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高二英语教案设计

高二英语教案设计高二英语教案设计5篇作为一名老师，很有必要精心设计一份教案，教案是一个系统设计并实现学习目标的过程，它遵循学习效果最优的原则，是课件开发质量高低的关键所在。

下面是小编给大家整理的高二英语教案设计，欢迎大家查阅。

高二英语教案设计（篇1）教学准备教学目标一、语言知识目标初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。

二、阅读技能目标1.能获取和处理文章中的主要信息。

2.能够掌握文中出现的重要的语言知识三、学习策略目标掌握速读、略读、猜测词义等阅读策略。

四、情感态度目标让学生认识到克隆的利和弊。

五、文化意识目标了解克隆，正确地利用克隆技术来为人类服务。

教学重难点初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。

教学过程Step 1 Daily reportOne student comes to the front and gives a report about advantages and disadvantages of science and technology.Step 2 leading-inThe teacher shows some pictures and starts a discussion about cloning.Step 3 SkimmingTask 1: What’s the main idea of the passage?Task 2: Match the main idea with each paragraphPa ra 1: A. People’s attitude towards cloning.Para 2: B. The problems of Dolly.Para 3: C. The impact of Dolly.Para 4: D. Two major uses and the procedure of cloning.Para 5: E. The definition(定义)of cloning.Step 4 ScanningTask 1. Look through Para 2 and answer the following questions.(1) What are the two major uses of cloning?(2) Which one is easier, to make plant clones or animal clones?Task 2. Look through Para 3 and fill in the chart.Task 3. Do the following translation and word guessing.(1). Translation:On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.(2). The word “controversial” in paragraph 4 probably means_________.A. complicatedB. arguableC. importantD. valuableTask4. Do the following Tor F questions based on Paragraph 5.1. People feared some evil leaders might use cloning to reach their goal.2. All the research into cloning will be forbidden.3. Religious leaders are in favor of human cloning.Step 5 Enjoy beautiful sentences1. Cloning plants is straightforward while cloning animals is very complicated.2. At last the determination and patience of the scientists paid off.3. The fact that she seemed to develop normally was very encouraging.Step 6 Question and answerThis part is for students to find if they still have questions. If there is any, they can ask their classmates to help them.Step 7 QuizNote: This part is very challenging. In the picture there are five numbers. Students can choose their lucky number and answer questions. Most of the questions are based on what they have learned in class.Step 8. Test yourselfFill in the blank with proper words.Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leadingus.Step 9 DebateTopic: Are you for or against cloning?课后小结HomeworkWrite a passage entitled My view on cloning.课后习题评测练习主要有两个。

高二优秀英语教案精选【3篇】

高二优秀英语教案精选【3篇】英语教案怎么写?教学过程是教案的主要部分：写教学环节、写知识点和所用时间、写教师活动、写学生活动。

写教学过程主要写以下几方面的内容：今天小编在这给大家整理了高二英语教案大全，接下来随着小编一起来看看吧!高二英语教案(一)《Unit 3 Life in the future》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。

人教版高二英语教育案例

人教版高二英语教育案例
教育案例：人教版高二英语课程
一、案例背景
本案例发生在一所普通高中，学生多为农村孩子，英语基础较为薄弱。

高二英语课程使用的是人教版教材，教师需要在有限的时间内完成教学任务，同时提高学生的学习效果。

二、案例描述
教师采用多种教学方法和手段，如讲解、小组讨论、角色扮演等，引导学生积极参与课堂活动。

在课程中，教师注重培养学生的口语表达和听力理解能力，通过模拟真实场景和语境，让学生在实际运用中掌握英语知识。

同时，教师还利用多媒体教学资源，如PPT、视频等，丰富课堂教学内容，激发学生的学习兴趣。

三、案例分析
教师在教学中充分考虑了学生的实际情况和学习需求，采用了适合学生的教学方法和手段。

通过小组讨论和角色扮演等互动方式，调动学生的学习积极性，培养学生的合作精神和沟通能力。

同时，教师还注重培养学生的自主学习能力，引导学生通过课外阅读、听力练习等方式拓宽英语学习的视野。

四、案例总结
本案例中，教师采用多种教学方法和手段，有效地提高了学生的学习效果。

学生在课堂上积极参与，学习兴趣和自信心得到了提高。

教师在教学中充分考虑了学生的实际情况和学习需求，注重培养学生的口语表达、听力理解和自主学习能力。

本案例可以为其他教育工作者提供有益的借鉴和启示。

高二英语课堂教案七篇

高二英语课堂教案七篇高二英语课堂教案（篇1）本学期我继续担任高二7，8两个理科班的英语教学。

一学期来，我服从学校的安排，认真地做好了自己的本职工作，紧密地将提高教学水平与思想理论水平结合起来，在努力完善自己的同时顺利地完成了7，8两个选修模块的教学任务。

当然，在获取了一些教育教学经验的同时，也认识到了自己在工作中仍有许多须提高和改进的地方。

为今后能更有成效地完成教书育人的己任，特将本学期的工作总结如下：一、制定计划，认真完成。

理科班的多数学生讨厌背单词，他们的难关就是单词关，词汇量少，严重影响了他们对英语的学习兴趣。

针对这一点，我在日常的教学中特别重视学生对词汇的学习与积累，要求单词每课过关，并且每课都进行单词听写，不断督促学生多背单词，短语及一些好的句子。

为了提高他们的积极性，这学期我还要求班上每个学生，每天轮流上台带读英语单词。

从上学期开始我们选用英语周报作为教辅材料，充分发挥了它的作用。

每周进行一到两次听力训练，选用部分随堂练习作为课堂巩固练习。

周报上的单选题，完形填空及阅读理解，要求学生认真完成并及时讲评。

这学期我更加注重将学生分情况辅导。

与其他几位教师一起，在班上选出十几位学生，每周一，周四晚自修时进行培优扶差的补习。

进一步提高他们的学习水平。

我将继续做好培优扶中和辅差工作，进一步提高及格率。

二、优化教学工作的各环节，努力提高教学效率。

对每课的教材处理，都会与教研组其他同事先进行认真的讨论，认真钻研教材，了解教材的结构，重点与难点，掌握教材的知识的体系，认真研究考试说明与教学大纲，了解学生原有的知识技能的水平，他们的兴趣，需要，方法，习惯以及可能遇到的学习障碍，仔细思考相应的教学方法和手段；组织好课堂教学，关注全体学生，善于根据从作业和考试反馈出来的信息，调整教学环节；注重调动学生学习的主动性，并使其保持相对的稳定性；注重学生英语基础知识的教学及听，说，读，写等基本技能的培养，努力使教学目标落到"实处"；注重学生实际，从学生的学习，生活实际出发，从学生的学习兴趣，生活乐趣着手，为学生营造一个轻松愉快的学习气氛，寓乐于教，激发学生的情感，帮学生树立学习的信心，并做好对学生学习的辅导和帮助工作。

高二英语课堂教学设计案例

“课堂教学特色案例〞教学设计高二英语课堂教学设计案例〔高二选修六Unit2 Poems 第一课时 Warming up & Reading〕一、整体设计思路、指导依据说明英语教学是一种动态教学或活动教学，教学过程是交际活动过程。

只有从组织教学活动入手，大量地进展语言实践，使英语课堂交际化，才能有效地培养学生运用英语进展交际能力。

新课标提出：“外国语是学习文化科学知识，获取世界各方面信息与进展国际交往重要工具。

〞与“……开展听、说、读、写根本技能，提高初步运用英语进展交际能力，……〞。

结合本年段国家级子课题“高中英语阅读理解策略形成性评价〞实施与本班学生实际，对教材进展了操作性较强处理。

二、教学背景分析〔一〕教学内容分析：本单元以Poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌创作动机、有关诗歌一些根本知识〔包括诗歌种类、风格〕等。

旨在通过本单元学习,使学生在初步了解与掌握英文诗歌这一文学形式根本常识根底上,进展简单诗歌创作。

本课时是人教版高二英语选修六Unit 2第一课时。

在这一课时里，我将Warming up, Pre-reading与Reading局部整合成了一篇阅读课。

通过这一课时学习，学生从回忆所学中文诗歌到说出自己最喜欢中文诗歌并说明理由；然后通过快速阅读Reading局部了解几种形式简单英语诗歌，从而激发他们诗歌创作热情！〔二〕学生情况分析：本节课教学对象是高二学生，他们很理解中文诗歌种类、风格、特色，对诗歌学习充满了兴趣，想知道中英文诗歌是否一样？他们具有丰富想象力与活泼思维，具有一定分析与解决问题能力。

虽说大局部学生根底知识比拟薄弱，英语交际能力与思维能力不好，但他们都渴望得到教师与同学理解与认可，有些学生根底较好，认知能力与表现能力较好，因此，要设计出符合他们认知范围与感兴趣教案，因材施教，让全班学生都投入到教学中来。

三、教学目标分析〔一〕知识目标理解并能熟练运用本文中重点词汇与句型。

高二英语教学实践案例(3篇)

第1篇一、案例背景随着新课程改革的不断深入，英语教学越来越注重培养学生的综合语言运用能力。

在高中英语阅读教学中，教师不仅要传授给学生阅读技巧，还要培养学生的阅读兴趣，提高他们的阅读能力。

本文以高二英语阅读课为例，探讨基于任务型教学法的高中英语阅读课教学实践。

二、教学目标1. 知识目标：掌握一定的阅读技巧，如略读、寻读、精读等。

2. 能力目标：提高阅读速度和理解能力，学会从文章中获取信息，培养批判性思维能力。

3. 情感目标：激发学生的阅读兴趣，培养学生的自主学习能力，增强学生的自信心。

三、教学对象高二年级学生，具备一定的英语基础，但阅读能力参差不齐。

四、教学过程（一）导入1. 话题导入：教师选择与课文主题相关的图片、视频或话题，激发学生的兴趣。

2. 提问导入：教师提出与课文主题相关的问题，引导学生思考。

（二）任务一：快速阅读1. 目标：了解文章大意，掌握文章结构。

2. 方法：教师引导学生进行快速阅读，了解文章的主题、作者观点、主要事实等。

3. 活动：教师可以设计以下活动：快速浏览文章，回答问题。

找出文章的主旨句。

划分文章段落，概括段落大意。

（三）任务二：精读1. 目标：深入理解文章内容，掌握文章细节。

2. 方法：教师引导学生进行精读，分析文章的语言特点、写作手法等。

3. 活动：词语理解：找出文章中的生词，查找词典或利用上下文推断词义。

句子分析：分析句子的结构、语法、修辞手法等。

举例说明：举例说明文章中的观点或事实。

（四）任务三：讨论与表达1. 目标：提高学生的口语表达能力，培养他们的批判性思维能力。

2. 方法：教师引导学生进行小组讨论或全班讨论，表达自己的观点。

3. 活动：小组讨论：围绕文章主题进行讨论，分享自己的观点。

全班讨论：全班同学共同讨论，教师引导并总结。

（五）任务四：拓展与延伸1. 目标：提高学生的综合语言运用能力，拓宽他们的知识面。

2. 方法：教师引导学生进行拓展阅读或实践活动。

3. 活动：拓展阅读：推荐与课文主题相关的书籍或文章，引导学生进行阅读。

高二英语教案(优秀10篇)

高二英语教案（优秀10篇）高二英语教案篇一教学准备教学目标Teaching Aims1、Language KnowledgeWords: 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 wonder2、Language Skills⑴。

To help Ss with the skills of remembering words.⑴ 。

To help the students develop their reading ability.⑴。

To help the students learn about Theme parks.3、Affection and Attitude⑴。

Let the students to understand what a theme park is.⑴ 。

Enable the students to learn about the various theme parks all over the world⑴。

Develop student’s reading ability and let them learn different reading skills.教学重难点Key Points and Difficulties1、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 ProceduresStep ⑴: GreetingsStep ⑴: Warming up by discussing1、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 mon 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）。

高二英语教案设计5篇

高二英语教案设计5篇高二英语教案设计（篇2）高二英语教案设计（篇3）高二英语教案设计（篇5）一、课程类型：二、教学目标：一) 认知目标1.句型和语言点(见教学重点)。

2.用所学的学问与伙伴进行交流、沟通，学会改错、写作。

二)情感目标利用多媒体手段营造乐观和谐教学氛围，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，激发制造能力。

三、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预备即谋篇审题能力，使学生在动手写作前飞快构思根据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。

四、教学重点：1. 学会审题和谋篇2. 把握多样化的表达方式3. 熟练各段中的固定写作套路五、教学难点：1. 如何帮忙学生运用写作策略，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。

六、教学方法：1、活动教学法：2、任务型教学法：七、教学设计：Step 1. Warming upCome 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. PresentationMake it clear to the students the importance of writing inEnglish subject of the college entrance exams and then the goals of this lesson.Step 3. ExhibitionShow on the whiteboard a writing.。

2023最新-学校高二英语教案最新3篇

学校高二英语教案最新3篇英语教案怎么写？要写好知识点，教师使用教案时能一目了然，有的放矢。

三人行，必有我师也。

择其善者而从之，其不善者而改之。

如下是漂亮的编辑帮家人们整理的学校高二英语教案最新3篇，欢迎参考阅读。

高二英语教案精选篇一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 approachesForm of Activities:Individual, pair or group work and topic discussions.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1 RevisionTranslation: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-in1. 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 Reading1.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 Reading1. 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 Agebe practised-4,000 yearsbe 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 needlesmetal needlesmake holes on swollen areasput needles into the skin at certain points365 acupuncture pointsabout 2,000 acupuncture pointsPara 5Ask some questions in detail:1. How does an acupuncturist examine a patient?(First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.)2. How many pulses are there and what are they connected with?(There're 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 doesn't have enough energy.)Step 6 More informationShow some pictures on the screen to introduce more information about Chinese acupuncture.1. Different tools for acupuncture2. Now it is popular that acupuncture is used to help people lose weight .3. The traditional Chinese acupuncture is being more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is being 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 Discussion1. What are your thoughts on acupuncture?2. What are the possible benefits or disadvantages of acupuncture over other treatments?Step 6 Homework1. Write an article about traditional Chinese medicine (one herb or treatment).2. Finish the exercises of this unit.高二英语教案精选篇二(1)I'll never __________(原谅)you for what you have done wrongto your parents.(2)Please ____________(原谅)me ----I didn't mean to be rude.(3)Forgive me for asking, but where did you get that dress?(替换) ___________(4)我们原谅了他的无礼。

高二英语教案设计(优秀4篇)

高二英语教案设计(优秀4篇)高二英语教案篇一《Body Language》教学设计一、教学目标与要求通过本单元教学，使学生了解身势语在各国人民交往中的重要性。

了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。

二、教学重点与难点1.重点词汇manage;wave;nod;realize;agreement;disagreement;while;manners;municate;make sb....;body language;one another;not all...2.重要句型1)Although we may not realize it，when we talk with others we make ourselves understood not just by words. 2)But not all body language means the same thing in different countries.3)In some Asian countries，you must not touch the head of another person.4)But English people do not like to be too close to one another unless there is a rea-son.3.语法复习动词不定式作宾语、定语、表语和状语。

(The Infinitive) 1) They don't like to be too close to one another.2)They will move back to keep a certain distance away.3)Have you got anything to say?4) It's a pleasure to meet you.5)Waving one's hand is to say ”Goodbye".6)I don't know how to municate with foreigners.4.日常交际用语提供帮助和应答(Offers and responses)1) Can I take those boxes for you?2)Thanks.Thst's very kind.3)What about your bag?Would you like me to carry it?4)No，thanks.I can manage it myself.5)Is there anything else I can do for you?6)No，thank you.Thanks for all your help.7)Shall I show you how to use this electrical typewrit-er?8)Thanks.I haven't used this one before.三、课型(一)对话课Ⅰ.教具录音机、投影仪。

高中高二英语教案(5篇)

高中高二英语教案（优秀5篇）高中高二英语教案篇一高中高二英语教案篇四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，去体会话语中词汇表达的功能、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。

高二英语Lesson教学设计方案高二英语教学设计

高二英语Lesson教学设计方案高二英语教学设计今天要分享的是一份针对高二英语课程的教学设计方案，希望能为你的教学提供一些灵感。

一、教学目标1.让学生掌握本节课的核心词汇和语法点。

2.提高学生的听、说、读、写四项基本技能。

3.培养学生的英语思维能力和跨文化交际能力。

二、教学内容1.词汇：本节课的核心词汇，包括名词、动词、形容词等。

2.语法：本节课的语法点，如时态、语态、句型等。

3.阅读材料：一篇适合高二学生的英语文章，内容涉及日常生活、社会热点等。

4.听力材料：一段与阅读材料相关的听力录音。

三、教学步骤1.导入（1）利用图片、视频等素材，引导学生进入本节课的主题。

（2）邀请学生用英语描述图片或视频，激活学生的英语思维。

2.词汇教学（1）展示本节课的核心词汇，让学生跟读并模仿发音。

（2）通过例句，让学生了解词汇的用法和搭配。

（3）进行词汇游戏，巩固学生对词汇的记忆。

3.语法教学（1）讲解本节课的语法点，给出相关例句。

（2）让学生在练习中运用所学语法点，巩固知识点。

（3）进行语法练习，检查学生对语法点的掌握情况。

4.阅读教学（1）让学生阅读文章，了解文章大意。

（2）引导学生分析文章结构，提炼文章主旨。

（3）讨论文章中的关键信息，提高学生的阅读理解能力。

5.听力教学（1）播放听力材料，让学生完成相关练习。

（2）引导学生分析听力材料，提炼关键信息。

（3）讨论听力材料中的话题，提高学生的听力水平。

6.口语练习（1）根据本节课的内容，设计相关话题进行口语练习。

（2）让学生分组讨论，互相交流意见。

（3）邀请学生上台展示口语练习成果。

7.作业布置（1）布置与本节课内容相关的作业，巩固所学知识。

（2）提醒学生按时完成作业，养成自主学习的好习惯。

四、教学评价1.课堂表现：观察学生在课堂上的参与程度、发言次数、互动效果等。

2.作业完成情况：检查学生作业的完成质量，了解学生对课堂内容的掌握程度。

3.期末考试：通过期末考试，评估学生对本学期所学内容的掌握情况。

高二英语课堂教学设计案例优选稿

高二英语课他教学设计案例内部编号：(YUUT-TBBY-MMUT-URRUY-UOOY-DBUYI-0128) “课堂教学特高二英语课堂教学设计案例〔高二选修六Unit2 Poems 第一课时Warming up & Reading〕一、整体设计思路、指导依据说明英语教学是一种动态教学或活动教学,教学过程是交际活动过程.只有从组织教学活动入手,大量地进行语言实践,使英语课堂交际化,才能有效地培养学生运用英语进行交际的水平.新课标提出：“外国语是学习文化科学知识,获取世界各方面信息和进行国际交往的重要工具.〞和“……开展听、说、读、写的根本技能,提升初步运用英语进行交际的水平,……〞.结合本年段国家级子课题“高中英语阅读理解策略的形成性评价〞的实施和本班学生的实际,对教材进行了操作性较强的处理.二、教学背景分析〔一〕教学内容分析：本单元以Poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌创作的动机、有关诗歌的一些根本知识〔包括诗歌的种类、风格〕等.旨在通过本单元的学习,使学生在初步了解和掌握英文诗歌这一文学形式的根本常识的根底上,进行简单的诗歌创作.本课时是人教版高二英语选修六Unit 2的第一课时.在这一课时里,我将Warming up, Pre-reading和Reading局部整合成了一篇阅读课. 通过这一课时的学习,学生从回忆所学中文诗歌到说出自己最喜欢的中文诗歌并说明理由；然后通过快速阅读Reading局部了解几种形式简单的英语诗歌,从而激发他们诗歌创作的热情！〔二〕学生情况分析：本节课的教学对象是高二学生,他们很理解中文诗歌的种类、风格、特色, 对诗歌的学习充满了兴趣,想知道中英文诗歌是否一样？他们具有丰富的想象力和活泼的思维,具有一定的分析和解决问题的水平.虽说大局部学生的根底知识比拟薄弱,英语交际水平和思维水平不好,但他们都渴望得到老师和同学的理解和认可,有些学生根底较好,认知水平和表现水平较好,因此,要设计出符合他们认知范围和感兴趣的教案,因材施教,让全班学生都投入到教学中来.三、教学目标分析〔一〕知识目标理解并能熟练运用本文中的重点词汇和句型.lx重点词汇poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of, in particular, eventually, take it easy, run out of, contradictory.2、重点句型Some poems tell a story or . . . . Others ..They delight small children because ... •••.With so many different forms of poetry to choose from …〔二〕水平目标1、能够熟练的掌握本课内容,用所学句型,进行交流.让学生在特定的情境下运用所学的知识,培养学生实际运用英语的水平.2、要求学生找出文章的主题,列举文中介绍的五种诗歌形式,用自己的语言讲述文中几首诗歌的主题,找出两首节奏强的诗歌,击掌诵读,并圈出押韵词.3、体会自己喜欢的诗歌的内涵,并说明理由,模仿作英文诗.〔三〕情感目标1、让学生在课堂中轻松的学习,提升学生的观察力,欣赏水平以及学会利用多种手段培养学生的自主学习的水平.2、激发学生学习英语的兴趣,培养他们英语学习的积极态度,使他们建立学习英语的自信.四、教学重点、难点分析〔一〕教学重点：1.Master the important words, phrases and sentences patterns.2.Collect the reasons why the poets write poems.3.The similarities and differences between the Chinese and English poets and poems.〔二〕教学难点：1.Find out the characteristics of each kind of poems.2.Practice writing simple poems.五、教学过程设计Stepl Leading inEnjoy a piece of music.〔水调歌头〕设计意图：通过欣赏这首由诗歌改编成的歌曲,不仅活泼了课堂气氛,而且创设了良好的学习气氛,激发了学生的学习兴趣,在课的一开始就把学生的注意力全部吸引过来了,也很自然的导入到了下一个教学步骤.Step2： Warming upTaskl 1. By enjoying the music, ask students to talk about theirfavorite Chinese poems.“Do you like poems Which one is your favorite Why do youlike it best〞设计意图：运用问题式教学,通过对自己最喜欢的中文诗歌的回忆,引发学生对英文诗歌的向往.让学生提前进入诗的海洋.3.Show some English poems.设计意图：从几首简单的唐诗的译文到韵律比拟强的Little star,再到复杂的莎士比亚的十四行诗,让学生从易到难的了解英语诗歌.同时通过朗读这些英语诗歌,让学生清楚rhyme和rhythm在英语诗歌中的重要性,也为后面的阅读教学打下根底.Step3： Pre-readingTask2 Ask the students to skim the poems in the Reading and answer the questions. Then tick the box. (P9)Questions： How many kinds of poems does the text mention What are they设计意图：运用任务型教学法与合作学习方法让学生以小组的形式完成这一任务.并指导学生在阅读中的一些关于跳读的技巧.Step4： ReadingAsk the students to read the passage carefully and finish the tasks one by one.Task3 Nursery rhymes 童谣1.Play the video (PoemA)设计意图：通过视频的播放,教师能向学生很直观形象地展示diamond ring , brass , billy-goat etc.本单元的生词,并激发学生的学习兴趣.2.Ask and answer:Questions： (1) If that looking-glass gets broken, what' s papagoing to buy?22) If that billy-goat runs away, what' s papa going to buy?设计意图：童谣简洁明快,具有重复性,易记忆.所以通过听力练习,学生能很快答复出问题.3.Enjoy another nursery rhyme设计意图：播放另一首童谣,指导学生总结童谣的特点并打出节拍,了解诗歌的节奏.Task4 List poems 清单诗(PoemB&C)1.Ask the students to read Poem B and Poem C, and summarize thefeatures of list poems.设计意图：由于学生对清单诗比拟熟悉,所以在学习这两首诗时,重点应该是通过比照这两首诗让学生了解清单诗的特点.2.Let students read another list poem loudly. (To my parents, thank you!)设计意图：通过读这首诗,让学生进一步了解清单诗,可以说是上一步的延续.更重要的是,这首诗可以让学生体会到父母对我们的爱,让他们知道要感谢父母.在英语课中进行思想品德教育.Task5 Cinquain 五行诗(PoemD&E)1.Ask the students to read two poems together.2.Help the students find the topic of each poem and summarize thefeatures of Cinquain line by line.设计意图：五行诗很简单,读起来很有趣.学习这类诗歌主要是要让学生知道每一首诗的主题和这类诗歌的特点,每一行有几个词,词性是什么,说的内容是什么.所以在教授这类诗歌时,重点是鼓励并帮助学生通过读和观察来总结五行诗的特点,并为后面的诗歌写作打根底.Task6 Haiku 俳句诗(PoemF&G)1.Let the students listen to the tape and close their eyes enjoyingthem. Just imagine the beautiful scene and encourage them todescribe the scene.2.Summarize the feature: How many syllables are there in theHaiku?设计意图：俳句诗是流行于日本的一种诗歌,学生不大熟悉,因此,对这类诗歌,学生了解一下就行了.在教学过程中,我安排学生听录音想情景,不仅训练了学生的听力,还提升了学生的兴趣和审美水平.Task7 Tang poems 唐诗〔Poem H 〕Ask a girl to read the poem with emotions, and others just enjoy it. Then answer the questions: What feelings that you think thewoman in the poem has设计意图：学生对唐诗很熟悉,所以,对这类诗,我们可以通过欣赏来体会诗歌中人物的思想感情,从而加深对诗歌深层次的理解.学生通过对这五种诗歌的学习,应该对简单的英语诗歌有所了解,也对英语诗歌越来越感兴趣了.在整个Reading 的教学过程中,我们对不同的诗歌种类采用不同的教学方法,有的放矢的进行教学,不仅提升了学生的学习兴趣,也练习了学生听、说、读、写各方面的水平.Step5： DiscussionTask8Ask students to discuss in groups: Why do people write poems?设计意图：通过这样一个讨论,学生对诗歌的熟悉又上了一个新的台阶,进一步激发了他们的创作欲望,为下一步作铺垫.Step6： PracticeTask91. Encourage students to creat their Cinquain together.2. Share their poems.附：学生的作品：TeachersKnowledgeable, unselfishUnderstanding, caring, guidingTeasing, learning, progressingThe ones we respestForever 设计意图：这是这节课的一个升华,学生运用前面所学知识,进行发挥创作.让学生们觉得很有成就感.最后,我也通过一首教师的作品： Students Energetic, lovely Passion and creation MineCinquain结束了这节课, 不仅仅是一首诗,而且也是对学生在这节课上的表现的一种终结性的评价.Step7: HomeworkSurf the internet to appreciate more English poems.设计意图：这个家庭作业主要是让学生通过上网学习来扩大其知识面.六、教学反思成功之处：本节课遵循“任务型〞的教学原那么.我通过不同形式教学方法, 设置不同的任务,根本做到了把课堂让给学生,让学生在自主、合作、探究的气氛中愉快度过,既顺利完成教学任务,又促进其情感教育.首先,课堂的导入是十分重要的,好的导入能够紧紧抓住学生的心理和兴趣,使课堂教学更具趣味性和艺术性.所以,我用了一首由诗歌改编的歌曲“水调歌头〞作为导入,让学生有种身临其境的感觉,紧紧抓住学生的好奇心,顺利展开我们的话题.在导入局部还欣赏了儿首不同形式的诗歌,让学生在轻松的环境中热热身,很自然的就进入了本课的话题.其次,教学内容设计要符合本班学生的实际情况,难度适中,尽量满足不同类型和不同层次学生的要求.在任务的设置中应充分考虑学生是否能够完成.本堂课的所有任务难度适宜,大多数学生都能顺利完成.就拿Task9来说,在儿分钟的时间里要完成一首英文诗,看上去很难,但学生都完成的不错,由于他们兴趣高昂,兴趣是最好的导师,在此过程中,不同的任务设置激发了学生的学习兴趣和用英语表达的欲望.最后的课堂评价也是这节课的亮点.我只是用了一首Cinquai对学生学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的开展做出评价,到达鼓励学生学习,帮助学生有效调控自己的学习过程,使学生获得成就感,增强自信心,培养合作精神的目的.缺乏之处：1.由于学生的语言根底不扎实,在表达自己的看法和用英语进行讨论时,不时有学生夹杂着汉语,或有的学生不敢大胆说出自己的看法,欲言又止,导致气氛没有预想的热烈.所以在平时的教学中,我应该多呈现给学生更多的常用句型,让学生掌握常用句型.多多练习他们的口语,鼓励学生大胆开口.2.由于本堂课任务多,容量大,导致完成任务时间较紧,没有足够讨论时间,今后应注意教学步骤间的紧密衔接,更充分表达学生主体作用.3.要充分考虑到预设与生成的关系,特别是在预设阶段,要充分考虑到学生的实际,掌握学生的心理特点与认知过程,一步步地呈现给学生,由易到难, 由浅入深,这样在生成阶段学生才会更好地掌握知识,不会出现冷场的现象.〔注：该设计案例在2021年12月获湖北省教育学会第27次学术年会教学案例评选一等奖.〕Teaching Plan for ELIAS' STORYNSEFC SBIA unit 5 period 2 Reading〔东阳市顺风高中韦海宁〕—Type 〔课型〕：Reading 〔阅读课〕本文以Elias的口吻,讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史.同时还提到了他与Nelson Mandela的一段交往,从侧面向学生展示Nelson Mandela的高贵品质.教材设计的目的是在练习学生阅读技能的根底上,让他们熟悉到南非黑人争取自由和平等权利而付出的艰辛努力.文章的主题有利于培养学生坚强的意志,树立正确的人生观与世界观.二.教材分析1.教材处理在本单元的Wanning up局部,学生通过图表判断自己是哪种类型的人,了解了一个伟人应具备怎样的品质.为熟悉本课的内容作了铺垫.虽然学生对一些伟人已经有一点的背景知识,但是对Nelson Mandela有些陌生.本节课的目的是让学生通过阅读,从语言材料中获取相关信息,并通过对信息的加工和处理,提升他们的语言运用水平.课后,让学生阅读练习册的补充材料及写一篇Nelson Mandela的短文.提升学生的听、说、读、写水平.2.Teaching Aims 〔目标〕：①To learn the differences between an important person and a greatperson.〔水平〕②Do reading practice to improve students?reading abilities. 〔水平〕©Learn about some great people and qualities they have in common. 〔情感〕©Develop the students f moral quality.〔情感〕3.Teaching Key Points 〔教学重点〕:〔DLearn to give a right definition of a great man.②Learn to grasp the main idea of the text.4.Teaching Difficult Points〔教学难点〕:Learn how to tell the differences between an important person and agreat person.①How to grasp the main idea of a text.②Learn to write something about Nelson Mandela.5.Teaching method〔教学方法〕：Task-based teaching approach〔任务型教学〕6.Teaching Aids 〔教具准备〕: The multimedia and the recorder.三.教学设计1.总体思路笔者将本堂课的主要内容分为四大局部,Pre-reading〔阅读前活动〕,while - reading 〔阅读中活动〕,post-reading 〔阅读后活动〕以及discussion 〔讨论〕.其中阅读前活动通过看图说话,旨在让学生熟悉课文主题.阅读活动由略、跳读,细读,归纳大意环节组成,教师根据学生的认知和情感规律的特点,遵循循序渐进的教学原那么,活动和所设计的问题由浅入深,层层深入,着眼于提升学生的阅读水平,是学生理解课文的关键环节.读后活动的评价性问题和讨论旨在培养学生的综合语言运用水平,激发学生的发散性思维.同时引导学生向伟人的高贵品质学习,提升自身素养.2. Teaching Procedures 〔教学过程〕：Step 1. Revision 〔复习〕Teacher: Good Morning, everyone. Yesterday we talked about whatqualities should a great man have. Now work in pairs and try to give as many words as you can to describe a great persons qualities.Students give different answers： helpful, hard working, active, wise, kind, brave...设计说明：通过复习学生心目中伟人的素质标准,导入阅读前关于伟人和重要人物区别的讨论.Step 2. Pre-readingAsk the students to look at the pictures of 6 persons on the PowerPoint and ask students if they know anything about the men. Student 1：William Tyndale wrote the Bible in English so all could read it. He was put in prison and died for his ideas but his work was later used in the Bible.Student 2: Norman Bethune worked in China as a doctor and he saved many Chinese soldiers during the second World War.Student 3: Sun Yat-sen founded the first Republic in China. He stronglybelievedin the three principles: nationalism; people?s rights; people * s livelihood.Student 4: Gandhi gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.Student 5: Nelson Mandela spent 30 years in prison fighting for equality for black people in South Africa. He was the former president of the Republic of South Africa.Student 6: Neil Armstrong is the one who worked hard to be the first man on the moon in July 1969.Teacher： Now in pairs decide which of them are great men and which are just important men. Give your reasons for your decision.Result： The first five can be called great persons except the last one. Neil Armstrong is the one who worked hard to be the first man on the moon but did not sacrifice anything to do this so he should not be viewed as a great man.设计说明：通过组织学生讨论William Tyndale等六人的主要事迹引起学生对文章内容的思考,使学生能用英语阐述自己的意见,培养学生的观察水平和语言表达水平,为正文学习做好准备.Teacher： Now can you tell me what a great person isStudent： A great person is one who has followed his/her ideas and sacrificed something so that they could be realized. An important person may be well-known but if he/she has not gone through struggles anddifficulties for their noble cause, they cannot be called a great person.Step 3. While-readingTaskl. Ask students to skim the text and answer the following questions while the teacher plays the tape for students to listen to：①What' s the name of the writer?②When did he first meet Mandela?③When was Elias born?® When did Nelson Mandela open a black law firm?⑤ When did Elias go to school?⑥Did black people have vote at that time?O As a matte of fact, does Elias like violence?设计说明：这局部的阅读是浅层次的,问题设计由表及里,层层深入,帮助学生逐步加深对课文的理解.Task2. Ask students to scan the text and tell whether the following statements are true or false and why.① Elias met Nelson Mandela at school. (F )② Nelson Mandela was a black lawyer. (T)③Elias was unable to read or write because he was lazy. (F)④Nelson Mandela helped him keep his job. (T)・⑤ Elias was happy blowing up government buildings. (F)⑥ Nelson Mandela believed that black people were being treated aswell as white people in South Africa. (F).Nelson Mandela thought violence was a good way to help black people.(F)⑧ The government were happy with Nelson Mandela and the ANC. (F) 这局部问题设计属于中等层次的,学生对每个句子做出是非判断且说明理由,在区分过程中,学生加深对课文的理解.Task3. Ask students to read the text again and make a timeline ofElias' life until he met Nelson Mandela, using the reading to help you. Work out the year in which he was born and then fit in the other events in his life till he was fourteen.Note: Not all years will have information to be added.After 5 minutes, check the answer with the whole classIn 1940Elias was born.In 1946Elias began schoolIn 1948Elias left school.In 1952Elias was twelve years old and met Mandela .In 1963Elias helped Mandela blow up some government building设计说明：本文是一篇记叙文,指导学生学会利用时间顺序描述一个人一生的主要活动.此题属信息采集题,考查了学生阅读理解水平中的细节理解水平.. Teacher： to help you better understand the text, please read the text again and answer the following question.This passage is made up of five paragraphs and it can be divided into three parts. Can you match each part with its main idea?Parts Paragraphs Answers A. What I did to help Nelson Mandela1. Part Paragraphs(s and the blacks in South Africa1) B. What Nelson Mandela did and said to2. Part Paragraphs(s help me and the blacks2) C. What a miserable life I was living3. Part Paragraphs(s3)设计说明：归纳段落大意是对学生理解语篇结构水平的考察.笔者根据学生的实际水平,降低了难度,以选择题形式让学生找到课文每局部大意,便于学生理解和做笔记.Step 4. Post-reading① What disadvantages did Elias have in finding a job?②In Elias' eye, what kind of person was Mandela?③ What was Elias' feeling about his action Why设计说明：这局部问题是较高层次的,学生通过课文所提供的材料以及臼己对课文的理解,说出自己的看法.Step 5. Discussion① What shall we learn from the great people to improve ourselves?② Suppose you are Elias, you will be asked to talk about your lifestory and give some introductions on how Mandela influenced you in your attitude towards violence.设计说明：讨论环节,对于提升学生的口语水平起到了积极作用.如第2题,学生可根据课文的信息材料进行课文复述,有助于学生当堂进一步稳固课文.Step 6. Homework①Ask students to finish reading comprehension about u NelsonMandela ---- Biography 〔练习册 A P39〕②Ask students to write a story about Nelson Mandela.设计说明：通过阅读课外材料,让学生对Nelson Mandela进一步了解.作业里我设计了写作,由于阅读与写作密不可分,阅读是写作的根底,笔者尝试将写作与阅读结合起来,这样能更有效的利用教材,写作不仅强化了学生对课文的理解,还为学生创造了运用语言的时机.它也是阅读教学有效的延伸.Step 7. Blackboard design〔板书设计〕Unit 5 Nelson Mandela- a modern heroThe second period ---ELIAS' STORY一.Questions about the text二.T or F questionsIn 1940 In 1946 In 1948 In 1952 In 1963四・ Main idea of each paragraph Parts Paragraphs Answers A. What I did to helpNelson Mandela and the blacks in South Africa B. What Nelson Mandela did and said to help me and theblacksC. What a miserablelife I was living 1. Part 1 Paragraphs(s)2. Part 2Paragraphs(s) 3. Part 3 Paragraphs(s )。

最新【高二英语】新课标人教版高中英语必修二教案2B2U3(共18页)优秀名师资料

【高二英语】新课标人教版高中英语必修二教案2B2U3（共18页）Unit 3 ComputerPart One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for reading(WHO AM I?)AimsTo talk about computerTo read about computerProceduresI. Warming upWarming up by talking about computerLook at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?A computer is a machine which stores knowledge in its memory anddoes calculations on that knowledge. This knowledge is stored in symbols; it is called data. A computer usually has a monitor to show results. However, some computers can speak; these computers can be used for voice mail.计算机室A computer frequently requires a boot device. The boot devicecontains the computer?s operatingsystem and data. Computer programs can be installed onto a computer. Some people think that computers are less useful if they do not have access to the Internet. They think this because the Internet allows the computers to send and receive data and email across the world.曙光3000巨型计算机A computer is now almost always an electronic device. It usually contains materials which are toxic; these materials will become toxic waste when disposed of. When a new computer is purchased in some places, laws require that the cost of its waste management must also be paid for. This is called product stewardship.In some countries old computers are recycled (melted down) to getgold and other metals. This is dangerous, because this procedurereleases the toxic waste into the water and soil.Computers become obsolete quickly. Very often they are given away and new ones replace them within two or three years. This makes the problem worse. Computer recycling is thus common. Many projects try to send working computers to developing nations so they can be re-used and will not become waste as quickly.Computer jargon 计算机行话Computer jargon means words to do with computers and surrounding topics. Knowing what thesewords mean can help you know more about computers. Some people use these words to impress other people (Also known as buzzwords).Examples of jargon:Bit - The smallest data unit, can either be a “0.” or a “1.”.Byte - unit of data. See also Kilobyte, Megabyte, Gigabyte and NibbleCPU –Central Processing Unit, Another name for processorData - Information stored on a computerDisk - A place to store data.Email - Electronic mail.GHz - Gigahertz. Used often incorrectly to describe the speed of a processor. But with some 2.4GHz processors faster than 3.6 GHz ones, it is clear that it is just a salesman trick.Load - Get data from a diskNibble - Half a ByteSave - Put data on a diskRAM – random-access memory(随机存取存储器), the more the better.USB - Universal Serial Bus(通用串行总线，一种简化了插接多种附件的薄型插座)WWW - World Wide Web, part of the InternetII. Pre-reading1. Questioning and answering---What do you know about computer??Electronic machine capable of performing calculations and other manipulations of various types of data, under the control of a stored set of instructions. The machine itself is the hardware; theinstructions are the program or software. Depending upon size, computers are called mainframes, minicomputers, and microcomputers. Microcomputers include desk-top and portable personal computers.?A multi-function electronic device that can execute instructions to perform a task. ?A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output.?a programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.?Related to automation and electronic data processing. The Libraryof Congress commonly classes most computer-related books in HF5548,QA75-76, Z52, T385, and some TK ranges.?a machine for performing calculations automaticallycalculator: an expert at calculation (or at operating calculating machines) ?A computer is a device or machine for making calculations or controlling operations that are expressible in numerical or logical terms. Computers are constructed from components that perform simple well-defined functions. The complex interactions of these components endow computers with the ability to process information. If correctly configured (usually by, programming) a computer can be made to represent some aspect of a problem or part of a system. If a computer configured in this way is give2. Discussing and sharing---How have computers changed our lives?Someday soon, if you haven?t already, you?re likely to plug into the computer network nation growing in our midst. Computer terminals, or small computers connected via modem (a modulator/demodulator circuit for encoding/decoding computer chatter) to ordinary telephone lines, should be as ubiquitous as the telephone itself. They?re a much more useful and humane toolthan the phone, and with corporate America behind them the networks will beeverywhere----changing our lives more than any technology since the automobile. Joining a computer network is the same as joining a community. Small systems are like villages, where new members are formally welcomed. The larger networks, the Source and CompuServe, for example, are cities-anonymous, full of life and events, but difficult to fit into.III. Reading1. Listening and reading to the recording of the text WHO AM I?Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.2. Reading aloud and underlining expressionsNow we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.Collocations from WHO AM I?begin as…, a calculating machine, be built as…, followin structions from…, sound simple, at the time, a technological revolution, write a book, make…work, solveproblems, become huge, had artificial intelligence, go back to…,the size of…, go by, change size, become small and thin, get quick, stand there by one self, be connected by…, share information by…, talkto…, bring…into…, deal with…, communicate with…, serve the human race3. Reading, identifying and settlingAttention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.Chat (online)(在线)聊天To chat is to talk about ordinary things that are not very important. You can chat to one person or to many people. People also use this word now for parts of the Internet where we can talk with many different people at the same time. Usually, you chat on the internet in a chat room ormessaging service like AOL(American On-Line) Instant Messenger (AIM), Yahoo Messenger, orMSN Messenger.4. Reading and transferringScan the text for information to complete the table below,describing the development of computer.In 1642In 1822In 1936In 1960sIn 1970sIV. Closing down by doing comprehending exercisesTurn to page 18 and in pairs do the comprehending exercises No. 1 and 2.Period 2: A sample lesson plan for Learning about Language(The Present Perfect Passive Voice)AimsTo learn to useThe Present Perfect Passive VoiceTo discover useful words and expressionTo discover useful structuresProceduresI. Warming up by reading to the tapeTo begin with, turn to page 18, listening to and reading to the recording of the text WHO AM I? Attention goes to the pauses and intonation, as well as the pronunciation of the reader.II. Discovering useful words and expressions In pairs do the exercises 1, 2 and 3 on pages 19 and 20. You must finish them in 10 minutes.III. Learning about grammar1. Passive Voice—OverviewTense or Model Passive SentenceSimple Present The TOEFL exam is given every six months.Simple past The TOEFL exam was given last month.Simple Future The TOEFL exam this year will be given on October15.Present Continuous The TOEFL exam is being given every year.Present perfect The TOEFL exam has been given every year since 1950.Past perfect The TOEFL exam had been given before the Vietnam War occurred.Simple Modal The TOEFL exam should be given to every Foreign student.Past Modal The TOEFL exam should have been given to all to enter US colleges.2. The Present Perfect Passive VoiceThe structure of The Present Perfect Passive Voice is: have/ has ，been，~edIV. Reading aloud and discoveringNow go back to page 18 to read aloud and discover in the textexamples of The Present PerfectPassive Voice.As the years have gone by, I have been made smaller and smaller.Since then, my family and I have been used by billions of people to deal with information witheach other around the world by the Internet.V. Discovering useful structureWe shall do grammar exercises 1, 2 and 3 on page 20.VI. Closing down by doing a quizCorrect the mistakes in these passive voice sentences Example: The house was build in 1880. (correct = The house was built in 1880.)1. 3000 employees were laying off.2. A story will made up.3. An idea was putted forward for discussion.4. Has the book been give back to you yet?5. My bank loan will be payed off in five years time.6. Nothing can be hold against me.7. Our allies will be lend support.8. She has never heard of.9. She was being knocked down by a bus. 10. She was letted off witha fine.11. The candle was blow out by the draught. 12. The criminal were locked up.13. The flood water was be kept back by barriers. 14. The inconvenience will made up for by this money. 15. The keys must have been being left behind. 16. The old cinema is being pull down. 17. The protesters being held back by the police. 18. The road was blocking off.19. Thirty more people were laid off last week. 20. Your jacket can be hanged up over there. Period 3: A sample lesson plan for Using Language (ANDY— THE ANDROID)Aimsdiscuss about IT ToTo write a report about ITTo read about androids or robotsProceduresI. Warming up by talking about ITWhat is Information technology?Information technology (IT) or information and communication technology (ICT) is the technology required for information processing. In particular the use of electronic computers and computer software to convert, store, protect, process, transmit, and retrieve information from anywhere, anytime.II. Listening and writingTurn to page 21. Look at the pictures and listen to a conversation about different kinds of information technology or IT, discuss and write down in groups the advantages and disadvantages of each kind.III. Speaking and writingSuppose you and your partner are going to help choose computers for your school. Now talk about the special things each of the computer can do and write a report to your headmaster.IV. Reading, underlining and speakingIt is said that computers could be put into androids or robots. Read the text Andy—The Android,underlining all the expressions and think of the fun you could have!Expressions from Andy—The Androidpart of a football team, once a year, get together, play a football game, be as…as…, in fat, looklike…, on the football team, run fast, think like a human, shout to…, in computer language, have a good shot for a goal, get second place, win the first place, have a new kind of program, improve one?s intelligence, create a better system, play against a human team, in a way, program…with…, make up…, after all, with the help of…V. Writing a letterSuppose you are an android. What would say to a spoiled child who would not do his homework? Write a letter to the boy.AndroidAn android is an artificially created being that resembles a human being. Theword derives from Greek Andr- …man, human? and the suffix -eides used tomean …of the species,kind, alike? (from eidos …species?).The word droid, a robot in the Star Wars universe, is derived from this meaning. Some people maintain that, etymologically, the word android means resembling a malehuman and that a robot resembling a woman should logically be called a gynoid for sexist language to be avoided; however, this word is not commonly used.Unlike the terms robot (a mechanical being) and cyborg (a being that is partly organic and partlymechanical), the word android has been used in literature and other media to denote several different kinds of man-made, autonomous creations:a robot that closely resembles a humana cyborg that closely resembles a humanan artificially created, yet primarily organic, being that closely resembles a humanAlthough essentially human morphology is not the ideal form for working robots, the fascination in developing robots that can mimic it can be found historically in the assimilation of twoconcepts: simulacra (devices that exhibit likeness) and automata (devices that have independence).The term android was first used by the French author MathiasVilliers de l'Isle-Adam (1838-1889)in his work Tomorrow’s Eve, featuring a man-made human-like robot named Hadaly. As said bythe officer in the story, “In t his age of Realien advancement, who knows what goes on in the mind of those responsible for these mechanical dolls.”Part Two: Teaching Resources (第二部分:教学资源)Section 1: A text structure analysis of WHO AM I?I. Type of writing and summary of WHO AM I?This is a piece of narrative writing. Type of writingBeginning as just a calculating machine in 1642 in France, Main idea of the passagethe computer has been experiencing improvement again andover again over 300years or more, which has not only madeit more beautiful and intelligent but also changed man?s lifea great deal!stI began as a calculating machine in 1642 in France. Topic sentence of 1 paragraphndNo one could recognize me after I got my new transistors in Topic sentence of 2 paragraphthe 1960s.II. A chain of events showing the development of computera calculating machine in 1642 in France ? an Analytical Machine in 1822 ? a “universalmachine.” in 1936 ? the size of a large room ? made smaller and smaller ? getting newtransistors in 1960s? clever and quicker ? a network in the early 1960s ? talking tohumans using BASIC in the early 1960s ? brought into people?s homes in 1970s ? InternetIII. A retold version of the text WHO AM I?I, the computer, was a calculating machine in 1642 in France. Then I wasbuilt as an Analytical Machine in 1822, which was a technological revolution.I became a “universal machine” in 1936 to solve any mathematical problem.I was not very big at first then I became huge, the size of a large room beforeI was made smaller and smaller.Getting new transistors in 1960s I became clever and quicker. I was connected with other computers and turned out to part of a network in the early 1960s. Then I began talking to humansusing BASIC in the early 1960s. In 1970s I was brought into people?s homes, and came the Internet.Section 2: Background information computersI. How Do Computers Work?Computer BasicsTo accomplish a task using a computer, you need a combination of hardware, software, and input. Hardware consists of devices, like the computer itself, the monitor, keyboard, printer, mouse and speakers. Inside your computerthere are more bits of hardware,including the motherboard, whereyou would find the mainprocessing chips that make up thecentral processing unit (CPU).The hardware processes thecommands it receives from thesoftware, and performs tasks orcalculations.Software is the name given to the programs that you install on the computer to perform certaintypes of activities. There is operating system software, such as the AppleOS for a Macintosh, or Windows 95 or Windows 98 for a PC. There is alsoapplication software, like the games we play or the tools we use to compose letters or do math problems.You provide the input. When you type a command or click on an icon, you are telling the computer what to do. That is called input.How They Work TogetherFirst, you provide input when you turn on the computer. Then the system software tells the CPU to start up certain programs and to turn on some hardware devices so that they are ready for more input from you. This whole process is called booting up.The next step happens when you choose a program you want to use. You click on the icon or enter a command to start the program. Let?s use the example of an Internet browser. Once the programhas started, it is ready for your instructions. You either enter an address (called a URL, which stands for Uniform Resource Locator), or click on an address you?ve saved already. In either case, the computernow knows what you want it to do. The browser software then goes out to find that address, starting up other hardware devices, such as a modem, when it needs them. If it is able to find the correct address, the browser will then tell your computer to send the information from the web page over the phone wire or cable to your computer. Eventually, you see the web site you were looking for.If you decide you want to print the page, you click on the printer icon. Again, you have providedinput to tell the computer what to do. The browser softwaredetermines whether you have a printer attached to your computer, and whether it is turned on. It may remind you to turn on the printer,then send the information about the web page from your computer over the cable to the printer, where it is printed out.II. TelevisionOld portable televisionA television (also TV or telly) is a device (tool) with a screen that receives broadcast signals and turns them into pictures and sound. The word “television” comes from the words tele (Greek forfar away) and vision (seeing).Usually a TV looks like a box. Older TVs had large wooden frames and saton the floor like furniture. Newer TVs became smaller so they could fit onshelves, or even portable so you could take it with you wherever you went.The smallest TVs can fit in your hand. The largest TVs can take up a wholewall in your house, and may sit on the floor, or be just a largeflat screen that can be mounted on the wall. Many TVs are now made in wide screen shape like movie theatre screens, rather than old, more square TVs.A television has an antenna (or aerial), or it has a cable. This gets the signal from the air, or cable provider. TVs can also show movies from DVD players or VCRs. TVs can be connected to computers and game consoles, usually through a kind of socket called “SCART”.III. Web or World Wide WebThe World Wide Web is the part of the Internet that contains web sites and web pages. It is not used to describe WebPages that are usedoffline where net services are not available, or no computer network exists - such as Wikipedia on CD. In this case no real physical site exists other than the place where the computer is. Blog and Wiki capabilities will also not be available because these require a communication with other computers.IV. RadioRadio is a communications invention. Though originally used to communicatebetween two people, it is now used to listen to music, news, and people talking. Radio shows were the predecessor to TV programs.V. DVDDVD most commonly stands for “digital versatile disk”. It can play videothat is of a higher quality than a VHS tape.VI. Two kinds of DVDThey can also hold 4.7 GB of information as opposed to the 700 MB that a CD can hold. A plus of using a DVD for a video is the ability to have interactive menus and bonus features such as deleted scenes and commentaries.VII. EmailEmail (electronic mail) is a message, usually text, sent from one Internet user to another. Email is quicker than snail mail(mail) when sending over long distances and isusually free. To send or receive an email, a computer with a modem andtelephone line connected to the Internet, and an email program are required. Email addresses are generally formated like this:login@server.(com or fr or org or uk or other).Some companies let you send and receive email for free from a website. Gmail, Hotmail and Yahoo! do this.VIII. HumanHere are two humans.A man is on the left and a woman is on the right. A human or human being is a person, like you. A male human is a man, a female human is a woman. If you think about all humans in the wholeworld, they are called humanity. In the past, people have also used man and mankind to mean all humans.Humans are called Homo sapiens by scientists. Humans are an animal species that belongs to the group called primates. Monkeys are primates too, but the primates most like people are gorillas and chimpanzees. Most scientists think that chimpanzees and humans came from a commonancestor by what is called evolution. Other animals even more like humans than chimpanzees once lived too, but they are now extinct.Human rights are those things that everyone deserves and the waythey should be treated by other people.Section 3: Words and expressions from Unit 3 Computerscommonn. 1. an area of grassland with no fences which all people are freeto use or a piece of open land for recreational use in an urban area (常用于专有名词中): Every Saturday Jean went ridingon the village common. Harlow Common is very beautiful in winter.哈洛公园在冬天时风景很美。

高二英语教案英文版

高二英语教案英文版【篇一：高二英语课堂教学设计案例】高二英语课堂教学设计案例（高二选修六unit2 poems第一课时 warming up reading）潜江市文昌高级中学严开慧一、整体设计思路、指导依据说明英语教学是一种动态教学或活动教学，教学过程是交际活动过程。

只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。

新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。

”和“??发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，??”。

结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。

二、教学背景分析（一）教学内容分析：本单元以poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。

旨在通过本单元的学习,使学生在初步了解和掌握英文诗歌这一文学形式的基本常识的基础上,进行简单的诗歌创作。

本课时是人教版高二英语选修六unit 2的第一课时。

在这一课时里，我将warming up, pre-reading和reading部分整合成了一篇阅读课。

通过这一课时的学习，学生从回顾所学中文诗歌到说出自己最喜欢的中文诗歌并阐明理由；然后通过快速阅读reading部分了解几种形式简单的英语诗歌，从而激发他们诗歌创作的热情！（二）学生情况分析：本节课的教学对象是高二学生，他们很理解中文诗歌的种类、风格、特色，对诗歌的学习充满了兴趣，想知道中英文诗歌是否一样？他们具有丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力。

虽说大部分学生的基础知识比较薄弱，英语交际能力和思维能力不好，但他们都渴望得到老师和同学的理解和认可，有些学生基础较好，认知能力和表现能力较好，因此，要设计出符合他们认知范围和感兴趣的教案，因材施教，让全班学生都投入到教学中来。

高二英语教学设计案例

高二英语教学设计案例一、教学内容介绍该课是根据高二英语新教材第六模块第三单元A healthy life阅读课文设计的一节阅读课，本节课主要由两部分组成，warming up部分让学生通过小组合作交流讨论的方式，结合该部分所附的图片，讨论现在困扰年轻人健康的几个社会热点问题，如抽烟、吸毒、艾滋病、学习与工作压力等影响健康的棘手的问题，目的在于使学生远离有损身体健康的活动，并养成良好的生活习惯。

Reading部分是爷爷写给孙子的一封信，爷爷健康长寿的原因就在于他健康的生活方式，以前的抽烟者爷爷通过自己的戒除烟瘾亲自经历向孙子说明上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。

让学生在阅读中感受到健康生活方式的重要性，并且提升学生综合语言使用的水平，通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。

二、设计理念（一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和使用英语的水平。

要达到这些任务，首先，教师应尽快从旧的阅读课文的教学方法的框框中解放出来，转变思想，更新观点。

改变过去课文教学割裂开来教，重视知识点讲解，不把课文作为整体理解的方法。

其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。

新时期英语教学要提倡“乐”的观点，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。

再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观点是用好新教材的保证。

教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际功能为主线来培养学生初步使用英语交际的水平；尽快解决教材新与方法旧的矛盾，变“不适合”为“适合”，掌握教学的主动权。

（二）使用交际手段，培养学生的水平。

绝绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。

在本节课的warming up部分，我针对本部分和实际生活紧密结合的特点，采取让学生小组交流讨论的方法。

关于高二年级英语课堂教学设计

关于高二年级英语课堂教学设计教学目标：通过本节课的教学，学生能够掌握以下内容：1. 掌握新词汇和短语的听、说、读、写能力；2. 熟练运用一般过去时、动词的-ing形式和过去进行时来进行交际；3. 提高学生的听力、口语、阅读和写作能力；4. 培养学生的合作意识和灵活运用语言的能力。

教学重点：新词汇和短语的运用；动词时态的运用；听、说、读、写能力的培养。

教学难点：动词时态的运用；提高学生的听力、口语、阅读和写作能力。

教学准备：多媒体设备；课件；学生教材和练习册。

教学过程：Step 1：引入新课1. 向学生介绍本节课的主题，并通过图片、视频等多媒体展示来引起学生的兴趣；2. 利用问题引导学生思考和讨论相关话题，并激发学生的学习动机。

Step 2：新知输入1. 呈现新词汇和短语，并通过图片、例句等方式进行词汇教学；2. 引导学生进行口语操练，确保学生能正确并流利地使用新词汇和短语；3. 介绍动词时态的用法和规则，并通过例句让学生理解和掌握动词时态的运用。

Step 3：练习巩固1. 分组让学生进行口语练习，鼓励学生使用所学词汇和短语进行对话；2. 给学生分发练习册，要求学生根据提示完成练习题，提高学生的阅读和写作能力；3. 设计听力任务，让学生在听力材料中找出关键信息，并回答问题，提高学生的听力和理解能力。

Step 4：拓展延伸1. 利用互动游戏、角色扮演等形式，让学生在情境中运用所学知识，并开展互动交流；2. 给学生布置任务，要求学生在家完成相关作业或自主学习，巩固所学知识。

Step 5：总结反馈1. 给学生总结本节课所学内容，回答学生提出的问题；2. 对学生表现进行肯定和激励，鼓励学生在学习上保持积极性和努力性；3. 预告下节课的教学内容，并鼓励学生提前预习。