教案的實(shí)施能夠幫助教師更好地評(píng)估學(xué)生的學(xué)習(xí)效果，及時(shí)調(diào)整教學(xué)方法，為了增強(qiáng)教學(xué)的實(shí)效性，教案中應(yīng)適當(dāng)加入案例分析，讓學(xué)生進(jìn)行討論，范文社小編今天就為您帶來(lái)了高一英語(yǔ)必修二英語(yǔ)教案8篇，相信一定會(huì)對(duì)你有所幫助。
高一英語(yǔ)必修二英語(yǔ)教案篇1
(1)課題：friendship
(2)教材分析與學(xué)生分析：
本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開(kāi)的。warming up部分以調(diào)查問(wèn)卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問(wèn)題以及解決這些問(wèn)題的方法；pre-reading部分的幾個(gè)問(wèn)題啟發(fā)學(xué)生對(duì)“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的.朋友；reading部分anne’s best friend以日記形式講述了猶太女孩安妮的故事；comprehending部分通過(guò)連句、多項(xiàng)選擇和問(wèn)答形式幫助學(xué)生對(duì)課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解; using about language 部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語(yǔ)法項(xiàng)目。
(3) 課時(shí)安排：
the first period: speaking: warming up and pre-reading the second period： reading
the third period: grammar
the forth period：listening
the fifth period: writing
(4)教學(xué)目標(biāo)：
①知識(shí)與技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.
②過(guò)程與方法：本單元在讀前階段就提出問(wèn)題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過(guò)安妮的日記向?qū)W生說(shuō)明我們也可以與動(dòng)物及無(wú)生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個(gè)與本單元話題有關(guān)的問(wèn)題：1.描述朋友； 2. 結(jié)交網(wǎng)友；3. 觀點(diǎn)交流；4. 善不善交朋友; 5. 朋友的重要性。
③情感態(tài)度與價(jià)值觀：學(xué)完本單元后要求學(xué)生進(jìn)行自我評(píng)價(jià)，主要評(píng)價(jià)自己在本單元中的學(xué)習(xí)情況。對(duì)書(shū)中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問(wèn)題。使學(xué)生加深對(duì)友誼、友情的理解，以及如何正確交友，處理朋友之間發(fā)生的問(wèn)題等。
(5) 教學(xué)重點(diǎn)和難點(diǎn)：
詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短語(yǔ)： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重點(diǎn)語(yǔ)法項(xiàng)目： 直接引語(yǔ)和間接引語(yǔ)的互相轉(zhuǎn)換
難點(diǎn)：understand the real meaning of friends and friendship;
discuss the answers to the questions (reading);
how to teach the ss to master the usage of direct speech and indirect
speech(statement and questions).
(6) 教學(xué)策略：
discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教學(xué)煤體設(shè)計(jì)：
a projector and a tape recorder.
(8) 教學(xué)過(guò)程：
period one：speaking （warming up and pre-reading）
aims
talk about friends and friendship.
practise talking about agreement and disagreement.
step i revision
ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.
t: now, lets check up your homework for last class. id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
step ii warming up
t: / think most of us have some good friends. do you know why people make friends with one another?
step iii talking(wb p41)
first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.
t: now were going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.
1 do you agree with her?
2 what do you think of people from foreign countries?
agreement disagreement
i think so, i dont think so.
i agree.i dont agree
thats correct.of course not.
thats exactly my opinion. im afraid not.
youre quite right. i dont think you are right.
step iv speaking(b p6)
first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each others questionnaires.
at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now lets make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. your friend borrowed 100 yuan from you last week and hasnt returned it. you will
a. ask him / her to pay back as soon as possible; or youll end the friendship.
b. ask him / her to pay back if he / she has.
c. tell him / her not to return it.
2. your friend said your bad words behind you. you will
a. ask him / her to say sorry to you , or youll stop your friendship.
b. excuse him / her and forget it.
c. ask others to tell him / her that he/she is wrong.
3. you promised to meet your friend at five oclock but your parents ask you to do homework at home. you will
a. tell him your parents ask you to do homework at home.
b. tell him / her a lie that you are ill.
c. say sorry to him / her and plan to meet him / her another time.
4. you borrowed a bike from your friend, but you had it stolen. you will
a. buy a new one which is the same as his / hers.
b. just tell him / her you had it stolen.
c. say sorry to him/her and buy him/her an old one
after they finish choosing the answers, show the scoring sheet on the screen.
instructions:
2-5 a fair-weather friend
only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you dont want to spend time or talk with them. you dont help your friends when they have problems. you are always thinking about yourself.
you should care more about your friends. if you continue to be self-centered and dont consider others feelings, you wont make more friends and keep friendship for long.
6-11 a school friend
you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. youd better add more affection to your friends. friendship is about feelings and we must give as much as we take.
12-17 a best friend
you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.
18-21 forever friend
you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, youll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.
課后反思：
本課教學(xué)設(shè)計(jì)容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開(kāi)口說(shuō)英語(yǔ)的的信心。
高一英語(yǔ)必修二英語(yǔ)教案篇2
Ⅰ、教材內(nèi)容及教學(xué)目標(biāo)
1、學(xué)習(xí)在澳大利亞乘火車旅游的.文章
2、訓(xùn)練速讀、略讀和查讀技能，通過(guò)中心句掌握全文中心，學(xué)會(huì)分析文章結(jié)構(gòu)，
學(xué)會(huì)運(yùn)用想象、聯(lián)想、邏輯分析和英語(yǔ)思維的能力
3、學(xué)會(huì)如何描述乘火車旅游的情形
Ⅱ、教學(xué)設(shè)計(jì)
task learn and retell the passage
pre-task content prediction(2m) according to the picture and the title, try to predict what we will be able to learn from the passage.
task-cycle reading(40m)
pre-reading map reading look at the map of the railways in australia, discuss which city you would like to travel and how to get there.
while-reading
activity 1 first ( fast ) reading
a. match: find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the ghan )
b. main sentence in each paragraph.
c. main idea
d. guide ss to find out the structure of the passage.
activity 2 second ( detailed ) reading deal with 6 questions in .
activity 3 third reading ( reading strategies applying )
a. find out appropriate information to fill in the form below:
part one (1)
who when where what why how
part two (2-3)
food scenery
first hundred kms after that suddenly
b. put me in the right order and form a passage, adding in the time signals.
camels were trained to carry supplies back from the central part.
camels were shot because of the new railway line built by the government.
they brought camels from afghanistan.
australians needed a way to the central country.
they tried riding horses, but failed.
c. word-guessing ( abandon, diamond, supplies)
post-task
activity 1 retelling retell the passage with the help of the form
activity 2 discussion p24 (5)
activity 3 small debate “they should shot the camels”
recalling(2m) recall what we learn today. & questions unsolved.
homework(1m) write a reading note
閱讀格式卡
title__________________________ module _________ date___________
general idea：
words & phrases:
bs:
bs=beautiful sentence
高一英語(yǔ)必修二英語(yǔ)教案篇3
一、教學(xué)重點(diǎn)：let’s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學(xué)生能聽(tīng)懂句型，并結(jié)合這些句子表達(dá)的情境，學(xué)會(huì)恰當(dāng)?shù)靥鎿Q句中的單詞。逐步學(xué)會(huì)聽(tīng)、說(shuō)、讀、寫(xiě)單詞：old，short，thin，tall，strong。
二、教學(xué)難點(diǎn)：如何利用所提供的對(duì)話和情景，以舊引新，讓學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)。let’s start部分在學(xué)生用書(shū)當(dāng)中首次出現(xiàn)，教師應(yīng)正確理解此部分的輔墊作用，可根據(jù)實(shí)際教學(xué)需要進(jìn)行使用，并幫助學(xué)生熟悉教材內(nèi)容的變化。
三、課前準(zhǔn)備
1.準(zhǔn)備教學(xué)過(guò)程中所需要的圖片、聲音、課件，以及本課時(shí)的八張單詞卡。
2.準(zhǔn)備一些教師的照片或圖片。
3.準(zhǔn)備錄音機(jī)及錄音帶。
四、教學(xué)過(guò)程
1.warm-up(熱身)
(l) 播放let’s start下面歌謠的錄音，讓學(xué)生聽(tīng)歌謠猜單元話題，激發(fā)學(xué)生對(duì)新學(xué)期第一單元英語(yǔ)學(xué)習(xí)的興趣。還可以使用四年級(jí)上冊(cè)第三單元學(xué)過(guò)的句型：“i have a new friend. he’s tall. he’s strong, too.”并結(jié)合相關(guān)人物的圖片，引導(dǎo)學(xué)生復(fù)習(xí) strong， tall， short，thin等詞，為本課時(shí)聽(tīng)、說(shuō)、讀、寫(xiě)這些單詞做好準(zhǔn)備。
(2)日?？谡Z(yǔ)練習(xí)，內(nèi)容可參考如下：
t：hello, everyone! welcome back to school! nice to see you!
ss: nice to meet you!
(3) 問(wèn)學(xué)生幾個(gè)問(wèn)題，引出本課重點(diǎn)內(nèi)容。具體會(huì)話可參考如下：
t：hi，everyone!nice to see you again.what grade are you in now?
ss：we’re in grade 5.
t：do you like your new english books(new classroom, new teacher)?
ss：yes!
t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?
2. presentation(新課呈現(xiàn))
(l)出示let’s start部分圖片，介紹說(shuō)： rabbit has many new teachers in her school. do you have new teachers? 引導(dǎo)學(xué)生根據(jù)情景圖的提示描述新教師。然后說(shuō)：“今天我們將學(xué)習(xí)怎樣描述新教師。sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師?
(2)出示let’s learn部分的圖片，向?qū)W生介紹說(shuō)：they are sarah’s teachers. describe these teachers.引導(dǎo)學(xué)生結(jié)合預(yù)習(xí)部分回答出 strong， tall， short， thin等舊詞，然后結(jié)合圖卡向?qū)W生呈現(xiàn)新詞：youny，kind old，funny。可利用簡(jiǎn)筆畫(huà)、單詞卡片或?qū)嵨飯D片等—一教授新詞，使學(xué)生正確理解、認(rèn)讀。
(3)可播放單詞的聲音，讓學(xué)生在聽(tīng)過(guò)一遍后跟讀單詞，逐步掌握正確的讀音。
(4)根據(jù)以下信息請(qǐng)學(xué)生判斷會(huì)話中描述的教師是 let’s learn配圖中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面鋪墊的學(xué)習(xí)任務(wù)，讓學(xué)生猜出哪位是sarah的新教師。再引導(dǎo)學(xué)生利用 let’s learn部分所提供的替換句型，描述sarah的其他兩位新教師，練習(xí)鞏固所學(xué)新詞。
(4)試著寫(xiě)單詞。
范寫(xiě)四會(huì)單詞，讓學(xué)生跟寫(xiě)或在單詞卡片背面仿寫(xiě)，達(dá)到聽(tīng)、說(shuō)、讀、寫(xiě)四會(huì)掌握新詞的目的。
3.let’s play (趣味操練)
(1)let’s find out (找一找)
指導(dǎo)學(xué)生用所學(xué)新詞和句型描述let’s find out部分幾位教師的體貌特征，然后找出正確的圖片。完成這項(xiàng)活動(dòng)后，教師引導(dǎo)學(xué)生充分利用八張新詞卡片繼續(xù)進(jìn)行結(jié)對(duì)或小組活動(dòng)，如：my new chinese teacher is tall and strong. who is he? 讓其他學(xué)生選出正確的圖片。
(2)let’s sing (唱一唱)
放歌曲“my new teacher”的.錄音，學(xué)生跟唱，進(jìn)一步在音樂(lè)節(jié)奏中感知新詞。
4.consolidation and extension(鞏固與擴(kuò)展)
(l)讓學(xué)生做本單元 a let’s learn部分的活動(dòng)手冊(cè)配套練習(xí)。
(2)讓學(xué)生模仿let’s find out部分的錄音，讀給朋友或家長(zhǎng)聽(tīng)。展示不同教師的圖片，讓學(xué)生猜出是教哪個(gè)科目的教師，然后用所學(xué)新詞描述這些教師的外貌特征。
(3)讓學(xué)生參照 let’s find out部分設(shè)計(jì)一些謎語(yǔ)讓大家清一猜?？梢詤⒖家韵抡Z(yǔ)言： she is tall.she’s beautiful.she’s very young.we all like her.who’s she?
(4)讓學(xué)生把新學(xué)的歌曲唱給家長(zhǎng)或朋友聽(tīng)。
板書(shū)設(shè)計(jì)：
unit1 my new teachers old，short thin，tall，strong, young, funny, kind
教學(xué)反思：
本課時(shí)let’s learn部分主要是通過(guò)情景會(huì)話，談?wù)撁佬g(shù)教師的樣子，來(lái)讓學(xué)生學(xué)習(xí)單詞：old，short thin，tall，strong, young, funny, kind等。教學(xué)設(shè)計(jì)適合與學(xué)生身邊的人物相聯(lián)系，尤其是新老師?？梢龑?dǎo)學(xué)生復(fù)習(xí)已學(xué)過(guò)的tall, short, thin, strong等詞匯，再進(jìn)一步學(xué)習(xí)本課新生詞。達(dá)到描述不同圖片人物的要求。利用一些活動(dòng)來(lái)鞏固知識(shí)。教師引導(dǎo)學(xué)生充分利用事先準(zhǔn)備好的人物圖片，進(jìn)行結(jié)對(duì)或小組活動(dòng)，如：my new chinese teacher is tall and strong. who is he? 讓其他學(xué)生選出正確的圖片。
高一英語(yǔ)必修二英語(yǔ)教案篇4
notes:
1. get along with
2. fall in love
step 3. listening
ss should take notes while they are listning.
1. first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiaodong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiaodong as an editor and give him some advice.
1. ss make a list about the important information that they need.
2. ss begin to write the letter to xiaodong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5.assignment
do wb writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.
高一英語(yǔ)必修二英語(yǔ)教案篇5
教學(xué)目標(biāo)
to help students learn to express attitudes, agreement & disagreement and certainty
to help students learn to read the text and learn to write diaries in english
to help students better understand “friendship”
to help students learn to understand and use some important words and expressions
to help students identify examples of direct speech & indirect speech (i): statements and questions in the text
教學(xué)重難點(diǎn)
words
upset, ignore, calm, concern, settle, suffer, recover, pack
expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
patterns
“i don’t want to set down a series of facts in a diary as most people do,” said anne. →anne said that she didn’t want to set down a series of facts in a diary as most people do.
i stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that i’d seen the night face to face…
教學(xué)工具
ppt
教學(xué)過(guò)程
hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?
1. warming up
⑴ warming up by defining friendship
hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?
yeah, there are many explanations about friendship. however, friendship is a relationship that can’t be restricted(限制)by definition(定義). it can only be experienced. true friendship can exist between any two souls, be it between people or animals. it can happen at any moment, to anyone. even to lifeless things, like a diary, a ball, a friendship can happen.
then what is your opinion about friendship?
do you think that friendship is important to our life? why?
⑵warming up by learning to solve problems
nice to meet you, class. we shall be friends from now on. for everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. discuss the situation below and try to solve the problems wisely.
common problems among teenagers
solution
some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
situation 1: friends get angry with each other when they try to talk about something difficult.
try to understand your friend/ try to talk about the problem in a different way.
situation 2: friends don’t know how to apologize
start by telling each other that you are sorry. a simple apology is often enough and is a good starting point.
situation 3: some friends don’t know how to keep secrets.
keep your secrets to yourself
tips on being a good friend
treat your friends the way you want to be treated. keep secrets that are told to you.
pay attention when your friend is talking. keep your promises. share things with your friend. tell your friend the truth. stick up for your friend.
⑶warming up by doing a survey
good morning, class. i am your teacher of english. glad to be here with you. today we shall take unit 1 friendship.
to be frankly, i’d like very much to keep a close friendship with you, my dear students, in the following years. how about you then? ok, thanks. i do hope to be your good teacher as well as your helpful friend (良師益友).
now please do the survey on page one.
add up your score according to the scoring sheet on page 8. you don’t have to tell your results. you can just keep it a secret.
高一英語(yǔ)必修二英語(yǔ)教案篇6
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1). to learn the knowledge of the cultural relics.
2). discuss how to protect our cultural relics.
3).reading and understanding, catching the history and information of the amber room.
4). functional item, how to tell the story about the amber room
5). finish the comprehending exercises after the reading passage.
6). use scanning; skimming and careful reading to learn the story of the amber room.
教學(xué)重難點(diǎn)
key points
to understand cultural relics.
how to tell the story about the amber room
difficulties
talk about cultural relics at home and abroad in english freely.
to learn the story of the amber room.
教學(xué)工具
課件
教學(xué)過(guò)程
導(dǎo)入
1). guessing:
teacher present some pictures and statements ,let the students guess whtat or where it is.
the great wall; the pyramid ; taj mahal
2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:
a. can you name them out?
who have the right to own and confirm them?
(the shown pictures: group 1;①yuanmingyuan; ②forbidden city
group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat
and mogao caves)
step i: pre-reading
1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?
show some pictures of amber. let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
amber is the fossil(化石) form of resin(樹(shù)脂) from trees.
it takes millions of years to form.
2). can you imagine a house made of amber?please preview “in search of the amber room.”
step ii: fsat reading and thinking about the title:
1). teacher give students the following questions to think:
when you see this title, what do you want to know?
what is the amber room?
why was it called the amber room?
what was it made for?
what happened to it?
why to search for it?
(ask the students just remember these questions in their mind not find the answers.)
2). fast reading to get the main idea:
the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .
(students read the passage quickly and fill in the blans)
3). now, let the students try to answer the questions in part 1). (ppt 7)
(teacher may give some necessary help)
step iii: scanning
ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)
after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)
step iv: skimming
ask students to skim the passage and complete exercise 2 on page2.
( 3 ) how did the amber room become one of the wonders of the world?
( 5 ) how was a new amber room built?
( 4 ) how did the amber room get lost?
( 1 ) how was the amber room made?
( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?
step v: careful reading
let the students read the text carefully and try to find some details to complete the form on ppt 11.
step vi: role play
just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?
( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
homework
1. read the story of the amber room again after class.
2. write the introduction of the amber room you have discussed in class.
3. prepare for next period by underline the difficult points in the text.
板書(shū)
blackboard design
unit 1 cultural relics
warming up & pre-reading
what is cultural relics?
a.a cultural relic is sth. that survived for a long time
b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed
c. a cultural relic is something rather rare
高一英語(yǔ)必修二英語(yǔ)教案篇7
一、教材分析
1.教材內(nèi)容分析
本單元話題——文物古跡(cultural relics )歷來(lái)是全世界較為關(guān)注的焦點(diǎn)之一，尤其是在伊拉克戰(zhàn)爭(zhēng)中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅!本單元所采用話題構(gòu)成了一個(gè)現(xiàn)代意義十足的時(shí)尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個(gè)重要特征，即緊扣時(shí)代脈搏，富有時(shí)代氣息。reading通過(guò)對(duì)俄羅斯著名城市——圣彼得堡有關(guān)史實(shí)的介紹，以“a city of heroes”為標(biāo)題謳歌了圣市人們?yōu)楸Ｗo(hù)歷史文物和重建家園所作的一切。整個(gè)單元自始自終圍繞保護(hù)代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對(duì)學(xué)生文化意識(shí)的熏陶”要求，非常具有現(xiàn)實(shí)教育意義，教師利用素材不但可以傳授英語(yǔ)知識(shí)，而且可以在教學(xué)過(guò)程中通過(guò)滲透的方式將文物保護(hù)知識(shí)有機(jī)地滲透于每堂課的課堂教學(xué)之中，培養(yǎng)學(xué)生愛(ài)護(hù)人類文明、保護(hù)文物古跡、熱愛(ài)偉大祖國(guó)的思想品德。
2.教學(xué)重點(diǎn)、難點(diǎn)
functional items：ways of giving advice or making suggestions.
topic：talking about cultural relics, including ways of protecting them.
word-formation：“re + v.”(eg. rebuild, replaced, recreate).
key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,
in pieces, bring … back to life, etc
structure (grammar)：the passive voice (i) — the present perfect passive voice
writing：write a letter to the editor on a certain cultural site, suggesting ways of
protecting the cultural relics.
二、教學(xué)目標(biāo)
1.語(yǔ)言知識(shí)目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時(shí)要求學(xué)生掌握一定量表達(dá)“提建議或勸告”的交際功能用語(yǔ)，以及現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)。
2.語(yǔ)言技能目標(biāo)
通過(guò)本單元的學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽(tīng)、說(shuō)、讀、寫(xiě)”的技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)解決相關(guān)情景中的一些類似問(wèn)題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識(shí)解決問(wèn)題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語(yǔ)言基礎(chǔ)與能力，有個(gè)性地解決問(wèn)題，就如何最有效地保護(hù)文物古跡提出獨(dú)特的見(jiàn)解。
三、教學(xué)原則
1.以任務(wù)型教學(xué) (task-based language teaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采用情景教學(xué)法(situational approach)，交際教學(xué)法(communicative approach)，整體語(yǔ)言教學(xué)法(whole language teaching)等教學(xué)方法。從一定程度上說(shuō)，人們使用語(yǔ)言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過(guò)運(yùn)用所學(xué)語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過(guò)表達(dá)、溝通、交涉、解釋、詢問(wèn)等各種語(yǔ)言形式來(lái)學(xué)習(xí)和掌握語(yǔ)言，實(shí)現(xiàn)目標(biāo)，感受成功。
2.在教學(xué)中突出交際性，注重讀寫(xiě)的實(shí)用性;同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
3.堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。
4.貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。
四、教學(xué)總體設(shè)計(jì)
1.創(chuàng)設(shè)情景，營(yíng)造氛圍，體現(xiàn)語(yǔ)言教學(xué)的真實(shí)性
語(yǔ)言教學(xué)的最終目的是培養(yǎng)學(xué)生的言語(yǔ)技能。根據(jù)語(yǔ)言本身的交際性原則，本單元教學(xué)緊緊圍繞3p(presentation—practice—production)教學(xué)環(huán)節(jié)，充分運(yùn)用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習(xí)過(guò)程中充分展示其所學(xué)知識(shí)。如針對(duì)本地區(qū)旅游業(yè)的不斷開(kāi)發(fā)給文物古跡保護(hù)所帶來(lái)的負(fù)面效應(yīng)，要求學(xué)生用英語(yǔ)表達(dá)如何采取相應(yīng)的保護(hù)措施等。
2.采用“任務(wù)型”教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用英語(yǔ)能力
本單元每堂課采用任務(wù)型教學(xué)，模擬真實(shí)生活中的任務(wù)，任務(wù)的設(shè)計(jì)注重由簡(jiǎn)到繁，由易到難，層層深入，形成由初級(jí)任務(wù)到高級(jí)任務(wù)并由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán);同時(shí)多樣化的任務(wù)又由課內(nèi)延伸至課外，不僅可拓展學(xué)生的知識(shí)面，更可培養(yǎng)學(xué)生的學(xué)習(xí)興趣，從而提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。
3.面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展
經(jīng)常性地開(kāi)展pair work、group work、class performance，培養(yǎng)學(xué)生的團(tuán)體合作精神。
4.情感目標(biāo)
1)激發(fā)并提高學(xué)習(xí)英語(yǔ)的興趣，樂(lè)于接受新鮮事物，勇于嘗 試;體現(xiàn)課堂教學(xué)“主體者”的身份，積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人;具有個(gè)性，培養(yǎng)創(chuàng)造能力。
2)培養(yǎng)同學(xué)之間日常融洽相處的感情，樂(lè)于合作，善于與人分享喜好，培養(yǎng)正確的'審美觀和價(jià)值觀。
3)培養(yǎng)學(xué)生具有良好的文明習(xí)慣，具有文物保護(hù)意識(shí)。
5.教學(xué)策略
1)開(kāi)放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識(shí)天地。
2)引趣激趣策略。創(chuàng)設(shè)多種情景(境)激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。
3)任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì)使課堂教學(xué)產(chǎn)生事半功倍的良好效果。
4)循序漸進(jìn)和尊重差異策略。由簡(jiǎn)到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。
6.學(xué)習(xí)策略
1)課前認(rèn)真預(yù)習(xí)，利用互聯(lián)網(wǎng)或其他媒體收集國(guó)內(nèi)外文物古跡以及有關(guān)文物保護(hù)信息，課后能及時(shí)復(fù)習(xí)。
2)上課勤思考，多動(dòng)腦，掌握所學(xué)詞匯，熱情、積極、主動(dòng)參與課堂上各種活動(dòng)。
3)注意學(xué)習(xí)方法，及時(shí)提問(wèn)并注意傾聽(tīng)他人意見(jiàn)。
4)確立“學(xué)用英語(yǔ)相結(jié)合”的思想，用英語(yǔ)開(kāi)展思維，分析(復(fù)述)課文、發(fā)表個(gè)人看法、提出獨(dú)到的見(jiàn)解等。
7.文化意識(shí)
1)了解文物古跡所折射出的不同時(shí)期、不同地區(qū)的特殊文化內(nèi)涵。
2)培養(yǎng)學(xué)生良好的社會(huì)公德意識(shí)，樹(shù)立文物保護(hù)意識(shí)。
五、單元教學(xué)設(shè)計(jì)
依據(jù)《課程標(biāo)準(zhǔn)》及對(duì)學(xué)生教學(xué)目標(biāo)的要求，課堂教學(xué)中充分利用與教材相配套的教學(xué)投影、練習(xí)冊(cè)、閱讀訓(xùn)練以及多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。適應(yīng)信息時(shí)代之所需，教師應(yīng)重視使用一些先進(jìn)的現(xiàn)代教學(xué)技術(shù)手段來(lái)激發(fā)、提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，主要運(yùn)用多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。本單元計(jì)劃用六課時(shí)完成教學(xué)任務(wù)與測(cè)試評(píng)估。
高一英語(yǔ)必修二英語(yǔ)教案篇8
教學(xué)目標(biāo)
i. 單詞和詞組
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
ii. 日常交際用語(yǔ)
1.請(qǐng)求
may / could / can i do that?
i wonder if i can do that.
would / do you mind if i come earlier?
will you tell me if can go now?
2.允許
yes, please. / of course. / sure. / certainly.
go ahead, please.
that’s all right. / ok.
it’s all right to me.
3.拒絕
i’m sorry, but it’s not allowed here.
you’d better not.
i’m afraid not. it’s not right.
iii.語(yǔ)法
復(fù)習(xí)名詞性從句作賓語(yǔ)和表語(yǔ)的用法。
教學(xué)建議
教材分析
the main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. though learning the way of expressing are able to remind the students speaking in daily life. this dialogue is the main idea to learn to use these phrase for permission. though two men’s talking. meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. in order to master these phases, this lesson has short dialogue to give the students to speak each other.
重點(diǎn)詞匯講解
1.catch fire與be on fire
1)catch fire：begin to burn著火;燒著。catch fire有動(dòng)態(tài)含義，揩“開(kāi)始燃燒”。
例如：
paper catches fire easily.紙容易著火。
the bed clothes catch fire and the whole house may be burnt down.鋪蓋著火了，整個(gè)房子都可能燒掉。
2)be on fire：be burning著火;失火。 be on fire有靜態(tài)含義，指“燃燒的狀態(tài)”。
例如：
the house was on fire.房子著火了。
she woke up at midnight and found the kitchen on fire.她半夜醒來(lái)發(fā)現(xiàn)廚房失火了。
