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高中优秀英语教案

发表时间：2021-10-04

高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）。

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的消化课堂内容，帮助高中教师能够更轻松的上课教学。你知道如何去写好一份优秀的高中教案呢？下面的内容是小编为大家整理的高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二），希望能为您提供更多的参考。

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.

精选阅读

高二英语教案：《Unit 6 Mainly revision》教学设计（二）

Teaching Aims and Demands

1.Learn the history of coins.

2.Learn the useful expressions:

hand out, look round, collection. mine, whenever, hide.

Step 1 Revision

1. Check the homework exercises.

2. Revise the dialogue in SB Lesson 21.

1) Ask the students to recite and act out the dialogue.

2) Change the dialogue into a short passage.

Step 2 Discussion

Look at the picture and read through the questions:

1. Which of the following do you collect: stamps, coins or postcards? Anything else?

2. How many different kind of coin can you think of?

3. Do you want to know more about coins?

Step 3 Reading

1.Answering questions

2. Go through the Ex.1 and make sure the students know the questions. Let them read the whole passage carefully and answer the questions, working in pairs. Check the answers with whole class.

3. Not making. Get the students to read the whole passage again and make notes. Let them do this exercise individually, then compare their note with their partners.

Step 4 Dealing with the language points

1. Later, another type of coin was used, with holes in it, and these were used for the next 2000 years, that is, from 221 BC until 1916.

With n. 介词短语, 作定语或状语.

They used to live in a wooden house, with trees round it.

She came to a little river with green grass and red flowers on both sides.

The teacher came in with some books in his hand.

He is deep in thought, with his head in his hands.

2. Coins may be of different sizes, weights, and shapes and of different metals.

Be of

The meeting is great of importance..

This medicine is of no use.

The work is of great importance.

The soldiers are almost of the same height.

The soldiers are almost ( of ) the same height.

The earth is ( of ) the shape of an orange.

The two pens are of the same size, but they are different in color.

3. The earliest coins in the west were made of gold mixed with silver.

The young man dressed in blue is our manager.

Step 4 Practice

1. Play the tape for the students to listen and follow.

1. Part 4. Go through the example and the first two sentences orally and let the students do this exercise individually. Check the answers with the whole class.

2. Part 5. Make sure the students know the special use of the verbs in the exercise and let them do it individually. Ask them to remember the verbs that must be followed by v-ing.

I missed Mr. Black Peef. 我思念布莱克·皮夫先生.

I---imagine B---be busy 　doing 　 m---miss

a---avoid i---insist c---consider s---suggest

k---keep s---stop P---practise 　e---enjoy

e---escape 　d---delay 　e---excuse　　M---mind

f---finish 　r---risk

Step5 Workbook

1. Ex.2. Get the students to read it. Discuss the answers in pairs. Then call out Ss to read the whole passage aloud to the rest of the students.

2. Ex.3. Write down the root words on the Bb. Then get the Ss to add endings to them, and tell the meaning and part of speech of each word.

3. Ex.4. Do it with the whole class.

Step 5 Homework

1.Retell the passage in your own words.

2.Review Lesson 23.

教案点评：

本教案围绕阅读知识及语法练习编写为主要点，让学生了解一些有关硬币的知识，在学习阅读文章过程中，本教案设计了以小组形式讨论相关本课的话题，练习学生组织语言的能力，激发学生学习的兴趣。

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.

高二英语教案：《Unit 6 Mainly revision》教学设计（一）

Teaching aims and demands

1.Practise how to solve the problems through the telephone call.

2.Learn the langue points in this dialogue.

Teaching Procedures

Step 1 Lead --- in

1. Show the students a few beautiful key rings (or other things), and then talk with them about their hobbies.

T: I have a student whom likes collecting key rings. Once he showed me his rings. That’s a large collection of about one hundred key rings. They are colorful and of different size and shapes. It took him more than three years to have got such a big collection, and he told me hat his hobby did not cost very much. He often tells people about his hobby, so on his birthday he often receives some nice and special key rings as presents from his friends, his parents and relatives.

2. Ask the students about their hobbies and then collect their answers.

(1) What are your hobbies?

(2) Does your hobby take much of your spare time?

(3) Do you like collecting thing?

(4) Does the collection cost s lot of money?

(5) Do your parents have any objection to your hobbies? Why?

Step 2 Dialogue Presentation

T: Now let’s listen to a dialogue between Bruce and Zhou Lan. They are talking on the telephone about stamps. Listen to it carefully and then you will answer some questions.

The first listening:

(1) Why does Bruce phone Zhou Lan?

(2) Why does Bruce say “ Excuse me” when he phones Zhou Lan?

The second listening:

Listen and repeat. Ask the students to read the dialogue.

Step 3 Language points

1. no longer / no more / not any longer / not any more 不再, 再也不

--- no more / no longer 放在 be 动词、助动词、情态动词之后，行为动词之前. No more 多用来修饰具体动词；no longer多用来修饰某种具体状态动词．例如：

He no longer lived here.

He has no more trouble.

Bruce works in a company. He is no more a student.

--- 表示时间“一度，曾经”，强调以前的情况不再继续下去，once but not now。用no longer, not any longer, not any more.但no longer, not any longer多与持续性动词连用；not any more 多与终止性动词连用。

She used to study English, but she doesn’t study it any longer/any more.

I am afraid she doesn’t live here any longer/any more.

Does Tom live here? No he no longer lives here.

He is no longer happy.

He doesn't come here any more.( 不用any longer)

---涉及数量或程度时，要用no more. ---替代事物时用 not any more.

There is no more bread on the desk.

I have no more money to spend on new clothes.

I don’t want any more.

He is no more a genius than I am.

---下列情况只用no more.

Since no more persons come,. Let’s begin. (adj.)

When no more steam comes, they might get burnt

He has no more books than I do.

I can’t sing this, no more can him.

2. What a pity! What a shame!

I am sorry that I can’t join you in the travel. What a shame!

It is a shame that he can’t join us in the travel.

It is a pity that he didn’t pass the exam.

3. You may use the following phrases to ask for person who would like to speak to:

Is … there?

Is that … ?

Can I speak to …?

4.You may use the following phrases to introduce yourself:

It’s…here.

This is…

This … speaking.

5.You may use the following phrases to answer a call:

Hello, who is that?

Hi, whom is that speaking?

6.If you are not the person the caller wants to speak to, you can just him:

Hold on, please.

Hold on a moment. I’ll go and ask him/her.

7.If the person who the caller is calling is not in, you may say:

… is not here now. Can I take a massage for you?

Could you leave a massage?

Step 4 Dialogue Practice

Practice 1.

Situation: Suppose you are Bruce, please tell your classmates why you phoned Zhou Lan the night before. Or suppose you are Zhou Lan, please tell them why Bruce phoned you late the night before.

Bruce telephoned me late last night, for he has only just got home that moment. Last time Bruce saw that I had a cock year stamp, so he yesterday evening he called to ask me if I could sell it to him. But it was a great pity that I sold it last week. I really didn't know Bruce needed it so much. However, I promised to try to find one for him.

Practice 2.

Ask the students to play the parts of Bruce and his father to talk about the call Bruce made just now. Or ask them to play the parts of Zhou Lan and her father to talk about the call she received just now.

Step 5 Dialogue Presentation

Ask the students to make phone calls to their classmates to talk about their hobbies.

Situation 1: Student B likes collecting Bobby dolls. Student A happened to find a new type of Bobby doll in the store. She is now phoning student B.

Situation 2: Student A likes collecting coins. His father is going to give a tour performance in Europe. He asks his father to get some foreign coins for him.

Step 6 Homework

1.Finish off the Workbook exercises .

2.Review Lesson 22.

教案点评：

本课的教案以听说为主，学生通过打电话学后如何解决一些问题。在教案中设计了几个对话的形式，操练学生交际的能力及语言交流的能力，在对话课中学生能够自如地运用语言点进行表达，如：教案设计两个对话，通过打电话谈论自己的爱好等。所以在编写过程中重点设计了自由对话，本课的对话练习及课外对话的练习等，较为丰富的课堂教学活动。

高二英语教案：《Unit 12 Mainly revision》优秀教学设计（一）

Teaching Aims:

1.Learn the rest part of the story.

2. Review the modal verbs.

3.Practice noun clauses.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard

Teaching Procedures

Step 1 Revision

Questions and Answers

What had escaped from Green Park zoo？

Was it dangerous？

What should people do if they saw it？

Why did Mrs．Cousins carry her ba-by outside？

What did she do after she put her baby outside？

Why did she suddenly have the surprise of her life？

7）How did she manage to get the animal away from her baby？

Step 2 Listening

Play the tape of recorder once or twice and ask this question.

1：Where did the police find the lion？

Key：The police found the lion in the bushes and it was eating the meat．

Step 3 Reading

Read the second part of the story and then answer the questions.

1 What did Mrs Cousins do immediately after she got inside the house with the baby?

2 What did she do next?

3 Where did the police find the lion?

4 Was that lion male or female? How do you know that?

5. How did the keepers from the zoo catch the lion?

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