高二英语教案英文版精选模板

英语教案怎么写? 写课题(Topic)和课型(Lesson Type)，课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。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!

高二英语教案英文版精选模板 1

《Poetry》教学设计

教材分析

本课是第18单元第3 课，经过前面两课的学习，学生对美与审美的话题已经有一定的认识。本课课文由两首英文诗组成，而学生在日常生活中很少接触英文诗歌，加上诗歌欣赏需要运用想象力，本身是很复杂的审美活动，所以要欣赏英文诗歌之美难度较大。本课的重点是首先在阅读中获取主要信息：两首诗的大意、各自所使用的语气和表达的基本情感;然后，通过在诗句中寻找意象来进一步理解所表达的情感，并欣赏从鲜明的意象和和谐的韵脚中传递出的诗歌独有之美感。

本课计划分两课时进行，第一课时通过捕捉动作、场景的细节描写和理顺诗句中字词顺序等阅读策略来获取两首诗的主要信息，并能够表达这些信息;学习重点词汇的意义和用法。第二课时简单了解何为意象, 体验意象是怎样构成，找出诗句中的意象，进而体会两位诗人借助不同的意象所传达出的不同情感;然后用自己的语言说出两首诗的异同之处;尝试自己运用意象来描述日常生活。

教学内容

话题：某个特殊的夜晚：思乡之夜、圣诞前夜

课型：阅读课

词汇：重点词汇 ：bend, bound, bow, Christian, endless, freezing, oval, poetry，precious,

romantic, scenic, settle，stout, vague, vivid

相关词汇_：chimney, drown, hoarfrost, homesickness, hoof, jerk, sleigh, thistle, tranquil

第一课时

First Period

教学目标

在本课结束时,学生能够：

1识别与认读重要词汇

2通过捕捉动作描写和理顺诗句中字词顺序来获取两首诗的大意、语气和基本情感;

3在对提取的信息进行组织和内化后，用自己的语言表达这些信息;

4在情感上与诗人产生一定的共鸣。

教学过程

教学活动Activities设计意图Intentions互动模式&时间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";

激活学生的背景知识,引出本课话题。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.

利用描述图片为下面的诗歌阅读活动热身，同时复习学过的词汇、熟悉新词汇。IW，PW3'

re-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.

[学案Ex.Ⅰ]

在图片语境中呈现单词，帮助学生理解、记忆词义;

再次呈现新单词，帮助学生有效利用课上时间记忆单词CW，8'

While-reading: 25minStep 4First reading:

read the two poems and answer questions about the two poem's general feelings;

T presents reading strategy 1;[slide 7][学案Ex.Ⅱ(1)]

高二英语教案英文版精选模板 2

UNIT4 ENGLISH POETRY

县三中 覃巧

Time: October 21 ,2010

Class: Class 1,Grade 2

Teaching Aims:

1. Train the students’ reading ability

2. Learn more about English poetry through the passage

Teaching important and difficult point:

How to help the students improve their reading ability and understand the text better.

Teaching methods:

1. Discussion 2.Fast reading 3. Careful reading

Teaching aid: Computer

Teaching Procedures:

tepI Greetings and Duty report

tepII Lead—in

1. Play a Chinese poem for students and then ask students to think about

the Chinese poets who the students have known.

2. Use five minutes to discuss them with students together.

tepIII Read the new words of this unit

tep IV Reading1. Play the Mp3 of the text and ask students to read the text

quickly .Then find out how many English poets are mentioned in the passage? Who are they ?

2. Read the passage again carefully and then do the exercises on the

creen.

3. Ask some students to give their answers.

tep V Summery

tep VI Homework

1. Ask the students to the text as much as possible and then pay

attention to the new words in the text.

2. Find out the answers what do the words in bold refer to in the

assage.

高二英语教案英文版精选模板 3

(1)I'll never __________(原谅)you for what you have done wrong

to 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。(写作小练笔：主谓+双宾;rudeness)

_______________________________________

考点4. behave vt. & vi. 举动;举止;行为表现

Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.

It's hard to train children to behave well at the table.

培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.

ehave vi. 行为;举止

ehave vt. & vi. 守规矩;举止适当有礼

ehave oneself 举止(有礼)

ehaviour n. 行为;举止;习性

(1)The little boy ___________(表现)with great courage in the

face of the robber.

(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)

themselves politely.

(4)如果你的行为那样，你会让人厌恶的。

(写作小练笔：主谓+介词;get sb. disliked)

______________________________________________

考点5. advice n.忠告;建议

For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.

Tell me the reason why he refused to listen to my advice.

告诉我为何他拒绝听从我的劝告。

advice n.(用作不可数名词)劝告(美语中advice也可用作动词)

advice /advise sb to do 建议

advise sb. against sth. 劝某人不干某事

advise sb that 通知;告知

(1)I asked the teacher for her ________(建议).

(2)The doctor ___________(建议)me to take more exercise.

(3)They _________(建议)her against marrying quickly.

(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do);start)

________________________________

考点6. stare vi. 凝视;盯着看

Don't laugh at, stare at or make jokes about disabled people.

If you stare at people like that, you might upset them.

你如果瞪着别人看,你会使他们感到不安.

tare at sb. or sth. 凝视;盯住adviceadvisedadvisedI advise you to start at once.

tare into the distance 凝视远方

tare sb. into silence 把某人盯得沉默

fix one's eyes upon 专注;凝视

glare at 怒目而视

(1)Standing still, he __________(凝视)into the distance.

(2)She __________(瞪)him into silence.

(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。

(写作小练笔：主谓+介词;in amazement)

_________________________________

(5)He ________at the girl as if seeing her for the first time.

A. glared B. stared C. fixed his eyes D. watched out

。stare at盯着看。staredstaredstaredWe stared at him in amazement.

考点7. leave out 省去;遗漏;不考虑

The extra information can be left out.

I think this paragraph can be left out.

我认为这一段可以删掉。

leave out 省去;删去; 遗漏

leave over 留下, 剩下

leave behind 丢弃;留下;忘记携带

leave alone 不管，不理会;不打扰

leave sth. as it is 听任某事自然发展

leave sb. to himself 对某人不加干涉

(1)Make sure that nothing ____________(漏掉)of the matter.

(2)If you can't think of the answer to the question, ________

(略去)it out.

(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾;details)

_____________________________________

is left outleavehas left out two lines

I left out some important details.

【高考链接】

The teacher stressed again that the students should not ___________any important details while retelling the story.

(2008年高考湖北卷)

A. bring out B. let out C. leave out D. make out

【答案】C。

【解析】此题考查动词短语辨析。leave out"遗漏;省略"，即要求讲故事时不应遗漏细节。bring out"提出"; let out"泄

露"; make out"辨认出"。

考点8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.

高二英语教案英文版精选模板 4

Disneyland

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

tep 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?

tep 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。

tep 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：

leeping 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….

tep 4 讨论

If you are visitor, How to ask the way to the stranger at first?

tep 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。

ring on 使发生;

ring in 引来;引进;吸收

ring 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。

o 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.

e 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.

e/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?

lease 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.

lease 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。

he 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。

he is afraid that Jim will forget his Chinese.

I’m sure that he will succeed.

高二英语教案英文版精选模板 5

derstanding each other-Reading教案

Teaching aim:Knowledge aim:

tudents can master the expressions about cultural differences。

tudents will get familiar with the topic of culture and learn how to talk about different cultures and customs。

Ability aims:

tudents can master the reading strategy to understand the use of examples。

tudents will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。

tudents can talk about cultural differences in their daily life。

Emotional aim:

tudents will learn to respect different cultures and customs。

tudents will be more confident in speaking English in public。

Key and difficult points:

Key points:

tudents can get the detailed information through careful reading。

Difficult points :

tudents can apply the expressions into daily munication。

tudents can show respect for different cultures。

Teaching procedures

tep 1: Warming up

how some pictures of different wedding ceremonies in different countries and ask students to guess the country。

Justification: Attract students’ attention and lead students into the class naturally。

tep 2：Pre-reading

how the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves。 For example:

T: Dear students， what is the title of our reading passage?

:。。。

T:Yes。 Correctly。 It’s Cultural Differences。 What kinds of cultural differences do you know?

:。。。

T: Food， marriage and festival and so on。 Excellent。 You all have a broad knowledge。 Of all these kinds of cultural differences what do you think the passage talks about?

:。。

T: Good job。 Now let’s read the passage and find out if our prediction is right or not。

Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。

tep 3：While-reading

1。Global reading

Read the conversation quickly and find out the cultural differences the passage talks about。 Later， ask some volunteers to share their answers。

Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。

2。 Detailed reading

Read the passage carefully with the following questions。

Q1: In the west， when is the polite rime to open a present? Why?

Q2:What surprised Peter about the wedding ceremony in Korea?

Q3: what drink is not permitted in Brunei?

Q4: What kind of food do Brits eat at Bonfire Night?

Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。

tep 4：Post-reading

Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes。 And the discussion should be related to the following questions。

Q1: What do you know about cultures that are different from our own?

Q2: Why do we need to find out about other cultures’ traditions?

Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。

tep 5：Summary and Homework

1。 Ask students to make a summary of the cultural differences mentioned in the text。

2。 After the class， ask students to write a paragraph about how people can understand each other’s cultures better。

Justification: Consolidate what they have learned in this class and broaden their horizon。