高三年级Lesson 84教学设计

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高三年级Lesson 84教学设计

篇1：高三年级Lesson 83教学设计

高三年级Lesson 83教学设计

Lesson 83

Teaching Aim

Review the usages of the attribute.

Teaching Important Points

1. Review the difference between the Past Participle and the v.-ing form when they are used as attribute.

2. Review the position of the attribute.

Teaching Difficult Points

Master the differences between the Past Participle and the v.-ing form when they are used as attributive.

Teaching Methods

1. Revision, explanation and inductive methods.

2. Doing lots of exercises for consolidation.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Do SB Page 52, Part 3. (If this was not done in the previous lesson.)

Step 2 Grammar study

SB Page 53, Part 1. Go through the Grammar study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.

Step 3 Grammar practice

SB Page 53, Part 2. Explain to Ss that they must translate the Chinese part into English to complete the sentences. Do the first one orally with the whole class, then get Ss to work through the exercise in pairs. Check the answers at the end.

Answers：

1 with a broken leg

2 in Mr. Coal's mailbox

3 on the second floor

4 the unknown; sitting beside the detective

5 smiling

6 writing

7 to solve this difficult problem

8 about whether he has met the young woman

Step 4 Grammar practice

SB Page 53, Part 3. Explain to Ss that they must translate the phrases into Chinese. Get the Ss to work through the exercise in pairs, then check the answers at the end.

Answers：

拥挤的房间毁掉的庄稼等候着的`汽车

未履行的诺言铺好的地毯飞鱼

毁灭的城市失望的顾客起居室

激烈的争论 (乒乓球等) 饭厅、食堂

男女混合双打

被邀请的客人被禁止的冒险活动劳动妇女

受到刺激的动物周密的计划领导人

隐患书面答复开水

徒劳的旅行受惊吓的儿童刺骨的寒风

Step 5 Workbook

Wb Lesson 83, Exx. 1 - 3.

Ex. 1 can be done orally in class. Get Ss to read and translate each sentence into Chinese. Point out the different word order of the Attribute in English and Chinese.

Ex. 2 is a word formation exercise. Remind the Ss to learn English words in clusters.

Go over the phrases in the box in Ex. 3. Then allow the Ss a few minutes to think of the answers.

Check the answers with the whole class.

Homework

Finish off the Workbook exercises.

Try to retell the story about Clare Flower.

篇2：高三年级Lesson 84教学设计

高三年级Lesson 84教学设计

Lesson 84

Teaching Aims

1. Learn and master the following everyday English:

Possibility and impossibility

I / She / He can / may…

I / She / He may not…

It is likely that…

It is possible that …

He / She is not likely to…

2. Do some listening and writing.

3. Review the Attribute and the useful expressions in this unit.

Teaching Important Points

1. Make the students learn the expressions for possibility and impossibility.

2. Improve the students’ listening ability and writing ability.

Teaching Difficult Points

1. Use the expressions for possibility and impossibility correctly.

2. Make correct sentences with some phrases.

Teaching Methods

1. Listening-and-choice activity to help the students go through the listening material.

2. Make simple dialogue to practise the students’ speaking ability.

Pair work to train the students’ writing ability.

Teaching Procedures

Step 1 Revision

Check the homework exercises.

Get Ss to retell the story about Clare Flower.

Step 2 Preparation for listening

SB Page 54, Part 1. Wb Listening, Unit 21. Tell the Ss we’re going to listen to a story about a store detective in London. A store detective works in a shop and looks out for people who are stealing things. Then read aloud the task in Ex. 1 and make sure the Ss understand what to do.

Step 3 Listening

Listening Cassette Unit 21. Do each exercise in turn. Play the tape, then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.

Listening Text

A problem for the store detective

Listen to these two conversations which take place in a store in London.

PART 1

A customer is talking to a shop assistant.

(C = Customer; SA = Shop Assistant

SA： Can I help you?

C： Yes, please. I want to change this skirt.

SA： What's the matter with it?

C： Nothing's the matter with it. It's just the wrong size. It's too short.

SA： Where did you buy it, Madam?

C： Here, in this store. Except that I didn't buy it. My sister bought it for me as a present.

Look, it's still got the label on the skirt arid the price.

SA： And when did she buy it?

C： Before Christmas.

SA： Have you got a sale ticket, you know a note of the sale?

C： No, my sister kept that, I suppose. And she's abroad. She's in America right now.

SA： So you want to change it for a larger size.

C： That's right.

SA： Would you like to see if you can find one the right size and then bring it over here?

(Later)

C： Here. I've found one and it fits me perfectly. Can I take this one then?

SA： Of course, Madam. I'll put it in a bag for you.

PART 2

The store detective stops the customer outside the store in the street.

(C = Customer; D = Detective)

D： Excuse me, Madam. I'm a store detective with M & S. You have just left the store with goods which you have not paid for.

C： That's not true.

D： You have a skirt in that bag which you haven't paid for.

C： I think you have made a mistake.

D： Would you please come back inside the store and explain.

C： Right.

(They go back inside the store and go to the skirt department. )

D： This skirt, Madam. You did not pay for it and you took it out of the store.

C： You're right. I didn't pay for it because I didn't buy it. I only changed it.

D： You say you changed it?

C： Yes. It was the wrong size. It was a Christmas present from my sister, so I brought it back today and changed it for a larger size.

D： Madam. Here is the skirt which you said was too small. Would you look at this label inside the pocket, please? Do you see this date on the label?

C： Yes.

D： It's yesterday's date. So this means that this skirt was brought into the store yesterday.

Not before Christmas.

C： I expect someone made a mistake.

D： Yes, Madam, you made the mistake. I saw you take this skirt from the skirt department. Then you walked around the store and went up to the second floor. While goingup the stairs I saw you put the skirt into an old M & S bag. Then later you went back to the ground floor and asked to change this skirt.

Answers：

Ex. l： 1 B 2 A 3 C 4 B

Ex.2： 5 B 6 B 7 D

Ex. 3： Get the students to act out the two scenes in pairs. Get them to use the appropriate actions, gestures and facial expressions while they do this. If one pair are particularly good, get them to act out their scenes in front of the class.

Step 4 Speaking

SB Page 54, Part 2. Check the forms： go through the expressions for expressing possibility and impossibility and check that Ss know how to form complete sentences. Write up some cues on the Bb： pass /fail /go/come back/buy/send/hire/spend. Ask Ss to complete the expressions given in this part. Point out that It is possible that and It is likely that are rather more formal and impersonal than the others. Situation： Demonstrate this activity by talking about situation 1. If you like, you can say： Where's X? He may be at home. He may just be late. It's possible that he's had an accident on his way to school. Or he may not be well. Then put the Ss in pairs and let them practise.

Step 5 Workbook

Wb Lesson 84, Exx. 1 - 2.

Ex. 1 provides four situational dialogues in which the expressions about possibility and impossibility in Lesson 84, Part 2 may be used. Ask the Ss to do it in pairs first. Then call out some pairs to give their dialogues and discuss the answers. Ex. 2 should be done individually first so that everybody makes an effort to extract the relevant information from the reading passages in this unit. Then call out some Ss to read aloud the whole passage.

Step 6 Checkpoint

Go through the Grammar study section in the previous lesson. Revise the Attribute, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.

Step 7 Test

Give the Ss the following test to practise the Attribute.

Complete these sentences using your own words.

1 A woman with … stepped into ….

2 I am looking forward to the party on …

3 I enjoy having meals with ….

4 I joined a club for ….

5 A child wearing ….

6 Have you heard the story about ….?

7 People with … should ….

8 She goes to the school where ….

9 I found a box with ….

10 She seems to have a lot to ….

To test the Ss' skills of using English, get them to write two short dialogues on any of the topics given in SB Lesson 84, Part 2.

If Time permits, the following exercise may be included in the test. Fill in the blanks with expressions chosen from Part 2 in SB Lesson 84.

1 A： Li Meilin is absent today. What's happened to her?

B： … that she has fallen ill.

2 A： She … be ill. 1 saw her on my way to school this morning.

C： She … have gone to the railway station to meet her aunt.

3 A： Do you think you will start working at the age of 18?

B： No. I … to start working so early, but … that I will join the army.

Answers：

1 It is possible/likely

2 is not likely to / can't; may

3 am not likely, it is possible / likely

Step 8 Writing

SB Page 54, Part 3. The aim of this writing task is to practise telling a narrative, using the different tenses correctly. Prepare for the writing task in the following way. Let the Ss practise orally in groups of four. Then get them to write the story either in class or for homework.

SAMPLE STORY：

I made a appointment with Hope at her office to discuss some business. I noticed that her hair, which had been fair in a photograph, was now brown. While we were talking, I also noticed that Hope was left-handed. I then visited Tom Goode and showed him a photograph of Hope. He recognized the woman he had spoken to at the burial service of his aunt, but he pointed out that she had changed the colour of her hair.

Finally I had to (arrange the meeting in order to) prove to a police officer that Hope was willing to sign a false name. After the meeting was over, I heard that Tom would not be able to get his aunt's money after all. I collected the money for my services and left. I have read in the newspaper that Hope is going to appear in court next week. I think she will probably be sent to prison.

Homework

Finish off the Workbook exercises.

Write the story.

篇3：高三年级Lesson 81教学设计

高三年级Lesson 81教学设计

Lesson 81

Teaching Aims

1. Learn and master the following words and phrases:

step, will, step mother, afterwards, wealthy, check out, go through, look into, build up, divide up

2. Understand the text better.

Teaching Important Points

1. Learn and master the following:

Phrase: step into, build up, by his first marriage, turn up, divide up, check out, apart from

Sentence Pattern: leave sth. to / with sb.

2. Improve the reading ability of the students.

Teaching Difficult Points

Understand the following sentences:

1. In fact it all goes to Clare.

2. …because something somewhere smells funny.

Teaching Methods

1. Fast reading to get the general idea.

2. Careful reading to answer the detailed questions.

3. Individual, pair or group work to make every student work in class.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Get Ss to tell stories about Gandhi.

Step 2 Presentation

SB Page 49, Part 1. Get Ss to talk about the pictures and describe what they can see. Ask them what they think is happening. Teach the new words wealthy, step-mother, etc.

Step 3 Reading for general understanding

Read aloud the two general comprehension questions. Allow the Ss enough time to read the text and compare their answers, then check the answers with the class. (1 Clare Flower, Mrs. Flower's step-daughter. 2 Tom Goode, Mrs. Flower's nephew; he wants the detective to check out Clare Flower and see whether she has the right to get his aunt's money.)

Step 4 Reading

SB Page 50, Part 3. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Answers：

1 Her husband had built up a large business and left all his money to his wife when he died.

2 1984, when she left home at the age of eighteen.

3 Only Mr and Mrs Flower.

4 Mrs Flower's pet dog.

5 Klegg was very important to Tom's aunt, Mrs Flower.

6 That it was Mrs Flower's pet dog, and had died.

7 He is not sure about Clare Flower and thinks that something smells funny.

This is a good time to deal with any language problems. See if the Ss can guess the meaning of build up.

Notes：

a cigar = a large tube of tobacco leaves rolled together. It is smoked like a cigarette but is larger and more expensive.

b stepped into the… office = walked into the … office

c by the way： Note this phrase for adding some extra information.

d Her husband had built up a large business = Her husband had been in charge of his own business company and he had made it grow larger.

e he left all his money to his wife = He instructed in his will that his wife should receive all his money after his death.

f So your aunt was a wealthy woman?： Note the question, in the form of a statement, for the purpose of checking information.

g her will = a legal document, which is prepared by a lawyer and signed by the person making the will and by two witnesses. When you make a will, you instruct how your property, money and goods should be dealt with after your death.

h her husband's daughter by his first marriage：

Point out the phrase by his first marriage.

i She left home = She moved out of the family home and went to live somewhere else.

j for the past fifteen years = for the last fifteen years

k have seen her since = have seen her since she left home

l turned up at the service = arrived at the service without saying that she was coming. Before the burial of a person, a burial service (a religious ceremony) is usually held in a church.

m afterwards： time adverb = after the service

n divided up： Note the adverb up to express into pieces. Other examples： cut up, chop up, tear up.

o Did they use to go out a lot： Did they used to go out is also acceptable. In current English, used to is more often used in questions and negatives as an invariable form.

p The point is …= The important thing is …

q check out = To find out all the information about someone or something.

r something …smells funny = I think that something strange / dishonest / is happening; I am suspicious.

s so Clare would have been five years old： Tom is calculating the age of Clare.

t Can you go through them = Can you look through your aunt's papers

Step 5 Comprehension

SB Page 50, Part 4. Let the Ss do this exercise individually, then check their answers in pairs. If you wish, this exercise can be done for homework as consolidation.

Answers：

1 Clare Flower was born in 1966.

2 Five years later, Clare Flower's father married again.

3 Clare Flower moved to Los Angeles.

4 Clare Flower's father died ten years ago.

5 Mrs Flower died three weeks ago.

6 When Mrs Flower was buried, Clare turned up.

7 Tom Goode spoke to Clare Flower.

8 Tom Goode called on the detective.

Step 6 Reading aloud

Speech Cassette Lesson 81. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences. As most of the passage is in dialogue form, you could spend longer than usual on this reading aloud activity. Get Ss to work in pairs; one plays the part of the detective, the other plays the part of Tom Goode.

Step 7 Note making

高三年级Lesson 84教学设计 SB Page 50, Part 2. Get Ss to do this exercise individually, so that every S has to make an effort to re-read the text and extract the relevant information. If it is done in class, get Ss to check their notes afterwards in pairs. Alternatively, if you wish, you can set this exercise for homework. In that case, get Ss to check their notes in pairs at the beginning of the next lesson.

Notes：

Clare Flower： born in 1966; left home at the age of 18; has lived in Los Angeles for the past fifteen years.

J.J. Coal： famous detective; works in Washington; smokes cigars.

Clare Flower's father： In his first marriage, he had a daughter ---- Clare; married Tom Goode's aunt in 1971; built up a large business during his lifetime; died ten years ago in 1989; left all his money to his wife (Tom Goode's aunt).

Clare Flower's step-mother： Tom Goode's aunt;

married Clare's father in 1971; had a pet dog called Klegg; died three weeks ago; has left all her money (about $4 million) to Clare Flower.

Tom Goode： Handsome; aged about 30; nephew of Mrs Flower.

Step 8 Workbook

Wb Lesson 81, Exx. 1 - 4.

Ss should go over the sentences in Ex. 1 individually so that everyone makes an effort. Then collect the answers from the class. Get Ss to correct the false statements.

Let the Ss work on Ex. 2 in pairs. Then call out Ss to read aloud the completed passage to the whole class.

Allow the Ss a couple of minutes to go through Ex.

3. Then call out some of them to give the complete sentences and put them into Chinese.

Before starting to do Ex. 4, give the Ss the following examples： I used to smoke, but I've got rid of the habit now. ( to + do) I am quite used to the hot and damp weather in the south. ( to + noun) When the Ss understand what to do, get them to make sentences. Set this for homework if there is not enough time in class.

Homework

Read the passage again and do the exercise in Part 4; complete the notes in Part 2 (if these tasks have not already been done).

Finish off the Workbook exercises.

篇4：高三年级Lesson 82教学设计

高三年级Lesson 82教学设计

Lesson 82

Teaching Aims

1. Learn and master the following words and phrases

anyway, private, signature, brief, foresee, instruct, left-handed, right-handed, to the point

2. Improve the students’ reading ability.

Teaching Important Points

Master the following important points

Words: anyway

Phrases: as follows, come to, add one’s signature, sign one’s name, and take a false name to the point.

Sentence Patterns

1. It only remains for me to pass all the money…

2. Now we know that… is dead, does that mean…

3….if that were to happen, all the money should go to…

Teaching Difficult Points

1. The difference between “to the point” and “off the point”.

2. the use of the word “anyway”.

Teaching Methods

1. Fast reading to get the general idea.

2. Careful reading to answer the detailed questions.

3. Individual, pair or group work to make every student work in class.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the class a few rapid questions about the story in the previous lesson：

What is the name of the famous detective? (J.J. Coal.) Who came to visit him? (Tom Goode.)

Who died in Tom's family not long ago? (His aunt, Mrs. Flower.) Why was Mrs. flower so wealthy? (Her husband had built up his business and had left all his money to her when he died.) Who in the family saw Clare after she left home? (Only her father and her stepmother.) Where and when did Tom Goode meet Clare? (At tea after the burial service of Mrs. Flower.) Who is going to get Mrs. Flower's money? (Clare Flower.) What did Tom Goode ask the detective to do? (To check out Clare Flower.)

Step 2 Presentation

SB Page 51, Part 1. Get Ss to talk about the picture and describe what they can see. Ask them what they think is happening, but do not answer “Right” or “Wrong”.

Step 3 Reading for general understanding

Read aloud the two general comprehension questions. Allow the Ss enough time to read the text and discuss their answers in pairs, then check the answers with the class. (1 She is taken away by the police; she has pretended to be Clare Flower, but her name is really Hope Darwin. 2 The money is given to an organization for helping the blind called “Helping Hand”.)

Step 4 Reading

Wb Lesson 82, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Step 5 Comprehension

SB Page 52, Part 2. Get Ss to work in pairs and explain the meaning of the phrases to each other.

Ask for the answers from the class.

Answers

1 The lawyer (probably) introduced the detective with the words “This is my assistant”.

2 The only thing which I have to do now is ….

3 you should be given all the money which belonged to her

4 signed her name on the piece of paper

5 suddenly you thought of a clever thing to do

6 except her step-mother (Mrs. Flower)

7 He was smiling and probably hoping that he would get the money.

8 The lawyer said little and only what was necessary.

Then go through the text and explain any difficult language points. See if the Ss can guess the meaning of take one's place, pick out.

Notes：

a Present at the meeting were： Point out the inversion.

b unknown man = a man whom nobody knew

c When everyone had taken his/her place = When everyone had sat down

d step forward = come up to my table/desk

e Your name is Clare Flower?： Note the question, in the form of a statement, for the purpose of checking information：

f please sign here … money： It is usual for lawyers to get people to sign a receipt to show that they have received all the money.

g If you could …instead： Point out the conditional form in a past situation. Hope's thoughts were “If I can pretend to be Clare, I will be able to get the money instead.”

h between the two of you = between you (Hope) and the real Clare Flower.

i Perhaps you will explain … why = Point out the polite form. More directly, the detective could say “Why did you change the colour of your hair?”

j I picked out one interesting photograph = I found and brought with me one photograph which I thought was interesting.

k Just now = a moment ago

1 foresee = imagine something in the future

Step 6 Reading aloud

Speech Cassette Lesson 82. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. As much of this passage is in dialogue form, you may choose to spend longer than usual on this reading aloud activity. Put the Ss in groups of four and get them to read the dialogue parts of J.J. Coal, Clare, the lawyer, Tom Goode.

Step 7 Workbook

Wb Lesson 82, Ex. 2.

Let the Ss work on this exercise in pairs. They can discuss how to translate the Chinese into English.

Then check the answers with the whole class. Put down the answers on the Bb.

Step 8 Consolidation

SB Page 52, Part 3. The purpose of this task is fluency practice, getting Ss to tell a story in their own words. Do this task now or alternatively at the beginning of the next lesson, as revision.

Homework

Read the passage again.

Finish off the Workbook exercises.

篇5：高三年级Lesson 82教学设计

Lesson 82

Teaching Aims

1. Learn and master the following words and phrases

anyway, private, signature, brief, foresee, instruct, left-handed, right-handed, to the point

2. Improve the students’ reading ability.

Teaching Important Points

Master the following important points

Words: anyway

Phrases: as follows, come to, add one’s signature, sign one’s name, and take a false name to the point.

Sentence Patterns

1. It only remains for me to pass all the money…

2. Now we know that… is dead, does that mean…

3….if that were to happen, all the money should go to…

Teaching Difficult Points

1. The difference between “to the point” and “off the point”.

2. the use of the word “anyway”.

Teaching Methods

1. Fast reading to get the general idea.

2. Careful reading to answer the detailed questions.

3. Individual, pair or group work to make every student work in class.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the class a few rapid questions about the story in the previous lesson：

What is the name of the famous detective? (J.J. Coal.) Who came to visit him? (Tom Goode.)

Step 2 Presentation

SB Page 51, Part 1. Get Ss to talk about the picture and describe what they can see. Ask them what they think is happening, but do not answer “Right” or “Wrong”.

Step 3 Reading for general understanding

Step 4 Reading

Step 5 Comprehension

SB Page 52, Part 2. Get Ss to work in pairs and explain the meaning of the phrases to each other.

Ask for the answers from the class.

Answers

1 The lawyer (probably) introduced the detective with the words “This is my assistant”.

2 The only thing which I have to do now is ….

3 you should be given all the money which belonged to her

4 signed her name on the piece of paper

5 suddenly you thought of a clever thing to do

6 except her step-mother (Mrs. Flower)

7 He was smiling and probably hoping that he would get the money.

8 The lawyer said little and only what was necessary.

Then go through the text and explain any difficult language points. See if the Ss can guess the meaning of take one's place, pick out.

Notes：

a Present at the meeting were： Point out the inversion.

b unknown man =a man whom nobody knew

c When everyone had taken his/her place =When everyone had sat down

d step forward =come up to my table/desk

e Your name is Clare Flower?： Note the question, in the form of a statement, for the purpose of checking information：

f please sign here … money： It is usual for lawyers to get people to sign a receipt to show that they have received all the money.

g If you could …instead： Point out the conditional form in a past situation. Hope's thoughts were “If I can pretend to be Clare, I will be able to get the money instead.”

h between the two of you =between you (Hope) and the real Clare Flower.

i Perhaps you will explain … why =Point out the polite form. More directly, the detective could say “Why did you change the colour of your hair?”

j I picked out one interesting photograph =I found and brought with me one photograph which I thought was interesting.

k Just now =a moment ago

1 foresee =imagine something in the future

Step 6 Reading aloud

Step 7 Workbook

Wb Lesson 82, Ex. 2.

Let the Ss work on this exercise in pairs. They can discuss how to translate the Chinese into English.

Then check the answers with the whole class. Put down the answers on the Bb.

Step 8 Consolidation

SB Page 52, Part 3. The purpose of this task is fluency practice, getting Ss to tell a story in their own words. Do this task now or alternatively at the beginning of the next lesson, as revision.

Homework

Read the passage again.

Finish off the Workbook exercises.

篇6：高三年级Lesson 84教学设计

Lesson 84

Teaching Aims

1. Learn and master the following everyday English:

Possibility and impossibility

I / She / He can / may…

I / She / He may not…

It is likely that…

It is possible that …

He / She is not likely to…

2. Do some listening and writing.

3. Review the Attribute and the useful expressions in this unit.

Teaching Important Points

1. Make the students learn the expressions for possibility and impossibility.

2. Improve the students’ listening ability and writing ability.

Teaching Difficult Points

1. Use the expressions for possibility and impossibility correctly.

2. Make correct sentences with some phrases.

Teaching Methods

1. Listening-and-choice activity to help the students go through the listening material.

2. Make simple dialogue to practise the students’ speaking ability.

Pair work to train the students’ writing ability.

Teaching Procedures

Step 1 Revision

Check the homework exercises.

Get Ss to retell the story about Clare Flower.

Step 2 Preparation for listening

Step 3 Listening

Listening Cassette Unit 21. Do each exercise in turn. Play the tape, then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.

Listening Text

A problem for the store detective

Listen to these two conversations which take place in a store in London.

PART 1

A customer is talking to a shop assistant.

(C =Customer; SA =Shop Assistant

SA： Can I help you?

C： Yes, please. I want to change this skirt.

SA： What's the matter with it?

C： Nothing's the matter with it. It's just the wrong size. It's too short.

SA： Where did you buy it, Madam?

C： Here, in this store. Except that I didn't buy it. My sister bought it for me as a present.

Look, it's still got the label on the skirt arid the price.

SA： And when did she buy it?

C： Before Christmas.

SA： Have you got a sale ticket, you know a note of the sale?

C： No, my sister kept that, I suppose. And she's abroad. She's in America right now.

SA： So you want to change it for a larger size.

C： That's right.

SA： Would you like to see if you can find one the right size and then bring it over here?

(Later)

C： Here. I've found one and it fits me perfectly. Can I take this one then?

SA： Of course, Madam. I'll put it in a bag for you.

PART 2

The store detective stops the customer outside the store in the street.

(C =Customer; D =Detective)

D： Excuse me, Madam. I'm a store detective with M & S. You have just left the store with goods which you have not paid for.

C： That's not true.

D： You have a skirt in that bag which you haven't paid for.

C： I think you have made a mistake.

D： Would you please come back inside the store and explain.

C： Right.

(They go back inside the store and go to the skirt department. )

D： This skirt, Madam. You did not pay for it and you took it out of the store.

C： You're right. I didn't pay for it because I didn't buy it. I only changed it.

D： You say you changed it?

C： Yes. It was the wrong size. It was a Christmas present from my sister, so I brought it back today and changed it for a larger size.

D： Madam. Here is the skirt which you said was too small. Would you look at this label inside the pocket, please? Do you see this date on the label?

C： Yes.

D： It's yesterday's date. So this means that this skirt was brought into the store yesterday.

Not before Christmas.

C： I expect someone made a mistake.

Answers：

Ex. l： 1 B 2 A 3 C 4 B

Ex.2： 5 B 6 B 7 D

Step 4 Speaking

Step 5 Workbook

Wb Lesson 84, Exx. 1 - 2.

Step 6 Checkpoint

Go through the Grammar study section in the previous lesson. Revise the Attribute, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.

Step 7 Test

Give the Ss the following test to practise the Attribute.

Complete these sentences using your own words.

1 A woman with … stepped into ….

2 I am looking forward to the party on …

3 I enjoy having meals with ….

4 I joined a club for ….

5 A child wearing ….

6 Have you heard the story about ….?

7 People with … should ….

8 She goes to the school where ….

9 I found a box with ….

10 She seems to have a lot to ….

To test the Ss' skills of using English, get them to write two short dialogues on any of the topics given in SB Lesson 84, Part 2.

If Time permits, the following exercise may be included in the test. Fill in the blanks with expressions chosen from Part 2 in SB Lesson 84.

1 A： Li Meilin is absent today. What's happened to her?

B： … that she has fallen ill.

2 A： She … be ill. 1 saw her on my way to school this morning.

C： She … have gone to the railway station to meet her aunt.

3 A： Do you think you will start working at the age of 18?

B： No. I … to start working so early, but … that I will join the army.

Answers：

1 It is possible/likely

2 is not likely to / can't; may

3 am not likely, it is possible / likely

Step 8 Writing

SAMPLE STORY：

Homework

Finish off the Workbook exercises.

Write the story.

篇7：高三年级Lesson 83教学设计

Lesson 83

Teaching Aim

Review the usages of the attribute.

Teaching Important Points

1. Review the difference between the Past Participle and the v.-ing form when they are used as attribute.

2. Review the position of the attribute.

Teaching Difficult Points

Master the differences between the Past Participle and the v.-ing form when they are used as attributive.

Teaching Methods

1. Revision, explanation and inductive methods.

2. Doing lots of exercises for consolidation.

Teaching Procedures

Step 1 Revision

1 Check the homework exercises.

2 Do SB Page 52, Part 3. (If this was not done in the previous lesson.)

Step 2 Grammar study

Step 3 Grammar practice

Answers：

1 with a broken leg

2 in Mr. Coal's mailbox

3 on the second floor

4 the unknown; sitting beside the detective

5 smiling

6 writing

7 to solve this difficult problem

8 about whether he has met the young woman

Step 4 Grammar practice

SB Page 53, Part 3. Explain to Ss that they must translate the phrases into Chinese. Get the Ss to work through the exercise in pairs, then check the answers at the end.

Answers：

拥挤的房间毁掉的庄稼等候着的汽车

未履行的`诺言铺好的地毯飞鱼

毁灭的城市失望的顾客起居室

激烈的争论 (乒乓球等) 饭厅、食堂

男女混合双打

被邀请的客人被禁止的冒险活动劳动妇女

受到刺激的动物周密的计划领导人

隐患书面答复开水

徒劳的旅行受惊吓的儿童刺骨的寒风

Step 5 Workbook

Wb Lesson 83, Exx. 1 - 3.

Ex. 1 can be done orally in class. Get Ss to read and translate each sentence into Chinese. Point out the different word order of the Attribute in English and Chinese.

Ex. 2 is a word formation exercise. Remind the Ss to learn English words in clusters.

Go over the phrases in the box in Ex. 3. Then allow the Ss a few minutes to think of the answers.

Check the answers with the whole class.

Homework

Finish off the Workbook exercises.

Try to retell the story about Clare Flower.

篇8：高三年级教学工作总结

一、加强集体备课优化课堂教学

新的高考形势下，高三数学怎么去教，学生怎么去学无论是教师还是学生都感到压力很大，针对这一问题备课组在学校和年级部的领导下，在姚老师和高老师以及笪老师的的具体指导下，制定了严密的教学计划，提出了优化课堂教学，强化集体备课，培养学生素质的具体要求。即优化课堂教学目标，规范教学程序，提高课堂效率，全面发展，培养学生的能力，为其自身的进一步发展打下良好的基础。在集体备课中我们几位数学老师团结协作，发挥集体力量。

高三数学备课组，在资料的征订，测试题的命题，改卷中发现的问题交流，学生学习数学的状态等方面上，既有分工又有合作，既有统一要求又有各班实际情况，既有“学生容易错误”地方的交流又有典型例子的讨论，既有课例的探讨又有信息的交流。在任何地方，任何时间都有我们探讨，争议，交流的声音。集体备课后，各位教师根据自己班级学生的具体情况进行自我调整和重新精心备课，这样，总体上，集体备课把握住了正确的方向和统一了教学进度，对于各位教师来讲，又能发挥自己的特长，因材施教。

二立足课本夯实基础

高考复习，立足课本，夯实基础。复习时要求全面周到，注重教材的科学体系，打好“双基”，准确掌握考试内容，做到复习不超纲，不做无用功，使复习更有针对性，细心推敲对高考内容四个不同层次的要求，准确掌握那些内容是要求了解的，那些内容是要求理解的，那些内容是要求掌握的，那些内容是要求灵活运用和综合运用的；细心推敲要考查的数学思想和数学方法；在复习基础知识的同时要注重能力的培养，要充分体现学生的主体地位，将学生的学习积极性充分调动起来，教学过程当中，不仅要展现教师的分析思维，还要充分展现学生的思考思维，把教学活动体现为思维活动；同时还适当增加难度，教学起点总体要高，注重提优补差，新高考将更加注重对学生能力的考查，适当增加教学的难度，为更多优秀的学生脱颖而出提供了更多的机会和空间，有利于优秀的学生最大限度发挥自己的潜能，取得更好的成绩；对于差生充分利用辅导课的时间帮助他们分析学习上存在的问题，解决他们学习上的'困难，培养他们学习数学的兴趣，激励他们勇于迎接挑战，不断挖掘潜力，最大限度提高他们的数学成绩。

三、因材施教全面提高

我今年带得是一个文科，一个理科班。因此学生的整体情况不一样，同一班级的学生，层次差别也较大，给教学带来很大的难度，这就要求我从整体上把握教学目标，又要根据各班实际情况制定出具体要求，对不同层次的学生，应区别对待，这样，对课前预习，课堂训练，课后作业的布置和课后的辅导的内容也就因人而异，对不同班级，不同层次的学生提出不同的要求。在课堂提问上也要分层次，基础题一般由学生来做，以增强他们的信心，提高学习的兴趣，对能力较强的学生要把知识点扩展开来，充分挖掘他们的潜力，提高他们逻辑思维能力和分析问题，解决问题的能力。

课后作业的布置，既有全体学生的必做题也有针对较强能力的学生的思考题，教师在课后对学生的辅导的内容也因人而异，让所有的学生都能有所收获，使不同层次的学生的能力都能得到提高。掌握学情，做到有的放矢。深入学生中去了解学生的实际学习情况，学习水平和学习能力，及时调整教学内容和课堂容量，提前渗透数学思想方法，使教师的教和学生的学都是符合学生的学习实际情况，做到了有的放矢，让每一位同学在课堂学习中得到属于自己的收益。

四、优化练习提高练习的有效性

知识的巩固，技能的熟练，能力的提高都需要通过适当而有效的练习才能实现；首先，练习题要精选，题量要适度，注意题目的典型性和层次性，以适应不同层次的学生；对练习要全批全改，做好学生的错题统计，对于错的较多的题目，找出错的原因。练习的讲评是高三数学教学的一个重要的环节，为了最大限度地发挥课堂教学的效益，课堂的讲评要科学化，要注重教学的效果，不该讲的就不讲，该点拨的要点拨，该讲的内容一定要讲透；对于典型问题，要让学生板演，充分暴露学生的思维过程，加强教学的针对性。多做限时练习，有效的提高了学生的应试能力。

五、加强应试指导培养非智力因素

充分利用每一次练习，测试的机会，培养学生的应试技巧，提高学生的得分能力，如对选择题，填空题，要注意寻求合理，简洁的解题途经，要力争“保准求快”，对解答题要规范做答，努力作到“会而对，对而全”，减少无谓失分，指导学生经常总结临场时的审题答题顺序，技巧，总结考前和考场上心理调节的做法与经验，力争找到适合自己的心理调节方式和临场审题，答题的具体方法，逐步提高自己的应试能力；帮助学生树立信心，纠正不良的答题习惯，优化答题策略，强化一些注意事项。

注重“三点”，培养学习习惯。高三复习注意到低起点，重探究，求能力的同时，还注重抓住分析问题，解决问题中的信息点，易错点，得分点，培养良好的审题，解题习惯，养成规范作答，不容失分的习惯。

篇9：高三年级教学工作总结

教学质量是学校的生命线，高三年级的教学质量高低直接关系到学生的未来，更是关系到学校的发展。整个高三工作的重中之重与核心是教学工作与过程管理。没有过程就没有结果，偏离了教学这个核心则一事无成。针对本届学生，高三教学工作的成功经验与措施主要有以下几点：

一、遵循规范办学，抓细常规检查

1、每天，年级领导分楼层检查课堂教学秩序，并认真填写每天课堂秩序日志。发现问题及时反馈，及时解决。

2、每周：年级进行一次练习登记验收工作。文科由高孝禹主任负责，理科由陈永主任负责。没有进行登记的老师，在周前会点出姓字，并说明理由。登记时检查练习的批阅情况，是否全批，是否有小分有总分等。同时年级每周还检查一次老师的练习评讲情况，以及学生的订正情况，错题笔计记录情况。另外高三年级每二周进行一次教案作业大检查，每次检查，有记录有汇总有成绩，作为年级考核每位老师教学成绩的依据。

3、双休日学生自主到校学习，年级值班领导配合班主任做好班级自主学习情况的检查，到校人数等检查。

二、抓实教研活动，提高教学质量

1、每周召开一次教研组长会议，总结上周教学工作，各备课组长及时反馈上周教学的情况。年级组对各备课组安排下周教学工作，传达教务处各种活动会议精神，对上周存在的问题也对备课组及时指出，要求整改。

2、按时召开教研活动。在活动中，先对上周组内公开课进行讨论，点评课堂。不能只说优点，要说出优点和不足之处。然后备课组长安排本周教学内容，协调进度，传达学校和年级各种会议精神。最后一起学习现在一些学科新的动态，新的思想。

3、年级分管领导参加各分管的备课组进行听会，参与评课，并作出指导和要求。

4、年级组要求各备课组制定每周的教学计划，并张贴到班。语文和外语要制定每天早读计划，并张贴到班，让学生知道每天早读的内容。

5、积极组织教师参加教研室组织的各种教研活动，尽可能多的让老师走出去，去学习先进的教育思想和理念。并组织好在校的教研活动，展示我校高三教师的优秀素质，展示我校先进的教学理念和教学水平。

三、践行减负增资，打造高效课堂

1、高三年级组成立专门的听课小组，参与听课，评课。

2、每个备课组每周二人开设公开课。组内所有人员参与听课、评课。主要围绕着课堂模式进行探讨。每组都要形成自己的课堂模式，然后进行推广。

3、为了打造高效课堂，我们高三年级组进行了深入的探讨，要求各备课组进行组内的讨论，形成具有自己学科特点的高效课堂模式，我们高三年级也形成自己的特点，提出“以教学案为抓手打造高效课堂”模式。现在已经成熟，并推广。

四、严格考试管理，形成良好学风

1、考前动员。每次考试之前，我们年级总是召开年级班主任会议，要求进行考前动员，要求每一位学生从心理上重视，希望能够起到以考带学的效果。

2、组织程序规范。高三年级的每一次考试都非常的重视，规范办学后，每一次考试都来之不易，我们每一次的考试都是按照高考的标准来操作。严格要求，规范操作。

3、考风考纪教育。每一次考试前，在班主任会议上，都是要求班主任在班级进行考风考纪教育，能够以高考的标准要求自己，考出自己的真实成绩，也能够暴露出自己的问题。

4、考试过程中每个楼层巡视。年级对年级领导进行了分工，达到每个楼层都有人巡视，能够及时发现问题，及时解决，有效地保证了我们每一次考试的正常进行。

5、使用金属探测仪。在考试过程中我们年级一直像在高考中一样使用金属探测仪。对每一个考场进行检查，对发现带与考试无关东西进入考场的学生进行严肃地处理。让每个学生能够以自己真实的水平对待考试。考出自己真实的水平，能够及时发现问题，及时解决问题。

五、加强三室管理，备战三星复审

本学期我们学校迎来了三星级复审，我们高三年级能够积极面对，动员所有的老师，让所有教师在思想上重视起来，积极配合学校的工作。分别召开了备课组长会议、全体老师会议，统一思想。对学校所需要的所有的材料能够积极主动的上交。

六、严格学籍管理，规范操作流程

1、对学籍的使用和送还严格按照教务处的要求，当面点清。

2、对休、转、修的学生严格按照教务处的精神进行办理，事实不清楚的不给办理，弄虚作假的不给开证明。

七、落实备考方案

（一）、落实备考方案措施，目标分解到人

1、狠抓备考计划的落实

①年级组制定了学年的计划，学期的计划，阶段计划，月计划，周计划。

②年级跟踪检查各阶段的教学计划的落实情况，按时召开专门会议汇总检查情况，然后进行总结反馈，发现问题及时解决。

③狠抓教纲的学习研讨。人用一册双纲。通过各人的自学，组内安排专人进行分析，要求达到手中有纲，心中有纲，教学有纲。

④强化办公室纪律。保证办公时间，提高办公效率，年级实行有别其他年级的作息时间，以得保证备课时间和质量。

⑤狠抓课堂教学主阵地。向课堂要质量。打造高效课堂，每周每组开设公开课，并进行评课。

⑥课堂教学注重课前的引导，课后的延伸，学法的掌握，注重学生能力、规范意识的培养。在课堂上能够让学生自己的学习让的学生自己的学习，规律能够让学生自己掌握的就是学生息归纳。

⑦每周年级进行练习批阅的登记工作。科由高孝禹主任负责，理科由陈永主任负责。没有进行登记的老师，在周前会点出姓字，并说明理由。登记时检查练习的批阅情况，是否全批，是否有小分有总分等。同时年级每周还检查一次老师的练习评讲情况，以及学生的订正情况，错题笔计记录情况。另外高三年级每二周进行一次教案作业大检查，每次检查，有记录有汇总有成绩，作为年级考核每位老师教学成绩的依据。

⑧每一次考试结束后，年级进行认真的成绩分析，分析到班，分析到科，分析到老师，并要求班主任分析到每一个学生。

（二）、加大目标生的管理

依据高考目标，要求所有教师增强目标意识，努力打好年级整体战，班级整体战，备课组整体战，确保20xx年高考班级目标、备课组目标和年级目标的顺利实现。

（1）依据九月起点考试成绩，各班初步确定目标生名单，目标生分为一本、二本、边缘生。

（2）加强科任教师与目标生的沟通、交流，负责对目标生进行学法指导、心理疏导。班主任督查科任教师对目标生的培养情况，年级组抽查科任教师与学生的聊谈记录。

（3）年级依据历次考试成绩确定的目标生计算科任教师完成目标的吻合率，将此吻合率作为考试质量分析的重要内容，用以评价教师教学的针对性和有效性。

（4）加大对优秀学生的表彰、奖励力度，营造浓厚的学习氛围。每次考试后，或制作光荣榜，或通过年级表彰成绩优异、进步较大的同学，高三学生受到了极大的鼓舞。

八、年级特色工作

1、以教学案为抓手打造高效课堂

学习时间减少，但学习内容却没有减少。面临着新的高考形势，我校高三年级积极思考如何面对。高三年级是毕业年级，高考留给的时间已经很少，只有提高课堂的效率，才能赢得时间。如何打造高效的课堂？我校高三年级组提出“以教学案为抓手打造高效课堂”。高三年级组对所有备课组提出绝不能让“教学案”成为教学内容的拷贝，更不能是教师讲授要点的简单罗列。要求使用的教学案能够达到一方面帮助学生将新学的知识与已有的知识经验形成联结，为新知识的学习提供适当的附着点，另一方面也要帮助学生对新学的知识进行多方面的加工，以利于学生形成更为牢固的知识体系，另外还要指导学生掌握学习新知识的方式方法。总之，“教学案”的作用就是不仅要成为沟通教与学之间的相互作用，还承担着引导和培养学生自主学习能力的作用，也就是引导学生在预习、展示、复习和巩固过程确立和使用适当的学习目标和学习方法。在年级组牵头下，在各备课组活动上进行各备课组组内讨论研究，如何优化打造有高三年级各备课组特色的教学案，形成有高效的教学案，从而提高课堂效率。然后各备课组在组内上公开课，年级组在学生和老师中进行教情和学情的调查，并提出意见和建议，各备课组进行完善。成熟的教学案出炉之后，各备课组在年级内进行公开展示，每组有两名老师上年级观摩课，全体老师参加听课评课。

新的教学案在课堂上实现了“五让”原则：教材让学生自读；知识让学生探索；问题让学生解决；结论让学生概括；体系让学生构建。真正把课堂还给学生。另外新的教学案要求学生要根据“教学案”的内容进行课前预习；课堂上注意总结学习规律及“学后记”的填写；课后注意“教学案”的归类整理，装订成复习资料。从而实现课堂的高效。

一些老师都在困惑如何打造高效课堂的时候，我校高三年级及时提出“以教学案为抓手打造高效课堂”，积极思考并付诸行动，走在研究的前列，反响很大。让老师们找到了打造高效高堂的方向，而不是盲人摸象，毫无头绪。高三年级组的经验值得借鉴和学习。

2、学生自主学习，强化时间观念

规范办学之后，星期六、星期天学生不能补课，晚自习也不能上课。我们年级强化学生时间的观念，强调高三年紧迫感。

许多学生都能够主动向年级申请，要求主动到校自主学习。我们年级也积极组织，给学生提供一个自主学习的环境，安排值班表。晚自习，保证每班有教师，给学生提供答疑。星期六给每一个学生提供规范的练习，星期天给学生提供下周的学习的学案，让学生能够提前预习。

每天强化学生的时间观念，中午建议学生提前到校进行自主的学习，每天下午建议学生自主学习到六点，晚上，六点半建议学生到教室进行自主学习，晚自习自主学习建议学生坚持到九点半。绝大部分学生能够按照年级的建议进行自主的学习。我们年级也做好服务工作，维持纪律，保证环境安静。有专人进行值班。

3、每周：年级进行一次练习登记验收工作。文科由高孝禹主任负责，理科由陈永主任负责。

没有进行登记的老师，在周前会点出姓字，并说明理由。登记时检查练习的批阅情况，是否全批，是否有小分有总分等。同时年级每周还检查一次老师的练习评讲情况，以及学生的订正情况，错题笔计记录情况。另外高三年级每二周进行一次教案作业大检查，每次检查，有记录有汇总有成绩，作为年级考核每位老师教学成绩的依据。

4、艺体班管理

我们高三年级一直以来对艺体班都是非常重视，进行高三之后专门成立艺体班，挑选精兵强将。艺体很快成立并稳定下来。要求艺体班班主任不仅抓班级管理，也要参与到学生的专业课学习中，每天下午艺体班学生停课学习专业，艺体班班主任就要深入到专业学习的课堂。点名，维持纪律。全天停课后，班主任更是一直坐住在艺体专业学习的教室内。专业考试结束后，首先严抓纪律，让学生从专业学习的生物钟走出来，调整心态，将精力投放到文化的学习中来，文化学习从头开始，从基础开始，制定自己的教学案，教学进度，自己的练习。

篇10：高三年级教学工作总结

紧张、繁忙的高三工作已经结束。回首这难忘的一年，我们忘不了学校领导的正确领导；忘不了同学们的勤奋与努力；更忘不了全组老师们的团结拼搏、默默奉献。高三的一年是团结的一年、合作的一年、战斗的一年。在高三一年的工作中，我们全体教师紧紧围绕高考目标，研究考纲，分析高三学生的心理特点，有效地开展教育教学管理工作；年级教师团结协作，强化目标意识、责任意识、奉献意识；立足于学生的实际情况，培养学生的信心、耐心、细心和恒心，形成了你追我赶学习氛围。高三年级取得的每一份成绩，都浸透着高三老师一滴滴辛勤的汗水，都留下了一串串奋斗的足迹，都隐藏着是一个个动人的故事。下面从几个方面回顾、总结高三工作。

一、全校师生鼎立相助，大力支持

学校领导的正确领导和各方面的大力支持是做好高三工作的前提。学校领导高度重视，在百忙之中经常深入到高三师生中了解学生们的状况和老师们的需要，不仅对高三教师的合理要求全部满足，还直接帮我们做个别生的思想教育工作；学校领导不仅宏观上把握高三教育教学工作的大方向，定目标、做计划，微观上更重视阶段目标和计划的落实，精心准备的年级教师会、学生会，重点突出、部署明确；通过高三上期、下期的高三年级的教学视导，及时发现和解决问题，解决了不少实际困难，这都使我们一线教师倍受鼓舞，干劲大增。

高三工作还得到了全校广大教职工的热情关注、大力支持。全校师生的相互配合、团结协作，是我们做好高三工作的力量源泉。

二、做好德育工作，促教学质量提高

1、思想指导行动，拼搏需要动力。一年以来，在狠抓教学，抓学习的同时，我们注意不失时机地在年级中对学生进行各种教育，紧抓学生的思想、心理辅导。增强学生的高考意识，对学生进行进入高三的学习动员，让他们尽快进入高考状态，提高拼搏意识；利用各种形式对学生进行集体主义教育和拼搏精神教育，缓解高三压力，调整学生心理；结合高三举行了“走进高考，相信我最棒”的立志与励志主题班会，深深地触及了学生的心灵，激发了大家昂扬的斗志，焕发了学习的积极性，掀起了全体高三学子爱学习的热潮；鸣响高考号角，放飞同学们自己的理想与希望，激发同学的责任与紧迫感。一年来，在抓教学的同时，利用教育机会对学生进行成功教育、生命价值教育、法制教育、安全教育，鼓励学生奋发向上，立志成材。针对不同学生进行不同方式教育，特别对遵纪有困难、而学习有潜能的学生，由班主任加强教育，规范学习行为，定期与学生谈心、交流，指出存在的问题，检查落实情况。特别是高三后期，每个班主任经常给家长打电话，一打就是两三个小时，了解学生在家的情况，以及汇报学生在学校表现情况。

2、面向全体学生。进入高三后，学生两级分化现象逐渐显现。年级组提出：面向全体，挖掘潜力，不放弃任何一个有希望的学生。特别是对那些临界生，全体老师要特别关注，了解他们的情况，进行过细的思想、心理辅导工作。由于高考升学而形成的来自各方面的压力，特别容易引起学生心理上的消沉、紧张或焦急，为此，高三老师花了许多时间去琢磨同学在想什么、希望什么、反对什么，每次考试后，班主任都要认真做好疏理减压工作，帮助学生分析存在问题，找出解决问题的办法，每位任课教师都选定了五，六名需要帮助的学生，和他们谈心。通过这些真心实意的工作，一年来高三年级整体情况稳定，学习热情高涨，竞技状态良好，保证了紧张而有压力的学习、生活与考试。

3、一切为了学生，一切为了高考。年级组老师经常在一起研究学生的情况。无论是班主任，还是任课老师，或者年级组长，或者学校领导，不管谁发现学生思想上、心理上的问题，大家都相互通气，相互协商。对重点学生的重点问题，大家齐抓共管，而且每次召开定期的学情、教情分析会，全体老师都积极发言，研讨本班本届学生的学习思想现状，提出具有前瞻性的、预案性的建议。全员抓德育，也促进了高三老师大局意识，形成团队精神。班主任与其他任课教师密切配合，利用各种方法调动学生学习热情，做了大量的工作，也取得优良成绩。

4、回顾高中三年我们高三的教学，各班教育教学秩序的稳定是基础和保障。我们有一支责任心强、团结奋进、拼搏向上德育教师队伍。在学校和年级组的统一部署下，从高一开始就十分注意各班整体稳定和个别生工作，高考目标明确，日常管理常抓不懈，比较到位，为高三年级工作打下了良好的基础。特别是到了高三阶段，班主任们根据高三特定时期学生的特点，分析每个学生的思想和学习状况，制定出有针对性的工作计划。通过读报课、学生座谈会等形式，强化学

生学习目标和动机，引导学生主动学习；对学生的点滴成绩，及时表扬与鼓励，提高学习兴趣，增强自信心；对个别生，通过家访、谈心等形式，不厌其烦地做心理疏导工作，使学生尽量把精力全部投入到学习中来。他们为班级管理付出了多少辛劳，他们为班级的管理付出了多少心血。白天教育工作繁忙没有闲暇，晚上更要挑灯夜战备课到深夜。班主任的辛勤耕耘换来了各班井然有序的教学秩序，使年级在各次模拟考试直至第一文库网高考一直保持了稳中有升的成绩。

三、团结协作，无私奉献

高三年级成绩取得是高中三年来老师们勤勤恳恳，倾心投入，踏实工作，不断积淀的结果。高三年级是拼搏而团结的年级，我们每位教师都深刻的体会到：团结协作是一个集体取得成功的法宝。

每位高三年级教师都能爱岗敬业，乐于奉献，一心扑在工作上，许多老师经常利用在业余时间给学生补缺补差，不计报酬，经常利用休息时间找学生谈心补课，与学生打成一片，帮助学困生和临界生，义务辅导，凡此感人的事，举不胜举。在学生思想方面更是齐心协力，齐抓共管，人人都是辅导员，人人都是班主任。在教学中他们强调团结协作，以大局为重，较好地保证了高考战略总体目标的完成。

全体教师几乎每天会聚在一起，聊一聊学生的情况，互通信息，对于成绩差的学生，大家共同协商，找学生最弱的学科或比较有潜力提高的学科先抓，形成合力，不让学生感到无从下手。对学习态度有问题的学生，分别作他们的思想工作，使他们感到老师的关注。

面对复杂情况和较大的困难和压力，高三年级组拧成一股绳，心往一处想，劲往一处使，发挥团队精神，增强团结协作意识，鼓足干劲，齐心协力、一心一意搞教学。

四、打造潜心研究、精益求精的教学队伍

团结合作是一个集体形成的基本条件。教师之间在知识结构、智慧水平、思维方式、认知风格等方面也存在着重大差异，即使是教授同一课题的教师在教学内容处理、教学方法选择、教学整体设计等方面的差异也是明显的。当教师在学校里坐在一起研究学生学习情况的时候，当他们把学业状况和如何把教学联系起来的时候，当他们从同事和外校优秀经验中，进一步改进自己教学实践的时候，教师们教学效率提高了许多，教师们通过分工合作，探究的最优的教学方式，使资源的得到优化、共享。教研组内良好的人际关系和团结协作氛围，使每位教师能把自己在教学实践中积累的有价值的教学资料无私的贡献出来，使我们组在备战高考中能有所借鉴，省时省力，复习效率大大提高。

五、注重过程、抓好落实

1、注重备课：根据课程处统一要求，每位教师利用好现有的资料，把备课的形式与内容统一起来，备课组活动有记录，教师每节课后有反思。

2、注重课堂：课上课教师充满激情，设法调动学生的积极性，关注学生听课效果，注意留给学生思考的空间，增强上课的实效性。

3、注重作业：备课组都注意控制作业数量，突出重点和主干知识和薄弱环节，对学生作业提出规范化的要求，保证学生作业的质量，并能全批全改，对个别学生还坚持面批，尽量做到作业批改不隔日。

4、注重基础：根据学生实际能力，我们的教学重点始终是学科基础知识和基本能力，反复练习，熟练掌握，争取低档题不丢分，中档题多拿分。

5、注重落实：各科教师充分利用早自习和晚自习辅导课，甚至中午休息时间，对个别学生进行答疑。很多教师在晚自习后还对一些同学进行辅导，帮助他们查漏补缺。师生共同努力，各班中差生成绩都有较大提高。

6、注重学习：各备课组内通过听课互帮互学；和外校教师的交流，对我们帮助很大。

篇11：高三年级教学工作总结

一、认真做好工作规划

具体工作：

1、第一周内制订各级各类计划，分别有：

a、陈主任和两位级长制订年级教学工作计划，特别是制订大致的教学工作目标，明确任务，落实导师制。规划好月考的时间、内容和形式，协调各科进度计划。

b、教师制订学期教学工作计划，班主任制订本班工作计划，备课组制订教学进度计划。

c、由班主任引导学生制订学习计划，调整心态，迎接“努力、成就、快乐”高三的到来。

d、召开家长会，知会学校工作安排，加强家校协作，增强学生学习的内驱力。

e、确定辅导课的安排，计划每周六进行一天的辅导，周日休息。

2、统计学生资料，检查在校学生情况，落实在外校和因各种原因在家的学生名单，核对学生名单并录入相关信息，对学生情况进行归类，设计好答题卡机，为以后的阅卷作准备。

3、每次月考后召开综合科备课组长协调会议。各备课组长就存在的问题、如何合作等方面进行探讨，对教学管理上不合理的情况进行调整。

4、每次月考前两周进行考试动员，督促学生做好备考，以考促教，以教备考。第十二周预期学生会有疲惫情况，特别安排一节学情分析和克服疲劳的级会，由黄陈晓等心理老师举办讲座，帮助学生克服复习的疲惫状态。

5、参加校运会和校园文化艺术节的活动，激发学生的学生激情。我校高三级历来不参加这两项活动，怕影响学习，本届毕业班计划突破这一传统看法，力争做到以艺术活动促手脑灵动，以运动促健康和活力，让各类活动成为高三学习效果的助推剂。

二、本学期的主要工作

年级安排：

1、搞好两次“月考”安排和惠州考，配合上级部门搞好区内分科调研考试及Xxx市统一调研考试。两次月考成绩主要由备课组长进行分析，而惠州考则由年级进行统一分析并划线，通过成绩分析明确自己的`水平及工作定位。

2、整理上学期各学科学分，做好原高一、二学生的学分认定工作，及时归档并及时公布。

3、第三周、第十七周和第十九周三次到广州看望艺术班学生。第20周周二下午到广州020画室对艺术生进行术科高考前的心理安抚工作。

5、第十二周召开中段考家长会，把学生半个学期以来的学习情况进行了汇报，指出学生群体和个人所存在的问题，引导其努力的方向，加强了家校间的联系。

6、搞好高考考生身份验证，严防高考移民现象。于第十四周全级收集学生的身份证和户口本，以班主任为主核查学生的身份情况，特别是做好两类在高三阶段迁入xx省的学生的身份验证：一是由外省迁到外市，但在我市就读的学生；二是由外省迁到我市的学生。通过验证，有效防止了高考移民，保证了学生顺利参加高考。

7、组织高考报名工作。根据学生身份情况的核实结果，依据教育局安排，对各类学生进行了编高考考号和照相工作，统一组织全级同学进行了网上高考报名。

8、负责做好空军招飞报名工作和民航招飞工作，高三级共有18人参加空军招飞报名，到华南农业大学参加空军招飞的体检，结果有xxx、xxx和xxx三位同学体检合格。民航招飞工作方面共有17人参加体检，1月14日由王老师带队到仲元参加体检工作，结果有xxx、xxx、xxx、xxx和xxx等5位同学通过了体检。

9、组织35位学生参加1月31日进行的xx市语、数、英学业水平测试。

10、为促进尖子生的成长，12月26日~27日，由王宝波老师组织部分学科教师和班主任代表以及1班、15班部分优秀学生代表共21人，到五华水寨中学学习，通过交流活动，拓展了学生的眼界，认识了自己的不足和努力方向。

11、为帮助学生正确认识综合学科的学习，纠正学习习惯和理解误区，第十八周周二下午分文、理科由赵老师和朱老师主持召开了文理综合备考策略的讲座。

配合工作：

12、第3周配合学校中心组做好调研工作并听取了中心组的意见。

13、第5周配合学校教导处规划研究性学习，每个备课组都参与研究性学习，并集中4周时间进行学习方法的研讨，对不同层次的学生进行教育。

14、配合区教研室两次来我校高三年级教学调研，共同把关高三级教学工作，共同研究如何定位今年的综合科考试。

15、落实、分解各年级各班各学年各科组教师的工作目标，配合学校“教分制”管理工作的开展。

16、督促年级教师全员参加xx区和xx市的教研活动。

17、互教通平台使用培训和教学白板的使用。

18、协助学校总务处组织了三次消防演习和两次消防讲座。

三、本学期年级工作的反思

在陈主任的带领下，本学期在各个方面的工作都基本能够达到学校要求和年级规划，虽然中途换了级长，但有刘文海主任、梁日娣级长的热心帮助下，各项工作仍能保持连续性并不断向前拓展，年级管理工作的配合做得非常好，教师间的协作良好，学生学习稳步推进，整个高三呈现出良好的发展势头。在教学安排的各个环节进展良好的情况下，导师制的制度性安排做得好但执行的情况缺乏有效管理，而教师也由于教学工作的繁杂导致落实力度不足，或许这是下个学期我们应该努力做好做足的一件事情。

篇12：高三年级教学工作总结

这一学期，本部在以姜校长为首的校领导的正确领导下，在相关部门的大力支持下，经过师生的共同努力，顺利进行了各项工作，出色完成了教学任务，取得了一定的成绩，得到了各方面的认可和赞许。为以后更好地开展工作，确保超额完成指标，创造我校高考历史的新辉煌，依据开学之始的工作计划，从教育工作和教学工作两个方面做如下总结：

（一）主要工作与成绩

1、强化激励意识方面

（1）组织制定了各班学生的“目标与成果”展示台

高中，经历了两年，走到了高三，但曾经的梦想、希望似乎变得更加遥远，甚至泯灭了。高三，不同于高一高二，但这种意识并不是所有高三师生都具备的，一些学生走到高二已经丧失了信心。针对这种情况，在开学初，年级组为了使学生明确自己的目标，增强紧迫感，激发学习的热情与潜能，组织各班班主任制定本班每个学生的目标和激励话语展示台，制定班级月考龙虎榜和进步王展示台，要求班主任将这些展示台张贴在教室内，并及时更新。

年级组对这一工作进行督促检查时发现，全年级26个班级都制定并张贴了展示台，且都能做到及时更新；并上交了学生的奋斗目标和每日详细学习计划。关于月考龙虎榜情况，有的班级张贴学生相片，有的班级张贴学生名字，都达到了预期的效果。

其中，03班万峰老师在本班外墙展示了学生的励志签字报，效果显著；15班张旺老师以用毛笔书写展示了每次月考的进步情况，其进步情况一目了然，效果良好，同时也感染了学生的'学习热情；19班郭军老师对学生的奋斗目标和学习计划进行了分类整理，并打印了下来；21班冯常老师在教室的前后墙及侧墙上都张贴了高三励志标语和复习策略，对于激发学生的学习积极性和信心起到了良好的效果。

（2）协助学校做的工作

开学之始，年级组协助学校组织召开了高三学生高考誓师动员大会，唤醒了师生的紧张意识，强化了师生的时间观念，激发了学生的学习热情，为学生正式步入高三做了极其重要的激励工作。

在距离20xx年高考还有200天的之际，年级组配合学校组织了高三年级家长会。家长会的顺利召开和圆满落幕，让家长了解了学生的学习热情，感受了学生的心里压力，体悟了老师的工作态度与激情，同时，也成功地搭建了学校、学生与家长沟通的桥梁，为我们全力以赴地迎接高三，挑战高三，拼搏高三打下了坚实的后勤保障。

除此之外，年级组还统一组织安排各班播放了衡水中学的高三学生生活的相关视频，让学生亲身体验到成功背后的付出是必不可少的，成功来自于拼搏，来自于坚持。

2、强化班集体常规管理方面

高三年级不是特殊年级，班主任坚持抓实常规，包括自习课、课间操、午休等的出勤与纪律，以及教室、宿舍等处的卫生状况。本学期年级组坚持每日早、中、晚巡查制度，做到情况早发现，问题早反馈，解决有力度。

每天检查发现，26位班主任基本都能做到每天早上6点5分前到班内检查出勤情况，督促学生的学习。大部分班级制定了早晚饭时间7点35前进教室准备上课或学习的班规，挤出了更多了自主预习与复习的时间，营造了和谐、有序的学习氛围，形成了班班争当“班风正，学风浓、环境优”的先进班集体的态势。班主任发扬了“以身作则，甘于奉献，敢打敢拼”的工作作风。其中01班王英老师、05班昝宙老师、15班张旺老师、19班郭军老师、25班徐睿老师坚持每天早晚饭期间进班督促学生学习；07班亚春老师坚持每天5点55分前到班，检点学生的出勤情况，为学生做了很好的榜样，起到了良好的作用，这种持之以恒的做法值得其他班主任学习。

3、重视协调三种关系方面

第一，协调任课教师之间的关系。年级组首先要求所有老师明白，各科只有均衡发展，才有利于总分的提高。任课教师要克服本位主义倾向，确立全班一盘棋意识、顾全大局，协调发展、全面提高。其次，无论是班主任还是科任老师要想管理好学生，两者必须步调一致，目标统一，心往一处想，劲往一处使。第三，要求各班建立任课教师定期会晤机制，积极主动地互通情况，形成一个高效的教育集体。

第二，协调师生之间的关系。年级组要求班主任注重过程管理，注重任课教师与学生的关系。年级组广泛听取教师、学生的意见，搜集信息，以便及时了解情况，及时反馈，及时补救。巡查发现，在座位的安排方面，在寝室人员的配置方面以及课代表的选择方面，13位班主任都能全面、有效地听取班干部的意见，采取任课教师的建议，协调了师生之间，生生之间的关系，创建了和谐的学习氛围。

第三，协调学校与家长的关系。年级组要求各班班主任建立本班学生家长通讯录和家庭情况统计簿，保障能及时地与家长的沟通，使家长了解学校内外情况，配合学校及时、准确、动态地实施有效教育，特别是希望生、潜能生、学困生、异常生，他们更需要同学的帮助，老师的关心，家长的理解和支持。

4、注重学生心理疏导方面

本学期学生心理主要处于制造心理压力期。8月份，年级组组织各班班主任制定本班每个学生的目标和激励话语展示台，制定班级月考龙虎榜和进步王展示台，要求班主任将这些展示台张贴在教室内，给学生制造了一种教室内紧张感。

9月份，年级组协助学校组织了高三年级家长会，为学生制造了一种家庭里紧张感。紧接着的，年级组组织安排了两次月考，也为学生制造了以中学习紧张感。同时要求各班每天更换“距离高考xx天”的提示牌??这些都在塑造高三需要抓紧时间的氛围，从而影响每一个学生，让他们具备一定的心理压力。

然而，从12月到二模期间是学生心理最容易出现事故的时期，进入了缓解心理压力期。学生已经把所有的注意力都放在了高考上，六年的辛苦努力，就为了最后这一搏！紧张，紧张，还是紧张！对高考的恐惧，家长殷切期望带来的无形压力，加上学生自身学习成绩的些许变化都会造成学生焦躁不安。

年级组巡查发现，班主任们大多采取一下三种方式：

（一）单独谈话：单独的谈话对学生很重要，不是说教，而是倾听，让学生将自己的担忧和问题说出来，针对他们的实际情况一一进行指导，像朋友一样与他们聊天，以便缓解他们紧张的心理；使他们分清主次，合理利用时间和正确确定最后一段时间的复习方向；使他们确立迎接高考的平常心态和信心。运用的比较到位的有03班万峰老师和17班云同老师。

（二）缓解家庭压力：此在召开家长会时，把高三学生的心理特点对家长进行分析，然后把事先收集到的学生对家长的意见和要求反馈给家长，请家长跟自己的孩子一起进入高三，体味高三的苦；要求家长放下架子，继续做自己孩子的朋友，并且是知心朋友。这种做法是帮助学生有效的消除家庭的负面影响和压力。

（三）通过活动缓解压力：在复习迎考过程中，组织学生积极参加各项文体活动，丰富和调节学生的生活，做到一张一弛，使学生保持充沛的精力，才能消除疲劳，缓解压力，取得优良的成绩。

5、重视优秀生、后进生、特长生的管理

重视优秀生的承包与培养工作。本部的优秀生预估共有39名，其中01班21名，03班4名，05班6名，07班6名，25班2名。这些优秀生属于各班教师共同承包的对象。年级组要求老师关注本班的优秀生，并分析他们的弱势学科，由具体学科的任课教师对其进行帮扶，并要求将承包任务上交年级组，年级组对其进行督促与考核。

本部还有80名后进生，是指那些处在升学边缘，如果投入适当的关注与帮扶就能达到升学线的学生，他们属于各班教师的个人承包对象。具体分配是09班10人，11班10人，13班10人，15班10人，17班10人，19班10人，21班10人，23班10人。对这些学生的帮扶转化管理工作也是不可忽视的，年级组要求本部教师应该树立“转化一个后进生等于培养一个优秀生”的理念，并对其进行督促与考核，将其纳入高考奖金考核制度中。

另外，本部还有很多特长生，年级组要求本部教师不歧视、不冷眼看待这些学生，关注他们的发展，既要关心他们的专业课又要关心他们的文化课，防止他们游离班级群体，为全年级的稳定，考出理想的成绩打下基础。

（二）存在的主要问题

1、学生缺乏持之以恒的学习热情。观察发现，每次月考过后的一周内，学生学习热情非常高涨，在过后的两个周左右的时间里就又处在了学习热情的低谷期，处在了问题的高发期，临近考试的前一周有到了高涨期。这种学习热情的起伏波动是一种缺少坚持毅力的表现。

2、学生中存在较为严重的“打疲劳战”的现象。高三学生的升学压力大，时常感到学习任务重，总是觉得时间不够用，于是上演了“挑灯夜战”的悲壮的一幕。

3、本部优秀生的成绩不够稳定，上下起伏较大。后进生的成绩也不稳定，存在较为严重的“瘸腿”现象。特长生的管理与素质教育有待提高。

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