人教版高二英語教學設計5篇
作為一位不辭辛勞的人民教師，總不可避免地需要編寫教學設計，借助教學設計可以讓教學工作更加有效地進行。你知道什么樣的教學設計才能切實有效地幫助到我們嗎？以下是小編為大家整理的人教版高二英語教學設計5篇，供大家參考借鑒，希望可以幫助到有需要的朋友。
人教版高二英語教學設計5篇1
教學準備
教學目標
1. Target Language目標語言
重點詞匯
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error
2. Ability goals能力目標
Enable the students to write a short passage about a place of interest they have visited.
3. Learning ability goals學能目標
Help the students learn how to describe one of the places of interest they have visited.
教學重難點
How to describe a famous building or a place of interest.
教學過程
Step Ⅰ Revision and Lead-in
Ask some students to read their work to the class.
T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an e_citing way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?
A sample version:
Why not visit “the Oriental Hawaii”?
Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, _iao Tongtian, Folk Village, etc.
Step Ⅱ Writing
Task 1: Ask the students to write a tour plan.
T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.
A sample tour plan:
Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.
Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.
Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.
Day 8: From Lijiang we fly to _i’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in _i’an as well. You’ll have three days there.
Day 11: We leave early for the capital, Beijing, which is northeast of _i’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.
Day 14: We leave at noon for our flight south to Shanghai, then make our way home.
Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Ne_t please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.
Show the following.
How to Write A Complaint Letter
· Include your name, address, home and work phone numbers.
· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.
· Make your letter brief and to the point. Include all important facts and any information you can give.
· State e_actly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.
· Include all documents regarding your problem. Be sure to send COPIES, not originals.
· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.
· Keep a copy of the letter for your records.
Then ask the students to make a list of things that they feel are important.
T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.
A sample list of things:
1. I have to wait too long a time being served in the canteen.
2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.
4. The school demands us to wear the ugly school uniform.
The most serious one is the first one in the list.
A sample letter:
Dear Mr. Sam,
I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.
Sincerely,
Harlan
Step Ⅲ Homework
Ask the students to do the task in PROJECT on page 54.
人教版高二英語教學設計5篇2
教學準備
教學目標
1.教學目標
(1)知識目標：學生能掌握下列重點單詞和短語的意義和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能夠表達一些Body language.
(2)能力目標：學生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細節(jié)。
(3)情感目標：學生了解不同國家和文化的身勢語，激發(fā)學生學習這種語言的興趣。
教學重難點
教學重點和難點
(1)培養(yǎng)學生的閱讀策略和技巧，讓學生了解文章的細節(jié)知識和文章結(jié)構。
(2)讓學生合適地使用不同的身勢語。
(3)課文中現(xiàn)在分詞作定語和狀語的長難句。
教學過程
Step 1. Lead in
(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?
Then ask a student to answer.
設計說明：引出本單元的話題。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.設計說明：引出本節(jié)課的題目。
Step 2. Fast reading
1. Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other e_amples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. E_amples of different greeting body language.
2. Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
設計說明：通過這個題目的練習，讓學生掌握速讀，先對文章段落大意有一個了解。然后再去歸納中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F).
(1) Yesterday, another student and I, representing our 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 Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F).
(1) All cultures don’t greet each other the same way. ( )
(2) From the passage we can see western cultures are better than eastern cultures. ( )
(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )
(4) Only a small number of people greet by shaking hands. ( )
設計說明：通過這些題目的練習，讓學生掌握文章的細節(jié)內(nèi)容和閱讀理解的細節(jié)題目的解題方法。
Language Points
1. approach vi. &vt.向……靠近;n.靠近;方法，步驟(后常跟介詞to)
即時練習
(1) When I ____________(approach) the dog, it ran away at once.
(2) Can you come up with a good approach of solving this problem? (單句改錯)
2. likely adj.可能的;有希望的
be likely to do很可能……;有希望……(主語既可以是人，也可以是物)
It is likely that...很可能……
即時練習
(1)She is the most _________ girl to win the prize.
(2) It’s likely that he will succeed.(句型轉(zhuǎn)換)
=____________________________
3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...
representing是現(xiàn)在分詞(非謂語)作定語，相當于定語從句：who represented ….，謂語是went。
即時練習
(1) Mr. Wang, who taught us English before, retired last week. (把劃線部分變?yōu)榉侵^語)_____________
(2)The girl __________(study) in the classroom is my sister. (用非謂語填空)
4. I stood for a minute watching them and then went to greet them.
watching是現(xiàn)在分詞(非謂語)作伴隨狀語，表示watch和stood同時發(fā)生，謂語動詞是stood和went。
即時練習
(1) The boy stood there and cried.(把劃線部分變?yōu)榉侵^語)
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. (用非謂語填空)
設計說明：通過這些題目的練習，讓學生掌握課文中的重點單詞，短語和長難句，促進對文章細節(jié)的理解。
Step 4. Consolidation
閱讀下面材料，在空白處填入適當?shù)膬?nèi)容(1個單詞)或括號內(nèi)單詞的正確形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
設計說明：學生通過閱讀和討論對文章有了深層的理解，同時對身勢語這個話題更加熟悉。這個環(huán)節(jié)師生互動、生生互動，訓練了學生的口語表達能力，促使他們把所學的知識和技能轉(zhuǎn)化為運用英語的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
設計說明：這一環(huán)節(jié)主要是對所學內(nèi)容進行總結(jié)，使學生認識到學習“身勢語”的必要性和重要性。
Step 7. Homework
Underline all the important words, e_pressions and sentences.
課后習題
閱讀下面材料，在空白處填入適當?shù)膬?nèi)容(1個單詞)或括號內(nèi)單詞的正確形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
人教版高二英語教學設計5篇3
教學目標
Teaching Aims and demands本單元通過學習馬克·吐溫的《百萬英鎊》并改編成短劇形式的課文，學生能初步了解作者的風格。學生應能在教師的指導下，排演這個短劇。通過對話課的學習與操練，學生接觸表示堅持個人意見的常用語句，并要求學生運用到實際會話中。學習并初步掌握as if和no matter引導讓步狀語從句的用法。 Teaching important and difficult points 1.單詞run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, e_cited 2.詞組shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, ne_t to 3.交際用語There seems to be something wrong with it. I would like you to change this blouse. You sold me a blouse that I can’t use any more. I am afraid I can’t do that right now. Why can’t you do something about it? Is anything the matter? 4.語法學習as if和no matter的用法。
教學建議
課文建議在Lesson 38課，建議教師應組織學生1)以節(jié)目的形式演出這段對話。2)教師可選取錄像或多媒體形式完成此課的教學任務。3)教師把學生分成三人一組，適當準備一些道具排演本課的最后結(jié)局的短劇。4)教師要求學生找出能刻畫服裝店老板人物特征和心理變化的相關語句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
對話分析本單元對話是講述在服裝店調(diào)換衣服的經(jīng)過，學生對其內(nèi)容較易理解，但一些新單詞的用法應掌握，如：customer, run, insist, change…for…。本課中也提供了給學生做相應對話的練習，如：A pair of trousers, A radio的口語練習。
教學重點難點1.serve的用法
1)serve(sb.) as sth.表示“為(某人)工作，(尤指)當傭人”。 He served as a gardener and chauffeur.他做園藝工人兼司機。 2)serve還可表示“供職，服役”。 He has served his country well.他為國盡職。 3)serve sb. (with sth.).表示“將(飯菜)端上桌�！� Four waiters served lunch for us.有四位服務員招待我們吃午飯。 4)serve還可用于“(在商店等處)接待(顧客)或為顧客取貨物”的意思中。 Are you being served?有售貨員接待您嗎? He served some sweets to the children.他為孩子們拿來了他們想要的糖。 5)serve還指“(一份飯)夠……”。 This packet of soup serves two.這包湯料夠兩個人食用。 2.judge的'用法1)judge用作動詞，表示作“斷定，估計，認為”解。其后可帶賓語從句，也可帶不定式或形容詞、名詞等引導的賓補成分。 We judge that they have finished.我們估計他們已經(jīng)干完了。 We judge them to have finished.我們估計他們已經(jīng)干完了。 She judged him about fifty.她估計他在五十歲左右。 The committee judged it better to start the investigation at once.委員會認為立即開始此項調(diào)查。 From his letter, we judged his visit to China a great success.從他的來信判斷他對中國的訪問非常成功。 2)judge用作“判斷，斷定”解時，還可接wh—分句或wh—加不定式結(jié)構。 I can’t judge whether she was right or wrong.我不能斷定她是對還是錯。 3)judge還可表示“評判，評價”，可說judge sb. / sth. Don’t judge a man by his looks.勿以貌取人。 4)Judging by / from…(從……來看，據(jù)……來判斷)是慣用短語，可用來引導獨立分句。 Judging from his looks ,he may be sick.從外表看，他或許生病了。 Judging by his accent, he must be from Guangdong.聽口音，他準是個廣東人。 3.get off的用法1)get off意為“脫下”。 It’s rather hot today, we must get off the jacket.今天太熱了，我們必須脫下夾克衫。 2)注意：get off還可作“下車”;“離開”;“出發(fā)”;“起飛”解。 As soon as I got off the bus, I started for the village on foot.我一下公共汽車，就開始步行到村里去。 We must get off at once or we' II be late我們必須馬上走，否則要遲到了。 We got off immediately after breakfast.我們一吃過早飯就出發(fā)了。 The plane got off on time.飛機準時起飛。
4.favor的用法1)in favor (of )表示“贊成、主張”，常用作表語或后置定語。 The students were in favor of reform.學生贊成改革。 2)do sb. a favor或do a favor for sb.是個正式的禮貌用語，意思是“給某人以恩惠，幫某人的忙”。 Would you do me a favor?幫我一下好嗎? Do me a favor by turning off the radio.幫我把收音機關掉。 Do me the favor to come.務請光臨。注：do sb. a favor后接of doing或不定式時，應將不定冠詞a改為定冠詞the。
5.put down的用法
1)意為“寫下;記下”。 Put down your name and your telephone number.寫下你的名字和電話號碼。 Put this down in your notebook for future reference.這點記在你的筆記本上，以供今后參考。 2)可作“_;撲滅”。 The fire was finally put down by the firemen.大火最后終于被_員撲滅了。 6.as if的用法as if是連詞詞組，作“好像”、“好似”解，引導表語從句，用于下列句型中：It looks/seems as if ....表示“看起來似乎……”。其中It為無人稱代詞，本身并無詞義。looks / seems是連系動詞，as if引出表語從句。 It looks as if it is going to show.看來，要下雪。 It seemed as if the suit was made to his own measure.這套衣服看來似乎是按尺寸給他定做的。除此之處，as if也可以引導方式狀語從句，修飾主句的謂語，此時從句中的謂語動詞常用虛擬語氣。關于這一點，暫可不必向?qū)W生交代。 The woman loves the children as if she were their mother.這個婦女愛這些孩子，她好像就是他們的媽媽一樣。
7. no matter的用法no matter作“無論”、“不管”解，用以引導表示讓步的狀語從句，常用在下列句型中：句型中的No matter what (who/when etc.)...分別表示“無論何事”、“無論何人”、“無論何時”等，這個從句可以置主句之前，也可以置主句之后。由no matter + what等引導的讓步狀語從句。No matter后面接關系代詞或關系副詞引導狀語從句在句中作讓步狀語。 No matter what you do, you must be very careful.不管做什么事，你都必須非常細心。 No matter之后可用what以外的關系代詞或關系副詞。例如：No matter who you are (=Whoever you are), I’ll never let you in.無論你是誰，我絕不讓你進去。 No matter which…無論哪一個…… No matter which you choose(=Whichever you choose), you will be satisfied.不論你選擇哪一個，你都會滿意的。 No matter where…無論何處;不管在哪里…… No matter where I go (=Wherever I go) , I will be thinking of you.無論我到哪里，我都會想著你。 No matter when …無論何時，不管什么時候…… I’ll discuss it with you no matter when you like(=whenever like).你什么時候高興，我愿意同你討論這件事。 No matter how..不管……如何;無論……多么…… No matter how hard you try(=However hard you try), you will never be successful.不管你如何努力，你都不會成功的。 8.drop in, drop in on與drop in at的區(qū)別drop in意為“順便走訪” He often drops in for tea.他經(jīng)常順便來喝茶。 drop in on后接人意為“順便拜訪某人”。 She dropped in on me yesterday. drop in at后接表示地點的名詞意為“順便來(去)某處看看”。 Tom usually drops in at my place on his way home.答題時要注意drop in后所接的名詞表示的意思。 Jane used to ____ the tailor’s on her way home from work. A. drop in B. drop in on C. drop in at D. drop at詹妮以前常下班后去成衣店看看。the tailor’s表示地點，故正確答案為C。
9.run的用法1)表示“跑，奔跑，賽跑”。 The boy ran off as soon as we appeared.我們一來，孩子們都跑了。 She used to run when she was at college.在大學時她經(jīng)常練跑步。 2)run還可表示“(火車、汽車、輪船等)往來行駛” Buses to O_ford run every half hour.去牛津的公共汽車每半小時一班。 The trains don’t run on Christmas Day.圣誕節(jié)火車停駛。
3)run可用業(yè)表示“(液體)流動”。 Could you run me a hot bath?你給我放盆熱水洗澡好嗎? Your nose is running.你又流鼻涕了。 4)run表示“(衣服上的染料或顏色)掉色，擴散”。 I’m afraid the color ran when I washed your new skirt.很遺憾，我洗你那條新裙子的時候它掉色了。 5)run可表示“融化”。 It was so hot that the butter ran.天太熱，黃油開始化了。 The wa_ began to run.蠟開始融化了。 6)run還可表示“負責、經(jīng)營、管理”。 He has no idea of how to run the successful business.他不知道把企業(yè)辦好的方法。 Stop trying to run my life for me.我的生活用不著你來管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.)得了，得了，給他找錢吧，托德。句中的come用作感嘆語，表示“勸導”，“不耐煩”的情緒。come作感嘆語用時，在不同的情況下，可以表示不同的感表，如“鼓勵”、“驚異”、“命令”等。例如：Come, come, Alice, you must be patient.好了，愛麗絲，你得忍耐點。本句中的change是不可數(shù)名詞，作“零錢”，“找給的錢”解。又如：Here is your change.這是找給你的零錢。 change還可以用作及物動詞，作“零錢”，“換錢”解。 Could you change a 10-yuon note, please?你能換開10元錢嗎?
教學設計方案Lesson 37
Teaching aims 1. Practise in pairs talking about buying clothes in a shop.
2. Study the language points in lesson 37.
Teaching procedures
StepⅠRevision
1. Check the homework e_ercises.
2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.
Questions for the teacher to ask the students:
1) What words have you learned about clothes ?
trousers, coat, jacket, shirt, overcoat……
2) What color do you like best if you buy a blouse ?
a gray one, red one, blue one, black one, yellow one, white one ……
Step Ⅱ Warming-up
Look at the picture on P 55.
1. Ask the students to say something about the picture. Let the students know a new word: blouse.
Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.
2. Ask the students how different clothes are washed. Make a table on the blackboard if you like
as follows:
HOT WASH white cotton
WARM WASH coloured cotton
COLD WASH silk , wool
Step Ⅲ Listening and reading
Let the students listen to the dialogue once or twice and then answer same questions.
1. What did the customer buy last week?
… She bought, a blouse last weds
2. What's 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 wasn't in. And the assistant couldn't 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 couldn't. I 4 can't use it.
SA: Let me 5 . It scans as if it hasn't been 6 properly. Has it been left in the sun or__ 7_?
C: Of 8 not. How can I be 9 foolish ?
SA: 10 it's 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 can't do that.
C: Why can't you do 16 about it ? I'd like you to change this 17 or else 18 me my money back.
SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?
Answers:
1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have
Fill in the blanks.
1.這臺收音機有問題嗎?
Is there ______ _______ ________ the radio?
2.請把借我的書還我。
Please give me _______ the book that you _______from me.
3.天看上去要下雪了。
It _______ as if it’s going to_______.
4.他堅持要明天去那兒。
He _______ that he _______ there tomorrow.
5.別讓孩子站在太陽底下。
Don’t _______ the child stand ________ the sun. 6.我想讓湯姆的弟弟去做那項工作。
I would _______ Tom’s brother ________ do the work.
Answers
1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to
StepⅤ Language points
Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief e_planation.
1. There seem (s) to be…
2. like常見的句型是
like sb. to do sth./ like to do sth./ like doing sth.
3. I’m not that foolish = I am not so foolish.
4.It looks as if +句子= It seems as if +句子
5. insist + that - clause + ( should ) + v
Step Ⅵ Further practise
1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.
2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.
1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.
2) You have just bought a tape—recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..
Step Ⅶ E_ercise
Do e_ercises E_ 1——3. on Page 118.
A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.
Key:
ran, something, assistant, instructions, customer, that (so), insisted, fault, for
StepⅧ Homework
1.Do e_ercises E_ 2——3. on Page 118.
2.Get the students to do the vocabulary preparation in Lesson 38 .
教學設計方案Lesson 38
Teaching Aims 1. Learn lesson 38 to get brief idea of the story.
2.The students are required to answer some questions.
Step I Revision 1)Check the homework e_ercises.
2)Oral practice.
1.你的手表有問題嗎? 2.我想讓你去做這件事。
3.似乎看來這本書被他看完了。 4.我堅持讓他把錢還我。
5.對不起，是我的錯。 6.你為什么讓他一直在田里工作。
Answers:
1. 1s there anything wrong with your watch?
2. I’d like you to do the work.
3. It seems as if the book has been finished reading by him.
4. I insisted that he (should) give me my money back.
5. I'm sorry. It's my fault.
6. Why did you have him working in the fields?
人教版高二英語教學設計5篇4
教學準備
教學目標
Teaching Aims
Knowledge a nd Skills:
1. Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fast-reading ability.
2.Train the students’ ability to co operate with others.
教學重難點
Main points：
1. Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教學過程
Step1. Readin g&Greeting (2`)
Step2. Leading in and Warming Up (5`)
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast- reading (10`)
1.what is“the true north”?
It refers to “the cross-Canada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful- reading(T&F) (15`)
Step5. Consoli dation (7`)
Listening & Summary
Fill in the blank and retell the story
課后習題
Homework
Surf the Internet to find more information about Canada
Chalkboard Designing
Unit5Canada – the “the true north”
-----A thip “ on the true north”
Vancouver Rocky Mountains Thunder Bay
Calgary Lake Superior Toronto
人教版高二英語教學設計5篇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.
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