北师大版高中英语必修三教学计划
【新教材】9.1 Active Learning 教学设计-北师大版高中英语必修第三册
Unit9.LearningLesson 1Active Learning教学设计本节课是高中英语第三册unit9 Learning的第一课Active Learning, 课型为阅读课，文章主要介绍了如何积极学习，积极学习的途径有哪些。
通过阅读使学生学会积极学习并将其应用到之后的学习中。
教学目标：（1）学生能够正确使用本节课的重点词汇如：suggest, need, outer, risk …（2）学生能够通过阅读制作思维导图。
（3）学生能够将本节课学到的积极学习的方法运用到之后的学习中。
1.重点：（1）重点词汇的学习及使用（2）能够学会积极学习，学会使用积极学习的方法。
2.难点：（1）了解并将积极学习的方法应用到之后的学习中。
（2）学会制作思维导图。
Step 1 Pre-readingActivity 1.1.T asks students to think what active learners do.2 T asks students to think about who would be an active learner in their class. At the same time, T shows some useful phrases to help Ss organize their language.Step 2 While-readingActivity 2.1.T asks Ss to read Para1 and answer questions.1. What do most people believe about the human brain? Is it true?2. What is active learning?3. What is Kevin Daum going to talk about in the article?Activity3T asks Ss to read the passage again and write the subheading before the corresponding paragraphs..Ask questions. Get to the truth. Listen to the outer voice. Focus on the message. Argue with your inner voiceActivity 4T asks the students to read the first suggestion. Identify the learning actions, reasons and learning effects onActivity 5T asks Ss to work in groups and one student choose one suggestion and introduces it to others.Activity 6T asks Ss to read the passage again then judge whether the following ways of learning are correct or not according to Kevin Daum ? Write T(true) or F(false) .1. When in class, focus on the voice expressing your own opinion.( )2. If you think a speaker is wrong, argue with him/her.( )3. Be curious to find more information about the topic.( )4. Believe what is said in books.( )5. Only engage in classes of your favorite teacher's.( )Activity 7T asks Ss which of the suggestion in the text is the most useful for him/her. Then asks students to share their opinion.Example:I think “arguing with your inner voice ” is the most useful, b ecause it makes me consider the other side of an argumentActivity 8T asks Ss to complete the summary. Use the phrase in the chart to replace the underlined part.In short based on at the heart of attempt to argue withachieve a higher level of understanding get in the way of learningThere are many things we can do to become better learners. We all have two voices. Our inner voice tells us personal opinions and our outer voice deals with others 'opinions and things we have heard. If we listen to our inner voice too much, it can 1 block us from learning. If your inner voice is difficult to control, you can 2 disagree with it. One of thebest ways to promote active learning is to ask questions. This helps you 3 gain more knowledge about a topic. 4 In a word, we should never stop being curious. Active learnersalso 5 try to question the world around them and understand the truth 6 deep within every ideaFinally, as active learners, we should never form opinions about people 7 on the basis of first impressions Activity 9T asks Ss to look at the colored words in the article then add the rest verbs to the table belowAdvise agree avoid can’t stand don’t mind enjoy startHelp like manage practice regret seem remember Activity 10T asks Ss to complete the text with the correct form of the verbs on the brackets.Recently, I've managed 1_______(become)a more active learner. When I'm reading a book or listening to my teacher, I try 2 _____(forget)what I've learnt before or what think about the book or the person giving me the information and practise 3________(concentrate)on the information itself. At the beginning, I found it difficult to do this and I couldn' t help 4________(question)the ideas I was reading or hearing. But now I've learnt to avoid 5 ________ (listen)to my inner voice all the time and sometimes I even argue with it. On the other hand, I also attempt 6________(ask)as many questions as I can. I ask my teachers a lot of questions and I've noticed that the answers to the questions have really helped me understand the topic a lot better.Activity 11T asks Ss to think the following questions.What other ways of active learning do you know?How will you learn actively in the future? Make a list and explain them. Then asks students to compare and discuss their list with their group members.。
北师大版高中英语必修三Unit8《Lesson1AdventureHolidays》教案1
北师大版高中英语必修三Unit8《Lesson1AdventureHolidays》教案1Unit 8 Lesson 1 Adventure Holidays 教学案T eaching Aims:1 To distinguish between and use State and Activity verb.2 To identify paragraph topic in a reading text3 To distinguish between and use adverbs and adjectivesTeaching difficulties:To distinguish between and use State and Activity verbTeaching Aids: computerTeaching procedures:Ⅰ. Warming up.Now adventure holiday is more and more popular. Which of these holidays would you like to go on？Which of these holidays would you like to go on？A canoeing and white-water rafting in YunnanB trekking and climbing in the HimalayasC doing watersports in Hainan Island.D an oveland safari in Tanzania.Give students some pictures .Ask students to give reasons for their choice.S: Their answers may be various.ⅡreadingTask 1 read the brochure and match the paragraphs (1-7)with the topics( the aim is to train students to master main idea of the paragraph)III listening (the aim is to give students right pronunciation and improve their listening ability. The teacher can suggest some students who are good at English closing books)ⅣReadingTask1.Read the text loudly and make a preparation for answering questions at the same time further understanding of the textTask2.Answer these questions in your own words (T he aim is to practice students’ spoken English. Encourage students to answer the questions without looking at books.) Ⅴlanguage pointsTask1. language points1. as well as 同……一样，也是，还有As well as the group guide，all expeditions have cooks and porters. 所有的长途跋涉都配有厨师、搬运工和向导。
北师大版高中英语必修3 Unit8 Lesson2 教学设计
Unit8 Lesson 2 教学设计1.Analysis of the material.This lesson is the second part of the Unit 8. It mainly deals with listening and speaking. The central topic in this lesson is the extreme sports, such as, bungee jumping, ice diving, sky surfing, snowrafting and snowboarding. After learning it, Ss can improve their listening skills and have the chances to enhance speaking ability. It is predicted that this lesson will need two periods.2. Analysis of the SsThe Ss may firstly have difficulty in listening due to the absence of vocabulary. So it is necessary to learn some new and key words in advance. Meanwhile, some of the Ss may feel shy to speak in class. So the T should encourage them to speak out.3. Teaching methods1.Double-activity2.Ss-central teaching method3.Group work and individual work4. Teaching Objectives1.To practise strategies for preparing to listen to a text.2. To practise expressing preferences3. To practise using phrasal verbs4. To practise using correct intonation in questionsV. Teaching difficulties1.To practise expressing preferences2.To practise using phrasal verbsVI.Teaching key points1. To practise strategies for preparing to listen to a text.2. To practise using correct intonation in questionsVII. Teaching Aids: computer and cassette第一课时First Period(Listening)Step 1. Lead-in1.T asks Ss to look at the pictures of extreme sports and think of the benefits from doing extreme sports.2.Find some of these extreme sports in the photos. The key words may help you. Key words:bungee jumping, ice diving, sky surfing, snowboarding, snowrafting, white-water rafting.设计意图：复习已学过的词汇，并引导学生说出做极限运动的好处，使学生关注运动。
北师大版高中英语必修三Unit9Communicationworkshop教学设计.docx
高中英语学习材料***鼎尚图文理制作***M3-U9 Communication Workshop教学设计Listening and SpeakingObjectives:At the end of the lesson, we’ll be able to1. learn how to discuss suggestions.2. learn to talk about the traffic problems near our school and come up with the best solutions to them.3. improve the awareness of protecting the environment on our own.Important points:1. Learn some useful expressions on how to discuss suggestions.2. Learn to talk about the traffic problems and come up with the solutions near our school by using whathas been learned already.Difficult points:Learn how to talk about traffic problems and solutions properly.Teaching procedures:Step1 Lead inTalk about the traffic problems near our school.1. How do you come to school every day?2. Are you satisfied with the traffic situation around our school?3. What are the main traffic problems near our school?Step2. Listening (Ex1)1. Listen and see whether what we have discussed are mentioned in it.2. Listen to the report about the traffic problems in Ludford and try to find out what the traffic problems are in Ludford.Traffic problems in Ludford （学案Ex1）Serious accidentsIncreasing air pollutionDirty and damaged old buildingsTerrible traffic jamNowhere to park3. Listen to the report again and try to fill in the gaps (Ex1 on P44).4. Talk about the similarities of the traffic problems between Ludford and our school.5. Find out as many ideas as possible to solve the similar traffic problems of these two places.Step4. Listening (Ex3)1. Listen to two people discussing the plan for the town and fill in the form.（学案Ex2）New plans for Ludford Advantages Disadvantagesbuild the new road to get the traffic out of the town expensive, take a long time, notenvironmentally friendly improve the bus service less trafficbuild a shopping center Don’t need to go far.do harm to local shops2. Listen to the report again and find out the functional expressions on how to discuss suggestions.Personally, I think they should build the bypass.I’m not so sure.It would be very expensive.Why don’t they improve the bus service?That’s a good idea.And how about building a shopping centre?I don’t think that’s a very good idea.What about t he local shops?3. Study the map and match the proposals to the numbers on the map. (Ex2 on P44)Step5. Speaking1. Talk about the traffic problems near our school and the possible solutions to them. And then choose two solutions to talk about the advantages and disadvantages. （学案Ex3）Problems Solutions Advantages Disadvantages2. Present the task:In order to improve the traffic situation around our school, the Students’ Union in our school is looking for the best plans to deal with the traffic problems. Please have a discussion and try to decide on the best plan, using the expressions of discussing suggestions.3. Choose some groups to report back to the class and ask students to decide on the best one.Step6. Homework1. Classify all the words related to traffic situation.2. Think about the other solutions to the traffic problems around our school we haven’t talked about in the class and decide on the best ideas, using the expressions of discussing suggestions.Blackboard Design:M3-U9 Communication WorkshopListening and SpeakingUseful expressions used to discuss suggestions:1. Personally, I think they should build the bypass.2. I’m not so sure.3. It would be very expensive.4. Why don’t they improve the bus service?5. That’s a good idea.6. And how about building a shopping centre?7. I don’t think that’s a very good idea.8. What about t he local shops?M3-U9 Communication WorkshopWriting: A reportObjectives:At the end of the lesson, we’ll be able to1. learn to use addition and contrast linking words properly.2. write a report about the traffic situation around our school.3. improve the awareness of protecting the environment on our own.Important points:1.Learn how to write a report.2.Learn to use addition and contrast linking words properly.Difficult points:Write a report about the traffic situation properly, using proper addition and contrast linking ideas. Teaching procedures:Step1 Revision1.Present the objective of this lesson.2.Brainstorm:Think of the words related to the traffic situation.（学案1）Adjectives:Positive: cheap, free, frequent, regular, clean, convenient, punctualNegative: damaged, dangerous, inefficient, polluted, dirty, expensiveVerbs:get stuck in, be stressed out, occupy, share…with…, be cheaper and kinder to…, produce carbon monoxide, save energy, reduce polluti on, enjoy the benefits of…Nouns: bicycle track, bus fares, bus service, bypass, car park, pedestrian area, public transport, traffic jam, traffic lights, zebra crossing, old building, speed limit, heavy traffic,3.Practise using some key words related to traffic situation.Please fill in the blanks with the given words. （学案2）get stuck in, go up, occupy, be stressed out, cut the risk of, damage, be fed up with, enjoy thebenefits of, be addicted to(1) In the last 5 years, the number of private cars has gone up by 40% in this city.(2) A report shows that air pollution from traffic is increasing and the old buildings are getting dirty and damaged.(3) Leg power and regular exercise helps to cut the risk of heart disease by 50%.(4) On average, about forty people travel in one bus, while the same number occupy thirty-three cars.(5) I was fed up with the traffic jam, so I bought a bicycle and began riding to work.(6)We often get stuck in traffic jams and then arrive at work or school stressed out.(7) People in Amsterdam have been enjoying the benefits of cycling for many years.(8) He admits he is addicted to his car.Step2 Pre-writing1. Layout(1) Revise the layout of the report in Unit7.Layout:Part 1: HeadingPart 2: General description (Introduce your aim and a general description of the place.)Part 3: List of good points (Give a list of things that you think are good about the place.)Part 4: List of bad points (Give a list of your criticisms of the place.)Part 5: Conclusion (Finish the report by making suggestions.)(2) Read the report about the traffic situation in Ludford and take some notes.A report on the transport situation in LudfordAim of the report: …Good points: …Bad points: …Conclusions: …2. Useful expressionsHelp students to summarise the useful expressions in the report.General descriptionThe aim of this report is to do…List of good pointsThere are several good points about…Firstly, there is…plus… And it has got… It also has…List of bad pointsHowever, there are many things which need improving.On the other hand, I find these things disappointing. Firstly, there are not enough… Secondly,…causes …as well as… And it’s also dangerous to do…ConclusionIn conclusion, on the one hand… On the other hand, …The government\ the council need to do something to…And they also should do…3. Linking words(1) Find these linking words in the report (Ex2) and decide which we use to list ideas and contrast ideas.Words to list ideas: and, in addition, plus, also, as well as, too…Words to contrast ideas: but, although, however, on the one hand\on the other hand…(2) Practise using the linking words of listing ideas and contrasting ideas.Eg: How to list ideas?The old buildings are dirty and damaged.The old buildings are dirty. Some of them are damaged too.The old buildings are dirty. Some of them are also damaged.The old buildings are dirty. In addition, some of them are damaged.The old buildings suffer from dirt plus damage.How to contrast ideas?The buses are cheap, but not very frequent.Although the buses are cheap, they are not very frequent.The buses are cheap. However, they are not very frequent.On the one hand, the buses are cheap. On the other hand, they are not very frequent.(3) Use the words in brackets to write new sentences. （学案3）a. VW’s Beetle was the best-selling car and their Golf sold well. (in addition)VW’s Beetle was the best-selling car and in addition their Golf sold well.b. Japanese cars were successful in the 1970s. Japanese cars were successful in the 1960s. (as well as)Japanese cars were successful in the 1970s as well as in the 1960s.c. Ford Model T sales were over sixteen million. Ford Escort sales of twelve million helped Ford to a totalnearly million with two cars.Ford Model T sales were over sixteen million plus Ford Escort sales of twelve million helped Ford to a total nearly million with two cars.d. The most popular cars sold more than twenty million. None of the top ten was produced after 1977.(although)The most popular cars sold more than twenty million although none of the top ten was produced after 1977.Step2 While-writingPlease write a report for your school magazine about the transport situation around your school.First make a list of the advantages and disadvantages of the transport system in the following aspects: buses, trains, bicycles, roads, pedestrian areas, car parks…Advantages Disadvantagesbuses cheap not very cleantrainsStep3 Post-writing1. Ask students to revise their own writing according to the assessment chart.2. Ask students to do peer editing and pay attention to the use of linking words.3. Ask some students at different levels to share their report with the class.Step4 Homework1. Please polish your writing.2. P86 Ex. 4 & P89 Ex. 53. Please write a report about the traffic situation where you live.The assessment chartThe criteria of marking compositionsWell-organized? ( ) (heading, general description, good points, bad points, conclusion ) Proper tense/voice ( )Proper linking words ( )Variety of vocabulary ( )Various sentence patterns ( )Blackboard Design:M3-U9 Communication WorkshopWriting: A report Layout:HeadingTo:From:Date:Subject:I. General description (The aim of the report is to…)II. List of good pointsIII. List of bad pointsIV. Conclusion (making suggestions)。
北师大高一英语必修三unit全单元教案
Unit 7 The Sea教材分析I．涉及内容本单元内容主要围绕海洋展开,主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事;II．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神,培养开创意识；培养环境意识,自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等,增强环境保护意识III．教学重点和难点1.教学重点：1 本单元的生词和短语2 where, when, why, prep. + which/whom3 表示比较的形容词定语从句2.教学难点：1对海洋及环境保护话题的询问和要求做出恰当的反映2运用表达个人观点和见解的交际用语IV. 教学计划：本单元分为六个课时：第一课时：Warm-up第二课时：Lesson 1第三课时：Lesson 2第四课时：Lesson 3第五课时：Lesson 4第六课时：Communication workshopV．教学步骤：Period 1 Warm-upTeaching Goals:1. learn the new words of this part.2. To arouse Ss’ interest in the sea.Teaching Procedures:Step 1. Leading-in:Show some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photosExercise 2.Let Ss read the Key Words and discuss which activities they know, which they can guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do or would not like to do and where they could do them.The pairs report back to the class about what they would like to do and where. Ss see if there are any activities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to describe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.Teaching procedure:Step 1. Leading-inLet Ss discuss who arrived in America first, using their knowledge fromhistory class.a Christopher Columbusb Ancient Greeksc Chinese sailors dVikings. And then let student discuss other people they know, who have lived or arrived in America. Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if possible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the textto find out about the Vikings’ three major discoveries.Get Ss to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can.In pairs, do Exercise 4 with the given questions and their own questions. Check the answer in class.Step and phrases1. Do exercise 6 on page 92. Phrases:1 They achieved this long before Columbus ever set sail.早在哥伦布启航前,他们就已经到达那里了;set sail 启航set about doing sth. 开始做某事The government must set about finding solutions to the pollution problems.2 According to the old stories of Iceland and Norway, Eric and Red was forcedto leave Iceland because he had committed a murder, for which he got into trouble.根据冰岛和挪威的传说,埃里克雷德因为一起谋杀案而惹上麻烦,并被迫离开冰岛;according to…根据,依照Do the experiment according to what your teacher tells you to.get into trouble…陷入困境,陷入麻烦Do not go to computer rooms, or you’ll get into trouble.3 He persuaded some people to go back with him to Greenland.他说服一些人和他一起回到了格陵兰岛;persuade sb. to do sth. 说服某人做某事persuade sb. not to do sth 说服某人不做某事persuade sb. into doing sth 说服某人做某事persuade sb. out of doing sth 说服某人不做某事talk sb. into doing sth 说服某人做某事talk sb. out of doing sth 说服某人不做某事persuade sb. of sth. 使某人信服某事He persuaded me into majoring in physics.I persuaded her not to go hiking with him. = I persuaded her out of going hiking with him.How can you persuade them of the advantages of solar cars4 Not long after Eric the Red had landed in Greenland a man called Biarni setsail from Iceland in search of Eric’s party.埃里克雷德登上格陵兰岛后不久,一个叫比阿尼的人就从冰岛起航寻找埃里克一行人;in search of… = in the search for…寻找,寻求search sb./ some place 搜查某人/某处search for sth./sb. 寻找；寻求某物/某人The family were running from street to street in the search for the lost child. The policeman was searching the man for drugs.The army were searching the ruins for survivors.Step 4. Grammar: Relative clauses21Let student read the sentences in Exercise 7&8, and direct them to find what the italic words refers to and how where, when and why can be used.Relative adverbs where and when can be used to give information about places and time. After the word reason, we can use why in relative clauses.2Let Ss do Exercise 9, and find out how prepositions and pronouns work together in the sentence. Then, let Ss discuss why there are prepositions before relative pronouns and how to choose the right preposition. Relative pronouns can be used as the objects of prepositions. Usually we use prepositions before which and whom: preposition + which/whomLet student think which words are used to join two sentences together and then go to Grammar Summary 1 on page 92 for more information about the rules.3Let Ss do Exercise 10&11 individually and then check the answer.Step 5. Language in UseWork in groups and write about a famous event or a famous person in history. Try to use relative clauses when, where, which, who… in description. Encourage some groups to read their description to the class. The others listen and counthow many relative clauses the group has used and whether they used them correctly. Example: “I have a dream ”, which was a speech made by Martin Luther King, is one of the most famous in American history…Homework:Review Relative ClausesPeriod 3Lesson 2 Protect the SeaTeaching goals:1. To practise listening for specific information2. To practise using abbreviation for notes3. To practise showing that you are following what the other person is saying and give opinion.Teaching procedure:Step 1. Leading-inThe Earth’s seas and oceans receive the burnt of human waste, whether it is by deliberate dumping or by natural run-off from the land. In fact over 80% of all marine pollution comes from land-based activities and many pollutants are deposited in estuaries and coastal waters.1 Let Ss discuss these questions: How do people use the sea How is the sea important to people Example: People catch fish in the sea. There are many more things that we can find for food in the sea.let as many Ss as possible to repot their results to the class.2 let Ss think what is sea pollution Find the meaning of these key words and let Ss use them to talk about the issue.Key words: pollute, pollution, over-fishing, industrial waste, agricultural, waste, plastic, oil, chemicals, rubbish, deal with a problem, ban Have Ss work in pairs to discuss different kinds of sea pollution and make a list from their findings. And then let Ss to report their results to the class. Step 2 listen to learn.Exercise 3: Let Ss listen to the conversation and get the general idea of it: What is Zhi Hong’s project about And then read the listening strategies with the class. Review the strategies for listening for specific information with Ss. Elicit examples of situations from real life in which people listen for specific information, . listening to the weather forecast, listening to announcements at stations and airports. Tell Ss we can use abbreviations when taking notes. Draw Ss attention to the technique of using the first few letters of a word Sat. Prof…Exercise 4: Get Ss to look at the table first and then point out that theyneed to listen for specific information to complete the table. Divide the conversation into two parts: in the first part, let Ss concentrate on the two problems and the reasons for them; In the second part, let Ss pay attention to the solutions to problems. At last, play the conversation again and ask Ss to give their opinions about different reasons for sea pollution. Encourage them to make suggestions for preventing sea, river and lake pollution.Exercise 5: let Ss read the Function File and see if they can guess the missing expressions from the box. And then, let Ss listen again and see if they are correct. Step 3: Pronunciation: showing interesting ⅠLet Ss listen to the conversation and make a note of whether the listener is interested or not. Check the answer and listen again, pausing after each item. Step 4: Writing and speakingExercise 7:Ask Ss if they would like to do a project about the sea. Get them to look at the subjects and discuss in groups which subject they would like to choose from. Then, read through the questions below and elicit suggestions for each of them so that each of them has some ideas to start with. At last, let Ss write notes about the subject they have chosen.Subjects: sea animals, water sports, history of sea travel, ports, sea fishing, science and the sea.Questions: Which subject are you interested inWhat do you already know about the subjectWhat do you need to find out about the subjectHow can you find out more about the subjectsHow will you present your projectExercise 8: Let Ss read through the example dialogue, drawing attention to both the question forms and the responses. Then, let Ss work in pairs and take turns to interview each other. At last, let someone tell the class some of the most interesting tings about their partner’s project about the sea.Step 5. HomeworkReview lesson 3: The Sea WorldPeriod 4Lesson3 The Sea WorldTeaching goals:1. To get familiar with descriptive texts2. To practise using sea animal vocabulary3. To practise using comparative and superlative structures.Teaching procedure:Step 1. Leading-inWater covers about 75% of the earth’s surface. In it swim billions of fish from over 25000 species. These fish can be tiny or huge. They can be round, box-like, or long and slim.Let Ss looking at the pictures and identifying the fish and animals. Ask Ss if any of them know other animals which live in the sea.Step 2. ReadingElicit the title of each section of the brochure and ask Ss which sections they think will be more interesting for them. Then, let Ss skim the brochure quickly and concentrate on the sections that appeal to them. At last, let Ss read the context again, then, check the answer of exercise 2&3.Exercise 2. Read the brochure. Find where you can see these things in Underwater World:1. fish which use a light to attract food Virtual Reality Voyage2. dolphins in performance Sea Theatre3. fish that appear to fly in the water Ocean Floor4. sea creatures that children can touch Discovery Pool5. a big iceberg Polar WorldExercise 3. Let Ss read aloud the first example with as many expressions as possible. Then, let Ss read the other comments and match them to the areas of the aquarium. At last, check answers.Answers: 2. polar world 3. discovery pool reality voyageRead the text again and pay attention to the linking words used to contrast different ideas or opinions but/ on the one hand/ on the other hand/ however and ask Ss to translate them into Chinese.Step 3. voice you opinionLet Ss discuss which part of the “Underwater World ” they would like to visit and why. Then, encourage some groups to report their results to the class. At last, ask Ss if they have ever been to a similar aquarium or sealife center-if so, encourage them to tell the class what it was like.Step 4. Grammar: comparison of adjectivesFirstly, review the comparison by asking Ss to find all the examples of comparison in the brochure. Secondly, read the uses a-c, and match them with sentences1-4 . And then let Ss do Exercise 6 in pairs. At last, ask Ss to read Grammar Summary 2 for reference.1 同级比较往往由"as + 形容词/ 副词的原形 + as"的句式表达；当然也要注意它的否定形式;第一个as的前面可以加上表示倍数的词、或是某些副词修饰语：twice , three times , nearly , almost , just , exactly , not nearly根本不, by no means 绝不, quite 等等;例如：Asia is four tomes as large as Europe. 亚洲有欧洲的四倍大亚洲比欧洲大三倍;James is not nearly as tall as Robert. 詹姆斯根本没有罗伯特高;Cast iron is almost as useful as steel. 铸铁差不多与钢一样有作用;She hasn't been quite so unlucky as she pretends. 她还没有象她常装出的那样不幸2 "比较级 + than"引导不同级的比较;"比较级" 前同样可以加倍数或程度副词, 如：far远,even甚至,much许多,still更,还,a lot许多,a little / bit一点,rather相当地,slightly略微,not any不再,three times …三倍、……,等等;不同级的比较主要用于表示人与人、事物与事物之间不同之处的比较,其意义为"A比B更怎么样一些";例如：They worked even harder than they promised. 他们工作得比他们答应的还要卖力;This street is narrower than that one. 这条街比那条街窄一些;This book is far more interesting than that one. 这本书比那一本有趣多了;You've been working much harder than I have. 你一直比我工作得努力多了;She came even earlier than I asked him to.她来得甚至比我叫她来的时间还要早;3 比较级中的两个特殊作用的结构是：the + 比较级 + 句子,the + 比较级 + 句子 ;和比较级+ and + 比较级 ;前一个句型结构表示的意义是"越怎么样就越怎么样",在这个结构中的两个"比较级"不要求一定词性相同,它们各自的词性要依句子的需要而定；后一个句型结构表示的意义是"越来越怎么样",在这个结构中的两个 "比较级"则要求词性相同;例如：The harder you work at your study, the better academic records you will have.你学习越努力,你的成绩就越好;The more we have, the more we want. 人欲无穷;When winter is coming , it gets colder and colder .冬天来临,天越来越冷了;He became less and less satisfied with the football team's performance.他对足球队的表现越来越不满意了;4 形容词的最高级前一般必须有定冠词the, 这种结构的一般表达方式是最高级 + 表示范围的状语,其意义是"某人、某事在某个范围内最……";使用这种结构时我们应该注意,形容词的最高级前面一般说来要加用定冠词the ,而副词的最高级前面的定冠词往往可以省略;例如：He is the tallest of the three boys. 那三个男孩中他最高;That is the biggest lake in our province. 那是我省最大的一条湖;Joe runs fastest in our school .桥在我们学校跑得最快;Let Ss do exercise 7, 8&9. And then check the answer.Answers:Exercise 5 :Exercise 6 :Exercise 7 : 1. smaller 2. the most intelligent 3. The biggest friendliest 5. better 6. the easiest 7. the most popular Exercise 8 : 1. This boat is more expensive/ faster / more comfortable.This boat is smaller / cheaper.2. This man is younger/more handsome/heavier/stronger.This man is taller/ thinner.Exercise 9 : height, length, the biggest, length, as much as.Step 5 language in useKey words:intelligent, hairy, fast, slow, common, friendly, dangerous, big, small, colorful, beautiful, ugly, noisy, heavy.Let Ss go through the Key Words, asking Ss to suggest an animal that demonstrate each quality. Then, each Ss thinks of an animal and writes down some notes to help when describing it. At last, Ss take turns to describe and guess their animals, using comparative structures.Step 6. homework1. Ss work in groups, writing a paragraph comparing two places in their town or area, . two restaurants/ cinemas/ schools/ football teams/ parks/ sports centres/ supermarkets. Then, the group read out their paragraphs and see if the rest of the class agree with them.2. preview lesson 4: Sea StoriesPeriod 5 Lesson 4 Sea StoriesTeaching goals:1. To read sections of a story and sequence then use prediction strategies and linking words.2. To use linking expression related to time and sequence.3. To use wordbuliding techniques to form nouns, verbs, adjectives and verbs. Teaching procedure:Step 1. Leading-inLet Ss discuss the films listed, saying what they are about and giving their opinions of them. Then discuss any other films in which the sea is importantTitanic, Waterworld, Jaws, The Piano, Treasure Island, The Day After Tomorrow Example: I’ve seen Jaws. It’s about a dangerous shark. It’s very frightening. And then let Ss look at these words below in the pictures:barrel, cloud, fisherman, fishing boat, moon, wave, whirlpoolStep 2. Read to learnⅠ.Reading Strategies: sequencing1. Look at the pictures and decide which shows the beginning, middle andend of the story.2. Read each paragraph. Pay attention to the linking words. They often helpyou decide the order of events, . one day, suddenly, in the end.3. Decide a possible order for the paragraphs.4. Read them in that order to see if the story makes sense.Use the strategies to put the paragraphs in correct order: B A CⅡ. Let Ss read the story again and answer these questions:1. Why did the writer’s younger brother fall into the sea2. Why did the boat go towards the whirlpool3. Why did the writer tie himself to a barrel4. Why didn’t his bro ther do the same5. Why did his old friends not recognise himⅢ. Language points:1 All at once, the sky was covered with dark clouds and in less than a minutewe were in a terrible storm.all at once = suddenly 突然；忽然be covered with… 被……覆盖着通常指被具体的事物覆盖. The dishes were covered with a piece of cloth.be covered by… 被……覆盖着通常指被笼统的或数量大的事物覆盖. Most of land is covered by water2 In the end, a boat picked me up.pick up = collect救起,捡起,拾起. Pick up the pieces of paper on the floor, please.pick up = learn, get something学到,听到,获悉. He picked up English while working in America.See if you can pick up anything about the future plan.pick up = let somebody into a vehicle搭载;得病. I am now at the school gate. Can you come and pick me up to the park Don’t travel to that area, or you may pick up bird flu.Ⅳ. Do exercises6. Read the words to the class and ask them what function these words have. They all give information about time or sequencing . Ss work individually completing the text. They can compare answers with their partner before checking the answer.Step 3. vocabulary: WordbulidingⅠDivide Ss into three groups. Each group studies one section of the story to find words describing feelings. And then, the groups report back to the class and the words are written on the blackboard.Ⅱ. Let Ss study the table and see if they can guess what the other forms of the word are. Then, they can read the text and see if their guesses are right. At last, do exercise 9.Step 4. speakingAs a whole a class, discuss ideas for each of the four situations, eliciting as many suggestions as possible. Then, Ss can report back to the class and Ss can decide which is the best action for each of the situations.Answers: uncommon, length, luckily, dead, unsafe, unclear, scientists, unable. Step5. HomeworkWrite a story containing all the linking expressions: one day, then, suddenly, when, afterwards, in the end.Period 6 Communication WorkshopTeaching goals:1. To write a report about a tourist attraction.2. To practise using linking words of contrast.3. To prepare for and take part in a public debateTeaching procedure:Step 1. Leading-inThe model report shows the style of reports in British English: use of formal language, use of umbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favor, a statement of things against and a conclusion.Exercise 1. let Ss work in pairs and make comments about aquarium. And then, make similar comments about their town or their school.Step 2. Writing: A ReportRead the instructions and make sure Ss understand the task. Explain that Ss do not have to understand every word to carry out the task. Then, let Ss read the report and match the paragraphs with the headings. At last, check the answers.Point out the heading of the report: what information does it give How is this heading different from that of a formal letter Make Ss aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.Stage 1: Talk about some of the tourist attractions in your area, . a zoo, a national park, a museum, a skating rink. And then choose one attraction for each person.Stage 2:Prepare a list of the good points and bad points of your attraction.Good points: modern buildings / latest technologybeautiful coralamazing icebergeducational –good for small childrengood picnic areaBad points: too many fish in a small areadolphin show cruelwait too longcafé food not very goodpoor sound quality in the virtual reality show Stage 3: Plan paragraph like this: general description→list of good points →list of bad points→conclusionStage 4: Read through the report and check it.Example:We think the Olympic Park is a great place to go because it not only has fantasticstadiums for Olympic Games but also has many beautiful gardens.Step 3. listeningListen to someone giving his opinions of the plans, and judge which of these people do you think he is.➢an unemployed person with children➢ a local shopkeeper➢the owner of a fishing boat➢someone who has just bought a cottage in Dolwyn Bay➢Someone from the oil companyStep 4. Speaking: Public DebateIf you prepare for and take part in a debate. Follow these stages: stage 1. Choose different roles and write notes about his/her opinionsstage 2. Give your own opinionsStage3. Take turns to give opinion.Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case. Remind Ss that this is a “public debate”, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. In groups, Ss take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tried to reach agreement.Step 5. songLet Ss read through the text and guess the missing words. Then, let Ss listen to the song and complete the text.Ask further questions: what is the situation in the song Where is the person going Who is he going to see Is the person really sailing And then let Ss discuss what images are used to express the idea of “returning”“feeling unhappy” “having difficulties”Step 6. Homework:1. Review unit 72. Preview unit 8。
北师大版高中英语必修3 Unit9_Lesson1_名师教学设计(二)
北师大版英语必修三Unit9 Lesson1 名师教学设计（二）Unit 9 Lesson 1 On Your BikeTeaching Design 教学设计Teaching Aims教学目标:To listen to get the main idea.To read to guess meanings of new words.练习在文章中理解猜测词义。
To talk , discuss and write a passage with what you have learnt .运用所学语言知识进行由浅入深的谈话、讨论和写作。
To realise the serious traffic situation in Pingdingshan and China, then take action to protect our environment.认识到平顶山乃至中国严峻的交通问题，从而尽快采取行动，保护我们的环境。
Teaching difficulties教学重难点:Master and use the new words and phrases in this lesson.创造语言环境，由浅入深的掌握运用所学单词及词组。
Teaching Aids 教学手段:computer blackboardTeaching Methods 教学方法:The communicative approach 交际法Task-based language teaching 任务型教学法Evaluation and incentive method 评价激励法Learning Methods 学法指导:Skimming略读Scanning精读pair work结对法group work小组讨论法Blackboard-writing 板书设计The title and important words and phrases本课标题及逐步完善的重点单词及短语Teaching procedures:Step1 Lead-in 新课导入Watch and listen to a short conversation between two students carefully, pleasetry to find what’s the problem Lisa had.观看两位同学的对话展示，找出Lisa有什么烦恼。
北师大版高中英语必修三Unit9《Lesson2OntheMove》教案1
北师大版高中英语必修三Unit9《Lesson2OntheMove》教案1Teaching plan设计教师:教学班级:高一(3)班课题名称:Module 3 Unit9 Lesson2 On the Move教材版本:北师大版授课类型;听说课一.学生分析经过一个学期的教学，我对高一（3）班的学情有了进一步的了解。
学生英语的总体水平普遍较差，班上存在着一部分学习较积极的同学，特别是女生表现相对较好。
但是这部分学生的学习状态也很不稳定，需要老师在课堂和课后实行有效的监督。
此外，大部分男生的学习目的不明确，课堂上懒于动口，动笔，无法跟上正常的教学进度。
二.教材分析1.本节课的内容是北师大版Module 3 Unit9 Lesson2 On the Move。
2.本课属于听说课，对学生的口语和听力水平有一定的要求。
由于大部分学生的英语基础过差，本课对他们而言还是存着一定的难度。
因此讲解时应化繁为简，由易到难，并注重听力技巧的渗透。
3.本课听前注重相关词汇的复习和归类，也为下面的听力做准备。
这要求学生在听说读写四方面掌握这些单词。
因此，在听前应加强这部分词汇的输入和复习。
4.篇章对话给学生提供了进行口语训练的机会，由于大部分学生的听说能力差，较难从机械性的操练过渡到意义性的操练。
根据班上学生的实际情况，先培养他们反复听，听后重复，并注意语音语调，养成开口说英语的习惯。
Teaching Aims:1.To help the students to review the words of Lesson2.2.To help the students to understand the listening strategies.3.To practise focusing on situations to prepare for listening comprehension.4.To practise listening to announcements for specific information.5.To practise oral English by reading the dialogue.6.Encourage students to play the dialogue on the book.Teaching Difficulties:1.To help the students to review the words of Lesson2.2.To help the students to understand the listening strategies.3.To practise focusing on situations to prepare for listening comprehension.4.To practise listening to announcements for specific information.5.To practise oral English by reading the dialogue.Teaching Aids: BlackboardTeaching Methods: Task-based MethodCommunicative MethodAudio-Linguial MethodTeaching Procedures:Step1 Lead –in1. To lead the topic of Lesson2 by asking questions.2. Have students look at the pictures and say where they are.(airport,train) Aims:通过提问和看图片，导入本课相关话题。
北师大版高中英语必修三教案(一)
北师大版高中英语必修三教案(一)教案：北师大版高中英语必修三Unit 1：Festivals around the worldLesson 1：What festivals are there in China?•Objectives–Introduce and discuss different festivals in China–Develop students’ listening and speaking skills–Improve students’ cultural awareness•Warm-up–Show pictures of different Chinese festivals and ask students if they have heard of them–Discuss with students what they know about these festivals•Pre-reading–Introduce the topic of festivals in China–Ask students to brainstorm and write down the names of Chinese festivals they know•While-reading–Play a listening audio about Chinese festivals–Ask students to listen and fill in the missing information in the listening text–Discuss the answers as a class•Post-reading–Divide students into groups and assign each group a different Chinese festival–Ask each group to research and prepare a short presentation about their assigned festival,including its history, traditions, and significance •Follow-up–Have each group present their findings to the class –Encourage class discussion and questions about the festivals•Homework–Ask students to write a short essay about their favorite Chinese festival and why they like itLesson 2：What are the differences between Western and Chinese festivals?•Objectives–Compare and contrast Western and Chinese festivals–Develop students’ reading and writing skills–Enhance students’ cross-cultural understanding •Warm-up–Ask students to discuss in pairs the festivals they have celebrated or attended in both China andWestern countries–Share some responses as a class•Pre-reading–Introduce the topic of Western festivals and their differences compared to Chinese festivals•While-reading–Provide students with a reading passage comparing Western and Chinese festivals–Ask students to read the passage silently andunderline the differences mentioned–Discuss the differences as a class•Post-reading–Divide students into groups and assign each group a different Western festival–Ask each group to research and prepare a short presentation about their assigned festival,focusing on the similarities and differences withChinese festivals•Follow-up–Have each group present their findings to the class–Encourage class discussion and reflections on the cultural exchange between Western and Chinesefestivals•Homework–Ask students to write a comparative essayhighlighting the similarities and differencesbetween a Western festival and a Chinese festival Unit 2：Life in the futureLesson 1：What does the future hold?•Objectives–Discuss and speculate about future technologies and lifestyles–Develop students’ listening and speaking skills–Improve students’ ability to use conditionals and future tenses•Warm-up–Engage students in a discussion about theirpredictions for the future–Encourage them to share ideas about technological advancements and changes in daily life•Pre-listening–Introduce the topic of the lesson and elicit some vocabulary related to technology and lifestyle •While-listening–Play a listening audio about future technological advancements–Ask students to listen and complete a table with the information provided–Discuss the answers as a class•Post-listening–Divide students into pairs and ask them to discuss their predictions for one specific aspect of thefuture mentioned in the listening text–Encourage them to use conditionals and futuretenses in their discussion•Follow-up–Ask a few pairs to share their predictions with the class and promote class discussion and feedback •Homework–Ask students to write a paragraph describing their own ideal future and the technologies they believewill existLesson 2：How will future cities look?•Objectives–Discuss and describe the characteristics of future cities–Develop students’ reading and writing skills–Enhance students’ ability to use descriptivelanguage•Warm-up–Show pictures or videos of modern cities and ask students to describe their current characteristics –Discuss with students what they like and dislike about cities•Pre-reading–Introduce the topic of future cities and brainstorm ideas on how they might look and function –Elicit vocabulary related to urban development and technological advancements•While-reading–Provide students with a reading passage about future cities and their features–Ask students to read the passage and underline the key characteristics mentioned–Discuss the characteristics as a class•Post-reading–Divide students into pairs and ask them to imagine and describe their own ideal future city,incorporating the characteristics discussed in thereading passage–Encourage students to use descriptive language and explain the rationale behind their choices•Follow-up–Ask a few pairs to present their ideas to the class and promote class discussion and feedback •Homework–Ask students to write a descriptive essay about their own ideal future city, providing detailsabout its features and explaining their choices ※ Note: This is just a sample outline for two lessons. You can adapt and expand it based on your specific teaching requirements and students’ needs.。
北师大版高中英语必修3精品教学案
Killer whales have the second-heaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarm-up__&_Lesson_1_—_Pre-reading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before ⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后臵定语。
北师大版高中英语必修三Unit9lesson1Onyourbike教学设计
高中英语学习材料madeofjingetiejiUnit 9 Lesson 1 On Your Bike教学设计教材分析本课是第9单元的第1课，主课文介绍了阿姆斯特丹白色自行车的发展过程。
本课的教学设计分为两个课时。
第一课时侧重对课文的理解，引导学生理出事件的发展脉络，提取文章的主要信息和细节信息，并在整理信息的过程中，引导学生发现分析问题和解决问题的思维过程，最后结合课文的信息和语言进行输出性活动。
第二课时在对课文进行复习的基础上，引入本课的重点内容——现在完成进行时，通过分析例句，体验、发现并总结该语法的形式和语意功能，并在不同层面的活动中，进一步体会该语法的语意功能，最后初步运用现在完成进行时进行表达。
第二课时的难点在于理解现在完成进行时的语意功能，而不是语言形式。
在目前阶段，学生能够运用这一语法解释重复或持续性动作对目前造成的影响即可。
教学内容话题：阿姆斯特丹白色自行车的发展过程（阅读）词汇：重点词汇：benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip, insert, thanks to, fed up相关词汇：hopeful, thief, indeed, consequence, arrest策略：通过标题预测课文内容；通过略读获取主要信息；通过细读提取细节信息；通过上下文理解词汇语法：现在完成进行时第一课时First Period教学目标：在本课学习结束时，学生能够：1.理清课文的发展脉络；2.获取白色自行车发展过程的细节信息；3.谈论阿姆斯特丹的白色自行车；4.体会使用自行车对环境和交通的意义，并试着设计北京的公共自行车。
教学过程教学活动Activities 设计意图Intentions互动模式&时间IP & timeWarm-upStep 1T asks Ss if they ride bicycles, when they ride bicycles and why they use bicycles.1. 调动学生已有知识。
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北师大版高中英语必修三教学计划
一、指导思想
以学校，级组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的
精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造
良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一
新生普遍英语底子差，基础薄的实际，坚持“夯实基础，狠抓双基，改进学法，
激发兴趣，提高能力”的原则，长期不懈地抓好学生学习英语的兴趣和习惯养成。
二、教学总目标
完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立
自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合
作精神.
学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关
熟悉话题的陈述并能参与讨论。能读供高一学生阅读的简单读物和报纸杂志，克
服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，
解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能
合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中
能注意到中外文化的差异。
三、学情简要分析
今年我校高一级共8个教学班，学生整体英语水平较差，并且分数层次多，
学生生源构成复杂，大部分来自农村，城区学生少，普遍英语底子差，基础薄。
四、教材简要分析
本学期完成英语模块必修(1)五个单元和必修(2)两个单元。
具体安排：对于7个单元，每一单元用8课时，课本的学习可以这样进行：
1.warming up和vocabulary一个课时;
ing和language points三课时
mar二课时;
4.练习讲评一课时
5.单元检测一课时
五.具体措施和工作要点
1、做好初高中英语知识点的衔接工作
为了高中阶段的英语教学可以比较顺利的展开，使学生打牢英语学习基础不
至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短
语、句型，语法分插于10个单元的新课教学中。
2.英语学习方法的指导和学习习惯的培养
学习习惯是学生学业成败的关键。英语教师要指导学生掌握正确的学习方法，
通过严格持久的训练，养成良好的英语学习习惯，发挥他们的潜能，提高学习效
率，培养自学英语的能力.
各科通用的学习习惯
A：课前预习和自学的习惯.这是学生学好新课，取得高效率的学习成果的基
础。
B：始终保持高度集中的注意力听课，勤记笔记的习惯
C：课后及时复习的习惯.及时复习能加深和巩固对新学知识的理解和记忆，
D：良好的完成作业习惯
1按时完成作业，书写规范、不潦草。
2及时改正作业中的错误，找出错误原因，并建立“错题集”的习惯。
英语科特色的学习习惯
A：养成大胆说英语的习惯。
B：养成读和背的习惯
C：养成反复练习的习惯.语言不是教会的，而是在使用中学会的
3、阅读训练
阅读理解能力的培养是高中英语教学的重点，也是高考的重头戏。在单元教
学中专门抽出一两节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。
4、早晚读的单词记忆与巩固
单词的记忆与巩固一直是学生的难点、薄弱点，直接影响学生综合能力的提
高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法
的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
5、集体备课
集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教
师与年轻教师互为补充、共同提高。每一对老师负责及时准备好一个单元六个新
课的教案和一份单元检测卷.教案准备好之后集体打印每人一份，留一定位置给
每个老师按照班级实际情况因材施教.每个教案要遵循40分钟内老师讲得少，学
生练得多，活动设计多的原则.
6、备课组成员之间互相听
备课组成员之间互相听课，不一定是整个备课组统一进行，而是自行看着课
程表安排，有空堂就可以商量互相听课，建议坐办公桌对面一对互相听课.并且
在互相听课之后互相评课.对照发下去的课堂教学评估标准，帮助对方检查是否
都达到了要求，把评课重点放在学生在这节课是否学有所得，学生是否动起来了.
7、开展英语课外活动，创设语言学习环境
1开展课外英语竞赛活动：如开展英语口语(演讲)竞赛、书法比赛、写作比
赛(借助各类英语传媒开展)、英语朗诵比赛、英文歌曲比赛等;开展课本剧表演等。
以活动促教学。
2利用现代化网络媒体创设语言环境。如布置学生周末在家收看英语电视节
目，观看经典英文影片等。