高中英語試卷講解教案【篇一：高中英語試卷評講課教學設計】高中英語試卷評講課教學設計somethingaboutthestudents:asformostseniorstudents,theyhaveaccumulatedanumberofwordsandexpressions,butstilltheygetlowscoresinthepartofreadingcomprehensioninexams.manystudentslackaneffectivewaytosolvereadingcomprehensionquestions.mostofthemknowlittleabouttherulesandfeaturesofthequestions,andtheyalsodon’tknowhowtoimprovetheskillsandscoresinreadingcomprehension,sowhenmeetingalittlemoredifficultquestions,theyfeelpuzzledandmademistakes.teachingaims：toanalyzetheresultsinthetestpaperhelpthestudentslearntherulesofdesigningquestionsinreadingcomprehension.leadthestudentstofindsolutionstoavoidsimilarmistakesinthefutureletthestudentsaccumulateusefulwordsandexpressionsfromthepassagesteachingimportantpoints：helpthestudentslearnthefeaturesofmainideandwordguessingquestionsofthereadingcomprehensionimprovethestudents’abilityofansweringquestionsofreadingcomprehensionteachingdifficultpoints:trainthestudentstosolvemainideaandwordguessingquestionsaccuratelytrainthestudentsuserulestoanswerquestionscorrectly。teachingstrategies：1.workingroupstosolvequestions2.differentexamplestoconsolidatewhathasbeenlearned.procedure:板書設計：課后反思：這堂課內容較多，一堂課處理起來較難，應做一些刪減。學生爭論思考時間充分才能更有學習效果，【篇二：高三英語試卷講評課教案】課題編號 高三英語試卷講評課授課時間：2023511授課人：胥富菊授課班級：20239班learningobjectivestofinishmultiplechoicestopayattentiontothetestpointsofmultiplechoicesinsichuankeyanddifficultpointstrainthestudentstograspthetestpointsmakethestudentslearntomasterhowtodomultiplechoices.contentsstep1.task-baseddictationstep2.groupworkstudentsanalyzeingroupstodiscusstherulesofmultiplechoices.step3.explanationofthemultiplechoicesexplainthetestpointsofeachexercise1.—hereyourchange.— .a.thankyou.b.donmentionit.c.noproblemd.withpleasure.2.in mostcountries,auniversitydegreecangiveyou flyingstartinlife.a.the;ab.the;/c/;/d./;a— itakethebookout?—iafraidnot.a.willb.mayc.mustd.needagreatnumberofstudents saidtheywereforcedtopractisethepiano.a.toquestionb.tobequestionedc.questionedd.questioning5.tired,jimwasfastasleepwithhisback abigtree.a.inb.belowc.besided.againstsomepeopleeatwiththeireyes.theyprefertoorderwhat nice.a.looksb.smellsc.feelsd.tastesonmydeskisaphotothatmyfathertookof wheniwasababy.a.himb.hisc.med.minejennywaslookingforaseatwhen,luckily,aman andleft.a.tookupb.gotupc.shutupd.setupwelaughatjokes,butseldom abouthowtheywork.a.wethinkb.thinkwec.wedothinkd.dowethinkaftergraduatingfromcollege,itooksometimeofftogotraveling, turnedouttobeawisedecision.a.thatb.whichc.whend.whereinmanypeoplesopinion,thatcompany,thoughrelativelysmall,ispleasant .a.todealwithb.dealingwithc.obedealtwithd.dealtwiththeschoolwasmovedoutofdowntownasthenumberofstudentshadgrowntoo .a.smallb.fewc.larged.many一isorry.thatwasntofmuchhelp.oh, .asamatteroffact,itwasmosthelpful.a.sureitwasb.itdoesntmatterc.ofcoursenotd.thanksanywayhowmuchoneenjoyshimselftravellingdependslargelyon hegoeswith,whetherhisfriendsorrelatives.a.whatbwhoc.howd.whysuchpoetsasshakespeare widelyread,ofwhoseworks,however,some difficulttounderstand.a.are;areb.is;isc.are;isd.is;are一whenshallwerestartourbusiness?notuntilwe ourplan.a.willfinishb.arefinishingc.aretofinishd.havefinishedthelawyerlistenedwithfullattention, tomissanypoint.a.nottryingb.tryingnotc.totrynotd.nottotryyouvefailedtodowhatyou toandiafraidtheteacherwillblameyou.a.willexpectb.willbeexpectedc.expectedd.wereexpectedifyouhaveajob, yourselftoitandfinallyyoulsucceed.a.dodevoteb.dondevotec.devotingd.notdevotingbecauseoftheheavytraffic,itwasalreadytimeforlunchbreak shegottoheroffice.a.sinceb.thatc.whend.untilstep4.practicestep7.summarizingandupgradingstep8.homeworkfinishthemultiplechoicesof2023sichuan【篇三：高三英語試題講評課教學設計和反思】高三英語試題講評課教學設計和反思德州市試驗中學沙俊燕模塊一教學設計〔designing〕一教學目標〔teachingaims〕解決試卷中的難點，澄清共性錯誤。完善學問體系。理清答題思路，提高答題技能。體驗英語學習的歡快和成就感，提高備戰高考的自信念。〔designing〕本課踐行敬重學生個體，發揮學生課堂主體作用的高效課堂模式。承受個人活動、小組爭論、展現；小組代表志愿講解等多種課堂活動。并將豐富的課堂活動和多媒體信息手段有機結合，提高課堂效果。〔before-class〕公布試題答案，將試題答題紙返還學生。要求學生初步訂正錯誤，分析錯因。對學生得失分狀況進展統計、匯總，確定課堂講評重點。對學生共性錯誤較進展分析，找出錯誤根源，定出糾錯措施和課堂活動形式。并設計好針對性訓練。預備幾個鼓舞學生備考信念的句子，用以進一步激發學習熱忱鼓舞士氣。完成多媒體課件的制作。〔in-class〕作文范文背誦檢查利用多媒體課件展現范文關鍵詞關心學生背誦。本環節為全班集體活動〔groupwork〕。介紹測試結果簡要介紹學生試卷完成狀況。包括總分值，最高分，優秀和及格人數。明確教學目標和課堂內容〔教師做簡要說明〕試題講解單項選擇〔individualwork〕。學生獨立思考解決單項選擇中正70%以下的題目〔1.3.6.10〕。課件展現正答率、干擾2volunteer講解題目。有疑問的同學隨時站起來質疑。教師進一步點撥、總結。然后當堂檢測把握狀況，做穩固提升題〔2023高考推測〕。a篇〔individualwork〕a篇。學生介紹文章大意，答復其他學生本篇題目中的疑問。b篇和閱讀〔groupwork〕b篇和閱讀理解。盡量多的解決問題。b,c曾提出自己的疑問，a層幫助解答。小組爭論的優勢在于可以每個學生得以關注，提出并解決自己的疑心；并且可以充分發揮其主觀能動性。轉變傳統課堂被動聽講的局面。學生爭論后將未能解決的問題展現〔presentationactivity〕到avolunteer講解，教師幫助。請學生發言主要是為了暴露思維過程，包括典型錯誤的思考，奇異的思考等，以對其他學生起到戒備、示范作用。閱讀技巧總結〔教師講解〕。教師進一步總結點撥閱讀理解解題技巧。比方怎樣做好詞義猜測及細節題。寫作剖析〔教師和學生互動〕。教師引領學生回憶題目內容和要求，ppt展現寫作中暴露出的共性錯誤。ppt展現學生作品，共同分析其存在的典型問題，從而引起學生的留意，避開自己再犯類似錯誤。〔注：用以分析問題的學生例文不要展現學生姓名，保護學生自尊心。〕財寶集〔individualwork〕。學生記錄試題中消滅的高考高頻詞匯。回憶總結〔教師引領〕。測試的目的：夯實根底；提高力量；錘煉心理。最終以學生齊讀“confidencebringsaboutsuccess”完畢本節課。使學生備考信念得以大幅增加。作業將本次測試中自己做錯的題目及典型題目寫入糾錯本。模塊二教學反思〔reflection〕我從學生學情動身，依據試題和學生所犯錯誤，提前閱完試卷并公布了答案，讓學生課前反思自己的錯誤，課堂上溝通分析自己的及共性錯誤，通過學習小組的合作探究，培育學生的合作精神，分析力量和規律推理力量，讓不同層次的學生均有提高。這種親身體驗的方式有助于學生的提高，把學生吸引到語言學習的溝通活動中來，課堂上能引起他們的留意力和學習愛好，因此學生溝通參和會比較樂觀和成功。課堂教學是一個動態過程，依據學生學問的實際需要，隨時做出富有創意的調整，將學生的體驗有機地融入課堂中，并不斷生成制造和加以運用，讓學生在互動溝通中獲得獨特的體驗。所以，個人認為講評課的關鍵不在教師講了多少題，而是在于學生的思考和理解，不是傳授給學生多少學問，而是讓學生學會學習，學會方法。正所謂：授之以魚不如授之以漁。以上為本堂高三英語試題講評課的教學設計和反思，期盼同仁指正！附試題：book6module3模塊測試〔1.5分〕—let’seatinthegarden,shallwe?— —it’llmakeachange.forgetit.b.takeiteasy.c.whynot?d.certainlynot.just yourheadorsimplykeepingsilentisnotacceptablewhenansweringquestionsinclass;youneedtotalk!tonodb.noddedc.noddingd.nodimsorryyou solong,butit11stillbesometimebeforejimgetsback．〔上海一模〕a．waitb．waitedc．hadwaitedd．havebeenwaitingalackof ofculturedifferencetolocalcustomscancauseproblems.a.existenceb.awarenessc.revolutiond.evidence5.—letsgotothetheatretogether,shallwe?—pleasemakeit day.imnotquitemyselftoday.a．anyb.onec.anotherd.some—itwascarelessofyoutohaveleftthehousewithoutturningoffthecooker.—mygod！ .sowereyoub.sowasic.sodidid.soididfindwaystopraiseyourchildrenoften,theywillopentheirheartstoyou.〔2023山東卷〕tillb.orc.ord.and

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