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发表时间：2021-10-04

高二英语教案：《Unit 10 At the shop》教学设计（一）。

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高二英语教案：《Unit 10 At the shop》教学设计（一）

Teaching aims

1. Practice in pairs talking about buying clothes in a shop.

2. Study the language points in lesson 37.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

StepⅠWarming-upjab88.com

Ask the students some questions about shopping.

Do you often go shopping?

If so, what do you usually buy?

Ask the students to make dialogues in pairs.

Now you are in a clothes shop. You are fascinated by one of the shirts. Make a dialogue between you and the shop assistant.

Step II Watching and Listening

Let the students watch or listen to the dialogue once or twice and then answer same questions.

1. What did the customer buy last week?

2. What happened to the blouse she bought?

3.What did the customer ask the assistant to do?

4. Why couldn’t the shop assistant give her money back?

5.What did the customer decide to do at last?

Key:

1. She bought a blouse from the shop last week.

2. The blouse’s colours ran .

3. She wanted to change it or give her money back.

4. Because the manager was not there.

5. The customer decided to change it.

Step III Language points

Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.

1. There seem (s) to be…

2. like常见的句型是

like sb. to do sth./ like to do sth./ like doing sth.

3. I’m 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 Ⅳ Practice

Ask the students to make dialogue in pairs. .Divide the students into several groups and let them act out their own dialogues.

Situation: When the customer was talking with the shop assistant, the manager of the clothes shop came in. Make a dialogue between the manager and the customer.

Step V Acting-out

Ask the students to make dialogues similar to the one in Part 1.

Situation A: You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

Situation B: You have just bought a computer in a shop. But you find it didn’t work after a month. So you go back to the shop and ask for change it .

Step VI Practice

Do exercises Ex 2——3. on Page 118.

Step VII Homework

Get the students to prepare Lesson 38.

相关阅读

高二英语教案：《Unit 10 At the shop》教学设计（三）

Teaching Aims

1. Study the text and try to know how a journalist did some research about wine shop in London.

2. Study the words in this passage.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4.A set of multi-media equipment.

Teaching Procedures

Step 1 Revision

Check the homework exercises.

Get the students to tell the story of the million-pound note.

Step 2 Watching and Listening

Let the students watch or listen to the dialogue once or twice and then answer same questions.

1. What is the passage mainly about?

2. What were included in the newspaper report?

Key:

1. About a journalist’s report on wine shops.

2. The names of the wine shops she had visited were included in the newspaper report.

Step 3 Reading

Get the students to read the passage carefully and judge the sentences according the short text.

1. A London journalist wanted to do some research about wine.

2. The journalist wanted to see which shops offered the best advice and service.

3. She said she want to buy two bottles of special wine for a dinner.

4. The sixth shop that she visited was the most interesting of all.

5. A week later, her complete report was printed in the newspaper.

Answers: F T F T T

Step 4 Language points

1. do up 系，扣，包

2. take … seriously 认真对待

3. what was worse更糟的是

4. not … but …不是。。。而是

keep back 扣下，隐瞒, 忍住，阻挡住

5. it seems/looks as if……

看起来似乎．．．．．．，其中it 为无人称代词，本身并无词义．As if 引导表语从句或状语从句．

6. no matter what/who/when/……不论什么，无论何人．．．．．．

Step 5 Practice

Part 4. Read the instructions aloud to the students. Explain the meaning of the new words. Do the first three orally with the whole class. Then let the students work in pairs. Check the answers with the class at the end.

Part 5. Explain that the students have to make sentences from the two halves and that more than one answer may be possible. Do the first sentence with whole class, then let the students work in pairs. Ask for some sentences from the class at the end of this activity.

Step 6 Exercises

1. Ex.1. Get the students to read through the passage and discuss the answers in pairs. Then ask the students to retell the story.

2. Ex.3 should be done orally and the answers may be written on the Bb. Ask the students to translate the sentences into Chinese.

Step 7 Homework

Retell this passage with your own words.

Finish off the Workbook exercises.

高二英语教案：《Unit 7 Canada》教学设计（一）

teaching aims and demands

1.learn how canadian to use english and tell the difference between american accent and a canadian accent.

2. study daily expressions: language study.

teaching procedures

step 1 leading-in

show the students a picture and introduce the two characters in the dialogue by raising the following questions.

1) what can you see in the picture?

2) is the man american?

3) can you guess what they are talking about?

step 2 listening

let the students listen to the dialogue and listen the following questions:

1) is an america accent quite different from a canadian accent?

2) do people have the same accent all over canada?

step 3 reading

1.ask the students to read the dialogue silently and think about the question:

which of the following does dean talk about, grammar, vocabulary, spelling or pronunciation?

2.get the students to tell whether the statements are right or wrong.

1) there are a lot of differences between american english and canadian english.

2)“i don't follow you” means “i don't understand you.”

3)in canada, most people mainly use british english.

4) canadian newspapers use british english, but schoolbooks use american english.

5) canadians from different parts of the country speak quite differently.

key: 1.false 2.true 3.false 4.false　5.true

step 4 dialogue practice

let the students fill in the form below, using the follow questions as a guide.

american english

canadian english

pronunciation

vocabulary

spelling

using the following questions:

1) are there any many differences between them?

2) do they sue any different words for the same meaning?

3) are there any differences in pronunciation?

4) do they use american or british english?

step 5 language points

deal with language points.

1.tell the difference between a and b 说出……之间的区别

*tell a from b 把……和……区分开

* tell a lie/lies 说谎, 撒谎

* tell/speak the truth 说实话

* tell about 告诉关于……的事

2.follow

* 遵循,　按照．．．．．．行事

* 听得懂，　明白　＝　understand

* 跟随，跟着，＝　come, go have a place after

* 沿着．．．．．．而行，循着　＝　go along , keep to

3.generally speaking 一般地說

4.way的用法

step 6 practice

get he students to practice the dialogue in pairs. talk about the differences between canadian english and american english. the t tells them to practise with your partner , then practise in front of the class.

for example:

a: where are you from?

b: i’m from england.

a: could you tell me the difference between an american accent and british accent.

b: for example: spelling, pronunciation, …

step 7 oral practice

ask the students to work in groups of four and discuss the following questions:

situation 1: you are talking about the english language with a person from american.

situation 2: a foreigner who is visiting china wants to know the difference between chinese and japanese.

step 8 homework

1.finish off the exercises in your workbook.

2.preview lesson 26.

教案点评：本教案以听说练为主教学设计思路，教师通过图片及对话形式导入本课的相关问题，学习本课所学的日常交际用语“谈论语言学习”，学生模仿本课对话，达到掌握及熟练本课的语言点，同时两个人一组练习课本语句，并给学生提供场景，组织学生小组练习，提高了学生说与练的技能。

高二英语教案：《Unit 11 Hurricane!》教学设计（一）

Teaching Aims

Practice the dialogue and study the language points.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

Step1Warming--up

1. Get the students to talk about the weather.

2. Ask the students the following questions:

1) What will happen if it keeps raining heavily for a long time?

2) What other natural disasters do you know?

3) Do you know anything about typhoon (台风) that often does great damage to people, building, plants, animals and so on?

Step2 Listening

Watch the video or Listen to the tape , after that answer the following questions.

1. Why were Jane and Pipa late?

2. Why were Jane and Pipa’s parents wearied?

Answers:

1.Because the bridge had been washed away by the floods.

2.Because it was late, and a hurricane was likely to come

Step 3 Reading

Let the students read the dialogue carefully and try to answer the following questions:

1.Why couldn’t Jane and Pippa get across the river?

2.Why did they get so wet and dirty?

3.When did it start to rain?

4.What was fortunate for Jane and Pippa?

5.What’s wrong with Jane’s foot?

6.What information have their parents just got from the radio?

Answers: 1.Because the bridge has been washed away.

2.They had to walk across some very wet ground.

3.When they climbed over the rocks.

4.They could knew where they were going .

5. Her shoe has been pressing against her foot, so it hurts a bit.

6.A warning that a hurricane is likely to come.

Step 4Language Points

1. There you are! 你才回来！

2. There is (no) need to do…（没）有必要做。例如：

There is (no) need for sth （没）有必要做

3. (1) be (get) anxious about… 为……担忧

(2) be (get) anxious to do sth. 着急要去干……

4. be likely to do… 有可能做……

Step 5 Dialogue practice

1. Ask the students to listen to the tape of the dialogue. Then get them to practise the dialogue in groups of four. Encourage them to use gestures. Get one or two groups to act it out in front of class.

2. Ask the students to pick out from the dialogue the expressions showing anxiety and replies.

Model:

a) Is there anything the matter?

b) We were getting very worried.

c) We’ve been anxious about you.

d) what’s the matter with your food, Jane?

e) There is no need to be worried. We are both fine.

Model:

At the doctor’s

D: What’s wrong with you?

P: I feel very sick. I don’t know why.

D: Lie down and let me examine you.

P: Is there anything serious?

D: There is nothing to be worried, take this medicine three times a day, and you will be getting well soon.

On the street: At home.

Step 6 Oral practice

Ask the students to make dialogues similar to the one in the textbook.

Situation 1:

You were in a hurry going home by the bicycle at night. On the way, you saw an old man lying on the road .So you send him to hospital. But you forgot to call your parents and tell them you’d be back late. So they got worried. When you reached home in the evening, your parents asked you where you had been.

Situation 2:

You and your classmates decided to see a film. Everyone arrived on time at the bus stop except Peter. You were anxious about her. It was nearly late, but she didn’t come in the evening when you got home after film, you rang her up and asked her about the reasons.

Step 7 Exercise

1. Look at Page 123. Do Ex 1. Let the students read the dialogue again and then ask the students to discuss the answers in pails. Check the answers with the whole class.

2. As for Ex 2, let the students work in pairs first, then check the answers.

3. Before doing Ex 3, revise the words in the box. Do the exercise orally in class. The six sentences can be translated into Chinese if possible.

Step 8 Homework

1.Tell the story of Jane and Pippa.

2.Prepare lesson 42

教案点评：

本课的教案以听说及练习为主，学生通过听与看等多媒体手段了解对话内容之外，在教案中设计了几个对话的形式，交际的能力及语言交流的能力，此外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，练习表示焦急与担心的场景等。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，较为丰富课堂教学活动。

高二英语教案：《Unit 4 Newspapers》教学设计（一）

Teaching Aims and Demands

1.Practise making appointments in pairs.

2. Study the language items in this lesson.

Teaching Procedures

Step 1 Revision

Check the homework exercises.

Step 2 Lead-in

1.Ask the students some questions as warm-up exercises.

1) Do you often read newspapers?

2) What kind of newspaper do you want to read?

3) What do you usually read them for?

4) What’s on television to night?

5) What’s on at the cinemas in downtown?

6) What films have you seen recently?

7) Are you free this weekend?

8) And what are you going to do for the weekend?

2. Show the Ss a copy of China Daily. Tell them there many columns in the paper like News about China, International News, Business News, Travel, Sports, Entertainment, Advertisements, Weather Reports, etc. Ask them which columns they are interested in, and the reason.

Step 3 Dialogue

Ask the students to listen to the tap and answer some questions.

The first listening. Question:

What do Zhou Lan and Betty decide to do this weekend?

(go to a performance by the “ Red Roses”)

The second listening. Questions:

1) Where are the “ Red Roses” performing? ( At the people’s Theatre.)’

2) What does the performance start? ( At 7p. M this weekend)

3) What time do Betty and Zhou Lan plan to meet? ( At sixty-thirty.)

Ask the students to pay attention to how Betty makes an invitation and how Zhou Lan accepts the invitation.

Betty: Will you be free?

Zhou Lan: Yes, I’ll be free. I’d like to go.

Step 4 Language points

1. What’s on? = What performance are planned? People use this expression to refer the fixed, pre-planned entertainment, like films, TV programs, concerts and performances. 如:

What’s on at the cinema this evening? There isn’t anything good on.

on 正在进行或发生

The fright was still on.

Is there anything on tomorrow?

The light in his room is still on.

There is a new film on at cinema.

on 在…… 进行之中. 相相当于类似的形容词的用法.

They are on a friendly visit to China.

They are on their holiday.

The workers are on strike.

He left for Shanghai on business.

on 即将发生

there is nothing on this afternoon. So let’s go out.

Have you got anything on tonight?

on 依据,根据.

Slave owners in the south and rich people in big cities grew rich on the work of slaves.

People in the south live on rice.

That idea is not based on facts.

on 以 …… 方式, 通过.

They talked on the telephone.

I heard the news on the radio.

They left on an early train.

She cut her finger on a knife.

on 在 ….. 后立即

on hearing about the idea, I decided against it.

On arriving there, we all set out to work.

She decided to stay on the second thought.

on 的其一些用法

Have you got any money on/about/with you.

He is on China Daily. = He works for China daily.

Do you know the tall girl on the Chinese team?

That is a county town on the Changjiang River.

2. They are said to be very good.

* sb. is said Inf.

It is said that-.

People say that-. 它们表达的意思相同, 可以互换,表示 “ 据说, 听说” 之意思.

People/They say there are many monkeys in the forest.

It’s said that he had punished another wonderful book this year.

They say/It’s said that he ‘s in fact from Canada.

Many monkeys are said to be in the forest.

Step 5. Dialogue Drills

1. Play the tape the thirst time for the students to repeat after.

2. Let the students practice the dialogue in pairs, and then encourage them to act it out.

Step 6. Dialogue Practice

Practice 1.

Ask the students to retell the dialogue in the first or the third person form.

Model:

Today, Zhou Lan and I had lunch together in the student’s dinning room. While I was there, I read Zhou Lan’s copy of China Daily and got to know that there would be some performances on this weekend. A pop group named “Red Roses” will give s performance at the People’s Theatre. It’s said that they are very good, so I decided to go to it. I asked Zhou Lan if she would be free this weekend. She said yes and would like to go with me. Before parting each other, we fixed a time to meet at the theatre.

Practice 2:

1) Match the questions with answers in Part 2 on page 19,SB.

2) Ask the students to make new dialogues with their partners to talk about a film, a football match, a basketball match, a play or a performance.

Model:

A: Hi, Jim. We are going to have a football match with the teachers this weekend.

B. That sounds fine.

C. Would you like to join us?

B. What time does the match start?

A. At four.

B. Then I think there is no problem for me. By the way, where shall we meet?

A. I suggest on the left side of the sports ground.

B. Good! See you then. Bye.

Step 7. Dialogue Production

Ask the students to make dialogue acting to the situation given below, practicing offering invitation.

Situation:

If you are free this weekend, you plan to go for a picnic, ant outing, a camping or a visit to some places of interest. You’ like to invite some friends to go with you.

Model:

A: Hello! This is Richard speaking.

B: Hello! This is Kitty.

A: Hi, Kitty. I’m going to have a barbecue this Sunday. I wonder if you have time to come.

B: Yes, I’ll be free then. Where are you going to have it?

A: Just in my garden.

B: When will the barbecue begin?

A: How about ten o’clock in the morning?

B: That is fine. May I ask whom else you have invited?

A: My cousin, Mr. Green and his wife. I think you know them If you like, you may bring one or two friends with.

B: Thanks for your invitation. It’s very kind of you.

A: With pleasure. See you this Sunday.