高中英語(yǔ)必修3unit2全教案 篇1

教學(xué)目標(biāo)

To learn to talk about kinds of music

To learn to read about bands

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

To learn to write an e-mail

教學(xué)重難點(diǎn)

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

To learn to write an e-mail

教學(xué)工具

課件

教學(xué)過(guò)程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

課后小結(jié)

學(xué)了這節(jié)課你有什么收獲?

課后習(xí)題

完成課后習(xí)題一、二。

板書(shū)

Unit 5 Music

高中英語(yǔ)必修3unit2全教案 篇2

教學(xué)目標(biāo)

教學(xué)目標(biāo)與要求

通過(guò)本單元教學(xué)，全面復(fù)習(xí)本冊(cè)書(shū)所列出的重點(diǎn)日常交際用語(yǔ)項(xiàng)目，如：命令與要求、提出建議與忠告、表示個(gè)人看法等。全面復(fù)習(xí)本冊(cè)書(shū)中所列出的重點(diǎn)語(yǔ)法項(xiàng)目，如：定語(yǔ)從句、直接引語(yǔ)和間接引語(yǔ)、被動(dòng)請(qǐng)態(tài)、過(guò)去完成時(shí)和動(dòng)詞不定式作主語(yǔ)等用法。

教學(xué)要點(diǎn)和重點(diǎn)

1．日常交際用語(yǔ)

(1) Can I ask you for some advice?

(2) What can you suggest?

(3)I suggest you (should) ask. . .

(4) Ive got an idea.

(5)Why not do...?

(6)Why dont you do. . . ?

(7)That is why. . .

(8)I thought that. . .

2．單詞

recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior

3．詞組

ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to

4．語(yǔ)法

過(guò)去將來(lái)時(shí)的用法

教學(xué)建議

本單元建議

1．本單元的內(nèi)容非常貼近中學(xué)生生活?？删汀癋riendship”，“Telling Lies”等話題展開(kāi)討論，在討論中學(xué)會(huì)如何表述心情、如何給予忠告等。

2．對(duì)重點(diǎn)句型做句子操練，如完成句子、翻譯等。特別注意動(dòng)詞的用法。

3．在口頭操練的同時(shí)，注意引導(dǎo)學(xué)生使用正確的英語(yǔ)句型結(jié)構(gòu)，如：Why not do…；Why dont you do…等等。必要時(shí)做筆頭操練。

4．在學(xué)習(xí)過(guò)去將來(lái)時(shí)的時(shí)候，同時(shí)兼顧對(duì)過(guò)去完成時(shí)態(tài)的復(fù)習(xí)。

5．以給筆友寫(xiě)一封信的方式訓(xùn)練學(xué)生的書(shū)信表達(dá)能力。

重點(diǎn)難點(diǎn)講解

辨析be tired of , be tired with

短語(yǔ)be tired of 意思為“厭倦或厭煩……”

I’m tired of his complaints.我對(duì)他的抱怨很反感。

He was tired of sleeping with the windows open.他討厭開(kāi)著窗戶睡覺(jué)。

be tired with表示“因……而感到疲倦或勞累”

He was tired with such a long walk,走了這么長(zhǎng)的路他感到很累。

We were quite tired with so much homework.做了如此多的作業(yè)后我們相當(dāng)疲勞。

辨析lovely/ beautiful/pretty//handsome/good-looking

lovely吸引人的視、聽(tīng)、嗅、觸四覺(jué)的，引起喜悅、贊賞的人或物，都可用lovely修飾，尤其指外貌，不包括四德。主要用于修飾女子外貌、天氣、景色等。如：

lovely hair/weather（秀發(fā)/好天氣）。

beautiful 對(duì)人而言，指最能給人帶來(lái)滿足的`最高尚的和精神的美，包括精致、溫柔、愉快、可愛(ài)諸因素。形容人時(shí)，適合女性。

A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。

pretty意為“美麗的，漂亮的，可愛(ài)的”，指逗人喜歡的人或物的精致、優(yōu)雅、小巧、嬌嫩、雅致等屬性，有“女子氣”及“小巧俏皮”的含義，常修飾女性，不用于男性。

handsome意為“漂亮，英俊”，含勻稱、對(duì)稱、雅致、悅目、吸引人之意，尤指儀表堂堂，舉止文雅，具有男性氣質(zhì)。其美大半是修養(yǎng)和訓(xùn)練的結(jié)果，常用以修飾男性。

“good-looking” 特指外表容貌的美，多用于指男性。

辨析used to, be used to doing 與be used to do

used to后接動(dòng)詞原形，表示“過(guò)去常常（做某事）”，而現(xiàn)在不再做；

He used to be a worker, but now he becomes the manager of the company.

be used to doing / sth. 表示“習(xí)慣于做某事”。

She has been used to living alone in the country.

be used to do為use（使用）的被動(dòng)語(yǔ)態(tài)形式，表示“被用來(lái)做”；

The hammer is used to break nail into the wall.

辨析reply 和answer

這是一對(duì)近義詞，都有“回答”之意，但其用各有不同。

1）用作動(dòng)詞，后面都可接that從句，兩者可以相通。如：

He answered/replied that he knew nothing about it.

他回答說(shuō)對(duì)此事一無(wú)所知。

2）如果加間接賓語(yǔ)時(shí)，要用：

answer sb. that. . . /reply to sb that. . .

3）當(dāng)后面接名詞或代詞時(shí)，answer是及物動(dòng)詞, reply為不及物動(dòng)詞，是正式用語(yǔ)。如：

answer a question/reply to a question

answer a letter / reply to a letter

answer the door / doorbell / telephone

(不能說(shuō)reply the door / doorbell / telephone)

4）作名詞時(shí)，兩者都可與介詞搭配；answer還有“答案”之意。如：

the answer / rely / key to the problem. make no answer / reply

課文講解

1．Well, I’ve recently started biology.我最近剛開(kāi)始學(xué)生物。

Recently意為“近來(lái)，最近”多與現(xiàn)在時(shí)態(tài)連用。

He is not at home recently.他最近不在家。

How are you getting along recently?你近來(lái)過(guò)得還好吧？

2．You don’t need anything special.你不需要什么特別的東西。

用形容詞修飾不定代詞something, nothing, anything, somebody, anybody等時(shí)，這個(gè)形容詞通常放在這類不定代詞的后面。

Did you find anybody strange nearby? 你在附近看到過(guò)什么陌生人嗎？

Do you have anything more to say? 你（們）還有什么話要說(shuō)嗎？

3．Then grow some tomatoes in one box,….然后在盒子里種上一些西紅柿

Then see which plants grow higher.

第一句中的grow是及物動(dòng)詞，作“種植（花或莊稼）”解；第二句中的grow 是不及物動(dòng)詞，作“生長(zhǎng)，成長(zhǎng)”

The young trees are growing well.這些小樹(shù)長(zhǎng)得很好。（vi.）

We grew a lot of flowers this spring.今年春天我們種了許多花。（vt.）

此外，grow還可以作連系動(dòng)詞，作“逐漸變得”，后面跟表語(yǔ)。

She is growing healthy.她的身體逐漸變好了。

4．However, I find it hard. 然而我發(fā)現(xiàn)交朋友很難。

句中的it 指上句的making new friends（交新朋友）。全句相當(dāng)于I find it hard to make new friends.由于it作形式賓語(yǔ)的用法還沒(méi)有出現(xiàn)過(guò)，此處暫不宜向?qū)W生解釋。

Find作“發(fā)現(xiàn)，覺(jué)得”，后面可以跟帶形容詞的復(fù)合賓語(yǔ)（賓語(yǔ)+賓補(bǔ)）

I found him very funny.我現(xiàn)他很滑稽可笑。

你覺(jué)得這個(gè)問(wèn)題難嗎？

5．This is secret, so please don’t tell anybody else.這是一個(gè)秘密，因此，請(qǐng)別告訴其它任何人。

句中anybody else=any other person(其它任何人) else是形容詞，作“別的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代詞連用，并置于不定代詞之后。如：

Do you want to see anybody else? 你還想見(jiàn)見(jiàn)別的人嗎？

I have bought lots of bread. I’d like to buy something else.我買(mǎi)了許多面包，我還想買(mǎi)點(diǎn)別的東西。

else還可以同what, who, when, where等疑問(wèn)代詞或疑問(wèn)副詞連用。

What else would you like to have? 你還想要點(diǎn)別的什么嗎？

過(guò)去將來(lái)時(shí)

1) 過(guò)去將來(lái)時(shí)的基本形式：

基本形式

例子

would+動(dòng)詞原形

I thought I would make lots of new friends.

我曾經(jīng)認(rèn)為我會(huì)交上許多新朋友。

was/were + going to

I didn’t expect that I were to do the work by myself next week.我不希望下周自己做這個(gè)工作。

注意：would+動(dòng)詞原形。would可用于任何人稱，這是美國(guó)英語(yǔ)的用法。在英國(guó)英語(yǔ)中，第一人稱用 should，第二、三人稱用 would。本教材采用美國(guó)英語(yǔ)的用法。此外，過(guò)去將來(lái)時(shí)還可以用“was/were + going to”來(lái)表示“原本打算干某事”的意思。另：be to do 不能用于人類不能控制的將發(fā)生的事情和動(dòng)作；be about to do 不能和具體的時(shí)間連用。

2) 過(guò)去將來(lái)時(shí)的基本概念：

基本概念

例子

過(guò)去將來(lái)時(shí)表示對(duì)于過(guò)去某一時(shí)間而言將要發(fā)生的動(dòng)作或存在的狀態(tài)。它是一種相應(yīng)的時(shí)態(tài)，總是同某一過(guò)去的時(shí)間或過(guò)去的動(dòng)作相對(duì)應(yīng)而存在。

The teacher told us he would give us a little test. 老師跟我們講過(guò)，他將給我們來(lái)一次小測(cè)驗(yàn)。

He said he was going to start for Guangzhou next

高中英語(yǔ)必修3unit2全教案 篇3

本屆高一學(xué)生總共xxx多人， 英語(yǔ)學(xué)習(xí)參差不齊，要想提升整體成績(jī)有很大的難度、

一、現(xiàn)狀分析：

經(jīng)過(guò)高一上學(xué)期的銜接適應(yīng)，學(xué)生們對(duì)高中的英語(yǔ)學(xué)習(xí)有了初步的認(rèn)識(shí)，也逐漸形成了自己的學(xué)習(xí)方法，對(duì)英語(yǔ)學(xué)科的熱情有所提高、本學(xué)期又進(jìn)行了文理分科和分班，還需要老師和同學(xué)的進(jìn)一步磨合和配合，還需要老師們付出更多的心血、

二、指導(dǎo)思想：

高一英語(yǔ)備課組將嚴(yán)格以《高中英語(yǔ)新課程標(biāo)準(zhǔn)》為依據(jù)，嚴(yán)格執(zhí)行學(xué)校教學(xué)工作計(jì)劃，認(rèn)真研究新課程標(biāo)準(zhǔn)，認(rèn)真研究新教材，全面提高學(xué)生各方面的能力，緊抓課堂實(shí)效，突出學(xué)習(xí)重點(diǎn)，為下一學(xué)年的全面提高英語(yǔ)成績(jī)奠定基礎(chǔ)、

三、具體措施：

1、認(rèn)真研究新課程標(biāo)準(zhǔn)，認(rèn)真研究新教材，在集體備課的`基礎(chǔ)上認(rèn)真?zhèn)湔n、上課，認(rèn)真進(jìn)行自習(xí)輔導(dǎo)和批改作業(yè)、

2、單詞一直是學(xué)生的難點(diǎn)、薄弱點(diǎn)，直接影響學(xué)生綜合能力的提高，在教學(xué)中要重視詞匯教學(xué)，狠抓單詞的記憶與鞏固以及對(duì)詞匯的意義與用法的掌握、使學(xué)生掌握科學(xué)的單詞記憶方法和養(yǎng)成勤查詞典的習(xí)慣、

3、為了提高學(xué)生的聽(tīng)力水平，從高一就開(kāi)始就對(duì)學(xué)生進(jìn)行聽(tīng)力訓(xùn)練、除了利用課堂上的時(shí)間外，還堅(jiān)持每周利用早自習(xí)和晚自習(xí)時(shí)間給學(xué)生放聽(tīng)力、

4、堅(jiān)持每單元一次作文訓(xùn)練，訓(xùn)練題材、方法力求多樣化，并能及時(shí)進(jìn)行講評(píng)、鼓勵(lì)學(xué)生寫(xiě)英文日記，對(duì)個(gè)別英語(yǔ)特差的學(xué)生盡量多批改、多指導(dǎo)、

5、閱讀理解能力的培養(yǎng)是高中教學(xué)的重點(diǎn)，也是高考的重頭戲、在單元教學(xué)中專門(mén)抽出一節(jié)課作為閱讀課，并且有計(jì)劃的指導(dǎo)學(xué)生掌握科學(xué)的閱讀方法、

6、集體備課是提高教學(xué)質(zhì)量和整體教學(xué)水平的有力保證，有利于經(jīng)驗(yàn)豐富的教師與年輕教師互為補(bǔ)充、共同提高、固定每次備課內(nèi)容：為了減少盲目性，開(kāi)學(xué)初組織第一次集體備課，主要討論本學(xué)期的教學(xué)方向、重點(diǎn)研討內(nèi)容、教學(xué)時(shí)間的調(diào)配等宏觀性的問(wèn)題，再根據(jù)教材編排體系，制定好集體備課計(jì)劃、安排好備課內(nèi)容和中心發(fā)言人，讓每個(gè)教師都心中有數(shù)，使每次集體備課都有目的性、針對(duì)性、實(shí)效性、集體備課時(shí)，主要討論下周上課內(nèi)容、重點(diǎn)、難點(diǎn)、注意點(diǎn)及學(xué)生容易出錯(cuò)的地方、教學(xué)策略等等，大家有備而來(lái)，發(fā)言踴躍，都自覺(jué)把個(gè)體納入到群體中去，集思廣益，讓個(gè)人素質(zhì)得到充分的展現(xiàn)與提高、

7、加強(qiáng)聽(tīng)評(píng)課、聽(tīng)課、評(píng)課，取長(zhǎng)補(bǔ)短、教師教學(xué)各有風(fēng)格，教師間應(yīng)互相聽(tīng)課，可以聽(tīng)本校的，也可以到外校聽(tīng)課，做到取人之長(zhǎng)，補(bǔ)己之短，共同提高、

高中英語(yǔ)必修3unit2全教案 篇4

Teaching ais:

①.T read sectins f a str and sequence then use predictin strategies and lining wrds.

②.T use lining expressins related t tie and sequencing.

③.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.

④.T tal abut and give pinins f fils.

⑤. T practise using the secnd cnditinal fr speculatin

Teaching difficult and ain pints:

T aster the wrdbuilding.

T use the lining wrds.

Teaching aids:

CAI

Teaching prcedures:

Ⅰ. War up

T l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?

Ⅱ. Speaing

Wr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.

Ⅲ. Pre-reading

L at the e wrds and find the in the pictures.

Ⅳ. Reading

Tas1: Nw please put Part A, B≈C in the crrect rder.

We can put the paragraphs in rder accrding t (根據(jù)):

the pictures

the lining wrds (連接詞) ：上下文相關(guān)詞語(yǔ)的連接

Tas2: Read the str again and answer these questins.

1. Wh did the writer’s unger brther fall int the sea?

2. Wh did the bat g twards the whirlpl?

3. Wh did the writer tie hiself t a barrel?

4. Wh didn’t his brther d the sae?

5. Wh did his ld friends nt recgnise hi?

Ⅴ. Language pints:

1. It t less than a single da t change hair fr blac t white.(B)

2. …

3. …

Ⅵ. Please find ut the phrases abut tie sequence in the text

Ⅶ. Wrd building

Ⅷ. Speaing

If I were n a bat ging twards a big whirlpl, I wuld tie self t sething light

高中英語(yǔ)必修3unit2全教案 篇5

玉兔歸月頌神州，金龍駕瑞賀中華。新的學(xué)期又開(kāi)始了。本學(xué)期我繼續(xù)擔(dān)任高一169班和173班的英語(yǔ)教學(xué)工作。為切實(shí)有效的做好英語(yǔ)教學(xué)工作，順利完成本學(xué)期的教學(xué)任務(wù)，使學(xué)生達(dá)到最佳的學(xué)習(xí)效果，特制定新學(xué)期英語(yǔ)教學(xué)工作如下：

一、指導(dǎo)思想

認(rèn)真鉆研新課標(biāo)，樹(shù)立新觀念，探索新方法，在學(xué)校教學(xué)計(jì)劃指導(dǎo)下進(jìn)行工作。特別根據(jù)所教高一學(xué)生實(shí)際，努力發(fā)展學(xué)生自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語(yǔ)學(xué)習(xí)策略；全面培養(yǎng)聽(tīng)、說(shuō)、讀、寫(xiě)四會(huì)能力，理解、分析和閱讀能力，讓學(xué)生盡快適應(yīng)高中學(xué)習(xí)。

二、教學(xué)內(nèi)容

本學(xué)期主要學(xué)習(xí)必修三和必修四，共六個(gè)單元。要求學(xué)生掌握每個(gè)單元的重點(diǎn)單詞、短語(yǔ)、句型等。語(yǔ)法主要為：名詞性從句、主謂一致、直接引語(yǔ)和間接引語(yǔ)、情態(tài)動(dòng)詞、被動(dòng)語(yǔ)態(tài)。其中名詞性從句為本學(xué)期教學(xué)的重點(diǎn)以及難點(diǎn)。

三、主要措施

（一）教學(xué)方面

1、為了使學(xué)生打牢基礎(chǔ)不至于出現(xiàn)只是斷層，本學(xué)期要有計(jì)劃的把初中學(xué)過(guò)的但掌握不好的.單詞、短語(yǔ)、句型及語(yǔ)法等分插入每單元的新課教學(xué)中。

2、聽(tīng)力方面，進(jìn)一步提高學(xué)生的聽(tīng)力水平，從高一開(kāi)始就對(duì)學(xué)生進(jìn)行聽(tīng)力訓(xùn)練。除了課本聽(tīng)力外，還訂閱《英語(yǔ)周報(bào)》進(jìn)行系統(tǒng)的考試類型試題聽(tīng)力訓(xùn)練。并堅(jiān)持利用課余時(shí)間放一些英語(yǔ)歌曲、小短片以及經(jīng)典電影，讓學(xué)生融入一種說(shuō)英語(yǔ)的環(huán)境。

3、口語(yǔ)表達(dá)方面，本期要狠抓學(xué)生的口語(yǔ)表達(dá)，把提高學(xué)生口語(yǔ)安排在每節(jié)課的教學(xué)中。具體措施，每天利用3—5分鐘時(shí)間安排值日生到講臺(tái)前進(jìn)行英語(yǔ)口語(yǔ)表達(dá)，即值日生報(bào)告，形式不限，內(nèi)容自選。

4、詞匯方面，單詞一直是學(xué)生記憶的難點(diǎn)、薄弱環(huán)節(jié)，直接影響學(xué)生綜合能力的提高，在教學(xué)中要重視詞匯教學(xué)，狠抓單詞的記憶與鞏固以及對(duì)詞匯的意義和用法的掌握。使學(xué)生掌握科學(xué)的單詞記憶方法和養(yǎng)成勤查詞典的習(xí)慣。為打牢學(xué)生的單詞基礎(chǔ)，每?jī)商彀才乓淮温?tīng)寫(xiě)，由老師親自評(píng)閱。

5、閱讀方面，閱讀理解能力的培養(yǎng)是高中教學(xué)的重點(diǎn)，也是高考的重頭戲。在單元教學(xué)中精心設(shè)

6、寫(xiě)作方面，堅(jiān)持每?jī)芍芤淮巫魑模?xùn)練題材、方法力求多樣化，并及時(shí)批改講評(píng)。并針對(duì)高一學(xué)生的寫(xiě)作基礎(chǔ)，給予一定的英語(yǔ)作文指導(dǎo)和誤區(qū)分析，適當(dāng)讓學(xué)生背誦一些寫(xiě)作常用句型以及范文，多鼓勵(lì)，少批評(píng)。

（二）教研方面

1、認(rèn)真研究新教材，在集體備課的基礎(chǔ)上認(rèn)真?zhèn)湔n、上課，認(rèn)真進(jìn)行自習(xí)輔導(dǎo)和批改作業(yè)。

2、堅(jiān)持參與聽(tīng)課評(píng)課，取長(zhǎng)補(bǔ)短，提高自身教學(xué)能力。

總之，要做到因材施教。

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