高二英語教案都有哪些？凡是學(xué)習(xí)態(tài)度端正的學(xué)生，在課堂上都會(huì)全神貫注，目不斜視，高度集中精力，認(rèn)真聽講。下面是小編為大家?guī)淼母叨⒄Z教案（2023）七篇，希望大家能夠喜歡！

高二英語教案（2023）（篇1）

教學(xué)任務(wù)

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(gè)空白飲食調(diào)查表

教學(xué)建議：

1。由于學(xué)生剛過完春節(jié)回校，添一下嘴唇，還很能回味到過年時(shí)的美味佳肴，因此何不充分利用這一事實(shí)。實(shí)現(xiàn)學(xué)生從壓迫學(xué)習(xí)向主動(dòng)學(xué)習(xí)的轉(zhuǎn)變。激發(fā)他們交談的興趣，不僅實(shí)現(xiàn)了良好的過渡，而且借機(jī)呈現(xiàn)大量有關(guān)食物和飲料的詞匯,實(shí)現(xiàn)知識(shí)的有效遷移。Brainstorm 是方法之一。

2。在回味美食的同時(shí)，引出話題healthy food,junk food，由學(xué)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(xué)生飲食調(diào)查可作為更廣泛的家庭飲食情況調(diào)查的鋪墊 ，擬增加健康狀況一覽，使學(xué)生能直觀的發(fā)現(xiàn)飲食對(duì)健康的影響，為后來的健康食譜的制定提供依據(jù)。

Listening

1.教材分析：

聽力材料分為兩部分：

1)母親與Mike關(guān)于Mike胃痛與他一天飲食情況的對(duì)話

2)Mike前去就醫(yī)與醫(yī)生的對(duì)話

2。教學(xué)建議：

1。建議在聽力開始前做pre-listening.

針對(duì)第一部分對(duì)話，可讓學(xué)生以小組的形式互相詢問一日三餐以及點(diǎn)心等。因?yàn)槁犃σ皇悄赣H與兒子有關(guān)一天飲食的詢問式對(duì)話。

2。針對(duì)第二部分對(duì)話，由于就醫(yī)問診是大家共有的體驗(yàn)，讓學(xué)生進(jìn)行pair-work，根據(jù)以有的就醫(yī)經(jīng)歷和聽力一所獲得的信息，假象Mike與醫(yī)生的對(duì)話和醫(yī)生可能給出的建議.比一比猜中率。

3。1&2的目的是為了訓(xùn)練學(xué)生聽力中集中注意力的能力，同時(shí)進(jìn)行文化背景知識(shí)的鋪墊，從而能在聽的過程中準(zhǔn)確定位，捕捉到問題所需的信息點(diǎn)。

4。聽力任務(wù)完成后建議復(fù)聽，嘗試再現(xiàn)聽力中的情景(多種形式，如表演，單句復(fù)述，take notes然后完整復(fù)述或spot dictation等)，為下一步的speaking做好務(wù)實(shí)而有效的準(zhǔn)備。

Speaking

1.教材分析：

教材給出三種就醫(yī)情景，和一個(gè)范例。目的是使學(xué)生能在常見的就醫(yī)場(chǎng)景中運(yùn)用英語進(jìn)行交流。尤其是常用的表達(dá)方式。

2。教學(xué)建議：

1. 前面聽力模塊中通過聽力訓(xùn)練得到了相關(guān)表達(dá)方式的輸入，同時(shí)在最后的鞏固性復(fù)述中對(duì)就醫(yī)場(chǎng)景作了充分的鋪墊，在這里speaking模塊開始前讓學(xué)生精彩回放Mike的就醫(yī)情景。為接下來的情景會(huì)話熱身。

2. 然后分別羅列病人和醫(yī)生的常用的表達(dá)方式。

3。在有了熱身對(duì)話和常用表達(dá)方式的支持，可以鼓勵(lì)小組活動(dòng)，創(chuàng)設(shè)更多的情景進(jìn)行會(huì)話表演，讓學(xué)生接觸更多有關(guān)疾病的詞匯(無意識(shí)的在情景中接受了詞匯擴(kuò)充)。

4。對(duì)基礎(chǔ)薄弱的學(xué)生可以嘗試：A.: 聽力再現(xiàn)。B:范例復(fù)述或表演

5。時(shí)間允許，還可將對(duì)話落實(shí)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(gè)有關(guān)飲食習(xí)慣的常識(shí)性調(diào)查問題，閱讀材料是有關(guān)飲食習(xí)慣的議

論文體的文章，讀后給出了5個(gè)拓展性的問題。

2。教學(xué)建議：

1。建議閱讀部分的教學(xué)側(cè)重學(xué)生對(duì)文章的整體性結(jié)構(gòu)把握，培養(yǎng)他們的閱讀

技能。利用本文可突出學(xué)生3個(gè)方面的能力：

A：文章中心把握能力：設(shè)及高考題中作者意圖推測(cè)，標(biāo)題選擇，段落大意確

定。

B：信息歸類，尋找規(guī)律：Eg.不同食物----不同的營(yíng)養(yǎng)，給出未提及的食物作營(yíng)

養(yǎng)成分推測(cè)

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

為了更有效地進(jìn)行以上3方面的技能訓(xùn)練，我個(gè)人不主張讓學(xué)生對(duì)本文進(jìn)行課前的預(yù)習(xí)。

2. 也在進(jìn)行讀前問答的時(shí)候，不僅關(guān)注他們的回答內(nèi)容還可引出課文中或相關(guān)的

新詞，尤其是營(yíng)養(yǎng)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(fā)散性問題，如果時(shí)間緊迫，建議學(xué)生以小組任選一話題討論，由小

組發(fā)言人做匯報(bào)。建議敢于大膽取舍，調(diào)整教材，那出一點(diǎn)大家風(fēng)范來，畢竟我們至少讀了4年大學(xué)，在一線拼了那么多年。再說有新大綱明文規(guī)定，支持我們。

4。其它的語言難點(diǎn)可隨機(jī)處理，若時(shí)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(bǔ)全，和根據(jù)2個(gè)情景給建議兩種訓(xùn)練方式。這是本單元主要語

法點(diǎn)。

2。教學(xué)建議：

1。在學(xué)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(xué)生寫單詞，而不是進(jìn)行簡(jiǎn)單的搭配，事實(shí)上，在實(shí)際教學(xué)中，不少同學(xué)提前完成了，因此就需要根據(jù)學(xué)情及時(shí)調(diào)整內(nèi)容或變換檢測(cè)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(bǔ)。畢竟語法和句型仍是測(cè)試的重要內(nèi)容之一。說實(shí)在的，考試分?jǐn)?shù)就是我們飯碗中的大米飯的顆粒數(shù)，領(lǐng)導(dǎo)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(chǎng)景做為情景，訓(xùn)練學(xué)生運(yùn)用這些Modal Verbs給建議。(供程度較好學(xué)生)分成dos and don’ts 呈現(xiàn)給學(xué)生，要求學(xué)生用本單元所學(xué)的情態(tài)動(dòng)詞來給出建議。不僅使學(xué)生在具體情景中體會(huì)了這些語法項(xiàng)目的功能，同時(shí)也學(xué)會(huì)了一些生存技能。

4. 根據(jù)所給情景寫出可能性的建議這一任務(wù)中，可以創(chuàng)造性地嘗試讓學(xué)生以小組的形式編寫更多的情景，然后相互交換，針對(duì)情景給建議。以便進(jìn)一步發(fā)掘教材的內(nèi)在價(jià)值。

Integrating Skills

1.教材分析：

提出了snacks這個(gè)話題，同時(shí)給出了兩個(gè)snacks的recipes,要求學(xué)生能模仿寫

recipe.教材也給出了4條writing tips.

2。教學(xué)建議：

1。建議從常規(guī)的三餐或我們實(shí)際的飲食習(xí)慣導(dǎo)入snacks時(shí)，進(jìn)行頭腦風(fēng)暴，呈

現(xiàn)我們國(guó)家豐富的小吃文化。通過文章的閱讀和前面所學(xué)的知識(shí)，對(duì)所羅列

的小吃進(jìn)行判斷(bad---good---better---best)簡(jiǎn)要說明理由,這個(gè)建議的設(shè)計(jì)其實(shí)是針對(duì)學(xué)生的閱讀理解能力，因?yàn)樾〕砸晃闹刑岬搅藥追N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(jīng)過討論，用豐富的體態(tài)語言表演制作過程。通過活動(dòng)的形式熟悉這些有關(guān)烹飪的詞匯。因?yàn)楸疚闹谐霈F(xiàn)了大量的烹飪有關(guān)的詞匯。

例如：A學(xué)生做一個(gè)動(dòng)作，B學(xué)生說出對(duì)應(yīng)的單詞。

或者表演一種SNACK的制作過程，有另一學(xué)生描述。

5. 最后的recipe進(jìn)行展示共享。有實(shí)物投影的可書面讓學(xué)生和老師點(diǎn)評(píng)，沒有的話，可口頭表達(dá)點(diǎn)評(píng)。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(nèi)容豐富;

時(shí)尚-內(nèi)容與時(shí)俱進(jìn);

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(shí)

@ 導(dǎo)向

@ 新教材素材庫

@ 教師培訓(xùn)

@ 硬件依托

高二英語教案（2023）（篇2）

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1。 經(jīng)過學(xué)生分享自我的旅游經(jīng)歷，用英語進(jìn)行交流與表達(dá)。

2。 經(jīng)過略讀與找讀，使學(xué)生獲取文章主要信息，練習(xí)閱讀技巧。

3。 經(jīng)過小組討論為旅游準(zhǔn)備的物品，使學(xué)生用英語簡(jiǎn)單的語言實(shí)踐活動(dòng)。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：利用閱讀技巧，獲取文章大意及細(xì)節(jié)

教學(xué)難點(diǎn)：用英語交流并進(jìn)行簡(jiǎn)單實(shí)踐活動(dòng)—旅游需要準(zhǔn)備的物品

教學(xué)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(shè)計(jì)意圖：大部分學(xué)生都喜歡旅游，教師談?wù)勛晕衣糜蔚慕?jīng)歷，詢問學(xué)生的旅游經(jīng)歷。列舉世界上著名的河流圖片，讓學(xué)生來欣賞認(rèn)識(shí)完美的河流。能有效地調(diào)動(dòng)學(xué)生的學(xué)習(xí)進(jìn)取性。河流圖片的展示，學(xué)生猜測(cè)河流的名字，喚起學(xué)生的學(xué)習(xí)興趣以及對(duì)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(shè)計(jì)意圖：展示沿湄公河的地圖，引起學(xué)生的興趣，讓學(xué)生觀察地圖，說出湄公河流經(jīng)的國(guó)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(shè)計(jì)意圖： 略讀：學(xué)生快速瀏覽課文，尋找相關(guān)信息并搭配段落大意。點(diǎn)撥閱讀技巧：注意每段開頭及結(jié)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(shè)計(jì)意圖：1。尋找who，what，where，how，why and when等關(guān)鍵信息，讓學(xué)生把握這類記敘文的閱讀要點(diǎn)。2。 根據(jù)圖表復(fù)述，練習(xí)學(xué)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(shè)計(jì)意圖：研讀課文第二段，思考至少3個(gè)形容詞來描述王薇，并利用文章說出依據(jù)，目的是讓學(xué)生研讀，并挖掘支持自我觀點(diǎn)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(shè)計(jì)意圖：先讓學(xué)生從文中找到表示地貌的地理術(shù)語，利用形象生動(dòng)的幻燈片，為學(xué)生掃清生詞及讀音障礙，然后讓學(xué)生扮演導(dǎo)游的主角，結(jié)合示意圖向游客介紹湄公河，從而到達(dá)復(fù)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(shè)計(jì)思路：讀后討論，學(xué)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(xué)生準(zhǔn)備地圖，收音機(jī)，毯子，水杯，救生圈，雨傘，火柴，手機(jī)，照相機(jī)，藥物，防曬霜等，學(xué)生小組討論，并用英語表達(dá)個(gè)人看法與觀點(diǎn)。

V。 Summary

What have we learned in this class?

設(shè)計(jì)思路：引導(dǎo)學(xué)生反思本節(jié)課主要資料及重難點(diǎn)。

課后習(xí)題

Homework

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

2。 Preview Learning about Language。

板書

板書設(shè)計(jì)：

Unit 3 Travel Journal

Part 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

stubborn

risk-taking

高二英語教案（2023）（篇3）

Module4 Unit 1 Advertising語法課教案

Teaching aims:

1。 Students can explain the difference of direct speech and reported speech。

2。 Students can list the changes when transform the direct speech into reported speech。

3。 Students can use reported speech or indirect speech to report things。

4。 Students can express others’ ideas more properly。

5。 Students can be more confident in learning English。

Teaching key points and difficult points:

Key points:

How to change direct speech into reported speech。

Difficult Points:

The changing points when change direct speech into reported speech。

Teaching procedures:

Step 1 Lead-in

Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。

Then lead in today’s topic how to change direct speech into reported speech。

(Justification: By showing the video， students can be more curious about learning this lesson。)

Step 2 Presentation

1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:

The girl said that she was praised by her boyfriend。

The boy introduce that the little guys can be found wherever they are。

A lot of mums encourage others to use it to protect babies skin。

2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。

4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。

(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)

Step 3 Practice

Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:

1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。

2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。

3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。

(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)

Step 4 Production

Four students in a group finish the following tasks。

1。 Show a short video and encourage students to talk about the story of the video with each other。

2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。

(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak

高二英語教案（2023）（篇4）

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1、知識(shí)目標(biāo)

(1).理解并記住Reading部分本單元的單詞和短語。

(2).理解并掌握整個(gè)故事的情節(jié),并能填寫summary.

2、能力目標(biāo)

(1)充分發(fā)揮學(xué)生的主體地位，調(diào)動(dòng)學(xué)生思維的積極性，提高綜合語言的運(yùn)用能力

(2)通過對(duì)學(xué)生說讀寫的訓(xùn)練，增大學(xué)生的語言輸入，增強(qiáng)其語言輸出能力。

3、情感、態(tài)度、價(jià)值觀目標(biāo)

學(xué)生分析布萊船長(zhǎng)在40多天的航程中所采用的航海技術(shù)以及所表現(xiàn)出的領(lǐng)導(dǎo)才能。同時(shí)，又適時(shí)地對(duì)他們進(jìn)行情感教育：在任何困難面前絕不畏懼，不拋棄，不放棄。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)與難點(diǎn)：

讀寫說均為本節(jié)課的重點(diǎn)，寫和說部分應(yīng)為難點(diǎn)，需加大指導(dǎo)和練習(xí)。

教學(xué)過程

Teaching procedures:

Lead-in：

通過歌曲Sailing導(dǎo)入，讓學(xué)生在輕松愉悅的音樂下近入新課的學(xué)習(xí)之中。促使學(xué)生積極主動(dòng)地進(jìn)入學(xué)習(xí)狀態(tài)。

Comprehension

Step I Please Skim the passage and get the main idea.

Step II. Scan the passage: True or False.

1. I was forced to join Captain Bligh in the small boat.

2. After the crew took over the ship “Bounty”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.

3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.

4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.

5. Captain Bligh was as weak as the rest of us but he was determined not to give up.

6. Captain Bligh kept us busy and tried to take our minds off our stomachs and thirst all the way.

7. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.

Step III. Group work: further reading.

When captain Blight returned home he was honored as a hero. Discuss in groups whether he should receive a special medal or not.

Step IV. Affective education

After learning the text, as senior three students, what can we learn from Captain Blight in our life?

Step V. Summary：

I am _____ to have sailed with Captain Bligh on his journey of over40 days through about

4,000 miles in an open boat ______the Pacific Ocean in 1789.

In the beginning, on our ________(depart), some of the crew took _____theship and the captain ___________(deposit) into a small boat. Thus we werecaught _____a dilemma. We decided to stick with him _______thick and thin though we seemed to face _____uncertaindeath.

During the long and toughjourney, we encountered many unexpected hardships. Despite _____(lack) of foodand water, he kept us _______(occupy) and cheerful to take our minds ____troubles. All the way he taught us how to cope _______various situations. Finallythey arrived at Timor __________(success) andthey were honored as _______(hero).

The story shows that one man’sspirit and his determination should not ________ (defeat) by circumstances.

Complexsentences(分析并翻譯1-2個(gè)長(zhǎng)難句)

Challengeyourself!---Grammar Filling

1. I’m proud to have sailed withCaptain Blight ____his journey of over 40 days _________about 4,000miles ____anopen small boat _______ the Pacific Ocean.

2. On our _________(depart) from Tahiti, some crew took _____the ship. And those of us onboard ____________(catch) in a dilemma.

3. As you can see from the map we kept_____a straight course pretty well.

4. The captain kept us busy________ (read) the tables to work out our position .

5. It was the extreme lack of waterthat was hard to cope with ______________ (psychology)

6.He kept us busy and tried to take our minds

課后習(xí)題

Challenge yourself!---Grammar Filling

1. I’m proud to have sailed with Captain Blight ____his journey of over 40 days _________about 4,000miles ____an open small boat _______ the Pacific Ocean.

2. On our _________(depart) from Tahiti, some crew took _____the ship. And those of us on board ____________(catch) in a dilemma.

3. As you can see from the map we kept _____a straight course pretty well.

4. The captain kept us busy________ (read) the tables to work out our position .

5. It was the extreme lack of water that was hard to cope with ______________ (psychology)

6.He kept us busy and tried to take our minds _____our __________(stomach).

高二英語教案（2023）（篇5）

核心單詞

1. alternative

n.可供選擇的事物;(兩者或以上)可能的選擇

adj. 供選擇的, 二選一的

常用結(jié)構(gòu)：

have no alternative but to do sth.

只能做某事;除?-?-外別無選擇

We have no alternative but to go on.

除了繼續(xù)下去,我們別無選擇。

There was no other alternative but to fight till the victory.

除了戰(zhàn)斗到勝利,別無選擇。

聯(lián)想拓展：

alternatively adv. 或者，二者擇一地

alternate vt. 使交替;vi.交替;adj. 交替的;輪流的

高手過招：

(1)單項(xiàng)填空

In this school, the students have three courses, and seven courses. (2010?¤01?¤陜西師大附中月考)

A. required; alternative B. requiring; alternative

C. required; alternate D. requiring; alternate

解析：選A。require(尤指根據(jù)法規(guī)) 規(guī)定、需要，此處用過去分詞required修飾courses，因?yàn)閮烧咧g為被動(dòng)關(guān)系。后空意思為?°選擇，選其一?±，alternative符合句意。

(2)單句改錯(cuò) (原創(chuàng))

①I had no alternative but report him to the police.

②You have the alternative to speaking or keeping quiet.

③Tom and Harry do the work on alternative days.

答案：①report前加to ②to→of

③alternative→ alternate

2. arrest

vt. 逮捕，拘留，吸引(注意)

n.[C]逮捕

常用結(jié)構(gòu)：

be arrested for sth. 因某事而被捕

arrest one s attention吸引某人的注意

under arrest被捕;被拘留

The criminal was arrested yesterday.那名罪犯昨天被捕了。

What she did arrested my attention. 她所做的吸引了我的注意力。

高手過招

用適當(dāng)?shù)慕樵~或arrest 的適當(dāng)形式填空 (原創(chuàng))

①I got arrested careless driving.

②Her uncle was arrest, but nobody knew the reason.

③Five youths in connection with the attack.

④The public applauded the of the criminal suspect.

答案：①for ②under ③were arrested ④arrest

3. preserve

v.保護(hù),維持,保存

常用結(jié)構(gòu)：

preserve sth. from 使?-?-免遭?-?-

You can preserve meat or fish in salt.你可以用鹽保存肉或魚。

It is one of the duties of the police to preserve public order.

警察的職責(zé)之一是維持公共秩序。

聯(lián)想拓展：

preservable adj. 可保存的

preservation n. 保存

preserver n. 保護(hù)者，保存者

易混辨析：

preserve/conserve/reserve/protect

preserve v. 保護(hù)，維持，保存;

conserve v.保存，保護(hù)，強(qiáng)調(diào)珍惜;

reserve v. 指意見、看法的保留或座位的預(yù)定;

protect v. 保護(hù)，強(qiáng)調(diào)使其免受破壞或損害。

高手過招

(1)單項(xiàng)填空

①In spite of failing to save every endangered species, we may preserve the majority extinction.

(2010?¤山東棗莊一輪驗(yàn)收)

A. Against B. with C. beyond D. from

②It is the duty of the police to social order.

(原創(chuàng))

A. Save B.reserve C.preserve D. rescue

①解析：選D。preserve sth. from 使?-?-免遭?-?-，符合句意。

②解析：選C。A、D兩項(xiàng)都意為?°拯救?±;B項(xiàng)意為?°保留，保存?±;C項(xiàng)意為?°保護(hù)，維持?±。根據(jù)句意可知，選C。

(2)完成句子 (原創(chuàng))

①夏天收獲的大量水果可冷藏或裝瓶加以保存。

In the summer, large crops of fruit may by freezing or bottling.

②我認(rèn)為這些有趣的舊習(xí)俗應(yīng)該保存下去。

I think these interesting old customs .

答案：①be preserved②should be preserved

4. relief

n.減輕，解除

常用結(jié)構(gòu)：

bring /seek/find/give/feel relief

帶來/尋求/找到/予以/感到解脫

much to ones relief=to ones great relief

使某人寬慰的是?-?-

relief road 備用車道

relief map 地形圖

I felt great relief when I heard I had passed the examination.

當(dāng)聽到已經(jīng)通過考試時(shí)，我感到輕松了許多。

聯(lián)想拓展：

relieve ones feelings 發(fā)泄感情

relieve sb. of 使某人解除

The minister was relieved of his post.

部長(zhǎng)被解除了職務(wù)。

高手過招：

單項(xiàng)填空

Hearing the news that her son was found, she breathed a sigh of .(2010?¤山西太原五中檢測(cè))

A.excitement B. joy C. relief D. belief

解析：選C。按照句意此處為?°減輕憂慮，松了一口氣?±，C項(xiàng)符合句意。

5. assume

vt. 設(shè)想，假定;主觀認(rèn)為;裝出?-?-的樣子

常用結(jié)構(gòu)：

assume sb./sth. to be 假定/認(rèn)為某人/事是?-?-

We assumed that you understood the situation.

我們認(rèn)為你了解形勢(shì)。

He assumed a wellinformed manner but in fact he knows very little. 他裝出一副見多識(shí)廣的樣子，而實(shí)際上他知之甚少。

聯(lián)想拓展：

assumed adj.假裝的，假的;假定的，設(shè)想的

an assumed result假定的結(jié)果

assuming adj.自負(fù)的，傲慢的，過分自信的;

conj. 假如 (后跟從句)

assumption n. 假定，設(shè)想

His look of astonishment was assumed.

他那驚訝的樣子是裝出來的。

He is too assuming in this attitude about the energy supply.他在對(duì)待能源問題的態(tài)度上顯得過于自信。

Assuming that the weather is favourable, farmers will have a bumper harvest.

假如風(fēng)調(diào)雨順，今年農(nóng)民將獲豐收。

高手過招

完成句子 (原創(chuàng))

①假如今天下午下雨我們?cè)撛趺崔k呢?

this afternoon, what shall we do?

②在證實(shí)他有罪之前我們必須要假定他是清白的。

We innocent until he is proved guilty.

答案：①Assuming it rains②must assume him to be

6. somehow

adv. 不知怎么地;以?-?-方式

常用結(jié)構(gòu)：

somehow or other

不知是什么原因;由于某種原因;以某種方式

Somehow or other we became friends, I never knew just why it was.不知何故我們成了朋友，我絕不知道為什么會(huì)這樣。

易混辨析：

anyhow/somehow/somewhat

anyhow 意為?°無論如何?±，相當(dāng)于 anyway;at any rate;

somehow 意為?°以某種方式(in some way or other)?±或?°由于某種原因?±;

somewhat 意為?°從某種意義上講;有幾分?±，相當(dāng)于 in a way, rather。

I always know Id get the job, somehow.

也不知為什么，我總覺得能得到那份工作。

Somehow we must get to Glasgow.

我們得設(shè)法到格拉斯哥去。

He could have finished it on schedule, but somehow he fell behind.他原本能按預(yù)定進(jìn)度做完這件事的，但不知怎么卻落后了。

I am somewhat tired of this book. 我對(duì)這本書有點(diǎn)厭煩。

高手過招

選詞填空(somehow/anyhow/somewhat) (原創(chuàng))

①We must get the work finished or other by tomorrow morning.

②It may rain, but I shall go out， I dont mind the rain.

③The price was higher than I?ˉd expected.

答案：①somehow②anyhow③somewhat

重點(diǎn)短語

7. regardless of

adj. 不管, 不顧

People should be hired regardless of race and sex.

雇用人員應(yīng)沒有種族、性別的差異。

He continued speaking, regardless of my feelings on the matter. 他不顧及我在此事上的感受而繼續(xù)往下說。

聯(lián)想拓展：

regardless adv. 無論如何;不管;不顧

disregarding /in spite of /despite 三者意義和用法相同，區(qū)別不大。

regardlessness n. 不注意

溫馨提示：

in spite of the fact that句式表示?°雖然;即使,不管事實(shí)上如何?±。

although/though conj. 盡管，雖然;其后接句子。

高手過招：

單項(xiàng)填空

① the difficulties in talking, they can understand each other by body language.(2010?¤安徽合肥八中檢測(cè))

A. Regardless of B. Although C. Though D. In spite

②Some people act regardless what will happen afterwards. (2010?¤江蘇鹽城質(zhì)量檢測(cè))

A.with B. as C. of D. for

①解析：選A。although與though是連詞，后需跟句子，而the difficulties in talking是名詞短語，故排除。D項(xiàng)表達(dá)有誤。故選A。

②解析：選C。regardless of不顧，不管。符合句意。

8. fed up with

受夠了;厭煩;飽受

I?ˉm fed up with waiting for her.我等她都等得不耐煩了。

What?ˉs the matter? You look pretty fed up.

怎么啦?你顯得那么不耐煩。

聯(lián)想拓展：

feed sb./sth. on sth. 給(人或動(dòng)物)食物;喂;飼養(yǎng)

feed on(動(dòng)物)以?-?-為主食

feed sth. to sb./sth. 給(人或動(dòng)物)某物作為食物

高手過招：

用適當(dāng)?shù)慕樵~填空 (原創(chuàng))

①Several children were feeding bread the ducks.

②What do you feed your dog ?

③Cows feed grass.

④Im fed up the same breakfast every morning.

答案： ①to ②on ③on ④with

9. cut up

切碎;使傷心，嚴(yán)厲批評(píng)

Peter, why dont you cut up vegetables?

彼得，為何不把蔬菜切碎了呢?

聯(lián)想拓展：

cut off 切斷;剪掉

cut down 砍伐;削減

cut in 打斷

cut out 剪去，刪去;略去

cut into pieces 切成碎片

Dont cut in while Im talking!我說話時(shí)別插嘴!

高手過招

單項(xiàng)填空

Half the forest was to make room for the new road.

(2010?¤江蘇鹽城質(zhì)量檢測(cè))

A.cut off B. cut down

C. cut up D. cut away

解析：選B。考查短語辨析。cut off 切除;cut down 砍倒;cut up 將(木頭等)分解開。

10. look ahead

向前看;為將來打算

聯(lián)想拓展：

look back 向后看; 回顧

look out 留神;注意

look into 調(diào)查

look up 查找;形勢(shì)好轉(zhuǎn);看望

look up to sb. 欽佩/尊敬某人

look through 仔細(xì)查閱

look forward to sth./doing sth. 盼望著

look on 旁觀;看作

look over 快速瀏覽;復(fù)習(xí)

look down (on/upon sth.) 向下看; 輕視

Look out! There is danger ahead!當(dāng)心!前面危險(xiǎn)!

Im looking forward to seeing you this summer vacation.

我盼望今年暑假能見到你。

高手過招：

完成句子 (原創(chuàng))

①You should (翻閱字典查查這個(gè)生詞).

②I am (盼望) hearing from you as soon as possible.

③ (當(dāng)心) or you will catch cold.

④I have to (復(fù)習(xí)筆記) for the exam.

答案：①look up the word in a dictionary

②looking forward to

③Look out

④look over my notes

重點(diǎn)句型

11. If only it could be just like last year!

要是能像去年那樣該有多好啊!

if only但愿;要是?-?-就好了。其后一般用虛擬語氣。

If only I were a doctor. 這句話用的是一般過去時(shí)，意思是：我現(xiàn)在要是個(gè)醫(yī)生就好了。與現(xiàn)在相對(duì)應(yīng)的句子用一般過去時(shí)。

If only I had said nothing. 而這句用的是過去完成時(shí)，意思是：我當(dāng)時(shí)什么都不說就好了。是與過去時(shí)態(tài)相對(duì)應(yīng)的，故用過去完成時(shí)。

If only my son didnt spend so much time before TV.

這句可以理解為一般現(xiàn)在時(shí)的虛擬語氣，所以句子中使用了一般過去時(shí)態(tài)。原意為：要是我兒子不在電視前面待那么長(zhǎng)時(shí)間就好了。

溫馨提示：

only if表示?°只有，只要?±， 后接讓步狀語從句，主句采用倒裝句式。

I wake up only if the alarm clock rings.

只有鬧鐘響了，我才會(huì)醒。

Only if a teacher has given permission is a student allowed to enter this room.

只有得到老師的允許，學(xué)生才能進(jìn)入這個(gè)房間。

高手過招：

單項(xiàng)填空

Look at the trouble Im in! If only I your advice.

(2010?¤江蘇徐州質(zhì)量檢測(cè))

A. Followed B. would follow

C. had followed D. should follow

解析：選C。由句意可知此處為if only引導(dǎo)的條件狀語從句，且用與過去事實(shí)相反的虛擬語氣。

12. Abruptly she sat down, only to be scooped up by her laughing, shouting sister, Luna.

她突然坐了下來，結(jié)果被愛吵鬧的妹妹露娜一把抱了起來。

only to do 是不定式作結(jié)果狀語，意為?°不料，結(jié)果卻?±,表示出乎意料或令人失望的結(jié)果。

I hurried to the post office only to find it closed.

我匆忙地去郵局，卻發(fā)現(xiàn)它已經(jīng)關(guān)門了。

He hurried home only to find the guests had left.

他匆匆忙忙趕回家, 結(jié)果發(fā)現(xiàn)客人們已經(jīng)走了。

溫馨提示：

現(xiàn)在分詞也可以作狀語表示結(jié)果，但表示的是意料之中的結(jié)果。

He dropped the glasses on the ground, bursting it into pieces.他把眼鏡掉在了地

上，摔成了碎片。

高手過招：

單項(xiàng)填空

He got to the airport to find that the plane had left two minutes before. (2010?¤浙江溫州一模)

A.just B. only C. in order D. almost

解析：選B。?°only+不定式?±結(jié)構(gòu)表示令人失望的結(jié)果。句意為：他到達(dá)機(jī)場(chǎng)，結(jié)果卻

發(fā)現(xiàn)飛機(jī)在兩分鐘之前就飛走了。

高二英語教案（2023）（篇6）

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

Teaching aims: (教學(xué)目標(biāo))

1. To comprehend the passage and improve the reading skills.

2. To express different views of an argument.

3. To learn about how advertisements work and avoid being controlled by ads.

教學(xué)重難點(diǎn)

Important points:(重點(diǎn)、難點(diǎn))

1. Comprehension of the text.

2. Knowledge accumulation of advertising.

3. Useful words and expressions.

教學(xué)過程

I. Warming up

Please enjoy a video and some pictures and answer some questions.

1. Can you remember the names of any products that were being advertised? If so, why does this ad appeal to you more?

2. What are the features(特征) of ads?

3. Where can you see ads?

設(shè)計(jì)意圖：通過給學(xué)生展示一些廣告視頻和圖片，激發(fā)學(xué)生對(duì)廣告運(yùn)作的興趣，同時(shí)激發(fā)學(xué)生對(duì)相關(guān)詞匯的回憶，從而為學(xué)習(xí)課文打好鋪墊。

II. Fast reading

1. The purpose of the passage is to __________.

A. inform us of the fact that there are many advertisements in or daily life.

B. help us understand how ads work and avoid being controlled by them.

C. tell us how effective ads are

D. show us how effective ads can be made

2. Scan the headings of each section and get a general understanding of the text.

Sum up the main idea of each section

設(shè)計(jì)意圖：快速閱讀技能訓(xùn)練。通過尋讀，訓(xùn)練學(xué)生有目的、有選擇地快速觀覽，尋找所需要的信息的能力。。通過回答主旨問題，學(xué)生對(duì)文章的內(nèi)容、結(jié)構(gòu)和作者的寫作意圖有了一個(gè)整體印象。通過讓學(xué)生分段并總結(jié)段落大意，培養(yǎng)學(xué)生歸納主旨和概括能力

III. Detail reading

Read part 1 and answer questions.

Task 1 Answer the question.

Where do they advertise?

Task 2 Translate the sentence

Even some of the casual garments we wear have brand names attached to them which turn us into walking advertisements.

Read part 2 and answer questions.

Task1

1. All of the following facts about an ad in Paragraph 2 are mentioned except its ______.

A. definition B. means C. advertisers D. target audience

2. Who advertises?

3. Why do they advertise?

Task2 Fill in the table.

Read part 3 and answer questions.

Task1 Answer the question.

1. The example of the adolescent boys in the third paragraph shows us ________.

A. which group is the target of the computer games

B. it is important for the advertisers to identify the target audience

C. that young people are more likely to buy computer games

D. it makes sense to make computer games ad that appeal to adolescent boys

2. How do they decide where to advertise?

Task2 Fill in the table.

Task3 Translatethe sentences

1. Some advertisements appeal to people’sdesire to save money.Others are more likely to be noticed ifthey are funny.

2. As well as reaching the rightaudience with the right technique，advertisers must also placetheir ads in the right medium.

Task4 Retellthis part by using the information given.

How doadvertisers make effective ads?

1) Identifythe target (pay…for…, be wasted, reach, in other words, having identified, asmuch as possible, fit into, form the basis for)

2) Appeal tothe target (in order to, appeal to, some, desire, others, are more likely to,conscience, worthy citizen.)

3) Use asuitable medium (as well as, audience, technique, medium, play a big part in,television ads, a big corporation, afford, on the other hand…)

Read part4 and answer questions.

Task1 Answerthe question.

1. Doesadvertising work?

Task2 Fill in the table.

Task3 Translatethe following sentences.

On the other hand，being constantly exposed to advertisements call help to change ouropinions over time.

課后習(xí)題

Homework

假設(shè)你是一位剛剛大學(xué)畢業(yè)的廣告專業(yè)的求職學(xué)生，正接受面試，考官要你口頭描述廣告的定義以及如何制作有效廣告。

現(xiàn)在請(qǐng)你按照上面提示為他寫一則約120-150字的短文。

高二英語教案（2023）（篇7）

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

一、 語言知識(shí)目標(biāo)

初步理解、掌握課文中關(guān)于克隆的詞匯，學(xué)習(xí)分析課文中的長(zhǎng)難句子。

二、 閱讀技能目標(biāo)

1. 能獲取和處理文章中的主要信息。

2. 能夠掌握文中出現(xiàn)的重要的語言知識(shí)

三、 學(xué)習(xí)策略目標(biāo)

掌握速讀、略讀、猜測(cè)詞義等閱讀策略。

四、 情感態(tài)度目標(biāo)

讓學(xué)生認(rèn)識(shí)到克隆的利和弊。

五、 文化意識(shí)目標(biāo)

了解克隆，正確地利用克隆技術(shù)來為人類服務(wù)。

教學(xué)重難點(diǎn)

初步理解、掌握課文中關(guān)于克隆的詞匯，學(xué)習(xí)分析課文中的長(zhǎng)難句子。

教學(xué)過程

Step 1 Daily report

One student comes to the front and gives a report about advantages and disadvantages of science and technology.

Step 2 leading-in

The teacher shows some pictures and starts a discussion about cloning.

Step 3 Skimming

Task 1: What’s the main idea of the passage?

Task 2: Match the main idea with each paragraph

Para 1: A. People’s attitude towards cloning.

Para 2: B. The problems of Dolly.

Para 3: C. The impact of Dolly.

Para 4: D. Two major uses and the procedure of cloning.

Para 5: E. The definition(定義)of cloning.

Step 4 Scanning

Task 1. Look through Para 2 and answer the following questions.

(1) What are the two major uses of cloning?

(2) Which one is easier, to make plant clones or animal clones?

Task 2. Look through Para 3 and fill in the chart.

Task 3. Do the following translation and word guessing.

(1). Translation:

On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination.

(2). The word “controversial” in paragraph 4 probably means_________.

A. complicated B. arguable

C. important D. valuable

Task4. Do the following Tor F questions based on Paragraph 5.

1. People feared some evil leaders might use cloning to reach their goal.

2. All the research into cloning will be forbidden.

3. Religious leaders are in favor of human cloning.

Step 5 Enjoy beautiful sentences

1. Cloning plants is straightforward while cloning animals is very complicated.

2. At last the determination and patience of the scientists paid off.

3. The fact that she seemed to develop normally was very encouraging.

Step 6 Question and answer

This part is for students to find if they still have questions. If there is any, they can ask their classmates to help them.

Step 7 Quiz

Note: This part is very challenging. In the picture there are five numbers. Students can choose their lucky number and answer questions. Most of the questions are based on what they have learned in class.

Step 8. Test yourself

Fill in the blank with proper words.

Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).

The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.

Step 9 Debate

Topic: Are you for or against cloning?

課后小結(jié)

Homework

Write a passage entitled My view on cloning.

課后習(xí)題

評(píng)測(cè)練習(xí)主要有兩個(gè)。

一是quiz 環(huán)節(jié)：

主要有5個(gè)問題：

1. Listen to a part of an English song and try to learn from it.

2. Please use “pay off” to make a sentence.

3.Give us some detailed information about Dolly.

4. Translate the following sentence into English.

另一方面，多利羊的出現(xiàn)引起了一陣強(qiáng)烈的反對(duì)，對(duì)媒體和公眾的想象力也產(chǎn)生了極大的影響。

5. What is your attitude towards cloning? Give your reason.

二是test yourself 環(huán)節(jié)：

Fill in the blank with proper words.

Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).

The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dolly’s appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.

從同學(xué)們的答題效果來看，學(xué)生們回答問題的積極性很高，準(zhǔn)確率在98%以上。