高二优秀英语教案优秀5篇

英语教案怎么写？教学过程是教案的主要部分：写教学环节、写知识点和所用时间、写教师活动、写学生活动。下面是小编精心为大家整理的高二优秀英语教案优秀5篇，希望能够给予您一些参考与帮助。

高二英语教案 篇1

教学准备

教学目标

TeachingAims

KnowledgeandSkills:

1.GettoknowaboutCanada.

2.Graspsomereadingskills.

3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.

StrategyandMethod:

1.Trainthestudents’fast-readingability.

2.Trainthestudents’abilitytocooperatewithothers.

教学重难点

Mainpoints：

1.IntroducetheinformationofCanadatothestudents.

2.Trainthestudents’readingability—skimming,andlisteningability

Difficultpoint：

Learndifferentreadingskillsfordifferentreadingpurposes.

Teachingproceduresandways

教学过程

Step1.Reading&Greeting（2`）

Step2.LeadinginandWarmingUp（5`）

1.Freetalk:Doyouliketogosightseeing?

Whichcountrydoyouliketovisit?

Whatcanyouseeinthesecountries?

2.Quiz

Step3.Fast-reading（10`）

1.whatis“thetruenorth”？

Itrefersto“thecross-Canadatrain.”

2.Drawtherouteofthetwogirls’travelingacrossCanada

Step4.Careful-reading（T&F)(15`）

Step5.Consolidation（7`）

Listening&Summary

Fillintheblankandretellthestory

课后习题

Homework

SurftheInternettofindmoreinformationaboutCanada

ChalkboardDesigning

Unit5Canada–the“thetruenorth”

-----Athip“onthetruenorth”

VancouverRockyMountainsThunderBay

CalgaryLakeSuperiorToronto

高二英语教案 篇2

练习目的：

通过听、说、读、写，复习巩固第五至第八单元所学的词汇、主要句型，并能综合运用这些语言知识，提高学生运用英语的能力。

练习过程：

一、听力练习

A. Listen and judge

1、 引导学生看图，理解图意

2、 听录音，判断

3、 请学生说说图意与录音内容不一致的地方，核对答案

B. Listen and number

1、 引导学生看图，说一说Bobby在做什么。

2、 听录音，排序

3、 核对答案

C. Listen and match

1、 引导学生看三组图片，理解图意

2、 听录音，将人物与相应的日期和活动连线

3、 核对答案

4、 请学生描述连线好的图片

D. Listen and choose

1、 引导学生浏览答案选项，预测将要听到的内容和问题

2、 听录音，选择

3、 核对答案

二、口语练习

E. Ask and answer

1、 引导学生阅读四张卡片，了解卡片上的信息和所给的语言提示

2、 学生两人一组，根据卡片上的信息和语言提示，进行问答。

3、 请几组学生表演问答，核对答案

三、阅读练习

F. Read and write

1、 引导学生读句子提示，预测单词

2、 指导学生根据字谜中的字母提示，写出单词并补全句子，注意有些单词的首字母要大写

3、 核对答案

4、 齐读完成后的句子

G. Look, read and write

1、 引导学生看图，理解图意

2、 指导学生读对话，根据上下文情境和图片提示，填入单词，补全对话

3、 核对答案

4 齐读完成后的对话

H. Read and judge

1、 引导学生浏览故事下方的句子。

2、 阅读故事，找出相应的词句，比较判断

3、 核对答案

四、家庭作业

在口语练习的四张图片中，选一张，编一段对话描述。

人教版高二英语教学设计5 篇3

教学准备

教学目标

1、教学目标

（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点

教学重点和难点

（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

（2）让学生合适地使用不同的身势语。

（3）课文中现在分词作定语和状语的长难句。

教学过程

Step 1. Lead in

(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ？

Then ask a student to answer.

设计说明：引出本单元的话题。

（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.设计说明：引出本节课的题目。

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 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 write down the main idea of the te_t.

The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

Step 3. Careful reading

Read Para. 1 and decide if the following statements are true (T) or false (F)。

（1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( ）

（2） After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

( )

Read Para.2&3 and match the people with their ways of greeting

Tony Garcia (Columbia) A. shakes hands and kisses others twice

on each cheek

Ahmed Aziz B. Bows

(Jordan)

Akira Nagata (Japan) C. shakes hands

George Cook (Canada) D. approaches others closely and touches

their shoulder and kisses them on the cheek

Darlene Coulon(France) E. stand quite close to other men but will

usually not touch women.

Read Para. 4&5 and decide whether the following statements are true (T) or false (F)。

（1) All cultures don’t greet each other the same way. ( ）

（2) From the passage we can see western cultures are better than eastern cultures. ( ）

（3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( ）

（4) Only a small number of people greet by shaking hands. ( ）

设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

Language Points

1、 approach vi. &vt.向……靠近；n.靠近；方法，步骤（后常跟介词to）

即时练习

（1） When I ____________(approach) the dog, it ran away at once.

（2） Can you come up with a good approach of solving this problem? （单句改错）

2、 likely adj.可能的；有希望的

be likely to do很可能……；有希望……（主语既可以是人，也可以是物）

It is likely that.。.很可能……

即时练习

(1)She is the most _________ girl to win the prize.

（2） It’s likely that he will succeed.（句型转换）

=____________________________

3、 Yesterday, another student and I, representing our university’s student association, went to the Capital International …。.。

representing是现在分词（非谓语）作定语，相当于定语从句：who represented …。，谓语是went。

即时练习

（1） Mr. Wang, who taught us English before, retired last week. （把划线部分变为非谓语）_____________

(2)The girl __________(study) in the classroom is my sister. （用非谓语填空）

4、 I stood for a minute watching them and then went to greet them.

watching是现在分词（非谓语）作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

即时练习

（1） The boy stood there and cried.（把划线部分变为非谓语）

The boy stood there_________.

(2)The boy is sitting before the computer__________ (play) games. （用非谓语填空）

设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

Step 4. Consolidation

阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

（6） __________ (culture) body language. People communicate not only with

（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1、 I stood for a minute watched them and then went to greet them.

2、 Julia stepped back appearing surprising.

3、 Akira Nagata from Japan came in smiled.

4、 Most people around the world now greet each other by shake hands.

5、 These action are not good or bad.

Step 5. Free talk

After discussing with your deskmate, think out the body language you know and act it out.

Ask some pairs to perform in front of the class.

设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

Step 6. Summary

What have we learned in this class?

We have learned:

o some body language in different countries

osome language points

ohow to communicate with different people properly using body language

设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 7. Homework

Underline all the important words, e_pressions and sentences.

课后习题

阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

（6） __________ (culture) body language. People communicate not only with

（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1、 I stood for a minute watched them and then went to greet them.

2、 Julia stepped back appearing surprising.

3、 Akira Nagata from Japan came in smiled.

4、 Most people around the world now greet each other by shake hands.

5、 These action are not good or bad.

高中高二英语教案 篇4

Part 1. The analysis of the teaching mateiral

（说教材）

Part 2. The teaching aims

（说目标）

Part 3. Something about the students

（说学生）

Part 4. The teaching important and difficult points

（说重点、难点）

Part 5. The teaching methods and aids

（说教法）

Part 6. The teaching procedures and the purposes as well

（说程序及设计意图）

说课的详细过程如下：

Part 1. The analysis of the teaching mateiral

（说教材）

泛读在教材中地位

泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。新《课标》立足于提高学生的综合英语语言水平，提高对高中学生阅读能力的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的阅读技能，进而提高学生综合运用语言的能力，也即语言输出的能力。

英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比较真实的语境，让学生先去听，去感受，去体会作者话语中词汇表达的功能、作者要表达的意图和态度则显得尤为重要。

教学内容及课时

本课源于高二英语选修7第4单元 sharing（分享）。根据《教学大纲》本单元的重点话题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

本节阅读课文的标题就是“A Letter Home”<一封家书>，它是一封航空邮件。年轻的澳大利亚女教师Jo以志愿者身份在异国——巴布亚·新几内亚(Papua New Guinea)的一个贫困的山村学校支教。她给国内好友(Rosemary)的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。

Part 2. The teaching aims

（说目标）

根据《普通高中英语课程标准》、《教学大纲》的分析，对本次泛读课特拟定以下三维教学目标：

Knowledge objects（语言知识目标：语音、词汇、话题）

1) To feel the language

在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比如：be dying to do sth, muddy, concept, relevant, remote 等等。

2) To understand the letter

要读懂这封回信的内容

Ability objects（语言技能目标：听、说、读、写）

To develop and improve the students’ reading

阅读课，首先是要提高学生的阅读能力，

3、 Emotional and moral objects（ 情感态度目标：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识）

1) To let sts learn about respect, understanding,kindness and sharing.

通过这封信的学习，学生能了解到世界上一些落后国家贫困的生活现状，文化习俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。

2) 通过多样的阅读题型，丰富的网络资源，调动学生的积极性

加大课堂参与度，保持学生学习英语的愿望和兴趣。

Part 3. Something about the students

（说学生）

通过Warming up 的学习，学生不仅已经了解到本单元的话题是“分享”，而且也了解到在我们国家，有一些志愿者同胞和外籍支教教师将他们的知识与爱分享且传递给祖国大山深处的孩子们。

这些高二学生通过高一一年的学习，已经基本掌握了英语泛读的基本技巧，比如：预测、略读、跳读等。但学生的英语水平参差不齐。绝大部分学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比较活跃的。

Part 4. The teaching important and difficult points

（说重点、难点）

根据以上3个方面的分析，重点和难点如下：

重点：1)在真实的语境中，感知、体会、发现语言的音、形、 意；

2)分别从整体和细节两个角度读懂这封回信。

2、 难点：如何让学生在紧张、活泼、向上的学习氛围中全面深入的理解这篇文章。从而更有效地完成教学目标。

Part 5. The teaching methods and aids

（说教法）

Situational Teaching 情景教学法

Task-based Language Teaching （任务型教学法）

CAI （电脑辅助教学）

Part 6. The teaching procedures and the purposes as well

（说程序及其设计意图）

I Pre-reading（导课） 用 3 个问题、图片及其相关资料导入阅读课

设计意图：1)必要的背景知识介绍； 2)激起学生学习本篇课文的兴趣。引出阅读课文“A Letter Home”

II Reading（任务型阅读）

Task1 (individua work) Scan and try to divide the passage into several parts and summarize the main idea of each part.

Part1:_____________________________

Part2: _____________________________

Part3: _____________________________

Part4: _____________________________

设计意图：1)训练学生从总体上把握一篇文章的结构及其段意；2)通过个别提问法要求英语水平中等偏下的能划分结构，基本能说出各段段意的关键词汇或找出主题句。要求英语基础相对较好的学生能用自己的语言较准确地表达出各段段意。从而提高不同类学生的英语语篇概况能力。同时，又不同程度地培养且提高学生的听、说与写的能力。

Task2.Task3 Task4

分别通过填空、判断和回答问题的题型让学生阅读

设计意图：1)分别通过个别回答和集体回答随时引起学生的注意，调动学生的积极性；2)培养和提高学生快速捕捉文章事实细节和推理判断的能力。

Task5 summarize the passage (Fill in the blanks below)

（给学生5分钟左右的时间准备，进行短文填空。提醒学生先在草稿纸上试填，然后在全班查对，最后全班集体朗读。）

High school

Jo’s school is a _____ school whose classrooms are made of _______ and roofs of _____. There is no _________ or ______, even no__________. Without __________, the students have no ______ of doing experiment. Most of the students will be going back to their villages after ________.

Local Village

Tombe comes from a ______village where people speak special language. People live in the hut which has no _________ and thedoorway was _______. The main food they eat are ________, ______ and _______. Villagers believe that ________attract evil spirit in the night.

设计意图：1)回顾本篇阅读的内容；2)使学生在默读的基础上，训练学生大声朗读的能力。3)进一步巩固学生对课文的理解

Task 6Discussion （小组讨论）

选用课后练习四中的两个话题进行小组讨论—展示—老师点评

设计意图：借助本篇课文，发挥学生的主观能动性，以英语语言为工具，1)帮助学生理解“志愿者活动、献爱心活动、合作共享”等的意义；2)培养学生在日常生活中帮助他人、扶贫救困的爱心。3)帮助学生树立正确的价值观。

III 。Homework（作业）

1、让学生找出文章中难以理解的句子加以翻译，

2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。

高二英语教案精选 篇5

Teaching aims and demands:

1. Enable students to understand the passage better.

2. Develop students' listening, reading, writing and thinking ability.

3. Enable the students to prepare and present an oral report on a Chinese medicine.

Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work and topic discussions.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1 Revision

Translation:

1.麻疹 7.流感

2.疟疾 8.病房

3.水痘 9.糖尿病

4.中风 10.霍乱

5.伤寒 11.急诊室

6.诊室 12.重症监护室

Step 2Lead-in

1. Show a picture of acupuncture treatment on the screen and ask the students a question:

Have you ever experienced an acupuncture treatment?

2. Show another two pictures about different tools used for acupuncture treatment in the past and now.

Step 3 Fast Reading

1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages

(The disadvantages of Chinese disadvantages are not mentioned.)

2. What medical problems can acupuncture treat?

Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.

3. How does acupuncture reduce or relieve pain?

It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.

Step 4 Further Reading

1. Listening for further informationPara 11. Ask the students the main idea of the paragraph.

(The history of Chinese acupuncture).

2. Ask the students to retell the history of Chinese acupuncture (magic needles).

began-the Stone Age

be practised-4,000 years

be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.

(The development of Chinese acupuncture).

2. Ask the students to retell the development of Chinese acupuncture.

In the pastNowadaysstone or pottery needles

metal needles

make holes on swollen areas

put needles into the skin at certain points

365 acupuncture points

about 2,000 acupuncture pointsPara 5Ask some questions in detail:

1. How does an acupuncturist examine a patient?

(First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.)

2. How many pulses are there and what are they connected with?

(There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.)

3. Why will an acupuncturist check pulses?

(This will help him/her find out which energy channel doesn't have enough energy.)

Step 6 More information

Show some pictures on the screen to introduce more information about Chinese acupuncture.

1. Different tools for acupuncture

2. Now it is popular that acupuncture is used to help people lose weight .

3. The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.

4. Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.

5. Pets also follow the fashion.

Step 7 Discussion

1. What are your thoughts on acupuncture?

2. What are the possible benefits or disadvantages of acupuncture over other treatments?

Step 6 Homework

1. Write an article about traditional Chinese medicine (one herb or treatment).

2. Finish the exercises of this unit.