高三英语教学计划范文集锦
除了教学以外，生产劳动、科技活动、发展体力和增进健康的活动、艺术活动和社会活动等也应列入教学计划。今天小编在这给大家整理了高三英语教学计划大全，接下来随着小编一起来看看吧!
高三英语教学计划(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:
1.How 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;让与
to hand over command of a ship
移交军舰的指挥权
The pickpocket was handed over to the police.
扒手被送_方。
hand down 传给后代
= hand on, pass down
This pair of bracelets were handed down f
高三英语教学计划(二)
教学准备
教学目标
1.Students learn some new words and e_pressions to describe people ,especially famous persons;
2.Students 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.
教学重难点
1. Words and e_pressions in this unit
2. Previous knowledge of some of the famous scientists
3. Comprehending the te_t
教学过程
【导入】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 1.general principles of an art or science
B.repeat 2.say or do again
C.theory 3.at once; without delay
D.immediate 4.look at...carefully in order to learn about or from...
E.complete 5.of great value, worth or use
F.valuable 6.having all its parts; whole; finished
G.announce 7.make known
H.control 8.come or bring to an end
I.positive 9.power to order or direct
J.conclude 10.quite certain or sure
【讲授】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.
2.This sentence doesn’t make any sense.
3.Our English teacher is not only strict with us but also friendly to us.
4.He is good-looking, apart from his nose.
5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.
6.It is not Tom but you who are to blame.
7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.
8.Have you drawn any conclusion after you read this passage?
9.Well done.So much for the learning of the new words and e_pressions.
【讲授】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.
【活动】Share the outcome
Students share their article orally and discuss whether they have used some good and advanced e_pressions.
【练习】Consolidation
完成句子
(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。
Einstein ___________________ one of the greatest scientists in
the20th century.
(2)他对实验结果感到满意, 他把成绩归功于大家。
He ________________________ of the e_periment and _____
句型转换
(1)把句①改为非限制性定语从句。
Qian _uesen was born into a wealthy family on December 11,
1911, Zhejiang Province, __________________________
____________________________________________.
(2)把句②改为含状语从句的复合句。
___________________________________________________
_______, he went to America for his further study and gained
his doctor’s degree in the Science of Astronom
单词?分类记忆
短语?双语互译
语境取词——选用上面的单词或短语填空
句型?超级仿写
高三英语教学计划(三)
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 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
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 te_t 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
高三英语教学计划(四)
高一上学期是高中教育的起始阶段，是一个全新的起点，因此这一阶段的教育显得尤为重要。而我，作为一名新的教师，同样和学生站在了新的起跑线上。为了让自己能顺利进行新课标的教学任务，也能使学生_完成新课标的各项学习要求，尽快适应新的环境，以便他们在各方面能够健康发展。而我也必须严格要求自己，力争把英语教学搞的有声有色，特制定英语教学计划如下：
一.教材分析
教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。
我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，力争做到教材为我所用。
二.教学目标
1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神;
2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习;
3、在培养学生的语言知识、语言技能、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，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。
4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
三.学生现状分析
我所带的班级是高一年级5班和6班。总体来说，学生生源构成复杂，大部分学生来自农村，城区学生较少，普遍英语底子差，基础薄，英语水平参差不齐，做题方法不得当，而且大部分学生对英语有一种畏惧感或者是厌学。分开来讲，高一5班的同学在基础和兴趣上都比高一6班的同学略高一筹。针对这些情况，我打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生学习英语的的兴趣和习惯的养成。狠抓基础，改进学法，激发兴趣，提高学生们学习英语的能力”。
高三英语教学计划(五)
除了教学以外，生产劳动、科技活动、发展体力和增进健康的活动、艺术活动和社会活动等也应列入教学计划。今天小编在这给大家整理了高三英语教学计划大全，接下来随着小编一起来看看吧!
高三英语教学计划(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:
1.How 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;让与
to hand over command of a ship
移交军舰的指挥权
The pickpocket was handed over to the police.
扒手被送_方。
hand down 传给后代
= hand on, pass down
This pair of bracelets were handed down f
高三英语教学计划(二)
教学准备
教学目标
1.Students learn some new words and e_pressions to describe people ,especially famous persons;
2.Students 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.
教学重难点
1. Words and e_pressions in this unit
2. Previous knowledge of some of the famous scientists
3. Comprehending the te_t
教学过程
【导入】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 1.general principles of an art or science
B.repeat 2.say or do again
C.theory 3.at once; without delay
D.immediate 4.look at...carefully in order to learn about or from...
E.complete 5.of great value, worth or use
F.valuable 6.having all its parts; whole; finished
G.announce 7.make known
H.control 8.come or bring to an end
I.positive 9.power to order or direct
J.conclude 10.quite certain or sure
【讲授】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.
2.This sentence doesn’t make any sense.
3.Our English teacher is not only strict with us but also friendly to us.
4.He is good-looking, apart from his nose.
5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.
6.It is not Tom but you who are to blame.
7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.
8.Have you drawn any conclusion after you read this passage?
9.Well done.So much for the learning of the new words and e_pressions.
【讲授】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.
【活动】Share the outcome
Students share their article orally and discuss whether they have used some good and advanced e_pressions.
【练习】Consolidation
完成句子
(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。
Einstein ___________________ one of the greatest scientists in
the20th century.
(2)他对实验结果感到满意, 他把成绩归功于大家。
He ________________________ of the e_periment and _____
句型转换
(1)把句①改为非限制性定语从句。
Qian _uesen was born into a wealthy family on December 11,
1911, Zhejiang Province, __________________________
____________________________________________.
(2)把句②改为含状语从句的复合句。
___________________________________________________
_______, he went to America for his further study and gained
his doctor’s degree in the Science of Astronom
单词?分类记忆
短语?双语互译
语境取词——选用上面的单词或短语填空
句型?超级仿写
高三英语教学计划(三)
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 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
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 te_t 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
高三英语教学计划(四)
高一上学期是高中教育的起始阶段，是一个全新的起点，因此这一阶段的教育显得尤为重要。而我，作为一名新的教师，同样和学生站在了新的起跑线上。为了让自己能顺利进行新课标的教学任务，也能使学生_完成新课标的各项学习要求，尽快适应新的环境，以便他们在各方面能够健康发展。而我也必须严格要求自己，力争把英语教学搞的有声有色，特制定英语教学计划如下：
一.教材分析
教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。
我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，力争做到教材为我所用。
二.教学目标
1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神;
2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习;
3、在培养学生的语言知识、语言技能、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，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。
4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
三.学生现状分析
我所带的班级是高一年级5班和6班。总体来说，学生生源构成复杂，大部分学生来自农村，城区学生较少，普遍英语底子差，基础薄，英语水平参差不齐，做题方法不得当，而且大部分学生对英语有一种畏惧感或者是厌学。分开来讲，高一5班的同学在基础和兴趣上都比高一6班的同学略高一筹。针对这些情况，我打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生学习英语的的兴趣和习惯的养成。狠抓基础，改进学法，激发兴趣，提高学生们学习英语的能力”。
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