2020高二英語教案模板
英語教案怎麼寫?寫教學過程(Teaching Procedure)，因爲教學過程是教案的主要部分。今天小編在這給大家整理了高二英語教案大全，接下來隨着小編一起來看看吧!
高二英語教案(一)
《Poetry》教學設計
教材分析
本課是第18單元第3課，經過前面兩課的學習，學生對美與審美的話題已經有一定的認識。本課課文由兩首英文詩組成，而學生在日常生活中很少接觸英文詩歌，加上詩歌欣賞需要運用想象力，本身是很複雜的審美活動，所以要欣賞英文詩歌之美難度較大。本課的重點是首先在閱讀中獲取主要信息：兩首詩的大意、各自所使用的語氣和表達的基本情感;然後，通過在詩句中尋找意象來進一步理解所表達的情感，並欣賞從鮮明的意象和和諧的韻腳中傳遞出的詩歌獨有之美感。
本課計劃分兩課時進行，第一課時通過捕捉動作、場景的細節描寫和理順詩句中字詞順序等閱讀策略來獲取兩首詩的主要信息，並能夠表達這些信息;學習重點詞彙的意義和用法。第二課時簡單瞭解何爲意象,體驗意象是怎樣構成，找出詩句中的意象，進而體會兩位詩人藉助不同的意象所傳達出的不同情感;然後用自己的語言說出兩首詩的異同之處;嘗試自己運用意象來描述日常生活。
教學內容
話題：某個特殊的夜晚：思鄉之夜、聖誕前夜
課型：閱讀課
詞彙：重點詞彙 ：bend, bound, bow, Christian, endless, freezing, oval,poetry，precious,
romantic, scenic, settle，stout, vague, vivid
相關詞彙_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle,tranquil
第一課時
First Period
教學目標
在本課結束時,學生能夠：
1識別與認讀重要詞彙
2通過捕捉動作描寫和理順詩句中字詞順序來獲取兩首詩的大意、語氣和基本情感;
3在對提取的信息進行組織和內化後，用自己的語言表達這些信息;
4在情感上與詩人產生一定的共鳴。
教學過程
教學活動Activities設計意圖Intentions互動模式&時間IP & timeLead-in：5 minStep 1Tasks ss what famous Chinese poets they know and who is their favourite;[slide2]T presents the 3 words "poetry", "poem", and "poet";
激活學生的背景知識,引出本課話題。CW2'Step 2Ss read out the key words in Ex.2;
T explains the words "vivid", "precious" and "scenic", associating "scenic"with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and themoon on the book and in pairs discuss which of the key words they will use todescribe the pictures.
利用描述圖片爲下面的詩歌閱讀活動熱身，同時複習學過的詞彙、熟悉新詞彙。IW，PW3'
Pre-reading：8 minStep 3T presents two groups of pictures for each poem andelicits from ss the following words.
For Li Bai picture: tranquil, hoarfrost, bend, homesickness;
For Santa picture：chimney, sleigh, hoof, stout, oval eyes, like a bow.
[slide 4-5]
After all the words have been elicited, T helps Ss learn the pronunciationsof the expressions, if necessary.[slide 6]T goes over the pictures again andasks ss to say the words from their memory.
[學案Ex.Ⅰ]
在圖片語境中呈現單詞，幫助學生理解、記憶詞義;
再次呈現新單詞，幫助學生有效利用課上時間記憶單詞CW，8'
While-reading: 25minStep 4First reading:
Ss read the two poems and answer questions about the two poem's generalfeelings;
T presents reading strategy 1;[slide 7][學案Ex.Ⅱ(1)]
高二英語教案(二)
Ss complete table 1 in groups by listing the words or phrases related tothe weather and the time of day or year;[slide8][學案Ex.Ⅱ(2)] 培養學生體會詩歌大意和捕捉詩歌細節信息的能力;IW, GW7'Step 5Second reading:
T presents reading strategy 3;
Ss read the two poems again; in pairs identify sentences in unusual order,reorder them in regular ways.
T explains the verbal phrases:
settle (oneself), be drowned in，pull in (one's head)
[slide 9-10]
幫助學生了解詩歌創作的特點，爲下一步提取詩句中的信息作準備;
分步處理生詞和短語的用法CW, PW10'Step 6Third reading:
T presents reading strategy 2;
Ss read the poems again and complete table 2 by identifying what people inthe poems do and how they feel.
[slide 11-12]
[學案Ex.Ⅲ]
培養學生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide13]有聲輸入，整體感知詩歌的美感;CW,3'
Post-reading: 7 minStep 8Ss do Ex.4[slide 14]檢測學生是否準確獲取兩首詩的主要信息;IW,3'Step9Ss in pairs retell what happened in poem B according to Table 2, with s1retelling the first 6 stanzas and s 2 dealing with the last half.[slide14]培養學生把提取的信息變成自己的語言;把poem B 分成兩部分來複述，降低輸出的難度。PW'4'HomeworkLanguage Power p.84，Ex.2 Vocabulary
p 91, Ex.5 Synonyms[slide 15]第二課時
Second Period
教學目標：學生能夠
1. 發現詩歌中韻腳的使用;
2. 找到詩句中塑造的意象;
3. 總結兩首詩的從內容到情感等方面的異同之處;
4. 在日常描寫中嘗試使用意象。
教學活動Activities設計意圖Intentions互動模式&時間IP & timeReview：6 minStep 1Ssreview the vocabulary they have learned with a spider map and blanks filling;and do Ex.1 on p. 84;
[Slide 2-3]
[學案Ex.Ⅰ]
激活已學的詞彙;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide4][學案Ex.Ⅱ]
利用第一課時中的Table2，激活課文信
息，併爲本課學習意象與描寫做鋪墊;IW，2'
Read to learn：22 minStep 3Ss read poem A aloud and observe the last wordsin each line; generalize the regularity of the sounds of these words. T presentsthe term for the regularity, rhyme.
Ss read poem B and in pairs generalize the regular sound pattern within andacross the stanzas: it is rhymed too.
T elicits from ss why both poets put words in poem in disorderlymanner.
[slide 5-7]
[學案Ex.Ⅲ]
引導學生自己發現、歸納英文詩歌押韻這一形式特點;
引導學生對詩歌中字詞順序異於常態話語這一現象做出結論。IW, PW, CW8'Step 3T presents Reading strategy 4,exemplifies what an image is and explains the function of images;
[slide 8-11]
[學案Ex.Ⅳ(1)]
T presents two more examples from poem B and asks ss to think about how thetwo work on the reader's mind; Ss present their ideas.
T explains it: images work by means of descriptions, e.g. adj.,comparison.[slide 12]培養學生髮掘詩句中的意象的能力。CW,8'Step 4Ss work in groups and completeTable 3.
[slide13-14]
[學案Ex.Ⅳ(2)]
讓學生實踐這種能力。PW6'
Comprehensive practice：8 minStep 5T elicits from ss how poem A and B aresimilar in the following ways: topic, time, image and rhyme.
Ss in pairs list differences between the two; present their listorally.
[slide 15-16]
調動學生在已有的知識和信息基礎上自主歸納、總結，鍛鍊口頭表達;IW, PW,8'
Application: 8 minStep 7Ss work in groups to complete Ex.8 and present thegroup work result.[slide 17][學案Ex.Ⅴ]
綜合運用已有的知識，在書面表達的實踐中鍛鍊使用意象的能力。PW8'
Homework：1 min
Language Power p. 86-87，Ex.1 Focus on Reading (with Culture Corner on p. 44as reference)[slide 18]
高二英語教案(三)
教學目標
Teaching Aims and demands
本單元通過學習馬克·吐溫的《百萬英鎊》並改編成短劇形式的課文，學生能初步瞭解作者的風格。學生應能在教師的指導下，排演這個短劇。通過對話課的學習與操練，學生接觸表示堅持個人意見的常用語句，並要求學生運用到實際會話中。學習並初步掌握asif和no matter引導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, excited 2.詞組 shopassistant, 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, infact, keep back, play the part of, next to 3.交際用語 There seems to be somethingwrong with it. I would like you to change this blouse. You sold me a blouse thatI can’t use any more. I am afraid I can’t do that right now. Why can’t you dosomething about it? Is anything the matter? 4.語法 學習as if和no matter的用法。
教學建議
課文建議
在Lesson38課，建議教師應組織學生1)以節目的形式演出這段對話。2)教師可選取錄像或多媒體形式完成此課的教學任務。3)教師把學生分成三人一組，適當準備一些道具排演本課的最後結局的短劇。4)教師要求學生找出能刻畫服裝店老闆人物特徵和心理變化的相關語句。如：There’sa customer, Tod, Will you serve him? / No matter what he is wearing , Tod, justshow him the cheapest./Come, come. Get him his change, Tod..
對話分析
本單元對話是講述在服裝店調換衣服的經過，學生對其內容較易理解，但一些新單詞的用法應掌握，如：customer, run, insist,change…for…。本課中也提供了給學生做相應對話的練習，如：A pair of trousers, A radio的口語練習。
教學重點難點 e的用法
1)serve(sb.) as sth.表示“爲(某人)工作，(尤指)當傭人”。
He served as a gardener and chauffeur.他做園藝工人兼司機。
2)serve還可表示“供職，服役”。
He has served his country well.他爲國盡職。
3)serve sb. (with sth.). 表示“將(飯菜)端上桌。”
Four waiters served lunch for us.有四位服務員招待我們吃午飯。
4)serve 還可用於“(在商店等處)接待(顧客)或爲顧客取貨物”的意思中。
Are you being served?有售貨員接待您嗎?
He served some sweets to the children.他爲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.這包湯料夠兩個人食用。 e的用法
1)judge用作動詞，表示作“斷定，估計，認爲”解。其後可帶賓語從句，也可帶不定式或形容詞、名詞等引導的賓補成分。
We judge that they have finished.我們估計他們已經幹完了。
We judge them to have finished.我們估計他們已經幹完了。
She judged him about fifty.她估計他在五十歲左右。
The committee judged it better to start the investigation atonce.委員會認爲立即開始此項調查。
From his letter, we judged his visit to China a greatsuccess.從他的來信判斷他對中國的訪問非常成功。
2)judge用作“判斷，斷定”解時，還可接wh—分句或wh—加不定式結構。
I can’t judge whether she was right or wrong.我不能斷定她是對還是錯。
3)judge還可表示“評判，評價”，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……來判斷)是慣用短語，可用來引導獨立分句。
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，他準是個廣東人。 ff的用法
1)get off意爲“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”;“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，就開始步行到村裏去。
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了。 The plane got off ontime. 飛機準時起飛。
r的用法
1)in favor (of )表示“贊成、主張”，常用作表語或後置定語。
The students were in favor of reform. 學生贊成改革。
2)do sb. a favor或do a favor for sb. 是個正式的禮貌用語，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. 幫我把收音機關掉。
Do me the favor to come. 務請光臨。
注：do sb. a favor後接of doing 或不定式時，應將不定冠詞a改爲定冠詞the。
down的用法
1)意爲“寫下;記下”。
Put down your name and your telephone number.寫下你的名字和電話號碼。
Put this down in your notebook for future reference.這點記在你的筆記本上，以供今後參考。
2)可作“_;撲滅”。
The fire was finally put down by the firemen.大火最後終於被_員撲滅了。 if的用法
as if 是連詞詞組，作“好像”、“好似”解，引導表語從句，用於下列句型中：
It looks/seems as if ....表示“看起來似乎……”。其中It爲無人稱代詞，本身並無詞義。looks /seems是連繫動詞，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也可以引導方式狀語從句，修飾主句的謂語，此時從句中的謂語動詞常用虛擬語氣。關於這一點，暫可不必向學生交代。
The woman loves the children as if she were theirmother.這個婦女愛這些孩子，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/whenetc.)...分別表示“無論何事”、“無論何人”、“無論何時”等，這個從句可以置主句之前，也可以置主句之後。
由no matter + what等引導的讓步狀語從句。No matter後面接關係代詞或關係副詞引導狀語從句在句中作讓步狀語。
No matter what you do, you must be very careful.不管做什麼事，你都必須非常細心。
No matter之後可用what以外的關係代詞或關係副詞。例如：
No matter who you are (=Whoever you are), I’ll never let youin.無論你是誰，我絕不讓你進去。
No matter which…無論哪一個……
No matter which you choose(=Whichever you choose), you will besatisfied.不論你選擇哪一個，你都會滿意的。
No matter where…無論何處;不管在哪裏……
No matter where I go (=Wherever I go) , I will be thinking of you.無論我到哪裏，我都會想着你。
No matter when …無論何時，不管什麼時候…… I’ll discuss it with you no matter when youlike(=whenever like). 你什麼時候高興，我願意同你討論這件事。
No matter how..不管……如何;無論……多麼……
No matter how hard you try(=However hard you try), you will never besuccessful. 不管你如何努力，你都不會成功的。 in, drop in on 與drop in at的區別
drop in 意爲“順便走訪” He often drops in for tea. 他經常順便來喝茶。
drop in on 後接人意爲“順便拜訪某人”。
She dropped in on me yesterday.
drop in at後接表示地點的名詞意爲“順便來(去)某處看看”。
Tom usually drops in at my place on his way home. 答題時要注意dropin後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
詹妮以前常下班後去成衣店看看。the tailor’s 表示地點，故正確答案爲C。
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.在大學時她經常練跑步。
2)run還可表示“(火車、汽車、輪船等)往來行駛”
Buses to Oxford run every half hour.去牛津的公共汽車每半小時一班。
The trains don’t run on Christmas Day.聖誕節火車停駛。
3)run可用業表示“(液體)流動”。
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 wax began to run. 蠟開始融化了。
6)run還可表示“負責、經營、管理”。
He has no idea of how to run the successful business.他不知道把企業辦好的方法。
Stop trying to run my life for me.我的生活用不着你來管。 , come. Get him hischange. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，給他找錢吧，託德。
句中的come用作感嘆語，表示“勸導”，“不耐煩”的情緒。come作感嘆語用時，在不同的情況下，可以表示不同的感表，如“鼓勵”、“驚異”、“命令”等。例如：
Come, come, Alice, you must be patient. 好了，愛麗絲，你得忍耐點。
本句中的change是不可數名詞，作“零錢”，“找給的錢”解。又如：
Here is your change. 這是找給你的零錢。
change還可以用作及物動詞，作“零錢”，“換錢”解。
Could you change a 10-yuon note, please? 你能換開10元錢嗎?
