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  • 高二英语教案英文版

    时间:2016-08-09来源:海达范文网

    相关热词搜索:英文版 高二 英语教案 高中英语教案英文版 英语课堂反思英文版 高二英语4第三单元教案

    篇一:人教版高二英语教案

    人教版高二英语教案;Unit 4 A Garden of Poems(详案) 教材分析

    本单元中心话题是―诗歌与文化‖。单元各部分围绕着这一中心,着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异,学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习,使学生了解英语诗歌中包含的绚丽多彩的西方文化,并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。

    ―热身‖(Warming up) 部分由English Poetry的一个分支——学生较熟悉的―Songs‖引入,继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动,鼓励学生大胆将诗歌加上感情和动作表演出来,这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。

    ―听力‖(Listening)部分的内容分两部分内容:WB与SB。SB内容可以由―热身‖(Warming up)活动结束后自然过渡导入, SB部分是一则对话:一位男生到图书馆借有关POEM的书籍,不知如何选择,于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识,如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书),然后又建议其分门别类的阅读诗歌,并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念:诗歌是按一定的特点和格式分类(type)的,阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过―听力‖(Listening)部分的学习,学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化,为本单元后面部分的学习打下基础。

    ―读前‖(Pre-reading)部分由一小部分有关诗歌创作的影片引入,直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人,如李白,杜甫,并一起朗读李白的一篇名作,利用好母语,为承接到英语诗歌作好铺垫。

    ―阅读‖(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期,重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮,提及了几个著名诗人及代表作,风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊,起到了画龙点睛的作用:我们学诗,读诗就是要自己去思考,去欣赏,这样才能开拓我们的视野,形成自己的审美观。在授课过程中,要特别注意智育(课堂教学与语言知识的习得),德育(引导学生形成正确的审美观乃至人生观)和美育(去发现并欣赏和种文化中蕴含的美)的结合渗透。

    ―读后‖(Post-reading)部分设计了两种练习。第一部分是针对文章的理解,检测学生对文章理解的程度。第二部分是学生去理解―诗歌及文化是连接一门语言与另一门语言,一种文化与另一种文化的桥梁‖这句话,发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。

    口语‖(Speaking)部分放在―阅读‖(reading)部分之后,因为这一单元的学习一定要注重知识的承接,学了―阅读‖(reading)后能更好的熟悉英语诗歌和诗人,流派,能―有话可说‖,有助于表达自己对一种文化形式的看法和见解。本部分将通过―BRAINSTORM‖回忆课文中学过的诗人。关于SB中的Speaking,在小组活动中,组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING,讨论的是―现在诗歌是否依然流行还是已死亡‖这个话题,可以将学生分成两组,设立裁判,让他们自由发言给出意见,最后由老师进行总结这种形式。通过―口语‖(Speaking)部分,学生会在一定程度上将书本上的知识转化成自己的观点表达出来,既增加了他们对英语诗歌的理解又很好的锻炼了口语。

    语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前,通过一个简单视频(儿歌)说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是―过去分词作状语‖的用法。在此要特别注意由于本单元是分词(包括现在分词和过去分词)用法的最后一个章节,需要对分词作一个总结和清理,因此需要将现在分词和过去分词用法共同点(如逻辑主语一致)及不同点(如现在分词常表主动,过去分词表被动)作一个罗列。当然简单罗列并不行,需要把最容易混淆的东西再过滤一遍,解释清楚。

    学习技能(Integrating Skills)部分包括听、读、说、写三部份,有着一个很明显的结合,过渡,继承过程,相互渗透,讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入,让学生朗读并谈感受。再转入课文,阅读简单的课文后有一个Assessment步骤,通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗―Dust of snow‖赏析,引导学生理解诗歌中的意境(IMAGE)并对诗歌中诗人情绪变化―changes of mood‖作一个分解。至此,本单元对于学生能力的培养已到了一个更高的层次。在教学过程中,适当要求学生作朗读和背诵,加强互动,引导学生诵读诗歌时投入感情,注意语音语调的变化。在本课时最后一个环节中,让学生根椐一首现代诗写出其主题与意境(可参考使用英文名曲―Right here waiting‖。

    学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议,清楚明了,可以作为学生平时阅读的一个很实用有效的指导。

    复习要点(Checkpoint)简要总结了本单元的语法重点——―过去分词作状语‖的用法。最后一个问题引导学生对本单元所学的词汇作一次小结,以增强学生自主探索的学习能力。 课时安排

    Teaching Plan for Unit 4 A garden of poems

    1.Warming up&Listening

    (1)Warming up

    (2)Listening in SB

    (3)Listening in WB

    2.Post-reading

    (1)Pre-reading

    (2)Reading

    3.Post-reading

    (1)Reading

    (2)Post-reading

    (3)Extended reading

    4.Speaking

    (1)Warming up

    (2)Speaking

    (3)Talking in Work Book

    5.Language Study

    (1)Word Study

    (2)Grammar

    6.Integrating skills

    (1)Reading

    (2)Writing

    (3)Checkpoint

    教材重点和难点

    1.重点单词

    poem n.诗;韵文;诗体文

    intention n.意图;目的;打算

    recite vt.背诵;朗诵

    pattern n.型;模式;方式

    dialogue n.对话;(文学,戏剧,电影中的)对白

    sort vt.将事物分类;整理 n.种类;类型

    sadness n.悲哀;难过

    grammar n.语法;语法学

    glory n.光荣;荣誉;荣耀的事;壮丽

    absence n.不在;缺席;缺乏

    district n.地区;区域

    atmosphere n.气氛;情绪;大气;大气层

    introduction n.序言;介绍;引进

    translate vt.翻译;用简单易懂的语言表达

    translation n.翻译;译文

    extraordinary adj.特别的;不平常的;惊人的

    idiom n.习语;成语;语言习惯用法

    apart adv.相隔;相距;除去;单独地

    recommend vt.推荐;介绍;建议

    contribute vi.作出贡献;捐献;投(稿) vt.贡献;提供;捐献;投稿

    2.重点词组

    put…together 把……结合成一整体;装配

    play with 玩;玩耍;游戏

    call up 召唤;使人想起;调动(力量,人员等);(给……)打电话

    stand out 突出;显眼;远远超过某人(物)

    light up 照亮;使放光彩;点上(烟等)吸起来

    come into being 出现;形成;产生

    send for 使某人来到;要求将某物取来或送到

    contribute to… 为……作贡献(或捐献);有助于……;向……投稿

    3.词汇拓展

    poem (n.) → poetry (n.) → poet (n.)

    absence (n.) →absent(adj.)

    translate (vt.) →translation(n.)

    contribute (vt.) → contribution(n.)

    4.句型结构

    1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.

    2. His sonnets, however, belong to the best English poetry.

    3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.

    4. Greatly loved in China are the English Romantic poets.

    5. They can help us to understand each other better, or as Mu Dan wrote:…

    6. Quietly, we embrace in a world lit up by words.

    7. If I see you next to never, how can I say forever?

    5、重点语法

    本单元重点语法是―过去分词作状语‖的用法。过去分词一般表示完成的和被动的动作,在句子中可以用作定语、表语、宾语补足语和状语,但不能单独构成谓语。本单元是过去分词分法的最后一章节,有必要将之前所学的内容(包括现在分词和过去分词用法)作归纳与总结,扫除最易混淆的几个盲点。

    6、教学难点

    (1) 如何循序渐进地引导学生去了解英语诗歌,懂得去欣赏发现诗歌中的美,在一定程度上学会去分析英语诗歌的韵律,意境及情境,最终明白―诗歌及文化是连接一门语言与另一门语言,一种文化与另一种文化的桥梁‖这句话包含的道理。

    (2) 分词用法的总结与难点解析。

    (3) 帮助学生形成一定的审美观,学会用自己的角度去思考和发现西方文化的美感和人文色彩。

    Unit 4 A Garden of Poems

    The First Period Warming-up & Listening

    Teaching Aims:

    1.Talk about rhymes, songs, limericks and poems to raise the students‘ interest in poetry.

    2.Improveing the students‘ listening ability.

    3.Introduce some poems to the students.

    Teaching Difficult points:

    1.To teach the students how to grasp the detailed information to finish the listening task.

    2.How to make every students active in this lesson.

    Teaching Aids:

    1.a computer

    2.a projector

    Teaching Procedures:

    (Play the song ―Ten little Indian boys‖)

    Step I Greetings and Lead in.

    T: Good morning, everyone!

    Ss: Good morning, Mrs/Mr …!

    T: Sit down please. Just now we‘ve enjoyed a song. Do you like it?

    Ss: Yes./(No)

    T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let‘s enjoy them now.

    Step II Warming up.

    1) Listen and read the rhyme

    Good, better, best!

    Never have it rest!

    Till good is better!

    And better, best!

    2) Listen and read the limerick.

    People laugh and people cry.

    Some give up, some always try.

    Some say hi while some say bye.

    Others may forget you but never I.

    Ok. Now please open your books and turn to page 25. Let‘s enjoy two more limericks.

    3)Read the limericks and ask ―What is the pattern of each poem?

    Step III. Pre-listening

    T:Mmm, it seems poems are really interesting. I‘d like to know more about poetry. But where can I find a certain poem? Are poems put together in collections of poetry? Maybe these questions can help us.

    Who wrote them?

    What are they about?

    When were they written?

    Step IV. While listening

    In collections of poetry, poems are put together because they belong to the same group. They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.

    1.Listen to the tape and list the name of the books on poems by different writers. (Suggested answers: A Garden of Poems‖

    ―1001 Songs or Poems in English‖

    2.Listen to the tape and list the the information of poems by a certain topic

    Suggested answers: The topic can be human feeings (humour & love…)

    ―Poetry about Nature‖ (flowers, trees, plants & the old countryside)

    ―The Earth is Painted Green‖

    3.Poems by a certain period time

    Suggested answers: ―English Poem of the Early 17th Century‖

    ―Poetry Between the World Wars‖

    4.OK, Since we learned some about poems. Now let‘s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.

    Suggested answer: poem, collection, the World Wars , The countryside and nature

    5.Listen to the tape again and answer the following questions.

    1).What is the dialogue about?

    2)What kind of book is A Garden of Poems?

    3)Which period is meant when we say ―between the World Wars‖?

    4)How should you read a book such as 1001 Songs and Poems in English?

    5)Which topic for poetry does the student like?

    Step V. Post-listening

    1.T: OK. What topic for poetry do you like?

    S: …….

    T:Sometimes English poems can be read in a really interesting way. Now I‘d like you to enjoy one of them.

    (A rhyme

    篇二:高二英语教学案

    高二英语教学案

    Module 6 Unit 3 Grammar(课时4)

    The Subjunctive Mood 虚拟语气(1)

    主备人: 陈佳 二次备课及授课人:

    【Teaching Aims 】

    1. Enable the students to use ueal conditionals of the present, past or future time.

    2. Improve students’ reading and thinking abilities and the ability of using ueal

    conditionals

    【key and difficult points】

    Learn when and how to use ueal conditionals correctly.

    【Teaching procedures】

    Step One: 语气简述

    1. 谓语动词的语气是用来表示说话人对所讲内容的态度、看法以及心情等

    2. 英文句子中谓语动词的语气有三种:

    1)直陈语气:用于直截了当地陈述事实、描述状态:

    He has published quite a number of essays this year .他今年已发表了好几篇论

    文。

    2)祈使语气:用于提出请求、命令、建议或是劝告等:

    Wait outside until you are asked. 请在外面等候,请你进再进去。

    3)虚拟语气

    ①表示主观愿望和假设的虚拟情况。

    If I had more money, I would buy a bigger apartment.

    我要是有再多一点钱,我就买一套更大一些房子。

    ②说话的语气客气、缓和、委婉

    I wish you were more careful .但愿你更细心一些。

    Step Two: 本单元虚拟语气的掌握目标:

    1. 区分真实条件句与非真实条件句。

    2. If 引导的虚拟条件句三种情况。

    3. If 引导的虚拟语气的倒装。

    4. 其他一些基本用法

    Step Three:

    1. 真实条件句与非真实条件句:

    (1) If you stay in the sun too long, you will get sunburned! ()

    (2) If you study hard and practice a lot, your English will improve. ()

    (3) If I got married in Italy, I would have to give a present. ( )

    (4) If you drink too much whiskey, you will get sick. ()

    (5) If I were you, I would ask my parents for help. ()

    Look at a sentence:

    ? You will get sunburned if you stay in the sun too long!

    _____________________________________________________________________

    2. If 引导的虚拟条件句三种情况:

    ①与现在事实相违背

    If I were you, I would put her suggestion into account.(事实是:我并不是你)我要

    是你,我会考虑她的建议的。

    句型:If… were/did … , …would do …

    Practice:

    1. 假如我有更多的时间,我就会学习汉语。

    If I ______________,I _________________________.

    2. 要不是她这么忙,她就会出席今天下午的会议了。

    If she _____________ so busy, she __________________the meeting this afternoon.

    注意点:

    1. 主句中would可以用其他情态动词来换。(would → intention; plan;could

    → ability; possibility; might → probability)

    2. be动词在表示与现在事实相反的从句中一般用were。在非正式情况下,第一、

    第三人称后偶尔也用was

    如:If he were/ was you,he would go at once.

    ②与过去事实相违背

    If he had taken my advice, he might not have made such a bad mistake.

    (事实是:他没有听我的建议)要是他听进了我的劝告就不会犯这么严重的错误

    了。

    句型: If … had been/done…, …would/could/might have done…

    Practice:

    1) 如果他抓紧时间,他本来能赶上那趟火车。

    If he_______________(hurry), he _____________________ the train.(catch)

    2) 如果你昨天告诉他,他也许会提些建议了。

    If you __________________, he _________________________. (make suggestions)

    注意点:

    1. 与过去事实相反的if从句中,还可以用could have done来代替had done,主

    句不变。

    ③与未来事实相违背

    If I should have a chance to try it, I would do it in another way.

    (假设的情况不大可能发生)要是我有机会试一试,我会用另一种方法做的。

    Even if they were to fail, they wouldn't lose courage.

    (说话人不希望假设的情况发生)即使他们万一失败,他们也不会泄气。

    句型: If … were/did/should/were to …,… would/should/might do …

    Practice:

    1) 假如我要出国,我就会去中国。

    If I ___________________, I _____________________ China.

    2) 万一明天下雨,我们的运动会就推迟。

    If it _______________ tomorrow, our sports meeting _______________________.

    注意点:

    在表示与将来事实相反的条件句中,只能用should,而不能用would,could和

    might等

    如:If it should rain tomorrow,we would not go camping.

    (should rain也可以用rained,were to rain代替)

    总结:

    3. 条件句中虚拟语气的倒装:

    当条件状语从句的谓语部分含有had、should、或were时,就将这样的词had、

    should、或were搬到句首把句子写成倒装句而将连词if省略。例如:

    ①If you were the manager here, what would you do?

    =_______________________________, what would you do? 你若是这里的经理,

    你会怎么办?

    ②If he should act like that again, he would be fired immediately.

    =____________________________________, he would be fired immediately. 要是

    他再那样做,他会被立即解雇的。

    ③If we had time to spare, we would be glad to go to the

    park=______________________________, we would be glad to go to the park.如果

    能抽出时间,我们很乐意逛公园。

    ④If it were not for the discovery of electricity, the modern world would experience

    great inconvenience=________________________________________,the modern

    world would experience great inconvenience.假如没有发现电,现代世界将很不方

    便。

    注意:

    如果省略的条件句中的谓语动词是否定形式时,不能用动词的缩略形式.

    我们可以说: Were it not for ......., ......... 但不说: Weren’t it for …

    Practice:

    ____ she ____ yesterday, she would meet the famous singer today.

    A. Hadn’t; left B. Had; not left

    C. If; didn’t leave D. Didn’t; leave

    More exercise:

    1. _____the exam, he would have attend a college.

    A. If he passed B. Had he passed

    C. Were he passed D. If he should pass

    2. _____five minutes earlier, you could have seen them off.

    A. If you should arrive B. If you arrive

    C. Had you arrived D. Should you arrive

    3. _____it rain tomorrow, we should have to put off the visit to the Science Museum.

    A. Were B. shouldC. wouldD. will

    4. 虚拟语气其他用法:含蓄条件句

    有时为了表达的需要,在虚拟语气中并不总是出现if引导的条件句,而通过

    其他手段来替代条件句.

    1)用介词短语替代条件句, 常用介词有with, without, but for等.

    ①We couldn't have succeeded without your help (=__________________(转 载于:wWw.SmHaIDA.cOM 海达 范文 网:高二英语教案英文版)________).

    ②But for the rain(=____________________),we would have finished the work.

    ③Without air, there would be no life on the earth. 要是没有空气,地球上就不会有

    生命了。(=__________________________), there would be no life....

    ④But for your help, the little boy would have been drowned.

    (=__________________________), the little boy would ......

    要是没有你们的帮助,那个小男孩早就淹死了。

    ⑤We could have done the work better in that case.

    要是那样的话,我们本可以把工作干得更好一些的。

    2)用一个副词或连词but / otherwise / or等表示虚拟条件和真实情况交织在一

    句中如:

    ①He telephoned to inform me of your birthday,or

    (=If ____________________________________) I would have known nothing

    about it.

    ②There might have been a terrible accident, but he braked the car before it was too

    late. (= if______________________________________________.)

    ③He would have come to see you earlier but he just came back from his business

    trip .(本句中的上下文是:but he just came back from his business trip,表示:要

    是他在家没出差的话)他本来早就来看你了,可他却出差刚刚回来。

    ④But that you helped me, I would have failed in the experiment.

    (本句中的上下文是:But that you helped me,表示:要不是有你帮助我)要没

    有你帮助我,我的试验本做不成功的。

    3) If it were (had been) not for … 要不是

    e.g.: If it were not for peace, we could not be living a happy life today.

    If it had not been for your advice, I would not have accepted the job.

    Fill in the blanks with the verbs given in the brackets in their proper forms.

    1.You didn’t let me drive. If we (drive) in turn, you(not get) so tired.

    2._______it ________(not be) for your help, I couldn’t have made any progress.

    3.—Has Mr. Smith recovered now?

    —Yes. Who (think) that such a serious

    illness could be cured?

    4._______it __________(rain) tomorrow, the match would be called off.

    5.Most of the students felt rather disappointed at the English party. They said that it

    ___________________ (organize) better.

    6.Jean doesn’t want to work right away because she thinks that if

    ____________________ (get) a job, she probably wouldn’t be able to see her friends

    very often.

    7. Much labour would have been saved if electronic computer _____________

    篇三:高二英语教案

    纪密密

    Teaching Content:

    Mastery words and expressions: distinguished, strategy, specific, workforce, specialize in, a wealth of, lead to Oral words and expressions: introduce, address, represent, beyond

    Teaching Aims:

    1. Learn about the oral presentation in English

    2. Know the differences between Chinese and foreign oral presentation Teaching Important Points:

    1. How to make oral presentation.

    2. Some words and expressions: specialize in, a wealth of, lead to,It is an honor for sb to do sth

    Teaching Difficult Points:

    How to use some important expressions correctly Teaching Preparation: pictures

    Teaching Aids: audiotape, flashcards, pictures

    Type of lesson: new lesson

    Teaching Procedure:

    Step1. Come to “THINK AOBUT IT”.

    Let the students talk about the questions in groups.

    1.Have you ever made an oral presentation in English? Is it hard? Why?

    2.What is the most difficulty during making an oral

    presentation?

    After a while, let the students in each group present their ideas to the class in front of the class

    Step2.Reading task:

    1. Read the text and underline the new words in this lesson.

    Present the meanings of the words with the help of the media computer. We can use our body language if necessary.

    3. Tell the main idea of this lesson

    Step4. Give explaination

    1.sepcialize in...专注于...以...闻名

    Ex:The shop specialized in chocolate

    2.introduce…to… 把…介绍给…

    Ex: I must introduce him to you

    3.It is an honor for sb to do sth 做某事时一种荣幸

    3.give a brief/full account of… 对…作简单/详尽的介绍

    4. lead to 导致

    Ex:The accident led to many deaths.

    5.a wealth of...大量;丰富

    Ex:He bought a book with a wealth of pictures.

    Step5. Activities

    Divide the class into several groups. Then let them make a short oral presentation. Then compare the translations of the groups. Let’s see which is the best.

    Step6. Practice

    1. If you live in the US,you have to learn to __ us measurement system into

    the metric system.

    2. The police asked the lady to give __ the accident she had just seen. 3. After carrying out the new development __ ,the country economy

    improved dramatically.

    Step7. Homework

    1.Finish off the activity book.

    2.Get more information about the English oral presentation after class.

    Summary:

    The students more little of the English, so that the teacher provides them more information about the English oral presentation is very necessary. We can use the Internet to help us. The teacher should stimulate the students’

    interests about the English oral presentation. The students can have more time to search more information on the Internet after class.

    Step8.The Design On The Blackboard

    ReadingA

    1.sepcialize in... 4.give a brief/full accoun...

    2.introduce…to… 5.lead to …

    3.It is an honor to do sth… 6.reduce…by…

    Step9.Feeling after class

    本节课主要是精读性的课文,有较多的新词组和一些专业性的口语表达,需要作详细的讲解和耐心的翻译,我主要采用分组讨论和比较学习的方法来王城教学任务的,感觉效果很好!