最新高二上册英语教案优秀8篇

下面是小编为大家整理的最新高二上册英语教案优秀8篇,供大家参考。

作为一名专为他人授业解惑的人民教师，就有可能用到教案，编写教案助于积累教学经验，不断提高教学质量。怎样写教案才更能起到其作用呢？教案应该怎么制定呢？那么下面我就给大家讲一讲教案怎么写才比较好，我们一起来看一看吧。

最新高二上册英语教案优秀8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:Letslistentothefollowingpassagetolearnmoreaboutcarnival.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.Concentrateonsth./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)

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.settosth./doingsth.开始做某事

=getdowntosth./doingsth

1)。AssoonasIgothome,Isettopreparingsupper.

2)。They’llsettotheproject,assoonasitisapproved.

※Lookforwardto…，devote…to…，be/getusedto…，leadto…，prefer…to…，payattentionto…，objectto…

3.approvevi.（approvaln.）

approveofsth./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

最新高二上册英语教案优秀8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 ones 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 ones feet pointing at another person is bad manners.

J.Touching another persons 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。

最新高二上册英语教案优秀8篇三

一、教材分析

一)教材的地位和作用：

这一节复习课选择的内容比较适合学生的水平，同时也符合了新课标要求的语言材料要源于教材又要超出教材，为此我选择的题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。

二)教学目标的确立和依据

依据初中英语新课标，对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，我将本课设计为一堂口语阅读课。并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和情感目标。

知识目标：熟知东西方人们在作客待客付小费外出餐饮等方面文化和风俗习惯的差异。

通过听力及阅读材料的学习进一步加以了解。

能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。有效提高阅读速度和理解材料的准确度。并能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。

情感目标：鼓励学生爱学英语，爱说英语，对英语学习投以极大的兴趣和热情。让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。

三)重点和难点

教学重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。

教学难点：口语水平的提高。长期以来，传统的外语教学注重书本知识的讲授，忽视交际

能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。

教学手段：

多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。

二、教学环节的设计

学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。

新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业，让他们查找相关的资料，学生在预习中就接触了大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求。

三、教学程序

课前对话：

师生问候之后，让学生两人一组围绕前一单元所学知识进行自由对话。每天3-5

分钟口语练习时为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。两人一组是为了每个学生都有足够的机会去说，

拓展与巩固

通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生一篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以了解学生的阅读现状和存在的问题。

合作与发展

接下来我会通过多媒体展示给学生一组关于你还想到了其他那些方面？想不想了解其他同学的想法？又想不想知道在座老师们的看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式（事实上，有些表达如果让他们完全国独立进行是有些难度的），又由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作，并在探索中有其个性思维发散的空间。

交流与分享

让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访“专家们”，使其把个小组的讨论结果与大家交流共享，其小组成员可以作为后援团补充些观点，这样既可以使口语较好的同学有更多的机会展示起到拔高作用，又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。

最后一个环节是作业。

最新高二上册英语教案优秀8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.

最新高二上册英语教案优秀8篇五

Part 1. The analysis of the teaching mateiral

（说教材）

Part 2. The teaching aims

（说目标）

Part 3. Something about the students

（说学生）

Part 4. The teaching important and difficult points

（说重点、难点）

Part 5. The teaching methods and aids

（说教法）

Part 6. The teaching procedures and the purposes as well

（说程序及设计意图）

说课的详细过程如下：

Part 1. The analysis of the teaching mateiral

（说教材）

泛读在教材中地位

泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。新《课标》立足于提高学生的综合英语语言水平，提高对高中学生阅读能力的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的阅读技能，进而提高学生综合运用语言的能力，也即语言输出的能力。

英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比较真实的语境，让学生先去听，去感受，去体会作者话语中词汇表达的功能、作者要表达的意图和态度则显得尤为重要。

教学内容及课时

本课源于高二英语选修7第4单元 sharing（分享）。根据《教学大纲》本单元的重点话题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

本节阅读课文的标题就是“A Letter Home”，它是一封航空邮件。年轻的澳大利亚女教师Jo以志愿者身份在异国——巴布亚·新几内亚(Papua New Guinea)的一个贫困的山村学校支教。她给国内好友(Rosemary)的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。

Part 2. The teaching aims

（说目标）

根据《普通高中英语课程标准》、《教学大纲》的分析，对本次泛读课特拟定以下三维教学目标：

Knowledge objects（语言知识目标：语音、词汇、话题）

1) To feel the language

在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比如：be dying to do sth, muddy, concept, relevant, remote 等等。

2) To understand the letter

要读懂这封回信的内容

Ability objects（语言技能目标：听、说、读、写）

To develop and improve the students’ reading

阅读课，首先是要提高学生的阅读能力，

3、 Emotional and moral objects（ 情感态度目标：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识）

1) To let sts learn about respect, understanding,kindness and sharing.

通过这封信的学习，学生能了解到世界上一些落后国家贫困的生活现状，文化习俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。

2) 通过多样的阅读题型，丰富的网络资源，调动学生的积极性

加大课堂参与度，保持学生学习英语的愿望和兴趣。

Part 3. Something about the students

（说学生）

通过Warming up 的学习，学生不仅已经了解到本单元的话题是“分享”，而且也了解到在我们国家，有一些志愿者同胞和外籍支教教师将他们的知识与爱分享且传递给祖国大山深处的孩子们。

这些高二学生通过高一一年的学习，已经基本掌握了英语泛读的基本技巧，比如：预测、略读、跳读等。但学生的英语水平参差不齐。绝大部分学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比较活跃的。

Part 4. The teaching important and difficult points

（说重点、难点）

根据以上3个方面的分析，重点和难点如下：

重点：1)在真实的语境中，感知、体会、发现语言的音、形、 意；

2)分别从整体和细节两个角度读懂这封回信。

2、 难点：如何让学生在紧张、活泼、向上的学习氛围中全面深入的理解这篇文章。从而更有效地完成教学目标。

Part 5. The teaching methods and aids

（说教法）

Situational Teaching 情景教学法

Task-based Language Teaching （任务型教学法）

CAI （电脑辅助教学）

Part 6. The teaching procedures and the purposes as well

（说程序及其设计意图）

I Pre-reading（导课） 用 3 个问题、图片及其相关资料导入阅读课

设计意图：1)必要的背景知识介绍；

2)激起学生学习本篇课文的兴趣。引出阅读课文“A Letter Home”

II Reading（任务型阅读）

Task1 (individua work) Scan and try to divide the passage into several parts and summarize the main idea of each part.

Part1:_____________________________

Part2: _____________________________

Part3: _____________________________

Part4: _____________________________

设计意图：1)训练学生从总体上把握一篇文章的结构及其段意；
2)通过个别提问法要求英语水平中等偏下的能划分结构，基本能说出各段段意的关键词汇或找出主题句。要求英语基础相对较好的学生能用自己的语言较准确地表达出各段段意。从而提高不同类学生的英语语篇概况能力。同时，又不同程度地培养且提高学生的听、说与写的能力。

Task2.Task3 Task4

分别通过填空、判断和回答问题的题型让学生阅读

设计意图：1)分别通过个别回答和集体回答随时引起学生的注意，调动学生的积极性；
2)培养和提高学生快速捕捉文章事实细节和推理判断的能力。

Task5 summarize the passage (Fill in the blanks below)

（给学生5分钟左右的时间准备，进行短文填空。提醒学生先在草稿纸上试填，然后在全班查对，最后全班集体朗读。）

High school

Jo’s school is a _____ school whose classrooms are made of _______ and roofs of _____. There is no _________ or ______, even no__________. Without __________, the students have no ______ of doing experiment. Most of the students will be going back to their villages after ________.

Local Village

Tombe comes from a ______village where people speak special language. People live in the hut which has no _________ and thedoorway was _______. The main food they eat are ________, ______ and _______. Villagers believe that ________attract evil spirit in the night.

设计意图：1)回顾本篇阅读的内容；
2)使学生在默读的基础上，训练学生大声朗读的能力。3)进一步巩固学生对课文的理解

Task 6Discussion （小组讨论）

选用课后练习四中的两个话题进行小组讨论—展示—老师点评

设计意图：借助本篇课文，发挥学生的主观能动性，以英语语言为工具，1)帮助学生理解“志愿者活动、献爱心活动、合作共享”等的意义；
2)培养学生在日常生活中帮助他人、扶贫救困的爱心。3)帮助学生树立正确的价值观。

III 。Homework（作业）

1、让学生找出文章中难以理解的句子加以翻译，

2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。

最新高二上册英语教案优秀8篇六

教学目标

Teaching aims：

1、 Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down 。

2、 Ability aims: enable the students to know how the people around the world to show their feelings by using body language.

3、 Emotional aims: encourage the students to show out their feelings by using body language.

教学重难点

Teaching important and difficult points:

1、 Make the students familiar with the universal gestures and actions.

2、 How we show our feelings by using body language correctly.

最新高二上册英语教案优秀8篇七

Teaching aims and demands:

1、 Enable students to understand the passage better.

2、 Develop students listening, reading, writing and thinking ability.

3、 Enable the students to prepare and present an oral report on a Chinese medicine.

Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work and topic discussions.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1 Revision

Translation:

1、麻疹 7.流感

2、疟疾 8.病房

3、水痘 9.糖尿病

4、中风 10.霍乱

5、伤寒 11.急诊室

6、诊室 12.重症监护室

Step 2Lead-in

1、 Show a picture of acupuncture treatment on the screen and ask the students a question:

Have you ever experienced an acupuncture treatment?

2、 Show another two pictures about different tools used for acupuncture treatment in the past and now.

Step 3 Fast Reading

1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages

（The disadvantages of Chinese disadvantages are not mentioned.）

2、 What medical problems can acupuncture treat?

Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.

3、 How does acupuncture reduce or relieve pain?

It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.

Step 4 Further Reading

1、 Listening for further informationPara 11. Ask the students the main idea of the paragraph.

(The history of Chinese acupuncture)。

2、 Ask the students to retell the history of Chinese acupuncture (magic needles)。

began-the Stone Age

be practised-4,000 years

be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.

(The development of Chinese acupuncture)。

2、 Ask the students to retell the development of Chinese acupuncture.

In the pastNowadaysstone or pottery needles

metal needles

make holes on swollen areas

put needles into the skin at certain points

365 acupuncture points

about 2,000 acupuncture pointsPara 5Ask some questions in detail:

1、 How does an acupuncturist examine a patient?

（First ask the patients medical history and lifestyle. And then look at the color of the patients skin and tongue, listen to his breathing and check his pulses.）

2、 How many pulses are there and what are they connected with?

（Therere twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.）

3、 Why will an acupuncturist check pulses?

（This will help him/her find out which energy channel doesnt have enough energy.）

Step 6 More information

Show some pictures on the screen to introduce more information about Chinese acupuncture.

1、 Different tools for acupuncture

2、 Now it is popular that acupuncture is used to help people lose weight 。

3、 The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. Williams hair is becoming less and less. He is eager to try Chinese acupuncture treatment.

4、 Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.

5、 Pets also follow the fashion.

Step 7 Discussion

1、 What are your thoughts on acupuncture?

2、 What are the possible benefits or disadvantages of acupuncture over other treatments?

Step 6 Homework

1、 Write an article about traditional Chinese medicine (one herb or treatment)。

2、 Finish the exercises of this unit.

最新高二上册英语教案优秀8篇八

《Unit3Lifeinthefuture》

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1、开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2、实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3、转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4、运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

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