高二英语教案优秀教案大全推荐

英语教案怎么写?写教学目标，教学目标是教案的核心内容。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!

高二英语教案优秀教案大全推荐 1

《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;

communicate;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 communicate 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。

Ⅱ.课堂教学设计

1.教师可通过以下句子导入正课：What do we do if we have something to tell others or if we want to learn something from the others?Yes，we use our language，that is，either spoken language or written language. But actually，there is another kind of language and it is also very important.Do you know what it is?Yes，that is it.That is the body language.Can you tell me something about body language? For example，if you agree with what I said just now，what do you do?And if you don't agree with what I said，what do you do?

2.准备放对话录音，用投影仪打出听前提问：1)Do the speakers know each other?How do you know?2)If you want to refuse somebody's offer politely，what would you say?

放录音一至两遍，请一位同学回答上述问题。

Key：1)No，they don't. One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport.2)No，thank you.Thanks for all your help.

3.再放录音，学生跟读一至两遍。

学生两个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

4.教师指导学生归纳本课中所出现的有关提供帮助和应答(Offers and responses)的常用语(见日常交际用语部分)。要求学生能熟练掌握这些语句，并在编练新的对话时加以运用。

5.组织学生两个人一组，练习Oral practice所提供的问答练习。教师可请几组同学进行问答表演。

6.教师提供如下情景，组织学生编演新的对话：

ituation 1：Someone has got a broken bicycle.He asks for your help.And you offer to repair this bicycle.

ituation 2：You offer to fix one's TV set.

ituation 3：You offer to check one's computer.

学生可任选其中之一的情景编小对话。数分钟后，请两组同学到前面表演。

7.布置作业 1)预习第10课;2)完成练习册中所安排的练习。

高二英语教案优秀教案大全推荐 2

ody language

课型设计与课时分配

1st period warming up(6.3-6.4)

2nd period Reading (I)(6.5)

3rd period Reading(II)(6.9)

4th period Language Study(6.10-6.11)

5th period Listening(6.12)

6th period Writing(6.13)

Ⅳ. 分课时教案

The First Period warming up

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

. 重点句型或交际用语

Act out the following meanings, please.

lease guess what I mean.

lease show the actions, using body language.

ow it is your turn to show the action / gesture.

lease use either spoken words or body language to express your ideas.

lease use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

tep I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

tep II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

hake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

od your head. Bow your head.

Make a face to each other.

end / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

eople jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

4: The first gesture is a handshake, which means “You’re welcome”.

5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

10: The seventh is a smiling face. It is easy to see that she is very happy.

11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

tep Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

tep Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

: All right.

1: What are you likely to do if it rains?

(Actions) S2: reads a book;

3: puts on a raincoat;

4: cleans the house.

1: Ok. I think S3 seems the most likely, so it is his turn.

3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.

3: Ok. I think S2 seems the most likely, so it is her turn.

2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

3: tries to put it out with blooms;

4: runs away as quickly as he can.

2: Ok. I think S4 seems the most likely, so it is his turn.

4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

3: tries to scare it away with small stones;

4: runs away as quickly as possible.

2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

tep V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

The second period Reading

The Second Period Reading (I)

Teaching goals 教学目标

1. Target language目标语言

a. 词汇和短语

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy

. 重点句子

Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.

…I saw several young people enter the waiting area looking around curiously.

he stepped back appearing surprised and put up her hands, as if in defence.

2. Ability goals能力目标

a. Enable the students to realize the importance of body language.

What is the purpose of language?

What is the purpose of body language?

How can you tell if someone is sad even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

. Enable the students to understand the text.

Where are the visitors from?

How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?

What do Mr. Cook and the Japanese visitor do as they are introduced?

How can people express themselves besides their spoken language?

Do all cultures greet each other the same way?

Do English people and other Europeans act the same when they first meet?

Is a handshake very common in Japan?

Is a kiss often used in France when people meet?

Why are there different kinds of body language?

c. Enable the students to retell the text in their own words.

3. Learning ability goals 学能目标

Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.

Teaching important points 教学重点

How does body language differ among people from different cultures?

Teaching difficult points 教学难点

The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.

Teaching methods 教学方法

kimming method, task-based method, role-play method.

Teaching aids 教具准备

A recorder, a projector and a computer.

Teaching procedures & ways教学过程与方式

tepⅠ Revision

Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.

tep Ⅱ Pre-reading

T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?

: Yes, sir/madam.

1. What is the purpose of language?

2. How can you tell if someone is sad even if they do not speak?

3. What would you do if you need the other’s help urgently while you two speak different languages?

4. Give an example of how you can communicate a feeling to someone who does not speak your language.

After a few minutes.

T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.

T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?

2: Even if they don’t speak, I can tell if they are sad by

looking at their facial expressions. I’m a good mind-reader. (Smiling)

3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.

T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?

4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.

T: You are smart! Now who’d like to do the last one. It is more challenging, right?

5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to

Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.

T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.

tep Ⅲ While-reading

1. Scanning

While reading, please try to divide the whole passage into several parts and find out the main idea.

art 1 Para 1

You are sent to Capital International Airport to meet this year’s international students.

art 2 (para. 2 and 3 )

Examples of learned or cultural “body language”.

art 3. (para. 4 )

Different peoples have different body languages.

art 4. (para. 5)

ummary of body language.

Read the text carefully, then decide if the following statements are true (T) or false (F).

? Englishmen often stand close to others or touch strangers as soon as they meet.

? Most people around the world now greet each other by kissing .

? Japanese will bow to others as greeting.

? People from Jordan will move very close to you as you introduce yourself to them.

? Some body languages in some countries are good while some countries’ body language are bad.

tep IV Post reading

1. Is the author of this passage male or female? How do you know ?

The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.

2.What were the two mistakes that the author noticed?

He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.

3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?

The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .

4. Did any students have similar greeting customs? If so, which ones?

Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.

5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?

This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.

6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?

tudents will give their own answers.

tep Ⅴ Homework

1. Get ready to retell the text in your own words.

高二英语教案优秀教案大全推荐 3

教学准备

教学目标

1。 经过学生分享自我的旅游经历，用英语进行交流与表达。

2。 经过略读与找读，使学生获取文章主要信息，练习阅读技巧。

3。 经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。

教学重难点

教学重点：利用阅读技巧，获取文章大意及细节

教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品

教学过程

I、Warming Up:

1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?

2。 The world has many great rivers。 Have you been to these rivers?

设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。

II。 Pre-reading

Have you been to the Mekong River? What countries does the Mekong River flow through?

设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。

III。 Reading

1。 Skimming

kim the passage and find the main idea for each paragraph

ara 1: Dream

ara 2: A stubborn sister

ara 3: Preparation

设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。

2。 Scanning

1)。 Read Para 1 and find the key word for the information:

Who and What

Where and How

Why and When

设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。 根据图表复述，练习学生语言整合与连贯的本事。

2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。

设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。

3)。 Read 3 and answer: what can they see along the Mekong River?

uppose you are a tourist guide， please introduce the Mekong River briefly to your audience。

设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。

IV。 Group work

Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。

设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。

V。 Summary

What have we learned in this class?

设计思路：引导学生反思本节课主要资料及重难点。

课后习题

Homework

1。 Read the passage as fluently as possible after class。

2。 Preview Learning about Language。

板书

板书设计：

Unit 3 Travel Journal

art 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

tubborn

risk-taking

高二英语教案优秀教案大全推荐 4

tep7: Answer the questions:

1. But I've never had so much fun in my life.

Why is the writer having fun?

ecause he is very lucky to be an archaeology student working on the terracotta warriors site.

2. There are rather worrying ancient descriptions of crossbows hidden at the tomb's entrance.

Why are the descriptions worrying?

ecause if anyone tried to enter, they might be killed.

3. As the whole world knows, when the archaeologists started digging, they found 6.000 clay warriors ...

How do you think the whole world discovered this?

It was reported in the newspapers and on television.

4. It seems that Emperor Qin Shi Huang had ordered the soldiers to be made in order to protect him in the next life.

What does this tell us about Emperor Qin Shin Huang?

That he was worried about what would happen to him after death.

5. I wonder if they were any help?![来源:学&科&网]

What does the writer mean by this?

He doesn't know what happens to people after death and wonders if the army really did protect the Emperor.

6. In the half-light it's easy to imagine that they are a real army.

Why is it only half-light?

ecause it is underground, and also if the lighting were too strong it might spoil the figures.

7. ... I too feel so proud to be connected in some small way with Qin Shi Huang's great army.

In what way is the writer connected with Qin Shi Huang's army?

He is working on the archaeological site where they are.

tep 8: Discussion

1. What do we learn about Emperor Qin Shi Huang from this passage?

What do we learn about his personality?

That he unified China over 2.000 years ago;

he became king aged 13

he was a brilliant ruler, but very cruel

2. What do we learn about the writer?

What do we learn about his personality

That he is an archaeology student from London; he's very lucky to have been chosen to work on this site; he seems very enthusiastic and happy.

3. Would you like to work on this site for a month or two?

What would you enjoy? What would you dislike?[来源:]

eriod Three

Content: Reading and vocabulary (2)

tep 1: Fast reading

Read the passage. Write a heading for each paragraph.

assage 1 The History of the Great Wall

assage 2 A Legend About the Great Wall

assage 3 A Walk Along the Great Wall

高二英语教案优秀教案大全推荐 5

(二)阅读理解课(Ⅰ)

Ⅰ.教具 录音机、投影仪。

Ⅱ.课堂教学设计

1.检查生词及短语。

2.教师给出读前提问：1)In which countries does nodding the head mean"No"? 2)In which country do people touch each other very often?

教师给学生数分钟，要求学生快速阅读课文(默读)，之后请同学回答上述问题。

Key：1)In some Asian countries nodding the head means"No".2)In Puerto Rico people touch each other very often.

放课文录音，学生跟读一至两遍。教师就课文内容提问，检查学生的理解程度(可参阅练习册所列出的问题)。

3.教师用投影仪打出以下statements，要求学生判断其正误，并对错误的statements进行修改。

1)The only way to make others understand you is to use either spoken or written lan-guage.2)people who use their expressions and body movements cannot speak well.3)Ev-erywhere in the world nodding one's head means"Yes".4)Some gestures mean the same thing in both China and English-speaking countries.5)You must never touch the head of an-other person in some Asian countries.6)In Arab countries，you use either hand when eat-ing.7)According to this passage，foreigners don't have to follow these customs when they are visiting other countries.8)The passage tells us that if you know a foreign language very well，it doesn't matter whether you know the meaning of gestures and movements in that country.

Key：1.F 2.F 3.F 4.T 5.T 6.F 7.F 8.F

4.教师要求学生再次默读课文，并用简洁的语言归纳本课大意。数分钟后，请几位同学交流。Model：This passage mainly talks about the following：

1)How do we make ourselves understood--we use words and body language，and ex-amples of this.(The first two paragraphs)

2)Kissing and shaking hands.(The third paragraph)

3)Touching.(The fourth paragraph)

4)Other things one has to follow when in a foreign country.(The fifth paragraph)

5.教师朗读以下结论，要求学生做出正确判断，并给予解释。

Which conclusion can you draw from this passage?

A.Body language is very important.You can use body language to communicate with people from foreign countries without any difficulty even if you don't know their language.

.When you're in a foreign country，it's very important for you to know what they speak.It doesn't matter whether you know the meaning of gestures and movements of the people in their country.

C.When you are in a foreign country，using body language in a correct way is important even though you know the language they speak very well，for it can make your stay in the country easy and comfortable.Key：C6.课堂活动 组织学生进行以下活动： What other body language do you know? First，show it to your classmates and then explain the meaning of the body language in communica-tion.

7.布置作业 1)复述课文，介绍不同身势语所表示的不同的交际含义;2)完成练习册中所安排的练习。