高二英語家教備課教案
教案是教師為順利而有效地開展教學(xué)活動(dòng)，根據(jù)課程標(biāo)準(zhǔn)，教學(xué)大綱和教科書要求及學(xué)生的實(shí)際情況，以課時(shí)或課題為單位，對(duì)教學(xué)內(nèi)容、教學(xué)步驟、教學(xué)方法等進(jìn)行的具體設(shè)計(jì)和安排的一種實(shí)用性教學(xué)文書。教案包括教材簡(jiǎn)析和學(xué)生分析、教學(xué)目的、重難點(diǎn)、教學(xué)準(zhǔn)備、教學(xué)過程及練習(xí)設(shè)計(jì)等。接下來小編為你帶來高二英語家教備課教案，希望對(duì)你有幫助。
integrated skills, speaking, & writing教案
一、章節(jié)分析 （section analysis ）
(一) 綜述
本章節(jié)是語言運(yùn)用部分。通過聽，說，讀，寫方面的訓(xùn)練，提高學(xué)生語言詞匯方面的能力，加強(qiáng)他們運(yùn)用語言知識(shí)來表達(dá)想法的能力。教會(huì)學(xué)生用英語做問卷調(diào)查和信息反饋，訓(xùn)練學(xué)生看圖作文能力。
�。ǘ┠繕�(biāo)
integrated skills
要求學(xué)生通過聽一段對(duì)話獲得關(guān)鍵信息并作簡(jiǎn)要信息記錄，然后根據(jù)所作筆記完成一封回信，以此對(duì)上述信息進(jìn)行反饋。
�。ǹ梢越Y(jié)合p35聽力練習(xí)強(qiáng)化學(xué)生記錄信息的能力，要求學(xué)生補(bǔ)充每一件物品除出現(xiàn)年代以外的其它信息。）
speaking
在輕松的氛圍中幫助學(xué)生通過互相提問的形式，完成一份已事先設(shè)計(jì)好的問卷調(diào)查。并引導(dǎo)學(xué)生發(fā)表他們對(duì)問卷結(jié)果的看法。
writing
1學(xué)會(huì)看清各幅圖畫所要表達(dá)的意思以及圖畫之間的聯(lián)系。
2學(xué)會(huì)串詞成句，即根據(jù)提供的短語組織完整的句子，然后根據(jù)圖畫的含義將這些句子組織成一個(gè)完整的故事。
3引導(dǎo)學(xué)生使用連詞使上下文連貫，故事情節(jié)流暢。
�。ㄈ┲攸c(diǎn)和難點(diǎn)
integrated skills
幫助學(xué)生掌握以下詞匯：（p24）shrink， shrinkproof, colorfast
�。╬35）pregnancy, disposable, permanently
在寫信過程中需注意的語法現(xiàn)象：suggest that…(should)
speaking
鼓勵(lì)并確保小組成員之間互相提問和回答p32的問題，最后對(duì)問卷分析進(jìn)行個(gè)人意見反饋。
writing
根據(jù)圖畫和所給單詞、詞組流暢連貫地?cái)⑹龉适隆?/p>
二、教學(xué)設(shè)計(jì)（teaching designs）
教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考
integrated
skills 聽力部分：
材料的整合： 將課本第24頁和課本第35頁上的聽力材料整合。兩份材料都是培養(yǎng)學(xué)生作簡(jiǎn)要信息記錄的能力。（為確保p24聽力和寫信練習(xí)的連貫性，可先完成p35的聽力內(nèi)容并加以擴(kuò)展——要求學(xué)生提供除物品出現(xiàn)年代以外的更多信息。）
pre-listening 在聽之前，創(chuàng)設(shè)環(huán)境，要求學(xué)生明確聽力任務(wù)（recognize key words），掃清在聽力材料中出現(xiàn)的困難詞匯(pregnancy, disposable, permanently，shrink， shrinkproof, colorfast)，提高聽的效果。
while-listening激發(fā)興趣，增強(qiáng)聽的'動(dòng)力。
post-listening 要求學(xué)生小組活動(dòng)，比較每個(gè)人的記錄，是否做到既準(zhǔn)確又簡(jiǎn)潔。
聽力之后的反饋——寫信練習(xí)：
引導(dǎo)學(xué)生在所作記錄的基礎(chǔ)上組織語言，完成信的內(nèi)容。
具體處理這部分內(nèi)容的建議見[鏈接1]�！杜＝蛴⒄Z教學(xué)參考》s2a
speaking 將學(xué)生分成4－5人一個(gè)小組，任命一位group leader, 小組成員之間互相就問卷上的問題進(jìn)行提問和回答，并對(duì)各自以及他人的回答作出匯總。
學(xué)生匯總分?jǐn)?shù)后參考問卷分析，并討論對(duì)問卷結(jié)果的看法。
writing 看清各幅圖畫所要表達(dá)的意思以及圖畫之間的聯(lián)系。
恰當(dāng)使用課文提供的短語，完整，連貫地完成一個(gè)故事的敘述。
高二英語unit 13lesson 52 first impressions教案(譯林牛津必修5)
objectives
to practise reading for inference.
to practise making opposites of adjectives using a prefix.
to practise talking and writing about one’s experience of meeting someone for the first time.
pre-reading
☆ have you ever met someone you didn’t like, who later became your friend? tell the class.
example the first time i met tom, he seemed very bad-tempered! then…
reading
☆ read the text and answer the questions.
1) where does the story take place?
in the local library
2) what kind of books does jenny like?
poetry
3) what exam was jane studying for?
an important science exam
4) what was the last straw for jane?
she heard someone humming behind her.
5) what kind of person do you think jenny is?
friendly, warm-hearted, forgiving
6) how did jenny get jane’s phone number?
she asked a librarian and got it from the library files.
7) do you think that jane over–reacted in the library? have you ever experienced a similar situation when you were studying?
you can answer this question according to your own experiences.
☆read the strategies and look at these true/false sentences. underline important words.
example 1 = pleased
1)jane was pleased when jenny started humming.
2)tennyson must be a poet.
3)jane first saw jenny near the poetry section.
4)jane was upset that she had left her book in the library.
5)jane didn’t feel that it was necessary to apologise.
answers: ftttf
post-reading
☆complete the paragraph below with the correct form of the following words.
glance, annoy, recognize, concentrate, disturb,
resist, whisper, glare, inconsiderate, grateful
janet was 1) on writing an essay when a noise 2) her. she 3)
her brother’s whistling. “shh” she 4) ,5) at him quickly. the noise didn’t stop.janet 6) the urge to scream and instead 7) at him angrily. “please stop it, simon. you are being very 8) ,” she said. but still he didn’t stop. janet was now very 9) .just then her father called simon out of the room. janet smiled, feeling 10) to her dad.
answers: 1concentrating 2disturbed 3recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10grateful
高二英語guessing about people教案
teaching aims:
to practise using modals for speculation
to distinguish between modals used for decision, advice and speculation
teaching difficulties:
to practise using modals for speculation
teaching aids: computer, cassette
teaching procedures:
�、�. warming up
t: first look at the title “guessing about people” who can tell me what’s the meaning of the title?
s:
t: “guessing about people” means make a judge about people without being sure of all the facts. in daily life if we are curious or worried at somebody or something we often make various guess. think over which words we will use when we guess what will happen? what happened?
s: must, may, may not, can, can’t and so on .
t: now we will listen to a dialogue in which there are a lot of words about speculation.
�、istening
listen to the dialogue to do the exercise
1.the two students were missing ______.
a.because they were separated from the other students.
b. in a cave.
c. for the reason we don’t know.
2. the dialogue tells us ______.
a. the two students disappeared 3 days ago.
b. my cousin know where they are
c. the rescuers found them in a cottage.
3. the dialogue makes various guessed except_________.
a.they must be frightened.
b.they both are injured.
c.they might have some food to eat.
answers: 1.c 2.a 3.b
t: ca n you say out the main idea of the story in you own words?
s:
t: now let’s look at whether your story is true or not.
do the exercise 2 listen to the dialogue again and complete the gaps
play the cassette once for students to listen and then again for them to complete the gaps.
�、� grammar
do the exercise 3.
the two people in the dialogue make various guesses at the two missing students.
they use the following sentences but you need to complete the gaps with modal verbs.
check students’ answers by having them read the sentences aloud. draw their attention to the different infinitive forms after the modals.
do the exercise 4.
as a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.
ask students how they would express decision (is going to; is about to;) and advice (should , had better, )
do the exercise 5
the grammar we learn today is modal verbs. modal verbs can express possibility, permission, intention and guess. now do the exercise 5. which of the modal verbs in exercise 3 express the following.
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