牛津译林版英语必修一Unit2Grammarandusage2教案

牛津高中英语教学设计

单元：Unit 2 Growing pains

板块：Grammar and usage

Thoughts on the design:

本节课是以读、写为主的语法教学课。语法教学的方法各有不同，本节课的设计除了语言知识的传授外，还着眼于培养学生对于学习策略的掌握。本节课按照“呈现——思考——归纳——巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。

Teaching aims:

After learning this session, the students will be able to grasp the basic rules for attributive clauses —relative adverbs used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.

Teaching procedures:

Step 1

Review what the students have learned in the previous class, and check the assignments.

F ill in the blanks with “prep + relative porn”.

1. Do you remember the day _________ we left you in charge? (on which)

2. I often think of the moment _________ I saw the UFO. (at which)

3. I remember the time _________ Eric won that speech competition. (at which)

4. It rained the whole day __________ he traveled with his family. (on which)

5. The police searched the house _________ the thief had stayed. (in which)

6. Mike wants to work in a country _________ there are a lot of rainforests. (in which)

7. This is not a family _________ bad behavior goes unpunished. (in which)

8. The study is the place _________ I often have talks with my father. (in which)

9. I won’t listen to the reason _________ you didn’t do your homework. (for which)

10. This is the reason _________ my parents got home earlier. (for which)

[Explanation]

本步骤是对上一堂内容的回顾，并为下面教授新知识作铺垫。

Step 2

Review the first four sentences of the assignments, using “when” to replace “prep+which”.

1. Do you remember the day on which we left you in charge? (when)

2. I often think of the moment at which I saw the UFO. (when)

3. I remember the time at which Eric won that speech competition. (when)

4. It rained the whole day on which he traveled with his family. (when)

Then ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: We often use the relative adverb “when” to begin attribu tive clauses after nouns like “time”, “moment”, “day”, “season”, “year”, etc.

[Explanation]

本堂课继续延用上堂课“练习——思考——归纳——巩固”的模式来传授新的知识。

Step 3

Review the next four sentences of the assignments, using “where” to replace “prep+which”.

1. The police searched the house in which the thief had stayed. (where)

2. Mike wants to work in a country in which there are a lot of rainforests. (where)

3. This is not a family in which bad behavior goes unpunished. (where)

4. The study is the place in which I often have talks with my father. (where)

Then ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: We often use the relative adverb “where” to begin attributive clauses after nouns like “place”, “house”, “city”, “country”, “world”, etc.

[Explanation]

同上。

Step 4

Review the last two sentences of the assignments, using “why” to replace “prep+which”.

1 I won’t listen to the reason for which you didn’t do your homework. (why)

2 This is the reason for which my parents got home earlier. (why)

Then ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: We use the relative adverb “why” to begin attributive clauses after “reason”. [Explanation]

同上。

Step 5

Ask the students to finish the following exercises as a consolidation. Meanwhile, use the exercises to explain the difficult point —the choice between relative pronouns and adverbs.

“when” or “which”?

1. I still remember the days ________ we stayed together in Beijing. (when)

2. I still remember the days ________ we spent together in Beijing. (which)

3. I still remember the days ________ we enjoyed ourselves in Beijing. (when)

4. I still remember the days ________ we enjoyed in Beijing. (which)

“where” or “which”?

5. That blue house is the place ________ I lived yesterday. (where)

6. That blue house is the place ________ I visited yesterday. (which)

7. That blue house is the place ________ I paid a visit yesterday. (where)

8. That blue house is the place ________ I paid a visit to yesterday. (which)

“why” or “which”?

9. Do you know the reason ________ he told me the news last week? (why)

10. Do you know the reason ________ he told me last week? (which)

11. Do you know the reason ________ he was late this morning? (why)

12. Do you know the reason ________ he was late for this morning? (which)

After finishing the exercises, ask the students to think about the common points in these sentences, then make a conclusion as follows: The choice between relative pronouns an d relative adverbs doesn’t depend on the antecedents before the attributive clauses, but on the verbs or verb phrases in the attributive clauses.

[Explanation]

此处继续延用前面的模式来解释学生学习定语从句的一个难点：关系代词与副词的选择。这里选用了三组十二个句子来阐明该要点。由于学生新学关系副词，在应用上仍然生疏，故用红色字体

标明做题关键。在最后归纳完毕后，教师可以用“BACKSPACE”键回到前面几页，带学生重新回顾一下这十二个句子，加深理解。

Step 6

Show some multiple-choices selected from NEMT of year 05~08 as consolidation.

1. If a shop has chairs________ women can park their men, women will spend more time in the shop. (2005上海) (D)

A. that

B. which

C. when

D. where

2. Some pre-school children go to a day care center, ___they learn simple games and songs. (2007全国)

(D)

A. then

B. there

C. while

D. where

3. Those successful deaf dancers think that dancing is an activity _____ sight matters more than hearing. (2007天津) (D)

A. when

B. whose

C. which

D. where

4. They will fly to Washington, ______ they plan to stay for two or three days. (2008重庆) (A)

A. where

B. there

C. which

D. when

5. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s tourist attractions. (2008江苏) (A)

A. which

B. what

C. that

D. where

6. Anyway, that ev ening, ____ I’ll tell you more about later, I ended up staying at Rachel’s place. (2004浙江) (D)

A. when

B. where

C. what

D. which

[Explanation]

此处围绕前面所讲要点，选用近年高考题作为巩固练习。前几题先出现提示，后让学生回答；后几题先回答，后出现提示作为解释。

Step 7

Ask the students to complete the following conversation. (students’ book, page 31)

[Explanation]

此练习选自课本，由于篇幅较大，难以处理，故没有做入PPT。但并非该练习不重要，这是对学生近两堂语法课以来所学内容的一个综合的回顾和巩固。所以，该练习不宜略过。

Step 8

Give out a test paper for attributive clauses, ask the students to self-test after class.

[Explanation]

课后练习在新的语法知识教授之后是必要的，教师可根据各自具体情况来考虑，此处附练习若干仅供参考。需要注意的是，练习的量不宜过多过难，以至打击学生学习的兴趣与积极性。鉴于学生初学定语从句，具体难度可参考高考题，相应略低，选材应基于课本内容。练习的形式应注重多样化，而不是单一的选择题。

1. Join the two sentences into one with attributive clauses.

1) The money has disappeared. I wanted to buy a new T-shirt with the money.

2) Matt solved the problem in a strange way. We had a good laugh over it.

3) Daniel lives in that room. It is in a mess.

4) We left you in charge of the house on that day. Do you still remember the day?

5) Eric is looking at a strange woman. The woman has her arms crossed and looks angry.

2. Fill in the blanks with relative words.

1) Who is the boy with ______ you were talking a moment ago?

2) He is my favorite student, Leo. I can’t understand the reason _____ you don’t like him.

3) Give me a reason _____ is different from the one you gave me last time.

4) The boy likes writing letters. The man to _____ he often writes is the editor of a teenage magazine.

5) Leo and Phillip met in a teahouse the other day. The teahouse _____ they met is called “Sweet Home”.

3. Fill in the blanks with proper words to match the pairs of sentences in meaning.

1）I like the way he speaks English.

I like the way _____ _____ he speaks English.

2）This museum is the one where we paid a visit last week.

This museum is the one we _____ last week.

3）Yesterday MrGreen met two friends, and one of them told him the good news.

Yesterday Mr Green met two friends, one of _____ told him the good news.

4）Is there a shop nearby where dog food is sold?

Is there a shop nearby _____ sells dog food?

5) The club of which the members are music fans meet in the school garden every Saturday afternoon. The club _____ members are music fans meet in the school garden every Saturday afternoon. Keys:

1. (one possible version)

1) The money with which I wanted to buy a T-shirt has disappeared.

2) We had a good laugh over the strange way Matt solved the problem.

3) The room in which Daniel lives is in a mess.

4) Do you still remember the day when we left you in charge of the house?

5) The strange woman Eric is looking at has her arms crossed and looks angry.

2. 1) whom 2) why 3) that / which 4) whom 5)where

3. 1) in which 2) visited 3) whom 4) which / that 5) whose

外研社版必修二Module 2 NoDrugs教学设计

Module 2 No Drugs 1.教学目标（teaching objectives） a.Students can learn some words and phrases about cigarettes and drugs and use them to express the harm of drugs. b.Students can use related words, phrases and sentence patterns to make a poster to remind others of the harm of drugs. c.Students can know the harm of drugs and they can refuse them firmly and help those who are addicted to drugs. 2.学情分析（analysis of students） Students are in the second term of the tenth grade and they are not familiar with the English class which is taught by English in the whole 45 minutes. Students are full of enthusiasm and interest but they don’t know how to use English to think about things around them and they lack related vocabulary. In fact, students have known something about this topic and they have some thoughts to express. Thus, how to motivate them to express their opinions about drugs is my biggest task. In this class, I will carry out many different ways to lead them to think and express. 3.教学重难点（key points and difficult points） Key points a.Students can use what they learned to persuade others out of drugs. b.Students can grasp the skill of organize a narration and an exposition. Difficult points a.Students can understand and use properly the adverbial clauses. b.Students can write two short passages to persuade others to give up drugs both in the form of a narration and an exposition. 4.教学过程（teaching procedures） 教学活动 I. 导入（leading-in） Who are they? why were they put into prison? Do you know these things? What are they called?

牛津译林版英语必修二Unit2Welcometotheunit教案

牛津高中英语教学设计 单元：Unit 2 Wish you were here 板块：Welcome to the unit Thoughts on the design: 本节课是以看、听、说为主的口语教学课。英语口语课的教学任务是培养学生口头表达和交际的能力。如何搞好英语口语教学、培养学生的英语交际能力是实现英语学科教学目的的要害。美国心理学家布鲁纳认为：“成功的外语课堂教学应在课堂内创设更多的情景，让学生有机会运用自己学到的语言材料。”本单元内容是关于冒险及旅游的，本节课将利用电脑多媒体手段，以视听的形式给学生介绍世界各地的风光，营造英语教学的真实情景，提高学生运用英语进行交流信息和思想感情的能力，并为本单元后续内容的教学作知识和能力的铺垫。 Teaching aims:. After learning the content of this period, the students will be able to get some background knowledge about different places in the world, including the amazing sights and animals. Meanwhile, the students’spoken English will be trained, and their interest will be aroused by talking about traveling. Teaching procedures: Step 1 Greeting and Lead-in 1. Nowadays, more and more people are interested in traveling on holidays. They want to go to different places and different countries to get close to nature to enjoy beautiful scenery. Now, please enjoy some beautiful pictures, and then answer my questions. (Show ppt.5-8) ①Have you ever been to some places? ②What is the most exciting place you have ever been to? ③Try to describe the place for us. 2. Get the students to work in pairs and discuss the above questions. [Explanation] 旅游是学生们喜爱的话题，美丽的风光图片更能引起学生的兴趣，这个教学环节利用PPT展示世界各地风光，吸引学生谈论自己的旅游经历，锻炼他们的口语表达能力。 Step 2 Welcome to the unit Study the four pictures in the text boob, and provide the students with more detailed information about Africa, Australia, Brazilian rainforest and Gobi Desert. Africa—The grasslands of Africa are home to many animals, such as lions, elephants, zebras, giraffes etc. Animals live comfortably and peacefully there.(PPT10)

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标

牛津译林版英语必修二Unit1Task教案

牛津高中英语教学设计 单元：Unit 1 Tales of the unexplained 板块：Task Thoughts on the design: 本节课是以提高分析数据图表能力、加强英语实践应用能力为目标的实践教学课。实践应用教学应当“有层次”先模仿后独立完成。 Teaching aims: After learning this period, the students will be able to know how to analyse statistics that gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Teaching procedures: Step 1 Lead-in PPT4—7 We analyze the statistics gathered from a number of questionnaires before we use the information to write a report. Make sure that students know what can be obtained through analyzing the statistics. They can draw conclusions and make recommendations. Thus, they can discover what people are interested in, what they are doing or they want to do. Encourage students to think of more conclusions and recommendations about the example sentence. Conclusions 1. Many students know how to use an English dictionary. 2. Some students like to use an English dictionary. 3. An English dictionary is very useful. 4. It’s easy to get an English dictionary. 5. More… Recommendation Every student who is studying English should have an English dictionary. Step 2 Presentation 2 examples Example 1 PPT 8—10 Read the pie chart about students’ after school activities and analyse the statistics. And draw at least three more conclusions and make another three recommendations.

人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

牛津译林版必修二unit1课程教学设计 Boy missing, police puzzled

Module 2 Unit 1 Reading Boy missing , police puzzled Chenhui Nov. 1. 2016 教学设想 对于学生来说，语言学习不仅仅是为了交际和提高语言运用能力，更是为了在高考中取得较好成绩，这是一个不可回避的话题。近几年的高考英语试卷，都对阅读能力提出了较高的要求，关于归纳、总结、辨析、推理等批判性思维题目的比重越来越大，而且这类题已经成为了学生失分的重灾区。因此，在日常阅读教学中帮助学生提升批判性思维能力已是迫在眉睫。因此，在课程上运用批判性阅读策略指导阅读教学，能有效提升学生批判性思维能力，从而满足学生自身的学习需求。 批判性阅读强调把预测、分析、概括、推理、判断、评价等批判性阅读策略应用于阅读过程中，不仅有利于提升读者的批判性思维能力，更有利于提升读者深层次阅读的能力。基于具体运用批判性阅读策略到真实课堂的初衷，我对这堂课进行了相应的教学设计。 第一、将批判性策略融入教学目标。 教学目标是任何一堂课首先要考虑的问题。在批判性阅读教学中，教学目标的设置需要体现出批判性阅读策略的应用，鉴于学生的认知水平，我的教学目标设定为：have a preliminary sense of using critical reading strategy in reading an newspaper article 第二、教学环节的设计涉及到分析、应用及创造这些认知过程。 因为课堂教学文本是阅读新闻报纸文章，我先选择相似但内容较简单的文本让学生阅读。在教师问题的引导下，学生能够自我总结出：在阅读新闻文章的首段，我们应该重点把握五个因素（人物、时间、地点、事件、情节）。在此基础上，学生能够将所总结的规律应用到新课程的学习中。最后，以读促写的环节能够促使学生实现知识迁移，解决新问题，培养他们的批判性思维。 第三、通过预测培养发散性思维。 预测是指读者根据文章提供的线索，包括文字和非文字，结合自己已有的认知结构和经验，对文本的主题、内容等做出的预先推测（张茹芳，2012）。我让

人教版高中英语必修二第三单元教学设计

《多媒体课件制作与使用技术》课题：The Olympic Games 姓名：Mia Dong 学号：17 专业：英语班级： 4 课程名称：多媒体课件制作与使用技术 学期：2012至2013学年第二学期

人教版高中英语必修二第三单元 《The Olympic Games》教学设计 Mia Dong 外语系4班17 一、学情分析 （一）学习者分析 1、一般特征： 学生基本上来自农村，英语水平参差不齐，学习压力大； 学习策略与方法不合理，有的学生还不喜欢英语。 2、学习风格分析： 对于高中生来说，学习的习惯和方法还是局限于较为死板，习惯于题海战术，很 少有自发的对感兴趣的课题的研究或学习； 学生习惯于上课认真听老师讲解，较少地参与主动地学习，一直是较为死板地学 习，老师激发学生兴趣，使其主动融进课堂学习。 3、初学能力判断; 既一个学期的高中英语学习后，学生的英语水平能力有提高，但还需继续努力； 关于必修二已经学习了第一、二单元，学生基本可以接受第三单元的学习任务， 前提是必须认真融入由教师带领的学习氛围中。 （二）教材分析 本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学， 使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。学会用英语表达自己 的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。二、教学目标

教学要求： （一）教学模式 关于第二单元本环节——reading部分，采用教学问答模式、课堂授受模式、指导自 学模式、合作交流模式以及探究学习多种模式交叉运用。 （二）教学策略 主要是使用替代式教学策略，使学生在短期内学习许多内容，提高教学效率。其中 穿插问题引导方式，从而克服单一的替代式教学策略的不足 （三）教学方法 以语言形式获得间接经验的方法为主，通过教师和学生口头语言活动及学生独立阅 读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。 四、教学平台 以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。 五、教学计划 本单元用6课时 第一课时: Warming up and listening 第二课时: Speaking 第三课时: Reading 第四课时: Reading 第五课时: Language study 第六课时: Integrating skills （注：本课件为教学计划中的第三课时） 六、教学动力和动机 关于第三单元本环节教学，教师通过展示学生普遍关注的或喜欢的图片调动学习兴 趣，并且共同讨论学习各种有趣的运动调动学生学习积极性，并告知学生在reading 后有课堂测验，从而使学生感到较小的压力，促进学习积极性，进而完成教学任务 和教学目标。 七、教学具体环节

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Task writing a biographical article授课案

模块二Unit3：Task writing a biographical article授课 案 ●Task writing a biographical article This section consists of a series of activities which provide opportunities to learn and practice language skills. Each of the three steps is preceded by a skills building activity. Try to learn how to write a curriculum vitae and a biographical article. Skills building 1: listening for figures In this part you will learn when to use cardinal numbers or ordinal numbers and how to identify specific numbers when listening. You will also learn what words or phrases can be used to express an approximate number or to modify a number. Listen to an interview and fill in the figures you hear. 1. First let’s review different forms of numbers. Please give the ordinal form of the numbers below. ① 1-12 Cardinal numbers Ordinal numbers formation one first/1st 1. 序数词1-3为特殊变化 two second/2nd 2. 4-12在基数词词尾加-th构成。 three third/3rd注意fifth, ninth, twelfth的词形变 four fourth/4th化。 five fifth/5th nine ninth/9th twelve twelfth/12th ② 13-19基数词在数词3-9后加-teen构成，其中13和15发生拼写变化，分别为thirteen, fifteen 13-19序数词在基数词后加-th构成。如：thirteen--thirteenth ③ 20-90整十位数在基数词2-9之后加后缀-ty构成，其中20，30，40，50拼写发生变化，分别为twenty, thirty, forty, fifty; 构成序数词时，将词尾y变成i加eth, 如：sixty—sixtieth/60th 十位数之间的数，由十位数加个位数构成，中间用连字符号。构成序数词时，十位数用基数词表示，个位数用序数词表示。如：21/ twenty-one→twenty-first/ 21st Note:

人教版高中英语必修二unit5-music-warming-up-and-reading教案

1. 利用多媒体课件，展示图片，播放音乐，小组赛等形式最大限度地吸引学生的注意力，使学生对学习产生浓厚的学习兴趣。 2.教学环节层次清楚，衔接自然，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成四个部分：热身—阅读前—阅读中—阅读后。热身部分学生通过听音乐、口头交流、看图片及游戏等多种形式来了解音乐的形式和风格，由组合SHE的歌曲Super Star导入阅读教学。阅读前呈现The Monkees组合的信息和欣赏其代表作品及学生谈自己对该乐队的初步认识这三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读完成阅读任务来达到阅读教学目标。然后完成课文内容填空，回顾The Monkees发展历程。阅读后展开讨论，引导学生总结本节课所学并谈自己的感受和想法，并复述课文和写一篇自己喜欢歌手和乐队的内容教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 3. 采用了新课标提倡的任务型教学途径。在教学设计中设计了多项学习任务，如；跟学英文儿歌谈感受，看图和听音乐配对音乐的形式，读文找主题句，查找细节信息，完成内容填空等，促使学生在整个教学过程中参与各种活动，自主探究，合作学习，真正获得学习成功的乐趣。 教学反思 这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。这堂课的完成使我感到欣慰，值得我深思。 首先，良好的导入是整个课堂成功的一半，它能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。总体来说，这节课的导入是比较成功的，切入点是让学生欣赏音乐，激发了学生的学习兴趣。这不由得让我想起一句话“教有趣，必乐学”。学习兴趣的形成有利于激发学生的学习动机，促进学生智能的发展。 其次，教学内容设计符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。 再次，只有师生处于平等地位，学生的主体性才能得到发挥；只有使课堂交际化，师生才能融合在智力与情感的交际过程中。在整个教学过程中，我始终坚持以学生为主体实施教学，创设了多种形式的交际活动。 但是，本堂课也还存在一些不足，需要加以改进： 1、由于本堂课任务多，容量大，导致完成任务时间较紧，今后应注意教学步骤间的紧密衔接，充分体现教师主导、学生主体作用。 2、在实现一个个任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学生完成学习任务。

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 词汇、语法讲学稿

模块二Unit3：词汇、语法讲学稿 Unit6 Amazing people 1.of all time 自古以来，有史以来 鲁迅是自古以来最著名的作家之一。 2.the world “世界上的人，人类”作主语，谓语用单数。 全世界的人都在关注着这次奥运会。watching the Olympic Games. 3.ever adv.①曾经，以前（用于疑问句，if从句）②无论什么时候都不（否定句）③到 底，究竟（特殊疑问句）④永远（肯定句） Have you ever heard of such a thing? None of us will ever forget this unusual day. What ever do you want ? If you ever have any problems, let me know. You will find me ever ready to help you. ever/ once Have you ever been to London? This is the most interesting film that I have ever seen. When ever did you lose it? The town isn’t as big as it was once. 4.adventurous adj.①(人)有冒险精神的②(事)充满危险的，惊险的 那是一次惊险的旅行。That is journey. 她的生活方式充满刺激。She lives in lifestyle. 她不够胆大。She isn’t enough. 5.bright adj. 光明的，明亮的，鲜艳的，聪明的，快乐而生气勃勃的 The leaves on the trees are bright green in spring. Don’t be so bad about your future. You should see the bright side of things. The doctor has a bright future before him. His teacher didn’t think Edision bright. She gave me a bright smile. The sun is brighter than the moon. bright/ wise/ clever 6.curious adj.①好奇的，求知欲强的be curious about sth , be curious to do, be curious that 小孩子会自然地对周围每一件事感到好奇。Children are naturally ~about everything around them 我很想知道他们在谈论什么。I’m curious to know what they are talking about. 我很想知道他如何处理这事的。I’m curious how he will deal with it. ②奇特的，难以解释的It is/ was curious that 真奇怪，他不辞而别。It is curious that he left without saying goodbye. curiously curiosity Don’t be too about things you’re not supposed to know. A. strange B. amusing C. curious D. conscious If you are about Australian cities, just read the book written by Dr. Johnson. A. interested B. anxious C. upset D. curious

人教版必修二英语教案

人教版必修二英语教案 【篇一：高中英语必修二music教案】 unit5 teaching aims after class,students will be able to: 1.talk about different styles of music. 2.know the development of the monkees. 3.becomes interested in music. teaching steps step 1 brainstorming teacher asks students the following questions: 1.do you like music?why? 2.what kind of music do you like best? suggested answers: 1.eich life,relax,pleasant,happy,crazy 2.make things more lively and interesting. 3.make things better for people to understand and enjoy. 4.express peoples feeling. 5.make people feel good. 6.help people forget their pain. step2 warming up teacher show students some pictures and what kind of music it will be played.

(suggested answers:classical music,wedding ceremony music, pop music) step3.reading and answering students skim the text and answer the following two questions. 1.how many bands are mentioned in the passage? 2.which band does the band that wasntrefer to? suggested answers: 1.two.the beatles and the monkees. 2.the monkees. step4.main ideas students find the main ideas of the first two paragraphs. suggested answers: paragraph 1. many people want to be famous as singers or musicians paragraph 2. how most bands start. step5.group work steps6.main ideas teacher ask students the main ideas of the last two paragraphs. paragraph 3. the monkees started in a different way. paragraph 4. how did monkees developed. step7.reading and thinking students look at the screen and find some information about time.

高中英语(译林牛津版)必修二教案(江苏) 《Unit 1 Tales of the unexpected 2》

I.词语辨析： 1、possible / probable / likely possible：指客观上有可能性，但含有希望很小的意思；不能用人做主语。常用句式：It is possible to do sth. / It is possible for sb. to do sth. / make it possible for sb. to do sth. 另外：名词前有：all, every, the only, the best 及其它形容词的最高级修饰时，possible一般放于名词之后，作后置定语, 但也可以放于名词前。 e.g. This is the only way possible. They have tried every possible method to do the experiment. probable：probable比possible可能性大，“很有可能、大概”，所以我们可以这样说：“Probable is more possible than possible”。probable 指有实际的依据和逻辑上的合理性； probable 也不用人做主语。常用句式：It is probable that ….. e.g. It is probable that he will be late again. It seems probable that he will come. Such a thing is possible, but not probable. likely：表示从外表迹象进行判断有可能发生的事。常用以下句型： Sb. is likely to do sth. / It is likely that sb. will do sth. / Most(Very) likely sb. will do sth. e.g She is likely to go to the USA soon. It is likely that we’ll have another test. Very likely it will rain in no time. 2、separate / divide separate：指“把因某种原因而混在一起的人或物分开”。 e.g. I tried my best to separate the two fighting boys, but failed. Please separate these papers in half an hour. 常用句式：separate A from B e.g. Can you separate good apples from the bad ones for me? His whole family were separated from one another during the war. divide：指“把原为一体的整体分割开来，成为若干个小的个体”。常用句式：divide A into B：把A分成B. e.g. He divided the cake into four parts and gave each of us one. divide sth. between / among sb.：和某人分享/分担某物/事 e.g. We divide the rent among the three of us. 3、prevent / protect prevent：阻止、防止（事情的发生）。与from连用，from可省略。 e.g. The heavy rain prevented us（from）going to school. Nothing will prevent history（from）going forward. 含有“阻止、防止某人干某事”意思的词组还有： stop … (from) doing sth. = keep … from doing，在keep…from中，from不能省。 e.g. His illness stopped him (from) going to Kunming on business. His fear of darkness keeps him from going out at night. protect：保护，常用句式：protect sb. / sth. from ….：保护 4、add / add to / add … to / add up / add up to

牛津译林版英语必修二Unit3Reading1教案

牛津高中英语教学设计 单元：Unit 3 Amazing people 板块：Reading Thoughts on the design: 本节课是以听、说、读为主的课文阅读课。英语阅读教学中要突出“学”字, 培养学生从“学会”转到“会学”, 授之以法, 把学习的主动权交给学生。首先，教师指导学生认真预习,并写出自学笔记、提出自学中遇到的疑难问题，让学生就这一话题联系自己的实际作些准备, 以便课上参与讨论。例如，学生可以在预习时先完成问题A、C1、C2部分。其次，在课堂上要创造良好的参与条件, 提供合适的参与机会, 组织学生独立思考与集体讨论，以鼓励学生踊跃参与。再次，教师要指导学生理解篇章结构，把握文章主旨来培养学生预测信息的能力以及理解归纳的能力。 Teaching aims: After reading the text, the students will be able to know about a famous explorer, Howard Carter, who led a team to Egypt and made some unexpected discoveries in tombs. Besides, the students can learn from Carter’s perseverance. At the same time, the students will learn to predict what an article is about by just looking at the title and reading the first paragraph. Gradually, they will become better and more active readers by learning how to predict information in advance. And they are expected to master the strategy and become more competent readers. Teaching procedures: Step1 Lead-in 1. Part of the movie “the mummy” is shown and some related questions are raised. (PPT4：点击右下超链接标志播放视频：The Mummy) Where did the story happen? (Africa) What is it about? (Mummies) 2. Pictures of mummies are shown and some questions are put up. (PPT5-6：呈现木乃伊图片，让学生有感性认识) Do you know what mummies are? (They are the preserved bodies of dead kings.) How are these mummies found? And by whom? Today, we’ll read a passage about it. (PPT7：点击鼠标呈现课文标题) [Explanation] 由于学生对木乃伊知之甚少，教师通过播放电影片断、开门见山导入本课主题，让学生从上课一开始就动起来，充分调动了学生的学习热情和兴趣，帮助学生迅速了解话题。 Step 2 Prediction and fast reading 1.Prediction （PPT8：呈现问题，学生预测标题与文章间的关系） What might be the connections between “The curse of the mummy’”and the famous explorer? From your point of view, what might be dealt with in the following article? … (Student s’ different opinions are collected.) 2.Read the first paragraph and then tell the general idea of the 1st paragraph.（PPT9：点击鼠标 呈现以下阅读要求及答案，过程中会出现文字退出，再显现新问题的答案）