人教版高二英语教案

人教版高二英语教案

【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

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

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：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

英语教学是一种动态教学或活动教学，教学过程是交际活动过程。

只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往

的重要工具。”和“??发展听、说、读、写的基本技能，提高初步运

用英语进行交际的能力，??”。结合本年段国家级子课题“高中英语

阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行

了操作性较强的处理。

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，

【篇三：人教版高二英语必修5教案全册first aid共59

页】

teaching goals

teaching materials: 教学材料

warming up on p 33

1. target language 目标语言

a. key words and expressions:重点词汇和短语

aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment;

b. communicating expressions:交际用语

we/you should/ ought to …

please do…

make sure…

you must/have to/ought to…

you must never…

you ought never to…

2. ability goals能力目标

a. encourage the students to discuss accidents and first aid .

b. enable the students to talk about different accidents and how to give first aid in

different situations.

3. learning ability goals学能目标

enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion.

teaching methods教学方法新-课 -标 -第-一-网

brainstorm and discussion (group work).

teaching important and difficult points教学重难点

help the students to use the expressions to describe the accidents and how to give first aid.

teaching aids教具准备

a recorder, a projector, and a computer

teaching procedures and ways 教学过程与方式

step one homework checking

1. lead-in question: watch a video, and fill in the blanks: what is first aid?

first aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.

2. warming-up: brainstorming: what words can you think of when you talk about accidents and first aid?

3. learn the new words ?.

b. talk about different situations and the way they should give first aid.

qs: what happened in each picture? what kind of first aid should you give?

a snake bite: the person bitten must get to a doctor or hospital at once;

speed is very important.

it will help the doctor greatly if you can tell him what kind of snake it was,

or describe.

bleeding: try to stop the bleeding;

press a handkerchief onto the bleeding point and hold it there; hold up the part of body which is bleeding if possible.

(watch the video about how to deal with bleeding )

a sprained ankle: tied with medical bandage.

it is better to avoid walking with the injured ankle.

it is correct to use ice bag for removing pain and bleeding, and also not

influence our own body healing.

( a video about a sprained ankle)

choking : make him /her spit by patting him/her on the back.

to avoid this, we shouldn’t talk or laugh when eating.

（a video about unconscious choking）

a broken arm: do not move the patient.

send for an ambulance at once.

treat for shock if necessary.

a nosebleed: stay calm.

breathe through the mouth, not the nose.

sit up and bend the head slightly forward.

pinch捏 both nostrils鼻孔 shut using a thumb and forefinger. spit out any blood that collects in the mouth.

step four further discussion (individual)

ask the students to give the situations.(some more situations are given and encourage the students to talk more)

drowning : check to see if he /she is breathing

try to start his /her breathing

never swim in deep water.

( a video about cpr)

traffic accident: call for a doctor or an ambulance.

never pull her out of the car

find enough people to lift the car safely and take her to hospital at once. look at both sides when crossing the street. step five quiz for first aid (on p74)

1.which person would you help first?___

a li yan who has cut her foot on glass

b xue jin whose nose is bleeding

c gaoyuan who is on the groun

d not breathing

d wang feng who has broken her arm.

2. when carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______.

a 4

b 8

c 15

d 20

3. what should the first step be when you carry out rescue breathing?____

a clear the airway

b check the pulse

c blow into the victim’s mouth

d check for breathing

4 how would you stop severe bleeding? ___

a cover the wound with plastic

b wash the wound

c do nothing as the bleeding will stop by itself

d put a bandag

e over the wound and then press on it

5 a friend is choking on a piece of food and is coughing badly. what should you do?___

a nothing

b carry out rescue breathing

c have her lie down an

d rest

d slap her four or fiv

e times on her back

step five homework

1. do the listening in workbook p69.

2. find more information about first aid---how to rescue breathing.

unit 5 first aid

Ⅰ. 单元教学目标

技能目标skill goals

▲talk about first aid and medicine

▲practice expressing giving instructions

▲learn about ellipsis

▲practice instructional writing: first aid instructions for particular injuries

Ⅱ. 目标语言

expressing instructions give others your positive

suggestions or orders we / you should / ought to ... please do ... make sure ... you must / have to / ought to ... you must never ...功 you ought never to ...

能 give others your negative suggestions or orders

句 you should not ...

式

you ought not to ... please don’t ...

you should never ...

you must / should never to ...

1．四会词汇 aid, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage,