2023高二英語(yǔ)教案模板
英語(yǔ)教案怎么寫?寫教學(xué)過(guò)程(Teaching Procedure)，因?yàn)?/span>教學(xué)過(guò)程是教案的主要部分。今天小編在這給大家整理了高二英語(yǔ)教案大全，接下來(lái)隨著小編一起來(lái)看看吧!
高二英語(yǔ)教案(一)
《Poetry》教學(xué)設(shè)計(jì)
教材分析
本課是第18單元第3 課，經(jīng)過(guò)前面兩課的學(xué)習(xí)，學(xué)生對(duì)美與審美的話題已經(jīng)有一定的認(rèn)識(shí)。本課課文由兩首英文詩(shī)組成，而學(xué)生在日常生活中很少接觸英文詩(shī)歌，加上詩(shī)歌欣賞需要運(yùn)用想象力，本身是很復(fù)雜的審美活動(dòng)，所以要欣賞英文詩(shī)歌之美難度較大。本課的重點(diǎn)是首先在閱讀中獲取主要信息：兩首詩(shī)的大意、各自所使用的語(yǔ)氣和表達(dá)的基本情感;然后，通過(guò)在詩(shī)句中尋找意象來(lái)進(jìn)一步理解所表達(dá)的情感，并欣賞從鮮明的意象和和諧的韻腳中傳遞出的詩(shī)歌獨(dú)有之美感。
本課計(jì)劃分兩課時(shí)進(jìn)行，第一課時(shí)通過(guò)捕捉動(dòng)作、場(chǎng)景的細(xì)節(jié)描寫和理順詩(shī)句中字詞順序等閱讀策略來(lái)獲取兩首詩(shī)的主要信息，并能夠表達(dá)這些信息;學(xué)習(xí)重點(diǎn)詞匯的意義和用法。第二課時(shí)簡(jiǎn)單了解何為意象, 體驗(yàn)意象是怎樣構(gòu)成，找出詩(shī)句中的意象，進(jìn)而體會(huì)兩位詩(shī)人借助不同的意象所傳達(dá)出的不同情感;然后用自己的語(yǔ)言說(shuō)出兩首詩(shī)的異同之處;嘗試自己運(yùn)用意象來(lái)描述日常生活。
教學(xué)內(nèi)容
話題：某個(gè)特殊的夜晚：思鄉(xiāng)之夜、圣誕前夜
課型：閱讀課
詞匯：重點(diǎn)詞匯 ：bend, bound, bow, Christian, endless, freezing, oval, poetry，precious,
romantic, scenic, settle，stout, vague, vivid
相關(guān)詞匯_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil
第一課時(shí)
First Period
教學(xué)目標(biāo)
在本課結(jié)束時(shí),學(xué)生能夠：
1識(shí)別與認(rèn)讀重要詞匯
2通過(guò)捕捉動(dòng)作描寫和理順詩(shī)句中字詞順序來(lái)獲取兩首詩(shī)的大意、語(yǔ)氣和基本情感;
3在對(duì)提取的信息進(jìn)行組織和內(nèi)化后，用自己的語(yǔ)言表達(dá)這些信息;
4在情感上與詩(shī)人產(chǎn)生一定的共鳴。
教學(xué)過(guò)程
教學(xué)活動(dòng)Activities設(shè)計(jì)意圖Intentions互動(dòng)模式&時(shí)間IP & timeLead-in：5 minStep 1T asks ss what famous Chinese poets they know and who is their favourite;[slide 2]T presents the 3 words "poetry", "poem", and "poet";
激活學(xué)生的背景知識(shí),引出本課話題。CW2'Step 2Ss read out the key words in Ex.2;
T explains the words "vivid", "precious" and "scenic", associating "scenic" with "scene" and "scenery";[slide 3]Ss look at the two pictures of Santa and the moon on the book and in pairs discuss which of the key words they will use to describe the pictures.
利用描述圖片為下面的詩(shī)歌閱讀活動(dòng)熱身，同時(shí)復(fù)習(xí)學(xué)過(guò)的詞匯、熟悉新詞匯。IW，PW3'
Pre-reading：8 minStep 3T presents two groups of pictures for each poem and elicits from ss the following words.
For Li Bai picture: tranquil, hoarfrost, bend, homesickness;
For Santa picture：chimney, sleigh, hoof, stout, oval eyes, like a bow.
[slide 4-5]
After all the words have been elicited, T helps Ss learn the pronunciations of the expressions, if necessary.[slide 6]T goes over the pictures again and asks ss to say the words from their memory.
[學(xué)案Ex.Ⅰ]
在圖片語(yǔ)境中呈現(xiàn)單詞，幫助學(xué)生理解、記憶詞義;
再次呈現(xiàn)新單詞，幫助學(xué)生有效利用課上時(shí)間記憶單詞CW，8'
While-reading: 25minStep 4First reading:
Ss read the two poems and answer questions about the two poem's general feelings;
T presents reading strategy 1;[slide 7][學(xué)案Ex.Ⅱ(1)]
高二英語(yǔ)教案(二)
Ss complete table 1 in groups by listing the words or phrases related to the weather and the time of day or year;[slide 8][學(xué)案Ex.Ⅱ(2)] 培養(yǎng)學(xué)生體會(huì)詩(shī)歌大意和捕捉詩(shī)歌細(xì)節(jié)信息的能力;IW, GW7'Step 5Second reading:
T presents reading strategy 3;
Ss read the two poems again; in pairs identify sentences in unusual order, reorder them in regular ways.
T explains the verbal phrases:
settle (oneself), be drowned in，pull in (one's head)
[slide 9-10]
幫助學(xué)生了解詩(shī)歌創(chuàng)作的特點(diǎn)，為下一步提取詩(shī)句中的信息作準(zhǔn)備;
分步處理生詞和短語(yǔ)的用法CW, PW10'Step 6Third reading:
T presents reading strategy 2;
Ss read the poems again and complete table 2 by identifying what people in the poems do and how they feel.
[slide 11-12]
[學(xué)案Ex.Ⅲ]
培養(yǎng)學(xué)生提取主要信息的能力IW,5 'Step 7Ss listen to the tape and read after it.[slide 13]有聲輸入，整體感知詩(shī)歌的美感;CW,3'
Post-reading: 7 minStep 8Ss do Ex.4[slide 14]檢測(cè)學(xué)生是否準(zhǔn)確獲取兩首詩(shī)的主要信息;IW,3'Step 9Ss in pairs retell what happened in poem B according to Table 2, with s1 retelling the first 6 stanzas and s 2 dealing with the last half.[slide 14]培養(yǎng)學(xué)生把提取的信息變成自己的語(yǔ)言;把poem B 分成兩部分來(lái)復(fù)述，降低輸出的難度。PW'4'HomeworkLanguage Power p. 84，Ex.2 Vocabulary
p 91, Ex.5 Synonyms[slide 15]第二課時(shí)
Second Period
教學(xué)目標(biāo)：學(xué)生能夠
1. 發(fā)現(xiàn)詩(shī)歌中韻腳的使用;
2. 找到詩(shī)句中塑造的意象;
3. 總結(jié)兩首詩(shī)的從內(nèi)容到情感等方面的異同之處;
4. 在日常描寫中嘗試使用意象。
教學(xué)活動(dòng)Activities設(shè)計(jì)意圖Intentions互動(dòng)模式&時(shí)間IP & timeReview：6 minStep 1Ss review the vocabulary they have learned with a spider map and blanks filling; and do Ex.1 on p. 84;
[Slide 2-3]
[學(xué)案Ex.Ⅰ]
激活已學(xué)的詞匯;CW4'Step 2Ss recall the main ideas of each poem by Table 2.[slide 4][學(xué)案Ex.Ⅱ]
利用第一課時(shí)中的Table2，激活課文信
息，并為本課學(xué)習(xí)意象與描寫做鋪墊;IW，2'
Read to learn：22 minStep 3Ss read poem A aloud and observe the last words in each line; generalize the regularity of the sounds of these words. T presents the term for the regularity, rhyme.
Ss read poem B and in pairs generalize the regular sound pattern within and across the stanzas: it is rhymed too.
T elicits from ss why both poets put words in poem in disorderly manner.
[slide 5-7]
[學(xué)案Ex.Ⅲ]
引導(dǎo)學(xué)生自己發(fā)現(xiàn)、歸納英文詩(shī)歌押韻這一形式特點(diǎn);
引導(dǎo)學(xué)生對(duì)詩(shī)歌中字詞順序異于常態(tài)話語(yǔ)這一現(xiàn)象做出結(jié)論。IW, PW, CW8'Step 3T presents Reading strategy 4, exemplifies what an image is and explains the function of images;
[slide 8-11]
[學(xué)案Ex.Ⅳ(1)]
T presents two more examples from poem B and asks ss to think about how the two work on the reader's mind; Ss present their ideas.
T explains it: images work by means of descriptions, e.g. adj., comparison.[slide 12]培養(yǎng)學(xué)生發(fā)掘詩(shī)句中的意象的能力。CW,8'Step 4Ss work in groups and complete Table 3.
[slide13-14]
[學(xué)案Ex.Ⅳ(2)]
讓學(xué)生實(shí)踐這種能力。PW6'
Comprehensive practice：8 minStep 5T elicits from ss how poem A and B are similar in the following ways: topic, time, image and rhyme.
Ss in pairs list differences between the two; present their list orally.
[slide 15-16]
調(diào)動(dòng)學(xué)生在已有的知識(shí)和信息基礎(chǔ)上自主歸納、總結(jié)，鍛煉口頭表達(dá);IW, PW,8'
Application: 8 minStep 7Ss work in groups to complete Ex.8 and present the group work result.[slide 17][學(xué)案Ex.Ⅴ]
綜合運(yùn)用已有的知識(shí)，在書面表達(dá)的實(shí)踐中鍛煉使用意象的能力。PW8'
Homework：1 min
Language Power p. 86-87，Ex.1 Focus on Reading (with Culture Corner on p. 44 as reference)[slide 18]
高二英語(yǔ)教案(三)
教學(xué)目標(biāo)
Teaching Aims and demands
本單元通過(guò)學(xué)習(xí)馬克·吐溫的《百萬(wàn)英鎊》并改編成短劇形式的課文，學(xué)生能初步了解作者的風(fēng)格。學(xué)生應(yīng)能在教師的指導(dǎo)下，排演這個(gè)短劇。通過(guò)對(duì)話課的學(xué)習(xí)與操練，學(xué)生接觸表示堅(jiān)持個(gè)人意見(jiàn)的常用語(yǔ)句，并要求學(xué)生運(yùn)用到實(shí)際會(huì)話中。學(xué)習(xí)并初步掌握as if和no matter引導(dǎo)讓步狀語(yǔ)從句的用法。 Teaching important and difficult points 1.單詞 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited 2.詞組 shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to 3.交際用語(yǔ) There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.語(yǔ)法 學(xué)習(xí)as if和no matter的用法。
教學(xué)建議
課文建議
在Lesson 38課，建議教師應(yīng)組織學(xué)生1)以節(jié)目的形式演出這段對(duì)話。2)教師可選取錄像或多媒體形式完成此課的教學(xué)任務(wù)。3)教師把學(xué)生分成三人一組，適當(dāng)準(zhǔn)備一些道具排演本課的最后結(jié)局的短劇。4)教師要求學(xué)生找出能刻畫服裝店老板人物特征和心理變化的相關(guān)語(yǔ)句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
對(duì)話分析
本單元對(duì)話是講述在服裝店調(diào)換衣服的經(jīng)過(guò)，學(xué)生對(duì)其內(nèi)容較易理解，但一些新單詞的用法應(yīng)掌握，如：customer, run, insist, change…for…。本課中也提供了給學(xué)生做相應(yīng)對(duì)話的練習(xí)，如：A pair of trousers, A radio的口語(yǔ)練習(xí)。
教學(xué)重點(diǎn)難點(diǎn) 1.serve的用法
1)serve(sb.) as sth.表示“為(某人)工作，(尤指)當(dāng)傭人”。
He served as a gardener and chauffeur.他做園藝工人兼司機(jī)。
2)serve還可表示“供職，服役”。
He has served his country well.他為國(guó)盡職。
3)serve sb. (with sth.). 表示“將(飯菜)端上桌?！?/p>
Four waiters served lunch for us.有四位服務(wù)員招待我們吃午飯。
4)serve 還可用于“(在商店等處)接待(顧客)或?yàn)轭櫩腿∝浳铩钡囊馑贾小?/p>
Are you being served?有售貨員接待您嗎?
He served some sweets to the children.他為孩子們拿來(lái)了他們想要的糖。
5)serve 還指“(一份飯)夠……”。
This packet of soup serves two.這包湯料夠兩個(gè)人食用。 2.judge的用法
1)judge用作動(dòng)詞，表示作“斷定，估計(jì)，認(rèn)為”解。其后可帶賓語(yǔ)從句，也可帶不定式或形容詞、名詞等引導(dǎo)的賓補(bǔ)成分。
We judge that they have finished.我們估計(jì)他們已經(jīng)干完了。
We judge them to have finished.我們估計(jì)他們已經(jīng)干完了。
She judged him about fifty.她估計(jì)他在五十歲左右。
The committee judged it better to start the investigation at once.委員會(huì)認(rèn)為立即開(kāi)始此項(xiàng)調(diào)查。
From his letter, we judged his visit to China a great success.從他的來(lái)信判斷他對(duì)中國(guó)的訪問(wèn)非常成功。
2)judge用作“判斷，斷定”解時(shí)，還可接wh—分句或wh—加不定式結(jié)構(gòu)。
I can’t judge whether she was right or wrong.我不能斷定她是對(duì)還是錯(cuò)。
3)judge還可表示“評(píng)判，評(píng)價(jià)”，可說(shuō)judge sb. / sth.
Don’t judge a man by his looks.勿以貌取人。
4)Judging by / from…(從……來(lái)看，據(jù)……來(lái)判斷)是慣用短語(yǔ)，可用來(lái)引導(dǎo)獨(dú)立分句。
Judging from his looks ,he may be sick.從外表看，他或許生病了。
Judging by his accent, he must be from Guangdong.聽(tīng)口音，他準(zhǔn)是個(gè)廣東人。 3.get off的用法
1)get off意為“脫下”。
It’s rather hot today, we must get off the jacket.今天太熱了，我們必須脫下夾克衫。
2)注意：get off還可作“下車”;“離開(kāi)”;“出發(fā)”;“起飛”解。
As soon as I got off the bus, I started for the village on foot. 我一下公共汽車，就開(kāi)始步行到村里去。
We must get off at once or we' II be late我們必須馬上走，否則要遲到了。
We got off immediately after breakfast.我們一吃過(guò)早飯就出發(fā)了。 The plane got off on time. 飛機(jī)準(zhǔn)時(shí)起飛。
4.favor的用法
1)in favor (of )表示“贊成、主張”，常用作表語(yǔ)或后置定語(yǔ)。
The students were in favor of reform. 學(xué)生贊成改革。
2)do sb. a favor或do a favor for sb. 是個(gè)正式的禮貌用語(yǔ)，意思是
“給某人以恩惠，幫某人的忙”。
Would you do me a favor? 幫我一下好嗎?
Do me a favor by turning off the radio. 幫我把收音機(jī)關(guān)掉。
Do me the favor to come. 務(wù)請(qǐng)光臨。
注：do sb. a favor后接of doing 或不定式時(shí)，應(yīng)將不定冠詞a改為定冠詞the。
5.put down的用法
1)意為“寫下;記下”。
Put down your name and your telephone number.寫下你的名字和電話號(hào)碼。
Put this down in your notebook for future reference.這點(diǎn)記在你的筆記本上，以供今后參考。
2)可作“_;撲滅”。
The fire was finally put down by the firemen.大火最后終于被_員撲滅了。 6.as if的用法
as if 是連詞詞組，作“好像”、“好似”解，引導(dǎo)表語(yǔ)從句，用于下列句型中：
It looks/seems as if ....表示“看起來(lái)似乎……”。其中It為無(wú)人稱代詞，本身并無(wú)詞義。looks / seems是連系動(dòng)詞，as if引出表語(yǔ)從句。
It looks as if it is going to show. 看來(lái)，要下雪。
It seemed as if the suit was made to his own measure. 這套衣服看來(lái)似乎是按尺寸給他定做的。
除此之處，as if也可以引導(dǎo)方式狀語(yǔ)從句，修飾主句的謂語(yǔ)，此時(shí)從句中的謂語(yǔ)動(dòng)詞常用虛擬語(yǔ)氣。關(guān)于這一點(diǎn)，暫可不必向?qū)W生交代。
The woman loves the children as if she were their mother.這個(gè)婦女愛(ài)這些孩子，她好像就是他們的媽媽一樣。
7. no matter 的用法
no matter作“無(wú)論”、“不管”解，用以引導(dǎo)表示讓步的狀語(yǔ)從句，常用在下列句型中： 句型中的No matter what (who/when etc.)...分別表示“無(wú)論何事”、“無(wú)論何人”、“無(wú)論何時(shí)”等，這個(gè)從句可以置主句之前，也可以置主句之后。
由no matter + what等引導(dǎo)的讓步狀語(yǔ)從句。No matter后面接關(guān)系代詞或關(guān)系副詞引導(dǎo)狀語(yǔ)從句在句中作讓步狀語(yǔ)。
No matter what you do, you must be very careful.不管做什么事，你都必須非常細(xì)心。
No matter之后可用what以外的關(guān)系代詞或關(guān)系副詞。例如：
No matter who you are (=Whoever you are), I’ll never let you in.無(wú)論你是誰(shuí)，我絕不讓你進(jìn)去。
No matter which…無(wú)論哪一個(gè)……
No matter which you choose(=Whichever you choose), you will be satisfied.不論你選擇哪一個(gè)，你都會(huì)滿意的。
No matter where…無(wú)論何處;不管在哪里……
No matter where I go (=Wherever I go) , I will be thinking of you. 無(wú)論我到哪里，我都會(huì)想著你。
No matter when …無(wú)論何時(shí)，不管什么時(shí)候…… I’ll discuss it with you no matter when you like(=whenever like). 你什么時(shí)候高興，我愿意同你討論這件事。
No matter how..不管……如何;無(wú)論……多么……
No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不會(huì)成功的。 8.drop in, drop in on 與drop in at的區(qū)別
drop in 意為“順便走訪” He often drops in for tea. 他經(jīng)常順便來(lái)喝茶。
drop in on 后接人意為“順便拜訪某人”。
She dropped in on me yesterday.
drop in at后接表示地點(diǎn)的名詞意為“順便來(lái)(去)某處看看”。
Tom usually drops in at my place on his way home. 答題時(shí)要注意drop in后所接的名詞表示的意思。
Jane used to ____ the tailor’s on her way home from work.
A. drop in B. drop in on C. drop in at D. drop at
詹妮以前常下班后去成衣店看看。the tailor’s 表示地點(diǎn)，故正確答案為C。
9.run的用法
1)表示“跑，奔跑，賽跑”。
The boy ran off as soon as we appeared.我們一來(lái)，孩子們都跑了。
She used to run when she was at college.在大學(xué)時(shí)她經(jīng)常練跑步。
2)run還可表示“(火車、汽車、輪船等)往來(lái)行駛”
Buses to Oxford run every half hour.去牛津的公共汽車每半小時(shí)一班。
The trains don’t run on Christmas Day.圣誕節(jié)火車停駛。
3)run可用業(yè)表示“(液體)流動(dòng)”。
Could you run me a hot bath?你給我放盆熱水洗澡好嗎?
Your nose is running.你又流鼻涕了。
4)run表示“(衣服上的染料或顏色)掉色，擴(kuò)散”。
I’m afraid the color ran when I washed your new skirt.很遺憾，
我洗你那條新裙子的時(shí)候它掉色了。
5)run可表示“融化”。
It was so hot that the butter ran.天太熱，黃油開(kāi)始化了。
The wax began to run. 蠟開(kāi)始融化了。
6)run還可表示“負(fù)責(zé)、經(jīng)營(yíng)、管理”。
He has no idea of how to run the successful business.他不知道把企業(yè)辦好的方法。
Stop trying to run my life for me.我的生活用不著你來(lái)管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，給他找錢吧，托德。
句中的come用作感嘆語(yǔ)，表示“勸導(dǎo)”，“不耐煩”的情緒。come作感嘆語(yǔ)用時(shí)，在不同的情況下，可以表示不同的感表，如“鼓勵(lì)”、“驚異”、“命令”等。例如：
Come, come, Alice, you must be patient. 好了，愛(ài)麗絲，你得忍耐點(diǎn)。
本句中的change是不可數(shù)名詞，作“零錢”，“找給的錢”解。又如：
Here is your change. 這是找給你的零錢。
change還可以用作及物動(dòng)詞，作“零錢”，“換錢”解。
Could you change a 10-yuon note, please? 你能換開(kāi)10元錢嗎?
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