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高二英語教案

時(shí)間：2024-12-31 07:34:19 高二英語教案我要投稿

高二英語教案

　　作為一位優(yōu)秀的人民教師，往往需要進(jìn)行教案編寫工作，教案是備課向課堂教學(xué)轉(zhuǎn)化的關(guān)節(jié)點(diǎn)。那么什么樣的教案才是好的呢？下面是小編為大家整理的高二英語教案，歡迎閱讀，希望大家能夠喜歡。

高二英語教案

高二英語教案1

　　教學(xué)目標(biāo)

　　Teaching Aims and demands本單元通過學(xué)習(xí)馬克·吐溫的《百萬英鎊》并改編成短劇形式的課文，學(xué)生能初步了解作者的風(fēng)格。學(xué)生應(yīng)能在教師的指導(dǎo)下，排演這個(gè)短劇。通過對(duì)話課的學(xué)習(xí)與操練，學(xué)生接觸表示堅(jiān)持個(gè)人意見的常用語句，并要求學(xué)生運(yùn)用到實(shí)際會(huì)話中。學(xué)習(xí)并初步掌握as if和no matter引導(dǎo)讓步狀語從句的用法。 Teaching important and difficult points 1.單詞run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r，apologize, e_cited 2.詞組shop assistant, a clothes shop, give back, or else, change…for …，in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, ne_t to 3.交際用語There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.語法學(xué)習(xí)as if和no matter的用法。

　　教學(xué)建議

　　課文建議在Lesson 38課，建議教師應(yīng)組織學(xué)生1)以節(jié)目的形式演出這段對(duì)話。2)教師可選取錄像或多媒體形式完成此課的教學(xué)任務(wù)。3)教師把學(xué)生分成三人一組，適當(dāng)準(zhǔn)備一些道具排演本課的最后結(jié)局的短劇。4)教師要求學(xué)生找出能刻畫服裝店老板人物特征和心理變化的相關(guān)語句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing，Tod, just show him the cheapest./Come, come. Get him his change, Tod.。

　　對(duì)話分析本單元對(duì)話是講述在服裝店調(diào)換衣服的經(jīng)過，學(xué)生對(duì)其內(nèi)容較易理解，但一些新單詞的用法應(yīng)掌握，如：customer, run, insist, change…for…。本課中也提供了給學(xué)生做相應(yīng)對(duì)話的練習(xí)，如：A pair of trousers, A radio的口語練習(xí)。

　　教學(xué)重點(diǎn)難點(diǎn)1.serve的用法

　　1)serve（sb.）as sth.表示“為（某人）工作，（尤指）當(dāng)傭人”。 He served as a gardener and chauffeur.他做園藝工人兼司機(jī)。 2)serve還可表示“供職，服役”。 He has served his country well.他為國(guó)盡職。 3)serve sb.（with sth.）。表示“將（飯菜）端上桌。” Four waiters served lunch for us.有四位服務(wù)員招待我們吃午飯。 4)serve還可用于“（在商店等處）接待（顧客）或?yàn)轭櫩腿∝浳铩钡囊馑贾小?Are you being served?有售貨員接待您嗎？He served some sweets to the children.他為孩子們拿來了他們想要的糖。 5)serve還指“（一份飯）夠……”。 This packet of soup serves two.這包湯料夠兩個(gè)人食用。 2.judge的用法1)judge用作動(dòng)詞，表示作“斷定，估計(jì)，認(rèn)為”解。其后可帶賓語從句，也可帶不定式或形容詞、名詞等引導(dǎo)的賓補(bǔ)成分。 We judge that they have finished.我們估計(jì)他們已經(jīng)干完了。 We judge them to have finished.我們估計(jì)他們已經(jīng)干完了。 She judged him about fifty.她估計(jì)他在五十歲左右。 The committee judged it better to start the investigation at once.委員會(huì)認(rèn)為立即開始此項(xiàng)調(diào)查。 From his letter, we judged his visit to China a great success.從他的來信判斷他對(duì)中國(guó)的訪問非常成功。 2)judge用作“判斷，斷定”解時(shí)，還可接wh—分句或wh—加不定式結(jié)構(gòu)。 I can’t judge whether she was right or wrong.我不能斷定她是對(duì)還是錯(cuò)。 3)judge還可表示“評(píng)判，評(píng)價(jià)”，可說judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…（從……來看，據(jù)……來判斷）是慣用短語，可用來引導(dǎo)獨(dú)立分句。 Judging from his looks，he may be sick.從外表看，他或許生病了。 Judging by his accent, he must be from Guangdong.聽口音，他準(zhǔn)是個(gè)廣東人。 3.get off的用法1)get off意為“脫下”。 It’s rather hot today, we must get off the jacket.今天太熱了，我們必須脫下夾克衫。 2)注意：get off還可作“下車”；“離開”；“出發(fā)”；“起飛”解。 As soon as I got off the bus, I started for the village on foot.我一下公共汽車，就開始步行到村里去。 We must get off at once or we' II be late我們必須馬上走，否則要遲到了。 We got off immediately after breakfast.我們一吃過早飯就出發(fā)了。 The plane got off on time.飛機(jī)準(zhǔn)時(shí)起飛。

　　4.favor的用法1)in favor（of）表示“贊成、主張”，常用作表語或后置定語。 The students were in favor of reform.學(xué)生贊成改革。 2)do sb. a favor或do a favor for sb.是個(gè)正式的禮貌用語，意思是“給某人以恩惠，幫某人的忙”。 Would you do me a favor?幫我一下好嗎？Do me a favor by turning off the radio.幫我把收音機(jī)關(guān)掉。 Do me the favor to come.務(wù)請(qǐng)光臨。注：do sb. a favor后接of doing或不定式時(shí)，應(yīng)將不定冠詞a改為定冠詞the。

　　5.put down的用法

　　1)意為“寫下；記下”。 Put down your name and your telephone number.寫下你的名字和電話號(hào)碼。 Put this down in your notebook for future reference.這點(diǎn)記在你的筆記本上，以供今后參考。 2)可作“_;撲滅”。 The fire was finally put down by the firemen.大火最后終于被_員撲滅了。 6.as if的用法as if是連詞詞組，作“好像”、“好似”解，引導(dǎo)表語從句，用于下列句型中：It looks/seems as if 。.。.表示“看起來似乎……”。其中It為無人稱代詞，本身并無詞義。looks / seems是連系動(dòng)詞，as if引出表語從句。 It looks as if it is going to show.看來，要下雪。 It seemed as if the suit was made to his own measure.這套衣服看來似乎是按尺寸給他定做的。除此之處，as if也可以引導(dǎo)方式狀語從句，修飾主句的謂語，此時(shí)從句中的謂語動(dòng)詞常用虛擬語氣。關(guān)于這一點(diǎn)，暫可不必向?qū)W生交代。 The woman loves the children as if she were their mother.這個(gè)婦女愛這些孩子，她好像就是他們的媽媽一樣。

　　7、 no matter的用法no matter作“無論”、“不管”解，用以引導(dǎo)表示讓步的狀語從句，常用在下列句型中：句型中的No matter what（who/when etc.）。.。分別表示“無論何事”、“無論何人”、“無論何時(shí)”等，這個(gè)從句可以置主句之前，也可以置主句之后。由no matter + what等引導(dǎo)的讓步狀語從句。No matter后面接關(guān)系代詞或關(guān)系副詞引導(dǎo)狀語從句在句中作讓步狀語。 No matter what you do, you must be very careful.不管做什么事，你都必須非常細(xì)心。 No matter之后可用what以外的關(guān)系代詞或關(guān)系副詞。例如：No matter who you are（=Whoever you are），I’ll never let you in.無論你是誰，我絕不讓你進(jìn)去。 No matter which…無論哪一個(gè)…… No matter which you choose（=Whichever you choose），you will be satisfied.不論你選擇哪一個(gè)，你都會(huì)滿意的。 No matter where…無論何處；不管在哪里…… No matter where I go（=Wherever I go），I will be thinking of you.無論我到哪里，我都會(huì)想著你。 No matter when …無論何時(shí)，不管什么時(shí)候…… I’ll discuss it with you no matter when you like（=whenever like）。你什么時(shí)候高興，我愿意同你討論這件事。 No matter how.。不管……如何；無論……多么…… No matter how hard you try（=However hard you try），you will never be successful.不管你如何努力，你都不會(huì)成功的。 8.drop in, drop in on與drop in at的'區(qū)別drop in意為“順便走訪” He often drops in for tea.他經(jīng)常順便來喝茶。 drop in on后接人意為“順便拜訪某人”。 She dropped in on me yesterday. drop in at后接表示地點(diǎn)的名詞意為“順便來(去)某處看看”。 Tom usually drops in at my place on his way home.答題時(shí)要注意drop in后所接的名詞表示的意思。 Jane used to ____ the tailor’s on her way home from work. A. drop in B. drop in on C. drop in at D. drop at詹妮以前常下班后去成衣店看看。the tailor’s表示地點(diǎn)，故正確答案為C。

　　9.run的用法1)表示“跑，奔跑，賽跑”。 The boy ran off as soon as we appeared.我們一來，孩子們都跑了。 She used to run when she was at college.在大學(xué)時(shí)她經(jīng)常練跑步。 2)run還可表示“（火車、汽車、輪船等）往來行駛” Buses to O_ford run every half hour.去牛津的公共汽車每半小時(shí)一班。 The trains don’t run on Christmas Day.圣誕節(jié)火車停駛。

　　3)run可用業(yè)表示“（液體）流動(dòng)”。 Could you run me a hot bath?你給我放盆熱水洗澡好嗎？Your nose is running.你又流鼻涕了。 4)run表示“（衣服上的染料或顏色）掉色，擴(kuò)散”。 I’m afraid the color ran when I washed your new skirt.很遺憾，我洗你那條新裙子的時(shí)候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太熱，黃油開始化了。 The wa_ began to run.蠟開始融化了。 6)run還可表示“負(fù)責(zé)、經(jīng)營(yíng)、管理”。 He has no idea of how to run the successful business.他不知道把企業(yè)辦好的方法。 Stop trying to run my life for me.我的生活用不著你來管。，come. Get him his change. Tod.（= Hurry up. Tod, Give the man his change.）得了，得了，給他找錢吧，托德。句中的come用作感嘆語，表示“勸導(dǎo)”，“不耐煩”的情緒。come作感嘆語用時(shí)，在不同的情況下，可以表示不同的感表，如“鼓勵(lì)”、“驚異”、“命令”等。例如：Come, come, Alice, you must be patient.好了，愛麗絲，你得忍耐點(diǎn)。本句中的change是不可數(shù)名詞，作“零錢”，“找給的錢”解。又如：Here is your change.這是找給你的零錢。 change還可以用作及物動(dòng)詞，作“零錢”，“換錢”解。 Could you change a 10-yuon note, please?你能換開10元錢嗎？

　　教學(xué)設(shè)計(jì)方案Lesson 37

　　Teaching aims 1. Practise in pairs talking about buying clothes in a shop.

　　2、 Study the language points in lesson 37.

　　Teaching procedures

　　StepⅠRevision

　　1、 Check the homework e_ercises.

　　2、 Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

　　Questions for the teacher to ask the students:

　　1) What words have you learned about clothes？

　　trousers, coat, jacket, shirt, overcoat……

　　2) What color do you like best if you buy a blouse？

　　a gray one, red one, blue one, black one, yellow one, white one ……

　　Step Ⅱ Warming-up

　　Look at the picture on P 55.

　　1、 Ask the students to say something about the picture. Let the students know a new word: blouse.

　　Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

　　2、 Ask the students how different clothes are washed. Make a table on the blackboard if you like

　　as follows:

　　HOT WASH white cotton

　　WARM WASH coloured cotton

　　COLD WASH silk，wool

　　Step Ⅲ Listening and reading

　　Let the students listen to the dialogue once or twice and then answer same questions.

　　1、 What did the customer buy last week?

　　… She bought, a blouse last weds

　　2、 What's wrong with the blouse?

　　… When doe washed the blouse, the color ran.

　　3、 What did the customer ask the assistant to do?

　　…She asked the assistant to change the clothes or give the money back to her.

　　4、 Did the assistant give the money back to the customer？Why？

　　…No, because the manager of the shop wasn't in. And the assistant couldn't decide whether to give it back to her or not.

　　Step Ⅳ Practice

　　Let students fill in the blanks of the dialogue.

　　SA: Good afternoon. Can I 1 you？

　　C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldn't. I 4 can't use it.

　　SA: Let me 5 。 It scans as if it hasn't been 6 properly. Has it been left in the sun or__ 7_?

　　C: Of 8 not. How can I be 9 foolish？

　　SA: 10 it's the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

　　C: You may 13 it back to the factory, but I would like my money 14 。

　　SA: I’m 15 I can't do that.

　　C: Why can't you do 16 about it？I'd like you to change this 17 or else 18 me my money back.

　　SA: All right. You can 19 it for another one. Would you please 20 a look at these ones？

　　Answers:

　　1、 help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

　　Fill in the blanks.

　　1、這臺(tái)收音機(jī)有問題嗎？

　　Is there ______ _______ ________ the radio?

　　2、請(qǐng)把借我的書還我。

　　Please give me _______ the book that you _______from me.

　　3、天看上去要下雪了。

　　It _______ as if it’s going to_______.

　　4、他堅(jiān)持要明天去那兒。

　　He _______ that he _______ there tomorrow.

　　5、別讓孩子站在太陽底下。

　　Don’t _______ the child stand ________ the sun. 6.我想讓湯姆的弟弟去做那項(xiàng)工作。

　　I would _______ Tom’s brother ________ do the work.

　　Answers

　　1、 anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

　　StepⅤ Language points

　　Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief e_planation.

　　1、 There seem (s) to be…

　　2、 like常見的句型是

　　like sb. to do sth./ like to do sth./ like doing sth.

　　3、 I’m not that foolish = I am not so foolish.

　　4.It looks as if +句子= It seems as if +句子

　　5、 insist + that - clause +（should）+ v

　　Step Ⅵ Further practise

　　1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

　　2、 Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

　　1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

　　2) You have just bought a tape—recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one.。

　　Step Ⅶ E_ercise

　　Do e_ercises E_ 1——3. on Page 118.

　　A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it 。The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

　　Key:

　　ran, something, assistant, instructions, customer, that (so)，insisted, fault, for

　　StepⅧ Homework

　　1.Do e_ercises E_ 2——3. on Page 118.

　　2.Get the students to do the vocabulary preparation in Lesson 38 。

　　教學(xué)設(shè)計(jì)方案Lesson 38

　　Teaching Aims 1. Learn lesson 38 to get brief idea of the story.

　　2.The students are required to answer some questions.

　　Step I Revision 1)Check the homework e_ercises.

　　2)Oral practice.

　　1、你的手表有問題嗎？2.我想讓你去做這件事。

　　3、似乎看來這本書被他看完了。 4.我堅(jiān)持讓他把錢還我。

　　5、對(duì)不起，是我的錯(cuò)。 6.你為什么讓他一直在田里工作。

　　Answers:

　　1、 1s there anything wrong with your watch?

　　2、 I’d like you to do the work.

　　3、 It seems as if the book has been finished reading by him.

　　4、 I insisted that he (should) give me my money back.

　　5、 I'm sorry. It's my fault.

　　6、 Why did you have him working in the fields?

高二英語教案2

　　I.教學(xué)內(nèi)容分析

　　本模塊介紹了秦始皇陵墓和兵馬俑，對(duì)秦始皇在歷史上的功過進(jìn)行剖析，對(duì)勞動(dòng)人民對(duì)中國(guó)古代文明所做出的貢獻(xiàn)進(jìn)行熱情的謳歌。要求學(xué)生掌握以上歷史的同時(shí)，運(yùn)用本模塊所提供的語言知識(shí)目標(biāo)進(jìn)行聽說讀寫的.訓(xùn)練，從而提高學(xué)生的語言學(xué)習(xí)和運(yùn)用的目的。

　　II.教學(xué)計(jì)劃

　　本模塊分為五個(gè)課時(shí)：

　　第一課時(shí)：Introduction，Presentation skill, Cultural Corner

　　第二課時(shí)：Reading and Vocabulary(1)

　　第三課時(shí)：Reading and Vocabulary(2),第四課時(shí)：Reading practice，第五課時(shí)：Task，Module File

　　III. Learning strategy:

　　1. Cognitive strategy (認(rèn)知策略)

　　2. Monitoring strategy(調(diào)控策略)

　　3. communication strategy(交際策略)

　　4. resource strategy (資源策略)Period OneContent: Introduction，Presentation skill, Cultural Corner

　　Introduction:

　　Step 1: Look at the picture and discuss the questions. Use the words in the box to help you.

　　army battle clay column emperor expression hairstyle soldier tomb underground uniform

　　1. Which emperor of ancient China ordered these terracotta warriors to be made?

　　Emperor Qin Shihuang

　　2. Where were the terracotta warriors discovered?

　　1.5 km away from his tomb.

　　3. What are the warriors doing?

　　Standing like an army ready for battle.

　　4. Are all the warriors identical?

　　No, they are all different from each other.

　　5. Why do you think the Emperor built the terracotta warriors?

　　Step 2: Put the dynasties of ancient China in the correct order.

　　1. Zhou Dynasty

　　2. Han Dynasty

　　3. Three Kingdoms, Jin, Southern and Northern Dynasties

　　4. Sui Dynasty

　　5. Qin Dynasty

　　6. Tang Dynasty

　　答案：1, 5, 2, 3, 4, 6

　　Step 3: Answer the questions.

　　1. During which dynasties were there many wars?

　　Three Kingdoms, Jim, Southern and Northern Dynasties

　　2. During which dynasty was the Great Wall first built?

　　Qin Dynasty

　　3. During which dynasty did China first become one country?

　　Qin Dynasty

　　4. During which dynasty was the Grand Canal first established?

　　Sui Dynasty

　　5. During which dynasty was China most powerful?

　　Tang Dynasty

高二英語教案3

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　1、教學(xué)目標(biāo)

　�。�1）知識(shí)目標(biāo)：學(xué)生能掌握下列重點(diǎn)單詞和短語的意義和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能夠表達(dá)一些Body language.

　　（2）能力目標(biāo)：學(xué)生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細(xì)節(jié)。

　�。�3）情感目標(biāo)：學(xué)生了解不同國(guó)家和文化的身勢(shì)語，激發(fā)學(xué)生學(xué)習(xí)這種語言的興趣。

　　教學(xué)重難點(diǎn)

　　教學(xué)重點(diǎn)和難點(diǎn)

　�。�1）培養(yǎng)學(xué)生的閱讀策略和技巧，讓學(xué)生了解文章的細(xì)節(jié)知識(shí)和文章結(jié)構(gòu)。

　�。�2）讓學(xué)生合適地使用不同的身勢(shì)語。

　�。�3）課文中現(xiàn)在分詞作定語和狀語的長(zhǎng)難句。

　　教學(xué)過程

　　Step 1. Lead in

　　(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak？

　　Then ask a student to answer.

　　設(shè)計(jì)說明：引出本單元的話題。

　�。�2）The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.設(shè)計(jì)說明：引出本節(jié)課的題目。

　　Step 2. Fast reading

　　1、 Go through the passage quickly and find out the main idea of each paragraph.

　　o Match the main idea of each para. with lines.

　　(Para.1) A. Other e_amples of different greeting body language.

　　(Para.2) B. Different people have different body language.

　　(Para.3) C. Summary of body language.

　　(Para.4) D. Meet the visitors at the airport.

　　(Para.5) E. E_amples of different greeting body language.

　　2、 Try to write down the main idea of the te_t.

　　The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

　　設(shè)計(jì)說明：通過這個(gè)題目的練習(xí)，讓學(xué)生掌握速讀，先對(duì)文章段落大意有一個(gè)了解。然后再去歸納中心思想。

　　Step 3. Careful reading

　　Read Para. 1 and decide if the following statements are true (T) or false (F)。

　�。�1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. (）

　�。�2）After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

　　( )

　　Read Para.2&3 and match the people with their ways of greeting

　　Tony Garcia (Columbia) A. shakes hands and kisses others twice

　　on each cheek

　　Ahmed Aziz B. Bows

　　(Jordan)

　　Akira Nagata (Japan) C. shakes hands

　　George Cook (Canada) D. approaches others closely and touches

　　their shoulder and kisses them on the cheek

　　Darlene Coulon(France) E. stand quite close to other men but will

　　usually not touch women.

　　Read Para. 4&5 and decide whether the following statements are true (T) or false (F)。

　�。�1) All cultures don’t greet each other the same way. (）

　�。�2) From the passage we can see western cultures are better than eastern cultures. (）

　�。�3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. (）

　�。�4) Only a small number of people greet by shaking hands. (）

　　設(shè)計(jì)說明：通過這些題目的練習(xí)，讓學(xué)生掌握文章的細(xì)節(jié)內(nèi)容和閱讀理解的細(xì)節(jié)題目的解題方法。

　　Language Points

　　1、 approach vi. &vt.向……靠近；n.靠近；方法，步驟（后常跟介詞to）

　　即時(shí)練習(xí)

　�。�1）When I ____________(approach) the dog, it ran away at once.

　�。�2）Can you come up with a good approach of solving this problem?（單句改錯(cuò)）

　　2、 likely adj.可能的；有希望的

　　be likely to do很可能……；有希望……（主語既可以是人，也可以是物）

　　It is likely that.。.很可能……

　　即時(shí)練習(xí)

　　(1)She is the most _________ girl to win the prize.

　�。�2）It’s likely that he will succeed.（句型轉(zhuǎn)換）

　　=____________________________

　　3、 Yesterday, another student and I, representing our university’s student association, went to the Capital International …。.。

　　representing是現(xiàn)在分詞（非謂語）作定語，相當(dāng)于定語從句：who represented …。，謂語是went。

　　即時(shí)練習(xí)

　�。�1）Mr. Wang, who taught us English before, retired last week.（把劃線部分變?yōu)榉侵^語）_____________

　　(2)The girl __________(study) in the classroom is my sister.（用非謂語填空）

　　4、 I stood for a minute watching them and then went to greet them.

　　watching是現(xiàn)在分詞（非謂語）作伴隨狀語，xxwatch和stood同時(shí)發(fā)生，謂語動(dòng)詞是stood和went。

　　即時(shí)練習(xí)

　�。�1）The boy stood there and cried.（把劃線部分變?yōu)榉侵^語）

　　The boy stood there_________.

　　(2)The boy is sitting before the computer__________ (play) games.（用非謂語填空）

　　設(shè)計(jì)說明：通過這些題目的練習(xí)，讓學(xué)生掌握課文中的重點(diǎn)單詞，短語和長(zhǎng)難句，促進(jìn)對(duì)文章細(xì)節(jié)的理解。

　　Step 4. Consolidation

　　閱讀下面材料，在空白處填入適當(dāng)?shù)腵內(nèi)容（1個(gè)單詞）或括號(hào)內(nèi)單詞的正確形式。

　　Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)，I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

　　As I get to know more international friends, I learn more about this

　　（6）__________ (culture) body language. People communicate not only with

　�。�7）_________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

　　Correct the mistakes in the sentences.

　　1、 I stood for a minute watched them and then went to greet them.

　　2、 Julia stepped back appearing surprising.

　　3、 Akira Nagata from Japan came in smiled.

　　4、 Most people around the world now greet each other by shake hands.

　　5、 These action are not good or bad.

　　Step 5. Free talk

　　After discussing with your deskmate, think out the body language you know and act it out.

　　Ask some pairs to perform in front of the class.

　　設(shè)計(jì)說明：學(xué)生通過閱讀和討論對(duì)文章有了深層的理解，同時(shí)對(duì)身勢(shì)語這個(gè)話題更加熟悉。這個(gè)環(huán)節(jié)師生互動(dòng)、生生互動(dòng)，訓(xùn)練了學(xué)生的口語表達(dá)能力，促使他們把所學(xué)的知識(shí)和技能轉(zhuǎn)化為運(yùn)用英語的能力。

　　Step 6. Summary

　　What have we learned in this class?

　　We have learned:

　　o some body language in different countries

　　osome language points

　　ohow to communicate with different people properly using body language

　　設(shè)計(jì)說明：這一環(huán)節(jié)主要是對(duì)所學(xué)內(nèi)容進(jìn)行總結(jié)，使學(xué)生認(rèn)識(shí)到學(xué)習(xí)“身勢(shì)語”的必要性和重要性。

　　Step 7. Homework

　　Underline all the important words, e_pressions and sentences.

　　課后習(xí)題

　　閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容（1個(gè)單詞）或括號(hào)內(nèi)單詞的正確形式。

　　As I get to know more international friends, I learn more about this

　�。�6）__________ (culture) body language. People communicate not only with

　　Correct the mistakes in the sentences.

　　1、 I stood for a minute watched them and then went to greet them.

　　2、 Julia stepped back appearing surprising.

　　3、 Akira Nagata from Japan came in smiled.

　　4、 Most people around the world now greet each other by shake hands.

　　5、 These action are not good or bad.

高二英語教案4

　　一、教材分析

　　一)教材的地位和作用：

　　這一節(jié)復(fù)習(xí)課選擇的內(nèi)容比較適合學(xué)生的水平，同時(shí)也符合了新課標(biāo)要求的語言材料要源于教材又要超出教材，為此我選擇的題材部分學(xué)生感興趣，但缺乏閱讀方面的技巧，因此需擴(kuò)展相應(yīng)知識(shí)，教授閱讀方面技巧，從而提高閱讀能力。

　　二)教學(xué)目標(biāo)的確立和依據(jù)

　　依據(jù)初中英語新課標(biāo)，對(duì)學(xué)生交際能力的培養(yǎng)尤其對(duì)學(xué)生口語及閱讀能力的要求不斷提高，我將本課設(shè)計(jì)為一堂口語閱讀課。并根據(jù)素質(zhì)教育中面向全體培養(yǎng)學(xué)生素質(zhì)的要求，我為這一課確立三項(xiàng)目標(biāo)：即知識(shí)目標(biāo)、能力目標(biāo)和情感目標(biāo)。

　　知識(shí)目標(biāo)：熟知東西方人們?cè)谧骺痛透缎≠M(fèi)外出餐飲等方面文化和風(fēng)俗習(xí)慣的差異。

　　通過聽力及閱讀材料的學(xué)習(xí)進(jìn)一步加以了解。

　　能力目標(biāo)：訓(xùn)練學(xué)生掌握良好的閱讀習(xí)慣和閱讀方法，即跳讀、略讀、速讀和閱讀等，同時(shí)注意開發(fā)學(xué)生記憶能力、觀察能力、想象、比較和分析等多種能力。有效提高閱讀速度和理解材料的準(zhǔn)確度。并能靈活運(yùn)用所學(xué)知識(shí)并展開豐富地想象力流暢地表達(dá)其他相關(guān)內(nèi)容。

　　情感目標(biāo)：鼓勵(lì)學(xué)生愛學(xué)英語，愛說英語，對(duì)英語學(xué)習(xí)投以極大的興趣和熱情。讓學(xué)生感受到他們是英語學(xué)習(xí)活動(dòng)中的主體和中心，以此來激勵(lì)他們?cè)谟⒄Z課上積極參與，追求創(chuàng)新。

　　三)重點(diǎn)和難點(diǎn)

　　教學(xué)重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對(duì)閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。我采用英語趣味教學(xué)法，采取圖片導(dǎo)入、方法解析和逐步檢驗(yàn)的方法使其掌握快速閱讀的技巧。

　　教學(xué)難點(diǎn)：口語水平的提高。長(zhǎng)期以來，傳統(tǒng)的外語教學(xué)注重書本知識(shí)的講授，忽視交際

　　能力的培養(yǎng)使許多學(xué)生不敢開口、羞于在人前表達(dá)因而口語薄弱。我通過創(chuàng)設(shè)引人入勝的情境和師生共同討論、記者采訪專家等新穎方式，以及不斷鼓勵(lì)的方法突破難點(diǎn)。

　　教學(xué)手段：

　　多媒體輔助教學(xué)，有助于把學(xué)生引入到身臨其境當(dāng)中，增強(qiáng)故事真實(shí)感，激發(fā)學(xué)生興趣，活躍課堂氣氛，從而優(yōu)化英語教學(xué)過程。

　　二、教學(xué)環(huán)節(jié)的設(shè)計(jì)

　　學(xué)生具有無限的潛力，需要教師適時(shí)、適當(dāng)?shù)匾龑?dǎo)。本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過合作探索來獲取知識(shí)的過程，并注重改變學(xué)生以往的學(xué)習(xí)方式，通過設(shè)計(jì)有效問題激發(fā)學(xué)生的興趣使他們始終處于主動(dòng)尋求知識(shí)去學(xué)習(xí)而不是被動(dòng)地接受知識(shí)的`狀態(tài)。我充分放手讓學(xué)生發(fā)揮其主體地位使其真正成為課堂的主人，本節(jié)課我講解的時(shí)間不超過五分鐘。

　　新課程標(biāo)準(zhǔn)特別強(qiáng)調(diào)了要由過去只注重知識(shí)的傳授結(jié)果向注重知識(shí)發(fā)展及知識(shí)的傳授過程而轉(zhuǎn)換。課前我給學(xué)生布置了預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸了大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識(shí)，構(gòu)建知識(shí)網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求。

　　三、教學(xué)程序

　　課前對(duì)話：

　　師生問候之后，讓學(xué)生兩人一組圍繞前一單元所學(xué)知識(shí)進(jìn)行自由對(duì)話。每天3-5

　　分鐘口語練習(xí)時(shí)為了提高學(xué)生的交際能力，新課標(biāo)指出口語是在人與人交流時(shí)即興脫口而出的，會(huì)話雙方都必須對(duì)聽到的語言快速做出反應(yīng)，才能使談話繼續(xù)。同時(shí)由于口語具有很強(qiáng)的交互性，合作學(xué)習(xí)的成效對(duì)口語水平的提高至關(guān)重要。這些都要求為學(xué)生的口語學(xué)習(xí)創(chuàng)造必要的條件，提供良好的訓(xùn)練。兩人一組是為了每個(gè)學(xué)生都有足夠的機(jī)會(huì)去說，拓展與鞏固

　　通過講解我指導(dǎo)學(xué)生快速閱讀的方法，如猜詞悟意法、略讀掃讀法、找中心句和關(guān)鍵詞等方法，之后要檢驗(yàn)一下學(xué)生是否掌握此方法，于是我問學(xué)生世界人口的持續(xù)增長(zhǎng)會(huì)引發(fā)那些嚴(yán)重問題呢？在學(xué)生發(fā)表一些個(gè)人看法后為，我再給學(xué)生一篇文章進(jìn)行快速閱讀，這也是本節(jié)課的課堂檢測(cè)，我會(huì)當(dāng)堂進(jìn)行面批面改。然后對(duì)于這篇關(guān)于人口急速增長(zhǎng)帶來的一些后果的文章，我讓學(xué)生來進(jìn)行講解，這樣可以了解學(xué)生的閱讀現(xiàn)狀和存在的問題。

　　合作與發(fā)展

　　接下來我會(huì)通過多媒體展示給學(xué)生一組關(guān)于你還想到了其他那些方面？想不想了解其他同學(xué)的想法？又想不想知道在座老師們的看法？以這種方式充分把學(xué)生們的積極性調(diào)動(dòng)起來后將其分成6個(gè)小組，先組內(nèi)討論發(fā)表個(gè)人見解然后鼓勵(lì)他們?nèi)ゲ稍L在場(chǎng)聽課的英語老師。這樣設(shè)計(jì)的目的是(1)先讓學(xué)生自行討論可以避免受教師的想法所局限沒有自己的見解。(2)采訪老師既可以讓學(xué)生能夠用英語去實(shí)際交流，達(dá)到學(xué)以致用。有可以讓學(xué)生從英語教師那里獲得更多信息和掌握更多的英語表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國(guó)獨(dú)立進(jìn)行是有些難度的），又由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會(huì)不多，因此會(huì)讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會(huì)讓學(xué)生產(chǎn)生成就感。(3)我認(rèn)為學(xué)生合作精神的培養(yǎng)尤為重要，學(xué)生通過這一環(huán)節(jié)既能夠有自主學(xué)習(xí)的機(jī)會(huì)有鍛煉了與他人的合作，并在探索中有其個(gè)性思維發(fā)散的空間。

　　交流與分享

　　讓學(xué)生推選各組代表組成專家團(tuán)坐在教室前，選一名同學(xué)以記者的身份采訪“專家們”，使其把個(gè)小組的討論結(jié)果與大家交流共享，其小組成員可以作為后援團(tuán)補(bǔ)充些觀點(diǎn)，這樣既可以使口語較好的同學(xué)有更多的機(jī)會(huì)展示起到拔高作用，又可以讓口語較弱的學(xué)生也有參與的機(jī)會(huì)并能向他人學(xué)習(xí)。最后按事實(shí)豐富、語言準(zhǔn)確、表述清晰程度評(píng)出最權(quán)威專家和最積極后援團(tuán)，通過這種方式可讓學(xué)生有很強(qiáng)的集體榮譽(yù)感。

　　最后一個(gè)環(huán)節(jié)是作業(yè)。

高二英語教案5

　　Step 4: Pair work

　　Can you think of more questions about the dynasties of ancient China? Having a talk with your partner.

　　Presentation Skill

　　Read the letter on page 38 and answer the questions.

　　1. Is this a formal or informal letter? How do you know?

　　Formal; We know because the writer addresses the recipient as Mr. Wu (not by the first name), mentions nothing personal, just the business matter, signs it with “Yours sincerely”。

　　2. Why has Li Chen written the letter?

　　Because he needs some students' help for the archaeological dig during the summer holidays.

　　3. Who do you think Mr Wu is?

　　A teacher at a school.

　　4. In what way would this job be an interesting experience?

　　The students would have a chance to work in a team at an important archaeological site.

　　Cultural Corner

　　Step1 : Read the passage and answer the questions.)

　　1. Why did Qu Yuan kill himself?

　　Because Qin captured the capital of Chu.

　　2. What else do you know about Qu Yuan and the Dragon Boat Festival?

　　Step 2: Task: Making a presentation about ancient China

　　Think of a period of ancient China that interests you. Choose two or three important people or aspects of the period.

　　(1) A ruler and his achievements

　　(2) Poets or philosophers

　　(3) Building or relics that can still be seen todayPeriod TwoContent: Reading and vocabulary (1)

　　Step1: Fast reading

　　Read the passage. Number the topics in the order you read about them.

　　(a) The discovery of the warriors

　　(b) the men who made the warriors

　　(d) why the writer is at the site

　　(e) Emperor Qin Shi Huang and his tomb

　　(f) how the soldiers were made

　　Answer: d, e, a, c, f, b

　　Step2: Read again Answer the question:

　　1. In which part of China is the underground tomb of Emperor Qin Shi Huang?

　　The northwest China's Shanxi Province.

　　2. How and when were the terracotta warriors discovered?

　　By farmers digging a well.

　　3. How many terracotta warriors are there?7,4004. Why were they made?

　　Because Emperor Qin wanted an army to protect him in the next life.

　　Step3: Look at the words from the passage and choose the correct answers.

高二英語教案6

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　Objectives:

　　1. Instructional objectives

　　By the end of the class, most students are able to:

　　1) Use the words and the phrases they learned to complete the tasks based on the text.

　　2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.

　　3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.

　　2. Educational objectives

　　By the end of the class, students are able to:

　　Improve their cultural awareness from carnival and learn more about its influence on the western culture after class

　　3. Personal objectives：

　　1) Be confident of standing on the stage and speak clearly and spontaneously.

　　2) Encourage students to speak in the class with different kind of techniques.

　　教學(xué)重難點(diǎn)

　　Focal points:

　　By the end of the class, students are able to:

　　1) Improve the main reading skills through completing reading tasks in pair work and group work.

　　2) Use the table to finish their essay about their favorite film.

　　Difficult points:

　　By the end of the class, students are able to:

　　1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.

　　2) Write a film review according to the table and the text.

　　教學(xué)過程

　　Procedures and time allotment

　　Stage 1 Getting students ready for learning

　　T: Class begins!

　　Ss:…

　　T: Good afternoon, class!

　　Ss:…

　　T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?

　　Ss:…

　　T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).

　　Ss:…

　　T: OK, time is up. You know Chinese festivals?

　　Ss:…

　　T: very good. For example1.

　　New Year’s Day元旦節(jié)(1月1日)

　　2. Spring Festival春節(jié)(農(nóng)歷正月初一)

　　3. Lantern Festival元宵節(jié)(農(nóng)歷正月15)

　　4. the Qingming Festival清明節(jié)(4月5日)

　　5. Dragon Boat Festival端午節(jié)(農(nóng)歷5月初五

　　6. Double-ninth Day重陽節(jié)(農(nóng)歷9月初九)

　　7.National Day國(guó)慶節(jié)(10月1日)

　　T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?

　　Ss:...

　　T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?

　　Ss:...

　　T: This festival is at the end of October, when “ghosts” come out.

　　Ss:...

　　T: This is when Americans remember the hard times when they first arrived in the country.

　　Ss:..

　　T: This is a festival of color, which marks the beginning of spring in India.

　　Ss:...

　　T: This is a Christian festival which comes in the middle of winter

　　Ss:...

　　T: Let’s watch a video. Can you guess what festival it is? .

　　T: They are dressed up in special clothes, and they are wear masks.

　　Ss:...

　　T: now, First question is how do people feel on this festival? Second is what festival is it?

　　Ss:...

　　T: Yes, very good. Now, let’s watch a video about Carnival.

　　Ss:...

　　T: what do you remember about carnival?

　　Ss:...

　　T: Where did it first?

　　Ss:...

　　Stage 2 Pre-reading

　　Step 1. Listen to the tape.

　　T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.

　　Ss:..

　　T:...

　　Step 2. Scan the passage and try to answer the questions.

　　T: What is the meaning of carnival?

　　Ss:...

　　T: Originally it meant “with no meat”but now it symbolizes “l(fā)ife”。

　　Step 3. Read the passage and match column A with column B.

　　T: OK, now I will give you 1 minute to read it again and then I will ask you some

　　Stage 3 While-reading

　　Step 1 Read the passage. Choose the best answers to the two sentences.

　　T: are you finish? Let’s look at the questions.

　　first question is Today Carnival has become a celebration of ____. Which one you choose?

　　A. freedom B. harvest C. life itself D. success

　　Ss:...

　　T: YES, very good. Next question is We need to _____ to understand what carnival is all about.

　　A. look at the history of America B. go to America

　　C. look at the meeting of two cultures---European and African D. Both A and C

　　Ss:...

　　T:....

　　Step 2 check whether the statements are true or false.

　　T: …

　　T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?

　　Ss:…

　　T: Do you agree?

　　Ss:…

　　T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.

　　T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.

　　Ss:...

　　T: very good. This answer in paragraph 3.

　　Ss:...

　　T: question 3，The slave trade was abolished and the salves took over the carnival.

　　Ss:...

　　T: the last, With the passing of time, carnival became a festival of the black people only.

　　Ss:…

　　T:Exactly! Superb!

　　Step 3 Skimming for specific information

　　Task: Answer the questions according to the passage.

　　T: Read the text carefully and answer the questions.

　　Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!

　　T: Now, let’s check your answers. What is carnival today?

　　Ss:Carnival today is an international, multicultural experience.

　　T:The second question is Where were the slaves taken from ?

　　Ss:In Africa

　　T:....

　　T: Excellent!

　　Stage5 Post-reading

　　Discussion: Useful questions to make up dialogues

　　T: there have seven questions, useful questions to make up dialogues.

　　Have you dressed up in special clothes?

　　2 What did you wear? 3 How did you feel?

　　4 Did you eat special food?

　　5 Did you give or receive gifts?

　　6 Did you have a holiday from school?

　　7 Did you enjoy yourself with your family or friends?

　　T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!

　　Ss:...

　　T:Time is up. which one do you choose?

　　Ss:....

　　T: Yes, so the theme of Frankenstein is about science and humanity.

　　T: OK, next group, do you have other answer?

　　Ss:...

　　課后習(xí)題

　　homework

　　Do exercises on Page 37-38.

高二英語教案7

　　(1)I'll never __________(原諒)you for what you have done wrong

　　to your parents.

　　(2)Please ____________(原諒)me ----I didn't mean to be rude.

　　(3)Forgive me for asking, but where did you get that dress?

　　(替換) ___________

　　(4)我們?cè)徚怂臒o禮。(寫作小練筆：主謂+雙賓；rudeness)

　　_______________________________________

　　考點(diǎn)4. behave vt. & vi.舉動(dòng)；舉止；行為表現(xiàn)

　　Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.

　　It's hard to train children to behave well at the table.

　　培養(yǎng)兒童用餐時(shí)舉止得體是很困難的。forgiveforgiveExcuseWe forgave him his rudeness.

　　behave vi.行為；舉止

　　behave vt. & vi.守規(guī)矩；舉止適當(dāng)有禮

　　behave oneself舉止(有禮)

　　behaviour n.行為；舉止；習(xí)性

　　(1)The little boy ___________(表現(xiàn))with great courage in the

　　face of the robber.

　　(2)The young lady ___________(表現(xiàn))bravely in the face ofdanger.(3)The children do not know how to ___________(舉止)

　　themselves politely.

　　(4)如果你的行為那樣，你會(huì)讓人厭惡的。

　　(寫作小練筆：主謂+介詞；get sb. disliked)

　　______________________________________________

　　考點(diǎn)5. advice n.忠告；建議

　　For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.

　　Tell me the reason why he refused to listen to my advice.

　　告訴我為何他拒絕聽從我的`勸告。

　　advice n.(用作不可數(shù)名詞)勸告(美語中advice也可用作動(dòng)詞)

　　advice /advise sb to do建議

　　advise sb. against sth.勸某人不干某事

　　advise sb that通知；告知

　　(1)I asked the teacher for her ________(建議).

　　(2)The doctor ___________(建議)me to take more exercise.

　　(3)They _________(建議)her against marrying quickly.

　　(4)我勸你立刻出發(fā)。(寫作小練筆：主謂賓+賓補(bǔ)(to do);start)

　　________________________________

　　考點(diǎn)6. stare vi.凝視；盯著看

　　Don't laugh at, stare at or make jokes about disabled people.

　　If you stare at people like that, you might upset them.

　　你如果瞪著別人看，你會(huì)使他們感到不安。

　　stare at sb. or sth.凝視；盯住adviceadvisedadvisedI advise you to start at once.

　　stare into the distance凝視遠(yuǎn)方

　　stare sb. into silence把某人盯得沉默

　　fix one's eyes upon專注；凝視

　　glare at怒目而視

　　(1)Standing still, he __________(凝視)into the distance.

　　(2)She __________(瞪)him into silence.

　　(3)He __________(盯著)at the word trying to remember whatit meant.(4)我們驚奇地注視著他。

　　(寫作小練筆：主謂+介詞；in amazement)

　　_________________________________

　　(5)He ________at the girl as if seeing her for the first time.

　　A. glared B. stared C. fixed his eyes D. watched out

　　B。stare at盯著看。staredstaredstaredWe stared at him in amazement.

　　考點(diǎn)7. leave out省去；遺漏；不考慮

　　The extra information can be left out.

　　I think this paragraph can be left out.

　　我認(rèn)為這一段可以刪掉。

　　leave out省去；刪去；遺漏

　　leave over留下，剩下

　　leave behind丟棄；留下；忘記攜帶

　　leave alone不管，不理會(huì)；不打擾

　　leave sth. as it is聽任某事自然發(fā)展

　　leave sb. to himself對(duì)某人不加干涉

　　(1)Make sure that nothing ____________(漏掉)of the matter.

　　(2)If you can't think of the answer to the question, ________

　　(略去)it out.

　　(3)The printer _____________________ (遺漏了兩行)from thisparagraph.(4)我把一些重要的細(xì)節(jié)漏掉了。(寫作小練筆：主謂賓；details)

　　_____________________________________

　　is left outleavehas left out two lines

　　I left out some important details.

　　【高考鏈接】

　　The teacher stressed again that the students should not ___________any important details while retelling the story.

　　(高考湖北卷)

　　A. bring out B. let out C. leave out D. make out

　　【答案】C。

　　【解析】此題考查動(dòng)詞短語辨析。leave out“遺漏；省略”，即要求講故事時(shí)不應(yīng)遺漏細(xì)節(jié)。bring out“提出”; let out“泄

　　露”; make out“辨認(rèn)出”。

　　考點(diǎn)8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

高二英語教案8

　　一、本學(xué)期的指導(dǎo)思想：

　　以學(xué)校工作計(jì)劃為指導(dǎo)思想，以培養(yǎng)學(xué)生自主學(xué)習(xí)和自主管理能力為主線，針對(duì)我校高二學(xué)生普遍英語底子差，基礎(chǔ)薄的實(shí)際，堅(jiān)持夯實(shí)基礎(chǔ)，狠抓雙基，改進(jìn)學(xué)法，激發(fā)興趣，提高能力的指導(dǎo)思想。在本學(xué)期的英語教學(xué)中，要堅(jiān)持以下理念的應(yīng)用：2、突出學(xué)生主體，尊重個(gè)體差異，讓學(xué)生在老師的指導(dǎo)下構(gòu)建知識(shí)，提高技能，磨練意志，活躍思維，展現(xiàn)個(gè)性，發(fā)展心智和拓展視野；

　　3、讓學(xué)生在使用英語中學(xué)習(xí)英語，讓學(xué)生成為Good User而不僅僅是Learner。讓英語成為學(xué)生學(xué)習(xí)生活中最實(shí)用的工具而非累贅，讓他們?cè)谑褂煤蛯W(xué)習(xí)英語的過程中，體味到輕松和成功的快樂。高二英語既注重基礎(chǔ)知識(shí)的考查，又強(qiáng)調(diào)能力的靈活運(yùn)用。為了適應(yīng)這一趨勢(shì)，提高高二英語的教學(xué)質(zhì)量，在高二英語教學(xué)中我將常抓基礎(chǔ)知識(shí)，有梯度地拓寬詞匯，提高課堂效率，從而努力提高學(xué)生學(xué)習(xí)的自覺性、主動(dòng)性與積極性，通過師生互動(dòng)，更進(jìn)一步提高英語成績(jī)。

　　二、學(xué)生情況分析

　　本學(xué)期本人任高二（文）、（理）班，從學(xué)生高一期末考試情況來看，存在以下三方面問題：①在思想上、態(tài)度上放松或放棄的現(xiàn)象有所表露，讀，不會(huì)讀，就談不上聽得懂，看得懂，從而導(dǎo)致破罐子破摔的現(xiàn)象。 ②基礎(chǔ)知識(shí)不夠扎實(shí)，靈活運(yùn)用語言的技能相對(duì)薄弱。 ③運(yùn)用能力不夠強(qiáng)實(shí)。學(xué)生的閱讀能力、理解能力、分析能力、判斷能力、應(yīng)變能力等均不能較好地適應(yīng)考查要求。語言學(xué)習(xí)的'關(guān)鍵在于語言知識(shí)的積累，只有通過學(xué)習(xí)者親身的體驗(yàn)和摸索，才能學(xué)會(huì)并掌握語言知識(shí)，從而達(dá)到在交際中靈活使用語言的目的。

　　三、教材簡(jiǎn)析

　　該冊(cè)教材從不同方面具有如下特點(diǎn)：2、詞匯量大，語言地道。由于所選文章涉及的領(lǐng)域多，又是原汁原味，因此，各方面的詞匯都出現(xiàn)了。又由于沿用地道的原文，不同作者用詞不同，出現(xiàn)了大量的近義詞。雖然這給學(xué)生提供了學(xué)習(xí)英語的真實(shí)語言環(huán)境，但也增加了學(xué)生學(xué)習(xí)英語的難度。

　　3、精心編排，形式新穎。教材編排的匠心不但體現(xiàn)在課文內(nèi)容的精心選編和課型的優(yōu)化設(shè)計(jì)。特別突出的是教材的各種練習(xí)形式新穎別致，不但注重知識(shí)性，而且充分注入了趣味性。也充分發(fā)揮了現(xiàn)代教育技術(shù)在英語學(xué)習(xí)中的先進(jìn)作用。

　　4、理念先進(jìn)，實(shí)踐標(biāo)準(zhǔn)。該冊(cè)教材把綜合語言運(yùn)用能力的形成建立在語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整合發(fā)展的基礎(chǔ)上。也把語言技能的形成作為語言學(xué)習(xí)的必須手段。完全實(shí)踐了《普通高中英語課程標(biāo)準(zhǔn)》的新理念。

　　四、本學(xué)期的教學(xué)目標(biāo)及措施

　　高二年級(jí)是高中的重要階段，又是高中三年的承上啟下階段。因此，讓學(xué)生在高二年級(jí)打好學(xué)科基礎(chǔ)并有所發(fā)展是極其重要的。下列目標(biāo)應(yīng)在本學(xué)期內(nèi)達(dá)到：鞏固、擴(kuò)大基礎(chǔ)知識(shí)；培養(yǎng)口頭和書面初步運(yùn)用英語進(jìn)行交際的能力，側(cè)重培養(yǎng)閱讀能力；發(fā)展智力，培養(yǎng)自學(xué)能力。爭(zhēng)取在原有基礎(chǔ)上有所提高，縮小與上學(xué)期期末考試時(shí)平均分與其他兄弟學(xué)校的差距。根據(jù)教學(xué)步驟完成模塊5及模塊6的教學(xué)內(nèi)容，根據(jù)學(xué)生的實(shí)際情況對(duì)教材練習(xí)適當(dāng)做出調(diào)整，刪減。讓復(fù)雜問題簡(jiǎn)單化，使學(xué)生更容易掌握所學(xué)知識(shí)。加大學(xué)生的閱讀量。提高閱讀速度。此外，在本學(xué)期的教學(xué)中，要狠抓基礎(chǔ)及單詞、句型及語法等，扎實(shí)基礎(chǔ)知識(shí)，突擊寫作訓(xùn)練，為高考打下扎實(shí)的基礎(chǔ)。具體方法如下：2、內(nèi)容要求學(xué)生一定要過詞匯關(guān)，反復(fù)朗讀、默寫單詞、以便加強(qiáng)學(xué)生對(duì)基礎(chǔ)知識(shí)的掌握。摒棄不切實(shí)際的教學(xué)步驟，抓重點(diǎn)，搞強(qiáng)化，在日常教學(xué)中滲透語法意識(shí)。利用教材提高學(xué)生的基本功，堅(jiān)持默寫單詞及重點(diǎn)句型。

　　3、本學(xué)期仍要堅(jiān)持訓(xùn)練學(xué)生的聽力和并開展任務(wù)型寫作教學(xué)。扎實(shí)寫作常用句型的同時(shí)，要求向句群篇章背誦過渡，培養(yǎng)良好的學(xué)習(xí)習(xí)慣和寫作基礎(chǔ)。

　　4、培養(yǎng)學(xué)生的閱讀能力，并以這些材料為基礎(chǔ)，擴(kuò)充學(xué)生詞匯量，做到每學(xué)完一篇課文，就進(jìn)行詞匯檢測(cè)。拓寬教材，擴(kuò)展學(xué)生閱讀量，努力補(bǔ)充學(xué)生的詞匯。在平時(shí)教學(xué)過程中不斷擴(kuò)大學(xué)生的詞匯量，詞匯教學(xué)以新帶舊，從而達(dá)到鞏固擴(kuò)充詞匯的目的，做到經(jīng)常督促、檢測(cè)。

　　5、加大基礎(chǔ)寫作訓(xùn)練的力度，大力鼓勵(lì)學(xué)生學(xué)以致用。并要求學(xué)生背范文、教師精選的課文段落、寫作必背句型，使學(xué)生熟悉英語的句式結(jié)構(gòu)及習(xí)慣用法，從句到篇，從而寫出完整的英語文章。另外每周進(jìn)行一篇的寫作訓(xùn)練，鼓勵(lì)運(yùn)用背過的句型，提高學(xué)生的寫作能力。

　　6、綜合檢查。準(zhǔn)備每一單元做一次練習(xí)或測(cè)試，主要以結(jié)合當(dāng)前教學(xué)內(nèi)容為主要測(cè)試內(nèi)容，間或分塊測(cè)試，習(xí)題的訓(xùn)練在于精而不在于多。在教學(xué)中盡量按照高考的知識(shí)體系有針對(duì)性地選擇典型性題目。針對(duì)共性問題進(jìn)行精講，讓學(xué)生在書本中找到解決問題的源泉，學(xué)會(huì)思考、整理和歸納。

　　五、課時(shí)安排每單元7-8課時(shí)每一單元一測(cè)驗(yàn)。

　　2．教材重組：

　　課時(shí)1：new words、warming up、pre-reading

　　課時(shí)2:reading和comprehending

　　課時(shí)3:language points

　　課時(shí)4:using language(listening, reading)

　　課時(shí)5:reading task

　　課時(shí)6:translation and exercises

　　課時(shí)7:talking and speaking

　　課時(shí)8:writing

高二英語教案9

　　SBIA Unit 6 Good manners

　　就餐禮儀

　　素材新挖掘

　　考點(diǎn)1. interrupt vt.& vi.打斷；中斷；插嘴

　　May I interrupt you for a moment?

　　Don't interrupt me when I speak.

　　我說話的時(shí)候，請(qǐng)不要打岔。

　　interrupt vt. & vi.阻斷；中斷

　　interrupt vt. & vi.打岔；插嘴；打斷(別人談話)

　　get in插嘴

　　disturb vt.打擾

　　(1)I apologized for ______________(打斷)you.

　　(2)He _____________(中斷)college to serve in the army.

　　(3)他粗魯?shù)卮驍嗔宋覀兊恼勗挕?寫作小練筆：主謂賓；rudely)

　　_______________________________________

　　(4)I had to _______ the meal to answer the phone.

　　A. disturb B. puzzle C. get D. interrupt

　　D。interrupt此處的意思是“中斷”。disturb用作及物動(dòng)詞，意思是“打擾”。

　　interrupting

　　interrupted

　　He interrupted our talk rudely.

　　考點(diǎn)2. apologise vi.道歉

　　Learn to apologise to people.

　　Ladies and gentlemen, I do apologise for the delay to your service.

　　女士們先生們，我著實(shí)為你們旅途的`延誤表示歉意。

　　apologize to sb. for (doing) sth.向某人為某事(為做了某事)道歉

　　apologize for oneself為自已解辯或辯護(hù)

　　make/offer an apology to sb. for sth.為某事向某人道歉

　　(1)I __________(道歉)to her for stepping on her foot.

　　(2)I have come to __________(道歉)to you.

　　(3)I'd shoot myself before I apologized to him.(英譯漢)

　　_______________________________

　　(4)我因遲到向老師道歉。(寫作小練筆：主謂+介詞；be late)

　　_______________________________________

　　考點(diǎn)3. forgive vt.(forgave, forgiven)原諒；饒恕

　　Forgive me. I'm very sorry.

　　She never forgave him for his lies.

　　她總不肯原諒他的謊言。apologizedapologize

　　我寧死也不向他道歉。

　　I apologized to the teacher for being late.

　　forgive vi.原諒

　　forgive sb. /sth.原諒某人/某事

　　forgive sb. for sth.原諒某人某事

　　forgive one's debts免除債務(wù)等

高二英語教案10

　　教學(xué)目標(biāo)

　　1. think more ab out the relationship between science and nature.

　　2. describe some items and atmosphere with scien tific terms.

　　3. express their opinions on cloned animals and humans as well.

　　4. develop an interest in doing more reading and research on the topic.

　　教學(xué)重點(diǎn)Words , phrases and sentence patterns

　　教學(xué)難點(diǎn)Practical usage

　　教具Blackboard , slides and handouts

　　教學(xué)內(nèi)容教法學(xué)法

　　Teaching procedures:

　　Step 1 Lead in (PPT 4-7)

　　Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。

　　[Explanation]

　　用一段有關(guān)增高術(shù)的聽力引入主題，主要是考慮到這一切入點(diǎn)與實(shí)際生活較為貼近，比較容易讓學(xué)生有話說，作為人類利用科學(xué)對(duì)自然的東西做出改變的一個(gè)典型例子可以順其自然得引入本課主題。

　　Step 2 Science versus nature (PPT 8)

　　1. Explain the word “versus” ( Two sides are against each other)

　　2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.

　　Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.

　　3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.

　　4. In terms of science versus nature, what do you think the relationship between science and nature should be like?

　　(Both advance in harmony)

　　[Explanation]

　　本節(jié)將主題定位在“科學(xué)對(duì)抗自然”，讓學(xué)生了解了這一關(guān)系后，用頭腦風(fēng)暴的形式讓學(xué)生從增高術(shù)聯(lián)想起更多的現(xiàn)實(shí)生活中能體現(xiàn)這一關(guān)系的案例，如轉(zhuǎn)基因食品，人工雨等。

　　Step 3 Cloning (PPT 9-11)

　　1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.

　　2. Introduce the concept of “copy”。 Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?

　　(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)

　　3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)

　　4. Interview another student about his feeling towards a “cloned him”。 Then ask the other students if they would like to see a “cloned him” and why.

　　5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.

　　[Explanation]

　　本節(jié)將討論的`重點(diǎn)轉(zhuǎn)向克隆。通過圖片展示的方式讓學(xué)生對(duì)克隆動(dòng)物有個(gè)感性的認(rèn)識(shí)，并引進(jìn)“拷貝”的概念，與第二課時(shí)的閱讀標(biāo)題形成呼應(yīng)。

　　Step 4 Summary (PPT 12)

　　Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.

　　[Explanation]

　　對(duì)學(xué)生的辯論進(jìn)行簡(jiǎn)短的評(píng)價(jià)，一是評(píng)價(jià)學(xué)生的表現(xiàn)，二是讓學(xué)生產(chǎn)生更多的興趣去閱讀，并且閱讀的目的性更明確，從而能夠保證閱讀的成效。

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