人教版高二英语教案

2021年1月25日发(作者：褚生)
人教版高二英语教案


【篇一：人教版高中英语教学设计】


人教版高中英语教学设计


人教版高中英语必修
5 unit 2 the united kingdom


一．

教学内容分析：


人教版新课标高中英语必修
5
第二单元
(the united kingdom )
using language sightseeing in london
让学生了解英国首都伦敦
的名胜古迹
( big


ben;stpaul’scathedral ;westminsterabbey;greenwich;highgate
cemetery)


二、教学目标
(teaching goals)

1.
目标语言（
target language
）

a.
重点词汇和短语

sightseeing, available, delight, tower, royal, uniform, splendid,
statue, communism, thrill

b.
重点句式

worried about the time available, zhang pingyu had ... p14

what interested her most was the longitude line.p14

it seemed strange that the man who had developed
communism should have lived and died in london. p14

but she was thrilled by ... p14

2.
能力目标（
ability goals
）

improve the reading ability of the students and enable the
students to plan a tour around certain places.

3.
学能目标
learning ability goals

help the students know more about the historical sites in
london.


三、教学重难点（
teaching important difficult points
）

help the students identify different kinds of tour and talk about
the most interesting place for the tour and master the key
words and expressions in the passage.


四、教学方法（
teaching methods
）

1
、任务型教学法（
task-based teaching method）。读之前，教
师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决
问题。最 后通过任务的完成而实现对所学知识的意义建构。

2
、交际法教学
:
让学生在完成任务的活动中提高听说能力

3< br>、多媒体辅助教学法。把有关英国的文本，图片等信息融合在课件
中，发挥学生的多种感官作用， 激发学生学习兴趣，提高学习效率。
在
reading
部分对
the uk
有了一定的了解，在此基础上进一步学习
关于英国的一些名胜古迹。


五、教具准备（
teaching aids
）

a computer and a projector.


六、教学过程与方式（
teaching procedures ways
）

step i revision and lead- in

talk about london with the students.

t: london has been a capital city for nearly 1,000 years, and
many of its ancient buildings still stand. have you found any
information about london?

s1: the most famous sites in london are the tower of london,
westminster abbey and st. paul’s cathedral. but most visitors
also want to see the house of parliament, buckingham palace,
which is the queen’s london home.

s2: once, london was a small roman town on the north bank of
the thames, b
ut slowly it grew into one of the world’s major
cities with more than 7 million people. different areas of london
seem to be like different cities. and it also has many big parks,
full of trees, flowers and grass. sitting on the grass in the
middle of hyde park or kensington gardens, you are in the
country, miles away.

s3: many people think that london is all gray, but in fact red is
london’s favorite color. london is at its best when people are
celebrating. then the flags, the cheering crowds and the
carriages and horses all sparkle in the sunshine
—

if it’s not
raining, of course! however, it is often foggy. that’s why it’s
called “fog city”.

ask the students to read the passage and do the exercises
after the passage.


t: “sightseeing in london” is about

a chinese girl’s first visit to
london. it tells us how it would feel to visit london for the first
time. now read and find the answers to the questions after the
text.

step
Ⅱ
reading

task 1: ask the students to read the text to get the main idea.

t: now please read the text and find the answers to the
following questions. show the questions on the screen.

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were
they famous for? who built them? what happened to them?

sample answers:

1. first, she made a list of the sites she wanted to see. then
she planed her four-day trip.

2. the buildings mentioned in the text were:

tower, built by norman invaders of ad 1066, it is a solid, stone,
square tower which remained standing for one thousand years;
st paul’s cathedral, built after the terrible fire of london in 1666,
looked splendid; westminster abbey, contains statues in
memory of dead poets and writers; greenwich, the longitude
line; big ben; highgate cemetery; windsor castle.

task 2: ask the students to study the structure of the text
“sightseeing in london”.

1. the tower of london


2. st paul’s cathedral

3. westminster abbey

4. big ben

5. buckingham palace

show the following.
（说明：教师可以借助图片评说、文化背景介
绍和 生活体验等方法导入，激活学生相关的知识网络，使学生产生
阅读欲望。）

greenwich

the

second

day

the

third

day

the

first

day

1. high gate cemetery

2. the library of the

british museum 3. windsor castle

task 3 .ask the students find out the key words and
expressions.

(1)delight n.
＆
vt.


to one’s delight = to the delight of sb.

take delight in

with /in delight

be delighted at /by /with

be delighted to do sth .

delightful adj.

(2) remain vi
＆
linking v

remain --- remaining (adj ) --- remains (n )

after the fire ,very little remained of my house .
剩下

much work remained to be done .
有待以后再做


i’ll remained to see the end of the game .
留下

in fact ,the work remained unfinished .
仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.
残余物


（
3
）
thrill vt.
＆
n.

be thrilled at /with sth

thrilling adj.

(4) worried about the time available, zhang pingyu had made a
list of the sites she wanted to see in london.
过去分词做原因状
语
= because she was worried about ……

(5)it looked splendid when first built .
时间状语从句的省略

=
（
when it was first built
）

(6)it seemed strange that the man who had developed
communism should have lived and died in london. it
作形式主
语，
that
引导主语从句。


七、
homework:

ask the students to review the words learnt in this unit.


八、板书设计：


黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的
重点词汇，短语。


左边：

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were
they famous for? who built them? what happened to them?


右边：

(1)delight n.
＆
vt.


to one’s delight = to the delight of sb.

take delight in

with /in delight

be delighted at /by /with

be delighted to do sth .

delightful adj.

(2) remain vi
＆
linking v

after the fire ,very little remained of my house .
剩下

much work remained to be done .
有待以后再做


i’ll remained to see the end of the game .
留下

in fact ,the work remained unfinished .
仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.
残余物


（
3
）
thrill vt.
＆
n.

be thrilled at /with sth


九、教学反思：

1.
本堂课对词汇的处理有成功之处。上课 时我在每个教学环节根据
语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英
释义 ，或多媒体呈现，并写

在黑板右边，让学生自然而然地掌握了词汇。例如
remai n
我列出一
些例句要学生自己去归纳它的用法，而不是采用传统的讲授式。

2
．本堂课学生能跟着教师的步伐，参与教学活动，但是，活动形式
还是有点单一，主要采用了 问答式。教师应该不断更新观念，积极
运用各种手段调动学生合作学习、快乐学习，注重学生的主动发展 、
学习兴趣和个性的培养，使学生的积极性得到发挥，只有这样英语
阅读教学才能更加有效
【篇二：高二英语课堂教学设计案例】



高二英语课堂教学设计案例


（高二选修六
unit2 poems
第一课时
warming up reading
）


潜江市文昌高级中学

严开慧


一、整体设计思路、指导依据说明


英语教学是一种动态教学或活动教学， 教学过程是交际活动过程。
只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际
化 ，才能有效地培养学生运用英语进行交际的能力。新课标提出：
“
外国语是学习文化科学知识， 获取世界各方面信息和进行国际交往
的重要工具。
”
和
“??
发展听 、说、读、写的基本技能，提高初步运
用英语进行交际的能力，
??”
。结合本年段国 家级子课题
“
高中英语
阅读理解策略的形成性评价
”
的实施和本班学 生的实际，对教材进行
了操作性较强的处理。


二、教学背景分析


（一）

教学内容分析：


本单元以
poems
为话题
,
从学生初次接触英文诗歌
,
扩展到英文诗歌创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）
等。旨在通过本单元的学习
,
使学生在初步了解和掌握英文诗歌这一
文学形式的基本常识的基础上
,
进 行简单的诗歌创作。本课时是人教
版高二英语选修六
unit 2
的第一课时。在这一课时里，我将
warming up, pre-reading
和
reading
部分整合成了一篇阅读课。通
过这一课时的学习，学生从回顾所学 中文诗歌到说出自己最喜欢的
中文诗歌并阐明理由；然后通过快速阅读
reading
部分了解几种形
式简单的英语诗歌，从而激发他们诗歌创作的热情！


（二）

学生情况分析：


本节课的教学对象是高二学生 ，他们很理解中文诗歌的种类、风格、
特色，对诗歌的学习充满了兴趣，想知道中英文诗歌是否一样？他
们具有丰富的想象力和活跃的思维，具有一定的分析和解决问题的
能力。虽说大部分学生的基础 知识比较薄弱，英语交际能力和思维
能力不好，但他们都渴望得到老师和同学的理解和认可，有些学生< br>基础较好，认知能力和表现能力较好，因此，要设计出符合他们认
知范围和感兴趣的教案，因材施 教，让全班学生都投入到教学中来。


三、教学目标分析

（一）知识目标


理解并能熟练运用本文中的重点词汇和句型。

1
、重点词汇

poem, recite, aspect, rhyme, rhythm, nursery rhyme, diamond,
endless, branch, translation, transform, joy, anger, make up of,
in particular, eventually, take it easy, run out of, contradictory.

2
、重点句型

some poems tell a story or .... others......


they delight small children because ... ….


with so many different forms of poetry to choose from …

(
二
)
能力目标

1
、能够熟练的掌握本课 内容，用所学句型，进行交流。让学生在特
定的情境下运用所学的知识，培养学生实际运用英语的能力。

2
、要求学生找出文章的主题
,
列举文中介绍的五种诗歌形式
,
用自己
的语言讲述文中几首诗歌的主题
,
找出两首节奏强的诗歌< br>,
击掌诵读
,
并
圈出押韵词
.

3
、体会自己喜欢的诗歌的内涵
,
并阐明理由
,
模仿作英文诗
.


（三）情感目标

1
、让学生在课堂中轻松的学习，提高学生的观察力
,
欣赏能力以及
学会利用多种手段 培养学生的自主学习的能力。

2
、激发学生学习英语的兴趣，培养他们英语学习的 积极态度，使他
们建立学习英语的自信。


四、教学重点、难点分析


（一）教学重点：

1. master the important words, phrases and sentences
patterns.

2. collect the reasons why the poets write poems.

3. the similarities and differences between the chinese and
english poets and poems.


（二）教学难点：

1. find out the characteristics of each kind of poems.

2. practice writing simple poems.


五、教学过程设计

step1 leading in

enjoy a piece of music.(
水调歌头
)


设计意图：通过欣赏这首由诗歌改编成的歌曲，不仅活跃了课堂气
氛，而且创设了良好的学习气 氛，激发了学生的学习兴趣，在课的
一开始就把学生的注意力全部吸引过来了，也很自然的导入到了下< br>一个教学步骤。

step2
：
warming up

task1 enjoying the music, ask students to talk about their
favorite chinese poems.


“do you like poems? which one is your favorite? why do you
like it best?”
设计意图：运 用问题式教学，通过对自己最喜欢的中
文诗歌的回顾，引发学生对英文诗歌的向往。让学生提前进入诗的
海洋。

some english poems.