高三英语教案人教版3篇(英语高三教案带反思)

时间：2023-02-21 10:54:00 教案

　　下面是范文网小编分享的高三英语教案人教版3篇(英语高三教案带反思)，欢迎参阅。

高三英语教案人教版1

　　Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. I’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the Students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. First of all, let me talk about the teaching material.

　　Part 1 Analysis of the teaching material:

　　Unit 2 is about different heroes, in which most students are interested. By studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. Lesson 1 plays an important part in the English teaching in this unit. If the students can learn it well, it will be helpful to make the students learn the rest of this unit. This lesson is about a national hero——Yang Liwei who is famous for the first astronaut of China, which, I think, the students are familiar with. There are many new words and expressions related to space flight appearing in the reading material, too.

　　Part 2 Analysis of the Students:

　　Aged 15-16 years, the students in Senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. Just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning English. When it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. In a word, students haven’t mastered the reading strategies. On the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.

　　Part 3 Teaching aims:

　　According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

　　Knowledge goals:

●To learn some words and expressions related to space flight appearing in the reading material.

　　Ability goals:

●To improve students’ basic ability of listening, speaking and reading.

●To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.

　　Emotional goals:

●To motivate students’ interest in space exploration of China.

●To help student to learn to cooperate with each other.

　　Now, let’s come to the Important and the Difficult points.

　　Part 4 Teaching Important and Difficult points:

　　The important and difficult points of this period lie in: To achieve the teaching aims better and make the student respond actively to complete the tasks. But how to? According to the analysis of the teaching material and the students’ learning background, I will use the following methods.

　　Part 5 Teaching Methods:

　　In my opinion, the main instructional aims of learning English in the High School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.

　　At the same time, I’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the Ss creativity in learning English.

　　Part 6 Teaching procedures

　　Step 1 Lead-in.

　　Show the students a piece of video: the launch of Shenzhou V

　　Then ask the students the following questions:

　　Do you know who was in the spaceship?(Show the picture of Yang Liwei)

　　What do you know about him? (Show the profile of Yang Liwei )

　　How do you feel about him?

　　How did you feel about China’s first manned space flight?

　　Purpose of my design: This activity can stimulate the interest of students, which naturally leads to the topic of this period.

　　Step 2 Fast readingAsk the students to skim the passage to complete the task. ( Show the students the exercise on the screen)

　　Task 1: Divide the class into two groups: boys and girls. Ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to Yang Liwei’s movement in the spaceship.

　　Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

　　Purpose of my design: Enable students to understand the given material better using a useful reading skills. Dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.

　　Step 3 Detailed reading

　　Task 2: The students have got some basic understanding of the passage after Task 1.This time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . At the same time ask the girl students to find out the headings of the paragraphs and match them together.

　　Boys:

　　1. How did Yang Liwei feel during the flight? How did he feel afterwards?

　　2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

　　3. How many circles did the spaceship complete while Yang Liwei was sleeping?

　　4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

　　5. What did Yang Liwei do when he came out of the spaceship?

　　Girls:

　　Para.1 Introduction

　　Para.2 An exciting lift-off

　　Para.3 During the flight

　　Para.4 International good wishes

　　Para.5 Astronaut lands safely

　　Para.6 Welcome home

　　Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

　　Purpose of my design: The task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.

　　Step 4 Post reading

(Show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )

　　Task 3: Ask the students to guess the meanings of some words and phrases together with some pictures. Then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.

　　China’s first spaceship at 9 a.m.,October 15,2003. The first Chinese ,Yang Liwei said, “When the spaceship was , I could really feel the high . When the spaceship from the rocket, I suddenly got a feeling of the sky.” During the 21-hour space , the spaceship the earth 14 times. When the space was the earth for the seventh time, Yang Liwei showed the

　　of China and the UN, the wishes of Chinese to space peacefully. Yang landed . The spaceship was red when it came into the earth’s . The ship was shaking when it let out its . At the same time were ready to save Yang. Yang climbed out of the spaceship, smiled and to the crowds waiting for him.

　　Purpose of my design: Present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. Then ask the students to report the answers one by one. This task can test the students’ learning effects.

　　Step 5 Free discussion

　　Task 4: Ask the students to Work in pairs. Imagine one is Yang Liwei and the other is a reporter from CCTV. Make up an interview between them.

　　Example:

　　Reporter: When did the spaceship lift off?

　　Yang: It lifted off at 9 a.m. on October 15th, 2003.

　　R: What did you eat in space?

　　Y:…...

　　Purpose of my design: Most students can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. “Task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

　　Step 6: Homework.

　　1.What do you think of Yang Liwei? Please write 5 or 6 sentences.

　　2. Read the article space heroes on page 32

　　Purpose of my design: I think homework is so important that the students should practise English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.

高三英语教案人教版2

　　一、说教材

　　1、材的地位和内容

　　该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。

　　2、教学目标

　　根据该教材的特点以及高中英语课程标准，我拟定下列教学目标

　　1) 语言知识目标

　　词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等

　　语法：过去分词作定语和表语

　　2) 语言技能目标

　　练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力

　　3) 情感目标

　　培养学生的科学探索精神，培养学生科学人文精神相融合的素养

　　4) 学习策略目标

　　学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源

　　5) 文化意识目标

　　3、学重点和难点

　　重点：理解所读课文;把握过去分词的用法

　　难点：利用所学词汇、句型，围绕主题进行叙述

　　二、说教法

　　根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。

　　三、说教学设计

　　根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤

　　Task 1

　　为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。

　　T: Name some famous scientists you know and tell something about them.

　　S: Charles Darwin---He was British. He wrote the Origin of Species.

　　S: Thomas Edison---He was an American inventor. He invented electric light bulb.

　　S: Stephen Hawking---He is a British. He studied black holes of space.

　　Task 2

　　呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。

　　Task 3

　　再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。

　　Task 4

　　课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。

　　教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。

　　四、板书设计(略)

高三英语教案人教版3

　　一、说教材

(一)教材内容及分析

　　我说课的内容是外研版《英语》(新标准)高中第一册(必修1)Module 2 My New Teachers 的Reading and Vocabulary的短文阅读。本模块以My New Teachers 为话题，介绍了具有不同教学风格和个性特征的教师，旨在通过模块的教学使学生学会描述教师及校园生活，并能运用所学词汇、句型来表达自己的喜好，同时通过学习制定好教师的标准使师生之间相互了解。

　　Introduction 部分已主要介绍表示个性特征的形容词，并通过听力活动对描述教师风格的陈述进行判断;Reading and Vocabulary部分要求学生利用提供的词汇阅读三篇短文，了解不同教师的教学风格。训练学生围绕学校生活对教师个性特征、教学风格进行由浅入深的描写。

(二)教学目标

　　根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。

　　1.语言知识目标

　　掌握并能运用下列词汇：

　　Tient,serious,intelligent,energetic,amusing,nervous,shy,strict,impression,respect,organise,appreciate,admit…

　　2.语言技能目标

　　运用表示个性特征的词汇描述熟悉的人物;理解介绍教师风格的短文，了解不同教师的个性特征和教学风格，获取信息并掌握和理解作者的观点;简单描写自己身边的老师。

　　3.学习策略目标

　　搜集和运用所学词汇、短语;对介绍教学风格的材料进行理解、分析、比较和总结;体现自主合作探究相结合。

　　4.文化意识和情感态度目标

　　加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。

(三)教学重点与难点

　　重点：围绕学校生活对教师个性特征、教学风格进行描写。

　　难点：了解不同教师的教学风格，并运用于实际。

　　二、说学情

　　在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。尤其是海南省新课改实施以后，他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。

　　因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。

　　三、说教学方法

　　新课程提倡运用任务型教学途径，围绕核心问题，设定小任务;围绕文章内容，尽可能提供训练学生技能的机会;开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).

　　这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。

　　四、说学法

　　通过本课教学，我将主要培养学生掌握以下学习方法：

　　1.参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。

　　2.知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。

　　3.合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。

　　五、说教学过程

　　Step1. Lead-in(Brainstorming)

　　让学生分成两大组，男生一组，女生一组，进行竞赛，使用学过的形容词描述老师，说出最多形容词的小组获胜。

　　T: What shall we talk about today?

　　S: My New Teachers.

　　T: You have already been students for about 9 years. During the 9 years, you must have met different teachers.

　　Could you use some adjectives to describe these teachers?

　　S: Yes.

　　T: Let’s play a game. I’ll divide the class into two parts. One part is boys, the other is girls. Let’s see which group gets more words.

　　第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式Brainstorming完成，程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。Step2: Pre-reading

　　1.把课文中的三位教师的图片扫描到电脑上展示给学生看，在课件中通过呈现照片使学生对课文中的三位老师产生亲切感，让学生描述着三位老师，并根据图片猜测三位老师的个性和风格，尽可能用学过的词汇表达自己对三位教师的第一印象。

　　2.让学生带着Reading Activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。

　　T: Talking about teachers is an interesting topic for students all the time.

　　Now, we’ll read three compositions about three teachers written by their students. And we’ll know more about them. Let’s know them first.

　　S: Mrs Li, Mr Wu, Mrs Chen.

　　T: First, let’s listen to the tape and try your best to answer the two questions.

　　1. Which teachers do students like a lot?

　　2. Who is a very good teacher but is serious and strict?

　　Step3: While-reading

　　1.总体阅读文章，只要求理解，核对听力中的两个问题的答案。

　　2.每个学生一边阅读一边记下不懂的地方，然后两人一组，互相帮助解决语言形式引起的理解问题，如，生词或短语，完成课本上的Ativity2&3的词汇练习。

　　3.再一次阅读，回答课文中Ativity4的问题，培养查读技能。