, yo

32、u may not. T:the tape carefully. Does Li Ming s mother go on a Li Ming wants to go on a trip to Beijing. Listen totrip to Beijing too?S: (After listening) Yes. 四、课堂练习： 听 Listen to dialogues about distance,intentions, and numerals 说 Talk about distance, show intentions, say numbers and make a phone c

33、all inEnglish 读 Read dialogues about trips 写 Write apian 五、布置作业：完成课本1-5题人教高三下册英语教学设计独特的创意本节课的设计中，具有独特创意的地方，可以从以 下几个方面来说：第一、独特的环节设计首先面向全体学生进 行简单的复习，目的在于巩固几个基本句型。然后把课本中阅 读的短文用复述和听力的方式引入，别出心裁。其主要目的在 于营造较轻松的语言环境，缓解部分学生对于说写等输出环节 的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知 识的过程。既练习口头表达，又巩固了读的成效。教学步骤中 每一步都将成为下一教学步骤的铺垫，在每一

34、步骤中，教师设 计具体任务，让学生参与到课堂互动中，并完成具体的任务。 整个课堂设计由浅入深，循序渐进，难度过渡非常自然。第 二、独特的课程深化全面展开训练，重点集中突破，中考真题 帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真 题来重点训练和巩固所学，不但给学生对本节课的理解有更深 一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其 次，在对交通的表达方式上的深化，采用了系统归纳，并用同 意表达的形式进行训练，有层次，有实效。第三、独特的思维 能力训练着重思维能力的训练，围绕话题进行多方面的扩展性 的练习，并充分地利用Listening和Speaking,引发学生积 极思维，以G

35、roupwork和Pairwork等多种形式讨论和操练。 最终达到让学生熟练谈论“交通”这一说话能力的目标。并在 作业中以预习形式对这一目标进行了延伸。五、掌控好借来的 学生由于是借班上课，学生又是活动的主体，课堂上大部分的 时间交给学生，教师的引导是关键。人教高三下册英语教学设 计 2Unit 1 H ow often do you exercise? I . Analyis of teaching materiall. The topic of this unit is aboutfree time actmties。Suchtopicisrelated to students daily

36、 life. So it is helpful toraise learning interest of students. If students can learn this unit well , it will be helpful to make students learn the the rest of this book. 2 . Teaching Aims and Demands (1) Knowledge Obj ectIn this unit studentsthings. (2) Ability ObjectsTo improve students ability le

37、arn to talk about how often they doof listening , speaking, reading and writing. (3)Moral ObjectsTo help students form a good eating habit. To do exercise every day and keep fit. 3 . Teaching Key PointTo master the key vocabularyand the target language presented in this unit. 4 . Teaching Difficult

38、PointTo train students how to use the key vocabulary and the target language by reading andwriting. 5 . Studying WaysTeach students how to usecontext. Teach students how to do a survey. II. LanguageFunctionTalk about how often you do things. III. Target LanguageWhat do you usually do on weekends?! s

39、ometimes go to the beach. . How often do you eat vegetables?Every day. Most of the students do homework everyoften？Adverbs ofday. IV. StructureWh-questionsWhat do一?HowfrequencyAll/most/some/noneV . Vocabularyalways usually, often, sometimeshardly, ever, never, exercising, shopping, skateboarding onc

40、e , twice, three times a week , month, every day, milk , junk, food, dr ink VI. Recyclingreading, watching TV , go to the movies, fruit，vegetablesVII. Learning strategiesUsing context. Transforming information. VUL Teaching timesSix periodsPeriod OneTeaching Aims: 1. Learn to talk about how often do

41、 you do things2. To learn the words of the adverbs of frequency. Teaching Difficulties: 1. words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program. 2. phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never ,

42、hardly ever ,sometimes . 3. Sentence patterns: What does she /he doon weekends ? She often goes to the movies . How often do you shop ? Once a week / Twice a week Teaching Aids: Tape recorderMedia. Teaching Procedures: Step 1 ： Greeting. 1. Teacher: Summer vacation is over. I think you had a wonderf

43、ul vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?2. Encourage students to share their holidays with the whole class. Step 2： Leading-inTeacher: Oh, you had a happy and colorful vacation. Today we will talk about more activitie

44、s on weekends. First, let s think about what we can do on weekends. (Ask some questions and let students think it over). Teacher: I often sing on weekends, what do you usually do on weekends?Sl: I often take piano lessons. Teacher: What does she usually do on weekends? (Ask another student) S2: She

45、often takes piano lessons. Teacher: What about you? (Ask S2)S2: I often play basketballTeacher: What does he usually do on weekends? (Ask another student) S3: He often plays basketball. (Ask more students in the same way)Step 3:la Look at the screen. Make a list of the different weekend activities.

46、First let students list different activities, thenTeacher: Now work in pairs, ask and answerWhat does he/she do on weekends?She goesshopping. / She reads books. / He exercises. / Hewatches TV. / She goes skateboarding. Step 4： lb Listenand write the letters from the picture above on the lines below.

47、 Get students to focus on the six adverbs in activity lb and help students to understand: Always- 100% usually- 90% of ten - 80% sometimes-50% hardly ever- 10% never-0%Step 5 ： Lead-in: Teacher: I always read English books on weekends. I usually exercise on weekends. I often go to visit my grandpare

48、nts. I sometimes go shopping on weekends. I hardly ever play computer games on weekends. I never play cards on weekends. What does your English teacher do onweekends?(Help students to say)Students: Our Englishusually exercises on weekends*. . Teacher: I exercise teacher always reads English books on weekends. Sheevery day. I go shopping once a week. I watch TV twice