高二英语教学设计

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人教版高二英语教学设计（精选13篇）

　　作为一位不辞辛劳的人民教师，总不可避免地需要编写教学设计，借助教学设计可以让教学工作更加有效地进行。你知道什么样的教学设计才能切实有效地帮助到我们吗？以下是小编为大家整理的人教版高二英语教学设计，供大家参考借鉴，希望可以帮助到有需要的朋友。

人教版高二英语教学设计（精选13篇）

　　高二英语教学设计 1

　　教学准备

　　教学目标

　　1. Target Language目标语言

　　重点词汇

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

　　2. Ability goals能力目标

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

　　3. Learning ability goals学能目标

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

　　教学重难点

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

　　教学过程

　　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.

　　高二英语教学设计 2

　　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, e_pression, 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.

　　(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 ___________________________.

　　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 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. ( )

　　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)

　　=____________________________

　　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, e_pressions 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。

　　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.

　　高二英语教学设计 3

　　教学目标

　　Teaching Aims and demands本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。 Teaching important and difficult points 1.单词run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, e_cited 2.词组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.交际用语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.语法学习as if和no matter的用法。

　　教学建议

　　课文建议在Lesson 38课，建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。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..

　　对话分析本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

　　教学重点难点1.serve的用法

　　1)serve(sb.) as sth.表示“为(某人)工作，(尤指)当佣人”。 He served as a gardener and chauffeur.他做园艺工人兼司机。 2)serve还可表示“供职，服役”。 He has served his country well.他为国尽职。 3)serve sb. (with sth.).表示“将(饭菜)端上桌。” Four waiters served lunch for us.有四位服务员招待我们吃午饭。 4)serve还可用于“(在商店等处)接待(顾客)或为顾客取货物”的意思中。 Are you being served?有售货员接待您吗? He served some sweets to the children.他为孩子们拿来了他们想要的糖。 5)serve还指“(一份饭)够……”。 This packet of soup serves two.这包汤料够两个人食用。 2.judge的用法1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。 We judge that they have finished.我们估计他们已经干完了。 We judge them to have finished.我们估计他们已经干完了。 She judged him about fifty.她估计他在五十岁左右。 The committee judged it better to start the investigation at once.委员会认为立即开始此项调查。 From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。 2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。 I can’t judge whether she was right or wrong.我不能断定她是对还是错。 3)judge还可表示“评判，评价”，可说judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…(从……来看，据……来判断)是惯用短语，可用来引导独立分句。 Judging from his looks ,he may be sick.从外表看，他或许生病了。 Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。 3.get off的用法1)get off意为“脱下”。 It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。 2)注意：get off还可作“下车”;“离开”;“出发”;“起飞”解。 As soon as I got off the bus, I started for the village on foot.我一下公共汽车，就开始步行到村里去。 We must get off at once or we II be late我们必须马上走，否则要迟到了。 We got off immediately after breakfast.我们一吃过早饭就出发了。 The plane got off on time.飞机准时起飞。

　　4.favor的用法1)in favor (of )表示“赞成、主张”，常用作表语或后置定语。 The students were in favor of reform.学生赞成改革。 2)do sb. a favor或do a favor for sb.是个正式的.礼貌用语，意思是“给某人以恩惠，帮某人的忙”。 Would you do me a favor?帮我一下好吗? Do me a favor by turning off the radio.帮我把收音机关掉。 Do me the favor to come.务请光临。注：do sb. a favor后接of doing或不定式时，应将不定冠词a改为定冠词the。

　　5.put down的用法

　　1)意为“写下;记下”。 Put down your name and your telephone number.写下你的名字和电话号码。 Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。 2)可作“_;扑灭”。 The fire was finally put down by the firemen.大火最后终于被_员扑灭了。 6.as if的用法as if是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。 It looks as if it is going to show.看来，要下雪。 It seemed as if the suit was made to his own measure.这套衣服看来似乎是按尺寸给他定做的。除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。 The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

　　7. no matter的用法no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中：句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。 No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。 No matter之后可用what以外的关系代词或关系副词。例如：No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。 No matter which…无论哪一个…… No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。 No matter where…无论何处;不管在哪里…… No matter where I go (=Wherever I go) , I will be thinking of you.无论我到哪里，我都会想着你。 No matter when …无论何时，不管什么时候…… I’ll discuss it with you no matter when you like(=whenever like).你什么时候高兴，我愿意同你讨论这件事。 No matter how..不管……如何;无论……多么…… No matter how hard you try(=However hard you try), you will never be successful.不管你如何努力，你都不会成功的。 8.drop in, drop in on与drop in at的区别drop in意为“顺便走访” He often drops in for tea.他经常顺便来喝茶。 drop in on后接人意为“顺便拜访某人”。 She dropped in on me yesterday. drop in at后接表示地点的名词意为“顺便来(去)某处看看”。 Tom usually drops in at my place on his way home.答题时要注意drop in后所接的名词表示的意思。 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表示地点，故正确答案为C。

　　9.run的用法1)表示“跑，奔跑，赛跑”。 The boy ran off as soon as we appeared.我们一来，孩子们都跑了。 She used to run when she was at college.在大学时她经常练跑步。 2)run还可表示“(火车、汽车、轮船等)往来行驶” Buses to O_ford run every half hour.去牛津的公共汽车每半小时一班。 The trains don’t run on Christmas Day.圣诞节火车停驶。

　　3)run可用业表示“(液体)流动”。 Could you run me a hot bath?你给我放盆热水洗澡好吗? Your nose is running.你又流鼻涕了。 4)run表示“(衣服上的染料或颜色)掉色，扩散”。 I’m afraid the color ran when I washed your new skirt.很遗憾，我洗你那条新裙子的时候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太热，黄油开始化了。 The wa_ began to run.蜡开始融化了。 6)run还可表示“负责、经营、管理”。 He has no idea of how to run the successful business.他不知道把企业办好的方法。 Stop trying to run my life for me.我的生活用不着你来管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.)得了，得了，给他找钱吧，托德。句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：Come, come, Alice, you must be patient.好了，爱丽丝，你得忍耐点。本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：Here is your change.这是找给你的零钱。 change还可以用作及物动词，作“零钱”，“换钱”解。 Could you change a 10-yuon note, please?你能换开10元钱吗?

　　教学设计方案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.这台收音机有问题吗?

　　Is there ______ _______ ________ the radio?

　　2.请把借我的书还我。

　　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.他坚持要明天去那儿。

　　He _______ that he _______ there tomorrow.

　　5.别让孩子站在太阳底下。

　　Don’t _______ the child stand ________ the sun. 6.我想让汤姆的弟弟去做那项工作。

　　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常见的句型是

　　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 .

　　教学设计方案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.你的手表有问题吗? 2.我想让你去做这件事。

　　3.似乎看来这本书被他看完了。 4.我坚持让他把钱还我。

　　5.对不起，是我的错。 6.你为什么让他一直在田里工作。

　　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?

　　高二英语教学设计 4

　　教学准备

　　教学目标

　　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.

　　教学重难点

　　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

　　教学过程

　　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

　　课后习题

　　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

　　高二英语教学设计 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.

　　高二英语教学设计 6

　　教学目标

　　1.语言知识：使学生理解文章中表达情感变化词汇；熟悉有关机器人方面的话题。（把重点词汇列出来）

　　2.语言技能：能从一般性文章中获取和处理主要信息；能通过上下文克服生词困难，理解语篇意义。

　　3.语言运用：能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识：帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度：培养学生的想象力和对未知世界的探索精神。

　　6.学习策略：借助联想建立相关知识之间的联系；

　　教学重难点

　　教学目标

　　1.语言知识：使学生理解文章中表达情感变化词汇；熟悉有关机器人方面的话题。（把重点词汇列出来）

　　2.语言技能：能从一般性文章中获取和处理主要信息；能通过上下文克服生词困难，理解语篇意义。

　　3.语言运用：能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识：帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度：培养学生的想象力和对未知世界的探索精神。

　　6.学习策略：借助联想建立相关知识之间的联系；

　　教学过程

　　Step 1Warming-up and lead-in 5 mins

　　老师带着学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在人们生活的方方面面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot？”

　　先让学生思考这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是如何爱上机器人的'呢？引导学生看这篇跟本视频相似的故事是如何发展的呢？

　　[意图说明]以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容和话题上。

　　Step 2. Skimming 3mins

　　让学生快速浏览文章找出文章中的人物和之间的关系。

　　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

　　[意图说明]因为这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。

　　Step 3. Careful reading 23 mins

　　students read the passage carefully and finish the table.

　　[意图说明]本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。

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

　　最后引导学生思考一下三个问题Was Claire satisfied with Tony？Why shouldTony be rebuilt？Who is not satisfied with it？

　　[意图说明]因为reading的标题是satisfactionguaranteed，所以用反问的形式让学生真正去思考Tony包君满意了吗？以此来思考标题。目的在于让学生学会用已知的信息用英语思维并去理解语篇的意义。

　　Step 4 Discussion 7 mins

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

　　[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间；鼓励学生团队协作、发散性思维，尽量使用新学词汇来谋篇布局，重点在于语言的输出和应用。

　　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

　　[意图说明]本reading偏长，学生在一些句子上可能也会出现困难，因此让学生回去理解较难的句子扫除语言障碍。此外，由于学生求知欲强，课堂时间有限，因此让学生课外在查一些关于机器人以及科幻小说，以增加这方面知识的了解。

　　高二英语教学设计 7

　　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。

　　1.What were they talking about ?

　　2.How 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

　　将对话内容改写为一篇短文，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。难点在于第一篇是了解他的生活经历和艰苦创业。第二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

　　1.bring 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.

　　2.You 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。

　　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.

　　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.

　　高二英语教学设计 8

　　知识目标

　　正确听、说、读、写、用work, doctor, hospital, nurse, worker

　　能够理解、应答和运用 He/She verb + s/es。

　　能力目标能把所学的应用到日常交际生活中去，在适时环境中能够灵活运用。

　　情感目标能交流个人信息，乐于参与小组活动，积极参与。

　　教学重点难点：正确听、说、读、写、用work, doctor, hospital, nurse, worker

　　能够理解、应答和运用 He/She verb + s/es.

　　教法：情景教学法

　　学法指导：小组合作学习

　　课件使用：多媒体课件、挂图卡片

　　教学课时：2课时

　　第一课时

　　一、热身、复习（warm-up /Revision）

　　1、教师发口令，学生做动作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!

　　2、板书单词，指名连线，并及时给予鼓励

　　doctor school

　　nurse restaurant

　　worker hospital

　　teacher

　　二、学习新课

　　1、听课文录音，读课文。

　　2、回答问题。

　　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、指名评议。

　　三、练习。

　　1、根据提示介绍自己的家人的`职业，怎样去工作。

　　What does your …… do?

　　Where does your work?

　　How does he/she go to work？

　　2、每组选派俩名代表上台介绍家人的职业……

　　5、指名上台描述家庭中某一成员的一种职业，教师适时指导。

　　四、布置作业、适时反馈。

　　第二课时

　　一、热身、复习（warm-up /Revision）

　　教师找一名自告奋勇的学生，让他扮演李明的阿姨，

　　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、小组活动；两人一小组，扮演李明的家庭成员，仿照上边的句子进行对话。

　　学习新课

　　三、练习。

　　1、画一画，讲一讲。

　　让学生画一个家庭成员，她的职业是教科书中描述的一种职业中的一种。如果家庭成员中没有这些职业，学生可以虚构一个。两人一组，讨论：

　　Is this your ……（家庭成员）？

　　What’s his/her name?

　　Does he/ she work?

　　How does he/she go to work？

　　2、游戏。

　　教师发口令，学生做动作 Drive a car（cab 、truck ）！ Ride a bicycle! Take a bus! Walk!

　　3、let’s do it!

　　完成课本第七页的内容。

　　4、指导学生完成练习册第三课的内容。

　　四、布置作业、适时反馈。

　　高二英语教学设计 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 不考虑;觉得乏味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.

　　高二英语教学设计 10

　　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。

　　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。

　　1.What were they talking about ?

　　2.How 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

　　将对话内容改写为一篇短文，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

　　高二英语教学设计 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

　　高二英语教学设计 12

　　练习目的：

　　通过听、说、读、写，复习巩固第五至第八单元所学的词汇、主要句型，并能综合运用这些语言知识，提高学生运用英语的能力。

　　练习过程：

　　一、听力练习

　　A. Listen and judge

　　1. 引导学生看图，理解图意

　　2. 听录音，判断

　　3. 请学生说说图意与录音内容不一致的地方，核对答案

　　B. Listen and number

　　1. 引导学生看图，说一说Bobby在做什么。

　　2. 听录音，排序

　　3. 核对答案

　　C. Listen and match

　　1. 引导学生看三组图片，理解图意

　　2. 听录音，将人物与相应的日期和活动连线

　　3. 核对答案

　　4. 请学生描述连线好的'图片

　　D. Listen and choose

　　1. 引导学生浏览答案选项，预测将要听到的内容和问题

　　2. 听录音，选择

　　3. 核对答案

　　二、口语练习

　　E. Ask and answer

　　1. 引导学生阅读四张卡片，了解卡片上的信息和所给的语言提示

　　2. 学生两人一组，根据卡片上的信息和语言提示，进行问答。

　　3. 请几组学生表演问答，核对答案

　　三、阅读练习

　　F. Read and write

　　1. 引导学生读句子提示，预测单词

　　2. 指导学生根据字谜中的字母提示，写出单词并补全句子，注意有些单词的首字母要大写

　　3. 核对答案

　　4. 齐读完成后的句子

　　G. Look, read and write

　　1. 引导学生看图，理解图意

　　2. 指导学生读对话，根据上下文情境和图片提示，填入单词，补全对话

　　3. 核对答案

　　4 齐读完成后的对话

　　H. Read and judge

　　1. 引导学生浏览故事下方的句子。

　　2. 阅读故事，找出相应的词句，比较判断

　　3. 核对答案

　　四、家庭作业

　　在口语练习的四张图片中，选一张，编一段对话描述。

　　高二英语教学设计 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