高三下学期英语教学工作计划

09-25 │ 高三下学期教学工作计划高三下学期化学教学工作计划高三下学期语文教学工作计划

教案课件是老师在课堂上非常重要的课件，每位老师都需要认真准备自己的教案课件。要知道一份优秀的教案课件，是能让老师课堂教学氛围大大不同。那写教案课件时有哪些方面需要注意？以下是小编精心收集整理的高三下学期英语教学工作计划,带给大家。欢迎学习和参考，希望对你有帮助。

小编为网友整理的《高三下学期英语教学工作计划》，希望对大家有所帮助！

高三英语教学工作计划(下学期)具体详情：

(一)努力提升六个方面的认识，明确教学要求

1、对《新课程标准》、《考试大纲》有深入了解，对本学期各阶段性教学工作的目标、任务和要求要有所了解，以加强高三英语教学工作的有序性。

2、针对所教班的学生的语言知识基础和能力发展情况，了解自己班级存在的差距，以加强教学工作的针对性。

3、认真研究目前使用的教材，对照《新课程标准》和《考试大纲》，准确掌握其重点、难点和高考知识考点的分布情况。

4、在新课程背景下重新审视高三英语教学模式，认真研究各阶段的教学策略和复习指导方法等，确保每一阶段教学的准确和高效。

5、根据新课程的教学体系及考试要求的调整变化，认真研究手头的各种参考资料和练习题，精编、精选、精练，以加强训练的针对性和有效性。

(二)努力挖掘四个方面的潜力，提高教学效率

1、降低教学起点，面向全体学生

依据学生的实际情况，不同基础的学生的高考目标定位，采取不同的教学方法，努力使各个层次的学生在高三的学习中增强动力，学有所得，使教学效果化。

2、调优教学进度，完善教学环节

高三课时紧任务重，在有限的时间内让学生知识、能力大幅度提升，妥善安排教学工作。做到相应的教学进度安排有一定的灵活性，从学生的学习效果考虑，不盲目赶进度，该快则快，需慢则慢。一切为提高近期和远期的教学目标服务。

3、加强教学反思，讲求教学实效

高三学生的时间无比珍贵，我将努力通过反思教学发现教学活动中存在的问题，及时调整教学方案，主动将教学效果化作为工作目标。在备课中反思已备内容，思考这堂课这样备在那些方面会给学生在知识方面和能力方面带来收益，同事要经常开展听课评课工作，指出彼此存在的问题，探讨更为合理的方法，互帮互助，共同提高教学质量。精心安排复习计划，精心备课，精心设计课堂教学程序，精心批改作业，精心选择和评讲试题，精心辅导学生。注意避免重教轻学、重讲轻练。

4、提倡精讲巧评，提高学习效率

做到三个必讲――核心内容必讲、思路方法必讲、疑点难点必讲;做到三个不讲――学生已经掌握的内容不讲，讲了也不会的不讲，不讲也会的不讲。凡是要求学生做的练习，教师必须先做;凡是学生所做的练习，教师必须及时批阅;凡是学生做错的题目，教师必须指导学生订正，并及时组织二次练习。

(三)走好六步棋，加强教学计划性

复习计划围绕以提高效率为中心，我将主要分以下六个阶段进行：

1、第一轮教材复习

2、词汇、句型知识复习

3、语法填空专项复习

4、阅读理解、完形填空专题训练

5、基础写作、读写任务专题训练

6、综合训练

(四)共享集体备课的成果

在个体独立思考的基础上，科学开展集体备课，汇集个体智慧，形成集体合力，形成一个具有新特点、新思路的优质教案。

(五)瞄准五个着眼点，提高教学效率

时间对高三学生来说非常珍贵，作为教师一定要提高教学效率，进而使学生提高学习质量。我将努力着眼于以下五点做到夯实基础、凸显能力、逐步提高。

①夯实“常考点”

“常考点”也就是传统考点。高三教学中通过梳理、归纳常考点，提高复习针对性，把握好拓宽的度。我们在复习中对照高考要求对原单元内容进行整合，按“复习板块”进行。突出动词方面的用法，突出句型、篇章知识。强调特殊情况和易错、易混情况。教师通过课堂教学帮助学生梳理出各复习板块的知识框架，突出考点、突出考点中的难点。努力使框架重点突出，针对性强。

②研讨“新考点”

通过对《课程标准》和《教学大纲》的研究，找出今昔的内容变化，在教学中作适当调整。通过对试题的研究，感知内里的能力要求，在教学中加强方法点拨。

③突破“失分点”

我们平时的复习，基本上是按照备课组统一的复习计划进行的。临近高考时，我们要求教师根据各自班级常见的知识层面上的“失分点”，有针对性地制定 “个性化复习方案”，在梳理知识网络的过程中，突出易错、易混内容。薄弱环节，重点突破。

单元复习的目的在于夯实基础知识，是一个学生对所学的词汇、句型知识温故知新的过程。复习的效果既要靠教师的课堂点拨，更重要的是学生的自我消化。在教学中指导学生利用课上或课外的时间做好自主复习工作，强化对知识点的记忆。对特殊群体的学生做好学习方法的指导工作。提醒学生在复习过程中做好备忘录，以便在后续的复习阶段对自己薄弱的方面进行二次复习，再次夯实基础、查漏补缺。

④关注“能力点”

教学中依循传统做法，精讲精练，努力帮助学生做到能举一反三、触类旁通，提高备考效率。注意和学生探讨阅读思维过程，着眼于提高思辨能力、分析能力、概括能力、推断能力和表述能力。做到每次评讲都就答题技巧问题进行一次小结，从分析思维方法的角度总结得失，以求在方法上对学生有一点启迪。

⑤强化“支撑点”

强大的学习内驱力、健康的学习心理、平衡的学习心态、积极的学习参与意识是学生学习、备考的心理和生理支撑。教师不仅要关注学生的学习效果而且要关注他们对待学习的情感和态度。为求得收到事半功倍的效果打下牢固的情感态度基础。

总之，在新一届的高三备考过程中，总结高三教学的经验教训，扬长避短，弥补不足，根据所教班级学生的实际情况，狠抓英语基础不放松，认真、细致、有效地组织好复习工作，力争今年英语高考有一个好成绩。

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高三上学期英语教学工作计划

小编为网友整理的《高三上学期英语教学工作计划》，希望对大家有所帮助！

一、指导思想

依据《高考英语考试说明》和新课程标准，立足学生实际，以集体备课为主要平台，通过每位教师的相互学习，自我提升来进一步优化课堂教学，夯实学生基础知识；以月考和一二三统为加油站，查漏补缺，培优补差，促进全体学生英语学科语言运用能力的步步提升，顺利通过高考的选拔。

二、学情分析

学生存在的问题是：基础知识不扎实，表现在词汇积累不够，句子结构混乱; 阅读能力差，表现在阅读与完形的失分现象普遍；语言运用能力差，表现在完成句子和作文得分较低。

学生表现出的积极方面：学习热情高，很多班级都有一些英语学习的佼佼者。

教师工作态度认真，经验丰富，研讨氛围较浓，师生关系融洽。

三、复习内容

1、完成1-8的复习(3519单词,重点单词,常见句型)；四个板块基础语法。

2、题型专项: 听读写。

两大主线

第一阶段至3月底

第二阶段4月底

第三阶段6月初

语言知识积累

(读理讲练评)

词汇

1-8教材,课时练

套

题

考纲词汇(增)筛选练

套

题

查漏补缺(自)

组合练习，套题(外)

语法

板块讲练(自)

题型技巧讲练(自)

语言技能提升

(练讲悟测评)

听力

一遍加重听

套

题

题型技巧(往),一遍

套

题

每天2：20听

查漏补缺(自)

组合练习，套题(外)

完型阅读

专项训练(真)

题型技巧讲练(往)

写作

专项训练(真)

题型技巧讲练(往)

词汇要循环滚动：基本读写，基本含义，基本用法，内容要消化

语法要集中突破：基本概念，基本规则，基本训练，重点要反复

专项要持之以恒：基本特点，基本方法，基本训练，方法要归纳

四、复习目标

通共全体备课组成员的努力达到以下目标（以试题难度系数0.6左右的试卷为参考）：理科试验班，120分以上35人，105分以上60人；文科试验班，120分以上11人，105分以上35人；理科平行班120分以上5人，105分以上20人，90分以上40人；文科平行班105分以上5人，90分以上20人。目前各层次离目标还差5-10人。

五、基本原则

盯人盯题盯目标：　35/11/5　人；六题型训练；得分率

抓词抓句抓听写：词不离句，语法不离句；无听写无法查漏洞

勤读勤问勤做题：读考试说明教材资料;问学生同行班主任;做真题课时专项

精讲精练精备课：学生主体，讲练结合，先练后讲，讲后再测

练口练手练方法：开口说，读背写一体；方法点拨

多留多改多研讨：留时间给学生，否则试卷扔垃圾了；全批面批即时批

六、具体措施

1. 落实“常规”，一要落实背记的单词短语句型，重点段落。对每个单元的语言内容进行整理，抓住基础，突出重点，突破难点；二要落实时间，早辅导，晚自习，课堂；三要落实到人，以3人/早辅导的速度，一个月就能检查一个班一半的学生。四要落实集体备课，集思广益，实现脑力资源的共享，提高备课和复习备考的质量。研究四种课型：基础知识复习课，习题课专题复习课，讲评课。

2. 积极“调动”，教师要用巧妙的课堂设计，饱满的激情，幽默的语言和自身的人格魅力充分调动学生的学习欲望，适当开展小组和班级活动（单词达人）以激发热情。

3. 认真“筛选”，降低教学起点，降低难度，面向全体同学。一要注意知识讲解的筛选，课件，资料，教材要仔细阅读，科学筛选，切忌大而全。二要精选专项练习及周练，完成，保证质量，提倡精讲精练，学生通过练习及时发现问题和解决问题，提高分辨能力，增强知识的理解和记忆，提高语言运用能力，掌握解题技巧。

4. 守住“阅读”，坚持知识与能力同步进行，在复习基础知识过程中依然要关注学生语言运用能力的发展，既要突显知识网络的构建，通过归纳使学生的知识系统化，促进学生迁移能力的发展，更要活化学生所学知识，使学生能在不同的情境中运用所学知识。在整个复习过程中始终把“阅读”能力放在重要的位置，以其来丰富学生的背景知识，带动其它能力的发展，促进综合能力提升。

5. 全面“搜集”，全方位收集网络，其他省份，兄弟学校，武汉部分学校的备考信息，去伪存真，为我所用。

6. 及时“分析”，加强教学反思。对课堂，作业和训练效果的及时进行数据分析和统计，找出学生的个性问题共性问题找到应对方案，以学定教，以教促学。对于每个学生在复习过程中所表现出的积极态度，用心的付出，点滴的进步都给予表扬与鼓励，使枯燥的复习充满趣味，强化学生复习的成就感，提高学习的质量。

高三下册政治教学计划

一、指导思想：
以党的教育方针为指导，以上杭二中的计划目标为统领，以《高考政治考试说明》为依据，以夯实学生的基础知识和提高知识应用能力为核心，充分发挥备课组的集体智慧与力量，加强学法指导，坚持有效的训练，提升我校高三学生政治学科成绩。
二、教学目标及对策
1.立足教材，夯实“双基”; 督促学生在课堂上多背、多写，熟练掌握教材，理解和灵活运用教材上的理论知识。
2立足课堂，提高效率;立足规范，提高能力。着力培养学生理论联系实际的能力,分析解决问题的能力。懂得从经济、哲学、政治、文化等多角度去分析、思考、解决热点问题，着眼于学生能力的提高。
3.精选二轮复习资料和试题，增强二轮复习的实效性、针对性和仿真性。
4.归纳总结高考试题题型与解题方法技巧，进行变式演练。强化学生模拟训练，着重题型训练、规范训练、训练、变式训练。
5.重视每一次综合检测与讲评，做到讲练结合。
6.加强学科内与学科间的综合，团结协作，共同提高。
三、第二轮、第三年轮复习要求：
1、第二轮时间：20xx年3月15至5月初，
第三轮5月初至6月初。
2、主要目的：应用能力、考试技巧水平提高
3、具体方法：
(1)回归书本
一是结合考纲，对反复考的考点，以往没考过的考点，今年新增的考点，要高度注意，务求系统、规范、完整的把握。
二是重温知识体系和板块，力求完整系统。与一轮复习对基础知识的复习不同，三轮复习对基础知识的复习更加注重知识结构网络的梳理，强调从宏观上把握知识的结构体系，把握知识的内在联系，通过梳理，把学过的知识条理化、系统化、网络化，切实掌握主干知识和重难点知识。从而提高应试能力和解题技巧，达到举一反三、融会贯通的能力。
(2)统览热点、重点
一是要重温旧题，尽量熟悉时政热点和重点规范思维方法，做到胸中有数;
二是统览教材，熟悉教材的关键点、关键词等骨干性语言。
(3)训练必要的答题技巧
①审好题是答好题的关键，模拟训练要从审题入手，而审好题的诀窍就是多读题。古人说“读书千遍，其意自现”。审题的关键也是多读。好多同学做错题的主要原因就是读题太少，不舍得在读题上下工夫，而是草草一度就凭印象选择或答题，往往会造成“下笔千言，离题万里”。②提高选择题正确率。选择题的首选解法是排除法。排除法包括排错法和排异法，排错法用来排除错误选项，排异法用来排除与题干无关的选项。经过排除以后还要对剩下的“正确”选项进行可行性验证，经证明言之成理才为正确选项，这些步骤缺一不可。此外还可以使用定义法、因果关系法等。③回答题解答要规范简洁。答好回答题的要求是，语言简洁、条理清晰、书写规范、重点突出、切中要点、准确使用学科语言。答好回答题也离不开审题，而且关键在于审题，审题包括审材料(审清材料包括那些信息)、审设问(审明问题指向)，切忌盲目作答。
最后留出7天左右的时间用于学生的回归教材、强化记忆、查漏补缺，进一步强化基础知识的记忆，整理错题笔记，加强对知识和能力的巩固。调节和平衡考前心态，在心理上打下高考坚实基础。
四、具体措施：
1、备课功夫花得深，重基础，促能力，知识的结构网络化、辐射化。
2、上好课，向45分钟要质量，有广度、深度、难度。
3、专题讲座要科学化、理论化，实践性强，引导学生关心时政，关心国内外重大热点问题。
4、详细落实看书、练习、测验、考试、评讲、课外辅导等环节，不轻易疏漏。
5、适当帮助学生制订复习计划，进行学法指导、选择好自备资料，不滥用，不搞应付。
6、试卷的难易度及梯度要把握好，教师要做到心中有数，定期设置目标。

幼儿小班下学期英语教学计划

幼儿园小班下学期英语教学计划

一、情况分析
我班幼儿学习英语的兴趣较大，有3个小朋友已参加过童遥音乐英语的学习，还有一不费部分幼儿有英语基础，能用英语问早、掌握小部分的英语单词。由于我班男孩子较多，大部分幼儿都属于好动型，故幼儿学习的活动气氛比较活跃。但由于小班幼儿的发音器官和听觉发饮并不十分完善，还不能辨别差别较小的音，不善于协调使用发音方法，所以存在发音不清楚的情况。如把thank you读成fankyou，把here读成kere等。

二、教学模式
根据我班幼儿的特点，创建以游戏活动为主的教学模式，组织和设计生动活泼的英语游戏活动，让幼儿在活动中学，在游戏中学，在玩玩乐乐、不知不觉中轻松地自然习得英语。树立以孩子为主体的教学观和欣赏教育观。采取热身/复习情景呈现交际性游戏唱歌/歌谣的教学模式，即在上课前先调动幼儿的情绪、兴趣和积极性，复习所学过的内容，以旧带新；在情景中介绍新单词、句型和对话；引导幼儿进行模拟性交际游戏或交际性游戏活动，在活动中学习英语；学唱英语歌曲和歌谣，边唱边跳，通过歌曲和歌谣巩固所学的句型，培养幼儿自主学习英语的良好习惯。

三、学期目标
1、让幼儿对英语产生学习兴趣，愿意参加英语活动。
2、听懂教师用英语发出与日常生活有关的简单指令，并能用动作做出反应。
3、能记住自己的英文名字，能说出同伴的英文名字。
4、准确地学会一些简单单词和短语的发音，如常见的动物和水果的英语名称。
5、学会一些有趣的英语歌曲、儿歌，提高幼儿听说兴趣。
6、锻炼幼儿能在日常生活中大胆地用英语进行简单交流。

四、教学内容
教材《现代儿童英语》是结合幼儿园整合课程，精选幼儿喜爱
的单词、对话、歌曲、游戏及句型，作为教学内容，采用TpR和快乐教学法，通过丰富的肢体
语言和充满激情的教学，让幼儿在快乐有节奏的爵士音乐声中动静结合，培养幼儿听力、语感、口语表达能力以及自信心。
除了本书的内容，我班还将根据本班幼儿特点，学习一些其他课外的英语歌曲和英语童谣。

高中英语高三下册教案：Music

Using language

Teaching goals

1. To encourage Ss talk about singers and their bands and life

2. To develop the Ss' ability of listening for information and using English.

3. To enable Ss to have a better understanding of the importance of music.

Teaching procedures

Warming up

Before class, get the Ss to enjoy some music for about 5 minutes to warm them up. Then ask Ss to talk about their hobbies and interests to lead in the topic of music and bands.

T: What do you often do in your spare time?

Are you fond of music? Why? Or why not?

How do you often enjoy music?

Who is your favorite singer?

How much do you know about Freddy and his band?

(Show Ss some pictures of Freddy and his band and let Ss talk about Freddy and his band as much as they can.)

Listening and reading

T: Now if you want to know more about Freddy's life, please listen carefully.

(let Ss find out the main idea of the story: a story about a band that become famous and did not like it.)

Then let Ss read the passage and try to find the answers to the following questions.

1. Why did not the bank like being famous?

2. In what way was their life changed?

After reading the passage, let Ss to work in pairs to discuss

1. Do you think people would enjoy being famous? Why ? or why not?

2. Would you like to be famous in the future? Give your reasons.

3. How should we deal with being famous correctly?

Listening

T: As we all know Freddy and his band "the Frog" are well-known all over the world. Do you want to know how the band was formed and enjoy a song form them? please read this statements and then decide which of the following statements are true or false after listening.

(listen twice and have a stop while necessary. Then check the answers with the whole class.)

post-reading

Ask Ss the question:

1. What do you think of the band and their music?

2. Describe Freddy and his band.

Speaking (group work)

Let Ss form their own band in group of four and decide who will play what instrument and who will sing. Decide the name of the band and what kind of band it will be. Then choose an English song for the band to perform and write their own famous quote about music. After group work, let each group choose one student to describe their band. If possible, let some of them perform to the whole class.

Homework

1. Write a short passage to describe their imaginary band

2. Surf the internet to find more information about the bands in and out of china and choose one to describe in the next class.

Unit 5 Music

Teaching Design (语法：教学设计)

Learning about Language (The Attributive Clause preposition+which/ whom). Aims：

◆ To help Ss learn about the Attributive Clause with a prep. in front.

◆ To help Ss discover and learn to use some useful words and expressions.

◆To study The Attributive Clause (in/ for/ with/ by+which/ whom)

◆To help students discover and learn to use some useful structures.

procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to p35 and do exercises No. 1, 2

二是位于句尾或动词后。

pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can't be used. Look at the screen. Here are more examples on this kind of structure.

1. This is the house in which a famous writer once lived. (=where)

2. I will never forget the day on which I joined the League.(=when)

3. This is the girl from whom I learned the news.

4. The person to whom I spoke just now is the manager that I told you about.5. The lady to whom Mr Smith is talking lost her purse.

6. I don't like the way in which you laughed at her.(=that)

7. This is the reason for which he left his hometown. (=why)

Tips *如果介词与其前面的动词是固定搭配的动词短语，介词不可前置。Eg:

Bob found the dictionary (that) I had been looking for.

This is the boy whom she has taken care of.

关系代词前介词的确定

1.根据从句中动词与先行词的逻辑关系，请体会：

e.g. Is that the newspaper for which you often write articles?

2. 根据从句中动词或形容词的习惯搭配，如：

e.g. Can you explain to me how to use these idioms about which I'm sure.

3. 根据先行词与介词的搭配习惯，请体会：

e.g. 1949 was the year in which the p.R.C. was founded.

Ⅲ. practice

1.Do you know who lives in the building ______there is a well?

A. in front of it B. in front of whose

C. in front of which D .in front which2.I'll never forget the day ____I joined the League.

A. on which B. in which C. which D. at which

3.The woman _____my brother spoke just now is my teacher.

A. who B. to whom C. to who D whom

4.Jeanne was her old friend, ____she borrowed a necklace.

A. from who B. from whom C. to that D. to whom

5.His glasses, _____he was like a blind man, fell to the ground and broke its leg.

A. which B. with which C. without which D. that

6. She is a teacher of much knowledge, _____much can be learned.

A. who B. that C. from which D. from whom

7. He built a telescope _____he could study the skies.

A. in which B. with that C. through which D. by it

8. Do you know the reason ____he was late?

A. that B. which C. for what D. for which

9. I have bought two ballpens, ____writes well.

A. none of which B. neither of which

C. none of them D. neither of them

10. The Second World War _____millions of people were killed in 1945.

A. during which B. in that C. where D. on which

17. They held a meeting, ____which the hospital director made a speech.

18. The book, _____which he paid 6yuan, is worth reading.

19. Is this the man ____whose house the police found the lost colour TV?

20. The villagers dug along tunnel ______which they could go to the fields without being found by the Japanese soldiers.

21.Wu Dong, _____whom I went to the concert, enjoyed it very much.

22.The stories about Long March, _____ which this is one example, are well written.

Tips

介词﹢关系代词引导的定语从句,关键是判断介词的选择,方法一是看从句谓语部分缺少什么介词(习惯搭配),再则可以通过整个句子整体含义来判断,结合生活实际来判断.

介词加关系代词引导定语从句是近几年高考中的热点，需注意以下几个问题：

1.关系代词作介词宾语，不论是在限制性定语从句中，还是在非限制性定语从句中，当介词前置时，只能用 whom 指人，which 指物;但如果介词后置，则不受这种限制，关系代词还可以省去，特别是在口语中。如：

Do you know the boy to whom she was talking?

Do you know the boy (that) she was talking to?

The pencil (which / that) he was writing with suddenly broke.

2. 要确认关系代词前用什么介词，

需根据从句中的动词与先行词的关

系来确定。所以解题时需分析从句

与主句之间的关系。

Ⅳ. Competition

The man __________ you shook hands just now is our headmaster.

The room __________ my family live used to be a garage.

Did you find the pen _________ I wrote just now?

Did you find the paper ________ I wrote my letter?

Did you find the composition ______ I wrote just now?

The farm we worked ten years ago isn't what it used to be.

He is the man you can turn for help.

This is the tree we used to play games.

几种易混的情况

1.I'll never forget the days______________ we worked together.

2.I'll never forget the days ___________ we spent together.

3.I went to the place I worked ten years ago.

4.I went to the place _____________ I visited ten years ago.

5.This is the reason _____________ he was late.

6.This is the reason ______________ he gave.

Homework

Summarize the rules of attributive clause.

Book2 Unit 5 Music

Teaching aims and demand

1. Let the Ss know about some kinds of music.

2. Let the Ss know about some famous bands in the world.

3. Improve the Ss' ability of expressing their opinion in English.

4. Improve the Ss' ability of reading comprehension.

Teaching tools:

A computer and a piece of chalk.

Teaching contents and procedures:

Step 1. Brain-storming

Before the class begins, ask the Ss " Can you name any music style" to know what they know about music style. Then list some music styles on the screen.

Step 2. Warming-up

Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.(The teacher will show some pictures on the screen.)

Step 3 Lead-in

Before the class begins, ask the Ss to enjoy "I'm a believer" played by "The Monkees". And ask them questions about the name of the song?(the band and also the name of the singers) Then show students some pictures of the Monkees.

Step 4 Fast-reading

Ask the Ss to read the text quickly, then do some questions.

Step 5 Careful-reading

Ask the Ss to read the whole text quickly while listening to the tape and find out the answers to the following questions on the screen:

Q1: Is forming a band a good way to be famous

Q2: How to form a band and achieve success on average

Q3: How did The Monkees get its start?

Q4: Was The Monkees satisfied with its situation? Why was The Monkees so popular in the 1960s?

(Five minutes later the teacher will ask the Ss to answer the questions inpidually and check their answers .While reading, ask Ss to find out the main idea of each paragraph. At first the teacher will teach the Ss some ways of finding the main idea.)

Step 6 Comprehending

Give the Ss the following adjectives "popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous" and ask them to choose the ones that they think best describe "The Monkees" and give their reasons.

(The teacher will first ask the Ss to discuss in pairs and the encourage the Ss to express their opinions. There is no definite answer.)

Step 7 Group discussion

Ask the Ss to discuss the following topics in groups of four.

1. Find the music in our life!

2. What are the functions of music ?

(After discussion, ask the Ss to express their own opinion.)

Step8 Homework

1.Find out something about your favorite band and show us tomorrow.

2. Retell the text.

九年级上学期英语教学工作计划

本学年是初中最后一个学年，学生即将面临着中考，因此本学期任务比较艰巨。在教学中要对教材知识进行整合细化，进行中考思维的升华，把书本知识变成学生自己的知识。要进行强化训练，通过训练锁定差距，然后千方百计缩小差距，改变尖子生少，中间断层，底子大的现状。

一、教材分析

本册教材共有14单元，每单元八页，分为Section A和Section B 两部分，各单元话题灵活有趣，贴近学生生活实际，同时也增加了文化背景知识和学习策略，并增加了任务型学习成分与语篇输入。本册书将学习一些新的语法知识点：宾语从句、定语从句、被动语态、过去完成时等。

二、时间安排

本学期除去节假日大约有18周时间，每周有6节课，现在按每单元7课时来算，本学期足以结束课程。

三、教学措施

1、转变思想，细化教材，注重能力的培养

狠抓特优生，课堂上要求能回答较难提问，思考问题积极，教学任务能当堂完成，课后要求阅读一定的课外读物，考试少失分；常抓学优生，平时多鼓励多表扬，让他们兴趣不减，用抓两头促中间的办法使他们时时有危机感。要求能较好地完成当堂任务，能回答稍难的问题；也抓学困生，平时多与他们聊天，让他们认识到英语的重要性，对他们要求严格但要求低，让他们能体会到成就感。

2、激发学生的学习兴趣，让学生快乐地学习。前两年，我们班孩子们在英语课上情绪都很好，学习效果也比较好，本学期继续保持。

在教学中，尽量用实物和ppT等直观教具进行教学，开启学生自动学习的心扉。以听说训练为主导，课文教学为依托，紧扣教材内容，尽可能置于语言情景中掌握和运用语言。让他们在使用和学习英语中体味到轻松和快乐。

高中高三下册英语教案：Small Talk

Module 1 Small Talk

Teaching aims:

1. To introduce different social skills about talking in different culture and improve the students' social skills.

2. To know how to talk about obligation or lack of obligation.

3. To master AAA talking model and to develop the friendly environment when

having talk with others.

Important and difficult points:

1. Get students to understand how to have a chat with others in English culture.

2. Make students know the importance of small talk between persons.

3. Help students to improve the cultural understanding skills in different countries.

Teaching procedures:

period One Introduction and Function

Step 1. In this part, the teacher can talk with students in small talk, and the teacher can choose different topic with different students.

For example:

T: What do you think of yesterday's football match between your class and Class 3?

S1: It's great.

S2: We won.

T: Do you know why you won?

S3: We are strong.

T: Good. When we were discussing the football match just now, we were discussing serious things or having light conversation?

Ss: Light conversation.

T: Oh, yes. Just small talk.

Step 2. After the teacher tell the students small talk, the students begin to read the dictionary definitions of small talk then ask the students to discuss the four questions inActivity1.

Step 3. Divide the students into groups of two ones to discuss the five questions in Activity2. Then the teacher can choose some groups of students to show their small talk to all the students. The Ss can have different opinions, but they must give the reason for their opinions.

Step 4. Make a talk between the Ss and the teacher, then introduce the topic about must, have to, don't have to and mustn't.

For example:

T: You are now in Senior Two, and I think you are all good students, although some of you sometimes behave not very properly. So I'm going to ask you some questions. Do you think students have to be on time at school?

Ss: ...

T: Oh, yes. You are right. You have to. Then say something that you must do.

S1: ...

S2: ...

T: And anything you mustn't do?

S1: ...

S2:...

Ask the Ss to talk about the following topics:

What is obligation?

What is lack of obligation?

According to the talking method, the teacher can introduce the definitions of obligation and lack of obligation.

Step 5. Ask the students to finish Activity1 and then let the Ss to talk about the answers they have made.

Ask the Ss to make similar sentences impressing obligation and lack of obligation using the words they just practiced.

Step 6. Make a competition among the Ss to make sentences using must, have to, don't have to, mustn't, needn't do and don't need do. And the team which make sentences will win the competition.

period Two Vocabulary and Reading

Step 1. Ask Ss to discuss the sentences in Activity 1 and then check the answers of the Ss'. Then learn the words in this part with the Ss.

Step 2. Ask the Ss to read the text quickly and then finish Activity2. Then ask all the Ss to discuss the questions of Activity 4. Then ask the Ss to tell us the usage of the words in Activity1 and Activity 4 and find the sentences in the text: impress, damage, encourage, prepare, avoid, lack, recognize, smile.

Step 3. Ask the students to read the text again, then answer the questions in Activity3 and encourage the Ss to have different answers. If the time isn't enough, we can solve the problem in the following ways.

(1) Discuss it after class.

(2) Discuss the following questions as the important points.

I. What do people think about those who talk too much?

II. Why is it a good idea to nod and smile when the other person is talking?

III. What does the quotation from Benjamin Disraeli tell you about people?

Then ask the Ss to prepare for Activity5 and then ask the Ss to tell the meanings of the phrases.

Step 4. Important word or phrases

1. Which definitions make small talk sound like a positive thing?

Sound is a link verb， its meaning in Chinese:听起来。Sometimes it can be followed like.

e.g. (1)我认为这工作不像听起来那么难。

I don't think the job is so difficult as it sounds.

(2)这音乐听起来像贝多芬的。

The music sounds like Beethoven.

2. Have you ever crossed the road to avoid talking to someone you recognize?

Avoid is a verb which must be followed none, pronoun or v-ing as its object; its meaning in Chinese：避免，避开。

e.g. (1) 他的工作帮助很多人避开事故。

His job helped many people avoid accidents.

(2) 要避免犯错误是不容易的。

It is not very easy to avoid making mistakes.

3. Do you want to make more friends but lack the confidence to talk to people you don't know?

make friends(with) is a phrase; its meaning in Chinese: (和......)交朋友。

e.g. (1) 他非常友好，那正是为什么自从他来已经交了那么多朋友的原因。

He is very friendly. That's why he has made so many friends since he came.

(2)他们彼此都想交朋友，但两人都太害羞了。

They wished to make friends with each other, but both of them were shy.

4. Small talk is very important and prepare you for more serious conversations.

prepare is a verb; its meaning : 做好准备;把......准备好，使......有准备。

e.g. 经理想让助手提前准备好所有文件。

The manager wanted his assistant to prepare all the papers beforehand.

In addition, we must pay attention to its various forms behind it, such as: prepare...for; prepare for; prepare...against; prepare against; prepare to do; prepare ...to do. Now give the Ss some examples and let them understand their meanings.

(1) There is an English proverb: In fair weather prepare for foul.

(2) His parents have prepared him for the future.

(3) She said she had prepared against all possible eventualities.

(4) We must prepare our people against natural calamities this summer.

(5) He is preparing to teach in China.

(6) She is preparing herself to attend the conference and make a speech.

5. It is estimated that 80% of all conversation in English is small talk.

It is estimated that...in this drill, the true object is the clause in the end of the sentence..

e.g. (1)It is good news that our team is the school champion now.

(2)It was reported that the bridge was completed two months earlier than planned.

(3)It is unusual that we have such hot weather this summer.

(4)It is doubtful whether they will finish the work in time.

6. Because they used this very useful social technique, they found something they have in common.

In the sentence have...in common is a phrase; its meaning in Chinese: 有共同之处。

e.g. (1)这两兄弟有如此多的相同之处以致我们很难分开他们。

The two brothers have so much in common that we can't tell the difference between them.

(2)现在我们和美国在各个方面当然除了语言之外，都有共同之处。

We have really everything in common with America nowadays, except, of course, language.

period Three Reading and Listening; Grammar

Step 1. Ask the Ss to read the three conversations and do Activity 1. Then ask them to discuss their answers about Activity 1. At last pide the Ss into groups of two Ss and ask every group to discuss the answers of Activity1.

Step 2. Ask every group to guess the topic of every conversation. For example, the topic of first paragraph is traveling.

Step 3. Ask all the Ss to listen to the tape and finish Activity3. Then listen again to check the answers with all the Ss and then let the Ss finish Activity 4. You can listen to the tape again if necessary.

Step 4. Then check the a Ask the Ss to finish Activity1 and Activity2 with all the Ss.

Step 5. After finishing Activity1and Activity2, let all the Ss discuss the differences sameness between didn't need to do and needn't have done. Then the teacher explain the differences and sameness to the Ss.相同点是：两者都表示过去时间内不必做一件事;不同点是：didn't need to do表示那件事不必做而且结果也是那件事的确没有做;而needn't have done表示虽然那件事不必做但结果是已经做了。

Ask the Ss to think about the examples and understand their usages.

(1) It was Sunday. He didn't need to go to work. (So he didn't go. He stayed home or went somewhere else)

(2) That year, he was young and didn't need to serve in the army. (He was studying at school)

(3) The manager didn't have need to do such things himself. (His assistants did things like that for him)

(4) The poor girl needn't have waited in the rain for so long. (Unfortunately she did it)

(5) You needn't have said so much about your being late. (You kept explaining)

(6) They needn't have written the letter to the headmaster. (They wrote a letter to the headmaster, but it was not necessary.)

period Four Reading and writing; Everyday English;Task

Step 1. Ask the Ss to read the email in Activity1. Then let every two Ss find out the questions in the email which need to be answered.

Step 2. Ask all the Ss to discuss the questions found out in Step 1 and ask them to give more answers as possible as they can.

Step 3. Ask all the students to finish Activity2, and then work out the answers according to the questions which have been found out.

Step 4. Ask the Ss to prepare a new email and think over what questions should be asked in the email. And the email can contain many kinds of contents, such as in your first day at school how to talk with new teacher, how to ask for help, how to introduce new classmates, etc.

Step 5. Ask the Ss to read the sentences in the book and think over the words which are left out in informal conversation. And think about if these words influence the sentences' meaning.

Step 6. Ask the Ss to make a conversation from the topic below and ask them to use at least one or two sentences in which some words are left out. such as having lunch at school, a person we both know, doing homework, football match, an interesting book.

For example

A: Going home to have lunch?

B: Yes. And you?

A: Me? I usually have lunch at school.

B: Nice?

A: Not really.

B: Why not go back home?

A: Too far.

Step 7. Ask the Ss to discuss Activity1 and Activity2 and then ask them to write a small talk in their phrasebook for use inside and outside the classroom. Then ask all the Ss to change ideas about Activity3. According to the exchange, ask the Ss to prepare a class book of useful expressions.

period Five Reading and Vocabulary

Teaching Goals：

1.To help Ss learn how to have small talk rightly.

Teaching procedures：

Step 1.Revision

Check Ss'homework and give them some instruction. .

Step 2.

1.Leading-in

Ask Ss the following questions：

(1)Discuss of small talk one need as a salesperson.

2.Skimming

Ask Ss to skim the passage and try to find out the answers to the following questions.

(1)What did Esther often do when she spoke to others?

(2)What do you think are "the basic rules of social communication"?

(3)Why did the customer look awkward when she was asked how old she was?

(4)How did the typist contradict Esther?

(5) What was wrong about Esther's advice to the salesman?

(6) What did Esther think of the clerk's haircut?

(7) Why did the young man think the company gave him a new job miles away?

(8) What did Esther think of her old school friend's husband?