教案的实施能够帮助教师更好地评估学生的学习效果，及时调整教学方法，为了增强教学的实效性，教案中应适当加入案例分析，让学生进行讨论，范文社小编今天就为您带来了高一英语必修二英语教案8篇，相信一定会对你有所帮助。

高一英语必修二英语教案篇1

(1)课题：friendship

(2)教材分析与学生分析：

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的.朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：

the first period: speaking: warming up and pre-reading the second period： reading

the third period: grammar

the forth period：listening

the fifth period: writing

(4)教学目标：

①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：understand the real meaning of friends and friendship;

discuss the answers to the questions (reading);

how to teach the ss to master the usage of direct speech and indirect

speech(statement and questions).

(6) 教学策略：

discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计：

a projector and a tape recorder.

(8) 教学过程：

period one：speaking （warming up and pre-reading）

aims

talk about friends and friendship.

practise talking about agreement and disagreement.

step i revision

ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

t: now, lets check up your homework for last class. id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

step ii warming up

t: / think most of us have some good friends. do you know why people make friends with one another?

step iii talking(wb p41)

first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

t: now were going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.

1 do you agree with her?

2 what do you think of people from foreign countries?

agreement disagreement

i think so, i dont think so.

i agree.i dont agree

thats correct.of course not.

thats exactly my opinion. im afraid not.

youre quite right. i dont think you are right.

step iv speaking(b p6)

first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each others questionnaires.

at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now lets make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. your friend borrowed 100 yuan from you last week and hasnt returned it. you will

a. ask him / her to pay back as soon as possible; or youll end the friendship.

b. ask him / her to pay back if he / she has.

c. tell him / her not to return it.

2. your friend said your bad words behind you. you will

a. ask him / her to say sorry to you , or youll stop your friendship.

b. excuse him / her and forget it.

c. ask others to tell him / her that he/she is wrong.

3. you promised to meet your friend at five oclock but your parents ask you to do homework at home. you will

a. tell him your parents ask you to do homework at home.

b. tell him / her a lie that you are ill.

c. say sorry to him / her and plan to meet him / her another time.

4. you borrowed a bike from your friend, but you had it stolen. you will

a. buy a new one which is the same as his / hers.

b. just tell him / her you had it stolen.

c. say sorry to him/her and buy him/her an old one

after they finish choosing the answers, show the scoring sheet on the screen.

instructions:

2-5 a fair-weather friend

only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you dont want to spend time or talk with them. you dont help your friends when they have problems. you are always thinking about yourself.

you should care more about your friends. if you continue to be self-centered and dont consider others feelings, you wont make more friends and keep friendship for long.

6-11 a school friend

you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. youd better add more affection to your friends. friendship is about feelings and we must give as much as we take.

12-17 a best friend

you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.

18-21 forever friend

you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, youll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.

课后反思：

本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

高一英语必修二英语教案篇2

Ⅰ、教材内容及教学目标

1、学习在澳大利亚乘火车旅游的.文章

2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

学会运用想象、联想、逻辑分析和英语思维的能力

3、学会如何描述乘火车旅游的情形

Ⅱ、教学设计

task learn and retell the passage

pre-task content prediction(2m) according to the picture and the title, try to predict what we will be able to learn from the passage.

task-cycle reading(40m)

pre-reading map reading look at the map of the railways in australia, discuss which city you would like to travel and how to get there.

while-reading

activity 1 first ( fast ) reading

a. match: find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the ghan )

b. main sentence in each paragraph.

c. main idea

d. guide ss to find out the structure of the passage.

activity 2 second ( detailed ) reading deal with 6 questions in .

activity 3 third reading ( reading strategies applying )

a. find out appropriate information to fill in the form below:

part one (1)

who when where what why how

part two (2-3)

food scenery

first hundred kms after that suddenly

b. put me in the right order and form a passage, adding in the time signals.

camels were trained to carry supplies back from the central part.

camels were shot because of the new railway line built by the government.

they brought camels from afghanistan.

australians needed a way to the central country.

they tried riding horses, but failed.

c. word-guessing ( abandon, diamond, supplies)

post-task

activity 1 retelling retell the passage with the help of the form

activity 2 discussion p24 (5)

activity 3 small debate “they should shot the camels”

recalling(2m) recall what we learn today. & questions unsolved.

homework(1m) write a reading note

阅读格式卡

title__________________________ module _________ date___________

general idea：

words & phrases:

bs:

bs=beautiful sentence

高一英语必修二英语教案篇3

一、教学重点：let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点：如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备

1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。

2.准备一些教师的照片或图片。

3.准备录音机及录音带。

四、教学过程

1.warm-up(热身)

(l) 播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。

(2)日常口语练习，内容可参考如下：

t：hello, everyone! welcome back to school! nice to see you!

ss: nice to meet you!

(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：

t：hi，everyone!nice to see you again.what grade are you in now?

ss：we’re in grade 5.

t：do you like your new english books(new classroom, new teacher)?

ss：yes!

t： what are we going to talk about in unit 1?guess!what’s the topic of unit 1?

2. presentation(新课呈现)

(l)出示let’s start部分图片，介绍说： rabbit has many new teachers in her school. do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?

(2)出示let’s learn部分的图片，向学生介绍说：they are sarah’s teachers. describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。

(4)根据以下信息请学生判断会话中描述的教师是 let’s learn配图中的哪一位： mr hu is the art teacher. what’s he like?he’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是sarah的新教师。再引导学生利用 let’s learn部分所提供的替换句型，描述sarah的其他两位新教师，练习巩固所学新词。

(4)试着写单词。

范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。

3.let’s play (趣味操练)

(1)let’s find out (找一找)

指导学生用所学新词和句型描述let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。

(2)let’s sing (唱一唱)

放歌曲“my new teacher”的.录音，学生跟唱，进一步在音乐节奏中感知新词。

4.consolidation and extension(巩固与扩展)

(l)让学生做本单元 a let’s learn部分的活动手册配套练习。

(2)让学生模仿let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

(3)让学生参照 let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： she is tall.she’s beautiful.she’s very young.we all like her.who’s she?

(4)让学生把新学的歌曲唱给家长或朋友听。

板书设计：

unit1 my new teachers old，short thin，tall，strong, young, funny, kind

教学反思：

本课时let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如：my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。

高一英语必修二英语教案篇4

notes:

1. get along with

2. fall in love

step 3. listening

ss should take notes while they are listning.

1. first listening: ss listen and answer the questions of part 2 on page 6.

2. second listening: ss listen again and finish part 3 on page 6.

step 4. listening

ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.

step 5. speaking

ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.

step 6. assignment

1. ss prepare the reading task on page 44.

2. surf the internet and find some material about friendship in different countries.

period five

step 1. warming up

ss say something about making friends and how to maintain friendship.

step 2. listening

ss listen to a short passage and fill in the blanks on page 41 (listening).

step 3. reading

1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.

2. second reading: ss read again and discuss the questions on page 45.

3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

step 4. discussion

what do you and your friends think is cool?

ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

ask ss to use the following sentences while they talk:

i think that… is cool/ isn’t cool because ….

i think so.

i don’t think so.

i agree with you.

i don’t agree with you.

step 5. assignment

ss collect some proverbs about friendship.

period six

step 1. pre-writing

1. read a letter from a student called xiaodong.

2. go over the advice on page 7 and be ready for writing.

step 2. while-writing

ask the ss to write a letter to xiaodong as an editor and give him some advice.

1. ss make a list about the important information that they need.

2. ss begin to write the letter to xiaodong.

3. ss revise their letters by themselves.

4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. ss get back their own writing paper and write the letter again.

step 3. post-writing

choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.

step 4. writing for fun

1. ss read the passage on page 7 by themselves.

2. ss try to write a few lines to describe their best friends or a person they know.

3. show some ss’ writings in class.

step 5.assignment

do wb writing task on page 46.

period seven

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.

高一英语必修二英语教案篇5

教学目标

to help students learn to express attitudes, agreement & disagreement and certainty

to help students learn to read the text and learn to write diaries in english

to help students better understand “friendship”

to help students learn to understand and use some important words and expressions

to help students identify examples of direct speech & indirect speech (i): statements and questions in the text

教学重难点

words

upset, ignore, calm, concern, settle, suffer, recover, pack

expressions

add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

patterns

“i don’t want to set down a series of facts in a diary as most people do,” said anne. →anne said that she didn’t want to set down a series of facts in a diary as most people do.

i stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that i’d seen the night face to face…

教学工具

ppt

教学过程

hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?

1. warming up

⑴ warming up by defining friendship

hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?

yeah, there are many explanations about friendship. however, friendship is a relationship that can’t be restricted(限制)by definition(定义). it can only be experienced. true friendship can exist between any two souls, be it between people or animals. it can happen at any moment, to anyone. even to lifeless things, like a diary, a ball, a friendship can happen.

then what is your opinion about friendship?

do you think that friendship is important to our life? why?

⑵warming up by learning to solve problems

nice to meet you, class. we shall be friends from now on. for everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. discuss the situation below and try to solve the problems wisely.

common problems among teenagers

solution

some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

situation 1: friends get angry with each other when they try to talk about something difficult.

try to understand your friend/ try to talk about the problem in a different way.

situation 2: friends don’t know how to apologize

start by telling each other that you are sorry. a simple apology is often enough and is a good starting point.

situation 3: some friends don’t know how to keep secrets.

keep your secrets to yourself

tips on being a good friend

treat your friends the way you want to be treated. keep secrets that are told to you.

pay attention when your friend is talking. keep your promises. share things with your friend. tell your friend the truth. stick up for your friend.

⑶warming up by doing a survey

good morning, class. i am your teacher of english. glad to be here with you. today we shall take unit 1 friendship.

to be frankly, i’d like very much to keep a close friendship with you, my dear students, in the following years. how about you then? ok, thanks. i do hope to be your good teacher as well as your helpful friend (良师益友).

now please do the survey on page one.

add up your score according to the scoring sheet on page 8. you don’t have to tell your results. you can just keep it a secret.

高一英语必修二英语教案篇6

教学准备

教学目标

1). to learn the knowledge of the cultural relics.

2). discuss how to protect our cultural relics.

3).reading and understanding, catching the history and information of the amber room.

4). functional item, how to tell the story about the amber room

5). finish the comprehending exercises after the reading passage.

6). use scanning; skimming and careful reading to learn the story of the amber room.

教学重难点

key points

to understand cultural relics.

how to tell the story about the amber room

difficulties

talk about cultural relics at home and abroad in english freely.

to learn the story of the amber room.

教学工具

课件

教学过程

导入

1). guessing:

teacher present some pictures and statements ,let the students guess whtat or where it is.

the great wall; the pyramid ; taj mahal

2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:

a. can you name them out?

who have the right to own and confirm them?

(the shown pictures: group 1;①yuanmingyuan; ②forbidden city

group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat

and mogao caves)

step i: pre-reading

1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?

show some pictures of amber. let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

amber is the fossil(化石) form of resin(树脂) from trees.

it takes millions of years to form.

2). can you imagine a house made of amber?please preview “in search of the amber room.”

step ii: fsat reading and thinking about the title:

1). teacher give students the following questions to think:

when you see this title, what do you want to know?

what is the amber room?

why was it called the amber room?

what was it made for?

what happened to it?

why to search for it?

(ask the students just remember these questions in their mind not find the answers.)

2). fast reading to get the main idea:

the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .

(students read the passage quickly and fill in the blans)

3). now, let the students try to answer the questions in part 1). (ppt 7)

(teacher may give some necessary help)

step iii: scanning

ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)

after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)

step iv: skimming

ask students to skim the passage and complete exercise 2 on page2.

( 3 ) how did the amber room become one of the wonders of the world?

( 5 ) how was a new amber room built?

( 4 ) how did the amber room get lost?

( 1 ) how was the amber room made?

( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?

step v: careful reading

let the students read the text carefully and try to find some details to complete the form on ppt 11.

step vi: role play

just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?

( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

homework

1. read the story of the amber room again after class.

2. write the introduction of the amber room you have discussed in class.

3. prepare for next period by underline the difficult points in the text.

板书

blackboard design

unit 1 cultural relics

warming up & pre-reading

what is cultural relics?

a.a cultural relic is sth. that survived for a long time

b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

c. a cultural relic is something rather rare

高一英语必修二英语教案篇7

一、教材分析

1.教材内容分析

本单元话题——文物古迹(cultural relics )历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭!本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。reading通过对俄罗斯著名城市——圣彼得堡有关史实的介绍，以“a city of heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

2.教学重点、难点

functional items：ways of giving advice or making suggestions.

topic：talking about cultural relics, including ways of protecting them.

word-formation：“re + v.”(eg. rebuild, replaced, recreate).

key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,

in pieces, bring … back to life, etc

structure (grammar)：the passive voice (i) — the present perfect passive voice

writing：write a letter to the editor on a certain cultural site, suggesting ways of

protecting the cultural relics.

二、教学目标

1.语言知识目标

本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。

2.语言技能目标

通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。

三、教学原则

1.以任务型教学 (task-based language teaching)作为课堂教学设计之理念，具体采用情景教学法(situational approach)，交际教学法(communicative approach)，整体语言教学法(whole language teaching)等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

2.在教学中突出交际性，注重读写的实用性;同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

3.坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

4.贯彻“教中学，学中用”策略，真正使学生学以致用。

四、教学总体设计

1.创设情景，营造氛围，体现语言教学的真实性

语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕3p(presentation—practice—production)教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。

2.采用“任务型”教学，培养学生综合运用英语能力

本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环;同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。

3.面向全体学生，关注学生的全面发展

经常性地开展pair work、group work、class performance，培养学生的团体合作精神。

4.情感目标

1)激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝 试;体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人;具有个性，培养创造能力。

2)培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的'审美观和价值观。

3)培养学生具有良好的文明习惯，具有文物保护意识。

5.教学策略

1)开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2)引趣激趣策略。创设多种情景(境)激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。

4)循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。

6.学习策略

1)课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。

2)上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。

3)注意学习方法，及时提问并注意倾听他人意见。

4)确立“学用英语相结合”的思想，用英语开展思维，分析(复述)课文、发表个人看法、提出独到的见解等。

7.文化意识

1)了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。

2)培养学生良好的社会公德意识，树立文物保护意识。

五、单元教学设计

依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学投影、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。

高一英语必修二英语教案篇8

教学目标

i. 单词和词组

permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

ii. 日常交际用语

1.请求

may / could / can i do that?

i wonder if i can do that.

would / do you mind if i come earlier?

will you tell me if can go now?

2.允许

yes, please. / of course. / sure. / certainly.

go ahead, please.

that’s all right. / ok.

it’s all right to me.

3.拒绝

i’m sorry, but it’s not allowed here.

you’d better not.

i’m afraid not. it’s not right.

iii.语法

复习名词性从句作宾语和表语的用法。

教学建议

教材分析

the main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. though learning the way of expressing are able to remind the students speaking in daily life. this dialogue is the main idea to learn to use these phrase for permission. though two men’s talking. meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. in order to master these phases, this lesson has short dialogue to give the students to speak each other.

重点词汇讲解

1.catch fire与be on fire

1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。

例如：

paper catches fire easily.纸容易着火。

the bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。

2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。

例如：

the house was on fire.房子着火了。

she woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。