高二英語教學設計

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人教版高二英語教學設計（精選13篇）

　　作為一位不辭辛勞的人民教師，總不可避免地需要編寫教學設計，借助教學設計可以讓教學工作更加有效地進行。你知道什么樣的教學設計才能切實有效地幫助到我們嗎？以下是小編為大家整理的人教版高二英語教學設計，供大家參考借鑒，希望可以幫助到有需要的朋友。

人教版高二英語教學設計（精選13篇）

　　高二英語教學設計 1

　　教學準備

　　教學目標

　　1. Target Language目標語言

　　重點詞匯

　　sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

　　2. Ability goals能力目標

　　Enable the students to write a short passage about a place of interest they have visited.

　　3. Learning ability goals學能目標

　　Help the students learn how to describe one of the places of interest they have visited.

　　教學重難點

　　How to describe a famous building or a place of interest.

　　教學過程

　　Step Ⅰ Revision and Lead-in

　　Ask some students to read their work to the class.

　　T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an e_citing way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

　　A sample version:

　　Why not visit “the Oriental Hawaii”?

　　Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, _iao Tongtian, Folk Village, etc.

　　Step Ⅱ Writing

　　Task 1: Ask the students to write a tour plan.

　　T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

　　A sample tour plan:

　　Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

　　Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

　　Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

　　Day 8: From Lijiang we fly to _i’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in _i’an as well. You’ll have three days there.

　　Day 11: We leave early for the capital, Beijing, which is northeast of _i’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

　　Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

　　Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Ne_t please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

　　Show the following.

　　How to Write A Complaint Letter

　　· Include your name, address, home and work phone numbers.

　　· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

　　· Make your letter brief and to the point. Include all important facts and any information you can give.

　　· State e_actly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

　　· Include all documents regarding your problem. Be sure to send COPIES, not originals.

　　· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

　　· Keep a copy of the letter for your records.

　　Then ask the students to make a list of things that they feel are important.

　　T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

　　A sample list of things:

　　1. I have to wait too long a time being served in the canteen.

　　2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

　　4. The school demands us to wear the ugly school uniform.

　　The most serious one is the first one in the list.

　　A sample letter:

　　Dear Mr. Sam,

　　I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

　　Sincerely,

　　Harlan

　　Step Ⅲ Homework

　　Ask the students to do the task in PROJECT on page 54.

　　高二英語教學設計 2

　　教學準備

　　教學目標

　　1.教學目標

　　(1)知識目標：學生能掌握下列重點單詞和短語的意義和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能夠表達一些Body language.

　　(2)能力目標：學生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細節。

　　(3)情感目標：學生了解不同國家和文化的身勢語，激發學生學習這種語言的興趣。

　　教學重難點

　　教學重點和難點

　　(1)培養學生的閱讀策略和技巧，讓學生了解文章的細節知識和文章結構。

　　(2)讓學生合適地使用不同的`身勢語。

　　(3)課文中現在分詞作定語和狀語的長難句。

　　教學過程

　　Step 1. Lead in

　　(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?

　　Then ask a student to answer.

　　設計說明：引出本單元的話題。

　　(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.設計說明：引出本節課的題目。

　　Step 2. Fast reading

　　1. Go through the passage quickly and find out the main idea of each paragraph.

　　o Match the main idea of each para. with lines.

　　(Para.1) A. Other e_amples of different greeting body language.

　　(Para.2) B. Different people have different body language.

　　(Para.3) C. Summary of body language.

　　(Para.4) D. Meet the visitors at the airport.

　　(Para.5) E. E_amples of different greeting body language.

　　2. Try to write down the main idea of the te_t.

　　The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

　　設計說明：通過這個題目的練習，讓學生掌握速讀，先對文章段落大意有一個了解。然后再去歸納中心思想。

　　Step 3. Careful reading

　　Read Para. 1 and decide if the following statements are true (T) or false (F).

　　(1) Yesterday, another student and I, representing our universitys student association, went to the Capital International Airport to meet this years international students. ( )

　　(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

　　( )

　　Read Para.2&3 and match the people with their ways of greeting

　　Tony Garcia (Columbia) A. shakes hands and kisses others twice

　　on each cheek

　　Ahmed Aziz B. Bows

　　(Jordan)

　　Akira Nagata (Japan) C. shakes hands

　　George Cook (Canada) D. approaches others closely and touches

　　their shoulder and kisses them on the cheek

　　Darlene Coulon(France) E. stand quite close to other men but will

　　usually not touch women.

　　Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

　　(1) All cultures don’t greet each other the same way. ( )

　　(2) From the passage we can see western cultures are better than eastern cultures. ( )

　　(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

　　(4) Only a small number of people greet by shaking hands. ( )

　　設計說明：通過這些題目的練習，讓學生掌握文章的細節內容和閱讀理解的細節題目的解題方法。

　　Language Points

　　1. approach vi. &vt.向……靠近;n.靠近;方法，步驟(后常跟介詞to)

　　即時練習

　　(1) When I ____________(approach) the dog, it ran away at once.

　　(2) Can you come up with a good approach of solving this problem? (單句改錯)

　　2. likely adj.可能的;有希望的

　　be likely to do很可能……;有希望……(主語既可以是人，也可以是物)

　　It is likely that...很可能……

　　即時練習

　　(1)She is the most _________ girl to win the prize.

　　(2) It’s likely that he will succeed.(句型轉換)

　　=____________________________

　　3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

　　representing是現在分詞(非謂語)作定語，相當于定語從句：who represented ….，謂語是went。

　　即時練習

　　(1) Mr. Wang, who taught us English before, retired last week. (把劃線部分變為非謂語)_____________

　　(2)The girl __________(study) in the classroom is my sister. (用非謂語填空)

　　4. I stood for a minute watching them and then went to greet them.

　　watching是現在分詞(非謂語)作伴隨狀語，表示 watch和stood同時發生，謂語動詞是stood和went。

　　即時練習

　　(1) The boy stood there and cried.(把劃線部分變為非謂語)

　　The boy stood there_________.

　　(2)The boy is sitting before the computer__________ (play) games. (用非謂語填空)

　　設計說明：通過這些題目的練習，讓學生掌握課文中的重點單詞，短語和長難句，促進對文章細節的理解。

　　Step 4. Consolidation

　　閱讀下面材料，在空白處填入適當的內容(1個單詞)或括號內單詞的正確形式。

　　Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

　　As I get to know more international friends, I learn more about this

　　(6) __________ (culture) body language. People communicate not only with

　　(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

　　Correct the mistakes in the sentences.

　　1. I stood for a minute watched them and then went to greet them.

　　2. Julia stepped back appearing surprising.

　　3. Akira Nagata from Japan came in smiled.

　　4. Most people around the world now greet each other by shake hands.

　　5. These action are not good or bad.

　　Step 5. Free talk

　　After discussing with your deskmate, think out the body language you know and act it out.

　　Ask some pairs to perform in front of the class.

　　設計說明：學生通過閱讀和討論對文章有了深層的理解，同時對身勢語這個話題更加熟悉。這個環節師生互動、生生互動，訓練了學生的口語表達能力，促使他們把所學的知識和技能轉化為運用英語的能力。

　　Step 6. Summary

　　What have we learned in this class?

　　We have learned:

　　o some body language in different countries

　　osome language points

　　ohow to communicate with different people properly using body language

　　設計說明：這一環節主要是對所學內容進行總結，使學生認識到學習“身勢語”的必要性和重要性。

　　Step 7. Homework

　　Underline all the important words, e_pressions and sentences.

　　課后習題

　　閱讀下面材料，在空白處填入適當的內容(1個單詞)或括號內單詞的正確形式。

　　As I get to know more international friends, I learn more about this

　　(6) __________ (culture) body language. People communicate not only with

　　Correct the mistakes in the sentences.

　　1. I stood for a minute watched them and then went to greet them.

　　2. Julia stepped back appearing surprising.

　　3. Akira Nagata from Japan came in smiled.

　　4. Most people around the world now greet each other by shake hands.

　　5. These action are not good or bad.

　　高二英語教學設計 3

　　教學目標

　　Teaching Aims and demands本單元通過學習馬克·吐溫的《百萬英鎊》并改編成短劇形式的課文，學生能初步了解作者的風格。學生應能在教師的指導下，排演這個短劇。通過對話課的學習與操練，學生接觸表示堅持個人意見的常用語句，并要求學生運用到實際會話中。學習并初步掌握as if和no matter引導讓步狀語從句的用法。 Teaching important and difficult points 1.單詞run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, e_cited 2.詞組shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, ne_t to 3.交際用語There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.語法學習as if和no matter的用法。

　　教學建議

　　課文建議在Lesson 38課，建議教師應組織學生1)以節目的形式演出這段對話。2)教師可選取錄像或多媒體形式完成此課的教學任務。3)教師把學生分成三人一組，適當準備一些道具排演本課的最后結局的短劇。4)教師要求學生找出能刻畫服裝店老板人物特征和心理變化的相關語句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

　　對話分析本單元對話是講述在服裝店調換衣服的經過，學生對其內容較易理解，但一些新單詞的用法應掌握，如：customer, run, insist, change…for…。本課中也提供了給學生做相應對話的練習，如：A pair of trousers, A radio的口語練習。

　　教學重點難點1.serve的用法

　　1)serve(sb.) as sth.表示“為(某人)工作，(尤指)當傭人”。 He served as a gardener and chauffeur.他做園藝工人兼司機。 2)serve還可表示“供職，服役”。 He has served his country well.他為國盡職。 3)serve sb. (with sth.).表示“將(飯菜)端上桌。” Four waiters served lunch for us.有四位服務員招待我們吃午飯。 4)serve還可用于“(在商店等處)接待(顧客)或為顧客取貨物”的意思中。 Are you being served?有售貨員接待您嗎? He served some sweets to the children.他為孩子們拿來了他們想要的糖。 5)serve還指“(一份飯)夠……”。 This packet of soup serves two.這包湯料夠兩個人食用。 2.judge的用法1)judge用作動詞，表示作“斷定，估計，認為”解。其后可帶賓語從句，也可帶不定式或形容詞、名詞等引導的賓補成分。 We judge that they have finished.我們估計他們已經干完了。 We judge them to have finished.我們估計他們已經干完了。 She judged him about fifty.她估計他在五十歲左右。 The committee judged it better to start the investigation at once.委員會認為立即開始此項調查。 From his letter, we judged his visit to China a great success.從他的來信判斷他對中國的訪問非常成功。 2)judge用作“判斷，斷定”解時，還可接wh—分句或wh—加不定式結構。 I can’t judge whether she was right or wrong.我不能斷定她是對還是錯。 3)judge還可表示“評判，評價”，可說judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…(從……來看，據……來判斷)是慣用短語，可用來引導獨立分句。 Judging from his looks ,he may be sick.從外表看，他或許生病了。 Judging by his accent, he must be from Guangdong.聽口音，他準是個廣東人。 3.get off的用法1)get off意為“脫下”。 It’s rather hot today, we must get off the jacket.今天太熱了，我們必須脫下夾克衫。 2)注意：get off還可作“下車”;“離開”;“出發”;“起飛”解。 As soon as I got off the bus, I started for the village on foot.我一下公共汽車，就開始步行到村里去。 We must get off at once or we II be late我們必須馬上走，否則要遲到了。 We got off immediately after breakfast.我們一吃過早飯就出發了。 The plane got off on time.飛機準時起飛。

　　4.favor的用法1)in favor (of )表示“贊成、主張”，常用作表語或后置定語。 The students were in favor of reform.學生贊成改革。 2)do sb. a favor或do a favor for sb.是個正式的.禮貌用語，意思是“給某人以恩惠，幫某人的忙”。 Would you do me a favor?幫我一下好嗎? Do me a favor by turning off the radio.幫我把收音機關掉。 Do me the favor to come.務請光臨。注：do sb. a favor后接of doing或不定式時，應將不定冠詞a改為定冠詞the。

　　5.put down的用法

　　1)意為“寫下;記下”。 Put down your name and your telephone number.寫下你的名字和電話號碼。 Put this down in your notebook for future reference.這點記在你的筆記本上，以供今后參考。 2)可作“_;撲滅”。 The fire was finally put down by the firemen.大火最后終于被_員撲滅了。 6.as if的用法as if是連詞詞組，作“好像”、“好似”解，引導表語從句，用于下列句型中：It looks/seems as if ....表示“看起來似乎……”。其中It為無人稱代詞，本身并無詞義。looks / seems是連系動詞，as if引出表語從句。 It looks as if it is going to show.看來，要下雪。 It seemed as if the suit was made to his own measure.這套衣服看來似乎是按尺寸給他定做的。除此之處，as if也可以引導方式狀語從句，修飾主句的謂語，此時從句中的謂語動詞常用虛擬語氣。關于這一點，暫可不必向學生交代。 The woman loves the children as if she were their mother.這個婦女愛這些孩子，她好像就是他們的媽媽一樣。

　　7. no matter的用法no matter作“無論”、“不管”解，用以引導表示讓步的狀語從句，常用在下列句型中：句型中的No matter what (who/when etc.)...分別表示“無論何事”、“無論何人”、“無論何時”等，這個從句可以置主句之前，也可以置主句之后。由no matter + what等引導的讓步狀語從句。No matter后面接關系代詞或關系副詞引導狀語從句在句中作讓步狀語。 No matter what you do, you must be very careful.不管做什么事，你都必須非常細心。 No matter之后可用what以外的關系代詞或關系副詞。例如：No matter who you are (=Whoever you are), I’ll never let you in.無論你是誰，我絕不讓你進去。 No matter which…無論哪一個…… No matter which you choose(=Whichever you choose), you will be satisfied.不論你選擇哪一個，你都會滿意的。 No matter where…無論何處;不管在哪里…… No matter where I go (=Wherever I go) , I will be thinking of you.無論我到哪里，我都會想著你。 No matter when …無論何時，不管什么時候…… I’ll discuss it with you no matter when you like(=whenever like).你什么時候高興，我愿意同你討論這件事。 No matter how..不管……如何;無論……多么…… No matter how hard you try(=However hard you try), you will never be successful.不管你如何努力，你都不會成功的。 8.drop in, drop in on與drop in at的區別drop in意為“順便走訪” He often drops in for tea.他經常順便來喝茶。 drop in on后接人意為“順便拜訪某人”。 She dropped in on me yesterday. drop in at后接表示地點的名詞意為“順便來(去)某處看看”。 Tom usually drops in at my place on his way home.答題時要注意drop in后所接的名詞表示的意思。 Jane used to ____ the tailor’s on her way home from work. A. drop in B. drop in on C. drop in at D. drop at詹妮以前常下班后去成衣店看看。the tailor’s表示地點，故正確答案為C。

　　9.run的用法1)表示“跑，奔跑，賽跑”。 The boy ran off as soon as we appeared.我們一來，孩子們都跑了。 She used to run when she was at college.在大學時她經常練跑步。 2)run還可表示“(火車、汽車、輪船等)往來行駛” Buses to O_ford run every half hour.去牛津的公共汽車每半小時一班。 The trains don’t run on Christmas Day.圣誕節火車停駛。

　　3)run可用業表示“(液體)流動”。 Could you run me a hot bath?你給我放盆熱水洗澡好嗎? Your nose is running.你又流鼻涕了。 4)run表示“(衣服上的染料或顏色)掉色，擴散”。 I’m afraid the color ran when I washed your new skirt.很遺憾，我洗你那條新裙子的時候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太熱，黃油開始化了。 The wa_ began to run.蠟開始融化了。 6)run還可表示“負責、經營、管理”。 He has no idea of how to run the successful business.他不知道把企業辦好的方法。 Stop trying to run my life for me.我的生活用不著你來管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.)得了，得了，給他找錢吧，托德。句中的come用作感嘆語，表示“勸導”，“不耐煩”的情緒。come作感嘆語用時，在不同的情況下，可以表示不同的感表，如“鼓勵”、“驚異”、“命令”等。例如：Come, come, Alice, you must be patient.好了，愛麗絲，你得忍耐點。本句中的change是不可數名詞，作“零錢”，“找給的錢”解。又如：Here is your change.這是找給你的零錢。 change還可以用作及物動詞，作“零錢”，“換錢”解。 Could you change a 10-yuon note, please?你能換開10元錢嗎?

　　教學設計方案Lesson 37

　　Teaching aims 1. Practise in pairs talking about buying clothes in a shop.

　　2. Study the language points in lesson 37.

　　Teaching procedures

　　StepⅠRevision

　　1. Check the homework e_ercises.

　　2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

　　Questions for the teacher to ask the students:

　　1) What words have you learned about clothes ?

　　trousers, coat, jacket, shirt, overcoat……

　　2) What color do you like best if you buy a blouse ?

　　a gray one, red one, blue one, black one, yellow one, white one ……

　　Step Ⅱ Warming-up

　　Look at the picture on P 55.

　　1. Ask the students to say something about the picture. Let the students know a new word: blouse.

　　Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

　　2. Ask the students how different clothes are washed. Make a table on the blackboard if you like

　　as follows:

　　HOT WASH white cotton

　　WARM WASH coloured cotton

　　COLD WASH silk , wool

　　Step Ⅲ Listening and reading

　　Let the students listen to the dialogue once or twice and then answer same questions.

　　1. What did the customer buy last week?

　　… She bought, a blouse last weds

　　2. Whats wrong with the blouse?

　　… When doe washed the blouse, the color ran.

　　3. What did the customer ask the assistant to do?

　　…She asked the assistant to change the clothes or give the money back to her.

　　4. Did the assistant give the money back to the customer ? Why ?

　　…No, because the manager of the shop wasnt in. And the assistant couldnt decide whether to give it back to her or not.

　　Step Ⅳ Practice

　　Let students fill in the blanks of the dialogue.

　　SA: Good afternoon. Can I 1 you ?

　　C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use it.

　　SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or__ 7_?

　　C: Of 8 not. How can I be 9 foolish ?

　　SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

　　C: You may 13 it back to the factory, but I would like my money 14 .

　　SA: I’m 15 I cant do that.

　　C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back.

　　SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?

　　Answers:

　　1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

　　Fill in the blanks.

　　1.這臺收音機有問題嗎?

　　Is there ______ _______ ________ the radio?

　　2.請把借我的書還我。

　　Please give me _______ the book that you _______from me.

　　3.天看上去要下雪了。

　　It _______ as if it’s going to_______.

　　4.他堅持要明天去那兒。

　　He _______ that he _______ there tomorrow.

　　5.別讓孩子站在太陽底下。

　　Don’t _______ the child stand ________ the sun. 6.我想讓湯姆的弟弟去做那項工作。

　　I would _______ Tom’s brother ________ do the work.

　　Answers

　　1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

　　StepⅤ Language points

　　Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief e_planation.

　　1. There seem (s) to be…

　　2. like常見的句型是

　　like sb. to do sth./ like to do sth./ like doing sth.

　　3. I’m not that foolish = I am not so foolish.

　　4.It looks as if +句子= It seems as if +句子

　　5. insist + that - clause + ( should ) + v

　　Step Ⅵ Further practise

　　1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

　　2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

　　1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

　　2) You have just bought a tape—recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..

　　Step Ⅶ E_ercise

　　Do e_ercises E_ 1——3. on Page 118.

　　A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

　　Key:

　　ran, something, assistant, instructions, customer, that (so), insisted, fault, for

　　StepⅧ Homework

　　1.Do e_ercises E_ 2——3. on Page 118.

　　2.Get the students to do the vocabulary preparation in Lesson 38 .

　　教學設計方案Lesson 38

　　Teaching Aims 1. Learn lesson 38 to get brief idea of the story.

　　2.The students are required to answer some questions.

　　Step I Revision 1)Check the homework e_ercises.

　　2)Oral practice.

　　1.你的手表有問題嗎? 2.我想讓你去做這件事。

　　3.似乎看來這本書被他看完了。 4.我堅持讓他把錢還我。

　　5.對不起，是我的錯。 6.你為什么讓他一直在田里工作。

　　Answers:

　　1. 1s there anything wrong with your watch?

　　2. I’d like you to do the work.

　　3. It seems as if the book has been finished reading by him.

　　4. I insisted that he (should) give me my money back.

　　5. Im sorry. Its my fault.

　　6. Why did you have him working in the fields?

　　高二英語教學設計 4

　　教學準備

　　教學目標

　　Teaching Aims

　　Knowledge a nd Skills:

　　1. Ge t to know about Canada.

　　2.Grasp some reading skills.

　　3.Stimulate the Ss’ interest and love for learning about foreign countries.

　　Strategy and Method:

　　1.Train the students’fast-reading ability.

　　2.Train the students’ ability to co operate with others.

　　教學重難點

　　Main points：

　　1. Introduce the information of Canada to the students.

　　2.Train the students’reading ability —skimming,and listening ability

　　Difficult point：

　　Learn different reading skil ls for different reading purposes.

　　Teaching procedures and ways

　　教學過程

　　Step1. Readin g&Greeting (2`)

　　Step2. Leading in and Warming Up (5`)

　　1.Free talk: Do you like to go sightseeing?

　　Which country do you like to visit?

　　What can you see in these countries?

　　2.Quiz

　　Step3. Fast- reading (10`)

　　1.what is“the true north”?

　　It refers to “the cross-Canada train.”

　　2.Draw the route of the two girls’ traveling across Canada

　　Step4. Careful- reading(T&F) (15`)

　　Step5. Consoli dation (7`)

　　Listening & Summary

　　Fill in the blank and retell the story

　　課后習題

　　Homework

　　Surf the Internet to find more information about Canada

　　Chalkboard Designing

　　Unit5Canada – the “the true north”

　　-----A thip “ on the true north”

　　Vancouver Rocky Mountains Thunder Bay

　　Calgary Lake Superior Toronto

　　高二英語教學設計 5

　　Step 1 Revision

　　1 Check the homework e_ercises.

　　2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For e_ample: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

　　Step 2 Presentation

　　SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

　　Step 3 Reading

　　Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

　　Step 4 Dialogue

　　Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? E_plain that may have plans e_presses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

　　Notes:

　　a People have been talking of it a lot recently.:

　　Note the Present Perfect Continuous Tense to e_press an activity which started in the past and is still continuing.

　　b I simply don‘t know. = I honestly don’t know.

　　c Right now = At this moment

　　d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

　　e The majority of people = Most people

　　f a number of people = quite a lot of people

　　g out of work = do not have jobs

　　h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

　　i I can see the problem. = I understand the problem.

　　j is likely to happen = will probably happen

　　k It‘s quite likely: Quite emphasizes likely and increases the possibility.

　　Step 5 Practice

　　SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make e_ample sentences. Then let the Ss do this e_ercise in pairs. At the end get Ss to write down 5 sentences from this table in their e_ercise books.

　　Step 6 Workbook

　　Wb Lesson 65, E__. 1 - 4.

　　After E_. 1 is done orally, get the Ss to write the answers in their e_ercise books.

　　Both E__. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

　　When doing E_. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

　　Step 7 Consolidation

　　With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

　　I believe you’re right.

　　What are the problems then?

　　What do you think is likely to happen?

　　Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

　　A: I think the company will buy more land.

　　B: I believe you‘re right.

　　A: But it isn’t likely that the manager will make a decision soon.

　　B: What are the problems then?

　　With an ordinary class, just practise the dialogue in Part 1 again.

　　Homework

　　Finish off the Workbook e_ercises.

　　Do E_. 1 and part of E_. 4 as written work.

　　高二英語教學設計 6

　　教學目標

　　1.語言知識：使學生理解文章中表達情感變化詞匯；熟悉有關機器人方面的話題。（把重點詞匯列出來）

　　2.語言技能：能從一般性文章中獲取和處理主要信息；能通過上下文克服生詞困難，理解語篇意義。

　　3.語言運用：能運用語言就學生想要機器人為自己做點什么。

　　4.文化意識：幫助學生更多的了解機器人及有關阿西莫夫的信息。

　　5.情感態度：培養學生的想象力和對未知世界的探索精神。

　　6.學習策略：借助聯想建立相關知識之間的聯系；

　　教學重難點

　　教學目標

　　1.語言知識：使學生理解文章中表達情感變化詞匯；熟悉有關機器人方面的話題。（把重點詞匯列出來）

　　2.語言技能：能從一般性文章中獲取和處理主要信息；能通過上下文克服生詞困難，理解語篇意義。

　　3.語言運用：能運用語言就學生想要機器人為自己做點什么。

　　4.文化意識：幫助學生更多的了解機器人及有關阿西莫夫的信息。

　　5.情感態度：培養學生的想象力和對未知世界的探索精神。

　　6.學習策略：借助聯想建立相關知識之間的聯系；

　　教學過程

　　Step 1Warming-up and lead-in 5 mins

　　老師帶著學生回顧上一節warmingup中的有關有機器人能為人類做點什么并且機器人存在人們生活的方方面面。接著老師設計了一個問題詢問學生。“Will it be possible for human beings to fall in love with a robot？”

　　先讓學生思考這個問題，再用多媒體播放“絕對男女”的片段，觀看視頻，并留下懸念讓學生猜猜她是如何愛上機器人的'呢？引導學生看這篇跟本視頻相似的故事是如何發展的呢？

　　[意圖說明]以貼近單元內容的視頻啟動教學，激活學生已有的知識，又把學生的注意力集中到本單元內容和話題上。

　　Step 2. Skimming 3mins

　　讓學生快速瀏覽文章找出文章中的人物和之間的關系。

　　T：Find out the main Characters in the story.

　　Larry Belmont — employed in a company that make robots.

　　Claire Belmont — Larry’s wife，a housewife

　　Tony — the robot

　　Gladys Claffern— a woman that Claire envies

　　[意圖說明]因為這篇文章偏長，找出人物關系，讓學生對文章的脈絡有個粗略的認識。

　　Step 3. Careful reading 23 mins

　　students read the passage carefully and finish the table.

　　[意圖說明]本題是對該單元文章主要內容的縮寫，給學生提供了篇章的語境，鍛煉學生快速閱讀培養學生細節理解能力為以后活動的開展和任務的實現掃除語言障礙，同時使學生梳理一下Claire對Tony的情感變化過程。

　　2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure？

　　最后引導學生思考一下三個問題Was Claire satisfied with Tony？Why shouldTony be rebuilt？Who is not satisfied with it？

　　[意圖說明]因為reading的標題是satisfactionguaranteed，所以用反問的形式讓學生真正去思考Tony包君滿意了嗎？以此來思考標題。目的在于讓學生學會用已知的信息用英語思維并去理解語篇的意義。

　　Step 4 Discussion 7 mins

　　Have students discuss “If you have a chance to have your own robot，whatdo you want him to do？”

　　[意圖說明]此活動主要在于培養學生的想象力及語言表達能力，給學生提供了更廣闊的發揮空間和想象空間；鼓勵學生團隊協作、發散性思維，盡量使用新學詞匯來謀篇布局，重點在于語言的輸出和應用。

　　Step 5 homework 2 mins

　　1. Guess the meanings of difficult words and sentences in the text.

　　1）. It would be a bonus.

　　2）. seemed more like a human being than a machine.

　　3）one like Larry who wanted to improve his social position.

　　4）. as a favour

　　5）. She looked at his fingers with wonder as they turned each page.

　　6）by the amused and surprised look on her face，Claire knew....

　　iew “ A biography of Isaac Asimov”（P16）

　　2. Surf the internet to learn more about robots and science fiction

　　[意圖說明]本reading偏長，學生在一些句子上可能也會出現困難，因此讓學生回去理解較難的句子掃除語言障礙。此外，由于學生求知欲強，課堂時間有限，因此讓學生課外在查一些關于機器人以及科幻小說，以增加這方面知識的了解。

　　高二英語教學設計 7

　　教學目標

　　本單元對話課復習了有關問路及應答用語，要求學生用所學語言自編對話描述所在學校、區域或城市；

　　本單元介紹了美國的迪斯尼樂園及其創始人Walt Disney艱苦創業的生活經歷。通過本單元教學，要求學生掌握迪斯尼樂園的概況，并可根據提示復述沃爾特？迪斯尼奮斗的生活簡歷。引導學生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的道理。同時，設計問答練習，提高學生閱讀能力。

　　作為高二的起始單元，此處復習了賓語從句的用法，通過課文閱讀，完成練習冊后練習，學生需熟練掌握此語言項目，并準確運用到口頭及書面表達中。

　　對話教學建議

　　Step 1聽錄音

　　教師放對話錄音，放完兩遍之后，教師根據對話內容提出一些問題。

　　1.What were they talking about ?

　　2.How to answer the first /second/third/forth/fifth visitor question?

　　Step 2練習

　　組織學生五個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

　　Step 3改寫

　　將對話內容改寫為一篇短文，要求學生用本課的地點名稱如：

　　Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

　　比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

　　Step 4討論

　　If you are visitor, How to ask the way to the stranger at first?

　　Step 5總結

　　教師提問學生們，歸納和總結對話用語。

　　Asking:

　　Where is …...

　　How can I get to…

　　Which is the way to…

　　Could you tell me if…

　　Could you tell me the way to…

　　Answering:

　　Go straight ahead…

　　It’s behind …/in frond of/

　　Go down this street…

　　教材分析

　　本課的日常用語用語是有關對話asking the way and responses,這樣的問路用語在初中都以學過，所以對話不在是個難點。本課的兩篇閱讀文章是有關人物，沃爾特·迪斯尼。難點在于第一篇是了解他的生活經歷和艱苦創業。第二篇是我們眾所周知的Disneyland，兩篇文章結合著學過的語法知識賓語從句在里面，這也不是學生們所要了解的重點。

　　詞語講解

　　1.bring on引起；使。前進；把。端上來(如飯菜等)

　　1) Ill bring on the beef in a minute.我一會就端上來牛排。

　　2) The fine weather is bringing the crops on nicely.好天氣使農作物長得很好。(使發展或進步)

　　3) He was caught in the rain and this brought on a bad cold.(引起；導致)他被雨淋了，導致了一場重感冒。

　　bring on使發生；

　　bring in引來；引進；吸收

　　bring out取出；說出；闡明；出版

　　1) The first dish that was brought on was bean-soup.

　　2) The sudden cold weather brought on his cold again.

　　3) His new business brings in 1,000 dollars a month.

　　4) We also brought in some words from English, such as tank and so on.

　　5) Bring out the meaning more clearly.

　　6) They have brought out a set of childrens books.

　　2.You can see as far as the coast.

　　as far as遠到；到。為止；常用來在句中加重語氣

　　Every day, the old man walks as far as the Summer Palace.他一直走到頤和園as/so far as (連詞)就。而言

　　As far as I know, what you said cant possibly happen.就我所知你所說的事情是不可能發生的。

　　so far到目前為止，常用在完成時態中

　　I havent got the invitation so far.到目前為止，我還沒有得到邀請。

　　3.One day he remembered the mouse that used to come out in his fathers

　　garage

　　used to do sth.

　　ju:st

　　1) My friend used to write to me, but now she prefers sending e-mails.

　　be used to do sth.被用來做

　　ju:zd

　　1)The house was used to keep books two years ago.

　　2)Elephants are used to carry things.

　　be/get used to doing/sth.

　　ju:st

　　1) I have been used to living in this area.

　　I have got used to living in this area.

　　2) I came to Beijing 10 years ago, and Ive got used to the weather here.

　　4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.

　　注意連詞的位置，而且每個復合句中只能有一個連詞，不要在一個句子中重復連詞。

　　1) Use your brain and youll find a way.

　　2) If you study hard, youll surely make progress.

　　3) Hurry up! Or well miss the last train.

　　語法講解

　　賓語從句

　　I.賓語從句即在復合句中作主句的(及物動詞或介詞)賓語。賓語從句通常由連接代詞或副詞引導；可分為四類：

　　1.由that引導的賓語從句(that沒有任何意義，在從句中不充當任何成分，在口語和非正式文體中常可以省略)：

　　I thought (that)the food was rather expensive.

　　Mother knows (that) Jim will work hard.

　　2.由if /whether“是否”引導的賓語從句：

　　I wonder if/whether it was Disney who made the first cartoons.

　　Could you tell me if/whether Mr. Black lives here?

　　3.由what, why, when, where, who, which, whose, whom, how等wh-類連接代詞或副詞引導的賓語從句：

　　Can anyone fail to see what kind of show they are putting on?

　　Please tell me which class you are in?

　　He asked me whom I was waiting for.

　　The stranger doesn’t know when the ship arrives.

　　I didn’t understand why the boy had so many questions.

　　Please ask the teacher how we get to the place.

　　4.由關系代詞型what等代詞引導的賓語從句：

　　We always mean what we say.

　　I will try to make up what I have missed.

　　I’ll give you whatever help you need.

　　I’ll read whichever book you recommend

　　II.使用賓語從句應注意的幾個問題

　　1.連接代詞或副詞的使用。連接代詞或副詞的使用是由句子的意義決定的`(這是高考的重點)。

　　A computer can only do what you have instructed it to do.

　　--“Doesn’t Helen live on this street?”

　　--“No. This is where Leon lives.”

　　2.賓語從句的語序。無論是連接代詞還是連接副詞引導的賓語從句的語序都應是陳述句的語序。

　　She asked the boys if they had white hats.

　　I don’t remember when we arrived.

　　Do you know which class he is in?

　　3.時態的呼應。分以下三種情況考慮：

　　1)主句的謂語動詞是過去時態時，從句的時態也應是過去的某種時態。

　　He answered (that) he was listening to me.

　　Lily told us (that) she was born in May, 1980.

　　2)主句的謂語動詞是過去時態時，從句所敘述的是客觀真理、格言時，從句時態無需改變，仍用一般現在時。

　　The teacher said that (that) the earth goes around the sun.

　　Father told me that practice makes perfect.

　　2)主句的謂語動詞是現在時或將來時，從句的時態不受限制。根據實情，可使用任何所需時態。

　　He says he will be back in an hour.

　　They know Jim is working hard.

　　4.形容詞后的賓語從句。

　　常可跟賓語從句的形容詞有：afraid, glad, sure, happy, pleased, surprised, sorry等等。

　　She is afraid that Jim will forget his Chinese.

　　I’m sure that he will succeed.

　　高二英語教學設計 8

　　知識目標

　　正確聽、說、讀、寫、用work, doctor, hospital, nurse, worker

　　能夠理解、應答和運用 He/She verb + s/es。

　　能力目標能把所學的應用到日常交際生活中去，在適時環境中能夠靈活運用。

　　情感目標能交流個人信息，樂于參與小組活動，積極參與。

　　教學重點難點：正確聽、說、讀、寫、用work, doctor, hospital, nurse, worker

　　能夠理解、應答和運用 He/She verb + s/es.

　　教法：情景教學法

　　學法指導：小組合作學習

　　課件使用：多媒體課件、掛圖卡片

　　教學課時：2課時

　　第一課時

　　一、熱身、復習（warm-up /Revision）

　　1、教師發口令，學生做動作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!

　　2、板書單詞，指名連線，并及時給予鼓勵

　　doctor school

　　nurse restaurant

　　worker hospital

　　teacher

　　二、學習新課

　　1、聽課文錄音，讀課文。

　　2、回答問題。

　　What does Li Ming’s father do? How does he go to work？

　　What does Li Ming’s mother do? How does he go to work？

　　What does Li Ming’s aunt do? How does he go to work？

　　What does Li Ming’s uncle do? How does he go to work？

　　3、指名評議。

　　三、練習。

　　1、根據提示介紹自己的家人的`職業，怎樣去工作。

　　What does your …… do?

　　Where does your work?

　　How does he/she go to work？

　　2、每組選派倆名代表上臺介紹家人的職業……

　　5、指名上臺描述家庭中某一成員的一種職業，教師適時指導。

　　四、布置作業、適時反饋。

　　第二課時

　　一、熱身、復習（warm-up /Revision）

　　教師找一名自告奮勇的學生，讓他扮演李明的阿姨，

　　T； Who are you?

　　S: I’m Li Ming’s aunt.

　　T； What do you do?

　　S: I’m a nurse.

　　T； How do you go to work?

　　S: I go to work by bike?

　　二、小組活動；兩人一小組，扮演李明的家庭成員，仿照上邊的句子進行對話。

　　學習新課

　　三、練習。

　　1、畫一畫，講一講。

　　讓學生畫一個家庭成員，她的職業是教科書中描述的一種職業中的一種。如果家庭成員中沒有這些職業，學生可以虛構一個。兩人一組，討論：

　　Is this your ……（家庭成員）？

　　What’s his/her name?

　　Does he/ she work?

　　How does he/she go to work？

　　2、游戲。

　　教師發口令，學生做動作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!

　　3、let’s do it!

　　完成課本第七頁的內容。

　　4、指導學生完成練習冊第三課的內容。

　　四、布置作業、適時反饋。

　　高二英語教學設計 9

　　Teaching aims:

　　To develop and practice the strategies for prediction, working out meanings and making inference.

　　To practice using Third Conditional Sentences.

　　Teaching difficulties:

　　To practice using Third Conditional Sentences

　　Teaching procedures:

　　Ⅰ. Warming up

　　T:Since childhood we began to learn writing and drawing. Now we work even harder for entering university, is it true? I know you all work hard, sometimes you feel tired. Once you graduate from university and get a job, do you think it necessary to continue learning something new?

　　T: Look at pictures about middle-aged people having class. Ask students “ what do you think of them” “why do they learn? “Is it true that as long as you live you must learn?” Many adults are sadly too busy to develop learning skills once they start work and have family to support.

　　You are young and naturally more open to learning.

　　T: Now let’s read an article “Life-Long Learning. You will learn some new thoughts and ideas about life-long learning. It is valuable for your growth.

　　ⅡReading

　　1 Read the text silently and find the answers to the questions

　　1.) When did he find time to study ?

　　2) What did he think of his four years hard work ?

　　3) When did she lay off ? 4) How did she feel about it ?

　　5 ) Why did she lay off ? 6 ) Did she do something wrong ?

　　7) How did Grandpa Chen connect his daughter in the US in the past ?

　　8) What do you think of them ?

　　2.find the information to fill in the table . Do the exercise 3, then check the answers as a class .

　　3. Do the exercise true or false

　　1.) Sun Wen can’t graduate from Qinghua University .

　　2.) Ms Tang didn’t lay off 3 years ago.

　　3.) Ms Tang didn’t get bored or decided to do a business course .

　　4.) Grandpa Chen is teaching himself new tricks every day .

　　5.) Grandpa Chen isn’t doing an English course on the Internet .

　　Answers: 1. F 2.F 3. F 4. T 5.F

　　T: draw a conclusion:

　　1.The world is developing so fast that you must learn all the time, even if you graduated from university otherwise you fall behind others. If you don’t learn you can’t understand the knowledge in your working field, you will lose your job.

　　2. All jobs ask you to invest time in continuous learning.

　　3. Life-long learning can keep yourself up-to- date with the changing world.

　　4. New challenges , competitive job market and technology revolution ask you as life-long learner.

　　Ⅲ Language skills

　　1.Language points and some useful expressions

　　1.) be about to I was just about to ask you the same thing.

　　2.) a second 3. )worth doing 4.) prove to be 5.) get +pp 6.) go up 7.) in person8.) All you can do is switch off your brain .

　　9.)switch off 不考慮;覺得乏味10.) All you can do is switch off your head .

　　2 . Do exercises 6 .

　　3. Do exercises8 . Which of the conditional sentences is correct in each context?

　　Ⅳ Analysis and understand

　　Do exercises 4 In pairs, discuss ways that you can take part in lifelong learning after you finish school or university

　　Example: A: Learning another language is a good way to keep on learning after finishing school.

　　Ⅴ Homework 1. Do exercise4 2. Do exercise9

　　3. Read the article: The Education System in the UK（page 46）

　　Learning：A Lifelong Career

　　1.As food is to the body, so is learning to the mind. 2.Learning incessantly is the surest way to keep pace with the times in the information age. 3.learning should be a never-ending process, from the cradle to the grave. 4.to stay mentally young, we have to take learning as a lifelong career.

　　高二英語教學設計 10

　　教學目標

　　本單元對話課復習了有關問路及應答用語，要求學生用所學語言自編對話描述所在學校、區域或城市；

　　本單元介紹了美國的迪斯尼樂園及其創始人Walt Disney艱苦創業的生活經歷。通過本單元教學，要求學生掌握迪斯尼樂園的概況，并可根據提示復述沃爾特?迪斯尼奮斗的`生活簡歷。引導學生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的道理。同時，設計問答練習，提高學生閱讀能力。

　　對話教學建議

　　Step 1聽錄音

　　教師放對話錄音，放完兩遍之后，教師根據對話內容提出一些問題。

　　1.What were they talking about ?

　　2.How to answer the first /second/third/forth/fifth visitor question?

　　Step 2 練習

　　組織學生五個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

　　Step 3改寫

　　將對話內容改寫為一篇短文，要求學生用本課的地點名稱如：

　　Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

　　比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

　　Step 4 討論

　　If you are visitor, How to ask the way to the stranger at first?

　　Step 5總結

　　教師提問學生們，歸納和總結對話用語。

　　Asking:

　　Where is …...

　　How can I get to…

　　Which is the way to…

　　Could you tell me if…

　　Could you tell me the way to…

　　Answering:

　　Go straight ahead…

　　It’s behind …/in frond of/

　　Go down this street…

　　教材分析

　　高二英語教學設計 11

　　No smoking, please!Lesson 6

　　Teaching Aims

　　Learn and answer the following.

　　(1)Phrases

　　die of/from, catch fire, be on fire, burn down, set…on fire, compare to/with, reduce/increase by

　　(2)sentence patterns

　　Sb. spends time/money doing sth.

　　persuade sb. to do sth.

　　encourage sb. to do sth.

　　2.Improve the students’ ability of reading comprehension.

　　Teaching Difficult Points

　　How to understand some sentences better.

　　Teaching Methods

　　Question-and-answer activity to help the students to go through with the learning passages.

　　Pair work or group work to make every student work in class.

　　Fast reading to find out the detailed information about the text.

　　Teaching Aids

　　1.a tape recorder

　　2.a projector

　　Teaching Procedures

　　StepⅠ.Greeting

　　Greet the whole class as usual.

　　Step Ⅱ. Revision

　　Ask some students to act out the dialogue in Lesson 5. If necessary, give the Ss more drilling in the asking for permission.

　　Step Ⅲ. Preparation for reading

　　1.Show a No smoking sign and some questions on the screen. Let the Ss to answer.

　　What does this mean?

　　Where can you find this sign?

　　Why is smoking not allowed?

　　2.Talk about the picture with the whole class in the usual way.

　　T: Open your books, please. Turn to Page 8. Look at the picture at the top. What can you see in the picture?

　　Ss : Mother, her child and a cigarette.

　　T: What does the picture mean?

　　Ss: It means that smoking is bad for the health of your family.

　　T: Right. Translate the Chinese into English, please.

　　Ss: For the health of your family…

　　3.Show the new words in this lesson on the screen, and then give the Ss brief introduction(Here omitted).

　　4.Ask the Ss to read the text as quickly as possible and try to answer the questions at the top of the page.

　　Both sentences are true.

　　Step Ⅳ Reading

　　1.Let the Ss read the text again, then answer some detailed questions in the text.

　　2.Show the questionnaire on the screen, ask them to read and discuss in pairs or groups to complete the task.

　　Teaching Aims

　　Learn and master the following.

　　(1)Do you mind/Would you mind if…

　　(2)I wonder if…

　　(3) phrases: go ahead, smoke a cigarette, fetch a tape from…

　　Train and improve the Ss’ ability of listening

　　Teaching Difficult Points

　　Learn to master how to ask permission, how to give permission and how to refuse permission.

　　Teaching Methods

　　1. Question-and-answer activity to help to go through with the dialogue.

　　2. Pair work or group work to make every student work in class.

　　Teaching Aids

　　1. a tape record 2. a projector

　　3. the blackboard

　　Teaching Procedures

　　StepⅠ. Presentation

　　1. Show the new words in the dialogue on the screen and then give the students brief introduction in

　　English.

　　Ask individual Ss the following questions, then help them to answer.

　　3.Check the answer with the whole class. And deal with the following, show them on the screen.

　　The engineer died from overwork.

　　Millions of smokers die from smoking.

　　He died of hunger/grief.

　　The theatre caught fire last night.

　　Look, the theatre is on fire.

　　He is the very person that set the theatre on fire.

　　The angry people burnt the house down.

　　Production costs have been reduced by one third.

　　The price has been increased by five cents.

　　(5)Car production rose 25%, compared to the first three months of this year.

　　Compared to many women, she was indeed very fortunate.

　　(6)The children spent the whole afternoon doing their homework.

　　(7)I persuaded him to try again.

　　(8)The teacher encourages us to talk to her in English.

　　Step Ⅴ. Writing and listening

　　1.Play the tape and let the students listen to the text.

　　2.Deal with Part 2 on Page 9. Tell the Ss the following.

　　T: This exercise contains a reading passage with some words missing. The first letter of each missing word is

　　given. Please put in the missing words according to the context. First you do it alone, then I’ll check the answer with the whole class.

　　Suggested Answers:(Here omitted.)

　　Step Ⅵ Practice

　　First let the Ss read the example and know what they should do.

　　Then do the first two or three sentences orally with the whole class.

　　Finally let the Ss work alone or in pairs. After a while, teacher checks the answers with the whole class.

　　And tell the Ss to pay attention to the following condition.

　　When the noun is the object of the Attributive Clause, we can omit “which/that/who, etc.”

　　Suggested Answers (Here omitted.)

　　Step Ⅶ Discussion and Summing-up

　　Deal with Part 4. Let the Ss do it in pairs. Then help the students to sum up what they have learned in this lesson.

　　Homework

　　Read the text again and master some useful expressions.

　　Do the exercises 2-4 on Page 71 in the workbook.

　　Record After Teaching

　　Attachment

　　The Design of The Writing On the Blackboard

　　高二英語教學設計 12

　　練習目的：

　　通過聽、說、讀、寫，復習鞏固第五至第八單元所學的詞匯、主要句型，并能綜合運用這些語言知識，提高學生運用英語的能力。

　　練習過程：

　　一、聽力練習

　　A. Listen and judge

　　1. 引導學生看圖，理解圖意

　　2. 聽錄音，判斷

　　3. 請學生說說圖意與錄音內容不一致的地方，核對答案

　　B. Listen and number

　　1. 引導學生看圖，說一說Bobby在做什么。

　　2. 聽錄音，排序

　　3. 核對答案

　　C. Listen and match

　　1. 引導學生看三組圖片，理解圖意

　　2. 聽錄音，將人物與相應的日期和活動連線

　　3. 核對答案

　　4. 請學生描述連線好的'圖片

　　D. Listen and choose

　　1. 引導學生瀏覽答案選項，預測將要聽到的內容和問題

　　2. 聽錄音，選擇

　　3. 核對答案

　　二、口語練習

　　E. Ask and answer

　　1. 引導學生閱讀四張卡片，了解卡片上的信息和所給的語言提示

　　2. 學生兩人一組，根據卡片上的信息和語言提示，進行問答。

　　3. 請幾組學生表演問答，核對答案

　　三、閱讀練習

　　F. Read and write

　　1. 引導學生讀句子提示，預測單詞

　　2. 指導學生根據字謎中的字母提示，寫出單詞并補全句子，注意有些單詞的首字母要大寫

　　3. 核對答案

　　4. 齊讀完成后的句子

　　G. Look, read and write

　　1. 引導學生看圖，理解圖意

　　2. 指導學生讀對話，根據上下文情境和圖片提示，填入單詞，補全對話

　　3. 核對答案

　　4 齊讀完成后的對話

　　H. Read and judge

　　1. 引導學生瀏覽故事下方的句子。

　　2. 閱讀故事，找出相應的詞句，比較判斷

　　3. 核對答案

　　四、家庭作業

　　在口語練習的四張圖片中，選一張，編一段對話描述。

　　高二英語教學設計 13

　　Step 4: Pair work

　　Can you think of more questions about the dynasties of ancient China? Having a talk with your partner.

　　Presentation Skill

　　Read the letter on page 38 and answer the questions.

　　1. Is this a formal or informal letter? How do you know?

　　Formal; We know because the writer addresses the recipient as Mr. Wu (not by the first name), mentions nothing personal, just the business matter, signs it with “Yours sincerely”。

　　2. Why has Li Chen written the letter?

　　Because he needs some students help for the archaeological dig during the summer holidays.

　　3. Who do you think Mr Wu is?

　　A teacher at a school.

　　4. In what way would this job be an interesting experience?

　　The students would have a chance to work in a team at an important archaeological site.

　　Cultural Corner

　　Step1 : Read the passage and answer the questions.)

　　1. Why did Qu Yuan kill himself?

　　Because Qin captured the capital of Chu.

　　2. What else do you know about Qu Yuan and the Dragon Boat Festival?

　　Step 2: Task: Making a presentation about ancient China