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【导语】和语文数学不同，英语作为高考的重点项目，它是从初中才开始学的，因此很多学生都不是很适应英语学习。以下是®无忧考网整理的《高二上册英语教案5篇》希望能够帮助到大家。 1.高二上册英语教案 篇一 教学准备 教学目标 Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 教学重难点 Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu 教学工具 课件 教学过程 I. Warming up Warming up by learning vocabulary Hello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese. Warming up by sharing opinions If you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want. When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want. Variety, Balance, and Moderation多样性，平衡性，和节制性 There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation. II. Pre-reading 1. Questioning and answering Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat? For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. If you had the chance to do one thing to help end hunger in the world, what would you do? For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields. 2. Looking and listening Look at the sign of a restaurant. It reads: We Make It Easy! Accommodating up to 80 guests Sit down meals with a choice of three entrees Buffets available for parties of 38 or more Intimate appetizer receptions Banquets are menu price plus tax & tip No room charge for meal functions No advanced deposit required Elegant set-up, complete with table linens and fresh-cut flowers Service staff dedicated to your party Do you want to eat here at this restaurant? Let’s go! III. Reading Reading aloud to the recording Comprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud. Reading and underlining Read the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework. 2.高二上册英语教案 篇二 教学准备 教学目标 1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back. 2. Let students have a better understanding of the reading passage. 教学重难点 mportant points 1. Let students have a good understanding of the passage. 2. Get students to learn different reading skills. Difficult points Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences. 教学过程 一、学生课外学习活动设计： 任务一：学生调查问卷： (1)What does a balanced diet should contain? (2) Why are you so strong/weak/fat/thin? Does it have anything to do with your diet? 任务二：Making a diet for yourdinner. 根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类 的食物，判断其能否提供均衡的营养，并分析原因。 二.教师课堂教学活动设计： Step I: warming-up Step II : Further reading Step III: Analyze the important sentence patterns Step IV: Analyze long and difficult sentences. Step V: Consolidate the knowledge by students themselves Step VI: Retell the text. 3.高二上册英语教案 篇三 教学目标 1. 语言知识： 使学生理解文章中表达情感变化词汇；熟悉有关机器人方面的话题。（把重点词汇列出来） 2.语言技能： 能从一般性文章中获取和处理主要信息；能通过上下文克服生词 困难，理解语篇意义。 3.语言运用： 能运用语言就学生想要机器人为自己做点什么。 4.文化意识： 帮助学生更多的了解机器人及有关阿西莫夫的信息。 5.情感态度： 培养学生的想象力和对未知世界的探索精神。 6.学习策略： 借助联想建立相关知识之间的联系； 教学重难点 教学目标 1. 语言知识： 使学生理解文章中表达情感变化词汇；熟悉有关机器人方面的话题。（把重点词汇列出来） 2.语言技能： 能从一般性文章中获取和处理主要信息；能通过上下文克服生词 困难，理解语篇意义。 3.语言运用： 能运用语言就学生想要机器人为自己做点什么。 4.文化意识： 帮助学生更多的了解机器人及有关阿西莫夫的信息。 5.情感态度： 培养学生的想象力和对未知世界的探索精神。 6.学习策略： 借助联想建立相关知识之间的联系； 教学过程 Step 1Warming-up and lead-in 5 mins 老师带着学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在人们生活的方方面面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot？ ” 先让学生思考这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是如何爱上机器人的呢？引导学生看这篇跟本视频相似的故事是如何发展的呢？ [意图说明]以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容和话题上。 Step 2. Skimming 3mins 让学生快速浏览文章找出文章中的人物和之间的关系。 T： Find out the main Characters in the story. Larry Belmont — employed in a company that make robots. Claire Belmont — Larry’s wife， a housewife Tony — the robot Gladys Claffern— a woman that Claire envies [意图说明]因为这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。 Step 3. Careful reading 23 mins students read the passage carefully and finish the table. [意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。 Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure？ 后引导学生思考一下三个问题Was Claire satisfied with Tony？ Why shouldTony be rebuilt？ Who is not satisfied with it ？ [意图说明] 因为reading的标题是satisfactionguaranteed ， 所以用反问的形式让学生真正去思考Tony包君满意了吗？以此来思考标题。目的在于让学生学会用已知的信息用英语思维并去理解语篇的意义。 Step 4 Discussion 7 mins Have students discuss “If you have a chance to have your own robot，whatdo you want him to do ？” [意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间；鼓励学生团队协作、发散性思维，尽量使用新学词汇来谋篇布局，重点在于语言的输出和应用。 Step 5 homework 2 mins 1. Guess the meanings of difficult words and sentences in the text. 1）. It would be a bonus. 2）. seemed more like a human being than a machine. 3）one like Larry who wanted to improve his social position. 4）. as a favour 5）. She looked at his fingers with wonder as they turned each page. 6）by the amused and surprised look on her face， Claire knew.... iew “ A biography of Isaac Asimov”（P16） 2. Surf the internet to learn more about robots and science fiction 4.高二上册英语教案 篇四 教学目标： （一） 认知目标： 1.句型和语言点（见教学重点）。 2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。 （二）情感目标： 利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。 （三）智力目标： 在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。 教材分析： 这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。 教学重点： 1. 学会审题和谋篇。 2. 掌握多样化的表达方式。 3. 熟练各段中的固定写作套路。 教学难点： 1. 如何帮助学生运用写作策略，促进学生自主写作。 2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。 教学方法： 1、活动教学法： 2、任务型教学法： 教学设计： Step 1. Warming up Come up with some proverbs for the students to put them into Chinese. Recitation is of the first importance in any language learning！ Practice makes perfect！ What do you learn from the above proverbs？ Step 2. Presentation Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson. Step 3. Exhibition Show on the whiteboard a writing. 5.高二上册英语教案 篇五 教学目标： 学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like?”是提问“你喜欢?”并能作出相应的回答。 通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。 遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。 教学重点： 掌握有关食物的英语单词，谈论并询问他人的喜好。 教学难点： 一般疑问句的用法。 教具准备： 多媒体课件，自制食物图片。 教学过程： Step1 热身运动（反应游戏：Touch your face, Touch your nose） 通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。 Step2 揭示课题 T: 同学们平时都喜欢吃什么食物？ S:肉、牛奶? T:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。 Step3 师生交流 T:出示fish图片.I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido. T：Here you are.（做出给对方的样子） S:Thank you. 教师可以和多几个同学练习。 T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t 教学其他单词方法同上。 备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过 这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。 Step 4 Let’s chant (多媒体课件) noodles noodles是面条 面条noodles细又长 milk milk是牛奶牛奶milk白又甜 fish fish是鱼肉鱼肉fish鲜又鲜 meat meat是肉类 肉类meat真好吃 把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。 Step 5 听歌并学唱歌曲 播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat? 唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。 Step 6 课文教学 老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。” （多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，后，请学生边听边指向相应的图画，并模仿跟读。 Step 7 合作学习 每组一个学生拿着食物图片问同桌：“Do you like?”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t. 作为一位不辞辛劳的人民教师，总不可避免地需要编写教学设计，借助教学设计可以让教学工作更加有效地进行。你知道什么样的教学设计才能切实有效地帮助到我们吗？下面是牛牛范文为大伙儿带来的6篇高二英语教学设计，如果能帮助到亲，我们的一切努力都是值得的。 篇一：高二英语教案 篇一 《Unit4Makingthenews》教案 教学准备 教学目标 Objectives: 1.Instructionalobjectives Bytheendoftheclass,moststudentsareableto: 1)Usethewordsandthephrasestheylearnedtocompletethetasksbasedonthetext. 2)Pronouncecorrectlythenewwords（especially“carnival”）bythemselvesandwiththehelpoftheteacher. 3)Morethanhalfofthestudentscanspeakfluentlyandaccuratelyabouttheirviewstowardscarnivalinpairswiththeteacher’sscaffolding. 2.Educationalobjectives Bytheendoftheclass,studentsareableto: Improvetheirculturalawarenessfromcarnivalandlearnmoreaboutitsinfluenceonthewesterncultureafterclass 3.Personalobjectives： 1)Beconfidentofstandingonthestageandspeakclearlyandspontaneously. 2)Encouragestudentstospeakintheclasswithdifferentkindoftechniques. 教学重难点 Focalpoints: Bytheendoftheclass,studentsareableto: 1)Improvethemainreadingskillsthroughcompletingreadingtasksinpairworkandgroupwork. 2)Usethetabletofinishtheiressayabouttheirfavoritefilm. Difficultpoints: Bytheendoftheclass,studentsareableto: 1)speakfluentlyandaccuratelyabouttheirfavoritefilmsinpairswiththeteacher’sscaffolding. 2)Writeafilmreviewaccordingtothetableandthetext. 教学过程 Proceduresandtimeallotment Stage1Gettingstudentsreadyforlearning T:Classbegins! Ss:… T:Goodafternoon,class! Ss:… T:Today,let’scometoCultureCorner.Module4.DoyouknowChinesefestivals? Ss:… T:First,Workingroups,discussandmakealistofChinesefestivalsinEnglish.(1min)。 Ss:… T:OK,timeisup.YouknowChinesefestivals? Ss:… T:verygood.Forexample1. NewYear’sDay元旦节（1月1日） 2.SpringFestival春节（农历正月初一） 3.LanternFestival元宵节（农历正月15） 4.theQingmingFestival清明节（4月5日） 5.DragonBoatFestival端午节(农历5月初五 6.Double-ninthDay重阳节（农历9月初九） 7.NationalDay国庆节（10月1日） T:Andfestivalsbroughtusmuchtraditionalknowledge.So,festivalisbeautiful.Doyouknowforeignfestivals? Ss:。.。 T:Inthetextbook,therearesomefestivalswithpictures.Doyouknowtherightdescriptionsaboutthem? Ss:。.。 T:ThisfestivalisattheendofOctober,when“ghosts”comeout. Ss:。.。 T:ThisiswhenAmericansrememberthehardtimeswhentheyfirstarrivedinthecountry. Ss:。. T:Thisisafestivalofcolor,whichmarksthebeginningofspringinIndia. Ss:。.。 T:ThisisaChristianfestivalwhichcomesinthemiddleofwinter Ss:。.。 T:Let’swatchavideo.Canyouguesswhatfestivalitis?。 T:Theyaredressedupinspecialclothes,andtheyarewearmasks. Ss:。.。 T:now,Firstquestionishowdopeoplefeelonthisfestival?Secondiswhatfestivalisit? Ss:。.。 T:Yes,verygood.Now,let’swatchavideoaboutCarnival. Ss:。.。 T:whatdoyourememberaboutcarnival? Ss:。.。 T:Wherediditfirst? Ss:。.。 Stage2Pre-reading Step1.Listentothetape. T:Let'slistentothefollowingpassagetolearnmoreaboutcarnival.Trytofindoutwhatplacesarementionedintermsofcarnivalcelebrations. Ss:。. T:。.。 Step2.Scanthepassageandtrytoanswerthequestions. T:Whatisthemeaningofcarnival? Ss:。.。 T:Originallyitmeant“withnomeat”butnowitsymbolizes“life”。 Step3.ReadthepassageandmatchcolumnAwithcolumnB. T:OK,nowIwillgiveyou1minutetoreaditagainandthenIwillaskyousome Stage3While-reading Step1Readthepassage.Choosethebestanswerstothetwosentences. T:areyoufinish?Let’slookatthequestions. firstquestionisTodayCarnivalhasbecomeacelebrationof____.Whichoneyouchoose? A.freedomB.harvestC.lifeitselfD.success Ss:。.。 T:YES,verygood.NextquestionisWeneedto_____tounderstandwhatcarnivalisallabout. A.lookatthehistoryofAmericaB.gotoAmerica C.lookatthemeetingoftwocultures---EuropeanandAfricanD.BothAandC Ss:。.。 T:。.。. Step2checkwhetherthestatementsaretrueorfalse. T:… T:Now,let’scheck.Withtheopeningofhugefarmsandplantations,manyAfricanswenttolookforjobsinAmerica.，what’syouridea? Ss:… T:Doyouagree? Ss:… T:Excellent,inparagraph2,thismarkedthebeginningoftheslavetrade.Sothequestion1isFalse. T:nextquestion2,TheEuropeansimportedtheirfestivalsandlatertheslaveslearnedfromthemandaddedtheirtraditions. Ss:。.。 T:verygood.Thisanswerinparagraph3. Ss:。.。 T:question3，Theslavetradewasabolishedandthesalvestookoverthecarnival. Ss:。.。 T:thelast,Withthepassingoftime,carnivalbecameafestivaloftheblackpeopleonly. Ss:… T:Exactly!Superb! Step3Skimmingforspecificinformation Task:Answerthequestionsaccordingtothepassage. T:Readthetextcarefullyandanswerthequestions. Next,wewillreadthetextagaintoexplorehowthetextorganized.3minutes,Let’sgo! T:Now,let’scheckyouranswers.Whatiscarnivaltoday? Ss:Carnivaltodayisaninternational,multiculturalexperience. T:ThesecondquestionisWhereweretheslavestakenfrom? Ss:InAfrica T:。.。. T:Excellent! Stage5Post-reading Discussion:Usefulquestionstomakeupdialogues T:therehavesevenquestions,usefulquestionstomakeupdialogues. Haveyoudressedupinspecialclothes? 2Whatdidyouwear?3Howdidyoufeel? 4Didyoueatspecialfood? 5Didyougiveorreceivegifts? 6Didyouhaveaholidayfromschool? 7Didyouenjoyyourselfwithyourfamilyorfriends? T:Iwilldividetheclassinto3studentsinagroup.3minutes,1,2,begin! Ss:。.。 T:Timeisup.whichonedoyouchoose? Ss:。.。. T:Yes,sothethemeofFrankensteinisaboutscienceandhumanity. T:OK,nextgroup,doyouhaveotheranswer? Ss:。.。 课后习题 homework DoexercisesonPage37-38. 教案【二】 Period1&2warmingupandreading TeachingAims: 1.Enablethestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview 2.Enablethestudentstolearnsomereadingstrategies 3.Enablethestudentstolearnthenecessaryqualitiesintheirfuturejob ImportantPointsanddifficultpoints Learnabouthowtobeagoodreporter Teachingmethods Strategicreadingmethod;Task-basedmethod Teachingprocedures: I.Elaboration(warmingup):Helpthestudentstorelatetheirknownknowledgetothetopicthatwillbelearned Task1:(groupdiscussion)TalkaboutjobsinChinaDaily? TypesofjobsWhatitinvolves reporter Task2:Predictwhatisgoingtobelearnedbylookingatthetitleofthetext.Whichtypeofjobwillbetalkedaboutinthetext? II.Prediction(pre-reading): Task3:Predictthemainideaofthetextbydiscussingthefollowingquestions: 1.Whatarethequalitiesagoodnewsreporterneedstohave? (HavegroupdiscussionfirstandthenfinishPart1individually) 2.Whatyourfirstdayatschoolwaslike?Howwouldyoufeelonyourfirstdayatwork?(Groupdiscussion) III.Skimming,scanning,analyzing(Reading&Comprehending) Task4:Readthetextquicklytogetageneralideaofthetext. Task5:Dividethepassageintothreesectionsandmatchthefollowingmainideastothethreesections： Howtogetanaccuratestory Howtoprotectastoryfromaccusations Howtobecomeareporter Theskillsneeded Theimportanceoflistening Stagesinresearchingastory Howtocheckfacts Howtodealwithaccusationsofprintinglies Workinateam Task6Readquicklytofindouttheinformationtofillintheformbelow Task7:Tellwhatisrequiredforareporterandaphotographer patient;imaginative;well-organized;technicallygood;polite;concise;thorough;creative;curious;careful;gifted;professional AreporterAphotographer IV.Summarizing Task8:Writeasummaryofthetext V.Assignment ReadanEnglishnewspaperandretellthemainideaofonearticleinit. Period3&4Words&Expressions TeachingAims: Getthestudentstoknowhowtousesomewordsandexpressionscorrectlyandappropriately ImportantPointsanddifficultpoints Usesomewordsandexpressionscorrectlyandappropriately Teachingmethods Demonstratingandsummarizing;practicing Teachingprocedures: 1.occupationn. 1)。Teachingismyoccupation.职业 2)。Swimmingismyoccupation.使…忙碌的事情；消遣 occupyv. occupied=busy occupyoneselfin/withsth. employment;occupation;job;profession;vocation;work;trade Heislookingaroundfor. :artist Heisoutof. Shechoseteachingasher. She’salawyerby. He’sacarpenterby. 2.assignv. assignmentn. Shegladlyacceptedtheassignment.（分派的任务；工作） TheEnglishassignmentisabookreport.（课外作业，功课） 3.onone’sown ofone’sown forone’sown Weshouldcompletethetest_________ 4.experiencedadj. beexperiencedin/atsth/doingsth. Whoisexperiencedincookinginyourhome? 5.Thefirst/lasttime+时间状语从句 ThefirsttimeIcamehere,Iwasnotusedtotheclimatehere. Covern.封面，掩盖(物)； v. 1)。Tomwillcoveredtheoutbreakofthedisease. 2)。Theroadwascoveredwithsnow. 3)。Shelaughedtocoverherworry. 4)。Theredarmycoveredabout30milesaday. 5)。Isthemoneyenoughtocoverthecostofanewshirt? 7.Beeagerforsth.(sucess) todosth. thatclause Heiseagertoseehisdaughter. Weareeagerthattheprojectshouldbestartedearly beanxiousabout=beworriedabout 8.Concentrateonsthhttp://m.gjknj.com/special/doingsth. Weshouldconcentrateonourstudy. Tomisconcentratingonfishing. 9.of+抽象名词(importance;value;use;help;benefit) ofspecialinterest= ofnouse= Themeetingisofgreatimportance. = Eachminuteis_____forus. ofgreatlyvaluable greatvaluable ofgreatvalue formuchvalue 10.acquire;get;gain 1)。Isatinthefrontofthebusto____agoodviewofthecountryside. 2)。Graduallywe_______experienceinhowtodothework. 3)。They_____thevictoryafterabloodybattle. 11.haveanosefor嗅觉灵敏 Shehasanearformusic.有鉴赏能力 Shehasaneyeforcolorandstyleinclothes.有眼光 12.Meanwhile=inthemeanwhile =inthemeantime =atthesametime Motherwentshopping;meanwhile,Icleanedthehouse 13.traden.v. 1)。JapandoeslotsoftradewiththeUnitedStates. 2)。Heisashoemakerbytrade. 3)。Shetrades3applesforsomebananas. 14.Trick 1)。窍门，手法 2)。playatrick(joke)onsb. =makefunofsb.（玩笑，恶作剧） 3)。Hegotintothebuildingbyatrick（诡计，花招） 15.Challenge 1)。Hechallengemyviewonthatmatter. 2)。Tofinishthejobin2dayswasarealchallenge. 16.Support n.1)。Ineedyoursupport. v.1)为…提供证据，证实 2)Theoldmanenteredtheroomsupportedbyhisgrandson. 3)。Hehasalwayssupportedtheweakerparty. 4)。Hehasalargefamilytosupport. 17.Case 1)。Hethoughthehadsolvedtheproblem,butthatwasnotthecase. 2)。Hereisacaseofbeingcareless. 3)。Wewilllookintothatcase. incaseofsth.如果，万一… inthat/thiscase在那样/这样情况下 innocase决不 incase+从句以防；可能；倘若 Takeanumbrellaincaseitrains. (incase从句常用一般现在时表将来，或should+do) 17.accusesb.ofsth. =chargesb.withsth. Tom____hisbossofhavingbrokenhisword. blamed accused charged scolded 18.soastodosth.只能在句末 =inordertodosth. =sothat+从句 =inorderthat+从句 Igotupatfivesoastocatchthetrain = 19.admit admitdoing/havingdone admitsb.Into/to(theuniversity) Lilyfinallyadmitted___myumbrellabymistake. totake tohavetaken havingtaken havetaken 20.n.adj. professionprofessional具有…。特点 FinishEx3onPage29 Assignment FinishEx1andEx2onPage28andEx3onPage29(Discoveringusefulwordsandexpressions) FinishEx2,Ex3onPage63andEx4onPage64(Usingwordsandexpressions)inWorkbook. Period5Grammar TeachingAims: Getthestudentstouse“Inversion”correctlyandappropriately ImportantPointsanddifficultpoints Use“Inversion”correctlyandappropriately Teachingmethods Task-basedmethod;Demonstrating;discussion;summarizing;practicing Teachingprocedures: I.Presentation Task1:Comprehendthefollowingsentences OnlythendidIbeginmyworkondesigninganewbridge. =Ibeganmyworkondesigninganewbridgeonlythen. 2.NotonlywasthereaChristmastree,butalsoexcitingpresentsunderit. =TherewasnotonlyaChristmastree,butalsoexcitingpresentsunderit. Inversion:起强调作用 II.Analyzing&summarizing Task2:Find4examplesofinversioninthereadingpassage 1.NeverwillZhouYangforgethisfirstassignmentattheofficeofChinaDaily. 2.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself. 3.NotonlyamIinterestedinphotography,butItookacourseatuniversity. 4.Onlyifyouaskmanydifferentquestionswillyouacquirealltheinformationyouneedtoknow Task3:Analyzethesentencesaboveandsummarizetherules 1.Whycanthesesentencesuseinversion? 2.Howaretheseinvertedsentencesmade? ※否定副词no;not;hardly,little,seldom,never,nosooner…than,nomore,notonly,only等开头的句子要部分倒装。 ※部分倒装:只把谓语的一部分（如助动词情态动词）等放到主语前，或把句子的强调部分提前。 Task4:Analyzemoresentencesbelowandsummarizetherules 1)Onlyafterhehadspokenouttheworddidherealizehehadmadeabigmistake. ※如含有从句，只要求主句倒装 2)______,therewasnohopeofherbeingabletosleep. Asshewasexhausted Ifshewasexhausted Exhaustedasshewas Nowthatshewasexhausted ※当as（尽管）引导让步状语时，要部分倒装 3)。Ioftengooutforawalkaftersupper.Sodoesshe. 4)。Ifyoudon’twaitforhim,norshallI. ※当so,neither,nor表示另一者也具有前面所述的情况时，要部分倒装。 III.Practice Task5：DoExercise3onPage30（“DiscoveringStructures”） IV.Analyzing&summarizing Task6:Analyzesentencesbelowandsummarizetherules 1)。Thereappearedamaninblackinthedistance. 2)。Underthetreesitsabeautifulgirl. Inversion（倒装）→部分倒装 ↘完全倒装 ※以地点副词here,there,down,under和时间副词now,then开头，后面的动词是be,come,exist,fall,follow,go,lie,remain,seem,stand等，而且主语是名词时，构成完全倒装句。 ※完全倒装:把整个谓语动词放到主语之前 3)Theteachercameinandtheclassbegan. =Incametheteacherandtheclassbegan 4)。____fromthetenthfloorwhenthepolicemanpointedhisgunathim. A.Jumpeddownthethief B.Downthethiefjumped C.Thethiefjumpsdown D.Downjumpedthethief 5)。Hereweare. ※在here,there引出的倒装句中，当主语是普通名词是用完全倒装句，当主语是代词时，则用陈述句语序（主+谓） V.Assignment： DoExercise1onPage64（“UsingStructures”inWorkbook） Period6ExtensiveReading TeachingAims: 1.Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource 2.Enablethestudentstoconsolidatesomereadingstrategies 3.Enablethestudentstolearnthenecessaryqualitiesintheirfuturejob ImportantPointsanddifficultpoints Enablethestudentstoknowwritingandprintingprocessforanarticleandwhatistheprimarysourceandthesecondsource Teachingmethods Strategicreadingmethod;Task-basedmethod Teachingprocedures: I.Elaboration(warmingup):Helpthestudentstorelatetheirknownknowledgetothetopicthatwillbelearned thetypesofjobsinanewspaper Task2.Talkabouttheprocessofmakinganewspaper?(Groupdiscussion m.huzhidao.com ) Givethefollowinghintswhenneeded:interview;dosomeresearch;writeastory;checkthearticlewrittenbyareporter;printthefirstedition;setthepage;checkagain II.Skimmingandsummarizing Task3:Readandfillintheform Task4:Learnsomewordsandexpressions 1.Accurate准确，精确 1)Isthiswatchaccurate? 2)Hisinformationwasaccurate 2.settosthhttp://m.gjknj.com/special/doingsth.开始做某事 =getdowntosthhttp://m.gjknj.com/special/doingsth 1)。AssoonasIgothome,Isettopreparingsupper. 2)。They’llsettotheproject,assoonasitisapproved. ※Lookforwardto…，devote…to…，be/getusedto…，leadto…，prefer…to…，payattentionto…，objectto… 3.approvevi.（approvaln.） approveofsthhttp://m.gjknj.com/special/doingsth. =agreeto/on/with 1)。Yourparentswon’tapproveofyourgoingthere.=agreeon 2)。Icannotagreetothisplan.=approvalof 4.processv.加工，处理 1)Thestreetisintheprocessofrepair 2)。Theyareusinganewprocesstomakeglass. processfoodadj.加工过的，处理的 Task5:Retellthemainprocessofmakinganewspaper III.Readthepassageonpage65（“ReadingTask）andanswerthefollowingquestions IV.Assignment ReadanEnglishnewspaperandretellthemainideaofonearticleinit. Period7ListeningandSpeaking Teachingaims: 1.learnhowtomakeanappointment 2.Improvethestudents’listeningandspeakingskill ImportantPointsanddifficultpoints Learnhowtomakeanappointment Teachingmethods Task-basedmethod Teachingprocedures: I.Elaboration&prediction:getthestudentstopredictwhattheywilllistentoandelaboratethetopictotheirknownknowledge. Task1:GooverEx1onPage31andguesswhattheywilllistentoonthetape.(groupdiscussion) II.Listening Task2:Listenandcirclethecorrectsummaryofthelisteningpassage. ThisisaboutayoungmanwhoisrefusedaninterviewwithLiuMing. ThisisaboutayoungmanwhoistryingtoarrangeininterviewwithLiuMing. ThisisaboutayoungmanwhowantstoaskLiuMingabouthowtoworkabroad. Task3:ListentothetapeagainandanswerquestionsonPage32. Task4:Listentothetapeagainandtrytonotedownthedialogue(pairwork) Task5:Role-playthedialogueandelectthebestactors(themostsimilartotheoriginaldialogue) III.SpeakingandListening Discussthephrasethatmaybeusedinmakingappointments(input) Shallwemakeanappointment?Howabout…？ Whenareyoufree?Whendoyouthinkisconvenientforyou? Isitpossibleto…？Ishallbebusyat…and…butIcanbefreeat… Whereisthebestplace?Maybewecanmeetat… Task6:MakeanappointmentaccordingtothesituationinEx3onPage32 Task7:ListentothetapeanddoEx1andEx2（LISTENING)）onPage62. IV.Assignment Workinpairs.MakeanappointmentaccordingtothesituationinEx1(TALKING)onPage62 篇二：高二上册英语教案 篇二 Ⅰ。教具 录音机、投影仪。 Ⅱ。课堂教学设计 1、通过提问，温习第10课内容：1)When we talk to each other，do we send messages only by words?What other ways do we use?2)Does all the body language mean the same thing in the world?Please give an example to explain this.3)Do people from English-speak-ing countries often touch each other? 4)Can you tell in which countries you must not touch the head of another person?5)Do you have to follow the customs when you are visiting a for-eign country?Why? 2、检查第10课课文复述。 3、准备阅读第11课，教师给出读前提问：1)What are good manners for an Arab to show when talking with a friend? 2)What can make your stay in a foreign country easy and com-fortable? 教师给学生两三分钟，要求学生快速阅读课文，之后请同学回答上述问题。 Key：1)It is good manners for an Arab to stand close to his friend when talking with each other. 2)To use body language in a correct way will make your stay in a foreign country easy and comfortable. 放课文录音，学生跟读一至两遍。 4、教师用投影仪打出以下内容：1)in China 2)in some Asian countries 3)in Arab countries 4)in France 5)in English-speaking countries 教师口头形式给出以下各句，要求学生判断使用这些身势语的国家和地区。每个句子可有若干答案： A.Waving one's hand is to say"Goodbye"。 B.Kissing each other is to say"Goodbye"。 C.Noddifig the head means disagreement. D.Nodding the head means agreement. E.Kissing each other is to say"Hello"。 F.Shaking hands is to say"Hello"。 G.Stand close to one another when talking. H.Keep a distance away when talking. I.Sitting with one's feet pointing at another person is bad manners. J.Touching another person's head is bad manners. Key：A，D，F-in China C，I，J-in some Asian countries E，G-in Arab countries B，E，F-in France 6)A，D，H-in English-speaking countries 5、布置作业 1)将两课内容结合，复述整篇课文，对不同的身势语及其含义进行介绍；2)完成练习册中所安排的练习。 篇三：人教版高二英语教学设计5 篇三 教学准备 教学目标 Teaching Aims Knowledge a nd Skills: 1、 Ge t to know about Canada. 2.Grasp some reading skills. 3.Stimulate the Ss’ interest and love for learning about foreign countries. Strategy and Method: 1.Train the students’fast-reading ability. 2.Train the students’ ability to co operate with others. 教学重难点 Main points： 1、 Introduce the information of Canada to the students. 2.Train the students’reading ability —skimming,and listening ability Difficult point： Learn different reading skil ls for different reading purposes. Teaching procedures and ways 教学过程 Step1. Readin g&Greeting （2`） Step2. Leading in and Warming Up （5`） 1.Free talk: Do you like to go sightseeing? Which country do you like to visit? What can you see in these countries? 2.Quiz Step3. Fast- reading （10`） 1.what is“the true north”？ It refers to “the cross-Canada train.” 2.Draw the route of the two girls’ traveling across Canada Step4. Careful- reading（T&F) (15`） Step5. Consoli dation （7`） Listening & Summary Fill in the blank and retell the story 课后习题 Homework Surf the Internet to find more information about Canada Chalkboard Designing Unit5Canada – the “the true north” -----A thip “ on the true north” Vancouver Rocky Mountains Thunder Bay Calgary Lake Superior Toronto 篇四：高中高二英语教案 篇四 教学目标 本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市； 本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。 作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。 对话教学建议 Step 1听录音 教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。 1.What were they talking about ？ 2.How to answer the first /second/third/forth/fifth visitor question? Step 2 练习 组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。 Step 3改写 将对话内容改写为一篇短文，要求学生用本课的地点名称如： Sleeping Beauty Castle ， Bear Country, Horse-drawn streetcars, the Tomorrow Land Building 比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle…。 Step 4 讨论 If you are visitor, How to ask the way to the stranger at first? Step 5总结 教师提问学生们，归纳和总结对话用语。 Asking: Where is …。.。 How can I get to… Which is the way to… Could you tell me if… Could you tell me the way to… Answering: Go straight ahead… It’s behind …/in frond of/ Go down this street… 教材分析 本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。 词语讲解 1.bring on 引起；使。.。前进；把。.。端上来（如饭菜等） 1) Ill bring on the beef in a minute.我一会就端上来牛排。 2) The fine weather is bringing the crops on nicely. 好天气使农作物长得很好。（使发展或进步 ） 3) He was caught in the rain and this brought on a bad cold.（引起；导致）他被雨淋了，导致了一场重感冒。 bring on 使发生； bring in 引来；引进；吸收 bring out 取出；说出；阐明；出版 1) The first dish that was brought on was bean-soup. 2) The sudden cold weather brought on his cold again. 3) His new business brings in 1,000 dollars a month. 4) We also brought in some words from English, such as tank and so on. 5) Bring out the meaning more clearly. 6) They have brought out a set of childrens books. 2.You can see as far as the coast. as far as 远到；到。.。为止；常用来在句中加重语气 Every day, the old man walks as far as the Summer Palace. 他一直走到颐和园 as/so far as （连词） 就。.。而言 As far as I know, what you said cant possibly happen.就我所知你所说的事情是不可能发生的。 so far 到目前为止，常用在完成时态中 I havent got the invitation so far.到目前为止，我还没有得到邀请。 3.One day he remembered the mouse that used to come out in his fathers garage used to do sth. ju:st 1) My friend used to write to me, but now she prefers sending e-mails. be used to do sth. 被用来做 ju:zd 1)The house was used to keep books two years ago. 2)Elephants are used to carry things. be/get used to doing/sth. ju:st 1) I have been used to living in this area. I have got used to living in this area. 2) I came to Beijing 10 years ago, and Ive got used to the weather here. 4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance. 注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。 1) Use your brain and youll find a way. 2) If you study hard, youll surely make progress. 3) Hurry up! Or well miss the last train. 语法讲解 宾语从句 I. 宾语从句 即在复合句中作主句的（及物动词或介词）宾语。宾语从句通常由连接代词或副词引导；可分为四类： 1、由 that引导的宾语从句（that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略）： I thought (that)the food was rather expensive. Mother knows (that) Jim will work hard. 2、 由 if /whether“是否” 引导的宾语从句： I wonder if/whether it was Disney who made the first cartoons. Could you tell me if/whether Mr. Black lives here? 3、 由 what, why, when, where, who, which, whose, whom, how 等 wh- 类连接代词或副词引导的宾语从句： Can anyone fail to see what kind of show they are putting on? Please tell me which class you are in? He asked me whom I was waiting for. The stranger doesn’t know when the ship arrives. I didn’t understand why the boy had so many questions. Please ask the teacher how we get to the place. 4、由关系代词型what 等代词引导的宾语从句： We always mean what we say. I will try to make up what I have missed. I’ll give you whatever help you need. I’ll read whichever book you recommend II.使用宾语从句应注意的几个问题 1、连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的（这是高考的重点）。 A computer can only do what you have instructed it to do. --“Doesn’t Helen live on this street?” --“No. This is where Leon lives.” 2、 宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的 语序都应是陈述句的语序。 She asked the boys if they had white hats. I don’t remember when we arrived. Do you know which class he is in? 3、 时态的呼应。分以下三种情况考虑： 1) 主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。 He answered (that) he was listening to me. Lily told us (that) she was born in May, 1980. 2) 主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。 The teacher said that (that) the earth goes around the sun. Father told me that practice makes perfect. 2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。 He says he will be back in an hour. They know Jim is working hard. 4、形容词后的宾语从句。 常可跟宾语从句的形容词有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。 She is afraid that Jim will forget his Chinese. I’m sure that he will succeed. 篇五：高二英语教案 篇五 教学准备 教学目标 1、 Target Language 目标语言 重点词汇 sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error 2、 Ability goals 能力目标 Enable the students to write a short passage about a place of interest they have visited. 3、 Learning ability goals 学能目标 Help the students learn how to describe one of the places of interest they have visited. 教学重难点 How to describe a famous building or a place of interest. 教学过程 Step Ⅰ Revision and Lead-in Ask some students to read their work to the class. T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work? A sample version: Why not visit “the Oriental Hawaii”？ Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”。 Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world)， Tianya-Haijiao (Corner of the Earth)， Dadong Sea, Luhuitou (Turn-round Deer)， Sanya Bay, Xiao Tongtian, Folk Village, etc. Step Ⅱ Writing Task 1: Ask the students to write a tour plan. T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are. A sample tour plan: Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city. Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou. Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there. Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there. Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing. Day 14: We leave at noon for our flight south to Shanghai, then make our way home. Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully. Show the following. How to Write A Complaint Letter · Include your name, address, home and work phone numbers. · Type your letter if possible. If it is handwritten, make sure it is neat and easy to read. · Make your letter brief and to the point. Include all important facts and any information you can give. · State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable. · Include all documents regarding your problem. Be sure to send COPIES, not originals. · Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it. · Keep a copy of the letter for your records. Then ask the students to make a list of things that they feel are important. T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention. A sample list of things: 1、 I have to wait too long a time being served in the canteen. 2、 Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission. 4、 The school demands us to wear the ugly school uniform. The most serious one is the first one in the list. A sample letter: Dear Mr. Sam, I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met. Sincerely, Harlan Step Ⅲ Homework Ask the students to do the task in PROJECT on page 54 篇六：高二英语教案 篇六 教学准备 教学目标 Teaching Aims 1、 Language Knowledge Words: theme, fantasy, swing, attraction, unique, carpenter, engine, preserve, knight, cartoon, bald, craftsman, fairy tale, sword, pirate, whichever, wherever, tournament Phrases: be famous for be modelled after no wonder 2、 Language Skills ⑴。To help Ss with the skills of remembering words. ⑵ 。To help the students develop their reading ability. ⑶。 To help the students learn about Theme parks. 3、 Affection and Attitude ⑴。 Let the students to understand what a theme park is. ⑵ 。Enable the students to learn about the various theme parks all over the world ⑶。Develop student’s reading ability and let them learn different reading skills. 教学重难点 Key Points and Difficulties 1、 The main idea of each paragraph and a summary of the text. 2、 How to help the students develop their reading ability. 教学过程 Teaching Procedures Step Ⅰ: Greetings Step Ⅱ: Warming up by discussing 1、 Discussion (Cooperative discussion) Q1: Have you ever been to a park? Q2: What is a park? What is a park for? Q3: Can you describe them? What about the old ones? Q4: Have you ever been to a theme park? Q5: What do you think a theme park is? Q6: Do you know the differences between a theme park and a common park? （Then ask the students to look at the pictures on the screen and lead them to the topic of this module.） 2、 Vocabulary study （1）。 Learn the new words on page99 and give Ss some explanation of the difficult words. （2）。 Read the new words by themselves, and then ask the students to do some exercises about the new words. StepⅢ: Skimming Read the passage to get a general idea and the topic sentence of each paragraph. The main idea of the passage: _______________________________. Paragraph1. ______________________________________________. Paragraph2. ______________________________________________. Paragraph3. _____________________________________________. Paragraph4. _____________________________________________. Do these multiple choice exercises According to the text, tourists can find Snow White and Mickey Mouse in ( ) A. World Waterpark B. Disneyland C. Central Park D. Camelot Park 2、 What’s the Dollywood’s main attraction? ( ) A. Its culture B. Its country music C. Its candy shops D. Its wooden roller coasters It can be inferred from the third paragraph that the main purpose of Dollywood is to ( ) A. entertain B. make profits C. show cartoons D. educate people 4、 If you want to see fighting with swords or on horseback, which park would you go?( ) A. Dollywood B. Disneyland C. Camelot Park D. World Waterpark StepⅣ Careful reading: Read the text carefully and complete the table: Step ⅤRead the passage quickly to tell the following statements true or false. 1、 Disneyland can be found everywhere. ( ) 2、 You can meet any cartoon character you like at Disneyland. ( ) 3、 Tourism develops where a Disneyland is built. ( ) 4、 Dollywood is in the mountains in the southeastern USA. ( ) 5、 Country music singers perform in Dollywood throughout the whole year. ( ) 6、 Dollywood has the only electric train still working in the USA. ( ) 7、 Visitors to Camelot Park can taste candy like the candy made in ancient England. 8、 Camelot Park has the oldest roller coaster in the world. ( ) 9、 Camelot Park has an ancient English farm. ( ) 10、 Camelot Park has places for visitors to watch and maybe take part in sword fighting. ( ) StepⅥ: group work (design) 1、 What is the name of your theme park? 2、 What is the theme? 3、 Any attractions? 4、 What do you want to show visitors and teach visitors? 课后习题 1、 Please recitesome useful words and phrases and try to use them to make sentences. 2、 Read thepassage after class. 板书 Blackboard design Unit 5 Theme parks Phrases: be famous for be modeled after no wonder《高二英语教学设计【6篇】》出自：卡耐基范文网 链接地址：http://m.gjknj.com/special/36256.html 转载请保留,谢谢! 【导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。只有充沛的精力才能迎接新的挑战，才会有事半功倍的学习。©无忧考网高二频道为你整理了《高二英语上册教案五篇》希望对你的学习有所帮助！ 1.高二英语上册教案 一、教学背景分析 1. 单元背景分析 随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。 2.学生情况分析 本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。 二、教学目标分析 语言技能 听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。 说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。 读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。 写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。 情感态度与文化意识 (1)进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。 (2)引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。 (3)指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。 (4)意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。 语言知识 词汇：学习并使用一些与science 和scientists有关的词汇。 语法：进一步了解一词多义现象与合成词的构成。 功能：学习如何就某一事物给予别人指导与说明。 话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。 学习策略 指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。 三、教学内容分析 本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。 Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。 Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。 Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。 Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。 Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。 2.高二英语上册教案 一、教材分析 (一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。 “热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。 “听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。 “口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。 “读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的XX。 “阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other peoplehttps://m.51test.net/show/We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是： Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. “读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。 “语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1)要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力;语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1)学会区分动词-ing形式在句中的所担任的成分功能;2)联词成句，旨在帮助学生理解动词-ing形式在句中充当主语;3)词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。 “综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。 “学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。 “复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引 导学生对本单元所学的词汇作一次小结。 (二)教学重点与难点 I. 动词-ing形式在句子充当主语、宾语、表语或定语 II. 交际功能句型: 如何提议和请求及其答语的句型 III. 重点、难点词汇词组 confused, avoid, go ahead, crazy, get through, tear down, occur IV. 常用句型 Just like spoken language, body language varies from culture to culture. There is nothing better than sthhttps://m.51test.net/show/doing sthhttps://m.51test.net/show/to do sth. 二、语篇分析： Body Talk (P59-P. 60) (一)课文图解 1. Read the text “Body Talk” and then complete notes about body language. 1) Generally, we can divide the whole text into three parts: Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. 2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.) GESTURES COUNTRIES MEANINGS eye contact some countries a way to show that one is interested other countries rude or disrespectful a circle with one’s thumb and index finger most countries OK Japan money France zero Brazil rude Germany thumbs up the US great or good job Nigeria rude Germany the number one Japan moving the index finger in a circle in front of the ear some countries crazy Brazil You have a phone call. (二)课文复述 Retell the text using about 100 words. Notes: 1. Try to use the –ing form to retell the text. 2. Make use of the notes and table above while retelling. 3. The possible version below can be used as material for both retelling and dictation. One possible version: We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others. 3.高二英语上册教案 一、 教材分析： 学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from?做了铺垫，教师应充分注意这一点。 boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。 二、教学目标： 1、能够得简单地表达自己心情，如：nice to meet you welcome back to school 2、能够听懂并回答 Where are you from? I’m from 3、认识、会说字母A——E 4、掌握A、B Ler’s talk中单词。 5、理解A、B Ler’s talk中内容。 三、教学重、难点： 能够听懂并回答 Where are you from? 掌握A、B Ler’s talk中单词。 理解A、B Ler’s talk中内容。 四、课时安排 第一课时 A lLet’s talk Let’s learn B Let’s sing 第二课时 A Let’s practise Let’s play Let’s chant 第三课时 B lLet’s talk Let’s learn 第四课时 BLet’ssay Let’spractise 第五课时 B Let’s Let’s 第六课时 C story time 4.高二英语上册教案 (一) 教学内容 1. 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。 2. 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇;后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。 3. 本课文出现了较多的定语从句，还有生词较多(有些单词表没有而初中又没有学过)，在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。 (二) 学生分析 1. 组成情况职业高中高一学生年龄都在14-16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。 2. 学生的知识与技能水平职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。 3. 学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。 (三) 教学目标 1. 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。 2. 通过仔细阅读，学生能够回答关于文章的细节问题。 3. 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。 (四) 教学策略 教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。 5.高二英语上册教案 Teaching aims: 1.Students can explain the difference of direct speech and reported speech。 2.Students can list the changes when transform the direct speech into reported speech。 3.Students can use reported speech or indirect speech to report things。 4.Students can express others’ ideas more properly。 5.Students can be more confident in learning English。 Teaching key points and difficult points: Key points: How to change direct speech into reported speech。 Difficult Points: The changing points when change direct speech into reported speech。 Teaching procedures: Step 1 Lead-in Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。 Then lead in today’s topic how to change direct speech into reported speech。 (Justification: By showing the video， students can be more curious about learning this lesson。) Step 2 Presentation 1.Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example: The girl said that she was praised by her boyfriend。 The boy introduce that the little guys can be found wherever they are。 A lot of mums encourage others to use it to protect babies skin。 2.Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。 3.Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。 4.Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。 (Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。) Step 3 Practice Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks: 1.There is a report made by their colleague and ask students to correct the sentences on the blackboard。 2.Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。 3.Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。 (Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。) Step 4 Production Four students in a group finish the following tasks。 1.Show a short video and encourage students to talk about the story of the video with each other。 2.Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。 (Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak高二上册英语教案5篇的介绍就聊到这里吧，感谢你花时间阅读本站内容，更多关于高二上册英语教案5篇、高二上册英语教案5篇的信息别忘了在本站进行查找喔。
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原文地址：http://www.wisdombay.com.cn/post/2186.html发布于：2025-11-18
