高三英語教學計劃範文集錦

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高三英語教學計劃(一)

Teaching Goals:

I . Emotional teaching:

1. To make the Ss familiar with the great works by Shakspere and the life story of the great literaturer.

2. To instruct the Ss to analyse the desire and the greed and the greatness of the different characters . Help the Ss sort out the good qualities from the two plays.

II. Teaching aims:

1. This unit includes two scenes of the play King Lear. Ss should learn the plots by themselves after class and then put forward their questions and present their views in class.

2. Help the Ss to get rid of the hurdle of learning language and the grammer part by combining practice and e_tension e_ercises.

III. Teaching Important and difficult points:

to enable the Ss have a better understandnig of the theme of the play.

2. How to instruct Ss to find approach to improving their ability, especially reading, teaching themselves

Teaching Procedures:

READING (PART 1)

WARMING UP

Complete the following love test.

1. Do you love your father?

Yes.___________

No. ___________

2. How much do you love him?

A. Very much B. So-so

C. Very little D. Not at all

3. Which of the following best describes your feeling towards your father?

A.I loves him more than my life.

B.I love him as much as I love my eyes.

C.I love him as much as I should, no more and no less.

D.I don’t know how much I love him. I have never thought about the question.

E.I don’t love him, but I don’t hate him either.

F.I hate him.

G._________ (your own sentence)

4. If you were married, whom would you love more, your wife/husband or your father?

5. If your father gave you 1,000 yuan on condition that you tell him that you love him very much, would you say so?

Yes._______ No. _________

6. If you could choose a father, which would you choose?

A. A father who was very rich but didn’t love you.

B. A father who had no money but loved you very much.

PRE-READING

Glance quickly through Part 1 of the play and answer the following questions.

1. List the characters who appear in this part of the play.

King Lear, Goneril, Regan, Cordelia,

the Dukes of Albany and Cornwall,

the Duke of Kent

2. Which of the characters do you think are shown in the picture on Page 11.

King Lear and his three daughters----Goneril, Regan, Cordelia

WHILE-READING

3.1 Read the play and complete the plot diagram.

A plot diagram Description

Setting

King Lear has 3 daughters. He is old and wants to divide his kingdom among his daughters. He is going to do this through a “love test”.

Conflict

Flattery vs honesty; words vs action

Rising action His first two daughters flatter him with nice words, but the youngest daughter insists on telling the truth.

Clima_

Hearing the truth, the king gets very angry. He gives all his land to the first two daughters and leaves nothing to the youngest one.

3.2 Read the play again, and complete the following main points.

MAIN POINTS:

King Lear gave away his land to his daughters according to how much they ________him.

1 King Lear wants to ______ and decides to ______ his land to three daughters.

2 He wants to know ____ ________ they love him.

3 Goneril and Regan make the king _________by saying they love him very much. They ______ the land

4 Cordelia makes the king angry by being _________ and not _________ him. She gets ________.

5. Kent, the servant, makes the king _________ by defending Cordelia and begging the king to listen to the _______.

3.3 Choose the proper words to describe the Characters’ Personality.

Honest loyal hot-headed truthful deceitful hard-hearted respectful

corrupt greedy Innocent foolish cunning bad-tempered loving

Characters Personality

King Lear Hot-headed, hard-hearted, foolish, bad-tempered

Goneril Deceitful, corrupt, greedy, cunning

Regan Deceitful, corrupt, greedy, cunning

Cordelia Honest, truthful, loving, innocent

Kent Loyal, respectful, honest, truthful

E_PLANATION

1. hand over 移交;讓與

to hand over command of a ship

移交軍艦的指揮權

The pickpocket was handed over to the police.

扒手被送_方。

hand down 傳給後代

= hand on, pass down

This pair of bracelets were handed down from my greatgrandmother.

這副手鐲是我曾祖母傳下來的。

hand on 1)傳遞

2)把…傳下來 (= hand down)

Please read this and hand it on.

請你讀後加以傳閱。

Please read this notice and hand it on.

"請把這張通知看一下,並傳閱。"

2. riches (n.) 財富，財寶，金錢。

沒有單數形式。如：

Riches have wings. 錢財易散。(諺語)

She gave away all her riches. 她把自己的全部財產贈送給了別人。

3. even 在句中起強調作用，常放在行爲動詞之前、助動詞、情態動詞之後。如： In order to watch the World Cup soccer game, they even closed the sore.

爲了看世界盃足球賽，他們甚至把店門關了。

I didn’t even know his name. 我甚至不知道他的名字。

Some robots can even talk to . 一些機器人甚至能和你對話。

4. It’s one’s turn to do sth. 輪到某人做某事。

Today it is my turn to clean our classroom.今天輪到我打掃教室。

It’s your turn to recite the poem. 到你背這首詩了。

常用帶turn的

Take turns doing sth. 輪流做某事。

In turn 輪流地; 挨個, 依次; 反過來

By turns 輪流地; 時而...時而...

5. be equal in 在某方面相等

如：Are men and women equal in physical strength?男人和女人在體力上相當嗎?

You and I are equal in strength, but not in intelligence.你我力氣相當，但智力有高下之分。

be equal to 與… 相等

They receive an income that is equal to the value of the goods they produce.他們所得的收入與他們生產的產品價值相當。

6. Try harder, Cordelia, or you may lose your share of the kingdom.

這是“祈使句+or/and +陳述句” 句型，陳述句表示結果。

Get up earlier, or you will miss the first train.早點起牀，否則你會錯過第一班火車。

Use your head, and you will have a way to solve the problem.動動腦筋，你就會想出解決問題的辦法。

a stranger to 對… 陌生，對… 沒有經驗，對…不習慣

He is a stranger to our country. 他不瞭解我們國家。

He is no stranger to hardship. 他曾歷盡滄桑。

8. We’ll see if either wants to be a bridegroom when she has no riches to bring to the marriage. 我們倒要看看，她沒有分毫嫁妝，誰願意當她的新郎。

When 表示“如果，既然”之意，相當於if, since, now that.

How can he get good grades when he doesn’t study hard? 他不用功的話

Why does she always drive to work when she could easily take the bus?

9. But sir,please hear me out. I speak on behalf of Cordelia.

但是，先生，請聽我說完。讓我代表科迪莉亞說幾句。

hear sb out 聽某人說完

Don’t interrupt, just hear me out.別打擾我，聽我說完。

Sorry, I wish I had time to hear you out, but could you make your story shorter?我真希望我有時間聽你說完，你能不能把故事縮短些?

on behalf of 代表，爲了…的利益

I am writing this letter on behalf of my mother, who wants to thank you for your nice gift.我代表我的媽媽寫這封信，她要感謝你送的精美禮物。

They are collecting on behalf of charity.他們以慈善的名義集資。

10. Cordelia’s devotion to Your Majesty is beyond question. 科迪莉亞對陛下的愛是毋庸置疑的。

Beyond question = cannot be doubted 不用懷疑的，毋庸置疑的

His honesty is beyond question. 他的忠誠是毋庸置疑的。

out of question 毫無疑問 out of the question不可能, 不容討論

11. I would rather lose my life than see you make such a mistake. 我寧願丟了性命也不願看到你犯這樣的錯。

would rather … than … 寧願 … 而不 …

I would rather stay at home than go to cinema?我寧願待在家裏也不去看_?

Would rather die than surrender.

寧死不投降。

12. I will have you killed. 我叫人殺了你。

have / get … done 1)叫別人做某事(= ask sb to do sth )

We’ve just had the house decorated.我們剛叫人把房子裝修了一下。

Doesn’t Mike look smart? He has had that suit made specially for the wedding.邁克看上去很瀟灑，是吧?他那身西裝是專爲婚禮而定做的。

2) 遭受某種不幸

I had my watch stolen last night. 昨晚我的手錶被偷了。

Mind you. It's easy to have your pocket picked in a big crowd.

"請注意,在人羣中你衣袋內的東西是很容易被人扒竊的。"

HOMEWORK

1. Act the play out with your mates.

2. Complete the e_ercises in Comprehending and Learning about Language.

READING AND SPEAKING (PART 3)

1. WARMING UP

Predict what will happen when Lear begins living with his daughter, Goneril?

ING

2.1. Read the 3rd part and check your prediction.

2.2. Read the play again and complete the Information Card.

2.3. Try to find the proper adverbials to describe Goneril’s treating espectfully, rudely, coldly

3. E_PLANATION

1. Ok,Caius, I’ll give you a trial. And if you prove to be good at your job, I’ll keep you on as my servant.

give sb a trial 試用某人

I did well in the job interview and they decided to give me a trial. 由於我在求職面試中發揮出色，他們決定試用我。

He is capable man. It would be a mistake not to give him a trial. 他是精明能幹的人。不給他試用機會是不對的。

keep sb on = continue to employ someone 繼續留用

How many people will be kept on by the company? 有多少人會被公司留用?

You’re not fit for the job. We can’t keep you on.你不適合這個工作，我們不能繼續留用你。

She’s a smart girl. It’s a pity that they don’t keep her on.她是個挺聰明有女孩子。他們不繼續留用她，真可惜。

2. Sir, I am sorry, to tell you this, but it seems to me that you are not being treated with the respect due to a king. 先生，我很遺憾地告訴你，我覺得你沒有受到像一個國王應該受到的尊敬和禮遇。due 在句中之意是：應得的，應給的。

還可表示：應支付的，適當的，預定的，到期的

A great deal of money is due to you. 應當付你一大筆錢。

After due consideration, they decided to retreat.他們經過適當考慮後決定撤退。

When is your baby due? 你的孩子預計什麼時候出生。

These library books are due ne_t month.這些圖書館的圖書下個月到期應還。

3. I suspect the same, but I keep telling myself it was my imagination. 我曾這樣懷疑過，但我不斷告訴自己說，這只是我的想象罷了。

suspect 懷疑，猜想，後接名詞或從句

He seems poor, but I suspect that he has quite a lot of money.

他看上去很窮，可是我懷疑他很有錢。

Don’t suspect my loyalty. 不要懷疑我的忠誠。

4. Is it any wonder that I frown when your soldiers are continually drinking and fighting?我皺眉有什麼好奇怪的?你的衛兵老是酗酒鬥毆。

Is it any wonder (that)…? = It is no/little wonder (that) … “不奇怪，不足爲奇”。 With such talented players,is it any wonder they won?他們捅有如此優秀的運動員，獲勝就不足爲奇了。

Is it any wonder that he speaks good English after living in the US for many years.他在美國生活了很多年，英語說得很好，這難道有什麼好奇怪的嗎?

continually 和continuously 的區別

兩者均可表示“連續的，不間斷地”，但前者表示“一段時間內多次發生”、“時斷時續”或“中斷時間很短而以接連發生”;而後者指“連續不斷地，不停歇地”The telephone has be ringing continually in the office all morning.

整個早上辦公室的電話鈴聲不斷。

The telephone rang continuously for five minutes.電話鈴聲連續響了五分鐘。5. I suggest you teach them how to behave properly.

我建議你還是教教他們怎樣守規矩。

behave (vi) 舉動，舉止，行爲表現。可以用副詞修飾。

The boy behaved very well last night.這個男孩昨天晚上的表現挺好。

The child behaved badly at the party.那孩子在聚會上的表現很差。

behave 還可作及物動詞，但它只能接反身代詞，behave oneself.

Please behave yourself.舉止要得體

The children behaved themselves at the party. I’m proud of them.

孩子們在聚會上舉止得體，我爲他們而感到驕傲。

I suggest 後接的賓語從句，謂語動詞用should + 動詞原形，should可省略.

在動詞suggest，order，demand，propose，request，command，insist等後的賓語從句中，用虛擬語氣(即Should+動詞原形或只用動詞原形)來表示願望、建議、命令、請求等。I suggest that we (should) hold a meeting tonight.我建議我們今晚開個會。

They insisted that he (should) begin the work at once.

他們堅持讓他立刻開始工作。

He ordered that all (should) take part in the work.

他下令所有的人都要參加這項工作。6. I won’t stay here to be insulted. 我不會呆在這裏受辱。

不定式在句末多作結果狀語，表示預料之外的結果，且常與only連用。

He lifted a rock only to drop it on his own feet.他搬起了石頭，結果砸了自己的腳。

The news reporters hurried to the airport, only to be told that the film stars had left.當記者趕到機場時，卻被告知_明星已經走了。

4 HOMEWORK

1 Act the play out with your partners.

2 Complete the e_ercises on page 19.

LEAD-IN

In Part 2 of the play, King Lear asks the Duke of Burgundy and the King of France whether they still want to marry Cordelia. What do you think the two men will say?

LISTENGIN

2.1 Listen to the tape to check your predictions with your partners.

Listen the tape again and answer the following questions.1)What does Lear tell the two men?

2)What did Lear originally promise if one or the other married Cordelia?

3)Do you think Cordelia’s inheritance is important to the Duke of Burgundy? Do you think it is also important to the King of France?4)What does the King of France think might be the reason for Lear turning against his daughter?

5)what does Cordelia say to e_plain her father’s decision?

6)What does Cordelia ask of her sisters just before she leaves for France?7)How do the sisters react to her request?

8)At the end of Part 2, what are the sisters worried about and why?

9)What do you think they will do ne_t?2.3 Answer the questions in E_. 2 and check the answers with your partners.

Q1: Lear tells them that Cordelia is no longer going to have part of his kingdom. She will be a poor woman when she marries.

Q2: Burgundy says he cannot marry her after all.Q3: France asks Lear what Cordelia has done to turn him against her. Cordelia e_plains she has done nothing bad, just hasn’t found the words to tell her father how much she loves him.

Q4: France decides to marry Cordelia even without her part of the kingdom.

Read the questions in E_.3 and discuss them in groups, then report your discussion.N =Narrator B=Burgundy C=Cordelia L=Lear F=King of France R=Regan G=Gaoneril

N: After the king’s harsh words to him, Kent sadly leaves the room. Just as he goes, the King of France and the Aduke of Burgundy enter, both these gentlemen want to marry Cordelia.

L:Ah, come here Burgundy. I have sth. to tell you. I no longer care for my daughter and she is to leave my castle a ploor woman. She will have none of my riches when she marries you.

B:That was not our agreement, sir.

L:Well,it is now.

B:I am sorry but I cannot marry her under these circumstances.

L: Fine, then don’t. And you, France. Are you willing to marry this daughter whom I hate?

F:I don’t understand. Yesterday Cordelia was your favourite. She was the child of your old age, the best, the dearest of your daughters. She must have done something most terrible to turn you against her.

C:Your Majesty. I have committed no murder or any other dishonourable act. It

is simply that I could not find the words to tell my father how much I love him.

L:It would have been better if you had never been born than you had displeased me so much.

F: is this her only fault?why ,then I shall marry her and take her to France where she will be my queen.

L:Take her, for she is no daughter of Burgundy. I do not want to look any longer at her face.

N:The King and Burgundy leave together with the Dukes o Albany and Cornwall.

C:Sisters, goodbye. I pray that your grand speeches have some truth in them and that you will be kind to my father.

R:Don’t tell us what to do.

G:Yes, mind your own business and look after your husband.

N:Cordelia and the King of France leave.G:Sister, our father is much changed. He always loved Cordelia best yet see how quickly he threw her out.

R:Yes, I think he is becoming unwise in his old age.

G:Well, he was always quick-tempered but now he is becoming far worse, I think we had better find some way of making sure he can’t cause us any problems.R:Yes, Let’s think about it.

N:Regan and Goneril leave.

高三英語教學計劃(二)

教學準備

教學目標

ents learn some new words and e_pressions to describe people ,especially famous persons;

ents are encouraged to give more information about famous persons who they are familiar:

3. Students can realize that it is scientific spirit that makes those scientists successful.

教學重難點

1. Words and e_pressions in this unit

2. Previous knowledge of some of the famous scientists

3. Comprehending the te_t

教學過程

【導入】Words　learning

(Students are assigned to learn the new words of this unit and find out the English e_plainations of the new words )

Definitions or e_planations

A.e_amine ral principles of an art or science

at or do again

ry once; without delay

diate fully in order to learn about or from...

lete great value, worth or use

able ng all its parts; whole; finished

unce known

rol or bring to an end

tive r to order or direct

lude e certain or sure

【講授】useful　sentences　learning

(The sentences are picked from the te_t.)

1.“All roads lead to Rome, ”he encouraged me after I failed the entrance e_amination.

sentence doesn’t make any sense.

English teacher is not only strict with us but also friendly to us.

is good-looking, apart from his nose.

is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

is not Tom but you who are to blame.

1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education” it has helped Chinese scientists make many breakthroughs.

you drawn any conclusion after you read this passage?

much for the learning of the new words and e_pressions.

【講授】Introduction　of　a　classic　article

Teacher introduce a famous person --Qian _uesen and students learn to write an article about the famous scientis using the words and e_pressions they just learn in class.

【活動】Share　the　outcome

Students share their article orally and discuss whether they have used some good and advanced e_pressions.

【練習】Consolidation

完成句子

(1)愛因斯坦被認爲是二十世紀最偉大的科學家之一。

Einstein ___________________ one of the greatest scientists in

the20th century.

(2)他對實驗結果感到滿意, 他把成績歸功於大家。

He ________________________ of the e_periment and _____

句型轉換

(1)把句①改爲非限制性定語從句。

Qian _uesen was born into a wealthy family on December 11,

1911, Zhejiang Province, __________________________

____________________________________________.

(2)把句②改爲含狀語從句的複合句。

___________________________________________________

_______, he went to America for his further study and gained

his doctor’s degree in the Science of Astronom

單詞?分類記憶

短語?雙語互譯

語境取詞——選用上面的單詞或短語填空

句型?超級仿寫

高三英語教學計劃(三)

本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。

1. 開展學生活動，發揮主體作用

新課程強調要充分發揮學生在教學過程中的主體作用。本課設計遵循以學生爲主體，教師爲主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。

2. 實施情景教學，統合三維目標

本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，激活學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。

3. 轉變學習方式，增強教學效果

新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，爲學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。

4. 運用問題教學，啓發學生思維

本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材信息，發揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利於培養學生的思維能力，激發學生的創新精神。

本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。

【教材分析】

本單元教學內容爲人教版新課標Module 5 Unit 3 Life in the future。本單元的中心話題是“未來生活”，教材內容爲學生提供了想象的空間，旨在培養學生預測未來的能力，通過對現實生活與未來生活的對比，喚醒學生把握現在，珍惜現在，愛護環境，保護自然的意識。

第一篇Reading文章主要講述主人公Li Qiang在時空旅行前、時空旅行中及時空旅行後的所見所想。第二篇則主要記敘了Li Qiang在太空站認識的兩個非常特別的太空生物，並將兩個生物的特徵進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學生的想象力，培養學生對未來生活的預測。語法部分則延續了課文內容，通過作者對未來生活態度的討論引出過去分詞做狀語及定語的用法，並以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，並最終通過口語情景設置鍛鍊學生綜合運用英語的能力與技巧，從而對未來生活進行更細緻的預測。

考慮到各部分內容的內在聯繫，筆者結合教學實際將同一話題不同內容與形式的材料進行了重組，對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時，豐富了教學內容和語言活動形式。

【學情分析】

1. 認知基礎：高一學生基本上能用英語清晰地表達個人觀點，準確地描繪

生活現象或表達個人情感，能用基本的詞彙、句型對未來生活作出描繪與預測。

2. 心理特徵：高中學生思想活躍，求知慾旺盛，學習態度明確，自我意識

發展迅速並趨向成熟，獨立自主性強，有一定的道德修養及正確的價值觀與審美觀。

3. 學習能力：學生對過去分詞的用法有基本的瞭解，其自主閱讀與表達能力有一定的基礎，具備良好的團體協作能力，並能進行有效成功的交流合作討論。

【教學目標】

(1)知識與能力

學習與未來生活有關的詞彙;能對本單元的生詞猜測詞義並能用英語釋義基本單詞;學習有關預測和猜測的表達方式以及過去分詞作定語、狀語的用法;能聽懂關於對未來生活、環境的想象、猜測和思考的會話，想象未來生活可能存在的問題;能用英語簡單地談論未來生活，猜測未來的科技發展趨勢;能閱讀關於未來生活、未來世界以及外太空和外星人的英語文章;能夠較好地發揮想象來描寫未來生活和外星生物。

(2)過程與方法

通過網絡或圖書館等途徑查找蒐集有關科學家對未來生活預測的資料，培養學生利用學習資源的策略;並且筆者結合教學實際對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時。第一課時爲Warming-up and Reading, 第二課時爲Learning about language, 第三課時爲Using language, 第四課時爲Listening and speaking。着重培養學生學習運用詞彙學習中的猜詞策略，激發學生想象力，預測未來生活。

(3)情感態度與價值觀

通過學習課文，使學生回顧歷史，認識現在，展望未來，激發學生的想象力;提高環境保護，資源保護意識。通過討論使學生了解中國和其他國家目前存在的社會問題以及科技發展方向，預測世界未來生活、環境的發展趨勢。

【重點難點】

重點：

1.掌握有關描繪未來生活的詞彙以及有關預測和猜測的表達方式。

2.通過對文章的學習，根據目前的現狀預測未來的生活，提高環境保護、資源保護意識。

難點：

1.掌握過去分詞作定語和狀語的用法。

2.運用所學的詞彙及句型寫出具有一定想象力的短文。

【教學策略與手段】

1.採取多種教學方式，講述法與討論法相結合，啓發式教學法與創設課堂思維情景相結合，接受式學習與探究式學習相結合。

2.以活動構建教學理論爲指導，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。

3.適時對學生的學習過程進行調控與激發，實現教學預設與動態生成的統一。

【教學準備】

1.教師整理課堂相關文字、圖表、影音資料，製成多媒體課件。

2.課前組織學生蒐集、閱讀有關世界環境問題、當今科學技術發展及對未來生活預測的文章，積累一定的知識儲備。

3.課前按教室座位情況將學生分成若干小組，每組6人，並選出組長一人，以小組爲單位開展合作學習。

【教學過程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and e_pressions.

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

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, …

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 te_t about time travel.

【設計說明】

由日常問候開啓話題，通過提問學生家鄉情況導入城鎮生活，引出不同的建築材料及交通工具中的生詞;然後總結交通工具的發展歷史，預測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學習。(由於考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯繫不大，可單獨提出，因此將Transport的發展變化應用於課文的導入中，這樣比較科學自然。)

Step 2 Skimming

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?

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

Q2: Which changes are mentioned in the te_t?

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

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

Q3: Which changes are good and which are bad?

【設計說明】

猜測是培養學生閱讀能力的方法之一，因此筆者首先提出問題引發學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，瞭解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養學生快速閱讀的技巧與能力，並對未來生活變化的好壞進行小組討論，培養集體協作精神。(由於Comprehending中關於未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性，將其提至快速閱讀中，設置成小討論，將學生說與讀的能力更好地結合。)

Step 3 Reading for details

re the journey

Q1: How many people are mentioned in the te_t? 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?

【設計說明】

通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發生的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。

ng the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay rela_ed -- 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?

【設計說明】

按事件發生的先後順序及地點轉換順序，處理文章細節，培養學生抓住文章線索來處理課文的能力。然後根據地點轉移，自然地將“太空倉內”轉向“太空倉外”，按照作者在太空倉外所處的三個不同地點Hovering carriage, a large market, a large building來處理文章第三段。

r 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?

E_hausted, I slid into bed and fell fast asleep.

【設計說明】

通過精讀課文，瞭解文章細緻內容，按照“時空旅行前，時空旅行中及時空旅行後”的時間線索來處理文章細節。“時空旅行中”又可按照“在太空倉內與在太空倉外”分析文章信息。在此過程中鍛鍊學生精讀的閱讀技巧，處理文章生詞，並適當地引入幾個過去分詞做狀語及定語的句子，爲語法部分的講解作個鋪墊。

Step 4 Consolidation

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.

ussion: 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 si_ and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【設計說明】

首先通過對文章故事情節的正常排序回顧文章梗概;其次通過Warming-up中過去、現在的房子、城鎮及居住環境的比較來預測未來方的發展與變化;最後設置情景，進行角色扮演，模擬電話採訪Li Qiang回顧整篇課文，引出本節課的作業與任務。全面地鍛鍊學生的總結概括能力以及團體協作的討論能力。

Step5 Assignment

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?

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

gnment: Object-designing

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

【設計說明】

通過角色扮演以及情景設置中引出未來生活中將會存在的問題，以此導出現在生活中存在的問題，由此自然地引出閱讀課的任務----發明設計，以此激發學生的發明創造能力，喚醒學生保護自然、愛護環境的意識，學習中滲透道德教育，一舉兩得。

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

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?

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

1 used 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. E_hausted, I slid into bed and fell fast asleep.

And then ask the students to finish the e_ercises in their te_tbook.

E_.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 e_periment any more.

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

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 e_ercises in their te_tbook.

E_.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.

【設計說明】

通過設置討論作者對未來生活持樂觀還是悲觀態度來複習並提升Reading內容，鞏固學生對Reading全文線索的瞭解與掌握，並通過討論找出含有過去分詞用法的句子來支持各自的觀點。(由於Reading中Comprehending部分中關於作者對未來生活所持有的態度的討論跟語法部分聯繫緊密，故將其從Reading中剪切，轉至語法中作爲回顧閱讀課，導入新課)完成語法練習後，學生對過去分詞作狀語和定語的用法有了一定的瞭解，然後教師將過去分詞作狀語和作定語的用法系統歸納如下：

過去分詞作狀語可以表示時間、條件、原因、讓步、方式或伴隨，有時在其前還可以帶上連詞，以示明確。

1. 作時間狀語。 Once discovered, the enemies were completely wiped out.

2. 作原因狀語 Moved by his words, I accepted his present.

3. 作條件狀語 United we stand, divided we fail.

4. 作讓步狀語 Although tired, they continued to work.

5. 作方式或伴隨狀語 The teacher stood there, surrounded by many students.

注意：

1) 作狀語的過去分詞通常與句子的主語存在着被動關係，她所表示的動作通常和謂語動詞屬於同一時間範疇，也可表示先於謂語動詞發生的動作。有時爲了強調先發生的動作，也可用having been done.

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

2). 過去分詞的邏輯主語要跟主句的主語一致,否則不能用過去分詞作狀語,應用狀語從句。

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

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

過去分詞作定語或狀語時，該分詞及修飾成分相當一句定語或狀語從句，變爲定語從句或狀語從句中，該從句應該具備兩個特徵：1)從句的主語和主句中的先行詞一致;2)謂語動詞爲被動語態形式。

Step2 Consolidation

非謂語動詞練習

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

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

A matter how frequently _______, the works of Beethoven still attract people all over the world. (2006廣東)

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

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

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江蘇)

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

B 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 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 pean 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 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 houses are for the old people and the construction work will start soon. (2006江蘇)

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

C ill, I’ll stay home a good rest. (2006遼寧)

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 ______ e_perience 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. 【設計說明】

通過小組討論讓學生展開想象的翅膀，憧憬未來生活的美好，隨後通過跟目前生活的比較，教育學生要珍惜現在，展望未來。然後讓學生根據自己的實際情況，討論是否願意爲空間站工作。

Step4 Assignment

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

【設計說明】

讓學生設計自己的空間站求職信，一方面鍛鍊學生的寫作能力，一方面又與實際生活相聯繫，一舉兩得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and e_pressions.

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

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

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

Q1: Where do those creatures live? Gala_y, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【設計說明】

該部分閱讀是上一課閱讀材料的延續，主要談及Li Qiang在太空中遇見的兩類令人驚訝的生物。因內容與《星球大戰》中形態怪異的太空生物有所類似，故筆者採取_《星球大戰》片段導入，通過對太空生物的生理形態及生活的預測討論引出課文內容。

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.

【設計說明】

引出課文內容後，首先讓學生就題目發表討論，預測作者在跨時空旅行中將會遭遇哪些形態各異的生物。

Step3 Reading for details

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?

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

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

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

are 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 Si_ Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【設計說明】

由於文章結構清晰，內容簡單，主要介紹了Li Qiang在太空中遇見的兩類生物以及它們之間的比較。故筆者直接處理課文細節，讓學生通過閱讀找出文中對兩類生物的描述，比較它們的特徵。

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?

【設計說明】

文章原先安排的任務是猜測並繪出外星人的模樣，並用文字描述將外星人的外形特徵;由於考慮到這個任務的難度，筆者將任務改爲對未來人類的預測，並提供問題提示，降低難度，將話題從漫無邊際的想象轉至日常生活，程度地調動學生想象的積極性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【設計說明】

讓學生參考文章結構與內容，用文字表述未來人類在生理、心理、生活、工作等方面的特點與變化，並將自己的設計做成Powerpoint文件，在第四課時中上臺展示。

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.

【設計說明】

抽取幾位學生上臺通過Powerpoint文件展示並講解自己在上節課對未來人類的設計與幻想，教師進行適當的點評，檢驗學生的設計成果，並進行總結：想象力是人類與生俱來的本能，也是人類進步的動力，人如果沒有想象力，世界必然一片空白，人生將會無限的單調乏味，因爲有想象纔有事實，有想象才能成功。爲了拓展我們的生活領域，提高我們的生活品質，使未來的生活美夢成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創造、去發明吧!

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?

【設計說明】

因聽力材料描繪了想象中一個在火星上充滿奇蹟的wonderworld，在那個世界很多高新科技被應用於日常生活與工作中，故筆者從一張有關太陽系的圖片導入，引出聽力材料中的planet, o_ygen, gravity, space creatures等生詞，然後向學生提出問題，太陽系中哪個星球比較適合人類生存，讓學生對火星生活作出預測，從而引出聽力材料。

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

【設計說明】

要求學生在聽錄音的同時提取聽力材料的主要內容，並在書中的練習一上打勾。培養學生聽取重要信息的能力。

Step4 Listening for details

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

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.

ect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

le may become rich and famous.

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

【設計說明】

要求學生再聽一遍錄音，完成文中的細節問題。培養學生聽取細節內容的能力。

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…?

【設計說明】

要求學生根據本單元的學習，運用掌握的詞彙與句型，預測1000年後家鄉發生的變化，學生運用課本中提供的句型編造對話，先兩兩討論，然後跟其他小組成員討論編對話，培養口語及集體協作能力。新課標第一網

Step6 Assignment

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

【設計說明】

要求學生在課後跟自己的同學用英語交談，討論預測1000年以後家鄉發生的變化，將英語學習融入日常生活，激發學生講英語的_，在實踐中鍛鍊學生的英語能力。

教案【二】　　Step 1 Revision

1 Check the homework e_ercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For e_ample: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? E_plain that may have plans e_presses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to e_press an activity which started in the past and is still continuing.

b I simply don‘t know. =I honestly don’t know.

c Right now =At this moment

d The problem is … it. =Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people =Most people

f a number of people =quite a lot of people

g out of work =do not have jobs

h But some people … built on. =Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. =I understand the problem.

j is likely to happen =will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make e_ample sentences. Then let the Ss do this e_ercise in pairs. At the end get Ss to write down 5 sentences from this table in their e_ercise books.

Step 6 Workbook

Wb Lesson 65, E__. 1 - 4.

After E_. 1 is done orally, get the Ss to write the answers in their e_ercise books.

Both E__. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing E_. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practise the dialogue in Part 1 again.

Homework

Finish off the Workbook e_ercises.

Do E_. 1 and part of E_. 4 as written work.

高三英語教學計劃(四)

高一上學期是高中教育的起始階段，是一個全新的起點，因此這一階段的教育顯得尤爲重要。而我，作爲一名新的教師，同樣和學生站在了新的起跑線上。爲了讓自己能順利進行新課標的教學任務，也能使學生_完成新課標的各項學習要求，儘快適應新的環境，以便他們在各方面能夠健康發展。而我也必須嚴格要求自己，力爭把英語教學搞的有聲有色，特制定英語教學計劃如下：

一.教材分析

教材是“課標”的具體表現，是學生學習的“藍本”。現在使用的人教版每一個單元都圍繞一個主要話題開展聽說讀寫活動，共九個部分，即熱身，閱讀，理解，語言學習，語言運用，小結，學習建議和趣味閱讀。語言知識和技能的呈現與訓練，以及語法和句型等重點循序漸進，循環反覆，符合學生的認知規律，有利於學生構建知識系統。新教材打破了傳統的體系，用新的理念、新的方式、新的體系呈現出來。

我們應當以積極的態度去學習新教材，研究新教材，理解新教材各個欄目的編寫意圖，限度地發揮各個欄目的作用。一方面我們要努力去理解新教材、適應新教材、用好新教材，一方面我們又要努力站在新教材之上使用新教材，要根據教學目標和學生實際對其進行大膽的取捨和重組，力爭做到教材爲我所用。

二.教學目標

1、使學生明確學習英語的目的性,發展自主學習的能力和合作精神;

2、做好初高中的教學銜接工作，讓學生了解和適應高中的英語學習;

3、在培養學生的語言知識、語言技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，培養學生在獲取信息，處理信息，分析問題解決問題的能力，以及運用英語進行思維和表達的能力。

4、優化學生的英語學習方法，使他們能通過觀察、體驗、探究等主動學習的方法，充分發揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力。

三.學生現狀分析

我所帶的班級是高一年級5班和6班。總體來說，學生生源構成複雜，大部分學生來自農村，城區學生較少，普遍英語底子差，基礎薄，英語水平參差不齊，做題方法不得當，而且大部分學生對英語有一種畏懼感或者是厭學。分開來講，高一5班的同學在基礎和興趣上都比高一6班的同學略高一籌。針對這些情況，我打算在高一起始階段的英語教學中，本着低起點，爬坡走，抓習慣的原則，長期不懈地抓好學生學習英語的的興趣和習慣的養成。狠抓基礎，改進學法，激發興趣，提高學生們學習英語的能力”。

高三英語教學計劃(五)