下面是范文網(wǎng)小編收集的2022人教版英語的高三下冊教學(xué)設(shè)計模板3篇(下期高一英語教學(xué)總結(jié))，以供借鑒。
2022人教版英語的高三下冊教學(xué)設(shè)計模板1
任務(wù)：My favourite sport
目的：通過編謎語復(fù)習(xí)和鞏固與有關(guān)運動項目的英語名稱，擴大學(xué)生的詞匯量，培養(yǎng)其英語的興趣。
材料：調(diào)查表一份
語言技能：Reading and writing
語言知識：與運動相關(guān)的詞匯
提示詞語幾句型：
1. 必備詞匯與句型
(1) football, basketball, volleyball, ping
pong, tennis,…
(2) What is my favourite sport, do you kno
w?
(3) It’s from England. It is round. Many
people like it…
2. 擴展詞匯與句型
Sports: badminton, bowling, boxing, horse riding, jogging, shot-put, golf, cycling, shooting, hikin
g,…
Seasons: in spring, in summer, in autumn, in wint
er
place: inside the door (indoor sports), outside the door (outdoor sports), on the playground, in th
e sports field,…
Style: teamwork, in pairs, individual, …
Sports change with the season.
people play diferebt games in different seasons.
活動形式：3-4人小組
操作過程：
(1) 學(xué)生自由組合成3-4人小組，討論確定小組
成員中最喜歡的運動項目;
(2) 教師制作如下表格，復(fù)印若干份，分發(fā)給
各小組：
(3) 各小組利用課余時間，上網(wǎng)或去圖書館查閱所喜歡的運動項目的相關(guān)資料，并根據(jù)要求填寫表格;
(4) 小組成員合作根據(jù)表格填寫的內(nèi)容編寫一則謎語，然后叫給教師，由教師作一些必要的修改。例如：
The ground must be 26 metres long and 14 metres wide. There can be ten players in a team but not more than five players in team may play at one time. To score a point a player must throw the ball, but they must not carry it. There are four twelve-minute periods for the match. What is my favour
ite sports,
do you know?
(5) 把謎語張貼在教室櫥窗內(nèi)，供其他組成員
猜測。
2022人教版英語的高三下冊教學(xué)設(shè)計模板2
Unit 1 How often do you exercise?
Ⅰ.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
in this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key Point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ.Language Function
Talk about how often you do things.
Ⅲ.Target Language
what do you usually do on weekends?
i sometimes go to the beach..
How often do you eat vegetables?
every day.
Most of the students do homework every day.
Ⅳ.Structure
wh-questions
what do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
Always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables
Ⅶ.Learning strategies
Using context.
Transforming information.
Ⅷ.Teaching times
Six periods
period One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ??? .
Teaching Aids: Tape recorder;Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
i usually exercise on weekends.
i often go to visit my grandparents.
i sometimes go shopping on weekends.
i hardly ever play computer games on weekends.
i never play cards on weekends.
what does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
wash your hair
exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
2022人教版英語的高三下冊教學(xué)設(shè)計模板3
教學(xué)目標(biāo)分析
1、語言目標(biāo)
A. 重點詞匯：
Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重點句型： -Where…from? -She’s/He’s from…
-Where does…live? -She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目標(biāo)
A. 培養(yǎng)學(xué)生在文段中尋找信息的能力;
b. 學(xué)會用英文給筆友寫回信，簡單介紹個人情況;
C. 通過有效地小組合作，培養(yǎng)學(xué)生合作能力及團隊精神。
d. 在連慣的聽說讀寫活動中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實踐能力 , 使學(xué)生能熟練運用新句型來談?wù)撃挲g和日期。
3、交際目標(biāo)
通過學(xué)習(xí)本單元的內(nèi)容，使學(xué)生學(xué)會用各種方式與世界各國朋友交流。
4、德育目標(biāo)
了解世界，了解不同地區(qū)的人文風(fēng)俗;學(xué)會理解和尊重異國文化。
三、單元重難點分析
重點： 1. 談?wù)搰⒚褡寮捌湔Z言。
2. 詢問并回答人們的住處。
難點： 1. 含from的where引導(dǎo)的特殊疑問句及其回答
2. 含live的where引導(dǎo)的特殊疑問句及其回答
四、課時結(jié)構(gòu)
為了能較好地實現(xiàn)既定的教學(xué)目標(biāo)，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律，將本單元授課時定為四課時。
period 1 Section A 1a—2d
period 2 Section A 3a—Section B2c
period 3 Section B 3a---3c
period 4 Summing up Section A and B and the grammar.
五、教學(xué)過程設(shè)計
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia.
-Where does he live? - He lives in Paris
-Where is John’s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過這個環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入，通過提供給學(xué)生每個國家的地圖，讓學(xué)生猜出國家名稱及相應(yīng)的城市，學(xué)生能有意識的記憶國家及城市的名稱，并為整節(jié)課任務(wù)的完成奠定最基本的詞匯基礎(chǔ)。在看圖片時學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興趣。
Step2.Practice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面這些句型的操練都是為了最后一個任務(wù)作鋪墊。操練的過程中可以及時糾正學(xué)生的錯誤。然后讓學(xué)生填寫調(diào)查表，了解全班同學(xué)的筆友分別來自哪個國家以及居住在哪個城市，同時讓學(xué)生認識和了解一些國家和城市相關(guān)地理文化知識，拓展學(xué)生的視野, 激發(fā)他們的興趣。在完成任務(wù)的過程中運用where…from和where…live引導(dǎo)的特殊疑問句, 綜合運用目標(biāo)語言, 詢問并回答人們的國籍和住處。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習(xí)的基礎(chǔ)上，在他們熟練掌握本課時句型以后再做這些聽力應(yīng)該是不難了，這樣可以增加他們學(xué)習(xí)英語的信心。并且這些聽力材料的設(shè)計也是層層遞進，由易到難，充分考慮到了學(xué)生的層次，起到了很好的鞏固作用。
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