下面是范文網(wǎng)小編收集的高三英語復(fù)習(xí)課教案英文3篇(英語高三專題課教案)，供大家賞析。
高三英語復(fù)習(xí)課教案英文1
Ⅰ. Teaching Basis (教學(xué)依據(jù)) ：《普通高中英語新課程標(biāo)準(zhǔn)》
Ⅱ. The Type of the Text (課型) ：Revision (復(fù)習(xí)課)
Ⅲ. Teaching Methods(教學(xué)方法): Question-based method(提問式)，Group discussion
method(小組討論法)，Cooperative learning(合作探究)，Practicing(練習(xí)).
Ⅳ. Teaching Aids (教學(xué)手段) ：Multimedia computer(多媒體電腦)，Learning
paper(導(dǎo)學(xué)案)，Blackboard(黑板).
Ⅴ. Teaching Aims(教學(xué)目標(biāo)) ： ①Knowledge aims(知識目標(biāo)):
words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.
②Ability aims(能力目標(biāo)): Develop the students’ ability to use the important
language points, enable students to describe people using the adjectives.
③Emotional aims(情感目標(biāo)): Encourage the students to think about what makes a
person great.
Ⅵ. Teaching focuses(教學(xué)重點)：Get the students to review and consolidate what they
have learned in this unit.
Ⅶ. Teaching difficulties(教學(xué)難點)：Get the students to turn what they have learned into
their ability.
Ⅷ.Teaching procedure(教學(xué)過程)： Step 1 復(fù)習(xí)學(xué)案情況反饋(1分鐘)
Step 2 lead-in ：通過圖片展示的方式，過渡到知識競答類節(jié)目《一站到底》，本節(jié)課也將模仿這種模式授課。依次介紹本節(jié)課的競答規(guī)則：
本此活動分為五輪淘汰賽，全班共八個小組，每個小組推薦一名選手(作為本組站神)進(jìn)行參與:
→→第一輪采用記單詞的方式，進(jìn)行車輪大賽，最終淘汰掉一個小組，剩余七個小組成功晉級第二輪，成功晉級的小組將獲得5分，加入到本組的總量化分?jǐn)?shù)中;
例：
1. n.成就，功績 _______________________ 7 .n. 巢，窩 ________________________
2. n.福利，福利事業(yè) _________________ 8..n. 聯(lián)系，關(guān)系，結(jié)合，紐帶_________ 3. n,項目，工程，規(guī)劃 _________________ 9. n. 觀察，觀測，遵守 ______________ 4. n.學(xué)會，學(xué)院，協(xié)會 _________________ 10. n. 童年，幼年時期 ________________
???.
→→第二輪節(jié)采用記短語的方式，在成功晉級的7個小組中進(jìn)行車輪賽，最終淘汰掉兩個小組，剩余5個小組成功晉級第三輪，成功晉級的小組將獲得的分?jǐn)?shù)為上一輪得分的二倍(即5-2=10); 例：
1.過著…的生活 ____________________ 6 .離開，啟程，出發(fā) ________________ 2.涌上心頭，涌入腦海 ______________ 7.藐視，瞧不起 ___________________ 3.查閱，參考，談到 _______________ 8. 碰巧，湊巧 ___________________ 4.偶然遇見，碰見 ________________ 9 繼續(xù)，堅持 ____________________
???
→→第三輪采用背誦句子的方式，在成功晉級的5個小組中進(jìn)行車輪賽，最終淘汰掉三個小組，剩余兩個小組成功晉級第總決賽，并且這兩個小組均獲得一次免答權(quán)，這兩個小組將獲的分?jǐn)?shù)為上一輪得分的二倍(即10-2=20); 例：
(1)她的一生全都奉獻(xiàn)給了中國婦女和兒童的醫(yī)療事業(yè)。
She (2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;
back to the place we left the family sleeping in a tree (3)簡預(yù)先提醒我們，到下午的時候我們就會又臟又累，她說對了。
(4)她母親頭幾個月來幫過她的忙，這才使她得以開始自己的計劃。
begin her project.
(5) 比方說，她的一個重要發(fā)現(xiàn)是黑猩猩獵食動物。
was that chimps hunt and eat meat. ???
→→第四輪為復(fù)活賽，在前三輪車輪賽中被淘汰的6個小組，均可獲得一次復(fù)活機會，但是復(fù)活賽的要求非?？量蹋總€參賽的小組必須能夠正確背出隨機指定的3個句子，8個短語，10個單詞，如能成功過關(guān)，將直接晉級總決賽，但不享有免答權(quán);假如沒有成功過關(guān)，所有分?jǐn)?shù)將清零。 例：
(1)她的一生全都奉獻(xiàn)給了中國婦女和兒童的醫(yī)療事業(yè)。
Speakers.
A. go on B. carry on C. carry out D. work on
3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to
4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring
She (2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;
???
注意事項:(1)小組加分不累計。
(2)前三輪車輪賽中，每次選手必須更換，從第四輪開始可自由安排,各
小組相互監(jiān)督，如有違規(guī)取消其參賽資格及所得分?jǐn)?shù)。
(3)每輪車輪賽中間設(shè)1-2分鐘準(zhǔn)備時間。 (4)參賽選手在準(zhǔn)備時間內(nèi)抽取答題順序。
設(shè)計意圖:(1)增加學(xué)習(xí)的趣味性，提高學(xué)生的參與度，提高課堂效率。 (2)培養(yǎng)團(tuán)隊協(xié)作能力，增強競爭意識。
(3)嘗試一種新的模式，改變英語課堂的沉悶現(xiàn)狀。 Step 3 Summing up (總結(jié))：
Step 4 Homework :(1)寫作專題突破, 根據(jù)提示用英語寫一篇介紹宋慶齡的短文。
(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.
Step 5 Blackboard Design (板書設(shè)計)：
back to the place left the family sleeping in a tree (3)簡預(yù)先提醒我們，到下午的時候我們就會又臟又累，她說對了。
And she is right.
1.與某人聯(lián)系______________________ 2.計算出，得出 _____________________ 3.大膽的說，直率的說______________ 4.迫不及待做某事____________________ 5.獲得博士學(xué)位____________________ 6.為了某人 _________________________ 7.為什么不呢______________________ 8.大學(xué)入學(xué)考試(高考)______________ 1 .vt&vi. 舉動，表現(xiàn)________________ 2 .vt. 觀察，觀察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.討論，爭辯，辯論___________ 5. vt.鼓舞，激發(fā)，啟示_____________ 6 .vi.談到，查閱，參考_______________ 7. vt,計劃，打算 _________________ 8.vt 遞送，生，接生，發(fā)表___________ 8.adj.直言的，坦誠的_______________ 10. adj.值得的，值得做的______________
……….
→→第五輪為總決賽，所有進(jìn)入的總決賽的小組，將隨機抽到一個單選題目，請在20秒的時間內(nèi)給出答案，并進(jìn)行解釋說明，如果回答錯誤將直接被淘汰。直到剩余最后一個小組，最后的勝利者的小組將獲得“站神”的稱號，并將獲得全場分40分。
4篇高三英語復(fù)習(xí)課教案英文
高三英語復(fù)習(xí)課教案英文2
(1)課題：Friendship
(2)教材分析與學(xué)生分析： 本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。Warming Up部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法;Pre-Reading部分的幾個問題啟發(fā)學(xué)生對“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友;Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事;Comprehending部分通過連句、多項選擇和問答形式幫助學(xué)生對課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解; Using about Language 部分教學(xué)本課重點詞匯和重點語法項目。
(3) 課時安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
the third period: Grammar
the forth Period：Listening
the fifth period: Writing
(4)教學(xué)目標(biāo)：
①知識與技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
②過程與方法：本單元在讀前階段就提出問題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個與本單元話題有關(guān)的問題：1.描述朋友; 2. 結(jié)交網(wǎng)友;3. 觀點交流;4. 善不善交朋友; 5. 朋友的重要性。
③情感態(tài)度與價值觀：學(xué)完本單元后要求學(xué)生進(jìn)行自我評價，主要評價自己在本單元中的學(xué)習(xí)情況。對書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題。使學(xué)生加深對友誼、友情的.理解，以及如何正確交友，處理朋友之間發(fā)生的問題等。
(5) 教學(xué)重點和難點：
詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短語： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重點語法項目： 直接引語和間接引語的互相轉(zhuǎn)換
難點：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
how to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教學(xué)煤體設(shè)計： A projector and a tape recorder.
(8) 教學(xué)過程：
period One：Speaking (Warming Up and Pre-Reading)
Aims
talk about friends and friendship.
practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
t: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
t: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
t: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her?
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree.I don't agree
that's correct.Of course not.
that's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
t: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
b. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
b. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
b. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
b. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Instructions:
2-5 A fair-weather friend
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
課后反思：本課教學(xué)設(shè)計容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開口說英語的的信心。
高三英語復(fù)習(xí)課教案英文3
教學(xué)內(nèi)容分析
本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經(jīng)濟(jì)發(fā)展、社會進(jìn)步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來越被更多的人們所接受與喜愛。文中涵蓋了有關(guān)這一話題的許多內(nèi)容，如：“人們在旅游中的交通方式”“旅游點的選擇”，還有新興的旅游方式----“探險旅游”、“生態(tài)旅游”等等。而所有的語言知識和語言技能幾乎都是圍饒這一中心話題而設(shè)計的。而在上這一單元時，正趕上“十一”長假到哪去的話題，學(xué)生應(yīng)該比較感興趣。
warming-up 由三部分組成：第一部分通過圖例可以看出人們旅游過程中發(fā)生的不文明行為;第二、三部分要求討論有哪些交通方式。主要目的在于激活學(xué)生已有的相關(guān)背景知識，引出話題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動員。比如：第一部分的圖例內(nèi)容與eco-travel聯(lián)系比較緊密，我就把它作為這一課(第六課時)的導(dǎo)入。
listening提供了兩部分聽力資料。前面為三則飛機起飛前的廣播通知;后面是寫在五張明信片上的旅游者的自敘。目的在于通過輸入語言，掌握一些旅游中會碰到的常用表達(dá)法。
Speaking 提供的是關(guān)于“時光機器”的資料，幻想人們可以借助于這一神奇的交通工具，在過去、未來的時間長河里隨心所欲地暢游，文后設(shè)計了表格。這是一個比較開放性的話題，學(xué)生可以展開想象，結(jié)合學(xué)過的歷史、地理知識暢所欲言，能充分調(diào)動他們“說”的興趣。整個活動涉及了“聽、說、寫”多個技能，按要求完成一定的表格，使之“說”的時候更言之有物。
Reading 分為三部分：pre-reading, reading, post-reading. pre-reading提供了與閱讀材料相關(guān)的三個問題，啟發(fā)學(xué)生預(yù)測課文內(nèi)容;reading 是一篇關(guān)于探險旅游的材料，其中介紹了hiking 與rafting，話題較新穎;post-reading設(shè)計了一些幫助學(xué)生檢測對課文作淺層、深層理解的鞏固練習(xí)。
language study 分word study和Grammar兩部分。詞匯配對練習(xí)引導(dǎo)學(xué)生加深對新詞匯的理解與記憶;語法項目是讓學(xué)生進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時表示將來的用法。同時要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話語。我對word study的處理，除了聽寫、默寫等機械性記憶外，更多的是有意地把他們分散在每堂課的指令用語與話題里，讓學(xué)生在語境中學(xué)，在運用中學(xué)。而Grammar則滲透在reading與 writing里學(xué)，道理也同上。
Integrating skills 部分可以說是閱讀部分的延續(xù)，寫作部分的前奏。文中提到了“生態(tài)旅游”這一越來越時尚的熱門話題。以列表形式提供了兩個生態(tài)旅游區(qū)的資料，讓學(xué)生稍作了解這一新名詞的內(nèi)涵后，完成文中的表格填寫，算是一種mini-writing。
writing本單元的要求是寫信。以Sue的口吻給父母寫兩封信(分別寫于周六、周日)，對旅游中已做的，正在做的，將要做的事情進(jìn)行如實描述。考慮到學(xué)完第三單元，已經(jīng)完成了本冊教學(xué)任務(wù)的四分之一，我在此安排了一大一小兩作文。
tips 告訴學(xué)生寫作前要多作思考，不要急于動手。不失為一劑寫作良方。
Checkpoint 簡要地總結(jié)了本單元的語法重點，并提供了一些例句。
從內(nèi)容的編排上可以看出，編者打破了原有教材每單元分課而設(shè)的框框，代之以聽、說、讀、寫四技能為側(cè)重點的幾大板塊。因此新教材旨在讓學(xué)生掌握一定的語言基礎(chǔ)知識，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運用語言、解決問題的能力的導(dǎo)向，由此可見一斑。
我們教師明確了這一意圖后，在引導(dǎo)學(xué)生進(jìn)行四技能操練時就會有的放矢，做到內(nèi)容、形式、技巧三者的有機結(jié)合。當(dāng)然新教材對我們教師的自身素質(zhì)、備課深廣度的挖掘以及學(xué)生想象力的激發(fā)都是一場不小的挑戰(zhàn)。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應(yīng)地詞匯要求的級別高了，語言的地道性也有了提升。還有workbook, 簡直是又一本教材，里面提供了許多關(guān)于聽、說、讀、寫的材料與練習(xí)，一方面為我們提供了豐富翔實的資料庫，另一方面也許也增加了我們的負(fù)荷。這是我對新教材與本單元的一點理解。
教學(xué)重點難點：
(一)重點
1. 本單元的生詞、短語
2. 有關(guān)旅游的一些表達(dá)法
3. 掌握游記與來往書信的寫法
4. 復(fù)習(xí)動詞的用法以及現(xiàn)在進(jìn)行時用于將來的表達(dá)法
(二)難點
1. 動詞時態(tài)的綜合運用
2. 語法操練與語言交際活動的有機結(jié)合
3. 一些開放性話題的實現(xiàn)
4. 課外查閱資料的能力培養(yǎng)
教學(xué)目標(biāo)
1. 語言知識與技能
1) 熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法
2) 培養(yǎng)學(xué)生聽、說、讀、寫四技能的綜合運用能力
3) 使學(xué)生能就given topics較好地完成一些開放性話題
4) 培養(yǎng)學(xué)生使用圖書館、網(wǎng)絡(luò)查閱資料的能力
2. 情感態(tài)度與文化意識
1) 在有趣的話題激勵下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動他們學(xué)習(xí)的興趣
2) 在師生互動的活動中，加強教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢
3) 在共同完成一些調(diào)查、采訪、取長補短等任務(wù)的過程中，加強團(tuán)體協(xié)作意識
4) 帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時，增強他們的環(huán)保意識
3. 學(xué)習(xí)策略
1) 興趣教學(xué)策略,其中包括對話、討論、表演等
2) 開放式教學(xué)策略，如：brainstorm, role play, given situations 等活動
3) 任務(wù)型活動策略，在做中學(xué)，在交際中進(jìn)行真實運用
為了有效地達(dá)到以上教學(xué)目的，我設(shè)計了以下六個任務(wù)：
1)The students are to discuss the means of transportation
2)The students are to describe a place they know
3)The students are expected to know what an adventure travel is like
4) The students are supposed to take a virtual travel
5) The students are to write a travel diary/letter
6) The students are to finish a proposal letter/make a survey report
我把本單元計劃為六課時，Warming-up & Listening(1課時)，Speaking(1課時)， Reading(一)(1課時)，Reading( 二) (1課時)，Grammar & Writing(1課時) ，Integrating skills (1課時)，以任務(wù)為依托，分別對聽、說、讀、寫四技能進(jìn)行訓(xùn)練，各有側(cè)重，但又互相結(jié)合。注重指導(dǎo)語篇閱讀，逐步提高口頭表達(dá)，筆頭寫作能力。
任務(wù)型語言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語言的途徑是讓學(xué)生做事情，即完成各種任務(wù)。當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時，語言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語言能力發(fā)揮至極點時，習(xí)得也擴(kuò)展到狀態(tài)。
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