高二英語學生教案都有哪些？英語，通過趣味性教學，增加學生學習興趣。比如內容琳瑯滿目、圖文并茂的教科書。亦或是配合幽默漫畫及中文詳解，增加詞匯記憶點。下面是小編為大家帶來的高二英語學生教案七篇，希望大家能夠喜歡！

高二英語學生教案【篇1】

Module 1 Unit 2 Heroes Lesson 1 Modern Heroes

說課教案

(一) 教學內容

1. 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主1653題都是hero，但涉及的領域不同，它們融會貫通，承上啟下，融為一體。

2. 本課是介紹National Hero，是學生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號，讓學生掌握有關詞匯;后一部分是介紹楊利偉乘坐神州五號宇宙飛船遨游太空的情況。

3. 本課文出現了較多的定語從句，還有生詞較多(有些單詞表沒有而初中又沒有學過)，在這樣的困難前提下，我引導學生通過 culture and background knowledge，結合課本內容豐富自己的知識面，拓寬學生對航天知識的了解，讓學生了解航天英雄的成功之路，激發他們的民族自豪感。

(二) 學生分析

1. 組成情況

職業高中高一學生年齡都在14-16歲之間，大多數學生由于初中的知識基礎打得不扎實，而且缺乏主動學習的能動性，自學能力差，對學習沒有持有探究性和方向性，也沒有養成良好英語學習習慣，所以學習成績不太理想。

2. 學生的知識與技能水平

職業高中招生的學生，基礎知識比較薄弱，甚至連音標都不會讀，詞匯的掌握范圍狹窄，影響了閱讀，聽力和作文。學生的表達能力還是停留在比較低級的水平，面對每幅圖片或某個主題只能說出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課后的預習和復習能力較差，缺乏總結歸納的能力。

3. 學生已掌握的學習策略

盡管學生的知識和技能水平一般，但經過了一定時間的訓練后，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。

(三) 教學目標

1. 通過快速閱讀文章，學生能夠對每段文章進行歸納總結，準確地把段落主題與所給的headings聯系起來。

2. 通過仔細閱讀，學生能夠回答關于文章的細節問題。

3. 通過進一步閱讀，學生能夠學生能用英語對采訪自己心目中的民族英雄。并嘗試復述課文。

(四) 教學策略

教學方法：使用交際法，充分調動學生的積極性，積極參與到課堂教學中，通過師生互動，小組表演的形式，完成各種任務，以達到完成教學任務的途徑。

(五) 教學過程

第一步 導入

T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連杰)?Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?

第二步 介紹文章人物

T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V and Yang Liwei.

Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.

Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.

介紹文章時，展示文章中的生詞，讓學生猜測詞意，帶讀并加以鞏固。

第三步 閱讀文章

(1) Fast Reading

呈現六個headings，讓學生快速閱讀，要求歸納每段的主題。

a. Astronaut lands safely

b. Welcome home

c. International good wished

d. An exciting lift-off

e. Introdution

f. During the flight

學生單個回答并集體討論改正錯誤。

(2) Careful Reading

學生通過fast reading,完成了headings后，基本對課文有一定的了解，然后呈現出五道問題，要求學生再進行第二次閱讀，對課文進行更深入的了解。

1. How did Yang Liwei feel duing the flight? How did he feel afterwards?

2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

3. How many circles did the spaceship complete while Yang Liwei was sleeping?

4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

5. What did Yang Liwei do when he came out of the spaceship?

第四步 鞏固練習

通過兩次閱讀讓學生對課文熟悉，訓練學生的閱讀速度和解題技巧，最后通過ask and answer in pairs，培養學生的口語能力，并強迫他們記住文章的主要內容，為下一步語言運用打下基礎。

第五步 語言運用

為提高學生對生活中的熱點問題發表自己觀點的能力，讓學生運用自己學過的語言知識，對自己心目中的民族英雄進行模擬采訪。把全班同學分成若干個小組，每個小組有一名同學扮演“楊利偉”，其他同學為全國各地新聞媒體記者，他們自由設計問題，對“楊利偉”進行采訪。

教師巡視課堂，發現表現出色的小組，讓他們到臺前表演。

教師總結評價。

第六步 布置作業

讓學生準備復述楊利偉的故事，要求說出自己的民族自豪感。

A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals

HUANG SHUI PING

General objectives:

1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.

2.To help them learn some phrasal verbs and functional items about the topic and try to use them.

Language aim:

1.Phrases:

Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together

2.important sentences:

The Mid-Autumn Festival is celebrated by Chinese people.

The Lantern Festival falls on the fifteenth day of the first lunar month.

It marks the beginning of the hottest season of the year.

Ability aim:

1).Improving the ability of getting the general information and specific information from reading a text.

2). Using own words to describe some important Chinese festivals.

Emotion aim:

To promote students’ qualities of a patriotism(愛國主義精神，愛國心) by learning the main Chinese festivals and learn their history origin and their meanings。

Teaching important points and difficult points:

1).To get information from reading

2).To talk about festivals freely in English.

Teaching methods:

Brainstorming, task-based teaching method , heuristic teaching method , group work.

Teaching aids:

a recorder, a computer, and blackboard

Teaching procedures:

Step1. Greeting and reviewing.

Greet the class as usual.

Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,

Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival

Step2. Leading-in.

Show students many pictures of different seasons on the screen , asking: What’s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.

Students can work together to answer this question. Eg,

T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion)

(S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.

S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.

S3: ……

T：Well done. Thank you.

Explain the differences between Day and Festival.

Step3.While-reading

Activity1.Fast-reading

Get students to read the text quickly, match the pictures with the festivals.

Activity2. Guessing.

Show some describing sentences on the screen to let students read and guess the names of the three festivals .

Activity3. Careful-reading

This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.

Ask some students to report their answers to the class.

Step4. Practice

Play the tape for the students to listen and ask them to fill in the blanks according the text.

1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.

2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.

3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.

4.The Dragon boat race marks the _____ of the hottest season of the year.

5.________Festival marks the end of the Chinese New Year celebration.

Step5. Post-reading.

Let students discuss with a partner and answer the following question.

Which festival in China is most important for children? Young people? Old people? Women and men?

Then ask some students to give a report.

Step6. Homework.

1. do the exercise 9 on Page 37

2. remember the new words in Lesson One.

3. use your own words to describe a festival that you are familiar with.

Step7. Blackboard design.

Lesson 1 Festivals

The Mid-Autumn Festival is celebrated by Chinese people.

The Lantern Festival falls on the fifteenth day of the first lunar month.

It marks the beginning of the hottest season of the year.

高二英語學生教案【篇2】

一、教學目標與要求

通過本單元教學，使學生了解身勢語在各國人民交往中的重要性。了解在各國不同身勢語所表示的不同的交際含義，并以此來學習一些國家的風俗習慣和文化背景，學會如何禮貌待人;學生能運用所學語言，對不同的身勢語及其含義進行介紹;復習動詞不定式作賓語、定語、表語和狀語的用法;復習表述提供幫助積應答的用語;正確完成練習冊安排的練習。

二、教學重點與難點

1.重點詞匯 manage;wave;nod;realize;agreement;disagreement;while;manners;

communicate;make sb....;body language;one another;not all...

2.重要句型 1)Although we may not realize it，when we talk with others we make ourselves understood not just by words. 2)But not all body language means the same thing in different countries.3)In some Asian countries，you must not touch the head of another person.4)But English people do not like to be too close to one another unless there is a rea-son.

3.語法 復習動詞不定式作賓語、定語、表語和狀語。(The Infinitive) 1) They don't like to be too close to one another.2)They will move back to keep a certain distance away.3)Have you got anything to say?4) It's a pleasure to meet you.5)Waving one's hand is to say "Goodbye".6)I don't know how to communicate with foreigners.

4.日常交際用語 提供幫助和應答(Offers and responses)1) Can I take those boxes for you?2)Thanks.Thst's very kind.3)What about your bag?Would you like me to carry it?4)No，thanks.I can manage it myself.5)Is there anything else I can do for you?6)No，thank you.Thanks for all your help.7)Shall I show you how to use this electrical typewrit-er?8)Thanks.I haven't used this one before.

三、課型

(一)對話課

Ⅰ.教具 錄音機、投影儀。

Ⅱ.課堂教學設計

1.教師可通過以下句子導入正課：What do we do if we have something to tell others or if we want to learn something from the others?Yes，we use our language，that is，either spoken language or written language. But actually，there is another kind of language and it is also very important.Do you know what it is?Yes，that is it.That is the body language.Can you tell me something about body language? For example，if you agree with what I said just now，what do you do?And if you don't agree with what I said，what do you do?

2.準備放對話錄音，用投影儀打出聽前提問：1)Do the speakers know each other?How do you know?2)If you want to refuse somebody's offer politely，what would you say?

放錄音一至兩遍，請一位同學回答上述問題。

Key：1)No，they don't. One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport.2)No，thank you.Thanks for all your help.

3.再放錄音，學生跟讀一至兩遍。

學生兩個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

4.教師指導學生歸納本課中所出現的有關提供幫助和應答(Offers and responses)的常用語(見日常交際用語部分)。要求學生能熟練掌握這些語句，并在編練新的對話時加以運用。

5.組織學生兩個人一組，練習Oral practice所提供的問答練習。教師可請幾組同學進行問答表演。

6.教師提供如下情景，組織學生編演新的對話：

Situation 1：Someone has got a broken bicycle.He asks for your help.And you offer to repair this bicycle.

Situation 2：You offer to fix one's TV set.

Situation 3：You offer to check one's computer.

學生可任選其中之一的情景編小對話。數分鐘后，請兩組同學到前面表演。

7.布置作業 1)預習第10課;2)完成練習冊中所安排的練習。

高二英語學生教案【篇3】

閱讀理解課(Ⅱ)

Ⅰ.教具 錄音機、投影儀。

Ⅱ.課堂教學設計

1.通過提問，溫習第10課內容：1)When we talk to each other，do we send messages only by words?What other ways do we use?2)Does all the body language mean the same thing in the world?Please give an example to explain this.3)Do people from English-speak-ing countries often touch each other? 4)Can you tell in which countries you must not touch the head of another person?5)Do you have to follow the customs when you are visiting a for-eign country?Why?

2.檢查第10課課文復述。

3.準備閱讀第11課，教師給出讀前提問：1)What are good manners for an Arab to show when talking with a friend? 2)What can make your stay in a foreign country easy and com-fortable?

教師給學生兩三分鐘，要求學生快速閱讀課文，之后請同學回答上述問題。

Key：1)It is good manners for an Arab to stand close to his friend when talking with each other. 2)To use body language in a correct way will make your stay in a foreign country easy and comfortable.

放課文錄音，學生跟讀一至兩遍。

4.教師用投影儀打出以下內容：1)in China 2)in some Asian countries 3)in Arab countries 4)in France 5)in English-speaking countries

教師口頭形式給出以下各句，要求學生判斷使用這些身勢語的國家和地區。每個句子可有若干答案：

A.Waving one's hand is to say"Goodbye".

B.Kissing each other is to say"Goodbye".

C.Noddifig the head means disagreement.

D.Nodding the head means agreement.

E.Kissing each other is to say"Hello".

F.Shaking hands is to say"Hello".

G.Stand close to one another when talking.

H.Keep a distance away when talking.

I.Sitting with one's feet pointing at another person is bad manners.

J.Touching another person's head is bad manners.

Key：A，D，F-in China C，I，J-in some Asian countries E，G-in Arab countries B，E，F-in France 6)A，D，H-in English-speaking countries

5.布置作業 1)將兩課內容結合，復述整篇課文，對不同的身勢語及其含義進行介紹;2)完成練習冊中所安排的練習。

高二英語學生教案【篇4】

教學任務

Warming-up

1) 教材給出了一些食物圖片，要求界定垃圾食品還是健康食品

2)給出一個空白飲食調查表

教學建議：

1。由于學生剛過完春節回校，添一下嘴唇，還很能回味到過年時的美味佳肴，因此何不充分利用這一事實。實現學生從壓迫學習向主動學習的轉變。激發他們交談的興趣，不僅實現了良好的過渡，而且借機呈現大量有關食物和飲料的詞匯,實現知識的有效遷移。Brainstorm 是方法之一。

2。在回味美食的同時，引出話題healthy food,junk food，由學生給出不同的定義。允許眾說紛紜，但盡量讓英語作為課堂工作語言。

3。課堂上的學生飲食調查可作為更廣泛的家庭飲食情況調查的鋪墊 ，擬增加健康狀況一覽，使學生能直觀的發現飲食對健康的影響，為后來的健康食譜的制定提供依據。

Listening

1.教材分析：

聽力材料分為兩部分：

1)母親與Mike關于Mike胃痛與他一天飲食情況的對話

2)Mike前去就醫與醫生的對話

2。教學建議：

1。建議在聽力開始前做pre-listening.

針對第一部分對話，可讓學生以小組的形式互相詢問一日三餐以及點心等。因為聽力一是母親與兒子有關一天飲食的詢問式對話。

2。針對第二部分對話，由于就醫問診是大家共有的體驗，讓學生進行pair-work，根據以有的就醫經歷和聽力一所獲得的信息，假象Mike與醫生的對話和醫生可能給出的建議.比一比猜中率。

3。1&2的目的是為了訓練學生聽力中集中注意力的能力，同時進行文化背景知識的鋪墊，從而能在聽的過程中準確定位，捕捉到問題所需的信息點。

4。聽力任務完成后建議復聽，嘗試再現聽力中的情景(多種形式，如表演，單句復述，take notes然后完整復述或spot dictation等)，為下一步的speaking做好務實而有效的準備。

Speaking

1.教材分析：

教材給出三種就醫情景，和一個范例。目的是使學生能在常見的就醫場景中運用英語進行交流。尤其是常用的表達方式。

2。教學建議：

1. 前面聽力模塊中通過聽力訓練得到了相關表達方式的輸入，同時在最后的鞏固性復述中對就醫場景作了充分的鋪墊，在這里speaking模塊開始前讓學生精彩回放Mike的就醫情景。為接下來的情景會話熱身。

2. 然后分別羅列病人和醫生的常用的表達方式。

3。在有了熱身對話和常用表達方式的支持，可以鼓勵小組活動，創設更多的情景進行會話表演，讓學生接觸更多有關疾病的詞匯(無意識的在情景中接受了詞匯擴充)。

4。對基礎薄弱的學生可以嘗試：A.: 聽力再現。B:范例復述或表演

5。時間允許，還可將對話落實到筆頭。(供選擇)

閱讀部分

1.教材分析：

教材在讀前給出了4個有關飲食習慣的常識性調查問題，閱讀材料是有關飲食習慣的議

論文體的文章，讀后給出了5個拓展性的問題。

2。教學建議：

1。建議閱讀部分的教學側重學生對文章的整體性結構把握，培養他們的閱讀

技能。利用本文可突出學生3個方面的能力：

A：文章中心把握能力：設及高考題中作者意圖推測，標題選擇，段落大意確

定。

B：信息歸類，尋找規律：Eg.不同食物----不同的營養，給出未提及的食物作營

養成分推測

C: 生詞猜測。Eg.organic,eco-foods,supplement

為了更有效地進行以上3方面的技能訓練，我個人不主張讓學生對本文進行課前的預習。

2. 也在進行讀前問答的時候，不僅關注他們的回答內容還可引出課文中或相關的

新詞，尤其是營養成分類的詞匯以掃清文化背景障礙和語言障礙。

3。讀后的發散性問題，如果時間緊迫，建議學生以小組任選一話題討論，由小

組發言人做匯報。建議敢于大膽取舍，調整教材，那出一點大家風范來，畢竟我們至少讀了4年大學，在一線拼了那么多年。再說有新大綱明文規定，支持我們。

4。其它的語言難點可隨機處理，若時間來不及，也可放到language study 模塊中處理。

Language study

1.教材分析：

這一部分包括單詞釋意，had better,should and ought to表示給出建議的用法。

教材給出單句補全，和根據2個情景給建議兩種訓練方式。這是本單元主要語

法點。

2。教學建議：

1。在學生掌握情況比較好的情況下，可將word study大膽修改成：聽教師讀解釋，學生寫單詞，而不是進行簡單的搭配，事實上，在實際教學中，不少同學提前完成了，因此就需要根據學情及時調整內容或變換檢測角度。

2。如果前面閱讀模塊中仍有部分語言問題未解決，可在這里彌補。畢竟語法和句型仍是測試的重要內容之一。說實在的，考試分數就是我們飯碗中的大米飯的顆粒數，領導可知道，我的碗中飯，粒粒皆辛苦。

3。澄清這些Modal Verbs 的否定形式。可以將SEFC II中first aid一課中提及的各種急救場景做為情景，訓練學生運用這些Modal Verbs給建議。(供程度較好學生)分成dos and don’ts 呈現給學生，要求學生用本單元所學的情態動詞來給出建議。不僅使學生在具體情景中體會了這些語法項目的功能，同時也學會了一些生存技能。

4. 根據所給情景寫出可能性的建議這一任務中，可以創造性地嘗試讓學生以小組的形式編寫更多的情景，然后相互交換，針對情景給建議。以便進一步發掘教材的內在價值。

Integrating Skills

1.教材分析：

提出了snacks這個話題，同時給出了兩個snacks的recipes,要求學生能模仿寫

recipe.教材也給出了4條writing tips.

2。教學建議：

1。建議從常規的三餐或我們實際的飲食習慣導入snacks時，進行頭腦風暴，呈

現我們國家豐富的小吃文化。通過文章的閱讀和前面所學的知識，對所羅列

的小吃進行判斷(bad---good---better---best)簡要說明理由,這個建議的設計其實是針對學生的閱讀理解能力，因為小吃一文中提到了幾種食物，并orange>bread>chocolate,我們可推出strawberry>dumpling>icecream

2。建議不同小組寫不同的recipe, 在模仿范文寫recipe之前，須經過討論，用豐富的體態語言表演制作過程。通過活動的形式熟悉這些有關烹飪的詞匯。因為本文中出現了大量的烹飪有關的詞匯。

例如：A學生做一個動作，B學生說出對應的單詞。

或者表演一種SNACK的制作過程，有另一學生描述。

5. 最后的recipe進行展示共享。有實物投影的可書面讓學生和老師點評，沒有的話，可口頭表達點評。課后整理配上圖片更佳，全班展示分享。

最后：讓我在說一句：新教材：好 !

靚麗-帶彩色的;

飽滿---內容豐富;

時尚-內容與時俱進;

親切---貼近生活。

但我想說愛你真不是件容易的事。

想法： @教材

@課時

@ 導向

@ 新教材素材庫

@ 教師培訓

@ 硬件依托

高二英語學生教案【篇5】

教學準備

教學目標

1。 經過學生分享自我的旅游經歷，用英語進行交流與表達。

2。 經過略讀與找讀，使學生獲取文章主要信息，練習閱讀技巧。

3。 經過小組討論為旅游準備的物品，使學生用英語簡單的語言實踐活動。

教學重難點

教學重點：利用閱讀技巧，獲取文章大意及細節

教學難點：用英語交流并進行簡單實踐活動—旅游需要準備的物品

教學過程

I、Warming Up:

1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?

2。 The world has many great rivers。 Have you been to these rivers?

設計意圖：大部分學生都喜歡旅游，教師談談自我旅游的經歷，詢問學生的旅游經歷。列舉世界上著名的河流圖片，讓學生來欣賞認識完美的河流。能有效地調動學生的學習進取性。河流圖片的展示，學生猜測河流的名字，喚起學生的學習興趣以及對大自然的熱愛。

II。 Pre-reading

Have you been to the Mekong River? What countries does the Mekong River flow through?

設計意圖：展示沿湄公河的地圖，引起學生的興趣，讓學生觀察地圖，說出湄公河流經的國家，為隨后的閱讀做好了資料和詞匯上的鋪墊。

III。 Reading

1。 Skimming

Skim the passage and find the main idea for each paragraph

Para 1: Dream

Para 2: A stubborn sister

Para 3: Preparation

設計意圖： 略讀：學生快速瀏覽課文，尋找相關信息并搭配段落大意。點撥閱讀技巧：注意每段開頭及結尾。

2。 Scanning

1)。 Read Para 1 and find the key word for the information:

Who and What

Where and How

Why and When

設計意圖：1。尋找who，what，where，how，why and when等關鍵信息，讓學生把握這類記敘文的閱讀要點。2。 根據圖表復述，練習學生語言整合與連貫的本事。

2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。

設計意圖：研讀課文第二段，思考至少3個形容詞來描述王薇，并利用文章說出依據，目的是讓學生研讀，并挖掘支持自我觀點的信息。

3)。 Read 3 and answer: what can they see along the Mekong River?

Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。

設計意圖：先讓學生從文中找到表示地貌的地理術語，利用形象生動的幻燈片，為學生掃清生詞及讀音障礙，然后讓學生扮演導游的主角，結合示意圖向游客介紹湄公河，從而到達復述的目的。

IV。 Group work

Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。

設計思路：讀后討論，學生想象去湄公河前必備的5件物品，并說明選擇的理由。為學生準備地圖，收音機，毯子，水杯，救生圈，雨傘，火柴，手機，照相機，藥物，防曬霜等，學生小組討論，并用英語表達個人看法與觀點。

V。 Summary

What have we learned in this class?

設計思路：引導學生反思本節課主要資料及重難點。

課后習題

Homework

1。 Read the passage as fluently as possible after class。

2。 Preview Learning about Language。

板書

板書設計：

Unit 3 Travel Journal

Part 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

stubborn

risk-taking

高二英語學生教案【篇6】

《The Qin Tomb and the Terracotta Warriors》教學設計

I.教學內容分析

本模塊介紹了秦始皇陵墓和兵馬俑，對秦始皇在歷史上的功過進行剖析，對勞動人民對中國古代文明所做出的貢獻進行熱情的謳歌。要求學生掌握以上歷史的同時，運用本模塊所提供的語言知識目標進行聽說讀寫的訓練，從而提高學生的語言學習和運用的目的。

II.教學計劃

本模塊分為五個課時：

第一課時：Introduction，Presentation skill, Cultural Corner

第二課時：Reading and Vocabulary(1)

第三課時：Reading and Vocabulary(2),

第四課時：Reading practice，

第五課時：Task，Module File

III. Learning strategy:

1. Cognitive strategy (認知策略)

2. Monitoring strategy(調控策略)

3. communication strategy(交際策略)

4. resource strategy (資源策略)Period OneContent: Introduction，Presentation skill, Cultural Corner

Introduction:

Step 1: Look at the picture and discuss the questions. Use the words in the box to help you.

army battle clay column emperor expression hairstyle soldier tomb underground uniform

1. Which emperor of ancient China ordered these terracotta warriors to be made?

Emperor Qin Shihuang

2. Where were the terracotta warriors discovered?

1.5 km away from his tomb.

3. What are the warriors doing?

Standing like an army ready for battle.

4. Are all the warriors identical?

No, they are all different from each other.

5. Why do you think the Emperor built the terracotta warriors?

Step 2: Put the dynasties of ancient China in the correct order.

1. Zhou Dynasty

2. Han Dynasty

3. Three Kingdoms, Jin, Southern and Northern Dynasties

4. Sui Dynasty

5. Qin Dynasty

6. Tang Dynasty

答案: 1, 5, 2, 3, 4, 6

Step 3: Answer the questions.

1. During which dynasties were there many wars?

Three Kingdoms, Jim, Southern and Northern Dynasties

2. During which dynasty was the Great Wall first built?

Qin Dynasty

3. During which dynasty did China first become one country?

Qin Dynasty

4. During which dynasty was the Grand Canal first established?

Sui Dynasty

5. During which dynasty was China most powerful?

Tang Dynasty

高二英語學生教案【篇7】

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

Think of a period of ancient China that interests you. Choose two or three important people or aspects of the period.

(1) A ruler and his achievements

(2) Poets or philosophers

(3) Building or relics that can still be seen todayPeriod TwoContent: Reading and vocabulary (1)

Step1: Fast reading

Read the passage. Number the topics in the order you read about them.

(a) The discovery of the warriors

(b) the men who made the warriors

(c) description of what the warriors look like

(d) why the writer is at the site

(e) Emperor Qin Shi Huang and his tomb

(f) how the soldiers were made

Answer: d, e, a, c, f, b

Step2: Read again Answer the question:

1. In which part of China is the underground tomb of Emperor Qin Shi Huang?

The northwest China's Shanxi Province.

2. How and when were the terracotta warriors discovered?

By farmers digging a well.

3. How many terracotta warriors are there?7,4004. Why were they made?

Because Emperor Qin wanted an army to protect him in the next life.

Step3: Look at the words from the passage and choose the correct answers.