高二英語(yǔ)家教備課教案（通用7篇）
教案是教師為順利而有效地開(kāi)展教學(xué)活動(dòng)，根據(jù)課程標(biāo)準(zhǔn)，教學(xué)大綱和教科書(shū)要求及學(xué)生的實(shí)際情況，以課時(shí)或課題為單位，對(duì)教學(xué)內(nèi)容、教學(xué)步驟、教學(xué)方法等進(jìn)行的具體設(shè)計(jì)和安排的一種實(shí)用性教學(xué)文書(shū)。教案包括教材簡(jiǎn)析和學(xué)生分析、教學(xué)目的、重難點(diǎn)、教學(xué)準(zhǔn)備、教學(xué)過(guò)程及練習(xí)設(shè)計(jì)等。接下來(lái)小編為你帶來(lái)高二英語(yǔ)家教備課教案，希望對(duì)你有幫助。
高二英語(yǔ)家教備課教案 1
integrated skills, speaking, & writing
一、章節(jié)分析 （section analysis ）
(一) 綜述
本章節(jié)是語(yǔ)言運(yùn)用部分。通過(guò)聽(tīng)，說(shuō)，讀，寫(xiě)方面的訓(xùn)練，提高學(xué)生語(yǔ)言詞匯方面的能力，加強(qiáng)他們運(yùn)用語(yǔ)言知識(shí)來(lái)表達(dá)想法的能力。教會(huì)學(xué)生用英語(yǔ)做問(wèn)卷調(diào)查和信息反饋，訓(xùn)練學(xué)生看圖作文能力。
�。ǘ┠繕�(biāo)
integrated skills
要求學(xué)生通過(guò)聽(tīng)一段對(duì)話(huà)獲得關(guān)鍵信息并作簡(jiǎn)要信息記錄，然后根據(jù)所作筆記完成一封回信，以此對(duì)上述信息進(jìn)行反饋。
�。ǹ梢越Y(jié)合p35聽(tīng)力練習(xí)強(qiáng)化學(xué)生記錄信息的能力，要求學(xué)生補(bǔ)充每一件物品除出現(xiàn)年代以外的其它信息。）
speaking
在輕松的氛圍中幫助學(xué)生通過(guò)互相提問(wèn)的形式，完成一份已事先設(shè)計(jì)好的問(wèn)卷調(diào)查。并引導(dǎo)學(xué)生發(fā)表他們對(duì)問(wèn)卷結(jié)果的看法。
writing
1學(xué)會(huì)看清各幅圖畫(huà)所要表達(dá)的意思以及圖畫(huà)之間的聯(lián)系。
2學(xué)會(huì)串詞成句，即根據(jù)提供的短語(yǔ)組織完整的'句子，然后根據(jù)圖畫(huà)的含義將這些句子組織成一個(gè)完整的故事。
3引導(dǎo)學(xué)生使用連詞使上下文連貫，故事情節(jié)流暢。
（三）重點(diǎn)和難點(diǎn)
integrated skills
幫助學(xué)生掌握以下詞匯：（p24）shrink， shrinkproof, colorfast
�。╬35）pregnancy, disposable, permanently
在寫(xiě)信過(guò)程中需注意的語(yǔ)法現(xiàn)象：suggest that…(should)
speaking
鼓勵(lì)并確保小組成員之間互相提問(wèn)和回答p32的問(wèn)題，最后對(duì)問(wèn)卷分析進(jìn)行個(gè)人意見(jiàn)反饋。
writing
根據(jù)圖畫(huà)和所給單詞、詞組流暢連貫地?cái)⑹龉适隆?/p>
二、教學(xué)設(shè)計(jì)（teaching designs）
教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考
integrated
skills 聽(tīng)力部分：
材料的整合： 將課本第24頁(yè)和課本第35頁(yè)上的聽(tīng)力材料整合。兩份材料都是培養(yǎng)學(xué)生作簡(jiǎn)要信息記錄的能力。（為確保p24聽(tīng)力和寫(xiě)信練習(xí)的連貫性，可先完成p35的聽(tīng)力內(nèi)容并加以擴(kuò)展——要求學(xué)生提供除物品出現(xiàn)年代以外的更多信息。）
pre-listening 在聽(tīng)之前，創(chuàng)設(shè)環(huán)境，要求學(xué)生明確聽(tīng)力任務(wù)（recognize key words），掃清在聽(tīng)力材料中出現(xiàn)的困難詞匯(pregnancy, disposable, permanently，shrink， shrinkproof, colorfast)，提高聽(tīng)的效果。
while-listening激發(fā)興趣，增強(qiáng)聽(tīng)的動(dòng)力。
post-listening 要求學(xué)生小組活動(dòng)，比較每個(gè)人的記錄，是否做到既準(zhǔn)確又簡(jiǎn)潔。
聽(tīng)力之后的反饋——寫(xiě)信練習(xí)：
引導(dǎo)學(xué)生在所作記錄的基礎(chǔ)上組織語(yǔ)言，完成信的內(nèi)容。
具體處理這部分內(nèi)容的建議見(jiàn)[鏈接1]。《牛津英語(yǔ)教學(xué)參考》s2a
speaking 將學(xué)生分成4－5人一個(gè)小組，任命一位group leader, 小組成員之間互相就問(wèn)卷上的問(wèn)題進(jìn)行提問(wèn)和回答，并對(duì)各自以及他人的回答作出匯總。
學(xué)生匯總分?jǐn)?shù)后參考問(wèn)卷分析，并討論對(duì)問(wèn)卷結(jié)果的看法。
writing 看清各幅圖畫(huà)所要表達(dá)的意思以及圖畫(huà)之間的聯(lián)系。
恰當(dāng)使用課文提供的短語(yǔ)，完整，連貫地完成一個(gè)故事的敘述。
高二英語(yǔ)家教備課教案 2
unit 13lesson 52 first impressions(譯林牛津必修5)
objectives
to practise reading for inference.
to practise making opposites of adjectives using a prefix.
to practise talking and writing about one’s experience of meeting someone for the first time.
pre-reading
☆ have you ever met someone you didn’t like, who later became your friend? tell the class.
example the first time i met tom, he seemed very bad-tempered! then…
reading
☆ read the text and answer the questions.
1) where does the story take place?
in the local library
2) what kind of books does jenny like?
poetry
3) what exam was jane studying for?
an important science exam
4) what was the last straw for jane?
she heard someone humming behind her.
5) what kind of person do you think jenny is?
friendly, warm-hearted, forgiving
6) how did jenny get jane’s phone number?
she asked a librarian and got it from the library files.
7) do you think that jane over–reacted in the library? have you ever experienced a similar situation when you were studying?
you can answer this question according to your own experiences.
☆read the strategies and look at these true/false sentences. underline important words.
example 1 = pleased
1)jane was pleased when jenny started humming.
2)tennyson must be a poet.
3)jane first saw jenny near the poetry section.
4)jane was upset that she had left her book in the library.
5)jane didn’t feel that it was necessary to apologise.
answers: ftttf
post-reading
☆complete the paragraph below with the correct form of the following words.
glance, annoy, recognize, concentrate, disturb,
resist, whisper, glare, inconsiderate, grateful
janet was 1) on writing an essay when a noise 2) her. she 3)
her brother’s whistling. “shh” she 4) ,5) at him quickly. the noise didn’t stop.janet 6) the urge to scream and instead 7) at him angrily. “please stop it, simon. you are being very 8) ,” she said. but still he didn’t stop. janet was now very 9) .just then her father called simon out of the room. janet smiled, feeling 10) to her dad.
answers: 1concentrating 2disturbed 3recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10grateful
高二英語(yǔ)家教備課教案 3
guessing about people
teaching aims:
to practise using modals for speculation
to distinguish between modals used for decision, advice and speculation
teaching difficulties:
to practise using modals for speculation
teaching aids: computer, cassette
teaching procedures:
ⅰ. warming up
t: first look at the title “guessing about people” who can tell me what’s the meaning of the title?
s:
t: “guessing about people” means make a judge about people without being sure of all the facts. in daily life if we are curious or worried at somebody or something we often make various guess. think over which words we will use when we guess what will happen? what happened?
s: must, may, may not, can, can’t and so on .
t: now we will listen to a dialogue in which there are a lot of words about speculation.
�、istening
listen to the dialogue to do the exercise
1.the two students were missing ______.
a.because they were separated from the other students.
b. in a cave.
c. for the reason we don’t know.
2. the dialogue tells us ______.
a. the two students disappeared 3 days ago.
b. my cousin know where they are
c. the rescuers found them in a cottage.
3. the dialogue makes various guessed except_________.
a.they must be frightened.
b.they both are injured.
c.they might have some food to eat.
answers: 1.c 2.a 3.b
t: ca n you say out the main idea of the story in you own words?
s:
t: now let’s look at whether your story is true or not.
do the exercise 2 listen to the dialogue again and complete the gaps
play the cassette once for students to listen and then again for them to complete the gaps.
�、� grammar
do the exercise 3.
the two people in the dialogue make various guesses at the two missing students.
they use the following sentences but you need to complete the gaps with modal verbs.
check students’ answers by having them read the sentences aloud. draw their attention to the different infinitive forms after the modals.
do the exercise 4.
as a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.
ask students how they would express decision (is going to; is about to;) and advice (should , had better, )
do the exercise 5
the grammar we learn today is modal verbs. modal verbs can express possibility, permission, intention and guess. now do the exercise 5. which of the modal verbs in exercise 3 express the following.
高二英語(yǔ)家教備課教案 4
Unit6 Amazing Achievements
一、單元分析 ( Unit Analysis )
�。ㄒ唬� 單元地位 ( Unit Position )
1. 本課敘述了“雜交水稻之父”袁隆平的杰出成就，談及了他兒時(shí)的夢(mèng)想及為之努力奮斗的過(guò)程。他為中國(guó)的農(nóng)業(yè)做出了巨大的貢獻(xiàn)。教師可讓學(xué)生上網(wǎng)查閱有關(guān)袁隆平的資料，將他在國(guó)內(nèi)外所獲得的各類(lèi)主要獎(jiǎng)項(xiàng)列表介紹，讓學(xué)生對(duì)袁隆平在世界雜交水稻領(lǐng)域的貢獻(xiàn)進(jìn)一步了解，并初步接觸一些國(guó)際組織和獎(jiǎng)項(xiàng)的詞匯。
2. 圍繞本課主題“杰出的成就”，引出“現(xiàn)代科技讓我們的生活更加美好”這一論題，并以此為題寫(xiě)一篇文章，用到persuasive paragraph.
3. 本課中出現(xiàn)了新的語(yǔ)法現(xiàn)象——倒裝句。本單元主要學(xué)習(xí)以下倒裝句型：由there, here或now等引導(dǎo)的，謂語(yǔ)為be, come或go等的句子；由so或neither/nor引導(dǎo)的倒裝。對(duì)于這一語(yǔ)法現(xiàn)象，教師有必要在課堂教學(xué)中加以一定的.句型操練并輔助一定的練習(xí)。
(二) 單元目標(biāo) ( Unit Target )
1． 了解倒裝句語(yǔ)法現(xiàn)象，能區(qū)別部分倒裝和完全倒裝并熟練運(yùn)用倒裝句進(jìn)行解題。
2． 能對(duì)社會(huì)成功人士的事跡及成就進(jìn)行簡(jiǎn)單描述。
3． 能討論20世紀(jì)取得的重大科學(xué)成就。
�。ǘ� 單元重點(diǎn) ( Unit Points )
1． 關(guān)鍵詞：
◆ 語(yǔ)言知識(shí)類(lèi)
be born into, devote oneself to, come up with, get involved in, manage to, succeed in, make contributions to, for sure, care for, nothing more than.
◆ 科學(xué)術(shù)語(yǔ)類(lèi)
Hybrid rice, FAO, grain output, grain shortage, pioneering work
2． 功能:
1) Giving examples Talking about success 參考課文120頁(yè)Useful language Achievements provide the only real pleasure in life.
You have to believe in yourself, thats the secret of success.
To travel hopefully is a better thing than to arrive, and true success is to labor. Victory wont come to me unless I go to it.
2) Inversion (倒裝句)
● There goes the bell.
● So will I
二、教學(xué)設(shè)計(jì) ( Teaching Designs )
教學(xué)內(nèi)容
1 Reading 作為課文的引入教 師可事先讓學(xué)生通過(guò)網(wǎng)絡(luò)、圖書(shū)館等資源收集關(guān)于袁隆平的材料。教師可利用“頭腦風(fēng)暴”教學(xué)手段結(jié)合小組合作方式讓學(xué)生列出關(guān)于袁隆平的盡可能多的事跡。既加深了學(xué)生對(duì)科學(xué)家本身的了解又可引出一些科學(xué)術(shù)語(yǔ)。
在此基礎(chǔ)上閱讀并講解課文使學(xué)生有更全面深入的了解。
[鏈接1]頭腦風(fēng)暴法的操作建議 網(wǎng)絡(luò)資源
2 Listening 作為教 材第99頁(yè)的聽(tīng)力部分，可讓學(xué)生了解Benjamin Franklin的生活和成長(zhǎng)經(jīng)歷。同時(shí)建議教師可利用上海外語(yǔ)教育出版社的《英語(yǔ)（新世紀(jì)版）聽(tīng)力》，開(kāi)展相關(guān)主題的聽(tīng)力活動(dòng)作為對(duì)教材的補(bǔ)充。 課文99頁(yè)listening practice部分
3 Speaking 以“杰出的成就”為主題設(shè)計(jì)口語(yǔ)活動(dòng)。
活動(dòng)一：根據(jù)圖片談?wù)撌澜缟现卮蟮目萍及l(fā)明。
活動(dòng)二：小組討論：成功人士應(yīng)具備的素質(zhì)。
活動(dòng)三：設(shè)計(jì)一張我最崇拜的科學(xué)家的海報(bào)，并在全班進(jìn)行交流。
活動(dòng)四：Guess work——Guess who it is?
[鏈接2]口語(yǔ)活動(dòng)的一些具體教學(xué)建議 課文91頁(yè)P(yáng)icture talk部分; 課文101頁(yè)Further practice部分
4 Writing 以“現(xiàn)代科技讓我們的生活更加美好”為題寫(xiě)一篇文章，用到persuasive paragraph. 課文102頁(yè)Writing部分
5 Structure 倒裝句是本課的語(yǔ)法教學(xué)內(nèi)容，教師可通過(guò)“句型操練”和“習(xí)題鞏固”兩個(gè)層次循序漸進(jìn)使枯燥的語(yǔ)法講解與學(xué)生的實(shí)際應(yīng)用相結(jié)合。
[鏈接3]倒裝句操練的教學(xué)建議 課文97頁(yè)Structure部分
6Additional
Reading 本部分與Unit 6內(nèi)容直接相關(guān)，建議放在最后一課。
本課出現(xiàn)的重要詞匯與詞組：tend, despite, normal, demonstrate, act on, related … to …, keep … from doing, struggle to do.
[鏈接4] 科學(xué)知識(shí)拓展 課文105頁(yè)Additional reading部分
教學(xué)過(guò)程
[鏈接1]
說(shuō)明：
“頭腦風(fēng)暴”是提供學(xué)生積極思維的好機(jī)會(huì)。這一環(huán)節(jié)的運(yùn)用既能發(fā)揮學(xué)生的積極主動(dòng)性，又能使學(xué)生在小組活動(dòng)中互幫互助。以小組活動(dòng)方式呈現(xiàn)合作結(jié)果，讓全體學(xué)生都對(duì)有關(guān)“科學(xué)家生平成就”的詞匯加以回顧與復(fù)習(xí)，對(duì)新的詞匯加以補(bǔ)充與學(xué)習(xí)。
1． 教師在黑板上展示如圖的圖表；
2. 全班分為四組，每組確定一個(gè)記錄者，時(shí)間控制在三分鐘。
3. 在“頭腦風(fēng)暴”過(guò)程中，記錄者記錄組內(nèi)成員能想到的所有相關(guān)詞匯。
4. 最后請(qǐng)記錄者匯報(bào)羅列詞匯的總數(shù)。
5. 教師補(bǔ)充一些學(xué)生未提及的新詞匯。
[鏈接2]
說(shuō)明：
這一部分旨在從多個(gè)方面鍛煉學(xué)生的口語(yǔ)，使學(xué)生有機(jī)會(huì)說(shuō)，愿意說(shuō)，大膽表露他們的想法�；顒�(dòng)設(shè)計(jì)多從貼近生活的原則出發(fā)，結(jié)合課本知識(shí)，盡可能給學(xué)生留下廣闊的發(fā)揮空間。在口語(yǔ)練習(xí)過(guò)程中，教師應(yīng)該鼓勵(lì)學(xué)生，啟發(fā)學(xué)生用英語(yǔ)表達(dá)。
活動(dòng)一：
Picture 1 He is the famous scientist Yuan Longping, known as the “father of hybrid rice”.
Picture 2 A robot and an electric dog are performing on the stage.
Picture 3 The flying of rocket is based on Newtons law: “Equal and Opposite”.
活動(dòng)二：
教師羅列學(xué)生所搜集的詞匯：determination, diligence, devotion, perseverance, creativity, hard work, courage, wisdom, inspiration, fortune, calmness… 活動(dòng)三：
說(shuō)明：選取我最崇拜的科學(xué)家，參照[鏈接一]完成海報(bào)設(shè)計(jì)，并做presentation.
活動(dòng)四：
說(shuō)明：讓學(xué)生根據(jù)老師提供的信息猜測(cè)這是哪一位科學(xué)家，并鼓勵(lì)學(xué)生做適當(dāng)?shù)难a(bǔ)充。
1．He was known as the wizard. He invented more than a thousand devices in his lifetime. Many were important in the creation of the electrical systems we use today. The best known of his inventions is the electric light bulb. In addition to being a great inventor, he was also a clever business man.（Thomas Edison）
2．She was very successful as a scientist of physics. She was the discoverer of
polonium and radium, for which she became the first scientist to receive 2 Nobel Prizes. However, what struck us most was not her great achievements but her courage and determination. (Madame Curie)
3．He was born in the town of Pisa in Italy in the year 1564. He was a very clever man and was interested in the study of the stars. He was not liked by some of the scientists in those days because he sometimes proved them wrong .they believed, for example, that a heavy object fell faster than a light one .But he went up to the top of a tower and from there he dropped 2 objects, a light one and a heavy one at the same time. They hit the ground tighter. So he proved those scientists to be wrong. (Galileo)
4．In the early 20th century a Scottish scientist discovered “magic bullets” that would destroy only the bacteria which damaged healthy cells and leave the rest of the body cells alone. This magic bullet was antibiotic-called penicillin which changed medical science forever. (Alexander Fleming)
5．He was born in England in1809. He wasnt the best student in his school, but when he was 16, his father sent him to medical school. He liked spending time outdoors observing nature more than attending medical classes. He dropped out without graduating. Later his father sent him to school to become a
minister. This time he made it to graduation, but he didnt want to do the work of a minister. After that he was invited to sail to South America and then around the world. The crews mission was to make maps of the places they visited. But he collected lots of plants animals to take back of study during this time. More than
20 years after his trip, he published an important scientific paper on how some animals have adaptations that help them survive. (Darwin)
6．He was an American scientist. He was born in Scotland. As a child he showed much interest in the world around him and liked to ask questions. He was so talented that he was admitted to Edinburgh University when he was only sixteen. During his life, he made more than 30 great inventions; the telephone which is so widely used today was just one of them. (Bell)
7．About 250 B.C., he had to solve a problem for the king. To solve the problem, he had to find the volume of the kings crown. Because the crown had an irregular shape, he couldnt make the measurement. Then one day he noticed that when he got into the tub, the water level in the tub rose. His body displaced, or pushed away water in the tub. He realized how to find the volume of the crown. He could put it into a container of water and measure how much water it displaced. Then he solved the problem for the king. (Aristotle)
[鏈接3]
1. ____, mother will wait for him.
A. However late is he B. However he is late
C. However is he late D. However late he is
2. Not until all the fish in the river died_____ how serious the pollution was.
A. did the villagers realize
B. the villagers realized
C. the villagers did realize
D. didnt the villagers
realize
3.—Do you know Jim quarrel with his brother?
—I dont know, _______.
A.nor dont I care B. nor do I care
C. I dont care neither D. I dont care also
4. Only by practicing every day _____ be able to make it perfect.
A.you can B. can you C. you will D. will
you 5.Hardly ____ when the lecture began.
A. had he arrived B. arrived he
C. he had arrived D. did he arrive
6. Jack is a student and studies at the No. 1 Middle School. _____.
A. It was the same with Mike B.So it is with Mike
C. So is Mike D. So does Mike 7.______ I had time, I would have gone to that lake again.
A. If B. Unless C. Had D.
When
8. ______ I would see him here.
A.Little I dreamed B. Little do I dream
C. I dreamed little D. Little did I
dream 9.____
__ that I couldnt be absorbed in the task.
A. They made such talked
B. So loudly they talked
C. It was noise outside
D. Such a loud noise did they
make
10. On a hill in front of us _____.
A. stands a great castle B. a great castle stands
C. stand a great castle D. a great castle stand
(DABDA BCDDA)
[鏈接4]
說(shuō)明：
在學(xué)完全部課文的基礎(chǔ)上，適當(dāng)?shù)�，有趣的科學(xué)知識(shí)拓展希望可以加深學(xué)生對(duì)科學(xué)的熱情和探究未知的鉆研精神。這個(gè)部分可以通過(guò)競(jìng)賽的形式完成，在了解知識(shí)的同時(shí)培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)和合作精神。
1. Which three Chinese physics scientists share the same family name? (Qian Xueshen, Qian Sanqiang, Qian Weichang)
2. Being with a beautiful girl for two hours seems to be only two minutes; but sitting on a hot stove for two minutes seems to be two hours. Who said this? （Einstein--- Theory of Relativity）
3. Whats the definition of science of physics (Mass and Matter)?
4. What do letters E, M and C in this formula E=MC2 stand for ? (Energy, mass, constant)
5. What are the four great inventions of ancient China? (Papermaking, commercial printing, gunpowder, and the compass.)
6. A Russian chemist named Dmitry Mendeleev came up with a way to organize the elements that is still used by scientists today. What is it? (The periodic table)
7. Please use what you learned to explain the following phenomenon?
Why does the apple fall down not go up? (Gravity)
8. At a business meeting each person shook hands with every other person exactly once. If there were fifteen hand-shakes, can you tell how many people attended the meeting? (Six)
高二英語(yǔ)家教備課教案 5
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(yǔ)家教備課教案 6
教學(xué)目標(biāo)
本單元對(duì)話(huà)課復(fù)習(xí)了有關(guān)問(wèn)路及應(yīng)答用語(yǔ)，要求學(xué)生用所學(xué)語(yǔ)言自編對(duì)話(huà)描述所在學(xué)校、區(qū)域或城市；
本單元介紹了美國(guó)的迪斯尼樂(lè)園及其創(chuàng)始人Walt Disney艱苦創(chuàng)業(yè)的生活經(jīng)歷。通過(guò)本單元教學(xué)，要求學(xué)生掌握迪斯尼樂(lè)園的概況，并可根據(jù)提示復(fù)述沃爾特？迪斯尼奮斗的生活簡(jiǎn)歷。引導(dǎo)學(xué)生意識(shí)到只有通過(guò)自身的努力，艱苦奮斗，才能收獲成功的道理。同時(shí)，設(shè)計(jì)問(wèn)答練習(xí)，提高學(xué)生閱讀能力。
作為高二的起始單元，此處復(fù)習(xí)了賓語(yǔ)從句的用法，通過(guò)課文閱讀，完成練習(xí)冊(cè)后練習(xí)，學(xué)生需熟練掌握此語(yǔ)言項(xiàng)目，并準(zhǔn)確運(yùn)用到口頭及書(shū)面表達(dá)中。
對(duì)話(huà)教學(xué)建議
Step 1聽(tīng)錄音
教師放對(duì)話(huà)錄音，放完兩遍之后，教師根據(jù)對(duì)話(huà)內(nèi)容提出一些問(wèn)題。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2練習(xí)
組織學(xué)生五個(gè)人一組，練習(xí)對(duì)話(huà)三至五分鐘。教師請(qǐng)幾組同學(xué)到前面表演。
Step 3改寫(xiě)
將對(duì)話(huà)內(nèi)容改寫(xiě)為一篇短文，要求學(xué)生用本課的地點(diǎn)名稱(chēng)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(jié)
教師提問(wèn)學(xué)生們，歸納和總結(jié)對(duì)話(huà)用語(yǔ)。
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(yǔ)用語(yǔ)是有關(guān)對(duì)話(huà)asking the way and responses,這樣的問(wèn)路用語(yǔ)在初中都以學(xué)過(guò)，所以對(duì)話(huà)不在是個(gè)難點(diǎn)。本課的兩篇閱讀文章是有關(guān)人物，沃爾特·迪斯尼。難點(diǎn)在于第一篇是了解他的生活經(jīng)歷和艱苦創(chuàng)業(yè)。第二篇是我們眾所周知的Disneyland，兩篇文章結(jié)合著學(xué)過(guò)的語(yǔ)法知識(shí)賓語(yǔ)從句在里面，這也不是學(xué)生們所要了解的重點(diǎn)。
詞語(yǔ)講解
1.bring on引起；使。前進(jìn)；把。端上來(lái)(如飯菜等)
1) Ill bring on the beef in a minute.我一會(huì)就端上來(lái)牛排。
2) The fine weather is bringing the crops on nicely.好天氣使農(nóng)作物長(zhǎng)得很好。(使發(fā)展或進(jìn)步)
3) He was caught in the rain and this brought on a bad cold.(引起；導(dǎo)致)他被雨淋了，導(dǎo)致了一場(chǎng)重感冒。
bring on使發(fā)生；
bring in引來(lái)；引進(jìn)；吸收
bring out取出；說(shuō)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(yuǎn)到；到。為止；常用來(lái)在句中加重語(yǔ)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(shuō)的.事情是不可能發(fā)生的。
so far到目前為止，常用在完成時(shí)態(tài)中
I havent got the invitation so far.到目前為止，我還沒(méi)有得到邀請(qǐng)。
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(lái)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(gè)復(fù)合句中只能有一個(gè)連詞，不要在一個(gè)句子中重復(fù)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(yǔ)法講解
賓語(yǔ)從句
I.賓語(yǔ)從句即在復(fù)合句中作主句的(及物動(dòng)詞或介詞)賓語(yǔ)。賓語(yǔ)從句通常由連接代詞或副詞引導(dǎo)；可分為四類(lèi)：
1.由that引導(dǎo)的賓語(yǔ)從句(that沒(méi)有任何意義，在從句中不充當(dāng)任何成分，在口語(yǔ)和非正式文體中�？梢允÷�)：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2.由if /whether“是否”引導(dǎo)的賓語(yǔ)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(lèi)連接代詞或副詞引導(dǎo)的賓語(yǔ)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(guān)系代詞型what等代詞引導(dǎo)的賓語(yǔ)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(yǔ)從句應(yīng)注意的幾個(gè)問(wèn)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(diǎn))。
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(yǔ)從句的語(yǔ)序。無(wú)論是連接代詞還是連接副詞引導(dǎo)的賓語(yǔ)從句的語(yǔ)序都應(yīng)是陳述句的語(yǔ)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(shí)態(tài)的呼應(yīng)。分以下三種情況考慮：
1)主句的謂語(yǔ)動(dòng)詞是過(guò)去時(shí)態(tài)時(shí)，從句的時(shí)態(tài)也應(yīng)是過(guò)去的某種時(shí)態(tài)。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2)主句的謂語(yǔ)動(dòng)詞是過(guò)去時(shí)態(tài)時(shí)，從句所敘述的是客觀(guān)真理、格言時(shí)，從句時(shí)態(tài)無(wú)需改變，仍用一般現(xiàn)在時(shí)。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的謂語(yǔ)動(dòng)詞是現(xiàn)在時(shí)或?qū)?lái)時(shí)，從句的時(shí)態(tài)不受限制。根據(jù)實(shí)情，可使用任何所需時(shí)態(tài)。
He says he will be back in an hour.
They know Jim is working hard.
4.形容詞后的賓語(yǔ)從句。
�？筛e語(yǔ)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(yǔ)家教備課教案 7
知識(shí)目標(biāo)
正確聽(tīng)、說(shuō)、讀、寫(xiě)、用work, doctor, hospital, nurse, worker
能夠理解、應(yīng)答和運(yùn)用 He/She verb + s/es。
能力目標(biāo) 能把所學(xué)的應(yīng)用到日常交際生活中去，在適時(shí)環(huán)境中能夠靈活運(yùn)用。
情感目標(biāo) 能交流個(gè)人信息，樂(lè)于參與小組活動(dòng)，積極參與。
教學(xué)重點(diǎn)難點(diǎn)：正確聽(tīng)、說(shuō)、讀、寫(xiě)、用work, doctor, hospital, nurse, worker
能夠理解、應(yīng)答和運(yùn)用 He/She verb + s/es.
教 法：情景教學(xué)法
學(xué)法指導(dǎo)：小組合作學(xué)習(xí)
課件使用：多媒體課件、掛圖 卡片
教學(xué)課時(shí)：2課時(shí)
第一課時(shí)
一、熱身、復(fù)習(xí)（warm-up /Revision）
1、教師發(fā)口令，學(xué)生做動(dòng)作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!
2、板書(shū)單詞，指名連線(xiàn)，并及時(shí)給予鼓勵(lì)
doctor school
nurse restaurant
worker hospital
teacher
二、學(xué)習(xí)新課
1、聽(tīng)課文錄音，讀課文。
2、回答問(wèn)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(píng)議。
三、練習(xí)。
1、根據(jù)提示介紹自己的家人的職業(yè)，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(tái)介紹家人的職業(yè)……
5、指名上臺(tái)描述家庭中某一成員的一種職業(yè)，教師適時(shí)指導(dǎo)。
四、布置作業(yè)、適時(shí)反饋。
第二課時(shí)
一、熱身、復(fù)習(xí)（warm-up /Revision）
教師找一名自告奮勇的學(xué)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(dòng)； 兩人一小組，扮演李明的家庭成員，仿照上邊的.句子進(jìn)行對(duì)話(huà)。
學(xué)習(xí)新課
三、練習(xí)。
1、畫(huà)一畫(huà)，講一講。
讓學(xué)生畫(huà)一個(gè)家庭成員，她的職業(yè)是教科書(shū)中描述的一種職業(yè)中的一種。如果家庭成員中沒(méi)有這些職業(yè)，學(xué)生可以虛構(gòu)一個(gè)。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(fā)口令，學(xué)生做動(dòng)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(yè)的內(nèi)容。
4、指導(dǎo)學(xué)生完成練習(xí)冊(cè)第三課的內(nèi)容。
四、布置作業(yè)、適時(shí)反饋。
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