高二英语教案人教版

高二英语教案人教版

【篇一：人教版高中英语教学设计】

人教版高中英语教学设计

人教版高中英语必修5 unit 2 the united kingdom

一．教学内容分析：

人教版新课标高中英语必修5 第二单元 (the united kingdom ) using language sightseeing in london让学生了解英国首都伦敦的名胜古迹( big

ben;stpaul’scathedral ;westminsterabbey;greenwich;highgate cemetery)

二、教学目标(teaching goals)

1.目标语言（target language）

a. 重点词汇和短语

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill

b. 重点句式

worried about the time available, zhang pingyu had ... p14

what interested her most was the longitude line.p14

it seemed strange that the man who had developed communism should have lived and died in london. p14

but she was thrilled by ... p14

2. 能力目标（ability goals）

improve the reading ability of the students and enable the students to plan a tour around certain places.

3. 学能目标learning ability goals

help the students know more about the historical sites in london.

三、教学重难点（teaching important difficult points）

help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the passage.

四、教学方法（teaching methods ）

1、任务型教学法（task-based teaching method）。读之前，教师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决

问题。最后通过任务的完成而实现对所学知识的意义建构。

2、交际法教学:让学生在完成任务的活动中提高听说能力

3、多媒体辅助教学法。把有关英国的文本，图片等信息融合在课件中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。在reading 部分对the uk有了一定的了解，在此基础上进一步学习

关于英国的一些名胜古迹。

五、教具准备（teaching aids）

a computer and a projector.

六、教学过程与方式（teaching procedures ways）

step i revision and lead-in

talk about london with the students.

t: london has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. have you found any information about london?

s1: the most famous sites in london are the tower of london, westminster abbey and st. paul’s cathedral. but most visitors also want to see the house of parliament, buckingham palace, which is the queen’s london home.

s2: once, london was a small roman town on the north bank of the thames, b ut slowly it grew into one of the world’s major cities with more than 7 million people. different areas of london seem to be like different cities. and it also has many big parks, full of trees, flowers and grass. sitting on the grass in the

middle of hyde park or kensington gardens, you are in the country, miles away.

s3: many people think that london is all gray, but in fact red is london’s favorite color. london is at its best when people are celebrating. then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! however, it is often foggy. that’s why it’s called “fog city”.

ask the students to read the passage and do the exercises

after the passage.

t: “sightseeing in london” is about a chinese girl’s first visit to london. it tells us how it would feel to visit london for the first time. now read and find the answers to the questions after the text.

step Ⅱ reading

task 1: ask the students to read the text to get the main idea.

t: now please read the text and find the answers to the

following questions. show the questions on the screen.

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were they famous for? who built them? what happened to them?

sample answers:

1. first, she made a list of the sites she wanted to see. then

she planed her four-day trip.

2. the buildings mentioned in the text were:

tower, built by norman invaders of ad 1066, it is a solid, stone, square tower which remained standing for one thousand years; st paul’s cathedral, built after the terrible fire of london in 1666, looked splendid; westminster abbey, contains statues in memory of dead poets and writers; greenwich, the longitude line; big ben; highgate cemetery; windsor castle.

task 2: ask the students to study the structure of the text “sightseeing in london”.

1. the tower of london

2. st paul’s cathedral

3. westminster abbey

4. big ben

5. buckingham palace

show the following. （说明：教师可以借助图片评说、文化背景介绍和生活体验等方法导入，激活学生相关的知识网络，使学生产生

阅读欲望。）

greenwich

the

second

day

the

third

day

the

first

day

1. high gate cemetery

2. the library of the

british museum 3. windsor castle

task 3 .ask the students find out the key words and expressions.

(1)delight n.＆ vt.

take delight in

with /in delight

be delighted at /by /with

be delighted to do sth .

delightful adj.

(2) remain vi ＆ linking v

remain --- remaining (adj ) --- remains (n )

after the fire ,very little remained of my house . 剩下

much work remained to be done .有待以后再做

i’ll remained to see the end of the game .留下

in fact ,the work remained unfinished .仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.残余物（3）thrill vt. ＆n.

be thrilled at /with sth

thrilling adj.

(4) worried about the time available, zhang pingyu had made a list of the sites she wanted to see in london. 过去分词做原因状语= because she was worried about ……

(5)it looked splendid when first built .时间状语从句的省略

=（when it was first built）

(6)it seemed strange that the man who had developed communism should have lived and died in london. it作形式主语，that 引导主语从句。

七、homework:

ask the students to review the words learnt in this unit.

八、板书设计：

黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的重点词汇，短语。

左边：

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were they famous for? who built them? what happened to them?

右边：

(1)delight n.＆ vt.

take delight in

with /in delight

be delighted at /by /with

be delighted to do sth .

delightful adj.

(2) remain vi ＆ linking v

remain --- remaining (adj ) --- remains (n )

after the fire ,very little remained of my house . 剩下

much work remained to be done .有待以后再做

i’ll remained t o see the end of the game .留下

in fact ,the work remained unfinished .仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.残余物（3）thrill vt. ＆n.

be thrilled at /with sth

九、教学反思：

1.本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据

语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英

释义，或多媒体呈现，并写

在黑板右边，让学生自然而然地掌握了词汇。例如remain我列出一

些例句要学生自己去归纳它的用法，而不是采用传统的讲授式。

2．本堂课学生能跟着教师的步伐，参与教学活动，但是，活动形式还是有点单一，主要采用了问答式。教师应该不断更新观念，积极

运用各种手段调动学生合作学习、快乐学习，注重学生的主动发展、学习兴趣和个性的培养，使学生的积极性得到发挥，只有这样英语

阅读教学才能更加有效

【篇二：全日制人教版高二英语上册全册教案】

按住ctrl键单击鼠标左打开配套名师教学视频动画播放

人教版高二英语上册全册教案

teaching aims:

(1) to give students a chance to practice their english by completing a project.

(2) to help students make a poster explaining how they have searched and what they have found. teaching procedure: step one: brainstorming

in what ways can we get information? step two: reading

1. pre-reading

discussion: (1) internet has become part of people‘s life and there have been an argument

about the effects of it. what‘s your opinion? how do you make use of it?

(2) when you research information on the internet, what do you do step by step? please write your steps down.

2. while-reading

read the article in part a and underline the key word, phrases or sentences about internet research given in the article while reading. then:

when we‘re doing research on the internet, what shall we pay special attention to?

(we should check the date of the website we find; we should do cross-check; we should pay special attention to how we can use the information found on the internet, etc.)

3. post-reading finish partb on page 47. step three: important phrases

1. do research on对?进行研究

2. the more… the more… 越?就越?

3. keep… in mind 把?牢记在心

4. be based on 建立在?基础之上

5. ask for 要求

6. be related to 与?有联系

7. a bunch of 一串

8. right away 立即

9. make a decision作决定 10. up to date最新的

11. take … into consideration 将?考虑进去 12. at the bottom of 在?底端 13. be careful about 小心?

14. be (not) sure about 对?（不）确定 15. make a difference 有关系，有影响 16. search for 寻找 17. belong to 属于

18. make a list of 列出?

19. follow these tips 遵循这些建议

step four language points

1. the more you know about internet research, the faster you will find what you are looking for, and the better your information will be. (p46)

the +比较级，the +比较级: 表示越……，就越……。

你练得越多) the better you speak. （我就越幸福） (3)你越早出发，你就会越早到达。

2. the results of your search are divided into specific subject categories. (p46)

divide separate

3. …, but not every person will proofread their own writing. 部分否定，“并非所有，并非都”，其句式结构为： not all (both, every)… = all (both, every)… not … 翻译（两种）

(1) 并非所有的书都有帮助。 (2) 并非他们两个都不会讲英语。

全部否定 neither, nor, none, nobody, no one, nothing 没有一个

答案是正确的。 step six homework:

finish the exercises of the workbook on page118-119.

unit 1 making a difference

teaching goals:

1. talk about science and scientists

2. learn more about the infinitive

3. practise describing people and debating teaching time: 6 periods

the first period

teaching aims:

1. learn and master the following words:

inspiration, perspiration, undertake, analysis, obvious, within, quote 2. talk about science and scientists.

3. listen to the description of some scientists.

4. do some speaking, describing people and debating.

teaching important points:

1. train the students‘ listening ability by listening practice.

2. train the students‘ speaking ability by talking about science and scientists, describing people and debating.

teaching difficult points:

1. how to improve the students‘ listening ability.

2. how to help students finish the task of speaking.

teaching methods:

1. warming up to arouse the students‘ interest in science.

2. listening-and-answering activity to help the students go through the listening material.

3. individual, pair or group work to make every student work in class.

teaching aids: 1. a multimedia 2.a tape recorder 3.the blackboard

teaching procedures:

step i warming up

1.t: there are many outstanding scientists in the world, who made great contributions to society and science. now look at the pictures on page 1, tell me what are these scientists famous for? (bb) scientists contributions

maria curie radium /polonium

albert einstein the theory of relativity …

2.t: well done. i think you are all interested in science and scientists. what do you think makes a successful scientist? have a discussion in pairs or groups of four. then report the results of your discussion.

(it is the way he uses his tools that makes a successful scientist.

a successful scientist must have much imagination and intelligence and he must be creative and

hard-working.

a successful scientist must be confident, curious and careful. but what i like to know is what made him/her interested in science…)

t: now look at the quotes on page 1.do you know what they mean? and do you agree? 天才就是百分之九十九的汗水加上百分之一的灵感。想象力比知识更重要。

生活中没有什么可怕的东西，只有需要理解的东西。分析明显存在的事物需要非凡的头脑。

你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。 t: do you know any other quotes about science and thinking?

wisdom is only found in truth. -- johann wolfgang von goethe.knowledge is power. –francis bacon. step ii listening t: ok. now lets do some listening practice on p2. we are going to listen to the descriptions of some famous scientists. read the requirements by yourselves quickly. listen to the tape for the first time to get a general idea, and then try to finish the exx. step iii speaking

t: now let‘s look at the speaking part on p2. work in groups of five. each group member represents a branch of science, eg

biology, maths, chemistry, physics, computer science. you are going to debate each other to see which branch of science is

the most important and useful for society. first you should decide who will represent each branch and then prepare your role card to debate. you can use the expressions. step iv language points (computer)

1．it takes a very unusual mind to undertake the analysis of

the obvious．分析明显存在的事物需要非凡的头脑。

(1)undertake(undertook，undertaken) vt．承担(工作，责任等)，

承办+名词

例：he undertook the difficult task willingly．他欣然承担那项

困难的工作。

1 will undertake the responsibility for you．我会为你负起责任。 vt.着手，进行，企图+名词

例：he undertook a new experiment．他着手一项新的实验。

(2)analysis复数形式analyses． a chemical analysis化学分析

we made a careful analysis of the problem．我们仔细分析了那

个问题。

(3) obvious adj. (more obvious，most obvious) 明显的，明白的，显而易见的 obviously adv．

例：he told her an obvious lie．他对她扯了一个明显的谎言。 it

is obvious that?．?是显然的。

例：it is quite obvious that he didnt do it himself．显然他没有

亲自去做。

it seemed obvious that he suffered from a bad cold．显然他得

了重感冒。

2．there is no doubt that．毫无疑问．．例：there is no doubt that our team will win．我队获胜是毫无疑问的。

i dont doubt that we will win the game．(否定句用that) 我不怀

疑我们将会赢得这场比赛。

do you doubt that he has passed the final examination ? (疑问

句用that) 你怀疑他已通过期末考试了吗?

i doubt whether he is the best man for the job．(肯定句用whether) 我怀疑他是否是担任那项工作的最适当人选。 homework

preview the reading material.

review the words and expressions in this period. step v the design of the writing on the bbunit 1 making a differencethe

first period

scientists contributions madame curieradium/polonium

edison the light bulb

einsteinthe theory of relativity …

record after teaching:

【篇三：高二英语课堂教学设计案例】

高二英语课堂教学设计案例

（高二选修六unit2 poems第一课时 warming up reading）

潜江市文昌高级中学严开慧

一、整体设计思路、指导依据说明

二、教学背景分析

（一）教学内容分析：

本单元以poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌

创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习,使学生在初步了解和掌握英文诗歌这一

文学形式的基本常识的基础上,进行简单的诗歌创作。本课时是人教

版高二英语选修六unit 2的第一课时。在这一课时里，我将

warming up, pre-reading和reading部分整合成了一篇阅读课。通过这一课时的学习，学生从回顾所学中文诗歌到说出自己最喜欢的

中文诗歌并阐明理由；然后通过快速阅读reading部分了解几种形

式简单的英语诗歌，从而激发他们诗歌创作的热情！

（二）学生情况分析：

本节课的教学对象是高二学生，他们很理解中文诗歌的种类、风格、特色，对诗歌的学习充满了兴趣，想知道中英文诗歌是否一样？他

们具有丰富的想象力和活跃的思维，具有一定的分析和解决问题的

能力。虽说大部分学生的基础知识比较薄弱，英语交际能力和思维

能力不好，但他们都渴望得到老师和同学的理解和认可，有些学生

基础较好，认知能力和表现能力较好，因此，要设计出符合他们认

知范围和感兴趣的教案，因材施教，让全班学生都投入到教学中来。

三、教学目标分析

（一）知识目标

理解并能熟练运用本文中的重点词汇和句型。

1、重点词汇

poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond, endless, branch, translation, transform, joy, anger, make up of, in particular, eventually, take it easy, run out of, contradictory.

2、重点句型

some poems tell a story or .... others......

they delight small children because ... ….

with so many different forms of poetry to choose from …

(二) 能力目标

1、能够熟练的掌握本课内容，用所学句型，进行交流。让学生在特定的情境下运用所学的知识，培养学生实际运用英语的能力。

2、要求学生找出文章的主题, 列举文中介绍的五种诗歌形式,用自己的语言讲述文中几首诗歌的主题,找出两首节奏强的诗歌,击掌诵读,并圈出押韵词.

3、体会自己喜欢的诗歌的内涵,并阐明理由, 模仿作英文诗.

（三）情感目标

1、让学生在课堂中轻松的学习，提高学生的观察力,欣赏能力以及学会利用多种手段培养学生的自主学习的能力。

2、激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立学习英语的自信。

四、教学重点、难点分析

（一）教学重点：

1. master the important words, phrases and sentences patterns.

2. collect the reasons why the poets write poems.

3. the similarities and differences between the chinese and english poets and poems.

（二）教学难点：

1. find out the characteristics of each kind of poems.

2. practice writing simple poems.

五、教学过程设计

step1 leading in

enjoy a piece of music.(水调歌头)

设计意图：通过欣赏这首由诗歌改编成的歌曲，不仅活跃了课堂气氛，而且创设了良好的学习气氛，激发了学生的学习兴趣，在课的一开始就把学生的注意力全部吸引过来了，也很自然的导入到了下一个教学步骤。

step2：warming up

task1 1.by enjoying the music, ask students to talk about their favorite chinese poems.

“do you like poems? which one is your favorite? why do you like it best?” 设计意图：运用问题式教学，通过对自己最喜欢的中

文诗歌的回顾，引发学生对英文诗歌的向往。让学生提前进入诗的

海洋。

2.show some english poems.

设计意图：从几首简单的唐诗的译文到韵律比较强的little star，再

到复杂的莎士比亚的十四行诗，让学生从易到难的了解英语诗歌。

同时通过朗读这些英语诗歌，让学生清楚rhyme和rhythm在英语

诗歌中的重要性，也为后面的阅读教学打下基础。

step3：pre-reading

task2ask the students to skim the poems in the reading and answer the questions. then tick the box.（p9）

questions: how many kinds of poems does the text mention? what are they?

设计意图：运用任务型教学法与合作学习方法让学生以小组的形式

完成这一任务。并指导学生在阅读中的一些关于跳读的技巧。

step4：reading

ask the students to read the passage carefully and finish the tasks one by one.

task3 nursery rhymes童谣

1. play the video (poema)

设计意图：通过视频的播放，教师能向学生很直观形象地展示diamond ring ,brass , billy-goat etc.本单元的生词，并激发学生的

学习兴趣。

2. ask and answer:

questions: (1) if that looking-glass gets broken, what’s papa going to buy?

(2) if that billy-goat runs away, what’s papa going to buy?

设计意图：童谣简洁明快，具有重复性，易记忆。所以通过听力训练，学生能很快回答出问题。

3.enjoy another nursery rhyme

设计意图：播放另一首童谣，指导学生总结童谣的特点并打出节拍，了解诗歌的节奏。

task4 list poems 清单诗 (poembc)

1. ask the students to read poem b and poem c, and

summarize the features of list poems.

设计意图：因为学生对清单诗比较熟悉，所以在学习这两首诗时，

重点应该是通过对比这两首诗让学生了解清单诗的特点。

2. let students read another list poem loudly. (to my parents, thank you!)

设计意图：通过读这首诗，让学生进一步了解清单诗，可以说是上

一步的延续。更重要的是，这首诗可以让学生体会到父母对我们的爱，让他们知道要感激父母。在英语课中进行思想品德教育。

task5 cinquain五行诗 (poemde)

1. ask the students to read two poems together.

2. help the students find the topic of each poem and summarize the features of cinquain line by line.

设计意图：五行诗很简单，读起来很有趣。学习这类诗歌主要是要

让学生知道每一首诗的主题和这类诗歌的特点，每一行有几个词，

词性是什么，说的内容是什么。所以在教授这类诗歌时，重点是鼓

励并帮助学生通过读和观察来总结五行诗的特点，并为后面的诗歌

写作打基础。

task6 haiku 俳句诗（poemfg）

1. let the students listen to the tape and close their eyes enjoying them. just imagine the beautiful scene and encourage them to describe the scene.

2. summarize the feature: how many syllables are there in the haiku?

设计意图：俳句诗是流行于日本的一种诗歌，学生不大熟悉，因此，对这类诗歌，学生了解一下就行了。在教学过程中，我安排学生听

录音想情景，不仅训练了学生的听力，还提高了学生的兴趣和审美

能力。

task7 tang poems 唐诗（poem h）

ask a girl to read the poem with emotions,and others just

enjoy it.then answer the questions: what feelings that you

think the woman in the poem has?

设计意图：学生对唐诗很熟悉，所以，对这类诗，我们可以通过欣

赏来体会诗

歌中人物的思想感情，从而加深对诗歌深层次的理解。

学生通过对这五种诗歌的学习，应该对简单的英语诗歌有所了解，

也对英语诗歌越来越感兴趣了。在整个reading的教学过程中，我

们对不同的诗歌种类采用不同的教学方法，有的放矢的进行教学，不仅提高了学生的学习兴趣，也训练了学生听、说、读、写各方面的能力。

step5：discussion

task8

ask students to discuss in groups: why do people write poems?

设计意图：通过这样一个讨论，学生对诗歌的认识又上了一个新的台阶，进一步激发了他们的创作欲望，为下一步作铺垫。

step6：practice

task9

1. encourage students to creat their cinquain together.

2. share their poems.

附：学生的作品：教师的作品：

teachersstudents

knowledgeable, unselfish energetic, lovely

understanding, caring, guidingteasing,learning,progressing the ones we respestpassion and creation

forever mine

设计意图：这是这节课的一个升华，学生运用前面所学知识，进行发挥创作。让学生们觉得很有成就感。最后，我也通过一首cinquain结束了这节课，不仅仅是一首诗，而且也是对学生在这节课上的表现的一种终结性的评价。

step7: homework

surf the internet to appreciate more english poems.

设计意图：这个家庭作业主要是让学生通过上网学习来扩大其知识面。

六、教学反思

成功之处：本节课遵循“任务型”的教学原则。我通过不同形式教学方法，设置不同的任务，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。

首先，课堂的导入是十分重要的，好的导入能够紧紧抓住学生的心理和兴趣，