高三英语优秀教案

高三英语教案都有哪些？在中国现代教育史上，最早的新式学校都是外国语学校，都是以培养外语人才为重点，专业是英语等主要的东西方语言。下面是小编为大家带来的高三英语优秀教案七篇，希望大家能够喜欢！

高三英语优秀教案【篇1】

【本课学习目标】：

阅读课文“A short story of western painting”，帮助学生认识国画和西洋画的不同特征、代表性作品及画家。

【自学探究】

一、词汇扩充：

1realistic(adj)现实主义的;现实的---reality(n)现实---realize(v)---实现

2belief(n)信仰;信任---believe(v)相信---believein相信

3consequent(adj)作为结果的;随之发生的---consequently(adv)所以;因而

---consequence(n)结果

4value(n)价值(pl)价值观;社会准则---valuable(adj)有价值的---beofgreatvalue

5religion(n)宗教;宗教信仰---religious(adj)宗教的

6possession(n)所有;财产---possess(v)持有;拥有

7convince(v)使确信;使信服---convincesbofsth使某人相信某事

---beconvincedof相信

8impress(v)给…留下印象---impression(n)印象---makeastrongimpressiononsb

给某人留下深刻印象---impressive(adj)---impressionism(n)印象主义;印象派

---impressionist(adj)印象派的(n)印象派艺术家

9agreatdeal(adv)大量---agreatdealof(adj)大量的….

10predict(v)预言;预告;预测---prediction(n)

11scholar(n)学者---scholarship(n)奖学金

12flesh(n)肉;肌肉;_---fresh(adj)新鲜的---flash(v)闪现

13exhibition(n)展览;陈列;展览会---exhibit(n)展览品;陈列品(v)展出

二、长难句分析

1Artisinfluencedbythewayoflifeandbeliefsofthepeople,andChina,unlikeEurope,hasfollowedasimilarwayoflifeforaverylongtime.

艺术受到人民生活方式和信仰的影响，而中国和欧洲不同，他的生活方式在很长时期里都是相近的。

2Whenpeoplefirstsawhispaintingtheywereconvincedtheywerelookingthroughaholeinthewallatarealscene.

当人们第一次看到他的画时，还以为是透过墙上的小洞来观看真实的场景。

3AmongthepainterswhobrokeawayfromthetraditionalstyleofpaintingweretheimpressionistswholivedandworkedinParis.

在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。

三、warmingup

Matchthewordsandmeanings.Thesewordsmighthelpyouinyourreading.

①realistic①accurate,minute

②abstract②stateorfactofexisting

③detailed③beinginthoughtbuthavingaphysicalorpracticalexistence

④traditional④lifelike,truetolife

⑤religious⑤classical,ofoldbeliefs

⑥existence⑥Sinceretobelieveinagodorgods

四、Reading

Skimming

1Whatweretheartistsinterestedinfrom5thto15thcenturyAD?

Theywereinterestedincreating_______and____forGod.

2HowdidMasacciopainthispaintings?

Hedrewthingsin__________,whichmakespicturesvery_______.

3.Whydidtheimpressionistshavetopaintquickly?

Becausethenaturallight_______quickly,theyhadto_____quickly.

Scanning

1.Whichofthefollowingstatementsistrue?

A.PaintingsinMiddleAgeswereveryrealistic.

B.Westernarthaschangedalotsincethe5thcentury.

C.Impressionistpaintingswerepaintedmainlyindoors.

D.ModernartbeganintheRenaissance.

2.Atfirstmostpeoplehatedtheimpressionists’styleofpainting,because_____.

A.theirpaintingswereveryabstract.

B.theirpaintingswereveryrealistic.

C.Theybrokeawayfromthetraditionalstyleofpainting.

D.theirpaintingswereveryridiculous.

3.IntheRenaissance,painters___.

APaintedreligiousscenesinamorerealisticstyle.

B.focusedmoreonreligionthanonhumans.

C.begantopaintoutdoors.

D.returnedtoclassicalRomanandGreekideasaboutart.

4.____discoveredhowtomakepaintingslookmorerealbyusingperspective.

A.GiottodiBondone.

B.Masaccio.

C.ClaudeMonet.

D.PabloPicasso

5.Whatdoesthetextmainlytellus?

A.Howreligiouspaintingdeveloped.

B.Howoilpaintingdeveloped.

C.Howimpressionistpaintingdeveloped.

D.Howwesternartdeveloped

DetailedReading:TrueorFalse

()1.Westernarthaschangedverylittleoverthelastseventeencenturies.

()2.PaintersintheMiddleAgespaintedmainlyreligioussubjects.

()3.PaintingsintheMiddleAgeswereveryrealistic.

()4.Renaissancepainterstriedtopaintthingsinarealisticway.

()5.TwoimportantdiscoveriesintheRenaissanceperiodwereoilpaintsanddrawinginperspective.

()6.Impressionistspaintedtheirpicturesmainlyindoors.

()7.Atfirstpeopledidnotliketheimpressionists’paintings.

()8.Modernartbeganwiththeimpressionists

【达标检测】

fillinthechartaccordingtothetext

AgesTimeArtist

Feature

【文化园地】

ThecharacteristicsofChinesepaintingsandWesternpaintings:

Chinesepaintingisoftenaboutnature,suchasmountain,water,bird-and-flower,etc.

Ithasanairoflivinginnature,harmony(和谐)andpeace.

Westernpaintingisaboutreligion,human.

Itisabstract,richincolor,oil,lineandshape

kindsofpainting(matchtheEnglishwordsandChinesemeaning)

①oilpainting风景画

②watercolour油画

③landscape水彩

④cartoon人物

⑤figuredrawing素描

⑥sketch卡通

高三英语优秀教案【篇2】

《Unit 5 Theme parks》

教学准备

教学目标

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程

Step 1 Warming-up and lead-in (5 mins)

(1)导入

教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:

① Is our West Lake Park atheme park? What about Jingqi Water Park?

②Have you been to a theme park?

③ What can you do in a theme park?

S1: West lake is not a theme park. Jingqi Water Park is a theme park.

S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.

T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?

S3: 游乐设施

T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.

(2)揭题

教师引导学生对课文题目进行预测。

T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?

S4: “more than fun” means you can also get a lot ofinformation.

[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。

Step 2 Reading (34 mins)

(1) 扫读。引导学生回答以下问题。(3 mins)

a. How many theme parks are introduced? What are they?

Andwhere are they?

b. Where do you think you would see this kind ofwriting?

T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:

“ How many theme parks are introduced?”

S5: Three.

T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?

S5: Disney Land, Dollywood andCamelot.

T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?

S6: Newspaper?

S7: Magazine?

T: Yes, very likely. Maybe from a newspaper or atravel magazine.

[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。

(2)跳读及拓展阅读。(20mins)

a.引导学生填写以下表格。

T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.

T: All right. It is time to check. Will you?

S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.

S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.

S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,

see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.

[意图说明] 引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。

b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。

T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just standup and say it, as soon as possible. Ready? Go!

Ss: Disney land.

T: Wonderful. What about this one? What is in thepicture?

Ss: Steam engine train.

T: Exactly. So, it is…

Ss: Dollywood.

T: Next one?

Ss: Camelot.

T: Yes. We can see knights fighting with swords. Andnext?

Ss: Camelot. There is bald eagle.

T: Ok. The last one, the last chance. Ready? Go!

S11: Camelot.

T: Why?

S11: it is a farm.

T: Yes, you have sharp eyes.

[意图说明] 运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。

c. 回顾课文题目，引导学生思考其含义。

T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?

S12: I think it means themeparks can bring people happiness.

T: Yes. It brings happiness.That’s the fun part. What about more than fun?

S12: more than fun meanstheme parks are more interesting than other parks.

T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?

Ss: American culture.

T: Yes. What about Camelot?

Ss:Englandhistory.

T: Yes.

[意图说明] 在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。

(3)批判性阅读。(6mins)

a.引导学生思考以下问题：

①. Is it always fun and more than fun in the theme park?

②. Did you have any unhappy experiences in the theme park?

Orhave you heard about any unhappy experiences in the theme park?

T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?

S12: At noon, we all hungry.We went to restaurant. It was expensive. It was bad.

T: So you were not satisfiedwith the food.

[意图说明] 引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。

b. 引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。

T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.

S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.

T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible lunch.What’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?

Ss: No.

T: We don’t have the time aswell as the energy. So we need to ?

Ss：Plan?

T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?

Ss: Sandwich?

T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?

Ss: watch, purse, phone…

T: Yes. To prevent it fromhappening, we should take care of our personal things.

[意图说明] 通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。

(4)创造性阅读。(5mins)

组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日_程安排表。

T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?

[意图说明] 根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。

Step 3 Post-reading(5 mins)

学生小组代表上台陈述设计好的一日_程。其他学生使用评价表从三个方面进行简单评定。

T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.

S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald eagle.That’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.

T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?

S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round table.After the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.

T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.

[意图说明] 这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。

Step 4 Homework(1 min)

布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。

[意图说明] 引导学生将口头讨论转化为书面语，强化本课的学习内容。

高三英语优秀教案【篇3】

《Unit 3 Life in the future》

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1. 开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

【教材分析】

本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

【学情分析】

1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

【教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

【教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

【教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

【教学过程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a text about time travel.

【设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

3.After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

Step 4 Consolidation

1.Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master a hovering carriage.

2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3.A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5 Assignment

1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.Assignment: Object-designing

Design an object which can help you change the world for a better future

【设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

2. Worried about the journey, I was unsettled for the first few days.

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in their textbook.

Ex.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.

Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by the company.

And then ask the students to finish the exercises in their textbook.

Ex.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1. 作时间状语。 Once discovered, the enemies were completely wiped out.

2. 作原因状语 Moved by his words, I accepted his present.

3. 作条件状语 United we stand, divided we fail.

4. 作让步状语 Although tired, they continued to work.

5. 作方式或伴随状语 The teacher stood there, surrounded by many students.

注意：

1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2 Consolidation

非谓语动词练习

B 1. ___ and happy, Tony stood up and accepted the prize. (2006全国)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006广东)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (2007 重庆)

A. Have one more hour B. One more hour

C. Give one more hour D. If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)

A. to spend B. spent C. being spent D. spending

C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江苏)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (2005湖北)

A. asking of B. asked about C. being asked D. asked

D 7. The man kept silent in the room unless . (2006浙江)

A. spoken B. speaking C. to speak D. spoken to

D 8. ________, the old man is living a happy life. (2006天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (2006上海)

A. Judged B. Judging C. To judge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET2004)

A. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (2005北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the construction work will start soon. (2006江苏)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (2006辽宁)

A. to fall, taking B. fall; to taking

C. falling; taking D. falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

Do you want to work for space? What worker should be needed for the space?

2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and expressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1.The teacher shows a video clip from Star War to the students.

2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? Galaxy, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.

【设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

Step3 Reading for details

1.Ask the students to describe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2.Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the text?

Q2: What are the features of these two amazing creatures?

3.Compare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Six Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【设计说明】

由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

Step4 Discussion

The teacher asks the students to predict about the future humans by referring to the following questions.

Q1: When do the future humans live?

Q2: Where do they live?

Q3: What do they eat?

Q4: Do their body parts have any other special functions?

Q5: What are the features of the future humans?

Q6: How do future humans work and live?

【设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period 4. Listening and speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

Teaching Methods:

1. Listen to catch the main ideas

2. Individual work and group work

3. Cooperative study

Step1 Display the design of the future humans

The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

【设计说明】

抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

Step2 Lead-in

The teacher displays a picture of the solar system to the students, and asks the following questions:

Q1: Which planet would be the best residence for humans?

Q2: What will life on Mars be like?

【设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

Step3 Listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on Mars □comets

□houses in a town on Mars □Martian creatures □atmosphere and gravity

Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

【设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough oxygen?

2. How can “Wonderworld” make sure there is enough water?

3. What is the advantage of living in “Wonderworld”?

4. Do you think people will be healthy living in “Wonderworld”? Why?

Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.People may become rich and famous.

4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

【设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose that… Do you imagine that…?

I wonder if … Is it possible that…?

Is it likely/ unlikely that…? Do you suppose that…?

【设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。

高三英语优秀教案【篇4】

《Poetry》

教材分析

本课是第18单元第3 课，经过前面两课的学习，学生对美与审美的话题已经有一定的认识。本课课文由两首英文诗组成，而学生在日常生活中很少接触英文诗歌，加上诗歌欣赏需要运用想象力，本身是很复杂的审美活动，所以要欣赏英文诗歌之美难度较大。本课的重点是首先在阅读中获取主要信息：两首诗的大意、各自所使用的语气和表达的基本情感;然后，通过在诗句中寻找意象来进一步理解所表达的情感，并欣赏从鲜明的意象和和谐的韵脚中传递出的诗歌独有之美感。

本课计划分两课时进行，第一课时通过捕捉动作、场景的细节描写和理顺诗句中字词顺序等阅读策略来获取两首诗的主要信息，并能够表达这些信息;学习重点词汇的意义和用法。第二课时简单了解何为意象, 体验意象是怎样构成，找出诗句中的意象，进而体会两位诗人借助不同的意象所传达出的不同情感;然后用自己的语言说出两首诗的异同之处;尝试自己运用意象来描述日常生活。

教学内容

话题：某个特殊的夜晚：思乡之夜、圣诞前夜

课型：阅读课

词汇：重点词汇 ：bend, bound, bow, Christian, endless, freezing, oval, poetry，precious,

romantic, scenic, settle，stout, vague, vivid

相关词汇_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil

第一课时

First Period

教学目标

在本课结束时,学生能够：

1识别与认读重要词汇

2通过捕捉动作描写和理顺诗句中字词顺序来获取两首诗的大意、语气和基本情感;

3在对提取的信息进行组织和内化后，用自己的语言表达这些信息;

4在情感上与诗人产生一定的共鸣。

教学过程

教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-in：5 minStep 1T asks ss what famous Chinese poets they know and who is their favourite;[slide 2]T presents the 3 words "poetry", "poem", and "poet";

激活学生的背景知识,引出本课话题。CW2'Step 2Ss read out the key words in Ex.2;

T explains the words "vivid", "precious" and "scenic", associating "scenic" with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and the moon on the book and in pairs discuss which of the key words they will use to describe the pictures.

利用描述图片为下面的诗歌阅读活动热身，同时复习学过的词汇、熟悉新词汇。IW，PW3'

Pre-reading：8 minStep 3T presents two groups of pictures for each poem and elicits from ss the following words.

For Li Bai picture: tranquil, hoarfrost, bend, homesickness;

For Santa picture：chimney, sleigh, hoof, stout, oval eyes, like a bow.

[slide 4-5]

After all the words have been elicited, T helps Ss learn the pronunciations of the expressions, if necessary.[slide 6]T goes over the pictures again and asks ss to say the words from their memory.

[学案Ex.Ⅰ]

在图片语境中呈现单词，帮助学生理解、记忆词义;

再次呈现新单词，帮助学生有效利用课上时间记忆单词CW，8'

While-reading: 25minStep 4First reading:

Ss read the two poems and answer questions about the two poem's general feelings;

T presents reading strategy 1;[slide 7][学案Ex.Ⅱ(1)]

高三英语优秀教案【篇5】

Ss complete table 1 in groups by listing the words or phrases related to the weather and the time of day or year;[slide 8][学案Ex.Ⅱ(2)]　培养学生体会诗歌大意和捕捉诗歌细节信息的能力;IW, GW7'Step 5Second reading:

T presents reading strategy 3;

Ss read the two poems again; in pairs identify sentences in unusual order, reorder them in regular ways.

T explains the verbal phrases:

settle (oneself), be drowned in，pull in (one's head)

[slide 9-10]

帮助学生了解诗歌创作的特点，为下一步提取诗句中的信息作准备;

分步处理生词和短语的用法CW, PW10'Step 6Third reading:

T presents reading strategy 2;

Ss read the poems again and complete table 2 by identifying what people in the poems do and how they feel.

[slide 11-12]

[学案Ex.Ⅲ]

培养学生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide 13]有声输入，整体感知诗歌的美感;CW,3'

Post-reading: 7 minStep 8Ss do Ex.4[slide 14]检测学生是否准确获取两首诗的主要信息;IW,3'Step 9Ss in pairs retell what happened in poem B according to Table 2, with s1 retelling the first 6 stanzas and s 2 dealing with the last half.[slide 14]培养学生把提取的信息变成自己的语言;把poem B 分成两部分来复述，降低输出的难度。PW'4'HomeworkLanguage Power p. 84，Ex.2 Vocabulary

p 91, Ex.5 Synonyms[slide 15]第二课时

Second Period

教学目标：学生能够

1. 发现诗歌中韵脚的使用;

2. 找到诗句中塑造的意象;

3. 总结两首诗的从内容到情感等方面的异同之处;

4. 在日常描写中尝试使用意象。

教学活动Activities设计意图Intentions互动模式&时间IP & timeReview：6 minStep 1Ss review the vocabulary they have learned with a spider map and blanks filling; and do Ex.1 on p. 84;

[Slide 2-3]

[学案Ex.Ⅰ]

激活已学的词汇;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide 4][学案Ex.Ⅱ]

利用第一课时中的Table2，激活课文信

息，并为本课学习意象与描写做铺垫;IW，2'

Read to learn：22 minStep 3Ss read poem A aloud and observe the last words in each line; generalize the regularity of the sounds of these words. T presents the term for the regularity, rhyme.

Ss read poem B and in pairs generalize the regular sound pattern within and across the stanzas: it is rhymed too.

T elicits from ss why both poets put words in poem in disorderly manner.

[slide 5-7]

[学案Ex.Ⅲ]

引导学生自己发现、归纳英文诗歌押韵这一形式特点;

引导学生对诗歌中字词顺序异于常态话语这一现象做出结论。IW, PW, CW8'Step 3T presents Reading strategy 4, exemplifies what an image is and explains the function of images;

[slide 8-11]

[学案Ex.Ⅳ(1)]

T presents two more examples from poem B and asks ss to think about how the two work on the reader's mind; Ss present their ideas.

T explains it: images work by means of descriptions, e.g. adj., comparison.[slide 12]培养学生发掘诗句中的意象的能力。CW,8'Step 4Ss work in groups and complete Table 3.

[slide13-14]

[学案Ex.Ⅳ(2)]

让学生实践这种能力。PW6'

Comprehensive practice：8 minStep 5T elicits from ss how poem A and B are similar in the following ways: topic, time, image and rhyme.

Ss in pairs list differences between the two; present their list orally.

[slide 15-16]

调动学生在已有的知识和信息基础上自主归纳、总结，锻炼口头表达;IW, PW,8'

Application: 8 minStep 7Ss work in groups to complete Ex.8 and present the group work result.[slide 17][学案Ex.Ⅴ]

综合运用已有的知识，在书面表达的实践中锻炼使用意象的能力。PW8'

Homework：1 min

Language Power p. 86-87，Ex.1 Focus on Reading (with Culture Corner on p. 44 as reference)[slide 18]

高三英语优秀教案【篇6】

教学目标

Teaching Aims and demands

本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。 Teaching important and difficult points 1.单词 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited 2.词组 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交际用语 There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.语法 学习as if和no matter的用法。

教学建议

课文建议

在Lesson 38课，建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

对话分析

本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

教学重点难点 1.serve的用法

1)serve(sb.) as sth.表示“为(某人)工作，(尤指)当佣人”。

He served as a gardener and chauffeur.他做园艺工人兼司机。

2)serve还可表示“供职，服役”。

He has served his country well.他为国尽职。

3)serve sb. (with sth.). 表示“将(饭菜)端上桌。”

Four waiters served lunch for us.有四位服务员招待我们吃午饭。

4)serve 还可用于“(在商店等处)接待(顾客)或为顾客取货物”的意思中。

Are you being served?有售货员接待您吗?

He served some sweets to the children.他为孩子们拿来了他们想要的糖。

5)serve 还指“(一份饭)够……”。

This packet of soup serves two.这包汤料够两个人食用。 2.judge的用法

1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。

We judge that they have finished.我们估计他们已经干完了。

We judge them to have finished.我们估计他们已经干完了。

She judged him about fifty.她估计他在五十岁左右。

The committee judged it better to start the investigation at once.委员会认为立即开始此项调查。

From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。

2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。

I can’t judge whether she was right or wrong.我不能断定她是对还是错。

3)judge还可表示“评判，评价”，可说judge sb. / sth.

Don’t judge a man by his looks.勿以貌取人。

4)Judging by / from…(从……来看，据……来判断)是惯用短语，可用来引导独立分句。

Judging from his looks ,he may be sick.从外表看，他或许生病了。

Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。 3.get off的用法

1)get off意为“脱下”。

It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。

2)注意：get off还可作“下车”;“离开”;“出发”;“起飞”解。

As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。

We must get off at once or we' II be late我们必须马上走，否则要迟到了。

We got off immediately after breakfast.我们一吃过早饭就出发了。 The plane got off on time. 飞机准时起飞。

4.favor的用法

1)in favor (of )表示“赞成、主张”，常用作表语或后置定语。

The students were in favor of reform. 学生赞成改革。

2)do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是

“给某人以恩惠，帮某人的忙”。

Would you do me a favor? 帮我一下好吗?

Do me a favor by turning off the radio. 帮我把收音机关掉。

Do me the favor to come. 务请光临。

注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。

5.put down的用法

1)意为“写下;记下”。

Put down your name and your telephone number.写下你的名字和电话号码。

Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。

2)可作“_;扑灭”。

The fire was finally put down by the firemen.大火最后终于被_员扑灭了。 6.as if的用法

as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：

It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。

It looks as if it is going to show. 看来，要下雪。

It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。

除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。

The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

7. no matter 的用法

no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。

由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。

No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。

No matter之后可用what以外的关系代词或关系副词。例如：

No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。

No matter which…无论哪一个……

No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。

No matter where…无论何处;不管在哪里……

No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。

No matter when …无论何时，不管什么时候…… 　I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。

No matter how..不管……如何;无论……多么……

No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。 8.drop in, drop in on 与drop in at的区别

drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。

drop in on 后接人意为“顺便拜访某人”。

She dropped in on me yesterday.

drop in at后接表示地点的名词意为“顺便来(去)某处看看”。

Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。

Jane used to ____ the tailor’s on her way home from work.

A. drop in B. drop in on C. drop in at D. drop at

詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。

9.run的用法

1)表示“跑，奔跑，赛跑”。

The boy ran off as soon as we appeared.我们一来，孩子们都跑了。

She used to run when she was at college.在大学时她经常练跑步。

2)run还可表示“(火车、汽车、轮船等)往来行驶”

Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。

The trains don’t run on Christmas Day.圣诞节火车停驶。

3)run可用业表示“(液体)流动”。

Could you run me a hot bath?你给我放盆热水洗澡好吗?

Your nose is running.你又流鼻涕了。

4)run表示“(衣服上的染料或颜色)掉色，扩散”。

I’m afraid the color ran when I washed your new skirt.很遗憾，

我洗你那条新裙子的时候它掉色了。

5)run可表示“融化”。

It was so hot that the butter ran.天太热，黄油开始化了。

The wax began to run. 蜡开始融化了。

6)run还可表示“负责、经营、管理”。

He has no idea of how to run the successful business.他不知道把企业办好的方法。

Stop trying to run my life for me.我的生活用不着你来管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。

句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：

Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。

本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：

Here is your change. 这是找给你的零钱。

change还可以用作及物动词，作“零钱”，“换钱”解。

Could you change a 10-yuon note, please? 你能换开10元钱吗?

高三英语优秀教案【篇7】

SBIA Unit 6 Good manners

就餐礼仪

素材新挖掘

考点1. interrupt vt.& vi. 打断;中断;插嘴

May I interrupt you for a moment?

Don't interrupt me when I speak.

我说话的时候，请不要打岔。

interrupt vt. & vi. 阻断;中断

interrupt vt. & vi. 打岔;插嘴;打断(别人谈话)

get in 插嘴

disturb vt. 打扰

(1)I apologized for ______________(打断)you.

(2)He _____________(中断)college to serve in the army.

(3)他粗鲁地打断了我们的谈话。(写作小练笔：主谓宾;rudely)

_______________________________________

(4)I had to _______ the meal to answer the phone.

A. disturb B. puzzle C. get D. interrupt

D。interrupt 此处的意思是"中断"。disturb用作及物动词，意思是"打扰"。

interrupting

interrupted

He interrupted our talk rudely.

考点2. apologise vi. 道歉

Learn to apologise to people.

Ladies and gentlemen, I do apologise for the delay to your service.

女士们先生们，我着实为你们旅途的延误表示歉意。

apologize to sb. for (doing) sth. 向某人为某事(为做了某事)道歉

apologize for oneself 为自已解辩或辩护

make/offer an apology to sb. for sth. 为某事向某人道歉

(1)I __________(道歉)to her for stepping on her foot.

(2)I have come to __________(道歉)to you.

(3)I'd shoot myself before I apologized to him.(英译汉)

_______________________________

(4)我因迟到向老师道歉。(写作小练笔：主谓+介词;be late)

_______________________________________

考点3. forgive vt.(forgave, forgiven)原谅;饶恕

Forgive me. I'm very sorry.

She never forgave him for his lies.

她总不肯原谅他的谎言。apologizedapologize

我宁死也不向他道歉。

I apologized to the teacher for being late.

forgive vi. 原谅

forgive sb. /sth. 原谅某人/某事

forgive sb. for sth. 原谅某人某事

forgive one's debts 免除债务等