高三英语公开课教案复习过程
【公开课教案及学案】高考英语阅读理解-词义猜测
高考英语阅读理解-词义猜测教学设计一、教学内容分析1.Revive some more important words & phrases.2. Conclude Conversion & noun suffixes and prefixes.3. Master more Polysemy as possible as the students can.二、学情分析3年的高中生活即将结束，回顾3年的学生的学习经过，高中的学习生活丰富多彩又充满挑战。
作为高三临近高考的考生每天花了不少时间背单词。
因此，在高考前，鼓励学生尽量多记相关的词汇，突破词义、词型和短语的同时也要注重词汇掌握的技巧和规律，以达到一个更高的水平。
三、教学目标细则1.根据逻辑关系（同义或近义关系等），解释说明（下定义，定语从句等），构词法（合成，派生等），文化常识等方法进行猜测词义。
2. 能够把握代词指代所在的段落或前文表达的含义，抓住关键词或关键句，理清逻辑关系，进而推断代词的指代内容。
3. 能够对原句进行语法或语义上的准确分析，结合原文意义对划线句子做出合理的推理和判断，从而来进行句意猜测。
三、教学设计思路活动设计:本板块设计了3个步骤，从复习—练习—归纳，帮助学生突破词汇的障碍。
四、教学目标:1.Learning Objectives:Learning Objectives:By the end of the class, students will be able to1). master some more important words & phrases.2).use Conversion & Noun suffixes and prefixes fluently.3). master more polysemy as possible as you can.2.Learning Strategy:Be able to draw a conclusion.Be able to contact context.3.Cultural awareness:Understand authentic English expressions and exotic customs五，教学重难点重点:1. Use conversion & affixation fluently2.Connecting context to overcome difficulties.难点:Connecting context to overcome difficulties.六.教学方法Task-based language learning, cooperative learning.七.教学过程高考阅读---词义猜测2023泉州三模CAnother study by the Think Wood campaign concludes that nature can have a beneficial effect on creativity, concentration and well-being. Not only do cool-looking biophilic offices help companies recruit(招聘) talent in an incredibly tight labor market, but they also nudge the new talent to perform better at work.(2023泉州三模）33. What does the underlined word “nudge”in paragraph 4 mean?A. Encourage.B. Anticipate.C. Remind.D. Promise2023广东二模 CClare says the concept has been used for years in different ways. Scientists sample pathogens(病原体) from the air, which has been used to help track COVID-19. Environmental DNA can also be collected from water to help ease invasive species.33. What does the underlined phrase “the concept”in paragraph 3 refer to?A. Detecting danger in the air.B. Protecting endangered animals.C. Sucking DNA out of the air.D. Collecting environmental samples.CYesterday, after a day of Zoom (视频会议软件) meetings in my living room, I stepped out for a walk, leaving my teen son bored on the couch. Bleecker Street, usually packed with people, was sprinkled with only the occasional pedestrians. Bars and restaurants lining the street were dark. Stores with bright neon lights, doors open, beckoned for the rare passers-by to enter. After just a week of the Covid-19 pandemic, an afternoon walk in Greenwich Village neighborhood felt surreal.But then I noticed a row of daffodils (水仙) reaching for the sun in the small triangle-shaped park by Minetta Lane. On the windows of a locked restaurant, in bright yellow paint, were the words “We love you, West Village. Take care of each other." My phone buzzed—a colleague, sent a picture of her newborn baby just home from the hospital. I arrived home to find my son animated on the couch playing a video game virtually with his friends. Life, love, play, and human connection persist, even though our world has been turned upside down.In my welcome note to the new students in the Fall, I wrote that this year is about ourcollege's core values of inclusion, innovation, and impact and emphasized the power of interconnection. Today,these core values persist, with interconnection taking on even greater significance. Our collaborative spirit has always given us an advantage-academically, creatively, culturally, and now, remotely.A wise person once told me that getting through a crisis is like being given a new hand of cards in the middle of a game. We are halfway through the semester, with new hands to play, but the game hasn't changed. We will find new ways to continue to work, teach, create, and learn. Let's also continue the informal interactions that make us a community-the study groups,coffee dates, drop-ins just to say hello. In doing so, we will remain connected.We will come together, from spaces around the world, to meet this new reality. This is who we are. Nothing not space,nor time can keep us from moving forward, together.28.What can he inferred from paragraph 1?A.The Covid-19 pandemic is unstoppable.B.The effects of the pandemic could he easily felt.C.Nothing is the same except that the business goes slow as usual.D.People have every reason to be worried about the future.29.What does the writer include in paragraph 2?A.Daily routines that seemed insignificant.B.Reminders that the world has been changed.C.Events that people can do during the pandemic.D.Things or people that carry symbolic meanings.30.What does the underlined word "collaborative" mean in paragraph 3?A.Cooperative.B.Pioneering.C.Independent.D.Adventurous.31..What is the main purpose of the text?A.To express wisdom gained from previous experience.B.To give people some tips on how to handle a crisis.C.To deliver an uplifting message over the pandemic.D.To encourage people to enjoy the great outdoors.。
高三英语试卷评讲公开课
高三英语试卷评讲公开课教学内容：本次公开课的教学内容为高三英语试卷的评讲，主要针对学生们在考试中常见的错误进行分析和讲解，帮助他们提高答题技巧和语言运用能力。
教材章节涉及阅读理解、完形填空、短文改错和作文等部分。
教学目标：1. 帮助学生了解自己在英语考试中的薄弱环节，提高答题技巧。
2. 通过试卷评讲，加深学生对英语知识点的理解和运用。
3. 激发学生学习英语的兴趣，提高他们的自信心。
教学难点与重点：难点：学生对英语语法、词汇和阅读理解的掌握程度。
重点：答题技巧的讲解和实际运用。
教具与学具准备：教具：投影仪、电脑、黑板、粉笔。
教学过程：一、实践情景引入（5分钟）教师通过展示一份学生常见的英语试卷，让学生回顾自己在考试中的表现，引出本次公开课的主题。
二、例题讲解（15分钟）教师选取具有代表性的试卷题目，进行详细讲解，包括答题思路、技巧和方法。
如阅读理解题目，教师可引导学生关注文章主旨、作者观点、事实细节等，帮助他们提高答题准确率。
三、随堂练习（10分钟）教师给出类似的题目，让学生现场练习，并及时给予指导和反馈。
四、短文改错讲解（10分钟）针对学生在这部分常犯的错误，教师进行分析，讲解改错的方法和技巧。
如关注动词时态、主谓一致、名词所有格等。
五、作文讲解（10分钟）教师选取一篇学生作文，进行分析点评，指出其中的优点和不足，并给出改进建议。
同时，教授作文的构思、素材选择和表达方法等。
板书设计：1. 试卷评讲要点2. 答题技巧与方法3. 语言运用注意事项作业设计：1. 挑选一份英语试卷，对其中错误的题目进行分析和改正。
课后反思及拓展延伸：重点和难点解析：一、教学内容细节解析2. 答题技巧与方法：针对不同题型，学生应掌握哪些答题技巧和方法？例如，在阅读理解题目中，学生应关注文章主旨、作者观点、事实细节等；在完形填空题目中，学生应注意语境、逻辑关系、词义辨析等。
3. 语言运用注意事项：学生在英语考试中常在哪些方面出现语言运用错误？例如，动词时态、主谓一致、名词所有格等。
公开课教案
Teaching plan for the opening class By Zhang Qiuhua Class Seven GradeⅡTeaching Demands: 1. To learn some tips of writing skills2. To discuss the warming up sections in UNIT4 SHARINGTeaching difficult and important points:1.To remember some basic sentences to form a structure of a writing2. To have ease discussion about sharing and volunteerTeaching process:Ste pⅠ. OrganizationSte pⅡ. Explaining HOW TO DO THE WRITING第二节书面表达（满分25分）你所在的班级将要举办一次主题为“What Can We Do for Our School?”的英语演讲比赛。
请写一篇英语演讲稿，要求从以下四方面任选一至两个进行阐述，并举例加以说明。
（1）关心他人。
（2）美化校园。
（3）爱护学校设施。
（4）营造良好的学习氛围。
注意：（1）不要在书面表达中出现所在学校的校名和本人姓名，否则本节判为零分。
（2）词数：100左右。
（3）参考词汇：爱心love and care；校园campus；设施facilities；氛围environment. （4）开头和结尾已经写好，且不计入词数。
1. The four tips of writing skills·t o read the demands carefully(form tense person)· writing languages这是一篇英语演讲稿，可以用简明的语言来阐述自己的观点。
高三英语复习课教案市公开课一等奖教案省赛课金奖教案
高三英语复习课教案教学目标：1. 复习并巩固高三英语的重要知识点和语法结构。
2. 提高学生的听、说、读、写和翻译能力。
3. 培养学生的合作学习和自主学习能力。
教学内容：1. Grammar: 复习时态、语态、介词、连词等语法知识。
2. Vocabulary: 复习重要词汇，并通过练习和运用来增强记忆。
3. Reading comprehension: 阅读理解练习，包括短文、文章和新闻等。
4. Writing skills: 提高学生的写作能力，包括作文和翻译练习。
教学过程：一、导入（5分钟）1. 教师简要介绍今天的教学内容和目标。
2. 回顾上一节课的知识点，激发学生的学习兴趣。
二、复习语法知识（30分钟）1. 回顾并讲解时态的用法、语态的转换等重要的语法知识点。
2. 利用练习题巩固学生对语法知识点的理解和应用能力。
3. 学生们可以分组合作完成一些语法练习，提高合作学习能力。
三、记忆词汇（20分钟）1. 引导学生用各种记忆方法记忆重要词汇。
2. 设计词汇游戏或活动，使学生更好地掌握和巩固词汇。
3. 鼓励学生在词汇的运用过程中提高口语表达能力。
四、阅读理解（25分钟）1. 教师选择一篇适合学生水平的英语阅读素材。
2. 学生们独立阅读并回答问题，培养快速阅读和理解能力。
3. 学生们可以分组讨论答案，培养合作学习能力。
五、写作练习（30分钟）1. 学生们自主选择写作题目，可以是作文或翻译练习。
2. 学生们在教师指导下进行写作，并相互修改和改进。
3. 教师进行作品点评和指导，提高学生的写作能力。
六、总结与反思（10分钟）1. 教师总结今天的教学内容，强调重点和难点。
2. 学生回答教师提出的问题，进行反思和自我评价。
教学反思：本节课通过复习和梳理高三英语的重要知识点和语法结构，提高了学生的语言运用能力和语言准确性。
我们通过阅读和写作练习，让学生能够更好地理解和运用所学知识，培养了他们的自主学习能力。
此外，合作学习和小组讨论的环节也有效地促进了学生的互动和交流，激发了他们学习英语的兴趣和积极性。
高三英语一轮公开课教案
高三英语一轮公开课教案高三英语一轮公开课教案高三英语一轮公开课教案1● Teaching aims1．掌握“四会”单词、词组，同时记忆“三会”词组，理解词义和用法。
2．掌握以下交际用语，并掌握其正确的语音、语调，在适宜的语言环境中可以学以致用。
3．掌握如今进展时的陈述句、疑问句及其答语。
● Key points1．掌握“四会”单词、词组。
2．掌握并灵敏运用日常交际用语。
● Difficult points1．掌握一般如今时的陈述句、疑问句及其答语。
2．掌握邀请及其答复的习惯用语。
● Teaching methods复习法、情景教学法、归纳法。
● Teaching aids投影仪、微机、图片、投影片课件Lesson 89教学演示.ppt。
● Teaching proceduresStep 1 RevisionRevise the word “have” and the Present Continuous Tense.Step 2 Presentation展示动画《Talk about food and drink.swf》中的listening的场景，答复以下问题后，展示其他的对话情境，播放顺序根据学生的承受程度而定。
Step 3 Read and act1. 每个对话在展示时，都先隐藏文字听声音，让学生说出对话的大意。
2. 给出文字，学生理解对话的内容后，分别跟读、朗读。
3．引导学生熟悉使用这些交际用语，静音状态下，让学生看动画，演示对话内容。
4．让学生分组读对话〔可先给2分钟准备〕。
Step 4 Consolidation＊根据场景Interview的对话，填写表格Fill in the blanks：Peggy’s breakfasther favourite sportsJimmy’s breakfastthe thing he likes to do＊用some或any完成以下句子。
1. I have ____milk here, but I don’t have ____tea.2. —Would you like ____ cakes? —Two, please.3. Is there ____food on the table?4 .Can I have ____meat? Sony, you can’t. Therei sn’t____.Answers: 1. some, any 2. some 3. any 4. some, any Step 5 Summary让学生归纳、总结本课重点句型，培养他们良好的学习方法和动脑习惯。
英语公开课教案陈雪梅
Unit9 Health careThe second period任课教师：陈雪梅Teaching Aims:1. Learn and master the following words and phrases.carpenter income hopeless clinic lay off laid-off make matters worse2. Train the students’ reading ability.3. Get the students to learn what the government has done about health care. Teaching Important Points:1.Master the useful words and expressions in the text.2.Improve the reading ability of the students.Teaching Difficult Points:1.Help the students understand the reading material exactly.2.Help the students improve their ability to use language.Teaching Methods:1.Fast reading to get a general idea of the passage.2.Careful reading to get the detailed information.3.Asking-and-answering activity to understand the text better.4.Exercises to make students get better understanding of the passage. Teaching Aids:1.the multimedia2.the blackboard3.the tape recorderTeaching steps:Step1. Greeting and RevisionClass begins. Good morning…Today, we’ll continue to learn Unit9 health care(Blackboard) In last period, we know some situations where people need help, can you tell me the situations?(Blackboard)? What should people do if they are in such situations? (Turn to society for help)(Blackboard) Step2. Lead-inOk, let’s go into reading material to have a look at Wang Lin’s case.Step3. Pre-readingOpen your books at page 74, look at Pre-reading. Please skim(Blackboard)the text and match headings with paragraphs.(pay more attention to the first and the last sentence of each paragraph)Then check answers, which paragraph describes this statement?Step4. Careful readingOk! Let’s do some careful reading to get more information. At first, the title “A Helping Hand”, think what is a helping hand? Read paragraph A and answer the following questions.1.What’s the matter with Wang Lin?2.What difficulties does Wang Lin have?3.What made matters worse?We know Wang Lin had a serious disease, he lived in a low-income family and his son had taken a bank loan.4.Was Wang Lin able to afford to consult a doctor?5.What’s his situation like? (hopeless)(Blackboard)6.If you were Wang Lin, what should you do?Then read paragraph B carefully and manage to answer these questions.1.How does the project work?2.With the help of the project, was Wang Lin able to pay for the medicaltreatment?3.What has he decided to do after recovery?Step5. ListeningListen to the tape and think what the two paragraphs talk about? What helped Wang Lin to receive medical treatment? ( a health project)(Blackboard)Wang Lin’’s MissChen give a smile to share our happiness. (Blackboard)Step6. Paragraph CLet’s learn more about the project.1.What’s the aim of the project?2.So far how many people have received medical aid?3.What does Chinese government do for low-income families?4.What’s the main idea of the paragraph?Step7. ExercisesDo some types of exercises to make students better understand these paragraphs.1.Pick out the best choices.2.Cloze test3.True or FalseStep8. ConclusionMake a conclusion about the three paragraphs.Step9. Homework1.Read the passage again and again.2.Prepare the rest of the test.Step10.课后反思1.在今后的教学过程中尽量用全英语上课。
高三英语公开课教案大全5篇
高三英语公开课教案大全5篇高三英语公开课教案大全5篇高三英语公开课教案篇1一、指导思想根据《高中英语新课标教学大纲》要求，针对学生实际，确定高三英语教学计划;密切关注20__年英语高考的动向，及时采取应对策略;利用分层教学活动，认真研究教学方法、优化教学过程，通过各种有效教学活动，帮助学生构建完整清晰的知识网络;通过强化训练，使学生综合语言的运用能力有明显提高，并逐步达到高考要求;通过做好各类学生深入细致的思想工作，培养学生健康的学习心理和良好的应试能力。
二、具体内容与要求1、加强对双纲的研究，明确《大纲》和《考纲》的要求(1)关注《20__年考纲》与《20__年考纲》之间的变化。
(2)研究《大纲》中日常交际用语中交际项目，明确学生掌握的重点以及掌握到什么程度。
要求学生掌握《大纲》规定的12个语法项目，并抓住语法重点对学生进行分层教学，分类指导。
(3)明确《大纲》中规定的能力要求。
(4)研究《考纲》，要让学生了解考什么和怎么考，了解试卷的难度要求，试卷各项时间要求等(听力__分钟;语知运用__分钟;阅读理解x分钟;写x分钟)。
(5)分析20__年高考英语试题(__卷、全国卷)，把握考试方向。
2、加强对《大纲》和《考纲》中词汇复习的研究研究《大纲》词汇的内涵和外延度，特别是动词的用法。
优化词汇的教学方法，不能以单词默写来代替词汇训练。
研究学生掌握词汇的状况，在过度教材学习中注意《大纲》词汇的识记和运用，特别是派生词、合成词和多义词等用法的训练，做到词不离句，句不离章。
3、高三英语教材教学(1)要认真扎实地完成高三英语教材选修x的教学任务。
教法上可以将精读和泛读结合起来，目的主要是培养学生英语阅读理解能力。
对课文中的练习可以选择一些重点。
(2)确因教材的难度太大，已不适合作为语言输入的材料，可以选择一些难度相对较低的课文，对学生进行阅读理解的训练。
另外以《20__年高三导与练第一轮英语复习资料》为补充材料，打好学生基础。
高三英语公开课教案
高三英语公开课教案教案标题：提高高三学生英语口语表达能力的公开课教案教学目标：1. 提高学生的英语口语表达能力，包括流利度、准确性和自信心。
2. 培养学生的听说能力，使其能够在日常生活和学习中有效地运用英语进行交流。
3. 培养学生的团队合作意识和互助精神，通过小组合作活动促进学生之间的互动和交流。
教学重点：1. 提高学生的口语表达能力，包括语音语调、词汇运用和语法结构的正确性。
2. 培养学生的听说能力，使其能够理解并回答与日常生活和学习相关的问题。
3. 通过小组合作活动，促进学生之间的互动和交流，提高学生的团队合作能力。
教学准备：1. 多媒体设备和投影仪。
2. 学生教材和练习册。
3. 活动准备：小组合作活动所需的任务卡片、学生名字牌等。
教学过程：Step 1: 导入（5分钟）a. 创造一个轻松的氛围，与学生进行简单的问候和交流。
b. 激发学生学习英语的兴趣，引入本节课的主题。
Step 2: 预习复习（10分钟）a. 让学生回顾上节课所学的口语表达技巧，并进行简单的复习练习。
b. 提供相关的口语练习题，让学生进行小组讨论和回答。
Step 3: 新知讲解（15分钟）a. 通过多媒体展示相关的口语表达技巧和例句，解释其用法和注意事项。
b. 引导学生模仿和练习这些口语表达，纠正他们的发音和语法错误。
Step 4: 合作活动（20分钟）a. 将学生分成小组，每个小组由3-4名学生组成。
b. 分发任务卡片，每个小组选择一张任务卡片，并在规定的时间内完成任务。
c. 学生通过小组合作，进行口语练习和交流，互相纠正错误并提供反馈。
d. 教师巡视各小组，提供必要的指导和帮助。
Step 5: 总结反馈（10分钟）a. 让学生汇报小组活动的成果，分享他们的收获和体会。
b. 教师总结本节课的重点和要点，强调学生在日常生活和学习中运用英语的重要性。
Step 6: 作业布置（5分钟）a. 布置口语练习的作业，要求学生在家中继续进行口语练习，并写下自己的感想和体会。
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精品文档
精品文档Module4 Unit11 Media
Teaching Aims:
1.To review some key words and phrases in this unit.
2.To improve students’ reading skills.
Teaching Difficulties:
How to lead students to talk about something about media.
Teaching Importances:
How to let students master these key words.
Teaching Aids:
A computer.
Teaching Process:
Step1: Greetings
Greet the whole class as usual.
Step2: Lead in
Everyone is connected to some form of media, so how do people contact with
each other nowadays? How about you?
(suggested answers: QQ ; MSN ; Blog ; Twitter ; Facebook ; or even
Pinterest)
Step3: Warm up
Ask students to fill in the blanks with some key words listed in Exercise 1.
Then lead them to read several times.
Step4: Presentation
To review the important usages of words on the book and do the exercises.
Notes: demand to do / on demand/ in demand/ demand that-
arise & raise & rise
blame sb. for sth./ blame sth. on
employ sb. in doing sth./ to do sth./ as…
pretend to do/ that-
Step5: Practice
Ask students to finish these exercises and check answers one by one.
Step6: Conclusion:
1.To read the passage on the blackboard together and write down the useful phrases
on the notebooks.
2.To give the homework to students.。