高二英语教案：《Unit 12 Mainly revision》优秀教学设计（二）。
一位优秀的教师不打无准备之仗，会提前做好准备，作为教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，减轻教师们在教学时的教学压力。您知道教案应该要怎么下笔吗？下面是由小编为大家整理的“高二英语教案：《Unit 12 Mainly revision》优秀教学设计（二）”，欢迎您阅读和收藏，并分享给身边的朋友！
高二英语教案：《Unit 12 Mainly revision》优秀教学设计（二）
教学目标
teaching aims and demands:
本单元是复习课，复习的要点为第7至11单元中出现的语法现象和日常交际用语，学生在理解课文的基础上，能用自己组织的语言复述课文。
teaching important and difficult points.
1．单词
tank, breath, exercise, fire, plastic, flow, attack, frighten, bend
2．词组
at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still
3．交际用语与句型
1）交际用语
a．表示建议的交际用语：
i suggest (that) you do sth.
you should do sth.
you ought to do sth.
you need to do sth.
b．复习经七至十一单元出现过的日常交际用语。
2）句型
we need to find one about 30 centimetres (cm) by 30 cm by 50 cm.
for one thing they keep the water clean.
thoughts rushed through her head.
4．语法
复习第七至十一单元出现过的重点语法项目。
教学建议
对话分析
本文对话通过表达建议及要求的问与应答，对话较容易理解，对话描述kate,li qun谈论如何养鱼的过程，教材中归纳出这些用语和表达法，如：i suggest (that) …. you should….. you ought to…..等，这些用语，在教材中的练习中给学生提供了练习与帮助。
课文建议
在lesson 46中，教师主要通过图片展示、问与答，讨论及多媒体的形式来完成此课的教学内容，如以下方法：
方法一、教师搜集本课相关的一些动物图片，作为导入课给学生展示。
方法二、教师播放本课的多媒体视频，让学生从听与视觉了解本课的内容。
方法三、教师给学生一段的时间精读和略读本课文，给出问题让学生来回答。
方法四、教师把学生分成小组进行讨论：动物园与动物。练习复述整个故事经过。
重点难点
1.frighten v.??
①使某人感到恐惧，使害怕?
sorry, i didn't mean to frighten you.?
loud traffic frightens horses.?
②惊吓某人，使某人恐怖或惊愕?
the children was frightened to death by the violent thunderstorm.?
you frightened me out of my life by knocking on the window like that.?
③吓得某人做某事 frighten sb. into doing?
news of the robberies frightened many people into fitting new locks to their doors.
④其形容词frightened意为恐惧的，害怕的;frightening，引起恐惧的，惊恐的
frightened children were calling for their mothers.?
he looked very frightened as he spoke.?
it is frightening even to think of the horrors of nuclear war.?
2.fire n.??
①火，不可数名词?
there is no smoke without fire.?
②火灾，火炉，火堆，可数名词?
a big fire broke out last night.?
they made a fire to keep the animals away.?
v.③射击，开火?
the officer ordered his men to fire.?
they fired at the running animals.?
④解雇，辞退?
the boy was fired after his second time to be late.?
3.enough?
①n.足够，充足，后常接for短语或动词不定式，还可接of短语，of后接名词或代词，接名词时，名词前必须有限定词。?
enough has been said on how to do it.?
he has had enough to eat.?
he was enough of a fool to do that.?
②adj.充足的，足够的，可修饰不可数名词或可数复数名词，可前置也可后置。
we have enough time to finish the work.?
there are seats enough for the people coming to the meeting.?
③adv.充足地，足够地，十分；修饰形容词、副词、动词，必须后置?
the book is easy for me to read.?
he knows well enough what i mean.?
4.agree 同意，赞同，后可接with, to, on?
agree with与某人意见一致，多接人或指气候、食物适合某人或指一物与另一物相符。
the professor agrees with what his students have said.?
the climate here doesn't agree with xiao wang.?
his stories agree with hers in everything.?
agree to后接具体表建议、计划、安排办法意见之类的名词。?
the patient doesn't agree to the doctor's plan.?
all the pupils agree to our teacher's proposal.?
agree on 就……取得一致意见?
all the members agreed on the date of the next meeting.?
most of the workers agree on the plan of work.?
5.very adv.很，非常，修饰形容词、副词，也可作形容词，常与the, this, that ,my等连用，以加强语气，意为”正是这个，正是所要的，恰好，极其”，相当于just,但just是副词，若与名词连用，必须放在冠词之前。?
［辨析］?
［误］this is the just book i want.?
［误］this is very the book i want.?
［正］this is just the book i want.?
［正］this is the very book i want.?
6.be about to 正准备做某事，即将做某事，通常与when连用，表示就要……突然……
i was about to leave when the telephone rang.?
he was about to tell me the secret when she came back.?
而句型be doing…when表示正在……突然……?
i was going on my way home when i heard a call from behind.?
the teacher was just beginning the lesson when the door opened.
扩展阅读
高二英语教案：《Unit 12 Mainly revision》教学设计（二）
高二英语教案：《Unit 12 Mainly revision》教学设计（二）
Teaching Objects:
1.Study the story and retell it.
2. Revise grammar- The Past Participle as Attribute and Object Compliment.
Teaching procedures:
Step 1 Warm up
Get some questions to ask the Ss.
Have you ever been to the zoo?
2）What might happen if a dangerous animal escapes from the zoo?
Step 2 Watch the video
Watch the video twice and give the Ss the following questions.
What did the radio ask the people to do if they saw the lion?
2）What did Mrs. Cousins do after the lion went into the bush with the meat?
Key：1）The radio asked the people to telephone the zoo and the police if they saw the lion.
2）Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.
Step 3 Reading
Let the Ss read this passage carefully and then answer the following
Can you describe the lion?
Why did Mrs. Cousins carry her baby outside?
Why do you think Mrs. Cousins thought the animal was a dog when she first saw it?
4）What might happen if Mrs. Cousins ran to the lion at once?
Key：
1）It was a young lion, about seventy-five centimetres tall.
Because it was a nice sunny day, she carried her baby in its basket outside to get some sunshine and fresh air.
3)Because her neighbor had a dog and probably she had seen the dog in her garden before. Besides, she didn’t have time to have a closer look.
4）Possible answers: The lion might attack Mrs. Cousins. The lion might run away with the baby in its mouth.
Step 4 Practice
Page69 Part 3
Read the instruction and let the Ss do this exercise individually. Check the answers with the whole class.
Page 69 Part 4
Read the instruction and Do the first two orally with the class, then let the Ss work through the exercise in pairs. Check the answer at the end.
Step 5 Discussion
The T gives the Ss the following topic and gives them some time , At last the T will ask some of them.
If A tiger would escape from zoo, people killed it or Talk about your opinions.
Step 6 Homework
Retell this passage in your own words.
Do some exercises of your Workbook.
Preview Lesson 47.
高二英语教案：《Unit 12 Mainly revision》教学设计（一）
高二英语教案：《Unit 12 Mainly revision》教学设计（一）
Teaching Aims:
1. Practise on offering suggestions.
2. Make dialogues about keeping fish, binds, etc.
3. Study the language items in the lesson.
Teaching Aids
tank; Blackboard; computer; OHP(overhead projector高射投影仪); tape recorder
Teaching Procedures
Step I Lead-in
Show the fish tank and fish bowl. Ask the Ss the following questions
1. What is it? (show the tank to the Ss)
2. What is it used for? (For keeping fish)
3. Do you keep any animals at home? What is it or What are they?
4. Can you explain how you care for them?
5. How do you feed them?
Step II Watching and Listening
Books closed. Present more questions before watching the video or playing the tape.
1.What did Kate see in the street market the other day?
2. What does she plan to do ?
3. Why does Li Qun say that one should never keep fish in a small round bowl?
4.What does Li Qun suggest doing?
5. Why is it a good idea to put some under water plants in the tank?
Answers:
1.Kate saw a beautiful fish in the street market the other day.
2.She plans to buy some fish next Sunday.
3.Because if the fish is kept in a small round bowl, they don’t get enough air.
4.He suggests going shopping together with Kate to have a look for a nice tank.
5.Because underwater plants in the tank can help keep water clean and they can make the tank look much prettier.
Step III Practice
Page 67. Part 2. Write the question on the Bb:
What should I do to keep a dog / a cat, etc.?
Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:
I suggest (that) …
You should …
You ought to…
You need to…
First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.
Step IV Oral practice
Ask the students to make similar dialogues to practise making suggestions and replying, using the phrases given.
Situation: One of your friends wants to keep fish, he/she wants to buy some golden fish and a fish tank. He/she would like to ask for advice from you. Now you’d like to advise him/her what to do.
Model:
A: Excuse me , would you please tell me what you are going to do?
B: I want to keep fish. I‘d like to buy some golden fish. What should I do?
A: Oh, I suggest that you’d better go to the market. They are much cheaper there.
B: That‘s a good idea. But where should I keep them?
A: You should keep them in a large tank.
B: What size tank should I get?
A: You need to buy one about 30 cm by 30 cm by 50 cm.
B: Is that Ok?
A: You ought to put some large rocks in the tank.
B: Are they necessary?
A: You’d better put some underwater plants in it.
B: Why is that?
A: Because they keep the water clean and make the tank look more beautiful.
B: Thanks.
A: You‘re welcome.
Then get the Ss to work in pairs. Get them to act their dialogues out.
Step V Exercises
Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.
Ex. 2 Let’s the students work in pairs and then check with the whole class.
Ex. 3 Get the students to read aloud the words and tell what each of them means.
Step VI Homework
1. Finish off the Workbook exercises.
3.Preview Lesson 46.
教案点评：
本课的教案以说及练习为主教学模式，学习如何提出建议及回答的口语表达法，本教案是以提出问题开始，之后通过看与听，回答问题，了解对话的内容。接着练习课本上的相近对话，巩固所学习的对话表达法及生词，口语练习，通过学习自己设计对话，并且给出模式，是一个必要的教学过程。所以本教案结合课内及课外知识完成教学过程。
高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）
高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）
教学目标
一、teaching aims
本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟悉有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的知识，学生能够对硬币的历史，发展和收藏进行介绍。
二、teaching important and difficult points
1.words and phrases
shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with
2.daily expressions
hello. can i speak to zhou lan, please?
this is zhou lan speaking.
but i’ve only just got home.
i would like to ask you about some stamps.
what a pity! what a shame!
i’ll ring you if i have any news.
it’s a pity i didn’t think of it earlier.
3.grammar
revise grammar from unit one to unit five.
教学建议
对话课建议：
在lesson 21 有关打电话的对话练习，教师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。教师可设置情景对话让学生们进行操练，比如说：教师让两个学生们到前表演，话题为谈论借英语学习杂志或其它使用学生们感兴的题目，教师给学生在黑板上写一些电话用语的日常用语如：can/may i speak …..? this is ….speaking? is that..? so on教师在这里只充当配角。
课文建议
教师在lesson22中，让学生分小组学习本文章，复述课文,分小组讨论集邮的好处。教师与学生们共同参与完成本课的学习内容。教师尽力给学生们多提供有关本课内容的信息和图片。
听力建议
1．首先，教师对学生讲今天要学习的是收集硬币的知识，教师介绍在这段对话中共有五个人，他们都有不寻常的硬币。
2．教师让学生们阅读每一个练习的问题，弄清楚学生们在听的过程中应抓住哪些重点，然后教师在播放磁带，以泛听和精听为过程，最后教师检查学生做练习的情况。
教材分析
本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简单，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习提供一些集邮的建议，在23课中语法主要是复习1至5单元所学的知识点及词性的转换。
重点难点
辨析：pack与parcel，packet
这三个词都指包。
pack多指较小的包，与package可以互换；学生用的背包可用pack，如：
the soldier carried a pack on his back. 这个军人背上背着一个小包。
packet也指较小的包，多指同类东西的“一束”，“一盒”等，如：
a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟）
parcel多指“邮包”。
shape，form，figure的区别
shape着重指人或物的比较具体的整个外形，不太正式。
we saw a shape through the mist but we couldn’t see who it was.我们从雾中看见一个人影，但我们看不清那是谁。
form指有具体结构和看得见的某种特殊形状或是抽象的形式
in the early morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。
figure指物时，侧重指轮廓；指人时，着重指姿态。
i could see a tall figure near the door. 我可以看见门附近有一个高大的身影。
possible, probable的区别
这两个词的反义词是impossible, improbable
1）possible作“或许”解，有“也许如此，也许不如此”之意。强调客观上有可能性，但常常带有“实际可能性很小”的暗示。
2）probable用来指有根据，合情理，值得相信的事物，带有“大概，很可能”的意味。语气比possible要重，是most likely之意。
it’s possible, though not probable. that he will accept the terms.他也可能接受这些条件，但希望不大。
(2) be possible, be probable常用形式主语it，构成句型为：
it is possible/probable that …（从句）
it is possible /probable for sb. to do sth. 例如：
他有可能做这件事。
[√] it is possible for him to do this.
[√] it is possible that he will do this.
[×] he is possible to do this.
particular, especial或special区别
三者均有“特别的”之意，
但particular指同类事物中具有独特性质的一个
especial和special相同，强调某种特殊的目的或用途，但especial为书面语，口语中多用special。
there was a particular expression in his eyes. 他眼睛中有一种特别的神情。
the patient needs special/ especial care. 病人需要特殊的照料。
coins can be made of many different kinds of metal mixed together.
mixed together(=…which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。
he is reading the short stories written by lu xun. ( = he is reading the shorts stories which were written by lu xun. )
please give me letters received yesterday. (=…the letters which were received yesterday. )
如果这个分词是一个单词，就位于修饰的名词之前，作定语。
she is our respected teacher.
the lost key has been found.
a year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发现包裹送错了地方。
it’s possible that one of them kept a bank where the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。
这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：it is 形容词 that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。
it is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。
keep a bank意为“开办银行”。此处keep为及物动词，意为“经营”、“管理”、“养活”。
keep a shop意为“开办商店” keep the farm意为“经营农场”
keep the house意为“管理家务”keep the family意为“养家糊口”
it contained 54,951 coins dating from the year 260－275 ad.那一次挖掘的硬币共有54951枚，都是公元260－275年间的硬币。
dating from在句中作定语，相当于定语从句…which dated from the year…修饰先行词coins, date用作vi., 意思是“起始”、“兴趣于”。date from 表示“始于……时期”。
过去分词短语和现在分词短语用作定语时相当于一个定语从句。如：
tell the children playing (== who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。
they’re problems left (= which have been left) over by history.这些是历史遗留下来的问题。
这座古庙的历史可以追溯到两千年前。
[×] the old temple is dated from 2,000 years ago.
[√]the old temple dates back 2,000 years ago.
[√]the old temple dates back to 2,000 years ago.
[√]the old temple dates back 2,000 years.
it does not matter if /whether they are old. 邮票）新旧没关系。
1) it does not matter if/whether…是一个很有用的句型。
it doesn’t matter ( to me ) if i miss my train, because there's another one later.对我来说错过一趟火车没关系，因为后面还有。
2) it doesn’t matter 后还能跟其他从句
if she does her best, it doesn’t matter what people think of her.只要她尽了力，别人怎么看她无关紧要。
if you are just starting to collect stamps, here is some advice for you to follow.
1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。
he started learning / to learn english when he was ten.
they began building / to build the dam in 1994.
how can you continue working / to work with all that noise going on?
2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。
starting to collect 一般不能换成starting collecting。
it’s starting / beginning to rain.开始下雨了。
3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。
she started / began to understand. 她开始理解了。
打电话的说法：
l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如：
hello, bob dorson.
hello, 742511.
this is bob dorson speaking. who is that speaking?
yes?
2) 若对方要找的不是bob而是chris，对方可能询问：
is chris in/at home / there ?
may /can /could i speak to chris?
i’d like to speak to chris , please.
若chris在家，bob去叫chris，则对方稍等一会：
a moment, please.
hold on, please.
hold the line, please.
don’t hang up, please.
3) bob通知chris 听电话：
telephone for you.
you are wanted on the phone, chris.
4) 在互报完姓名后，就可以开始谈话了。
若chris不在家，你可告诉对方，并请他留下口信。
chris isn’t in /here right now. can / could i take a message for you?
would you like to leave a message?
can you call later? he will be back at about 2:30.
高二英语教案：《Unit 6 Mainly revision》优秀教学设计（一）
高二英语教案：《Unit 6 Mainly revision》优秀教学设计（一）
Teaching Aims and Demands
1.Learn some advice how to collect stamps.
2. Revise the Noun Clause and the Infinitive.
Teaching Procedures
Step 1 Revision
1. Check the homework exercises.
2. Ask the students to retell the text.
3. Ask some students to make up sentences, using the phrases in Lesson 22.
Step 2. Presentation
1. Show the students some stamps ask them questions.
Do you like collecting stamps?
How many of you collect stamps?
What kind of stamps do you collect?
2. Ask the students to read the passage quickly and then find the answer to question:
Does the writer say you will have to spend a lot of money on stamps collecting?
Which kind of envelopes does the writer advise you to keep?
Why is it a god idea to join a group?
3. Let the students to read the passage carefully. Go through it with the students.
Step 3 Listening and Reading
1.Play the tape of the passage for the Ss to listen and follow.
2. Ask them to do the following exercise “True (T)or False” (F).
1).At the beginning, never throw stamps away.
2).Don’t keep the envelope even if it is unusual.
3).Collecting a certain kind of stamp will make your collecting much more interesting.
4).Go to stamp sales. You can buy some used stamps very cheaply.
5).Old stamps that have not been used are cheaper than used stamps.
6).Stamp collecting is fun.
Key:1-6T, F, T, T, F, T
Step 4 Language points
1. advice/advise
The teacher has given him a lot of advice.
Can you give us some advice on how to learn English well?
They advised a visit to the Great Wall.
The doctor advised him not to smoke again.
The teacher advised holding a meeting on Sunday evening.
He advised that we should plant young trees on March 12.
2. The ones, which you decide not to keep, can trade with other people.
* trade with sb. = have dealings with sb./ exchange good with sb.
My family have been trading with the foreigners for nearly twenty years.
They are stamp collectors; they often trade stamps with each other.
I didn’t trade with that company; the price of their goods was too high.
* trade for : exchange sth. for sth.
I’d like to trade this book for your knife.
3. Sooner or later you will decide that you want to collect a certain kind of stamp.
sooner or later: at some time: some day
Work hard, and you will succeed soon or later.
If you go on driving like that, you will have an accident sooner or later.
He is always telling lies; he will be punished sooner or later.
4. Go to stamp sales and buy whatever you can afford.
1). stamp sales = stamp sales department: the place where stamps are sold.
2). whatever = anything that; no matter what
Do whatever you like.
Whatever I have is yours.
You must write down whatever you see and hear.
Whatever you do, do your best.
Don’t change your plan whatever happens.
3). have enough money to pay for
This kind of car costs a lot of money, but he can afford it.
We could not afford to buy that house.
5. You can pick up packs of used stamps very cheaply.
Pick up
My friend knows where he can pick up a good used bike.
I picked up a valuable coin at a very low price.
Step 5 Discussion
Divide the student into groups of four. Then let them hold a discussion. Encourage them to say what they think. At the end of this activity ask some of them to give their answers to the rest of the class.
Step 6 Practice
1. Page 35, part3. Read aloud the instruction and do the first one as an example. Let the students do the rest individually or in pairs. Them ask some Ss to read out their sentences to the rest of the class.
2. Page 35, Part 4. Read aloud the instruction and make sure the students understand the meaning of each sentence. Ask them to pay special attention to the translation of the infinitives when they do the exercise.
Step 7 Exercises
Get the Ss to read Ex. 1 in pairs. Encourage them to make some changes in order to get a new dialogue. Ask several pairs to give their dialogues to the rest of the class.
Ex. 2. Let the students do in pairs.
Do Ex.3 with the whole class.
Step 8Homework
Finish off the Ex. 3 in the workbook on page 100.
