高二英语课程教案七篇

第高二英语课程教案七篇高二英语课程教案七篇

高二英语课程教案都有哪些？英语学习中单词教学是最重要的一个环节。但是由于背诵单词过程较为枯燥，在单词教学中很难调动学生的积极性，也使得学习效果不甚理想。下面是小编为大家带来的高二英语课程教案七篇，希望大家能够喜欢！

高二英语课程教案（篇1）

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WaltDisney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

Step1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.Whatweretheytalkingabout

2.Howtoanswerthefirst/second/third/forth/fifthvisitorquestion

Step2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。

Step3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：

SleepingBeautyCastle,BearCountry,Horse-drawnstreetcars,theTomorrowLandBuilding

比如：Carlisansweringvisitors’questions.ThefirstvisitorasksCarlthewaytotheSleepingBeautyCastle….

Step4讨论

Ifyouarevisitor,Howtoaskthewaytothestrangeratfirst

Step5总结

教师提问学生们，归纳和总结对话用语。

Asking:

Whereis…...

HowcanIgetto…

Whichisthewayto…

Couldyoutellmeif…

Couldyoutellmethewayto…

Answering:

Gostraightahead…

It’sbehind…/infrondof/

Godownthisstreet…

教材分析

本课的日常用语用语是有关对话askingthewayandresponses,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.bringon引起;使...前进;把...端上来(如饭菜等)

1)Illbringonthebeefinaminute.我一会就端上来牛排。

2)Thefineweatherisbringingthecropsonnicely.好天气使农作物长得很好。(使发展或进步)

3)Hewascaughtintherainandthisbroughtonabadcold.(引起;导致)他被雨淋了，导致了一场重感冒。

bringon使发生;

bringin引来;引进;吸收

bringout取出;说出;阐明;出版

1)Thefirstdishthatwasbroughtonwasbean-soup.

2)Thesuddencoldweatherbroughtonhiscoldagain.

3)Hisnewbusinessbringsin1,000dollarsamonth.

4)WealsobroughtinsomewordsfromEnglish,suchastankandsoon.

5)Bringoutthemeaningmoreclearly.

6)Theyhavebroughtoutasetofchildrensbooks.

2.Youcanseeasfarasthecoast.

asfaras远到;到...为止;常用来在句中加重语气

Everyday,theoldmanwalksasfarastheSummerPalace.他一直走到颐和园as/sofaras(连词)就...而言

AsfarasIknow,whatyousaidcantpossiblyhappen.就我所知你所说的事情是不可能发生的。

sofar到目前为止，常用在完成时态中

Ihaventgottheinvitationsofar.到目前为止，我还没有得到邀请。

3.Onedayherememberedthemousethatusedtocomeoutinhisfathers

garage

usedtodosth.

ju:st

1)Myfriendusedtowritetome,butnowshepreferssendinge-mails.

beusedtodosth.被用来做

ju:zd

1)Thehousewasusedtokeepbookstwoyearsago.

2)Elephantsareusedtocarrythings.

be/getusedtodoing/sth.

ju:st

1)Ihavebeenusedtolivinginthisarea.

Ihavegotusedtolivinginthisarea.

2)IcametoBeijing10yearsago,andIvegotusedtotheweatherhere.

4.Gothroughthegateandyoullfindtheentrance.=Ifyougothroughthegate,youllfindtheentrance./Gothroughthegate,oryouwontfindtheentrance.

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)Useyourbrainandyoullfindaway.

2)Ifyoustudyhard,youllsurelymakeprogress.

3)Hurryup!Orwellmissthelasttrain.

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)：

Ithought(that)thefoodwasratherexpensive.

Motherknows(that)Jimwillworkhard.

2.由if/whether“是否”引导的宾语从句：

Iwonderif/whetheritwasDisneywhomadethefirstcartoons.

Couldyoutellmeif/whetherMr.Blackliveshere

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：

Cananyonefailtoseewhatkindofshowtheyareputtingon

Pleasetellmewhichclassyouarein

HeaskedmewhomIwaswaitingfor.

Thestrangerdoesn’tknowwhentheshiparrives.

Ididn’tunderstandwhytheboyhadsomanyquestions.

Pleaseasktheteacherhowwegettotheplace.

4.由关系代词型what等代词引导的宾语从句：

Wealwaysmeanwhatwesay.

IwilltrytomakeupwhatIhavemissed.

I’llgiveyouwhateverhelpyouneed.

I’llreadwhicheverbookyourecommend

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)。

Acomputercanonlydowhatyouhaveinstructedittodo.

--“Doesn’tHelenliveonthisstreet”

--“No.ThisiswhereLeonlives.”

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。

Sheaskedtheboysiftheyhadwhitehats.

Idon’trememberwhenwearrived.

Doyouknowwhichclassheisin

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。

Heanswered(that)hewaslisteningtome.

Lilytoldus(that)shewasborninMay,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。

Theteachersaidthat(that)theearthgoesaroundthesun.

Fathertoldmethatpracticemakesperfect.

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。

Hesayshewillbebackinanhour.

TheyknowJimisworkinghard.

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。

SheisafraidthatJimwillforgethisChinese.

I’msurethathewillsucceed.

高二英语课程教案（篇2）

Bodylanguage

课型设计与课时分配

1stperiodwarmingup(6.3-6.4)

2ndperiodReading(I)(6.5)

3rdperiodReading(II)(6.9)

4thperiodLanguageStudy(6.10-6.11)

5thperiodListening(6.12)

6thperiodWriting(6.13)

Ⅳ.分课时教案

TheFirstPeriodwarmingup

Teachinggoals教学目标

1.TargetLanguage目标语言

a.重点词汇和短语

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

b.重点句型或交际用语

Actoutthefollowingmeanings,please.

PleaseguesswhatImean.

Pleaseshowtheactions,usingbodylanguage.

Nowitisyourturntoshowtheaction/gesture.

Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.

Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.

2.Abilitygoals能力目标

a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.

b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.

c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.

3.Learningabilitygoals学能目标

a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.

b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.

Teachingimportantpoints教学重点

a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.

b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.

Teachingdifficultpoints教学难点

a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.

b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.

Teachingmethods教学方法

a.Individualwork,pairworkandgroupwork.

b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.

Teachingaids教具准备

Acomputer,aprojectorandsomepictures.

Teachingproceduresways教学过程与方式

StepILead-in

Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2023.

Ss:Yes,ThousandsofHandsKwan-yin.

T:ButdoyouknowwhosheisYes,shewastheleadingdanceroftheprogram.HernameisTaiLihua(邰丽华).SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.ButhowdidshegetthatgreatachievementandbecameasuccessfulpersonSheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.

StepIIIntroduction

T:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.

Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...

Shakeyourhead/arm/hand...

Waveyourarm/hand...

Openyoureyes/arms/mouth...

Closeyoureyes/mouth...

Twistyourwrist/waist.

Crossyourarms/fingers.

Nodyourhead.Bowyourhead.

Makeafacetoeachother.

Bend/cry/shout/scream/smile/laugh...

T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.ClearReadyNowlet’sstart.

3or5minutesforthegame.

T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:

GestureActionMeaning

AhandshakeYouarewelcome.

AclapofhandComeon;becheerful.

AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!

Orcongratulationsonyoursuccess!

Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.

AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.

Tearscomingoutofhiseyes.Heisverysad.

AllsmilesonherfaceSheisveryhappy.

WavingtheirhandsTheyarewavinggoodbyetopeoplearound.

AhandstretchedoutforwardwithstrengthHeisstoppingatank.

Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.

T:WhataretheactionsoftheabovegesturesWhatdotheymean

S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.

S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.

S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.

S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.

S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.

S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.

S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.

S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.

S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.

S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.

T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice

T:LookatPage25.

Whatarethesepeoplecommunicating

StepⅣTimeforFun

T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear

Ss:Yes.That’sfunny!

T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.

Ss:Allright.

S1:Whatareyoulikelytodoifitrains

(Actions)S2:readsabook;

S3:putsonaraincoat;

S4:cleansthehouse.

S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.

S3:Whatareyoulikelytodoiftheriverfloods

(Actions)S1:runsawayasfastashecan;

S2:helpstheyoungeroreldertoescapeassoonaspossible;S4:climbsontoatree.

S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.

S2:Whatareyoulikelytodoifthehousecatchesfire

(Actions)S1:fetchessomewater;

S3:triestoputitoutwithblooms;

S4:runsawayasquicklyashecan.

S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.

S4:Whatareyoulikelytodoifyoumeetwithafiercedog

(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;

S3:triestoscareitawaywithsmallstones;

S4:runsawayasquicklyaspossible.

S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.

T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)

T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework

1.Teamwork:Discusstheimportanceofbodylanguage.

2.GoovertheReading:

1)Communication:NoProblem

2)Showingourfeeling.

T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2023,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram

ThesecondperiodReading

TheSecondPeriodReading(I)

Teachinggoals教学目标

1.Targetlanguage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

b.重点句子

Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.

…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.

Shesteppedbackappearingsurprisedandputupherhands,asifindefence.

2.Abilitygoals能力目标

a.Enablethestudentstorealizetheimportanceofbodylanguage.

Whatisthepurposeoflanguage

Whatisthepurposeofbodylanguage

Howcanyoutellifsomeoneissadeveniftheydonotspeak

Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage

b.Enablethestudentstounderstandthetext.

Wherearethevisitorsfrom

HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother

WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced

Howcanpeopleexpressthemselvesbesidestheirspokenlanguage

Doallculturesgreeteachotherthesameway

DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet

IsahandshakeverycommoninJapan

IsakissoftenusedinFrancewhenpeoplemeet

Whyaretheredifferentkindsofbodylanguage

c.Enablethestudentstoretellthetextintheirownwords.

3.Learningabilitygoals学能目标

Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.

Teachingimportantpoints教学重点

Howdoesbodylanguagedifferamongpeoplefromdifferentcultures

Teachingdifficultpoints教学难点

Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.

Teachingmethods教学方法

Skimmingmethod,task-basedmethod,role-playmethod.

Teachingaids教具准备

Arecorder,aprojectorandacomputer.

Teachingproceduresways教学过程与方式

StepⅠRevision

Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.

StepⅡPre-reading

T:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear

Ss:Yes,sir/madam.

1.Whatisthepurposeoflanguage

2.Howcanyoutellifsomeoneissadeveniftheydonotspeak

3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages

4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.

Afterafewminutes.

T:Nowwho’dliketoanswerthefirstquestionVolunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.

T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion

S2:Eveniftheydon’tspeak,Icantelliftheyaresadby

lookingattheirfacialexpressions.I’magoodmind-reader.(Smiling)

S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.

T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion

S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.

T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right

S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto

LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.

T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.

StepⅢWhile-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.

Part1Para1

YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.

Part2(para.2and3)

Examplesoflearnedorcultural“bodylanguage”.

Part3.(para.4)

Differentpeopleshavedifferentbodylanguages.

Part4.(para.5)

Summaryofbodylanguage.

Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).

Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

Mostpeoplearoundtheworldnowgreeteachotherbykissing.

Japanesewillbowtoothersasgreeting.

PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.

Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading

1.IstheauthorofthispassagemaleorfemaleHowdoyouknow

Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.

2.Whatwerethetwomistakesthattheauthornoticed

HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.

3.WhoseemedtoprefertokeepmorephysicaldistancefromothersWhoseemedtoprefercloserphysicaldistance

TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.

4.DidanystudentshavesimilargreetingcustomsIfso,whichones

Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.

5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans

Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.

6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbadWhyorwhynot

Studentswillgivetheirownanswers.

StepⅤHomework

1.Getreadytoretellthetextinyourownwords.

高二英语课程教案（篇3）

UNIT4ENGLISHPOETRY

县三中覃巧

Time:October21,2023

Class:Class1,Grade2

TeachingAims:

1.Trainthestudents’readingability

2.LearnmoreaboutEnglishpoetrythroughthepassage

Teachingimportantanddifficultpoint:

Howtohelpthestudentsimprovetheirreadingabilityandunderstandthetextbetter.

Teachingmethods:

1.Discussion2.Fastreading3.Carefulreading

Teachingaid:Computer

TeachingProcedures:

StepIGreetingsandDutyreport

StepIILead—in

1.PlayaChinesepoemforstudentsandthenaskstudentstothinkabout

theChinesepoetswhothestudentshaveknown.

2.Usefiveminutestodiscussthemwithstudentstogether.

StepIIIReadthenewwordsofthisunit

StepIVReading1.PlaytheMp3ofthetextandaskstudentstoreadthetext

quickly.ThenfindouthowmanyEnglishpoetsarementionedinthepassageWhoarethey

2.Readthepassageagaincarefullyandthendotheexercisesonthe

screen.

3.Asksomestudentstogivetheiranswers.

StepVSummery

StepVIHomework

1.Askthestudentstothetextasmuchaspossibleandthenpay

attentiontothenewwordsinthetext.

2.Findouttheanswerswhatdothewordsinboldrefertointhepassage.

高二英语课程教案（篇4）

fillinthechartaccordingtothetext

AgesTimeArtist

Feature

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hoveringcarriage,alargemarket,alargebuilding来处理文章第三段。

3.Afterthejourney

(Arrivinghome,heshowedmeintoalargebright,cleanroom.

Descriptionofthehouse:brownfloor,softlighting,trees,leaves,computerscreen,tables,chairs,greenwall…

Q1:Howdidtheauthorfeelaftervisitingthespecialhouse

Exhausted,Islidintobedandfellfastasleep.

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访LiQiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5Assignment

1.Showsomepicturesofvariouskindsofpollutiontothestudentstoarousetheirawarenessofenvironmentalprotectionandthenaskthestudentswhathavecausedthoseenvironmentalproblemsingroups.

Q1:Whatproblemsarewefacingnow

Q2:Whathavecausedthoseproblems

2.Showsomeadvancedandimaginativeinventionstothestudents,andtrytoarousetheirimaginationtodesignspecificobjectsforabetterfuturelife

3.Assignment:Object-designing

Designanobjectwhichcanhelpyouchangetheworldforabetterfuture

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1.作时间状语。Oncediscovered,theenemieswerecompletelywipedout.

2.作原因状语Movedbyhiswords,Iacceptedhispresent.

3.作条件状语Unitedwestand,dividedwefail.

4.作让步状语Althoughtired,theycontinuedtowork.

5.作方式或伴随状语Theteacherstoodthere,surroundedbymanystudents.

注意：

1)作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用havingbeendone.

e.g.Havingbeentoldmanytimes,hecan’tstillrememberit.

2).过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checkedcarefully,somespellingmistakescanbeavoided.

(正)Ifthecompositionischeckedcarefully,somespellingmistakescanbeavoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2Consolidation

非谓语动词练习

B1.___andhappy,Tonystoodupandacceptedtheprize.(2023全国)

A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising

A2.Nomatterhowfrequently_______,theworksofBeethovenstillattractpeopleallovertheworld.(2023广东)

A.performedB.performingC.tobeperformedD.beingperformed

C3._________andI’llgettheworkfinished.(2023重庆)

A.HaveonemorehourB.Onemorehour

C.GiveonemorehourD.IfIhaveonemorehour

B.4.Therepairscostalot,butitsmoneywell_____.(2023湖北)

A.tospendB.spentC.beingspentD.spending

C.5._____withadifficultsituation,Arnolddecidedtoaskhisbossforadvice.(2023江苏)

A.TofaceB.HavingfacedC.FacedD.Facing

B6.Whenherfather,thegirlburstintocrying.(2023湖北)

A.askingofB.askedaboutC.beingaskedD.asked

D7.Themankeptsilentintheroomunless.(2023浙江)

A.spokenB.speakingC.tospeakD.spokento

D8.________,theoldmanislivingahappylife.(2023天津)

A.takinggoodcareB.takengoodcare

C.havingtakengoodcareD.takengoodcareof

D9.TheOlympicGames,in776B.C.,didnotincludewomenplayersuntil1912.(NMET2023)

A.firstplayingB.tobefirstplayed

C.tobefirstplayingD.firstplayed

B10.fromhisclothes,heisnotsopoor.(2023上海)

A.JudgedB.JudgingC.TojudgeD.H