高二英语教案设计精编5篇
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高二英语教案设计1
教学目标
1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for
2)Daily expressions
Are you /Will you be free then?
Yes, Id be fee. Id like to go.
Lets go together then. Ill meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I suggest…
3) Useful phases
Whats on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
4) Grammar
V.-ing Form is used to be Subject and Object
教学建议
能力训练
1.通过口头练习，学会日常生活中的各种表达方式。
2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。
德育渗透
1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。
2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。
高中高二英语教案2
一、教材分析
一)教材的地位和作用：
这一节复习课选择的内容比较适合学生的水平，同时也符合了新课标要求的语言材料要源于教材又要超出教材，为此我选择的题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二)教学目标的确立和依据
依据初中英语新课标，对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，我将本课设计为一堂口语阅读课。并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和情感目标。
知识目标：熟知东西方人们在作客待客付小费外出餐饮等方面文化和风俗习惯的差异。
通过听力及阅读材料的学习进一步加以了解。
能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。有效提高阅读速度和理解材料的准确度。并能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
情感目标：鼓励学生爱学英语，爱说英语，对英语学习投以极大的兴趣和热情。让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
三)重点和难点
教学重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
教学难点：口语水平的提高。长期以来，传统的外语教学注重书本知识的讲授，忽视交际
能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。
教学手段：
多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
二、教学环节的设计
学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。
新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业，让他们查找相关的资料，学生在预习中就接触了大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求。
三、教学程序
课前对话：
师生问候之后，让学生两人一组围绕前一单元所学知识进行自由对话。每天3-5
分钟口语练习时为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。两人一组是为了每个学生都有足够的机会去说，
拓展与巩固
通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生1篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以了解学生的阅读现状和存在的问题。
合作与发展
接下来我会通过多媒体展示给学生一组关于你还想到了其他那些方面？想不想了解其他同学的想法？又想不想知道在座老师们的看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式(事实上，有些表达如果让他们完全国独立进行是有些难度的)，又由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作，并在探索中有其个性思维发散的空间。
交流与分享
让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访“专家们”，使其把个小组的讨论结果与大家交流共享，其小组成员可以作为后援团补充些观点，这样既可以使口语较好的同学有更多的机会展示起到拔高作用，又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。
最后一个环节是作业。
高二英语教案精选3
(1)I'll never __________(原谅)you for what you have done wrong
to your parents.
(2)Please ____________(原谅)me ----I didn't mean to be rude.
(3)Forgive me for asking, but where did you get that dress?
(替换) ___________
(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾；rudeness)
_______________________________________
考点4. behave vt. & vi. 举动；举止；行为表现
Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.
It's hard to train children to behave well at the table.
培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.
behave vi. 行为；举止
behave vt. & vi. 守规矩；举止适当有礼
behave oneself 举止(有礼)
behaviour n. 行为；举止；习性
(1)The little boy ___________(表现)with great courage in the
face of the robber.
(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)
themselves politely.
(4)如果你的行为那样，你会让人厌恶的。
(写作小练笔：主谓+介词；get sb. disliked)
______________________________________________
考点5. advice n.忠告；建议
For drinking during a dinner, the best advice is never to drink too you behave like that, you'll get yourself disliked.
Tell me the reason why he refused to listen to my advice.
告诉我为何他拒绝听从我的劝告。
advice n.(用作不可数名词)劝告(美语中advice也可用作动词)
advice /advise sb to do 建议
advise sb. against sth. 劝某人不干某事
advise sb that 通知；告知
(1)I asked the teacher for her ________(建议).
(2)The doctor ___________(建议)me to take more exercise.
(3)They _________(建议)her against marrying quickly.
(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do);start)
________________________________
考点6. stare vi. 凝视；盯着看
Don't laugh at, stare at or make jokes about disabled people.
If you stare at people like that, you might upset them.
你如果瞪着别人看，你会使他们感到不安。
stare at sb. or sth. 凝视；盯住adviceadvisedadvisedI advise you to start at once.
stare into the distance 凝视远方
stare sb. into silence 把某人盯得沉默
fix one's eyes upon 专注；凝视
glare at 怒目而视
(1)Standing still, he __________(凝视)into the distance.
(2)She __________(瞪)him into silence.
(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。
(写作小练笔：主谓+介词；in amazement)
_________________________________
(5)He ________at the girl as if seeing her for the first time.
A. glared B. stared C. fixed his eyes D. watched out
B。stare at盯着看。staredstaredstaredWe stared at him in amazement.
考点7. leave out 省去；遗漏；不考虑
The extra information can be left out.
I think this paragraph can be left out.
我认为这一段可以删掉。
leave out 省去；删去； 遗漏
leave over 留下， 剩下
leave behind 丢弃；留下；忘记携带
leave alone 不管，不理会；不打扰
leave sth. as it is 听任某事自然发展
leave sb. to himself 对某人不加干涉
(1)Make sure that nothing ____________(漏掉)of the matter.
(2)If you can't think of the answer to the question, ________
(略去)it out.
(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾；details)
_____________________________________
is left outleavehas left out two lines
I left out some important details.
高考链接
The teacher stressed again that the students should not ___________any important details while retelling the story.
(高考湖北卷)
A. bring out B. let out C. leave out D. make out
答案C。
解析此题考查动词短语辨析。leave out“遗漏；省略”，即要求讲故事时不应遗漏细节。bring out“提出”; let out“泄
露”; make out“辨认出”。
考点8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
高中高二英语教案4
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
were they talking about ?
to answer the first /second/third/forth/fifth visitor question?
Step 2 练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为1篇短文，要求学生用本课的地点名称如：
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 讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
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
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第1篇是了解他的生活经历和艰苦创业。第2篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
词语讲解
on 引起；使。前进；把。端上来(如饭菜等)
1) Ill bring on the beef in a minute.我一会就端上来牛排。
2) The fine weather is bringing the crops on nicely. 好天气使农作物长得很好。(使发展或进步 )
3) He was caught in the rain and this brought on a bad cold.(引起；导致)他被雨淋了，导致了一场重感冒。
bring on 使发生；
bring in 引来；引进；吸收
bring out 取出；说出；阐明；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.
can see as far as the coast.
as far as 远到；到。为止；常用来在句中加重语气
Every day, the old man walks as far as the Summer Palace. 他一直走到颐和园 as/so far as (连词) 就。而言
As far as I know, what you said cant possibly happen.就我所知你所说的事情是不可能发生的。
so far 到目前为止，常用在完成时态中
I havent got the invitation so far.到目前为止，我还没有得到邀请。
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. 被用来做
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.
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.
注意连词的位置，而且每个复合句中只能有一个连词，不要在一个句子中重复连词。
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.
语法讲解
宾语从句
I. 宾语从句 即在复合句中作主句的(及物动词或介词)宾语。宾语从句通常由连接代词或副词引导；可分为四类：
1.由 that引导的宾语从句(that没有任何意义，在从句中不充当任何成分，在口语和非正式文体中常可以省略)：
I thought (that)the food was rather expensive.
Mother knows (that) Jim will work hard.
2. 由 if /whether“是否” 引导的宾语从句：
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- 类连接代词或副词引导的宾语从句：
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.由关系代词型what 等代词引导的宾语从句：
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.使用宾语从句应注意的几个问题
1.连接代词或副词的使用。连接代词或副词的使用是由句子的意义决定的(这是高考的重点)。
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. 宾语从句的语序。无论是连接代词还是连接副词引导的宾语从句的 语序都应是陈述句的语序。
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. 时态的呼应。分以下三种情况考虑：
1) 主句的谓语动词是过去时态时，从句的时态也应是过去的某种时态。
He answered (that) he was listening to me.
Lily told us (that) she was born in May, 1980.
2) 主句的谓语动词是过去时态时，从句所叙述的是客观真理、格言时，从句时态无需改变，仍用一般现在时。
The teacher said that (that) the earth goes around the sun.
Father told me that practice makes perfect.
2)主句的谓语动词是现在时或将来时，从句的时态不受限制。根据实情，可使用任何所需时态。
He says he will be back in an hour.
They know Jim is working hard.
4.形容词后的宾语从句。
常可跟宾语从句的形容词有：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.
高二英语教案5
教学准备
教学目标
1. 教学目标
(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.
(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点
教学重点和难点
(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程
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.
设计说明：引出本单元的话题。
(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. 设计说明：引出本节课的题目。
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.
() A. Other examples of different greeting body language.
() B. Different people have different body language.
() C. Summary of body language.
() D. Meet the visitors at the airport.
() E. Examples of different greeting body language.
2. Try to write down the main idea of the text.
The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
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 university's student association, went to the Capital International Airport to meet this year's 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 &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. ( )
设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1. approach vi. &vt.向……靠近；n.靠近；方法，步骤(后常跟介词to)
即时练习
(1) When I ____________(approach) the dog, it ran away at once.
(2) Can you come up with a good approach of solving this problem? (单句改错)
2. likely adj. 可能的；有希望的
be likely to do 很可能……;有希望……(主语既可以是人，也可以是物)
It is likely that...很可能……
即时练习
(1)She is the most _________ girl to win the prize.
(2) It’s likely that he will succeed.(句型转换)
=____________《山草香·》________________
3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...
representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。
即时练习
(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________
(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)
4. I stood for a minute watching them and then went to greet them.
watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习
(1) The boy stood there and cried.(把划线部分变为非谓语)
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)
设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
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.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。 这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
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
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words, expressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
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.