高三英语公开课
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。
高三英语公开课课件
合成词(有两个或更多的词合成一个词):
everyday pathway riverside
派生词(在词根上加上前、后缀构成另外一个词):
frustration darkest loneliest freedom
转化词(将一种词性转化成另一种词性):
lock place
合成法 (Compounding)
Where there is a will, there is a way.
有志者，事竟成 。 — Thomas Edison
构
词
法
Teacher:
Sharon
Word Formation
合成法 构词法 派生法 转化法
Classify: pathway
frustration lock
freedom darkest place everyday riverside loneliest
practiceagree反义nation形容词farm人recent副词friend形容词hope形容词back形容词visit名词home形容词eight序数词true名词america形容词china形容词按括号内的要求改写下列单词rainynationalrecentlyhopefulvisitoreighthamericandisagreefarmerfriendlybackwardshomelesstruthchinese由于人类活动或者自然过程引起某些物质进入大气中达到足够的浓度滞留足够的时间并因此导致大气环境质量下降影响人类生活的现象
⑷ 副词的后缀 -ly/ward/wards suddenly backwards northward
⑸ 动词的后缀 adj./n. + en deepen darken sharpen
高三英语一轮公开课教案优秀教案范例
⾼三英语⼀轮公开课教案优秀教案范例本⽂中，⼩编整理了⾼三英语⼀轮公开课教案相关内容，来看⼀看吧！英语公开课教案例⼦（⼀）激趣导⼊，务于新知⼀节课的良好开始，对于整节课教学的顺利进⾏起着⾄关重要的作⽤。
在Warming up 部分我分四步进⾏：1、⽤问问题的形式导⼊(屏幕显⽰)。
同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?Which kind of friend do you think is the best friend?2、做调查：在Warming up部分有5个问题，我让学⽣独⽴完成。
然后在屏幕上显⽰下列表格。
3、调查结果：显⽰各得分情况所对应的调查结果，让学⽣⾃⾏对照。
Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下) 能⽤更合理的⽅法处理问题，⼜不伤朋友之间的感情，但⾃⼰的利益有时会受损。
Grade 3 (10分以上) 不伤感情，⼜能保全⾃⼰利益。
通过调查问卷的形式，引导学⽣了解⽇常⽣活中朋友之间发⽣的真实问题以及解决这些问题的⽅法，最后的问卷调查结果让学⽣兴趣和热情倍增，这样能促使学⽣很快进⼊语⾔学习和探究活动中去，愉快的进⼊学习状态。
4、学习三句谚语，使学⽣明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知⾳难得。
Long distance separates no bosom friends. 海内存知⼰，天涯若⽐邻。
（⼆）创设话题，教学新知新课程指出，教师不再是居⾼临下的管理者，⽽是学⽣学习的促进者、组织者、合作者。
1、我布置Pre-reading部分的⼏个问题启发学⽣对“朋友”和“友谊”进⾏思考，使学⽣明确不仅⼈与⼈之间可以做朋友，⽇记也可以成为⼈们的朋友。
高三英语复习公开课：语法填空 课件(共28张PPT)
3、I just wanted to give up. I really couldn’t control __m_y_s_e_l_f _(I).
三、提示词为形容词或副词
Jack became very _w_o_r_r_ie_d_ (worry) and he walked around the room several times.
Exercise 1
1、The book __w_a_s__w_r_it_te_n__ (write) by San Mao in 1976.
2、Most Americans enjoy moving from place __to__ place. 3、“I am a gamer.” I said __in___ a low voice.
4、Most of us are more focused __o_n___ our tasks in the morning than we are later in the day.
5、从句引导词 从句引导词用来引导状语从句、名词性从句和定语 从句。判断空格处填哪一类引导词,首先要看它所引 导的是哪一种从句,然后根据引导词的种类和功能来 确定填哪一个引导词。
1、This is the reason __w_h_y____we must value time.
4、Retirement is obviously a very complex adjustment period and the _e_a_r_li_e_r (early) you start planning for it, the better.
高三英语公开课精品PPT课件
everyday pathway riverside
派生词(在词根上加上前、后缀构成另外一个词):
frustration darkest loneliest freedom
转化词(将一种词性转化成另一种词性):
lock place
合成法 (Compounding)
⑶ 形容词的后缀 -able/ible /al/ful/less/ly /y/ ous / ious/ ed/ ing enjoyable horrible natural careful hopeless friendly cloudy dangerous serious excited exciting
(4) 一些表示特殊意义的前缀 auto- 自动automobile auto bicycle micro- 微小 microscope microcomputer mini- 小型minibus miniskirt
minimarket
2. 后缀
⑴ 表示 “……的人” 的后缀 ① -er ……的人 v. /n. +er reader villager ② -or ……的人 actor governor ③ -ress 表示女性，雌性 actress waitress ④ -ese ……人 Chinese Japanese ⑤ -an ……人 American Australian ⑥ -ist ……家，者 artist novelist
Where there is a will, there is a way.
有志ห้องสมุดไป่ตู้，事竟成 。
— Thomas Edison
构词法
Teacher:
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篇高中英语是高考的重点科目，在开展英语教学工作时应该有个教案。
下面是小编为你准备的高三英语公开课教案，快来借鉴一下并自己写一篇与我们分享吧！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。
高三英语写作公开课课件(共26张)
高三英语写作公开课课件（共26张）
Para.3
表达感谢和期待回复
如果你能考虑我的申请，我将十分感激。期待你的回复。
I would appreciate it if …; take my application into consideration/ account/ take account of/ seriously
高三英语写作公开课课件（共26张）
Para.2
总结
具备了以上提到的所有品质(如上所述)，我可以肯定的 说，我就是你要找的合适人选。
As is mentioned above；with；qualities
With all these qualities mentioned above, I can say with certainty that I am the right person you are looking for.
2.可以适当增加细节，以使行文连贯 3.结束语已为你写好
Dear sir or madam, __________________________________________ _______________________________________________
I am looking forward to hearing from you. Sincerely , Li Hua
⑵递进关系 ⑶举例关系 ⑷转折关系 ⑸因果关系 ⑹归纳总结 ⑺并列关系
高三英语写作公开课课件（共26张）
（使用恰当的连接词使文章流畅）
合适的过渡性词汇
first; firstly; second; secondly; last but not least; at first; first of all; in the first place; at last; last of all; for one thing; for another thing; on the one hand; on the other hand; finally what’s more; besides; furthermore; in addition; additionally; to make matters worse; what’s worse; worse still; for example; for instance; like; such as; as follows; take… as an example
高三英语一轮公开课教案
高三英语一轮公开课教案•相关推荐高三英语一轮公开课教案作为一名辛苦耕耘的教育工作者，常常要根据教学需要编写教案，借助教案可以让教学工作更科学化。
教案要怎么写呢？下面是小编整理的高三英语一轮公开课教案，欢迎阅读，希望大家能够喜欢。
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，了解词义和用法。
2．掌握下列交际用语，并掌握其正确的语音、语调，在合适的语言环境中能够学以致用。
3．掌握现在进行时的陈述句、疑问句及其答语。
● Key points1．掌握“四会”单词、词组。
2．掌握并灵活运用日常交际用语。
● Difficult points1．掌握一般现在时的陈述句、疑问句及其答语。
2．掌握邀请及其回答的习惯用语。
● 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，回答问题后，展示其他的对话情境，播放顺序根据学生的接受水平而定。
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完成下列句子。
高三英语复习公开课课-PPT
Language points
易混点：
1. In her 40 years of practice, the doctor delivered many babies. 接生孩子
2. She was delivered of a healthy baby. 生孩子
get married wtioth a rich monster named Black. (孙梦雅)
But Xiaoqian loved Ning so much that she would rather die than leave him. (杭天元)
They struggled against Grandma and Black for love. “Be with you, or I will die.” They said to each other, hand in hand. It was their determination that moved their friend, Zhuo Yaoshi, who offered help to them.(曹尚飞)
Notes
1.lead to 2. would rather
lead to
一、four different meanings 1) 把…带到, 领到
The bell-boy led us to our rooms. 旅馆服务员2) 使某人做某事 What is it that led you to leave American? 3) (道路)通向 All rivers lead to the sea. 4) 导致, 引起 Heart failure led to her father’s death.
2024届高三英语读后续写公开课
Extended Writing——Reading for WritingⅠ Teaching aims:1)To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.2)To lead students to analyze the plot of the story and the changing emotions of Jenny.3)To teach students how to assess a passage in terms of specific criteria including coherence, transition, content, language, etc.Ⅰ Teaching important points:Grasp the plot development and the emotional line of the text as a whole.Ⅰ Teaching difficult points:The completeness of the continuation and the harmony with the context of the original text.Ⅰ Teaching methods:student-oriented learning; cooperative learning; practiceⅠ Teaching procedures:Presentation materials：阅读下列材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文，续写的字数应在150左右。
Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help weeping when she thought of the scolding from her mother. Having wandered in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, She sighed and had to leave.The seller behind the stand, noticed the young girl and asked, “ Hey, girl, you want to have the noodles?”“oh yes... but I don't have money on me” she replied.“That's nothing. I'll treat you today,” said the man.“Come in”The seller brought her a bowl of noodles, whose smell was so attractive. As she was eating, Jenny cried silently.“What is it?” asked the man kindly.“Nothing, actually I was just touched by your kindness!” said Jenny. “Ev en a stranger on the street will give me a bowl noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thank me a lot. But it is your mother who has raised you since you were baby. Can you remember the times she cooked for you? Have you expressed your gratitude to her?”Jenny sat there speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”On the way home Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.Paragraph 1 Nearing the doorway, Jenny took a deep breath. ________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2 A gentle touch on her hair called her mind back. _______________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________Step 1 Warming-up: (5mins)1)Ask the students two questions：Did you ever have a quarrel with your parent?Do you know how to fix a broken relationship after a quarrel?2)Then ask the students to watch a video telling mother love.Step 2 While reading (15mins)1)Ask the students to find the six elements in the story.2)Ask the students to read the text again and draw a plot line and anemotional line.3)After drawing the plot line and emotional line, get the students to think:What questions will come into your mind seeing the given sentences?4)Ask the students to draw a mind map to make predictions about what to write in Para1. andPara 2. by using some adjectives and phrasal verbs (动词短语).Step 3 Presentation (20mins)Ask the students to show their writings in front of the whole class.Step4 Summary Summarize the steps to continue a story.Step5 Assignment Complete your writing according to the Assessment Criteria for Writing, and then share your writing with your classmates.。