高二英语教案最新4篇
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高中高二英语教案【第一篇】
一、教材分析
一)教材的地位和作用:
这一节复习课选择的内容比较适合学生的水平,同时也符合了新课标要求的语言材料要源于教材又要超出教材,为此我选择的题材部分学生感兴趣,但缺乏阅读方面的技巧,因此需扩展相应知识,教授阅读方面技巧,从而提高阅读能力。
二)教学目标的确立和依据
依据初中英语新课标,对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高,我将本课设计为一堂口语阅读课。并根据素质教育中面向全体培养学生素质的要求,我为这一课确立三项目标:即知识目标、能力目标和情感目标。
知识目标:熟知东西方人们在作客待客付小费外出餐饮等方面文化和风俗习惯的差异。
通过听力及阅读材料的学习进一步加以了解。
能力目标:训练学生掌握良好的阅读习惯和阅读方法,即跳读、略读、速读和阅读等,同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。有效提高阅读速度和理解材料的准确度。并能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
情感目标:鼓励学生爱学英语,爱说英语,对英语学习投以极大的兴趣和热情。让学生感受到他们是英语学习活动中的主体和中心,以此来激励他们在英语课上积极参与,追求创新。
三)重点和难点
教学重点:根据新课程标准对阅读能力的要求,我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法,采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
教学难点:口语水平的提高。长期以来,传统的外语教学注重书本知识的讲授,忽视交际
能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式,以及不断鼓励的方法突破难点。
教学手段:
多媒体辅助教学,有助于把学生引入到身临其境当中,增强故事真实感,激发学生兴趣,活跃课堂气氛,从而优化英语教学过程。
二、教学环节的设计
学生具有无限的潜力,需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程,并注重改变学生以往的学习方式,通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人,本节课我讲解的时间不超过五分钟。
新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业,让他们查找相关的资料,学生在预习中就接触了大量的信息,他们必须具有相应的选择能力和重组知识,构建知识网络的能力,这恰恰正是新课程标准的要求。
三、教学程序
课前对话:
师生问候之后,让学生两人一组围绕前一单元所学知识进行自由对话。每天3-5
分钟口语练习时为了提高学生的交际能力,新课标指出口语是在人与人交流时即兴脱口而出的,会话双方都必须对听到的语言快速做出反应,才能使谈话继续。同时由于口语具有很强的交互性,合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件,提供良好的训练。两人一组是为了每个学生都有足够的机会去说,
拓展与巩固
通过讲解我指导学生快速阅读的方法,如猜词悟意法、略读扫读法、找中心句和关键词等方法,之后要检验一下学生是否掌握此方法,于是我问学生世界人口的持续增长会引发那些严重问题呢?在学生发表一些个人看法后为,我再给学生1篇文章进行快速阅读,这也是本节课的课堂检测,我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章,我让学生来进行讲解,这样可以了解学生的阅读现状和存在的问题。
合作与发展
接下来我会通过多媒体展示给学生一组关于你还想到了其他那些方面?想不想了解其他同学的想法?又想不想知道在座老师们的看法?以这种方式充分把学生们的积极性调动起来后将其分成6个小组,先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流,达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式(事实上,有些表达如果让他们完全国独立进行是有些难度的),又由于这样的学习方式平时机会不多,因此会让学生感到很新鲜很有趣味性,在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要,学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作,并在探索中有其个性思维发散的空间。
交流与分享
让学生推选各组代表组成专家团坐在教室前,选一名同学以记者的身份采访“专家们”,使其把个小组的讨论结果与大家交流共享,其小组成员可以作为后援团补充些观点,这样既可以使口语较好的同学有更多的机会展示起到拔高作用,又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团,通过这种方式可让学生有很强的集体荣誉感。
最后一个环节是作业。
高二英语教案【第二篇】
教学准备
教学目标
(1)知识目标:学生能掌握下列重点单词和短语的意义和用法:greet,represent,approach,e_pression,defend,misunderstand,adult,cheek,major,likely,in general。能够表达一些Body language.
(2)能力目标:学生能掌握基本的阅读理解方法:速读,寻读,归纳中心和查找细节。
(3)情感目标:学生了解不同国家和文化的身势语,激发学生学习这种语言的兴趣。
教学重点和难点
(1)培养学生的阅读策略和技巧,让学生了解文章的细节知识和文章结构。
(2)让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
(1)The teacher shows a question on screen:How can we communicate with others when we can’t speak?
Then ask a student to answer.
设计说明:引出本单元的话题。
(2)The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明:引出本节课的题目。
Step 2. Fast reading
1、 Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. wit h lines.
()A. Other e_amples of different greeting body language.
()B. Different people have different body language.
()C. Summary of body language.
()D. Meet the visitors at the airport.
()E. E_amples of different greeting body language.
2、 Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads,we should ___________________________.
设计说明:通过这个题目的练习,让学生掌握速读,先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true(T)or false(F)。
(1)Yesterday,another student and I,representing our university's student association,went to the Capital International Airport to meet this year's international students.()
(2)After an hour of waiting for their flight to arrive,I saw several young people enter the waiting area looking around curiously.
()
Read &3 and match the people with their ways of greeting
Tony Garcia(Columbia)A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata(Japan)C. shakes hands
George Cook(Canada)D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France)E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true(T)or false(F)。
(1)All cultures don’t greet each other the same way.()
(2)From the passage we can see western cultures are better than eastern cultures.()
(3)It’s necessary to study body language because it helps us to get better understanding among people from different cultures.()
(4)Only a small number of people greet by shaking hands.()
设计说明
通过这些题目的练习,让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1、 approach vi. &vt.向……靠近;n.靠近;方法,步骤(后常跟介词to)
即时练习
(1)When I ____________(approach)the dog,it ran away at once.
(2)Can you come up with a good approach of solving this problem?(单句改错)
2、 likely adj.可能的;有希望的
be likely to do很可能……;有希望……(主语既可以是人,也可以是物)
It is likely that.。.很可能……
Step 4. Consolidation
阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
Yesterday,another student and I,(1)___________(represent)our university’s student association,went to meet this year’s international students. After half an hour of(2)_______(wait),I saw several young people enter the waiting area looking around(3)___________(curious)。 I went forward to meet(4)_______(their)。 After being introduced,they greeted each other in different ways,(5)__________(cause)some cultural mistakes.
As I get to know more international friends,I learn more about this
(6)__________(culture)body language. People communicate not only with
(7)_________(speak)language,but also through physical distance,actions or posture. These actions are simply ways in(8)__________cultures have developed.(9)__________general,studying international customs can certainly help avoid(10)__________(difficult)in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate,think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明:学生通过阅读和讨论对文章有了深层的理解,同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动,训练了学生的口语表达能力,促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明:这一环节主要是对所学内容进行总结,使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words,e_pressions and sentences.
课后习题
阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
Yesterday,another student and I,(1)___________(represent)our university’s student association,went to meet this year’s international students. After half an hour of(2)_______(wait),I saw several young people enter the waiting area looking around(3)___________(curious)。 I went forward to meet(4)_______(their)。 After being introduced,they greeted each other in different ways,(5)__________(cause)some cultural mistakes.
As I get to know more international friends,I learn more about this
(6)__________(culture)body language. People communicate not only with
(7)_________(speak)language,but also through physical distance,actions or posture. These actions are simply ways in(8)__________cultures have developed.(9)__________general,studying international customs can certainly help avoid(10)__________(difficult)in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
高二英语教案精选【第三篇】
在中国,有时你会得到一块热的湿毛巾擦手和脸,然而西方没有这种风俗。
Bamboo is hollow, which makes it very light.
竹子的中心是空的,这一点使它很轻。
which 引导非限制性定语从句,代替整个句子,且不能在句首;as也可引导非限制性定语从句,指大家熟悉的事情或常理,可以
在句首、句中或句末
用as, which填空:
(1)He turned out very successful, ________ was more than we
could expect.
(2)He said that he had never seen her before, _______ was nottrue.(3)_____ is known to all, she is one of the best students.
(4)______ we had expected, he won the game.
(5)He won the game, _________ we hadn't expected.
高考链接
They've won their last three matches, ________I find a bit surprising actually. (高考辽宁卷)
A. that B. when C. what D. which
答案D。
解析此题考查定语从句。which引导非限制定语从句。which代替前面的整个句子。whichwhichAsAswhich
高二英语教案范文精选
高二上册英语教案【第四篇】
Ⅰ。教具 录音机、投影仪。
Ⅱ。课堂教学设计
1、通过提问,温习第10课内容:1)When we talk to each other,do we send messages only by words?What other ways do we use?2)Does all the body language mean the same thing in the world?Please give an example to explain )Do people from English-speak-ing countries often touch each other? 4)Can you tell in which countries you must not touch the head of another person?5)Do you have to follow the customs when you are visiting a for-eign country?Why?
2、检查第10课课文复述。
3、准备阅读第11课,教师给出读前提问:1)What are good manners for an Arab to show when talking with a friend? 2)What can make your stay in a foreign country easy and com-fortable?
教师给学生两三分钟,要求学生快速阅读课文,之后请同学回答上述问题。
Key:1)It is good manners for an Arab to stand close to his friend when talking with each other. 2)To use body language in a correct way will make your stay in a foreign country easy and comfortable.
放课文录音,学生跟读一至两遍。
4、教师用投影仪打出以下内容:1)in China 2)in some Asian countries 3)in Arab countries 4)in France 5)in English-speaking countries
教师口头形式给出以下各句,要求学生判断使用这些身势语的国家和地区。每个句子可有若干答案:
one's hand is to say"Goodbye"。
each other is to say"Goodbye"。
the head means disagreement.
the head means agreement.
each other is to say"Hello"。
hands is to say"Hello"。
close to one another when talking.
a distance away when talking.
with one's feet pointing at another person is bad manners.
another person's head is bad manners.
Key:A,D,F-in China C,I,J-in some Asian countries E,G-in Arab countries B,E,F-in France 6)A,D,H-in English-speaking countries
5、布置作业 1)将两课内容结合,复述整篇课文,对不同的身势语及其含义进行介绍;2)完成练习册中所安排的练习。
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