高二英語學科教學設計方案

1、第 第 頁高二英語學科教學設計方案高二英語學科教學設計方案1 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 yo

2、u 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, indus

3、try. 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 wo

4、rk. 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 co

5、mpany 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 pr

6、actise 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 dont know. = I ho

7、nestly dont 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 peop

8、le 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 Its quite likely: Quite emphasizes likely and increases the possibility. Step 5 Practice SB

9、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

10、 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 sente

11、nce 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

12、 Bb. I believe youre 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 youre right. A: But it isnt likely that the manager w

13、ill 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. 高二英語學科教學設計方案2 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，同學能初步了解的風格。同學應

14、能在老師的指導下，排演這個短劇。通過對話課的學習與操練，同學接觸表示堅持個人看法的常用語句，并要求同學運用到實際會話中。學習并初步掌控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,

15、 a clothes shop, give back, or else, changefor , 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

16、that I cant use any more. I am afraid I cant do that right now. Why cant 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，建議老師應組織同學1)以節(jié)目的形式演出這段對話。2)老師可選取錄像或多媒體形式完成此課的教學任務。3)老師把同學分成三人一組，適當預備一些道具排演本課的最末結局的短劇。4)老師要求同學找出能刻畫服裝店老板人物特征和心理改變的相關語句。如：Theres a

17、 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 本單元對話是講解并描述在服裝店調換衣服的經(jīng)過，同學對其內容較易理解，但一些新單詞的用法應掌控，如：customer, run, insist, changefor。本課中也提供了給同學做相應對話的練習，如：A pair of trousers, A radio的口語練習。 教學重點難點 1.serve的用法 1

18、)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.有四位服務員款待我們吃午飯。 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

19、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，估量，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.我們估量他們已經(jīng)干完了。 We judge them to have finished.我們估量他們已經(jīng)干完了。 She judged him abo

20、ut fifty.她估量他在五十歲左右。 The committee judged it better to start the investigation at once.委員會認為馬上開始此項調查。 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特別勝利。 2)judge用作“判斷，斷定”解時，還可接wh分句或wh加不定式結構。 I cant 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j

21、udge sb. / sth. Dont 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.聽腔調，他準是個廣東人。 3.get off的用法 1)get off意為“脫下”。 Its rather hot today, we must get off the jacket.今日太熱了，我們

22、需要脫下夾克衫。 2)留意：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我們需要立刻走，否那么要遲到了。 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

23、)表示“贊成、主見”，常用作表語或后置定語。 The students were in favor of reform. 同學贊成改革。 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.

24、put down的用法 1)意為“寫下;記住”。 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.大火最末究竟被_員撲滅了。 6.as if的用法 as if 是連詞詞組，作“似乎”、“好像”解，引導表語從句，用于以下句型中： It looks/seems as if 表示“

25、看起來好像”。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. 這套衣服看來好像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，暫可不必向同學交代。 The woman loves the children as if she were their mother.這個婦女愛

26、這些孩子，她似乎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，常用在以下句型中： 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，你都需要特別細心。 No mat

27、ter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), Ill 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，你都會滿足的。 No matter where無論何處;不管在哪里 No matter where I go (=Wherever I go) , I will be thinkin

28、g 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 Ill discuss it with you no matter when you like(=whenever like). 你什么時候興奮，我情愿同你爭論這件事。 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，你都不會勝利的。 8.drop in, drop in on 與drop in at的區(qū)分 drop

29、 in 意為“順便走訪” He often drops in for tea. 他常常順便來喝茶。 drop in on 后接人意為“順便拜見某人”。 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. 答題時要留意drop in后所接的名詞表示的意思。 Jane used to _ the tailors on her way home from work. A. drop in B. drop in on C.

30、 drop in at D. drop at 詹妮以前常下班后去成衣店看看。the tailors 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.在高校時她常常練跑步。 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 dont run on Christ

31、mas Day.圣誕節(jié)火車停駛。 3)run可用業(yè)表示“(液體)流淌”。 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”。 Im afraid the color ran when I washed your new skirt.很缺憾，我洗你那條新裙子的時候它掉色了。 5)run可表示“溶化”。 It was so hot that the butter ran.天太熱，黃油開始化了。 The wa_ began to run. 蠟開始溶化了。 6)

32、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”的心情。come作感嘆語用時，在不同的狀況下，可以表示不同的感表，如“鼓舞”、“驚異

33、”、“指令”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 sh

34、op. 2. Study the language points in lesson 37. Teaching procedures StepRevision 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 word

35、s 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 Warming-up Look at the picture on P 55. 1. Ask the students to say something about the picture. Let the

36、 students know a new word: blouse. Answer: Its 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 fo

37、llows: HOT WASH white cotton WARM WASH coloured cotton COLD WASH silk , wool Step 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. Whats wrong with the blouse? When do

38、e 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 wasnt in. And the assistant couldnt

39、decide whether to give it back to her or not. Step 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 couldnt. I 4 cant use it. SA: Let me 5 . It sca

40、ns as if it hasnt been 6 properly. Has it been left in the sun or_ 7_? C: Of 8 not. How can I be 9 foolish ? SA: 10 its 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: Im 15 I cant do

41、 that. C: Why cant you do 16 about it ? Id 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. fac

42、tory 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 its 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。 Do

43、nt _ the child stand _ the sun. 6.我想讓湯姆的弟弟去做那項工作。 I would _ Toms brother _ do the work. Answers 1. anything wrong with 2. back borrowed 3. seemssnow 4. insists go 5. have/ keep in 6. like to Step Language points Let students read the dialogue and ask them to pay attention to some key sentences and t

44、hen 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. Im 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 Further practise 1.Get g

45、ood 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

46、 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 taperecorder. 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 E_ercise Do e_ercises E_ 13. on Page 118. A custome

47、r 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

48、 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 Step Homework 1.Do e_

49、ercises E_ 23. 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

50、表有問題嗎? 2.我想讓你去做這件事。 3.好像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.你為什么讓他一貫在田里工作。 Answers: 1. 1s there anything wrong with your watch? 2. Id 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. Im sorry. Its my fau

51、lt. 6. Why did you have him working in the fields? 高二英語學科教學設計方案3 教學預備 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 studentsfast-reading

52、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 studentsreading ability skimming,and listening ability Difficult point ： Learn different reading skil ls for different reading purposes. Teaching p

53、rocedures and ways 教學過程 Step1. Readin gGreeting (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 tra

54、in.” 2.Draw the route of the two girls traveling across Canada Step4. Careful- reading(TF) (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 nort

55、h” A thip “ on the true north” Vancouver Rocky Mountains Thunder Bay Calgary Lake Superior Toronto 高二英語學科教學設計方案4 教學預備 教學目標 1. 教學目標 (1)知識目標：同學能掌控以下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)技能目標：同學能掌控基本的

56、閱讀理解方法：速讀，尋讀，歸納中心和查找環(huán)節(jié)。 (3)情感目標：同學了解不同國家和文化的身勢語，激發(fā)同學學習這種語言的愛好。 教學重難點 教學重點和難點 (1) 培育同學的閱讀策略和技巧，讓同學了解文章的環(huán)節(jié)知識和文章結構。 (2) 讓同學合適地運用不同的身勢語。 (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 cant speak ? Then ask a student to ans

57、wer. 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

58、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 wr

59、ite down the main idea of the te_t. The te_t is mainly about different _ in different countries. In order to avoid difficulties in todays world of cultural crossroads, we should _. 設計說明：通過這個題目的練習，讓同學掌控速讀，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 state

60、ments are true (T) or false (F). (1) Yesterday, another student and I, representing our universitys student association, went to the Capital International Airport to meet this years international students. ( ) (2) After an hour of waiting for their flight to arrive, I saw several young people enter